Understanding

M athematics
Textbook for Class VIII

ཤེས་རིག
Department of Curriculum and Professional Development
Ministry of Education
Royal Government of Bhutan
Published by Department of Curriculum and Professional Development (DCPD)
Ministry of Education
Royal Government of Bhutan
Tel: +975-2-332885/332880

Copyright © 2022 Department of Curriculum and Professional Development (DCPD)

ALL RIGHTS RESERVED

No part of this book may be reproduced in any form without permission from the 2022
Department of Curriculum and Professional Development (DCPD), Ministry of Education

ACKNOWLEDGEMENTS
Advisors
Dasho Pema Thinley, Secretary, Ministry of Education
Tshewang Tandin, Director, Department of School Education, Ministry of Education
Yangka, Director for Academic Affairs, Royal University of Bhutan
Karma Yeshey, Chief Curriculum Officer, CAPSD
Research, Writing, and Editing Bhutanese Reviewers
One, Two, ..., Infinity Ltd., Canada Samten Wangchuk Thungkhar LSS, Trashigang
Sithar Dhendup Ura LSS, Bumthang
Authors Yeshi Dorji Yebilaptsa MSS, Zhemgang
Marian Small Duptho Ugyen Gelephu LSS, Sarpang
Ralph Connelly Kachap Dorji Nagor LSS, Mongar
David Hamilton Tenzin Gayphel Minjiwong LSS, S/Jongkhar
Gladys Sterenberg Karma Sangay Langthel LSS, Trongsa
David Wagner Bal Bdr Pradhan Drujeygang MSS, Dagana
Bijoy Hangmo Subba Gedu MSS, Chhukha
Reviewers Thinley Dorji Wangdue LSS, Wangdue
Don Small Bhagirath Adhikari Khine LSS, Trashiyangtse
John Grant McLoughlin Tshering Tenzin Peljorling, MSS, Samtse
Dorji Tshering College of Education, Samtse
Editors Kinley Wangdi Lobesa LSS, Thimphu
Jackie Williams Jigme Tenzin Doteng LSS, Paro
Carolyn Wagner Tashi Penjor Khangkhu MSS, Paro
David Hamilton Tashi Phuntsho Shaba MSS, Paro
Karma Yeshey CAPSD, Paro
Cover Concept and Design
Karma Yeshey and Ugyen Dorji, Curriculum Officers, CAPSD
Coordination
Karma Yeshey and Lobzang Dorji, Curriculum Officers, CAPSD

The Ministry of Education wishes to thank

• all teachers in the field who have given support and feedback on this project
• the World Bank, for ongoing support for School Mathematics Reform in Bhutan
• the students at Drugyal LSS and Lango LSS for their photos
• Nelson Publishing Canada, for its publishing expertise and assistance

1st edition 2008 ISBN: 99936-0-323-6

Reprint 2022

ii
CONTENTS
FOREWORD ix

INTRODUCTION
How Math Has Changed xi
Using Your Textbook xiii
Assessing Your Mathematical Performance xvi
The Classroom Environment xvii
Your Notebook xviii

UNIT 1 NUMBER
Getting Started 1
Chapter 1 Powers
1.1.1 Negative Exponents 3
GAME: Getting to a Half 6
1.1.2 Scientific Notation 7
Chapter 2 Square Roots
1.2.1 Perfect Squares 10
1.2.2 EXPLORE: Squaring Numbers Ending in 5 12
1.2.3 Interpreting Square Roots 13
1.2.4 Estimating and Calculating Square Roots 16
CONNECTIONS: The Square Root Algorithm 19
UNIT 1 Revision 20

UNIT 2 PROPORTION AND PERCENT

Getting Started 21
Chapter 1 Proportions
2.1.1 Solving Proportions 22
2.1.2 EXPLORE: Scale Drawings and Similar Figures 26
Chapter 2 Percent
2.2.1 Percents Greater Than 100% 27
2.2.2 Solving Percent Problems 31
GAME: Equivalent Concentration 34
2.2.3 Fractional Percents 35
2.2.4 Solving Percent Problems Using Familiar Percents 38

iii
Chapter 3 Consumer Problems
2.3.1 Mark-Up and Discount Consumer Problems 41
2.3.2 Simple Interest and Commission 45
CONNECTIONS: Currency Conversion 49
UNIT 2 Revision 50

UNIT 3 INTEGERS
Getting Started 51
Chapter 1 Multiplying Integers
3.1.1 Multiplying Integers Using Counters and Patterns 53
3.1.2 Multiplying Integers Using a Number Line 56
3.1.3 EXPLORE: Pattern Grids 58
3.1.4 Renaming Factors to Multiply Mentally 59
GAME: Order the Integers 61
Chapter 2 Dividing Integers
3.2.1 Dividing Integers Using Models and Patterns 62
3.2.2 Relating Division of Integers to Multiplication 66
CONNECTIONS: Mean Temperatures 68
3.2.3 Order of Operations with Integers 69
GAME: Target 71
UNIT 3 Revision 72

UNIT 4 FRACTIONS AND RATIONAL NUMBERS

Getting Started 73
Chapter 1 Adding and Subtracting Fractions
4.1.1 Adding and Subtracting Fractions Mentally 75
4.1.2 Adding and Subtracting Fractions Symbolically 78
Chapter 2 Multiplying and Dividing Fractions
4.2.1 EXPLORE: Multiplying Fractions 82
4.2.2 Multiplying Fractions 83
CONNECTIONS: The Sierpinski Triangle 87
4.2.3 Multiplying Mixed Numbers 88
4.2.4 Dividing Fractions With a Common Denominator 92
4.2.5 Dividing Fractions in Other Ways 95
4.2.6 Dividing Mixed Numbers 99

iv
Chapter 3 Rational Numbers
4.3.1 Introducing Rational Numbers 102
4.3.2 Operations with Rational Numbers 106
4.3.3 Order of Operations 110
GAME: Target One 114
UNIT 4 Revision 115

UNIT 5 MEASUREMENT
Getting Started 117
Chapter 1 The Pythagorean Theorem
5.1.1 The Pythagorean Theorem 119
5.1.2 Applying the Pythagorean Theorem 122
Chapter 2 Linear and Area Relationships
5.2.1 Area and Perimeter Relationships 125
CONNECTIONS: Pentominos 128
GAME: Pentominos 129
5.2.2 Scale Drawings 130
5.2.3 EXPLORE: Estimating the Area of a Circle 134
5.2.4 The Formula for the Area of a Circle 136
CONNECTIONS: The History of Pi 138
5.2.5 Applying Area Formulas 139
CONNECTIONS: Tangrams 142
Chapter 3 Volume and Surface Area
5.3.1 Volume of a Rectangular Prism 143
5.3.2 Surface Area of a Rectangular Prism 157
UNIT 5 Revision 150

UNIT 6 PROBABILITY AND DATA

Getting Started 151
Chapter 1 Probability
6.1.1 Complementary Events 152
GAME: Unlucky Ones 155
CONNECTIONS: Simpson's Paradox 156
6.1.2 Simulations 157

CONTENTS v
Chapter 2 One-Variable Data
6.2.1 EXPLORE: Sample Size 161

6.2.2 Selecting a Random Sample 162

6.2.3 Circle Graphs 165

6.2.4 Box and Whisker Plots 168

6.2.5 EXPLORE: The Impact of Altering a Data Set 175

Chapter 3 Two-Variable Data

176
6.3.1 EXPLORE: The Relationship Between Two Variables
177
6.3.2 Using a Scatter Plot to Represent a Relationship
181
UNIT 6 Revision

UNIT 7 ALGEBRA
183
Getting Started
Chapter 1 Describing Relationships
185
7.1.1 EXPLORE: Representing Relationships
186
7.1.2 Describing Relationships and Patterns
191
7.1.3 Recognizing Linear Relationships
196
CONNECTIONS: Adding Values in a Linear Relationship
197
7.1.4 Slope
Chapter 2 Solving Linear Equations 203
7.2.1 Solving an Equation Using Inverse Operations 207
7.2.2 Using an Equation to Solve a Problem 210
7.2.3 Solving a Problem Involving Two Relationships 213
GAME: Alge-Scrabble
Chapter 3 Linear Polynomials 214
7.3.1 Adding Polynomials 217
7.3.2 Subtracting Polynomials 220
7.3.3 EXPLORE: Multiplying a Polynomial by an Integer 221
UNIT 7 Revision

UNIT 8 GEOMETRY 223

Getting Started
Chapter 1 Representing Objects 225
8.1.1 Isometric Drawings 229

vi
Chapter 2 Transformations

8.2.1 Dilatations 233

8.2.2 Combining Transformations 239
GAME: Isometry 244
Chapter 3 Angle Relationships
8.3.1 EXPLORE: Measuring Angles in Polygons 246

8.3.2 Angles in Polygons 247

8.3.3 Angles With Parallel Line and Intersecting 251

Lines CONNECTIONS: Tools for Geometry 256

UNIT 8 Revision 257

ANSWERS 259

GLOSSARY 313

MEASUREMENT REFERENCE 329

PHOTO CREDITS 330

CONTENTS vii
 INTRODUCTION
HOW MATHEMATICS HAS CHANGED
Mathematics is a study of quantity, space, structure, patterns and change. This
study at the school level is divided into 5 strands of content, namely, numbers and
operations, algebra, geometry, measurement, and data and probability.
The learning of mathematics helps a person to solve problems. While solving
problems, skills related to, representation of mathematical ideas, making
connections with other topics in mathematics and connections with the real world,
providing reasoning and proof, and communicating mathematically would be
required. The textbook is designed to promote the development of these process
skills.
Nowadays, greater emphasis is given to conceptual understanding rather than on
memorizing and applying rote procedures. There are many reasons for this.
• In the real world, you are not told when to factor or when to multiply but rather
you need to figure out when to do so. You need to know and how to apply the
concepts and skills you are learning in order to solve problems.
• Over time, it is very unlikely that you will remember the mathematics you learn
unless it is meaningful. It is much harder to memorize something that does not
make sense than something that relates to what you already know.
In this textbook, mathematics is made meaningful in many ways:
problems about Bhutan and around the world. These problems will help you
see the value of math. For example:
For example:
• One problem will ask you to estimate and calculate a square root.
a) The area inside the square wall around
a dzong is about 3500 m 2. Estimate the length
of one of the side walls.
b) What is the side length to one decimal place?

• In another lesson, you will answer a question

about planting grass.
A 5 kg bag of grass seed covers about 650 m2.
How many bags should Tshering buy to seed
a 60 m-by-80 m football field?

• Other problems are related to

According to a May 2007 Kuensel report,
your country and the world. 8 × 106 litres of water are used each day in
Thimphu. If about 100,000 people live in
Thimphu, estimate how many litres of water are
used daily per person.

Introduction xi
 a) What is the width of Australia?
(Measure the map to the nearest
tenth of a centimetre.)
b) Bhutan is about 300 km wide.
About how many times would Bhutan
fit across Australia?

1 cm represents 625 km

Your textbook will often ask you to use objects and tools
to learn the math.
For example:
• You will build with cubes to learn about geometry.

• You will use fraction strips to work with fractions.

1 1 1 1
4 4 4 4

1 1 1 1 1 1 1 1
8 8 8 8 8 8 8 8

• You will use white and black counters to represent positive and
negative integers.

+3 –3

• You will use spinners and cards in probability

experiments.

xii
This textbook will also ask to explain why things are true. It will not be enough to
just say something is either true or false. For example, you might be asked to
calculate the quotient of a negative number divided by a negative number and
then explain why the quotient is positive.
You will solve many types of problems and you will be encouraged to use your
own way of thinking to solve and explain them.

USING YOUR TEXTBOOK

Each unit has
• a Getting Started section
• two or three chapters
• regular lessons and at least one Explore lesson
• a Game
• a Connections activity
• a Unit Revision
Getting Started
There are two parts to the Getting Started. You will complete a Use What You
Know activity and then you will answer Skills You Will Need questions.
Both remind you of things you already know that will help you in the unit.
• The Use What You Know activity is done with a partner or in a group.
• The Skills You Will Need questions help you review skills you will use in the unit.
You will usually do these by yourself.
Regular Lessons
• Lessons are numbered #.#.# — the first number tells the unit, the second
number is the chapter, and the third number is the lesson in the chapter.
For example, Lesson 4.2.1 is Unit 4, Chapter 2, Lesson 1.
• Each regular lesson is divided into five parts:
- A Try This problem or task
- A box that explains the main ideas of the lesson; it is called the exposition
- A question that asks you to think about the Try This problem again, using what
you have learned in the exposition
- one or more Examples
- Practising and Applying questions
Try This
• The Try This is in a grey box, like this one from lesson 2.3.2 on page 45.
Try This
A. Padam works in a motorcycle store. He sold a motorcycle for Nu 45,000 and earned
Nu 2700 for making the sale. What percent of the selling price
of the motorcycle was Padam's earnings?

You will solve the Try This problem with a partner or in a small group.
The math you learn later in the lesson will relate back to this problem.
Introduction xiii
The Exposition
• The exposition comes after the Try This.
• It presents and explains the main ideas of the lesson.
• Important math words are in bold text. You will find the definitions of these words
in the glossary at the back of the textbook.
• You are not expected to copy the exposition into your notebook.
Going Back to the Try This
• There is always a question after the exposition that asks you to think about the
Try This problem again. You can use the new ideas presented in the exposition.
In the example below from lesson 2.3.2 on page 46, the exposition shows how
to use a formula to calculate a commission.

B. Use the percent you calculated in part A as the commission percent.

i) How much commission would Dorji earn for selling a motorcycle for Nu 30,000?
ii) Dorji earned a commission of Nu 3000 for selling a motorcycle.
What was the selling price of the motorcycle?

Examples
• The Examples prepare you for the Practising and Applying questions. Each
example is a bit different from the others so that you can refer to many models.
• You will work through the examples sometimes on your own, sometimes with
another student, and sometimes with your teacher.
• What is special about the examples is that the Solutions column shows you what
you should write when you solve a problem, and the Thinking column shows you
what you might be thinking as you solve the problem.
• Some examples show you two different solutions to the same problem.
The example below from lesson 6.1.1 on page 153 shows two possible ways
to answer the question, Solution 1 and Solution 2.
Example 1 Solving a Probability Problem
Choki and Sithar are playing a game where they flip two Nu 1 coins.
• Choki wins when the coins both show Khorlo.
• Sithar wins when both coins show Tashi Ta-gye.
• If the two coins show different faces, no one wins.
a) What is the theoretical probability that Choki will win?
b) Which is greater, P(Choki does not win) or P(Sithar wins)?
Solution 1 Thinking
a) First coin Second coin Outcomes a) I made a tree diagram
K KK to list all the possible
K outcomes.
T KT • Each outcome has
1
K TK a probability of
4
T
because there are 4 equally likely
T TT
outcomes.
1 • The event that Choki wins is
P(Choki wins) =
4 represented by the outcome KK.

xiv
 1 b) The TT outcome represents a win
b) P(Sithar wins) =
4 for Sithar. It is 1 out of 4 possible
P(Not Choki wins) = 1 – P(Choki wins) outcomes.
1
=1– • I knew that Choki not winning is the
4 complement of Choki winning, so I used
3 the formula:
=
4
P(Not Choki wins) = 1 – P(Choki wins)
P(Not Choki wins) > P(Sithar wins)
Solution 2 Thinking
a) a) I used an area model
T KT TT
to represent the
Second possible outcomes.
coin • The event that Choki
K KK TK
wins is represented by
the outcome KK. Its
K T 1
area represents of the area of
4
First coin
1 the whole square.
P(Choki wins) =
4
1 b) The TT outcome represents a win
b) P(Sithar wins) =
4 for Sithar. It is 1 out of 4 possible
1 1 1 3 outcomes.
P(Not Choki wins) = =
4 4 • The event of Choki not winning
P(Not Choki wins) > P(Sithar wins) consists of the 3 outcomes KT, TT, and
TK. That's 3 out of 4 possible outcomes.

Practising and Applying

• You might work on the Practising and Applying questions by yourself, with
a partner, or in a group. You can use the exposition and examples to help you.
• The first few questions are similar to the questions in the Examples and
the exposition.
• The last question helps you think about the most important ideas you have
learned in the lesson.
Explore Lessons
• An Explore lesson gives you a chance to work with a partner or in a small group
to investigate some math.
• Your teacher does not tell you about the math in an Explore lesson.
Instead, you work through the questions and learn in your own way.

Connections Activity
• The Connections activity is usually something interesting that relates to the math
you are learning. For example, in Unit 2, the Connections on page 49 relates to
changing money from one currency to another currency.
• There is always a Connections in a unit.
• You usually work in pairs or small groups to complete the task or answer
the question(s).

Introduction xv
Game
• Each unit usually has at least one
Game.
• The Game is a way to practise
skills and concepts from the unit
with
a partner or in small group.
• The materials you need and
the rules are listed in the textbook.
Usually the textbook shows a
sample game to help you
understand
the rules.
Target One game from UNIT 4
Unit Revision
• The Unit Revision is a chance to review the lessons in the unit.
• The order of the questions in the Unit Revision is usually the same as the order
of the lessons in the unit.
• You can work with a partner or by yourself, as your teacher suggests.

Glossary
• At the end of the textbook, you will find a glossary of new math words and their
definitions. The glossary also contains other important math words from previous
classes that you need to remember.
• The glossary also has definitions of instructional words such as “explain”,
“predict”, and “estimate”. These will help you understand what you are expected
to do.

Answers
• You will find answers to most of the numbered questions at the back of the
textbook. Answers to questions that ask for explanations, such as “Explain your
thinking” or “How do you know?” are not included in your textbook. Your teacher
has those answers.
• Questions with capital letters, such as A or B, do not have answers at the back of
the textbook. Your teacher has the answers to these questions.
• If there could be more than one correct answer to a question, the answer will
start with the words Sample response. Even if your answer is different than the
answer at the back of the textbook, it may still be correct.

ASSESSING YOUR MATHEMATICAL PERFORMANCE

Forms of Assessment
Your teacher will be checking to see how you are doing in your math learning.
Sometimes your teacher will collect information about what you understand or
do not understand in order to change the way you are taught. Other times your
teacher will collect information in order to give you a mark.

xvi
Assessment Criteria
• Your teacher should tell you about what she or he will be checking and how it will
be checked.
• The amount of the mark assigned for each unit should relate to the time the class
spent on the unit and the importance of the unit.
• Your mark should consider how you are doing on skills, applications, concepts,
and problem solving.
• Your teacher should tell you whether the mark for a test will be a number such
as a percent, a letter grade such as A, B, or C, or a level on a rubric (level 1, 2, 3,
or 4). A rubric is a chart that describes criteria for your work, usually in four levels
of performance. If a rubric is used, your teacher should let you see the rubric
before you start to work on the task.

Determining a Mark or Grade

In determining your overall mark in mathematics, your teacher might use
a combination of tests, assignments, projects, performance tasks, exams,
interviews, observations, and homework.

THE CLASSROOM ENVIRONMENT

In almost every lesson you will have a chance to work with other students.
You should always share your responses, even if they are different from
the answers offered by other students. It is only in this way that you will really
be engaged in the mathematical thinking.

YOUR NOTEBOOK
 It is valuable for you to have a well-
organized, neat notebook to look back at to
review the main ideas you have learned. You
should do your rough work in this same
notebook. Do not do your rough work
elsewhere and then waste valuable time
copying it neatly into your notebook.

• Your teacher will sometimes show you

important points to write down in your notebook.
You should also make your own decisions
about which ideas to include in your notebook.

Introduction xvii
 UNIT 1 NUMBER
Getting Started

Use What You Know

A. i) Draw two lines: one 5 cm long and another 10 cm long.
ii) What fraction of the 10 cm line is the 5 cm line?

B. i) Draw two squares: a 5 cm square and a 10 cm square.

ii) Why can you write the product 5 × 5 to describe the area
of the small square?
iii) Describe the area of the large square as a product.
iv) What fraction of the area of the 10 cm square is the area
of the 5 cm square?

C. Think about two cubes: a cube with an edge length of 5 cm and

another cube with an edge length of 10 cm.

10 cm

5 cm

10 cm
5 cm
5 cm 10 cm

i) Write the volume of each cube as the product of three numbers.

ii) What fraction of the volume of the 10 cm cube is the volume
of the 5 cm cube?

D. Estimate what fraction 5 × 5 × 5 × 5 is of 10 × 10 × 10 × 10.

Explain your estimate. Then test it by multiplying.

E. Why do you think the value of the fractions in parts A ii), B iv), C ii),
and D decreased as you multiplied more 5s and more 10s together?

Reprint 2022 Number 1

Skills You Will Need
1. Express each as a product of prime factors.
a) 240 b) 45 c) 144 d) 31

You might find this place value chart helpful for questions 2 and 3.
Billions Millions Thousands Ones
H T O H T O H T O H T O
1011 1010 109 108 107 106 105 104 103 102 101 1

2. Write each number below in expanded form in two ways.

For example, the number 312,056 in expanded form is
3 hundred thousands + 1 ten thousand + 2 thousands + 5 tens + 6 ones
3 × 100,000 + 1 × 10,000 + 2 × 1000 + 5 × 10 + 6
a) 412,150 b) 365,124 c) 1,003,010 d) 1,000,901,142

3. Write each number in standard form and in expanded form.

a) 8 × 106 + 5 × 104 + 2 × 103
b) 4 × 1010 + 7 × 107 + 6 × 102 + 3 × 101 + 7

4. Calculate each.
a) 0.5 × 2.14 b) 9 × 0.22 c) 0.3 × 0.7 d) 0.08 × 0.12

You might find this place value chart helpful for questions 5 and 6.
1000 100 10 1 0.1 0.01 0.001 0.0001

5. Calculate each.
a) 37.4 × 100 b) 0.23 × 1000
c) 3.028 ÷ 100 d) 623.4 ÷ 1000
e) 0.4 × 10,000 f) 8.2113 × 100
g) 3.12 ÷ 1000 h) 23.4 ÷ 100

6. The digit 3 is in the ones column in the number 423.6. In which place value
column is the digit 3 in 423.6 after each calculation?
a) 423.6 × 0.0001 b) 423.6 × 0.01
c) 423.6 ÷ 0.1 d) 423.6 ÷ 0.01

2 UNIT 1 Reprint 2022

Chapter 1 Powers
1.1.1 Negative Exponents

Try This
A. How many parts are added together, when you write each number below
in expanded form? How do you know?
For example:
1245 = 1 thousand + 2 hundreds + 4 tens + 5 ones, so there are four parts.
i) 2059.61 ii) 725.003 iii) 810,053.1146

• You can describe a decimal using expanded form.

For example:
10,060.407 = 1 ten thousand + 6 tens + 4 tenths + 7 thousandths
= 1 × 10,000 + 6 × 10 + 4 × 0.1 + 7 × 0.001

Standard form Expanded forms

• You can also describe a decimal using exponential form. A place value chart that
includes powers of 10 is a helpful tool for understanding exponential form.
Each time you move one column to the right in a place value chart, you divide
by 10. That means there will be one fewer 10 in the product of the power of 10,
so the exponent of 10 decreases by 1.
For example: 104 ÷ 10 = (10 × 10 × 10 × 10) ÷ 10 = 103
103 ÷ 10 = (10 × 10 × 10) ÷ 10 = 102
102 ÷ 10 = (10 × 10) ÷ 10 = 101
10,000 1000 100 10 1 0.1
104 103 102 101 ? ?
The pattern continues: 101 ÷ 10 = 10 ÷ 10 = 100 =1
100 ÷ 10 = 1 ÷ 10 = 10–1 = 0.1
• Notice that powers of 10 less than 1, such as tenths (0.1), hundredths (0.01), and so
on, have negative exponents.
For example: 0.1 = 10–1 0.01 = 10–2 0.001 = 10–3
Ten Hundred
Ones Tenths Hundredths Thousandths
thousandths thousandths
1 0.1 0.01 0.001 0.0001 0.00001
100 10–1 10–2 10–3 10–4 10–5

• If you continue the pattern, you get 10–6 = 0.000001 in the millionths place.
• When you write a power of 10 greater than 1 in standard form, the number of
zeros after the 1 equals the exponent.
For example: 104 = 10,000 (there are four zeros after the 1).

Reprint 2022 Number 3

• When you write a power of 10 less than 1 in standard form, the number of zeros after
the decimal point is one less than the opposite of the exponent. For example:
Standard Zeros after
Place Value Power of 10 Exponent
form the decimal point
Thousandths 10–3 0.001 –3 2
Ten thousandths 10–4 0.0001 –4 3
Hundred
10–5 0.00001 –5 4
thousandths
Millionths 10–6 0.000001 –6 5

• Just as you can write numbers greater than 1 using exponential form, you can write
numbers less than 1 using exponential form.
For example: 245 = 2 × 102 + 4 × 101 + 5
0.245 = 2 × 10–1 + 4 × 10–2 + 5 × 10–3

B. Here is the decimal portion of each number from part A. Write each in
exponential form. i) 0.61 ii) 0.003 iii) 0.1146

Examples
Example 1 Changing Exponential Form to Standard and Expanded Forms
Write each number in standard form and in both expanded forms.
a) 7 × 10–1 + 3 × 10–2 + 1 × 10–6
b) 6 × 100 + 4 × 10–1 + 3 × 10–3 + 7 × 10–4 + 2 × 10–5
Solution
a) and b)
Ten Hundred
Ones Tenths Hundredths Thousandths Millionths
thousandths thousandths
1 0.1 0.01 0.001 0.0001 0.00001 0.000001
–1 –2 –3 –4 –5
10 0
10 10 10 10 10 10–6
0 7 3 0 0 0 1
6 4 0 3 7 2

a) The standard form is 0.730001. Thinking

The expanded forms are: a) I put each of the digits,
7 tenths + 3 hundredths + 1 millionth 7, 3, and 1, in the correct place
7 × 0.1 + 3 × 0.01 + 1 × 0.000001 in a place value chart. Then
I put zeros in the places that
b) The standard form is 6.40372.
were blank.
The expanded forms are:
6 ones + 4 tenths + 3 thousandths b) Since there were no millionths (10–6) in
+ 7 ten thousandths
+ 2 hundred thousandths the number in exponential form, I didn’t
6 × 1 + 4 × 0.1 + 3 × 0.001 + need a zero in that place because no digits
7 × 0.0001 + 2 × 0.00001 came after it.

4 UNIT 1 Reprint 2022

Example 2 Calculating With Negative Exponents
Calculate.
a) 75 × 10–2 + 4 × 10–3 b) 10–1 + 23 × 10–3 + 6 ×10–5 c) 10–2 × 10–2
Solution Thinking
a) 75 × 10 + 4 × 10
–2 –3
a) 75 × 10–2 = 0.75 because the
= 0.75 + 0.004 exponent –2 means hundredths.
= 0.754 • 4 × 10–3 = 0.004 because the
exponent –3 means thousandths.
b) 10–1 + 23 × 10–3 + 6 ×10–5 b) The three parts of the number
= 0.1 + 0.023 + 0.00006 are 0.1, 0.023, and 0.00006. I added them
= 0.12306 together.

c) 10–2 × 10–2 c) I knew that 10–2 = 0.01, so I multiplied

the decimals.
= 0.01 × 0.01
= 0.0001

Practising and Applying

You might find the place value chart on page 4 helpful.
1. Write each number in standard form 4. a) How many digits are there to
and in both expanded forms. the right of the decimal point if you
a) 1 × 10–1 + 4 × 10–2 + 7 × 10–4 write this number in standard form?
How do you know?
b) 3 × 102 + 6 × 100 + 5 × 10–2 +
7 × 10–3 + 8 × 10–6 5 × 10–4 + 6 × 10–7 + 5 × 10–9 +
9 × 10–11 + 4 × 10–13
c) 7 × 10–4 + 5 × 10–5
b) Could you write the number using
d) 5 × 106 + 6 × 104 + 3 × 101 + 20 digits after the decimal point?
4 × 10–2 + 7 × 10–3 + 3 × 10–6 Explain your thinking.

2. Calculate. c) Is the number greater than or less

than 5 × 10–4? How do you know?
a) 10–2 + 10–3
b) 25 × 10–1 + 8 × 10–2 5. What do you think 2–1 means?
Explain your thinking.
c) 10–3 × 10–3
6. How is understanding the place value
3. Which number in each pair is system useful for understanding
greater? negative powers of 10?
a) 3 × 10–2 or 6 × 10–3
b) 5 × 10–4 + 7 × 10–5 or 2 × 10–3
c) 102 × 10–2 or 9 × 10–1

Reprint 2022 Number 5

GAME: Getting to a Half

The goal of the game is to make numbers with a sum

as close as possible to 0.5 without going over 0.5.
Each number consists of a whole number multiplied
by a negative power of 10.
Any number of people can play. Take turns.
 × 10–
Do this on your turn:
• Roll a pair of dice. The numbers on the two dice
represent the whole number and the negative
exponent of the power of 10.
You can choose which number represents the
whole number and which represents the exponent.
For example:
A roll of 4 and 6 could make 4 × 10–6 or 6 × 10–4.
This roll could be
• Write the number in standard form.
4 × 10–6 or 6 × 10–4.
For example, 6 × 10–4= 0.0006.
• Continue rolling up to three more times. You can stop at any time.
Add your new number to your total from the numbers before.
If your sum goes above 0.5, you lose.
• Compare the sums of all the players at the end of each round.
The player with the score closest to 0.5 (but not more than 0.5) receives 1 point.
• The first person to get 3 points wins the game.
Players take turns going first for each round.

Sample round for one player

Dice throw Number Standard form Sum

4 6 6× 10–4 0.0006 0.0006
1 3 3× 10–1 0.3 0.3006
5 2 5× 10–2 0.05 0.3506
1 1 1× 10–1 0.1 0.4506

6 UNIT 1 Reprint 2022

1.1.2 Scientific Notation

Try This
A. Which expressions below are equal to 345.6?
i) 0.3456 × 103 ii) 34,560 × 10–2 iii) 3456 × 10–1
iv) 3,456,000 × 10–4 v) 0.03456 × 104 vi) 0.003456 × 105

• To compare numbers like 0.12467 × 103 and 12,467 × 10–1, it is helpful to write
them in a similar form. One way is to use scientific notation.
• A number in scientific notation is written as a whole number or decimal multiplied
by a power of 10. The whole number or decimal part is called the multiplier.
The multiplier is always greater than or equal to 1 and less than 10.
For example:

2.35 × 10 2
235 = 2.35 × 102
0.1345 = 1.345 × 10–1
Multiplier Power of 10
0.000467 = 4.67 × 10–4

• The power of 10 is positive if the original number is greater than the multiplier.
The power of 10 is negative if the original number is less than the multiplier.

• The exponent is equal to

the number of places that each digit
moves when you change a number
235 = 2.35 × 102
from standard form to scientific The digits move 2 places to the right.
notation.
- A positive exponent means 0.1345 = 1.345 × 10–1
the digits moved to the right. The digits move 1 place to the left.
- A negative exponent means
the digits moved to the left.

• If a number is already greater than or equal to 1 and less than 10, write
the number in scientific notation using 100 as the power of 10 because 100 = 1.
For example, 5.301 in scientific notation is 5.301 × 100.
• It is easy to compare numbers when they are in scientific notation:
- If the powers of 10 are the same, compare the multipliers. The greater
number is the number with the greater multiplier.
For example, 3.15 × 104 > 1.56 × 104 since 3.15 > 1.56.
- If the powers of 10 are not the same, compare the powers of 10. The greater
number is the number with the greater power of 10.
For example, 2.68 × 10–2 > 9.51 × 10–3 since –2 > –3.

B. Are any of the expressions in part A in scientific notation? How do you

know?

Reprint 2022 Number 7

Examples
Example 1 Expressing Numbers in Scientific Notation
Write each number in scientific notation.
a) 3406 b) 0.021 c) 0.10832 d) 1,200,000 e) 5.67
Solution Thinking
a) 3406 = 3.406 × 103
a) I knew that the decimal point had
to go between the digits 3 and 4 so
that the multiplier would be greater
than or equal to 1 and less than 10.
• I multiplied by a positive power of 10
so the digits would move to the right.

b) 0.021 = 2.1 × 10–2 b) I knew that the decimal point had to go between
the digits 2 and 1 so that the multiplier would be 2.1.
• I multiplied by a negative power of 10 so
the digits would move to the left.
c) 0.10832 = 1.0832 × 10–1 c) I knew the decimal point had to go between
the digits 1 and 0 so that the multiplier would
be 1.0832.
• I multiplied by 10–1 so the digits would move
one place to the left.

d) 1,200,000 = 1.2 × 106 d) I knew the decimal point had to go between

the digits 1 and 2.
• I multiplied by 106 so the digits would move
six places to the right.
e) 5.67 = 5.67 × 100 e) 5.67 was already between 1 and 10 so the digits
did not need to move. Multiplying by 100 is the same
as multiplying by 1.

Example 2 Comparing Quantities using Scientific Notation

Which value is greater in each?
a) 4.6 × 106 or 2 × 107 b) 2.3 × 104 or 1.99 × 104 c) 1.83 × 10–2 or 2.053 × 10–1
Solution Thinking
a) 2 × 107 > 4.6 × 106 a) The powers of 10 were different,
so all I had to do was compare the
powers. I knew the number with the
greater power of 10 would be greater.

b) 2.3 × 104 > 1.99 × 104 b) The powers of 10 were the same, so I compared
the multipliers. 2.3 > 1.99, so 2.3 × 104 > 1.99 × 104.

c) 2.053 × 10–1 > 1.83 × 10–2 c) The powers of 10 were different, so I compared
the exponents. –1 > –2, so 2.053 × 10–1 > 1.83 × 10–2.

8 UNIT 1 Reprint 2022

Example 3 Interpreting Scientific Notation
According to a May 2007 Kuensel report, 8 × 106 litres of water are used
each day in Thimphu. If about 100,000 people live in Thimphu, estimate
how many litres of water are used daily per person.
Solution Thinking
8 × 10 = 8,000,000
6
• I worked out the total number of
8,000,000  100,000 litres of water that was
80 hundred thousands  represented by 8 × 106.
1 hundred thousand = 80 • I knew that 8,000,000 was
80 hundred thousands and
About 80 L of water are used
100,000 was 1 hundred thousand, so I divided
daily per person.
80 by 1.

Practising and Applying

1. Write each in scientific notation. 5. Can the multiplier in a number in
a) 231.96 b) 4,356,000 scientific notation be 1.0? How do
you know?
c) 0.00021 d) 0.1367
6. Dorji’s savings account has a value of
2. Which is greater in each pair? Explain Nu 9.31 × 104. Kinley’s account has Nu
how you know. 9.86 × 103. Who has more money? How
a) 3.45 × 10–3 or 2 × 10–2 do you know? How much more?
b) 1.5996 × 106 or 2 × 106
7. Write each underlined number in
c) 2 × 104 or 1.99 × 105
scientific notation.
3. One of the highest passes in Bhutan is a) The average distance from Earth to the
Thrumshing La. Which value below is a sun is 149,600,000 km.
reasonable estimate of its height? b) The area of Earth's surface is about
How do you know? 510,000,000 km2.
3.8 × 103 m or 3.8 × 10–3 m c) The diameter of a red blood cell is
0.00074 cm.
4. Write each underlined number in
scientific notation.
a) Bhutan's area is about 47,000 km2.

Red blood cells magnified many times.

b) Bhutan's Gross National Income in
8. If you were comparing two numbers in
2005 was 798,200,000 United States
scientific notation, which would you look
dollars (according to the World Bank).
at first, the multipliers or the powers of
10? Explain your thinking.

Reprint 2022 Number 9

Chapter 2 Square Roots
1.2.1 Perfect Squares

Try This
Tshering noticed a pattern when adding odd numbers.
1= 1 = 1 × 1
1+3 = 4 =2×2
1+3+5 = 9 =3×3
1 + 3 + 5 + 7 = 16 = 4 × 4

A. Continue the pattern for three more rows.

1 3 5 7 9

• A perfect square is the product of a whole number multiplied by itself.

For example, 25 is a perfect square since 5 × 5 = 25.
You can say “5 squared equals 25”. 5
• A number such as 25 is called a perfect square because
it can be formed into a square with whole number side lengths.
• Here are the first twelve perfect squares.
5 25
1×1=1 5 × 5 = 25 9 × 9 = 81
2×2=4 6 × 6 = 36 10 × 10 = 100
3×3=9 7 × 7 = 49 11 × 11 = 121
4 × 4 = 16 8 × 8 = 64 12 × 12 = 144
• You can look at the prime factors of a number to see if it is a perfect square.
If you can pair each factor with another factor and no factors are left over,
the number is a perfect square.
9 =3×3 The prime factors of 3 can be paired, so
9 is a perfect square.
20 = 2 × 2 × 5 The prime factor of 5 does not have a partner, so
20 is not a perfect square.
8 =2×2×2 Only two of the three 2s can be paired, so
8 is not a perfect square.
225 = 3 × 3 × 5 × 5 Each of the prime factors can be paired, so
225 is a perfect square.
• The differences between consecutive perfect squares form this pattern:
4–1=3
9–4=5 3, 5, 7, ...
16 – 9 = 7

B. How does the diagram in part A show each?

i) that the sums of consecutive odd numbers are perfect squares
ii) the pattern of differences between consecutive perfect squares

10 UNIT 1 Reprint 2022

Examples
Example 1 Identifying Perfect Squares
Which of these numbers are perfect squares?
A. 400 B. 80 C. 10,000 D. 31 E. 111
Solution Thinking
A. 400 A. 400 = 20 × 20
B. 80 = 2 × 2 × 2 × 2 × 5. There is no matching factor
for 5.
C. 10,000 C. 10,000 = 100 × 100
D. 31 is a prime number so it cannot be a perfect square
because its only factors are 1 and 31.
E. 102 = 100 and 112 = 121, so 111 cannot be a perfect square
because it is between two consecutive perfect squares.

Practising and Applying

1. Which number is a perfect square? d) How many small triangles will be in
48 103 4000 144 six rows? How do you know?

2. Look at the list of perfect squares 5. The prime factorisation of a number

on page 10. is 2 × 2 × 2 × 7 × 13 × 13.
a) Which digits appear in the ones a) Is the number a perfect square?
place of these perfect squares? How do you know?
b) Can a perfect square have the digit 7 b) What is the least number that you
in the ones place? Why? could multiply this number by to get a
perfect square? Explain your thinking.
3. a) What are the missing sums? 6. a) List the numbers from 1 to 16 and
1 + (1 + 2) =  identify all the factors of each.
1 + 2 + (1 + 2 + 3) = 
1 + 2 + 3 + (1 + 2 + 3 + 4) =  b) How many factors does each
1 + 2 + 3 + 4 + (1 + 2 + 3 + 4 + 5) =  number have?
b) What do you notice about the sums? c) How is the number of factors
different for the perfect squares than
c) Predict the sum of 1 + 2 + 3 + 4 + 5 + for the other numbers?
(1 + 2 + 3 + 4 + 5 + 6).
7. a) How many perfect squares are
4. a) How many small there between 90 and 890?
triangles are in the top b) How can you answer part a) without
two rows of the larger listing all the perfect squares?
triangle?
b) How many small triangles are in all 8. Duptho says that a perfect square
three rows? that is divisible by 3 is also divisible
c) Copy the triangle. Draw a fourth row by 9. Do you agree? Explain your
at the bottom. How many small thinking.
triangles are in all four rows?
9. Describe two or more things that
make a perfect square a special
number.

Reprint 2022 Number 11

1.2.2 EXPLORE: Squaring Numbers Ending in 5

• The square root of a perfect square is the whole number that is multiplied by
itself to get the perfect square.
For example, the square root of 225 is 15 because 15 × 15 = 225.
• In this lesson, you will learn about the relationship between any square root
ending in 5 and its perfect square.

A. The chart below will help you relate the number of tens in each square
root to the number of hundreds in its perfect square.
For example, 15 × 15 = 225 → 15 has 1 ten and 225 has 2 hundreds.
i) Copy and complete this chart.
Square Perfect Number of tens Number of hundreds
root square in square root in perfect square
15 15 × 15 = 225 1 2
25 25 × 25 =
35 35 × 35 =
45 45 × 45 =
55 55 × 55 =
65 65 × 65 =
75 75 × 75 =

ii) What do you notice about the last two digits of each perfect square?
iii) Describe the relationship between the number of tens in the square root
and the number of hundreds in the perfect square.
iv) Use what you noticed in parts ii) and iii) to find 85 × 85 and 95 × 95.
Explain how you got each product. Then multiply to see if you were correct.

B. i) How many tens are in 115?

ii) Use the pattern you noticed in part A to find 115 × 115. Multiply to check.

C. Explain how to find the perfect square of any whole number that ends in 5.
Use 195 × 195 as an example.

D. Does the method you described in part C work for 5 × 5? Explain your
thinking.

12 UNIT 1 Reprint 2022

1.2.3 Interpreting Square Roots

Try This
A. On grid paper, sketch all possible rectangles with whole-number
dimensions that have each area.
i) 18 square units ii) 16 square units iii) 13 square units

• The square root of a given number is the number that you can multiply by itself
to get the given number.
• A square root can be a whole number, a fraction, or a decimal.
• The symbol is used to show a square root.
For example, 10 × 10 = 100, so 100 = 10.
10
• The side length of a square is the square root of its area.
For example: A = 100
10
A square with an area of 100 square units has a side length
of 10 units, so 10 is the square root of 100.

• The square root of a number can be exact or it can be an estimate.

For example:
- Since 3 × 3 = 9, 3 is the exact square root of 9 ( 9 = 3). A square with
an area of 9 cm2 has a side length of exactly 3 cm.
9 cm (3 cm sides)
2

- You can estimate the square root of 8 ( 8 ) by

visualizing a square with an area of 4 cm2 inside 4 cm2 (2 cm sides)
a square with an area of 9 cm2. A square with
an area of 8 cm2 is much larger than the 4 cm2 square
and just a bit smaller than the 9 cm2 square.
That means the side length of the 8 cm2 square must
be between 2 cm and 3 cm, but closer to 3 cm.
So the square root of 8 is a bit less than 3, or about 2.8.
8 cm2
2< 8 <3 → 8 ≈ 2.8 (about 2.8 cm sides)

• You can sometimes estimate a square root by finding the average of the length
and width of a rectangle with the same area as a square. The closer the
rectangle is to the shape of a square, the better the estimate.
For example:
To estimate the square root of 8, you can visualize a 2-by-4 rectangle.
The average of 2 and 4 is 3, so you can estimate that 3 is close
to the square root of 8. This is a reasonable estimate, although 2 ≈3
it is a bit high when you remember that the square root of 9 is 3.
4

Reprint 2022 Number 13

 B. For each area in part A, answer these questions.
i) What is the length and width of the rectangle that is closest to a square?
ii) Find the average of the length and the width to estimate the side length
of a square with the same area.
iii) Square your estimate from part ii). Compare your answer to the area
of the original rectangle.

Examples
Example 1 Interpreting the Square Root
a) The square root of 36 is 6. Draw a diagram to show what this means.
b) A square has an area of 37 m2. How do you know that its side length is
between 6 m and 6.1 m?
c) When you double the area of a square, does the side length double?
Explain your thinking.
Solution Thinking
a) a) I knew that
36 = 6, so a square
that has an area of 36
square units has a side
6 length of 6 unit.

6
b) I found the square of 6 and
b) 6 × 6 = 36
the square of 6.1. Then I compared
6.1 × 6.1 = 37.21
the result to 37.
36 < 37 < 37.21, so 6 < 37 < 6.1.

c) No, the side length is not doubled. c) I used an example to explain.

For a square with an area of 25: • I found the square root of 50 using
An area of 25 means a side length of 5. the perfect square just less than 50
An area of 2 × 25 = 50 does not have (49) and the perfect square just
a side length 2 × 5 = 10 because the greater than 50 (64).
square root of 50 is between 7 and 8:
7 × 7 = 49 → 49 = 7
8 × 8 = 64 → 64 = 8
This example shows that, when you
double the area of a square, the side
length does not double.

14 UNIT 1 Reprint 2022

Example 2 Using a Rectangle to Estimate a Square Root
The area of a square is 500 cm2. Estimate its side length. Check your estimate.
Solution Thinking
500 = 5 × 5 × 5 × 2 × 2 • I factored 500 into primes
= 25 × 20 to find the dimensions of
the rectangle with an area of 500
that is closest to a square.
20
• I tried combining the factors in
different ways:
25
5 × 5 × 5 × 2 × 2 → 125 × 4
20  25
= 22.5 5 × 5 × 5 × 2 × 2 → 5 × 100
2
5 × 5 × 5 × 2 × 2 → 250 × 2
A side length of about 22.5 cm.
5 × 5 × 5 × 2 × 2 → 25 × 20
Check I chose to use 25 and 20.
22.5 × 22.5 = 506.25 • The average of 25 and 20 is 22.5. When
506.25 is close to 500. I squared 22.5, the result was close to 500 so
I knew the estimate was reasonable.

Practising and Applying

1. Draw a diagram to show each. 6. a) List all possible whole number
a) The square root of 49 is 7. dimensions of a rectangle with an area
of 72 cm2.
b) The square root of 56 is between
7 and 8. b) Estimate the square root of 72 by
finding the average of the length and
2. What is each square root? width of the most square-like rectangle.
Show your work.
a) 81 b) 100 c) 64 d) 121
c) Is your estimate in part b)
reasonable? Explain your thinking.
3. What whole number is nearest to
each square root? 7. Repeat question 6 for a rectangle
a) 22 b) 40 c) 105 d) 139 with an area of 95 cm2.

4. Tshering claims that if she triples 8. The area of a square is between

the side length of a square (s), the area 30 cm2 and 31 cm2. Estimate the side
of the square will also be tripled. length to the nearest tenth of
Do you agree? Explain your thinking. a centimetre. Is your estimate
reasonable? How do you know?

s×3 9. Explain the meaning of square root

for someone who does not know the
term. Use words and pictures.
5. List three numbers that have square
roots that are whole numbers greater
than 12.

Reprint 2022 Number 15

1.2.4 Estimating and Calculating Square Roots

Try This
A park is in the shape of a square. The area is 6510 m2.

6510 m2 ?m

A. Estimate the side length of the park.

• A square root can be a whole number or an exact decimal, but more often it is
only an approximation.
For example:
- The square root of the perfect square 100 is an exact whole number: 100 = 10
- The square root of 17.64 is an exact decimal: 17.64 = 4.2 [4.2 × 4.2 = 17.64]
- The square root of 8 is approximately 2.8, rounded to one decimal place:
8 ≈ 2.8 [2.8 × 2.8 = 7.84 and 2.9 × 2.9 = 8.41, so 8 is closer to 2.8 than to 2.9)]

• To calculate or estimate the square roots of larger It is helpful to be familiar

numbers, you can use the square roots of the perfect with these square roots.
squares from 1 to 144 and the square roots of even Number Square root
powers of 10 such as 100, 10,000, and 1,000,000. 1 1
For example, to calculate 8100 : 4 2

8100 = 81 × 100, 81 = 9, and 100 = 10 9 3

16 4
So 8100 = 9 × 10 = 90.
25 5
For example, to estimate 1,438,200 : 36 6
1,438,200 = 143.82 × 10,000 49 7
143.82 ≈ 144, 144 = 12, and 10,000 = 100 64 8

So 14,382 ≈ 12 × 100 = 1200. 81 9

100 10
• The perfect squares of numbers ending in 5 121 11
can be helpful for finding square roots. 144 12
For example, to find 56 : 10,000 100
1,000,000 1000
5625 = 75 because 75 × 75 = 5625.
5625 = 56.25 × 100
So 56 ≈ 7.5, rounded to one decimal place.

B. Use one of the methods described above to estimate the side length of
the park in part A.

16 UNIT 1 Reprint 2022

Examples
Example 1 Estimating and Calculating a Square Root
a) The area inside the square wall around a
dzong is about 3500 m2. Estimate the length
of one of the side walls.
b) What is the side length to one decimal
place?

Solution Thinking
a) 50 × 50 = 2500 a) To estimate 3500 , I began with
60 × 60 = 3600
whole number square roots.
59 • I tried 50, since 5 × 5 = 25, and
× 59 then 60, since 6 × 6 = 36.
531
295 • It looked like 3500 was between 50 and 60 but
3481 much closer to 60. So I tried 59 next.
3500 ≈ 59 • When I squared 59, it was almost 3500, so
Each side wall is about 59 m. I knew 59 was a good estimate for 3500 .

b) 59.1 59.2 b) From part a), I knew 3500 was much closer
× 59.1 × 59.2
591 1184 to 3481 (59) than to 3600 (60), so I tried
5319 5328 values close to 59.
2955 2960 • 59.1 × 59.1 = 3492.81 was about 7 too low.
3492.81 3504.64
• 59.2 × 59.2 = 3504.64 was only about 5 too high.
Each side wall is
approximately 59.2 m.
• So 3500 is closer to 59.2 than to 59.1.

Example 2 Calculating a Square Root to One Decimal Place

The area of Bhutan is about 47,000 km2. If Bhutan were shaped like a square, what
would its side length be? Round to the nearest ten kilometres.
Solution Thinking
47,000 = 4.7 × 10,000 • I knew I needed to find
47,000 = 4.7 × 10,000 47,000 .
4 = 2, so 4.7 is a bit more than 2: • I factored 47,000 into
2.1 × 2.1 = 4.41 (about 0.3 too low) the product of a number
and an even power of 10.
2.2 × 2.2 = 4.84 (about 0.1 too high)
• I estimated the square root of 4.7 by
4.7 ≈ 2.2 and 10,000 = 100
trying numbers just greater than 2.
47,000 ≈ 2.2 × 100 = 220 • It looked like 4.7 was between 2.1
The side length would be about 220 km. and 2.2, but closer to 2.2.

Reprint 2022 Number 17

Practising and Applying
Estimate to one decimal place when necessary.
1. Estimate. 7. This is the formula for estimating
a) 39 b) 97 how long it takes for an object to fall:
t  0.45 × h
2. Estimate to decide which one of these t is the time in seconds.
answers is incorrect.
h is the height in metres.
A. 5612 ≈ 74.9 Estimate the amount of time (to the
nearest second) it will take for an object
B. 91,230 ≈ 30.2 that is at each height to fall.
C. 517,432 ≈ 719.3 a) 60 m
b) 915 m
3. Use 68 ≈ 8.2 to estimate each. c) 10,000 m

a) 6800 b) 680,000 8. a) Tenzin factored 142,884 to find

its square root:
4. A square field has an area of 4823 m2. 142,884 = 9 × 7 × 9 × 7 × 6 × 6
a) How do you know the side length is He says that 142,884 = 9 × 7 × 6.
about 70 m?
Is he right? How do you know?
b) Is the side length less than or more
than 70 m? b) Factor 9216 to find 9216 .
c) Calculate the side length.
9. Use examples to explain your thinking
for each.
4823 m2 ?m a) Can the square root of a 3-digit perfect
square and the square root of
a 4-digit perfect square have the same
number of digits?
5. a) Calculate each and then tell
what you notice. b) Can the square root of a 4-digit perfect
i) 64 = ? 4 × 16 = ? square and the square root of
a 5-digit perfect square have the same
ii) 225 = ? 9 × 25 = ? number of digits?

iii) 324 = ? 36 × 9 =?
b) Complete the following, using what you c) The side length of a square is
noticed in part a). a 4-digit whole number. What do you
know about the number of digits in
i) 100 = ?× 4 the area of the square?
ii) 8100 = 100 × ? 10. Describe two ways to estimate
iii) ?= 36 × 16 2579 .

6. Tashi says that, for any whole number

greater than 1, the square root is always
less than the whole number. Do you
agree? Explain your thinking.

18 UNIT 1 Reprint 2022

CONNECTIONS: The Square Root Algorithm

Over the centuries, people have developed different ways of finding the square
root of a number. One way is called the square root algorithm.
For example, this is how to find the square root of 19,044: 19,044
Step 1: Write the number in groups of two digits starting
from the right. If necessary, use a single digit on the left. 1 90 44

Step 2: Write the greatest whole number that, when

1
multiplied by itself, is no greater than the number in
the first group (working from left to right). 1 1 90 44
–1
In this example, the first group is “1”.
0 90
The greatest whole number needed is also 1.
1×1=1
Put this number above in the left column in a long division
format as shown. Subtract to get any remainder.
Bring down the next pair of digits. 1
Step 3: Double the number in the left column. 1 1 90 44
Then add a space to insert a digit in the ones place. –1
2_ 0 90
2 × 1 = 2, so the number is 2 _ .
Find the greatest digit that can go in the space so that, 1 3
when the number formed is multiplied by that digit, the
product is not greater than the amount in the dividend. 1 1 90 44
–1
23 × 3 = 69 < 90 23 0 90
Subtract to get any remainder. Bring down the next pair – 69
of digits. 21 44

Step 4: Double the number on top. Then add a space 1 3

to insert a digit in the ones place.
1 1 90 44
2 × 13 = 26, so the number is 26_ . –1
23 0 90
– 69
26 _ 21 44

Find the greatest digit that can go in the space:

1 3 8
8 × 268 = 2144
1 1 90 44
–1
If necessary, continue the method until no more pairs of
23 0 90
digits remain to be brought down. – 69
The square root of 19,044 is 138. (138 × 138 = 19,044) 268 21 44
– 21 44
0

1. Use the algorithm to find the square root of each. Show your work.
a) 729 b) 2601

Reprint 2022 Number 19

UNIT 1 Revision

1. Write each number in standard form 8. Which number is a perfect square?

and in both expanded forms. A. 60 B. 121 C. 9000
a) 9 × 104 + 4 × 101 + 5 × 10–2 + D. 164 E. 745 F. 47
7 × 10–3 + 8 × 10–6
b) 4 × 100 + 5 × 10–1 + 7 × 10–4 9. a) Is the number below a perfect
square? How do you know?
2. Which number in each pair is greater? 2 × 2 × 2 × 2 × 7 × 7 × 11
a) 2.3 × 10–4 or 1.2 × 10–3 b) If the number in part a) is not a perfect
b) 5 × 10–2 + 7 × 10–4 or 6 × 10–2 square, what is the least whole number
you could multiply it by to get a perfect
3. a) Without writing the number below in square? Explain your thinking.
scientific form, predict how many digits c) What is the square root of the perfect
there will be to the right of the decimal square from part b)?
point? How do you know?
10. Why does each perfect square have
2 × 104 + 3 × 101 + 9 × 10–1 + 5 × 10–3
an odd number of factors?
b) Predict the least number of digits
required to write this number. Explain 11. Explain why some powers of 10 are
your prediction. perfect squares and others are not.
c) Why is it impossible to predict the Include examples in your answer.
greatest number of digits required?
12. Draw a diagram to show that the
4. a) Write the number in question 3 in square root of 41 is between 6 and 7.
scientific notation.
13. What is the nearest whole number to
b) Write 2395 in scientific notation. each square root?
c) Which is greater, the number in a) 155 b) 48 c) 83
part a) or the number in part b)?
How do you know? 14. Estimate each square root from
question 13 to one decimal place.
5. Write each in scientific notation.
a) 51,987.23 b) 0.193567 15. a) Estimate 70 by averaging the
c) 0.0074 d) 10.17 length and width of the most square-like
rectangle.
6. Which measurement is a reasonable
height for a child? Explain your choice. b) Estimate the square root of 70 to
one decimal place. Compare this
A. 1.39 × 102 cm estimate to your result from part a).
B. 8.3 × 105 mm
c) Repeat parts a) and b) for 50 .
C. 1.48 × 101 m
16. Factor 72,900 to find its square root.
7. Express each underlined number in
Show your work.
scientific notation.
a) The population of Canada is about 34 17. The side length of a square is
million. a 2-digit whole number. What do you
b) About 3.1% of the people in Bhutanese know about the number of digits in the
schools are teachers. square’s area? Explain your thinking.

20 UNIT 1 Reprint 2022

 UNIT 2 PROPORTION AND PERCENT
Getting Started

Use What You Know

This chart shows some of the results from a survey What is your
of 25 students. favourite sport?
Number of
Sport
A. The ratio of those who chose football to those who students
chose archery is 4 : 5. How many chose football? Archery 10
Football
B. What is the ratio of those who chose archery to
the total group? Write the ratio in lowest terms. Track
Other
C. The percent of students who chose track was 20%.
How many chose track?

D. In another group, 45% of 40 students chose archery. How many

students chose archery in that group? Show your work.

E. Survey the students in your own class about their favourite sport.
Record the results. Find the percent of students who chose each
sport.

Skills You Will Need

1. Write two equivalent ratios for 12 : 15. One ratio should include the term 45
and the other ratio should include the term 4.

2. What percent of the whole numbers from 1 to 50 are each?

a) multiples of 3 b) greater than 40

3. Which is a better price for the buyer? Explain your thinking.

6 apples for Nu 72 or 10 apples for Nu 100

4. Find each amount.

a) 1% of 60 b) 10% of 25
c) 20% of 48 d) 85% of 30

5. Complete each statement.

a) 20 is 1% of  b) 20 is 25% of 
c) 20 is 40% of  d) 20 is 50% of 

Reprint 2022 Proportion and Percent 21

Chapter 1 Proportions
2.1.1 Solving Proportions

Try This
Yeshi is making Pork Fing. He has only 300 g of Pork Fing
pork, so he has to adjust the recipe.
500 g pork
A. i) How much of each of the other ingredients 150 g tomatoes
should he use to make the Pork Fing? 100 g butter
ii) How many people will the adjusted recipe 120 mL water
serve? 45 g green chillis
80 g onions
Serves 5 people

• A statement that shows two equivalent ratios or equivalent rates is called a

proportion.
3 18
For example: 3 : 4 = 18 : 24 or =
4 24
• You can use a scale factor to find a missing term in a proportion.
For example:
To make orange paint, an artist mixes 2 parts of yellow paint with 3 parts of red
paint. The artist has 50 mL of yellow paint. How much red paint does she need
to make orange paint?
To solve this problem, you can write and solve a proportion:
yellow 2 50
is =
red 3

× 25
2 × 25 = 50
2 50 The scale factor
= You also multiply 3 by 25 to find is 25.
3 75
the missing term in the proportion.
× 25 3 × 25 = 75
The artist needs 75 mL of red paint.
• You can also solve a proportion by finding the unit ratio or unit rate. A unit ratio
or unit rate is an equivalent ratio or equivalent rate with a second term of 1 unit.
For example:
A recipe calls for 750 mL of flour to make 2 loaves of bread. How much flour is
needed to make 5 loaves?
To solve this problem you can find the equivalent unit rate (which is the amount of
flour needed to make 1 loaf) and then use it to solve the problem:
750 mL of flour for 2 loaves = 375 mL for 1 loaf because 750 mL ÷ 2 = 375 mL.
375 mL per 1 loaf × 5 loaves = 1875 mL of flour
For 5 loaves, 1875 mL of flour is needed.

22 UNIT 2 Reprint 2022

• A ratio or rate table can be useful for solving a series of proportion problems.
For example:
30 g of uncooked rice makes 105 g of cooked rice.
- How much cooked rice will you get from 100 g of uncooked rice?
- How much uncooked rice does it take to make 315 g of cooked rice?
You begin the ratio table with the known ratio, 30 : 105, and then use it to find
other equivalent ratios.
×3

÷3 ×10
• 100 g of uncooked rice will
Uncooked rice (g) 30 10 100 90 make 350 g of cooked rice.
Cooked rice (g) 105 35 350 315 • 90 g of uncooked rice will
make 315 g of cooked rice.
÷3 ×10

×3
Notice that the equivalent ratio 10 : 35 was found first because that made it easy
to find the equivalent ratio 100 : 350.

B. Use two of the following methods to find the amount of tomatoes in

the adjusted recipe from part A.
• solving a proportion • using a unit ratio or rate • using a ratio or rate table

Examples
Example Solving a Proportion Problem
A cyclist burns about 300 calories of energy cycling for 30 min.
a) How many calories does the cyclist burn in 50 min?
b) How long does the cyclist have to cycle to burn 1000 calories?
Solution 1 Thinking
a) 300 calories in 30 min a) I divided by 30 to find
= 10 calories in 1 min the number of calories
50 min × 10 calories/min = 500 calories burned in 1 min.
The cyclist burns 500 calories in 50 min. • I multiplied the number
of calories burned in 1 min
b) × 100
10 calories 1000 calories by 50 to find how many calories are
 burned in 50 min.
1 min min
b) I wrote a proportion using what
10 calories 1000 calories
 I knew about the number of calories
1 min 100 min
burned in 1 min.
× 100
• I found the number I needed
The cyclist has to cycle for 100 min to multiply by to get 1000 calories.
to burn 1000 calories. I multiplied the number of minutes by
the same number.

Reprint 2022 Proportion and Percent 23

Example Solving a Proportion Problem [Continued]
Solution 2 Thinking
• I wrote the known rate, 300
÷3 ×5 ×2
cal/30 min, in a rate table.
Calories 300 100 500 1000 Then I divided both terms by
Minutes 30 10 50 100 3 to get an equivalent rate
÷3 ×5 ×2 that was easy to work with,
a) b) 100 cal/10 min.

a) The cyclist burns 500 calories in a) I multiplied both terms in the second
50 min. rate by 5 to find the number of calories
the cyclist burns in 50 min.
b) It takes the cyclist 100 min to b) I multiplied both terms in the third
burn 1000 calories. rate by 2 to find how many minutes it
takes to burn 1000 calories.

Practising and Applying

1. Solve each proportion by finding 5. The rear wheel of Thinley's bicycle
the missing term. turns 9 times for every 3 times the
8 3 pedals turn. How many times does
a) = b) = the rear wheel turn when the pedals
7 28 8 24
turn twice?
4 20 3 18
c) = d) =
5 5
4 20 3
e) = f) =
50 15 30

2. To make tempera paint, you mix

3 parts of paint concentrate with
18 parts of water. If you have 12 L of
paint concentrate, how many litres of
water do you need?

3. The ratio of the number of people

6. Jigme is mixing concentrated orange
standing to the number of people sitting
juice with water in the ratio 1 : 3.
in a bus is 3 : 13. If 9 people are
Complete the table.
standing, how many are sitting?
Concentrate (mL) Water (mL)
4. The ratio of Bhagi’s mass to 1 3
Samten’s mass is 5 : 4. If Bhagi’s 350
mass is 40 kg, what is Samten’s mass? 475
525
1200

24 UNIT 2 Reprint 2022

7. The ratio of the mass of an ant to 9. In a school there are 3 girls for every
the mass it can carry is 1 : 50. 4 boys. If there are 196 boys, how
a) If an ant has a mass of 0.4 g, how many students are there altogether?
much mass can it carry?
10. In rectangle ABCD, the ratio of side
b) If you were as strong as an ant, how
length AB to side length AD is 4 : 5.
much mass could you carry?
a) Does this information tell you how
long AB is? Explain your thinking.
b) If AB is 20 cm long, how long is AD?

A D

B C

8. Kachap planted 5 seedlings for every 11. Write and solve a proportion
3 seedlings Sithar planted. Sithar problem that you can solve using a unit
planted 90 seedlings in 1 h. ratio or rate. Explain why you think it is
the best method for solving the
a) How many seedlings did Kachap
problem.
plant in 1 h?
b) How long did it take Sithar to plant
30 seedlings?
c) How long did it take Kachap to plant
30 seedlings?

Reprint 2022 Proportion and Percent 25

2.1.2 EXPLORE: Scale Drawings and Similar Figures

• Suppose you want to draw a picture of a person who is 170 cm tall and your
piece of paper is only 25 cm by 35 cm. That means you will have to create a
scale drawing.
• In a scale drawing, each centimetre on the paper represents a certain length
of the object you are drawing.
For example:
A scale of “1 cm represents 10 m” means 1 cm on the scale drawing represents
10 m on the actual item. If you use the same unit for both numbers and write it as
"1 cm represents 1000 cm" instead (since 10 m = 1000 cm), it can be written as
the ratio 1 : 1000 and is called a scale ratio.
• The scale that you use depends on the size you want the scale drawing to be.

A. i) Why would you not choose a scale of "1 cm represents 4 cm" for a
scale drawing of a person who is 170 cm tall?
ii) What scale might you choose instead? Why?

B. i) Suppose you want to make a scale drawing of a rectangular football field

that is 100 m long by 64 m wide on a piece of paper that is only 35 cm by 25 cm.
What scale would you use? Explain your thinking.
ii) Create a scale drawing of the football field. Measure the diagonal of
the drawing.
iii) Use your answer to part ii) to estimate the length of the diagonal of
the actual field.

C. i) The actual height of this window

is about 150 cm. Explain how you
could estimate the actual width of
one of the panes in the window.
ii) Estimate the actual width of
the pane. 150 cm

D. Estimate each actual measurement:

i) the height of one of the panes
ii) the width of the whole window

26 UNIT 2 Reprint 2022

Chapter 2 Percent
2.2.1 Percents Greater Than 100%

Try This
A. A store reduced the original selling price of an item by 20%.
i) What percent of the original selling price is the reduced price?
ii) How can you find the reduced price if you know the original price was Nu 80?

• 100% (100 percent) of a quantity means the “whole” quantity.

If represents 100%, then  is 200%,

is 300%, and  is 150%.

• You can calculate a percent greater than 100 much like you calculate a percent
less than 100.
For example, to find 125% of 600, you can use the fact that 125% = 100% + 25%.
You know that 100% of 600 is the whole 600, but you also need to calculate 25%.
25% × 600 = 600 ÷ 4 = 150
Add 100% of 600 to 25% of 600.
600 + 150 = 750
So 125% of 600 is 750.
• You can also calculate a percent by rewriting 600
the percent as a decimal and then multiplying: × 1.25
125% = 1.25 3000
1200
125% of 600 = 1.25 × 600 + 600
= 750 750.00

• When you know the percent by which something increased, you can use
a percent table to solve a problem.
For example:
A store sold 360 radios this year, which was a 50% increase over last year.
How many radios did the store sell last year?
- If 360 radios is a 50% increase over last Radios 360
year, then 360 is 150% of last year’s sales.
Percent 150
- Last year’s sales is 100%, so you need
to find how many radios that is. To find
÷3
100%, you can first find 50% by dividing
Radios 360 120
150% by 3.
Percent 150 50
÷3

[Continued]

Reprint 2022 Proportion and Percent 27

- Then you can double 50% to get 100% and ×2
double 120 to get 240.
Radios 360 120 240
Last year the store sold 240 radios. Percent 150 50 100
×2

• Another tool for solving a percent problem is a double number line. A double number
line organizes the same values you might put in a percent table, but in order from
least to greatest.
For example:
Suppose the 360 radios sold this year was a 150% increase over the number
sold last year. How many radios were sold last year?
- A 150% increase means that the number of radio sold is 250% of the number sold
last year. It is the 100% sold last year plus another 150%.
- On one side of the number line, write the percents from 0 to as high as you want. To
solve this radio problem, you need percents from 0% to 250%.
- On the other side of the number line, write the corresponding values. In this case,
you write the number of radios.
- You know 0% is 0 radios and 250% is 360 radios.
% 0 50 100 150 200 250

Radios 0 360
- Since there are 5 equal jumps of 50% to get from 0% to 250%, there must be
5 equal jumps of 72 radios from 0 to 360 (since 360 ÷ 5 = 72).
% 0 50 100 150 200 250

Radios 0 72 144 216 288 360

- Since the number of radios sold last year is 100%, 144 radios must have been sold
last year.

B. A second store increased the selling price of the item in part A by 20%.
i) What percent of the original price is the increased price?
ii) How can you find the increased price of the Nu 80 item?

Examples
Example 1 Modelling Percents Greater than 100%
If this hexagon represents 100%, make a shape that represents each.
a) 200% b) 150%

Solution Thinking
a) 200% • 200% is twice as much as
100%, so I need 2 hexagons
to show 200%.

28 UNIT 2 Reprint 2022

b) 150% 1
• 150% is 1 times as much as 100%,
2
so I need a hexagon and half of another
hexagon to show 150%.

Example 2 Using 100% to Find a Percent Greater than 100%

The current population of Gasa is about 3000 people. Over the next five years,
the population is expected to increase by about 11%. Estimate the population of
Gasa five years from now.
Solution 1 Thinking
Find 111% of 3000 • I knew an 11% increase
111% = 1.11 meant that I needed
3000 × 1.11 = 3330 to find 100% + 11% = 111%
of the current population.
The population of Gasa will be about
• I rewrote 111% as
3330 in five years.
a decimal and then multiplied
the current population by that decimal.
Solution 2 Thinking
÷10 ÷10 • I used a percent table to
Population 3000 300 30 3330 find 10% and 1% of 3000.
Percent 100 10 1 111 • Because 111% is
100% + 10% + 1%, I knew
100 + 10 + 1 = 111 that 111% of 3000 was
3000 + 300 + 30 = 3330 3000 + 300 + 30.

The population of Gasa will be about

3330 in five years.

Example 3 Using a Percent Greater than 100% to Find 100%

The current population of Paro is about 33,000. This is about a 20% increase
over its population in 2000. Estimate the population of Paro in 2000.
Solution Thinking
• I knew that the current
÷6 ×5 population is 120% of the
Population 33,000 5,500 27,500 population in 2000 and
Percent 120 20 100 that the population in
2000 was 100%.
• I used a percent table to find 100%.
• I could not divide 120% easily to get
100%, so I divided it by 6 to get 20%
and then multiplied by 5.

Reprint 2022 Proportion and Percent 29

Example 4 Using a Percent Greater than 100% to Find the Original Amount
225% of  is 180. What is ?
Solution Thinking
÷9 ×4 I divided by 225 by 9 to
Amount 180 20 80 get 25 because 25 was a
Percent 225 25 100 percent I could multiply by
easily to get 100%.
225% of 80 is 180.

Practising and Applying

1. Select a figure to represent the whole, 7. On Day 1 of an archery tournament,
or 100%. Use it to show each percent. 1200 people attended. On Day 2, the
a) 250% b) 125% c) 475% attendance increased by 25%. On
Day 3, the attendance increased by
2. a) Find each. i) 2% of 420 125% over Day 2's attendance. What
was the attendance on Days 2 and 3?
ii) 20% of 420
iii) 200% of 420 8. The population of Bhutan is about
b) Use part a) to find 222% of 420. 670,000. It is predicted that the population
will increase by about 2% a year for each
3. Calculate. of the next three years.
a) 130% of 220 b) 275% of 500 a) Estimate the population in one year.
c) 109% of 1220 d) 400% of 75 b) Use your result from part a) to
estimate the population in two years.
4. Find  for each.
c) Use your result from part b) to
a) 125% of  is 625 estimate the population in three years.
b) 220% of  is 770 d) Explain why the population in part c)
c) 350% of  is 525 is not a 6% increase over the current
population, even though there was a
5. In the year 2005, 13,600 tourists 2% increase each year for three years.
visited Bhutan. In 2006, the number of
tourists had increased by 25%. How 9. A shopkeeper bought a desk for
many tourists visited Bhutan in 2006? Nu 2000.
a) He increased the price of the desk by
25% to sell it. What is the selling price
of the desk?
b) He was unable to sell the desk at this
price, so he lowered the price by 25%.
How does the lower price compare to
the original price of Nu 2000? Explain
your thinking.
6. The National Exchequer received
about 800,000 U.S. dollars from tourism 10. Bijoy found 125% of a number.
in the year 2006. This is an increase of Tashi said that it was the same as
27% compared to 2005. About how finding the result of the number
much did the National Exchequer increased by 125%. Do you agree?
receive in 2005? Use examples to help you explain.

30 UNIT 2 Reprint 2022

2.2.2 Solving Percent Problems

Try This
A school has 420 students.
5% of the students ride bikes to school.
140 students walk 1 km or more.

A. How many students ride their bikes to

school? Explain how you calculated.

B. What fraction of all the students walk 1 km

or more? Write the fraction in lowest terms.

There are many strategies for solving a percent problem.

• As you saw in the last lesson, a percent problem can sometimes be solved by
rewriting the percent as a decimal or as a fraction and then multiplying.
For example:
To find 45% of 80, rewrite 45% as 0.45 and then multiply:
0.45 × 80 = 36, so 45% of 80 is 36.

• You can also use a proportion to solve a percent problem.

For example:
If you know that 4% of a number is 28, you can use a proportion to find
the number. Percent means "out of 100," so 4%, or 4 out of 100, must be
4 28
equivalent to 28 out of the number you want: =
100
×7
4 × 7 = 28
4 28 4 28
= → =
100 100 700 So you multiply 100 by 7 to solve the proportion:
100 × 7 = 700
×7
If 4% of a number is 28, the number is 700.

• You can use what you know about fractions to solve some percent problems.
For example, to find what percent 45 is of 75:
45 45 3
You want to find what percent is equal to . Since = in lowest terms,
75 75 5
3
you can find an equivalent fraction for with a denominator of 100.
5
× 20

3 60 45 60
= Since = = 60%, 45 is 60% of 75.
5 100 75 100
× 20

Reprint 2022 Proportion and Percent 31

C. i) Show how to use a proportion to calculate the number of students who
ride their bikes to school in part A.
ii) Use another way to calculate the number of students who ride their bikes.
D. Write the fraction in part B as the nearest whole percent.

Examples
Example 1 Finding the Percent of a Number
In a school of 450 students, 60% chose archery as their favourite sport.
How many students chose archery as their favourite sport?
Solution 1 Thinking
60% = 0.6 → 0.6 × 450 = 270 • I wrote 60% as
a decimal and then
270 students chose archery. multiplied it by 450.

Solution 2 Thinking
× 45 • I solved a
60 ? 6 ? 6 270 proportion. First, I
= → = → = 60 6
100 450 10 450 10 450 changed to
× 45 100 10
so the scale factor
270 students chose archery. would be a whole number.

Example 2 Finding the Total When a Percent is Known

Karma has read 30% of a book. She has read 72 pages. How many pages
are there in the book?
Solution 1 Thinking
30 3 • I wrote 30% as a fraction
30% = =
100 10 and then wrote it in lowest
× 24 terms.
3
=
72
→
3
=
72 • I set up a proportion, then I
10 10 240 found the scale factor and solved
the proportion.
× 24
There are 240 pages in the book.
Solution 2 Thinking
30% of  is 72 → 0.3 ×  = 72 • I set up an equation with
0.3 ×  = 72 the information I knew:
  = 72 ÷ 0.3 30% of the book is 72 pages.
  = 240 • I divided 72 by 0.3 to solve
the equation.
There are 240 pages in the book.

32 UNIT 2 Reprint 2022

Example 3 Finding What Percent One Number is of Another
Last year, Kuenga's class had 40 students. This year, there are 48 students.
What percent of last year's class size is this year's class?
Solution 1 Thinking
× 2.5
• I knew that it would
48 48 120 be more than 100%.
= → =
40 100 40 100
• I set up a
× 2.5 proportion, found the
scale factor, and then solved
This year's class size is 120% of last year's. the proportion.
Solution 2 × 20 Thinking
48
48 6 6 6 120 • I wrote in
= → = → = 40
40 5 5 100 5 100
lowest terms. Then I
× 20 found an equivalent
6
This year's class size is 120% of last year's. fraction for with
5
a denominator of 100.

Practising and Applying

1. Find each amount. Use more than 5. Devika bought 80 pieces of fruit at
one strategy. the market. 20% were apples.
a) 24% of 112 b) 120% of 256 a) How many apples did she buy?
c) 54% of 350 d) 98% of 124 b) The number of plums she bought
was 150% of the number of apples.
2. Solve. Use more than one strategy. How many plums did she buy?
a) 12 is 40% of what number? c) What percent of the fruit was neither
b) 128 is 40% of what number? plums nor apples?
c) 240 is 150% of what number?
d) 588 is 98% of what number?

3. Find each percent. Use more than

one strategy.
a) 48 is % of 80
b) 230 is % of 200
c) 270 is % of 900

4. A school has 120 students. 55% of

the students are girls.
a) How many girls are there?
b) How many boys are there?
c) What percent are boys?

Reprint 2022 Proportion and Percent 33

6. Changlingmithang stadium in 9. The average boy is 90% of his adult
Thimphu holds 15,000 people. height by age 13. He is 98% of his adult
a) At a recent tournament, 85% of height by age 18.
the seats were occupied. How many a) Tandin is 13 years old and 150 cm
people were at the tournament? tall. Estimate his adult height.
b) When renovations are completed, b) Estimate his height at age 18.
the stadium will hold 100% more
people. What will be the new capacity 10. The average girl is 90% of her adult
of the stadium? height by age 11. She is 98% of her
adult height by age 17.
7. This year 40 more children joined
a) Pem Bidha is 11 years old and
a football league than joined last year.
144 cm tall. Estimate her adult height.
The number of children in this year's
league is 110% of the number in last b) Estimate her height at age 17.
year's league. How many children
played in the league last year? 11. Use the information in question 9
or 10 to estimate your adult height.
8. A rectangular garden plot measures
9 m by 5 m. Chillies are planted in 12. Write your own problem that
a rectangular area of the garden that involves percents. Solve your problem.
measures 4.5 m by 2 m. What percent
of the garden is planted in chillies?

GAME: Equivalent Concentration

The goal of this game is to collect pairs of

cards with equivalent values.
0.57 0.75 6
Make 18 cards like the cards shown here.
Play with a partner.
This is how to play: 2.3
• Shuffle the cards and place them face down
on a desk in a 3-by-6 array (as shown).
• On your turn, turn over two cards. 65%
- If the cards match (the values are
equivalent), take the cards and play again.
- If the cards do not match, turn both cards 0.06 104%
face down again. It is the other player’s turn.
• Take turns until all the cards have been
matched. 57% 225% 25%
The winner is the player with more cards at
the end.
230% 600% 6%

34 UNIT 2 Reprint 2022

2.2.3 Fractional Percents

Try This
If just 0.5 g of sugar is dissolved in 100 mL of water, the water will taste sweet.
A. i) How much sugar do you need to add to 1 L of water to make it taste sweet?
ii) If you add 7 g of sugar to 1.5 L of water, will it taste sweet? How do you know?

• A percent is not always a whole number. It can be a fraction or a decimal.

For example:
There are 63 girls in a school of 120 students. What percent are girls?
÷6 ×5

Girls 63 10.5 52.5 This means that 52.5%

("fifty-two and one half percent")
Students 120 20 100 of the students are girls.
÷6 ×5

• You can also write a percent as a fraction or as a mixed number.

1
For example, 52 % of the students in the school are girls.
2

• A half percent (0.5%), or half of one percent, can be represented on

a rectangular grid of 1000 squares, called a thousandths grid.
1 10
10 small squares make up 1% of the grid since 1% = = .
100 1000
So 5 small squares represent half of one percent.

5 1
0.5% = =
1000 200

B. What percent of a solution needs to be sugar in order for it to taste sweet?

(Hint: 1 mL of water is 1 g.)

Reprint 2022 Proportion and Percent 35

Examples
Example 1 Representing Percents Less Than 1%
Use a thousandths grid to show each percent.
a) 0.6% b) 4.6%
Solution Thinking
a) 1
• I knew = 1%, so
100
1
= 1% ÷ 10 = 0.1%.
1000
• That meant each small square was
1
, or 0.1%.
1000
b)
a) 0.6% = 6 x 0.1%, which is
6 small squares.
b) 4.6% = 46  0.1%, which is
46 small squares.

Example 2 Solving a Problem Involving Percents Less Than 1%

The population of Bhutan was about 670,000 in 2005. About 0.7% of
the population was over age 75. About how many people were over age 75?
Solution 1 Thinking
1% of 670,000 = 6700 This is how I found 0.7%:
0.1% of 670,000 = 6700 ÷ 10 = 670 • I first found 1% by
0.7% of 670,000 = 7 × 670 = 4690 dividing 670,000 by 100.
• Then I found 0.1% by
About 4690 people were over age 75.
dividing 6700 by 10.
• I multiplied 670 by 7 to get 0.7%.
Solution 2 Thinking
7% of 670,000 = 0.07 × 670,000 • I knew 0.7 = 7 ÷ 10,
= 46,900 so I first found 7% and
46,900 ÷ 10 = 4690 then divided by 10
to get 0.7%.
About 4690 people were over age 75.

36 UNIT 2 Reprint 2022

Example 3 Comparing Percents
The sales tax rate in New Zealand is 12.5%. In Thailand it is 7%. How much
more tax would you pay in New Zealand than in Thailand for a Nu 5000 item?
Solution Thinking
12.5% – 7% = 5.5% • Instead of calculating 12.5% of
5.5% = 5% + 0.5% Nu 5000 and 7% of Nu 5000 and
subtracting, I subtracted to find
10% of 5000 = 500
the difference between the
5% of 5000 = 500 ÷ 2 = 250 percents and then found that
0.5% of 5000 = 250 ÷ 10 = 25 percent of Nu 5000.
250 + 25 = 275 • I thought of 5.5% as 5% + 0.5%. I calculated
each separately and then added them:
I would pay Nu 275 more tax - For 5%, I took half of 10%.
in New Zealand.
- For 0.5%, I divided the 5% amount by 10.

Practising and Applying

1. Use a thousandths grid to represent 6. Air is 0.93% argon and 0.03% carbon
each percent. dioxide. In 1 L of air, how many grams
a) 0.75% b) 1.4% c) 4.9% are there of each?
a) argon b) carbon dioxide
2. What percent of this grid is shaded?
The whole grid is 100%. 7. Which of these ways of calculating
2.5% of a number are correct?
Explain your thinking.
A. Calculate 5%, then divide by 2.
B. Calculate 25%, then divide by 10.
C. Divide by 4, then divide by 10.
D. Calculate 1%, double it, and then
add another half of 1%.
3. 5% of a mass is 25 g. How can you
calculate each percent of the same 8. a) How do you know that 1 mm is
mass? 0.1% of a metre?
a) 1% b) 0.1% c) 2.5% b) What percent of 1 m is 3.2 mm?

4. a) How would you estimate 0.3% of 9. Can 0.1% of a number be a whole

630? number? Use an example to help you
b) Represent 0.3% on a thousandths explain your thinking.
grid. 1
c) Calculate 0.3% of 360. Explain your 10. a) Explain why 50% ≠ %.
2
strategy. 1
b) Explain why 0.5% ≠ .
2
5. You can taste saltiness if 0.25% of
a mixture is salt. How many millilitres of 11. Is 5.1% of a number always close
salt would there have to be in 1 L of to 5% of the number? Explain your
water for it to taste salty? thinking using examples.

Reprint 2022 Proportion and Percent 37

2.2.4 Solving Percent Problems Using Familiar Percents

Try This
The area of a garden is 300 m2.
A. i) Onions are planted in 10% of the garden.
What is the area planted in onions?
ii) Peppers are planted in 20% of the garden.
How can you use your answer from part i) to
find the area of the garden planted in peppers?

• 10% and 1% are familiar percents that you can relate to other percents.
For example:
- To find 30% of 950, first calculate 10% and then multiply by 3:
10% of 950 = 950 ÷ 10 = 95
3 × 95 = 285
So 30% of 950 is 285.

- To find 7% of 1600, first calculate 1% and then multiply by 7:

1% of 1600 = 1600 ÷ 100 = 16
7 × 16 = 112
So 7% of 1600 is 112.

• You can use a percent table and familiar percents such as 1% and 10%
to solve percent problems.
For example:
In a school of 360 students, students were surveyed about their favourite meal.
25% chose Pork Fing, 15% chose Kewa Phagsha, and 40% chose Ema Datshi.
How many students chose each meal as their favourite?
- First calculate 10% and use the result to calculate 5% and 40%.
- You can use 5% to calculate 25% and 15%.
×4 ×3

÷ 10 ÷2 ×5
Percent 100 10 5 25 40 15
Number of students 360 36 18 90 144 54
÷ 10 ÷2 ×5

×4 ×3
For their favourite meal, 90 students chose Pork Fing, 144 chose Ema Datshi,
and 54 chose Kewa Phagsha.

38 UNIT 2 Reprint 2022

You can also find 15% by adding the numbers for 10% (36 students) and
5% (18 students).
10% + 5% = 15% → 36 + 18 = 54 students

B. Suppose chillies are planted in 15% of the garden in part A. Show two
different ways to find the area of the garden that is planted in chillies.

Examples
Example 1 Finding a Percent of a Number
A school has 620 students. A survey found that 15% of the students own
bicycles. How many students own bicycles?
Solution Thinking
10% of 620 = 62 • I found 10% of 620 by
5% of 620 = 62 ÷ 2 = 31 dividing by 10. Then I divided
15% = 10% + 5%, so the result by 2 to find 5%.
15% of 620 = 62 + 31 = 93.
93 students own bicycles.

Example 2 Finding the Total When a Percent is Known

A store sold 40% more radios this year than last year. If the store sold 112 radios
this year, how many did it sell last year?
Solution Thinking
If 140% of  is 112, • I knew that "40% more" meant
then 10% of  is 112 ÷ 14 = 8, that if last year was 100%, this
and 100% of  is 8 × 10 = 80. year is 140%.
The store sold 80 radios last year.

Practising and Applying

Show your work for questions 1 to 3. 3. Find the amount of sales tax that is
1. Find each. Use familiar percents. charged for each. Use familiar percents.
a) 11% of 800 b) 120% of 540 Sales Sales
Price
c) 8% of 4300 d) 115% of 920 Country
(Nu)
tax tax
(%) (Nu)
2. Find the value of each. Use familiar a) Paraguay 250 10%
percents. b) Singapore 1500 5%
a) 9% of a length is 36 m c) Sweden 140 25%
b) 300% of a mass is 240 g d) United
c) 80% of the money is Nu 140 80 17.5%
Kingdom
d) 450% of the mass is 135 kg e) Mexico 18,000 15%
e) 175% of the capacity is 105 L

Reprint 2022 Proportion and Percent 39

4. a) The population of Thimphu is 10. Canada’s population in the year
about 102,000. This is about 16% of 1984 was about 25 million people.
the population of Bhutan. Estimate the From 1984 to 2001, the population grew
population of Bhutan. by about 20%.
b) Gasa has a population of about 3000. a) By how many people did Canada’s
52% of the population are males. About population increase between 1984 and
how many males live in Gasa? 2001?
b) About how many people lived in
5. A football team won 40% of its Canada in 2001?
games. If the team played 35 games c) From 2001 to 2006, the population
altogether, how many games did it win? grew by about 10%. Estimate Canada’s
population in 2006.
6. a) An apple is about 80% water.
About how many grams of water are in
a 210 g apple?
b) A watermelon is about 97% water.
About how many grams of a 9 kg
watermelon are not water?

7. Sonam got 19 questions right on

a math test. These questions made up
76% of the test. How many questions
were on the test? 11. The circle graph below shows
the results of a survey about the
8. Last year, a class had 28 students. favourite sport of 400 Class VIII
This year, the number of students is students. Find the number of students
125% of last year’s number. How many who chose each sport.
students are in the class this year? Favourite Sport
Other
9. A 250 mL glass of juice contains
100% of the daily amount of vitamin C 10%
that a person needs. Pelden drank
Track & Field
enough juice to get 160% of his daily Archery
vitamin C needs. How much juice 15%
did Pelden drink? 45%

30%
Football

12. What familiar percents would you

use to calculate the number of students
who chose each sport in question 11?
Why did you choose those percents?

40 UNIT 2 Reprint 2022

Chapter 3 Consumer Problems
2.3.1 Markup and Discount Consumer Problems

Try This
CD Player X
Regular price Nu 1500
20% OFF CD Player Y
Regular price Nu 2000
30% OFF
CD Player Z
Regular price Nu 1800
25% OFF

A. Suppose you want to buy a CD player. With which

CD player do you think you would save the most money?
Explain your thinking.

• The price that shopkeepers pay for items they sell is called the cost price.
• To pay for expenses and to make a profit, shopkeepers sell items for a price
that is higher than their cost price. This price is called the regular or selling price.
• The increase in price from cost price to selling price is called a markup.
The markup can be an amount or a percent.
• When a shopkeeper places a 30% markup on an item, the selling price of
the item is 130% of the cost price.
100% (cost price) + 30% (markup) = 130% (selling price)
For example:
Suppose a gho with a cost price of Nu 1000 is sold at
a markup of 30%.
Markup = 30% of Nu 1000
= Nu 300
Selling price = Nu 1000 + Nu 300
= Nu 1300
The selling price can also be calculated by finding
130% of Nu 1000 = 1.3 × Nu 1000
= Nu 1300
• To encourage customers to buy, shopkeepers often reduce the price and put
items on sale. The decrease in price is called a discount or markdown.
The discount can be an amount or a percent.
• When an item is discounted or marked down by 20%, the sale price of the item
is 80% of the regular selling price.
100% (regular selling price) – 20% (discount) = 80% (sale price)
[Continued]

Reprint 2022 Proportion and Percent 41

For example:
Suppose a mobile with a regular selling price of Nu 15000 is on sale for a discount
of 20%.
Discount = 20% of Nu 15000
= Nu 3000
Sale price = Nu 15000 – Nu 3000
= Nu 12000
The sale price can also be calculated by finding 80% of Nu 15000 = 0.8 × 15000
= Nu 12000
• You can find the percent discount if you know the sale price and the regular
selling price.
For example:
A table that is usually priced at Nu 2000 is on sale for Nu 1700. The discount
amount is Nu 2000 – Nu 1700 = Nu 300.
This is how to calculate the percent discount:
300
- Divide the discount amount by the regular selling price: = 0.15
2000
- Multiply by 100% to change the decimal to a percent: 0.15 × 100% = 15%

• Similarly, you can find the percent markup if you know the markup amount and
the cost price. You divide the markup amount by the cost price and then multiply
by 100% (as shown in Example 3 part b) on page 43).

B. Find the sale price of each CD player described in part A.

C. When you say that you save the most money on a certain CD player, is it the
same as saying that the CD player is the least expensive? Explain your thinking.

Examples
Example 1 Finding a Discount Amount and Sale Price
An item with a regular selling price of Nu 720 is discounted by 15%.
a) What is the discount amount?
b) What is the sale price of the item?
Solution Thinking
a) 10% of Nu 720 = 720 ÷ 10 = Nu 72 a) To find 15% of
5% of Nu 720 = Nu 72 ÷ 2 = Nu 36 the selling price,
15% of Nu 720 = Nu 72 + Nu 36 = Nu 108 I found 10% and 5%
The discount amount is Nu 108. and added them.
b) I subtracted the discount
b) Sale price = Nu 720 – Nu 108 = Nu 612
amount from the regular selling
The sale price is Nu 612. price to find the sale price.

UNIT 2 Reprint 2022

Example 2 Finding a Markup and Selling Price
A shopkeeper buys radios for Nu 1200 each and marks them up 25% to sell them.
a) What is the markup amount?
b) What is the selling price of each radio?
Solution 1 Thinking
÷4 ×5 • I used a percent table.
Amount (Nu) 1200 300 1500
a) Since 100 ÷ 4 = 25,
Percent 100 25 125
I divided 1200 by 4 to find
÷4 ×5
25% of Nu 1200.
a) The markup amount is Nu 300. b) Since the markup was 25%, the selling
b) The selling price is Nu 1500. price was 125% of the cost price.
Solution 2 Thinking
1 a) I calculated 25% of
a) 25% of Nu 1200 = of 1200
4 1
Nu 1200 by finding of
= 300 4
The markup amount is Nu 300. Nu 1200, which is 1200 ÷ 4.
b) I added the markup amount to the
b) Nu 1200 + Nu 300 = Nu 1500 cost price to find
The selling price is Nu 1500. the selling price.

Example 3 Finding the Percent of Discount and Markup

a) A table that usually sells for Nu 2000 is on sale for Nu 1600. What is
the percent discount?
b) A shopkeeper buys a table for Nu 1600 and sells it for Nu 2000. What is
the percent markup?
Solution Thinking
1600 800 a) I divided the sale price
a) = = 0.8 = 80%
2000 1000 by the regular selling price
The sale price is 80% of the regular and wrote it as a percent.
selling price. • I subtracted the percent
Percent discount = 100% – 80% from 100% to find the
= 20% percent discount.
The percent discount is 20%.

2000 125 b) I divided the selling price by the cost

b) = = 1.25 = 125%
1600 100 price and wrote it as a percent.
The selling price is 125% of the cost • I subtracted 100% to find the percent
price. markup.
Percent markup = 125% – 100%
= 25%
The percent markup is 25%.

Reprint 2022 Proportion and Percent 43

Practising and Applying
1. Find the discount amount and 6. A shopkeeper reduces the price of
sale price for each. an item by 20% if the item is not sold
after 3 weeks. She reduces the price
Regular
selling price Discount a further 20% if it is not sold after
percent 6 weeks.
(Nu)
a) After 3 weeks, what is the sale price
a) 140 15%
of a shirt that regularly sells for Nu 300?
b) 72 25% b) After 6 weeks, what is the sale price
c) 650 8% of the same shirt?
d) 18,000 30%
7. The sale price of a bed is Nu 1200.
This is a savings of 20% off the regular
2. Find the markup amount and selling price. What is the regular selling
regular selling price for each. price of the bed?
Cost price Markup
(Nu) percent
a) 30 20%
b) 280 25%
c) 750 10%
d) 2500 30%

3. Laxmi was selling Avocados at

Nu 200 per kilogram. She raised the
price by 5%. What is the new price per 8. Two shops sell the same item for
kilogram? the same price.
Shop 1 offers a discount of 10% one
week, 10% the next week, and 10% in
the third week.
Shop 2 offers a discount of 30% in the
third week.
Which shop offers the greater discount
4. A toy that regularly sells for Nu 250 is in the third week? Use an example
on sale for Nu 225. What is the percent to explain your answer.
discount?
9. The selling price of an item is
5. Radhika paid Nu 2000 for a dress Nu 800. It is marked down by Nu 160.
with a cost price of Nu 800. What was Another item that sells for Nu 800 is
the percent markup? marked up by Nu 160. Is the percent
markdown (discount) equal to the
percent markup? Explain your thinking.

10. Create and solve a consumer

problem that involves calculating 125%
of a number.

44 UNIT 2 Reprint 2022

2.3.2 Simple Interest and Commission

Try This
A. Padam works in a motorcycle store. He sold a motorcycle for Nu 45,000
and earned Nu 2700 for making the sale. What percent of the selling price
of the motorcycle was Padam's earnings?

• A bank makes money by charging you interest when you borrow money. You
are also charged interest when you buy something on credit and pay for it later.
• If you deposit or invest money in the bank, you earn interest. The bank pays you
interest, since the bank is borrowing your money to lend to others.
• When the interest charged or interest earned is based only on the money
that was originally borrowed or invested, the interest is called simple interest.
Interest can be an amount or a percent.
For example:
Ugyen borrowed Nu 5000 from the bank to buy a computer. She paid the money
back at the end of 1 year. She was charged 12% simple interest for the year.
What amount did Ugyen pay in interest? How much did she have to pay back?
12% of 5000 = 0.12 × 5000 = 600 Ugyen paid Nu 600 in interest.
Nu 5000 + Nu 600 = Nu 5600 Ugyen paid back a total of Nu 5600.

• The formula for finding the amount of simple interest on a loan or investment is
I = Prt
I is the amount of simple interest.
P is the principal, the amount of money borrowed or invested.
r is the annual interest rate (rate per year), usually written as a decimal.
t is the time period in years.

• Simple interest may be charged or earned for a time period less than one year.
For example:
Tshering borrowed Nu 3000 for 6 months. The annual interest rate was 7%.
What amount did Tshering pay in interest? How much did he have to pay back?
The principal, P, is Nu 3000.
The interest rate, r, is 7% or 0.07 per year.
6 1
The time, t, is = = 0.5.
12 2
Substitute P = 3000, r = 0.07, and t = 0.5 into I = Prt: I = 3000 × 0.07 × 0.5
= 105
Tshering paid Nu 105 in interest.
He paid back the principal and the interest: Nu 3000 + Nu 105 = Nu 3105

Reprint 2022 Proportion and Percent 45

• Many salespeople earn a commission. A commission is money received by a
salesperson for the sale of an item or from total sales. Commission can be an
amount or a percent. Percent commission is often called rate of commission.
For example:
Rupak is a salesperson who earns a rate of commission of 5% on sales. He sold
a TV for Nu 7500. How much commission did he earn?
The rate of commission is 5% of Nu 7500: 0.05 × 7500 = 375
Rupak earned Nu 375 in commission.

B. Use the percent you calculated in part A as the commission percent.

i) How much commission would Dorji earn for selling a motorcycle for Nu 30,000?
ii) Dorji earned a commission of Nu 3000 for selling a motorcycle. What was
the selling price of the motorcycle?

Examples
Example 1 Finding Interest and Total Amount Received
A bank offers an interest rate of 6% per year. Arjun deposits Nu 2500.
a) How much interest will he earn at the end of one year?
b) How much money will be in the account at the end of the year if he does not
withdraw any money?
Solution Thinking
a) I = Prt = 2500 × 0.06 × 1 = 150 a) I substituted the
He will receive Nu 150 in interest. information I knew into
the simple interest formula.

b) Nu 2500 + Nu 150 = Nu 2650 b) I added the interest

earned to the principal to find
He will have Nu 2650 in the account
at the end of the year. the total amount in the account
at the end of the year.

Example 2 Finding Interest Rate

Namgyel borrowed Nu 1500 for a year and a half. He was charged Nu 270 in
interest. What was the annual interest rate?
Solution Thinking
I = Prt • I substituted what
270 = 1500 × r × 1.5 I knew into the simple
r = 270 ÷ 1500 ÷ 1.5 interest formula.
= 0.12
= 12%
The interest rate was 12% per year.

46 UNIT 2 Reprint 2022

Example 3 Finding Commission and Rate of Commission
a) Karchung earns a rate of commission of 6%. What is his commission for selling
an item priced at Nu 1400?
b) Karchung’s commission was Nu 168 for the sale of a table priced at Nu 2100.
What was the rate of commission for that sale?
Solution Thinking
a) 6% × 1400 = 1400 × 0.06 = 84 a) I wrote the rate as
His commission is Nu 84. a decimal and then
multiplied it by the amount
of the sale to find
the amount of commission.

168 84 42 14 2 b) I wrote the commission as a fraction

b) = = = =
2100 1050 525 175 25 of the selling price in lowest terms.
2 8
Then I wrote the fraction as a percent.
= = 8%
25 100
The rate of commission was 8%.

Practising and Applying

1. Write each percent as a decimal. 4. Lobzang earns a rate of commission
1 of 4%. What is his commission on a
a) 7% b) 4.5% c) 6 %
4 sale of Nu 16,000?

2. Calculate the simple interest charged 5. Calculate the simple interest amount
for each loan. and the total amount that has to be paid
back on each loan.
Annual
Loan
interest
Time a) Nu 6000 at an annual interest rate
(Nu)
rate (%)
(years) of 15% for 6 months
a) 4900 15.9 2 b) Nu 12,500 at an annual interest rate
of 8% for 3 months
b) 18,000 9.0 5
c) Nu 8000 at an annual interest rate
c) 10,000 8.5 3
of 12% for 3 years
3. Calculate the simple interest earned 6. Each month, Mindu earns a 3%
on each deposit. commission on sales up to Nu 75,000
Annual and 5% on sales over Nu 75,000.
Deposit
interest
Time Last month he had sales of Nu 95,000.
(Nu) (years) How much commission did Mindu earn?
rate (%)
a) 5400 6.0 2
b) 6500 7.0 4 7. Which investment earns more total
interest? Explain your thinking.
c) 12,000 6.5 3
A. Nu 1000 for 2 years at 5% per year
B. Nu 1000 for 1 year at 10% per year

Reprint 2022 Proportion and Percent 47

8. At one time, the Bhutan National 10. Dawa and Nima both work in stores
Bank charged 15% interest per year for that sell radios and TVs.
a personal loan. Suppose you had • Dawa earns a salary of Nu 4000 a
borrowed money and paid the interest month and a commission of 6% on sales.
at the end of each year.
• Nima earns a salary of Nu 4500 a
a) If you had borrowed Nu 1000, how month and a commission of 4% on sales.
much would you have paid in interest at One month they both sold Nu 40,000
the end of one year? worth of goods. Who earned more
b) How much interest would you have money that month? Show your work.
paid at the end of two years?
11. What is the annual interest rate
c) Make a chart to show how much when you borrow Nu 6000 for one year
interest you would have paid after and pay Nu 720 in interest?
3 years, 4 years, and so on, up to
10 years. 12. Suppose you know these three
things about a bank deposit:
• the annual interest rate
• how much simple interest was earned
• the length of time the money was in
the account
How can you find the principal amount
that was deposited? Use an example
to explain your thinking.

9. Pema borrows Nu 28,800 for 2 years

at an annual interest rate of 12.5%.
a) How much interest will Pema pay?
b) How much will Pema have to pay
back altogether?
c) Pema decides to pay back the
money in equal monthly payments over
the two years. What is the amount of
each monthly payment?

48 UNIT 2 Reprint 2022

CONNECTIONS: Currency Conversion

• The foreign exchange rate, or

rate of exchange, is used to convert
money of one country into the money of
another country. Travellers change money
from their own currency into the currency
of the country they are travelling to.
• A rate of exchange is usually given
as one unit of one currency to the
equivalent number of units of another.
For example:
Recently the exchange rate between
the ngultrum and Thai baht was:
1 Thai baht = Nu 1.91
Sometimes this rate is given as a percent:
1 Thai baht = 191% of a ngultrum Foreign Currency Exchange Rate
with Bhutanese Currency
(https://www.rma.org.bt/)
• You can solve a proportion to calculate the value of a ngultrum in bahts:
Nu 1.91 = ∆ baht
1.91
=
1.91 1.91
1 = ∆ × 1.91
1
∆=
1.91
Nu 1 = 0.52 baht
1. Use the rate of exchange given above.
How much Thai money would you get for
each amount?
a) Nu 10 b) Nu 100 c) Nu 1000

2. How many ngultrums would you

get for each amount of Thai money?
a) 10 baht b) 100 baht c) 1000 baht

3. If one Canadian dollar is worth Nu 40, Different currency notes from around the
what is the value of Nu 1 in Canadian world
dollars?
4. Choose two different currencies and find the current rate of exchange.
Find the rate both ways:
• what one unit of the first currency is in relation to the second currency
• what one unit of the second currency is in relation to the first currency

Reprint 2022 Proportion and Percent 49

UNIT 2 Revision

1. Solve each proportion. 8. Tshering got 62.5% on a test.

20 Each question on the test was worth
a) = 1 mark and he got 25 questions
15 60
correct.
9 How many questions were on the test?
b) =
7 21
3 21 9. Bananas are about 75% water.
c) = About how much water is in 820 g of
4
bananas?
2. The ratio of boys to girls in a school
is 3 : 4. If there are 150 boys, how 10. A portable CD player is on sale for
many girls are there? a discount of 30%. The regular selling
price is Nu 1800.
3. Cycling burns about 4 calories each a) What is the discount amount?
minute. An apple has about 60 calories. b) What is the sale price?
About how many minutes would you
have to cycle to burn off the calories 11. A kilogram of beans has a cost
in an apple? price of Nu 40 and a selling price of
Nu 55. What is the percent markup?
4. represents 100%. What
percent 12. The price of a house increased by
15% in January. The price then
is represented by these shapes? decreased by 15% in June.
Is the price of the house at the end
June equal to the price of the house at
the beginning of January? Use an
5. Calculate each. example to help explain your thinking.
a) 325% of 400
b) 119% of 1200 13. Rinzin borrows Nu 3500 for
18 months at an annual simple interest
c) 275% of 440 rate of 12%.
6. Trashiyangtse has a population of a) How much interest will Rinzin pay
about 36,000. Sarpang’s population is after 18 months?
about 140% of Trashiyangtse’s b) How much will Rinzin have to pay
population. Estimate the population of back altogether after 18 months?
Sarpang.
14. A salesperson earns a 6%
7. a) What is 42% of 250? commission. What is the commission
b) What is 15% of 1200? on sales of Nu 70,000?
c) 256 is 40% of what number? 15. Dorji invested Nu 5000 for two and
d) 75% of a number is Nu 180. half years. He earned Nu 1000 in
What is the number? interest. What was the simple interest
e) What percent of 2150 is 430? rate?

50 UNIT 2 Reprint 2022

 UNIT 3 INTEGERS
Getting Started

Use What You Know

This chart shows the temperature for three places
on January 10.

High Low
Place
temperature temperature
Paro +17ºC –6ºC
Thimphu +15ºC –7ºC
Punakha +18ºC +2ºC

A. Use the chart to identify the place that has each.

i) the greatest high temperature
ii) a low temperature 22ºC lower than its high temperature
iii) a high temperature 23ºC higher than its low temperature
iv) a low temperature 9ºC higher than the lowest low
temperature

B. This chart shows the temperature for two more places

on January 10.

High Low
Place
temperature temperature
Trongsa +13ºC –1ºC
Trashigang +20ºC +10ºC

Create four or more clues, like the clues in part A, to describe

temperatures in four or more of the places in the two charts.
Include the answer to each clue.

Reprint 2022 Integers 51

Skills You Will Need
This is how how to calculate (–4) + (+3) using a counter model:
• Use 4 black counters to represent –4.
• Use 3 white counters to represent +3.
• Pair each black counter with a white counter to represent 0.
Each pair makes 0 and there is 1 black counter left:

–4

+3

0 0 0 –1
That means (–4) + (+3) = –1.

Use a counter model as shown above to answer question 1.

1. Use a counter model to add or subtract each.
a) (+5) + (+14) b) (–5) + (+14)
c) (+4) – (+5) d) (+4) – (–5)

2. Use a number line model to show that (–4) + (+3) = –1.

–10 –5 0 +5 +10

3. Use a number line model to add or subtract each.

a) (–5) + (–7) b) (+3) + (–8)
c) (–4) – (+5) d) (–5) – (–4)

4. Calculate. Use models if you wish.

a) (–7) – (+7)
b) (+14) – (+4) – (+10)
c) (–35) – (–25) – (+25)
d) (+30) – (–11) – (–9)
e) (–33) – (+40) – (–3)

52 UNIT 3 Reprint 2022

Chapter 1 Multiplying Integers
3.1.1 Multiplying Integers Using Counters and Patterns

Try This
Drakpa wrote a quiz.
• He got 50 marks for the questions he answered correctly.
• He lost 2 marks for each of the 5 questions he
answered incorrectly.

A. i) Use integers to write an expression that could be

used to calculate Drakpa’s final mark on the quiz.
ii) What was his final mark?

• Multiplying whole numbers is the same as repeated addition. You can also
use repeated addition to multiply integers.
For example:
(+4) × (–2) is the same as adding 4 groups of (–2). You can use counters
to represent the multiplication, with each black counter representing (–1).
(+4) × (–2) = (–2) + (–2) + (–2) + (–2) = –8
( ) + ( ) + ( ) + ( ) = –8
(+4) × (–2)

• Since positive integers are like whole numbers, you do not have to show
the + sign and the brackets.
For example: (+4) × (–2) = –8 → 4 × (–2) = –8

• If you want to multiply (–2) × 4, it does not make sense to use (–2) groups of 4.
You can use the commutative property of multiplication to change the order to
4 × (–2). Then you can multiply 4 groups of (–2).
For example: (–2) × 4 → 4 × (–2) = –8

• The associative property of multiplication allows you to multiply three integers.

First you multiply the first pair and then you multiply by the third integer.
Or, you can first multiply the last pair and then multiply by the first integer.
For example, to multiply 3 × (–2) × 4:
First multiply 3 × (–2): 3 × (–2) = –6
( ) + ( ) + ( ) = –6
Then multiply the product by 4: (–6) × 4 = 4 × (–6) = –24
(     ) + (     )
+ (     ) + (     ) = –24
[Continued]

Reprint 2022 Integers 53

Or, to multiply 3 × (–2) × 4, you can first multiply (–2) × 4 and then multiply by 3.
(–2) × 4 = 4 × ( –2) = (–8)
3 × ( –8) = –24
[( ) + ( ) + ( ) + ( )] + [( ) + ( ) +
( ) + ( )] + [( ) + ( ) + ( ) + ( )] = –24

• To multiply two negative integers, you can use a pattern.

Start the pattern with products you know.
(+3) × (–2) = –6 Notice that each time the first factor decreases by 1,
the product increases by 2. This makes sense since
(+2) × (–2) = –4 you add one fewer group of –2 each time, so the answer
(+1) × (–2) = –2 should be 2 greater each time.

0 × (–2) = 0
That means
(–1) × (–2) = ? → (–1) × (–2) = +2
(–2) × (–2) = ? → (–2) × (–2) = +4
The pattern shows that, when you multiply two negatives, the result is positive.
That means, to multiply two negative numbers, you can first multiply them without
the signs and then make the product positive.
For example: (–4) × (–5) = +20, which can be written as just 20.

B. Write an expression using integers and multiplication to calculate Drakpa's

final score in part A.

Examples
Example Multiplying Integers with Different Signs
Use counters to model and calculate each.
a) 4 × (–3) b) 2 × (–4) × 3 c) (–5) × 3
Solution Thinking
a) 4 × (–3) = –12 a) I used 4 groups of 3 black
(  ) + (  ) counters to represent 4 × (–3).
+ (  ) + (  )

b) 2 × (–4) × 3 → 2 × 3 × (–4) b) I changed the order of the integers so I could

2×3=6 first multiply 2 × 3. I did this because I wanted
6 × (–4) = –24 a positive number of groups.
(   ) + (   ) • I used 6 groups of 4 black counters to show
+ (   ) + (   ) 6 × (-4).
+ (   ) + (   )

54 UNIT 3 Reprint 2022

c) (–5) × 3 = 3 × (–5) = –15 c) I changed the order so I would have
a positive number of groups.
(    ) • I used 3 groups of 5 black counters to show
+ (    ) 3 × (–5).
+ (    )

Practising and Applying

1. Write a multiplication expression for 6. The temperature fell 5°C each hour
each model. for 3 h.
a) (   ) + (   )
+ (   ) + (   )
+ (   ) + (   )

b)

2. Sketch a picture to show how you

would model each multiplication using
counters.
a) (–2) × 3
b) 5 × (–5)
a) Write an integer multiplication
3. Calculate. to represent the temperature change.
a) 4 × (–1) b) What was the temperature change?
b) 3 × (–2)
7. Use counters, and the idea that a
c) 2 × (–3) negative is like subtracting its opposite
from 0 (–4 = 0 – 4) to show why this
4. Is it possible to multiply a negative is true:
integer by a positive integer and get a –4 × (–3) = 0 – 4 × (–3) = +12
positive product? Explain your thinking.
Explain what you did.
5. Calculate.
8. Is it possible for the product of two
a) (–4) × (–2) consecutive integers to be negative?
b) (–3) × 0 Explain your thinking.

c) (–4) × (–3) 9. Why might you use the commutative

d) (–5) × (–4) property to multiply (–4) × 5?

Reprint 2022 Integers 55

3.1.2 Multiplying Integers Using a Number Line

Try This
Sonam had Nu 500. She spent Nu 40 each day.

A. How much money did she have left

i) after 1 day? ii) after 2 days?
iii) after 3 days? iv) after 12 days?
v) after 13 days?

• You can use a number line to model the product of a positive integer and
a negative integer.
For example, to multiply 4 × (–2):
4 × (–2) is 4 jumps of –2, starting at 0 and ending at –8.
–2 –2 –2 –2

Jumps to the left are

negative jumps.
–8 –5 0 +5
4 × (–2) = –8

B. Write an expression and use a number line to show how much money
Sonam has left after 13 days.

Examples
Example Multiplying Integers with Different Signs
Use a number line to model and calculate each. a) (–2) × 3 b) 3 × 4 × (–2)
Solution Thinking
a) (–2) × 3 → 3 × (–2) a) I changed the order of
–2 –2 –2 (–2) × 3 to 3 × (–2) so
I could make 3 jumps of –
2 from 0.
–8 –6 –4 –2 0
(–2) × 3 = –6

b) 3 × 4 × (–2) → 3 × (–2) × 4 b) I first multiplied the first and third

integers because I knew the answer
3 × (–2) = –6 and (–6) × 4 → 4 × (–6)
was –6 from part a).
–6 –6 –6 –6
• I changed (–6) × 4 to 4 × (–6) so
I could make 4 jumps of –6 from 0.

–24 –18 –12 –6 0

4 × (–6) = –24
3 × (–2) × 4 = –24

56 UNIT 3 Reprint 2022

Practising and Applying
1. Write the multiplication expression 7. What happens when you multiply any
represented by this model. integer except 0 by –1?

8. Pema is trying to figure out why

(–5) × (–2) = +10.
–10 –8 –6 –4 –2 0 He knows these three things:
• 5 + (–5) = 0
2. Multiply. Use a number line to show • [5 + (–5)] × (–2) =
each solution. Sketch your work.
[5 × (–2)] + [(–5) × (–2)]
a) (–4) × 2
• 5 × (–2) = –10
b) 3 × (–3)
How can Pema use what he knows
to figure out that (–5) × (–2) = +10?
3. Karma spends Nu 10 each day.
At the end of 13 days, he has Nu 55. 9. You can think of –6 as 0 – 6,
a) Write an integer expression to show because –6 is the distance from 6 to 0
how much money Karma started with. on a number line.
b) Calculate the value of the expression. –6
c) If Karma spends Nu 20 each day,
how much money will he have at the 0 2 4 6
end of 13 days? Use positive and If –6 = 0 – 6, then
negative integers to explain your
answer. (–6) × (–2) = 0 – 6 × (–2).
Use the idea above and a number line
4. How many different ways are there to show why it makes sense that
to express –12 as a product of three (–6) × (–2) has a positive product:
integers? Show your work. (–6) × (–2) = +12
(Hint: (–1) × (–2) × (–6) = –12 and
(–2) × (–1) × (–6) = –12 are the same 10. Prem says that he ignores the signs
multiplication and only count as one when he multiplies integers. He
way.) multiplies them as if they are whole
numbers and then makes sure the
5. Without multiplying, predict whether product follows these rules:
each product will be negative or • positive × positive = positive
positive. Explain your prediction. • negative × negative = positive
a) (–1245) × (–2678) • positive × negative = negative
b) (–837) × (–672) × (–7782) Do you agree? Explain using examples.
c) (–733) × (–1355) × 267
d) (–64) × (–467) × (–222) × (–535) 11. Predict the sign of each.
a) the product of an even number of
6. The temperature in Paro fell 2C negative integers
each hour for 6 h. What was the total b) the product of an odd number of
change in temperature? negative integers

Reprint 2022 Integers 57

3.1.3 EXPLORE: Pattern Grids

You can make a pattern grid by following a set of rules.

For example:
• Start the pattern with the bottom left number (–4).
• Multiply by –2 when you move to the right.
• Multiply by 3 when you move up. –12
×3
–4 8

× (–2)

A. i) Copy and complete the grid above.

ii) What patterns do you notice?
iii) Explain why the patterns occur.

B. Using the same rules as above, copy and complete this grid.

C. The rules and many of the integers for this grid are missing.

64

–8

1 –64

i) Create a set of pattern rules that use integer multiplication.

ii) Copy and complete the grid using your rules.
iii) Is there more than one possible set of rules? Explain your thinking.
iv) Which original integers in this grid are not needed to figure out
the pattern? Explain your thinking.

58 UNIT 3 Reprint 2022

3.1.4 Renaming Factors to Multiply Mentally

Try This
Devika is finding two products: 35 × (–42) and 70 × (–21).
She says that one product is easier to calculate mentally than the other.

A. Which calculation do you think she feels is easier? Explain your thinking.

You can use different strategies for multiplying integers mentally.

• One strategy is to rearrange the factors so they are easy to multiply mentally.
For example:
20 × 9 × (–5) = [20 × (–5)] × 9 [rearrange the factors to multiply 20 × (–5)]
= –100 × 9 [negative × positive = negative]
= –900
Numbers that are easy to multiply, like 20 × (–5), are called compatible factors.

• Sometimes you can break up factors to create compatible factors.

For example:
250 × (–40) = [25 × 10] × [4 × (–10)] [250 = 25 × 10 and (–40) = 4 × (–10)]
= [25 × 4] × [10 × (–10)] [rearrange the factors]
= 100 × (–100) [positive × negative = negative]
= –10,000

• You can break up factors and rearrange them in order to double one factor and
take half of the other. This is called doubling and halving.
For example:
(–35) × 82 = (–35) × 2 × 41 [82 = 2 × 41]
= [(–35) × 2] × 41 [rearrange the factors]
= (–70) × 41
= 7 × (–10) × 41 [(–70) = 7 × (–10)]
= [7 × 41] × (–10) [rearrange the factors]
= 287 × (–10) [positive × negative = negative]
= –2870

• You can also work by parts to multiply mentally. Write one factor as a sum of
two parts, multiply each part, and then add the products.
For example:
4 × –36 = 4 × [(–30) + (–6)] = [4 × (–30)] + [4 × (–6)]
= (–120) + (–24)
= –144
[Continued]

Reprint 2022 Integers 59

The model below shows how to work by parts:
4 × (–12) = 4 × [(–10) + (–2)] = [4 × (–10)] + [4 × (–2)]
4 × (–12) = [4 × (–10)] + [4 × (–2)]

4 groups of
4 groups of 12 black counters 4 groups of 10 black counters 2 black counters

= +

4 × (–12) = (–40) + (–8) = –48

Working by parts uses the distributive property, which allows you to multiply
an integer by either the sum of or the difference between two other integers.

B. Use doubling and halving to calculate 35 × (–42) from part A.

What do you notice?

Examples
Example Multiplying Integers Using Mental Math Strategies
Multiply mentally. a) (–5) × (–36) b) (–42) × 11 c) 25 × (–68) × (–4)
Solution Thinking
a) (–5) × (–36) = (–10) × (–18) a) I doubled and halved.
= 180 I know a negative times
a negative is positive.
b) (–42) × 11 = (–42) × 10 + (–42) × 1 b) I wrote 11 as (10 + 1)
= (–420) + (–42) and then worked in
= –462 parts. I know a negative times a
positive is negative.
c) 25 × (–68) × (–4) = [25 × (–4)] × (–68) c) I knew 25 × (-4) was -100, so
= (–100) × (–68) I first multiplied those two factors.
= 6800

Practising and Applying

Multiply mentally. 3. Work by parts.
1. Use doubling and halving. a) 5 × (–23) b) (–24) × (–8)
a) 18 × (–25) b) (–15) × (–64) c) (–12) × 31 d) (–4) × (–27)
c) (–28) × (–5) d) (–4) × 35 e) (–11) × 52
e) (–20) × 24
4. Multiply. Explain your strategy for two
2. Use compatible factors. of the calculations.
a) 25 × (–3) × (–4) b) (–5) × (–8) × 6 a) 11 × (–3) b) (–5) × (–16)
c) (–2) × 6 × (–5) d) (–4) × (–5) × (–4) c) (–10) × 6 × (–5) d) (–2) × 3 × (–50)
e) (–2) × 3 × (–10) e) (–25) × (–31) × (–4)

60 UNIT 3 Reprint 2022

GAME: Order the Integers

Play in a group of 2 to 4. You need to make 42 integer cards from –10 to 10 (two
of each). The goal of the game is to get the greatest product after three rounds.
Choose a player to shuffle the cards and deal five cards face up in a row to each
player. You cannot rearrange your cards once they have been dealt.
Each player plays all three rounds with his or her own cards.
Round 1
• Select an integer that is not the first or last card. Multiply the integer by
the integers to its left and to its right.
• Record the product as your score. Remove the card.
Round 2
• Select an integer from the remaining cards that is not the first or last card.
Multiply the integer by the integers to its left and to its right.
• Record the product as the score. Remove the card.
Round 3
• Multiply the three integers on the last three cards.
• Record the product as the score.
Final score
• Find the total of your three scores. The player with the greatest score wins.
For example:
Player A gets these cards.
Round 1
Player A selects 4.
6 4 –3 –2 10
Score: 6 × 4 × (–3) = –72
Player A removes the 4 card.
Round 2

6 –3 –2 10
Player A selects –2.
Score: (–3) × (–2) × 10 = 60
Player A removes the –2 card.
Round 3
Score: 6 × (–3) × 10 = –180
6 –3 10
Final score for Player A: (–72) + 60 + (–180) = –192
Note that Player A could have selected the cards in a different order.
If he had selected –3, –2, and then 4, his score would have been much higher:
4 × (–3) × (–2) = 24
4 × (–2) × 10 = –80 Final score: 24 + (–80) + 240 = 184
6 × 4 × 10 = 240

Reprint 2022 Integers 61

Chapter 2 Dividing Integers
3.2.1 Dividing Integers Using Models and Patterns

Try This
Seldon wants to arrange these 30 black counters into equal groups.

A. i) How many groups will there be if she puts 2 counters in each group?
ii) How many counters will be in each group if she shares them with 5 classmates?

• Dividing a negative integer by a negative integer is like dividing whole numbers.

For example:
You can think of 6 ÷ 2 = ? in this way:
"If 6 items are divided into groups of 2, how many groups are there?"

There are 3 groups of 2 in 6, so 6 ÷ 2 = 3.

You can think of (–6) ÷ (–2) = ? in the same way:

"If –6 items are divided into groups of –2, how many groups are there?"

There are 3 groups of –2 in –6, so (–6) ÷ (–2) = 3.

• You can use a number line to model dividing a negative integer by a negative
integer.
For example:
Think of (–6) ÷ (–2) = ? in this way:
"To go from 0 to –6 in jumps of –2, how many jumps do I need?"
3 jumps of –2

–6 –4 –2 0 +5
(–6) ÷ (–2) = 3

62 UNIT 3 Reprint 2022

• To divide a negative integer by a positive integer, you can also use counters or
a number line.
For example, using counters:
Think of (–6) ÷ 2 = ? in this way:
"If –6 is shared by 2 people, how many are in each share?"
There are 3 black counters in each share,
so (–6) ÷ 2 = –3.

For example, using a number line:

Think of (–6) ÷ 2 = ? in this way:
"To go from 0 to –6 in 2 equal jumps, what size jumps do I need?"
2 jumps of –3

–8 –6 –3 0
(–6) ÷ 2 = –3

• To divide a positive integer by a negative integer, you can use a pattern. (See
Example 3 on page 64.)

B. Use integers to represent each calculation in part A.

Examples
Example 1 Dividing Integers Using Counters
Use counters to model and calculate each.
a) (–15) ÷ (–3) b) (–15) ÷ 3
Solution Thinking
a) a) I thought of (-15) ÷ (-3) as
"If –15 is divided into groups of –3,
how many groups are there?"
(–15) ÷ (–3) = 5
• I arranged 15 black counters into
groups of –3. There were 5 groups.

b) b) I thought of (-15) ÷ -3 as
"If –15 is shared among 3 people, how many are in
each person's share?"
• I arranged 15 black counters into 3 groups.
There were –5 in each group.
(–15) ÷ 3 = –5

Reprint 2022 Integers 63

 Example 2 Dividing Integers Using a Number Line
Use a number line to model and calculate each.
a) (–15) ÷ 3 b) (–15) ÷ (–3)
Solution Thinking
a) a) To get from 0 to -15
in 3 equal jumps, each
–15 –10 –5 0 jump had to be -5.

(–15) ÷ 3 = –5

b)
b) To get from 0 to -15 in jumps
of -3, I had to make 5 jumps.
–15 –12 –9 –6 –3 0

(–15) ÷ (–3) = 5

Example 3 Dividing a Positive Integer by a Negative Integer Using a Pattern

a) Complete the pattern.
(–12) ÷ (–4) = 
(–8) ÷ (–4) = 
(–4) ÷ (–4) = 
0 ÷ (–4) = 
4 ÷ (–4) = 
8 ÷ (–4) = 
12 ÷ (–4) = 
b) Use what you learned in part a) to calculate 15 ÷ (–3). Explain your thinking.
Solution Thinking
a) a) For the first three calculations,
(–12) ÷ (–4) = 3 I thought of dividing sets of black
Quotient decreases by 1
Dividend increases by 4

(–8) ÷ (–4) = 2 counters into groups of 4 black

counters. The quotient was the
(–4) ÷ (–4) = 1
number of groups.
0 ÷ (–4) = 0
• It made sense that 0 ÷ (–4) = 0 because
4 ÷ (–4) = –1 0 counters in groups of –4 is 0 groups.
8 ÷ (–4) = –2
• Once I had the first four calculations, I saw
12 ÷ (–4) = –3 a pattern. I used it to finish the calculations.

b) 15 ÷ (–3) = –5 b) I noticed, in the last three calculations of

Since 15 ÷ 3 is 5 and a part a), that a positive integer divided by
positive integer divided by a a negative integer had a negative quotient.
negative integer is negative,
then 15 ÷ (–3) = –5.

64 UNIT 3 Reprint 2022

Practising and Applying
1. Write a division expression for each. 5. In division, the first number is called
a) the dividend, the second number is the
divisor, and the result is the quotient.
A÷B=C
b)
Dividend Divisor Quotient
Suppose the dividend in an integer
–8 –6 –4 –2 0 division always stays the same.
What happens to the quotient when
2. Model each division two ways: you increase the divisor in each
situation below?
• using counters
a) The dividend is positive and
• using a number line
i) the divisor is positive
a) (–9) ÷ (–3)
ii) the divisor begins as a negative
b) (–8) ÷ 4 integer
3. Divide each using a model. Then, b) The dividend is negative and
sketch each model. i) the divisor is positive
a) (–12) ÷ 6 ii) the divisor begins as a negative
b) (–8) ÷ (–4) integer

4. Divide. 6. The temperature in Paro was 4C.

It fell 2C each hour until it was –14C.
a) 18 ÷ (–3)
Over how many hours did the
b) (–64) ÷ (–8) temperature fall?
c) (–12) ÷ 6
d) (–4) ÷ (–2)
e) (–12) ÷ 3
f) 72 ÷ (–9)

The Rinpung Dzong in Paro

7. Use a number pattern to show why

21 ÷ (–7) has a negative quotient.
8. What do you notice about the sign of
the quotient when you divide integers in
each case below?
a) positive ÷ positive
b) negative ÷ negative
c) positive ÷ negative
d) negative ÷ positive

Reprint 2022 Integers 65

3.2.2 Relating Division of Integers to Multiplication

Try This
Lhamo is playing a game. She has been dealt five integer cards. She must divide
one of the integers by another integer to get the greatest quotient possible.

–15 –3 –4

2 –120

A. Which two integers should she choose? Why?

• You can write an integer division as a multiplication with a missing factor

because of the relationship between the two operations.
A÷B=? → B×?=A
That means you can divide integers using the related multiplication.
For example:
12 ÷ (–3) =  →  × (–3) = 12
Since (–4) × (–3) = 12, then 12 ÷ (–3) = –4.
• You can use what you have learned • Negative × Negative = Positive
about the sign of the product of an integer • Positive × Positive = Positive
multiplication to predict the sign of the
quotient of an integer division. • Negative × Positive = Negative

For example: • Positive × Negative = Negative

12 ÷ (–3) =  → (–3) ×  = 12
Since a negative times a negative is positive, the missing factor must be positive.
(–15) ÷ (–3) =  →  × (–3) = –15
Since a positive times a negative is negative, the missing factor must be positive.

• To divide integers, you can ignore the signs and divide them like whole numbers.
Then, you follow these rules to determine the sign of the quotient:
• Negative ÷ Negative = Positive
• Positive ÷ Positive = Positive
• Negative ÷ Positive = Negative
• Positive ÷ Negative = Negative

66 UNIT 3 Reprint 2022

B. How did you use the rules for the sign of the quotient to help you decide
which pair of integers to divide in part A?

Examples
Example 1 Dividing Integers Using Missing Factors
Write a multiplication for each division. Use it to calculate the quotient.
a) 15 ÷ 3 b) (–15) ÷ (–3) c) (–15) ÷ 3
Solution Thinking
a) 15 ÷ 3 =  →  × 3 = 15 a) I knew that the missing
Since 5 × 3 = 15, then 15 ÷ 3 = 5. factor was the quotient.

b) (–15) ÷ (–3) =  →  × (–3) = –15 b) I modelled and solved

the multiplication by using
5 groups of 3 black counters to make
15 black counters.
Since 5 × (–3) = –15,
then (–15) ÷ (–3) = 5.

c) (–15) ÷ 3 =  → 3 ×  = –15 c) I modelled and solved the

multiplication by making 3 jumps of -5
on a number line to get from 0 to -15.
–15 –10 –5 0
Since 3 × (–5) = –15,
then (–15) ÷ 3 = –5.

Example 2 Dividing Integers Using Rules for the Product

Calculate (–16) ÷ 8.
Solution Thinking
(–16) ÷ 8 =  • I ignored the signs and
Since 16 ÷ 8 = 2 and divided 16 by 8. I remembered
negative ÷ positive = negative, to make sure the quotient had
(–16) ÷ 8 = –2. the correct sign.

Practising and Applying

1. Calculate. 4. The temperature in Bumthang
a) (–10) ÷ 5 b) (–34) ÷ (+2) was 0C. It fell 1C every 2 h until it
c) 35 ÷ (–7) d) (–100) ÷ (–4) was –8C. Over how many hours did
the temperature fall?
2. Write a multiplication for each. 5. How do you know (–24) ÷ 6 = –4?
a) (–64) ÷ 4 b) (–84) ÷ (–7)

3. Calculate each quotient in question 2.

Reprint 2022 Integers 67

6. Lobzang is playing a game. 8. a) Use both clues to find two
• He has been dealt these five integers: integers:
–3, 5, –12, –60, 4 • If you divide the first integer by
the second integer, the quotient is –1.
• And, he must divide one integer by
another integer. • If you divide the first integer by
an integer that is 2 greater than
a) What is the greatest quotient
the second integer, the quotient is +1.
possible?
b) Explain how you found the answer.
b) What is the least integer quotient?
9. How does knowing (–32) ÷ 8 = –4
7. Divide each integer below by another
help you find 32 ÷ (–8)?
integer so that the quotient is negative.
Write two possible divisors for each.
a) 6 b) –12 c) 18 d) –10

CONNECTIONS: Mean Temperatures

Growing seasons in Bhutan are determined Daily Temperatures (January)

by rainfall, altitude, and temperature.
Day High Low
• To predict the best dates for sowing seeds, Monday 13°C –5°C
growers use the mean low temperature.
Tuesday 12°C –3°C
• Here is how to calculate the mean low Wednesday 12°C –3°C
temperature for a week:
Thursday 10°C –4°C
- Find the sum of the low temperatures for
each day the week. Friday 13°C –4°C
- Divide the sum by 7 (the number of days). Saturday 9°C –1°C
You calculate the mean high temperature in Sunday 8°C –1°C
the same way, using high temperatures
instead of low temperatures.

Use the information in the chart above to answer these questions.

1. a) Calculate the mean high temperature for the week.
b) Calculate the mean low temperature for the week.

2. It is safe to plant maize when the mean

low temperature is greater than 9°C.
a) By how many degrees does the mean
low temperature need to increase before
maize can be planted?
b) Suppose the mean low temperature
increases by 1°C every 2 weeks. After how
many weeks will it be safe to plant maize?

68 UNIT 3 Reprint 2022

3.2.3 Order of Operations with Integers

Try This
Devika is playing a game. She starts with
a score of 3 and three cards. She can use Divide
Multiply Subtract
the cards in any order to increase her score by 3.
by 3. –3.
as much as possible.

A. In what order should Devika use her three cards?

• It can be hard to interpret an expression that has many different calculations.

For example, Maya and Namgay interpreted this expression in different ways:

(–3) – (–5) + (–2) × (–4)

- Maya subtracted (–3) – (–5) = 2, then added the 2 to (–2), 2 + (–2) = 0, and
then multiplied the 0 by (–4), 0 × (–4) = 0. Her answer was 0.
- Namgay multiplied (–2) × (–4) = 8, then added the 8 to (–5), (–5) + 8 = 3, and
then subtracted the 3 from (–3), (–3) – 3 = –6. His answer was –6.
It is confusing to have more than one answer for the same calculation.

• To get rid of the confusion, people have agreed upon rules for calculating called
the order of operations rules:
Step 1 If there are Brackets, first calculate anything inside them.
Step 2 Divide and Multiply numbers next to each other, in order from left to right.
Step 3 Add and Subtract numbers next to each other, in order from left to right.
For example: (–3) – [(–5) + (–2)] × (–4)
Step 1 (–3) – (–7) × (–4) [Add inside brackets: (–5) + (–2) = –7]
Step 2 = (–3) – 28 [Multiply: (–7) × (–4) = 28]
Step 3 = –31 [Subtract: (–3) – 28 = –31]

• The two different types of brackets in the expression above, square brackets and
round brackets, make it easier to interpret the expression.
If you write (–3) – [(–5) + (–2)] × (–4) as (–3) – ((–5) + (–2)) × (–4), it is difficult
to tell which brackets belong together.

• If you calculate the expression at the top, (–3) – (–5) + (–2) × (–4), using
the order of operations rules, the answer is 10.
(–3) – (–5) + (–2) × (–4)
= (–3) – (–5) + 8 [Multiply: (–2) × (–4) = 8]
=2+8 [Subtract: (–3) – (–5) = 2]
= 10 [Add: 2 + 8 = 10]

Reprint 2022 Integers 69

 B. Devika wrote the expression 3 ÷ 3 – (–3) × 3 to show the order in which
she used the three cards in part A.
i) If she uses the order of operations rules to calculate her expression, will
she still get the greatest possible score? Why?
ii) How should she write the expression?

Examples
Example 1 Applying the Order of Operations Rules
Calculate. a) (–5) + (–4) × (–3) ÷ 2 b) –4 + (–2) × [(–5) + 3]
Solution Thinking
a) (–5) + (–4) × (–3) ÷ 2 a) I first multiplied and divided from
= (–5) + 12 ÷ 2 left to right.

= (–5) + 6 • Then I added.

=1

b) –4 + (–2) × [(–5) + 3] b) I first did the addition in the brackets.

= –4 + (–2) × (–2) • Then I multiplied.

= –4 + (+4) • Then I added.
=0

Example 2 Using the Order of Operations Rules to Solve a Problem

Complete the expression with operation signs: 43  [3  12]  (–7) = 14
Solution Thinking
43  [3  12]  (–7) = 14 • I knew that 43 – 29 = 14, so
43 – 29 = 14 that meant the first operation was
subtraction and [3  12]  (–7) = 29.
[3  12]  (–7) = 29 • I knew that 36 + (–7) = 29, so that
36 + (–7) = 29 meant 3  12 was 3 × 12 and, because
the whole expression, [3 × 12] + (–7), had to be
3  12 = 36 → 3 × 12 = 36 subtracted from 43, each part needed a negative
sign, –[3 x 12] and –(–7).
43 – [3 × 12]  (–7) = 14
• I realize that the square brackets in
43 – [3 × 12] – (–7) = 14
43 – [3 × 12] – (–7) = 14 aren't really necessary,
since you would do the multiplication first anyway.

Practising and Applying

1. Calculate.
a) (–6) + (–4) × (–3) ÷ 2 d) (–6) ÷ (–3) – [(–8) ÷ (–2)]
b) 6 ÷ (–3) + [(4 – (–5)) × (–7)] e) 2 × (–3) – (–7) × 2 + (–5) × 0
c) (–2) + (–3) × [(–8) + 4] f) (–3) + (–6) × (–5) ÷ 2

70 UNIT 3 Reprint 2022

2. Therchung is playing Devika's game. 3. Add brackets to 40 × 6 – 3 × 4 – 5
He starts with a score of 0 and can use to get the least possible answer.
these three cards in any order.
4. Copy and complete each equation
Subtract
Divide by with operation signs to make each true.
–9.
–3. Multiply a) 36  [4  1]  2 = 30
by 3. b) (–12)  4  (–3) = –24

In what order should he play his cards 5. Why is it important to follow the
to get the greatest possible score? order of operations rules?
Write an expression to show this.

GAME: Target

Play in a group of 2 to 4.
You need to make 42 integer cards, –10 to 10 (two of each).
The goal is to create an expression that is as close as possible to a given integer.
• For each round, deal five integer cards to each player. Place the remaining cards
in a pile with the top card facing up. This is the target card.
Each player should do this:
- Create an expression using all five integers that has a value as close as
possible to the value on the target card.
- Calculate your expression.
• You receive a score equal to the positive difference between the value of your
expression and the value of the target card. An exact match gets 0 points.
• The player with the lowest score after 10 rounds wins.
For example:
Player A has been dealt these cards. The target integer is 5.

4
–10 –3 5
–1
2
Target card

Player A creates the following expression:

(–10) ÷ 2 × (–1) + (–3) + 4 = 6
Player A's score for this round is 1 because 6 – 5 = 1.

Reprint 2022 Integers 71

UNIT 3 Revision

1. Multiply each expression by 10. The monthly mean low temperatures

modelling with counters or a number were recorded for Bumthang.
line. Then, sketch your model. January –5°C July 12°C
a) (–3) × 2 b) (–3) × (–3) February –1°C August 15°C

2. Multiply. March 4°C September 13°C

a) (–5) × (–6) April 5°C October 6°C

b) (–6) × 8 May 10°C November 1°C
c) 4 × (–7) June 14°C December –2°C
This is how to calculate the mean low
3. Can the product of a negative integer temperature for the year:
and a positive integer be positive?
Explain your thinking. • Find the sum of the 12 monthly low
temperatures.
4. How many different ways are there • Divide the sum by 12 (the number of
to express –18 as a product of three months).
integers? Show your work. Find the mean low temperature for
 ×  ×  = –18 the year.

5. Why might you use the commutative 11. How do you know (–4) ÷ 2 = –2?
property first before modelling (–3) × 5?
12. Without calculating, predict whether
6. Multiply mentally. Explain your each answer is negative or positive.
strategy for each. Explain your prediction.
a) (–50) × (–46) a) (–446) × (–9087)
b) (–26) × 110 b) (–935) × (–279) × (–5481)
c) (–5) × (–67) × 2 c) (–8528) ÷ (–164)
d) (–5022) ÷ 279
7. Divide each expression by modelling
in two ways: 13. Calculate.
• using counters a) 7 × [(–3) – (–5)] × 8
• using a number line b) 10 + (–4) – 7 × 5
Then, sketch your models. c) [(–14) + (–23)] – [((–17) – 2) × 10]
a) (–6)  2 b) (–8)  (–4) d) [(–6) + (–10)] ÷ [(–4) × 2]
e) [49 ÷ (–7)] ÷ [1 + (2 × 3)]
8. Write a related multiplication for each
division. Use it to calculate the quotient. 14. Add brackets to the expression
a) (–92) ÷ 4 b) (–91) ÷ (–7) below to get the greatest possible
answer.
9. The temperature in Paro started at 40 × 6 – 3 × 4 – 5
3C. It fell 2C every hour until it was
–5C. Over how many hours did
the temperature fall?

72 UNIT 3 Reprint 2022

 UNIT 4 FRACTIONS AND RATIONAL NUMBERS
Getting Started

Use What You Know

Examine these four shapes:

Trapezoid Triangle

Hexagon
Rhombus

A. The hexagon represents one whole, or 1. What fraction does

each shape represent?
i) trapezoid ii) rhombus iii) triangle

B. Write a multiplication equation to match each sentence below.

1
For example, if two trapezoids equal one hexagon, then write 2 × = 1.
2
i) Three triangles equal one trapezoid.
ii) Two triangles equal one rhombus.
iii) Six triangles equal one hexagon.
C. Write a multiplication equation to represent each set of shapes
below. Express the product as a whole number or as a mixed number.
For example:
1 1
seven trapezoids → 7 × =3
2 2
i) three trapezoids ii) five rhombuses iii) seven triangles
iv) four trapezoids v) ten rhombuses vi) nine triangles

D. Describe what set of shapes each multiplication represents.

Find each product.
1 1 1 1 1
i) 5 × ii) 7 × iii) 8 × iv) 7 × v) 11 ×
2 3 6 2 3

Reprint 2022 Fractions and Rational Numbers 73

Skills You Will Need
1. Write three equivalent fractions for each.
2 18 5 30
a) b) c) d)
3 24 8 50

2. Can each sum be written as a multiplication? How do you know?

3 3 3 3 3 3 1 1 1 1 1
a) + + + + + b) + + + +
5 5 5 5 5 5 2 4 6 8 10

3. Multiply. Express each product as a mixed number.

3 5 4
a) 5 × b) 4 × c) 7 ×
4 8 9

4. Subtract.
5 3 7 1 1 3
a) – b) – c) 5 –1
6 4 8 3 2 8
4 2 3 1 2
d) 3 – 1 e) 6 –3 f) 4 –2
5 3 4 4 3

3
5. A recipe calls for cup of rice. How much rice is needed to triple the recipe?
4

6. Add.
a) –25 + (+35) b) 250 + 50
c) –32 + (–47) d) 32 + (–47)

7. Subtract.
a) –123 – (+145) b) 89 – (–47) c) –185 – (–75)

8. Multiply.
a) –8 × (–12) b) –14 × 9 c) 6 × (–15)

9. How do you know that –12 ÷ 6 = –2?

10. Calculate.
a) 9 × [(–5) – (–7)] × 10 b) 20 + (–7) – 11 × 6
c) [–17 + (–19)] ÷ [(–3) × 4] d) [72 ÷ (–8)] ÷ [1 + (4 × 2)]

74 UNIT 4 Reprint 2022

Chapter 1 Adding and Subtracting Fractions
4.1.1 Adding and Subtracting Fractions Mentally

Try This
Pema cuts two chocolate bars of the same size
in different ways:
• He cuts the first bar into four equal pieces.
• He cuts the second bar into eight equal pieces.
Then he eats one piece of the first bar and
three pieces of the second bar.

A. i) Draw a diagram to show what fraction of

a whole bar Pema ate altogether.
ii) What fraction of a whole bar did Pema eat?

• You can use mental math to find the answer to a fraction addition or subtraction,
if the denominators are the same.
1 3
For example, this is how to add + :
8 8
Think about adding 1 item to 3 of the same item: 1 eighth + 3 eighths = 4 eighths
1 3 4
+ =
8 8 8
• You can often add or subtract fractions mentally when one denominator is a
multiple of the other because it is easy to find an equivalent fraction with the
same denominator.
5 1
For example, this is how to subtract – (notice that 8 is a multiple of 2):
8 2
1 4 5 1 5 4 1
Since = , then – = – = [5 eighths – 4 eighths = 1 eighth]
2 8 8 2 8 8 8
5 1 1
– =
8 2 8
• Even when it is not easy to calculate mentally, you can often estimate mentally.
Sometimes an estimate is all you need.
12 7
For example, this is how to estimate + :
13 8
12 7 12 7
and are both close to 1, so +  1 + 1 = 2.
13 8 13 8
12 7
+ 2
13 8

B. Explain how you could find the answer to part A ii) mentally.
Reprint 2022 Fractions and Rational Numbers 75
Examples
Example 1 Adding and Subtracting Fractions Mentally
3 1
Lhamo spent h on homework before dinner and h after dinner.
4 2
a) How much time did she spend on homework altogether?
b) How much more time did she spend on homework before dinner than
after dinner?
Solution Thinking
3 1 5 1 1 2
a) + = =1 a) I knew = .
4 2 4 4 2 4
1 • I added 3 fourths + 2 fourths
She spent 1 h on homework.
4 in my head.
3 1 1 1 2
b) – = b) I used = again.
4 2 4 2 4
1 • I subtracted 3 fourths – 2 fourths
She spent h more on
4 in my head.
homework before dinner.

Example 2 Estimating Sums and Differences of Mixed Numbers

a) i) About how much more ginger ale than
Recipe for Fruit Punch orange juice is in the recipe?
2
2 cups orange juice ii) Without calculating, explain how your
3
estimate compares with the exact answer.
3 cups pineapple juice
1 b) Is a 15-cup punch bowl big enough to hold
2 cups water all the punch? Explain your thinking.
4
3
4 cups ginger ale
4

Solution Thinking
a) i) There are about 3
a) i) I knew 4 cups was about 5 cups,
2 cups more ginger ale 4
than orange juice. 2
and 2 cups was about 3 cups.
ii) The estimate is a bit low 3
3 ii) I subtracted 5 – 3 = 2 to estimate.
since 4 is closer to 5 cups
4
2
than 2 is to 3 cups.
3

b) I added the whole number parts of cups:

b) A 15-cup punch bowl is
big enough. 2 + 3 + 2 + 4 = 11

There are 11 whole cups • I realized I didn't need an exact answer to decide
plus 3 fraction parts, each whether the bowl was big enough because each
less than 1. fraction part was less than 1 cup, and 11 + 3 < 15.

76 UNIT 4 Reprint 2022

Practising and Applying
1. Add using mental math. 5. Chandra and his brother need
4 3 1
a) + 1 cups of rice. Chandra measured
9 9 2
3
1 3 cup and his brother measured
b) + 4
2 8
7
1 5 another cup. Do they need to
c) 5 +3 8
12 12 measure more rice? How do you know?
1 3
d) 7 + 9
4 8

2. Subtract using mental math. The 1 cup

7 5
a) –
12 12
3 3
b) – A 2-cup measure
4 8
5 1 1
c) 8 –6 6. Chandra had with 3 cups of flour.
9 9 3
13 3 3
d) 7 –4 He used 1 cups yesterday and needs
16 4 4
the same amount today. Does he have
3. Choose one part from question 1 enough flour? How do you know?
and one part from question 2. Explain
how you would find each answer 7. Choki says,
mentally. “The difference between a third and a
fourth is a twelfth.”
4. a) Estimate. Is Choki right? Show how you know.
1 4
i) 2 +4 1
8 5 8. How much do you need to add to
3
7 1 1
ii) 4 +1 to make ? How do you know?
8 10 2
3 1 3
iii) 3 +2 +2 9. Without calculating an exact sum,
4 8 5 1 2 1
decide whether 6 + 4 + 7 is
1 1 2 3 4
iv) 7 – 2
4 3 1 1
closer to 17 , to 18, to 18 , or to 19.
1 2 2
9
v) 4 –1 Explain how you know.
2 10
11 3 10. Give an example of each.
vi) –
12 4 a) a fraction situation where you can
b) Choose three calculations from use mental math to estimate the answer
part a). Is each estimate higher or b) a fraction calculation where you can
lower than the exact answer? How do use mental math to find an exact answer
you know?

Reprint 2022 Fractions and Rational Numbers 77

4.1.2 Adding and Subtracting Fractions Symbolically

Try This
1 2
A cake recipe calls for cup of brown sugar and cup of white sugar.
8 3

A. i) Estimate how much sugar is needed altogether. Explain your estimate.

ii) Exactly how much sugar is needed altogether?
B. i) Estimate how much more white sugar than brown sugar is needed.
Explain your estimate.
ii) Exactly how much more white sugar than brown sugar is needed?

• When fractions have the same denominator, you can find the sum or difference
by adding or subtracting the numerators.

1 3 4 3 1 3 1 2
+ = – – =
5 5 5 5 5 5 5 5
1 fifth + 3 fifths = 4 fifths 3 fifths – 1 fifth = 2 fifths
• To add or subtract fractions with unlike denominators, you can first find
a common denominator.
- You can do this by finding equivalent fractions with the same denominator.
3 1
For example, this is how to add and :
4 5
3 15 1 4 3 1 15 4 19
= and = , so + = + = .
4 20 5 20 4 5 20 20 20

- You can also find a common denominator by finding a common multiple of

the denominators.
7 5
For example, this is how to subtract – :
8 12

Multiples of 12: 12, 24, 36, … 24 is a common multiple of 8 and 12, so

5 7
Multiples of 8: 8, 16, 24, 32, … 24 is a common denominator for and .
12 8

Once you have a common denominator, you can create an equivalent fraction for
each fraction and then subtract:
×3 You could use any
×2
common multiple of
7 21 5 10 7 5 21 10 11 8 and 12 (24, 48, 72, …)
= = – = – =
8 24 12 24 8 12 24 24 24 as a common denominator,
but the lowest common
×3 ×2 multiple is usually
the easiest one to use.

78 UNIT 4 Reprint 2022

• You should express a fraction sum or difference as an equivalent fraction in
lowest terms. A fraction is in lowest terms when the numerator and denominator
have no common factor other than 1.
For example:
11
is in lowest terms because 1 is the only common factor of 11 and 24.
24
18
is not in lowest terms because 18 and 24 have the common factors 1, 2, 3, 6.
24
• You can write a fraction in lowest terms by dividing the numerator and
denominator by the greatest common factor of the numerator and denominator.
÷6
Factors of 18: 1, 2, 3, 6, 9, 18
18 3
For example: = Factors of 24: 1, 2, 3, 4, 6, 8, 12, 24
24 4
The GCF of 18 and 24 is 6.
÷6

• It is a good idea to write a fraction sum or difference that is an improper fraction

as a mixed number because it usually makes the fraction easier to understand.

C. i) What common denominators could you have used to find the exact
answers to parts A and B?
ii) Which common denominator do you think is best to use? Why?

Examples
Example 1 Using Common Denominators to Add/Subtract Fractions
Tandin, Pema, and Dawa worked together on a school project.
3 7
• Tandin spent h on the project and Pema spent h.
4 12
1
• Dawa spent h less than Pema spent.
4
a) How much time did Dawa spend on the project?
b) How much time did the three students spend on the project altogether?
Solution Thinking
7 1 1
a) – =? a) I needed to subtract from
12 4 4
1 3 7
= but they had different
4 12 12
7 1 7 3 4 denominators.
– = – =
12 4 12 12 12
1
4 1 • I found an equivalent fraction for
= 4
12 3
with a denominator of 12.
1
Dawa spent h on the project. • I subtracted the two fractions. Then
3
I wrote the answer in lowest terms.

Reprint 2022 Fractions and Rational Numbers 79

Example 1 Using Common Denominators to Add/Subtract Fractions [Cont’d]
Solution Thinking
3 7 1
b) + + =?
4 12 3
Multiples of 3: 3, 6, 9, 12, 15, … • I found the lowest
Multiples of 4: 4, 8, 12, 16, ... common multiple of 3, 4,
Multiples of 12: 12, 24, 36, ... and 12, which was 12.

3 9 1 4
= = • I wrote the fractions as equivalent
4 12 3 12
fractions with the common
3 7 1 9 7 4 20 denominator. Then I added them.
+ + = + + =
4 12 3 12 12 12 12
20 5 2 • I wrote the answer in lowest terms,
= =1
12 3 3 and then as a mixed number.
Altogether, the three students spent 1
2
h on the project.
3

Example 2 Adding and Subtracting Mixed Numbers

1
A jug filled with juice holds 10 cups. Yuden poured 3 cups of juice from the jug.
3
3
Yangchen then poured another 2 cups of juice from the jug.
4
a) How much juice was poured from the jug altogether?
b) How much juice is left in the jug?
Solution Thinking

a) 3
1 3
+2 =?
1 3
a) I knew I needed to add 3 and 2 .
3 4 3 4
3 × 4 = 12 • I multiplied the denominators to find
1 4 3 9 a common multiple to use as a common
= =
3 12 4 12 denominator.
1 3 4 9 1 3
3 +2 =3 +2 • I wrote 3 and 2 with a common denominator.
3 4 12 12
3 4
13
=5+ • I added the whole number parts, 3 + 2.
12
4 9
1 Then I added the fraction parts, + .
=5+1 12 12
12
1
• I changed the improper fraction to a mixed
=6 number.
12
1 • I added the whole number parts, 5 + 1, to get
6 cups were poured the final answer.
12
from the jug.

80 UNIT 4 Reprint 2022

 1 1
b) 10 – 6 =? b) I knew I needed to subtract 6 from 10.
12 12
10 = 9 + 1 = 9 +
12
=9
12 1
• There were no twelfths in 10 to subtract
12 12 12
1 12 1 11 12
10 – 6 =9 –6 =3 from so I renamed the 10 as 9 .
12 12 12 12 12
11 12 1
3 cups are left in the jug. • I subtracted the fraction parts, – ,
12
12 12
and then the whole number parts, 9 – 6.
Practising and Applying
1. Add. 5. a) Sithar says that you can add
3 1 4 5 three fractions in any order.
a) + b) +
8 3 9 6 For example:
3 3 5 2 4 3 1 3 3 1 3
c) 2 +7 d) 4 +1 + ( + )+ = +( + )
4 10 6 3 5 4 2 8 4 2 8

2. Subtract. Do you agree? Explain your thinking

5 5 2 3 using examples.
a) – b) – b) Sithar wonders whether you can also
6 8 3 10
subtract three fractions in any order.
1 5 3
c) 5 –3 d) 7 – 2 For example: Is it true that
3 8 8
7 2 5 7 2 5
3. Number of (2 –1 )– = 2 – (1 – )?
Type of hours on 8 3 6 8 3 6
exercise
Day 1 Day 2 What would you tell him? Explain your
1 1 thinking using examples.
Stretching h h
4 3
7. Copy and complete the Magic
1 1 Square. (Hint: The sums of the rows,
Walking h h
3 2 columns, and diagonals must be equal.)
1 3
Jogging h h
2 4 2 1 1
1 7 3
a) How much time was spent exercising 3 2 3
each day?
b) How much more time was spent
exercising on Day 2 than on Day 1?
4. Bijoy Kumar, Arun Kumar, and
5
Binod Chhetri ran laps around a track.
1
• Altogether they ran 33 laps.
2 8. Why is it usually easier to estimate
1 the sum or difference of mixed numbers
• Bijoy Kumar ran 8 laps.
2 than the sum or difference of improper
1 fractions? Use examples to help you
• Arun Kumar ran 13 laps.
4 explain.
How many laps did Binod Chhetri run?
Fractions and Rational Numbers 81
Chapter 2 Multiplying and Dividing Fractions
4.2.1 EXPLORE: Multiplying Fractions

• To multiply 2 × 3, you can think of the area of a rectangle 3

with dimensions 2 and 3.

2×3=6
2 3
• To multiply × , you can think of the area
3 4
2 3
of a rectangle with dimensions and :
3 4
- Draw a large square to represent 1.
- Divide the square into thirds along one side.
- Divide it into fourths along the other side.
- Remember that the whole square has an area of 1.

A. To use the grid to model to find × , follow these steps:

i) Copy the 3-by-4 grid above. Colour two rows to represent .

ii) Use a different colour to colour three columns to represent .

iii) Into how many parts is the whole grid divided?
iv) How many parts are coloured with both colours?
v) Use your answers to parts iii) and iv) to find × .

B. Draw and colour a grid to model and find each product.

Do not write the products in lowest terms.
i) × ii) × iii) ×

C. i) How do the numerator and denominator of the product A C E

(E and F) relate to the numerator and denominator of × =
B D F
the fractions you multiply ( and )?

ii) How do the models that you created in part B show

the relationship you described in part C i)?

82 UNIT 4 Reprint 2022

4.2.2 Multiplying Fractions

Try This
In 2007, estimated populations (to the nearest billion) were as follows:
• The world was 7 billion.
• Asia was 4 billion.
• India was 1 billion.
A. i) What fraction of the world
population lived in Asia?
ii) What fraction of the Asian
population lived in India?
iii) What fraction of the world
population lived in India?

• To multiply two fractions, you can think of

the area of a rectangular grid.
For example:
2 5
The grid to the right is a model for × .
5 6
- The grid is divided into fifths along
one dimension and into sixths along
the other dimension.
2 5
- The shaded part of the grid is of .
5 6
- Since 10 out of 30 grid squares are shaded,
2 5 10
× =
5 6 30

• Here are some things to notice in the example above:

- The numerator of the product is the product of the two numerators.
- The denominator of the product is the product of the two denominators.
2 5 25 10
× = =
5 6 56 30
This happens with all fraction multiplications. Here is the reason why:
- The denominators of the fractions you are multiplying represent the number of
grid units along each dimension of the whole grid, so the product of the
denominators is the total number of grid squares.
- The numerators of the fractions you are multiplying represent the number of
grid units along each dimension of the shaded part of the grid, so the product of
the numerators is the number of shaded grid squares.
A C A C
So, for any two fractions, × = .
B D B D
Fractions and Rational Numbers 83
Reprint 2022
• As with addition and subtraction of fractions, it ÷ 10
is usually a good idea to simplify the final
answer × = =
by writing it in lowest terms or as a mixed
number, if necessary. ÷ 10

• Sometimes you can get the product in lowest terms by simplifying as you go.
You do this by dividing any numerator and denominator by a common factor.
For example:
1
2 5 2 1
× = × Divide a numerator and a denominator by 5.
5 6 1 6
1 1
2 1
= × Divide a numerator and a denominator by 2.
1 6
3
1 1 Note that dividing by 5 and then by 2 is the same
= ×
1 3 as dividing the numerator and denominator of the
final product by 10 to write it in lowest terms, as
1
= shown above.
3

• There are different ways to think about multiplying a whole number and a fraction.
2
For example, here are some ways to find 4 × :
3
2 2 2 2 2 8 2
- Repeated addition: 4× = + + + = or 2
3 3 3 3 3 3 3
2 4 2 42 8 2
- Write the whole number as a fraction: 4× = × = = or 2
3 1 3 1 3 3 3
2 2 2
- Use the commutative property and a model: 4 × = × 4, which is of 4
3 3 3
2 2
of 4 can be modelled as of each of 4 wholes.
3 3

2 2 2 2 8 2
+ + + = or 2
3 3 3 3 3 3

B. Write a multiplication equation to represent the solution to part A iii).

84 UNIT 4 Reprint 2022

Examples
Example 1 Multiplying Fractions
Multiply. Write each product in lowest terms.
1 4 3 5 3
a) × b) × c) × 10
2 9 4 12 8
Solution Thinking
1 4 1 4 4 2 a) I divided the numerator and
a) × = = =
2 9 29 18 9 denominator of the product by 2
to write it in lowest terms.

1
3 5 3 5 b) I divided the numerator of the first fraction
b) × = ×
4 12 4 12 and the denominator of the second fraction by
4
1 5 the common factor 3 to simplify the multiplication.
= ×
4 4 • Then I multiplied the fractions.
5
=
16

3 3 10 10
c) × 10 = × c) I knew that 10 = .
8 8 1 1
30 • I wrote the product as a mixed number
=
8 in lowest terms.
3
15 3
= • 3 4 makes sense because × 10 is a bit less
4
8
3
=3 1 3 1
4 than × 10 = 5 (since is a bit less than ).
2 8 2

Example 2 Solving a Fraction Problem using Multiplication

2
• About of the population of Bhutan lives in urban areas.
7
1
• About of the urban population lives in Thimphu.
4
What fraction of the population of Bhutan lives in Thimphu?
Solution Thinking
1 2 1 2 1 • The population of Thimphu is
× = =
4 7 47 14 1
of the urban population so
4
1 1 2
About of the population I knew I had to find of .
14
4 7
of Bhutan lives in Thimphu.
• To find a fraction of another fraction, you can
multiply the fractions.

Reprint 2022 Fractions and Rational Numbers 85

Practising and Applying
1. Draw a grid model for each 8. a) Calculate 0.3 × 0.4.
multiplication. b) Use fractions to rewrite the
1 1 2 3 multiplication in part a). Find the
a) of b) ×
2 3 5 4 product as a fraction.
c) What do you notice about the
2. Find each product in lowest terms. products in parts a) and b)?
3 4 3 5
a) × b) ×
5 9 8 6 9. a) Find each product in lowest terms
and then describe what you notice.
5 4 3 3
c) × d) × 1 2
8 5 7 5 × =?
2 3
3 2 8 6
e) × f) × 1 2 3
10 3 9 10 × × =?
2 3 4
3. Estimate each product. Then find 1 2 3 4
each product in lowest terms. × × × =?
2 3 4 5
4 3 b) Use what you noticed in part a) to
a) × 16 b) × 11
5 4 predict the product of this multiplication:
7 5 1 2 3 4 99
c) × 25 d) × 15 × × × ×…× =?
8 9 2 3 4 5 100

1 10. Pure gold is 24 K (karats).

4. Lhakpa's bed takes up of
3
3
the width of her room and of its
5
length. What fraction of the floor area
is covered by the bed?

5. Write three different pairs of fractions

6
that have a product of . Two 10 kg bars of 24 K gold
40
a) When we say that gold is 18 K, it
1 means that pure gold is mixed with
6. About of Bhutan's population lives
7
18
in Thimphu Dzongkhag. Chhukha other metals so that it is or 3 gold.
3 24 4
Dzongkhag has about of
4 Estimate how much gold is in 10 kg of
the population of Thimphu Dzongkhag. each. Give each answer in grams.
What fraction of Bhutan's population
lives in Chhukha Dzongkhag? i) 12 K ii) 18 K iii) 22 K
b) Suppose the value of 30 g of pure
1
7. Chandra slept at home for of gold is $600 U.S. Estimate the value of
3
30 g of 18 K gold.
5
the day and spent of his waking
8 11. You are multiplying two fractions,
hours at home on the same day. each less than 1. How does each
What fraction of the whole day did he fraction compare to the product?
spend at home? Why does this happen?

86 UNIT 4 Reprint 2022

CONNECTIONS: The Sierpinski Triangle

A fractal is a geometric shape that can be subdivided in parts. Each part is

a reduced copy of the original shape.
• The word “fractal” is related to the word “fracture”, which means to break.
• Many modern artists create fractal art.
• The Sierpinski triangle is a fractal named after Wacław Sierpiński, who
described it in 1915. You can make it by following these steps:

Step 1
Draw an equilateral triangle and connect
the midpoints of each side.

Step 2
Colour or shade the triangle in the centre.
Think of this as cutting a hole in the triangle.

Step 3
Connect the midpoints and repeat Step 2 with
each of the uncoloured small triangles from
Step 2. You now have one large coloured
triangle and three smaller coloured triangles.

You can continue to connect the midpoints

of the smaller triangles and repeat Step 2
as many times as you wish.

Step 4 Step 5
1. a) In Step 2, what fraction of the large triangle is not coloured?
b) i) In Step 3, what fraction of each white triangle from Step 2 is not coloured?
ii) In Step 3, what fraction of the large triangle is not coloured?
c) What do you notice about the fractions in parts a) and b)? Why do you think
this happened?
2. a) Use what you noticed in question 1 c) to predict the fraction of the large
triangle in Step 4 that is not coloured. Explain your prediction.
b) Check your prediction to see if you were right.

Fractions and Rational Numbers 87

Reprint 2022
4.2.3 Multiplying Mixed Numbers

Try This
A. Choki earned Nu 8000 working at a call centre.
Indra Maya earned 1 times as much as Choki
earned. How much did Indra Maya earn?

To multiply a mixed number by a fraction, you use the same strategies you have
already learned for multiplying fractions and for multiplying whole numbers.
For example:
2 1 2 1
• To find × 2 , you can use a model to find of 2 :
3 2 3 2
1
- Draw two and a half squares to represent 2 .
2
- Divide each square or half square into thirds and shade two thirds of each.

2 2 2 2 2 1 5 2
+ + → + + = =1
3 3 6 3 3 3 3 3
2 1
• To find × 2 , you can use also use the distributive property.
3 2
1 1 2
Since 2 = 2 + , you can multiply each part of the mixed number by .
2 2 3
2 1 2 1
×2 = × (2 + ) Recall the order of operations:
3 2 3 2
2 2 1 You do any multiplications in an
= ×2+ × expression before you do any additions.
3 3 2
4 1 2 2 1 2 2 1
= + ×2+ × = ( × 2) + ( × )
3 3 3 3 2 3 3 2
5
=
3
2
=1
3

B. Write a multiplication equation to represent the solution to the problem

in part A.

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88 UNIT 4
Examples
Example 1 Multiplying a Mixed Number by a Whole Number
Estimate each product. Then calculate each product in lowest terms.
3 3 2 1
a) 8 × 2 b) 1 × 10 c) ×4
4 8 3 2
Solution Thinking
3 a) I knew that the product was
a) 8 × 2 is a bit less than 24.
4 a bit
3 less than 8 × 3 = 24 because
3 3
8 × 2 = 8 × (2 + )
4 4 2 4 is a bit less than 3.
3
=8×2+8× • I used the distributive property to multiply.
4
24 • The product was close to my estimate.
= 16 +
4
= 16 + 6
= 22

3 b) I knew the product was a bit less than

b) 1 × 10 is a bit less than 15.
8 1 3 1
1 × 10 = 15 because 1 is a bit less than 1 .
3 3 2 8 2
1 × 10 = 1 × 10 + × 10
8 8
• I used the distributive property to multiply.
30
= 10 + • I wrote the answer in lowest terms as
8
15 a mixed number.
= 10 +
4 • The product was close to my estimate.
3
= 10 + 3
4
3
= 13
4

2 1 1
c) × 4 is about 2 . 1 1
3 2 2 c) I knew the product was about ×5=2 .
1 9
2 2
2 2
×4 = × 2 1
3 2 3 2 To estimate, I rounded down to and
18 3 2
= 1
6 I rounded 4 up to 5.
=3 2
1
• I wrote 4 as an improper fraction. Then
2
I multiplied.
• The product was close to my estimate.

Reprint 2022 Fractions and Rational Numbers 89

Example 2 Estimating a Product
Estimate each.
5 7
a) 2 × 50 (to the nearest whole number) b) 1 × 12 (to the nearest half)
8 10
Solution Thinking
5 5 a) I used the
a) 2 × 50 = 2 × 50 + × 50
8 8 distributive property
250
= 100 + to multiply.
8
125 124
= 100 + ≈ 100 +
4 4 • To estimate, I changed 125 to 124
= 100 + 31 so that the numerator was divisible
= 131 by the denominator.

7 17 204
b) 1 × 12 = × 12 = b) I changed the mixed number to
10 10 10
an improper fraction to multiply.
200  4
=
10
200 4
= +
10 10

= 20 +
4
≈ 20
1 4 1
2
• I knew that was close to .
10 10 2

Example 3 Multiplying Two Mixed Numbers

5 3
Multiply 2 ×3 .
8 7
Solution 1 Thinking
5 3 3 5 3 • I multiplied
2 ×3 = (2 × 3 ) + ( ×3 )
8 7 7 8 7 using the
3 5 5 3
= (2 × 3 + 2 × )+( ×3+ × ) distributive
7 8 8 7
property
6 15 15
=6+ + + twice.
7 8 56
48 105 15
=6+ + +
56 56 56
168
=6+ =6+ 3=9
56
Solution 2 Thinking
3 3
5 3 21 24 21 24 21 3 • I changed
2 ×3 = × = × = ×
8 7 8 7 8 7 1 7 each mixed
1 1 number to
33 9 an improper
= = =9
1 1 1 fraction
to multiply.

90 UNIT 4 Reprint 2022

Example 4 Solving a Fraction Multiplication Problem
2
A large bag of rice holds 2 times as much as a small bag holds. If a small bag
3
holds 750 g of rice, how much does the large bag hold, in kilograms?
Solution Thinking
2 2 • I used the distributive
2 × 750 = 2 × 750 + × 750
3 3 property to multiply.
1500
= 1500 +
3
= 1500 + 500
= 2000 → 2000 g = 2 kg
The large bag holds 2 kg.

Practising and Applying

2 3 6. Kula Kangri is 7554 m high. Mount
1. Draw a model to show ×2 .
5 4 1
Everest is about 1 the height of Kula
6
2. Find each product in lowest terms. Kangri. About how high is Mount Everest?
1 1 5
a) ×2 b) 42 × 1 7. Estimate each.
4 3 7
1
4 6 3 2 a) 3 × 100 (nearest whole number)
c) ×2 d) × 10 3
5 7 4 3 5
b) 2 × 8 (nearest half)
3 7 7 9
e) ×1 f) 8 × 40
4 9 8
3 7
4 1 7 1 8. a) Calculate ×2 .
g) 4 ×3 h) 1 ×2 10 10
7 2 8 4
b) Use decimals to rewrite the
3 multiplication in part a). Find the
3. A recipe calls for 1 cups of rice. product as a decimal.
4
a) How much rice is needed to make c) What do you notice about the
half the recipe? products in parts a) and b)?
b) How much rice is needed to make 1
two and one half times the recipe? 9. Dorji multiplied 2 by another mixed
2
number. The product was a whole
3
4. How many eggs are in 2 dozen? number. What could the other mixed
4 number have been? Give one answer.
1 10. Describe a situation for which you
5. Kamala worked for 7 h. She spent
2 1 1
2 might have to multiply 3 by 2 .
of the time on her computer. How 2 3
3
long was she on her computer? 11. Why can you always multiply mixed
numbers if you know how to multiply
fractions?

Reprint 2022 Fractions and Rational Numbers 91

4.2.4 Dividing Fractions With a Common Denominator

Try This
3
A. Choki walked halfway to school in h. If she continues at the same rate,
4
how many half hours will it take her to walk to school and back? Show your work.

• Dividing fractions with the same denominator is like dividing whole numbers.
For example:
Just like 10 ÷ 2 means “How many 2s are there in 10?”,
5 1
÷ means “How many 1 sixths are in 5 sixths?”
6 6
• You can use a model to understand fraction division.
A model for
For example:
5 1 5
- For ÷ , you can use a model like this for .
6 6 6
5 1
You can see that has 5 shaded parts. Each part is .
6 6
Since 5 ÷ 1 = 5, there are five 1 sixths in 5 sixths.
5 1
So, ÷ = 5. There are five s in .
6 6
5 2
- For ÷ , you need to find how many 2 sixths there
6 6
are in 5 sixths.
1 1 2 5
Since 5 ÷ 2 = 2 , there are 2 sets of in .
2 2 6 6
5 2 1
So, ÷ =2 .
6 6 2

• You can also model fraction division on a number line.

1 5 1 2 5
It takes 5 jumps of to get from to 0. It takes 2 jumps of to get from to 0.
6 6 2 6 6

0 1 0 1

So, ÷ = 5. So, ÷ =2 .

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92 UNIT 4
• When you divide two fractions with the same denominator, you only need
to divide the numerators.
5 1 5 2 1
÷ =5÷1=5 ÷ =5÷2=2
6 6 6 6 2
• If two fractions in a division have different denominators, you can rename
the fractions as equivalent fractions with the same denominator. Then you can
divide the numerators.
For example: This model shows why a quotient of 4 makes sense.
2 1
÷
5 10
4 1
= ÷
10 10
=4÷1
=4
There are four 1 tenths in 2 fifths.

B. Write a division equation using fractions that you could use to solve
the problem in part A.

Examples
Example 1 Dividing Fractions
Solution Thinking
5 1 1 5
a) ÷ =5÷1 a) I knew there were five s in .
8 8 8 8
=5
1 1 1 1 1 1 1 1
8 8 8 8 8 8 8 8

5
8
5 3 3 2 3
b) ÷ =5÷3 b) It takes 1 jump of and another of a jump of to
8 8 8 3 8
5 5
= get from to 0.
3 8
2 of
=1
3

Reprint 2022 Fractions and Rational Numbers 93

Example 2 Dividing Fractions [Continued]
Solution Thinking
5 1 5 1
c) ÷ =? c) I wrote and as equivalent
8 3
8 3
5 15 1 8 fractions with a common denominator.
= =
8 24 3 24 • I multiplied the denominators to find
5 1 15 8 a common denominator: 8 × 3 = 24
÷ = ÷
8 3 24 24 7
• A quotient of 1 makes sense since there are
15 8
=
8 1 5
7 about 2 sets of in .
=1 3 8
8
1 1 1 1 1 1 1 1
8 8 8 8 8 8 8 8

1 1 1
3 3 3

Practising and Applying

1. What division equation does each 4. Find each quotient.
model show? 3 1 4 2
a) ÷ b) ÷
a) 1 1 1 1 4 4 5 5
4 4 4 4 7 1 2 1
c) ÷ d) ÷
8 2 3 6
1 1 1 1 1 1 1 1 9 1 7 1
e) ÷ f) ÷
8 8 8 8 8 8 8 8 10 3 8 12

b) 1
5. The trapezoid is of the hexagon.
2
1
The rhombus is of the hexagon.
3

0
Trapezoid

Hexagon
1
2. Draw a picture to show how many
5 Rhombus
7
s there are in .
10
How many rhombuses are there in
one trapezoid? Write a division
3 1 equation to represent the solution.
3. Calculate ÷ using equivalent
5 2 6 2
fractions with a common denominator. 6. Explain why ÷ = 3 is always
Show your work. true, as long as the denominators are
the same.

94 UNIT 4 Reprint 2022

4.2.5 Dividing Fractions in Other Ways

Try This
3
Tshering practised playing his dramnyen for h
4
each day before a festival. He practised for a total of
9 h.
3
A. i) How many minutes are in h?
4
ii) How many days did he practise?

• To divide a fraction by a whole number, you can think about dividing the fraction
into equal parts.
2
For example, this is how to divide ÷ 4:
3
- Draw a rectangle to represent 1, and then
2
shade it to model .
3
÷4
- Divide the rectangle into 4 equal parts so that
2
the shaded is also divided into 4 equal parts.
3
- The rectangle is now divided into 12 equal parts
1 ÷4=
and each part is .
12
2
- You can see that, when is divided by 4,
3
2
you get 2 of those parts, or .
12
2 2
So, ÷4= . Notice that the denominator of the product is the product of the
3 12 denominator of the original fraction (3) and the divisor (4): 3 × 4 = 12

This is true when you divide any fraction by a whole number because
the whole number divides the fraction into more parts:
A A This makes sense because, when a fraction with B parts is
÷C= divided by C, the quotient has B × C parts.
B B C

• To divide a whole number by a fraction, you can think about how many of
the fractions are in the whole number.
There are nine s in 6, so 6 ÷ = 9.
2
For example, to find 6 ÷ :
3
You can use a number line to count
2
the number of s in 6.
3
0 1 2 3 4 5 6

Reprint 2022 Fractions and Rational Numbers 95

• To divide a whole number by a unit fraction, you can think about the number of
unit fractions there are in the whole number.
1
For example, this is how to divide 6 ÷ :
3
1 1
There are three s in 1, so there must be six times that many, or eighteen s in 6.
3 3

1 1
1÷ = 3, so 6 ÷ = 6 × 3 = 18
3 3
1
This is true when you divide any whole number by a unit fraction: A ÷ =A×C
C
• To divide a whole number by a fraction that is not a unit fraction, you can first
divide by the unit fraction and then divide by the number of parts in the fraction
(the numerator).
2
For example, this is how to divide 6 ÷ :
3
1 2 2
There are eighteen s in 6, so there must be half that many s, or nine s, in 6.
3 3 3

1
6÷ = 6 × 3 = 18,
3
2
so 6 ÷ = 6 × 3 ÷ 2 = 9.
3
3
• Multiplying by 3 and then dividing by 2 is the same as multiplying by .
2
2
You can use this relationship to help you divide by .
3
For example:
3 6 3
6× = =6×3÷2
2 2
2 2 3
Since 6 ÷ is also equal to 6 × 3 ÷ 2, then 6 ÷ =6× .
3 3 2
B C
This is true for dividing any whole number by a fraction: A ÷ =A×
C B
C B
is called the reciprocal of
B C

96 UNIT 4 Reprint 2022

• To divide a fraction by a fraction, you can find a common denominator and
then divide the numerators.
For example:
3 1 15 4 15
÷ = ÷ = 15 ÷ 4 or
4 5 20 20 4
To divide a fraction by a fraction, you can also multiply the first fraction by the
reciprocal of the divisor.
5 3 1 3 5
If you think of 5 as , then ÷ = × .
1 4 5 4 1
A C A D
This is true when you divide any number by a fraction: ÷ = ×
B D B C
B. Write a division equation using a fraction that could be used to represent and
solve the problem in part A ii).

Examples
Example 1 Dividing Whole Numbers and Fractions
1 1
Divide. a) ÷3 b) 4 ÷
2 2
Solution Thinking
a) a) I drew a model
1
1 1 for and
÷3= 2
2 6 divided it into
three parts.
1
b) Each part was .
6
b) I counted back from 4 to 0
1
0 1 2 3 4 by s on a number line to see
2
1
4÷ =8 1
2 how many s were in 4.
2
Example 2 Dividing Fractions Using Reciprocals
5 3
Divide ÷ . Write the quotient as a mixed number in lowest terms.
12 8
Solution Thinking
5 3 5 8 3 5
÷ = × • To find how many s there were in ,
12 8 12 3 8 12
I knew I could multiply by 8 to find
1
[Continued] the number of s and then divide by 3 to find
8
3 8
the number of s. That's the same as multiplying by .
8 3

Reprint 2022 Fractions and Rational Numbers 97

Example 2 Dividing Fractions Using Reciprocals [Continued]
Solution Thinking
5 3 5 82 • I found a common factor of 4 in the
÷ = ×
12 8 12 3 numerators and denominators and used it to
53 2 simplify the multiplication.
= ×
3 3
10 1
= =1
9 9

Example 3 Solving a Fraction Problem

2
Dawa has a glass that holds of a cup. How many times does he need to fill
3
the glass to measure out 6 cups for a recipe?
Solution Thinking
2 3 18 • I knew I needed to figure out
a) 6 ÷ =6× = =9
3 2 2 2
how many cups were in
Dawa needs to fill the glass 3
9 times. 2
6 cups, so I divided 6 ÷ .
3

Practising and Applying

1. What division equation does each 4. Yangchen spent 2 h studying for
picture represent? exams. For each subject, she studied
a) 2
h. How many subjects did she study?
3

5. To frame a square picture, Rupak cut

7
The large rectangle is the whole. a m board into four equal pieces.
10
How long was each piece?
b)
3
6. of a circle is divided into equal
4
0 1 2 3 3
parts. Each part is of the whole
16
1 8
2. a) How many s are there in ? circle. How many parts are there?
5 10
b) Draw a picture to show why your 7. Choose one of the rules below.
answer makes sense. Use an example to help you explain
why the rule makes sense.
3. Find each quotient.
B C
1 1 3 1 • A ÷ = A ×
a) 2 ÷ b) ÷2 c) ÷ C B
4 4 8 2
2 5 3 2 7 5 A C A D
d) ÷ e) ÷ f) ÷ • ÷ = ×
3 6 5 3 8 12 B D B C

98 UNIT 4 Reprint 2022

4.2.6 Dividing Mixed Numbers

Try This
1
A. A family uses 1 dozen eggs each
2
week. How long does it take for them
1
to use 4 dozen eggs?
2

• Dividing a mixed number by a mixed number is just like dividing whole numbers
and other fractions. You are finding the number of times the divisor fits into
the dividend. A number line model can help show this.
For example:
3 1 1 3
To divide 8 ÷ 1 , you find how many 1 s are in 8 .
4 4 4 4
.
1 1 1 1 1 1 1

0 1 2 3 4 5 6 7 8 9
3 1
8 ÷1 =7
4 4

• If you write mixed numbers as improper fractions, you can divide them using
the same methods you learned for dividing fractions.
3 1
For example, here are two ways to divide 8 ÷1 :
4 4
3 1 35 5
- Use a common denominator: 8 ÷1 = ÷ = 35 ÷ 5 = 7
4 4 4 4

- Or, multiply by the reciprocal of the divisor:

7
3 1 35 5 35 4 28
8 ÷1 = ÷ = × = =7
4 4 4 4 4 51 4

Multiplying by the reciprocal of the divisor makes sense because, when you
3 1 1 5 3
divide 8 ÷ 1 , you find the number of 1 s or s in 8 :
4 4 4 4 4
1 3 3
- The number of s in 8 is 8 × 4.
4 4 4
5 3 3 3 4
- So, the number of s in 8 is 8 × 4 ÷ 5 = 8 × .
4 4 4 4 5

Reprint 2022 Fractions and Rational Numbers 99

 B. i) Draw a number line model to show how you can find the answer for part A.
ii) Show how you can calculate the answer for part A with both methods —
using a common denominator and multiplying by the reciprocal.

Examples
Example 1 Dividing Mixed Numbers
4 1
Divide 8 ÷2 .
5 5
Solution 1 Thinking
• I drew a number line
2 2 2 2
from 0 to 9 in fifths.
• I counted how many
1
0 1 2 3 4 5 6 7 8 9 jumps of 2 it would
5
8
4 1
÷2 =4
4
take to get from 8 to 0.
5 5 5
• I had estimated that it would be
about 4 because 8 ÷ 2 = 4.
Solution 2 Thinking
4 1 44 11 • I wrote the mixed
8 ÷2 = ÷ = 44 ÷ 11 = 4
5 5 5 5 numbers as improper
fractions.
• Since the denominators
were the same, I divided
the numerators.

Example 2 Solving a Problem with Mixed Numbers

1
Choki is making scarves. She needs 1 m of fabric for each scarf and has 6.3 m of
4
fabric. Does she have enough fabric to make five scarves? Show your work.
Solution 1 Thinking
Yes, she has enough fabric
to make five scarves. • I knew that I had to divide
1 3 1 1 1
6.3 ÷ 1 =6 ÷1 6.3 m by 1 m to see if 1 fit
4 10 4 4 4
63 5 into 6.3 at least 5 times.
= ÷
10 4 • I wrote the decimal 6.3 and the mixed
63 4 1
= × 2
10 5 number 1 as improper fractions. Then
5 126
4
= I multiplied by the reciprocal of the divisor.
25
• Since the quotient was greater than 5,
126 125
> , which is 5. I knew she had enough fabric.
25 25

100 UNIT 4 Reprint 2022

Solution 2 Thinking
Yes, she has enough fabric • I calculated the amount
to make five scarves. she would need for five
1 5 1 scarves and then
5×1 =5× = 6 = 6.25
4 4 4 compared that with the
6.25 < 6.3 amount of fabric she has.

Practising and Applying

1. What division equation does this 6. A musical instrument is made from
number line model represent? 1
a1 m length of wood. How many
1 1 1 4
instruments can be made from 10 m of
wood?

0 1 2 3 4 7. Chabilal practises archery the same

amount of time each day of the week.
1 3
2. Draw a number line to show 9 ÷ 1 . He practises a total of 8 h each week.
2 4
How much does he practise each day?
3. Calculate.
2 1 1 8. Without dividing, how can you tell
a) 4 ÷2 b) 5 ÷3
3 3 2 1 8 1
that 9 ÷ 1 is greater than 4 ?
5 1 8 1 3 9 2
c) 4 ÷2 d) 2 ÷2
8 4 9 6
9. For each division below:
4. a) Calculate each pair of quotients. i) Estimate each quotient and then
explain how you estimated.
1 2 2 1
Pair A 2 ÷1 and 1 ÷ 2 ii) Find the exact quotient. Compare
2 3 3 2
each exact quotient to your estimate.
1 1 1 1
Pair B 5 ÷3 and 3 ÷ 5 5 3 2 1
3 5 5 3 a) 6 ÷ b) 11 ÷2
6 4 5 9
b) What do you notice about
the quotients in each pair? 10. a) How can you tell, without actually
c) Write another pair of division dividing, that the quotient of two mixed
calculations with the same pattern. numbers will be greater than 1? Use an
example to illustrate.
1 b) Repeat part a) for a quotient that is
5. a) A farmer has 9 ha (hectares) of
2 less than 1.
1 c) Repeat part a) for a quotient that is
land. He needs 1 ha for each crop.
4 equal to 1.
How many different crops can he plant?
b) Will all the land be used for planting?
Explain your thinking.

Reprint 2022 Fractions and Rational Numbers 101

Chapter 3 Rational Numbers
4.3.1 Introducing Rational Numbers

Try This
A. The opposite of +2 is –2. They are 4 units apart on a number line.
i) Which two opposite numbers are 24 units apart on a number line?
ii) Which two opposite numbers are 13 units apart on a number line?

• A fraction is a number that can be written as the quotient of two whole numbers.
A rational number is a number that can be written as a quotient of two integers.
In both cases, the divisor cannot be zero.
3 2
For example: and are rational numbers because –2, 3, and 4 are integers.
4 3
• Every fraction is a rational number. Every integer is also a rational number.
For example:
4
–2 is a rational number because it can be written as (–4 and 2 are integers).
2
• You can use what you know about integers to understand why a rational number
can be written in different ways.
For example:
6
3 is a rational number because it can be written as .
2
6 6 6
The opposite of 3 or is –3 or – , so –3 = – .
2 2 2
–3 can also be written other ways:
6 6 6 6
Since = (–6) ÷ 2 = –3 and = 6 ÷ (–2) = –3, then –3 = = .
2 2 2 2
6 6 6
That means – , , and are all equivalent to –3.
2 2 2
• You can compare and order rational numbers just like you do integers.
- On a horizontal number line, the numbers increase as you move to the right.
For example:

–3 – –2 – –1 – 0 1 2 3
1 5 1 5
– is right of – , so – > – .
2 2 2 2

- Any positive rational number is greater than any negative rational number.
1 3
For example: >–
2 2

102 UNIT 4 Reprint 2022

• You can write a rational number in fraction, mixed number, or decimal form.
5 1
For example: – = –2 = –2.5
2 2
• To compare rational numbers in mixed number form, you need to understand
the meaning of the whole number part and the fraction part of the mixed number.
1 1 1 1
For example: –2 = –2 – or –2 + (– ). This shows why –2 < –2.
2 2 2 2

B. Why are the opposites for part A ii) called rational numbers and not integers?

Examples
Example 1 Ordering Rational Numbers
2 1 1 3 4
Order from least to greatest. – 2 –1
3 2 3 2 3
Solution 1 Thinking
Write as improper fractions • I wrote them all as improper
2 1 1 3 4 fractions to make it easier
– 2 –1
3 2 3 2 3 to compare them.
2 5 4 3 4 4 2
– – • I knew that – < – since
3 2 3 2 3 3 3
Order the negative numbers 4 2
– is 4 thirds below 0 and – is only 2 thirds
–
4
<–
2 3 3
3 3 below 0.
Order the positive numbers 4 3 4 1 3 1
• < because = 1 and =1
4 3 3 5 3 2 3 3 2 2
< and <
3 2 2 2 1 1
Order from least to greatest and < .
3 2
1 2 4 3 1
–1 , – , , , 2 3 5
3 3 3 2 2 • < because 3 halves < 5 halves.
2 2
Solution 2 Thinking
• I estimated where each number was on
a number line. I put positive numbers right of
1 2 4 3 1
–1 , – , , ,2 0 and negative numbers left of 0.
3 3 3 2 2
4 3
• When I placed and on the number line,
3 2
1 1
I thought of them as 1 and 1 .
3 2

–3 –2 –1 –1 – 0 1 2 2 3

Reprint 2022 Fractions and Rational Numbers 103

Example 2 Comparing Rational Numbers
Which number in each pair is greater?
3 2 1 3 7 9 9 3
a) – , 0.1 b) –3 , –6 c) –23 , –23 d) , e) – , –0.7
4 5 4 8 8 7 4 4
Solution Thinking
3 a) Any positive number is greater than any
a) 0.1 > –
4 3
negative number, so 0.1 > – .
4
2 1
b) –3 > –6 b) I imagined a number line. I knew that
5 4
2 1
–3 was right of –5 and –6 was left of –5. So,
5 4
2 1
–3 > –6 .
5 4 –10 –5 0 5 10

c) The integer parts were the same, so I compared

3 7
c) –23 > –23 the fraction parts:
8 8
3 3 7 7
–23 = (–23) + (– ) and –23 = (–23) + (– )
8 8 8 8
3 7 3 7
• Since – was right of – on a number line, – > – ,
8 8 8 8
3 7
which means –23 > –23 .
8 8

–1 – – – 0 1

d) Since both numbers were positive and the numerators

9 9
d) > were the same, I compared the denominators.
4 7
• Since 1 fourth > 1 seventh, 9 fourths > 9 sevenths.

3
3 e) I changed – to –0.75 so the numbers would be in
e) –0.7 > – 4
4
the same form and easier to compare.
• Since –0.7 was right of –0.75 on a number line,
3
I knew that –0.7 > –0.75 or – .
4

–0.8 –0.6 –0.4 –0.2 0 0.2 0.4 0.6 0.8

3 3
• I also knew that, if 0.7 < , then –0.7 > – .
4 4

104 UNIT 4 Reprint 2022

Practising and Applying
1. a) Draw a number line. Mark these 5. The temperature in Thimphu one day
rational numbers on the line. was –1.2oC. On the same day, it was
1 1 7 7 –1.7oC in Paro. Which city was colder?
– 1 – How do you know?
2 4 4 2
b) Which rational number in part a) is 6. The change in value of four stocks on
the least? How do you know? the Hong Kong Stock Exchange was
given as follows:
2. Explain how you know that Stock A –2.09 Stock B –2.50
7 7 7
– , , and are equivalent. Stock C +0.23 Stock D –1.98
3 3 3 (Hint: A negative change means a loss
in value. A positive change means a
3. Replace each  with < or > to gain in value.)
compare each pair of rational numbers.
Explain how you compared each pair. Which stock had the greatest loss in
value? How do you know?
1 7
a) –5  –7
3 8 7. a) Find the mystery rational number
4 1 that matches all four clues:
b) – 
5 2 • It is less than –5.
5 2 • It has a denominator of 2.
c) 23  23
9 9 • It is less than –3.
7 4 • It is greater than –6.
d) 
4 7 b) One of the clues is not necessary.
Which clue is it? How do you know?
2 2
e) –1  –1 
3 5 8. Write four different rational numbers
1 that are greater than –3 but less than
f) –3  –3.3
3 –2. Order them from least to greatest.

4. Order from least to greatest. 9. Two rational numbers in fraction form

are positive. Their numerators are
9 4 1
a) – , –3, – , –6 the same. How can you compare them
4 5 2
using the denominators? Use an
1 7 5 11 example to help you explain.
b) – , 0, , – ,
2 12 4 12
15 15 11 1 1
c) , –3, , –5, 10. How can –15 < – when 15 > ?
8 4 4 2 2
2 3
d) –5 , 0, 4.7, –5.2, 4
5 4

Reprint 2022 Fractions and Rational Numbers 105

4.3.2 Operations with Rational Numbers

Try This
The price of a stock on the Hong Kong Stock Exchange started at a value
of 39.45 Hong Kong dollars. The stock lost 1.05 Hong Kong dollars in value
each day for three days.

A. i) What was the price of the stock after the three days?
ii) If it continued to lose value at the same rate, what would be the price of
the stock after 5 more days?

• The number line model you used to add integers can also be used
to add rational numbers.
For example:
Adding integers Adding rational numbers
+4 +0.4

+ (–6) + (–0.6)

–6 –2 0 4 –0.6 –0.2 0 0.4

4 + (–6) = –2 0.4 + (–0.6) = –0.2
You can also express this calculation
in fraction form:
4 6 2
+ (– ) = –
10 10 10

• The number line model you used to subtract integers can also be used
to subtract rational numbers.
For example:
To subtract (–4) – 3, find 3 and –4 To subtract (–0.4) – 0.3, find 0.3 and
on the number line. Figure out how far –0.4 on the number line. Figure out
and in what direction you need to go how far and in what direction you need
to get from 3 to –4. to go to get from 0.3 to –0.4.

–7 –0.7

–6 –4 –2 0 2 4 –0.6 –0.4 –0.2 0 0.2 0.4

–4 – 3 = –7 –0.4 – 0.3 = –0.7
You can also express this calculation
in fraction form:
4 3 7
– – =–
10 10 10

106 UNIT 4 Reprint 2022

• When you add rational numbers, it helps to predict the sign of the sum.
To do this, ignore the signs of the numbers and look for the greater number.
The sum will have the sign of that number. This is because the greater number
moves you farther to the left than to the right of zero if it is negative, or farther to
the right than to the left of zero if it is positive.
For example:
0.4 + (–0.6) is negative because 0.6 > 0.4 and –0.6 is negative.
–0.4 + 0.6 is positive because 0.6 > 0.4 and 0.6 is positive.

• When you subtract rational numbers, you can determine the sign of
the difference by thinking of which direction you move on a number line.
- If you are going to a number farther left, the difference will be negative.
For example: –0.4 – (+0.6) = –1 because from +0.6 to –0.4 is 1 unit to the left.
- If you are going to a number farther right, the difference will be positive.
For example: +0.4 – (–0.6) = +1 because from –0.6 to +0.4 is 1 to the right.

• You can also think of subtraction as adding the opposite.

For example:
0.4 – 0.6 is negative because 0.4 – 0.6 = 0.4 + (–0.6), and 0.6 > 0.4.
–0.4 – (–0.6) is positive because –0.4 – (–0.6) = –0.4 + 0.6, and 0.6 > 0.4.
• You can multiply and divide rational numbers using the same methods you
used for fractions and decimals. To determine the sign of the answer, use what
you know about multiplying and dividing integers.

negative × negative = positive negative ÷ negative = positive

positive × positive = positive positive ÷ positive = positive
negative × positive = negative negative ÷ positive = negative
positive × negative = negative positive ÷ negative = negative

B. Write equations to represent the solutions to part A i) and ii).

Examples
Example 1 Adding and Subtracting Rational Numbers in Decimal Form
Calculate. a) 3.5 + (–5.5) b) 2.5 – (–3.1)
Solution 1 –5.5 Thinking
a) a) I started at 3.5
–6 –4 –2 0 2 4 and moved to the
3.5 + (–5.5) = –2 left 5.5 in order
to add –5.5
+5.6
b)
b) To get from –3.1 to 2.5,
–6 –4 –2 0 2 4 I had to go 5.6 to the right.
2.5 – (–3.1) = 5.6

Reprint 2022 Fractions and Rational Numbers 107

Example 1 Adding and Subtracting Rational Numbers in Decimal Form [Cont'd]
Solution 2 Thinking
a) 3.5 + (–5.2) = –1.7 a) Since 5.2 > 3.5, I knew the difference
would be negative.
b) 2.5 – (–3.1) = 2.5 + (+3.1) = +5.6 b) I knew that subtracting is the same as
adding the opposite.

Example 2 Adding and Subtracting Rational Numbers in Fraction Form

3 1 1 1
Calculate. a) – +1 b) 1 –3
4 3 6 2
Solution Thinking
3 1 1 3 3 1 1 3 1
a) – + 1 = 1 – a) – + 1 = 1 + (– ) and 1
4 3 3 4
4 3 3 4 3
4 3
= – 3 1 3
3 4 + (– ) = 1 – (because adding
4 3 4
16 9 7
= – = a negative is the same as
12 12 12
subtracting its positive opposite).
• A positive sum makes sense since
1 1 1 1 1 3 1
b) 1 – 3 → 3 –1 1 > , and 1 is positive.
6 2 2 6
3 4 3
7 7 21 7
= – = – 1 1
2 6 6 6 b) Instead of subtracting 1 –3 ,
6 2
14 7 1
= = =2 1 1
6 3 3 I subtracted 3 – 1 and then gave the
1 1 1
2 6
3 –1 =2 , answer the opposite sign.
2 6 3
1 1 1 • A negative difference makes sense since 3
so 1 – 3 = –2 . 1 1 1
6 2 3 > 1 , and 3 is negative.
2 6 2
Example 3 Multiplying and Dividing Rational Numbers
3 1
Calculate. a) – ÷ (–1 ) b) –5.2 × 6.4
8 4
Solution Thinking
3 1 3 1 a) I knew the quotient of
a) – ÷ (–1 ) → ÷1
8 4 8 4 two negative numbers is positive,
3 5 3 10 so I ignored the signs and divided.
= ÷ = ÷
8 4 8 8 • I divided by using common
3 denominators.
=
10

108 UNIT 4 Reprint 2022

b) –5.2 × 6.4 b) I knew the product would have two decimal
places because there was a total of two decimal
If 52 × 64 = 3328, then
places in the two factors.
5.2 × 6.4 = 33.28.
• I multiplied 52 × 64 to find the digits for
If 5.2 × 6.4 = 33.28, then the answer. Then I inserted the decimal point
–5.2 × 6.4 = –33.28 where it belonged.

–5 × 6 = –30, so –33.28 • I knew that the product of a negative and

makes sense. positive number is negative.
• I checked my answer by estimating.

Practising and Applying

1. a) Calculate. 5. a) The chart below shows the results
7 1 1 7 of one day’s trading for some stocks on
i) – + ii) – the Hong Kong Stock Exchange.
8 6 6 8
Complete the last column of the table:
7 1 1 7
iii) – – (– ) iv) + (– )
8 6 6 8 Company
Opening
Change
Closing
price price
b) What was the same about each
calculation in part a)? What was i) China
4.66 –0.05
different? Foods
ii) BYD
2. Calculate. 38.35 –1.55
Co.
a) 73.48 + (–37.3) iii) Cisco
204.00 –5.25
b) –110.3 – 24.25 Systems
c) –5.33 + (–16.77) iv) Cosco 6.14 +0.36
d) –0.75 – (–1.7) b) The year’s high for China Foods was
3. Calculate. 10.02. What change would be needed
2 1
from its opening price to match the year’s
a) × (–1 ) high?
3 8
c) The year’s low for BYD Co. was 27.65.
b) –5.1 × (–16.3)
What change would be needed from its
3 2 opening price to match the year’s low?
c) 3 ÷ (–4 )
4 7
d) –52.25 ÷ (–5.5) 6. How do you know the sign of the
4. a) Tell whether each answer is answer in each case? Use examples to
help you explain.
negative or positive. Explain how you
know. a) when you add two rational numbers
7 1 b) when you subtract two rational
i) –27.4 × 32.1 ii) –5 + 12 numbers
8 3
2 1 c) when you multiply or divide
iii) 34 ÷ (–4 ) iv) –5.86 – (–7.15) two rational numbers
3 5
b) Estimate the answer to each
calculation in part a).

Reprint 2022 Fractions and Rational Numbers 109

4.3.3 Order of Operations
Try This

A. Use all of the numbers , , and 10, and any operations (+, –, ×, ÷).

Write an expression that has each value. i) 8 ii)

• When you add, subtract, multiply, or divide rational numbers, the order in which
you do the calculations affects the answer. It is the same as with whole numbers
and integers.
(–2.5) + 4.5 = 2
For example:
2 × 6 = 12
If you calculate the expression (–2.5) + 4.5 × 6 ÷ 0.2 12 ÷ 0.2 = 60
from left to right, you get an answer of 60.
6 ÷ 0.2 = 30
If you calculate the expression (–2.5) + 4.5 × 6 ÷ 0.2 4.5 × 30 = 135
from right to left, you get an answer of 132.5. (–2.5) + 135 = 132.5
• To make sure everyone gets the same answer for the same rational number
calculation, use the same order of operations rules that you used for integers,
decimals, and fractions.

Order of Operations Rules

• First, do any calculations inside brackets.
• Next, divide and multiply, from left to right.
• Finally, add and subtract, from left to right.
For example:
(–2.5) + 4.5 × 6 ÷ 0.2 = (–2.5) + 27 ÷ 0.2 First, multiply 4.5 × 6.
= (–2.5) + 135 Next, divide 27 ÷ 0.2.
= 132.5 Finally, add (–2.5) + 135.
• When an expression has brackets inside brackets, you can use both round and
square brackets to show which numbers are being combined.
For example:
1 3 2 1 1 1 3 7 1 2 1
[– + × ( – )] ÷ 1 = [– + × ]÷1 First, subtract ( – ).
2 4 3 5 4 2 4 15 4 3 5
1 7 1 3 7
= [– + ]÷1 Then multiply × .
2 20 4 4 15
3 5 1 7
=– ÷ Then add [– + ].
20 4 2 20
3 3 5
=– Finally, divide – ÷ .
25 20 4

110 UNIT 4 Reprint 2022

• The brackets used around individual numbers serve a special purpose. When they
are used around a negative number that follows an operation sign, it is to make the
calculation easier to interpret. Sometimes brackets are used around every negative
number.
For example: You might write a calculation as –3.5 × (–5.4) or as (–3.5) × (–5.4).
• Sometimes a numerator or denominator contains operations to be performed. First
calculate the expression in the numerator as though all of it is in brackets. Then
calculate the expression in the denominator as though all of it is in brackets. Last,
divide the numerator by the denominator.
For example:
1
3
2 = (–3 + 1 ) ÷ (– 2 – 4 ) = –2 1 ÷ (– 10 – 12 ) = –2 1 ÷ (– 22 )
2 4 2 3 5 2 15 15 2 15
3 5
5 22 5 15 75
= – ÷ (– ) = × =
2 15 2 22 44

B. Use what you have learned about the order of operations to show how to
use brackets to get two different answers for + ÷ 10.

Examples
Example 1 Applying the Order of Operations Rules
1 3
  ( )
Calculate. a) 10.7 – (4.3 + 5.7 × 5.1 ) + (–7.1) b) 2 4
2 1

3 6
Solution Thinking
a) 10.7 – (4.3 + 5.7 × 5.1) + (–7.1) a) I first did
= 10.7 – (4.3 + 29.07) + (–7.1) the calculations inside
= 10.7 – 33.37 + (–7.1) the brackets, starting
= –22.67 + (–7.1)
with the multiplication.
= –29.77
• Then I did
the subtraction and addition from
1 3 1 3 1
b) – – (– ) = – + = left to right.
2 4 2 4 4
2 1 4 1 3 1 b) I first calculated the expressions
– = – = = in the numerator and the
3 6 6 6 6 2
1 3 denominator.
  ( )
2 4 = 1 ÷ 1 = 1 ×2= 1 • Then I divided the numerator by
2 1 4 2 4 2 the denominator.

3 6

Reprint 2022 Fractions and Rational Numbers 111

Example 2 Using the Order of Operations Rules to Solve Problems
3 1 1 1 1 3
Place brackets in × + ÷ + so that it has each value. a) 2 b)
4 2 6 3 2 5
Solution Thinking
3 1 1 1 1 a) I first calculated the expression
a) × + ÷ +
4 2 6 3 2 without any brackets, but that
3 1 1
= + + didn’t give me an answer of 2.
8 2 2
3
=1
8
3 1 1 1 1
×( + )÷ +
4 2 6 3 2 • Then I tried it with brackets around the first
3 2 1 1 addition so I would have to do it first. That gave
= × ÷ +
4 3 3 2 me an answer of 2.
1 1 1
= ÷ +
2 3 2
3 1
= +
2 2
=2

3 1 1 1 1 b) I had to use two sets of brackets, each around

b) ×( + )÷( + )
4 2 6 3 2 3
3 4 2 3 an addition, to get an answer of .
= × ÷( + ) 5
4 6 6 6
3 4 5
= × ÷
4 6 6
3 5
= ÷
6 6
3
=
5

Example 3 Estimating
3 1 7 1 3
Estimate 5 – (8 + 6 × 5 ) ÷ (–7 ).
4 3 8 9 8
Solution Thinking
3 1 7 1 3 • I rounded each mixed number
5 – (8 + 6 × 5 ) ÷ (–7 )
4 3 8 9 8 to the nearest integer.
 6 – (8 + 7 × 5) ÷ (–7)
= 6 – 43 ÷ (–7)
• I used 42 ÷ (–7) as an estimate
 6 – 42 ÷ (–7) for 43 ÷ (–7) because
= 6 – (–6) 42 was divisible by 7.
= 12

112 UNIT 4 Reprint 2022

Practising and Applying
1. Calculate. 4. Fill in the missing operation signs
1 1 6 to make this equation true.
a) ( + )×
2 3 7 11.2 ■ (–5.4) ■ 2.7 ■ (–9) = 4.2
2 1 3 1
b) × + ÷1 5. Predict whether the result of each
5 2 4 5
expression is positive or negative.
2 1 1 3 Explain how you know, without
c) – ×( + )
3 7 2 8 calculating.
d) 11.5 – (3.4 ÷ 2 + 3) + (–0.9) a) –3.2 × (–5.5) ÷ (–1.6) × 3.2 ÷ (–0.5)
e) 19.5 – 15.8 × 3 3 2 1 3 1
b) –1 × 4 ÷ (–1 ) × 1 × (–3 )
f) –4.5 – 4.4 + (–5.2) ÷ 2 4 3 2 8 6

2. Use brackets to make each true. 6. Estimate the result of each

a) 3.6 + 6 ÷ 3.5 – 1.1 + 3 = 7 expression in question 5. Show how
5 1 1 3 9
you estimated.
b) ÷ + × =
8 2 3 5 20 7. Calculate.
1.7  ( 5.4  2)
3. Eden is playing a card game. a)
2.3  5  1.5
She gets three cards at a time.
She starts with a score of 1 and can use 1 3 2
 
the cards in any order to change her b) 5 4 3
score. Her three cards say these things: 5 1
( )   8
2 6
1
• Divide by .
2
2 8. Karchung calculated an expression.
• Add . • It had three different operations.
3
3 • He added before he divided.
• Multiply by .
4 • He multiplied before he divided.
a) In what order should Eden play her Write a possible expression. Explain
cards to get the greatest score? how you know it could be Karchung's
b) In what order would she play her expression.
cards to get the least score?

Reprint 2022 Fractions and Rational Numbers 113

GAME: Target One

This game can be played by two or three players.

Make three of each of the following cards:

Make one of each of the following cards:

2 3 4 6 8

This is how to play the game:

• Shuffle the cards and deal five cards face up to each player.
• The object of the game is to add, subtract, multiply, and divide the numbers on
the cards to get an answer of 1, using as many cards as possible. You get one
point for each card you use.
For example:
1 1 1 1 1
A player with , , , 6, and 2 might add two cards to get 1: + =1
2 2 3 2 2
The player earns two points because he or she used two cards.
1 1 1
If he or she used all five cards like this: ( + )×6× ÷ 2 = 1, he or she would
2 2 3
get five points.
• At the end of each round, each player draws as many additional cards as
necessary to have five cards to play the next round.
• If you cannot get an answer of 1 on your turn, choose two of your cards to
discard at the bottom of the deck. Draw two new cards from the top of the deck.
• The player with the most points after three rounds wins.

114 UNIT 4 Reprint 2022

UNIT 4 Revision

1. a) Calculate. 3
5. of Chandra’s garden is planted in
1 3 4
i) 4 +3 1
4 8 vegetables. About of the vegetable
5 2 7
ii) 3 +7 area contains turnips. What fraction of
9 9
the garden area is planted in turnips?
3 1
iii) 11 –6
4 2 6. Multiply.
5 2 3 1
iv) 8 – 3 a) 3 ×1
6 3 7 2
b) Choose one calculation from part a). 1 3
Explain how you can find the answer b) 3 ×2
3 5
using mental math.
1
2. Which of these three numbers is 7. A recipe calls for 1 cups flour.
4
7 1 5 a) How much flour would you need if
closest to 5 +7 –3 ?
8 4 9 you were making half the recipe?
1 1
9, 9 , 10, or 10 b) How much flour would you need if
2 2 1
Explain how you know. you were making 3 times the recipe?
2

5 8. Divide.
3. Chali Maya ran 8 laps on a running
6 2 3
3
a) ÷
track. Then Jamyang ran 6 laps. 7 7
4 3 1
a) Altogether, how many laps did they b) ÷
8 2
run?
2 5
b) How many more laps did Chali Maya c) ÷
3 6
run than Jamyang?
3
d) 6 ÷
4. Find each product. 8
3 7
a) × 1
4 8 9. Tandin has a cup measuring cup.
8
2 7
b) × How many times does he have to fill his
3 12 3
3 7 cup to measure out cup of rice?
c) × 4
7 9
2 9 10. a) About how many times does
d) × 1 3
3 10 fit into ?
6 5
b) Draw a picture to show this.

Reprint 2022 Fractions and Rational Numbers 115

11. Find each quotient. 15. Calculate.
6 4 1 5
a) ÷ a) –7 + (–3 )
7 9 3 6
3 4 b) 5.43 – (–9.7)
b) ÷
4 7 c) 2.75 × (–5.8)
3 1
12. Divide. d) –6 ÷ (–4 )
4 2
1 1
a) 2 ÷1
3 2 16. Calculate.
3 7 3 3 2 3 1
b) 3 ÷ 1 a) –2 ÷1 +( + )×2
8 8 4 8 5 10 7
1 2
c) 5 ÷6 2.5 5 6.25 2
3 5 b)
1 2.4 (1.2 2.4)
d) 7 ÷ 10
2
17. Insert one pair of brackets in
this expression to give each answer.
13. a) How many scarves can be made 3 5 2 4 1
1 1 – × + ÷1
from 7 m of fabric, if each scarf 4 8 3 9 3
2
3 1 1
requires 1 m of fabric? a) 1 b) 1
8 12 8

b) Will any fabric be left over? If so,

how much?

14. The chart shows the changes in

the prices of stocks on the Hong Kong
Stock Exchange in one day.
Change in value
Stock (Hong Kong
Dollars)
AKM Industrial –0.07
Aluminum Corp. +1.18
Asian Union –0.03
Associated Int.
–0.50
Hotel
China Water +0.06

a) Which stock performed the best on

that day?
b) Which stock performed the worst?
c) Put the losses and gains in order
from greatest loss to greatest gain.

116 UNIT 4 Reprint 2022

 UNIT 5 MEASUREMENT
Getting Started

Use What You Know

A. What is the area of the rectangle part of this composite shape?
8 cm

6 cm

4 cm
3 cm

8 cm

B. Use the rectangle's area in part A to estimate the area of the whole
shape. Explain how you estimated.
C. i) Copy the whole shape. Divide it into parts so you can
calculate the area of each part.
ii) What is the actual area of the whole shape?

Skills You Will Need

1. Complete.
a) 12 m = ___ cm b) 45,000 m = ___ km c) 120 cm = ___ mm

2. What is the formula for the area of each shape?

a) b)

w A=? h
A=?

l b

3. Calculate the area of each.

a) b) c)
4m 3m
6 cm

5m
8 cm
5 cm

Reprint 2022 Measurement 117

4. a) Where is the circumference of a circle?
b) What is the ratio of the circumference of a circle
to its diameter? d

c) Write the formula for the circumference, C, of

a circle with radius r. r

22
5. Use π = to calculate the circumference of each circle.
7
a) b)

7 cm

14 mm

6. Calculate the volume of each rectangular prism.

a) b) 8m

7 cm 3m
2m
3 cm
3 cm

7. a) What is the capacity of a 1 cm cube in millilitres? 1 cm

1 cm
1 cm
b) i) What is the capacity of a 10 cm cube in millitres?
ii) What is the capacity of a 10 cm cube in litres?

10 cm

10 cm
10 cm

8. The volume of a rectangular prism box is 50 cm3. The base is a 5 cm square.

What is the height of the box?

9. The base of a rectangular prism juice carton measures 8 cm by 10 cm.

Its height is 12 cm. Can the carton hold 1 L of juice? Explain your answer.

118 UNIT 5 Reprint 2022

Chapter 1 The Pythagorean Theorem
5.1.1 The Pythagorean Theorem

Try This

A. i) Copy the diagram using

the measurements shown.
3 cm
ii) Cut out the 3 cm square
and the 4 cm square. B F
A
iii) Cut the 4 cm square into 3 cm C
four pieces along the dashed
lines. D
iv) Place the five pieces you
have made (A, B, C, D, and E) 4 cm
on top of the large square (F) to
cover it without overlapping. E

v) What do you notice?

3 cm

• The longest side of a right triangle is called Hypotenuse

the hypotenuse. It has a special relationship with
the other two sides, as described below.

If you build a square on each of the other two sides,

the total area of the two smaller squares is the same as
the area of the square on the hypotenuse.

C C

B B

A
A
Area of A + Area of B = Area of C

This relationship is named after the Greek mathematician

Pythagoras, who lived in the 6th century BCE (Before
Common Era). Pythagoras

Reprint 2022 Measurement 119

 • The Pythagorean theorem states
that the sum of the squares of the c × c = c2
lengths of the two shorter sides of
a right triangle is equal to the square
of the length of the hypotenuse. b × b = b2 c
b
This relationship is called a theorem
because it is always true. a

a × a = a2
If the hypotenuse of a right triangle is c and the other two sides are a and b,
then the following equations show the Pythagorean relationship.

c
c2 = a2 + b2 or a2 + b2 = c2 b

a
• If the relationship is true for a triangle, it means the triangle is a right triangle.
If the relationship is not true for a triangle, it means it is not a right triangle.
• A set of whole numbers that makes the relationship true is called
a Pythagorean triple.
For example, {3, 4, and 5} is a Pythagorean triple because 32 + 42 = 52.

B. How does what you did in part A prove the Pythagorean relationship?

Examples
Example 1 Checking for Right Triangles
Is each triangle a right triangle? Show your work.
9 9
a) 10 b)

8 5

8
6
Solution Thinking
a) 62 + 82 = 36 + 64 = 100 For parts a) and b),
102 = 100 • I squared the length of each of
100 = 100 the shorter sides and found the
The triangle is a right triangle. sum of the values.
• Then I squared the length of the longest side
b) 52 + 82 = 25 + 64 = 89 to see if it was equal to
92 = 81 the sum.
81 ≠ 89
The triangle is not a right triangle.

120 UNIT 5 Reprint 2022

 Example 2 Applying the 3-4-5 Rule
The corner of a room usually forms a right angle.
How can you tell whether a corner is a right angle, ?
using only a measuring tape or a ruler?

Solution Thinking
Put a mark 3 dm from the corner on one wall • I knew that
and another mark 4 dm from the corner on
3 2 + 4 2 = 52
the other wall, both at the same height.
because
4 dm
9 + 16 = 25.
• So the dashed line had to be
3 dm
? 5 dm for the corner to be a
right angle.

If the direct distance between the two marks is

5 dm, then the corner is a right angle.

Practising and Applying

1. Which side is the hypotenuse in 3. a) Is the set of numbers in each row
each? of this chart a Pythagorean triple?
A
a) b) D 3 4 5
6 8 10
E 9 12 15
B C
F 12 16 20
15 20 25
c) K
H
b) What pattern do you notice in
G the chart above?
c) Continue the pattern to make two
2. Tell whether each triangle is a right more rows of Pythagorean triples.
triangle. Explain how you know. d) Suppose that each row in the chart
a) 13 represents the sides of a right triangle.
5
How many right triangles in this pattern
have either a 30 cm side or
12
a 30 cm hypotenuse? List all three side
b) 25 lengths for each triangle.
8
e) A triangle has sides of 1.5 cm, 2 cm,
and 2.5 cm. Use the pattern in the chart
23
to explain how you know it is a right
triangle.
c) 17
8
4. A triangle has sides of 7 cm, 24 cm,
and 25 cm. How can you tell whether it
15 is a right triangle?

Reprint 2022 Measurement 121

5.1.2 Applying the Pythagorean Theorem

Try This
A wall is 11 m high. For safety reasons
1m
• the base of a ladder must be 4 m
away from the bottom of the wall, and
• the ladder must extend 1 m or more
above the top of the wall.

A. i) Sketch and label the triangle 11 m

formed by the ladder, the wall, and
the ground. Mark the right angle.
ii) Is it safe to use a ladder that is
13 m long? How do you know?
4m

• The two shorter sides of a right triangle are called legs.

• If you know the lengths of any two sides of a right triangle (two legs, or one leg
and the hypotenuse), you can use the Pythagorean theorem to find the length of
the third side.
c2 = a2 + b2 c
a2 = c2 – b2 a
b2 = c2 – a2
b

• In an isosceles right triangle, the legs are the same length, so a = b.

- If you know the length of one leg (a), you can find
the hypotenuse using this formula:
c
a
c = 2a
2 2

- If you know the length of the hypotenuse, you can find a

the length of the legs using this formula:
c2
a2 = c2 ÷ 2 or a2 =
2

B. How did you use the Pythagorean theorem to solve part A ii)?

122 UNIT 5 Reprint 2022

Examples
Example 1 Finding the Length of a Missing Side
What is the missing side length of each triangle? Round to one decimal place,
if necessary.
a) b)
26 cm ?m
? cm 10 m

10 m
24 cm
Solution Thinking
a) a2 = c2 – b2 a) I knew the hypotenuse (c) and
= 262 – 242 one leg (b), so I used a 2 = c 2 – b 2
= 676 – 576
to find the other leg (a).
a = 100
2

a= 100 = 10
The other leg is 10 cm.

b) c2 = 2a2 b) The right triangle was isosceles and I knew

= 2 × 102 the lengths of the two legs (a), so I used
c2 = 200, so c = 200 c 2 = 2a 2 to find the hypotenuse (c).

200 ≈ 14.1 • The square root of 200 is a bit more than 14

because 14 × 14 = 196, 14.1 × 14.1 = 198.81, and
The hypotenuse is about 14.1 m.
14.2 × 14.2 = 201.64, so 200 is closer to 14.1.

Example 2 Using the Pythagorean Theorem to Solve a Problem

Karma is flying a kite with 100 m of string.
Dema stands directly under the kite, 60 m from
Karma. How high is the kite above Dema?

Solution Thinking
a2 = c2 – b2 • I knew what the measure of
= 1002 – 602 the hypotenuse and one leg
= 10,000 – 3600 was, so I used a 2 = c 2 – b 2 .
a2 = 6400, so a = 6400
6400 = 80
The kite is 80 m above Dema.

Reprint 2022 Measurement 123

Practising and Applying
Round your answers to one decimal place, if necessary.
1. What is each missing side length? 6. How tall is this tent?
a)
17 cm 2m
8 cm 2m
?

? 3m
7. a) Copy and complete this chart for the
b) 24 m
acute triangles below (c is the length of
the longest side; a and b are the lengths
10 m of the other two sides).
?
a2 b2 c2
2. What is each missing side length? i)
a) b) ii)
? 16 cm iii)
4 km ?
i) ii)
6
8 km ? 7 8 8

3. A ramp descends 2 m from a point

10 m away. How long is the ramp? 8 9
? 24
iii)
2m
10 m 15 20

4. An airplane travels 15 km while it

b) Which is greater: c2 or a2 + b2?
climbs after take-off. At that point it is
12 km from the airport. How many c) Copy and complete the same chart for
kilometres high is the airplane? these obtuse triangles.
Airplane 20 6 6
i) ii)
15 km 10
? 10
12
Airport 26
12 km iii)
15
5. The diagram shows the distances 20
up each side of a 1000 m peak.
Estimate the distance from A to B. d) Which is greater: c2 or a2 + b2?
e) How can you use what you learned in
parts a) to d) to decide whether
2000 m
1250 m a triangle is right, acute, or obtuse?
1000 m 8. Two sides of a right triangle are
A B 16 cm and 30 cm. Can you be certain
about the length of the third side? Explain
? your answer.

124 UNIT 5 Reprint 2022

Chapter 2 Linear and Area Relationships
5.2.1 Area and Perimeter Relationships

Try This
A. How many different rectangles can you draw, each with a perimeter of 16 cm?
Draw them. (The length of each side must be a whole number of centimetres.)

• The perimeter of a shape is measured in linear units such as millimetres (mm),

centimetres (cm), metres (m), or kilometres (km).
• The area of a shape is measured in square units. The chart below shows the
units that are commonly used to measure area.
Area unit Symbol Equivalence
1 cm2
2
Square millimetre mm
Square centimetre cm2 1 cm2 = 100 mm2
Square metre m2 1 m2 = 10,000 cm2
Square hectometer, or hectare (ha) ha 1 ha = 10,000 m2 1 mm2
Square kilometre km2 1 km2 = 1,000,000 m2

• Here are formulas for the area (A) and perimeter (P) of
a rectangle with sides l and w:
w
A=l×w P = 2 × (l + w) or P = 2 × l + 2 × w
l
• Two different rectangles can have the same perimeter or the same area.
For example:
- These two rectangles have the same perimeter, but different areas.

2 cm 1 cm

3 cm 4 cm

P = 10 cm; A = 6 cm2 P = 10 cm; A = 4 cm2

- These two rectangles have the same area, but different perimeters.

3 cm
2 cm

6 cm 4 cm
2
P = 16 cm; A = 12 cm P = 14 cm; A = 12 cm2

Reprint 2022 Measurement 125

B. What is the area of each rectangle you found in part A?
C. Compare the shape of the rectangle with the smallest area to the shape
of the rectangle with the greatest area. What do you notice?

Examples
Example 1 Calculating Area and Perimeter
Calculate the area and perimeter of each.

a) b)
9.6 km
30 mm 6 km

15 km
5 cm
c) d)
100 cm
125 cm

2m
200 m
Solution Thinking
a) P = 2 × (l + w) = 2 × (5 + 3) a) I knew the sides had
=2×8 to be in the same units,
= 16 cm so I changed 30 mm to
A = l × w = 5 × 3 = 15 cm2 3 cm (rather than
change 5 cm to 500 mm),
so I could work with lower numbers.

b) P = 9.6 + 9.6 + 15 = 34.2 km b) The perimeter of a triangle is

A = b × h ÷ 2 = 6 × 15 ÷ 2 the sum of the sides.
= 90 ÷ 2
= 45 km2

c) P = 2 × (2 + 1.25) = 2 × 3.25 = 6.5 m c) The perimeter of a parallelogram is

twice the sum of any two adjacent
A = b × h = 2 × 1 = 2 m2
sides.
• The sides must be in the same units,
so I changed 125 cm to 1.25 m and
100 cm to 1 m to work with lower
numbers.

d) P = 4 × s = 4 × 200 = 800 m d) I changed the area to hectares

to get a lower number.
A = s2 = 200 × 200 = 40,000 m2
• I knew that 1 ha = 10,000 m2.
40,000 m = 4 ha
2

126 UNIT 5 Reprint 2022

 Example 2 Using Appropriate Units
Which units would you use to measure the perimeter and area of each?
a) a postage stamp b) a small town
c) a large room d) a sheet of paper
Solution Thinking
a) Millimetres and a) Stamps are small and need small units.
square millimetres

b) Metres and b) Metres and hectares are appropriate for

hectares a small town. A large town would likely be
measured in kilometres and square
kilometres.
c) Metres and
square metres c) Metres, with decimals, are accurate enough for
a large room.
d) Centimetres and
square centimetres d) I could use millimetres, but the area would be a very
large number, so centimetres are better.

Practising and Applying

1. Find the area and perimeter of 2. What unit would you use to measure
each. the perimeter and area of each?
a) a) a football field
b) a Nu 1 coin
0.3 km
c) a photograph
d) a dzongkhag
1 km
3. a) Draw and label all the rectangles
b) with a perimeter of 24 cm. Each side
must be a whole number of centimetres.
6 cm 4 cm
30 mm b) Describe the rectangles with
the least area and the greatest area.
8 cm
4. a) Draw and label all the rectangles
c) with an area of 24 cm2. Each side must
be a whole number of centimetres.
250 cm
b) Describe the rectangles with
3m
the least perimeter and the greatest
5m perimeter.

d) 10 cm 5. a) Draw and label a rectangle that is not

a square and has an area of 1 cm2.
b) What is the perimeter?
10 cm

20 cm

Reprint 2022 Measurement 127

6. A rectangle has a perimeter of 15 cm 8. A rectangle has whole number
and an area of 14 cm2. Draw the dimensions.
rectangle and label its dimensions. a) Why will its perimeter always be
an even number?
7. The rectangle on the map below has
b) When will its area be an even
about the same area as Bhutan.
number? Explain your thinking.
300 km 9. a) A square has a perimeter of
10 cm. What is its area?
150 km b) A square has an area of 0.25 km2.
What is its perimeter?

10. Draw and label a right triangle with

a perimeter of 12 cm and an area of
6 cm2.
a) Calculate the area of the rectangle in
square kilometres. 11. a) What are the dimensions of
a rectangle with an area of 48 cm2
b) How does it compare with the actual and a perimeter of 28 cm?
area of Bhutan (about 47,000 km2)?
b) A 1 cm-by-48 cm rectangle has the
c) What is the perimeter of the same area as the rectangle in part a).
rectangle? Compare the shapes and perimeters
d) Why do you think the perimeter of of the two rectangles.
the rectangle is less than the perimeter
of Bhutan (about 1075 km)? 12. Does knowing the perimeter of
a rectangle give you enough
information to calculate its area?
Explain your thinking.

CONNECTIONS: Pentominos

These two shapes are called pentominos. Each shape has an area of 20 cm2
because it is made up of five 4 cm2 squares. The squares are attached to each
other along one or more sides.

1. a) Copy the two pentominos onto grid paper. Draw all the other possible
pentominos. Cut out all the pentominos.
b) How many different pentominos are there?
2. What do you notice about the perimeters of the pentominos?

128 UNIT 5 Reprint 2022

 GAME: Pentominos

Pentominos is a game of logic and strategy.

Play the game with a partner.
You need the pentominos from the Connections on page 128 and
a 16 cm-by-16 cm grid for a game board.
Here are the rules:
• Take turns placing pentominos on the grid.
- On your turn, choose any unused pentomino and place it on the grid.
- The pentominos must not overlap or extend beyond the grid.
• The last player who is able to place a pentomino on the board is the winner.

For example:
Here is the game board after each player has placed one pentomino.

Reprint 2022 Measurement 129

5.2.2 Scale Drawings
20 m
Try This
Each of the 12 squares 20 m
on this football field has
20 m sides.
A. i) What is the length
and width of the field?
ii) What is the total area
of the field?

• A scale drawing represents a real object or figure in two dimensions, usually

at a reduced size but sometimes at an enlarged
size.
• A scale drawing has a key to show the scale of
the drawing, that is, how the drawing’s
measurements compare to the real 1 cm represents 0.6 m

measurements.
For example:
The key “1 cm represents 0.6 m” on this
scale drawing of a rug means that 1 cm on the drawing represents 0.6 m on the
real rug.
• To express the scale as a ratio, the measurements must have the same units:
1 cm represents 0.6 m → 0.6 m = 60 cm → 1 cm : 60 cm → 1 : 60
So the scale ratio of measurements in the scale drawing to the real rug is 1 : 60.
• You can use the scale ratio of a scale drawing to figure out the real dimensions of
the object.

• A map is a form of scale drawing with a key or a scale ratio to show the real
distances. The key is sometimes a diagram that looks like part of a ruler.
For example:
Key
On the map of Bhutan at the right, the key
means “1 cm represents 50 km”, 0 50 km
so 1 cm on the map represents a real
distance of 50 km.
1 cm = 50 km → 1 cm = 5,000,000 cm
1 : 5,000,000
So the scale ratio of a distance on the map
to a real distance is 1 : 5,000,000.

130 UNIT 5 Reprint 2022

 • You can also use the key on a map to figure out the real distances.
For example:
The distance from Thimphu to Phuntsholing on the map is
about 1.5 cm.
If 1 cm represents 50 km, then 1.5 cm represents
1.5 × 50 km = 75 km.
The real distance from Thimphu to Phuntsholing is 75 km.
(Note that this is a straight-line distance, not the distance by road,
which is 172 km.)

B. i) Make a key for the scale drawing of the football field in part A.
ii) What is the scale ratio?

Examples
Example 1 Using the Scale Ratio of a Scale Drawing
If 1 cm represents 10 m, what are the real dimensions of
the football ground?
7.5 cm
9 cm

Solution Thinking
The width and length of the scale drawing are • I multiplied
7.5 cm by 9 cm. the measurements
1 cm represents 10 m of the scale
The real width is 7.5 × 10 = 75 m. drawing given in the
The real length is 9 × 10 = 90 m. diagram by the
The real dimensions of the football ground are second term of the scale ratio to
75 m by 90 m. get the real dimensions.

Example 2 Using the Key From a Map

Use the map to find the straight-line
distance from Thimphu to Trashigang.

The scale ratio is 1 : 5,000,000

Solution Thinking
The distance is 4 cm on the map. • I knew that 1 cm on the map
So the real distance is 4 × 5,000,000 = represented 5,000,000 cm
20,000,000 cm. • So 4 cm was 4 × 5,000,000
20,000,000
= = 200 km • I divided the answer by
100,000
100,000 to change cm to km.
The real straight-line distance from
Thimphu to Trashigang is 200 km.

Reprint 2022 Measurement 131

Example 3 Making a Key for a Map
Suppose 2.2 cm on a map represents a real distance of 33 km.
a) What does 1 cm on the map represent?
b) What is the scale ratio of distances on the map to real distances?
c) Make a key for the map.
Solution Thinking
a) If 2.2 cm represents 33 km, then a) I divided 33 ÷ 2.2 to figure
1 cm represents (33 ÷ 2.2) km = 15 km out what 1 cm represents.
1 cm on the map represents 15 km.
b) To make a ratio, both
b) 15 km = 15 × 1000 m distances need to be in the
= 15 × 1000 × 100 cm same units, so I changed kilometres to
= 1,500,000 cm centimetres.
The ratio is 1 : 1,500,000
c) I created a key that showed
c) The key is the number of kilometres each 1 cm
1 cm represents 15 km or 0 15 km represented as an equation and a drawing.

Example 4 Planning a Scale Drawing

An architect is making plans for a house. The front of the house will have
a height of 5 m and a width of 8 m. The drawings for the house will be printed on
paper that measures 29 cm by 44 cm. There must be at least a 2 cm margin.
a) What is the height and width of a scale drawing that will fill the drawing area
of the paper?
b) What is the key for the scale drawing?
Solution Thinking
a) The 2 cm margins leave a drawing area of a) I made a sketch to
25 cm by 40 cm. find the actual drawing
area.
40 cm

25 cm • I figured that both

dimensions would fill the paper if 25
cm represented 5 m.
The ratio of the sides of the drawing area is
25 : 40 = 5 : 8. b) I divided 5 by 25 to find what 1
The ratio of the height to the width of cm would represent.
the house is 5 : 8.
So the drawing could be 25 cm by 40 cm.

b) If 25 cm represents 5 m, then
1 cm represents 0.2 m (5 ÷ 25 = 0.2).
The key is 1 cm represents 0.2 m.

132 UNIT 5 Reprint 2022

Practising and Applying
1. Make a key for each scale drawing
in the form “1 cm represents ___”. a) 1 cm represents 0.3 m
a) 5 cm represents 80 cm
b) 5 cm represents 10 m
c) 0.5 cm represents 1.5 m
d) 5 cm represents 1.5 mm
b) 1 : 100
2. a) How is part d) of question 1
different from the other parts?
b) When might you use a scale like
the scale in part d)?
3. a) What is the real height and width
c)
of the building in this photo? (Measure
the scale photo to the nearest tenth of
a centimetre.)
Snail
1 cm represents 2.2 m 1 cm represents 0.5 cm
7. a) What is the width of Australia?
(Measure the map to the nearest tenth of
a centimetre.)

b) Draw a rectangle to represent a

scale drawing of the front of the
building. Use a key that is different
from the key shown.
4. An architect makes a drawing of a
room that is 9 m by 12 m, using a key 1 cm represents 625 km
of 1 cm represents 2 m. What are
the dimensions of the room in the
drawing? b) Bhutan is about 300 km wide.
About how many times would Bhutan
5. On a map, 1 cm represents 40 km. fit across Australia?
a) What is the real distance between
two towns that are 4 cm apart on 8. You have to make a scale drawing of a
the map? building on a sheet of paper that is 26 cm
b) The real distance between two other by 34 cm. You need a 2 cm margin all the
towns is 100 km. How far apart are way around. The real building is 15 m
they on the map? wide and 12 m high. What key would you
use? Show your work.

Reprint 2022 Measurement 133

5.2.3 EXPLORE: Estimating the Area of a Circle

Here are three polygons — a square, a regular hexagon, and a regular octagon —
on a centimetre grid.

134 UNIT 5 Reprint 2022

 A. i) What is the perimeter of each polygon (to the nearest centimetre)?
What do you notice?
ii) Find the area of the square. Estimate the area of the hexagon and octagon
(to the nearest square centimetre) by counting whole and part grid squares.
iii) Order the polygons from least to greatest area.
iv) What happened to the area of the three shapes as the number of sides
increased? Why do you think that happened, even though the perimeter
stayed the same?
B. i) Measure the diameter of the circle below (to the nearest millimetre).
22
Use the diameter and π = to calculate the circumference of the circle
7
(to the nearest centimetre). What do you notice?
ii) Use what you noticed in part A iv) to predict the area of the circle. Then
estimate the area of the circle (to the nearest whole centimetre) by counting
whole and part grid squares.
C. Predict the area of a 12-sided regular polygon (a dodecagon) with a
perimeter of 24 cm. Explain your prediction.

Reprint 2022 Measurement 135

5.2.4 The Formula for the Area of a Circle

Try This
You can use the area of a square to estimate the area of a circle. s
A. i) What is the side length, s, of the square shown to the right
in terms of the radius, r, of the circle?
r
ii) Write a formula for the area of the square, A = s2, in terms of
the radius of the circle, r.
iii) If you use the formula from part ii) to estimate the area of
the circle, will your estimate be high or low? How do you know?

The formula for the area of a circle is

Acircle = πr 2

Here is the reason this formula makes sense:

If you draw a circle inside a regular
dodecagon (a polygon with 12 sides), as
shown on the right, you can use the area of
a parallelogram to understand the formula for
the area of a circle. r
• The area of the dodecagon is almost equal
to the area of the circle.
• The perimeter of the dodecagon is almost A circle inside a dodecagon
equal to the circumference of the circle.
• The dodecagon is made up of 12 congruent triangles like this:
- The height of each triangle is equal to the radius of the circle.
1 h=r
- The base of each triangle is about the circumference of the circle.
12

• If you arrange the 12 triangles as shown below, they make a b

parallelogram. Its height is equal to the circle's radius and its base is about half of
the circle’s circumference.

h=r

1
b is about × 2πr = πr
2
So, the area of both parallelogram and the circle is A = b × h ≈ πr × r = πr 2 .

136 UNIT 5 Reprint 2022

B. Compare the formula from part A ii) to the formula for calculating area of
the circle. Does the formula for the area of a circle make sense? Why?

Examples
Example 1 Calculating the Area of a Circle
Find the area of each circle. Calculate to one decimal place.
a) b)

14 mm 9.8 m

Solution Thinking
a) A = πr 2 ≈ 3.14 ×142 22
a) Because I used 3.14 or for π,
= 615.4 mm2 7
I used the approximately equals sign, ≈.
b) A = πr 2 = 3.14 ×4.92 b) The radius is half the diameter,
≈ 75.4 m2 so I used 4.9 instead of 9.8.

Example 2 Solving an Area Problem

A track is made of two semi-circles attached
to opposite sides of a 70 m square.
What is the total area inside the track?

70 m
Solution Thinking
22 • The two semi-circles combine
A = πr2 + s2 ≈ (35)2 + 702
7 to make a whole circle with a radius
≈ 3850 + 4900 that is half the side of the square.
= 8750 m2 • I combined the formulas for
The area is 8750 m2. the area of a circle and of a square.

Practising and Applying

22
1. Calculate the area of each circle to the nearest whole unit. (Use π = or 3.14.)
7
a) b) c) d)

7 cm 8 km
10 mm
3.5 m

Reprint 2022 Measurement 137

2. Calculate the area of the shaded part 3. The diameter of the inner
to the nearest whole unit. circle of a target is 20 cm.
a) b) Each ring is 20 cm wide.
What is the area of each
7m section? (Use π = 3.14.)
2m
20 cm
4. The diameter of the outer circle of
2m this Wheel of Life is 1 m. The diameter
7m
1
c) of the inner circle is of the diameter
3
of the outer circle.
7 cm
What is the area of
each section, to the
nearest hundred
10 cm square centimetres?
d)
5. a) A circle has an area of 78.5 m2.
What is its radius? (Use π = 3.14.)
b) A circle has a circumference of
3m 2m 62.8 cm. What is its area?
e)
6. A circle has an area of π cm2. What is
3 cm its circumference in terms of π?
4 cm
7. Why do you need only one value (the
radius, diameter, or circumference) to
calculate the area of a circle?

CONNECTIONS: The History of Pi

22
The Greek mathematician Archimedes used as an approximation for π (pi) in
7
22
the third century BCE. However, he knew the real value was a little less than .
7
The real value is a decimal that continues forever without a pattern:
π = 3.141592653589793238462643383279502884197169399375105...
To this day, mathematicians are still trying to figure out more decimal places for pi.
22
1. a) What is the difference between and π? Write your answer to four
7
decimal places?
22
b) Which value is closer to π : 3.14 or ?
7
 1 1 1 1
2. In the 17th century, this formula for π was used: =1– + – + – ...
4 3 5 7 9
a) Use the five terms shown to estimate π to four decimal places.
22
b) Is the answer to part a) as close an estimate as 3.14 or ? Explain.
7

138 UNIT 5 Reprint 2022

5.2.5 Applying Area Formulas

Try This
A 4 L can of paint covers a 25 m2 area.
A. The walls of a room are 2 m high. What length of wall can be covered by
one can of paint?
B. A room has a total area of 90 m2 to paint. How many cans of paint are needed
to give it two coats of paint? Show your work.

Measurement formulas can help you solve everyday problems.

• The area formulas you have worked with so far all Rectangle
have one thing in common: each involves the product of
two appropriate linear measurements (width, length, w
base, height, and radius). In the case of a trapezoid,
the area is the product of the trapezoid’s height and l
the mean length of its parallel sides. A=l×w
• Some formulas involve multiplying by a constant.
Triangle
For example:
- The area of a triangle is the product of its base and h
1
its height multiplied by the constant . b
2
- The area of a circle is the product of its radius and A=b×h÷2
its radius multiplied by the constant π. or
1
A= ×b×h
Acircle = π × r × r 2
r
Parallelogram

• When you use any area formula, you need to make h

sure the dimensions are in the same units.
For example: b
A=b×h
To express the area of the rectangle below in square
millimetres, both measurements have to be in millimetres. Trapezoid
a
30 mm 30 mm 1800 mm2
h

6 cm 60 mm b
ab
• When you calculate with decimals and π, you often have A= ×h
2
to round your answers to reasonable approximations.

C. Why is it not appropriate to round the number of cans in part B to

the nearest whole number?

Reprint 2022 Measurement 139

Examples
Example 1 Solving an Area Problem
A cloth on a 1 m square table hangs down 30 cm over the edge along two edges
and 20 cm along the other two edges. What is the area of the cloth?
Solution Thinking
30 cm
The length is • I drew a diagram to
(0.3 + 1 + 0.3) m = 1.6 m. show what the flat
1m
The width is 1m cloth looked like and
(0.2 + 1 + 0.2) m = 1.4 m. labelled it with the
The area is information I knew.
1.4 × 1.6 = 2.24 m2. 20 cm
• I changed centimetres to metres
so all measurements were the same.

Example 2 Estimating Area

Tandin wants to tile a circular area that is 2 m in diameter using 20 cm square
tiles. Estimate how many tiles he will need.
Solution Thinking
Acircle = πr 2 ≈ 3.14 × 12 = 3.14 m2 • I divided the area of the circle
Each tile is 0.2 × 0.2 = 0.04 m2 by the area of a tile to find the
3.14 m2 ÷ 0.04 m2 = 78.5 tiles minimum number of tiles needed.
• Some of the tiles will need to be
100 tiles will
cover the square. broken to create the circle, so I
knew Tandin would need more than 78.5 tiles.
• The circle just fits inside a 20 cm square, which
would need 100 tiles to cover it.
• I estimated the circle would need between 78.5
Tandin will need about 90 tiles. and 100 tiles, or about 90 tiles.

Example 3 Finding the Area of a Composite Shape

What is the area of the shaded region?
Round to one decimal place. 3 cm

Solution Thinking
Arectangle = 3 × 6 = 18 cm2 3 cm • I divided the region
1 into a rectangle and
Asemi-circle = × π × 32
2 6 cm a semi-circle.
1 22
≈ × ×9 • The width of
2 7 3 cm
≈ 14.1 cm2 the rectangle is
the circle’s radius and the length
A ≈ 18 cm2 + 14.1 cm2 = 32.1 cm2
of the rectangle is its diameter.
The total area is about 32.1 cm2.

140 UNIT 5 Reprint 2022

Practising and Applying
Round all answers to one decimal place, when appropriate.
1. Round tins are packed in a box with 5. A semi-circle is cut out of a
a 60 cm-by-100 cm bottom. The area trapezoid. What is the area of the
of the base of a tin is 50 cm2. How shaded region? Show your work.
many tins will fit in the box in a single 10 m
layer?

20 m

2. What is the area of each shaded 6. Which shape has the greater area?
region? A. a square with 10 cm sides
a) B. a non-square rhombus with 10 cm sides

7. The circumference of a circle in

centimetres is the same number of
b) 5 cm units as its area in square centimetres.
9 cm What is the radius of the circle?
25 cm
8. A 5 kg bag of grass seed covers
about 650 m2. How many bags should
20 cm
Tshering buy to seed a 60 m-by-80 m
football field?
c)
9. A grower produces about 3 tonnes
of rice per hectare of land. He has
12
a paddy field that is 0.5 km long and
cm 200 m wide. About how much rice can
he produce?

10. A square has about the same area

12
cm
as a circle with radius 7 cm. About what
3. Two right triangles are drawn inside is the side length of the square?
a semi-circle of radius 5 cm as shown
below. One triangle is isosceles and 11. Choki has 6 m of wood to make
the other triangle has an 8 cm leg. frames for posters. She wants to frame
Which has the greater shaded region, two posters that are each 65 cm by
A or B? Make a prediction and then 95 cm. Does she have enough wood?
check your answer. Show your work. How can you tell without calculating
exactly?
A. B.
12. Create and solve a problem that
involves finding the area of a composite
shape that includes a circle or part of
4. Eden made a rectangular mosaic a circle.
design using exactly 256 one- 13. When you triple each dimension in
centimetre square tiles. She used any area formula, what happens to
exactly 80 cm of wood to make the the area? Explain your answer.
frame. What are the dimensions of her
design? Explain your thinking.

Reprint 2022 Measurement 141

CONNECTIONS: Tangrams

The tangram is an ancient Chinese puzzle consisting of seven pieces

(called tans) that form a square.

There are two large right triangles, two small right triangles, and one medium-
sized right triangle. There are also a parallelogram and a square.
The tans can be combined to make pictures and designs. The challenge of
the puzzle is to put a given number of tans together to match a given design.

If the tangram is a 10 cm square, what is the area of each tan?

1. Large triangle 2. Medium-sized triangle 3. Small triangle
4. Square 5. Parallelogram

See if you can figure out how the seven tans are arranged to make each picture above.

142 UNIT 5 Reprint 2022

Chapter 3 Volume and Surface Area
5.3.1 Volume of a Rectangular Prism

Try This
A. Nidup is using 2 cm cubes to build larger cubes.
How many 2 cm cubes does he need to build a cube
with an edge length of 4 cm?
4 cm
• The volume of a 3-D object is a measure of the amount of space it takes up.
Here are the most common units of volume:
Cubic metre (m3) Cubic decimetre (dm3) Cubic centimetre (cm3)
1,000,000 cm3 1,000 cm3 1 cm3
1 m3 0.001 m3 0.000001 m3

- A cubic centimetre, 1 cm3, takes up the same amount of space as

a 1 cm-by-1 cm-by-1 cm cube.
- A cubic decimetre, 1 dm3, takes up the same amount of space as
a 1 dm-by-1 dm-by-1 dm cube or
a 10 cm-by-10 cm-by-10 cm cube.
- A cubic metre, 1 m3, takes up the same amount of space as 1 m3
a 1 m-by-1 m-by-1 m cube,
a 10 dm-by-10 dm-by-10 dm cube, or
a 100 cm-by-100 cm-by-100 cm cube.
10 × 1 dm3
• To understand the formula for the volume of a rectangular prism, you can
find a pattern by using 1 cm3 cubes to create prisms with the same base but
different heights:
- The area of the base of this rectangular prism is 2 cm × 3 cm = 6 cm2.
The prism's height is 1 cm.
The prism's volume is 6 cm3. Notice that 6 cm2 × 1 cm = 6 cm3.

- If you build prisms with heights of 2 cm, 3 cm, and 4 cm, the volumes are
6 cm2 × 2 cm = 12 cm3, 6 cm2 × 3 cm = 18 cm3, and 6 cm2 × 4 cm = 24 cm3.

V = (2 × 3) × 2 V = (2 × 3) × 3 V = (2 × 3) × 4

- So, the formula for the volume of a rectangular prism is

V = Area of base × height or V = l × w × h h V=l×w×h

w
l
Reprint 2022 Measurement 143
• The amount that a container can hold is a measure of its capacity.
Here are the most common units of capacity:
kilolitre (kL) litre (L) decilitre (dL) centilitre (cL) millilitre (mL)
1000 L 1L 0.1 L 0.01 L 0.001 L
1,000,000 mL 1000 mL 100 mL 10 mL 1 mL

• In the metric system, there is a special relationship among units of volume,

capacity, and mass for water.
- A 1 cm3 cube has a capacity of 1 mL. 1 cm3 of water = 1 mL
and has a mass of 1 g.
- 1 mL of water has a mass of 1 g.

You can use this relationship to estimate the mass of liquids that are mostly water.

B. When you double each dimension of a cube, what happens to its volume? Use
the formula for the volume of a rectangular prism to explain why this happens.

Examples
Example 1 Relating Dimensions and Volume
Draw and label two different rectangular prisms, each with a volume of 96 cm3.
Solution Thinking
• I needed to find
4 cm × 4 cm × 6 cm 6 cm three dimensions with
= 96 cm3 a product of 96.

4 cm • I factored 96 and then

4 cm chose two different sets
of factors:
4 cm
96 = (2 × 2) × (2 × 2) × (2 × 3)
3 cm =4×4×6
8 cm
8 cm × 4 cm × 3 cm = 96 cm3 96 = (2 × 2 × 2) × (2 × 2) × 3
=8×4×3

Example 2 Developing the Formula for the Volume of a Cube

Write a formula for the volume of a cube with edge length e.
Solution Thinking
• I used the volume formula
e for a rectangular prism.
e • For each of the three
e
dimensions, l, w, and h, I used
V = l × w × h = e × e × e = e3 e instead because the length,
The formula for the volume of width, and height of a cube are equal so
a cube is V = e3. 1 = e, w = e, and h = e.

144 UNIT 5 Reprint 2022

Example 3 Relating Volume, Capacity, and Mass
a) What single unit of volume is equivalent to 1 L?
b) What is the mass of 1 L of water in kilograms?
Solution Thinking
a) 1 L = 1000 mL = 1000 cm 3
a) I knew that
1000 cm = 10 cm × 10 cm × 10 cm = 1 dm 1 L = 1000 mL,
3 3

1 mL = 1 cm3, and
1 dm = 10 cm.

10 cm = 1 dm

1 L = 1 dm3 b) I knew that

1 mL of water has a mass of 1 g, so
b) 1 L of water has a mass of 1 kg.
1000 mL has a mass of 1000 g.

Example 4 Calculating Volume, Capacity, and Mass

Find the volume and capacity of each rectangular prism. Then find the mass of
water each prism could hold if it were a container.
a) b)

3 dm
8 cm
2.5 dm
4 dm
40 mm
5 cm

Solution Thinking
a) 40 mm = 4 cm • For part a), I changed
V = l × w × h = 5 × 4 × 8 = 160 40 mm to 4 cm so all
The volume is 160 cm3. the dimensions would be in
The capacity is 160 mL. the same units.
It holds a mass of 160 g of water. • I used these volume-capacity-mass
relationships for water to find the capacity
b) V = l × w × h = 4 × 2.5 × 3 = 30 and mass for both prisms:
The volume is 30 dm3. 1 cm3 = 1 mL
The capacity is 30 L. 1 dm3 = 1 L
It holds a mass of 30 kg of water.
1 mL = 1 g
1 L = 1 kg

Reprint 2022 Measurement 145

Practising and Applying
1. If these containers are filled with 7. Which is the best price for the buyer?
water, what is the volume, capacity, Explain your choice.
and mass of the water in each? A. A 1 L carton for Nu 40
a) b) B. An 8 cm cube for Nu 20
3 dm C. 700 cm3 for Nu 30
30 mm
2 dm
50 cm 8. A rectangular prism container holds
2 cm 24 L of water. Sketch and label the
2 cm container, showing one possible set of
dimensions.
c) d)
1m
4 cm 9. The base of a 1 L rectangular prism
10 dm carton has an area of 50 cm2. How tall
100 cm is the carton?
2.5 cm
2.5 cm 2 cm
10. a) How many of
2. Copy and complete the chart. these dice will fit into
a box that measures
V l w h Capacity
5 cm by 4 cm by 7 cm?
(cm3) (cm) (cm) (cm) (mL)
Estimate and then check.
48 4 3
b) How much extra space is there?
105 10 3
12 5 720 11. Gom Raj has a cube-
shaped planter that is
3. Which rectangular prism has the 22.5 cm on each edge.
greatest volume? Estimate and then He has 8 L of soil.
check your answer. Does he have enough
A. 9 cm by 9 cm by 9 cm soil to fill the planter?
How can you tell without
B. 10 cm by 12 cm by 6 cm
calculating the exact
C. 8 cm by 8 cm by 11 cm volume? 22.5 cm

4. a) What is the volume of an 8 cm cube?

12. Create and solve a problem that
b) What are the dimensions of a cube involves estimating the dimensions of
with a volume of 8 cm3? a cube when you know its volume.
5. What is the edge length of a cube 13. a) What happens to the area of
with each volume? a rectangle when you triple each
a) 64 cm3 dimension?
b) 125 cm3 b) What happens to the volume of
c) 1,000,000 cm3 a rectangular prism when you triple
each dimension?
6. a) How many cubic centimetres are c) Why is the volume increase in
there in 1 m3? part a) greater than the area increase
b) How many litres are in 1 m3? in part b), even though each dimension
was multiplied by the same amount?
c) What is the mass of 1 m3 of water
in grams? in kilograms? in tonnes?

146 UNIT 5 Reprint 2022

5.3.2 Surface Area of a Rectangular Prism

Try This
This net folds to make a box
that is 12 cm by 8 cm by 4 cm.

A. What is the area of the net?

• The total surface area of a 3-D object is a measure of the total amount of area
that covers all of its surfaces. Surface area units are the same as area units:
Square metre (m2) Square centimetre (cm2) Square millimetre (mm2)
1 m2 0.0001 m2 0.01 cm2
10,000 cm2 100 mm2 1 mm2

For example:
- This rectangular prism has dimensions 2 cm by 3 cm by 4 cm.
- Its total surface area is the sum of the areas of all six faces:
4 cm
Two faces are 2 cm by 3 cm, each with an area of 6 cm2.
Two faces are 3 cm by 4 cm, each with an area of 12 cm2. 2 cm
3 cm
Two faces are 2 cm by 4 cm, each with an area of 8 cm . 2

- The total area of all six faces is 2 × (6 + 12 + 8) cm2 = 2 × 26 cm2 = 52 cm2

The total surface area of the prism is 52 cm2.
• To develop a formula for the total surface area of a rectangular prism, you can
find the total surface area of a prism with dimensions l units, w units, and h units.
- Total surface area of a rectangular prism is the sum of the areas of all six faces:
Two faces (front and back) are h units by l units,
each with an area of h × l square units.
Two faces (top and bottom) are l units by w units, h
each with an area of l × w square units. w
Two faces (at the ends) are w units by h units, l
each with an area of w × h square units.
- The total area of all six faces is 2 × (h × l + l × w + w × h) square units.
The formula for the total surface area
of a rectangular prism is
h SA = 2 × (h × l + l × w + w × h)
w
l

B. Why is the area of the net in part A equal to the total surface area of the box?
C. Why is surface area measured in square units?

Reprint 2022 Measurement 147

Examples
Example 1 Calculating Surface Area
What is the total surface area of this box?

600 cm

4m
4m

Solution Thinking
SA = 2 × (h × l + l × w + w × h) • I changed 600 cm to 6 m so all
SA = 2 × (4 × 6 + 4 × 4 + 6 × 4) the units would be the same.
= 2 × (24 + 16 + 24) • I found the sum of the areas
= 2 × 64 of the front, top, and side
= 128 rectangular faces. Then I doubled the sum.
The total surface area is 128 m2.

Example 2 The Formula for the Total Surface Area of a Cube

Write a formula for the total surface area of a cube with sides e.
Solution Thinking
SA = 2 × (h × l + l × w + w × h) • I used the surface area
SA = 2 × (e × e + e × e + e × e) formula for a rectangular prism.
= 2 × (e + e + e )
2 2 2
• For each of the three
= 6e2 dimensions, l, w, and h, I used e
The formula for the total surface instead because the length,
area of a cube is SA = 6e2. width, and height of a cube are equal,
so 1 = e, w = e, and h = e.

Example 3 Solving a Surface Area Problem

The total surface area of this box is 62 cm2.
What is the height of the box?

2 cm
3 cm
Solution Thinking
SA = 2 × (h × l + l × w + w × h) • I used the formula for
62 = 2 × (h × 3 + 3 x 2 + 2 x h) the total surface area
62 = 2 × (3h + 6 + 2h) to create an equation.
62 = 12 + 10h • I solved the equation for h
50 = 10h (the height of the box).
5=h
The height of the box is 5 cm.

148 UNIT 5 Reprint 2022

Practising and Applying
1. Find the total surface area of each. 5. Find the total surface area of each.
a) b) a)
3 cm 4 cm
3 cm
1 cm
2.5 cm 4 cm
20 mm 4 cm
2 cm
b)
1 cm
c) d)
6 cm
4 cm 1m
6 cm
10 dm
2.5 cm 100 cm c) Predict which prism has the greater
3 cm
volume. Check your prediction.
2. Copy and complete the chart.
6. a) List the dimensions of all the
SA l w h rectangular prisms with a volume of
(cm2) (cm) (cm) (cm) 12 cm3. Each dimension should be
6 1.5 1 a whole number of centimetres.
10 2 1 b) Which prism has the greatest total
76 4 2 surface area? Describe its shape.
150 5 5 c) Which prism has the least total
surface area? Describe its shape.
3. a) Find the total surface area of this
7. How much wood (in cm2) does Nima
cube.
need to make this box with no top?

6 cm
60 cm

6 cm
6 cm 90 cm
130 cm
b) What is the volume of the cube? 8. Suppose you cut a cube in half.
c) What do you notice about the two a) How does the combined volume of
measurements? Do you think this is the two halves compare to the original
true for all cubes? Explain your answer. volume? Why does this happen?
b) How does the combined surface of
4. a) What happens to the total surface the two halves compare to the original
area of a rectangular prism when you surface area? Why does this happen?
double each dimension? Explain your
answer.
b) What happens to the total surface
area of a rectangular prism when you
triple each dimension?

Reprint 2022 Measurement 149

UNIT 5 Revision

Round to one decimal place, when 10. What is the area of the shaded
necessary. region?
1. Could each set of numbers be
the side lengths of a right triangle? 7 cm
a) 10, 24, 26 b) 9, 11, 14

2. Find the length of the hypotenuse of

a right triangle with legs 7 cm and 9 cm. 7 cm

11. What is the area of this shape?

3. A round post is cut 12 cm
from a square piece of
wood with a diagonal of 20 cm 5 cm
20 cm. What is the
greatest possible
diameter of the post? 2 cm
15 cm
4. How many different rectangles with
an area of 20 cm2 are possible, if each 12. What is the volume of a 7 m cube?
side length is a whole number of
centimetres? What is the perimeter of 13. A box holds 336 mL. Its base has
each rectangle? an area of 48 cm2. What is its height?
14. a) What is the capacity of this
5. How many different rectangles with a aquarium in litres?
perimeter of 20 cm are possible, if each
side length is a whole number of
centimetres? What is the area of each
rectangle?
27.5 cm
6. On a scale drawing, 1 cm represents
2.5 m. A rectangle in the drawing is
4 cm by 5 cm. What is the area of
the real rectangle? 35 cm 20 cm

7. The distance from Hong Kong to b) If the aquarium is filled until the water
Kolkata is about 2600 km. The distance is 2 cm from the top, what is the volume
on a map is 20 cm. What is the scale of the water in litres?
ratio of the map? c) What is the mass of the water in
part b)?
8. On a map, the distance between two
cities is 7.5 cm. The key on the map 15. a) Sketch a rectangular prism that is
reads “1 cm represents 200 km”. What 3 cm by 5 cm by 6 cm.
is the real distance between the cities? b) What is its total surface area?
9. Estimate the area of each.
16. Sketch two different boxes, each
a) A circle with radius 3.5 cm with a volume of 72 cm3. What is
b) A circle with diameter 7 km the total surface area of each?

150 UNIT 5 Reprint 2022

 UNIT 6 PROBABILITY AND DATA
Getting Started

Use What You Know

Bhagi is practising the shot put. This chart shows the results of 20 throws.
Throw number 1 2 3 4 5 6 7 8 9 10
Distance (m) 8.5 8.2 8.5 8.5 8.4 8.5 5.5 8.6 8.3 8.6

Throw number 11 12 13 14 15 16 17 18 19 20
Distance (m) 7.5 7.2 8.5 8.5 8.4 8.5 9.1 7.9 8.3 8.6

A. i) Identify possible outliers in the set of data. Why do you think

they are outliers?
ii) How will the mean, median, and mode be affected, if you
remove the outliers from the set of data?

B. i) Create a histogram to display the data for the 20 throws.

ii) How did you decide on the number of intervals to use?

Skills You Will Need

Lunch Time Drink Choices
1. This circle graph shows the favourite Juice
Juice
lunch-time drinks for a class of students.
a) What is the favourite? the least
favourite? Other
b) Estimate the percent of students who Water
chose each drink.
Tea

2. The heights (in cm) of 20 students 181.6 169.3 141.5 144.8 169.7
are shown in the chart to the right.
152.7 160.7 142.8 176.6 189.4
Determine each.
149.8 157.2 162.7 164.6 159.2
a) mean b) median
c) mode d) range 162.7 149.2 170.2 143.8 176.9

3. Suppose you spin this spinner twice. 2 1

a) Draw a tree diagram to represent all possible outcomes.
b) Use your tree diagram to determine the theoretical 3
probability of spinning two odd numbers in a row.

Reprint 2022 Probability and Data 151

Chapter 1 Probability
6.1.1 Complementary Events

Try This
A. What is the theoretical probability of spinning
each shape on this spinner?
i) a triangle
ii) a circle
iii) a polygon

• You can use this formula to find the theoretical probability that an event (E)
will occur:
number of favourable outcomes
P(E) =
number of possible outcomes

The formula is used when each of the possible outcomes of a probability

experiment has an equal chance of happening, or is equally likely.
For example:
The eight sectors of this spinner are identical,
so the probability of landing on a particular sector is 3 1
the same as the probability of landing on any other
sector. Since landing on one sector is an outcome, 3 2
all possible outcomes are equally likely. That
means you can use the formula above for finding 10 4
the theoretical probability of an event.
6 5
Suppose you want to find the probability that
the event of spinning the number 3 will occur.
The probability of landing on 3 is circle divided into 8 sectors
number of sections labelled "3" 2 1
P(3) = = =
total number of sections 8 4

• The complement of an event (E) consists of all the possible outcomes that
are not part of the event. The complement of E is called “Not E”.
“E” and “Not E” together represent all possible outcomes:
3 12
P(E) + P(Not E) = 1 so P(Not E) = 1 – P(E)
3 32
For example:
The probability of not landing on 3 is P(Not 3). 10 44
1 3 66 55
P(Not 3) = 1 – P(3) = 1 – =
4 4

circle divided into 8 sectors

152 UNIT 6 Reprint 2022

 B. What is the relationship between P(circle) and P(polygon) in parts A ii)
and iii)? Explain your thinking.

Examples
Example 1 Solving a Probability Problem
Choki and Sithar are playing a game where they flip two Nu 1 coins.
• Choki wins when the coins both show Khorlo.
• Sithar wins when both coins show Tashi Ta-gye.
• If the two coins show different faces, no one wins.
a) What is the theoretical probability that Choki will win?
b) Which is greater, P(Choki does not win) or P(Sithar wins)?
Solution 1 Thinking
a) a) I made a tree
First Second Outcomes diagram to list all
Coin Coin
the possible outcomes.
K KK
K • Each outcome has a
T KT 1
probability of
4
K TK
T because there are 4 equally likely
T TT outcomes.
1 • The event that Choki wins is
P(Choki wins) =
4 represented by the outcome KK.
1
b) P(Sithar wins) =
4 b) The TT outcome represents a win
P(Not Choki wins) = 1 – P(Choki wins) for Sithar. It is 1 out of 4 possible
1 outcomes.
=1–
4 • I knew that Choki not winning is
3 the complement of Choki winning,
=
4
so I used the formula:
P(Not Choki wins) > P(Sithar wins) P(Not Choki wins) = 1 – P(Choki wins)
Solution 2 Thinking
a) a) I used an area
T KT TT model to represent
Second the possible outcomes.
coin • The event that Choki
K KK TK
wins is represented by
the outcome KK. Its area
K T 1
First coin represents of the area of
4
1 the whole square.
P(Choki wins) =
4

Reprint 2022 Probability and Data 153

Example 1 Solving a Probability Problem [Continued]
1 b) The TT outcome represents a win for
b) P(Sithar wins) =
4 Sithar. It is 1 out of 4 possible outcomes.
1 1 1 3 • The event of Choki not winning consists
P(Not Choki wins) = =
4 4 of the 3 outcomes KT, TT, and TK. That's
P(Not Choki wins) > P(Sithar wins) 3 out of 4 possible outcomes.

Practising and Applying

1. A bag contains 2 black, 3. a) What are the possible outcomes
1 grey, and 3 white of spinning the spinner?
marbles. Dorji took b) Are the outcomes equally likely?
a marble from the bag. How do you know?
Determine the theoretical
probability of each event. 4. What is the complement of each
a) P(white) b) P(black) event?
c) P(grey) d) P(not white) a) spinning an even number
e) P(not black) f) P(not grey) b) spinning a multiple of 4
c) spinning a number greater than 10
2. A bag contains one of each coin: d) spinning a composite number

5. What are the favourable outcomes

for each event?
a) spinning an even number
Ch 20 Ch 25 Ch 50 Nu 1 b) spinning a number that is not even
Lhamo took a coin from the bag and c) spinning a prime number
then replaced it. Then she took another d) spinning a number that is not prime
coin and found the sum of the two coins
she had taken. Determine each e) spinning a multiple of both 2 and 3
theoretical probability. f) spinning a number less than 4
a) P(sum = Ch 40)
6. What is each probability?
b) P(sum ≠ Ch 40)
a) P(an even number)
c) P(sum < Nu 1)
b) P(an odd number)
Use this spinner c) P(a prime number)
for questions 3, d) P(a multiple of 3)
4, 5, and 6. 12 1 e) P(not a multiple of 3)
11 2 f) P(not a multiple of 5)
10 3
9 7. In question 1, each possible
4
8 outcome is drawing a marble from
5
7 6 the bag. Each event is drawing or not
drawing a particular colour. Why are
all the possible outcomes equally likely
but the events not equally likely?

154 UNIT 6 Reprint 2022

Use the following information for 8. a) List the possible outcomes of
questions 8, 9, 10, and 11. selecting a card.
A suit in a standard deck of playing b) How do you know they are equally
cards contains number cards (2 to 10), likely?
face cards (Jack, Queen, and King),
and an Ace. 9. Determine each probability.
Thinley took the suit of clubs, shuffled a) P(not the Ace of Clubs)
the cards, and then randomly selected b) P(not a face card)
one card. c) P(not a number card)

10. Thinley removed the face cards and

the Ace and then randomly selected one
card from the remaining number cards.
Determine the probability of each.
a) P(card value < 5)
b) P(card value > 5)
c) Explain why the events in parts a)
and b) are not complementary.
d) Describe the event that is the
complement of the event in part a).

11. Create an example that shows

two complementary events, using
the 13 cards in the suit of clubs.

GAME: Unlucky Ones

Any number of players can play. You need two dice.

The goal of this game is to score 100 points.
Players take turns.
• On your turn, roll two dice and add the
numbers. The sum is your score for that roll.
- If you roll a 1 on either die, you lose all
the points you scored on this turn. Your turn ends.
- If you roll two 1s, you lose all the points you have scored so far.
Your turn ends.
• As long as you do not roll a 1, you may continue rolling. Add the sum of
each roll to your point total. Or, you may stop at any time and pass the dice
to the next player.
• When you stop, add all your points from this turn to your points from all
previous turns.
• The first player to reach or pass 100 points wins.

Reprint 2022 Probability and Data 155

CONNECTIONS: Simpson’s Paradox

Suppose that you have two bags, each with some white balls and some
black balls. If you draw a white ball from a bag, you win.

Here are two situations to investigate.

Situation 1
Balls Bag 1 Bag 2
White 5 3
Black 6 4

Situation 2
Balls Bag 1 Bag 2
White 6 9
Black 3 5

1. In both situations, you have a higher probability of winning if you draw a ball
from Bag 1. Show how you know this is true.

2. a) Suppose you combine the balls from both Bag 1s. What is the theoretical
probability of winning with this bag?
b) Suppose you combine the balls from both Bag 2s. What is the theoretical
probability of winning with this bag?
c) What do you notice about the probability of winning with Bag 1 compared to
the probability of winning with Bag 2?

156 UNIT 6 Reprint 2022

6.1.2 Simulations

Try This
Tshering is a good archer. In a recent competition,
he shot 100 arrows altogether. He got 50 kareys,
10 of which were bullseyes.
A. Based on his performance in the recent competition,
estimate the probability that Tshering will score
two bullseyes in a row on his next two shots.

• The theoretical probability of an event is sometimes difficult or impossible to

determine. To estimate a theoretical probability, you can use an experiment that
models the event to find the experimental probability. This experiment is called
a simulation.
• For each simulation, you must use a model that matches the event.
For example:
What you need to
Event Simulation model
model
6 people in a race are evenly 6 equally likely Roll a 6-sided die
matched. What is the probability of outcomes, 2 times
a runner winning 2 races in a row? repeated twice
On a true-false test of 3 questions, 2 equally likely Flip a coin 3 times
what is the probability of guessing outcomes,
all 3 answers correctly? repeated 3 times
The chance of rain on any day is 1 outcome with Spin a spinner with
20%. What is the probability that it probability 20% and 1 section of 20% and
will rain 2 days in a row? 1 outcome with 1 section of 80%,
probability 80%, 2 times
repeated twice
A box contains 2 white, 3 red, 1 outcome with Randomly draw an
and 5 blue cubes. What is probability 20%, object from a bag with
the probability of choosing 2 cubes 1 with probability 30%, 2 items of one kind,
of the same colour? and 3 of another kind, and
1 with probability 50%, 5 of yet another kind,
repeated twice 2 times

• When you are designing an experiment to simulate an event, remember this:

- The model must have the same number of possible outcomes as the situation
you are modelling.
- The probability of each outcome in the simulation should match the probability it
is meant to represent as closely as possible.
- The number of trials, or repetitions of the experiment, must be large enough that
you can use the experimental probability to estimate a theoretical probability.

B. i) Sketch a spinner you could use to model Tshering's performance in part A.

ii) How could you use the spinner to estimate the probability in part A?

Reprint 2022 Probability and Data 157

Examples
Example 1 Simulating With a Spinner
Yeshi plays basketball. His past performance suggests
that his average score was one basket in every four shots.
What is the probability that he will score three or more
baskets in his next five shots?

Solution Thinking
• I made a spinner to simulate
Yeshi shooting baskets.
Miss A basket • The spinner had four equal
sections since the probability
of scoring is 1 basket in 4 shots.

Miss Miss • I labelled one section to represent scoring

a basket and three sections to represent
missing the shot, so the probability of
1
spinning "A basket" is .
Results of 5 Spins 4
3 or more Fewer than
• I spun the spinner five times and recorded
baskets 3 baskets
whether I spun three or more baskets.
|||| |||| |||| |||| |
• I did 20 trials: 4 out of 20 trials had
P(3 or more baskets in 5 shots) = three or more baskets.
4 • I could repeat the simulation more times
or about 20%
20 to improve the estimate.

Example 2 Comparing Experimental and Theoretical Probabilities

On a multiple choice test, each question has three answer choices: A, B, and C.
Only one choice is correct for each.
a) Simulate guessing the correct answers to two questions on the test.
b) Compare the experimental probability of answering both questions correctly
to the theoretical probability of answering both questions correctly.
Solution Thinking
a) Simulation (Experimental a) I wrote CORRECT on
probability) one slip of paper and
INCORRECT on two slips.
I put the slips into a bag.
• I drew one slip of paper
from the bag and noted whether it said
CORRECT or INCORRECT. Then I put the
slip back into the bag and mixed them up.

158 UNIT 6 Reprint 2022

 • I drew a second slip and recorded
Results of Drawing Slips
whether both slips said CORRECT
Both correct Not both correct (both correct) or whether at least one
|||| |||| |||| |||| was INCORRECT (not both correct).
||||
|||| |||| |||| • I repeated this for 40 trials.
5 35
• I wrote the probability as a decimal
5 so I could compare it to the theoretical
P(2 correct)   0.13 probability in part b).
40
b) Theoretical probability b) For the theoretical probability,
1st question 2nd question I drew a tree diagram to list all
CC possible outcomes. I used C for correct
Choice A CI and I for incorrect.
CI
IC • There were nine equally likely possible
Choice B II
outcomes and only one outcome was
II
IC both guesses correct (CC).
Choice C II
II
• I wrote the probability as a decimal
1 so I could compare it to the
P(2 correct)   0.11 experimental probability from part a).
9
The experimental probability is close to • I think the probabilities were close
the theoretical probability. because I did a large number of trials.

Example 3 Designing a Simulation

A forecast predicts the chance of rain to be 50% for Thursday and 75% for
Friday. Design a simulation to find the probability that it will not rain either day.
Solution Thinking
Coin model for • It was equally likely that
probability there would be rain or
of rain on Thursday no rain on Thursday, so
I thought flipping a Nu 1
coin would be a good
model — Khorlo would represent rain and
Tashi Ta-gye would represent no rain.
Spinner model for Rain Rain 75 3
probability • I knew P(rain Friday) = 75%   ,
100 4
of rain on Friday Juice
Rain No rain so I thought a spinner in fourths would
be a good model for Friday’s weather.
• I decided to do many trials so the
Flip the coin and spin the spinner probability would be a good estimate of
20 times. Record how often the theoretical probability.
Tashi Ta-gye-No rain occurs.

Reprint 2022 Probability and Data 159

Practising and Applying
1. Here are four devices for conducting Choose two of questions 3 to 5
different probability experiments. To complete.
A. B. 3. Each of the five questions in
ii) a multiple-choice test has four choices.
Design and conduct a simulation
to determine this probability:
What is the probability of answering
three or more questions correctly by
guessing the answer to each question?

C. D. 4. In his last 200 attempts, an archer hit

the target 25 times. Design and conduct
3 2 a simulation to determine this
probability:
1 What is the probability that the archer
4 will hit the target in each of his next
five attempts?
Which device above could you use
to simulate each event? List more than 5. A company makes light bulbs. 5% of
one, if possible. the bulbs it made last year did not work.
Design and conduct a simulation
a) an event with two equally likely to determine this probability:
outcomes
What is the probability that three bulbs
b) an event with four equally likely selected at random do not work?
outcomes
c) an event with six equally likely Choose one of questions 6 and 7
outcomes to complete.
6. Two numbers are randomly chosen
2. Describe a simulation to estimate from the numbers 3, 5, 7, and 12.
each probability. Design and conduct a simulation
a) What is the probability that a family to determine each probability.
with three children has three girls? a) P(product > 20) b) P(sum > 9)
1
b) The probability of rain each day is c) P(both numbers are prime)
3
. What is the probability that it will rain 7. Maaros and Yarab are equally skilled
on the next three days? archery teams competing against each
c) A class has 28 boys and 12 girls. other. The first team to win four out of
What is the probability of randomly seven games wins. Design and conduct
choosing two girls from the class? a simulation to determine each.
d) An archer has previously scored a) P(Maaros wins the tournament in
15 kareys in 50 shots. What is the 7 games)
probability that the archer will score b) P(either team wins in 7 games)
a karey on each of his next two shots? c) P(Maaros wins the tournament)
8. A probability determined using
a simulation is only an estimate of the
theoretical probability. Why is this true?

160 UNIT 6 Reprint 2022

Chapter 2 One-Variable Data
6.2.1 EXPLORE: Sample Size

• According to the 2005 Bhutan Census, about

53% of the population is male. That means
the theoretical probability that a person in Bhutan
53
is male is or 53%.
100
• If you create a model of the population and
conduct a simulation experiment, you would
expect to find an experimental probability that
was close to 53% of the population being male.
• In this lesson, you will explore how the size of the sample used in a probability
experiment affects the results.
(Keep the data you collect in this lesson to use later in Lesson 6.2.5.)

A. Create a model to represent Sample Size = 10

the population of Bhutan: Number of
Trial # % Male
• Cut out 100 identical slips of paper. Males
• Label 53 of the slips MALE and 1
the rest of the slips FEMALE.
2
Place all the slips in a container
3
(a bag, a box, or a bangchung).
4
B. i) Create a chart like this to record 5
the results of your simulation. 6
ii) Mix up the slips and then draw ...
a random sample of 10 slips from
the container without looking. ...
iii) In your chart, for Trial 1 record 19
the number and percent of the slips 20
that say MALE. Return the slips to
the container.
iv) Repeat steps ii) and iii) until you have done 20 trials.
v) Examine the data in your chart. Were the results similar from trial to trial?
Consider the mean, median, and range to make your decision.

C. i) Repeat part B for a sample size of 20 and then for a sample size of 30.
ii) Were the results similar from trial to trial? Consider the mean, median, and
range to make your decision.

D. Which sample size would you use to predict the percent of males? Why?

Reprint 2022 Probability and Data 161

6.2.2 Selecting a Random Sample

Try This
Suppose you want to estimate the average number of times the word “angle”
appears on a page in this textbook. You could count the number of times “angle”
appears on each page in the book (the population) and then find the mean. Or,
you could use a sample of pages instead.
A. Select two pages from Unit 1 Chapter 1 (pages 3 to 9). Count the number of
times the word “angle” appears on each page. Find the mean.
B. Repeat part A using two pages from Unit 8 Chapter 3 (pages 246 to 255).

• When you use a sample to obtain data about a population, it is important

to use a sample size that is large enough. It is also important that every member
of the population has an equal chance of being included in the sample. This way,
the results will closely represent the results of a census. In a census, you collect
data from every member of the population.
For example:
If you want information about the height of the students in your school, it would
not be a good idea to survey a sample of only the oldest students, or only boys.
Your sample should include students from all age groups and both genders.

• In a random sample, each member of the population is as likely to be selected

as any other member.
Random Number Table
• Methods for randomly selecting 75995 76569 78527 56724 92100
members of a population for 88907 78395 36288 38738 93994
a sample can involve probability 45372 16824 31669 35608 78167
devices such as dice, coins, or 82116 72889 69830 78171 20394
63131 17041 34191 56945 64061
drawing slips from a container. 01011 93856 15424 09156 27120
79048 35784 58118 28217 07125
• Computers and scientific 33434 75190 37791 28295 74988
calculators can be used to 90665 99792 41264 75904 26250
78160 88194 43984 03233 79918
generate random numbers that 30039 40898 85062 68256 22415
can be used to select random 19205 08500 52732 26334 85971
samples. 62672 71771 53822 00551 94523
31593 69255 78559 21081 54107
• These random numbers are often 09474 44973 65937 12715 00469
36230 80790 27290 39075 99185
listed in a random number table, 46257 46357 51897 63106 14429
like the table on the right. A random 59734 74549 68776 32350 21146
number table is another device that
can be used to select a random sample.

C. i) Why might the pages you selected in parts A and B be poor samples for
estimating the average number of times the word “angle” appears on a page in
this textbook?
ii) How would you select a better sample? Why would you use that method?

162 UNIT 6 Reprint 2022

Examples
Example 1 Selecting a Random Sample Using a Random Number Table
Use a random number table to select a random sample of three pages in this book.
Solution Thinking
93789 31360 71077 • I randomly picked a 3-digit
27968 51207 85236
number from the random
42444 02599 11 145
number table by closing my
48850 14565 17240
eyes and putting my pencil tip
74823 34092 50880
33769 41363 38017 on the table. I used the digit
31509 43782 57290 that the tip of my pencil was on as the first
78144 98926 32250 digit of a 3-digit number. I did this three
78287 03656 41734 times to get three random numbers.
41866 65965 18042 • If a number was too high, I shifted to the
81216 16207 67008 right one digit until I found a page number
that was not too high.
I will use pages 279, 111, and 88.
• I knew that 1- and 2-digit page numbers
were possible because you can have
3-digit numbers like 008 and 077.

Example 2 Selecting a Random Sample in Different Ways

A class has 36 students. The teacher wants to know how well the students
understand what they are learning. He wants to select randomly a sample of
six students to be interviewed. Describe a way the teacher could select a sample.
Solution 1 Thinking
Have each student choose a 2-digit • If there's a tie between
number (from 10 to 99). Ask students two students, the teacher
to say their numbers aloud. can flip a coin to determine
Use the six students who chose the which student to interview.
six highest numbers in the sample.
Solution 2 Thinking
Write all the students’ • I knew if I put all the
names on identical names into a bag and took
pieces of paper and
out six without looking, each
put them into a bag.
student would have the
Draw six names out of
same chance of being
the bag without looking
and without replacing each one. selected and the sample would be random.
Solution 3 Thinking
Have students mix themselves up and • This method is good
then walk through the classroom door because it doesn't require
in a single line. The teacher could any materials.
select every sixth student.
• It's important that the
students are mixed up
before walking through the door, so
the sample is random.

Reprint 2022 Probability and Data 163

Example 3 Thinking about Representative Samples
People in Bhutan light their homes using a variety of
sources, including electricity, wood, and kerosene.
Suppose you wanted to find out what percent of
homes use each different lighting source.
Would a random sample of households in Thimphu
be a good sample to use? Explain your thinking.

Solution Thinking
No. Homes in Thimphu are • Even if the households in
more likely to have electric Thimphu were selected randomly,
lighting because they are in a it would not be a good sample
big city, so they would not
from which to make a prediction
represent the whole population
of Bhutan. for the whole country.

Practising and Applying

1. A drug company has developed 4. A company wants to estimate the
a new antimalarial drug. To test it, percent of people in the dzhongkhag
the company needs 100 subjects. who plan to buy cell phones next year.
Half will be given the drug and the other a) Describe how the company might
half will receive sugar pills. Describe a choose a sample of people to survey.
method for selecting 100 subjects from
b) Are there any groups or individuals
the 500 people who have volunteered.
who should not be included? Why?
2. A yak herder has 100 yaks. A
5. Consider the following experiment.
disease that affects yaks is present
in the area. The herder wants to know • Cut out 50 slips of paper.
whether his herd is infected. He cannot • Mark a black dot on 20 of the slips.
afford to test every animal. Describe • Put all the slips into a container and
a method the herder can use to select mix them up.
a sample of animals to test. • Draw a sample of 10 slips.
a) How many of the 10 slips would you
expect to have black dots? Explain your
answer.
b) Why is it possible that all 10 slips
could all have black dots?

3. A man rents out 30 homes. He wants

to find out whether his tenants are
happy. Describe how he might select
a sample of five tenants to survey.

164 UNIT 6 Reprint 2022

6.2.3 Circle Graphs

Try This
According to the 2005 census, 53% of Bhutan’s Gender Distribution in
population is male and 47% is female. Bhutan's Population

A. i) Why is a circle graph a good way Female Male

to display this information? 47% 53%
ii) How would you create the circle graph?

• A circle graph shows the parts that make up a set of data. You can use
a circle graph to do these things:
- Compare the parts (each part is a sector of the circle).
- Compare each part to the whole set of data (represented by the whole circle).
• Follow these steps to create a circle graph:
Step 1 Determine what percent of the whole set of data each part, or category is.
Step 2 Calculate the angle for the sector that represents each category by
calculating the appropriate percent of 360 (the whole circle is 360°).
Step 3 Draw a circle and locate its centre.
Step 4 Use a protractor to draw each sector and label it with the category name.
You can also label each category with its percent, if you wish.
For example:
Here are some results from
the 2005 Bhutan Census:
45% of the population said they
were Very Happy
52% said they were Happy
3% said they were Not Very Happy
- A sector with an angle of 162°
represents the category
Very Happy since
45% of 360° = 0.45 × 360° = 162°
Use a protractor to mark a sector
with a 162° angle at the centre of a circle. Label the sector Very Happy.
- A sector with an angle of 187° represents the category Happy since
52% of 360° = 0.52 × 360° = 187°
Use a protractor to mark a 187° angle starting with one of the radii of the previous
sector. Label the sector Happy.
- The remaining sector represents the category Not Very Happy because there
are three categories altogether.

Reprint 2022 Probability and Data 165

B. Calculate the angles of both sectors of the circle graph in part A.

Examples
Example Calculating Percents and Angles for a Circle Graph
According to the 2005 Bhutan Census, 196,111 people live in urban areas and
438,871 people live in rural areas. Create a circle graph of this information.
Solution Thinking
Rural percent • I calculated
438,871 the percent the rural
× 100%
438,871  196,111 population was of
the total population.
438,871
= × 100%
634,982 • I did rural first because it was
less than half the total so its
≈ 69%
sector was going to be less than
Rural sector angle half the circle. I find it easier
69% of 360° = 0.69 × 360° ≈ 248° to draw angles less than 180º.
Urban percent
100% – 69% = 31% • I used the percent that was rural
to calculate the angle for the rural
sector. Then I drew the rural
sector and labelled it with its
percent.

• Since there were only two

categories, the urban sector was
what was left of the circle.

• To find the urban percent,

I subtracted the rural percent
from 100%.

Practising and Applying

Round to the nearest whole percent, if necessary
1. This chart shows the population by age group in Bhutan, according to
the 2005 census.
Population by Age Group
Age group Persons a) Calculate the percent of the population
0–14 210,000 each group represents.
15–64 395,000 b) Determine the sector angle for each group
in a circle graph.
65+ 30,000
c) Create a circle graph of the data.
Total 635,000

166 UNIT 6 Reprint 2022

2. Bhutan has four ecosystems. d) Population by age group
Create a circle graph to represent
Age group Number of persons
the information below.
0–14 209,959
Area (millions
Type of ecosystem
of hectares) 15–64 395,278

Forests 3400 65+ 29,745

Agriculture 240 Total 634,982

Grasslands 800 e) Households by type of toilet

Barren (snow and ice) 190
Number of
Toilet facilities
households
3. The following data sets are from Flush toilets 45,074
the 2005 Bhutan Census. Create VIDP latrine
a circle graph to represent each set of 4006
outside house
data.
Long drop latrine
579
Choose two sets of data from inside house
parts a) to f) to graph. Pit latrine 62,806
a) Major sources of cooking fuel Others 903
Source of cooking fuel Percent No toilet facility 12,747
Electricity 30.6% Total 126,115
Firewood 37.2%
f) Households by roofing material
LPG 25.5%
Others 6.7% Number of
Roof material
households
b) Main sources of drinking water Concrete/brick/stone 3875
Source of drinking Percent of CGI/Metal 82,432
water households Mud 636
Piped within house 22.7% Wood 15,852
Piped outside house 61.5% Straw/leaves 9580
Spring/river/pond 14.3% Bamboo 8539
Other 1.5% Slate 1498
Others 3703
c) Households by number of members
Number in Number of 4. Describe some data about the
household households
students in your school that you could
1–2 26,139 display on a circle graph. Tell why it
3–4 39,381 makes sense to use a circle graph.
5+ 60,595
5. You could have used a bar graph
Total 126,115 to display the data in question 2 or
a histogram for the data in question 1.
What does a circle graph show about
the data that the other graphs might not
show as well?

Reprint 2022 Probability and Data 167

6.2.4 Box and Whisker Plots
Try This
Recall the exploration on page 161. In that lesson, you created a simulation model
of the population of males and females in Bhutan (53% male and 47% female).
Then you used the model to investigate the effect of different sample sizes on
the results. These three charts show one group's results.
Sample Size = 10 Sample Size = 20 Sample Size = 30
Trial Number Percent Number Percent Number Percent
# of males male of males male of males male
1 6 60 9 45 17 57
2 4 40 5 25 15 50
3 5 50 7 35 15 50
4 7 70 9 45 18 60
5 2 20 9 45 14 47
6 8 80 12 60 16 53
7 8 80 8 40 17 57
8 4 40 11 55 19 63
9 4 40 16 80 15 50
10 7 70 12 60 17 57
11 5 50 14 70 13 43
12 4 40 11 55 15 50
13 5 50 8 40 16 53
14 4 40 15 75 21 70
15 4 40 11 55 18 60
16 6 60 10 50 18 60
17 6 60 7 35 19 63
18 5 50 12 60 11 37
19 2 20 10 50 18 60
20 7 70 9 45 13 43

A. Why is it difficult to use the charts to compare the three sets of data?

• A box and whisker plot, or box plot divides a set of data into fourths, or quartiles,
in order from least to greatest. Each quartile contains 25% of the data values.
• The dividing lines between the quartiles are called the lower quartile (Q1),
the median (Q2), and the upper quartile (Q3).
- The lower quartile is the median of the lower half of the data.
It includes the median if there are an odd number of pieces of data.
- The upper quartile is the median of the upper half of the data.
It also includes the median, if there are an odd number of pieces of data.
. 25% of the data values are in each quartile.

The box Box

Whisker Whisker

Least data Greatest

value data value
Lower quartile, Q1 Median, Q2 Upper quartile, Q3

168 UNIT 6 Reprint 2022

• You can follow these steps to create a box and whisker plot.
Step 1 Put the data in order from least to greatest.
For example:
The price of the same item (in Nu) in 15 different stores is shown below:
124 135 158 110 128 131 158 95
137 165 152 144 129 143 162
In order: 95, 110, 124, 128, 129, 131, 135, 137, 143, 144, 152, 158, 158, 162, 165
Step 2 Find the median (Q2), the lower quartile (Q1), and the upper quartile (Q3).
95, 110, 124, 128, 129, 131, 135, 137, 143, 144, 152, 158, 158, 162, 165
Q1 = 128.5 Q2 or Median Q3 = 155
Step 3 Use Q1, Q2, and Q3 to draw the box and locate the median.
- Draw a number line or scale that includes the least and greatest values.
- Find the lower quartile, the median, and the upper quartile on the scale.
- Draw a rectangular box above the scale. The left side should be above
the lower quartile and the right side should be above the upper quartile.
You can make the box any height.
- Draw a vertical line inside the box above the median.
Step 4 Use the least and greatest values to draw the whiskers:
Make a dot outside the box at the least and greatest data values. Join each side
of the box to one of the dots.
Least value Q1 Q2 (median) Q3 Greatest value

Scale
95 105 115 125 135 145 155 165
Price (Nu)

• A box and whisker plot shows the median, the spread of the data, and
the range. It can also help to identify outliers.
• The shape of the box and whisker plot tells you a lot about how the data values
in the set are distributed.
- A narrow box means the middle part of the data is clustered around the median.
A wide box means that the middle part of the data is more spread out.

Narrow box Wide box

[Continued]

Reprint 2022 Probability and Data 169

- Long whiskers on both sides mean there are Long equal whiskers
some very high and very low values compared
to the median.

- A long whisker on only one side means that there are extreme values either
lower or higher than the median, but not both.
Long and short whiskers

B. i) Create a box plot for each sample size in part A.

ii) Why does having the data graphed in three box plots make it easier
to compare the distributions of the data sets?

Examples
Example 1 Creating a Box and Whisker Plot
Here are the heights (in cm) of 181.6 169.3 141.5 144.8 169.7
20 students. Create a box and whisker
152.7 160.7 142.8 176.6 189.4
plot to display the heights.
149.8 157.2 162.7 164.6 159.2
162.7 149.2 170.2 143.8 176.9

Solution Thinking
141.5 • I ordered the data.
142.8
143.8 • The median was
144.8 the mean of the 10th
149.2
149.8 Q1 = and 11th numbers.
152.7 • There are 10
157.2
159.2 numbers below the median and
160.7 Q2 or Median = 10 numbers above the median:
162.7
162.7 - The lower quartile is the mean of
164.6 the 5th and 6th numbers.
169.3
- The upper quartile is the mean of
169.7 Q3 =
170.2 the 15th and 16th numbers.
176.6
176.9
• I drew a scale from 140 to 192
181.6 to include the extreme values of
189.4 Student Heights 141.5 cm and 189.4 cm.

140 150 160 170 180 190

Height (cm)

170 UNIT 6 Reprint 2022

Example 2 Using Box and Whisker Plots to Compare Distributions
Here are the box and whisker plots for the data in the Try This on page 168.
How do the three sets of data compare?
Sample Size 10

Sample Size 20

Sample Size 30

0 10 20 30 40 50 60 70 80 90
Percent male

Solution Thinking
Compare the medians • I knew the
The median for sample sizes 10 and 20 is 50% population was
and the median for sample size 30 is 53%. 53% male, so I
The larger sample size best represents the compared each
population, which is 53% male. median to that
Compare the quartiles percent.
The lower and upper quartiles are farthest
apart for sample size 10 and closest together
• I looked at the lower and upper
for sample size 30.
quartiles in each data set to
That means, as the sample size increases,
the percents are less spread out. compare the spread of the data
values.
Compare whiskers
For sample size 30, the ends of the whiskers
are closer to the lower and upper quartiles than
the extreme values of the other data sets. • I checked the extreme values
This means, as the sample size increases, to see whether possible outliers
the data values are less spread out and there existed in the data sets.
are fewer or no outliers.

Reprint 2022 Probability and Data 171

Practising and Applying
1. The chart on the right shows the Average Monthly Rainfall in Trashigang
average monthly rainfall (in millimetres) J F M A M J
in Trashigang. Create a box plot 0.6 8.0 28.0 53.7 62.3 135.0
to display the data.
J A S O N D
163.2 120.2 94.0 36.0 8.0 0.3

Ages of 60 People in a School

2. The chart on the right shows
the ages of 60 people in a school. 6 6 6 6 7 7 7
a) Create a box plot to display the data. 8 8 8 9 9 9 9
b) Describe the distribution of the data. 9 9 9 9 9 9 9
9 10 10 10 10 10 10
10 11 11 11 11 11 11
11 11 11 11 11 12 12
12 13 13 13 13 13 13
14 14 14 14 14 14 27
30 39 50 55

3. Each week, workers at the Econo Bulb

Company randomly choose 1000 light bulbs
and test them to see how many work. They
record the number of defective bulbs.
They collected data values for 25 weeks
and displayed them a box plot.
The Elite Bulb Company does the same thing
with their bulbs.
Describe what the plots below tell you about
how the quality of the bulbs compare.

Econo Bulb

Elite Bulb

20 25 30 35 40 45
Defective bulbs per 1000 bulbs

172 UNIT 6 Reprint 2022

Choose either question 4
or question 5 to complete. Dzongkhag Male Female Total
4. a) Create box and Bumthang 8,751 7,365 16,116
whisker plots to show Chhukha 42,298 32,089 74,387
the distribution of the data in Dagana 9,168 9,054 18,222
each column of this
Gasa 1,635 1,481 3,116
population table from
the 2005 Census. Ha 6,284 5,364 11,648
b) Use the plots to describe Lhuentse 7,727 7,668 15,395
and compare the Monggar 18,694 18,375 37,069
distribution of males, Paro 19,294 17,139 36,433
females, and total
Pemagatshel 6,856 7,008 13,864
population.
Punakha 8,989 8,726 17,715
Samdrupjongkhar 20,555 19,406 39,961
Samtse 31,306 28,794 60,100
Sarpang 21,664 19,885 41,549
Thimphu 53,496 45,180 98,676
Trashigang 26,056 25,078 51,134
Trashiyangtse 8,861 8,879 17,740
Trongsa 6,869 6,550 13,419
Tsirang 9,517 9,150 18,667
Wangdue 16,083 15,052 31,135
Zhemgang 9,492 9,144 18,636

Bhutan Dzongkhags

Reprint 2022 Probability and Data 173

5. a) Create box and whisker plots Dzongkhag 1999 2002 2005
to show the distribution of the horse
population in Bhutan for each year Bumthang 1,978 1,193 1,398
shown in the chart on the right. Chhukha 865 655 912
b) Use the plots to describe and Dagana 822 412 325
compare how the distribution changed Gasa 793 906 971
from year to year.
Ha 1,832 1,661 604
Lhuentse 1,810 2,759 1,968
Mongar 2,558 3,037 2,642
Paro 1,348 1,780 1,334
Pemagatshel 915 728 516
Punakha 1,056 761 789
Samdrup
2,728 2,457 2,148
Jongkhar
Samtse 466 246 27
Sarpang 694 455 846
Thimphu 1,300 482 1,217
Trashigang 5,873 4,277 3,399
Trongsa 360 575 391
Tsirang 349 363 199
Wangdue 2,050 1,502 1,393
Yangtse 2,195 2,449 1,837
Zhemgang 1,263 1,868 1,692

6. Without drawing a box and whisker plot, predict what the plot would look like
for this data set. Explain your prediction.
1, 10, 10, 10, 10, 10, 10, 11, 200

174 UNIT 6 Reprint 2022

6.2.5 EXPLORE: The Impact of Altering a Data Set

Samten graphed the following data in a box and whisker plot.

Trial # Percent male Trial # Percent male

1 60 11 60
2 80 12 70 Minimum = 20
3 60 13 20 Q1 = 45
Median = 55
4 30 14 50
Q3 = 60
5 40 15 60 Maximum = 90
6 60 16 50
Mean = 53
7 90 17 60
8 30 18 30
9 50 19 60
10 50 20 50

Percent male

After analysing the data and the box plot, Samten wondered what would happen
if he excluded the two extreme values, 20 and 90.

A. Predict what will happen to the mean, the median, and the shape of
the box plot in each case:
i) if the least value is removed
ii) if the greatest value is removed
iii) if both extremes are removed
B. Check your predictions in part A by creating a box plot for each case.
Were your predictions correct? Explain your thinking.
C. i) Suppose two data values are removed from the middle of the data set.
Predict what will happen to the mean, median, and shape of the box plot.
ii) Check your predictions by creating a box plot. Were your predictions
correct? Explain you thinking.

Reprint 2022 Probability and Data 175

Chapter 3 Two-Variable Data
6.3.1 EXPLORE: The Relationship Between Two Variables

Artists and scientists who study the structure of human

bodies have discovered relationships between the
measures of various parts of our bodies.
In this lesson, you will try to determine whether there is
• a relationship between hand span and hand length, and
• a relationship between foot length and hand length.
(Keep your data to use for question 6 on page 180.)

A. i) Measure your hand length — the distance from your wrist to the tip of
your middle finger — to the nearest tenth of a centimetre.
ii) Spread your fingers as wide as
you can. Measure your hand span —
the distance from the tip of your
little finger to the tip of your thumb.
iii) Measure your foot length.

B. i) Record the data values for all

the students in your class in a chart Hand span
like this.
Hand length

Hand Hand Foot

Student length span length
(cm) (cm) (cm)

ii) Reorganize the data so the values

in the hand length column go from
least to greatest. (Remember to
keep each student's data together.)

C. Look for relationships in the data in the chart.

i) What happens to the hand span measurements as the hand length
measurements increase?
ii) What happens to the foot length measurements as the hand length
measurements increase?

176 UNIT 6 Reprint 2022

6.3.2 Using a Scatter Plot to Represent a Relationship

Try This
Examine this pattern.
Figure 1 Figure 2 Figure 3

A. i) Predict the number of square tiles in each of the next two figures.
ii) Sketch all five figures in the pattern to check your predictions.
B. What pattern rule describes the relationship between the figure number and
the number of tiles in each figure?

• A scatter plot is a graph you can use to see if there is a relationship between
two variables.
• To create a scatter plot, follow these steps:
- Create a table of values in which the related values of each variable appear
in each row.
- Create the horizontal axis and vertical axis of the graph. The horizontal axis
is often called the x-axis. The vertical axis is called the y-axis.
- Plot each pair of values in the table as a point. The value in the left column is
the x-coordinate and the value in the second column is the y-coordinate.
For example:
This scatter plot displays the data
in this table of values.

x-coordinate y-coordinate
Variable 2

Variable 1 Variable 2
1 2
(3, 7)
3 7
5 9 Vertical
7 15 position

Horizontal
Variable 1
position
• If you see a pattern formed by the plotted points, you can use it to predict
the values for other points.
For example, it looks like (2, 4.5) and (9, 20) would also be on this graph, so
they could be part the same relationship as the other pairs of values.

Reprint 2022 Probability and Data 177

 C. i) Create a table of values that relates the number of tiles in each figure
of the pattern in part A to the figure number for the first 10 figures.
ii) Create a scatter plot using the data in the table of values.
iii) Describe the shape formed by the plotted points.

Examples
Example Using a Scatter Plot to Show a Trend
The table shows the number of telephones per Telephones per
100 people in Bhutan from 1990 to 2003. Describe Year
100 people
the trend in the number of phones from 1990 to 2003. 1990 0.37
1991 0.49
1992 0.56
1993 0.70
1994 0.81
1995 0.90
1996 1.01
1997 1.04
1998 1.64
1999 1.82
2000 2.15
2001 2.60
2002 2.84
2003 4.52

Solution Thinking
Telephones in Bhutan • I drew
a scatter
plot to
Telephones per 100 people

show the
trend in
the number of phones.

• The shape that the

points formed showed
a relationship between
time and the number of
phones — over time,
the number of phones
The number of phones per 100 people grew each year. increased.
From 1998 to 2003, the yearly growth increased more
in the later years than in earlier years.

178 UNIT 6 Reprint 2022

Practising and Applying
1. Choose two of a), b), and c) below. Karma's graph shows the relationship
For each pattern, do this: between the number of tiles in each
i) Create a table of values that relates figure of a pattern and the figure
the figure number to the number of number. Use the graph to determine
items in the figure. the number of tiles needed to make
ii) Create a scatter plot to represent Figures 1, 3, 7, and 10. Explain what
the relationship. you did.
a)
a)
3. The students in
a science class
conducted
an experiment in
which they added
different masses to
Figure 1 Figure 2 Figure 3 the top of a spring.
Figure number Number of squares Draw a scatter plot
to display their data.
1 3

b) Mass added Length of spring

(kg) (cm)
0 15.0
2 13.2
Figure 1 Figure 2 Figure 3
4 11.4
Figure number Number of circles 6 9.6
1 5 8 7.8
c) 10 6.0

4. Choose one of the following sets

Figure 1 Figure 2 Figure 3
of data, a) or b).
Figure number Number of sticks i) Create a scatter plot.
1 3 ii) Describe the trend the graph
shows.
2. Karma made the following graph. a) This table shows the number of
Tiles Used in a Pattern personal computers in Bhutan.
Number of
Year
computers
1998 2500
1999 3000
2000 5000
2001 7000
2002 10,000
2003 10,000

Figure number

Reprint 2022 Probability and Data 179

b) This table shows the number of 5. [Cont'd] Which scatter plot below
telephones in Bhutan. better represents the data? Why?
Number of A. Population of Bhutan, Ages 10 to 14
Year
telephones
1990 1871
1991 2500
1992 2959
1993 3809
1994 4572
1995 5243
1996 6074 Year
1997 6430 B. Population of Bhutan, Ages 10 to 14
1998 10,437
1999 11,990
2000 14,145 Year
2001 17,553
2002 19,615
2003 33,190

5. This table shows the population in Population (1000s)

Bhutan of people aged 10 to 14.

Population 6. a) Create a scatter plot to display

Year age 10 to 14 the data you collected about hand
(1000s) length and hand span in lesson 6.3.1
1950 83
on page 176.
1955 91
b) Examine your graph. Describe the
relationship between hand span and
1960 100 hand length.
1965 104 c) How could you use the graph to
1970 117 predict someone's hand span if you
1975 132 knew his or her hand length?
1980 148
1985 167
1990 189
1995 216
2000 250

7. Name two or more things that you

need to keep in mind when you create
a scatter plot.

180 UNIT 6 Reprint 2022

UNIT 6 Revision

1. Determine the theoretical probability of 5. (Cont'd) a) Calculate the angle needed

drawing each from a deck of 52 cards. to display each category as a sector in
a) P(any Queen) a circle graph.
b) P(not a Queen) b) Create the circle graph.
c) P(a number card from 2 to 10)
6. Create a circle graph to display
the following data about education
2. A bag contains one white ball,
levels in Bhutan from the 2005 census.
three grey balls, and six black balls.
You draw one ball from the bag. Education Levels in Bhutan (2005)
a) What outcomes make up the event Number of people
Education
“not black”? (1000s)
b) Determine each theoretical probability. In school now 136,368
i) P(not black) ii) P(not white) Finished school 157,227
Never attended
264,927
3. The weather forecast says that school
1
the probability it will rain today is and
2 7. Arun Kumar shoots 50 arrows every
1 time he practises. The following scores
the probability it will rain tomorrow is . represent the number of times he hit
3 the target each time he practised.
Describe a simulation you could do
8 13 12 11 12
to estimate the probability that it will
not rain over the two days. 11 10 3 12 13
18 12 12 13 15
4. Suppose you wanted to find out the 11 11 22 12 8
favourite type of music of 100 students
in Class VIII. a) Calculate the mean, median, and
a) Describe how you might choose range for the data.
a random sample of 10 students. b) Create a box and whisker plot
b) Describe a sample that would not to display the data.
represent the population very well. c) Identify the extreme values in the data.
d) Describe the effect on the measures
5. The chart shows the results of a survey calculated in part a) of removing only
of students' favourite sports at a school.
the least value.
Favourite Percent of e) Describe the effect on the measures
sport students calculated in part a) of removing only
Archery 75% the greatest value.
Football 15% f) Predict how the box and whisker plot
Basketball 5% would change if you removed both
extreme values. Create a box and
Badminton 5% whisker plot to check your prediction.

Reprint 2022 Probability and Data 181

 8. Chandra used a calculator to generate 10. [Cont'd] a) Use the scatter plot
random numbers between to describe the trend in the number of
0 and 100. He generated a set of breeding pairs sighted.
100 random numbers and then another b) There is no data value for 1985.
set of 1000 random numbers. If there were, what number do you think
He created a box plot for each set. it would be?
Which box plot below do you think
represents the sample of 1000 random 11. a) Create a scatter plot to display this
numbers? How do you know? data set about the number of black-
necked crane sightings each year in
Box plot A Ladakh.
Black-necked Crane Sightings
Box plot B Number of
Year cranes
sighted
1976 5
0 20 40 60 80 100
1978 12
1980 14
9. a) Create a box plot to display this set
of data about the number of millimetres 1982 13
of rain each month in Mongar. 1983 7
Monthly Rainfall in Mongar 1986 16
J F M A M J 1987 9
7 12 36 71 89 133 1992 17
J A S O N D 1995 22
217 178 81 71 16 3 1996 25

b) What does the box plot tell you 1997 38

about the data? 2002 59

10. The black-necked crane was in danger 2003 60

of extinction for many years.
This graph shows the number of breeding b) Compare the trend in crane sightings
pairs sighted in Ladakh, India over several in part a) with the trend in breeding pair
years. sightings in question 10.

Black-necked Crane Breeding Pairs

16
Number of pairs sighted

12

0 1980 1985 1990 1995 2000

Black-necked crane

182 UNIT 6 Reprint 2022

 UNIT 7 ALGEBRA
Getting Started

Use What You Know

Kinley made a pattern using grey and white squares.

Figure 1 Figure 2 Figure 3 Figure 4

A. Copy and complete this table to show the pattern.

Number of Number of
grey squares white squares
1 8
2 10
3
4
5

B. i) Predict the number of white squares when there are 15 grey squares.
Explain your prediction.
ii) Which expression below could you use to find the number of white squares (w),
if you know the number of grey squares (g)? How do you know?
w = 8g
w = 8g + g + 2
w = 8 + 2g
w = 6 + 2g
iii) Use the expression you chose in part ii) to check your prediction from part i).

C. i) Graph the information in the table. Use the number of grey squares as the
x-coordinate of each point and the number of white squares as the y-coordinate.
ii) What pattern do the points form?
iii) How can you use the graph to check your prediction from part B i)?

Reprint 2022 Algebra 183

Skills You Will Need
1. a) Each table represents a pattern. Copy and complete each table.
i) ii)
x y x y
1 8 1 18
2 13 2
3 3
4 4 12
5 28 5

b) For each table in part a), write an equation that you can use to find y
if you know x.

2. a) Create a table like those in question 1 to represent the equation y = 2x – 4.

b) i) Use the equation to find the value of y that relates to an x-value of 10.
ii) Use the equation to find the value of x that relates to a y-value of 20.
c) Graph the points in the table from part a). Show how you can use the graph
to answer part b) i) and ii).

3. a) Simplify each.
i) (3n + 2) + (4n – 5) ii) (2n – 4) – (3n + 6)
b) Evaluate each expression in part a) for n = 8.

4. A pattern rule for the number of squares in the pattern below is 4(f + 1) – 2.
You can use the rule to find the number of squares in any figure if you know
the figure number (f).

Figure 1 Figure 2 Figure 3

a) Write an equation you can use to find the number of the figure that has
90 squares.
b) Solve the equation in two different ways. Show your work.

5. What is the coefficient of x in each expression? What is the constant?

a) 2x – 3 b) 4 + 3x c) –3x + 6

184 UNIT 7 Reprint 2022

Chapter 1 Describing Relationships
7.1.1 EXPLORE: Representing Relationships

• Nima has some Nu 2 coins and some Nu 5 notes. The total value of the coins
is Nu 100. There are many different combinations of Nu 2 coins and Nu 5 notes
that he could have.
• You can use a table of values, a graph, or an algebraic equation to find all
the different possible combinations that have a total value of Nu 100.

A. Copy and complete the table of values below. List three combinations
of Nu 2 coins and Nu 5 notes that have a total value of Nu 100.
Combinations With a Total Value of Nu 100

Number of Nu 2 coins
Number of Nu 5 notes

B. Graph the information in your table. Use the number of Nu 2 coins as

the x-coordinate and the number of Nu 5 notes as the y-coordinate.

C. i) Use the graph to show why Nima cannot have exactly five Nu 5 notes.
ii) Use reasoning to explain why Nima cannot have exactly five Nu 5 notes.

D. One combination has two more Nu 5 notes than another combination.

How many fewer Nu 2 coins does it have? How do you know?

E. i) Write an algebraic expression to represent the value of t Nu 2 coins.

ii) Write an algebraic expression to represent the value of f Nu 5 notes.
iii) Use your expressions for t and f to write an equation to represent
the combination of Nu 2 coins and Nu 5 notes that have a total value of Nu 100.
iv) Solve your equation for t = 25. Where is the solution located on your graph?

F. i) Use your table, graph, or equation to find all possible combinations of

Nu 2 coins and Nu 5 notes that have a total value of Nu 100.
ii) Why did you make the choice you made (table, graph, or equation) in part i)?

Reprint 2022 Algebra 185

7.1.2 Describing Relationships and Patterns

Try This
A. i) Describe the pattern in
the number of dots.
ii) Use the pattern to predict
the number of dots in each figure:
• Figure 4
• Figure 12
• Figure 20 Figure 1 Figure 2 Figure 3

You can represent or describe a pattern or relationship in different ways:

- using a table of values
- using a graph
- using an algebraic equation
You can use your table, graph, or equation to solve problems related to the
pattern or relationship.
For example:
For the pattern below, you can describe the relationship between the number of
dots in each figure and the figure number.

Figure 1 Figure 2 Figure 3

• You can create a table of values. Figure number Number of dots

1 10
2 14
3 18
4

- The table makes it easy to see that the number of dots in the pattern is 10, 14,
18, …, while the figure number is 1, 2, 3, .... . This means that the number of
dots increases by 4 as the figure number increases by 1.
- You can use the relationship between the number of dots and the figure
number to determine the number of dots in any figure:
Since there are 18 dots in Figure 3, there are
18 + 4 = 22 dots in Figure 4
18 + 2 × 4 = 26 dots in Figure 5

186 UNIT 7 Reprint 2022

 • You can create a graph of the information in the table.
Plot each row in the table as a point. The figure number is the x-coordinate and
the number of dots is the y-coordinate. The points are (1, 10), (2, 14), and (3,
18).
26

Figure number
You can use the pattern in the graph to see that the number of dots for Figure 4
is 22 and the number of dots for Figure 5 is 26.
• You can also describe the relationship using an algebraic equation.
Notice that the number of dots increases by 4 just like the multiples of 4.
If you compare the pattern in the number of dots to the multiples of 4,
you will see that each is 6 more than the corresponding multiple of 4.
Figure number (f) 1 2 3
Number of dots (d) 10 14 18
Multiples of 4 (4 ×) 4 8 12
4+6 8+6 12 + 6

The algebraic equation for the relationship is d = 4f + 6, where d is the number

of dots and f is the figure number.
You can use the equation to determine the number of dots in any figure:
For Figure 4, substitute f = 4: d = 4 × 4 + 6 = 22
For Figure 5, substitute f = 5: d = 4 × 5 + 6 = 26

B. Describe or represent the relationship between the figure number and

the number of dots for the pattern in part A using each form.
i) a table of values ii) a graph
iii) in words iii) an algebraic equation
C. Use the table, graph, or equation from part B to determine the number of dots
in Figures 4, 12, and 20. Were your predictions in part A correct?

Reprint 2022 Algebra 187

Examples
Example 1 Comparing Relationships Using Tables, Equations, and Graphs
Each table of values represents the number pattern listed above it. Each table
shows the relationship between the position of the term (the term number) and
the value of the term (the term value).
Relationship A Relationship B
20, 23, 26, 29, ... 10, 6, 2, –2, ...
Term Term Term Term
number value number value
1 20 1 10
2 23 2 6
3 26 3 2
4 29 4 –2

a) How are the algebraic equations for the two relationships alike? different?
b) How are the graphs for the two relationships alike? different?
Solution Thinking
a) Relationship A a) Since the
Term Term
3× term values in
number value
the first table
1 20 3 go up by 3,
2 23 6 I compared
3 26 9 them to the multiples of 3,
4 29 12 which is the same as
the 3 times table (3 ×).
Each term value is 17 more than the product
of 3 and the term number.
Term value = 3 × Term number + 17
Relationship B
Term Term
–4 ×
number value
• Since the term values in
1 10 –4 the second table go down
2 6 –8 by 4, I compared them to
3 2 –12 the opposite values of
4 –2 –16 the multiples of 4.
Each term value is 14 more than the product
of –4 and the term number.
Term value = –4 × Term number + 14 • I could have written
the equation as
Alike: The equations both involve multiplying Term value
the term number by a number and adding another = 14 – Term number × 4
number to get the term value.
Different: The multiplier and constant values are
different.
188 UNIT 7 Reprint 2022
b)
b) I drew both graphs on
Relationship A
the same grid to make it
easier to compare them.
Term value

Relationship B

Term number
Alike: The points form a straight line.
Different: One line slants upward and the other line
slants downward.

Example 2 Predicting an Unknown Value in a Pattern Using an Equation

A sequence of numbers is 3, 12, 21, 30, ….
a) Create an algebraic equation to describe the relationship between any term
value and its position in the pattern.
b) Use your equation to predict the value of the 20th term.
Solution Thinking
a) a) I created a table
Term Term
number value
9× so I could look for
1 3 9 patterns.
2 12 18
• I noticed that
3 21 27
the term values in the sequence
4 30 36 increased by 9 each time,
so I compared the term values
Each term value is 6 less than the product
to the multiples of 9.
of 9 and the term number.
If v represents the term value and
n represents the term number, then:
v = 9n – 6

b) For n = 20, v = 9(20) – 6 b) I substituted n = 20 into

= 180 – 6 the equation to find the value of
= 174 the 20th term.

The 20th term in the pattern is 174.

Reprint 2022 Algebra 189

Practising and Applying
1. Use an equation and a graph 5. Kinley says that he can use
to describe the relationship between the equation v = 2n + 3 to describe
the term number and term value in the relationship in the table below.
each pattern. Term
a) 4, 14, 24, 34, … 1 2 3 4
number (n)
b) 100, 95, 90, 85, … Term
5 8 11 14
c) 8, 15, 22, 29, … value (v)
d) 37, 26, 15, 4, … Rinzin says the equation is v = 3n + 2.
2. Use an equation or a graph to Who is right, Kinley or Rinzin? How do
you know?
predict the value of the 20th term
in each pattern.
6. a) Draw a graph to show the
a) 3, 10, 17, 24, …
relationship between the figure number
b) 15, 8, 1, –6, … and the number of dots in this pattern.
c) 13, 9, 5, 1, …
9 5 1 3
d) , , ,– ,…
2 2 2 2

3. a) Use an equation and a graph to

describe the relationship in each table.
Relationship A Relationship B Figure 1 Figure 2 Figure 3

Term Term Term Term b) Use your graph to predict the

number value number value number of dots in Figure 6.
1 20 1 7 c) Find a way to check your prediction.
2 16 2 13 7. Use a table and an equation to
3 12 3 19 describe this pattern.
4 8 4 25

b) Compare the relationships by

comparing the equations and graphs.
Figure 1 Figure 2 Figure 3
4. a) Sonam says that the 20th figure
in this pattern has 400 small triangles. 8. Which form of describing a
Do you agree? Explain your thinking. relationship would you use for each
situation below?
• a table of values or
• a graph or
• an algebraic equation
Explain your thinking.
Figure 1 Figure 2 Figure 3 Situation A
b) Create a graph to show the to predict the value of an unknown
relationship between the figure number term in a sequence
and the number of small triangles.
Situation B
c) Describe the shape of the graph. to compare two relationships
Why do you think it has that shape?

190 UNIT 7 Reprint 2022

7.1.3 Recognizing Linear Relationships

Try This
Mindu sent 20 e-mails every day for seven days.
Choki sent five e-mails one day. Then he sent one
more e-mail than the previous day every day for seven
days.
Suppose you were asked to graph the relationship
between the day number (Day 1 to Day 7) and the total
number of e-mails sent both for Mindu and for Choki.
A. Whose graph will be a straight line, Mindu’s or
Choki’s? Why do you think that?

• When you plot points to graph a relationship, the points sometimes form
a straight line. When this happens, it means the relationship is linear.
For example:
When you graph the linear x-value 1 2 3 4 5
relationship in this table of values,
the points form a straight line. y-value 7 15 23 31 39

The graph of a linear relationship

• You can always graph a relationship to tell whether it is linear. You can also
use its table of values to predict whether a relationship is linear.
- You can see if the y-values change by a constant amount as the x-values also
change by a constant amount. +1 +1 +1 +1
For example:
In this table, the y-values increase x-value 1 2 3 4 5
by 8 each time, as the x-values
y-value 7 15 23 31 39
increase by 1.
A constant increase in both values
means the relationship is linear. +8 +8 +8 +8

Reprint 2022 Algebra 191

- You can also see if the y-values are the same amount greater or less than
the multiples of a number.
For example:
In this table, each y-value is 1 less x-value 1 2 3 4 5
than the corresponding multiple of 8. y-value 7 15 23 31 39
This means the relationship is linear. Multiples of 8 8 16 24 32 40
8 – 1 16 – 1 and so on
Comparing the y-values to multiples is also helpful for writing equations.
You can use the equation y = 8x – 1 represent the relationship in the table above.
These two ways to tell whether a relationship is linear are related, since
multiples always increase by a constant amount.
• Here are some common linear relationships:
The relationship between the distance travelled and the time spent travelling,
when the speed is constant
For example, when the speed is 30 kilometres per hour:
Time (h) 1 2 3 4 5
Distance (km) 30 60 90 120 150
This relationship can be represented by the equation y = 30x.
The relationship between the amount earned and the amount of time worked,
when the rate of pay is constant
For example, when the rate of pay is Nu 20 per hour:
Time (h) 1 2 3 4 5
Earnings (Nu) 20 40 60 80 100

This relationship can be represented by the equation y = 20x.

Some measurement situations, such as the relationship between perimeter and
side length
For example, the perimeter of a square compared to its side length:
Side length 1 2 3 4 5
Perimeter 4 8 12 16 20

This relationship can be represented by the equation y = 4x.

There are also non-linear relationships. You will study them in higher classes.

B. How could you have predicted which relationship in part A was linear?

Examples
Example 1 Describing Change With a Table, a Graph, and an Expression
Dawa Dem has saved Nu 150. Each month, she will add Nu 25 to her savings.
a) Describe the relationship that compares the month number and the total
amount of money she has saved. Use a table of values, a graph, and an
algebraic equation.
b) Explain how you know the relationship is linear.
192 UNIT 7 Reprint 2022
 Solution Thinking
a) a) I first created
Month Total saved at end of month
the table of
Start (0) 150
values because it
1 175
would help me
2 200
draw the graph.
3 225
• I started with the Nu 150
4 250
Dawa Dem had already saved
and then added Nu 25 for each
month.
Savings (Nu)

Month number

Total saved at Multiples

Month
end of month of 25
• By comparing the savings
0 150 0
to the multiples of 25,
1 175 25
I was able to figure out
2 200 50
the algebraic equation.
3 225 75
I used multiples of 25
4 250 100 because the increase was
The total saved at the end of each month is Nu 25 each month.
Nu 150 more than 25 times the month number.
If m is the month number and s is the amount of
savings at the end of the month, the equation is
s = 25m + 150.

b) The graph is a straight line, b) I used the graph and

so the relationship is linear. the table of values to tell that
The table shows that the values for the savings the relationship was linear.
are all the same amount (150) more than
a multiple of 25, so the relationship is linear.

Reprint 2022 Algebra 193

Example 2 Matching a Situation to a Graph
Which graph below describes the distance travelled each hour by a car
that is travelling at a constant speed of 35 km/h? How do you know?
Distance (km)
3x + 4

Time (h)
Solution Thinking
Graph 3 shows the distance travelled at • I knew the graph
a speed of 35 km/h. had to be a straight
The y-value increases by 35 line because the
for each x-value increase of 1. speed was constant.
I used the points (1, 35), (2, 70), and (3, That meant it was a
105) to tell. linear relationship, so it was either
Graph 2 or Graph 3.

• To decide between Graph 2 or 3,

I looked to see which graph showed
Distance (km)

35 a y-value increase of 35 km for

each x-value increase of 1 h. (I had
1 to estimate because not all the
35
values were marked on the y-axis.)
1
35

1
Time (h)

194 UNIT 7 Reprint 2022

Practising and Applying
1. Tell whether the relationship in each 4. Tell whether each relationship is
table is linear. How do you know? linear. Explain your thinking.
a) a) the radius of a circle
x y r
compared to its diameter
1 30
b) the radius of a circle d
2 28 compared to its area
3 26 c) the radius of a circle C
4 24 compared to its circumference
b)
x y 5. Chabilal sells cars. He is paid Nu 400
1 30
each month plus Nu 1000 for each car
he sells.
2 29
a) Create a table of values to describe
3 27 Chabilal’s monthly earnings based on the
4 24 number of cars he sells.
c) b) Is the relationship linear? How do
x y you know?
1 15
6. a) Which graph might describe the
2 17 relationship between the volume (V) and
3 19 edge length (e) of a cube? Explain how
4 21 you know.
V
2. Copy and complete each table so
that it represents a linear relationship.
a)
x y
1 20
2 23
3 Graph 3

b) x y e
b) Is the relationship linear?
1 20
Explain your thinking.
2
7. a) Is the expression y = 8 – 2x linear?
3
How do you know?
4 27.5 b) Repeat part a) for y = 8 – 2x2.
3. How do you know that each situation 8. A relationship between x and y is
described below is a linear relationship? graphed. Two points on the graph are (4,
Situation A the distance travelled by 20) and (8, 68).
a plane flying at 550 km/h compared a) Sketch a graph to show that the
to the numbers of hours flying relationship could be linear.
Situation B a person’s total earnings b) Sketch a graph to show that the
compared to the number of months relationship might not be linear.
worked, at a pay rate of Nu 920 a month
Reprint 2022 Algebra 195
CONNECTIONS: Adding Values in a Linear Relationship

• One of the simplest linear relationships is based on the pattern 1, 2, 3, 4, 5, ….

It is a linear relationship because the term values change by a constant amount
each time (+1) while the term number changes by a constant amount (+1).
• A famous German mathematician named Gauss
(1777-1855) discovered how to add the values in
a linear relationship quickly and easily. He made this
discovery when he was very young.
For example:
Consider adding the first 20 numbers in the sequence:
1 + 2 + 3 + 4 + . . . + 17 + 18 + 19 + 20
Gauss noticed that you could pair the terms. Each pair
adds to the same amount.

2 + 19 = 21
Gauss (1777–1855)
4 + 17 = 21

1 + 2 + 3 + 4 + . . . + 17 + 18 + 19 + 20
3 + 18 = 21

1 + 20 = 21

Since each pair adds to 21, and there are 10 pairs, the sum is 10 × 21 = 210.

1. Use Gauss’s method to find the sum of all the whole numbers from 1 to 100.

2. Add the numbers in these linear patterns. Show your work.

a) The first 20 numbers in 2, 4, 6, 8, . . .
b) The first 20 numbers in 1, 4, 7, 10, . . .
c) The first 40 numbers in 300, 303, 306, 309, . . .

3. Does Gauss’s method work for adding numbers in a non-linear pattern,

such as 1 + 4 + 9 + 16 + 25 + 36? How do you know?

196 UNIT 7 Reprint 2022

 7.1.4 Slope

Try This
A. Graph the relationship represented by the equation y = 4x.
B. How do the y-values in your graph change in each instance?
Use the graph to explain how you know you are right.
i) when x increases from 1 to 2 ii) when x increases from 1 to 3
iii) when x increases from 1 to 4 iv) when x increases from 2 to 5

• Recall that the graph of a linear relationship is a straight line. It is straight

because the y-value changes by a constant amount each time the x-value
changes by a constant amount.
For example:
If y increases by 4 for each increase of 1 in x, then
y increases by 8 for an increase of 2 in x,
y increases by 12 for an increase of 3 in x, and so on.
• The change in the x-value is called the run.
The change in the y-value is called the rise.
rise change in y rise
The ratio (or ) is called the slope.
run change in x run

The slope of a straight line graph is constant.

The slope is equal to the change in y for a change of 1 in x anywhere along
the graph.
For example:
The graph below of y = 5x was created by plotting and connecting the points
(0, 0),y (2, 10), (5, 25), and (6, 30).
5 Notice the following:
10
1 • The slope (bottom
2
15 15
left), (centre of graph),
3
and
5
3 (top right) are all equal
1
10 to 5, which is the change in
2 y for a change of 1 in x.
• The three right triangles
x
that show each rise and run
5 are all similar.
The slope of the graph of y = 5x is = 5.
1

Reprint 2022 Algebra 197

• Sometimes a graph falls to the right instead of rising to the right. When this
happens, the rise is described using a negative value but the run remains
positive. This means the slope is negative.
For example:
The graph below of y = –2x was created by plotting and connecting the points
(–3, 6), (–2, 4), and (–1, 2).

4
The slope is = –2.
y = –2x 2
This makes sense because
for every increase of 1 in x,
the y-value decreases by 2.
–4
Another way of saying
“a decrease of 2” is to say
“an increase of –2”.
2

4
The slope of the graph of y = –2x is = –2.
2

C. What is the slope of the graph of y = 4x in part A? How do you know?

D. Use what you know about the slope of the graph to describe how
the y-value changes in each situation.
i) when x increases from 1 to 2
ii) when x increases from 1 to 3
iii) when x increases from 1 to 4
iv) when x increases from 2 to 5

Examples
Example 1 Using a Graph to Determine Slope
a) Graph each relationship.
y = 3x – 2
y = 2 – 3x
b) Which graph has a negative slope? How do you know?
c) Consider the graph of y = 3x – 2. If the rise is 12, what is the run?
Show your work.

198 UNIT 7 Reprint 2022

 Solution Thinking
a) a) For each line,
y I plotted points for
x = 1, x = 2, and
y = 3x – 2 x = 3. I connected
the points with
straight lines to create
x the two graphs.

y = 2 – 3x

b) The graph of y = 2 – 3x has a negative b) A negative slope means

slope because it falls to the right. that the y –value decreases
while the x-value increases.

c) The points (1, 1) and (2, 4) are on c) I could have used any two
the graph of y = 3x – 2, so the slope is points on the line to calculate
rise 4 1 the slope.
= = 3.
run 2 1 • Because I subtracted
rise 12 the y-value in (1, 1) from
If = 3 and the rise is 12, then = 3. the y-value in (2, 4) for the rise,
run run
I knew I had to subtract
12
Since = 3, the run must be 4. the x-value in (1, 1) from
4 the x-value in (2, 4).

Example 2 Relating the Slope of a Line to the Equation of the Line

a) Compare the slopes of the graphs of y = 3x, y = 3x + 1, and y = 3x + 5.
b) Compare the slopes of the graphs of y = 2x, y = 3x, and y = 4x.
c) Predict the slope of the graph of y = 4x – 5. Explain and check your prediction.
Solution Thinking
y = 3x + 1
a) y = 3x + 5 a) I drew each
y graph by
substituting 0, 1,
y = 3x and 2 for x in
the equation
to find y. Then I plotted
the three points.

[Continued]
Reprint 2022 Algebra 199
Example 2 Relating the Slope of a Line to the Equation of the Line [Cont’d]
Two points on y = 3x are (0, 0) and (1, 3). • For all three graphs,
Slope = 3 ÷ 1 = 3 I decided to find the rise
Two points on y = 3x + 1 are (0, 1) and (1, 4). when the run was 1. This
Slope = 3 ÷ 1 = 3 was an easy way to
calculate the slope. I used
Two points on y = 3x + 5 are (0, 5) and (1, 8).
the points where x = 0 and
Slope = 3 ÷ 1 = 3
x = 1.
The slope of each of the three graphs is 3.

b) For y = 2x, the points are (0, 0) and (1, 2). b) I didn’t have to graph
the equations to figure
rise 2
The slope is = = 2. out each slope.
run 1
• I substituted x = 0 and
For y = 3x, the points are (0, 0) and (1, 3).
x = 1 into each equation to
rise 3 get two points that I knew
The slope is = = 3.
run 1 would be on the graph.
For y = 4x, the points are (0, 0) and (1, 4). Then I used the two
rise 4 points to calculate each
The slope is = = 4.
run 1 slope.
c) Prediction: I think the slope of y = 4x – 5 is 4 c) I thought that the
because the slope of each graph I have seen so far slope might be the
seems to be the coefficient of x in its equation. coefficient of x in the
Check: Substitute x = 0 and x = 5 into y = 4x – 5 to equation. I checked to be
get two points that would be on the graph: (0, – 5) sure.
15  ( 5) 20
and (5, 15). The slope is = = 4.
5 5

Example 3 Exploring Changes in a Linear Relationship

a) Write an algebraic equation and draw a graph to show
the relationship between the value of x and the perimeter of
a shape like the shape on the right.
x
b) Suppose the two shapes are regular hexagons instead of
squares. The side length of the small hexagon is half the side
length of the larger hexagon. How do the equation and the
graph change?
Solution Thinking
1 x a) I knew that to find the perimeter of
a) P=3 x + 3( )
2 2 the whole shape I would add these parts:
7x 3x 1
= + •3 sides of the large square and
2 2 2
10 x • 3 sides of the small square, which
=
2 were each half the size of the large square.
= 5x

200 UNIT 7 Reprint 2022

Substitute x = 0, 1, and 2 into P = 5x: • Since I wasn’t sure if it
Three points on the graph are (0, 0), (1, 5), and (2, 10). was a linear relationship,
I graphed three points
P instead of just two.
• It looks like the
relationship between
side length x and the
perimeter P is linear.

x
b) I knew the perimeter
b)
of the whole shape
includes:
1
-5 sides of the large
x
2
hexagon and
- 5 sides of the small
1 x 11x 5 x 16 x hexagon, which were
P = 5 x + 5( ) = + = = 8x
2 2 2 2 2 each half the size of
The equation for the squares used 5x and the the large hexagon.
equation for the hexagons used 8x. • Since I wasn’t sure if
Substitute x = 0, 1, and 2 into P = 8x: this was a linear
Three points on the graph are (0, 0), (1, 8), and (2, 16). relationship, I graphed
three points.
P = 8x P = 5x
P • It looks like the
relationship between
side length x and the
perimeter P is linear
both for the squares and
for the hexagons.

• The graph for P = 8x

was steeper than the
graph of P = 5x because
x a slope of 8 is greater
than a slope of 5.
Both graphs are straight lines but the graph for
the hexagons (P = 8x) is steeper than graph for
the squares (P = 5x).

Reprint 2022 Algebra 201

Practising and Applying
1. Calculate the slope of each graph. 7. a) A water trough is being filled with
water at a constant rate. After 3 min,
the water is 7.5 cm deep. After 8 min,
the water is 15 cm deep. Calculate
y the change in depth (in centimetres)
for 1 minute.
b) Draw a graph of the information.
What does your answer to part a) tell
about the graph?

2. What is the slope of a line that

passes through each set of points?
a) (2, 5) and (3, 8) 8. Complete the blanks to name two
b) (1, 4), (3, 10), and (5, 16) other points on the line.
c) (9, 6), (8, 2), and (6, –6) a) Slope is 6: (5, 4), (3, ), (, 16)

3. Draw a line with each slope.

2
b) Slope is : (3, 10), (8, ), (, 16)
2 4 5
a) 4 b) –2 c) d) –
3 5 9. Dorji was cycling toward his home.
After 2 h of cycling, he was 55 km from
4. Two points on a line are (3, 5) and home. After 4.5 h of cycling he was
(2, x), where x is a negative number. 17.5 km from home. He was cycling at
Is the slope of the line positive or a constant rate. How fast was he
negative? How do you know? cycling? How do you know?

5. If you graph these two equations 10. It is easy to move materials up a

on the same grid, which line will be ramp (inclined plane) that has a slope
steeper? How do you know? 1
no greater than . How high should
y = 3x – 10 y = 2x + 8 12
this ramp be, if it must cover a
horizontal distance of 8 m?
6. A chocolate bar costs Nu 60.
Suppose you were to graph how
the cost of different numbers of bars ?m
compared to the number of bars 8m
purchased. What will be the slope of
the line? Explain your thinking. 11. Your friend does not yet
understand slope. How would you
explain each?
a) what the slope of a line tells you
about the line
b) what the slope does not tell you
about the line
202 UNIT 7 Reprint 2022
Chapter 2 Solving Linear Equations
7.2.1 Solving an Equation Using Inverse Operations

Try This
A. Try this number trick with a partner.
• Think of a secret number. Do not tell your partner the number.
• Double the number, subtract 4, and then add 8. Tell your partner the answer.
• Ask your partner to figure out your secret number using your rules.
B. Change roles and let your partner try the trick on you.

• An equation that describes a linear relationship is called a linear equation.

• Each variable in a linear equation has an exponent of 1. The exponent does
not need to be written because x1 = x.
For example:
3x + 2 = 8 is a linear equation because the exponent of the variable x is 1.
x2 = 9 is not a linear equation because the exponent of the variable x is 2.
• To solve an equation means to find the value of the variable that makes
the equation true.
For example:
Since 3(2) + 2 = 8, the value 2 is a solution to the equation 3x + 2 = 8.
• You can solve an equation by using a model or a graph, as you did in Class VII.
Another way to solve an equation is to think of the equation as describing the
output when the variable is the input.
For example:
Input
Suppose you use this rule to get
an output for a given input:
Take a number (the input), multiply it Multiply by 3 and add 2. Output
by 3, and then add 2.
The output is 3 times the input plus 2. x
If the input is x, the output is 3x + 2.
Multiply by 3 and add 2. 8

• To solve an equation is to find the input (the value of the variable) when you
know the output. You can do this by undoing each operation in the equation.
For example:
For 3x + 2 = 8, you triple the input value, add 2, and the output is 8.
To solve for x, which is the input value, you can reverse the process:
- The last thing you did was add 2. To undo adding 2, you subtract 2: 8 – 2 = 6
- To undo multiplying by 3, you divide by 3. 6÷3=2
So the value of the input is 2. x=2
[Continued]

Reprint 2022 Algebra 203

The thinking goes like this:
3x + 2 = 8 The output is 8 when the input is x. What is x?
3x + 2 = 8 Subtract 2 from both sides of the equation to keep
3x + 2 – 2 = 8 – 2 it balanced: 2 – 2 = 0 and 3x + 0 = 3x
3x = 6 Divide both sides by 3 to find the value of one x:
3x ÷ 3 = 6 ÷ 3 3 ÷ 3 = 1 and 6 ÷ 3 = 2
x=2 The input is 2.

• Your goal is to get the variable with a coefficient of 1 on one side of the
equation so you can see what its value is. The process is called using inverse
operations, or maintaining a balance (as you learned in Class VII).
For example:

x x x
3x + 2 = 8
3x + 2 = 8

x x x
Undo adding 2 by subtracting 2:
3x + 2 + (–2) = 8 + (–2) 3x + 2 – 2 = 8 – 2

x x x
3x = 6
3x = 6

x x x Undo multiplying by 3 by dividing by 3:

x+x+x = 2 + 2 + 2 3x ÷ 3 = 6 ÷ 3

x x is now alone on one side of the equation:

x = 2 x =2

• Sometimes at the start the variable appears on both sides of the equation.
In this case, you should first get the term with the variable on one side of the
equation by adding or subtracting the same amount to both sides.
For example:
2x + 7 = 4x + 3
2x + 7 – 2x = 4x + 3 – 2x Subtract 2x from both sides.
7 = 2x + 3
Then you can continue to solve the equation as before.

C. What equation did each partner solve in part A?

204 UNIT 7 Reprint 2022

Examples
Example 1 Solving Equations with Negative, Fractional, or Decimal Values
Solve each equation.
2 3 5
a) 5 – 4x = 17 b) x– = c) 3 + 2.5x = 9.25
3 4 4
Solution Thinking
a) 5 – 4x = 17 a) This is how I got the x term alone
5 – 5 – 4x = 17 – 5 on one side of the equation:
–4x = 12
• I subtracted 5 from both sides of
–4x ÷ (–4) = 12 ÷ (–4)
the equation to undo adding 5.
x = –3
• Then I divided both sides by –4 to undo
multiplying by –4.
2 3 5 b) This is how I got the x term by itself on one side
b) x– =
3 4 4 of the equation:
2 3 3 5 3 3
x– + = + • I added to both sides of the equation.
3 4 4 4 4
4
2 8 2 2
x= • Then I divided both sides by . To divide 2 ÷ ,
3 4
3 3
2 2 2 I multiplied by the reciprocal.
x÷ =2÷
3 3 3
3
x =2× =3
2 c) I estimated the solution would be more than 2
c) 3 + 2.5x = 9.25 because 3 + 2.5 × 2 = 8 and 8 is less than 9.25.
3 – 3 + 2.5x = 9.25 – 3 • I got x alone on one side of the equation by
2.5x = 6.25
- subtracting 3 from both sides and then
2.5x ÷ 2.5 = 6.25 ÷ 2.5
- dividing by 2.5, the coefficient of x.
x = 2.5

Example 2 Creating an Equation For a Given Solution

Create three possible equations for each solution. a) –5 b) 0.5
Solution Thinking
a) x = –5 a) I started with the easiest equation I could
2x = –10 write, which was x = –5.
2x + 6 = –4 • I multiplied both sides by 2 to make another
equation.
• Then I added 6 to both sides to make a third equation.
1
b) x=
2 1
b) I started with the easiest equation, which was x = .
2x = 1 2
2x – 4 = –3 • I multiplied both sides by 2 to make another equation.
• Then I subtracted 4 from both sides for a third equation.

Reprint 2022 Algebra 205

Practising and Applying
1. Write an equation for each. 6. Without solving the equation, how do
a) When you input m, triple it, and you know the solution to
subtract 4, the output is 12. 5x – 19 = 28 is about 10?
b) When you input x, add 3, and
7. Estimate each solution without
multiply the sum by 2, the output is – 6.
solving the equation.
c) When you input n, subtract 4, and
a) 80 = 6 + 8x
triple the difference, the output is 1.5.
b) 9 – 3x = – 20
c) 8x = 7.4
2. Solve each equation.
a) 7 = 4 – 3x
8. Gembo and Pema started to solve
b) 5x – 4 = 31 the equation 3x + 4 = 40.
c) 5 = 6x Gembo wrote this:
d) 5 – 7x = –44 3x + 4 = 40
x + 4 = 40 ÷ 3
3. Create three equations with each x = 40 ÷ 3 – 4
solution. For each solution, one or more
Pema wrote this:
of the equations should have a negative
coefficient for the variable. 3x + 4 = 40
a) m = 11 3x = 40 – 4
b) n = 0.8 x = (40 – 4) ÷ 3
1 Who will get the correct solution?
c) x =
8 How do you know?
d) k = – 8
9. Why might it be better to use
inverse operations than to guess and
4. How do you know these equations test to solve this equation?
have the same solution?
4x + 17.9 = 382.7
x 1
– 8 = 11 and x = 19
4 4 10. Which inverse operations would you
use, and in which order would you use
5. Mindu got the same output using them, to solve this equation?
these two rules: x
+ 2 = 17
Rule A Double the input number and 3
then add 8.

Rule B Start with 11 and then subtract

the input number.
What was his input number?

206 UNIT 7 Reprint 2022

 7.2.2 Using an Equation to Solve a Problem

Try This

A. Eden has Nu 160 in the bank. She has decided to start saving an additional
Nu 20 each month. How long will it take for her savings to total Nu 300?

• In Chapter 1, you learned that an algebraic equation can describe a linear

relationship.
For example:
The relationship between a square’s perimeter and its side length is a linear
relationship. It can be described by the linear equation P = 4s.
• You can model a problem with a linear equation. You solve the equation
to solve the problem.
For example:
Suppose the perimeter of a square is 22 cm. Since you know that the perimeter
is 4 times the side length (s), you can model the situation with the equation 4s =
22. The solution to this equation is the side length of the square.
• You can use any method you know for solving equations to solve a problem
described by a linear equation.
For example, to solve 4s = 22, you can choose one of these methods:
- Guess and test:
Guess s = 5 (too low), then s = 6 (too high), and eventually s = 5.5 cm.
- Draw a graph:
Graph the linear relationship P = 4s. Find P
the s-value that corresponds to the P-value of 22.
- Draw a diagram: 22

4s s s s s
s = 5.5 cm
22 22

5.5 s
- Use inverse operations: 4s = 22
4s ÷ 4 = 22 ÷ 4
s = 5.5 cm
• You can create a problem to match a given equation.
For example:
Suppose you were given the equation 2s – 8 = 12. This could be the problem:
Meghraj started with 2 pieces of wood that were the same length (s).
He cut 8 cm off one piece of wood. He had a total of 12 cm of wood
left. How long was each piece of wood that he started with (s)?

B. i) What equation could you use to solve the problem in part A?

ii) Which method did you use to solve the equation? Show your work.

Reprint 2022 Algebra 207

Examples
Example 1 Representing a Problem with a Linear Equation
Which equations below represent this problem?
Chimi Dorji walked for four days. He walked the same distance on the first day
3
and the second day. On the third day, he walked of the distance he walked on
4
the second day. On the fourth day, he walked 7 km. He walked 32 km altogether.
How far did he walk on the first day?
3 3
A. 2x + x + 7 = 32 B. 2 x = 32 – 7
4 4
3 3
C. (2 + 7)x = 32 D. 32 = x + x + x–7
4 4
Solution Thinking
Distances walked each day • I knew that the
3 equation had to add
Day 1: x Day 2: x Day 3: x Day 4: 7 the distances for
4
the four days, with
Total distance walked
a sum of 32.
3 3
x+x+ x + 7 = 32 → 2 x + 7 = 32 • Equation C used 7x instead of 7
4 4
3 3
Equations A and B both represent because (2 + 7)x = 2 x + 7x.
4 4
the problem.
• In Equation D, 7 was subtracted
instead of added.

Example 2 Creating a Problem to Match an Equation and Solving It

a) Create a problem that can be modelled by the equation 300 – 3x = 27.
b) Solve the problem by solving the equation using a method of your choice.
Solution Thinking
a) 300 people were at an archery a) I thought of a
tournament. After the tournament, situation where I could
three equal groups of people left the subtract 3 equal groups
range. 27 people were still there. How
of something (3x) from
many people were in each group that
left? 300 and there would be
27 left over.
b) 300 – 3x = 27 b) I used inverse operations to solve
300 – 3x + 3x = 27 + 3x the equation.
300 = 27 + 3x
300 – 27 = 27 – 27 + 3x
273 = 3x
273 ÷ 3 = 3x ÷ 3
91 = x
Three groups of 91 people left the range.

208 UNIT 7 Reprint 2022

Practising and Applying
1. Write an equation to model each 2. Solve each equation in question 1.
problem.
a) A box holds 24 tins. How many 3. To convert kilograms to pounds,
boxes are needed to hold 744 tins? you can multiply by 2.2. Write an
equation you could solve to find the
b) In an archery competition, Passang
number of kilograms that are
hit 2 more kareys than Tandin.
equivalent to
Altogether they hit 82 kareys. How
100 pounds. Solve the equation.
many kareys did Tandin hit?
4. A tank contains 400 L of water. It is
emptied at a rate of 32 L/min. Write
an equation you could solve to
determine to how long it will take until
the tank contains only 112 L of water.
Solve the equation. Round to the
nearest whole number.

5. The width of a rectangle is 4 cm

c) There are four bags. Each bag less than the length. The perimeter is
holds the same number of stones. 64 cm greater than the length.
Four extra stones are not in a bag. In a) Write and solve an equation to
total, there are 28 stones. How many determine the length of the rectangle.
stones are in each bag? b) Write and solve an equation to
determine the width of the rectangle.

6. Nima was 80 km from home when

he started a trip that took him even
farther from home. He travelled at a
d) Four identical bags of cement and speed of 28 km/h. Write an equation
a cinder block have a combined mass you could solve to determine how
of 103 kg. The cinder block has a many hours he travelled to get 150
mass of 7 kg. What is the mass of km from home. Solve the equation.
each bag of cement?
7. Create a problem that could be
modelled by each equation.
a) 4x + 97 = 489
b) 100 – 4x = 44
c) 2x + 6 = 4x

8. Explain each statement using

examples.
a) You can use the same linear
equation to model and solve more
than one problem.
b) You can model a problem using
more than one linear equation.

Reprint 2022 Algebra 209

7.2.3 Solving a Problem Involving Two Relationships

Try This

A. Karma’s mother is 6 times as old as he is. Karma’s mother was 12 times

as old as Karma two years ago. How old is Karma now?

• One way to solve an equation is to use a graph.

For example, suppose a problem can be modelled by the equation 3x + 8 = 35.
To solve the problem, you can graph y = 3x + 8 and then look for the x-
coordinate of the point on the graph where the y-coordinate is 35.

The solution is
x = 9.

• If the graphs of two related equations intersect, or pass through the same
point, they have the same solution at the intersection point. If a problem
situation can be modelled with two equations, you can draw two graphs and find
the solution to the problem at the intersection point.
For example:
Dorji tripled a number and then added 8. He got the same answer when he
multiplied the same number by 4 and then subtracted 1. What numbers did he
start and end with?
You can let x represent the start number and y the end number.
Write the equation 3x + 8 = y to model tripling a number (x) and adding 8.
Write 4x – 1 = y to model multiplying a number (x) by 4 and subtracting 1.
If you graph y = 3x + 8 and y = 4x – 1 on the same axes, the x-coordinate of
the intersection point tells you Dorji’s start number and the y-coordinate of the
intersection point tells you Dorji’s end number.

210 UNIT 7 Reprint 2022

 y

The start number (x) was 9 and

the end number (y) was 35.

• You can use other methods to find the common solution to two equations.
For example:
Samten bought a snack for Nu 50. Then he bought three chocolate bars.
Tenzin bought a snack for Nu 70. Then he bought two of the same chocolate bars.
The total cost for each boy was the same. How much did each chocolate bar cost?
To solve this problem, you could create one equation and then solve it using
inverse operations:
If c is the price of one chocolate bar and t is the total cost, then the following
two equations represent Samten’s and Tenzin’s purchases:
3c + 50 = t 2c + 70 = t
Since t has the same value in each equation, you can make a single equation from
the two equations and then solve it:
3c + 50 = 2c + 70
Subtract 50 from both sides of the equation. 3c = 2c + 20
Subtract 2c from both sides of the equation. c = 20
Each chocolate bar costs Nu 20.
• There are other ways to solve the chocolate bar problem.
For example, you can use some combination of these methods:
- guess and test to find a value that works
- a table of values (see the example part a))
- a model (see the example part b))

B. i) If you solve the problem in part A by creating one equation and then
solving it, what equation would you use?
ii) How could you use a graph to solve the problem?

Reprint 2022 Algebra 211

Examples
Example Using a Table or Reasoning to Solve a Problem
Consider the chocolate bar problem on page 211.
Samten bought a snack for Nu 50. Then he bought three chocolate bars.
Tenzin bought a snack for Nu 70. Then he bought two of the same chocolate bars.
The total cost for each boy was the same. How much did each chocolate bar cost?
a) How could you solve the problem using a table of values?
b) How could you solve the problem using a model?
Solution Thinking
Total cost of Total cost of a) I made a double
a)
Possible
price of 3 bars and 2 bars and table of values.
1 bar Nu 50 more Nu 70 more • I figured out the
30 140 130 total costs for both
10 80 90 combinations for
20 110 110 different chocolate bar prices.
• I started with a price that
Each chocolate bar costs Nu 20.
I thought was reasonable for
a chocolate bar. I kept trying
different prices until the total
costs were the same.

b) b) I drew a picture to model

c c 70
the problem. It helped me visualize
c c c 50 the problem.
Since c + 50 = 70, then c = 70 – 50 = 20. • From my picture, I could see that
Nu 70 had the same value as
Each chocolate bar costs Nu 20. one chocolate bar plus Nu 50.

Practising and Applying Pattern 1

1. If you were to graph each pair of Figure 1 Figure 2 Figure 3
equations, what ordered pair would
describe each intersection point?
a) y = 2x + 9 and y = –4x – 3
b) y = 8 – x and y = 5x – 40
c) y = 7x + 19 and y = 8x + 4
Pattern 2
2. Explain why each intersection point Figure 1 Figure 2 Figure 3
in question 1 is a common solution to
the two equations.
3. The two patterns shown on the right
have the same number of dots for one
of the figures. What single equation
could you write to determine which
figure number it is? Solve the
equation.

212 UNIT 7 Reprint 2022

4. Yuden’s and Lhaden’s mothers 5. Sonam bought four tins of fish.
make kiras. Here are the prices they Rinzin bought five tins of fish. Sonam
charge for each kira: spent Nu 40 more than Rinzin. How do
• Yuden’s mother charges Nu 30 for you know that Sonam and Rinzin did not
each hour of work plus Nu 120. pay the same price for each tin of fish?
• Lhaden’s mother charges Nu 20 for 6. Write a word problem that could
each hour of work plus Nu 200. be solved by finding a common solution
For how many hours of work would to two linear equations. Solve the
the total cost of a kira be the same for the problem.
two mothers? What equation did you
use?

GAME: Alge-Scrabble

Play with a partner.

You need an Alge-Scrabble game board, which is a 12-by-12 grid, and
Alge-Scrabble Game Tiles (slips of paper) in these four groups:
• 50 numbers, two of each number from 1 to 25
• 12 variables, three of each variable a, b, c, and n
• 12 operation signs, three of each sign +, – , ×, and ÷
• 12 equals signs =
This is how to play:
• Place each group of tiles in a pile face down. You should have four piles.
Each player takes five operation tiles, five variable tiles, and five number tiles.
• Take turns placing tiles on the game board to form equations with one variable.
You can use the equals sign tiles when you need them.
• Your score on each turn is equal to the solution to your equation.
• After each turn, take new tiles to replace the tiles you have used.
• Except for the first equation, each new equation must connect to an equation
that is already on the board. If a variable that is already on the board is used in
a new equation, its value stays the same.
• Play until each player has had 5 turns. The player with the higher score wins.
n = 6, so Player A
Here is an example: 3n + 2 = 20
scores 6 points
n = 6, so Player B
n–1=5
scores 6 points
a = 5, so Player A
20 ÷ a = 4
scores 5 points
a = 5, so Player B
7a – 20 = 15
scores 5 points
b = 20, so Player A
b + 5 = 25
scores 20 points
c = 120, so Player B
c ÷ 20 = 6
scores 120 points

Reprint 2022 Algebra 213

Chapter 3 Linear Polynomials
7.3.1 Adding Polynomials
Try This
Try This
A. Which calculation is easier to do using mental math? Explain why.
6 × 423 + 4 × 423 or 6 × 423 + 4 × 517

• A linear polynomial is an algebraic expression that includes a variable with

an exponent of 1 and no other powers. It usually involves more than one term.
For example, each of these expressions is a linear polynomial:
one term x 2x
two terms 3x + 7 9 – 3n
three terms 2n – n + 2 5 – 2 – 2c
• Just like you added numbers by representing them with materials (base ten
blocks), you can use materials called algebra tiles to work with polynomials.
Algebra Tiles
x tile –x tile +1 tile –1 tile

Dark tiles represent negative values. White tiles represent positive values.
• Here are the representations for the polynomials listed above:
(The x-tile represents the variable even if it is called n or c in the equation.)

2x

3x + 7

9 – 3n

2n – n + 2

5 – 2 – 2c

• If you use tiles to represent a polynomial such as 3x + 2x, you use 3 x-tiles and
2 more x-tiles. You can combine the x-tiles because they are the same type of tile.
You can see that 3x + 2x is equivalent to 5x.

2x + 3x = 5x
This is an example of adding like terms. Congruent tiles represent like terms.
• Note that x + 3 does not equal 4 or 4x because the x and
the 3 are not like terms (they are not represented by the
same type of tile). They cannot be combined. x+3

214 UNIT 7 Reprint 2022

 • You can use the zero property and the rules you know for adding integers
to combine positive and negative terms if they are like terms.
For example: 2x + (– x) = 2x – x 2x
= 1x –x 0
=x
The positive x term and negative x term add to 0,
so the sum is x.

• When you combine like terms, it is called simplifying an expression because

you end up with fewer terms and a simpler expression.
For example, to add (3x – 4) + (2x + 3):
3x – 4
2x + 3
There are four terms to start
(3x, –4, 2x, and 3), but there are
only two terms (5x and –1) in
5x – 1 the simplified expression.

(3x – 4) + (2x + 3) = 5x – 1
• Adding like terms is similar to adding numbers:
43 + 62 = (4 tens + 3 ones) + (6 tens + 2 ones) = 10 tens + 5 ones = 105
You add the tens together and the ones together since they are like terms.

B. How is the calculation you chose in part A related to adding like terms?

Examples
Example 1 Adding Polynomials Using Tiles
Simplify each by adding.
a) (5 – 4x) + (2x – 3) b) [8 + 3x + (–4x)] + (2x – 5)
Solution Thinking
a) Model the two polynomials I used
algebra
5 – 4x tiles to
model each
2x – 3 addition.
Use the zero property and combine like tiles (terms)
a) I put the x-tiles
together and the 1-tiles
together. Then I used
the zero property
to remove pairs of tiles
Write the simplified expression
that had a value of zero.

2 – 2x
(5 – 4x) + (2x – 3) = 2 – 2x

Reprint 2022 Algebra 215

Example 1 Adding Polynomials Using Tiles [Continued]
Solution Thinking
b) b) I represented
each polynomial
with tiles.
• Then I put
together the same
types of tiles and
(8 + 3x + (–4x)) + (2x – 5) = 3 + x
used the zero
property
to simplify.

Practising and Applying

1. Use algebra tiles to represent each 6. Simplify each.
polynomial. a) (4 + x) + (2 – 3x)
a) 4x + 2 b) (–7 + 5x) + (2x + 7)
b) 4x – 2 c) (6x + 1) + (–4x – 3)
c) 2 – 4x d) (–4x – 7) + (10 + 4x)
d) –2 – 4x
7. Each model below represents the
sum of two polynomials. What could
2. List the like terms in each
the two polynomials be? Find three
expression.
different answers for each.
a) 5x + 7 + 2x – 2 a)
b) (–5x + 3) + 2x + (x – 2)
c) 6 – 2x – 4x – 1 b)

3. Add the polynomials in question 2. c)

4. List five possible polynomials for 8. Tashi added the measurement

each. 3 m, 10 cm to the measurement
a) The polynomial can be represented 4 m, 3 cm. He said that adding the two
using 6 black tiles. measurements was just like adding
like terms. What does Tashi mean?
b) The polynomial can be represented
using 8 white tiles. 9. Describe the role of the zero
property in adding polynomials. Use an
5. a) When you add 4x + 2 and –2x – example
1, you start with nine tiles but end with to help you explain.
a sum that is represented with three
tiles. Why does this happen? 10. Why is there always more than one
b) Describe another polynomial possible polynomial addition for any
addition that starts with nine tiles and given sum? Use an example to help
ends with three tiles. you explain.

216 UNIT 7 Reprint 2022

 7.3.2 Subtracting Polynomials

Try This
Try This
A. Predict the result of (4x – 2) – (3x – 5). Explain your prediction.

• When you subtract integers, you can use any of the meanings of subtraction.
For example, 5 – 2 can mean each of these things:
- Take away 2 from 5 and see what is left. 5–2=3
- Compare how much greater 5 is than 2. 5–2=3
- Find the missing addend to get from 2 to 5. 5–2=? → 2+?=5
- Add the opposite. 5 – 2 = 5 + (–2) = 3
• This is also true for subtracting polynomials. You can use any of the meanings
of subtraction, along with algebra tiles, to help you subtract.
For example:
This is how to use the take away meaning for (3x + 4) – (2x + 1):
(3x + 4) – (2x + 1) means taking away 2x + 1 from 3x + 4.
Model 3x + 4 with three x-tiles and four 1-tiles. Then take away two x-tiles and
one 1-tile.

There are one x-tile and three 1-tiles left, so (3x + 4) – (2x – 1) = x + 3.

This is how to use the comparison meaning for (3x + 4) – (2x + 2):
(3x + 4) – (2x + 2) means “How much more is 3x + 4 than 2x + 2?”
Model both polynomials and then see how much longer one is than the other.
3x + 4

2x + 2

3x + 4 has one extra x-tile and two extra 1-tiles, so (3x + 4) – (2x + 2) = x + 2.

This is how to use the missing addend meaning for (2x + 3) – (–x + 3):
(2x + 3) – (–x + 3) means (–x + 3) + ? = 2x + 3.
Model –x + 3 and then add tiles until you have 2x + 3:
Starting polynomial –x + 3

What must be added 3x

End polynomial 2x + 3

You have to add one +x-tile to get rid of the –x-tile and then add two more +x-tiles to get
to 2x. You do not have to add any ones, so (2x + 3) – (–x + 3) = 3x + 0 = 3x.

Reprint 2022 Algebra 217

This is how to subtract by adding the opposite:
(2x + 3) – (–x + 3) → (2x + 3) + (x – 3) because (x – 3) is the opposite of (–x +
3).
2x + 3
x–3

(2x + 3) + (x – 3) = 3x + 0 = 3x

• Notice how each polynomial difference relates to the subtraction:

Notice that …
(3x + 4) – (2x + 1) = x + 3 3x – 2x = x and 4 – 1 = 3
(3x + 4) – (2x + 2) = x + 2 3x – 2x = x and 4 – 2 = 2
(2x + 3) – (–x + 3) = 3x + 0 = 3x 2x – (–x) = 3x and 3 – 3 = 0
(2x + 3) – (–x + 3) = 3x + 0 = 3x 2x + x = 3x and 3 – 3 = 0
Each time, you can use what you know about integer subtraction to subtract
the x terms and the constant terms separately.

B. Which meaning of subtraction would you use to calculate part A?

Examples
Example 1 Subtracting Polynomials Using the Zero Property
Simplify (5 – 4x) – (2x – 3).
Solution Thinking
Model 5 – 4x with tiles There were no
positive x-tiles or
Add tiles using the zero property so you can negative 1-tiles to
take away 2x – 3 take away, so
I added tiles that
had a total value of 0:
=0
• Two (–x)-tiles and
Take away 2x – 3 two +x-tiles: 2x + (–2x) = 0
• Three +1-tiles and
three (–1)-tiles: 3 + (–3) = 0

Count what is left

(5 – 4x) – (2x – 3) = 8 – 6x

218 UNIT 7 Reprint 2022

Example 2 Subtracting Polynomials by Adding the Opposite
Simplify (8 + 4x) – (2x – 5).
Solution Thinking
(8 + 4x) – (2x – 5) = (8 + 4x) + (–2x + 5) • I added
the opposite
8 + 4x
to subtract.
–2x + 5 • I removed
two +x-tiles
2x + 13 and two (–x)-tiles because
(8 + 4x) – (2x – 5) = 2x + 13 2x + (–2x) = 0.

Practising and Applying

1. a) Explain how to use algebra tiles 6. Each model below represents
to subtract (5x + 2) – (2x + 1) each way. the result of a subtraction. For each
i) take away difference, write three possible
polynomial subtractions.
ii) comparison
iii) missing addend a)
iv) adding the opposite
b)
b) Which method do you think worked
best? Why do you think that? 7. Suppose you subtracted one
c) Would you use the same method polynomial from another polynomial.
for 4x – (–2x + 3)? Why or why not? For example: (ax + b) – (cx + d) = A
Next, suppose you subtracted the
2. Subtract each.
opposites of those polynomials:
a) (8 + 4x) – (2x + 5)
(–ax – b) – (–cx – d) = B
b) (8 + 4x) – (2x – 5)
How do the two differences, A and B,
c) (8 + 4x) – (–2x – 5) compare?
d) (8 + 4x) – (–2x + 5)
8. When you subtract polynomials,
3. Complete each to make it true. A – B = C, Polynomial C could be
a) (10 +  x) – ( x + 5) = (2x + 5) represented by more than, less than,
or the same number of tiles as
b) (4 –  x) – ( x – 5) = (2x + )
Polynomial A. Show an example of
c) (6 +  x) – (3x + 5) = (–x + 1) each.
4. Simplify each by subtracting. 9. The sum of (3x + 3) and (–2x – 4) is
a) (1 + 2x) – (2 – 3x) modelled with two algebra tiles. The
difference is modelled with 12 tiles.
b) (–3 + 5x) – (4x + 9)
Is it always true that you need more
c) (x + 1) – (–4x – 5) tiles to represent the difference
between two polynomials than to
5. Tashi subtracted a polynomial that represent their sum? Explain using
was modelled with only black tiles from an example.
a polynomial that was modelled with
only white tiles. What colour were the 10. Is it important to think about like
tiles that modelled the difference? terms when you subtract polynomials?
How do you know? Explain your thinking.

Reprint 2022 Algebra 219

7.3.3 EXPLORE: Multiplying a Polynomial by an Integer

• You already know that multiplication can be represented in different ways.

For example:
Multiplication is repeated addition: 3 × 4 = 4 + 4 + 4 = 12
Multiplication is the area of a rectangle: 4 units
3 × 4 is the area of a rectangle
that is 3 units by 4 units
3 units

3 units by 4 units = 12 square units

• The exploration below shows how you can use these same ideas to multiply
a linear polynomial by an integer.

A. Represent 3 × (2x + 5) as repeated addition. What is the product?

B. i) What are the length and width of the x-tile? The 1-tile?
ii) Why can 3 × (2x + 5) be represented using the rectangle below?

iii) How does the rectangle show the product of 3 and (2x + 5)?

C. How might you have predicted the product of 3 and (2x + 5) before
you completed parts A and B?

D. Predict each product and then a draw rectangle to test each prediction.
i) 4 × (3x – 2) ii) 2 × (6 – 2x)

E. What is the product of –2 × (2x + 5)? Explain your thinking.

F. How is multiplying a polynomial by an integer like multiplying two integers?

220 UNIT 7 Reprint 2022

 UNIT 7 Revision

1. A and B are whole numbers. You 5. Which relationship below is linear?

multiply A by 3. Then you add the How do you know?
product to the double of B. The final A.
x y
result is 60.
a) List three possible pairs of numbers 1 15
for A and B that make this true. 2 18
b) How do you know that A cannot be 3 22
an odd number? 4 27
c) How can you use a graph to find B.
other possible pairs of whole numbers? x y
1 15
2. Represent the relationship between 2 18
the term number and the term value for
3 21
each pattern. Use an algebraic
equation and a graph. 4 24
a) 6, 15, 24, 33, . . .
b) 37, 35, 33, . . . 6. Tell whether each relationship is linear
or nonlinear. Tell how you know.
c) 7, 18, 29, 40, . . .
a) the side length of a rhombus compared
d) 63, 59, 55, 51, . . . to its perimeter
3. Use an algebraic equation or a graph b) the side length of a square compared
to predict or estimate the 20th term in to the length of one of its diagonals
each pattern. c) the side length of a square compared
a) 8, 15, 22, 29, . . . to its area
b) 42, 36, 30, 24, . . . 7. Is y = 3x – 2x2 a linear equation? How
c) 17, 22, 27, 32, . . . do you know?
d) 1.5, 2.3, 3.1, 3.9, . . .
8. Calculate the slope of each graph.
4. Examine the pattern below.

Figure 1 Figure 2 Figure 3

a) How many dots are in Figure 4? make TR answer a sample

b) Draw a graph to show the response
relationship between the figure number
and the number of dots in that figure.
c) Use your graph to predict the x
number of dots in Figure 10.
d) Find a way to test your prediction.

Reprint 2022 Algebra 221

9. A line passes through each set of 15. Yangdon was 30 km from home
points. What is the slope of each line? when she started a trip that took her
a) (2, 6) and (3, 8) farther from home. She travelled at
a speed of 24 km/h.
b) (1, –1), (2, –2), and (3, –3)
a) Write an equation you could use
c) (4, 2), (6, 8), and (1, –7)
to determine how many hours she had
travelled when she was 95 km from
10. Draw a line with each slope.
home.
a) –5 b) 3
b) Solve your equation.
3
c) d) –0.6
4 16. At what point does each pair of
lines intersect?
11. Complete each set of blanks to list
three points on a line that has a slope a) y = 3x + 2 and y = –3x – 4
of –2. b) y = 6x + 13 and y = 8x – 7
a) (5, 4), (3,  ), and (  , –8) c) y = 20 – 2x and y = 5x – 30
b) (3, 10), (8,  ), and (  , 28)
17. Represent each polynomial with
algebra tiles. Sketch each model.
12. Solve each equation.
a) 3x + 1 b) 2x – 5
a) 8 – 3x = 23
c) 3 – 2x d) –3 – 3x
b) 5x – 16 = 34
c) 8x = 5 18. List the like terms in each
d) 2 – 5x = –37 expression.
a) 6x + x + 2x – 8
13. Create three possible equations for b) (–3x + 13) + 5x + (9x – 2)
each solution below. Use a negative c) 8 – 4x – 7x – 5
coefficient for the variable in at least
one equation for each. 19. Simplify each polynomial in
a) m = 7 question 18.
b) n = 0.2
3 20. Bhagi subtracted two polynomials.
c) x = The difference was modelled with
5
d) k = – 3 three tiles. What could the two
polynomials have been? How do you
know?
14. a) Which operations would you use,
in what order, to solve this equation? 21. a) 2x – 5 is the difference between
Tell why you would do each operation. two polynomials. What could be the
2x two polynomials? How do you know?
– 2 = 17
5 b) Use algebra tiles to model the
b) What is the solution to the equation? subtraction in part a). Sketch what
you did. Explain each step.

22. Multiply 4 × (7 – 2x). Show your

work.

222 UNIT 7 Reprint 2022

 UNIT 8 GEOMETRY
Getting Started

Use What You Know

A. Look at the two cube structures below. One structure is made with
six cubes. The other structure is made with five cubes.

i) How many different structures can you make with two cubes?
ii) How many can you make with three cubes?
iii) How many can you make with four cubes?
B. Draw all the structures you found in part A. Use isometric drawings.

Skills You Will Need

1. Measure the angles (to the nearest degree) and sides (to the nearest millimetre)
in each shape. Then classify each shape in as many ways as you can.
a) b)

c) d)

Reprint 2022 Geometry 223

2. The bottom (grey) rectangle shown below is the image of
rectangle ABCD after a transformation. More than one
transformation can result in this same image.
a) If ABCD was translated, describe the direction and distance
of the translation.
b) If ABCD was rotated, describe the turn centre and angle of
rotation.
c) If ABCD was reflected, describe the location of the reflection
line.

A 4 cm B

3 cm

D C

3. Copy triangle BCD and then show each transformation described below.
B

3 cm

D C
4 cm

a) Translate BCD using the translation you described in question 2 a).

b) Rotate BCD using the rotation you described in question 2 b).
c) Reflect BCD using the reflection line you described in question 2 c).

224 UNIT 8 Reprint 2022

Chapter 1 Representing Objects
8.1.1 Isometric Drawings

Try This
Some friends were discussing possible designs for a new building.
Here is a diagram of one design.

A. Use cubes to create a model of the design.

B. i) How did you decide how many cubes high
to make the short and tall sections?
ii) How did you decide how many cubes long
and wide to make the short and tall sections? Front

You can draw a three-dimensional (3-D) shape in different ways. One way is
an isometric drawing, which shows three surfaces of the shape at once.
An isometric drawing is a two-dimensional (2-D) drawing that appears 3-D.
• You can use isometric dot paper to help you make an isometric drawing:

- Position the dot paper so the vertical  

distance between dots is shortest.

Correct (vertical Incorrect (vertical

distance shorter) distance longer)
- Position the structure you want to draw
so that it lines up with the dots as much
as possible.

- Choose a starting point. Draw what you

see. As you draw, visualize the edges of
each cube in the structure.
• You can colour the drawing to help
people visualize the structure:
- You could colour each cube a different
colour or use alternating colours.
- Or, you could colour the upper surface
all one colour (as shown to the right).
Use whichever technique works for Front
the structure you are drawing.
• It is not always possible to show every cube in
There is a
a drawing if some cubes are hidden from view.
cube hiding
For example, the drawing to the right does not behind this
show the cube that is behind the bottom right cube cube.
in the structure.

Reprint 2022 Geometry 225

 C. Make an isometric drawing of your cube structure from part A.

Examples
Example 1 Drawing a Structure on Isometric Dot Paper
Use cubes to make this structure.
Then draw the structure on isometric
dot paper.

Front

Solution 1 Thinking
Bottom layer • After I created the structure,
I positioned it in the same way as
it was in the photo.
• I lined up the structure with
the dots to help me visualize.
Front
I drew the bottom layer first.
Whole structure • I added the label “Front” to match
the structure.
• After I drew the upper layers, I erased
parts of the drawing in the bottom layer.
• I coloured alternating cubes to make it
easier to see the structure.

Front

Solution 2 Thinking
Bottom layer • I made my structure face the
opposite way from the photo, so
I added the label “Back” to show
this.
• I drew the bottom layer first.
I only drew a face if I could see all of it.
Back

Whole structure
• After I drew the upper layers, I coloured
the top faces of the cubes to make it easier
to see the structure.

Back

226 UNIT 8 Reprint 2022

 Example 2 Building a Structure from an Isometric Drawing
a) What is the least number of cubes that could
be in this structure? Explain your thinking.
b) What is the greatest number of cubes?
Explain your thinking.

Front
Solution Thinking
Bottom layer • I built the structure.
• I started with the five
cubes that I could see in
Bottom two layers the bottom layer.
• I added four cubes for the second
layer.

Whole structure
• I added an extra cube to the second
layer to hold up the cube in the top
layer.

Front

a) The least number of cubes is 11:

the 10 cubes you can see in the drawing
and the hidden cube in the second layer
that is holding up the cube in the top
layer.
b) The greatest number of cubes is 18: b) I realized that this drawing would
You could add 7 more cubes behind not show some cubes that might be
the structure that would be hidden from hidden.
view and not show up in the drawing.
• To see how many cubes might
These two views from the back show
be hidden, I added cubes to the back.
the structure without and with the
7 hidden cubes. Then I held the structure exactly like
it was in the drawing to see if I could
see the cubes I had added, and I
couldn't.

Back Back

Reprint 2022 Geometry 227

Practising and Applying
1. Use cubes to create this structure. c) What is the greatest possible number
Then draw the structure on isometric of cubes? Explain your thinking.
dot paper.
5. Build a structure for each drawing.
Then turn it to get a different view.
Draw the new view.
a)

Front Front

2. Model the letter A with cubes. Then b)

draw the structure on isometric dot
paper.

Front
3. a) Use 10 cubes to build a structure.
b) Draw your structure on dot paper.
c) Exchange structures with a 6. Each structure below is made with six
classmate. Draw your classmate’s cubes. Which structures are
structure. the same? How do you know?
d) Compare your drawings. Explain
why two drawings of the same
A B
structure could be different.

4. a) Build this structure with cubes.

C D

Front

b) What is the least possible number

of cubes in this structure? Explain your
thinking. 7. Why might someone use two or more
isometric drawings to represent one
structure?

228 UNIT 8 Reprint 2022

 8.1.2 Orthographic Drawings
Try This
This is a view of a rectangular desktop.

A. Describe where you could be standing in

order to see the desktop in this way.
• Another way to represent a 3-D structure is with a set of orthographic drawings.
A set of orthographic drawings can include any of these orthographic face views:
- the top view
Each face view is a 2-D diagram of the
- the right view and left view structure drawn by looking directly at one face
- the front view and back view of the structure.
Top
For example:
Here is a set of orthographic drawings for the structure
shown on the right.

Front view Top view Right view

Right
Note that the right and left face views are right and left
for the person viewing the structure, not the right and
left sides of the structure itself. Front

• To better represent a 3-D structure, you can use a thick line

to represent a change in depth.
For example, a thick line in the right face view of the structure above
shows that there is a change in depth. Right view

• Since structures are 3-D, a set of two face views is usually not enough to
represent a structure. Two different structures could have some views that
are the same.
For example:
These two structures have the same top face view and left face view.
The third face view (from the front) shows the differences.

Front
Front

Top view Left view Front view Top view Left view Front view
• This is how to choose which face views to include to represent a structure:
- Choose face views that give different information.
- Try not to include two face views that are opposite each other.
For example, include either a left face view or a right face view, but not both.

Reprint 2022 Geometry 229

• Suppose you want to create a structure to match a set of orthographic drawings.
Visualize the structure as you try different combinations of cubes. When you think
you have a structure that works, check that it matches each face view.

B. Use cubes to create a very simple model of a desk or table.

i) Draw three orthographic views of your model.
ii) Is the view shown in part A an orthographic view? Explain your thinking.

Examples
Example 1 Making a Set of Orthographic Drawings
Create a set of orthographic drawings of this structure.
Include the top face view, the front face view, and
a side face view (a left view or a right view).

Front
Solution 1 Thinking
• I first built the structure with cubes so
I could use it to draw each face view.
• I labelled the cubes in my drawings to show
Front view
which cubes are the same cubes in the drawings.
A
A A C B
C B C B G D E
G D E G D E F H J
F H J F
Right view H J K L M I P
K L M I P K L M I P NO
NO NO
A B J
C D E
G H I
K M N L O P
F
Top view
Front face view Right face view Top face view
• I drew thick lines to show changes in depth for each view.
Solution 2 Thinking
• I first built the structure.
• For each face view, I turned the structure so
I was looking directly at it, seeing only one face
Top view at a time.
• I decided to use the top, front, and left views.
The other views wouldn‘t add any more information.
Front view • I used thick lines to show changes in depth for the top and
front views.

Left view

230 UNIT 8 Reprint 2022

Example 2 Building a Structure From Orthographic Drawings
a) Build a structure that matches
this set of orthographic drawings.
b) Is more than one structure possible?
c) Make an isometric drawing of
the structure. Top view Front view Right view
Solution Thinking
Step 2
a) Step 1 a) I started with the front view
because I could visualize it best.
Step 1: I used six cubes to make
the bottom two layers.
Front Step 2: I attached a cube to
the back of the middle layer so I could attach
one of the two top cubes to it.
Then I attached the second top cube to
the other top cube.
Step 3: To match the right view, I added
Step 3 Front
two cubes.
Step 4
Step 4: To match the top view, I added
one cube.

b) Yes, both these structures b) I could put another cube in the bottom
are possible: layer. It would not show up in the top, front,
Optional cube or right view.
• I also could put another cube in the middle
layer under the left top cube. It would not
show up in the three views.
Front Front • A back view would have shown both of these
Optional cube optional cubes.

The two optional cubes in

the second structure would not
have shown up in the top, front,
or right view.

c) c) I made two isometric drawings:

• The first drawing could be of both possible
structures.
• The second drawing shows only the structure
Front Back with the two optional cubes. I drew it upside
(upside down)
down and from the back to show the optional
The shaded cubes cubes.
are optional.

Reprint 2022 Geometry 231

Practising and Applying
1. Build this structure. Then draw three 5. a) Build a structure that looks like this
orthographic face views. from the front and from one side.

b) Draw the top face view.

Front 6. Build a structure for each set of

orthographic drawings.
2. Build this structure using 15 cubes. a)
Then draw three orthographic face
views.
Front view Right view Top view

b)

Front view Left view Top view

Front
7. Make an isometric drawing of each
3. Lhamo made a model of this table structure in question 6.
using 13 cubes.
8. a) Use 12 cubes to build a structure.
b) Draw three orthographic face views.
c) Exchange drawings with a
classmate. Use your classmate’s
drawings to build his or her structure.
d) Compare the structure you built in
Front part c) with your partner’s structure
from part a).
a) Draw three orthographic face views
of Lhamo’s table. 9. a) Describe
b) Build a model of a different table a structure that
and then draw three orthographic has this view from
face views. the front,
both sides,
4. a) Build two different cube structures the top, and
that have one side face view like this: the bottom.
b) What is the greatest number of
cubes the structure could have?
What is the least number of cubes?
How do you know?
b) For each structure, draw the top face 10. Can you always build a unique
view, the left face view, and the front structure if you have three orthographic
face view. face views? Explain your thinking.

232 UNIT 8 Reprint 2022

Chapter 2 Transformations
8.2.1 Dilatations

Try This
Lhamo held a triangle while Dorji shone a torch on it.
Dawa traced the outline of the shadow of the triangle on the board.
They did it again holding the torch closer to the triangle.
The shadows Dawa traced looked like this:

Triangle

Board

A. Which of the two shadow outlines was drawn when the torch was closer
to the triangle? Explain how you know.
B. i) Trace the outlines of the two shadows.
ii) Draw a line that passes through each pair of matching vertices.
iii) What do you notice about the three lines that you drew?

• A dilatation is a transformation that changes a shape to a larger size (an

enlargement) or to a smaller size (a reduction) without changing anything else.
• A dilatation is described by its dilatation centre and scale factor. The scale
factor describes how much the size has changed.
• To perform a dilatation on a polygon, you can locate the dilatation image of
each vertex and then connect the images of the vertices to complete the image.
• If you know the scale factor and where the dilatation centre is, you can locate the
images of the vertices in this way:
1
A dilatation of trapezoid ABCD with a scale factor of and dilatation centre at O:
2 A
- Draw a line that connects the dilatation centre B
to one of the vertices. 38 mm
Original
- Measure the distance from the dilatation
centre to the vertex.
O C
- Multiply the distance by the scale factor: D

1 A
38 mm × = 19 mm
2 B
A′
- The image vertex is on the line at Original
19 mm
a point 19 mm from the dilatation centre.
O C
[Continued] D

Reprint 2022 Geometry 233

 - Repeat this for the other vertices. A
B
A′
B′
Original
O C
D′ C′ D
A
- Connect the image vertices to complete B
the dilatation image, trapezoid A′B′C′D′. A′
B′ Original
Image
O C
D′ C′ D
• These things are true for all dilatations:
- You can draw a line through any point, its image, and the dilatation centre.
- The image and the original shape are similar. That means corresponding
angles are equal and the scale factor of the similar shapes (the ratio of the
lengths of corresponding sides) is equal to the scale factor of the dilatation.
- If the scale factor is greater than 1, the image is an enlargement.
- If the scale factor is between 0 and 1, the image is a reduction.

C. i) Suppose Dawa’s larger triangle is a dilatation of the smaller triangle.

What is the scale factor and where is the dilatation centre?
ii) Suppose Dawa’s smaller triangle is a dilatation of the larger triangle.
What is the scale factor and where is the dilatation centre?

Examples
Example 1 Performing a Dilatation
Create a dilatation of rectangle ABCD so that B C
the original vertex D is one of the image
vertices. What is the scale factor and where 2 cm
is the dilatation centre? Show your work.

A 4 cm D
Solution 1 Thinking
• For the dilatation image, I used • I predicted A′B′C′D
1 would work because it is
a scale factor of to draw a similar
2 similar to ABCD and it has
shape inside ABCD with D as one of a vertex at D.
its vertices.
B 4 cm • I used a scale factor of
C 1
because it was easy to work with,
2 cm 2
2 cm B′ C′
1 cm but I could have used any scale factor.

A A′ D

234 UNIT 8 Reprint 2022

 • To locate the dilatation centre, I drew 1
• Since I used a scale factor of ,
a line from B to B′ and doubled it 2
1 I knew that each image vertex was
because the scale factor was .
2 halfway along the line that connects
The dilatation centre was at the end the dilatation centre to the
of the line. That meant the dilatation corresponding vertex in the original
centre was vertex D.
shape.
B C

B′ C′ • I also knew D was the centre because

it is the only point that did not move.

A A′ D

• I checked this by comparing the • Because vertex D is the same in

distances between DC′ and DC and the original shape and the image,
1 I called it D in the image, but I could
between DA and DA′. DC′ was DC
2 have renamed it D′.
1
and DA′ was DA.
2
• If I had used a different scale factor
• A′B′C′D is the image of ABCD using with the same dilatation centre, images
1 like these would have been possible.
dilatation centre D with scale factor .
2
B B C
C

B′ C′

A A′ A D
D

Solution 2 Thinking
• For the dilatation image, I used a • I predicted D′B′C′D
1 would work because it is
scale factor of 1 to draw a similar
2 similar to ABCD and it has
shape beside ABCD with D as one a vertex at D.
of its vertices.
B′ 6 cm C′
B 4 cm C
3 cm
2 cm

A D D′

[Continued]

Reprint 2022 Geometry 235

Example 1 Performing a Dilatation [Continued]
Solution 2 Thinking
• To find the dilatation centre, I drew lines • I knew that the dilatation centre
connecting corresponding vertices to see was where all the lines connecting
where they all met. The intersection point corresponding vertices intersected.
was the dilatation centre, O.
B′ C′
B C

A D D′
O

• DB′C′D′ is the image of ABCD using • I compared the lengths of AB and

dilatation centre O and a scale factor DB′ to find the scale factor.
1 B′ C′
of 1 .
2 B C

O A D D′

Example 2 Identifying Dilatations

T
Are UTS and YZX dilatations of V
YVW? If so, describe the dilatation.
Show your work.
S
U
Z

Y W
X
Solution Thinking
• I drew lines to connect pairs of vertices that • I knew that
might be corresponding vertices (based on the dilatation centre
the size of the angles at those vertices). was
the intersection
point for all
the lines that connect
corresponding vertices.

UTS is not a dilatation image because

the lines do not intersect at one point.
YZX is a dilatation image because the lines
ZV and XW intersect at vertex Y.

236 UNIT 8 Reprint 2022

 • To find the dilatation scale factor, • I knew that, if YZX is a dilatation
I calculated the ratio of the lengths image of YVW, then YZX is similar
of one pair of corresponding sides of to YVW.
the similar shapes.
• I also knew that the scale factor of
V the similar shapes is the same as
YZ = 1.2 cm the scale factor of the dilatation.
YV = 3.6 cm
Z • The ratio of corresponding sides of
1
1.2 ÷ 3.6 = two similar shapes is the scale factor.
3 Y W
X If you know that two shapes are
similar, you only need to find the ratio
1 of one pair of corresponding sides.
The scale factor is .
3 I used 1.2 ÷ 3.6 instead of 3.6 ÷ 1.2
because the image was smaller.

Practising and Applying

1. a) How do you know AB′C′D′ is 3. Trace PQR and point C.
a dilatation image of ABCD? a) Enlarge PQR by a scale factor
A B B′ of 2 with dilatation centre C.
P

D C R

D′ C′
C
b) What are the dilatation centre and Q
the scale factor?
b) Reduce PQR by a scale factor
2. a) Which pair of shapes below 1
of with dilatation centre C.
shows 2
a dilatation? How do you know?
b) What are the dilatation centre and 4. a) Draw right triangle LMN with
the scale factor?  L = 90º, LM = 4 cm, and LN = 3 cm.
B C
A. b) What is the area of LMN? Show
your work.
c) Suppose you were to enlarge
LMN by a scale factor of 2 with
dilatation centre L.
i) Predict the area of the image.
A D ii) Test your prediction by enlarging
D A LMN and calculating the area. How
B.
does the area of the image compare
C B with the area of the original shape?
d) Repeat part c) for a scale factor of 3.
e) How could you have used the scale
factor to predict the area of each image?

Reprint 2022 Geometry 237

5. a) Trace ABCD and point E. 6. Suppose that you perform a
1 dilatation on rectangle EFGH with
Reduce ABCD by a scale factor of
3 1
scale factor . Where might the
using dilatation centre E. 2
dilatation centre be for each image
A B described below? Sketch
a diagram as part of each answer.
E F G H a) The image is inside rectangle
EFGH.
b) The image is inside but touching
D C
EFGH.
b) Trace ABCD and point F. c) The image is outside EFGH.
1 d) The image is outside but touching
Reduce ABCD by a scale factor of
3 EFGH.
using dilatation centre F.
c) Trace ABCD and point G. 7. Suppose you perform a dilatation on
1 a rectangle using a scale factor of 2. Is
Reduce ABCD by a scale factor of it possible for the image to be
3
using dilatation centre G. completely inside the original shape?
Explain your thinking.
d) Trace ABCD and point H.
1
Reduce ABCD by a scale factor of
3
using dilatation centre H.

238 UNIT 8 Reprint 2022

 8.2.2 Combining Transformations
Try This
A. i) The black triangle is a dilatation image Purna Bahadur is tiling
of the grey triangle. What is the scale factor a wall with triangular
and where is the dilatation centre? tiles as shown here.
ii) The black triangle is also a translation image
of the striped triangle. What is the distance and
direction of the translation?
iii) The black triangle is also a reflection image
of the striped triangle. Describe the reflection line.
iv) The black triangle is also a rotation image
of the striped triangle. Where is the turn centre
and what is the angle of rotation?

• When two shapes are similar or congruent, you can always use a combination
of transformations to go from the one shape to the other shape.
• To perform or identify a combination of transformations, you will need to recall
the information in this chart.
Transformation How to describe Properties of the image
• location of dilatation centre • similar
Dilatation
• scale factor • same orientation
• distance • congruent
Translation
• direction • same orientation
• congruent
Reflection • location of reflection line
• opposite orientation
• location of turn centre
• congruent
Rotation • angle of rotation and
• same orientation
direction of rotation (cw or ccw)

For example: A B
To transform pentagon ABCDE to A′′′B′′′C′′′D′′′D,
you can use these transformations: A′ B′

- Dilatate ABCDE to A′B′C′D′E using dilatation C′ C

2
centre E and a scale factor of . E
3 A′′ D′ D A′′′

- Rotate A′B′C′D′E to A′′B′′C′′D′′E 90º clockwise

(cw) around turn centre E.
B′′ B′′′
- Translate A′′B′′C′′D′′E to A′′′B′′′C′′′D′′′D to
the right along ED. D′′ C′′ D′′′ C′′′

• When you perform a combination of transformations, it helps to draw

the intermediate images.

Reprint 2022 Geometry 239

• There is often more than one way to combine transformations for the same result.
For example:
To transform ABCDE to A′′B′′C′′D′′D, you can also use these transformations:
2
- Dilatate ABCDE to A′B′C′D′D using dilatation centre O and a scale factor of .
3
- Rotate A′B′C′D′D 90º cw around turn centre D.
A B

A′ B′

C
C′
E O
D A′′ D′

B′′

D′′ C′′
For some combinations of transformations, the order in which you do them makes a
difference. For other combinations, the result is the same, no matter what the order of
the transformations.
B. Describe a combination of transformations for each
(from part A).
i) to transform the grey triangle to the striped triangle
ii) to transform the striped triangle to the grey triangle

Examples
Example 1 Performing a Combination of Transformations
Enlarge square ABCD by a scale factor of 2 using dilatation C B
centre E (the midpoint of AD). Then rotate the image
45º clockwise around turn centre E.
D A
E
Solution Thinking
C′′ • I enlarged ABCD to A′B′C′D′.
C′ B′
• Then I used tracing paper
to rotate A′B′C′D′ to
C A′′B′′C′′D′′. I traced A′B′C′D′
B
D′′ and then held my pencil tip on
B′′
E while
I turned the tracing 45º cw.
D E A A′
D′ • If I had done a rotation followed by a
dilatation — the result would be the same
A′′ (but I know that, with some combinations,
the opposite order has a different result).

240 UNIT 8 Reprint 2022

 Example 2 Describing a Combination of Transformations
a) Which of the grey rectangles could be A B
an image of ABCD? How do you know?
b) Describe a combination of transformations that 2
would transform rectangle ABCD to the rectangle
you chose in part a). Show your work.

D C

1
Solution Thinking
a) Rectangle 1 could be an image because a) I knew that
it is similar. Its length and width are half of Rectangle 2 could
ABCD’s length and width. not be an image
b) A B A B because its width
was half but its
length was the same as ABCD.
b) I knew there was a reduction
A′ B′ A′ B′
because the image is smaller.
• I also knew there was a rotation
because the image is turned.
D C D • I knew the scale factor for
C′ C′ A′′
1
the dilatation was because
A B C′′ B′′ 2
the image dimensions are half
the dimensions of ABCD.
• I used vertex D as
A′ B′ the dilatation centre so
the image would end up in
1 the bottom left corner of ABCD.
• I used vertex D as the turn
D A′′ centre and made a 90º cw turn.
C′
• I realized that I also needed a
D′′′ A′′′ translation to slide A′B′C′D down.
• I translated A′B′C′D down along
C′′′ B′′′ the length of side DC′′.
To go from ABCD to A′′′B′′′C′′′D′′′, the
transformations are:
1
• A dilatation with scale factor and centre D
2
• Then, a 90º cw rotation around D
• Finally, a translation down along DC′′
Reprint 2022 Geometry 241
Example 3 Testing to See if the Order of Transformations Matters
Pema was asked to dilatate ABC with centre A
B C
1
and scale factor and then reflect in line BC.
2
Would he get the same result if he first did the reflection,
followed by the dilatation?
A
Solution Thinking
The image after A′′ • First I did the combination of
the dilatation followed transformations in the given
by the reflection order:
is A′′B′′C′′. C′′
B′′ - To dilatate with centre A,
I knew point A would not move.
B C - The other image points were B′ and C′,
halfway from point A to points B and C.
B′ C′ - I reflected AB′C′ in BC to get the final image
triangle.
A
The image after
the reflection followed A′ • Then I did it in the opposite order:
by the dilatation
- The reflection in line BC flipped the triangle
is A′′B′′C′′.
across that line. I drew the image with
a dashed line.
- To dilatate the reflection, I knew all the
B A′′
points would move because no points were on
the triangle.
B′′ C′′ - Each image point was half the distance to A
from its pre-image.
A - The final image was A′′B′′C′′. (A′′ was the
The final image is different
if the transformations are done same point as point C.)
in the opposite order.

Practising and Applying

1. Copy this right triangle. Perform a) Dilatate ABC by a scale factor of 2
each combination of transformations. using dilatation centre A. Then translate
C up 2 cm.
b) Translate ABC up 2 cm. Then
dilatate by a scale factor of 2 with centre
2 cm A.

B 3 cm A 2. Explain why the final image for

question 1 part a) is different from
the final image for part b).

242 UNIT 8 Reprint 2022

 3. Trace this trapezoid. Perform each 6. Use a triangle of your choice.
combination of transformations. a) Find a combination of a dilatation and
a reflection that you can do in either
order to give the same final image.
D
b) Find a combination of a dilatation and
a reflection that has a different
final image when you do them in
C the opposite order.

7. Why do you think that the order of the

transformations does not matter in
question 6 part a), but the order does
B A
matter in part b)?
a) Dilatate trapezoid ABCD by a scale
1
factor of using dilatation centre A. 8. a) Which grey triangle below could be
2
Then rotate 90º cw around vertex A. an image ofPQR? How do you know?
b) Rotate trapezoid ABCD 90º cw b) Describe a combination of
around vertex A. Then dilatate by transformations that would transform
1 PQR to the grey triangle you chose
a scale factor of with centre A. in part a).
2

4. Explain why the final image for

question 3 part a) is the same as
Q
the image from part b).

5. The grey rectangle is the image of

rectangle ABCD after a combination of PP R
transformations.
B C

9. Suppose you are given a 2-D shape

D
and its image after a combination of
A transformations. Explain how you would
know each.
a) Describe a dilatation followed by
a translation that would result in the a) that one of the transformations was
grey image. a dilatation
b) Describe a translation followed by b) that one of the transformations was
a dilatation that would result in the a rotation
grey image. c) that one of the transformations was
c) Is it possible to map ABCD onto the a reflection
grey rectangle with one
transformation? How do you know?

Reprint 2022 Geometry 243

GAME: Isometry

Play this game with a partner. You need isometric dot paper.
The goal of the game is to recognize transformations.
• Cut out or mark off a square area on isometric dot paper for a game board.
You can only use the dots in this area.

Game board

• Decide who will be Player A and Player B.

• Take turns. On your turn, draw a line segment to
connect any dot to one of the six dots around it.
• If your line segment completes a triangle, write
your player letter (A or B) in the triangle. Take
another turn, up to a maximum of 3 turns in a row.
• You score points by naming the transformations
between the triangle you just completed and
the last triangle drawn:
- 1 point for a triangle that shows a single translation
- 2 points for a triangle that shows a single reflection
- 3 points for a triangle that shows a single rotation You can draw a line segment
from a dot to any of the
6 dots around it.
Here are three examples of each type of transformation:

A rotation around A reflection across A translation along

an open dot a dashed line an arrow
3 points 2 points 1 point

244 UNIT 8 Reprint 2022

 • Play ends when no more line segments can be drawn.
• The player with more points wins.
For example:
• Player A has just completed a triangle (labelled “A”),
so she gets another turn. Since there are no other
triangles on the board, there are no transformations
to name. She scores no points.
A

• If Player A draws her next line segment where

there is a dashed line, she completes a second
triangle and gets another turn. She gets 3 points
if she names the rotation around the point (open dot)
shown. A
A

• If Player A draws her next line segment where there is a

dashed line, she completes a third triangle, gets another
turn, and scores these points:
- 3 points if she names the rotation between the second
and third triangles A
A A
- 2 points if she names the reflection between the second
and third triangles

• It is now Player B’s turn because Player A had

three turns in a row. If Player B draws his line segment
where there is a dashed line, he completes a triangle,
gets another turn, and scores these points:
A B
- 3 points if he names the rotation between the A A
fourth and third triangles
- 2 points if he names the reflection between the fourth
and third triangles

• Player B then draws another line segment. He cannot complete a triangle,

so his turn ends.
• It is now Player A’s turn.

Reprint 2022 Geometry 245

Chapter 3 Angle Relationships
8.3.1 EXPLORE: Measuring Angles in Polygons

Kamala drew a pentagon. She She measured the exterior angles.

measured the interior angles. She visualized these angles as
the amount she would turn at each
108º vertex if she walked counterclockwise
around the perimeter.
72º
108º 108º
72º 108º

108º 108º
108º 108º 72º

The sum of the interior angles was 540º. 72º 108º 108º
108º + 108º + 108º + 108º + 108º = 540º 72º
The sum of the exterior angles was 360º.
72º + 72º + 72º + 72º + 72º = 360º

A. i) Draw a different pentagon. Find the sum of the interior angles.

ii) Extend each side and then find the sum of the exterior angles.
iii) Compare your results with Kamala’s results and your classmates'.
What conclusions can you make about the interior and exterior angle sums
of pentagons?
B. i) Draw other polygons and measure the angles to complete this table.
Triangle Quadrilateral Pentagon Hexagon
Number of vertices 3 4 5 6
Interior angle sum
Exterior angle sum

ii) Graph the relationship between the number of vertices and the interior
angle sum. Is it a linear relationship? How do you know?
iii) What do you notice about the relationship between the number of vertices
and the exterior angle sum? Is it a linear relationship? How do you know?
C. Examine your results from part B.
i) How can you use your graph to predict the interior angle sum of a polygon
if you know the number of vertices?
ii) How can you use the table to make a prediction?
iii) What conclusion can you make about exterior angle sums and polygons?

D. How can you predict the size of each exterior angle and each interior angle
of any regular polygon from the angle sums? Explain your thinking.

246 UNIT 8 Reprint 2022

8.3.2 Angles in Polygons

Try This
Tandin wants to paint a regular hexagon sign so it will catch
the attention of his customers. He wants to divide the sign into
triangles and then paint each triangle a different colour.
A. i) What is the least number of triangles into which he
can divide the sign? Show this in a diagram.
ii) What is the sum of all the interior angles from all the
triangles?

• In the last lesson, you learned about these two angle

72º
relationships in any polygon:
72º 108º
- The sum of the exterior angles in any polygon
is 360º. Interior and
108º exterior 108º
- The sum of the interior angles in any polygon angles of a 72º
is related to the number of vertices: pentagon
Interior angle sum = 180º × (number of vertices – 2)
72º 108º 108º
• The reason why the sum of the interior angles is
180º × (number of vertices – 2) is explained below: 72º
- When you divide a polygon into the least number of triangles, there are
2 fewer triangles than the number of vertices in the polygon. That means
a polygon with n vertices can be divided into n – 2 triangles.
- The interior angles of each triangle total 180º, so the sum of the interior
angles of the triangles is 180º × (n – 2).
- The sum of the interior angles of the triangles is equal to the sum of the interior
angles of the polygon, so the sum of the interior angles of the polygon
is 180º × (n – 2).
For example:
- A decagon has 10 vertices. It can be divided into
10 – 2 = 8 triangles.
- The interior angles of each triangle total 180º, so
the sum of the interior angles of the 8 triangles is
180º × (10 – 2) = 180º × 8 = 1440º.
A decagon (10 sides)
- Since the sum of the interior angles of the 8 triangles can be divided into
is equal to the sum of the interior angles of the decagon, 8 triangles.
the sum of the interior angles of the decagon is 1440º.

• You can use the above formula to develop a formula for calculating
the measure of an interior angle of any regular polygon:
Since a regular polygon with n sides has n congruent angles:
180(n  2)
The interior angle of a regular polygon =
n

Reprint 2022 Geometry 247

• You can develop the same formula using the exterior angles of a regular polygon:
360
- The exterior angle in any regular polygon is 360º ÷ number of vertices, or .
n
- At each vertex, the exterior and interior angles Exterior
angle
add to 180º because they form a straight line.
360
- Since the exterior angle is , then the interior 180º –
n Interior
360 angle
angle is 180º – , or 180º – 360º ÷ n.
n
360 180(n  2)
The interior angle in a regular polygon is 180º – or .
n n
Both formulas give the same result for any value of n.

B. i) Use a formula to find the sum of the interior angles in Tandin’s hexagon.
ii) Use a formula to calculate the size of each exterior angle.
iii) Use a formula to calculate the size of each interior angle.

Examples
Example 1 Using Properties of a Polygon to Find an Angle Measurement
Determine the measurement of angle x.

Solution Thinking
y • I knew the heptagon had 7 sides. I
also knew it was regular because all
y = 360 ÷ n the angles have the same symbol.
= 360 ÷ 7 x
• I labelled the other angle in
 51.4 the triangle y. I knew it was
an exterior angle of the heptagon because the
x + 51.4 + 90 = 180
side of the triangle is an extension of a side of
x + 141.4 = 180
x = 180 – 141.4 the heptagon.
x = 38.6º • To find y, I used the formula for exterior angles
Angle x is about 39º. in a regular polygon.
• Since the angles in a triangle total 180º, I was
able to find x by subtracting.

Example 2 Developing a Formula for the Interior Angle Sum Differently

a) Divide a regular pentagon into five triangles. Find the
sum of the interior angles. Show your work.
b) Use the five triangles to develop the formula for the sum
of the interior angles in any polygon. Show your work.

248 UNIT 8 Reprint 2022

Solution Thinking
a) a) I drew
180º 180º a line from
360º
each vertex
180º 180º to the centre
of the
180º
pentagon to divide
• Each of the 5 triangles has an interior sum of 180º. the pentagon into five
triangles.
• The sum of the interior angles of the 5 triangles
is 5 × 180º = 900º.
• The sum of the 5 angles in the centre is 360º.
• Since the angles in the centre are not part of the
pentagon’s interior angles, the sum of the interior
angles of the pentagon is 900º – 360º = 540º.

b) You can divide any polygon into the same b) I knew that if I put
number of triangles as the number of vertices. a point somewhere inside
For example: the polygon and connected it
to each vertex, there would
be the same number of
triangles as vertices.

• I also knew that the sum

of the angles around the
You can find the interior angle sum of any polygon point was 360°, or 2 × 180°.
by multiplying the number of vertices by 180º and
then subtracting 360º. • I subtracted the sum of
The total angle sum = Number of vertices × 180° the angles around the
= n × 180° centre point from the total
Interior angle sum = Total angle sum – 360° angle sum. What was left
= n × 180°– 2 × 180° was the sum of the interior
= (n – 2) × 180° angles of the polygon.
Interior angle sum of any polygon = (n – 2) × 180°

Practising and Applying

1. What is the sum of the interior 2. What is the measure of an exterior
angles of each polygon? Show your angle in each regular polygon? Show
work. your work.
a) b) a) equilateral triangle
b) square
c) decagon (ten sides)
d) dodecagon (twelve sides)
c) a regular hexagon
d) a trapezoid

Reprint 2022 Geometry 249

3. Why can you not use this formula 7. c)
to find the measure of an exterior angle
in an irregular polygon? x x
360
Exterior angle =
n

4. What is the measure of an interior

angle in each regular polygon? Show 8. You have two formulas for the
your work. interior angle of a regular polygon.
a) equilateral triangle 180(n  2)
A. Interior angle =
n
b) nonagon (nine sides)
360
c) octagon (eight sides) B. Interior angle = 180º –
n
5. a) A friend tells you that he has a) Use Formula A to find an interior
drawn a regular polygon with an angle in a regular nonagon (nine
exterior angle of 40º. Can you tell sides).
what type of polygon it is? Explain b) Use Formula B to find an interior
your thinking. angle in a regular nonagon.
b) What if he says the angle is 55º c) Use each formula to find the interior
instead of 40º? Can you tell what type angle in a 120-sided regular polygon.
of polygon it is? Explain your thinking.
9. Which formula in question 8 do you
6. Tshering walks through fresh snow prefer to use? Why?
on a field. He walks six steps straight
ahead, turns 45º cw, walks six more 10. a) Which regular polygons have an
steps, turns 45º cw, and continues with exterior angle that is a whole number of
this pattern until he returns to his degrees? Explain your thinking.
starting point. What will be the shape of b) Which regular polygons have an
his path in the snow? Explain how you interior angle that is a whole number of
know. degrees? Explain your thinking.

7. Find the measure of angle x in each. 11. a) Which polygon has the greatest
Show your work. interior angle sum?
a) • an equilateral triangle
• a regular dodecagon
• a regular polygon with 100 sides
How do you know?
x b) Which polygon has the greatest
exterior angle?
x • an equilateral triangle
• a regular dodecagon
b)
• a regular polygon with 100 sides
x
How do you know?

250 UNIT 8 Reprint 2022

 8.3.3 Angles With Parallel and Intersecting Lines

Try This
Kuenzang made this book cover design with congruent triangles.
A B C D

A. i) Identify sets of parallel lines in the design.

ii) How do you know  GFL +  EFL = 180º?
B. What is the image of FGL after each transformation? E F G H
i) a translation along FA
ii) a rotation of 180º around point F
iii) a rotation of 180º around the midpoint of FL
J K L M

• You can name an angle using its vertex letter or by using A

its vertex letter and the letters of two points on its arms
(with the vertex letter in the middle). C
C or ACB or BCA B

• Where lines intersect, there are some special relationships among

the four angles formed.
3
2 4
1

- Opposite angles, which are across from each other, are equal.
 2 and  4 are opposite angles. So are  1 and  3.
That means  2 =  4 and  1 =  3.
- Adjacent angles, which are beside each other and share a vertex, add to 180º
because together they form a straight angle, or a 180º angle.
x + y = 180º
x and y are adjacent angles.
x y

In the diagram above,  1 and  2 are adjacent angles. So are  3 and  4,

 1 and  4, and  2 and  3. That means  1 +  2 = 180º,  3 +  4 = 180º,
 1 +  4 = 180º, and  2 +  3 = 180º.
For example:
A D

ACB = DCE because they are opposite.

C
ACD + DCE = 180º because they are adjacent.
B E

• Any two angles that have a sum of 180º are called supplementary angles.

Reprint 2022 Geometry 251

• Parallel lines are lines that will never intersect, no matter
how far they are extended. These photographs show
examples of parallel lines in the real world.
Rails for a train

Electric power lines

B
- To show that lines are parallel, you can mark them
A
with small arrows, as shown to the right.
- To write that two lines are parallel, you can use
D
the symbol ║. AB║CD means that AB is parallel to CD.
C
• A line that crosses other lines is called a transversal. When a transversal
crosses two parallel lines, there are many relationships among the angles formed.

1
4
3 2
5
8
7 6
Transversal

- Corresponding angles are in the same position along

the transversal. Corresponding angles are equal.
 1 =  5,  2 =  6,  4 =  8, and  3 =  7.
x + y = 180º
- Interior angles are between the parallel lines on the same y
side of the transversal. Interior angles are supplementary. x
 2 +  5 = 180º and  3 +  8 = 180º.

- Alternate angles are between the parallel lines on opposite

sides of the transversal. Alternate angles are equal.
 2 =  8 and  3 =  5.

C. Identify each in Kuenzang’s pattern (from part A). A B C D

i) a pair of opposite angles
ii) a pair of corresponding angles
iii) a pair of interior angles
iv) a pair of alternate angles E F G H
v) a pair of adjacent angles that form a straight angle

J K L M

252 UNIT 8 Reprint 2022

Examples
Example 1 Identifying Angle Relationships
a) Identify three angles equal to  BED. A B C
How do you know they are equal?
D E
b) Identify two angles supplementary to  BED. F
How do you know they are supplementary?
G I
H
Solution Thinking
B
a)  BED =  FEH a) I knew the angle
E
They are opposite D F opposite from 
angles. BED would be equal
H to it.

 BED =  EBC B
C • I used the fact that AC ║DF and
They are alternate BH was a transversal to find
D
angles. E a pair of equal alternate angles.

 BED =  EHG B • I used the fact that DF║GI and

They are BH was a transversal to find a
D pair of equal corresponding angles.
corresponding E
angles. G H

b) I knew that two adjacent

b)  BED +  BEF = 180º B angles were supplementary.
They are adjacent
angles that form D F
a straight angle. E

 BED +  EBA = 180º A B • I used the fact that DF║AC and

They are interior BH was a transversal to find
D a pair of supplementary interior
angles. E
angles.

Example 2 Proving That Vertically Opposite Angles are Equal

Rotate a triangle around one of its vertices to show that opposite angles are equal.
Solution Thinking
Y • I used a
scalene triangle
so it would be
easier to match
Z X
corresponding
vertices in the original shape
[Continued] and its image.

Reprint 2022 Geometry 253

Example 2 Proving That Vertically Opposite Angles are Equal [Continued]
Solution Thinking
Rotate XYZ around X • I rotated XYZ around X
Y until  YXY′ made a
straight line.

Z X
Z′ • I marked congruent angles
in the two triangles.
• I noticed that  Y′XZ′ and
The angles in the two triangles  YXZ are opposite angles
are equal because a rotation image Y′ so they were equal (and
is congruent to the original shape.
these were the angles that
 YXZ and  Y′XZ′ are opposite angles. I needed to show were
 YXZ =  Y′XZ′ because  Y′XZ′ is
equal).
a rotation image of  YXZ.

Practising and Applying

1. Find the measure of each angle 3. These pairs of parallel lines form
without measuring. Explain how you a parallelogram. Each line is also
know you are right. a transversal. Which pair of parallel
a)  ABC b)  ABE lines does each transversal cross?
a) LD b) HM c) AG d) FJ
C
D F

A B 45º A G
D B E

E
M K I
2. Find the measure of each angle H
without measuring. Explain how you L J
know you are right.
a)  WUY b)  TUY 4. Use the diagram from question 3.
c)  VUW d)  VUT a) Which angles are supplementary
to  KBE?
V
b) Which angles are supplementary
to  KIE?
U
T W c) Use your answers to parts a) and b)
to say something that is always true
about angles in a parallelogram.
60º
Z X
Y 5. Use the diagram from question 3.
a) Which angles are corresponding
angles to  KBE?
b) Which angles are alternate angles
with  KBE?

254 UNIT 8 Reprint 2022

 6. Use what you know about regular 8. e) Identify a pair of alternate angles
polygons and parallel lines to find formed by the transversal QR. Without
the measures of all the angles in this measuring, how do you know they are
diagram. Show your work. equal?
B 9. a) In the diagram below, what is
A
the measure of  ECB? How do
C G you know?
b) What is the measure of  FBC?
How do you know?
F E
D E F

7. a) Draw XYZ with XY = 8 cm,

47º
YZ = 5 cm, and  XYZ = 55º.
A B C D
Z
c)  FBC and  ECB are interior
angles. Explain why they are also
5 cm supplementary angles.
10. Use what you know about polygons
55º and parallel lines to find as many angle
Y X measures as you can in this diagram.
8 cm

b) Translate XYZ along side YZ so

that Z is the image of Y, X′ is the image
of X, and Z′ is the image of Z.
c) Identify a pair of parallel lines. 130º
How do you know they are parallel?
d) Identify a pair of corresponding
angles formed by the transversal YZ′.
Without measuring, how do you know 11. Sometimes a transversal crosses
they are equal? two lines that are not parallel.
a) Samten says that, when this
8. a) Draw PQR with PQ = 5 cm, happens, the corresponding angles
PR = 7 cm, and  P = 35º. and alternate angles are not congruent.
Q
Is this true? Explain your thinking.
b) However, he says that opposite
5 cm angles are still congruent. Is this true?
Explain your thinking.
35º
P
R 12. a) Draw a diagram that gives only
7 cm
one or two angle measures. Make sure
b) Find the midpoint of QR. Label it M. someone could determine five or more
other angle measurements.
c) Rotate PQR 180º around M.
Label the image of P as P′. b) Show the angles that can be found
in your diagram from part b).
d) Identify a pair of parallel lines.
How do you know they are parallel?

Reprint 2022 Geometry 255

CONNECTIONS: Tools for Geometry

• Here are the standard tools used for studying geometry in mathematics classes.
- You use a compass (a pair of compasses) and a straight edge for constructions.
- You use a protractor to measure angles.
- You use a ruler to measure lengths.
• Other tools can also be useful.
- You can use a measuring tape to measure a length
that is longer than a ruler or a length that is not in
a straight line, like the circumference of a tree.

- You can use a level to see whether objects are horizontal, vertical, and parallel.

• You can improvise your own tools.

For example, you can make a large compass:
- Stretch a rope tightly between two people
to make a straight line.
- One person stands in one place, holding
one end of the rope, while the other person
walks around, holding the other end and
keeping the rope tight.
- The path formed will be a circle.
To show the path, you can drag
your feet in the dirt. Or, you can
use your free hand to draw on
the ground with chalk.

1. Here are some examples of improvisation. Try each method and then describe
what you did.
a) Fold a piece of paper to make a straight edge.
b) Fold a piece of paper to create a pair of parallel lines.

2. Describe how you could use improvised geometry tools to make each.
a) a set of parallel lines
b) a large square
c) a large regular hexagon

256 UNIT 8 Reprint 2022

 UNIT 8 Revision

1. Make an isometric drawing of this 6. B is the original shape. Which of

structure from a different view. the other shapes could be a dilatation
image? How do you know?

B C
A
Front

7. a) Dilatate ABC by a scale factor

2. Make three different isometric of 3 with centre D. Label the image
drawings of this cube structure. A′B′C′.
E 4 cm D

2 cm
C
Front
2 cm
3. Make a set of orthographic drawings
of the structure in question 2 that has B 4 cm A
three or more face views.

4. Make a set of orthographic drawings 1

b) Dilatate ABC by a scale factor of
of this structure, made of 10 cubes, 2
that has three or more face views. with centre D.
c) Describe a dilatation of ABC for
which the image has a vertex at A.

Front

5. This is the top face view of a

structure made from cubes.

a) Build two possible structures that it

could represent. Then, make an
isometric drawing of each.
b) Draw a set of orthographic drawings
for each structure in part a) that has
two or more additional face views.

Reprint 2022 Geometry 257

8. Transform PQR with each 11. a) What is the measure of an interior
combination of transformations. angle in a regular octagon? Show your
R work.
b) What is the measure of an exterior
angle in a regular nonagon (nine sides)?
45º Show your work.
c) How many sides does a regular
polygon have if one of its exterior angles
45º is 10º? How do you know?
P Q
12. Find an angle in this diagram that fits
each description below.
a) Dilatate PQR with centre P and
scale factor 2. Then reflect the image
in line PR.
b) Perform the transformations in 1 2 3 4
part a) in the opposite order. Do you 5 6 7 8
get the same result?
c) Rotate PQR 90º ccw with centre P.
Then enlarge the image with a scale
factor of 2 (choose a dilatation centre a) an angle that is a corresponding
that results in a different final image, angle to  2
if the transformations are done in the b) an angle that is an alternate angle
opposite order). to  2
c) an angle that is an interior angle
9. Use your work from question 7 to  2
part a). Describe a combination of
transformations that would transform 13. What is the measure of each angle
CDE to C′B′A′. below? Explain how you know for each.

10. What is the sum of the interior B C

angles in each shape? Show your
work. E
A D
a)
75º

42º
G F

a)  EFG b)  CEF
b)
c)  BEC d)  AEG
e)  CED f)  DEG

c) a regular dodecagon (twelve sides)

258 UNIT 8 Reprint 2022

 ANSWERS
UNIT 1 NUMBER pp. 1–20
Getting Started — Skills You Will Need p. 1
1. a) 2 × 2 × 2 × 2 × 3 × 5 d) 1 billion + 9 hundred thousands +
b) 3 × 3 × 5 1 thousand + 1 hundred + 4 tens + 2 ones;
c) 2 × 2 × 2 × 2 × 3 × 3 1 × 1,000,000,000 + 9 × 100,000 +
d) 31 (prime number) 1 × 1000 + 1 × 100 + 4 × 10 + 2 × 1

2. a) 4 hundred thousands + 1 ten thousand + 3. a) 8,052,000; 8 millions +

2 thousands + 1 hundred + 5 tens; 5 ten thousands + 2 thousands
4 × 100,000 + 1 × 10,000 + 2 × 1000 + b) 40,070,000,637; 4 ten billions +
1 × 100 + 5 × 10 7 ten millions + 6 hundreds + 3 tens + 7 ones
b) 3 hundred thousands + 6 ten thousands +
4. a) 1.07 b) 1.98 c) 0.21 d) 0.0096
5 thousands + 1 hundred + 2 tens + 4 ones;
3 × 100,000 + 6 × 10,000 + 5 × 1000 + 5. a) 3740 b) 230 c) 0.03028
1 × 100 + 2 × 10 + 4 × 1 d) 0.6234 e) 4000 f) 821.13
c) 1 million + 3 thousands + 1 ten; g) 0.00312 h) 0.234
3 × 1,000,000 + 3 × 1000 + 1 × 10
6. a) Ten thousandths b) Hundredths
c) Tens d) Hundreds

1.1.1 Negative Exponents p. 5

1. a) 0.1407; 1 tenth + 4 hundredths + 2. a) 0.011 b) 2.58 c) 0.000001
7 ten thousandths; 1 × 0.1 + 4 × 0.01 + 7 × 0.0001
b) 306.057008; 3 hundreds + 6 ones + 5 hundredths + 3. a) 3 × 10–2
7 thousandths + 8 millionths; 3 × 100 + 6 × 1 + b) 2 × 10–3
5 × 0.01 + 7 × 0.001 + 8 × 0.000001 c) 102 × 10–2
c) 0.00075; 7 ten thousandths + 5 hundred thousandths;
4. a) 13 b) Yes
7 × 0.0001 + 5 × 0.00001
c) Greater ; 5 × 10–4 + 6 × 10–7 +
d) 5,060,030.047003; 5 millions + 6 ten thousands +
5 × 10–9 + 9 × 10–11 + 4 × 10–13
3 tens + 4 hundredths + 7 thousandths + 3 millionths;
> 5 × 10–4
5 × 1,000,000 + 6 × 10,000 + 3 × 10 + 4 × 0.01 +
7 × 0.001 + 3 × 0.000001 1
5.
2

1.1.2 Scientific Notation p. 9

1. a) 2.3196 × 102 b) 4.356 × 106 5. Yes
c) 2.1 × 10–4 d) 1.367 × 10–1
6. Dorji; Nu 83,240 more
–2 6 5
2. a) 2 × 10 b) 2 × 10 c) 1.99 × 10 7. a) 1.496 × 108
b) 5.1 × 108
3. 3.8 × 103 m is a reasonable height c) 7.4 × 10–4
4. a) 4.7 × 104 b) 7.982 × 108 8. Powers of 10

Reprint 2022 Answers 259

1.2.1 Perfect Squares p. 11
1. 144 11: 1, 11 2 factors
12: 1, 2, 3, 4, 6, 12 6 factors
2. a) 0, 1, 4, 5, 6, and 9 b) No 13: 1, 13 2 factors
14: 1, 2, 7, 14 4 factors
3. a) 4, 9, 16, 25 15: 1, 3, 5, 15 4 factors
b) The sums are perfect squares. 16: 1, 2, 4, 8, 16 5 factors
c) 36 c) The perfect squares each have an odd
number of factors and the other numbers each
4. a) 4 b) 9 c) 16 d) 36 have an even number of factors.

5. a) No b) 14 7. a) 20

6. a) b) 8. Yes
1: 1 1 factor
2: 1, 2 2 factors 9. Sample response:
3: 1, 3 2 factors A perfect square
4: 1, 2, 4 3 factors • has an odd number of factors
5: 1, 5 2 factors • can form a square with whole number length
6: 1, 2, 3, 6 4 factors sides
7: 1, 7 2 factors • has factors that can be paired when factored
8: 1, 2, 4, 8 4 factors into prime numbers
9: 1, 3, 9 3 factors
10: 1, 2, 5, 10 4 factors

1.2.3 Interpreting Square Roots p. 15

1. a) 7 2. a) 9 b) 10 c) 8 d) 11

3. a) 5 b) 6 c) 10 d) 12

7 4. No
49
5. Sample response: 625, 169, and 8100

6. a) 1 × 72, 2 × 36, 3 × 24, 4 × 18, 6 × 12,

b) and 8 × 9
64 = 8 b) About 8.5
c) Yes

7< 56 < 8 7. a) 1 × 95 and 5 × 19

b) About 12
c) No
49 = 7
8. Sample response:
About 5.4 cm; No

260 Answers Reprint 2022

1.2.4 Estimating and Calculating Square Roots p. 18
1. a) 6.2 b) 9.8 b) i) 25 ii) 81 iii) 576

2. B 6. Yes

7. a) 3 or 4 s b) 14 s c) 45 s
3. a) 82 b) 820
8. a) Yes
4. a) 70 × 70 = 4900 and 4900 ≈ 4823 b) 9216 = 3 × 3 × 2 × 2 × 16 × 16
b) Less than = (3 × 2 × 16) × (3 × 2 × 16), so
c) 69.4 m
9216 = 3 × 2 × 16 = 96

5. a) i) 64 = 4
× 16 and 64 = 4 × 16 9. a) Yes
ii) 225 = 9 × 25 and 225 = 9 × 25 b) No
c) The area of the square must have 7 or 8
iii) 324 = 36 ¯ 9 and 324 = 36 ¯ 9 digits.

CONNECTIONS: The Square Root Algorithm p. 19

1. a) 27 b) 51

UNIT 1 Revision p. 20
1. a) 90,040.057008; 12.
9 ten thousands + 4 tens + 5 hundredths + 7 × 7 = 49
7 thousandths + 8 millionths;
9 × 10,000 + 4 × 10 + 5 × 0.01 + 36 < 41 < 49
7 × 0.001 + 8 × 0.000001 6< 41 < 7
b) 4.5007;
4 ones + 5 tenths + 7 ten thousandths; 6 × 6 = 36
4 × 1 + 5 × 0.1 + 7 × 0.0001

2. a) 1.2 × 10–3 b) 6 × 10–2 13. a) 12 or 13 b) 7 c) 9

3. a) 3 b) 8 14. a) 12.4 b) 6.9 c) 9.1
4
4. a) 2.0030905 × 10 7 + 10
b) 2.395 × 103 15. a) 8.5 =
2
c) 2.0030905 × 104 in question 3 is greater b) Estimate to one decimal place: 8.4
Both estimates are about the same.
5. a) 5.198723 × 104 b) 1.93567 × 10–1
5 + 10
c) 7.4 × 10–3 d) 1.017 × 101 c) 7.5 = ;
2
6. A. 1.39 × 102 cm Estimate to one decimal place: 7.1
The estimate of 7.1 suggests that the estimate
7. a) 3.4 × 107 b) 3.1 × 10–2 of 7.5 is too high.

8. B. 121 16. 270;

72,900 = 729 × 100 = 9 × 81 × 100
9. a) No = 3 × 3 × 9 × 9 × 10 × 10
b) 11 72,900 = 3 × 9 × 10 = 270
c) 308 = 2 × 2 × 7 × 11
17. 3 or 4 digits

Reprint 2022 Answers 261

UNIT 2 PROPORTION AND PERCENT pp. 21–50
Getting Started — Skills You Will Need p. 21
1. 36 : 45 and 4 : 5 4. a) 0.6 b) 2.5
c) 9.6 d) 25.5
2. a) 32% b) 20%
5. a) 2000 b) 80
3. 10 apples for Nu 100 c) 50 d) 40

2.1.1 Solving Proportions pp. 24–25

1. a) 2 b) 9 c) 25 7. a) 20 g
d) 30 e) 10 f) 6 b) Sample response:
I have a mass of 45 kg. If I were as strong as
2. 72 L an ant, I could carry 2250 kg.

3. 39 people are sitting. 8. a) 150 seedlings

1
b) 20 min ( h)
4. 32 kg 3
1
c) 12 min ( h)
5. 6 times 5

6. 9. 343 students
Concentrate (mL) Water (mL)
1 3 10. a) No b) 25 cm
350 1050
475 1425 11. Sample response:
175 525 If 4 apples cost Nu 80, how much do 7 apples
400 1200 cost? (Answer: Nu 140)

2.2.1 Percents Greater Than 100% p. 30

1. Sample response: 4 a) 500 b) 350 c) 150

= 100% 5. 17,000 tourists

a) 250% = 6. Sample response:

About 630,000 U.S. dollars

b) 125% = 7. 1500 on Day 2 and 3375 on Day 3

8. a) 683,400
c) 475% = b) 697,068
c) 711,009

2. a) i) 8.4 ii) 84 iii) 840 9. a) Nu 2500

b) 932.4 (840 + 84 + 8.4) b) Less than the original price.

3. a) 286 b) 1375 c) 1329.8 d) 300 10. No

Reprint 2022
262 Answers
2.2.2 Solving Percent Problems pp. 33–34
1. a) 26.88 b) 307.2 c) 189 d 9. Sample responses:
a) About 167 cm (166.6...)
2. a) 30 b) 320 c) 160 d b) About 163 cm (163.3...)

3. a) 60% b) 115% c) 30% 10. a) About 160 cm

b) Sample response: About 157 cm (156.8)
4. a) 66 girls b) 54 boys c) 45%
11. Sample response:
5. a) 16 b) 24 c) 50% I was 153 cm tall when I was 11 years old.
Because I am a girl, that is 90% of my adult
6. a) 12,750 b) 30,000 height. I will be about 153 ÷ 9 × 10 = 170 cm
tall.
7. 400 children
12. Sample response:
8. 20% 80% of the boys in my class play football.
There are 20 boys in my class.
How many of them play football? (16 boys)

2.2.3 Fractional Percents p. 37

1. a) 2. 7.6%

4. b)

b)

c) 1.08

5. 2.5 mL

6. a) 9.3 g b) 0.3 g

c) 7. All the ways are correct.

8. b) 0.32%

9. Yes

11. No; it depends on the size of the number.

2.2.4 Solving Percent Problems Using Familiar Percents pp. 39–40

1. a) 88 b) 648 c) 344 d) 1058 3. a) Nu 25 b) Nu 75 c) Nu 35
d) Nu 14 e) Nu 2700
2. a) 400 m b) 80 g c) Nu 175
d) 30 kg e) 60 L 4. a) About 637,500 b) About 1560 males

Reprint 2022
Answers 263
2.2.4 Solving Percent Problems Using Familiar Percents [Cont'd] pp. 39–40
5. 14 games 9. 400 mL

6. a) 168 g b) About 0.27 kg (270 g) 10. a) 5,000,000

b) 30,000,000
7. 25 questions c) 33,000,000

11. Archery, 180; Soccer, 120;

8. 35 students
Track & Field, 60; Other, 40.

2.3.1 Markup and Discount Consumer Problems p. 44

1. a) Discount amount: Nu 21; Sale price: Nu 119 6. a) Nu 240 b) Nu 192
b) Discount amount: Nu 18; Sale price: Nu 54
c) Discount amount: Nu 52; Sale price: Nu 598 7. Nu 1500
d) Discount amount: Nu 5400; Sale price: Nu 12,600
8. Shop 2
2. a) Markup amount: Nu 6; Regular selling price: Nu 36
b) Markup amount: Nu 70; Regular selling price: Nu 350 9. Yes
c) Markup amount: Nu 75; Regular selling price: Nu 825
d) Markup amount: Nu 750; Regular selling price: Nu 3250 10. Sample response:
The cost price of an item is
3. Nu 84 per kg
Nu 300. The markup is 25%.
4. 10% 5. 150% What is the selling price?
(125% of Nu 300 = Nu 375)

2.3.2 Simple Interest and Commission pp. 47–48

1. a) 0.07 b) 0.045 c) 0.0625 8. a) Nu 150 b) Nu 300
c)
2. a) Nu 1558 b) Nu 8100 c) Nu 2550 Number of Interest paid
years (Nu)
3. a) Nu 648 b) Nu 1820 c) Nu 2340 3 450
4 600
4. Nu 640 5 750
6 900
5. a) Interest: Nu 450; Total amount paid: Nu 6450 7 1050
b) Interest: Nu 250; Total amount paid: Nu 12,750 8 1200
c) Interest: Nu 2880; Total amount paid: Nu 10,880 9 1350
10 1500
6. Nu 3250
9. a) Nu 7200
7. They both earn the same amount of interest. b) Nu 36,000
c) Nu 1500

10. Dawa earned more.

CONNECTIONS: Currency Conversion p. 49

1. a) 8 baht b) 80 baht c) 800 baht 4. Sample response:
1 US dollar = Nu 40.95
2. a) Nu 12.5 b) Nu 125 c) Nu 1250 Nu 1 ≈ 0.024 US dollars
1 £ = Nu 82.55
3. Nu 1 = 0.025 Canadian dollars Nu 1 = 0.121 £

264 Answers Reprint 2022

UNIT 2 Revision p. 50
1. a) 5 b) 27 c) 28 8. 40

2. 200 girls 9. 615 g

3. 15 min
10. a) Nu 540 b) Nu 1260
4. 350%
11. 37.5%
5. a) 1300 b) 1428 c) 1210
12. No. It's less expensive at the end of June.
6. 50,400
13. a) Nu 630 b) Nu 4130
7. a) 105 b) 180 c) 640
d) Nu 240 e) 20% 14. Nu 4200 15. 8%

UNIT 3 INTEGERS pp. 51–72

Getting Started — Skills You Will Need p. 52
1. a) +19, Sample response: 3. a) –12; Sample response:
(–5) + (–7) = –12
... 5 units
7 units

5 14
–12 –5 0
b) +9, Sample response:
b) –9; Sample response:
(+3) + (–8) = –5
... 3 units
8 units
5 14 – 5
c) –1, Sample response: –5 0 3

c) –9; Sample response:

(–4) – (+5) = –9
–9
d) +9, Sample response:

–4 –2 0 2 4 5

d) –1; Sample response:

(–5) – (–4) = –1
2. Sample response: –1
–4 + (+3) = –1
+ (+3)
–5 –4 –2 0 2 4

4. a) –14 b) 0 c) –35
–4 –1 0 +5 d) +50 e) –70

Reprint 2022
Answers 265
3.1.1 Multiplying Integers Using Counters and Patterns p. 55
1. a) 6 × (–4) 3. a) –4 b) –6 c) –6
b) 2 × (–4) or 4 × (–2)
4. No
2. a) –6; Sample response:
(–2) × 3 = 3 × (–2) 5. a) 8 b) 0 c) 12 d) 20
( )+( )+( )
6. a) 3 × (–5) b) –15°C
b) –25; Sample response:
5 × (–5) 7. Sample response:
( )+
( )+
( )+
( )+
( )
8. No

3.1.2 Multiplying Integers Using a Number Line p. 57

1. 5 × (–2) = –10 4. 14 ways

2. a) –8; Sample response: 5. a) Positive b) Negative

c) Positive d) Positive

–8 –6 –4 –2 0 6. –12°C
b) –9; Sample response:
7. The product is the opposite of the original
integer; Sample response: (–3) × (–1) = +3

–9 –6 –3 0 10. Yes

3. a) Sample response: 55 + (10 × 13) 11. a) Positive

b) Nu 185 b) Negative
c) –75, which means he will owe Nu 75.

3.1.4 Renaming Factors to Multiply Mentally p. 60

1. a) –450 b) 960 c) 140 3. a) –115 b) 192 c) –372
d) –140 e) –480 d) 108 e) –572

2. a) 300 b) 240 c) 60 4. Any two sample responses:

d) –80 e) 60 a) –33 b) 80 c) 300
d) 300 e) –3100

3.2.1 Dividing Integers Using Models and Patterns p. 65

1. Sample responses: b) 4 jumps of –2
a) (–12) ÷ (–3) = 4 b) (–6) ÷ (–2) = 3

2. Sample responses:
a) 3 jumps of –3 –8 –6 –4 –2 0
4 groups of
3 groups of 2 black counters
–12 –9 –6 –3 0 3 black counters

266 Answers
Reprint 2022
3. a) –2; Sample response: 7. Sample response:
(–21) ÷ (–7) = 3
(–14) ÷ (–7) = 2
(–7) ÷ (–7) = 1
0 ÷ (–7) = 0
6 groups of 2 black counters 7 ÷ (–7) = –1
14 ÷ (–7) = –2
b) 2; Sample response:
21 ÷ (–7) = –3

8. When you divide a negative by a negative,

2 groups of 4 black counters
or a positive by a positive, the quotient is
4. a) –6 b) 8 c) –2 positive. When the signs are different, the
d) 2 e) –4 f) –8 quotient is negative.

6. 9 h

3.2.2 Relating Division of Integers to Multiplication pp. 67–68

1. a) –2 b) –17 c) –5 6. a) (–60) ÷ (–3) = 20 b) (–60) ÷ 4 = –15

2. a) 4 × „ = –64 b) (–7) × „ = –84 7. Sample responses:

a) –2, –3 b) 2, 6 c) –2, –9 d) 2, 5
3. a) –16 b) 12
8. a) The first integer is 1 and the second
4. 16 h integer is –1.

CONNECTIONS: Mean Temperatures p. 68

1. a) 11°C b) –3°C 2. a) 12°C b) 24 weeks

3.2.3 Order of Operations with Integers pp. 70–71

1. a) 0 b) –65 c) 10 4. a) 36 – [4 – 1] × 2 = 30
d) –2 e) 8 f) 12 b) (–12) + 4 × (–3) = –24

2. First divide by –3, then subtract –9, and 5. Different people may get different answers
then multiply by 3; [0 ÷ (–3) – (–9)] × 3 = 27 to the same question if the rules are not
followed.
3. [(40 × 6) – 3] × (4 – 5) = –237

UNIT 3 Revision pp. 72

1. a) (–3) × 2 = –6 2. a) 30 b) –48 c) –28

3. No

–12 –9 –6 –3 0 4. 14 ways
b) Sample response: (–3) × (–3) = +9 6. a) 2300 b) –2860 c) 670
+9
7. a) (–6) ÷ 2 = –3

–12 –9 –6 –3 0 –12 –9 –6 –3 0

Reprint 2022 Answers 267

UNIT 3 Revision [Continued] p. 72
b) (–8) ÷ (–4) = 2 9. 4 h 10. 6°C
+2
12. a) Positive b) Negative
c) Positive d) Negative

–16 –12 –8 –4 0 13. a) 112 b) –29 c) 153

d) 2 e) –1
8. a) (–92) ÷ 4 →  × (4) = –92;  = –23
b) (–91) ÷ (–7) →  × (–7) = –91;  = 13 14. 40 × (6 – 3) × 4 – 5 = 475

UNIT 4 FRACTIONS AND RATIONAL NUMBERS pp. 73–116

Getting Started — Skills You Will Need p. 74
1. Sample responses: 1 11 7
d) 1 e) 2 f) 1
4 6 8 3 6 9 5 12 12
a) = = b) = =
6 9 12 4 8 12
10 15 20 3 6 15 1
c) = = d) = = 5. 2 cups
16 24 32 5 10 25 4

2. a) Yes b) No 6. a) +10 b) +300 c) –79 d) –15

3 1 1 7. a) –268 b) +136 c) –110

3. a) 3 b) 2 c) 3
4 2 9
8. a) 96 b) –126 c) –90
1 13 1
4. a) b) c) 4
12 24 8 10. a) 180 b) –53 c) 3 d) –1

4.1.2 Adding and Subtracting Fractions Mentally p. 77

7 7 1 5. Yes 6. No 7. Yes
1. a) b) c) 8 d
9 8 2
1 1
8. 9. 18
1 3 4 6 2
2. a) b) c) 2 d
6 8 9
10. Sample responses:
a) Wondering whether a 5-cup bowl will be
4. Sample responses:
a) and b) 1 1
big enough to hold 1 cups flour, 2 sugar,
i) 7; Higher ii) 6; Lower 2 4
1 2
iii) 8 ; Not sure iv) 5; Higher and 1 cups butter.
2 3
1 1 1 3
v) 2 ; Higher vi) ; Lower b) 1 + 2
2 4 4 4

4.1.2 Adding and Subtracting Fractions Symbolically p. 81

17 5 1 3 1 7 1
1. a) b) 1 c) 10 d) 7 3. a) Day 1: 1 h, Day 2: 1 h b) h
24 18 20 10 12 12 2

5 11 17 5 3
2. a) b) c) 1 d) 4 4. 11 laps
24 30 24 8 4

268 Answers Reprint 2022

5. a) Yes 7.
b) No 2 1 1
1 7 3
3 2 3
5 1 1
5 4 2
6 6 2
5 2
5 6
6 3

4.2.2 Multiplying Fractions p. 86

1. a) b) 3
6.
28

3
7. day
4

8. a) 0.12
3 4 12
b) × =
4 5 1 10 10 100
2. a) b) c) c) They are equal.
15 16 2
9 1 8
d) e) f) 1 2 1
35 5 15 9. a) × =
2 3 3
4 1 1 2 3 1
3. a) About 12; 12 b) About 8; 8 × × =
5 4 2 3 4 4
7 1 1 2 3 4 1
c) About 20; 21 d) About 8; 8 × × × =
8 3 2 3 4 5 5
The numerator of the first fraction is the
1 numerator of each product. The denominator
4.
5 of the last fraction is the denominator of each
product.
5. Sample response: 1
b)
2 3 1 6 3 2 6 100
× = × = × =
5 8 40 1 4 10 40
10. a) i) 5000 g ii) 7500 g iii) 9170 g
b) $450 U.S.

11. The product is less than each fraction.

CONNECTIONS: The Sierpinski Triangle p. 87

3 27
1. a) 2. a)
4 64
3 9 b) I counted the total number of small white
b) i) ii) triangles (64) and the number that were not
4 16
3 3 9 27
c) × = coloured (27). of the large triangle was
4 4 16 64
not coloured.

Reprint 2022 Answers 269

4.2.3 Multiplying Mixed Numbers p. 91
1. Sample response: 7. Sample responses:
a) About 333
1
b) About 20
2

81
8. a)
100
7 2 b) 0.3 × 2.7 = 0.81
2. a) b) 72 c) 2 d) 8
12 7 c) They are the same.
1 7
e) 1 f) 355 g) 16 h) 4 1
3 32 9. Sample response: 1
5
7 3
3. a) cups b) 4 cups 10. Sample response:
8 8
To find the area of a wall or
4. 33 eggs a floor with dimensions
1 1
3 m × 2 m.
5. 5 h 2 3

6. Sample response: About 8800 m

4.2.4 Dividing Fractions with a Common Denominator p. 94

2 1 5 1 1 1
1. a) ÷ =4 b) ÷ = 2 3. 1
4 8 6 3 2 5

2. Sample response: 4. a) 3 b) 2
3
c) 1 d) 4
4
7 1
1 2 3 4 5 6 7 e) 2 f) 10
0 10 2
10 10 10 10 10 10 10
1 1 1 1
5. 1 ; ÷ =1
2 2 3 2

4.2.5 Dividing Fractions in Other Ways p. 98

3 3 1 3 1 3
1. a) ÷3= or b) 3 ÷ =8 3. a) 8 b) c)
4 12 4 8 8 4
4 9 1
2. a) 4 d) e) f) 2
b) Sample response: 5 10 10

1 1 1 1 1 1 1 1 1 1 4. 3 subjects
10 10 10 10 10 10 10 10 10 10
7
5. m
1 1 1 1 1 40
5 5 5 5 5
6. 4 parts

270 Answers Reprint 2022

4.2.6 Dividing Mixed Numbers p. 101
1 5. a) 7 crops
1. 4 ÷ 1 =3 b) No
3
1 1 1 1 1 1 6. 8 instruments
2. 1 1 1 1 1 1
2 2 2 2 2 2

1
7. 1 h
4
0 1 2 3 4 5 6 7 8 9

5 1 1 9. a) i) Sample response: about 9

3. a) 2 b) 1 c) 2 d) 1
6 18 3 1
ii) 9
9
3 1 2 5 2 3 1
4. a) A: = 1 and B: = 1 and b) i) Sample response: about 5
2 2 3 3 3 5 2
b) The quotients are reciprocals. 2
c) Sample response: ii) 5
5
1 1 9 9 9 2 2
2 ÷4 = ÷ = × =
4 2 4 2 4 9 4
1 1 9 9 9 4 4
4 ÷2 = ÷ = × =
2 4 2 4 2 9 2

4.3.1 Introducing Rational Numbers p. 105

1. a)
7
– –1 1
1 7
4 2 4 2

5 3 1 1 3 5 7
–3 – –2 – –1 – 0 1 2 3
2 2 2 2 2 2 2

7
b) – 5. Paro 6. Stock B
4

3. a) > b) < d) < e) < f) < 11

7. a) –
2
1 9 4 b) “It is less than –3” is not needed.
4. a) –6 , –3, – , –
2 4 5
5 1 7 11 11 5 1 1
b) – , – , 0, , 8. Sample response: – , – , –2 , –2
4 2 12 12 4 2 3 6
15 11 15
c) –5, –3, , ,
8 4 4
2 3
d) –5 , –5.2, 0, 4.7, 4
5 4

4.3.2 Operations with Rational Numbers p. 109

17 17 17 17 b) Same: Each had the same answer.
1. a) i) – ii) – iii) – iv) – Different: Two involved adding two rational
24 24 24 24
numbers but in different orders. The other two
involved subtracting a rational number from a
rational number but in different orders.

Reprint 2022 Answers 271

4.3.2 Operations with Rational Numbers [Continued] p. 109
2. a) 36.18 b) –134.55 c) –22.1 d) 0.95 b) Sample responses:
i) About –900 ii) About 6
3 7 iii) About –9 iv) About 1
3. a) – b) 83.13 c) – d) 9.5
4 8
5. a) i) 4.61 ii) 36.80
4. a) i) Negative ii) Positive iii) 198.75 iv) 6.50
iii) Negative iv) Positive b) +5.36
c) –10.70

4.3.3 Order of Operations p. 113

5 33 13 5. a) Positive
1. a) b) c) b) Negative
7 40 24
d) 5.9 e) –27.9 f) –11.5
6. Sample responses:
2. a) (3.6 + 6) ÷ (3.5 – 1.1) + 3 = 7 a) About 54
b) About –30
5 1 1 3 9
b) ÷ ( + ) × =
8 2 3 5 20
1
7. a)
3 2 1 5
10
3. a) Multiply by , add , then divide by . (2 ) 1
4 3 2 6 b) –
1 2 3 10
b) Divide by , add , then multiply by . (2)
2 3 4
8. Sample response:
4. 11.2 – (–5.4) ÷ 2.7 + (–9) = 4.2 3
–2.5 × [4 + (–5.3)] ÷ ;
4

UNIT 4 Revision pp. 115–116

5 7 1 1 5 3
1. a) i) 7 ii) 10 iii) 5 iv) 5 7. a) cups b) 4 cups
8 9 4 6 8 8

1 2 3 4
2. 9 8. a) b) c) d) 16
2 3 4 5

7 1 9. 6 times
3. a) 15 b) 2
12 12
1
10. a) About 3 times
21 7 1 3 2
4. a) b) c) d) b) Sample response:
32 18 3 5
1 1 1 1 1
3 5 5 5 5 5
5.
28 1 1 1 1 1 1
6 6 6 6 6 6
1 2
6. a) 5 b) 8
7 3

272 Answers Reprint 2022

 13 5 1
11. a) 1 b) 1 15. a) –11 b) 15.13
14 16 6
1
c) –15.95 d) 1
5 4 5 2
12. a) 1 b) 1 c)
9 5 6
1
16. a) – b) –6
5 2
13. a) 5 b) Yes; m
8
3 5 2 4 1
14. a) Aluminum Corp. 17. a) (1
– )× + ÷1
4 8 3 9 3
b) Associated Int. Hotel 3 5 2 4 1
c) –0.50, –0.07, –0.03, +0.06, +1.18 b) 1 – × ( + ÷1 )
4 8 3 9 3

UNIT 5 MEASUREMENT pp. 117–150

Getting Started — Skills You Will Need p. 121
1. a) 1200 b) 45 c c) C = 2 × π × r or C = 2rπ

2. a) A = l × w 5. a) 22 cm b) 88 mm
b) Sample response: A = b × h ÷ 2
6. a) 63 cm3 b) 48 m3
1
3. a) 24 cm2 b) 12 cm2 c
2 7. a) 1 mL b) i) 1000 mL ii) 1 L

4. a) Sample response: 8. 2 cm
The outside outline of the circle.
22 9. No
b) π : 1 or about
7

5.1.1 The Pythagorean Theorem p. 121

1. a) AC b) EF c) GH 3. a) Yes
b) Sample response:
2. a) Yes b) No c) Yes Multiply the values of Row 1 by 2 to get Row 2,
multiply the values of Row 1 by 3 to get Row 3,
multiply the values of Row 1 by 4 to get Row 4,
and so on.
c) 18, 24, 30; 21, 28, 35
d) 2 triangles: 18, 24, 30 and 30, 40, 50

5.1.1 Applying the Pythagorean Theorem p. 124

1. a) 15 cm b) 26 m 4. 9 km

2. a) 8.9 km b) 11.3 cm 5. About 2500 m (or 2482 m)

3. 10.2 m 6. 1.3 m

Reprint 2022 Answers 273

5.1.1 Applying the Pythagorean Theorem [Continued] p. 124
2 2 2
7. a) b) a + b > c c) d) a2 + b2 < c2
2 2 2 2 2 2
a b c a b c
i) 36 49 64 i) 100 144 400
ii) 64 64 81 ii) 36 36 100
iii) 225 400 576 iii) 225 400 676

8. No

5.2.1 Area and Perimeter Relationships pp. 127–128

1. a) P = 2.6 km or 2600 m b) The smallest area (11 cm2) is long and thin
A = 0.3 km2, or 30 ha, or 300,000 m2 (1 cm by 11 cm) and the greatest area (36 cm2)
b) P = 18 cm, A = 12 cm2 is a square (6 cm by 6 cm).
c) P = 16 m, A = 12.5 m2
d) P = 80 cm, A = 300 cm2 4. a) 1 × 24

2. Sample responses: 2 × 12
a) Metres and squares metres or hectares
b) Millimetres and square millimetres (or
centimetres and square centimetres) 3×8 4×6
c) Centimetres and square centimetres
d) Kilometres and square kilometres or
hectares
b) The greatest perimeter (50 cm) is long and
3. a) 1 × 11 thin (1 cm by 24 cm) and the least perimeter
(20 cm) is closest to the shape of a square
(4 cm by 6 cm).
2 × 10
5. Sample responses:
a) 0.5 cm by 2 cm b) 5 cm

3×9

6. 4 cm by 3.5 cm

4×8
3.5 cm

4 cm
7. a) 45,000 km2
5×7 6×6 b) It is close to the real area of 47,000 km2
c) 900 km

8. a) The perimeter is twice the sum of length

and the width, so it will be a multiple of 2.
b) The area will be an even number when one
of the sides is an even number

274 Answers Reprint 2022

9. a) 6.25 cm2 b) 2 km 11. a) 6 cm by 8 cm
b) Sample response:
10. A 3-4-5 right triangle: A 1-by-48 rectangle is long and thin and has a
much greater perimeter than the rectangle in
part a).
5 cm
12. No
3 cm

4 cm

CONNECTIONS: Pentominos p. 128

1. There are 12 pentominos. The two from the student book, on the left, plus these 10:

2. 11 of the 12 pentominos have a perimeter of 24 cm.

Only has a perimeter of 20 cm.

5.2.2 Scale Drawings p. 133

1. a) 1 cm represents 16 cm b)
b) 1 cm represents 12.5 cm
c) 1 cm represents 2 m
d) 1 cm represents 6 m
e) 1 cm represents 3 m
f) 1 cm represents 0.3 mm
1 cm represents 2 m
2. a) The key is for a real object that is
smaller than the scale drawing. 4. 4.5 cm by 6 cm
b) Sample response: To show details of very
small things, like insects. 5. a) 160 km b) 2.5 cm

3. Sample responses: 6. a) 1.8 m b) 3 m c) 2 cm

a) Height: 5.5 m; width: 6.6 m

Reprint 2022 Answers 275

5.2.2 Scale Drawings [Continued] p. 133
7. a) About 4000 km 8. 22 cm represents 12 m or
b) About 13 times 1 cm represents about 0.6 m.

5.2.4 The Formula for the Area of a Circle pp. 137–138

2 2 2
1. a) 154 cm b) 39 m 4. Centre: 900 cm ;
c) 50 km2 d) 79 mm2 Each other section: 1200 cm2.

2. a) 3 m2 b) 11 m2 c) 89 cm2 5. a) 5 m b) 314 m2
d) 16 m2 e) 19 cm2
6. 2π cm
3. Centre: 314 cm2; Inner band: 2512 cm2;
Outer band: 5024 cm2.

CONNECTIONS: The History of Pi p. 138

1. a) 0.0013 2. a) 3.3397 (this may vary with different
22 calculation methods)
b) (3.142...) is closer to 3.1415... than 3.14 is. b) No
7

5.2.5 Applying Area Formulas p. 141

1. 84 tins 7. 2 cm 8. 8 bags

2. a) 19.6 cm2 b) 204 cm2 c) 30.9 cm2 9. about 30 tonnes

3. B is greater 10. about 12.4 cm

4. 8 cm by 32 cm 11. No

5. 35.7 m2 12. Sample response:

A circle of diameter 4 cm is cut out of a
6. A, the square; Sample response: triangle with a base of 10 cm and a height of
For both shapes, the area is the product of the 8 cm. What is the area of the resulting shape?
height or width and the base or length. The (40 – 12.56 = 27.4 cm2)
square is bigger because the slanted sides of
the rhombus make its height less than the 13. The area is multiplied by 9
square’s height.

CONNECTIONS: Tangrams p. 142

1. 25 cm2 2. 12.5 cm2 3. 6.25 cm2 4. 12.5 cm2 5. 12.5 cm2

5.3.1 Volume of a Rectangular Prism p. 146

3
1. a) 12 cm ; 12 mL; 12 g 2.
b) 30 dm3; 30 L; 30 kg V l w h Capacity
c) 25 cm3; 25 mL; 25 g (cm3) (cm) (cm) (cm) (mL)
d) 1000 dm3 or 1 m3; 1000 L; 1000 kg or 1 t 48 4 3 4 48
105 10 3.5 3 105
720 12 12 5 720

276 Answers Reprint 2022

3. A has the greatest volume; 9. 20 cm
A. 729 cm3 B. 720 cm3 C. 704 cm3
10. a) 12 dice
4. a) 512 cm3 b) 2 cm on each edge b) 44 cm3

5. a) 4 cm b) 5 cm c) 100 cm 11. No

6. a) 1,000,000 cm3 b) 1000 L 12. Sample response:

c) 1,000,000 g; 1,000 kg; 1 A cube has a volume of 12 m3. What are its
dimensions to the nearest tenth of a metre?
7. B; A is 1000 cm3, B is 512 cm3, C is 700 cm3 (2.3 m)

8. Sample response: 13. a) It is multiplied by 9.

2 dm
3 dm b) It is multiplied by 27.
4 dm

5.3.2 Surface Area of a Rectangular Prism p. 149

1. a) 32 cm2 b) 26 cm2 4. a) The area is multiplied by 4
c) 59 cm2 d) 600 dm2 b) The total surface area is multiplied by 9.

5. a) 96 cm2 b) 96 cm2
2.
c) The cube has the greater volume;
SA l w h
Acube = 64 cm3 is greater than Aprism = 36 cm3.
(cm2) (cm) (cm) (cm)
33 6 1.5 1 6. a) 1 by 1 by 12, 1 by 3 by 4, 1 by 2 by 6,
10 2 1 1 2 by 2 by 3
76 5 4 2 b) 1 by 1 by 12; It is flat, long, and wide.
150 5 5 5 c) 2 by 2 by 3; It is closest to cube-shaped.

3. a) 216 cm2 b) 216 cm3 7. 38,100 cm2 or 3.81 m2

c) Numbers are the same; It's usually not true.
8. a) The total volume does not change.

UNIT 5 Revision p. 150

1. a) Yes b) No 7. 1 : 13,000,000

2. 11.4 cm 3. 14.1 cm 8. 1500 km

4. 3 rectangles; 9. a) 38.5 cm2 b) 38.5 km2

1 by 20: P = 42 cm
2 by 10: P = 24 cm 10. 49 cm2 11. 84 cm2
4 by 5: P = 18 cm
12. 343 m3 13. 7 cm
5. 5 rectangles;
1 by 9: A = 9 cm2 14. a) 19.3 L b) 17.9 L c) 17.9 kg
2 by 8: A = 16 cm2
3 by 7: A = 21 cm2 15. a) b) 126 cm2
4 by 6: A = 24 cm2
6 cm
5 by 5: A = 25 cm2

6. 125 m2 3 cm
5 cm

Reprint 2022 Answers 277

UNIT 5 Revision [Continued] p. 150
16. Sample response:

3 cm 4 cm

2 cm 2 cm
12 cm 9 cm
SA = 132 cm2 SA = 124 cm2

UNIT 6 PROBABILITY AND DATA pp. 151–182

Getting Started — Skills You Will Need p. 151
1. a) Tea; Sample response: 4
Fruit juice, but there might have been another 3. a) b)
9
less popular drink in “Other”.
b) Tea: 40%, Other: 25%, Water: 25%,
Juice: 10%

2. a) 161.27
b) 161.7
c) 162.7
d) 47.9

6.1.1 Complementary Events pp. 154–155

1 1 1 1 2 5
1. a) b) c) d) e) f)
2 3 6 3 3 6
1 2 5
d) e) f) 8. a) Ace, 2, 3, 4, 5, 6, 7, 8, 9, 10, Jack,
2 3 6
Queen, King
1 15 1
2. a) b) c) 12 10 4
16 16 2 9. a) b) c)
13 13 13
3. a) 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
1 5
4. Sample responses: 10. a) b)
3 9
a) spinning an odd number d) Card value ≥ 5
b) spinning a number that is not a multiple of
4 11. Sample response:
c) spinning a number that is 10 or less
12
d) spinning a prime number or 1 P(not 6 of clubs) =
13
5. a) 2, 4, 6, 8, 10, 12 b) 1, 3, 5, 7, 9, 11 1
P(6 of clubs) =
c) 2, 3, 5, 7, 11 d) 1, 4, 6, 8, 9, 10, 12 13
e) 6, 12 f) 1, 2, 3 12 1
1– =
13 13
1 1 5
6. a) b) c)
2 2 12

Reprint 2022
278 Answers
CONNECTIONS: Simpson's Paradox p. 156
1. Situation 1 2. a) The combined Bag 1 has 11 white
5 marbles and 9 black marbles.
Bag 1: P(white) = or about 45%
11 11
P(white) = or 55%
3 20
Bag 2: P(white) = or about 43% b) The combined Bag 2 has 12 white marbles
7
Situation 2 and 9 black marbles.
6 12
Bag 1: P(white) = or about 67% P(white) = or about 57%
9 21
c) I have a higher probability of winning with
9
Bag 2: P(white) = or about 64% Bag 1 in each single situation. When I
14 combine the bags, the probability of winning
is higher with Bag 2.

6.1.2 Simulations p. 160

1. a) A, B (odd vs. even), C (odd vs. even), 3. Sample response:
and D (odd vs. even) The simulation could involve a spinner with
b) C four equal sectors. One sector is labelled
c) B and D CORRECT. This is because 1 out of 4
choices is correct. Spin the spinner five times
2. Sample responses: and count how many times you get
a) Flip a Nu 1 coin 3 times. Khorlo represents CORRECT. Repeat the experiment 20 times.
a girl being born. Repeat the experiment 20 Count the percent of the time that you got
times and count the percent of the time you correct 3, 4, or 5 times.
get 3 Khorlos in 3 flips. The probability is likely to be close to 0.1
b) Cut out 3 pieces of paper and label one (actual answer ≈ 0.12).
with RAIN. Put them in a bag. Draw one
piece of paper from the bag, put it back, and 4. Sample response:
then draw another. Repeat the drawing two The simulation could involve a spinner with
more times. Repeat the entire experiment 25 8 equal sectors. One sector is labelled HIT.
times and count the percent of the time you This is because 25 out of 200 is the same as 1
choose the paper that says RAIN on each of out of 8. Spin the spinner five times and
the three draws. record whether all five spins are HITs. Repeat
c) Label 28 papers with BOY and 12 papers the experiment 20 times. Count the percent of
with GIRL. Put them into a bag. Draw two the time that you got all HITs.
papers. Repeat the experiment 25 times and The probability is likely to be close to 0
count the percent of the time you choose two (actual answer ≈ 0.00003).
papers that say GIRL.
d) Make a spinner with 10 equal sectors. 5. Sample response:
Label 3 sectors as kareys. This is because 15 5% is 1 out of 20. The simulation could
out of 50 is the same ratio as 3 out of 10. Spin involve 20 slips of paper, with one of the slips
the spinner two times. Repeat the experiment labelled BAD. Choose a slip of paper from a
20 times and count the percent of the time you bag. Record whether it says BAD and return
spin karey both times. the slip to the bag. Repeat twice more. Record
whether all of the slips chosen said BAD.
Repeat the experiment 20 times. Count
the percent of the time that you got all BADs.
The probability is likely to be close to (actual
answer = 0.000125).

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6.1.2 Simulations [Continued] p. 160
6. Sample response: 7. Sample response:
Print the numbers on cards and draw two Toss a Nu 1 coin until you get 4 outcomes the
numbers 20 times. Record the numbers same, with Khorlo representing a win for
chosen. Repeat the experiment 20 times. Maaros. Do this 20 times. Use the fraction
Count the percent of the time that each that describes each probability.
outcome occurs. The probabilities might be:
Actual probabilities should be close to: 1 1 1
a) b) c)
5 5 1 10 5 2
a) b) c)
6 6 2

6.2.2 Selecting a Random Sample p. 164

1. Sample response: 3. Sample response:
Assign each volunteer a number from 001 to Put each renter’s name on a piece of paper in
500. Use a random number table and select a bag. Select 5 pieces of paper from the bag.
100 three-digit numbers. You can start
anywhere and keep moving three digits ahead. 4. Sample responses:
Ignore any numbers that are greater than 500 a) Obtain a list of people old enough to buy
or that are repeats. a cell phone plan (e.g., no children) who live
in the dzongkhag. Assign each person a
2. Sample response: number in sequence from 0000 to 9999.
Decide on how big a sample you want, such Choose 4-digit random numbers from a table.
as 10. Have the yaks pass in single file b) Children should not be included because
through a narrow opening or a gate. Select they are too young to own cell phones.
every tenth yak that passes through.
5. a) About 4

6.2.3 Circle Graphs pp. 166–167

1. a) and b) 2. Ecosystems in Bhutan
Age group Persons % Angle
Grasslands Barren 4%
0–14 210,000 33 119° 17%
15–64 395,000 62 223°
65+ 30,000 5 18°
Agriculture
Total 635,000 100 360°
5%
c) Age Distribution
Forests
65+, 5% 73%

0 to 14, 33%

50 to 64,
62%

280 Answers Reprint 2022

3. a)
Cooking Fuel
Others

Electricity
LPG
E is 110°
F is 134°
L is 92°
O is 24°

Firewood
b)
Drinking Water Resources
Spring/river/ Other
pond (SRP) Piped within
house (PWH)

PWH is 82°
POH is 221°
SRP is 51°
O is 6°

Piped outside house (POH)

c) People in Households

1 to 2, 21%

+5
48%

3 to 4, 31%
1–2 is 75°
3–4 is 112°
5+ is 173°

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6.2.3 Circle Graphs [Continued] pp. 166–167
d)
Population by Age
65+, 5%

0 to 14, 33%

0–14 is 119°
15–64 is 224°
65+ is 17°

15 to 64,
62%
FT is 129°
e) VIDP is 11°
LDL is 2°
Toilet Facilities Pit is 179°
None 10% O is 3°
Other (O) 1% None is 36°

Flush toilet (FT) 36%

VIDP Latrine outside

Pit latrine house 3%
50%
Latrine inside house
(LDL) 0.5%

f) Households by Roofing Material

Other (O) 3%

Slate (S) 1% Concrete/brick/stone

(CBS) 3%
Bamboo (B) 7%

Straw/leaves
(SL) 8% CBS is 11°
CGI is 235°
M is 2°
W is 45°
Wood (W) 13% S is 27°
B is 24°
SL is 4°
O is 11°
Mud (M) 1%
CGI Metal
65%

4. Sample response:
The percent of students in different classes of a school.

282 Answers Reprint 2022

6.2.4 Box and Whisker Plots pp. 172–174
1.

0 20 40 60 80 100 120 140 160 180

Monthly rainfall (mm)

2. a)

0 10 20 30 40 50 60
Age
b) Sample response:
Most of the data values are clustered close to the median but the very long right whisker shows
that there are some very high values, which represent the teachers’ ages. These values make
the range of the data very large.

3. Sample response:
It looks like Econo Bulb has the best quality. They have fewer problem bulbs overall and the
extremes are low values rather than high values, which means that fewer bulbs do not work.

Reprint 2022 Answers 283

6.2.4 Box and Whisker Plots [Continued] pp. 172–174
4. a) Male b) The distribution is similar for males and
for females. The medians are close. The
spread of the numbers is a bit greater for
females than for males. The data values for
the total population are greater, which
makes sense because they are the male and
Female
Female female data values combined.

Total population
Total

0 20 40 60 80 100
Population (1000s)
5. a)
1999

2000

2002

2003

2005

0 1 2 3 4 5 6
Horse population (1000s)
b) Sample response:
The spread of the data was greatest in 1999. That year there was an unusually large number of
horses in Trashigang that should likely be considered an outlier.
The distributions for 2002 and 2005 had almost identical medians, but there was a greater
range of values in 2002.
Trashigang provided the extreme value each year, but it decreased from 1999 to 2005.

6. The right whisker will be a lot longer than the left whisker.
The box will be very narrow with no median line.

284 Answers
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6.3.2 Using a Scatter Plot to Represent a Relationship pp. 179-180
1. a) i) ii) Geometric Pattern
Number
Figure
of
number
squares

Number of squares
1 3
2 4
3 5
4 6
5 7
6 8

Figure number
b) i) ii) Geometric Pattern
Number
Figure
of
number
circles
Number of circles

1 5
2 8
3 11
4 14
5 17
6 20
7 23
8 26
Figure number
c) i) ii) Geometric Pattern
Figure Number
number of sticks
1 3
Number of sticks

2 5
3 7
4 9
5 11
6 13
7 15
8 17

Figure number

2. 5, 7, 11, 14

Reprint 2022 Answers 285

6.3.2 Using a Scatter Plot to Represent a Relationship [Cont'd] pp. 179-180
3. Mass Added vs. Height of Spring
16

14

12
Height (cm)

10

0
0 2 4 6 8 10 12
Mass added (kg)
4. a) i) ii) Sample response:
Personal Computers in Bhutan The number of
12000
computers grew
Number of computers

10000 quickly for a few

years but then
8000 stopped growing.
6000

4000

2000

0
1997 1998 1999 2000 2001 2002 2003 2004

b) i) Telephones in Bhutan
35000

30000
Number of telephones

25000

20000

15000

10000

5000

0
1989 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004

ii) Sample response:

The number of telephones grew by an increasing amount each year. In the last few years, the
change from one year to the next also increased.

5. A

286 Answers Reprint 2022

6. a) Sample response: Sample Class Data

Hand span (cm)

Hand length (cm)

b) If hand length increases, so does hand span. The plotted points seem to fall closely along
a straight line.

7. Sample responses:
• The data values in one row go together. Selecting data values from two different rows will
give a false piece of information, for example, a year with the incorrect population.
• Each column in a table o usually represents a specific type of data, for example, year (time) in
one column and population in the other column. I must use the same coordinate for the same
type data so that the data will be displayed accurately and the trend will be displayed correctly.

UNIT 6 Revision pp. 181–182

4 1 3. Sample response:
1. a) = Use a coin, where one side represents “rain” and
52 13
1 12 the other side represents “no rain”. Also use a 3-
b) 1 − = sector spinner with one sector marked “rain”.
13 13 Flip the coin and spin the spinner and record
36 9 whether both come out as “no rain”. Repeat 20
c) =
52 13 times.
Record the fraction or percent of the 20 times that
2. a) Drawing the white ball or one of you got “no rain” for both the flip and the spin.
three grey balls.
4 9
b) i) ii)
10 10

Reprint 2022
Answers 287
UNIT 6 Revision [Continued] pp. 181–182
4. Sample responses: 6.
a) Write the 100 student names on identical Education Categories
slips of paper. Put them in a hat, mix them up,
and draw out 10 names at random. In school
b) A sample that consists of only girls or boys. now, 24%
Never
5. a) and b)
attended
Favourite Percent of school,
Angle
sport students 47%
Archery 75% 270°
Football 15% 54° Finished
Basketball 5% 18° school, 28%
Badminton 5% 18° In school now is 88°
Finished school is 101°
Favourite Sport Never attended school is 171°
Badminton
Basketball

Football

Archery

7. a) Mean = 11.95, median = 12, range = 19

b)

0 5 10 15 20 25
Hits outHitof 50

c) 3 and 22
d) The mean increases to about 12.4; the median does not change; the range decreases to 14.
e) The mean decreases to about 11.4; the median does not change; the range decreases to 15.

288 Answers Reprint 2022

f) The whiskers would be shorter.

0 5 10 15 20

My prediction was correct. Hits out of 50

8. Plot B

9. a)

3 14 71 111 217

b) Sample response:
The box plot shows that there is at least one month with very, very high rainfall compared to the
median and that the high rainfall is much farther away from the median than the least rainfall
amount is from the median.

10. a) The number was fairly constant until about 1987. Then it began to increase, with a large
increase in 1996.
b) Sample response: 2

11. a) Black-necked Crane Sightings

Cranes observed

b) The trends seem almost identical.

Reprint 2022 Answers 289
UNIT 7 ALGEBRA pp. 183–222
Getting Started — Skills You Will Need p. 184
1. a) i) x y
2. b) i) y = 2x – 4, so y = 2 × 10 – 4 = 16
ii) 20 = 2x – 4, so x = 12
1 8 c)
2 13
3 18
4 23
5 28

ii) x y
1 18
2 16
3 14
4 12
5 10

b) i) y = 5x + 3 3. a) i) 7n – 3 ii) –n – 10
ii) y = 20 – 2x b) i) 7 × 8 – 3 = 56 – 3 = 53 ii) –8 – 10 = –18
2. a) x y 4. a) 90 = 4(f + 1) – 2
1 –2 b) f = 22
2 0 5. a) Coefficient = 2, constant = –3
3 2 b) Coefficient = 3, constant = 4
4 4 c) Coefficient = –3, constant = 6
5 6

7.1.2 Describing Relationships and Patterns p. 190

1. a) v = 10n – 6, where n is the term number and v is the term value.

290 Answers Reprint 2022

b) v = 105 – 5n, where n is the term number and v is the term value.

n
c) v = 7n + 1, where n is the term number and v is the term value.
30

n
d) v = 48 – 11n or v = –11n + 48, where n is the term number and v is the term value.

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7.1.2 Describing Relationships and Patterns [Continued] p. 190
2. a) v = 7n – 4; The 20th term is 140 – 4 = 136.
b) v = 22 – 7n (or v = –7n + 22); The 20th term is 22 – 140 = –118.
c)

I extended the line formed by the

v pattern of dots until n was 20.
Then I read the v-value of –63.

−4n + 13 −67
d) v = ; The 20th term is .
2 2

3. Sample response:
a) Relationship A: v = –4n + 24 or v = 24 – 4n b) The equation for Relationship A
Relationship B: v = 6n + 1 involves multiplying by a negative number
and then adding, while the equation for
Relationship B involves multiplying by a
positive number and then adding.
Relationship B The graph for Relationship A slopes down,
while Relationship B's graph slopes up.

Relationship A

292 Answers Reprint 2022

4. a) No
b)

(f is the figure number and

t is the number of triangles.)

f
c) The points form a curve that slopes upward.

5. Rinzin is right.

6. Sample responses:
a) and b)

d (f is the figure number and d is

the number of dots.)

I connected the points with a

curve and then extended the
curve to Figure 6. It looks like
Figure 6 has 40 dots.

f
c) I noticed that the curve went up by 4, then by 5, then by 6. I started with the 7 dots
in Figure 1 and added 4 + 5 + 6 + 7 + 8. I got 37, so I was close.

7. d = 3f + 3, where d is the number of dots and f is the figure number.

Figure number Number of dots
1 6
2 9
3 12
4 15

8. Sample responses:
A. An algebraic equation
B. A graph

Reprint 2022 Answers 293

7.1.3 Recognizing Linear Relationships p. 195
1. a) Yes b) No c) Yes 8. Sample responses:
a) A straight line joining the two points shows a linear
2. a) relationship.
x y
1 20
2 23
3 26
4 29
b)
x y
1 20
2 22.5
3 25
4 27.5

4. a) Yes b) No c) Yes
b) A curve joining the two points does not show a
5. a) linear relationship.
Cars Nu
0 400
1 1400
2 2400
3 3400
4 4400

b) Yes

6. a) Graph 2 b) No

7. a) Yes b) No

CONNECTIONS: Adding Values in a Linear Relationship p. 196

1. 50 × 101 = 5050 3. No

2. a) 420 b) 590 c) 14,340

7.1.4 Slope p. 202

1. a) –1 b) 3 c) 4

2. a) 3 b) 3 c) 4

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294 Answers
3. Sample response: 8. a) (5, 4),
a) (3, –8),
(7, 16)
b) (3, 10),
(8, 12),
c) (18, 16)

9. 15 km/h

2
10. m
3
d)

4. Positive b)

5. y = 3x – 10 6. 60

7.5
7. a) The change is cm per minute since it changes 7.5 cm
5
in 5 minutes. That is 1.5 cm per minute.
b) The slope of the graph is 1.5.

7.2.1 Solving an Equation Using Inverse Operations p. 206

1. a) 3m – 4 = 12 c) 8x = 1; 16x = 2; –16x = – 2
b) Sample response: (x + 3) × 2 = –6 d) 2k = –16; –k = 8; 30 – k = 38
c) Sample response: (n – 4) × 3 = 1.5
5. 1
5
2. a) x = –1 b) x = 7 c) x = d) x = 7 7. Sample responses:
6
a) x is about 9
3. Sample responses: b) x is about 10
a) 3m = 33; 2 – m = –9; m + 1 = 12 c) x is about 1
b) 5n = 4; 10n = 8; 80 – 10n = 72
8. Pema

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7.2.2 Using an Equation to Solve a Problem p. 209
1. Sample responses: 6. Sample response:
a) 24b = 744 70 1
b) k + k + 2 = 82 or 2k + 2 = 82 150 = 80 + 28h; h = =2 h
28 2
c) 4s + 4 = 28
d) 4b + 7 = 103 7. Sample responses:
a) Four equal groups of students and another
2. a) b = 31 group of 97 students attended an event.
b) k = 40 Altogether, there were 489 students.
c) s = 6 How many students were in each of the four
d) b = 24 equal groups?
b) Four pieces of string of equal length were
3. 100 = 2.2k; k ≈ 45 cut from a string of length 100 cm, or 1 m.
There were 44 cm of string left. How long
4. 400 – 112 = 32m; m = 9 min was each of the equal pieces?
c) Dechen followed a recipe that called for
5. Sample response: two containers of flour plus another six cups.
a) l – 4 + l – 4 + l + l = l + 64; l = 24 cm The total amount of flour was equal to four
b) w = l – 4; w = 20 cm full containers of flour. How many cups of
flour does a full container hold?

7.2.3 Solving a Problem Involving Two Relationships pp. 212–213

1. a) (–2, 5) b) (8, 0) c) (15, 124) 6. Sample response:
An isosceles triangle has two equal long
2. Sample response: Since the point is on both sides. Its third side is 5 cm shorter than each
lines, the coordinates of that point make both long side. The perimeter is the same as the
equations true. perimeter of a square whose side length is the
same as the short side of the triangle. What
3. 4f – 3 = 3f + 14; f = 17, so Figure 17 has are the dimensions of each shape?
the same number of dots for both patterns. (The triangle has sides of 10 cm, 15 cm, and
15 cm. The square has four sides of 10 cm.)
4. 8 h; 30h + 120 = 20h + 200

7.3.1 Adding Polynomials p. 216

1. a) 5. b) Sample response:
b) (–3x + 1) + (4x + 1) = x + 2

c) 6. a) 6 – 2x b) 7x
d) c) 2x– 2 d) 3

2. a) 5x and 2x; 7 and – 2 7. Sample responses:

b) –5x, 2x, and x; 3 and – 2 a) (4x + 2) + (–6x)
c) –2x and –4x; 6 and –1 (2x + 1) + (–4x + 1)
(–2x + 1) + 1
3. a) 7x + 5 b) –2x + 1 c) –6x + 5 b) (2x + 1) + x
4x + 2 + (–x + –1)
4. Sample responses: (6x + –2) + (–3x + 3)
a) –6x, –5x – 1, –4x – 2, –3x – 3, –2x – 4 c) x + (x –2)
b) 8x, 7x + 1, 6x + 2, 5x + 3, 4x + 4 2x + (–2)
(7x – 9) + (–5x + 7)

296 Answers Reprint 2022

7.3.2 Subtracting Polynomials p. 219
2. a) 2x + 3 b) 2x + 13 7. The differences are opposites:
c) 6x + 13 d) 6x + 3 5x – (3x + 2) = 2x – 2
and
3. a) Sample response: – 5x – (–3x – 2) = –2x + 2
(10 + 10x) – (8x + 5) = (2x + 5)
b) Sample response: 8. Sample response:
(4 – 2x) – (–4x – 5) = (2x + 9) • More tiles in the difference:
c) (6 + 2x) – (3x + 5) = (–x + 1) For x – (–2x) = 3x, A uses 1 tile,
but C uses 3 tiles.
4. a) –1 + 5x b) –12 + x c) 5x + 6 • Fewer tiles in the difference:
For 3x – 2x = x, A uses 3 tiles,
5. All white tiles but C uses 1 tile.
• The same number of tiles in the
6. Sample responses: difference:
a) 4x + 2 – (6x), x + 2 – (3x), 8x + 5 – (10x + 3) For (2x + 4) – (x – 1) = x + 3,
b) 9x + 3 – (6x + 2), 9x + 5 – (6x + 4), 10x + 3 – (7x + 2) A uses 6 tiles and C uses 6 tiles.

9. No

10. Yes

UNIT 7 Revision pp. 221–222

1. Sample responses:
a) 20 and 0; 2 and 27; 10 and 15

2. If n is the term number and v is the term value:

a) v = 9n – 3

Reprint 2022 Answers 297

UNIT 7 Revision [Continued] pp. 221–222
b) v = 39 – 2n

n
c) v = 11n – 4

n
d) v = 67 – 4x

298 Answers
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3. a) v = 7n + 1, so the 20th term is 7 × 20 + 1 = 141.
b) v = 48 – 6n, so the 20th term is 48 – 6 × 20 = 48 – 120 = – 72.
c) v = 5n + 12, so the 20th term is 5 × 20 + 12 = 112.
d)

The y-value for

x = 20 is about
16.5. (If you use
an equation, it is
actually 16.7.)

4. a) 8 b)
Number of dots

Figure number
c) 14
d) Sample response:
I can test with the algebraic expression y = x + 4 (x is the figure number and y is the number
of dots). y = 10 + 4 = 14.

5. B is linear

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UNIT 7 Revision [Continued] pp. 221–222
6. a) Linear b) Linear c) Not linear 8. Sample responses:
a) –2 b) 4 c) 3
7. No
9. a) 2 b) –1 c) 3

10.

b)
a)
y

c)

d)

11. a) (5, 4), (3, 8), (11, –8) 15. a) 30 + 24n = 95; n is number of hours
b) (3, 10), (8, 0), (–6, 28) 65 17
b) n = =2 h
24 24
12. a) x = –5
b) x = 10 16. a) (–1, –1)
5 b) (10, 73)
c) x = or 0.375
8 50 40 1 5
c) ( , ) or (7 , 5 )
39 4 7 7 7 7
d) x = or 7 or 7.8
5 5
17. a)
13. Sample responses:
b)
a) 2m = 14 8–m=1 3m + 7 = 28
b) 5n = 1 10n = 2 11 – 5n = 10
c)
c) 5x = 3 10x = 6 –15x = –9
d) –k = 3 2k + 11 = 5 30 + 5k = 15
d)
14. a) 18. a) 6x, x, and 2x
• First, add 2 to both sides to get rid of –2 on b) 5x, 9x, and –3x; 13 and –2
the left side. c) –4x and –7x; 8 and –5
• Then multiply both sides by 5 to get rid of
the denominator 5 on the left side. 19. a) 9x – 8
• Then divide both sides by 2 to get rid of the b) 11x + 11
coefficient of 2 on the left side. c) –11x + 3
• x is now alone on the left side so I know its
value, which is on the right side. 20. Sample response:
b) x = 47.5 (4x + 8) and (3x + 6)

300 Answers Reprint 2022

UNIT 8 GEOMETRY pp. 223–258
Getting Started — Skills You Will Need p. 224
1. a) Angles are all 60º, side lengths are all 3.4 cm; b) B
Acute equilateral triangle.
b) Angles are 30º, 60º, and 90º, side lengths are 3.4 cm,
5.9 cm, and 6.9 cm; Scalene right triangle.
c) Angles are 35º, 35º, and 110º, side lengths are 3.4 cm,
3.4 cm, and 5.5 cm; Isosceles obtuse triangle.
d) Angles are all 120º, side lengths are all 3.4 cm;
Regular hexagon. D C
2. a) 3 cm down along BC.
b) Turn centre is the midpoint of CD, angle of rotation
is 180º.
c) Reflection line is CD. B B

3. a)

c)

D D C
C

8.1.1 Isometric Drawings p. 228

1. Sample response: 3. Sample responses:
a) and b)

Front
2. Sample response:
Front Front

4. a)

Front Front
Front
b) 14
c) 25

Reprint 2022 Answers 301

8.1.1 Isometric Drawings [Continued] p. 228
5. Sample responses: b)
a)

Back
(upside down)

Back
Back 6. A and D

8.1.2 Orthographic Drawings p. 232

1. Sample response: 4. Sample responses:
a) Structure 1

Top view
Front view Right view

2. Sample response: Front

Structure 2

Front

Front

b) Structure 1
Top view Left view
Top view Right view Front view

3. a) Top view Right and left view Front view

Front view

b) Sample response: See part B i) above.

4. b) [Cont'd]
Top view Left view Front view
Structure 2

302 Answers
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5. Sample responses: 7. Sample responses:
a) b) a) b)

Front Front
Front 8. Sample responses:
a)
6. Sample responses:
a) Two different views of the structure:

Front

b)

Front Back
b)

Top view Front view Right view

9. a) A cube b) 27 cubes
Front
10. No

8.2.1 Dilatations pp. 237–238

1
1. b) Dilatation centre A, scale factor 1
2
2. a) B
D O
b) The dilatation centre is O; A
the scale factor is 3.
C B

3. a) P′ b)
P

R P′
R′ P R′

Q′ C
Q
R

Q′ C
Q

Answers 303
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8.2.1 Dilatations [Continued] pp. 237–238
4. a), c) ii), N′′
and d) ii)

N′

3 cm

L
4 cm M M′ M′′
1 1
b) A = bh = (4)(3) = 6 cm2
2 2
c) i) Sample response: I predict the area will be 2 times the area, or 12 cm2.
ii) The area is 24 cm2, which is 4 times the area.
d) i) Sample response: I predict the area will be 3 times the area, or 18 cm2.
ii) The area is 54 cm2, which is 9 times the area.
e) Multiply the area by the square of the scale factor.

5. a) A B b) A B

E F

D C D C
c) A B d) A B

G H

D C D C

6. Sample response:
a) The dilatation centre is somewhere b) The dilatation centre is somewhere on the
inside the rectangle. side of the rectangle.

304 Answers Reprint 2022

c) The dilatation centre is somewhere outside both the rectangle and its image.

d) The dilatation centre is somewhere outside both the rectangle and its image.

7. No

8.2.2 Combining Transformations pp. 242–243

1. a) b)
C′′ C′′

C′

C C′
B′′ A′′ B′′ A′′

B′ A′
B′ B A

B A

3. a) D b)
D

B′ C′

C D′
C
C′′ B′′ C′′
C′ B′′

B B′ A D′
D′′ B A D′′

Reprint 2022 Answers 305

8.2.2 Combining Transformations [Continued] pp. 242–243
1
5. a) A dilatation with scale factor and centre A results B C
2
in the dashed rectangle. This is followed by a translation
to the left half the length of DA.
A D

b) A translation to the left along DA results B C

in the dashed rectangle. This is followed by
1
a dilatation with scale factor and centre A.
2
c) Yes A D

6. Sample responses: B′
a) A dilatation with scale factor 2 and centre A
followed by a reflection in line AB.

C′′ C′
A C
B′′
A reflection in line AB followed by a dilatation
with scale factor 2 and centre A.

C′′
C′ A C

6. b) A dilatation with centre C and scale factor 2

followed by a reflection in line AB. B′ B′′

A′ C
A
The final image of this combination in the opposite order is congruent,
but in a different position.
B′′
A reflection in line AB followed by
a dilatation with centre C and scale factor 2. B

C′′ C
C′ A

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306 Answers
8. a) The triangle on the left 8. b) [Continued]
b) Sample response: - Translate down along QP.
- Enlarge by a scale factor of 2 with centre P.

Q
Q

P R P
P R
- Rotate 90º ccw around centre P.

P R
[

8.3.2 Angles in Polygons pp. 249–250

1. a) 1080º b) 720º c) 720º d) 360º 8. a) 140º b) 140º c

2. a) 120º b) 90º c) 36º d) 30º 10. a) Regular polygons with these numbers
of sides: 3, 4, 5, 6, 8, 9, 10, 12, 15, 18, 20, 24,
4. a) 60º b) 140º c) 135º 30, 36, 40, 45, 60, 72, 90, 120, 180, 360.
b) Regular polygons with these numbers of
5. a) Yes b) No sides: 3, 4, 5, 6, 8, 9, 10, 12, 15, 18, 20, 24,
30, 36, 40, 45, 60, 72, 90, 120, 180, 360
6. An octagon (same as part a)).

11. a) A regular polygon with 100 sides

7. a) 22.5º b) 72º c) 135º
b) An equilateral triangle

8.3.3 Angles With Parallel and Intersecting Lines pp. 254–255

1. a) 135º b) 45º 3. c) AG crosses D F
parallel lines A G
2. a) 120º b) 60º c) 60º d) 120º DL and FJ.
D
3. a) LD crosses A
parallel lines G
L J
AG and MH.
M d) FJ crosses F
H
L parallel lines A G
D F AG and MH.
b) HM crosses M
parallel lines H
DL and FJ. M J
H
L J
Reprint 2022 Answers 307
8.3.3 Angles With Parallel and Intersecting Lines [Cont'd] pp. 254–255
4. a) ∠ BKI, ∠ BEI, ∠ ABM, and ∠ LKM 5. a) ∠ LKI and ∠ GEI
b) ∠ MKB and ∠ BEF
b) ∠ BKI, ∠ BEI, ∠ ABM, and ∠ LKM
c) Sample response:
The angles across from each other are equal.

6. B
A
36º
108º

C G
108º 108º
72º

108º 108º 72º 36º

D E F

7. a) and b) See diagram below. c) Sample response: ZX′ ║ YX

d) ∠ ZYX and ∠ Z′ZX Z′

Z X′

5 cm

55º
Y 8 cm X

8. a), b), and c) See diagram below. d) Sample response: PR ║ QP′

e) ∠ QRP and ∠ RQP′
Q
P′
5 cm M

P 35º
7 cm R

9. a) 133º b) 47º

308 Answers Reprint 2022

10. This diagram shows all possible angle measures: 11. a) Yes b) Yes
50º 130º 50º

130º 50º 130º

40º 50º 130º 50º

50º 130º

12. a)

70º
20º

b)
90º
70º 90º 90º

20º
70º

UNIT 8 Revision pp. 257–258

1. Sample response:

1
Back (but turned turn)
4
2. Sample response:

Front Front
Top
3. Sample response: Top face view Right face view Back face view

4. Sample response: Right face view Left face view Front face view

Reprint 2022 Answers 309

UNIT 8 Revision [Continued] pp. 257–258
5. Sample responses:
a) Structure A Structure B

Front
Front
b) Structure A Structure B
Left face view Front face view Left face view Front face view

6. A

7. a) b)
E E D
D

C C

A B A
B

C′

B′ A′

c) Sample response: Any dilatation of this triangle with centre A will have a vertex at A.

310 Answers Reprint 2022

8. a) R′

45º

45º
Q′′ Q′
P Q
b) Yes. R′′

R′

45º

45º
Q′′
Q′ P Q
c) If the centre of the dilatation is Q, then the order matters:
Rotation with centre P followed by dilatation with centre Q:
Q′′

Q′

45º

45º
R′′ R′ P Q

Dilatation with centre Q followed by rotation with centre P:

R′

Q′′

45º

45º
P′ Q
P

R′′ P′′

Reprint 2022
Answers 311
UNIT 8 Revision [Continued] pp. 257–258
9. Sample response: 12. a) ∠ 4
A rotation of 180º (cw or ccw) around C b) ∠ 7
followed by a dilatation with centre D′ and c) ∠ 3
scale factor 3.
13. a) 63º
10. a) 540º b) 105º
b) 1260º c) 75º
c) 1800º d) 42º
e) 42º
11. a) 135º
b) 40º f) 138º
c) 36 sides

312 Answers Reprint 2022

 GLOSSARY
Instructional Terms

calculate: Figure out the number that measure: Use a tool to tell how much;
answers a question; compute e.g., use a ruler to measure a height or
compare: Look at two or more objects or distance; use a protractor to measure
numbers and identify how they are an angle; use balance scales to measure
the same and how they are different; mass; use a measuring cup to measure
e.g., compare the numbers 6.5 and 5.6; capacity; use a stopwatch to measure
compare the size of the students’ feet; elapsed time
compare two shapes model: Show an idea using objects,
conclude: Judge or make a decision pictures, words, and/or numbers;
after looking at all the data e.g., you can model a polynomial
expression using algebra tiles:
construct: Draw using only a compass
and straight edge
create: Make your own example or Modelling –2x + 2 with algebra tiles
problem predict: Use what you know to figure out
describe: Tell, draw, or write about what what is likely to happen; e.g., predict the
something is or what something looks number of times you will roll a sum of 5,
like; tell about a process in a step-by-step when you roll two dice 30 times
way relate: Describe how two or more
determine: Decide what the answer or objects, drawings, ideas, or numbers are
result is for a calculation, a problem, similar
or an experiment represent: Show information or an idea
draw: 1. Show something using a picture in a different way; e.g., draw a graph of
2. Take out an object without looking; an equation; make a model from a word
e.g., draw a card from a deck description; create an expression to
model a situation
estimate: Use what you know to make
a sensible decision about an amount; show (your work): Record all the
e.g., estimate how long it takes to walk calculations, drawings, numbers, words,
from your home to school; estimate how or symbols that you used to calculate
many leaves are on a tree; estimate an answer or to solve a problem
the sum of 3210 + 789 simplify: Write a number or expression in
evaluate: 1. Determine whether a simpler form; e.g., combine like terms of
something makes sense; judge a polynomial, write an equivalent fraction
2. Calculate the value as a number; e.g., with a lower numerator and denominator
evaluate the expression m + 3 for m = 5 sketch: Make a quick drawing to show
explain (your thinking): Tell what you your work; e.g., sketch a picture of a field
did and why you did it; write about what with given dimensions
you were thinking; show how you know solution: The complete answer to
you are right a calculation or problem, showing all
explore: Investigate a problem by the work involved to get the answer
questioning and trying new ideas solve: Find an answer to a problem
justify: Give convincing reasons for visualize: Form a picture in your head of
a prediction, an estimate, or a solution; what something is like; e.g., visualize
tell why you think your answer is correct the number 6 as 2 rows of 3 dots like you
would see on a die
Reprint 2022 Glossary 313
Definitions of Mathematical Terms

A associative property (of multiplication):

When you change the grouping of
adjacent angles: When two lines the factors in a multiplication, the product
intersect, angles that are beside each does not change; e.g., (2 × 3) × 4 =
other and share a vertex add to 180º 2 × (3 × 4)
and are called adjacent angles
average: Average is a term we can use
3 instead of the term mean See mean
2 4
1 average rate: A rate expressed as a unit
rate; an average rate assumes that
Adjacent angles in this diagram are: the rate stays the same over the entire
 1 and  2  3 and  4 time period; e.g., if someone walks 15 km
in 5 h, the average rate is 3 km in 1 h, or
 1 and  4  2 and  3
3 km/h
algebraic equation: An equation that
includes an algebraic expression and B
an equals sign; e.g., 3x + 5 = 8
base: 1. The number that is repeatedly
algebraic expression: A combination of multiplied in a power; e.g., in the power
one or more terms with at least one 53, 5 is the base 2. In a 2-D shape, the
variable; it may include numbers and line segment(s) that is perpendicular to
operation signs; e.g., 8x + 9 the height 3. In a 3-D shape, the face(s)
algorithm: A specific set of instructions or that determines the name of a prism or
procedure for finding a solution to pyramid; e.g.,
a problem or an answer to a calculation a
alternate angles: When a third line,
h
a transversal, crosses two parallel lines,
alternate angles are formed between
the parallel lines and on opposite sides of b
the transversal; alternate angles are equal A trapezoid has two bases, a and b

4 1
3 2
5
8
7 6
A square-based pyramid
Alternate angles in this diagram are:
box and whisker plot: A graph that uses
2 = 8 3 = 5 the median (Q2), the extremes, and the
angle: A figure formed by two arms with lower and upper quartiles (Q1 and Q3)
a shared endpoint, or vertex; the measure to organize data into four groups or
of an angle is the amount of turn between quartiles; each quartile has an equal
the two arms; angles are often measured number of data values
in degrees (º) Q1 Q2 Q3
lower median upper
annual interest rate: See Financial extreme lower upper extreme
Terms on page 274 quartile quartile
anticlockwise: See countercockwise
area: The number of square units needed
14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
to cover a shape; often measured in
square centimetres or square metres box plot: See box and whisker plot
C common denominator: A common

314 Glossary Reprint 2022

capacity: The amount that a container multiple of the denominators of two or
can hold, often measured in millilitres more fractions; e.g., you can use
(mL) and litres (L) the common multiple of 6 for 2 and 3
census: A survey of an entire population; to create fractions with a common
e.g., a government conducts a census of denominator and then add them:
its people to collect information for 1 1 3 2 5
+ = + =
making decisions about making laws and 2 3 6 6 6
spending tax money common factor: A whole number that
circle graph: A graph that shows how divides into two or more other whole
a complete set of data is broken into numbers with no remainder; e.g., 4 is
categories, each represented by a sector a common factor of 8 and 12 because
of a circle; e.g., 8 ÷ 4 = 2 and 12 ÷ 4 = 3
Known Vertebrate Species common multiple: A whole number that
is a multiple of two or more given whole
numbers; e.g., 12, 24, and 36 are
common multiples of 4 and 6
commutative property: When you
change the order of numbers in
a calculation, the result does not change;
both addition and multiplication have the
commutative property; e.g., 3 + 4 = 4 + 3
and 3 × 4 = 4 × 3
complement of an event: All possible
outcomes that are not part of an event;
sometimes called “Not E” as in P(E) +
P(Not E) = 1; e.g., when you find the
probability of rolling a prime number on
a die, the event consists of the outcomes
circumference: 1. The boundary or 2, 3, 5, and the complement of the event
perimeter of a circle 2. the length of consists of the outcomes 1, 4, 6
the boundary of a circle calculated using congruent: Identical in size and shape;
the formula C = 2 × π × r, where r is shapes, side lengths, and angles can be
the radius, or C = π × d, where d is congruent
the diameter See circle
consecutive numbers: Whole numbers
clockwise (cw): The direction that that follow each other; e.g., 3, 4, and 5
the hands of a clock move; describes are consecutive numbers
the direction of a rotation
constant: A numerical value that does
not change 1. Any number is a constant,
whether a whole number or not, e.g.,
–2, 8, and π are all constants
2. In an algebraic expression, equation,
coefficient: The number by which a or formula, a constant is a value that does
variable is multiplied; e.g., in the term 3z, not change when the variable changes; in
the coefficient is 3 algebraic expressions the term is usually
commission: See Financial Terms on used only for constants that are not
page 274 coefficients, e.g., in y = 3x + 7, the
constant is 7, not 3 (even though both 3
and 7 do not change)

Reprint 2022 Glossary 315

convert currency: See Financial Terms D
on page 274
data: Information collected in a survey, in
corresponding angles: 1. When a third an experiment, or by observing; the word
line (a transversal) crosses two parallel data is plural, not singular; e.g., a set of
lines, corresponding angles are in the data can be a list of students’ names or it
same position along the transversal; can be a set of marks for a quiz
corresponding angles are equal
decagon: A 10-sided polygon
4 1 denominator: The number in a fraction
3 2 that represents the total number of parts in
a whole set or the number of parts the
5 whole has been divided into; e.g.,
8
7 6 4
in , the denominator is 5
Corresponding angles in this diagram are: 5
1 = 5 2 = 6 diameter: 1. A line segment that joins
4 = 8 3 = 7 two points on a circle and passes through
the centre 2. The length of the line
2. In two similar shapes, each angle in one segment described in 1 See circle
of the shapes relates to, or matches an
angle in the other shape; corresponding difference: The result of a subtraction;
angles are equal e.g., in 45 – 5 = 40, the difference is 40
3. In a transformation, each angle in dilatation: A transformation that enlarges
the original shape relates to, or matches an or reduces a figure by a scale factor; lines
angle in the image; corresponding angles that join corresponding points on the
are equal original and the dilatation image meet at
corresponding sides: 1. In two similar the centre of dilatation (marked O below)
shapes, each side in one of the shapes A
relates to, or matches a side in the other
B
shape; all corresponding sides have A′
the same ratio 2. In a transformation, each B′ original
side in the original shape relates to, or Image
matches a side in the image; O C
D′ C′ D
corresponding sides are equal in
translations, reflections, and rotations; dilatation centre: See dilatation
in dilatations, corresponding sides have the
dilatation image: See dilatation
same ratio
direction of rotation: A rotation can be
cost price: See Financial Terms on
clockwise or counterclockwise See
page 274
rotation, clockwise, and counterclockwise
counterclockwise (ccw): The direction
opposite to the direction the hands of dimension: The size or measure of an
a clock move; sometimes called object, usually length; e.g., the width and
anticlockwise; describes the direction of length of a rectangle are its dimensions
a rotation discount: See Financial Terms on
page 274
distribution of data: A description of a
set of data that tells its range and how
the data values are clustered
credit: See Financial Terms on page 274
distributive property: When one
cuboid: Another name for a rectangular
operation is distributed over another
prism See rectangular prism
operation, the answer does not change;
currency: See Financial Terms on e.g., multiplication over addition:
page 274 2(4 + 1) = 2 × 4 + 2 × 1; multiplication over
subtraction: 2(4 – 1) = 2 × 4 – 2 × 1
dividend: A number that is being expanded form: A way of writing
divided;
e.g., in 45 ÷ 5 = 9, the dividend is 45 a number that shows the place value of
divisor: The number by which another each digit; e.g., 1209 in expanded form is
number is divided; e.g., in 45 ÷ 5 = 9, 1 × 1000 + 2 × 100 + 9 × 1 or
the divisor is 5 1 thousand + 2 hundreds + 9 ones
dodecagon: A 12-sided polygon expenses: See Financial Terms on
page 274
E experimental probability: The
equally likely: If two events have the probability of an event based on the
same probability, they are equally likely results of an experiment with many trials;
to happen; if one event has a probability it is calculated using this expression:
1 Number of favourable results
of , it is equally likely to happen as not
2 Number of trials
to happen exponent: A superscript in mathematics
enlargement: See dilatation that denotes repeated multiplication; e.g.,
equation: A mathematical statement in 43 means 4  4  4 since the exponent is
which the value on the left side of the 3; sometimes called a power or an index
equals sign is the same as the value on exponential form: A way of writing a
the right side of the equals sign; number that shows the value of each digit
e.g., the equation 5n + 4 = 39 means as a power of 10; e.g., in exponential
that 4 more than the product of 5 and form, 1209 is 1  103 + 2  102 + 9  1
a number equals 39 expression (numerical): A combination
equivalent fractions: Fractions that of numbers and operations; e.g., 3 + 5 ×
represent the same part of a whole or set; 6.3 See algebraic expression
2 1 exterior angle (of a polygon): An angle
e.g., is equivalent to
4 2 outside a polygon created by extending
equivalent rates: Rates that describe the a side length; e.g., the regular pentagon
same relationship; you can find an below has five exterior angles of 72º
equivalent rate by multiplying or dividing
each term by the same number; 72º
e.g., a rate of 26 km in 2 days is 72º 108º
equivalent to a rate of 52 km in 4 days or
13 km in 1 day 108º 108º
equivalent ratios: Ratios that makes 72º
the same comparison; you can find
an equivalent ratio by multiplying or
dividing each term by the same number; 72º 108º 108º
e.g., 4 : 3 and 8 : 6 are equivalent ratios
72º
×2 ÷2
F
4:3=8:6 8:6=4:3 face: A 2-D shape that forms a flat
surface of a 3-D object; e.g.,
×2 ÷2

event: A set of outcomes for a probability

experiment; e.g., if you roll a die with A square face of a cube
the numbers 1 to 6, the event of rolling
an even number has the outcomes face view: See orthographic drawings
2, 4, and 6
factor: 1. One of the numbers you G
multiply in a multiplication operation;
Glossary 317
e.g., 3 and 4 are the factors in 3 × 4 = 12 graph: A picture of a set of data or
2. A number that divides into another a mathematical relationship between
number with no remainder; e.g., the two sets of data; e.g., when you create
factors of 24 are 1, 2, 3, 4, 6, 8, and 12 a box and whisker plot from a set of data,
favourable outcome: The desired you create a graph of the data set; when
outcome when you calculate a theoretical you plot the ordered pairs in a table of
probability; e.g., when you find the values, you create a graph of the
theoretical probability of rolling a number relationship between the two data sets in
less than 3 on a die, rolls of 1 and 2 are the table
favourable outcomes greatest common factor (GCF): The
favourable result: The desired result greatest whole number that divides into
when you calculate an experimental two or more other whole numbers with
probability; e.g., when you find the no remainder; e.g., 4 is the greatest
experimental probability of rolling an even common factor of 8 and 12
number on a die, rolls of 2, 4, and 6 are H
favourable results hexagon: A 6-sided polygon
formula: A general rule stated in histogram: A graph with vertical or
mathematical language; e.g., the formula horizontal bars that show frequencies of
for the area of a rectangle is data organized into intervals; the bars line
Area = length × width, or A = lw up side by side without gaps on the scale
fractal: A geometric shape that is because there are no gaps between the
subdivided into parts, each of which is intervals of data; e.g., the histogram
a reduced copy of the shape; e.g., below shows the number of runners that
ran 100 m in different amounts of time
Running times for 100 m
14

12
Number of runners

10

frequency: The number of times a data 8

value or range of data values occurs in
6
a data set; e.g., in the frequency table
below, ages between 0 and 11 happened 4
50 times so the frequency is 50
2
frequency table: A table that organizes
a set of data into intervals and indicates 11 12 13 14 15 16
the number of times data values occur in Time (s)
each interval
Age Frequency horizontal axis: See x-axis
0 – 11 50 hypotenuse: The side that is opposite to
the right angle in a right triangle
11 – 22 300
22 – 33 250 Hypotenuse
Leg
33 – 44 400
44 – 55 550
Leg

318 Glossary Reprint 2022

 I isometric drawing: A 2-D drawing of
image: The new shape that results when a 3-D object where parallel edges of
you apply a transformation to a shape the object look parallel in the drawing and
See dilatation, reflection, rotation, and equal distances of the object are drawn
translation as equal; e.g.,
improper fraction: A fraction in which
the numerator is greater than or equal to
5 6
the denominator; e.g., and
4 6
Front
integers: The set of whole numbers and
their opposites (zero is its own opposite):
…, –2, –1, 0, 1, 2, …
interest: See Financial Terms on
page 274
Front
interior angle (of a polygon): An angle
inside a polygon formed by two adjacent isosceles right triangle: A right triangle
sides of the polygon with two congruent sides
interior angles (of parallel lines and
a transversal): When a third line K
(a transversal) crosses two parallel lines, key (of map or scale drawing): A
interior angles are formed between statement, diagram, or ratio that shows
the parallel lines on the same side of how a measurement on a map or drawing
the transversal; interior angles add to 180º relates to the real measurement; e.g.,
a key of “1 cm represents 50 km” can be
1 represented by the diagram shown below
4
3 2 or as the scale ratio 1 : 5,000,000

8 5
0 50 km

7 6
Interior angles in this diagram are L
 2 +  5 = 180º  3 +  8 = 180º legs: See hypotenuse
intersect: When two lines, line segments, like terms: Terms of an expression that
or graphs meet or cross, they intersect have the same variable raised to the
intersection point (of two graphs or same power but that may have different
equations): The point where two graphs coefficients; e.g., in 2x + 6x + 5, the like
cross or meet; when two equations are terms are 2x and 6x
graphed, it is the point where the two linear equation: An algebraic equation
graphs intersect that represents a linear relationship; when
interval: A range of values, often used in graphed, a linear equation forms a
creating a histogram; e.g., 0–10 is the straight line graph; each variable in a
interval from 0 to 10 See frequency table linear equation has an exponent of 1;
and histogram e.g., 3x + 2 = 8 is a linear equation
inverse operation: An operation that (because x1 = x)
“undoes” another operation, often used linear relationship: A relationship
in solving an equation; e.g., addition is between two variables that forms a
the inverse of subtraction straight line when graphed because
invest: See Financial Terms on a constant increase in one variable results
in a constant increase in the other variable
page 274

Reprint 2022 Glossary 319

linear polynomial: An algebraic median: The middle value of a set of
expression that includes a variable with data arranged in order. If there is an even
an exponent of 1 and no other powers; number of values in the set, the median is
it usually involves more than one term; the mean of the two middle values; e.g.,
e.g., 2x, 3x + 7, and 2n – n + 2 are linear in the data set below, the median is 10:
polynomials (because x1 = x and n1 = n) 1 7 9 11 11 13
linear unit: A unit for measuring a straight The median is the mean of 9 and 11
length or distance; perimeter uses a linear In a box plot, the median is also called
unit because it is a combination of several the middle, or second quartile, Q2
lengths or distances; e.g., metres and See box and whisker plot
kilometres are linear units
mixed number: A number made up of
line segment: A part of a line; it consists a whole number and a proper fraction;
of two end points and all the points in 1
between e.g., 5
7
lower quartile: See box and whisker plot
multiple: The product of a whole number
lowest common multiple: The least and any other whole number; e.g., when
multiple that is common to two or more you multiply 10 by the whole numbers
numbers; e.g., the lowest common 0, 1, 2, 3, and 4, you get the multiples
multiple of 2 and 3 is 6: 0, 10, 20, 30, and 40
Multiples of 2: 2, 4, 6, 8, 10, 12, 14, multiplier: See scientific notation
16, 18, 20, 22, 24, 26, 28, 30, ...
Multiples of 3: 3, 6, 9, 12, 15, 18, 21, N
24, 27, 30, ... negative: 1. A negative integer is
lowest terms: 1. When a fraction is in an integer less than 0: …, –4, –3, –2, –1
lowest terms, the only common factor of 2. A negative rational number is a number
the numerator and the denominator is 1; less than 0 that can be represented by
5 1 the quotient of two integers; e.g.,
e.g., is in lowest terms 1
10 2 –1.7, –2 , and –7 are all negative
2. When a ratio is in lowest terms, the 2
only common factor of the terms is 1; rational numbers
e.g., 12 : 9 in lowest terms is 4 : 3 numerator: The number in a fraction that
shows the number of parts of a given size
M the fraction represents; e.g., in
4
,
markdown: See Financial Terms on 5
page 274 the numerator is 4
markup: See Financial Terms on
page 274
O
mass: The measure of the amount of octagon: An 8-sided polygon
matter in an object; mass is measured in opposite angles: When two lines
units such as grams and kilograms intersect, angles that are across from
mean: A single number that represents each other and share a vertex are called
all the values in a data set; to calculate opposite angles; opposite angles are
the mean, you add the values together equal
and then divide the total by the number of 3
values in the set; it is often called the 2 4
1
average; e.g., the mean of the data set
3, 4, 5, and 6 is (3 + 4 + 5 + 6) ÷ 2 = 4.5 Opposite angles in this diagram are:
 1 and  3  2 and  4

320 Glossary Reprint 2022

opposite integers: Two integers that are P
the same distance away from zero in
opposite directions; e.g., 6 and –6 are parallel (lines or line segments): When
opposite integers lines or line segments are always the
same distance apart and never meet,
order of operations (rules): Rules that they are parallel; matching symbols, such
describe the sequence to use to evaluate as << and << or > and > on two lines
an expression: indicate that they are parallel; e.g.,
1 Evaluate within brackets
2 Divide and multiply from left to right
3 Add and subtract from left to right
ordered pair: A pair of numbers in a parallelogram: A quadrilateral with pairs
particular order that describe the location of opposite sides that are parallel; e.g.,
of a point in a coordinate grid; e.g., the
ordered pairs (3, 5) and (5, 3) describe
the locations of two different points on
the grid shown on page 273 for x-axis
pentagon: A polygon with five sides;
orthographic drawings: A set of several
a regular pentagon has five congruent
different face views of a 3-D object;
sides and five congruent angles; e.g.,
e.g.,

These are all pentagons. The first one is

Front
a regular pentagon.
percent: A special ratio that compares
Top view Left view Front view
a number to 100 using the symbol %;
e.g., if 3 out of 4 students are girls, then
orientation: The direction around a 75% are girls because
3
=
75
= 75%
shape when you name the vertices in 4 100
order, clockwise or counterclockwise; perfect square: The product of a whole
e.g., the orientation of the vertices of number multiplied by itself; e.g., 25 is a
∆ABC is counterclockwise, but the perfect square because 5 × 5 = 25
orientation of the vertices of its reflection
perimeter: 1. The boundary or outline of
image, ∆A′B′C′, is clockwise
a 2-D shape 2. The length of the
A
boundary
perpendicular: At a right angle; e.g., two
B C line segments that are at a right angle to
B′ C′ each other are perpendicular

A'

Original Shape: The shape you begin

with in a transformation, sometimes
called the pre-image
outliers: Data values that are much lower π (pi): The result of dividing
or much higher than the other data values the circumference of any circle by its
in the set; e.g., the values 3, 23, and 24 diameter; it has a value of
appear to be outliers in this set of data: 3.141592654 …, or about 3.14 or
22
3 11 11 13 13 13 15 15 23 24 7
probability: A number from 0 (will never
plot (a point): Locate a point
on a graph Glossary 321
a coordinate grid using its coordinates happen) to 1 (certain to happen) that tells
polygon: A closed 2-D shape with three how likely it is that an event will happen;
or more sides; e.g., triangle, quadrilateral, it can be a decimal or fraction; sometimes
pentagon, and so on it is called chance
population: The entire group of subjects product: The result of multiplying
that you are interested in collecting data numbers; e.g., in 5 × 6 = 30, the product
about; e.g., for collecting data about the is 30
favourite type of momo of students at a profit: See Financial Terms on
school, the population is all of the page 274
students in the school proper fraction: A fraction in which
positive: 1. A positive integer is an the denominator is greater than the
integer greater than 0: 1, 2, 3, 4, 5, … numerator; e.g.,
1 4 29
, ,
2. A positive rational number is a number 7 5 40
greater than 0 that can be represented by proportion: A statement that shows
the quotient of two integers; e.g., 1.7, 7, two equivalent ratios or equivalent rates
1 is called a proportion; e.g.,
and 2 are all positive rational numbers
2
3 18
possible outcome: A thing that could 3 : 4 = 18 : 24 or =
4 24
happen in a probability situation; e.g.,
protractor: A tool used to measure
when you roll a die, there are six possible
the size of an angle
outcomes: 1, 2, 3, 4, 5, and 6
Pythagorean theorem: The
Pythagorean theorem states that this
relationship exists among the three
sides of a right triangle: the sum of
the squares of the lengths of the two
power: A numerical expression that shows shorter sides is equal to the square of
repeated multiplication; a power has a base the length of the hypotenuse
and an exponent: the exponent tells how
many equal factors there are in a power; c
sometimes the exponent is also called the c2 = a2 + b2 b
power;
e.g., the power 53 is a shorter way of writing
5  5  5: a
3 is the exponent of the power Pythagorean triple: A set of
three whole numbers that makes
the Pythagorean theorem true;
53 = 125
e.g., 3, 4, and 5 is a Pythagorean triple
because 32 + 42 = 52

5 is the base of the power Q

power of 10: A number that can be quartiles: See box and whisker plot
represented by a power with a base of 10; quotient: The result of dividing one
e.g., 100 is a power of 10 because 100 = number by another number; e.g.,
102
in 45 ÷ 5 = 9, the quotient is 9
prime factors: The factors of a number that
are prime numbers; usually written R
as a product; e.g., the prime factors
of 24 are 2 × 2 × 2 × 3 radius (plural is radii): The name and
length of the line segment that joins
principal: See Financial Terms on
page 274
the centre of a circle to any point on its
circumference See circle
random numbers: A series of numbers reduction: See dilatation
that has no predictable pattern reflection: A transformation that
322 Glossary Reprint 2022
random number table: A table of produces a mirror image of a shape
random numbers, sometimes use across a reflection line; also called a flip;
to create a random sample e.g., this is a reflection of the F-shape
random sample: A sample chosen so across a horizontal refection line:
that each member of the population has Original shape
an equal chance of being selected to be
part of the sample; e.g., to choose a
random sample of five students from
a class, put all the students’ names into
a bag, mix them up, and draw five names
without looking
range: The difference between the
extremes (minimum and maximum) of
a set of data
rate: A comparison of two quantities Reflection image
measured in different units; unlike ratios,
rates include units; e.g., 45 km/h reflection line: See reflection
rate of exchange: See Financial Terms regular polygon: A polygon with
on page 274 congruent sides and congruent angles;
ratio: A number or quantity compared e.g.,
with another, expressed in symbols as
a
a : b or ; it can be a part-to-part
b
comparison or a part-to-whole
comparison; e.g., all three ratios describe A regular hexagon
the set of counters below relation/relationship: A property that
connects two sets of numbers or two
variables; a relation can be represented
mathematically as a table of values,
1 : 3, 1 : 4, and 3 : 4 a graph, or an equation; e.g., in the
pattern below, the term value and
rational numbers: A rational number is a
the term number are related:
number that can be written as a quotient
of two integers; the divisor cannot be 4, 7, 10, 13, ...
3 2 Term number Term value
zero; e.g., (0.75) and (–0.666...) 1 4
4 3
are rational numbers 2 7
3 10
reciprocal: The reciprocal of the fraction 4 13
a b
is ; e.g., multiplying by the reciprocal The term value = 3 × term number + 1
b a
2 3 v = 3n + 1
is a way to divide fractions: 3 ÷ =3× repeated addition: When the same
3 2
number is added over and over again;
rectangular prism: A prism with
multiplication is a way of doing repeated
rectangle bases; e.g.,
addition; e.g., 4 + 4 + 4 + 4 + 4 → 5 × 4
right angle: An angle that measures 90º;
sometimes called a square corner
See the right angles in right triangle
right triangle: A triangle with one right scale factor (of a proportion): The
angle; e.g., factor by which the corresponding terms
in a proportion are related; e.g., the scale

Glossary 323
rise: See slope 2 50
=
rotation: A transformation in which each 3 75
point in a shape moves around a point
(the turn centre) through the angle of
rotation; e.g., this is a 90º cw rotation of scale factor (of a dilatation): The
trapezoid ABCD around vertex A: number that describes how much the side
D lengths of a shape have changed; if the
Original shape
scale factor is between 0 and 1, it is a
C Rotation image reduction; if it is greater than 1, it is
an enlargement; if it is 1, the original
shape and image are congruent
B A
scale ratio (of a scale drawing or map):
The relationship between a length on
run: See slope a scale drawing or map and the real
object or distance, expressed as a ratio;
S e.g., a scale ratio of 1 : 20 means that
sample: If you cannot collect data from 1 unit on a scale drawing of a figure
the entire population you are interested represents 20 of the same units on
in, you can collect data from a carefully the real figure
chosen random sample; e.g., to collect scalene triangle: A triangle with no
data about the favourite type of momo of congruent sides
all the students at a school, a good
scatter plot: A graph on a coordinate
sample might be five students chosen
grid that can be used to see if there is
randomly from each classroom
a relationship between two variables;
scale: 1. The numbers marked at regular e.g., in the scatter plot below, there
integers along a number line or the axis appears to be a relationship between time
of a graph; e.g., the scale of the box plot and population: as time progresses,
below goes from 0 to 22 2. The value of the population grows
each interval on an axis; the scale tells
Population of Bhutan, Ages 10 to 14
how to interpret a graph; e.g., the scale of
this box plot is 1 as it is marked in
increments of 1:

scale drawing: A drawing that

represents a real object or figure in two scientific notation: A number written as
dimensions, usually at a reduced size, the product of a multiplier, that is a whole
but sometimes at an enlarged size number or decimal that is 1 or greater but
less than 10, and a power of 10; e.g.,
2300 = 2.3 × 104 and 0.009 = 9 × 10–3
sector (of a circle): See circle graph
sequence: A set of numbers, usually in solve (an equation): Find the value of
a pattern, where each number can be a variable in an equation; e.g., solve
identified by its position in the set 3 + x = 7 by finding the value of x that
makes it true, which is 4
324 Glossary Reprint 2022
selling price: See Financial Terms on solve (a proportion): Find a missing
page 274 term in a proportion; e.g., to solve
similar shapes: Shapes that are identical  8
the proportion = , means to find
in shape and proportion, but not 7 28
necessarily the same size; all congruent  8
shapes are similar but not all similar the value of ■: If = , then ■ = 2
7
 28
shapes are congruent
speed: The rate at which a moving object
changes position with time, often given as
a unit or average rate; e.g., a sprinter who
runs 100 m in 10 s has an average speed
of 10 m/s
These rectangles are similar
spread of data: How the values in a set
simple interest: See Financial Terms on
of data are distributed; to describe
page 274
the spread of a set of data, you need
simplify: 1. To simplify a fraction means
to consider things such as the mean,
to write it in lowest terms or as a mixed
fraction; e.g., you can simplify median, range, and extreme values
18 9 4 square of a number: The product of a
as and then as 1 2. To simplify
10 5 5 number and itself; e.g., 42 = 4 × 4 = 16; to
an expression means to collect and square a number means to multiply it by
combine like terms; e.g., to simplify 2x + itself; e.g., when you square 5, you get 25
3x + 4 + 7, combine the x terms and then square root: A number that is multiplied
combine the constants to get 5x + 11 by itself to get another number; e.g., the
simulation (experiment): An experiment square root of 25 ( 25 ) is 5 because
that models an event for which it is
difficult or impossible to calculate 5 × 5 = 25; the square root of 15 ( 15 )
the theoretical probability exactly; is approximately 3.87 because
a simulation experiment can generate 3.87 × 3.87 ≈ 15
a reasonable experimental probability
square units: Units used to measure
slope: The measure of the amount of area; some common square units are
rise
slant in a line graph; it is the ratio of cm2 and m2
run
change in y standard form (of a number): The usual
(or ) anywhere along the graph
change in x way to write a number; e.g., 23,650 is in
standard form See exponential form and
expanded form
rise sum: The result of adding numbers;
e.g., in 5 + 4 + 7 = 16, the sum is 16
run
supplementary angles: Any two angles
that share a vertex and have a sum of
180º
solution: 1. The complete answer to surface area: The total amount of area
a problem 2. The value that makes an that covers all the surfaces of a 3-D
equation true; e.g., in x + 4 = 39, the object; surface area units are the same as
solution is x = 35 because 35 + 4 = 39 area units

Reprint 2022 Glossary 325

symmetry: A property of a shape; line or translation: A transformation in which
reflectional symmetry means that when each point of a shape moves the same
a 2-D shape is folded or reflected across distance and in the same direction;
a line (the reflection line), the two sides of also called a slide; e.g., the pentagon has
the shape match been translated 5 units left and 3 units up

T Translation image
table of values: An arrangement of
numerical values, usually arranged in Original shape
rows and columns, that represents
a relationship between two variables
term: 1. Part of an algebraic expression
that is separated from the rest of the transversal: A line that intersects
expression by addition or subtraction two or more lines at different points;
signs; e.g., the expression 3x + 3 has if a transversal intersects parallel lines,
two terms 2. Each number or item in there are special relationships between
a sequence; e.g., in the sequence the angles formed See alternate angles,
1, 3, 5, 7, …, the third term is 5 complementary angles, and interior
3. The numbers in a ratio or rate; angles
e.g., the ratio 2 : 3 has two terms trapezoid: A quadrilateral in which one
theorem: Something that is always true; pair of opposite sides are parallel; e.g.,
e.g., the Pythagorean theorem is true for
all right triangles
theoretical probability: A number from
0 to 1 that tells how likely it is that an
event will occur; it is calculated using this tree diagram: A way to record and count
expression all combinations of events in a probability
experiment, usually in order to determine
number of favourable outcomes theoretical probability; e.g., the tree
;
total number of possible outcomes diagram below shows all the possible
e.g., the theoretical probability of rolling outcomes if you flip two coins
1 Event 1 Event 2
a 4 on a six-sided die is 1st coin 2nd coin Possible outcomes
6
three-dimensional (3-D): A shape K KK
with three dimensions: length, width K
(or breadth or depth), and height T KT
total surface area: See surface area K TK
transformation: Changing a shape T
according to a rule; transformations T TT
include translations, rotations, and
reflections See dilatation, reflection, trial: Each repetition of an experiment in
rotation, and translation. a probability experiment; e.g., if the
experiment involves finding the probability
of rolling two even numbers when two
dice are rolled, each roll of a pair of dice
is a trial
turn centre: The point around which all
the points in a shape turn or rotate in a
clockwise (cw) or counterclockwise (ccw)
direction See rotation

326 Glossary Reprint 2022

 U x-coordinate: The first value in
an ordered pair, representing
unit fraction: A fraction with a numerator the distance along the x-axis from (0, 0);
1 1 1 1 e.g., in (15, 50), the x-coordinate is 15
of 1; , , , , … are unit fractions
2 3 4 5 See x-axis
unit percent: The value that is equivalent
to 1%; e.g., if 100% is 200 mL, the unit Y
percent or 1% is 2 mL y-axis: One of the two axes in a
unit rate: A rate with a second term of 1; coordinate grid; sometimes called the
e.g., 4 km/h is a unit rate because it vertical axis; e.g., the y-axis of the grid
means 4 km in 1 h shown in x-axis goes from 0 to 60
unit ratio: A ratio with a second term of y-coordinate: The second value
1; e.g., 4 : 1 is a unit ratio in an ordered pair representing
upper quartile (Q3): See box and the distance along the y-axis from (0, 0);
whisker plot e.g., in (15, 50), the y-coordinate is 50
See y-axis
V
variable: 1. A letter or symbol, such as Z
a, b, x, or n, that represents a number;
e.g., in the formula for the area of a zero property: When you add two
rectangle, A = l × w, the variables A, l, opposite integers or opposite terms in
and w represent the area, length, and an algebraic expression, the sum is zero;
width of the rectangle 2. The parts that the zero property is often used in
interact in a relationship; e.g., when a car operations with integers or for simplifying
travels at 50 km/h, there is a relationship polynomial expressions; e.g.,
between the variables: time and distance • to subtract –5 – (+2), you first add
(–2) + (+2) because (–2) + (+2) = 0,
vertex (vertices): The point at the corner so that you can subtract (+2):
of an angle or shape where two or more –5 – (+2)
sides or edges meet; e.g., a cube has = –5 + [(–2) + (+2)] – (+2)
eight vertices, a triangle has three = –5 + (–2)
vertices, and an angle has one vertex
• to subtract (5 – 4x) – (2x – 3), you first
vertical axis: See y-axis add (2x – 3) + (–2x + 3), so that you can
volume: The amount of space occupied subtract (2x – 3):
by an object; often measured in cubic (5 – 4x) – (2x – 3)
centimetres or cubic metres = (5 – 4x) + [(2x – 3) + (–2x + 3)] – (2x – 3)
= (5 – 4x) + (–2x + 3) = 8 – 6x
X
x-axis: One of the two axes in a
coordinate grid; sometimes called the
horizontal axis; e.g., the x-axis below
goes from 0 to 40
y
60
(15, 50)
50
40
(25, 30)
30
20
10

0
5 10 15 20 25 30 35 40 x

Reprint 2022 Glossary 327

Financial Terms

annual interest rate: The percent expenses: The money a shopkeeper

interest that is either earned or charged must pay to run his or her business;
on an investment or loan for one year; expenses can include rent, taxes,
e.g., if you borrow Nu 1000 at a simple electricity, and water
annual interest rate of 8% for two years, interest: The extra money you pay or
you must pay 8% of Nu 1000, or Nu 80 earn when you borrow money or invest
each year in interest for each of the two money; interest can be an amount or
years a percent; e.g., if you borrow Nu 1000 at
commission: The money a salesperson a simple interest rate of 5%, you must
earns for a sale or for total sales; pay Nu 50 in interest
a commission can be an amount, or invest: To use money to try to earn
a percent or rate; e.g., if a salesperson money; e.g., if you deposit or invest
earns a commission of 10% on total sales Nu 5000 in a savings account at a bank,
worth Nu 10,000, the commission rate you invest Nu 5000 in order to earn
is 10% and the commission amount is interest; not all investments are certain,
Nu 1000 and some investments lose money
convert currency: Exchange money markdown: See discount
from one country’s currency into another
markup: See cost price
country’s currency; e.g., if you exchange
Nu 1000 for Thai baht at a rate of principal: The amount of money initially
exchange of Nu 1 = 0.8 Thai baht, invested or borrowed
you will get 800 Thai baht profit: See cost price
cost price: The price that a shopkeeper rate of commission: See commission
pays for an item; the shopkeeper marks rate of exchange: See convert currency
up the price before selling the item, in
regular price: The usual selling price of
order to make a profit
an item in a shop
credit: When you buy something now but
selling price: Sometimes called regular
pay for it later, you are buying the item on
selling price See regular price
credit
simple interest: When the interest
currency: Another name for money that
charged or interest earned is based only
is used within a country; the currency of
on the money that was originally
Bhutan is the ngultrum
borrowed or invested and does not
discount: The percent or amount that the change when more money is earned or
regular selling price of an item is marked paid back, the interest is simple interest;
down in order to make the item attractive it can be an amount or a percent
to buyers; e.g., if a Nu 1000 item is See annual interest rate
discounted by 25%, the discount amount
is Nu 250

328 Glossary Reprint 2022

 MEASUREMENT REFERENCE
Measurement Abbreviations and Symbols
Time Capacity Mass
mL
second s millilitre milligram mg
minute min centilitre cL gram g
hour h decilitre dL kilogram kg
litre L tonne t
Length Volume Area
millimetre mm cubic millimetre mm3 square millimetre mm2
centimetre cm cubic centimetre cm3 square centimetre cm2
decimetre dm cubic decimetre dm3 square metre m2
metre m cubic metre m3 hectare (10,000 m2) ha
kilometre km square kilometre km2

Metric Prefixes
kilo hecto deka unit deci centi milli

Prefix × 1000 × 100 × 10 1 × 0.1 × 0.01 × 0.001

1 1 1
or or or
10 100 1000
kilometre hectometre dekametre metre decimetre centimetre millimetre
km hm dam m dm cm mm
Example
1000 m 100 m 10 m 1m 0.1 m 0.01 m 0.001 m

Measurement Formulas and Relationships

Perimeter and Circumference Area
rectangle P = 2(l + w) rectangle A = lw
square P=4s square A = s × s or s2
r
circle C = πd or C = 2πr parallelogram A = bh
22 1
(π ≈ or 3.14) d triangle A= bh
7 C 2
1
trapezoid A= × h × (a + b)
2
b
Pythagorean theorem c
h
c2 = a2 + b2 b
a
a
22
circle A = πr2 (π ≈ or 3.14)
7

Volume of a rectangular prism V = Area of base × height or V = l × w × h

Surface area of a rectangular prism SA = 2 (h × l + l × w + w × h)

Volume, Capacity, and Mass of Water h l

1 cm3 = 1 mL = 1 g
w

Reprint 2022 0HDVXUHPHQW5HIHUHQFH 329

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