math

ental math review

eview of the four operations

1
�alance problems
and equations
e
owersand
exponents
. . .
Copyright 2010 - 2021 Taina Maria Miller

EDITION 1/2021

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2
 Contents
Introduction ............................................................................. 5
Warm-up: Mental Math 1 ....................................................... 7
Warm-up: Mental Math 2 ....................................................... 9
Review: Addition and Subtraction ......................................... 11
Review: Multiplication and Division ...................................... 14
Balance Problems and Equations 1 ........................................ 18
Balance Problems and Equations 2 ........................................ 21
More Equations ........................................................................ 24

The Order of Operations and Equations ............................... 27

Powers and Exponents ............................................................ 30
Multiplying in Parts ................................................................. 33
The Multiplication Algorithm ................................................. 39
More Multiplication ................................................................. 44
Multiplying and Dividing in Parts .......................................... 49
Long Division ............................................................................ 53
A Two-Digit Divisor 1 .............................................................. 57
A Two-Digit Divisor 2 .............................................................. 61
Long Division and Repeated Subtraction ............................... 64
Review of the Four Operations 1 ............................................. 69
Review of the Four Operations 2 ............................................. 75
Lessons in Problem Solving ...................................................... 78
Coordinate Grid ........................................................................ 82
Number Patterns in the Coordinate Grid ............................... 85
More Number Patterns in the Coordinate Grid ..................... 89
Review ......................................................................................... 93

Answers ....................................................................................... 98
More from Math Mammoth ...................................................... 127

3
4
 Introduction
Math Mammoth The Four Operations (with a Touch of Algebra) is a mathematics worktext meant
primarily for fifth and sixth grades. Some of the lessons can also be used in seventh grade.
Being a worktext means that this book is a textbook and workbook together: the lessons include both
the explanations of the concepts, as well as practice exercises.
The lessons in this worktext have been taken from the Math Mammoth complete curriculum for fifth
and sixth grades. For this reason, they may not always flow smoothly from one lesson to the next with a
perfect continuity, though I have tried to present them here in the most logical order.
The main topics studied in this book are simple equations, expressions that involve a variable, the order
of operations, long multiplication, long division, and graphing simple linear functions.
Students encounter the exact definition of an equation and an expression. They practice the order of
operations with problems that also reinforce the idea of the equal sign (“=”) as denoting equality of the
right and left sides of an equation. These kinds of exercises are needed because students may think that
an equal sign signifies the act of finding the answer to a problem (such as 134 + 23 = ?), which is not
so.
Students solve addition and subtraction equations both with the help of bar models and also without.
Bar models are also used for simple multiplication and division equations and for mixture equations,
such as 4x + 38 = 128.
The book also presents lessons on multi-digit multiplication (multiplying in columns). These lessons go
further than just reviewing the well-known algorithm. We study in detail: multiplying in parts (partial
products), how those partial products can be seen in the algorithm itself, and how multi-digit
multiplication can be visualized geometrically (area model). Students also practice long division, as a
review from fourth grade, and are introduced to two-digit divisors in long division.
Although the book is named “The Four Operations,” please note that the idea is not to practice each of
the four operations separately, but rather to see how they are used together in solving problems and in
simple equations. We are trying to develop the student's algebraic thinking, including the abilities to:
translate problems into mathematical operations, comprehend the many operations needed to yield an
answer to a problem, “undo” operations, and so on. Many of the ideas in this book are preparing
students for algebra.
We also offer free resources on the Math Mammoth website that can complement the lessons in the
book:

• Check out the free videos at https://www.mathmammoth.com/videos

The videos for 5th grade, chapter 1, and 6th grade, chapter 1, best match the lessons in this book.
• At https://www.mathmammoth.com/practice you will find free online activities and games to
practice various math concepts.

I wish you success in teaching math!

Maria Miller, the author

5
Helpful Resources on the Internet
We have compiled a list of external Internet resources that match the topics in this book. This list of
links includes web pages that offer:

• online practice for concepts;

• online games, or occasionally, printable games;
• animations and interactive illustrations of math concepts;
• articles that teach a math concept.

We heartily recommend you take a look at the list. Many of our customers love using these resources to
supplement the bookwork. You can use the resources as you see fit for extra practice, to illustrate a
concept better, and even just for some fun. Enjoy!

https://l.mathmammoth.com/blue/fouroperations

6
 Warm-up: Mental Math 1
Add in parts. Use rounded numbers, then correct the error.
57 + 34 = ? 29 + 18 = ?
Add the tens: 50 + 30 = 80. 29 is close to 30, and 18 is close to 20.
Add the ones: 7 + 4 = 11. 30 + 20 = 50. But that is 3 too many,
Lastly, add the two sums: 80 + 11 = 91. so the correct answer is 47.

Subtract in parts. Use rounded numbers, then correct the error.

81 − 34 = ? 75 − 39 = ?
Subtract 30 first: 81 − 30 = 51. 39 is close to 40, so subtract 75 − 40 = 35.
You subtracted one too many, so add one to
Then subtract four: 51 − 4 = 47.
get the correct answer 36.

1. Add and subtract using the tricks explained above.

a. b. c.
19 + 19 = _____ 19 + 19 + 57 = ______ 100 + 200 + 2,000 + 5,500 = ________

28 + 47 = _____ 44 + 12 + 29 = ______ 400 + 12,000 + 5,000 + 320 = ________

d. e. f.
33 − 17 = _____ 34 − 19 + 12 = _____ 1,500 − 250 − 250 = _________

81 − 47 = _____ 85 − 12 + 55 = _____ 400 − 7 − 40 − 100 = _________

2. A track has four legs of different lengths: (a) 1 km 200 m,

(b) 700 m, (c) 1 km 500 m, and (d) 900 m.
What is the total length of the track?

3. A cold front just arrived, and the temperature dropped

14 degrees. It is now 74°F. How hot was it before?

4. Four crates of apples weigh a total of 56 kg. The first one

weighs 12 kg, the second one 15 kg, and the third one
22 kg. Find the weight of the fourth crate of apples.

5. Solve in your head.

a. 127 + ______ = 200 b. 250 + _______ + 300 = 760 c. _____ − 34 = 56

7
6. Multiply.

a. 20 × 6 = _______ b. 10 × 35 = _______ c. 400 × 500 = _______

200 × 6 = _______ 100 × 35 = _______ 60 × 80 = _______

200 × 600 = _______ 20 × 100 = _______ 100 × 430 = _______

7. Continue the patterns for the next five numbers.

a. 60, 120, 180, 240, ...

b. 1,080, 960, 840, 720, ...

c. 130, 170, 210, 250, ...

8. Estimate the cost of buying two skirts for $26.95

and three pairs of socks for $3.29 each.
(Use rounded numbers.)

Multiply part-by-part 5 times a number

Multiply ones, tens, and hundreds Find 10 times half of
separately. Add. the number.
3 × 62 = 3 × 60 + 3 × 2 = 186 5 × 28 = 10 × 14 = 140.

9 times a number 11 times a number

Find 10 times a number and subtract Find 10 times the number, and then
that number once. add that number.

9 × 55 = 10 × 55 − 55 11 × 38 = 10 × 38 + 38
= 550 − 55 = 495 = 380 + 38 = 418

9. Multiply using the “tricks” explained above.

a. 5 × 26 = _______ b. 5 × 43 = _______ c. 6 × 41 = _______

d. 5 × 107 = _______ e. 9 × 15 = _______ f. 9 × 32 = _______

g. 7 × 205 = _______ h. 3 × 211 = _______ i. 11 × 25 = _______

j. 11 × 18 = _______ k. 4 × 32 = _______ l. 9 × 109 = _______

8
 Warm-up: Mental Math 2
To multiply 2,000 × 120, Solve division by thinking of You can add in parts.
simply multiply 2 × 12, and multiplication “backwards”:
“tag” four zeros on the answer: 76 + 120 + 65 = ?
5,600 ÷ 70 = ?
First add 70 + 120 + 60 = 250.
2000 × 120 = 240,000
Think what number times 70 Then, 6 + 5 = 11.
will give you 5,600. Lastly, 250 + 11 = 261.
Since 70 × 80 = 5,600,
then 5,600 ÷ 70 = 80.

The order of operations is:

1. Parentheses; 2. Exponents; 3. Multiplication and division; 4. Addition and subtraction.

To calculate 9 × 80 − 10 × 70, first solve 9 × 80 In the expression 4,500 ÷ (5 + 45) × 80,

and 10 × 70 . Subtract only after that. solve first 5 + 45 . Then, divide.
9 × 80 − 10 × 70 4,500 ÷ (5 + 45) × 80
= 720 − 700 = 20 = 4,500 ÷ 50 × 80
= 90 × 80 = 7,200

1. Solve using mental math.

a. 410 + 2 × 19 b. 3 × 50 + 4 × 150 c. 70 × 80 − 40 × 50

= = =

d. 14 + (530 − 440) e. 45 + 56 + 35 f. 300 ÷ 5 − 400 ÷ 10

= = =

2. Solve using mental math.

a. 17 + _________ = 110 b. 345 + ___________ = 1,000 c. 3 × 40 + __________ = 500

3. Divide. Remember that division can be written using the fraction line, as well.

240 72 5,600 420 420

a. = c. = e. = g. = i. =
4 9 10 20 70

7,200 450 8,000 10,000 7,200

b. = d. = f. = h. = j. =
100 9 200 50 800

9
4. Solve. Notice carefully what operation(s) are done first.

a. 500 − 40 − 3 × 50 = __________ b. 1,020 − (40 − 10) × 20 = __________

c. 42,000 − 12,000 + 3 × 5,000 = __________ d. (70 − 20) × 70 = __________

210 6,300
e. + 3 × 15 = __________ f. 250 × 4 + = __________
2 70

5. Find a number that fits in place of the unknown.

a. x ÷ 70 = 40 b. 20 × M = 1200 c. 500 − y = 320

6. Find the rule that is used in the table and fill it in.

n 130 250 360 410 775 820 1,000

n − ____ 215 375

7. Find the rule that is used in the table and fill it in.

n 3 5 12 15 25 35 60

200 1,000

8. Rick cut off a 50-cm piece from his 6-m board, and then he divided
the rest of the board into five equal pieces. How long was each piece?

9. a. Eve works 8 hours a day and earns $104 daily. What is her hourly wage?

b. How much does Eve earn in a five-day work week?

How much does she earn in 3 months (which is 13 weeks)?

10. Alexis and Mia baked cookies for 2 1/4 cups of flour
a bake sale. They used this recipe, 1/3 cup of honey
but they needed to triple it: 1/2 cup of butter
3/4 teaspoon of nutmeg
a. Triple the recipe for them. 1 1/2 teaspoons of cinnamon
1/2 teaspoon of ground cloves
3/4 cup of walnuts
b. How may cookies did they bake?
Makes 2 1/2 dozen cookies.

10
 Review: Addition and Subtraction
Addition has to do with many parts and
their total. You add the parts to get the total.
In this addition, one of the parts is unknown.
32 + x + 120 = 202

Subtraction also has to do with a total and parts.

A subtraction equation starts with the total.
We can write several subtractions to match this
bar model. In each subtraction, we subtract two
of the three parts from the total, and the answer
202 − 32 − x = 120
is the remaining part.
202 − 120 − 32 = x
Which subtraction on the right can be used to
find (or solve) the unknown x? 202 − x − 120 = 32

1. Write an addition equation and one subtraction equation to match each bar model. Then solve for x.

a. ______________________________________

______________________________________

______________________________________

______________________________________

b. ______________________________________

______________________________________

______________________________________

______________________________________

c. ______________________________________

______________________________________

______________________________________

______________________________________

11
 Sum and addends Minuend, subtrahend, and difference

The numbers that are being added are called The number that you subtract from is called the
addends. The result is a sum — even if you minuend. The number you subtract is the
haven’t yet calculated it. So “5 + 8” is called subtrahend. (The minuend comes before the subtrahend,
just like “M” comes before “S” in the alphabet.)
a sum.
The result is the difference, even if it hasn’t yet
Examples:
been solved. So “55 − 17” is a difference.
“8 + 13” is a sum. 8 and 13 are the addends.
Examples:
“20 + x” is a sum: It is the sum of 20 and x.
You can call “5 + 8 + 13” the sum written, The difference of 55 and 17 is written as 55 − 17.
and the answer 26 you can call the sum that We can solve or calculate that to get 38.
has been solved or calculated.
The difference of x and 14 is written as x − 14.

2. Write an expression or an equation to match each written sentence.

a. The sum of 68 and s b. The difference of y and 37

c. The sum of 60, b, and 40 equals 120. d. The difference of 80 and x is 35.

3. Match the written expressions with the number expressions. (You don’t have to solve these.)
(7 − 5) + 20
a. The sum of 7 and 5 is subtracted from 20.
20 − 5 − 7
b. The difference of 7 and 5 is subtracted from 20.
7 + (20 − 5)
c. 20 is added to the difference of 7 and 5.
20 − (7 + 5)
d. The difference of 20 and 5 is added to 7.
20 − (7 − 5)

4. Write an expression to match each written sentence.

a. The difference of 15 and 6 is added to 16. b. The sum of 5 and 80 is subtracted from 100.

12
 Remember? Whether you subtract a sum of several numbers → 100 − (40 + 20 + 30) = 10
or subtract the numbers one by one → 100 − 40 − 20 − 30 = 10
...the answer is the same!

5. Solve. Notice: some problems have the same answer. Which ones?

a. 7,000 − (1,500 + 2,500) = _________ b. 600 + 30 − 30 + 30 − 30 = _________

7,000 − 2,500 − 1,500 = _________ 600 − (30 + 30 + 30 + 30) = _________

7,000 − (2,500 − 1,500) = _________ 600 − 30 − 30 − 30 − 30 = _________

Which number sentence matches the problem? You don’t have to calculate the answer.
6. Mark bought 14 wheelbarrows a. 14 × $58 − $900 b. $900 − 14 × $58
for $58 each, and paid with $900.
What was his change? c. $900 × 14 × $58 d. $58 − $900 × 14

7. Sarah baked three cakes. On top of each,

she put 24 chocolate chips and 12 banana a. 24 + 12 × 3 b. 24 + 24 + 12 + 12 + 12
slices. How many total items are on top of c. 3 × (24 + 12) d. 3 × 24 + 12
the cakes?

8. Jack and Jill bought 9 toys for $7 a. $7 + 9 × 2 b. 9 × $7 ÷ 2

each, and shared the cost equally.
How much did each pay? c. 9 × 2 × $7 d. $7 ÷ 9 × 2

9. Write a single expression using numbers and operations for each problem, not just the answer!

a. You bought 15 toy cars for $2 each and

a sand toy set for $6. You paid with $50.
What was the total cost?
What was your change?

b. Three children bought strawberries for $9, ice cream

for $8, and cheese for $13. They shared the cost
equally. How much did each child pay?

c. The price of a phone that costs $128 is lowered (discounted) by $31.

George bought five of them.
What was the total cost?

13
 Review: Multiplication and Division

Multiplication and division have to do

with things or groups of the same size.
When you multiply the number of groups Five equal-sized groups make a total of 85.
by the amount in each group (or the other We can write a fact family:
way around), you get the total.
5 × s = 85 85 ÷ 5 = s
When you divide the total by the number of
groups, you get the amount in each group. s × 5 = 85 85 ÷ s = 5
When you divide the total by the amount in
Which equation above can be used
each group, you get the number of groups.
to find (or solve) the unknown s?

1. Write four equations for each bar model (a fact family). Then solve for w.

a.

w = __________

b.

w = __________

14
2. Which equation matches which bar model? Also solve for y.

a. b.
Equations:
6 × y = 90
y ÷ 6 = 90

3. Draw a bar model to represent the equations. Then solve them.

a. R ÷ 5 = 120

b. 5 × R = 120

c. y × 12 = 600

d. y ÷ 12 = 60

15
 Product and factors Dividend, divisor, and quotient

The numbers that are being multiplied are The number you divide is called the dividend.
called factors. The number you divide by is the divisor.
The result is called a product — even if you The result is the quotient, even if it has not yet
have not yet calculated it. So “5 × 6” is called been solved. So “x ÷ 20” is a quotient (of x
a product. and 20).

Examples: Examples:
5 × 6 is a product. 5 and 6 are the factors. The quotient of 100 and 5 is written as 100 ÷ 5,
100
s × 12 is a product: it is the product of s and 12. or using the fraction line as . We can solve
5
You can call 5 × 6 × 3 the product written, or calculate that to get 20.
and the answer 90 you can call the product
x
that has been solved or calculated. The quotient of x and 20 is written x ÷ 20 or .
20

4. Write an expression or an equation to match each written sentence.

a. The product of 52 and 8 b. The quotient of 15,000 and 300

c. The product of 4, S, and 18 d. The quotient of 80 and x

e. The quotient of 240 and 8 is 30 f. The product of 3, 5, and T is 60

5. Write a division equation where the dividend is 280, the quotient

is 4, and the divisor is unknown. Use a letter for the unknown.
Then find the value of the unknown.

6. Write a division equation where the quotient is 3, the divisor

is 91, and the dividend is unknown. Use a letter for the unknown.
Then find the value of the unknown.

16
 Look carefully at this expression: 3 × 47 + 8 × 47 . Think of it as three copies of 47,
and another eight copies of 47. In total, we have 11 copies of 47, or 11 × 47 .

Similarly, 9 × 165 − 4 × 165 is like saying that we have 9 copies of the number 165, and we
take away four copies of that number. What is left? Five copies of that number, or 5 × 165 .

7. For each two expressions, decide if the answers are the same or not. Do not calculate the answers.

a. 3 × 417 − 417 b. 6 × 799 − 2 × 799 c. 389 + 389 + 389 + 72 + 72 + 72

2 × 417 3 × 799 3 × 389 + 3 × 72

d. 16 × 68 e. 500 − 25 + 19 f. 832 − 225 − 195

9 × 68 + 7 × 68 500 − (25 + 19) 832 − (225 + 195)

8. Which number sentence matches the problem? You don’t have to calculate the answer.

The sides of a rectangular

park measure 26 ft and 43 ft. a. (26 + 43) × 3 b. 3 × 2 × (26 + 43)
Ashley ran around it three times. c. 26 + 43 + 26 + 43 d. 3 × 26 + 43 + 26 + 43
What is the distance she ran?

9. Look at the division equations. In each, the dividend x÷5=4 N ÷ 12 = 60

is the unknown. Explain how you can find the unknown.
(You don't have to actually solve the equations; just explain
y ÷ 8 = 100 M ÷ 83 = 149
how to solve them.)

10. Look at the division equations. In each, the divisor 16 ÷ x = 8 350 ÷ N = 50

is the unknown. Explain how you can find the unknown.
(You don't have to actually solve the equations; just explain
72 ÷ y = 9 120 ÷ M = 6
how to solve them.)

11. Solve for the unknown N or M.

a. 5 × M = 20 b. M ÷ 3 = 5 c. 45 ÷ M = 5

d. 4 × N = 8,800 e. N ÷ 20 = 600 f. 64,000 ÷ N = 800

17
 Balance Problems and Equations 1
Here you see a pan balance, or scales, and some things on both pans. Each rectangle represents an
unknown (and “weighs” the same, or has the same value).
Since the balance is balanced (neither pan is going
down—they are level with each other), the two sides
(pans) of the scales weigh the same.
This portrays a mathematical equation: what is in
the left pan equals what is in the right pan. (Things
in the same pan are simply added. )
The equation is:
5+ + = 11
(If it helps you, you can think of kilograms or pounds.)
When we figure out how much the unknown shape weighs, we solve the equation.
The solution is: =3

1. Write an equation for each balance. Then use mental math to solve how much each geometric
shape “weighs.” You can write a number inside each of the geometric shapes to help you.

a. b.

Equation: 9= +3 Equation: _____________________________

Solution: = 6 Solution: = _______

c. d.

Equation: _____________________________ Equation: _____________________________

Solution: = _______ Solution: = _______

18
 From now on we will use x for the unknown instead of a geometric shape.
It is the most commonly used letter of the alphabet to signify an unknown.

x + 5 = 7 + 13 28 + 9 = x
x + 5 = 20 37 = x
x = 15 x = 37

Example 1. To solve this equation, first add Example 2. Sometimes x is on the right
7 and 13 that are in the right “pan”. side of the equation. That is not a
problem. In the last step you can flip
We get x + 5 = 20. The solution is easy to see the sides, so that your last line
now with mental math: x = 15. You can also use will be x = (something).
subtraction: x = 20 − 5 = 15.

Notice that we align the equal signs when solving an equation. It keeps everything tidy and easy
to read.

2. Write an equation. Write a second step if necessary. Lastly write what x stands for.

a. b.
__________ = __________
__________ = __________ __________ = __________
x = _______ x = _______

3. Draw x’s and weights on the left and right sides on the two pans to match the given equation, then
solve. You may not need all the empty lines provided.

a. b.

x + 18 = 5 + 31 8 + 17 = 11 + x
_________ = _________ _________ = _________
_________ = _________ _________ = _________
_________ = _________ _________ = _________

19
 Whenever there are lots of x’s in the same pan, Example 3.
use this shorthand notation:
• x + x is written as 2x. It means 2 times x.
• x + x + x is written as 3x. It means 3 times x.
You can use division 36 = 3x
• x + x + x + x is written as 4x, and so on. to solve this.
12 = x
We simply omit the multiplication sign between
Lastly, flip the sides. → x = 12
a number and a letter (such as 4 and x).

4. Write an equation to match the balance. Then solve what x stands for.

a. b. c.

_________ = _________ _________ = _________ _________ = _________

_________ = _________ _________ = _________ _________ = _________
x = _______ x = _______ x = _______

5. Draw x’s and weights on the left and right sides on the two pans to match the given equation, then
solve. You may not need all the empty lines provided.

a. b.

3x = 16 + 35 2 + 27 + 25 = 6x
_________ = _________ _________ = _________
_________ = _________ _________ = _________
_________ = _________ _________ = _________

a. 3,928 + 3,943 = 17x

b. 10,000 − 5,493 − 834 − 3,673 = 22x

Solve the equations.

20
 Balance Problems and Equations 2
Example 1.
If there are x’s on both sides,
use this “trick”: Take away, 2x = x + 34
or subtract, the same amount of
x’s from both sides so that
you will only have ONE x x = 34
left on one side.

1. First write the equation as the balance shows it. Then solve, crossing out x’s from both sides.

a. b.
2x + 47 = 3x
_________ = _________
47 = x
x = 47 _________ = _________

c. d.

_________ = _________ _________ = _________

_________ = _________ _________ = _________
_________ = _________ _________ = _________

e.
f.
_________ = _________
_________ = _________
_________ = _________
_________ = _________
_________ = _________
_________ = _________
_________ = _________

21
 You can also remove the same Example 2.
amount of “weight” from both sides.
Here, it helps to remove, or subtract, 3x + 6 = 36
6 kg from both sides. 3x = 30
You can indicate that by crossing
x = 10
out the 6-kg weight, and by crossing
out the number 36 on the other
weight and writing 30 in its place.

Example 3. 3x + 9 = x + 27
Can you follow the solution 3x = x + 18
on the right, and cross
out items from the pans 2x = 18
accordingly?
x = 9

2. Solve.

a. b.

_________ = _________ _________ = _________

_________ = _________ _________ = _________
_________ = _________ _________ = _________

c. d.

_________ = _________ _________ = _________

_________ = _________ _________ = _________
_________ = _________ _________ = _________
_________ = _________ _________ = _________

22
3. Solve.

a. b. c.

_________ = _________ _________ = _________ _________ = _________

_________ = _________ _________ = _________ _________ = _________
_________ = _________ _________ = _________ _________ = _________
_________ = _________ _________ = _________ _________ = _________

4. Solve these equations. To help you, you may draw all the “stuff” on the left and right sides on the
two pans, and “remove” the same amounts from both sides to solve the equation. Or you can
solve these without using the visual model. You may not need all the empty lines provided.

a. b.

2x + 5 = 41 3x + 37 = 4x
_________ = _________ _________ = _________
_________ = _________ _________ = _________
_________ = _________ _________ = _________

c. d.

x + 15 = 2x + 7 3x + 8 = 26
_________ = _________ _________ = _________
_________ = _________ _________ = _________
_________ = _________ _________ = _________

23
 More Equations
The bar model at the right illustrates this equation:
x + x + x + 24 = 75

Notice that the total length of the bar is 75, and all
of those “blocks” add to 75. x + x + x + 24 = 75
Now, the addition x + x + x can be written as 3x, or
which means 3 times x. We can omit the multiplication
sign between a number and a letter. So, the equation 3x + 24 = 75
can also be written as 3x + 24 = 75.

How can we solve it?

Take away the block with 24 in the model.

Then, the total for the 3 blocks marked with x
must be 51 (because 75 − 24 = 51). In other
words, 3x = 51. 3x + 24 = 75
3x = 51
Now you can divide by 3 to get x = 51 ÷ 3 = 17.
x = 17

1. Match one of the given equations with each bar model. Then, solve for y.

Equations:
6y + 12 = 78 a. b.
6 × 12 + y = 78

2. Write an equation for each bar model. Then, solve for x.

a. b.

24
3. Draw a bar model to illustrate each equation. Then solve the equation.

a. 3x + 50 = 158 b. 40 + 5x = 640

c. 4y + 12 = 196 d. x + 5 × 16 = 372

25
4. Solve the problems. Write an equation for each problem similar to the ones in the previous
exercises. Choose any letter of the alphabet to represent the unknown (such as the cost of one
flashlight).

a. Mary bought four flashlights and one bucket for a total of $28.
The bucket cost $4. How much did one flashlight cost?

b. Matt bought six packages of batteries and one bicycle light.

The bicycle light cost $18, and the total cost was $36.
How much did one package of batteries cost?

c. Sandy bought three canisters of gas and seven buckets for a total
of $80. If one bucket cost $5, find how much one canister of gas cost.

d. The perimeter of a pentagon is 265 cm, but not all of its sides are
the same length. Four of the sides measure 55 cm each, but the fifth side
is different. What is the length of the fifth side?

26
 The Order of Operations and Equations
• First solve whatever is inside parentheses.
• Next, solve multiplications and divisions, from left to right.
For example, in 36 ÷ 9 + 2 × 5, solve 36 ÷ 9 first (and then 2 × 5, before the addition).
• Last, solve additions and subtractions, from left to right.
For example, in 200 − 50 + 30 + 7, solve 200 − 50 first.

1. Solve what is in the parentheses first. You can enclose the operation to be done first in a “bubble.”

a. (50 − 2) ÷ (3 + 5) b. 20 × (1 + 7 + 5)
(36 + 4) ÷ (5 + 5)
\ / \ /
= 40 ÷ 10
c. 2 × (600 ÷ 60) + (19 − 8) d. 180 ÷ (13 − 7 + 3)
=4

2. Solve. When there are many multiplications and divisions, do them from left to right.

a. 36 ÷ 4 ÷ 3 b. 1,200 ÷ 4 × 5 ÷ 3
24 ÷ 3 × 2 ÷ 4
\ /
=8 × 2÷4
\ / c. 7 × 90 ÷ 2 × 2 ÷ 10 d. 5 × 6 ÷ 3 ÷ 2 × 20
= 16 ÷ 4 = 4

3. Solve in the right order. You can enclose the operation to be done first in a “bubble” or a “cloud.”

a. (8 + 16) ÷ 3 ÷ 2 = __________ b. 10 + 2 × 9 + 8 = _________

c. 25 + 8 × 5 ÷ 2 = _________ d. 10 + 2 × (9 + 8) = _________

e. 120 − 2 × (11 − 5) = __________ f. 2 × (100 − 80 + 20) = _________

4. Division can also be written with a fraction line. Solve in the right order.

24 32 54
a. 6 + = ________ b. 40 + − 6 = ________ c. − 3 × 2 = ________
2 2 6

27
 An expression contains numbers, letters, and operation symbols—but no equal sign.
For example, “40 × 2 + 6 × 5” is an expression. A single number or letter, such as 9,
is also an expression.
An equation contains two expressions separated by an equals sign, “=”.
Here are two examples: 24 = 11 + 13 and 2x − 13 = 6/y. Even 0 = 0 is an equation.

5. Equation or expression? (Do not solve these.)

a. 4t = 180 b. 2 + 60 × 345 ÷ 9 c. 15 = x + y

5.4 − 2.12 24 ÷ 0.8

d. = 8.2 e. 1,000 = 1,000 f. 12 −
0.4 189

6. Which expression matches each problem? Also, solve the problems.

a. Mark bought three light bulbs (1) 3 × $8 − $50 (2) $50 − $8 + $8 + $8

for $8 each and paid with
$50. What was his change? (3) $50 − 3 × $8 (4) $50 − ($8 − $8 − $8)

b. Shirts that cost $16 each are (1) $16 − $5 × 6 (2) 6 × ($16 − $5)
discounted by $5, so Mom
(3) $16 × 6 − $5 (4) ($16 − 6) × 5
bought 6 of them. What
was the total cost?

c. Andy bought a salad for $8 (1) $8 + $13 ÷ 2 (2) $2 ÷ ($8 + $13)

and a pizza for $13, and
(3) 2 × $8 + 2 × $13 (4) ($8 + $13) ÷ 2
shared the cost evenly with
his friend. What was Andy’s
share of the cost?

d. Melissa shared equally the (1) $48 ÷ 4 + $30 ÷ 3 (2) ($48 + $30) ÷ 3 ÷ 2
cost of a meal with three
(3) $48 ÷ 3 + $30 ÷ 2 (4) ($48 + $30) ÷ 5
other people and the cost of
a taxi with two other people.
The meal cost $48 and the
taxi cost $30. How much
did Melissa pay?

28
 120 − 75 = 3 × 15 2 = 5 18 = x − 3
This is the left side This is the right side left side right side left side right side
of the equation. of the equation.
This is a very simple equation Solving the equation
Do the left and right sides have the —but it is false! means finding the value
same value? Just calculate 120 − 75, of the unknown (x) that
then calculate 3 × 15, and check. 4 + 5 = 21 − 3 makes it true.
If yes, it’s a true equation. left side right side The value x = 21 makes
If not, it’s a false equation. this equation true, so we
This is also a false equation! say x = 21 is the solution.

7. If the equation is false, change one number in it to make it true.

32
a. 6 + =5 b. (6 − 2) × 3 = 5 + 5 c. 5 × 2 = 16 ÷ 2 + 2
8

8. Place parentheses into these equations to make them true.

a. 10 + 40 + 40 × 2 = 180 b. 144 = 3 × 2 + 4 × 8 c. 40 × 3 = 80 − 50 × 4

9. Find a number to fit in the box so the equation is true.

a. 40 = ( + 9) × 2 b. 4 × 8 = 5 × 6 + c. 4 + 5 = (20 − )÷2

d. 81 = 9 × ( 2 + ) e. × 11 = 12 + 20 × 6 f. (4 + 5) × 3 = ÷2

10. Solve these simple equations.

x
a. s × 2 = 660 b. =5 c. 200 − y = 60
2

s = _________ x = _________ y = _________

11. Build at least three

true equations using 11, 3, 1, −, +, ×, ( ), =
only the symbols and
numbers given. You
may use the same
number or symbol
many times.

29
 Powers and Exponents
Exponents are a “shorthand” for writing
repeated multiplications by the same number.
For example, 2 × 2 × 2 × 2 × 2 is written 25.
5 × 5 × 5 × 5 × 5 × 5 is written 56.
The tiny raised number is called the exponent.
It tells us how many times the base number is
multiplied by itself.

The expression 25 is read as “two to the fifth power,” “two to the fifth,” or “two raised to the fifth power.”
Similarly, 79 is read as “seven to the ninth power,” “seven to the ninth,” or “seven raised to the ninth power.”
The “powers of 6” are simply expressions where 6 is raised to some power: For example, 63, 64, 645, and 699
are powers of 6. What would powers of 10 be?

Expressions with the exponent 2 are usually read as something “squared.” For example, 112 is read as
“eleven squared.” That is because it gives us the area of a square with the side length of 11 units.
Similarly, if the exponent is 3, the expression is usually read using the word “cubed.” For example, 313 is
read as “thirty-one cubed” because it gives the volume of a cube with the edge length of 31 units.

1. Write the expressions as multiplications, and then solve them using mental math.

a. 32 = 3 × 3 = 9 b. 16

c. 43 d. 104

e. 53 f. 102

g. 23 h. 82

i. 05 j. 105

k. 502 l. 1003

2. Rewrite the expressions using an exponent, then solve them. You may use a calculator.

a. 2 × 2 × 2 × 2 × 2 × 2 b. 8 × 8 × 8 × 8 × 8

c. 40 squared d. 10 × 10 × 10 × 10

e. nine to the eighth power f. eleven cubed

30
 You just learned that the expression 72 is read “seven squared” because it tells us the area
of a square with a side of 7 units. Let’s compare that to square meters and other units of area.

If the sides of a square are 3 m long, then its area is 3 m × 3 m = 9 m2 or nine square meters.

Notice that the symbol for square meters is m2. This means “meter × meter.” We are, in effect,
squaring the unit meter (multiplying the unit of length meter by itself)!
Or, in the expression 9 cm × 9 cm, we multiply 9 by itself, but we also multiply the unit cm by itself.
That is why the result is 81 cm2, and the square centimeter (cm2) comes from multiplying
“centimeter × centimeter.”

We do the same thing with any other unit of length to form the corresponding unit for area, such as square
kilometers or square millimeters.
With the customary units of area, such as square inches, square feet, and square miles, people often write
“sq. in.”, “sq. ft.”, or “sq. mi.” , instead of in2 , ft2, and mi2. Both ways are correct.

In a similar way, to calculate the volume of this cube, we multiply 5 m × 5 m × 5 m

= 125 m3. We not only multiply 5 by itself three times, but also multiply the unit
meter by itself three times (meter × meter × meter) to get the unit of volume “cubic
meter” or m3.

3. Express the area (A) as a multiplication, and solve.

a. A square with a side of 12 kilometers: b. A square with sides 6 m long:

A= 12 km × 12 km = _____________ A = ____________________________________

c. A square with a side length of 6 inches: d. A square with a side with a length of 12 ft:

A = ____________________________________ A = ____________________________________

4. Express the volume (V) as a multiplication, and solve.

a. A cube with an edge of 2 cm: b. A cube with edges each 10 inches long:

V= 2 cm × 2 cm × 2 cm = __________ V = ____________________________________

c. A cube with edges 1 ft in length: d. A cube with edges that are all 5 m long:

V = _____________________________________ V = ____________________________________

5. a. The perimeter of a square is 40 cm. What is its area?

b. The volume of a cube is 64 cubic inches. How long is its edge?

c. The area of a square is 121 m2. What is its perimeter?

d. The volume of a cube is 27 cm3. What is the length of one edge?

31
 The powers of 10 are very special 101 = 10 104 = 10,000
—and very easy!
102 = 10 × 10 = 100 105 = 100,000
Notice that the exponent tells us how
many zeros there are in the answer. 103 = 10 × 10 × 10 = 1,000 106 = 1,000,000

6. Fill in the patterns. In part (d), choose your own number to be the base.
Use a calculator in parts (c) and (d).

a. b. c. d.
21 = 31 = 51 =

22 = 32 = 52 =

23 = 33 = 53 =

24 = 34 = 54 =

25 = 35 = 55 =

26 = 36 = 56 =

7. Look at the patterns above. Think carefully how each step comes from the previous one. Then answer.
a. If 37 = 2,187, how can you use that result to find 38 ?

b. Now find 38 without a calculator.

c. If 245 = 35,184,372,088,832, use that to find 246 without a calculator.

8. Fill in.

a. 172 gives us the _____________ of a _______________ with sides ______ units long.

b. 1013 gives us the _____________ of a _______________ with edges ______ units long.

c. 2 × 62 gives us the ____________ of two _______________ with sides ______ units long.

d. 4 × 103 gives us the ____________ of ____ _______________ with edges ______ units long.

Make a pattern, called a sequence, with the powers of 2, starting with 26

and going backwards to 20. At each step, divide by 2. What is the logical
(though surprising) value for 20 from this method?

Make another, similar, sequence for the powers of 10. Start with 106 and divide by 10 until you reach 100.
What value do you calculate for 100?

Try this same pattern for at least one other base number, n. What value do you calculate for n0?

Do you think it will come out this way for every base number?

Why or why not?

32
 Multiplying in Parts
1. Remember? You can multiply the thousands, hundreds, tens, and ones separately. Then add to get
the final answer. This is called multiplying in parts or the partial products algorithm.

a. 4 × 27 b. 7 × 83 c. 8 × 56
4 × 20 + 4× 7 7 × _____ + 7 × ___ ____ × _______ + ____ × ___

______ + ______ ______ + ______ ______ + ______

= _________ = _________ = _________

d. 5 × 216 e. 4 × 3,481
5 × ______ + 5 × _____ + 5 × ___ 4 × ______ + 4 × _____ + 4 × _____ + 4 × ___

________ + ________ + ______ ________ + ________ + ______ + ______

= ____________ = ____________

The partial products can also 2 8 7

be written under each other, × 5
and then added.
5×7→ 3 5
5 × 80 → 4 0 0
5 × 200 → + 1 0 0 0
1 4 3 5

2. Multiply using partial products.

a. 4 9 2 b. 2 5 5 c. 8 1 7
× 6 × 4 × 7
6×2→

6 × 90 →

6 × 400 →
+ + +

33
3. Multiply some bigger numbers using partial products.

a. 2 5 1 0 b. 4 4 7 8 c. 2 6 0 7 2
× 9 × 5 × 6
9×0→

9 × 10 →

9 × 500 →

9 × 2,000 → + +
+

Remember? The picture on the right illustrates a principle

that ties together area, addition, and multiplication.
The total area is 6 × (7 + 4) square units.
The areas of the two parts are 6 × 7 and 6 × 4.
Therefore, 6 × (7 + 4) equals 6 × 7 + 6 × 4.
6 × (7 + 4) = 6 × 7 + 6 × 4

This principle is called the distributive property, because it “distributes” multiplication over addition.
In general, we can express it using symbols: a × (b + c) = a × b + a × c.

4. Fill in the missing parts, thinking of the area of the whole rectangle, or of the partial rectangles.

a. 6 × 29 = 6 × _____ + 6 × _______

= ________ + __________ = _________

b. 8 × (10 + 14)

= 8 × _____ + 8 × ______

= _________ + _________ = _________

c. 11 × (3 + 5 + 6)

= _____ × ____ + _____ × ____ + _____ × ____

= __________ + __________ + __________

= _________

34
 Multiplying two 2-digit numbers in parts
First, break a multiplication such as 75 × 28 into two parts: it is 70 × 28 and 5 × 28.
Then each of those is in its turn done in parts:
70 × 28 is broken down into 70 × 20 and 70 × 8.
5 × 28 is broken down into 5 × 20 and 5 × 8.

5. Break each multiplication into two parts. Then break each of the parts further into two parts.
You should get four parts in total. Lastly add them all. Look at the example.

a.
28 × 16 = 20 × 16 and 8 × 16

20 × 10 and 20 × 6 and 8 × 10 and 8 × 6

200 and 120 and 80 and 48

Now add the parts to get the total: ___________

b.
76 × 25 = ___ __ × ______ and __ ___ × ______

_____ × ______ and _____ × ______ and _____ × ______ and _____ × ______

________ and ________ and ________ and ________

Now add the parts to get the total: ___________

c.
48 × 19 = ______ × ______ and ______ × ______

_____ × ______ and _____ × ______ and _____ × ______ and _____ × ______

________ and ________ and ________ and ________

Now add the parts to get the total: ___________

d.
39 × 94 = ______ × ______ and ______ × ______

_____ × ______ and _____ × ______ and _____ × ______ and _____ × ______

________ and ________ and ________ and ________

Now add the parts to get the total: ___________

35
6. Multiply the numbers in four parts (partial products). Add.

a. 8 7 b. 2 4
× 1 5 × 7 1
5×7→ 1×4→
5 × 80 → 1 × 20 →
10 × 7 → 70 × 4 →
10 × 80 → + 70 × 20 → +

7. The total area of this figure is 153 square units,

and the area of the yellow part is 117 square units.
a. What other area can you find out using the two
given areas (153 and 117)?

b. Find the missing lengths of the sides.

8. Which expression or expressions match the problem? You do not have to calculate the answer.

Paul bought 26 algebra textbooks

for $18 each and 26 workbooks a. 26 × $18 + $8 b. 26 × $26
for $8 each. What was the total c. 26 × $18 + 26 × $8 d. 26 × ($18 + $8)
cost?

9. For each two expressions, decide if the answers are the same or not. Do not calculate the answers.

a. 5 × 37 + 4 × 37 b. 9 × 28 + 7 × 28 c. 6 × 128

6 × 37 6 × 28 + 10 × 28 6 × 120 + 8

d. 57 × 89 + 3 × 89 e. 8 × 76 – 5 × 76 f. 33 × 45 – 45

60 × 89 2 × 76 32 × 45

36
 The picture illustrates the multiplication 38 × 57
using an area model.
The sides of the entire rectangle are 38 and 57.
But the rectangle is divided into four parts. The
areas of the partial rectangles are:
30 × 50 = 1,500 (top left)
30 × 7 = 210 (top right)
8 × 50 = 400 (bottom left) 38 × 57 = 30 × 50 + 30 × 7
8 × 7 = 56 (bottom right) + 8 × 50 + 8 × 7
Of course, we add those to find the total area: = 1,500 + 210 + 400 + 56
1,500 + 210 + 400 + 56 = 2,166 square units = 2,166

10. One of the area models below illustrates 45 × 28, and the other illustrates 128 × 45.
(The images are not exactly to scale.)
a. Match each area model with the right multiplication.
b. Mark the lengths of the sides.
c. In each rectangular part, write how many square units its area is.
d. Find the total areas by adding the areas of the parts.

(1) ________ × ________ (2) ________ × ________

37
11. Misguided Michael says, “I thought I could do 41 × 63 just like this: multiply the tens, which
gives 40 × 60 = 2,400, and multiply the ones, which gives 1 × 3 = 3, and add those: 2,403.”

a. Draw an area model to illustrate the multiplication 41 × 63.

b. Use the model to explain to Michael why his method is wrong.

Draw an area model to illustrate 143 × 715. Also find the total area.

38
 The Multiplication Algorithm
An algorithm is a step-by-step method for solving a particular kind of problem.

In this lesson we practice the standard 5 3 5 3 5

multiplication algorithm, which you 6 4 8 6 4 8 6 4 8
already know from 4th grade.
× 7 × 7 × 7
This algorithm is based on multiplying in
parts. For example, 7 × 648 is done in 6 36 4 5 3 6
three parts: 7 × 600, 7 × 40, and 7 × 8.
At each step, you may need to regroup and add. 7 × 8 = 56 7 × 4 + 5 = 33 7 × 6 + 3 = 45

1. Review your multiplication skills.

a. 4 1 5 b. 8 7 7 c. 1 7 5 2 d. 2 6 1 5
× 8 × 8 × 7 × 4

The process is the same with more digits. Study the example.

4 2 4 1 2 4 1 2 4 1 2 4
6 1 3 5 9 6 1 3 5 9 6 1 3 5 9 6 1 3 5 9 6 1 3 5 9
× 5 × 5 × 5 × 5 × 5
5 9 5 7 9 5 6 7 9 5 3 0 6 7 9 5

5 × 9 = 45 5 × 5 + 4 = 29 5 × 3 + 2 = 17 5×1+1=6 5 × 6 = 30

2. Multiply 5- and 6-digit numbers.

a. 1 7 5 5 2 b. 2 7 8 0 5 c. 1 4 4 1 2 3
× 7 × 3 × 5

d. 2 7 0 8 1 4 e. 5 1 6 2 0 f. 2 3 9 3 1 3
× 3 × 9 × 4

39
 Estimate before you multiply. Then compare your estimated result with the final result,
and that way you may catch some gross errors.

3 × 21,578 = ? Calculate 1 2 2
exactly:
Round 21,578 to 22,000. 2 1 5 7 8
Estimate: 3 × 22,000 = 66,000. × 3
The exact result is 64,734. The estimate is quite close. 6 4 7 3 4

3. First estimate. Then multiply. Check that your final answer is reasonably close to your estimate.

a. Estimate: 5 × 8,871 b. Estimate: 4 × 22,399

≈ _______________________________ ≈ _______________________________

Calculate Calculate
8 8 7 1 2 2 3 9 9
exactly: exactly:
× 5 × 4

c. Estimate: 7 × 87,240 d. Estimate: 4 × 212,788

≈ _______________________________ ≈ _______________________________
Calculate exactly: Calculate exactly:

4. Jenny's estimate for the

Jenny's estimate: Jenny's calculation:
problem 3 × 173,039 is
quite far from her final 1 2
answer. Figure out where 3 × 173,039
Jenny makes an error or 1 7 3 0 3 9
≈ 3 × 170,000
errors. × 3
= 510,000
4 2 9 0 1 7

40
 Multiplying with money amounts is done the same way as with whole numbers. Multiply as if there
was no decimal point. Then, put the decimal point in the answer to mark the two digits for the cents.

4 4 2 4 2 4 2 4
$2 1 4 . 1 8 $2 1 4 . 1 8 $2 1 4 . 1 8 $2 1 4 . 1 8 $2 1 4 . 1 8
× 5 × 5 × 5 × 5 × 5
0 90 090 7090 $1 0 7 0 . 9 0
5 × 8 = 40 5×1+4=9 5 × 4 = 20 5×1+2=7 5 × 2 = 10

5. Multiply.

a. $2 2 . 7 2 b. $8 1 . 5 0 c. $3 4 5 . 2 5 d. $7 1 2 . 9 0
× 8 × 4 × 6 × 5

6. First estimate the total cost by rounding the price. Then find the exact cost.

a. Jack bought two train sets for $56.55 each. b. The rent is $128.95 per month. What is the
rent for 6 months?

Estimate: ____________________________ Estimate: ____________________________

c. Emma bought three tables for

$31.75 each, and paid with
$100. What was her change?

Estimate:

________________________

41
 Review how to multiply a two-digit number by a two-digit number.

Estimate: Round 29 ≈ 30 4 6 4
and 75 ≈ 70. Then, 29 × 75 2 9 2 9 2 9
≈ 30 × 70 = 2,100. × 7 5 × 7 5 × 7 5
The reason we round 75 down to
70 is to avoid rounding both factors
1 4 5 1 4 5 1 4 5
up. If you rounded both factors up, 2 0 3 0 + 2 0 3 0
you would really overestimate the
answer!
2 1 7 5
First multiply Then multiply 70 × 29.
Let’s check that out: If we round 5 × 29. Ignore the 5. Since you Lastly add.
the numbers 29 and 75 to 30 and Ignore the 7. are multiplying by 70, The answer
80, our estimation would be your answer will end 2,175 is
30 × 80 = 2,400. That is not in a zero. Start out by close to the
nearly as good an estimate as placing that zero in the estimate 2,100.
2,100. (The exact answer is 2,175.) ones place. Then, That is good.
simply multiply 7 × 29.

7. First estimate. Then multiply. Lastly check that your answer is reasonably close to your estimate.

a. Estimate: b. Estimate: c. Estimate:

_________________________ _________________________ _________________________

9 3 5 5 8 7
× 2 7 × 4 6 × 1 6

d. Estimate: e. Estimate: f. Estimate:

_________________________ _________________________ _________________________

6 1 2 4 9 8
× 9 0 × 1 8 × 5 1

42
 The process is the same when we multiply a three-digit number by a two-digit number.

Estimate: 3 3
Round 716 ≈ 700 1 1 1
and 53 ≈ 50. 7 1 6 7 1 6 7 1 6
Then, 716 × 53 ≈ 700 × 50
× 5 3 × 5 3 × 5 3
= 35,000, which is 2 1 4 8 2 1 4 8 2 1 4 8
reasonably close to 37,948.
3 5 8 0 0 +3 5 8 0 0
You could also estimate
3 7 9 4 8
this way: 716 × 53 ≈
720 × 50 = 36,000, First multiply Now multiply 50 × 716.
which is even closer to 3 × 716. REMEMBER the zero
the exact answer. in the ones place! It
Lastly add.
goes there because you
are multiplying by 50.

8. Multiply.

a. Estimate: b. Estimate: c. Estimate:

________________________ ________________________ ________________________

d. Estimate: e. Estimate: f. Estimate:

________________________ ________________________ ________________________

2 5 5 1 9 7 3 2 4
× 7 8 × 1 1 × 3 5

43
 More Multiplication
Now we will study the multiplication algorithm with a 3-digit number on the bottom. This means
we have three partial products to do, so the multiplication process takes three lines.

2 6 1 1
4 2 9 4 2 9 4 2 9 4 2 9
× 2 2 7 × 2 2 7 × 2 2 7 × 2 2 7
3 0 0 3 3 0 0 3 3 0 0 3 3 0 0 3
8 5 8 0 8 5 8 0 8 5 8 0
8 5 8 0 0 + 8 5 8 0 0
9 7 3 8 3
First multiply Next multiply 20 × 429. Then, 200 × 429.
7 × 429, ignoring Place a zero in the Since you are multiplying
the 2 and 2 in 227. ones place, and then by 200, place a zero in the
multiply as if it was just ones and in the tens places,
2 × 429. and then multiply 2 × 429. Lastly add.

1. Multiply. Remember: you will need to place two zeros in the third line.

a. b. c.

d. e. f.

44
2. Practice 4-digit by 2-digit and 5-digit by 2-digit multiplications.

a. b. c.

1 4 9 1 2 0 8 5 8 1 1 6
× 2 7 × 3 5 × 1 8

d. e. f.

2 0 5 1 6 3 1 4 4 7 1 2 7 0 4
× 3 7 × 2 9 × 4 5

3. Solve.

A large shipping container can hold

15,000 pounds. A company packs 155 boxes
of windows in it, each weighing 32 lbs.
How much weight can they put in the
container after that?

4. Let’s review! Multiply mentally. (Remember the shortcut? Multiply without the zeros, then tag as many zeros at
the end of the answer as there are in the factors.)

a. 500 × 200 = b. 30 × 210 =

c. 250 × 40 = d. 2,000 × 400 =

e. 2 × 800 × 20 = f. 30 × 40 × 50 =

45
 When the factors end in zeros, we can take a shortcut! Study the examples carefully.

Example 1: Example 2:
4 1 1 4 1 1
1 1
9 5 0 9 5
9 5 6
× 8 2 0 × 8 2
× 2 0 0
0 0 0 1 9 0
1 9 1 2 0 0
1 9 0 0 0 + 7 6 0 0
+7 6 0 0 0 0
7 7 9 0
Here, you can first place
7 7 9 0 0 0
two zeros in the ones and
tens places in the answer, Be careful... the first “line” consists It is easier to multiply
and then just multiply totally of zeros. On the second line, 82 × 95 and tag two
2 × 956. first place a zero, then multiply. zeros to the final
On the third line, first place answer to get 779,000.
TWO zeros, then multiply.

5. Multiply.

a. 500 × 29 = _____________ b. 340 × 210 = ____________ c. 280 × 700 = ____________

Simply multiply 5 × 29, Multiply ______ × ______ , Multiply ______ × ______ ,
then tag _____ zeros to the then tag ____ zeros to the then tag ____ zeros to the
final answer. final answer. final answer.

d. 99 × 9,900 = __________ e. 500 × 1,800 = _________ f. 24,500 × 30 = _________

46
 You can estimate even when there are many 1,124 − 2 × 243
operations. Round the numbers in such a way
that you can calculate mentally. ≈ 1,100 − 2 × 250 = 600

6. Solve.

a. 1,754 − 5 × 139

Estimate: __________________________

Exact: __________________________

b. 58 × (139 + 382)

Estimate: __________________________

Exact: __________________________

7. The McKinleys earn $760 each week, of

which they put $120 into savings.
How much does the McKinley family
put into savings in a year?

8. Multiply mentally in any order. Try to find the easiest order!

Note: In the problem

a. 15 × 2 × 5 = ________ b. 50 × 7 × 2 = _________
2 × 18 × 5,
it is easiest to first
multiply 2 and 5! 4 × 9 × 25 = ________ 4 × 9 × 0 × 7 = _______
And in the problem
4 × 9 × 25, it is easiest c. 3 × 6 × 2 = _________ d. 2 × 7 × 2 × 3 = ________
to first multiply 4 and 25!
25 × 37 × 4 = ________ 4 × 9 × 5 × 3 = ________
Can you see why?
e. 50 × 63 × 2 = ________ f. 11 × 5 × 6 = _________

4 × 19 × 5 = _________ 8 × 9 × 50 = _________

47
 What is a leap year?
Every fourth year is a leap year. This means that instead of the year being 365 days long,
it is 366 days long. In a leap year, February gets an extra day so it becomes 29 days long.
Leap years occur every four years. Here is a list of some recent and upcoming leap years:
2008, 2012, 2016, 2020, 2024, 2028, 2032, ...
Exception: when the year number is divisible by 100, the year is not a leap year—unless the year
number is also divisible by 400. Thus, the years 1700, 1800, and 1900 were not leap years,
whereas 2000 was a leap year since 2000 is divisible by 400.

Why do we need a leap year?

The time our Earth takes to go around the sun is not exactly 365 days, but about 365 1/4 days.
That is why every four years we “get off” by one day, and we need to add that into the calendar.

9. a. How many days were there in the years from 1997 through 2000?

b. How many days were there in the years from 2001 through 2005?

10. (optional challenge) Figure out your age in days.

Remember that some years have been leap years.

a. b.

Try your skills with these

two multiplications —
they are real challenges!

Let an adult check them

or check your work with
a calculator.

48
 Multiplying and Dividing in Parts
You have already learned about multiplying in parts or partial 7 · 84
products. For example, you can solve 7 · 84 by multiplying 7 · 80,
then multiplying 7 · 4, and then adding the two results. = 7 · (80 + 4)

Essentially, we think of the second factor 84 as the quantity or = 7 · 80 + 7 · 4

sum (80 + 4), and then multiply both of its parts separately by 7: = 560 + 28
= 588

We can use this idea with subtraction, also. Let’s write 98 8 · (100 − 2)
as the difference (100 − 2). We can then multiply the
product 8 · 98 thinking of it as 8 · (100 − 2), and using = 8 · 100 − 8 · 2
partial products: = 800 − 16

= 784

1. Write each given product using subtraction or addition. Then solve using partial products.

a. 7 · 99 = 7 · (100 − 1) b. 4 · 999 = 4 · ( _______ − _____ )

= 700 − 7 = _________ =

c. 5 · 104 = 5 · ( _______ + _____ ) d. 5 · 998

e. 6 · 98 f. 7 · 2030

2. Write two expressions for the area of the whole rectangle, thinking of the large rectangle as the sum of two
smaller ones. Study the example in part (a). In part (d), draw the picture yourself.

a. b.
Total area: 3 ·( 6 + 4 ) Total area: _____ · ( _____ + _____ )
The areas of the two rectangles: The areas of the two rectangles:
3 · 6 and 3 · 4 _____ · _____ and _____ · _____

c. d.
Total area: _____ · ( _____ + _____ ) Total area: 5 ·( 2 + 3 )
The areas of the two rectangles: The areas of the two rectangles:
_____ · _____ and _____ · _____ 5 · 2 and _____ · _____

49
 Remember partial products and the multiplication algorithm?
On the right, 25 · 39 is solved using partial products. The partial
products are: 9 · 5, then 9 · 20, then 30 · 5, and lastly 30 · 20.
Notice there are four partial products. Notice also that we use 20
and 30 when we multiply, not 2 and 3. This is because the “2”
in 25 really means 20, and the “3” in 39 really means 30.

3. a. Which partial products do b. Solve using c. Solve using

80 and 700 correspond to? partial products. partial products.

The picture illustrates the multiplication 38 · 57 using an area model.

Study it carefully. It corresponds exactly to the partial products
algorithm above: the total area is solved in parts. The total area of
the rectangle is:

38 · 57 = 30 · 50 + 30 · 7
+ 8 · 50 + 8 · 7
= 1,500 + 210 + 400 + 56 = 2,166 square units

4. The rectangular area models illustrate two multiplications (not to scale). In each rectangular part, write how
many square units its area is. Then, find the total area by adding the areas of the parts.

a. 29 · 17 b. 75 · 36

50
 We can also divide a sum or difference in parts.
40 + 55 40 55
Example. In the quotient , we can divide and separately, and then add the results.
5 5 5
40 55
We get + = 8 + 11 = 19.
5 5

120 − 48 120 48
Dividing in parts works equally well with subtraction: = − = 30 − 12 = 18.
4 4 4

5. Divide in parts, then add or subtract the results.

80 + 12 350 + 15 400 − 12
a. b. c.
2 5 4

9,300 − 60 350 + 21 − 7 900 − 18

d. e. f.
3 7 9

22 ft 9 in 40 kg 750 g 12 L 600 ml
g. h. i.
2 5 4

How can you make sense of this? Let’s say you have both apples and oranges in a bag, and you are going to
share them equally between 5 people. How much fruit will each person get? You could just mix all the fruits
and divide the total number by five to find the answer, but you can also take only the apples and divide
those by 5, and then take only the oranges and divide them by five. In essence:
apples + oranges apples oranges
= +
5 5 5
(Of course, you probably want to divide the fruit separately in this situation, and not mix them. But the NUMBER of fruit that each
person would get can be found either way.)

6. Divide mentally in parts. First, think how the dividend can be written in two or more parts.

412 609 824 1,206 4,518

a. b. c. d. e.
2 3 8 6 9

21 + 2 21 2
Dividing the quotient in parts, we get and . This time, while 21/7 is just 3,
7 7 7
2 2
the other part, 2/7, has to be left as a fraction. We get 3 + = 3 .
7 7
23
Of course, this is identical to writing the fraction as a mixed number, which you have already learned.
7

7. Divide in parts. You will have a fraction in the answer.

15 + 4 44 + 7 6 + 70
a. b. c.
5 11 7

420 + 2 240 + 12 + 3 2 + 36 + 270

d. e. f.
6 4 9

51
8. Divide mentally in parts. First, think how the dividend can be written in two or more parts. One of the parts
will not be evenly divisible by the divisor. See the example.

403 400 + 3 911 5,024

a. = = b. c.
4 4 3 5
81 127 365
d. e. f.
4 3 6

24 lb 7 oz 24 lb 7 oz
When we solve in parts, we get and . The first part is simply 6 lb. The second
4 4 4
part, 7 oz/4, is equal to 7/4 oz, which we can write as the mixed number 1 3/4 oz. We get 6 lb 1 3/4 oz.

9. Divide in parts. You may have a fraction in the answer.

200 kg 93 g 15 m 2 cm 10 ft 7 in
a. b. a.
10 5 10
45 ft 9 in 36 m 15 cm 48 gal 4 qt
d. e. f.
5 6 3

10. You have 2 quarts 10 ounces of ice cream that you want to share equally with three of your friends (four
people in total) at a birthday party. How much ice cream will each person get?

Reminder: you can only divide in parts when there is a single number in the denominator (the divisor).
30 + 120
In the expression , we need to first solve 3 + 7. After that, you could divide in parts.
3+7
You could also simply calculate the two sums first to get 150/10 = 15.

11. Simplify. In some of these problems, it helps to divide in parts. Can you find which ones?

3+4 12 − 5 30 + 50
a. b. c.
5+9 3 + 13 + 5 2+9

6 + 24 + 240 120 − 3 100

d. e. f.
8 7−3 80 − 50

Fill in the blanks so the equations are true.

− 3 −3 1
a. = 25 − b. = 2 −
10 10 5 5

52
 Long Division
th h t o th h t o th h t o th h t o Check by
1 13 135 1353 multiplying:
6)8118 6)8118 6)8118 6)8118
1 3 5 3
-6 -6 -6 -6
× 6
2 21 21 21
-1 8 -1 8 -1 8
3 31 31
-30 -30
Review the steps 1 18
of long division -18
with this example. 0

1. Divide. If the divisor does not “go into” the thousands digit, then combine the thousands with the
hundreds, and look at the first two digits.

a. Check: b. Check:

c. Check: d. Check:

53
 Example 1. Look carefully at this 1) 3 goes into 1 zero times. 2) Another way:
division. We get a zero in the Multiply and subtract since 3 goes into 1
quotient. normally. In the next zero times, look at the
step, divide 3 into 16. two digits “16”. Place
You can handle this situation in
“05” in the quotient.
two different ways.
1) Either multiply and subtract 2 0 2 0 5
normally; OR 3) 6 1 6 8 3) 6 1 6 8
2) Combine that digit with the -0 -1 5
next digit in the dividend, and 1 6 1
then divide the divisor into -1 5
the “number” formed by the
two digits.
1

Complete the divisions on the right.

2. Divide. Check each division with multiplication.

a. Check: b. Check:

c. Check: d. Michael puts one-sixth of his $516

paycheck into savings. How much
will he have left to spend?

54
 Mental Division
Sometimes it is easy to divide big numbers mentally, if there are no remainders in any of the steps.
4680
Study this division: = 2 3 4 0 . Notice, we simply divide each digit by 2,
2
and each time the division is even.

Example 2. Sometimes, by grouping certain digits together, you can divide evenly:

or .

Example 3. Below the same division is done both in the division “corner” and without it.

h t o h t o h t o
04 040 0405
6 )2 4 3 0 6 )2 4 3 0 6 )2 4 3 0 OR
6 goes into 6 goes ...so look at
24 exactly into 3 zero the two digits
four times. times... that form “30.”

3. Divide in your head.

4680 1030 3240

a. = b. = c. =
2 2 4

1515 1515 2448

d. = e. = f. =
5 3 8

1008 9615 9270

g. = h. = i. =
2 3 9

4. A travel agency is offering vacation packages that normally

cost $2,440 for 1/4 off. What do they cost now?

5. Susan has traveled 1/5 of her 2,100-mile trip.

How many miles does she still have left to travel?

55
 Sometimes long division leaves a remainder.

• The remainder is ALWAYS less than the divisor. If not, you could have continued the division!

To check a division that has a remainder, multiply the quotient and the divisor (as usual), and then,
add the remainder to that result. You should get the original dividend.

Example 4. Convert 175 liquid ounces to cups. Divide: Check:

One cup is 8 ounces. To convert 175 oz into cups, think:
0 2 1
how many 8-ounce “servings” are in 175 ounces? 2 1
Whenever you need to know how many of one number there 8)1 7 5
are in another number, you can DIVIDE to find the result. -1 6 × 8
1 5 1 6 8
So, the division 175 ÷ 8 will tell us how many 8s there are + 7
in 175. The answer is 21 R7. This means that there are 21 - 8
8-ounce “servings” in 175, and 7 ounces are left over. 7 1 7 5
In other words, 175 fl. oz. = 21 C 7 fl. oz.

6. Check if the division 892 ÷ 6 = 117 R3 is correct without actually dividing.

7. a. How many feet are in one yard?

b. Convert 227 feet into yards and feet.
Use long division.

8. Sally packaged 80 kg of flour into bags of 3 kg.

How many full bags did she get?

9. Figure out a shortcut for finding the remainder when any number is divided by 5.
You will need to test your idea with many numbers, such as with 911, 546, 77, and others.

Convert 473 liquid ounces into gallons,

quarts, cups, and ounces.

56
 A Two-Digit Divisor 1
It is helpful to write the multiplication table of the divisor before you divide.

Example 1. 0 3 0 3 4 0 3 4 8
This division ) ) )
is by 16. See
16 5 5 6 8 16 5 5 6 8 16 5 5 6 8
below the -4 8 -4 8
multiplication 7 6 7 6
16 goes into 5 zero
table of 16:
times, so we look at 55.
- 6 4
3 × 16 = 48 1 2 8
How many times does 16 -1 2 8
4 × 16 = 64
go into 55? Now, how many times
5 × 16 = 80 0
6 × 16 = 96 does 16 go into 76?
Check in the table on Lastly, 16 goes into 128
7 × 16 = 112 the left. We see it goes From the table we can exactly 8 times, and the
8 × 16 = 128 into 55 three times. see that it is four times. division is over.
9 × 16 = 144

Example 2. 0 1 0 1 4 0 1 4 7
We are dividing 32 ) 4 7 0 7 32 ) 4 7 0 7 32 ) 4 7 0 7
by 32. Below
is the -3 2 -3 2 -3 2
multiplication 1 5 1 5 0 1 5 0
table of 32: -1 2 8 -1 2 8
3 × 32 = 96 2 2 2 2 7
4 × 32 = 128 -2 2 4
5 × 32 = 160
3
6 × 32 = 192
7 × 32 = 224 32 goes into 47 once. 32 goes into 150 32 goes into 224 seven
8 × 32 = 256 four times. times. Notice there is
9 × 32 = 288 a remainder.

1. Divide. First write a multiplication table for the divisor. Check each answer by multiplying.

Table of 21:
2 × 21 =
3 × 21 =
4 × 21 =
5 × 21 =
6 × 21 =
7 × 21 =
8 × 21 =
9 × 21 =

57
2. Divide. First write a multiplication table for the divisor. Check each answer by multiplying.

a. Table of 15:
2 × 15 =
3 × 15 =
4 × 15 =
5 × 15 =
6 × 15 =
7 × 15 =
8 × 15 =
9 × 15 =

b. Table of 12:
2 × 12 =
3 × 12 =
4 × 12 =
5 × 12 =
6 × 12 =
7 × 12 =
8 × 12 =
9 × 12 =

c. Table of 25:
2 × 25 =
3 × 25 =
4 × 25 =
5 × 25 =
6 × 25 =
7 × 25 =
8 × 25 =
9 × 25 =

d. Table of 16:
2 × 16 =
3 × 16 =
4 × 16 =
5 × 16 =
6 × 16 =
7 × 16 =
8 × 16 =
9 × 16 =

58
3. Divide. Check each answer by multiplying.

a. Table of 12:
2 × 12 =
3 × 12 =
4 × 12 =
5 × 12 =
6 × 12 =
7 × 12 =
8 × 12 =
9 × 12 =

b. Table of 22:
2 × 22 =
3 × 22 =
4 × 22 =
5 × 22 =
6 × 22 =
7 × 22 =
8 × 22 =
9 × 22 =

c. Table of 14:
2 × 14 =
3 × 14 =
4 × 14 =
5 × 14 =
6 × 14 =
7 × 14 =
8 × 14 =
9 × 14 =

d. Table of 51:
2 × 51 =
3 × 51 =
4 × 51 =
5 × 51 =
6 × 51 =
7 × 51 =
8 × 51 =
9 × 51 =

59
4. Mental math! If 20 goes into 800 forty times, then 20 goes into 820 one more time, or 41 times.
In each box, use the top problem to help you solve the bottom problem.

a. 800 ÷ 20 = b. 700 ÷ 50 = c. 150 ÷ 15 =

820 ÷ 20 = 750 ÷ 50 = 300 ÷ 15 =

d. 480 ÷ 40 = e. 600 ÷ 30 = f. 1,200 ÷ 60 =

520 ÷ 40 = 690 ÷ 30 = 1,320 ÷ 60 =

5. a. How many inches are in one foot?

b. Convert 245 inches into feet and inches.

c. Convert 387 inches into feet and inches.

6. a. How many ounces are in one pound?

b. Convert 163 ounces into pounds and ounces.

c. Convert 473 ounces into pounds and ounces.

7. A newborn baby gains weight approximately at a

rate of one ounce per day. Suppose that a baby
gained weight at that rate for a full year. (In reality,
babies don’t; their growth rate slows down.) How
many pounds and ounces would the baby gain in
a year?

60
 A Two-Digit Divisor 2
1. Divide. Use the space on the left to write a multiplication table of the divisor. Lastly check.

2 × 37 = 74

a. 37 ) 4 1 0 7
× 3 7

b. 58 ) 4 4 0 8
× 5 8

c. 96 ) 9 7 9 2
× 9 6

61
2. Divide. Use the space on the left to write a multiplication table of the divisor. Lastly check.

a. 48 ) 6 0 1 1

b. 92 ) 8 7 1 2

c. 55 ) 6 7 4 5

62
3. Angela is going to borrow money so she can
purchase three beds for $156 each. She will
pay back the loan in 12 equal payments, over
one year. How much is one payment?

4. Mark paid 4/15 of his $3,600 salary in taxes.

a. How much did Mark pay in taxes?

(Hint: First find 1/15 of his salary.)

b. How much does Mark have left after taxes?

5. If you need more practice, solve the problems below and fill in the cross-number puzzle.
Use your notebook for long divisions.

Down Across b.

a. 3,762 ÷ 66 a. 2,295 ÷ 45 a. d. f.

b. 19,750 ÷ 5 b. 2,870 ÷ 82 f.

c. 9,960 ÷ 12 c. 9,240 ÷ 11 c.

d. 27,339 ÷ 13 d. 9,660 ÷ 35
e.
e. 9,384 ÷ 23 e. 9,306 ÷ 22

f. 9,135 ÷ 15 f. 15,243 ÷ 3

Check if you can solve these long divisions with a 3-digit divisor!
These may have a remainder. Use your notebook.

a. 12,408 ÷ 118 b. 70,854 ÷ 235

63
 Long Division and Repeated Subtraction
You know that multiplication can be thought of as repeated addition. Division is the opposite of
multiplication. So, it should not come as a surprise that division can be solved by repeated
(continued) subtraction. Read through the examples carefully in order to understand that.

Example 1. Bag 771 apples, placing 3 apples in each bag. How many bags will you need?
Let’s say you start by putting 3 apples into one bag, which leaves you with 768 apples. From then
on, subtract 3 apples for each bag you use. Keep counting the bags until you have no apples!

771 −3 −3 −3 −3 −3 −3 ... keep subtracting!

1 bag 1 bag 1 bag 1 bag 1 bag 1 bag ... keep counting bags!

You will eventually find the answer, but it takes a long time! But here is a shortcut: subtract 300
apples at a time as long as you can (using 100 bags at a time). Then switch to subtracting 30 apples
at a time as long as you can (using 10 bags at a time), and lastly subtract 3 apples at a time (1 bag at
a time).

771 − 300 − 300 − 30 − 30 ...

100 bags 100 bags 10 bags 10 bags ...

Let’s keep count of the bags as we subtract

Method 1 - slower Method 2 - quicker
(put into bags) the apples. Study carefully
the two calculations on the right. Apples Bags Apples Bags
In method 1, we initially subtract the apples 771 771
300 apples at a time, using 100 bags each
− 300 100 bags − 600 200 bags
time. Then once we have less than 300
apples, we switch to subtracting 30 apples at 471 171
a time, using 10 bags each time. Once we − 300 100 bags − 150 50 bags
have less than 30 apples left, we bag the 171 21
apples 1 bag at a time. − 30 10 bags − 21 7 bags
Now, study method 1 on the right. 141 0 257 bags
− 30 10 bags

In method 2, we start out by subtracting 600 111

apples at once, using 200 bags, instead of − 30 10 bags
subtracting 300 apples two separate times. 81
Similarly, we then subtract 150 apples all at − 30 10 bags
once using 50 bags. Why? Because 150 is the 51
largest possible multiple of 30 that we can − 30 10 bags
subtract from 171. 21
In total we use 200 + 50 + 7 = 257 bags − 21 7 bags
for all the apples, and we can write the 0 257 bags
division 771 ÷ 3 = 257.

64
 Example 2. It will not matter if you use the Method 1 - slower Method 2 - quicker
slower or the quicker method. Both work and
the answer is the same — the slow way just Dividend Quotient Dividend Quotient
takes longer! Apples Bags Apples Bags
795
Study now the example on the right, where − 300 100 795
we have 795 apples to put into bags. This 495 − 600 200
number, 795, is the dividend. We subtract − 300 100
195 195
from the dividend (= put apples into bags), − 180 60
− 30 10
while we add to the quotient (= keep count 165 15
of the bags). − 30 10 − 15 5
135 0 265
What makes method 2 faster is that instead − 30 10
of using 100 or 10 bags at a time, we use a 105
multiple of 100 and a multiple of 10 bags at a − 30 10
time. 75
− 30 10
45
− 30 10
15
− 15 5
0 265

1. Bag fruits the slow way. Fill in the missing parts.

a. Bag 657 apples; b. Bag 984 peaches; c. Bag 536 pineapples;

3 apples in each bag. 8 in each bag. 4 in each bag.

Apples Bags Peaches Bags Pineapples Bags

657 984 536

− 100 − 800 − 100

357 184 136

− 100 − 80 −

57 104 96

− 10 − 80 −

27 56
− 3
− 27 −
0
0 16

65
2. Bag fruits the fast way!

a. Bag 474 apples; b. Bag 2,032 lemons; c. Bag 3,655 bananas;

3 apples in each bag. 8 lemons in each bag. 5 in each bag.

Apples Bags Lemons Bags Bananas Bags

474 2032 3655

− 100 − 200 −

174 432 155

− 50 − −

24 32 5

− − −

0 0 0

d. Bag 762 mangos; e. Bag 1,152 papayas; f. Bag 4,770 cherries;

6 mangos in each bag. 3 papayas in each bag. 9 in each bag.

Mangos Bags Papayas Bags Cherries Bags

762 1152 4770

− 100 − 300 −

− 20 − −

42 0

− −

0 0

3. If there were 765 mangos instead of 762 in problem 2. d. above, how would the end result change?

4. a. Margie subtracted 24 seven times from a certain number, and reached zero.
What was the number she started with?

b. This time, Margie subtracted 9 five times from a certain number, and reached 2.
What was the number she started with?

66
Let’s compare continued subtraction with long division. They are actually the same method, just
written out differently!
Below, the numbers in long division are written out in full, using black and gray digits. The gray
digits are the ones we do not usually write. In the first example, the three parts of the quotient (200,
60, and 3) are written above each other for comparison’s sake. Fill in the last two examples.

Continued subtraction 3
6 0 6 0
789 ÷ 3 = ?
2 0 0 2 0 0 2 0 0
Dividend Quotient )
3 7 8 9 )
3 7 8 9 )
3 7 8 9
(the apples) (the bags) - 6 0 0 - 6 0 0 - 6 0 0
1 8 9 1 8 9 1 8 9
789
Hundreds. Three goes - 1 8 0 - 1 8 0
−600 200 into 7 two times, or 0 9 0 9
189 7 ÷ 3 = 2 R1.
Tens. Three goes into 18 - 9
200 “bags” get added to 0
−180 60 six times, or 18 ÷ 3 = 6.
the quotient.
60 “bags” get added to
Ones. 9 ÷ 3 = 3.
9 We subtract 7 − 6 = 1 the quotient.
The final answer
− 9 3 and bring down the 8, is 263.
We subtract 18 tens
which corresponds to
(180), and there are
0 263 the subtraction
9 apples left.
789 − 600 = 189.

637 ÷ 5 = ? Hundreds Tens Ones

Dividend Quotient
1 0 0 1 2 0 1 2 7
6 3 7
)
5 6 3 7 )
5 6 3 7 )
5 6 3 7
−5 0 0 100
- 5 0 0 - 5 0 0 - 5 0 0
1 3 7 1 3 7 1 3 7 1 3 7
−1 0 0 20 - 1 0 0 - 1 0 0
3 7 3 7 3 7
−3 5 7 - 3 5
2 127 2

2546 ÷ 7 = ?
988 ÷ 4 = ?
7) 2 5 4 6
Dividend Quotient 4) 9 8 8 Dividend Quotient
- 0 0
988 - 0 0 2546
6
− 200 8 − 300 - 0
- 0
188 446
− 40 − -
-
28
− −

67
5. Bag fruits. Also solve the problems using long division, and compare the methods.

a. Bag 610 apples, 5 apples in each bag. b. Bag 853 kiwis, 3 kiwis in each bag.

Apples Bags Kiwis Bags

5) 6 1 0 3) 8 5 3
610 853
− 500 − 200
110
− 100 − 240
10 13
− 10 − 12
0 1

c. Bag 445 grapefruit, 3 grapefruit in each bag. d. Bag 952 plums, 4 plums in each bag.

Grapefruits Bags Plums Bags

445
3) 4 4 5 952
4) 9 5 2
− − 200
145
− − 30
25
− −
0

e. Bag 2,450 pears, 9 pears in each bag. f. Bag 1,496 oranges, 8 oranges in each bag.

Pears Bags Oranges Bags

2450
9) 2 4 5 0 1496
8) 1 4 9 6
− −

− −

− −
0

68
 Review of the Four Operations 1
1. Use the following problems to review long division and multiplication.

a. b. c.

d. e. f.

2. How do you check the result of any division problem? (Hint: Check the next page.)

Now, check your answers for 1 d, 1 e, and 1 f.

69
 13 133 1335 133549
)
6 801298 )
6 801298 )
6 801298 )
6 801298
-6 -6 -6 -6
20 20 20 20
-1 8 -1 8 -1 8 -1 8
2 21 21 21
-18 -18 -18
3 32 32
-30 -30
29 29
Long division works the same way when there are
several digits in the dividend (the big number we
-24
divide into). Study the example carefully. 58
-54
The answer we get is 801,298 ÷ 6 = 133,549 R4.
4

3. Divide using long division.

a. b. c.

To check a division result that has a remainder, multiply Example: Is 94 ÷ 7 = 13 R8 ?

the result by the divisor, and then add the remainder. Since 13 × 7 + 8 = 99,
You should get the original dividend. the division is not correct.

4. Divide. Below each division, check the result.

a. 37 ÷ 6 = ______ R ____ b. 54 ÷ 5 = ______ R ____ c. 61 ÷ 8 = ______ R ____

____ × ____ + ____ = ______ ____ × ____ + ____ = _______ ____ × ____ + ____ = _______

70
5. Divide, using two-digit divisors. You can build a multiplication table for the divisor to help you.
Lastly, check your result.

2 × 45 = 90

a. 45 ) 4 0 0 5

× 4 5

2 × 30 = 60

b. 30 ) 2 0 2 2 0

× 3 0

2 × 75 = 150

c. 75 ) 1 9 . 8 7 5

× 7 5

71
6. Divide, using two-digit divisors. These may have a remainder. You can build a multiplication table
for the divisor to help you. Lastly, check the result.

2 × 48 = 96

a. 48 ) 8 7 0 2 5

× 4 8

2 × 90 = 180

b. 90 ) 8 7 1 6 6 0

× 9 0

2 × 82 = 164

c. 82 ) 5 4 0 2 2

× 8 2

72
7. Try your division skills with 3-digit divisors, too. The answer key has the complete solution, if you
get “stuck.”

a. 101 ) 2 9 9 0 4 6

× 1 0 1

b. 123 ) 3 6 3 4 2 0 6

× 1 2 3

c. 350 ) 7 6 5 2 0 0 0

× 3 5 0

73
8. Here are some riddles for you to solve for more practice with long division! Use your notebook.

I 42,408 ÷ 76 E 44,217 ÷ 51 E 128,316 ÷ 111

M 85,104 ÷ 54 I 223,496 ÷ 91 E 51,313 ÷ 97
O 23,530 ÷ 26 I 30,624 ÷ 33 M 880,341 ÷ 309
R 61,880 ÷ 35 R 133,140 ÷ 70 T 113,168 ÷ 88
V 51,944 ÷ 86 S 11,880 ÷ 22 R 693,360 ÷ 810

What is as round as a dishpan, and no matter what size it is, all the water in the ocean cannot fill it up?

540 558 529 604 1156

1286 928 1576 867

What flies without wings?

I am the only thing that always tells the truth. I show off everything that I see.

2849 2456 1768 1902 905 856

G 200,196 ÷ 201 R 617,105 ÷ 415 O 1,388,740 ÷ 230

O 324,729 ÷ 57 S 2,863,250 ÷ 250 P 759,290 ÷ 70
E 339,388 ÷ 31 T 1,049,664 ÷ 88 I 678,040 ÷ 506
S 2,337,820 ÷ 205 H 236,215 ÷ 35 T 250,536 ÷ 44
E 28,548 ÷ 18 F 97,920 ÷ 16 F 239,397 ÷ 199

From what heavy seven-letter word can you take away two letters and have eight left?

1203 1487 1586 1340 996 6749 5694

The more of them you take, the more you leave behind. What are they?

6120 6038 5697 11928 11453 11928 10948 10847 11404

74
 Review of the Four Operations 2
1. Last year, in the Gordon family, Dad earned $29,600,
Mom earned $13,500, and Matt earned $8,300. They
figured out that they had paid about 1/5 of their total
earnings in taxes, and used about 1/4 of their income
for groceries.

a. Calculate how much the family used for groceries.

b. What fractional part of their income did the family

have left to use, after taxes and groceries?

2. Find the value of these expressions, using paper and pencil

methods. Use your notebook for more space.

a. 100 − 29.5 × 2.6

b. 2.3 + 9.356 + 0.403 + 908.8

c. 800 − (12.48 − 2.9)

d. 559.50 ÷ 3

75
3. Write the division equation, if the calculation
to check it is 13 × 381 + 5 = 4,958.

4. a. If you need to solve 65 ÷ 7 to three decimal digits

using long division, how many decimal zeros should
you add to 65 before starting the division?

b. Solve 65 ÷ 7 to three decimal digits.

5. A gym floor measures 10 m by 12 m. The teacher

divides that into 9 equal-sized areas. How big is
each area in square meters? Give your answer to
two decimal digits.

6. An apple harvest produced 2,350 kg of apples. The

farmer packed 36 apples per box. One apple weighs
approximately 250 grams. How many boxes were
needed to pack the apples?

76
7. a. A car is traveling at 54 miles per hour. Fill in the table:

Miles 54 miles
Time 10 min 20 min 30 min 1 hour 2 hours 2 1/2 hours 3 hours

b. If the Jones family travels steadily at 54 miles per hour,

how far will they travel in 9 hours?

c. Estimate how many hours it takes them to travel 550 miles.

8. Dad drives at a constant speed of 40 miles per hour.

a. How many minutes does it take him to travel 5 miles?

b. How about 100 miles?

c. Dad drives 30 miles to work. What time should he leave

to arrive at exactly 9:00 am?

9. A company bought 96 gallons of fruit juice for a total of $3,072.

They packaged it into 8-ounce bottles.
a. How many bottles did they fill? Think: how many ounces
are in a gallon?

b. What is the minimum price that they would have to charge per bottle
to get back at least what they paid (“break even”)?

Find what is missing from the equations.

You do not need to calculate anything!

1,568
a. 4,392 − _____ + 293 = 4,392 b. 384 ÷ 8 × ______ = 384 c. × ____ = 1,568
49

77
 Lessons in Problem Solving
Multi-Step Problems
You have already been solving problems that require two or three or more steps to solve.
You can draw a flowchart to help you find the logical way to solve problems.
Write in the flowchart what you plan to solve in each step. You can also write down other notes
you feel are important about that step. Look at the examples below, and solve the problems.
You can use a notebook for calculations if they do not fit on the page.
Note: You do NOT have to use a flowchart. Its purpose is to help you organize your thoughts
if you find multi-step word problems difficult. By making a flowchart, you are essentially finding
the solution path—which is the difficult part of problem solving. After that, all you have to do
is the calculations, which is the easier, mechanical part.

1. A large carpet costs $55.50, and a small one costs 2/5 of that price. Find how much
Luis bought two of the smaller carpets. What was his change the small carpet costs.
from $50? ↓
Find the cost of buying
two small carpets.
↓
Find Luis’s change from $50.

2. Angela has two kinds of plastic containers. The larger ones Find how much the
hold 0.75 liters, and the smaller ones hold 7/10 of that smaller container holds.
amount. ↓
Can Angela fit 5 liters of soup into four large and five Find the volume of four large containers.
small containers? ↓
Find the volume of five small containers.
↓
Add the two previous results
to get the total volume.
↓
Check if that exceeds 5 L or not.

78
3. A 25-kg box of bolts was divided equally into 20 bags, and similarly,
a 15-kg box of nuts was divided equally into 20 other bags.
How much would one bag of bolts and one bag of nuts weigh together?
Obviously you need to divide. Look at the three different ways to do the first division:

Way 1: Way 2: Way 3:

Divide 25,000 grams by 20. Divide 25.000 kg by 20. Divide first by 10, and
Your answer will be in grams. Your answer will be a decimal then the result by 2.
and in kilograms.

Here is a “flowchart” to illustrate the solution process. A 25-kg box of bolts was A 15-kg box of nuts was
divided equally into divided equally into
Now you solve the problem. 20 bags. 20 bags.
↓ ↓
Find how much Find how much
one bag weighs. one bag weighs.
↓

Add these two numbers.

4. A company sells jars of jam in three different sizes. The largest size is 670 g,
the medium size is 3/4 of that, and the smallest size is 2/3 of the medium size.

a. Find the weight of the medium and smallest-sized jars.

Round the weights to the nearest gram.

b. Find the total weight of one large, one medium, and one small-sized jar.

79
5. John spent 4/9 of his money and Karen spent 4/7 of hers. Now they each have $30.60 left.
How much more did Karen have initially than John?
You need to read this carefully and solve it in parts. To find out how much more, we need to
know both numbers. So, first we need to find out how much Karen had and how much John had
initially. Both of those can be solved separately using the bar model method.

John spent 4/9 of his Karen spent 4/7 of hers

and had $30.60 left. and had $30.60 left.
The bar model below will help you solve how ↓ ↓
much money John had initially.
Find how much Find how much
John had initially. Karen had initially.
↓
Subtract these two numbers
to find the difference.

80
6. A company is taking 569 employees to a water park. It is 30 miles each way.
Each bus seats 43 people. The cost for each bus is $2.15 per mile.

a. How many buses do they need?

b. What are the transportation costs?

7. A washing machine has been discounted by 1/10 of its price, and now it costs $360.
Another washer has been discounted by 2/5 of its price, and now it costs $350.
Find the price difference between the two washers before the discount.
Hint: Draw two bar models, one for the price of each washer.

a. The decimal point key does not work in Henry’s calculator.

But Henry discovered a way to enter decimals into his
calculator without using the decimal point key!
Find how he did it for these numbers: 0.1, 0.81, 0.492, and 3.55.

b. Find a way to calculate 1.38 × 0.39 with the calculator, without using the decimal point key.

81
 Coordinate Grid
This is a coordinate grid.
The long black line across the bottom, with the
“x” near its end, is called the x-axis.
The vertical line that has “y” near the top
is called the y-axis.
You can see one point, called “A,” that is drawn
or plotted on the grid.
It has two numbers associated, or matched, with it.
Those two numbers are called the coordinates
of the point A.
The first number is called the x-coordinate of
the point A, and the second number is called the
y-coordinate of the point A.
The x-coordinate of the point A is 4 because if you
drew a line straight down from A, it would intersect,
or “hit,” the x-axis at 4. The y-coordinate of the point A is 6 because if you drew a line straight left
from A, it would intersect the y-axis at 6.
We write the two coordinates of a point inside parentheses, separated by a comma.

Note: The order of the two coordinates matters. The first number is ALWAYS the x-coordinate, and
the second number is ALWAYS the y-coordinate, not the other way around.
So (5, 8) means that the x-coordinate is 5 and the y-coordinate is 8.

1. Write the two coordinates of the points plotted

on the coordinate grid. For points A and B,
the helping lines are drawn in. (The helping
lines are not necessary to draw; they are just that
— helping lines. You can draw them if they help you.)

A ( ___, ___ ) B ( ___, ___ )

C ( ___, ___ ) D ( ___, ___ )

E ( ___, ___ ) F ( ___, ___ )

G ( ___, ___ ) H ( ___, ___ )

82
 Notice especially the points that are located on
the two axes.
If a point lies on the y-axis, its x-coordinate is zero.
A is (0, 6) and B is (0, 3) .
If the point lies on the x-axis, its y-coordinate is zero.
D is (5, 0) and E is (9, 0).
The point C has the coordinates (0, 0).
This point (0, 0) is called the origin.

2. Plot and label the following points on the coordinate

grid. (You may draw helping lines at first, but try to learn to
plot the points without actually drawing them.)

A (2, 8) B (0, 5) C (4, 0)

D (9, 10) E (8, 5) F (1, 4)

G (1, 0) H (0, 8) I (3, 7)

3. The coordinate grid is very useful for many things. For example, computer drawing programs use it
frequently. Let’s say “LINE (5,6) - (2,7)” means a straight line segment that is drawn from the
point (5, 6) to the point (2, 7).
Draw the following line segments (joining the two
given points). Use a ruler!
The first one is already done for you.
What figure is formed?
LINE (1, 0) - (1, 5) LINE (1, 5) - (0, 5)
LINE (0, 5) - (4, 7) LINE (4, 7) - (8, 5)
LINE (8, 5) - (7, 5) LINE (3, 0) - (3, 3)
LINE (5, 0) - (5, 3) LINE (3, 3) - (5, 3)
LINE (1, 0) - (7, 0) LINE (7, 0) - (7, 5)

83
 This example shows point A moving four units
down and then two units to the right. The new
location is called point A′ (read “A prime”).
Originally A’s coordinates were (1, 6).
After the movement, the coordinates are (3, 2).
Notice how you can just add two units to the
x-coordinate (movement two units to the right),
and subtract four units from the y-coordinate
(the movement four units straight down).
Point B is originally at (5, 7). It moves four units
to the right and two up. You add four to the
x-coordinate, and two to the y-coordinate.
Its new coordinates are (9, 9).
• Movement right or left affects the x-coordinate.
• Movement up or down affects the y-coordinate.

4. The three vertices of a triangle are (2, 0), (5, 1)

and (3, 4). The triangle is moved three units
to the right and two up.

a. Plot the vertices of the triangle before and

after the movement. Use two different colors
for the two triangles.
b. Write the coordinates of the vertices after
the movement.

5. Determine how the line segment has been moved:

Each point moved ____ units to the (right/left)

and ____ units (up / down).

Now move the triangle ABC the same way.

Let’s call the new triangle A′B′C′.
Write the coordinates of the vertices of
the triangle A′B′C′ after the movement.

84
 Number Patterns in the Coordinate Grid
In this lesson, we will study rules that connect the two
coordinates x and y of a point.

Example 1. The table lists the coordinates of four points:

x 1 2 3 4
y 2 3 4 5

These number pairs (1, 2), (2, 3), (3, 4), and (4, 5) are four
points on the coordinate grid (see the image).
Also, there is a connection between each x and y coordinate.
This connection, or rule, is: y is 1 more than x. That rule is true for each of the four points.
We can also write this with symbols: y = x + 1.

1. Plot the points from the “number rules” or number patterns on the coordinate grids.
a.
x 0 1 2 3 4 5 6
y 3 4 5 6 7 8 9

The rule is: y = x + 3.

b.
x 0 1 2 3 4 5 6
y 6 5 4 3 2 1 0

The rule is: x and y always add up to 6.

In other words, x + y = 6.

85
2. Plot the points from the number rules on the coordinate grids.
Fill in the rest of the table first, using the rule.
a.
x 0 2 4 6 8 10
y 0 1 2

The rule is: y is half x. In another way, x = 2y.

Note: The expression “2y” means “2 times y” (“2 × y”).

The multiplication sign is left off between a number
and a letter.

b.
x 2 3 4 5 6 7
y 10 8 6

The rule is: y = 14 − 2x. Or, to get y, you double x

and subtract that from 14.

c.

x 1 2 3 4 5 6 7 8 9 10
y 4 3 9

The rule is: Choose y randomly from the whole

numbers 0, 1, 2, 3, 4, 5, 6, 7, 8, 9 and 10. In other
words, let y be any whole number you like
between 0 and 10. (It can be different each time,
or it can be same.)

That is a really funny “rule,” isn’t it?

86
3. This time the coordinate grid
is scaled differently.
The x-values and the y-values
written next to the axes do not
go by ones. We may have to
place some points in between
the gridlines. See for example
the point (10, 3).

Fill in the number table and

plot the points.

x 0 10 20 30 40 50 60 70 80 90 100 110
y 2 3 4 8

x
The rule is: y = + 2. (First divide x by 10, then add 2.)
10

4. Write the number pairs in the table, using the plot. Then, write the “number rule.”

a.
x
y

The rule is:

b.
x
y

x
y

The rule is:

87
 These tables with x’s and y’s are functions. All through this lesson you have been plotting functions.
A function is simply a collection of number pairs—with one special limitation. And that is that you
cannot have two number pairs with same x’s but different y’s. For example, you cannot have both
(2, 4) and (2, 1) in the same function.
Functions (collections of number pairs) can be presented in various ways. One way is the “number
rule table.” Another way is just writing the number pairs as a list:
(6, 7), (5, 4), and (3, 1) is a function.
Yet another way is by specifying what the first numbers in the
number pairs should be (the x’s) and giving a rule for the
relationship between each x and y. For example, this is a
function: Let y = x + 8, and x is all the whole numbers from
15 to 25. (Can you figure out the number pairs this function has?)
Yet one more way to present a function is to plot the number
pairs as points on the coordinate grid. The plot on the right
gives us the function (2, 2), (3, 4), (4, 5), (5, 4), and (6, 2).

5. The plot on the right defines a certain function.

a. Give this function as a list of number pairs.

b. Give this function in a table. Also write a number rule for it.
x
y

The rule is: __________________________________

6. Make your own function. Call it “My Function”.

Represent My Function in three different ways:
a. As a list of number pairs:

b. As a table:

c. As a plot.

88
 More Number Patterns in the Coordinate Grid
This time we will make a “number rule” in a little different
way. We will first make a list of x-values using some
pattern or rule. Then we will do the same for y-values.
Example 1.
The rule for x-values: start at 0, and add 2 each time.
The rule for y-values: start at 10, and subtract 1 each time.

x 0 2 4 6 8 10
y 10 9 8 7 6 5

We plot the number pairs. Notice, they form as if it were a line.

Plot the points from the “number rules” or number patterns on the coordinate grids.
1. The rule for x-values: start at 0, and add 1 each time.
The rule for y-values: start at 1, and add 2 each time.

x 0 1 2
y 1 3

2. The rule for x-values: start at 10, and subtract 1 each time.
The rule for y-values: start at 1, and add 2 each time.
x
y

89
Plot the points from the number rules on the coordinate grids.
3. The rule for x-values: start at 1, and add 1 each time.
The rule for y-values: start at 5, and subtract ½ each time.

x
y

4. The rule for x-values: start at 8, and subtract ½ each time.

The rule for y-values: start at 0, and add 1 each time.

x
y

5. Make your own rule.

The rule for x-values: start at ____, and

The rule for y-values: start at ____, and

x
y

6. Make your own rule. Plot the points in the same

grid as above or in the small grid (if they fit).

The rule for x-values: start at ____, and

The rule for y-values: start at ____, and

x
y

90
 Example 2.
The rule for x-values:
start at 0, and add 3 each time.

The rule for y-values:

start at 0, and add 1 each time.

x 0 3 6 9 12 15
y 0 1 2 3 4 5

Notice that in each case, the y-coordinate is 1/3 of the x-coordinate! Or, the x-coordinate is three
x
times the y-coordinate. We can write this as an equation: y = or x = 3y. Why is that?
3
Because if you add 3 each time, you get the skip-counting pattern by 3s, and if you add 1 each time,
you are just counting by ones. Skip-counting by 3 makes the multiplication table of 3, so it makes
sense that the rule tying x and y together has to do with multiplying or dividing by 3.

Plot the points from the number rules on the coordinate grids.
7. The rule for x-values: start at 0, and add 2 each time.
The rule for y-values: start at 0, and add 1 each time.

x
y

What simple rule ties the x and y-coordinates together in

each case? In other words, how would you get y from x?

Explain in your own words why this is so.

8. The rule for x-values: start at 0, and add ½ each time.

The rule for y-values: start at 0, and add 1 each time.

x
y

What simple rule ties the x and y-coordinates together in

each case? In other words, how would you get y, knowing x?

Explain in your own words why this is so.

You can make more of your own number rules and plot them using grid paper (graph paper).

91
9. This time the coordinate grid
is scaled differently.

The rule for x-values:

start at 0, and add 10 each time.

The rule for y-values:

start at 0, and add 1 each time.

x 0 10 20 30
y

What simple rule ties the x and y-coordinates together in each case?
In other words, how would you get y, knowing x?

Explain in your own words why this is so.

10. One more!

The rule for x-values:

start at 0, and add 2
each time.

The rule for y-values:

start at 0, and add ½
each time.

x
y

What simple rule ties the x and y-coordinates together in each case?
In other words, how would you get y, knowing x?

Explain in your own words why this is so.

92
 Review
1. Solve (without a calculator).

a. 7,587 ÷ 27

b. 2,829 ÷ 41

c. 249 × 382

2. Solve 83,493 – y = 21,390.

3. Solve in the right order. You can enclose the

operation to be done first in a “bubble” or a “cloud.”

a. 5 × (3 + 8) = _________ b. 20 + 240 ÷ 8 + 90 = _________

c. 100 − 2 × 5 × 7 = _________ d. 70 − 2 × (2 + 5) = _________

4. Divide mentally, and solve in the right order.

3636 3608 4050

a. = b. = c. =
6 4 5

255 4,804
d. 42 + = e. =
5 2+2

93
5. Find a number to fit in the box so the equation is true.

a. 25 = 7 + ×2 b. 72 ÷ 8 = (6 − 3) × c. (4 + )÷3=2+2

6. Write an expression or an equation to match each written sentence. You do not have to solve.

a. The difference of x and 9 b. The sum of y and 3 and 8 equals 28.

c. The quotient of 60 and b is equal to 12. d. The product of 8, x and y

7. Which expression matches the problem? Also, solve the problem.

Three girls divided equally the cost (1) 3 × $3.75 − 4 (2) 3 × $3.75 ÷ 4
of buying four sandwiches for $3.75
each. How much did each girl pay? (3) $3.75 ÷ 4 × 3 (4) 4 × $3.75 ÷ 3

8. Write a single expression (number sentence) for the problems, and solve.

a. Bonnie and Ben bought an umbrella for $12 and boots for $17,
and divided the cost equally. How much did each pay?

b. Henry bought five jugs of milk for $4.50 each. In the end,
the grocer gave him $2 off his bill. What did Henry pay?

94
9. Draw a bar model to represent the equations. Then solve them.

a. R ÷ 4 = 544

b. 4 × R = 300

10. Divide and indicate the remainder, if any.

Use long division.

a. 6,764 ÷ 81

b. 309,855 ÷ 46

11. How many times can you subtract 9 from 23,391

before you “hit” zero?

95
12. If you spend exactly $2.25 every day to make a phone
call, how much will those phone calls cost you in
a year?

13. If 5,000 people need to be moved from place A to place B

by buses, and one bus seats 46 people, how many buses
are needed?

14. An airplane travels at a constant speed of 880 km per

hour. Estimate about how long it will take for it
to fly 5,800 km.

96
15. Three boxes of tea bags cost $15.90.
How much do two boxes cost?

16. Write the expressions using an exponent. Then solve.

a. 5 × 5 × 5 × 5 d. 100 × 100 × 100

b. 1 × 1 × 1 × 1 × 1 × 1 e. two to the sixth power

c. 30 squared f. three cubed

17. a. The perimeter of a square is 80 cm. What is its area?

b. The one edge of a cube measures 11 m. What is its volume?

18. Plot the points from the “number rule” on the

coordinate grid. Fill in the rest of the table first,
using the rule given.
The rule is: y = 9 − x.

x 0 1 2 3 4
y

x 5 6 7 8 9
y

97
 Math Mammoth The Four Operations
(with a Touch of Algebra) Answer Key

Warm Up: Mental Math 1, p. 7

1. a. 38; 75 b. 95; 85 c. 7,800; 17,720 7. a. 60; 120; 180; 240; 300; 360; 420; 480; 540
d. 16; 34 e. 27; 128 f. 1,000; 253 b. 1,080; 960; 840; 720; 600; 480; 360; 240; 120
c. 130; 170; 210; 250; 290; 330; 370; 410; 450
2. The total length of the track is 4 km 300 m.
8. $27 + $27 + $3 + $3 + $3 = $63 approximately.
3. The temperature was 88°F previously.
9. a. 130 b. 215 c. 246
4. The fourth crate of apples weighs 7 kg. d. 535 e. 135 f. 288
5. a. 73 b. 210 c. 90 g. 1,435 h. 633 i. 275
j. 198 k. 128 l. 981
6. See the table below.

6. a. 20 × 6 = 120 b. 10 × 35 = 350 c. 400 × 500 = 200,000

200 × 6 = 1,200 100 × 35 = 3,500 60 × 80 = 4,800
200 × 600 = 120,000 20 × 100 = 2,000 100 × 430 = 43,000

Warm-up: Mental Math 2, p. 9

1. a. 38 + 410 = 448 3. a. 60 c. 8 e. 560 g. 21 i. 6
b. 150 + 600 = 750 b. 72 d. 50 f. 40 h. 200 j. 9
c. 5,600 − 2,000 = 3,600
d. 90 + 14 = 104 4. a. 460 − 150 = 310
e. First, add 45 and 56 to get 101. Then, 101 + 35 = 136. b. 1,020 − 30 × 20 = 1,020 − 600 = 420
f. 60 − 40 = 20 c. 30,000 + 15,000 = 45,000
d. 50 × 70 = 3,500
2. a. 93 b. 655 c. 380 e. 105 + 45 = 150
f. 1,000 + 90 = 1,090
5. a. x = 2,800 b. M = 60 c. y = 180
6.
n 130 250 360 410 775 820 1,000
n − 35 95 215 325 375 740 785 965

7.
n 3 5 12 15 25 35 60
n × 40 120 200 480 600 1,000 1,400 2,400

8. a. Each piece of board is 110 cm long: (600 cm − 50 cm) ÷ 5 = 550 cm ÷ 5 = 110 cm.
9. a. Eve’s hourly wage is $104.00 ÷ 8 = $13.00 per hour.
b. Eve earns $104 × 5 = $520 in a week, and $520 × 13 = $6,760 in three months.
10. a. 6 3/4 cups of flour 4 1/2 teaspoons of cinnamon
1 cup of honey 1 1/2 teaspoons of ground cloves
1 1/2 cups of butter 2 1/4 cups of walnuts
2 1/4 teaspoons of nutmeg

b. They made 7 1/2 dozen or 90 cookies.

98
Review: Addition and Subtraction, p. 11
1. a. 2,370 – 1,057 = x OR 2,370 – x = 1,057 5. a. 7,000 – (1,500 + 2,500) = 3,000
x + 1,057 = 2,370 7,000 – 2,500 – 1,500 = 3,000
Solution: x = 1,313 7,000 – (2,500 – 1,500) = 6,000
b. 12,000 – 3,938 – 1,506 = x The first and second had the same answer.
OR 12,000 – x – 1,506 = 3,938
b. 600 + 30 – 30 + 30 – 30 = 600
OR 12,000 – x – 3,938 = 1,506
600 – (30 + 30 + 30 + 30) = 480
3,938 + x + 1,506 = 12,000
600 – 30 – 30 – 30 – 30 = 480
Solution: x = 6,556
The second and third had the same answer.
c. 560 – 200 = 2x OR 560 – 2x = 200
2x + 200 = 560 6. b. $900 – $14 × $58
Solution: x = 180
7. c. 3 × (24 + 12)
2. a. 68 + s b. y − 37
c. 60 + b + 40 = 120 d. 80 − x = 35 8. b. 9 × $7 ÷ 2

3. a. 20 – (7 + 5) b. 20 – (7 – 5) 9. a. The total cost: 15 × $2 + $6 = $36

c. (7 – 5) + 20 d. 7 + (20 − 5) Change: $50 − (15 × 2 + 6) = $14

4. a. (15 – 6) + 16 OR 16 + (15 – 6) b. ($9 + $8 + $13) ÷ 3 = $10

b. 100 – (5 + 80) Each child paid $10.
c. ($128 − 31) × 5 = $485.
The total cost is $485.

Review: Multiplication and Division, p. 14

Teaching box: the equation 85 ÷ 5 = s can be used to find 4. a. 52 × 8 b. 15,000 ÷ 300
the unknown s (s = 17). c. 4 × S × 18 d. 80 ÷ x
e. 240 ÷ 8 = 30 f. 3 × 5 × T = 60
1. a. 4 × 305 = w; 305 × 4 = w
w ÷ 4 = 305; w ÷ 305 = 4. 5. 280 ÷ N = 4; N = 70
Solution: w = 1,220
6. H ÷ 91 = 3; H = 273
b. 5 × w = 305; w × 5 = 305
305 ÷ w = 5; 305 ÷ 5 = w 7. a. yes b. no c. yes
Solution: w = 61 d. yes e. no f. yes

2. a. 6 × y = 90; y = 15 8. b. matches
b. y ÷ 6 = 90; y = 540 9. Multiply the divisor by the quotient to
find the dividend.
3. a.
10. Divide the dividend by the quotient
R = 600 to find the divisor.
11. a. 20 ÷ 5 = M; M = 4
b. 3 × 5 = M; M = 15
b. c. 45 ÷ 5 = M; M = 9
d. 8,800 ÷ 4 = N; N = 2,200
e. 20 × 600 = N; N = 12,000
R = 24 f. 64,000 ÷ 800 = N; N = 80

c.

y = 50

d.

y = 720

99
Balance Problems and Equations, Part 1, p. 18
1.

a. Equation: 9 = +3 b. Equation: 3 = 21
Solution: =6 Solution: =7

c. Equation: + + 2 = 16 d. Equation: + 7 = 51
Solution: =7 Solution: = 44

2.

a. x = 24 + 7 b. x + 12 = 38 + 5
x = 31 x + 12 = 43
x = 31

3.

a. b.

x + 18 = 5 + 31 8 + 17 = 11 + x
25 = 11 + x
x + 18 = 36
14 = x
x = 18 x = 14

4.
a. b. c.
88 = 2x 2x = 16 + 6 3x = 6 + 32 + 4
44 = x 2x = 22 3x = 42
x = 44 x = 11 x = 14

5.

a. b.
2 + 27 + 25 = 6x
3x = 16 + 35 54 = 6x
3x = 51 9 = x
x = 17 x = 9

Puzzle corner. a. x = 463 b. x = 0

100
Balance Problems and Equations, Part 2, p. 21
1.
a. 2x + 47 = 3x b. 2x = x + 17
47 = x x = 17
x = 47

c. 2x + 7 = x + 19 d. 3x + 7 = 2x + 23
x + 7 = 19 x + 7 = 23
x = 12 x = 16

e. 2x + 44 = 4x f. 5x = 2x + 24
44 = 2x 3x = 24
x = 22 x = 8

2.

a. 3x + 9 = 27 b. 2x + 3 = 93
3x = 18 2x = 90
x = 6 x = 45

c. 2x + 6 = 32 + 4 d. 36 + 7 = 5x + 13
2x + 6 = 36 43 = 5x + 13
2x = 30 30 = 5x
x = 15 6 = x
x = 6

3.

a. x + 51 = 2x + 5 b. 9 + x + 6 = 2x + 2 c. 4x + 6 = x + 13 + 5
51 = 5 + x x + 15 = 2x + 2 4x + 6 = x + 18
x = 46 x + 13 = 2x 3x + 6 = 18
13 = x 3x = 12
x = 13 x = 4

4.

a. 2x + 5 = 41 b. 3x + 37 = 4x
2x = 36 37 = x
x = 18 x = 37

c. x + 15 = 2x + 7 d. 3x + 8 = 26
15 = x + 7 3x = 18
x = 8 x = 6

101
More Equations, p. 24
1. a. 6y + 12 = 78; y = 11 b. 6 × 12 + y = 78; y = 6
2. a. 4x + 142 = 298; x = 39 b. 2x + 120 = 230; x = 55
3.
a. 3x + 50 = 158 b. 5x + 40 = 640

x = 36 x = 120
(First, subtract 50 from 158. Then divide the result by 3.) (First, subtract 40 from 640. Then divide the result by 5.)
c. 4y + 12 = 196 d. 5 × 16 + x = 372

y = 46 x = 292
(First, subtract 12 from 196. Then divide the result by 4.) (First, calculate 5 × 16. Subtract the result from 372.)

4. a. 4x + 4 = 28; x = $6 b. 6x + 18 = 36; x = $3
c. 3x + 7 × 5 = 80; x = $15 d. 4 × 55 + x = 265; x = 45 cm

Order of Operations and Equations, p. 27

1. a. 6 b. 260 c. 31 d. 20
2. a. 3 b. 500 c. 63 d. 100
3. a. 4 b. 36 c. 45 d. 44 e. 108 f. 80
4. a. 18 b. 50 c. 3
5. a. equation b. expression c. equation d. equation e. equation f. expression
6. a. (3) $50 − 3 × $8 = $26. His change was $26.
b. (2) 6 × ($16 − $5) = $66. The total cost is $66.
c. (4) ($8 + $13) ÷ 2 = $10.50. Andy's share is $10.50.
d. (1) $48 ÷ 4 + $30 ÷ 3 = $22. Melissa pays $22.
7. a. false b. false c. true When changing one number in (a) and (b), answers vary. For example:
32
a. 1 + =5 b. (6 − 2) × 3 = 5 + 7
8
8. a. (10 + 40 + 40) × 2 = 180
b. 144 = 3 × (2 + 4) × 8
c. 40 × 3 = (80 − 50) × 4
9.
a. 40 = (11 + 9) × 2 b. 4 × 8 = 5 × 6 + 2 c. 4 + 5 = (20 − 2) ÷ 2
d. 81 = 9 × ( 2 + 7) e. 12 × 11 = 12 + 20 × 6 f. (4 + 5) × 3 = 54 ÷ 2

10. a. s = 330 b. x = 10 c. y = 140

11. Answers will vary. Examples:
3 × 3 + 1 = 1 × 11 − 1
3 × 11 + 3 = 3 × 3 × 3 + 11 − 1 − 1
11 − 3 = 3 × 3 − 1

102
Powers and Exponents, p. 30

1. a. 32 = 3 × 3 = 9 b. 16 = 1 × 1 × 1 × 1× 1× 1 = 1
c. 43 = 4 × 4 × 4 = 64 d. 104 = 10 × 10 × 10 × 10 = 10,000
e. 53 = 5 × 5 × 5 = 125 f. 102 = 10 × 10 = 100
g. 23 = 2 × 2 × 2 = 8 h. 82 = 8 × 8 = 64
i. 05 = 0 × 0 × 0 × 0 × 0 = 0 j. 105 = 10 × 10 × 10 × 10 × 10 = 100,000
k. 502 = 50 × 50 = 2,500 l. 1003 = 100 × 100 × 100 = 1,000,000

2. a. 26 = 64 b. 85 = 32,768
c. 402 = 1,600 d. 104 = 10,000
e. 98 = 43,046,721 f. 113 = 1,331

3. a. 144 km2 b. A = 6 m × 6 m = 36 m2 c. A = 6 in. × 6 in. = 36 in.2 d. A = 12 ft × 12 ft = 144 ft2

4. a. 2 cm × 2 cm × 2 cm = 8 cm3 b. V = 10 in. × 10 in. × 10 in. = 1,000 in.3

c. V = 1 ft × 1ft × 1ft = 1 ft3 d. V = 5 m × 5 m × 5 m = 125 m3
5. a. If the perimeter (four sides) is 40 cm, then one side is 10 cm. So the area is 10 cm × 10 cm = 100 cm2.
b. Since 43 = 4 × 4 × 4 = 64, a cube with a volume of 64 in3 has sides that are 4 in. long.
c. If the square’s area is 121 m2, then the length of one side is 11 m. So the perimeter is 4 × 11 m = 44 m.
d. Since 33 = 3 × 3 × 3 = 27, a cube with a volume of 27 cm3 has sides that are 3 cm long.
6.
a. b. c. d.
21 = 2 31 = 3 51 = 5 Answers will
22 = 4 32 = 9 52 = 25 vary. Please
check the
23 = 8 33 = 27 53 = 125 student’s
24 = 16 34 = 81 54 = 625 work.
25 = 32 35 = 243 55 = 3,125
26 = 64 36 = 729 56 = 15,625

7. a. Since 37 × 3 = 38, just take the value given for 37 = 2,187 and multiply by 3 to get 38.
b. 38 = 37 × 3 = 2,187 × 3 = 6,561
c. Since 245 × 2 = 246, just take the value given for 246 = 35,184,372,088,832 and multiply by 2 to get 246.
d. 246 = 245 × 2 = 35,184,372,088,832 × 2 = 70,368,744,177,664

8. a. 172 gives us the area of a square with a side length of 17 units.

b. 1013 gives us the volume of a cube with an edge length of 101 units.
c. 2 × 62 gives us the area of two squares with a side length of 6 units.
d. 4 × 103 gives us the volume of 4 cubes with an edge length of 10 units.
Puzzle Corner:

26 = 64, 25 = 32, 24 = 16, 23 = 8, 22 = 4, 21 = 2, 20 = 1, so 20 equals 1.

106 = 1,000,000; 105 = 100,000; 104 = 10,000; 103 = 1,000; 102 = 100; 101 = 10; 100 = 1.
For any number n, n0 = 1 because at each step of the pattern you divide by n.
The next-to-last step will always be n1 = n, and the last step will be n0 = n1/n = n/n = 1.

103
Multiplying in Parts, p. 33
1.
a. 4 × 27 b. 7 × 83 c. 8 × 56
4× 20 + 4× 7 7 × 80 + 7 × 3 8 × 50 + 8 × 6
80 + 28 = 108 560 + 21 = 581 400 + 48 = 448

d. 5 × 216 e. 4 × 3,481
5 × 200 + 5 × 10 + 5 × 6 4 × 3,000 + 4 × 400 + 4 × 80 + 4 × 1
1,000 + 50 + 30 = 1,080 12,000 + 1,600 + 320 + 4 = 13,924

2.

b. c.
a.

6×2→
6 × 90 →
6 × 400 →

3.
a. 2 5 1 0 b. 4 4 7 8 c. 2 6 0 7 2
× 9 × 5 × 6
9×0→ 0 4 0 1 2
9 × 10 → 9 0 3 5 0 4 2 0
9 × 500 → 4 5 0 0 2 0 0 0 0
9 × 2,000 → +1 8 0 0 0 +2 0 0 0 0 3 6 0 0 0
+1 2 0 0 0 0
2 2 5 9 0 2 2 3 9 0
1 5 6 4 3 2

4.

a. 6 × 29 = 6 × 20 + 6 × 9
= 120 + 54 = 174

b. 8 × (10 + 14)
= 8 × 10 + 8 × 14
= 80 + 112 = 192

c. 11 × (3 + 5 + 6)
= 11 × 3 + 11 × 5 + 11 × 6
= 33 + 55 + 66
= 154

104
Multiplying in Parts, cont.
5.
a.
28 × 16 = 20 × 16 and 8 × 16
20 × 10 and 20 × 6 and 8 × 10 and 8 × 6
200 and 120 and 80 and 48
Now add the parts to get the total: 448

b.
76 × 25 = 70 × 25 and 6 × 25
70 × 20 and 70 × 5 and 6 × 20 and 6 × 5
1400 and 350 and 120 and 30
Now add the parts to get the total: 1,900

c.
48 × 19 = 40 × 19 and 8 × 19
40 × 10 and 40 × 9 and 8 × 10 and 8 × 9
400 and 360 and 80 and 72
Now add the parts to get the total: 912

d.
39 × 94 = 30 × 94 and 9 × 94
30 × 90 and 30 × 4 and 9 × 90 and 9 × 4
2700 and 120 and 810 and 36
Now add the parts to get the total: 3,666

6.

a. 8 7 b. 2 4
× 1 5 × 7 1
5×7→ 3 5 1×4→ 4
5 × 80 → 4 0 0 1 × 20 → 2 0
10 × 7 → 7 0 70 × 4 → 2 8 0
10 × 80 → + 8 0 0 70 × 20 → + 1 4 0 0
1 3 0 5 1 7 0 4

7. a. You can find the area of the green rectangle by subtracting: 153 – 117 = 36.
The green rectangle has an area of 36 square units.
b. The missing side lengths are 13 units and 9 units. Once you know the green
rectangle has an area of 36 square units, then its other side must be 9 units
(because 9 × 4 = 36). Then, knowing the yellow rectangle is 117 square units,
and its one side is 9 units, you can find its other side by dividing: 117 ÷ 9 = 13.
8. c. 26 × $18 + 26 × $8 and d. 26 × ($18+ $8)
9. a. Not the same. b. Yes, the same. c. No, not the same.
d. Yes, the same. e. No, not the same. f. Yes, the same.

105
Multiplying in Parts, cont.
10.

(1) 45 × 28 (2) 128 × 45

Area = 800 + 100 + 320 + 40 = 1,260 square units

Area = 4,000 + 800 + 320 + 500 + 100 + 40
= 5,760 square units

11. a. Draw a rectangle with sides 41 and 63. Divide the short side into two lengths:
the tens, “40,” and the units, “1.” Divide the long side similarly into “60” and
“3.” Now you have divided the large rectangle into four smaller rectangles.
(The image on the right is not to scale.)
b. Show Michael that his “method” solves for only two of the four smaller
rectangles: “40 × 60” and “1 × 3.” There are still two rectangles left:
“1 × 60” and “40 × 3.” The multiplication 41 × 63 can be broken down
into tens and ones, but you have to multiply the tens and ones from
both numbers. The method that Michael suggested does not include the tens and ones from both numbers.
To multiply correctly, we have to multiply 40 × 60 and 1 × 60, then multiply 40 × 3 and 1 × 3, then add all
of these products: 40 × 60 = 2,400; 1 × 60 = 60; 40 × 3 = 120; 1 × 3 = 3; then 2,400 + 60 + 120 + 3
= 2,583—which is 180 more than Michael's method of multiplying.
Puzzle corner:
143 × 715 = 100 × 700 + 40 × 700 + 3 × 700 + 100 × 10 + 40 × 10 + 3 × 10 + 100 × 5 + 40 × 5 + 3 × 5
= 70,000 + 28,000 + 2,100 + 1,000 + 400 + 30 + 500 + 200 + 15 = 102,245
The image below is not to scale.

106
The Multiplication Algorithm, p. 39
1. a. 3,320 b. 7,016 c. 12,264 d. 10,460
2. a. 122,864 b. 83,415 c. 720,615
d. 812,442 e. 464,580 f. 957,252
3. Estimates will vary.
a. Estimate: 5 × 9,000 = 45,000; Exact: 44,355
b. Estimate: 4 × 22,000 = 88,000; Exact: 89,596
c. Estimate: 7 × 90,000 = 630,000; Exact: 610,680
d. Estimate: 4 × 212,000 = 848,000; Exact: 851,152
4. In the hundreds place, Jenny should have put 3 × 0 + 1 = 1, but instead, she wrote down just 0.
Then secondarily, in the ten thousands place, three times seven is 21, not 12. She should have regrouped
the 2 to the hundred thousands place, and then calculated 3 × 1 + 2 = 5 to be the digit for the hundred
thousands place. The correct final answer is 519,117.
5. a. $181.76 b. $326.00 c. $2,071.50 d. $3,564.50
6. Estimates will vary.
a. Estimate: 2 × $57 = $114; Exact: $113.10
b. Estimate: 6 × $130 = $780; Exact: $773.70
c. Estimate: $100 − 3 × $32 = $4; Exact: $4.75
7. Estimates will vary.
a. Estimate: 90 × 30 = 2,700; Exact: 2,511 b. Estimate: 50 × 50 = 2,500; Exact: 2,530
c. Estimate: 80 × 20 = 1,600; Exact: 1,392 d. Estimate: 60 × 90 = 5,400; Exact: 5,490
e. Estimate: 20 × 20 = 400; Exact: 432 f. Estimate: 100 × 50 = 5,000; Exact: 4,998
8. Estimates will vary.
a. Estimate: 200 × 25 = 5,000; Exact: 4,775 b. Estimate: 220 × 40 = 8,800; Exact: 9,184
c. Estimate: 600 × 40 = 24,000; Exact: 21,035 d. Estimate: 250 × 80 = 20,000; Exact: 19,890
e. Estimate: 200 × 10 = 2,000; Exact: 2,167 f. Estimate: 300 × 40 = 12,000; Exact: 11,340

More Multiplication, p. 44
1. a. 46,795 b. 93,252 c. 33,702
d. 589,245 e. 166,221 f. 82,750
2. a. 40,257 b. 72,975 c. 146,088
d. 759,092 e. 911,963 f. 571,680
3. 10,040 pounds
4. a. 100,000 b. 6,300 c. 10,000
d. 800,000 e. 32,000 f. 60,000
5.

a. 500 × 29 = 14,500 b. 340 × 210 = 71,400 c. 280 × 700 = 196,000

Simply multiply 5 × 29, Multiply 34 × 21 , Multiply 28 × 7 ,
then tag two zeros on the then tag two zeros on the then tag three zeros to the
final answer. final answer. final answer.

d. 99 × 9,900 = 980,100 e. 500 × 1,800 = 900,000 f. 24,500 × 30 = 735,000

107
More Multiplication, cont.
6.
a. Estimate: 1,700 − 5 × 140 = 1,000. Exact: 1,059
b. Estimate: 60 × (140 + 380) = 31,200. Exact: 30,218

7. $6,240 is saved each year.

8. a. 150; 900 b. 700; 0 c. 36; 3,700
d. 84; 540 e. 6,300; 380 f. 330; 3,600
9. a. 3 × 365 + 366 = 1,461 days.
b. 4 × 365 + 366 = 1,826 days.
10. Answers will vary.
Puzzle corner: a. 9,628,557 b. 50,611,995

Multiplying and Dividing in Parts, p. 49

1.

a. 7 · 99 = 7 · (100 − 1) b. 4 · 999 = 4 · (1,000 − 1)

= 700 − 7 = 693 = 4,000 − 4 = 3,996

c. 5 · 104 = 5 · (100 + 4 ) d. 5 · 998 = 5 · (1,000 − 2)

= 500 + 20 = 520 = 5,000 − 10 = 4,990

e. 6 · 98 = 6 · (100 − 2) f. 7 · 2030 = 7 · (2,000 + 30)

= 600 − 12 = 588 = 14,000 + 210 = 14,210

2.

a. b.
Total area: 3 · ( 6 + 4 ) Total area: 4 · ( 5 + 4 )
The areas of the two rectangles: The areas of the two rectangles:
3 · 6 and 3 · 4 4 · 5 and 4 · 4

c. d.
Total area: 6 · ( 6 + 8 ) Total area: 5 · ( 2 + 3 )
The areas of the two rectangles: The areas of the two rectangles:
6 · 6 and 6 · 8 5 · 2 and 5 · 3

3. a. 80 is the partial product of b. c.

10 times 8. (10 from 16 and
8 from 78)
700 is the partial product of
10 times 70 (10 from 16 and
70 from 78).

108
Multiplying and Dividing in Parts, cont.

4. a. 29 · 17 b. 75 · 36

29 · 17 = 20 · 10 + 20 · 7 75 · 36 = 70 · 30 + 70 · 6
+ 9 · 10 + 9 · 7 + 5 · 30 + 5 · 6
= 200 + 140 + 90 + 63 = 493 = 2,100 + 420 + 150 + 30 = 2,700

5.

80 12 350 15 400 12
a. + = 40 + 6 = 46 b. + = 70 + 3 = 73 c. − = 100 − 3 = 97
2 2 5 5 4 4

9,300 60 350 21 7 900 18

d. − = 3,100 − 20 = 3,080 e. + − = 50 + 3 − 1 = 52 f. − = 100 − 2 = 98
3 3 7 7 7 9 9

22 ft 9 in. 40 kg 750 g 12 L 600 ml

g. + = 11 ft 4.5 in. h. + = 8 kg + 150 g i. + = 3 L 150 ml
2 2 5 5 4 4

6. a. 206 b. 203 c. 103 d. 201 e. 502

7.

15 4 4 44 7 7
a. + =3 b. + = 4
5 5 5 11 11 11

6 70 6 420 2 2
c. + = 10 d. + = 70
7 7 7 6 6 6

240 12 3 3 3 2 36 270 2 2
e. + + = 60 + 3 + = 63 f. + + = 4 + 30 + = 34
4 4 4 4 4 9 9 9 9 9

8. a. 100 3/4 b. 303 2/3 c. 1,004 4/5 d. 20 1/4 e. 42 1/3 f. 60 5/6

9. a. 20 kg 9 3/10 g b. 3 m 2/5 cm c. 1 ft 7/10 in
d. 9 ft 1 4/5 in e. 6 m 2.5 cm f. 16 gal 1 1/3 qt or 16 1/3 gal
10. Two quarts and 10 ounces equal 64 oz + 10 oz = 74 oz. 74 oz divided by 3 equals 24 2/3 ounces per person.
11. a. 7 ÷ 14 = 1/2 b. 7 ÷ 21 = 1/3 c. 80 ÷ 11 = 7 3/11
d. 6/8 + 3 + 30 = 33 6/8 e. 117 ÷ 4 = 29 1/4 f. 100 ÷ 30 = 3 1/3
Puzzle corner:
250 − 3 3 11 − 3 1 3
a. = 25 − b. = 2 −
10 10 5 5 5

109
Long Division, p. 53
1. a. 294; 294 × 7 = 2,058 b. 437; 437 × 9 = 3,933
c. 547; 547 × 6 = 3,282 d. 689; 689 × 6 = 4,134
Teaching box:

Example 1.
2 0 5 6 2 0 5 6
3) 6 1 6 8 3) 6 1 6 8
-0 -1 5
1 6 1 8
-1 5 -1 8
18 0
-1 8
0

2. a. 1,078; Check: 1,078 × 7 = 7,546 b. 2,406; Check: 2,406 × 3 = 7,218

c. 1,908; Check: 1,908 × 4 = 7,632 d. 516 ÷ 6 = 86; 516 − 86 = 430. He has $430 left to spend.
3. a. 2,340 b. 515 c. 810 d. 303 e. 505 f. 306 g. 504 h. 3,205 i. 1,030
4. $2,440 ÷ 4 = $610, $2,440 − $610 = $1,830. Now the vacation costs $1,830.
5. 2,100 mi ÷ 5 = 420 mi, 420 mi × 4 = 1,680 mi. There are 1,680 miles left to travel.
6. 6 × 117 + 3 = 705, so, no the division is not correct.
7. a. There are 3 feet in one yard.
b. 227 ÷ 3 = 75 R2, so 227 ft = 75 yd 2 ft.
8. 80 ÷ 3 = 26 R2. Sally got 26 full bags (and one bag with 2 kg of flour).
9. 911 ÷ 5 = 182 R1, 546 ÷ 5 = 109 R1, 77 ÷ 5 = 15 R 2
The shortcut is: divide the last digit (or even the last two digits) of the number by 5, and find the remainder of
that division. For example, in 911 ÷ 5, simply check the remainder of the division 1 ÷ 5 (or 11 ÷ 5). It is 1.
Or, 77 ÷ 5: simply check what the remainder is when dividing 7 by 5. It is 2.
Puzzle corner. First, convert the liquid ounces into cups and ounces: 473 ÷ 8 = 59 R1, so 473 oz = 59 C 1 oz. Then, convert
the 59 cups into quarts and cups: 59 C = 14 qt 3 C. Lastly, convert the 14 quarts into gallons and quarts: 14 qt = 3 gal 2 qt.
Then gather all the parts together to obtain 473 oz = 3 gal 2 qt 3 C 1 oz.

110
A Two-Digit Divisor 1, p. 57
1.

Table of 21: Check:

2 × 21 = 42
3 × 21 = 63 1 8 2
4 × 21 = 84 × 2 1
5 × 21 = 105 1 8 2
6 × 21 = 126 +3 6 4 0
7 × 21 = 147
8 × 21 = 168 3 8 2 2
9 × 21 = 189

2.

a. Table of 15: Check:

2 × 15 = 30
3 × 15 = 45 3 2 1
4 × 15 = 60 × 1 5
5 × 15 = 75 1 6 0 5
6 × 15 = 90 +3 2 1 0
7 × 15 = 105
8 × 15 = 120 4 8 1 5
9 × 15 = 135

b. Table of 12: Check:

2 × 12 = 24
3 × 12 = 36 4 2 9
4 × 12 = 48 × 1 2
5 × 12 = 60 8 5 8
6 × 12 = 72 +4 2 9 0
7 × 12 = 84
8 × 12 = 96 5 1 4 8
9 × 12 = 108

c. Table of 25: Check:

2 × 25 = 50
3 × 25 = 75 2 5 1
4 × 25 = 100 × 2 5
5 × 25 = 125 1 2 5 5
6 × 25 = 150 +5 0 2 0
7 × 25 = 175
8 × 25 = 200 6 2 7 5
9 × 25 = 225

d. Table of 16: Check:

2 × 16 = 32
3 × 16 = 48 9 4
4 × 16 = 64 × 1 6
5 × 16 = 80 5 6 4
6 × 16 = 96 +9 4 0
7 × 16 = 112
8 × 16 = 128 1 5 0 4
9 × 16 = 144

111
A Two-Digit Divisor 1, cont.
3.

a. Table of 12: Check:

2 × 12 = 24
3 × 12 = 36 7 4
4 × 12 = 48 × 1 2
5 × 12 = 60 1 4 8
6 × 12 = 72 + 7 4 0
7 × 12 = 84
8 × 12 = 96 8 8 8
9 × 12 = 108

b. Table of 22: Check:

2 × 22 = 44
3 × 22 = 66 3 0 5
4 × 22 = 88 × 2 2
5 × 22 = 110 6 1 0
6 × 22 = 132 +6 1 0 0
7 × 22 = 154
8 × 22 = 176 6 7 1 0
9 × 22 = 198

c. Table of 14: Check:

2 × 14 = 28
3 × 14 = 42 1 2 4
4 × 14 = 56 × 1 4
5 × 14 = 70 4 9 6
6 × 14 = 84 +1 2 4 0
7 × 14 = 98
8 × 14 = 112 1 7 3 6
9 × 14 = 126

d. Table of 51: Check:

2 × 51 = 102
3 × 51 = 153 1 4 8
4 × 51 = 204 × 5 1
5 × 51 = 255 1 4 8
6 × 51 = 306 +7 4 0 0
7 × 51 = 357
8 × 51 = 408 7 5 4 8
9 × 51 = 459

4. a. 40; 41 b. 14; 15 c. 10; 20

d. 12; 13 e. 20; 23 f. 20; 22
5. a. There are 12 inches in 1 foot.
b. 245 in. = 20 ft 5 in.
c. 387 in. = 32 ft 3 in.
6. a. There are 16 ounces in 1 pound.
b. 163 oz = 10 lb 3 oz.
c. 473 oz = 29 lb 9 oz.
7. The baby would gain 365 ounces. 365 ÷ 16 = 22 R13, so 365 oz = 22 lb 13 oz. The baby would gain 22 lb 13 oz.

112
A Two-Digit Divisor 2, p. 61
1.
2 × 37 = 74 a. 1 1 1
3 × 37 = 111 37 ) 4 1 0 7 1 1 1
4 × 37 = 148 -3 7 × 3 7
5 × 37 = 185 4 0
6 × 37 = 222 7 7 7
-3 7 +3 3 3 0
7 × 37 = 259 3 7
8 × 37 = 296 - 3 7 4 1 0 7
9 × 37 = 333 0
2 × 58 = 116 b. 7 6 7 6
3 × 58 = 174 58 ) 4 4 0 8 × 5 8
4 × 58 = 232 -4 0 6
5 × 58 = 290 3 4 8 6 0 8
6 × 58 = 348 -3 4 8 +3 8 0 0
7 × 58 = 406 0
8 × 58 = 464 4 4 0 8
9 × 58 = 522
2 × 96 = 192 c. 1 0 2
3 × 96 = 288 96 ) 9 7 9 2 1 0 2
4 × 96 = 384 -9 6 × 9 6
5 × 96 = 480 1 9 2 6 1 2
6 × 96 = 576 -1 9 2 +9 1 8 0
7 × 96 = 672 0
8 × 96 = 768 9 7 9 2
9 × 96 = 864

2.

2 × 48 = 96 a. 1 2 5 1 2 5
3 × 48 = 144 48 ) 6 0 1 1 × 4 8
4 × 48 = 192 -4 8
5 × 48 = 240 1 0 0 0
1 2 1 + 5 0 0 0
6 × 48 = 288 -9 6
7 × 48 = 336 2 5 1 6 0 0 0
8 × 48 = 384 - 2 4 0 + 1 1
9 × 48 = 432 1 1
6 0 1 1

b. 9 4 9 4
2 × 92 = 184
92 ) 8 7 1 2 × 9 2
3 × 92 = 276
4 × 92 = 368 -8 2 8 1 8 8
5 × 92 = 460 4 3 2 + 8 4 6 0
6 × 92 = 552 -3 6 8
7 × 92 = 644 6 4 8 6 4 8
8 × 92 = 736 + 6 4
9 × 92 = 828
8 7 1 2

1 2 2 1 2 2
2 × 55 = 110
c. 55 ) 6 7 4 5 × 5 5
3 × 55 = 165
4 × 55 = 220 -5 5 6 1 0
5 × 55 = 275 1 2 4 + 6 1 0 0
6 × 55 = 330 1 1 0
7 × 55 = 385 1 4 5 6 7 1 0
8 × 55 = 440 -1 1 0 + 3 5
9 × 55 = 495 3 5
6 7 4 5

113
A Two-Digit Divisor 2, cont.
3. 3 × $156 = $468, $468 ÷ 12 = $39. One payment is $39.
4. a. $3600 ÷ 15 = $240, $240 × 4 = $960. He paid $960 in taxes.
b. $3600 − $960 = $2,640. He has $2,640 left.
5. b.
3 5
a. d. f.
5 1 9 2 7 6
f.
7 5 0 8 1 0
c.
8 4 0 0 9
e.
3 4 2 3
0 0
8

Puzzle corner: a. 12,408 ÷ 118 = 105 R18 b. 70,854 ÷ 235 = 301 R119

Long Division and Repeated Subtraction, p. 64

1.

a. Bag 657 apples; b. Bag 984 peaches; c. Bag 536 pineapples;

3 apples in each bag. 8 in each bag. 4 in each bag.

Apples Bags Peaches Bags Pineapples Bags

657 984 536
− 300 100 − 800 100 − 400 100
184
357 136
− 80 10
− 300 100 − 40 10
104
57 − 80 10 96
− 30 10 24 − 40 10
27 − 24 3 56
− 27 9 0 123 − 40 10
0 219 16
− 16 4
0 134

114
Long Division and Repeated Subtraction, cont.
2.

a. Bag 474 apples; b. Bag 2,032 lemons; c. Bag 3,655 bananas;

3 apples in each bag. 8 lemons in each bag. 5 in each bag.

Apples Bags Lemons Bags Bananas Bags

474 2032 3655
− 300 100 − 1600 200 − 3500 700
174 432 155
− 150 50 − 400 50 − 150 30
24 32 5
− 24 8 − 32 4 − 5 1
0 158 0 254 0 731

d. Bag 762 mangos; e. Bag 1,152 papayas; f. Bag 4,770 cherries;

6 mangos in each bag. 3 papayas in each bag. 9 in each bag.

Mangos Bags Papayas Bags Cherries Bags

762 1152 4770
− 600 100 − 900 300 − 4500 500
162 252 270
− 120 20 − 240 80 − 270 30
42 12 0 530
− 42 7 − 12 4
0 127 0 384

3. There would still be 127 bags, but there would be a remainder of 3 mangos.
4. a. 168 b. 47
The last two examples of the teaching box before problem 5:

Dividend Quotient 2 4 7 Dividend Quotient 3 6 3

(the apples) (the bags) 4) 9 8 8 (the apples) (the bags) 7) 2 5 4 6
- 8 0 0 - 2 1 0 0
988 2546
1 8 8 4 4 6
−800 200 - 1 6 0 −2100 300 - 4 2 0
2 8 2 6
188 - 2 8 446 - 2 1
−160 40 0 − 420 60 5
28 26
− 28 7 −21 3
0 247 5 363

115
Long Division and Repeated Subtraction, cont.
5.

a. Bag 610 apples, 5 apples in each bag. b. Bag 853 kiwis, 3 kiwis in each bag.
1 2 2 2 8 4
Apples Bags 5)6 1 0 Kiwis Bags 3)8 5 3
-5 -6
610 853
1 1 2 5
−500 100 -1 0 −600 200 -2 4
110 1 0 253 1 3
−100 20 -1 0 −240 80 - 1 2
0 1
10 13
− 10 2 − 12 4
0 122 1 284

c. Bag 445 grapefruits, 3 grapefruits in each bag. d. Bag 952 plums, 4 plums in each bag.
1 4 8 2 3 8
Grapefruits Bags 3)4 4 5 Plums Bags 4)9 5 2
-3 -8
445 1 4 952 1 5
−300 100 -1 2 −800 200 -1 2
2 5 3 2
145 152
- 2 4 - 3 2
−120 40 1 −120 30 0
25 32
−24 8 −32 8
1 148 0 238

e. Bag 2,450 pears, 9 pears in each bag. f. Bag 1,496 oranges, 8 oranges in each bag.
2 7 2 1 8 7
Pears Bags 9)2 4 5 0 Oranges Bags 8)1 4 9 6
-1 8 - 8
2450 6 5 1496 6 9
−1800 200 - 6 3 −800 100 - 6 4
2 0 5 6
650 696
- 1 8 - 5 6
−630 70 2 −640 80 0
20 56
−18 2 − 56 7
2 272 0 187

116
Review of the Four Operations 1, p. 69
1. a. b. c.

d. e. f.

2. Multiply the quotient by the divisor to check your division.

3. a. 6,048 b. 34.95 c. 109,841 R2

4. a. 37 ÷ 6 = 6 R1; 6 × 6 + 1 = 37
b. 54 ÷ 5 =10 R4; 5 × 10 + 4 = 54
c. 61 ÷ 8 = 7 R5; 8 × 7 + 5 = 61
5.
2 × 45 = 90 8 9 34
3 × 45 = 135 )
a. 45 4 0 0 5 8 9
4 × 45 = 180 -3 6 0 × 4 5
5 × 45 = 225 4 5
6 × 45 = 270 4 4 5
-4 5 +3 5 6 0
7 × 45 = 315 0
8 × 45 = 360 4 0 0 5
9 × 45 = 405
2 × 30 = 60 6 7 4
3 × 30 = 90 2 1
b. 30 ) 2 0 2 2 0 6 7 4
4 × 30 = 120 -1 8 0
5 × 30 = 150 × 3 0
2 2 2
6 × 30 = 180 -2 1 0 2 0 2 2 0
7 × 30 = 210 1 2 0
8 × 30 = 240 -1 2 0
9 × 30 = 270 0
2 × 75 = 150 0.2 6 5
3 × 75 = 225 34
c. 75 ) 1 9 . 8 7 5 0.2 6 5
4 × 75 = 300 -1 5 0
5 × 75 = 375 × 7 5
4 8 7
-4 5 0 1 3 2 5
3 7 5 +1 8 5 5 0
-3 7 5
0 1 9.8 7 5

117
Review of the Four Operations 1, cont.
6. a. 1,813 R1; 48 × 1813 + 1 = 87,025
b. 9,685 R10; 90 × 9685 + 10 = 871,660
c. 658 R66; 82 × 658 + 66 = 54,022
7.

a. 2,960 R86 34
2 9 6 0
2 9 6 0 × 1 0 1
101 ) 2 9 9 0 4 6 2 9 6 0
-2 0 2 0
9 7 0 +2 9 6 0 0 0
-9 0 9
6 1 4 2 9 8 9 6 0
-6 0 6 + 8 6
8 6 2 9 9 0 4 6

b. 29,546 R48
2 9 5 4 6
2 9 5 4 6 × 1 2 3
123 ) 3 6 3 4 2 0 6
-2 4 6 8 8 6 3 8
1 1 74 5 9 0 9 2 0
1 1 07 +2 9 5 4 6 0 0
67 2 3 6 3 4 1 5 8
-61 5 + 4 8
5 7 0
-4 9 2 3 6 3 4 2 0 6
7 8 6
- 7 3 8
4 8

c. 21,862 R300
2 1 8 6 2 2 1 8 6 2
350 ) 7 6 5 2 0 0 0 × 3 5 0
-7 0 0
6 5 2 0
- 3 5 0 1 0 9 3 1 0 0
3 0 2 0 +6 5 5 8 6 0 0
-2 8 0 0 7 6 5 1 7 0 0
2 2 0 0 + 3 0 0
-2 1 0 0
1 0 0 0 7 6 5 2 0 0 0
- 7 0 0
3 0 0

118
Review of the Four Operations 1, cont.
8. I 42,408 ÷ 76 = 558 E 44,217 ÷ 51 = 867 E 128,316 ÷ 111 = 1156
M 85,104 ÷ 54 = 1576 I 223,496 ÷ 91 = 2456 E 51,313 ÷ 97 = 529
O 23,530 ÷ 26 = 905 I 30,624 ÷ 33 = 928 M 880,341 ÷ 309 = 2849
R 61,880 ÷ 35 = 1768 R 133,140 ÷ 70 = 1902 T 113,168 ÷ 88 = 1286
V 51,944 ÷ 86 = 604 S 11,880 ÷ 22 = 540 R 693,360 ÷ 810 = 856
What is as round as a dishpan, and no matter the size, all the water in the ocean cannot fill it up? SIEVE
What flies without wings? TIME
I am the only thing that always tells the truth. I show off everything that I see. MIRROR
G 200,196 ÷ 201 = 996 R 617,105 ÷ 415 = 1487 O 1,388,740 ÷ 230 = 6038
O 324,729 ÷ 57 = 5697 S 2,863,250 ÷ 250 = 11453 P 759,290 ÷ 70 = 10847
E 339,388 ÷ 31 = 10948 T 1,049,664 ÷ 88 = 11928 I 678,040 ÷ 506 = 1340
S 2,337,820 ÷ 205 = 11404 H 236,215 ÷ 35 = 6749 T 250,536 ÷ 44 = 5694
E 28,548 ÷ 18 = 1586 F 97,920 ÷ 16 = 6120 F 239,397 ÷ 199 = 1203
From what heavy seven-letter word can you take away two letters and have eight left? FREIGHT
The more of them you take, the more you leave behind. What are they? FOOTSTEPS

Review of the Four Operations 2, p. 75

1. a. $29,600 + $13,500 + $8,300 = $51,400. $51,400 ÷ 4 = $12,850.
The family used $12,850 for groceries.
b. 1/5 + 1/4 = 4/20 + 5/20 = 9/20. The family had 11/20 of their income left after taxes and groceries.
2. a. 100 − 29.5 × 2.6 = 100 − 76.7 = 23.3 b. 2.3 + 9.356 + 0.403 + 908.8 = 920.859
c. 800 − (12.48 − 2.9) = 800 − 9.58 = 790.42 d. 559.50 ÷ 3 = 186.5
3. 4,958 ÷ 13 = 381 R5 OR 4,958 ÷ 381 = 13 R5
4. a. You would need to add four zeroes so that you can calculate the dividend to four decimal digits. You will need
four decimal digits in order to round it to three decimal digits.
b. 65.0000 ÷ 7 = 9.2857, which rounds to 9.286.

5. 10 m × 12 m = 120 m2 ; 120 m2 ÷ 9 = 13.33 m2. The area of each section is 13.33 m2.
6. The farmer needed 262 boxes to pack the apples. Notice the problem doesn't give you how many apples there were, but
instead tells you how many kilograms of apples there were. Since four apples make a kilogram, he had
2,350 × 4 = 9,400 apples. Now divide: 9,400 ÷ 36 = 261 R4. He needed 262 boxes.
7. a. Miles 9 18 27 54 miles 108 135 162
Time 10 min 20 min 30 min 1 hour 2 hours 2 1/2 hours 3 hours
b. They will travel 486 miles.
c. It will take them approximately ten hours to travel 550 miles.
8. a. It takes him 1.5 minutes to drive one mile. You can solve this in many ways. For example, since he drives 40 miles in
60 minutes, you can make a table like in exercise 7, and find that he drives 20 miles in 30 minutes, 10 miles in
15 minutes, and 5 miles in 7 1/2 minutes.
b. Twenty times as long as what it takes him to drive 5 miles: 20 × 7.5 minutes = 150 minutes.
c. To drive 30 miles will take him six times as long as to drive 5 miles, so it takes him 6 × 7.5 minutes = 45 minutes.
Dad would have to leave at 8:15 a.m. to arrive at 9 a.m.
9. a. One gallon is 128 ounces. 96 × 128 oz = 12,288 oz.; 12,288 ÷ 8 = 1,536.
They filled 1,536 eight-ounce bottles with honey.
b. They would have to charge at least $2 per bottle of honey to regain what they spent.
1,568
Puzzle corner: a. 4,392 − 293 + 293 = 4,392 b. 384 ÷ 8 × 8 = 384 c. × 49 = 1,568
49

119
Lessons in Problem Solving, p. 78
1. One small carpet costs $55.50 ÷ 5 × 2 = $22.20. Two of them cost $44.40.
$50 − $44.40 = $5.60 His change was $5.60.
2. The smaller ones hold 0.75 L ÷ 10 × 7 = 0.525 L.
Four large containers would hold 4 × 0.75 = 3 liters.
Five small containers would hold 5 × 0.525 = 2.625 liters.
In total, they hold 3 L + 2.625 L = 5.625 L. So, yes, five liters of soup will fit into four large and five small containers.
3. Converting the 25 kg and 15 kg into grams: 25,000 g ÷ 20 = 1,250 g or 1.25 kg. One bag of bolts weighs 1.25 kg.
15,000 g ÷ 20 = 750 g or 0.75 kg. One bag of nuts weighs 0.75 kg.
1.25 kg + 0.75 kg = 2 kg. Together the nuts and bolts weigh 2 kg.
4. a. 670 ÷ 4 × 3 = 502.5 g. A medium jar holds about 503 grams.
502.5 ÷ 3 × 2 = 335 g. A small jar holds 335 grams.
b. The total weight is 670 g + 503 g + 335 g = 1,508 g or 1.508 kg.
5. John had initially $30.60 ÷ 5 × 9 = $55.08.
Karen had initially $30.60 ÷ 3 × 7 = $71.40.
$71.40 − $55.08 = $16.32. Karen had $16.32 more than John initially.
6. a. 569 ÷ 43 = 13 R10. So, they need 14 buses. (Of which 13 will be full, and the 14th bus will have 10 people in it.)
b. The total mileage is 60 miles × 14 buses = 840 miles
The total cost is 840 × $2.15 = $1,806.
7. The original price of the first washer is $360 ÷ 9 × 10 = $400.
The original price of the second washer is $350 ÷ 3 × 5 = $583.35.
$583.35 − $400 = $183.35 There was a
difference of $183.35 between the
original prices of the two washers.
Puzzle corner:
a. Divide 1 by 10, and it gives you 0.1
Divide 81 by 100, and it gives you 0.81.
Divide 492 by 1,000, and it gives you 0.492.
Divide 355 by 100, and it gives you 3.55.
If the number has tenths, divide it by 10, if it has hundredths divide it by 100, and if it has thousandths divide it
by 1,000, etc.
b. 138 ÷ 100 × 039 ÷ 100 = 0.5382.

Coordinate Grid, p. 82
1. A (1, 2) B (3, 4) C (2, 9) D (6, 5) 3. A house:
E (8, 3) F (8, 8) G (10, 9) H (10, 1)
2.

120
Coordinate Grid, cont.
4. a.
5. Each point moved 2 units to the (right/left)
and 3 units (up / down).
The original coordinates are A (8,6), B (10, 8),
and C (9, 5).
The coordinates of the moved triangle A′B′C′ are
A′ (6, 3), B′(8, 5), and C′ (7, 2).

b. The points are (5, 2), (8, 3), and (6, 6).

Number Patterns in the Coordinate Grid, p. 85

1. a. b.

2. a. x 0 2 4 6 8 10
y 0 1 2 3 4 5

b. x 2 3 4 5 6 7
y 10 8 6 4 2 0

c. Answers will vary. Check the student’s answers.

121 The Four Operations (Blue Series)

Number Patterns in the Coordinate Grid, cont.
3. x 0 10 20 30 40 50 60 70 80 90 100 110
y 2 3 4 5 6 7 8 9 10 11 12 13

4. a. The rule is y = x − 1. x 1 2 3 4 5 6
y 0 1 2 3 4 5

b. The rule is y = 5x. x 1 2 3 4 5 6 7 8 9 10

y 5 10 15 20 25 30 35 40 45 50

5. a. (0, 5), (1, 4), (2, 3), (3, 2), (4, 1), and (5, 0)

b. The rule is y = 5 − x. Or, you can also write it as x + y = 5. Both are correct.

x 0 1 2 3 4 5
y 5 4 3 2 1 0

6. The answers will vary. Check the student’s answers.

More Number Patterns in the Coordinate Grid, p. 89

1. The rule for x-values: start at 0, and add 1 each time.
The rule for y-values: start at 1, and add 2 each time.

x 0 1 2 3 4 5 6
y 1 3 5 7 9 11 13

122 The Four Operations (Blue Series)

More Number Patterns in the Coordinate Grid, cont.
2. The rule for x-values: start at 10, and subtract 1 each time.
The rule for y-values: start at 1, and add 2 each time.

x 10 9 8 7 6 5 4
y 1 3 5 7 9 11 13

3. The rule for x-values: start at 1, and add 1 each time.

The rule for y-values: start at 5, and subtract ½ each time.

x 1 2 3 4 5 6 7 8
y 5 4½ 4 3½ 3 2½ 2 1½

4. The rule for x-values: start at 8, and subtract ½ each time.

The rule for y-values: start at 0, and add 1 each time.

x 8 7½ 7 6½ 6 5½ 5 4½
y 0 1 2 3 4 5 6 7

5. Answers will vary.

6. Answers will vary.

7. The rule for x-values: start at 0, and add 2 each time.

The rule for y-values: start at 0, and add 1 each time.

x 0 2 4 6 8 10
y 0 1 2 3 4 5

The rule is: y is half of x. In other words, y = x/2.

Or, the other way around we can say x is double y, or x = 2y.
Explanations will vary. For example:
Since x-values skip-count by 2s, while y-values only skip-count by ones,
the x-values increase double as fast as the y-values. Thus, x ends up being
double y. Or, skip-counting by 2 forms the multiplication table of 2, and that
is why x is 2 times y.

123 The Four Operations (Blue Series)

More Number Patterns in the Coordinate Grid, cont.
8. The rule for x-values: start at 0, and add ½ each time.
The rule for y-values: start at 0, and add 1 each time.

x 0 ½ 1 1½ 2 2½ 3 3½
y 0 1 2 3 4 5 6 7

The rule is: y is double x. In other words, y = 2x.

Or, the other way around we can say x is half of y, or x = y/2.
Explanations will vary. For example:
Since y-values skip-count by ones, while x-values only skip-count by
halves, the y-values increase double as fast as the x-values. Thus, y
ends up being double x.

9. x 0 10 20 30 40 50 60 70 80 90 100 110
y 0 1 2 3 4 5 6 7 8 9 10 11

The rule is: x = 10y or y = x/10.

Explanations will vary. For example:
Skip-counting by tens creates the
multiplication table of ten, and
that is why x ends up being ten
times y.

10. x 0 2 4 6 8 10 12 14 16 18 20
y 0 ½ 1 1½ 2 2½ 3 3½ 4 4½ 5

The rule is: x is four times y, or x = 4y.

Or, the other way around we can say y is
one-fourth of x, or y = x/4.
Explanations will vary. For example:
Since x-values skip-count by 2s, while
y-values skip-count by halves, the x-values
increase four times as fast as the y-values.
Thus, x ends up being four times y.

124 The Four Operations (Blue Series)

Review, p. 93
1. a. 281 b. 69 c. 95,118
2. 83,493 – 21,390 = 62,103
3. a. 55 b. 140 c. 30 d. 56
4. a. 606 b. 902 c. 810 d. 93 e. 1,201
5. a. 9 b. 3 c. 8
6. a. x − 9 b. y + 3 + 8 = 28 c. 60 ÷ b = 12 d. 8 × x × y
7. (4) 4 × $3.75 ÷ 3 = $5. Each girl paid $5.
8. a. (12 + 17) ÷ 2 = $14.50. Each paid $14.50.
b. 5 × 4.50 – 2 = $20.50. Henry paid $20.50.
9. a. R ÷ 4 = 544; R = 2,176 b. 4 × R = 300; R = 75

10. a. 83 R41 b. 6,735 R45

11. 23,391 ÷ 9 = 2,599 times
12. You will spend 365 × $2.25 = $821.25 in a year on phone calls.
13. 5,000 ÷ 46 = 108 R32. They will need 109 buses.
14. Multiply to estimate, and use 900 km, instead of 880 km. Since 6 × 900 km = 5,400 and 7 × 900 km = 6,300 km,
it will take about 6 1/2 hours to travel 5,800 km.
15. $15.90 ÷ 3 × 2 = $10.60. Two boxes of tea bags cost $10.60.

16. a. 54 = 625 d. 1003 = 1,000,000

b. 16 = 1 e. 26 = 64
c. 302 = 900 f. 33 = 27

17. a. Its area is 400 cm2. (One side measures 20 cm.) b. Its volume is (11 m)3 = 1,331 m3.

18.The rule is: y = 9 − x.

x 0 1 2 3 4
y 9 8 7 6 5

x 5 6 7 8 9
y 4 3 2 1 0

125 The Four Operations (Blue Series)

126
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