Tfdpoe!

Fejujpo
Academic consultant : Prof. Wong Ngai Ying Prof. Leung Yuk Lun

7B
Associate Prof. Tang Kwok Chun
Editorial consultant : Dr. Leung Kung Shing Chan Cheuk Lin Lo Yin Kue
Author : Dr. Wun Chi Wa

Teacher's Edition

Modern Educational Research Society

Tfdpoe!Fejujpo

7B
 n t s
C onte
Module 1 Division and Mixed Arithmetic
Operations of Decimals
Unit Focus

Whole Number as the Divisor...........................6

1 Division Involving
Decimals (1)
Inquiry and Investigation A Number Divided by 10, 100
or 1000.............................................................. 10
Decimal as the Divisor................................... 11
Inquiry and Investigation A Number Divided by 0.1, 0.01
or 0.001.............................................................. 14
Exercise 1.......................................................15

Approximation of the Quotient....................... 16

2 Division Involving
Decimals (2)
Solving Problems........................................... 18
Solving Problems Involving the Handling of
Remainders.................................................. 20
Exercise 2......................................................... 22

Mixed Arithmetic Operations of Decimals ....... 23

3 Mixed Arithmetic
Operations of
Calculating the Area of Shapes with Decimals... 25
Solving Problems........................................... 27
Decimals Exercise 3......................................................... 29
Summary........................................................................................................30
Integrated Exercise. ........................................................................................32

Module 2 Interconversion between Decimals

and Fractions
Unit Focus

Converting Decimals to Fractions.................... 34

4 Interconversion
between Decimals
Converting Fractions to Decimals.................... 38
Converting Fractions to Decimals for
and Fractions Comparison.................................................. 41
Exercise 4......................................................... 43
Summary........................................................................................................44
Integrated Exercise. ........................................................................................45

EAATB611.indb 2 20年6月8日 下午2:49

 Module 3 Averages
Unit Focus

5
The Concept of Averages and Finding
Averages Averages...................................................... 48
Further Calculation of Averages...................... 54
Solving Problems........................................... 58
Learn More … Concepts and Skills............................. 65
Exercise 5.......................................................66
Summary........................................................................................................67
Integrated Exercise. ........................................................................................68

Module 4 Percentages
Unit Focus

Knowing Percentages.................................... 70
6 Percentages
Exercise 6.......................................................75

Converting Fractions to Percentages............... 76

7 Percentages and
Fractions
Converting Percentages to Fractions............... 80
Exercise 7.......................................................82

Converting Decimals to Percentages............... 83

8 Percentages and
Decimals
Converting Percentages to Decimals............... 85
Learn More … Concepts and Skills............................. 88
Exercise 8.......................................................89
Summary........................................................................................................90
Integrated Exercise. ........................................................................................91

Mathematical Language. .................................................................................................93

EAATB611.indb 3 20年6月8日 下午2:49

Preface
This series of books are written according to Supplement to Mathematics Education Key Learning Area Curriculum
Guide: Learning Content of Primary Mathematics prepared by The Curriculum Development Council of the HKSAR.
This series of books include four textbooks for each year level with two textbooks in each term. The topics are
grouped into Modules.

Flow of learning
Introduction Bring about learning through small games or real-life contexts.
Connecting
Ideas Review relevant prior knowledge as a way to link up prerequisite knowledge for the new topic.
Preview Provide learning activities and thinking problems for pre-lesson previewing.
Focus List the learning objectives and explain in detail new concepts or knowledge through various
learning contents, including:
Activity Enables pupils to learn or consolidate new knowledge through co-operative
learning in small groups.
Consolidation Consolidates in respect to the learning objectives and provides immediate
practice.
Brain Teaser Helps develop pupils’ higher order thinking ability.
Challenge Provides challenging questions for enhancement.
Maths in life Enables pupils to apply mathematical knowledge in everyday life.
Application Provides activities and contents that incorporate elements of STEM or
knowledges across different Learning Strands.
Reasoning Practice Enhances pupils’ logical reasoning skills through mathematical problems.
Fun Maths Stimulates pupils’ interest in learning by providing interesting mathematical
problems or knowledge.
lnquiry and
Group investigative activities that enables pupils to discover new mathematical knowledge
lnvestigation
through the three phases of inquiry ( Trial , Discussion and Conclusion ).
Exercise after
Provides diversified question types so as to systematically consolidate pupils’ learning. Taking
lessons
into account the level of difficulty, the questions are classified as:
basic questions progressive questions challenging questions
Learn More… Concepts and Skills Explores further related knowledges of the relevant topics, so as to
widen pupils’ learning horizon.
about Problem Solving Learn to use different problem-solving strategies and the knowledges
acquired to solve problems.
Summary Records the learning objectives of each module as a summary of what has been learnt in
successive phases.
Integrated Through problems connected by real life contexts and requiring the merge of acquired
Exercise knowledge in different Learning Strands, train and test pupils’ ability to integrate and apply
different aspects of mathematical knowledges to solve problems.
The more difficult questions in this series of books will be marked by ‘ ’, and the questions beyond the
curriculum will be marked by ‘ ’.
Mathematical language will be marked by , so as to enhance pupils’ ability in using mathematical language
for expressions of thoughts.

To Parents
The following parent-child and self-learning elements are provided in QR Code format.
e-Tools Immediately launches electronic tools related to the topics, which enable pupils to engage in
investigation or self-directed learning at anytime and anywhere.
e-Activities Provides electronic activities to consolidate and strengthen pupils’ learning.
Links Provides immediate links to relevant websites for learning or pre-lesson activities.
This series of books have been written aiming at perfection, but flaws may be unavoidable. We sincerely
hope that teachers and educationists can kindly help identify them for improvement.
 How much does each bag
of biscuits cost?
3.2 dollars

3 pcs
o l l a rs /
d
9.6

2017 Curriculum Tips

1
1. Students are required to perform division of a whole
number or decimal by 10, 100, 1000 and by 0.1, 0.01,
0.001.
2. The numbers of digits involved in the divisions of
decimals, except for the divisions in Learning Objectives

Module
6N1.1 and 6N1.2, should not exceed that involved in the
divisions of whole numbers as required in Learning Unit
4N2. For example, the following divisions are not required:
• 12.34 † 5.6 (= 123.4 † 56)
• 12.3 † 5.67 (= 1230 † 567)
• 123 † 0.4 (= 1230 † 4)

Division and Mixed

Arithmetic Operations
of Decimals
 Suggested number of periods: 7 (About 4.1 hours)

1 Division Involving Decimals (1)

Allocated periods   1 2 3 4 5 6 7
• Learn the division of a decimal with a whole number divisor.
Focus 1 Whole Number as the Divisor Aim
Learn the concept of division of
Concept
a decimal by a whole number.
1 Division of a decimal by a whole number
Mum bought 2 hairpins for Lucy on the Internet. She paid 2.6 dollars altogether.

2.6 † 2 = ?
? ?

0 1 2 2.6 3 ? dollars each

Each should cost slightly more than 1 dollar.

Let’s look at the calculation: 2.6 † 2 = 1.3

Each hairpin costs 1.3 dollars.
1 .3
13
2 2.6 2 26
2 2
6 6
6
6

Division of decimals is similar

to the division of whole
numbers, but we have to pay
attention to the position of
Method Qs 2 to 4 the decimal point. Aim
Perform division of a decimal
2 a 36.9 † 3 = ? by a whole number.
Step by Step

Look at the calculation

in column form. T T T T
T U th T U th T U th T U th
. 1 . 1 2. 1 2.3
3 3 6.9 3 3 6.9 3 3 6.9 3 3 6.9
3 3 3
6 6 6
Align the decimal 6 6
points of the quotient 9 9
and dividend. 9

36.9 † 3 = 12.3
6
 b 4.86 † 2 = ?
Step by Step
Estimation: T H T H T H T H
U th th U th th U th th U th th
4.86 is about 5.
. 2. 2.4 2.4 3
5 † 2 = 2…1 2 4.8 6 2 4.8 6 2 4.8 6 2 4.8 6
The answer is 4 4 4
about 2. 8 8 8
8 8
Align the decimal points. 6 6
6
Aim
Perform division of a decimal by a whole
4.86 † 2 = 2.43 number (requiring putting ‘0’ in the quotient).

3 a 4.36 † 4 = ? 2 Put ‘0’ in the tenths

place of the quotient.
Step by Step
Estimation:
1. 1.0 1.0 9
4.36 is about 4. 4 4.3 6 4 4.3 6 4 4.3 6
4†4=1 4 4 4
The answer is 3 36 36
about 1. 36
1 3 is not enough for division by 4.
4.36 † 4 = 1.09

b 3.91 † 17 = ?
Step by Step 3 is not enough for 0. 0.2 3 0.2 3
division by 17, put ‘0’ 17 3.9 1 17 3.9 1 17 3.9 1
in the units place of 34 34
the quotient. Question to Ask 51 51
What can you say about the result of 3 † 17 ? 51
(3 † 17 = 3
3.91 † 17 = 0.23 17
3 is a proper fraction and so the result of 3 † 17 is less than 1.)
17
c 1.26 † 21 Put ‘0’ in the units place and
= 0.06 tenths place of the quotient. 0.0 6
21 1.2 6
When doing division of decimals, 126
sometimes we have to put ‘0’ in Question to Ask
the quotient. According to the examples above,
explain in what cases we have to
put ‘0’ in the quotient.
(Open for discussion.)
7
 Aim
Perform division of a decimal by a whole number
(requiring adding ‘0’ to the dividend).
4 a 4.5 † 2 = ?
Step by Step
2. 2.2 2.2 2.2 5
2 4.5 2 4.5 2 4.5 0 2 4.5 0
4 4 4 4
5 5 5 5 4.5 = 4.50
4 4 4
1 10 10
10
2 Add ‘0’ to the dividend.
1 There is a Note / Hint
remainder. Bring down the 0 and Adding ‘0’ to the end
continue with the of a decimal does
calculation. not affect the value
4.5 † 2 = 2.25 of the decimal.

b 0.5 † 4 = ?
Step by Step
0. 0.1 0.1 2 0.1 2 5
0†4=0 4 0.5 4 0.5 4 0.5 0 4 0.5 0 0
4 4 4
1 10 10
8 8
There is a remainder. Add ‘0’ 2 20
to the dividend and continue 20
with the calculation. There is still a remainder.
We can add another ‘0’ and
0.5 † 4 = 0.125 continue with the calculation.
Question to Ask When doing division of decimals, som
etimes
In what cases do we have to we have to add ‘0’ to the dividend.
add ‘0’ for the dividend?
(Open for discussion.)

1 2 19.6 † 14 = 1.4 3 0.96 † 8 = 0.12

1.4 6
5 7.3 0
4 0.88 † 22 = 0.04 5 16.8 † 6 = 2.8
5
23
6 10.5 † 15 = 0.7 7 20.3 † 5 = 4.06
20
30
8 4.2 † 12 = 0.35 9 0.6 † 8 = 0.075
30

8
 Aim
Perform division of a whole number by another
Concept whole number (with the quotient being a decimal).
5 Division of a whole number by another whole number
a 9 dollars is shared equally between 2 people.

9†2=?
Each person should get an amount more than 4 dollars.

Step by Step
T T
U U U th U th
2
4 4. Add a decimal 4.5
2 9 2 9 2 9.0 point for the 2 9.0
8 8 quotient. 8
1 There is a 1 10 10
remainder. Question to Ask 10
3 Add a decimal point 1. 9 dollars is shared
and ‘0’ to the dividend. equally between
9 † 2 = 4.5 2 people. How many ‘1 dollar’ can
Each person can each person get first? How many
‘1 dollar’ is left? (Each person can get
get 4.5 dollars. 4 ‘1 dollar’ first. 1 ‘1 dollar’ is left.)
2. How can the ‘1 dollar’
b 7†4 1 .7 5 c 1†4 0.2 5 left be shared?
= 1.75 4 7.0 0 = 0.25 4 1.0 0 (Open-ended
responses. For
4 8 example: Exchange
Note / Hint
30 2 0 the ‘1 dollar’ for
If a remainder is still present
after adding ‘0’, add another 28 2 0 2each ‘50 cents’, and
person can get
‘0’ and continue with the 20 1 ‘50 cents’.)
calculation. 3. Hence, how much money can each
20 person get? (4 dollars and 50 cents,
Method i.e. 4.5 dollars.)
6 8 † 32
= 0.25 0. 2 5 When the division of a whole
32 8.0 0 number by another whole
64 number leaves a remainder, add
a decimal point for the quotient,
160
and add a decimal point and
160 suitable ‘0’s to the dividend, and
then continue with the calculation.

1 3†2= 1.5 2 12 † 5 = 2.4

3 6 † 75 = 0.08 4 82 † 40 = 2.05

Ex of this Unit: Qs 1 to 5, 8 to 9
9
 A Number Divided by 10, 100
or 1000 Allocated period   1 2 3 4 5 6 7
Concept • Learn to perform division of a number by 10, 100, 1000.
$5000 is shared equally among 10, 100 or 1000 people. The amount each person
received is as follows:
Amount Number of people Expression Each person received
$5000 10 5000 † 10 $500
Can you see a
$5000 100 5000 † 100 $50
pattern in the
$5000 1000 5000 † 1000 calculated results?
$5
Trial 1 Divide 25 m of ribbon equally into a number of parts:
Ribbon Number of parts Expression Each part has a length of
25 m 10 25 † 10 2.5 m
25 m 100 25 † 100 Find the results 0.25 m
by using a
25 m 1000 25 † 1000 0.025 m
calculator.
Trial 2 Divide 453.2 L of juice equally into a number of portions:
Juice Number of portions Expression Each portion has an amount of
453.2 L 10 453.2 † 10 45.32 L
453.2 L 100 453.2 † 100 4.532 L
453.2 L 1000 453.2 † 1000 0.4532 L
Discussion What are the results when a number (whole number or decimal) is
divided by 10, 100, 1000? Open for discussion.

Conclusion

When a number is divided by 10, we just need to move the decimal

point of the number to the ( left / right ) by 1 place(s).
When a number is divided by 100, we just need to move the decimal
point of the number to the ( left / right ) by 2 place(s).
When a number is divided by 1000, we just need to move the decimal
point of the number to the ( left / right ) by 3 place(s).

Move the decimal point to find each answer without calculation.

1 a 686 † 10 = 68.6 2 78.9 † 10 = 7.89
b 686 † 100 = 6.86 3 3.7 † 100 = 0.037
c 686 † 1000 = 0.686 4 0.5 † 1000 = 0.0005

Ex of this Unit: Qs 14 to 16
10
 Allocated periods 1 2 3 4 5 6 7

Focus 2 Decimal as the Divisor • Learn the division with a decimal divisor.

Preview
1 There is 12 kg of sugar.
a Putting every 6 kg into a bag, there are 2 bags altogether.
Calculation: 12 † 6 = 2
b Putting every 4 kg into a bag, there are 3 bags altogether.
Calculation: 12 † 4 = 3
c Putting every 1 kg into a bag, there are 12 bags altogether.
Calculation: 12 † 1 = 12
2 Work in pairs and discuss the expression and reasonable answer for each
Open-ended responses.
question below. 5
For example: 12 † 0.5 = 12 † 10 = 24
a There is 12 kg of sugar. Put every 0.5 kg into a bag. There are 24 bags altogether.
1
For example: 12 † 0.1 = 12 † = 120
b There is 12 kg of sugar. Put every 0.1 kg into a bag.There are 120 bags altogether.10
Concept Aim
1 Division of a whole number by a decimal Learn the concept of division with
a decimal divisor.
A paper strip is 6 cm long. It is divided into sections each of length 1.5 cm. How
many sections are there altogether?
There should be
1.5 cm 1.5 cm 1.5 cm 1.5 cm
4 sections altogether.

0 cm 1 2 3 4 5 6 7 8
6 † 1.5 = ?
The divisor is a decimal.
I try different methods to make
How to calculate?
the divisor a whole number,
and then do the calculation. Question to Ask
Does multiplying the dividend and divisor by the
same number affect the quotient? (No)
(To explain this in more detail, teacher may refer
6 † 1.5 = (6 | 2) † (1.5 | 2) 4 to the related content found in ‘Learn More…
= 12 † 3 3 12 Concepts and Skills’ in Unit 4 of Book 4A.)
=4 12 6 † 1.5 = (6 | 10) † (1.5 | 10) 4
= 60 † 15 15 6 0
=4 6 0
6 † 1.5 = (6 | 4) † (1.5 | 4) 4
= 24 † 6 6 24
=4 24
Multiplying the dividend and
divisor by which number is more
convenient for calculation?
6 † 1.5 = 4
There are 4 sections altogether. Open for discussion.

11
 Aim
Perform division of a whole
Method number by a decimal.
2
When doing division with a decimal
divisor, make the divisor a whole
a 7 † 1.4 number before calculation.
Step by Step
= (7 | 10) † (1.4 | 10)
5
= 70 † 14 14 70
Multiply the dividend and divisor by 10 70
=5
to make the divisor a whole number.

b 9 † 0.36 25
= (9 | 100) † (0.36 | 100) 36 900
72
= 900 † 36 1 80
= 25 Multiply the dividend and divisor by 100 180
to make the divisor a whole number.

By multiplying by 10 or 100, we
can make the divisor a whole
number more easily.

c 3 † 2.5 1 .2
Step by Step 25 3 0.0
= (3 | 10) † (2.5 | 10)
25
There is a remainder.
=
30 † 25 50
3.0 † 2.5 Add ‘0’ to the dividend
= 1.2 and continue with the 50
calculation.
d 1 † 0.08 1 2. 5
8 1 0 0.0
= (1 | 100) † (0.08 | 100)
8
= 100 † 8 20
1.00 † 0.08 16
= 12.5
40
40
• If the divisor is a decimal with 1 dec
imal
place, multiply the dividend and diviso
r by
10 to make the divisor a whole number
.
• If the divisor is a decimal with 2 dec
imal
places, multiply the dividend and diviso
r by
100 to make the divisor a whole num
ber.

12
 Aim
Perform division of a decimal by
Concept another decimal.
3 Division of a decimal by another decimal
Step by Step
2.52 † 0.42 6
= (2.52 | 100) † (0.42 | 100) 42 252
252
= 252 † 42
=6 Again, multiply the dividend and divisor by 100
to make the divisor a whole number.
Method
4 a 0.39 † 1.3 Question to Ask
Before calculation, teacher may discuss 0.3
= (0.39 | 10) † (1.3 | 10) with students: Would you multiply the 13 3.9
dividend and divisor by 10 or 100 at
= 3.9 † 13 the same time? Why?
39
= 0.3

Should the dividend be made a whole

number before calculation?

Open-ended responses. For example: No, because

we have already learnt to perform the division of a
decimal by a whole number.

b 9.6 † 0.24 40
Note / Hint
24 960
=
(9.6 | 100) † (0.24 | 100) These steps can be skipped. Teacher may
encourage students to write the multiplied 960
=
960 † 24 numbers directly in the column form for
calculation.
= 40
c 0.02 † 0.4 0.0 5
4 0.2 0 Remember to
= 0.05
0.02 † 0.4 = 0.2 † 4 20 write ‘0’ in the
suitable place.

1 72 † 1.8 = 40 2 3 † 0.06 = 50

3 4 † 1.6 = 2.5 4 15 † 0.8 = 18.75

5 4.8 † 2.4 = 2 6 7.56 † 0.36 = 21

7 1.76 † 1.1 = 1.6 8 0.5 † 0.08 = 6.25

Ex of this Unit: Qs 6 to 7, 10 to 13
13
 A Number Divided by 0.1, 0.01
or 0.001 Allocated period   1 2 3 4 5 6 7
Concept • Learn to perform division of a number by 0.1, 0.01, 0.001.
Observe the change in position of the decimal point in the result of each division below.
Can you find the pattern?

5.0 0.08
5 † 0.1 = 50 0.08 † 0.1 = 0.8
5.00 0.08
5 † 0.01 = 500 0.08 † 0.01 = 8
5.000 0.080
5 † 0.001 = 5000 0.08 † 0.001 = 80

Let’s use a calculator to find the results

of the following divisions.

Trial 1 Trial 2

12 † 0.1 = 120 3.45 † 0.1 = 34.5

12 † 0.01 = 1200 3.45 † 0.01 = 345
12 † 0.001 = 12 000 3.45 † 0.001 = 3450

Discussion
What are the results when a number (whole number or decimal) is divided by 0.1, 0.01,
0.001? Open for discussion.

Conclusion

When a number is divided by 0.1, we just need to move the decimal

point of the number to the ( left / right ) by 1 place(s).
When a number is divided by 0.01, we just need to move the decimal
point of the number to the ( left / right ) by 2 place(s).
When a number is divided by 0.001, we just need to move the decimal
point of the number to the ( left / right ) by 3 place(s).

Move the decimal point to find each answer without calculation.

1 a 18 † 0.1 = 180 2 0.5 † 0.1 = 5
b 18 † 0.01 = 1800 3 15.21 † 0.01 = 1521
c 18 † 0.001 = 18 000 4 8.89 † 0.001 = 8890

Ex of this Unit: Qs 17 to 20
14
 Exercise 1
Basic Worksheet /
Consolidating Worksheet / Qs matching individual focuses
Advanced Worksheet Focus 1: Qs 1 to 5, 8 to 9
Inquiry and Investigation: Qs 14 to 16
Focus 2: Qs 6 to 7, 10 to 13
Inquiry and Investigation: Qs 17 to 20
Calculate.
1 2 3
2.9 0.9 7 3. 5
5 1 4.5 9 8.7 3 8 2 8.0
10 81 24
45 63 40
45 63 40

4 49.5 † 25 = 1.98 5 18 † 5 = 3.6

Estimation: Estimation:
49.5 is about 50 . 18 is about 20 .
50 † 25 = 2 20 †5= 4

The answer is about 2 . The answer is about 4 .

6 18 † 2.4 7 6.45 † 0.75

=7.5 7. 5 =8.6 8.6
24 1 8 0.0 75 6 4 5.0
168 600
120 450
120 450

T 8 12.3 † 6 = 2.05 T 9 0.91 † 13 = 0.07

Question Question
10 3 † 0.15 = 20 T 11 31.2 † 7.8 = 4
Question
12 0.8 † 0.64 = 1.25 T 13 6.08 † 1.6 = 3.8
Question
Move the decimal point to find each answer without calculation.
14 5628 † 1000 = 5.628 15 420 † 100 = 4.2
16 0.8 † 10 = 0.08 17 2.48 † 0.1 = 24.8
18 6.1 † 0.01 = 610 19 0.002 † 0.001 = 2
20 0.99 † 0.0001 = 9900 How many places to the right should
the decimal point be moved?

15
 Suggested number of periods: 5 (About 2.9 hours)

2 Division Involving Decimals (2)

Allocated periods   1 2 3 4 5
• Learn more about divisions involving decimals,
Focus 1 Approximation of the Quotient and give approximate values as answers.

Preview

Approximate value
Number Correct to Correct to Correct to the nearest
2 decimal places the nearest tenth whole number

1 4.528 4.53 4.5 5

2 6.072 6.07 6.1 6

3 0.899 0.90 0.9 1

Concept
1 2.5 † 3 = ? No matter how many
‘0’s are added, there is
0.8 0.8 3 0.8 3 3 still a remainder. What
3 2. 5 3 2. 5 0 3 2. 5 0 0 should we do?
24 24 24
1 10 10
9 9
1 10
There is a remainder. 9
Add ‘0’ and continue 1
with the calculation. There is still a remainder.
Add another ‘0’ and continue
with the calculation.

In this case, we can give an approximate value

as the answer.

‘�’ means
2.5 † 3 ‘approximately
= 0.833 … equal to’.
� 0.83 (correct to 2 decimal places)

16
 Method Qs 2 to 4
2 1.3 † 0.7 = ? (Give your answer correct to 1 decimal place.)
Step by Step When we are asked
1.3 † 0.7 1 .8 5 to correct the answer
= 13 † 7 7 1 3.0 0 to 1 decimal place (or
Find the required approximate
7 correct to the nearest
= 1.85 … value by rounding.
tenth), we only
60
� 1.9 56 need to calculate
the quotient up to
40 the second decimal
35 place.
5
3 45.1 † 15 = ? (Give your answer correct to the nearest hundredth.)

Estimation: When we are asked to

3.0 0 6 correct the answer to
45.1 is about 45. 15 4 5.1 0 0 the nearest hundredth
45 † 15 = 3 The answer is about 3. 45 (or correct to 2 decimal
100 places), we only need
45.1 † 15 90 to calculate the quotient
up to the third decimal
= 3.006 … 10 place.
� 3.01

4 9.23 † 9 = ? (Give your answer correct to the nearest tenth.)

When we are asked to
Estimation: 1.0 2 correct the answer to
9.23 is about 9. 9 9.2 3 the nearest tenth (or
9 † 9 = 1 The answer is about 1. 9 correct to 1 decimal
23 place), we only need to
9.23 † 9 calculate the quotient
18
up to the second
= 1.02 … 5 decimal place.
� 1.0
When rounding to the nearest
tenth, we have to keep the ‘0’
in the tenths place.

Calculate the following. Give the approximate values of the answers according to
the instructions within the brackets.
1 4 † 3.4 � 1.2 (correct to 1 decimal place)
2 6.52 † 0.3 � 21.73 (correct to 2 decimal places)
3 0.85 † 2.3 � 0.4 (correct to the nearest tenth)
4 12.1 † 3 � 4.03 (correct to the nearest hundredth)

Ex of this Unit: Qs 1 to 4
17
 Allocated periods   1 2 3 4 5

Focus 2 Solving Problems • Solve problems involving the division of decimals with no remainders.

Preview
Work in pairs and write the answers to the questions below.
1 20 dollars is shared equally among 8 people. Each person gets 2.5 dollars.
2 45.2 g of sugar is divided equally into 10 portions. There is 4.52 g of sugar in
each portion.
Aim Learn to solve problems involving the division of decimals
Method Qs 1 to 4 by whole numbers (in the context of ‘equal sharing’).
1 Dad pays 76.8 dollars to buy 8 cakes of the same price each. How much does
Step by Step each cake cost?

76.8 dollars is paid to buy 8 cakes of the same price each.

76.8 dollars

? dollars ? dollars ? dollars ? dollars ? dollars ? dollars ? dollars ? dollars

8 cakes of the same price each

76.8 † 8 9.6
= 9.6 8 7 6.8
72
Each cake costs 9.6 dollars. 48
Consolidation Q 1 Aim
Learn to solve problems involving the division of whole numbers
48
by another whole numbers (in the context of ‘equal sharing’).
2 Fred divides 2 L of orange juice equally into 7 glasses. About how many litres of
Step by Step orange juice are there in each glass? (Give your answer correct to 1 decimal place.)

2 L of orange juice is divided equally into 7 glasses.

2 L of orange juice

?L ?L ?L ?L ?L ?L ?L

2 L of orange juice is divided equally into 7 glasses.

2†7 We only need to 0.2 8

calculate the quotient 7 2.0 0
= 0.28 … up to the second 14
� 0.3 decimal place. 60
There is about 0.3 L of orange juice in each glass. 56
4
Consolidation Q 2
18
 Aim Learn to solve problems involving the division of whole
numbers by decimals (in the context of ‘equal grouping’).
3 Mum has prepared 3 L of soy milk. She pours the soy milk into glasses each of
Step by Step capacity 0.12 L. How many glasses can be filled up?

3 L of soy milk is poured into glasses 3L

each of capacity 0.12 L. 0.12 L … 0.12 L

How many glasses?

3 † 0.12 Note / Hint 25

= 25 When solving a problem, we don’t have to write the 12 300
expression for expanding the dividend and divisor,
24
25 glasses can be filled up. but instead write directly the column form with the
Consolidation Q 3
multiplied values for calculation. This can prevent 60
giving a wrong unit to the remainder (if any).
60
Aim Learn to solve problems involving the division of a decimal by another decimal and the calculation of area.
4 A rectangular red carpet is 2.8 m long and has an area of 3.15 m2. About how many
Step by Step metres wide is the red carpet? (Give your answer correct to the nearest hundredth.)

Width of a rectangle = Area † Length

Area: 3.15 m2 ?m

2.8 m

3.15 † 2.8 1.1 2 5

= 1.125 28 3 1.5 0 0
28
� 1.13 35
The red carpet is about 1.13 m wide. 28
Consolidation Q 4
70
56
140
140

1 Sherry stacks 32 sheets of cardboard of the same thickness into a pile. The total
thickness is 35.2 mm. How many millimetres thick is one sheet of cardboard?
35.2 † 32 = 1.1 One sheet of cardboard is 1.1 mm thick.
2 A string 6 m long is divided equally into 16 sections. About how many metres
long is each section? (Give your answer correct to the nearest hundredth.)
6 † 16 � 0.38 Each section is about 0.38 m long.
3 There are 7.2 kg of peanuts. A shop assistant put every 0.48 kg into a bag. How
many bags of peanuts are there altogether? 7.2 † 0.48 = 15
There are 15 bags of peanuts altogether.
4 A room is 1.9 m long and has an area of 4.08 m2. About how many metres wide
is the room? (Give your answer correct to the nearest tenth.)
4.08 † 1.9 � 2.1   The room is about 2.1 m wide.
Ex of this Unit: Qs 5 to 10 19
 Allocated periods 1 2 3 4 5
• Solve problems involving the handling of remainders in the division of decimals.
Focus 3 Solving Problems Involving the Handling of Remainders

Preview
Read the following word problems and consider their answers. Which answer
must be a whole number? Which answer may not be a whole number?
1 15 students are divided equally into 4 groups. How many students are there
in each group?
The number of students ( must / may not ) be a whole number.
2 15 kg of rice is divided equally into 4 portions. How many kilograms are there
in each portion? Note / Hint
The weight ( must / may not ) be a whole number. Teacher may ask students to
give more examples.
Aim Learn the concept of handling remainders in solving
Method Qs 1 to 3
problems involving the division of decimals.
1 A type of stamp costs 1.3 dollars each. Lucy has 6 dollars. How many stamps of
the type can she buy at most? How many dollars does she still have?
Step by Step

The question asks for the

number of stamps, so the
quotient must be a whole
number.

1.3 dollars e
ach

Each stamp costs 1.3 dollars. 6 dollars

Lucy has 6 dollars. 1.3 dollars … 1.3 dollars (? dollars)

How many stamps?

Note / Hint
6 † 1.3 Teacher may also check the answer with students so as to
4
= 4 … 0.8 let them understand the actual value of the remainder. 13 60
1.3 | 4 = 5.2 5.2 + 0.8 = 6 52
Therefore 6 † 1.3 = 4 … 0.8 is correct.
8
The dividend and divisor have been multiplied by
10 in the column form, so the actual value of the What does this ‘8’ represent?
remainder is: 8 † 10 = 0.8 Does it represent 8 dollars?
It is impossible for the remaining amount to be 8 dollars,
because Lucy only has 6 dollars at first.
She can buy 4 stamps of the type at most. She still has 0.8 dollar.
20
 Aim
Qs 2 to 3: Learn to solve problems involving the division of
decimals (in the context of ‘equal grouping’).
2 A ribbon 3.1 m long is cut into sections each of length 0.28 m. How many sections
are there altogether? How much ribbon is left in m?
Step by Step

A ribbon 3.1 m long is 3.1 m

cut into sections each 0.28 m … 0.28 m (? m)
of length 0.28 m.
How many sections?

The number of sections must be a whole number.

3.1 † 0.28 We only need to calculate up to the units place for 11
the answer. We need not add ‘0’ in the column form. 28 310
= 11 … 0.02
28
Question to Ask
The dividend and divisor in the column form 1. 30
Does the remainder ‘2’ in the column
have been multiplied by 100, so the actual form represent ‘2 m left’? (No. If 2 m of 28
ribbon is left, it can be further divided.) 2
value of the remainder is: 2 † 100 = 0.02 2. What does it actually represent? (0.02 m)

There are 11 sections altogether. 0.02 m of ribbon is left.

3 Each compartment of a bookshelf is 40 cm long, and each fairy tale book is 2.2 cm
Step by Step thick. How many fairy tale books can be placed in one compartment of the
bookshelf? What length of space is left in cm?

Each compartment of a bookshelf is 40 cm long, 40 cm

and each fairy tale book is 2.2 cm thick. 2.2 cm … 2.2 cm (? cm)
How many books?

40 † 2.2 18
=18 … 0.4 22 400
22
18 fairy tale books can be placed
What should the result be 1 80
in one compartment of the bookshelf.
in the horizontal form? 1 76
0.4 cm of space is left.
4
Consolidation Qs 1 to 2

1 A wooden plank 1.95 m long is cut into sections each of length 0.17 m. How
many sections are there altogether? What length of wooden plank is left in m?
1.95 † 0.17 = 11 … 0.08 There are 11 sections altogether. 0.08 m of wooden plank is left.
2 There are 28.5 kg of red beans. Every 1.3 kg are put into a bag. How many bags
of red beans are there altogether? How many kilograms of red beans are left?
28.5 † 1.3 = 21 … 1.2 There are 21 bags of red beans altogether. 1.2 kg of red beans are left.
Ex of this Unit: Qs 11 to 13
21
 Exercise 2
Basic Worksheet /
Qs matching individual focuses
Consolidating Worksheet /
Focus 1: Qs 1 to 4
Advanced Worksheet
Focus 2: Qs 5 to 10
Focus 3: Qs 11 to 13

Calculate the following. Give the approximate values of the answers

according to the instructions within the brackets.
T 1 6.25 † 1.2 � 5.2 (correct to 1 decimal place)
Question

T
2 0.48 † 0.7 � 0.69 (correct to 2 decimal places)
Question
T 3 0.92 † 1.8 � 0.5 (correct to the nearest tenth)
Question

T 4 7.7 † 2.4 � 3.21 (correct to the nearest hundredth)

Question

Solve the following problems and show your working.

5 Mum spends 3.75 hours to make 5 identical cloth bags. How many hours does it
take to make one cloth bag? 3.75 † 5 = 0.75 It takes 0.75 hour to make one cloth bag.

T 6 A bamboo stick 10 m long is divided equally into 8 sections. What is the length of
Question each section in m? 10 † 8 = 1.25 The length of each section is 1.25 m.
7 An egg roll 19.5 cm long is cut into slices. Each slice is 1.5 cm thick.
How many slices are there altogether? 19.5 † 1.5 = 13
There are 13 slices altogether.
8 Dad has bought a new shower head. He installs it and turns on the tap for 6 minutes.
He collects all the water coming out from the shower head and there is 51.3 L of
water.
a How many litres of water comes out from the shower
head for each minute?
51.3 † 6 = 8.55 8.55 L of water comes out for each minute.
b Grade 1 water efficiency requires a flow rate of less than
9 L for each minute. Does the shower head Dad bought
meet the requirement of Grade 1 water efficiency? Yes
9 12 identical pencils weigh 40 g altogether. About how many grams does each
pencil weigh? (Give your answer correct to 1 decimal place.)
40 † 12 � 3.3 Each pencil weighs about 3.3 g.
10 A rectangular painting is 0.36 m long and has an area of 0.11 m2. About how wide
is the painting in m? (Give your answer correct to 2 decimal places.)
0.11 † 0.36 � 0.31 The painting is about 0.31 m wide.
11 Each bag of cashews costs 9.8 dollars. Hugo has 40 dollars. How many bags of
cashews can he buy at most? How many dollars does he still have?
40 † 9.8 = 4 … 0.8 He can buy 4 bags of cashews at most. He still has 0.8 dollar.
12 A volunteer worker at a retirement home is dividing 8.65 kg of rice. Every 0.3 kg
is packed into a bag to be given to the elderly. Altogether how many bags of rice
can be packed? How many kilograms of rice will be left?
8.65 † 0.3 = 28 … 0.25 Altogether 28 bags of rice can be packed. 0.25 kg of rice will be left.
13 A shop worker is pouring 10.9 L of soy milk into glass bottles each of capacity 1.2 L.
To transfer all soy milk, at least how many glass bottles are needed?
22 10.9 † 1.2 = 9 … 0.1 At least 10 glass bottles are needed.
 Mixed Arithmetic Operations of
3 Decimals
Suggested number of periods: 5 (About 2.9 hours)

Allocated period   1 2 3 4 5
• Perform mixed arithmetic operations of decimals.
Focus 1 Mixed Arithmetic Operations of Decimals

Preview
1 100 + (25 – 20) | 3 – 32 Calculate the part inside the brackets first.

= 100 + 5 | 3 – 32 Do multiplication or division first,

then addition or subtraction.
= 100 + 15 – 32
Calculate in order from left to right.
=115 – 32

=83
2 217 – (16 + 72 † 8) + 29

= 217 – (16 + 9 ) + 29
When calculating the part inside the
=217 – 25 + 29 brackets, we still have to follow the
rule of ‘do multiplication or division
=192 + 29 first, then addition or subtraction’.

=221

Same as working with whole numbers, when doing mixed

arithmetic operations with decimals, we should note that:
• If there are brackets, calculate the part inside the
brackets first.
• Do multiplication or division first, then addition or
subtraction.
• Calculate in order from left to right.
Method Qs 1 to 2

1 Look at the calculations below.

a 35.8 – (21.23 + 4.45) b 0.65 | (4.7 + 14.1)

= 35.8 – 25.68 = 0.65 | 18.8
= 10.12 = 12.22

23
 c 22.8 – 5.3 | 2.5 d 10.9 + 8.4 † 0.3
= 22.8 – 13.25 = 10.9 + 28
= 9.55 = 38.9

e 19.5 † 1.3 | 3.41 f 1.45 | 2.4 † 0.16

= 15 | 3.41 = 3.48 † 0.16
= 51.15 = 21.75

2 Now, calculate the following.

When calculating the part
4 a (4.3 + 8.6 | 1.5) † 0.3 inside the brackets, we also
have to do multiplication or
= (4.3 + 12.9) † 0.3 division first, then addition
= 17.2 † 0.3 or subtraction.

= 57.333 …
� 57.33 (correct to 2 decimal places)
4

b 6.83 + (7.2 – 4.7) | 2.2

= 6.83 + 2.5 | 2.2
= 6.83 + 5.5
= 12.33

Calculate the following. Give the approximate values of the answers according
to the instructions within brackets.
1 3.1 † 0.5 – 4.12 = 2.08 2 (6.35 – 5.1) | 6.2 = 7.75
3 51 – 8.45 † 6.5 + 30.5 = 80.2 4 18.2 | (0.4 + 1.47 † 2.1) = 20.02

5 (5.24 – 0.16 | 2) † 15 � 0.3 (correct to 1 decimal place)

6 87 † (0.25 | 4.8 + 2.4) � 24.17 (correct to 2 decimal places)

Ex of this Unit: Qs 1 to 6
24
 Allocated periods 1 2 3 4 5
• Solve problems involving areas of shapes and mixed arithmetic operations of decimals.
Focus 2 Calculating the Area of Shapes with Decimals

Preview
Calculate the area of the following shapes.
1 6 cm 2

7 cm
12 cm

8 cm 16 cm
The area is 49 cm2. The area is 96 cm2.
(6 + 8) | 7 † 2 16 | 12 † 2
3 4 14 cm
6 cm 4 cm

5 cm 8 cm
5 cm
5 cm

3 cm

The area is 50 cm2. The area is 97 cm2.

5|6+5|4 14 | 8 – 3 | 5
Method Qs 1 to 3
1 Calculate the area of the shape below. (Give your answer correct to 1 decimal place.)

Area:
5.2 cm 3.9 | 5.2 5.2 cm
Area:
2.9 cm 2.9 cm 3.2 | 2.9

3.2 cm 3.9 cm
3.2 cm 3.9 cm
3.2 | 2.9 + 3.9 | 5.2 = ?

3.2 | 2.9 + 3.9 | 5.2

Estimation:
3.2 is about 3. 2.9 is about 3.
= 9.28 + 20.28
3.9 is about 4. 5.2 is about 5. = 29.56
3 | 3 + 4 | 5 = 29 � 29.6
The answer is about 29. The area of the shape is 29.6 cm2.

25
 Follow Up Question
How can we find the area of this shape by
2 Calculate the area of the shape below. the dissection method?
(3.4 | 2.8 + 2 | 1.5 = 12.52)
5.4 cm 5.4 cm

2.8 cm
2.8 cm
1.3 cm
1.3 cm
2 cm
2 cm 5.4 | 2.8 – 2 | 1.3 = ?

5.4 | 2.8 – 2 | 1.3

Estimation:
5.4 is about 5. 2.8 is about 3. = 15.12 – 2.6 Subtract the area of
1.3 is about 1. = 12.52 the small rectangle
from the area of the
5 | 3 – 2 | 1 = 13 The area of the shape large rectangle.
The answer is about 13. is 12.52 cm2.

3 Lucy uses some polygons to form the shape below.

The area of the whole shape is 98 cm2.

The area of each is 18.2 cm2.

I use 4 and What is the area of each in cm2?

6 to form this shape.

(98 – 18.2 | 4) † 6
= (98 – 72.8) † 6
= 25.2 † 6
= 4.2
The area of each is 4.2 cm2.
Ex of this Unit: Qs 7 to 8
Challenge
21.6 cm
Sherry uses small pieces of rectangular paper of
different colours to make a picture which is 21.6 cm
long and 16.2 cm wide. Each piece of paper is 1.2 cm 16.2 cm
long and 0.9 cm wide. How
many pieces of paper has 0.9 cm
Sherry used?
(21.6 † 1.2) | (16.2 † 0.9) = 324 or 1.2 cm
(21.6 | 16.2) † (1.2 | 0.9) = 324
Sherry has used 324 pieces of paper.
26
 Allocated periods   1 2 3 4 5

Focus 3 Solving Problems • Solve problems involving mixed arithmetic operations of decimals.

Preview
Work in pairs. Take turns to set a word problem for the partner to solve using the
prices of the following snacks.

$4.80 $8.30 $15.50 $25.90

For example: Peter pays 100 dollars to buy 2 bags of biscuits and 1 bag of peanuts.
How much does he get in change?
Method Qs 1 to 4
1 The World Health Organization recommends that a person should not consume
Step by Step more than 25 g of sugar for each day. A carton of fruit tea contains 19.8 g of
sugar. Mr Lee drinks 2 cartons of fruit tea. How many grams more than the
recommended daily intake of sugar has he consumed?
Nutritional information of
1 carton of fruit tea
Recommended daily intake of sugar: 25 g Energy 87.5 kcal
Protein 0g
2 cartons of fruit tea contain sugar: 19.8 | 2 g
Total fat 0g
Exceeding the recommended daily • Saturated fat
19.8 | 2 – 25 g 0g
intake of sugar by: • Trans fat 0g
Carbohydrate 19.8 g
19.8 | 2 – 25 • Sugars 19.8 g
Sodium 10 mg
= 39.6 – 25
= 14.6
He has consumed 14.6 g more than the recommended daily intake of sugar.
2 About how many grams of sodium does the breakfast on the right contain
altogether? (Give your answer correct to 1 decimal place.)
Step by Step

1 chicken thigh contains sodium: 0.11 g

Sodium content of
1 slice of bread contains sodium: 0.17 g the foods below
2 eggs contain sodium: 0.12 | 2 g Slice of bread
Total sodium content: 0.11 + 0.17 + 0.12 | 2 g contains 0.17 g

0.11 + 0.17 + 0.12 | 2 Chicken thigh

contains 0.11 g
= 0.11 + 0.17 + 0.24
= 0.52 Each egg
contains 0.12 g
� 0.5
The breakfast on the right contains about 0.5 g of sodium altogether.
Consolidation 1
27
 3 Each box of biscuits costs 7.4 dollars. Lucy and her 3 classmates decide to buy
Step by Step biscuits together. Each of them pays 10 dollars. How many boxes of biscuits can
they buy at most? How many dollars do they still have?

Total amount paid by the 4 people: 10 | 4 dollars

Quantity of biscuits that can be bought: 10 | 4 † 7.4 boxes

10 | 4 † 7.4
= 40 † 7.4
= 5…3
They can buy 5 boxes of biscuits at most. They still have 3 dollars.
4 Each large cake costs 188 dollars. Each small cake costs 12.3 dollars. Amy pays
Step by Step 500 dollars to buy 1 large cake and half a dozen small cakes. How much does she
get in change?

1 large cake costs: 188 dollars

Half a dozen small cakes cost: 12.3 | 6 dollars
The change is: 500 – (188 + 12.3 | 6) dollars
500 – (188 + 12.3 | 6)
= 500 – (188 + 73.8)
= 500 – 261.8
= 238.2
She gets 238.2 dollars in change.
Consolidation Qs 2 to 3

1 Each walkathon participant can raise a basic fund of 200 dollars. On top of that,
150 dollars is raised for every 1 km he walks. Lawrence has walked 6.5 km. How
many dollars has he raised altogether? 200 + 150 | 6.5 = 1175
He has raised 1175 dollars altogether.
2 A waiter divides 3 bottles of juice, each of capacity 1.25 L, equally into 12 glasses.
About how many litres of juice are there in each glass? (Give your answer correct
to 2 decimal places.) 1.25 | 3 † 12 � 0.31
There is about 0.31 L of juice in each glass.
3 Niki stays at school for 7 hours every day. There is 1 recess period which is
0.25 hour long and a lunch period which is 1.35 hours long. The rest is for classes,
and there are 9 class periods altogether. How long is each class period in hour?
(7 – 0.25 – 1.35) † 9 = 0.6 Each class is 0.6 hour long.
Ex of this Unit: Qs 9 to 12
28
 Exercise 3
Basic Worksheet /
Qs matching individual focuses
Consolidating Worksheet /
Focus 1: Qs 1 to 6
Advanced Worksheet
Focus 2: Qs 7 to 8
Focus 3: Qs 9 to 12

Calculate the following. Give the approximate values of the answers

according to the instructions within the brackets.
T 1 4.2 | 5 – 3.15 = 17.85 T 2 (12.41 – 6.17) † 1.6 = 3.9
Question Question
3 32.5 † (2.25 + 0.05 | 5) = 13 4 2.6 | 1.3 – 5.75 † 2.3 = 0.88

T 5 5.2 | 0.8 † 3.5 � 1.2 (correct to 1 decimal place)

Question
6 42.8 † (6.58 – 2.4 | 0.7) � 8.73 (correct to 2 decimal places)

Find the area of the following shapes. Show your working.

4.3 cm
7 1.5 cm 8
2.2 cm

3 cm 3.2 cm
2 cm

4.2 cm 2.1 cm 2.2 cm

(1.5 + 4.2) | 3 † 2 4.3 | 3.2 – 2.2 | 2

= 5.7 | 3 † 2 = 13.76 – 4.4
= 17.1 † 2 = 9.36
= 8.55 The area of the shape is 9.36 cm2.
The area of the shape is 8.55 cm2. Accept any reasonable ways of
Accept any reasonable ways of calculation.
calculation.

Solve the following problems and show your working.

T
9 3 bags of tea leaves, each weighing 1.35 kg, are divided equally into 5 bottles.
Question How many kilograms of tea leaves are there in each bottle?
1.35 | 3 † 5 = 0.81 There is 0.81 kg of tea leaves in each bottle.
10 Each melon costs 45.8 dollars and each kg of lychees cost 22.5 dollars.
Mum buys one melon and 1.5 kg of lychees. How much should she
pay? (Give your answer correct to 1 decimal place.)
45.8 + 22.5 | 1.5 � 79.6 She should pay 79.6 dollars.
11 Among 5 buckets of paints, 4 buckets contain 14.8 L of paint each. The remaining
one contains 5.2 L of paint. Now, all paint is equally divided into 30 containers.
About how many litres of paint are there in each container? (Give your answer
correct to 2 decimal places.) (14.8 | 4 + 5.2) † 30 � 2.15
There are about 2.15 L of paint in each container.
12 An 8-kg bag of rice costs 92.8 dollars while a 5-kg bag of rice costs 58.5 dollars.
Which one is the better deal? How much cheaper is it for each kg of rice?
92.8 † 8 = 11.6 For an 8-kg bag of rice, each kg costs 11.6 dollars.
58.5 † 5 = 11.7 For a 5-kg bag of rice, each kg costs 11.7 dollars.
The 8-kg bag of rice is the better deal. 11.7 – 11.6 = 0.1 It is 0.1 dollar cheaper for each kg of rice.
29
 1 Whole number as the divisor
a 0.48 † 3 0.1 6
= 0.16 3 0.4 8
Align the decimal 3
points of the quotient 18
and dividend. 18
b 46 † 4 1 1 .5
= 11.5 4 4 6.0 When there is a
4 remainder, add a
6 decimal point and ‘0’
4 to the dividend, and
20 continue with the
20 calculation.

2 When a number is divided by 10, 100 or 1000, we just need

50 † 10 = 5
to move the decimal point of the number to the left by 50 † 100 = 0.5
1 place, 2 places or 3 places respectively. 50 † 1000 = 0.05

3 Decimal as the divisor

a 7 † 1.4 5
= (7 | 10) † (1.4 | 10) 14 70
70
= 70 † 14
If the divisor is a decimal with 1 decimal
=5 place, multiply the dividend and divisor by
10 to make the divisor a whole number.
b 2.52 † 0.42 6
= (2.52 | 100) † (0.42 | 100) 42 252
252
= 252 † 42
If the divisor is a decimal with 2 decimal
=6
places, multiply the dividend and divisor by
100 to make the divisor a whole number.

4 When a number is divided by 0.1, 0.01 or 0.001, we just

0.08 † 0.1 = 0.8
need to move the decimal point of the number to the 0.08 † 0.01 = 8
right by 1 place, 2 places or 3 places respectively. 0.08 † 0.001 = 80

30
5 Approximation of the quotient
2.5 † 3 = ? (Give your answer correct to 2 decimal places.)
2.5 † 3 0.8 3 3
= 0.833 … Find the required approximate value by rounding. 3 2. 5 0 0
24
� 0.83
10
9
10
9
1

When we are asked to correct the answer to 1 decimal place

(or correct to the nearest tenth), we only need to calculate the
quotient up to the second decimal place.

When we are asked to correct the answer to 2 decimal places

(or correct to the nearest hundredth), we only need to
calculate the quotient up to the third decimal place.

6 Solving problems involving the handling of remainders

Each orange costs 4.2 dollars. Fred has 20 dollars. How many oranges can he buy
at most? How many dollars does he still have?
4
20 † 4.2 42 200
The dividend and divisor have been multiplied 1 68
= 4 … 3.2
by 10 in the column form, so the actual value 32
of the remainder is: 32 † 10 = 3.2

He can buy 4 oranges at most. He still has 3.2 dollars.

7 Mixed arithmetic operations of decimals

If there are brackets, calculate the part inside the brackets first. Then, do
multiplication or division before addition or subtraction, and calculate in order from
left to right.
For example:
10.2 | (0.4 + 1.47 † 2.1) When calculating the part inside the
= 10.2 | (0.4 + 0.7) brackets, we also have to do multiplication
or division first, then addition or subtraction.
= 10.2 | 1.1
= 11.22
31
 Food truck
1 There are 30 loaves of bread in one bag. The whole
bag weighs 3.2 kg. Each loaf of bread weighs about
0.1 kg. (Give your answer correct to 1 decimal
place.) 3.2 † 30

2 Each chicken wing costs 7.8 dollars. Fred has 50 dollars.

He can buy 6 chicken wings at most. He still has
3.2 dollars. 50 † 7.8 = 6 … 3.2
$7.80 each

3 A worker mixes 1.8 kg of pork and 0.92 kg of onion, and uses every 0.17 kg of the
mix to make one hamburger patty. How many hamburger patties can be made
altogether? (Show your working)

(1.8 + 0.92) † 0.17

= 2.72 † 0.17
= 16
16 hamburger patties can be made altogether.

4 Each hamburger costs 38.8 dollars, and each glass of juice costs 15.6 dollars. A
customer pays 100 dollars to buy 2 hamburgers and 1 glass of juice. How much
does he get in change? (Show your working)

100 – (38.8 | 2 + 15.6)

= 100 – (77.6 + 15.6)
= 100 – 93.2
= 6.8
He gets 6.8 dollars in change.

5 A triangular logo shown on the right is printed on

the food truck. The area of the logo is 196.5 cm2.
26.2 | 15 † 2 15 cm

26.2 cm
32
 Which fraction has the same value as
each of the decimals? Find it out.

0.1 0.25 0.4 0.375

Starting from each

draw line segments
which go downward
or horizontally only to
reach the answer.

3 1 2 1
8 0.375 4 0.25 5 0.4 10 0.1

Module 2
Interconversion between
Decimals and Fractions
 Interconversion between Decimals
4 and Fractions
Suggested number of periods: 6 (About 3.5 hours)

Allocated periods   1 2 3 4 5 6

Focus 1
• Learn to convert decimals to fractions.
Converting Decimals to Fractions

Connecting Ideas
1 For each number line, express the value indicated by as a fraction and a
decimal.
a Expressed as Fraction Decimal

Each small division 1 0.1

0 1 2 3 stands for 10

Value indicated by 3 0.3

10

b Expressed as Fraction Decimal

Each small division 1 0.1

0 1 2 3 stands for 10

7
2 10 2.7
Value indicated by

1 square How much does Divide 1 square into 100 equal parts.
the coloured 1
area make up? Each part is 100 or 0.01 of the square.

The coloured area makes up

Decimal and fraction 45 or 0.45 of the square.
are two forms of 100
expressing numbers. (expressed (expressed
as a fraction) as a decimal)

34
 Aim
Learn to convert decimals with one
Concept decimal place to fractions.
1 Converting decimals with one decimal place to fractions
a How much does this bag of candies weigh in kg?

0.7 7
10
‘7’ in 0.7 is in the tenths place.
Expressing 0.7 as a fraction, the
0.7 kg denominator is 10, that is 7 .
10

b How long is the eraser in cm?

Step by Step

4.3 3
4 10
4.3 cm
4.3 = 4 + 0.3
3
4 10 cm 3
= 4 + 10
0 cm 1 2 3 4 5 6 7

Method
2 Convert the following decimals to fractions.
a 0.9 Step by Step b 0.5
9
= 10 51
= 10 Reduce the fraction to
The denominator is 10. 2 its lowest terms.
= 21
When a decimal with one
c d decimal place is converted to
3.2 2. 9
a fraction, the denominator
Step by Step Step by Step
= 3 + 0. 2 = 2 + 0.9 should be 10.
21
= 3 + 10 9
= 2 + 10
5

= 3 51 Reduce to the 9
= 2 10
lowest terms.

Convert the following decimals to fractions in the lowest terms.

1 0.7 = 7 2 1.8 = 1 4
10 5

35
 Aim
Learn to convert decimals with two
Concept decimal places to fractions.
3 Converting decimals with two decimal places to fractions
Step by Step

Divide the whole

square into 100
equal parts and
colour 57 of them.

1 As a part of the whole ‘1’,

the coloured portion can be
represented by:
Tenths place Hundredths place

Look at how the 0.57

following decimals are 0 . 5 7 = 57 = 0.5 + 0.07
converted to fractions. 100
5 + 7
= 10 100
50 + 7
= 100 100
Method 57
= 100
4 Convert the following decimals to fractions.
a 0.43 b 0.75
2 decimal places Step by Step 3
43
= 100 75
= 100
4

3
= 4
Reduce to the
The denominator is 100. lowest terms.
c 5.16 d 2.07
Step by Step Step by Step
16
= 5 100
4
7
= 2 100
25

4
= 5 25 Reduce to the When a decimal with
lowest terms. two decimal places is
converted to a fraction, the
denominator should be 100.

Convert the following decimals to fractions in the lowest terms.

1 0.71 = 71 2 1.42 = 1 21 3 0.08 = 2

100 50 25

36
 Aim
Learn to convert decimals with three or
Concept four decimal places to fractions.
5 Converting decimals with multiple decimal places to fractions
a Decimals with three decimal places
Step by Step 2.419 = 2 + 0.4 + 0.01 + 0.009
Can be 4 + 1 + 9
2 + 10
expressed as 100 1000
Tenths place 400 + 10 + 9
= 2 + 1000 1000 1000
Units place Hundredths place
419
= 2 + 1000
Thousandths place
419
2.4 1 9 = 2 1000
whole decimal part
number part When a decimal with three
decimal places is converted
419 to a fraction, the denominator
2.419 = 2 1000
should be 1000.

b Decimals with four decimal places

Tenths place 4.5973
Hundredths place 5973
= 4 10
Units place Thousandths place 000
Ten thousandths place

4.5 9 7 3
When a decimal with
four decimal places is
4.5973 converted to a fraction,
5 9 7 3 the denominator should
= 4 + 10 + 100 + 1000 + 10 000 be 10 000.
5973
= 4 + 10 000
5973
= 4 10 000

Convert the following decimals to fractions in the lowest terms.

1 7.375 = 3
78 2 5.004 = 5 1
250

3 2.4505 = 2 901 4 0.0018 = 9

2000 5000

Ex of this Unit: Q 1
37
 Allocated periods   1 2 3 4 5 6

Focus 2 Converting Fractions to Decimals • Learn to convert fractions to decimals.

Preview
1
0.3 = 130

This is a decimal with one decimal place(s). The denominator is

‘3’ is in the tenths place. 10 .

2 9
0.09 = 100

This is a decimal with two decimal places(s). The denominator is

‘9’ is in the hundredths place. 100 .

Look at how fractions are

converted to decimals.

Method Qs 1 to 3
1 Fractions with 10, 100, 1000 or 10 000 as the denominator
a 1 = 1.1 b 7 = 3.07
3 100
1 10

The denominator One decimal The denominator Two decimal

is 10 place is 100 places
Extra Example 6 28 = 6.28
100
(The denominator is 100) (Two decimal places)

c 19 = 4.019
4 1000 d 5 1033
000 = 5.0033

The denominator Three decimal The denominator Four decimal

is 1000 places is 10 000 places
546 2054
Extra Example 2 1000 = 2.546 Extra Example 8 = 8.2054
10 000
(The denominator is 1000.) (Three decimal places) (The denominator is 10 000) (Four decimal places)

Fractions with 10, 100, 1000 or 10 000 as the

denominator can be directly rewritten as decimals with
one, two, three or four decimal places respectively.

38
 Note / Hint
Only fractions with the denominator being a factor of 10, 100, 1000 or 10 000 (For example: 2, 4, 5, 8,
10, 20, 25, 40, 50) can be expanded to ones with 10, 100, 1000 or 10 000 as the denominator.
2 Fractions with the denominator being a factor of 10, 100, 1000 or 10 000

a 1 1| 5 5 b 3 = 3 | 2 = 6 = 0.6
2 = 2 | 5 = 10 = 0.5 5 5 | 2 10
Expand the fraction so that the Expand the fraction so that the
denominator becomes 10. denominator becomes 10.

c 3 3 | 25 75 d 16 = 16 | 4 = 64 = 0.64
4 = 4 | 25 = 100 = 0.75 25 25 | 4 100
Expand the fraction so that the Expand the fraction so that the
denominator becomes 100. denominator becomes 100.

e 3 = 2 + 3 | 125
28 f 12 = 1 + 12 | 8
1 1250
8 | 125 1250 | 8
375 Expand the
= 2 1000 = 1 1096
Expand the
fraction so that 000 fraction so that
= 2.375 the denominator = 1.0096 the denominator
becomes 1000. becomes 10 000.

Expand the fraction so that the denominat

or
becomes 10, 100, 1000 or 10 000, and then
convert the fraction to a decimal.

3 Other fractions
a Convert 5 to a decimal.
9
Step by Step

The denominator is ‘9’. It

cannot be expanded to
become 10, 100, 1000 or
10 000. What should I do? We can use division to
find the answer:
5 =5†9
9
5 =5†9
9 0.5 5 5
= 0.555 …
9 5.0 0 0
� 0.56 (correct to 2 decimal places) 4 5
50
4 5
The division seems to go on forever, 50
we can give an approximate value 4 5
as the answer. 5
39
 b Convert 11 to a decimal. (Give your answer correct to 2 decimal places.)
Step by Step
14
1
11 = ? Compare with 2 .
7 1
14 14 = 2 , that is 0.5.
11
Estimation: 11 > 7 , that is 14 > 0.5.
14 14
11
Therefore, 14 should be greater than 0.5 when converted to a decimal.

11 = 11 † 14 Note / Hint 0.7 8 5

14 When we are asked to correct the answer to
1 1. 0 0 0
2 decimal places, we only need to calculate
14
= 0.785 …
98
the quotient up to the third decimal place.
� 0.79 120
1 1 2
80
7 0
10
c Convert 4 3 to a decimal. (Give your answer correct to 2 decimal places.)
Step by Step
7
43 3 1 3
7 = ? Estimation: 4 7 <4 2 , that is 4 7 < 4.5.
3
Therefore, 4 7 should be smaller than 4.5 when converted to a decimal.

43
7 = 4 + 3
7
Rewrite the mixed number as 0.4 2 8
‘Whole number part + Fractional part’. 7 3.0 0 0
= 4 + 3 † 7
Note / Hint 2 8
= 4 + 0.428 … 3 1 20
Comparison between 4 7 and 4 2 :
4 2 = 4 14 1 4
3 6 1 7
4 7 = 4 14
� 4.43
Note / Hint
3 1
Therefore, 4 7 < 4 2 . 60
5 6
This method can be applied
We can convert fractions to
to the conversion of any 4
fraction to a decimal. decimals by using division.

Convert the following fractions to decimals.

1 91 = 0.091 2 23 = 0.46 3 2 41 = 2.25

1000 50

4 4 � 0.31 5 2 � 3.13
3 15 6 18 � 1.89
13 9
(correct to (correct to (correct to
2 decimal places) 2 decimal places) 2 decimal places)

Ex of this Unit: Qs 2 to 3
40
 Allocated periods   1 2 3 4 5 6
• Learn to convert fractions to decimals for comparison of fractions.
Focus 3 Converting Fractions to Decimals for Comparison

Preview
Arrange the following sets of numbers from the greatest to the smallest.
1 1.603, 0.602, 0.63, 0.632 1.603 > 0.632 > 0.63 > 0.602
3 , 3, 3 , 3
2
14 1 7 25 1 19 13
7
> 1 3 >
19
3
14
> 3
25

Method Qs 1 to 3
1 Arrange 3 , 10 and 4 from the greatest to the smallest.
7 21 9
Step by Step
By finding the common denominator, rewrite the
fractions as ones with the same denominator, and
Method 1 then compare them.

3 = 3|9 10 = 10 | 3 4 = 4|7
7 7|9 21 21 | 3 9 9|7
= 27
63 = 30
63 = 28
63
Question to Ask

` 10 > 4>3
21 9 7
Among
27 30
,
63 63
and
28
63
30
, which number is the greatest? ( )
63
27
Which number is the smallest? ( )
63

Method 2
If the calculated results are the
same up to the tenths place,
Convert the fractions to decimals, and then then continue the divisions in the
compare them. hundredths place, and so on.
3 = 0.42 g 10 = 0.47 g 4 = 0.44 g
7 21 9
Question to Ask

` 10 > 4>3
21 9 7
According to the results of conversion to decimals,
which number is the greatest? (0.47 …)
Which number is the smallest? (0.42 …)

Note / Hint
Which of the two methods above When converting fractions to decimals
do you prefer? Why? for comparison, do not round the
decimals obtained. If two numbers
Open-ended responses. are very close in value, rounding will
eliminate the small difference between
them. For example, 0.428 and 0.432
rounded to the hundredths place are
both 0.43, and as a consequence we
cannot tell which number is greater.
41
 2 Arrange 7 , 3 and 5 from the smallest to the greatest.
12 5 11
Convert the fractions to decimals,
Estimation:
7 > 1, and then compare them:
12 2 7 = 0.58 g Question to Ask
3 > 1, 12 According to the results of
5 2 conversion to decimals, which
5 < 1, 3 = 0. 6
number is the greatest? (0.6)
11 2 5 Which number is the smallest?
7 3
so 12 and 5 are greater, 5 = 0.45 g (0.45…)
11
5
and 11 is the smallest.
5 < 7 <3
` 11 12 5
3 Arrange 2 1 , 1.12, 0.76, 8 and 10 from the smallest to the greatest.
2 9 13
Convert 8 and 10 to decimals, and then compare them:
9 13
8 = 0.88 g Why is it unnecessary to convert
9 1
2 2 to a decimal?
10 = 0.769 g
13 It is because we can tell it is
greater than the other numbers
` 0.76 < 10 8 1
13 < 9 < 1.12 < 2 2
by its whole number part.

Arrange the following sets of numbers from the greatest to the smallest.

1 5 , 1, 2 2 > 5 1 >
12 5 3 3 12 5

2 6 , 1 5 , 1 11
1 11 15 > 11 > 6
9 1 20 1 11
9 20
5 , 7, 6 6 > 7 > 5
3 7 16 14
14 16 7

4 1.54, 5 , 0.39, 2 5 25
7
> 1.54 > 0.39 > 5
13
13 7
Ex of this Unit: Qs 4 to 6

How did you find the answers?

Share with your classmates.
Challenge
Open-ended responses.
Arrange the following sets of numbers from the greatest to the smallest.

1 8 , 0.9, 7 0.9 > 8 > 7 2 0.5, 5 , 14

14 > 0.5 > 5
9 8 9 8 11 25 25 11

42
 Exercise 4
Basic Worksheet / Qs matching individual focuses
Consolidating Worksheet / Focus 1: Q 1
Advanced Worksheet Focus 2: Qs 2 to 3
Focus 3: Qs 4 to 6

Follow the instructions and answer the questions below.

1 Convert the following decimals to fractions in the lowest terms.
7 17
T
a 4.7 = 4 10 T b 2.64 = 2 16
25
c 1.875 =
8
Question Question

d 0.012 = 3 e 5.6125 = 49 0.0005 = 1

250 5 80 f
2000

2 Convert the following fractions to decimals.

61 = 17 =
a
100 0.61 T b 3
20 3.85 T
c 10 13
25
= 10.52
Question Question
2 8 6
3 � � 1.53 � 5.46
T d 0.67 T
e 1 15 f 5 13
Question Question
(correct to (correct to (correct to
2 decimal places) 2 decimal places) 2 decimal places)
3 What portion of the whole figure on the right is coloured?
a Expressed as a fraction in the lowest terms: 1
2
b Expressed as a decimal: 0.5

4 Arrange the following sets of numbers from the greatest to the smallest.
a 8 , 11 , 7 b 32, 33, 33
25 40 20 5 4 8

7 8 11 3 > 32 > 33
34
> > 5 8
20 25 40

5 Arrange the following sets of numbers from the smallest to the greatest.
a 25, 25, 24 b 1 8 , 1 9 , 1.88, 1.8
9 6 7 9 11
9 8
2 5 < 24 < 2 5 1.8 < 1 11 < 1.88 < 1 9
9 7 6

6 For each group of numbers below, find the greatest number and blacken the circle
next to the correct answer.
a A. 2 23 B. 3 8 C. 3 1 D. 3 31
37 21 3 100
b A. 1 4 B. 1 1 C. 1.5 D. 1 4
9 3 7
43
 1 Converting decimals to fractions
Keep the whole number part. Rewrite the decimal part as a fraction and reduce it
to the lowest terms.
For example:
36
2.36 = 2 100
9
= 2 25

2 Converting fractions to decimals

a Fractions with 10, 100, 1000 or 10 000 as the denominator can be directly
rewritten as decimals with one, two, three or four decimal places respectively.
For example: 7 = 3.07
3 100

b Expand the fraction so that the denominator becomes 10, 100, 1000 or
10 000, and then convert the fraction to a decimal.
For example:
2 = 2|2
5 5|2
4
= 10
= 0. 4

c Convert a fraction to a decimal directly by division. If the division seems to go

on forever, round the quotient and give an approximate value as the answer.
For example:
5 =5†9
9
= 0.555 …
� 0.56 (correct to 2 decimal places)
3 If the comparison of a few fractions cannot be done easily, we can convert the
fractions to decimals and then compare them.
For example: 7 3 5
Arrange 12 , 5 and 11 from the smallest to the greatest.
7 = 0.58 …     3 = 0.6     5 = 0.45 …
12 5 11
` 5 < 7 < 3
11 12 5

44
 Visiting the Fraction Kingdom
1 Citizens of the Decimal Kingdom are travelling to the Fraction Kingdom. Before they
can enter the kingdom, decimals should be converted to fractions in their lowest
terms. Help the citizens of the Decimal Kingdom complete the entry forms below.
a Fraction in the b Fraction in the
Decimal Decimal
lowest terms lowest terms

3.6 33
5
4.48 4 12
25

c d
Fraction in the Fraction in the
Decimal Decimal
lowest terms lowest terms
161
2 200 3
2.805 0.0006 5000

2 Everything is expressed as fractions in the Fraction Kingdom, and the citizens of

the Decimal Kingdom are not used to it. Help them convert the following fractions
to decimals.
a

Each egg costs 9 dollars. 9 = 0.9

10 10

b
The area of the 17 = 0.34
floor mat is 17 m2. 50
50

The capacity of the orange

7
juice bottle is 2 7 L. 2 12 � 2.58
12 (correct to
2 decimal places)

45
 3 ‘Fraction Doll’ is the most popular souvenir from the Fraction Kingdom.

6 11
7 4 13 21
5 25

0.857 … 0.846 …
0.8 0.84
Arrange the fractions on the dolls from the greatest to the smallest.
6 > 11 > 21 > 4
7 13 25 5

4 ‘Fraction Cookies’ are native products of the Fraction Kingdom.

Each box of ‘Fraction Cookies’

weighs 0.3 kg.

a There are 20 cookies in each box. How many kilograms does each cookie
weigh? (Show your working)

0.3 † 20
= 0.015
Each cookie weighs 0.015 kg.

b Each visitor cannot leave the kingdom with more than 8 kg of ‘Fraction Cookies’.
At most how many boxes of ‘Fraction Cookies’ can a visitor bring back? (Show
your working)

8 † 0.3
= 26 0.2
A visitor can bring back at most 26 boxes of ‘Fraction Cookies’.

46
Each person receives some candies.

1 2
3 4

4
5

How should the candies

3
6 be shared so that each
person gets the same
number of candies?

Module Open-ended responses.

2017 Curriculum Tips

1. Teachers should explain the concept
of averages by using statistical

Averages
charts.
2. Students are required to recognise
how to estimate the result of
calculations and the average of the
group of data from statistical charts.
 5 Averages Suggested number of periods: 6 (About 3.5 hours)

Allocated periods   1 2 3 4 5 6
Concept Qs 1 to 2 • Recognise the concept of averages.
• Find the average of a group of data.
Focus 1 The Concept of Averages and Finding Averages
1 Each of Fred and Lucy has a set of 4 paper strips which are of different lengths.
Aim
15 cm
Learn about averages and the
methods of finding averages.
11 cm

8 cm

14 cm

Animation a Let’s see how Lucy operates on the strips.

I cut a section from a longer
strip and put it end-to-end to
a shorter strip.

… Repeat the steps above

This equal length is

called the average
length of the
Average length of paper strips 4 paper strips.

Finally, we have paper strips

of an equal length.
48
 Model the above method with a bar chart, we can
also find the average length of the 4 paper strips.

Animation 1 After naming the paper strips, Lucy makes a bar chart according to their lengths.

Length of the paper strips

Paper strip A
Paper strip B
Paper strip C
Paper strip D
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
Length (cm)

2 Dissect the longer bars and put the cut off parts end-to-end to the shorter
bars to make all bars equal in length.

Length of the paper strips

Paper strip A
Paper strip B
Paper strip C
Paper strip D
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
Length (cm)

3 This way, the average length of the paper strips is found. Average length of the
4 paper strips is 12 cm.
Length of the paper strips

Paper strip A
Paper strip B
Paper strip C
Paper strip D
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
Length (cm)
49
 b Let’s see how Fred can find out the average length of the 4 paper strips.

I stick 4 paper strips together

end-to-end, and then fold the
whole length in half two times.

Animation

After sticking the paper strips

together, fold it in half

Fold in half again

Unfold, and cut along the folds

Measure the length of each of the 4 equal parts

Average length of the paper strips

Use the following calculation to model the method above,

we can find the average length of the paper strips.

Try to do the calculation below.

Average length of the paper strips

= Total length of all paper strips † Number of paper strips
that is (15 + 11 + 8 + 14) † 4 = 12
Average length of the 4 paper strips is 12 cm.

The result is ( the same / not the same ) as that of Lucy.

50
 Aim
Learn to find averages through daily life examples and
statistical charts.
2 A cabinet displaying toy bears
in a toy shop has 4 shelves. Toy bears in the display cabinet
Each picture stands for 1 toy bear
The shop assistant has made
a pictogram according to the First shelf
number of toy bears on each
shelf. Second shelf

What is the average Third shelf

number of toy bears
on each shelf? Fourth shelf

Method 1
Animation Use the method of making the numbers of the pictures equal for each shelf.

Toy bears in the display cabinet Toy bears in the display cabinet
Each picture stands for 1 toy bear Each picture stands for 1 toy bear

First shelf First shelf

Second shelf Second shelf

Third shelf Third shelf

Fourth shelf Fourth shelf

If we place the toy bears equally on the 4 shelves,

there will be 7 on each shelf. In other words, the
average number of toy bears on each shelf is 7.
Method 2
Find the total number of toy bears on all shelves, and then divide it by the number
of shelves. The result is the average number of toy bears on each shelf.
(5 + 8 + 9 + 6) † 4
= 28 † 4
=7
The average number of toy bears on each shelf is 7.

Find the total value of a group of data, and divide it by the

number of data in the group. The result is the average.
Average = Total value † Number of data

51
 Aim
Learn to calculate the average of
Method Qs 3 to 5
a group of data.
3 Find the average of 55, 60, 48, 42 and 45.
Number of
Total value data
Find the total value
(55 + 60 + 48 + 42 + 45) † 5 first. Remember to
use brackets.
= 250 † 5
= 50
The average is 50.

We can use bars to represent the data, and then, make

all bars equal in length by ‘dissecting the longer for
extending the shorter’. Let’s see what we can find.

60
55 60 Greatest value
48 50
45 Average of the group of data
42
42
Smallest value

The orange parts

removed perfectly fill
up the blue parts.
0
The average is between
Question to Ask
the smallest value and Is it true that a set of numbers must be between the
the greatest value. smallest and the greatest values of the set? (True)

4 Find the average of 8.4, 6.3, 3.9 and 7.2.

Estimation:
Smallest Greatest
As the average is between the value value
smallest and the greatest values,
we can estimate it this way. (3.9 + 8.4) † 2
= 12.3 † 2
= 6.15
The average is about 6.15.
Number of
Total value data
According to the estimation, is the
(8.4 + 6.3 + 3.9 + 7.2) † 4 calculated result reasonable?
= 25.8 † 4 Reasonable

= 6.45
The average is 6.45.
52
5 Let’s calculate.
a Find the average of 2.9, 3.2, 7.2, 9 and 10.
Estimation:
(2.9 + 3.2 + 7.2 + 9 + 10) † 5 Smallest Greatest
=32.3 † 5 value value

=6.46 ( 2.9 + 10 ) † 2
The average is 6.46 . = 12.9 † 2

= 6.45

The average is about 6.45 .

b Find the average of 0, 5, 4, 12, 11, 23 and 29.
(0 + 5 + 4 + 12 + 11 + 23 + 29) † 7
=84 †7 ‘0’ is also a value. So
the number of data is 7.
=12
The average is 12 .

Calculate the following and show your working.

1 Find the average of 66, 40 and 38.

(66 + 40 + 38) † 3
= 144 † 3
= 48
The average is 48.

2 Find the average of 1.9, 2.2, 2.5, 1.97, 1.91 and 2.6.
(1.9 + 2.2 + 2.5 + 1.97 + 1.91 + 2.6) † 6
= 13.08 † 6
= 2.18
The average is 2.18.

Estimate and calculate.

Find the average of each group of data below.
3 26, 24, 28, 24.1, 20.1, 23.4, 29.4 25
4 0, 32, 66, 82, 0 Note / Hint 36
The two 0s in this question are counted as
Ex of this Unit: Qs 1 to 2 two values. So the number of data is 5.
53
 Allocated periods   1 2 3 4 5 6
• Learn further techniques for calculating the average of a group of data
(consisting of repeated data as well as statistical chart data).
Focus 2 Further Calculation of Averages

Preview
The following are the weights of 20 eggs (in g).

50 50 51 51 50 It takes a lot of time to

find the total weight of all
51 48 49 51 51 eggs by adding weights
50 50 51 48 49 one at a time.
48 49 49 49 48

Think: How can we find the average weight of the eggs above more quickly?
Open-ended responses.
Aim
Concept
Group repeated data to facilitate the use of
1 multiplication for simpler calculation of averages.
7, 9, 13, 21, 21, 13, 13, 21, 9 and 13.
What is the average of the 10 numbers above?
How do you find the answer?

Method 1 Find the total by adding up all values, and then find the average.

(7 + 9 + 13 + 21 + 21 + 13 + 13 + 21 + 9 + 13) † 10
= 140 † 10
= 14
The average is 14.

Method 2 Arrange the data from the smallest to the greatest in value:
Step by Step 7, 9, 9, 13, 13, 13, 13, 21, 21, 21
Then, find the number of times each value occurs, and find the
sum of all values.
Value 7 9 13 21
Number of times it occurs 1 2 4 3

(7 + 9 | 2 + 13 | 4 + 21 | 3) † 10
= (7 + 18 + 52 + 63) † 10
= 140 † 10
= 14
The average is 14.

54
Method Qs 2 to 3
2 Find the average of 2.7, 2.7, 2.7, 3, 3, 4, 4 and 4. (Give your answer correct to
1 decimal place.)
Value 2.7 3 4
Write down the number
of times each number Number of times
occurs and do the 3 2 3
it occurs
calculation.
(2.7 | 3 + 3 | 2 + 4 | 3) † 8
Follow Up Question
Find the average of 60, 60, 60, 60,
= (8.1 + 6 + 12) † 8
60, 60 and 60. = 26.1 † 8
(Since the average must be
between the greatest and the � 3.3
smallest values, and the two values
are 60, the average is equal to 60.) The average is 3.3.

Calculate the following and show your working.

1 Find the average of 3.47, 3.47, 3.66, 3.47, 3.47, 3.66, 4.67, 4.67 and 3.66.

(3.47 | 4 + 3.66 | 3 + 4.67 | 2) † 9

= (13.88 + 10.98 + 9.34) † 9
= 34.2 † 9
= 3.8
The average is 3.8.

Find the average of each group of data below. (Give your answers correct to
2 decimal places.)
2 1.5, 1.7, 1.5, 1.5, 2, 0.2, 1.7, 1.6 1.46
3 96, 96, 96, 96, 106, 106, 95, 95, 95 97.89

Ex of this Unit: Q 3

Challenge
Find the average of each group of data below. (Express your answers as fractions
in the lowest terms.)

1 1 1 1 1 1 1 1 1 1 1
2, 2, 3, 3, 3, 4, 4, 4, 4 3

2 1, 2, 2, 3 1 , 3 1 , 3 1 2 21
3 3 3

55
 Aim
Learn to find the average of a group of
data shown in a statistical chart.
3 How to find the average of a group of data shown in a statistical chart?
Step by Step
a The following bar chart shows Lawrence’s savings in the first half year.

Lawrence’s savings in the first half year How can we find Lawrence’s
70 average monthly savings
from the bar chart?
60
Savings (dollars)

50
40
30
20
10
0
January February March April May June
Month
Find out the group of values from the
chart, and use them to find the average.
Lawrence’s savings in the first half year
60
55
50
Savings (dollars)

45
30 30

January February March April May June

Month

Before calculation, we may

estimate the average using Estimation:
The least savings
the most and the least
(30 + 60) † 2
monthly savings.
= 90 † 2 The most savings
= 45
Lawrence’s average monthly savings
Let me calculate Lawrence’s
average monthly savings. is about 45 dollars.

(50 + 55 + 45 + 30 + 30 + 60) † 6
= 270 † 6
= 45
Lawrence’s average monthly savings is 45 dollars.

56
 b The following bar chart shows the weights of different letters in the mailbox.
What is the average weight of the letters in g?
Weights of the letters in the mailbox
First, read the chart
and find the weights
A
of different letters.
B
C
D
Letter

E
F
G
H
0 10 20 30 40 50 60 70
Weight (g)

(15 | 3 + 30 | 2 + 35 + 70 | 2) † 8 Estimation:
Weight of the
=280 † 8 (15 + 70) † 2 lightest letter
=35 = 85 †2 Weight of the
heaviest letter
The average weight of the letters is = 42.5
35 g.
The average weight of the letters is
about 42.5 g.

The chart below shows the number of used toys collected by each P.6 class. What
is the average number of used toys collected by each class?
Number of used toys collected by each P.6 class
Estimation:
A
( 30 + 80 )†2
B
Class

C = 110 † 2
D
= 55
E
0 10 20 30 40 50 60 70 80 The average number of used toys
Number of used toys collected by each class is about 55 .

(55 + 80 + 30 + 60 + 35) † 5
= 260 † 5
= 52
The average number of used toys collected by each class is 52.

Ex of this Unit: Q 4 57
 Allocated periods   1 2 3 4 5 6
Focus 3 Solving Problems • Solve problems involving averages.

Preview
Look at the picture on the right. What is the
average weight of the two people in kg?

(36 + 30) † 2 = 33
The average weight of the 40 30
two people is 33 kg. 30
kg kg

Aim
Method Qs 1 to 7 Learn to solve simpler problems involving averages.
1 The following three people just finished running on treadmills. Their runs are
recorded as shown.

Hugo Sherry Lawrence

Distance 18 km 14 km 13 km
Time 3 hours 2.5 hours 2.6 hours

a What is the average distance each person ran in km?

Step by Step

Distance Hugo ran: 18 km

Distance Sherry ran: 14 km

Distance Lawrence ran: 13 km

Total distance the three people ran: 18 + 14 + 13 km

Average distance each person ran: (18 + 14 + 13) † 3 km

(18 + 14 + 13) † 3
Average distance each person ran
= 45 † 3 = Total distance the three people ran † Number of people
= 15
The average distance each person ran is 15 km.

58
 b What is the average time each person spent running in hours?
Step by Step

Time Hugo spent: 3 hours

Time Sherry spent: 2.5 hours

Time Lawrence spent: 2.6 hours

Total time the three people spent running: 3 + 2.5 + 2.6 hours

Average time each person spent running: (3 + 2.5 + 2.6) † 3 hours

(3 + 2.5 + 2.6) † 3
= 8.1 † 3 Average time each person spent running
= Total time the three people spent running † Number of people
= 2.7
The average time each person spent running is 2.7 hours.

When solving problems, think about what

items are to be involved, and then choose
suitable data for calculation.

2 The following is a record of the time for which 7 children can stand on one leg.
What is the average time for which each child can stand on one leg in seconds?

Length of time: boys (second) 36 52 41

Length of time: girls (second) 25 28 38 67
Step by Step

Total time for which the 7 children can

36 + 52 + 41 + 25 + 28 + 38 + 67 seconds
stand on one leg:
Average time for which each child can
(36 + 52 + 41 + 25 + 28 + 38 + 67) † 7 seconds
stand on one leg:

Follow Up Question
(36 + 52 + 41 + 25 + 28 + 38 + 67) † 7
Is the average time for the 7 children the
= 287 † 7 same as taking the average of the average
times for the boys and the girls? (No)
= 41
The average time for which each child can stand on one leg is 41 seconds.
Consolidation Q 1
59
 Aim
Learn to solve problems involving
repeated numbers or values.
3 5 people share the cost of a gift. 2 people each pays 29 dollars, and the other
Step by Step 3 people each pays 37 dollars. How much does each person pay on average?

‘2 people each pays 29 dollars’, so altogether they pay:

29 29

? $ 29 | 2

‘the other 3 people each pays 37 dollars’, so altogether they pay:

37 37 37

? $ 37 | 3

Total amount the 5 people pay:

29 | 2 37 | 3

? $ 29 | 2 + 37 | 3

Each person pays on average:

Total amount the 5 people pay

? ? ? ? ? $ (29 | 2 + 37 | 3) † 5

(29 | 2 + 37 | 3) † 5 Extension
Later, one more person joins them to share the cost of the gift.
= (58 + 111) † 5 Now how much does each person have to pay on average?
(Give your answer correct to the nearest tenth.)
= 169 † 5 33.8 | 5 † 6 � 28.2
= 33.8 Now each person has to pay 28.2 dollars on average.

Each person pays 33.8 dollars on average. Consolidation Q 2 to 3

1 In a supermarket, there are 210 cartons of apple juice, 150 cartons of orange
juice, 165 cartons of grape juice and 215 cartons of milk in stock. How many
cartons does each kind of juice have in stock on average?
(210 + 150 + 165) † 3 = 175 Each kind of juice has 175 cartons in stock on average.
2 Ivy has made 6 bows. Two of the bows need 65 cm of ribbon each, while the
other four 50 cm each. How many centimetres of ribbon does each bow need
on average? (65 | 2 + 50 | 4) † 6 = 55 Each bow needs 55 cm of ribbon on average.
3 In a quiz competition, 10 points are awarded for correctly answering a Basic
Question, and 20 points are awarded for correctly answering a Challenging
Question. Lawrence answered 4 Basic Questions and 5 Challenging Questions
correctly, while Hugo only answered 6 Basic Questions correctly. How many
(10 | 4 + 20 | 5 + 10 | 6) † 2 = 100
points does each of them get on average? Each of them got 100 points on average.
Accept any reasonable ways of calculation.
Ex of this Unit: Qs 5 to 7
60
 Aim
Learn to solve problems involving groups of data which have ‘0’
values or items to be excluded for the calculation of averages.
4 Hugo and Sherry’s performance in dictation is shown below.

Hugo’s marks Sherry’s marks

Sherry took part in
Dictation 1 96 67 inter-school competition that
day, so she was exempted
Dictation 2 89 75 from the dictation.

Dictation 3 72 Absent
(not to be counted)

Dictation 4 63 80
Dictation 5 0 78

What are the average dictation marks of Hugo and Sherry?

Who performs better in dictation?
Step by Step We can use the average dictation
marks to compare their performance.

Hugo’s Sherry’s
Sherry was
marks marks
exempted from
Dictation 1 96 Hugo got 0 Dictation 1 67 one of the five
Dictation 2 89 in one of the Dictation 2 75 dictations, so
five dictations. only the other
Dictation 3 72 Dictation 3 Absent
This dictation (not to be counted) 4 dictation results
Dictation 4 63 result has to be Dictation 4 80 are counted.
counted.
Dictation 5 0 Dictation 5 78

Sum of Hugo’s Number of Hugo’s Sum of Sherry’s Number of Sherry’s

dictation marks dictation marks dictation marks dictation marks

(96 + 89 + 72 + 63 + 0) † 5 (67 + 75 + 80 + 78) † 4

= 320 † 5 = 300 † 4
= 64 = 75
Hugo’s average dictation mark is 64. Sherry’s average dictation mark is 75.

Question to Ask
Is it fair to compare their
performance using total marks?
(Open-ended responses.)

( Hugo / Sherry ) performed better in dictation.

Consolidation Q 1
61
 Aim
Learn to solve problems involving addition of new data for
the calculation of averages.
5 There are 3 boxes of goods in the elevator at first. Their average weight is 60 kg.
A box of goods weighing 80 kg is put in the elevator, and there are 4 boxes
Step by Step
altogether. How many kilograms does each box of goods weigh on average?

Average = Total value † Number of data

Total value = Average | Number of data

Total weight of the 3 boxes of goods at first:

60 60 60
60 | 3 kg
?
Total weight of the 4 boxes of goods now:

60 | 3 80
? 60 | 3 + 80 kg

Each box of goods weighs on average:

60 | 3 + 80
? ? ? ? (60 | 3 + 80) † 4 kg

Total weight of all boxes Number of boxes Extra Example

In a mini carpark, 4 cars have been parked for 28 minutes on
(60 | 3 + 80) † 4 average, and one other car has been parked for 18 minutes.
For how many minutes have the 5 cars been parked on
= (180 + 80) † 4 average?
((28 | 4 + 18) † 5 = 26
= 260 † 4 The 5 cars have been parked for 26 minutes on average.)
= 65
Each box of goods weighs 65 kg on average.
Consolidation Q 2

1 The table below shows the results of the jump attempts of a high jump
contestant. For all the successful jumps, what is the average height achieved in m?
1st jump 2nd jump 3rd jump 4th jump 5th jump 6th jump
1.25 m 1.3 m Failed 1.35 m Failed 1.38 m
(1.25 + 1.3 + 1.35 + 1.38) † 4 = 1.32 The average height achieved is 1.32 m.
2 Last Monday to Friday, an average of 23 people visited a kart circuit for kids each
day. The staff then recorded the number of visitors last Saturday and Sunday.
56 people visited on Saturday and 74 people visited on Sunday. How many
people visited the kart circuit each day last week on average?
(23 | 5 + 56 + 74) † 7 = 35 35 people visited the kart circuit each day last week on average.

Ex of this Unit: Q 8a
62
 6 In a sprint race, the average finishing time of the
top 4 contestants is 11.2 s. If the third runner-up
Step by Step
finished the race in 12.1 s, what is the average
finishing time of the top 3 contestants in seconds?
Aim
Learn to solve problems involving taking
away data in the calculation of averages.

Sum of finishing times of the top 4 contestants:

Average finishing time

11.2 11.2 11.2 11.2

Sum of finishing times of the top 4 contestants 11.2 | 4 seconds

Sum of finishing times of the top 3 contestants:

11.2 | 4

? 12.1
11.2 | 4 – 12.1 seconds
Sum of finishing times of the top 3 contestants
Average finishing time of the top 3 contestants:
Sum of finishing times of the top 3 contestants

? ? ?

Average finishing time (11.2 | 4 – 12.1) † 3 seconds

(11.2 | 4 – 12.1) † 3
= (44.8 – 12.1) † 3 Is it possible that the
champion finished the
= 32.7 † 3 race in 8 seconds? Why?
= 10.9 No. If the champion finished the race in
8 seconds, then
The average finishing time of the Sum of finishing times of first runner-up
top 3 contestants is 10.9 seconds. and second runner-up

(32.7 – 8) † 2 = 12.35
The average finishing time of the first runner-up
and second runner-up would be 12.35 seconds,
which is longer than that of the third runner-up.
Consolidation Q 6

The average mark of 6 students in a test is 83. Among them, one student fails
and gets a mark of 45. What is the average mark of the students who pass
the test? (83 | 6 – 45) † 5 = 90.6 The average mark of the students who pass the test is 90.6.
Ex of this Unit: Q 8b
63
 Aim
Find the unknown data value for a group of data with average given.
7 Mr Leung’s weights in the past half year are as shown below. His average weight
over the past half year is 72 kg. What is Mr Leung’s weight in January in kg?
Step by Step

Month October November December January February March

Weight (kg) 71 72 70 72 74

Total weight over the past half year:

Average weight Total value
= Average | Number of data
72 72 72 72 72 72
72 | 6 kg
?
Mr Leung’s weight in January:
72 | 6

71 72 70 ? 72 74

Weight in October, Weight Weight in

November and in February
December January and March 72 | 6 – (71 + 72 + 70 + 72 + 74) kg

72 | 6 – (71 + 72 + 70 + 72 + 74)
= 432 – 359
= 73
Mr Leung’s weight in January is 73 kg. Consolidation Q 7

The average age of 6 people is 17. The ages of 5 of the people are 13, 14, 16,
19 and 23. Find the age of the remaining person. 17 | 6 – (13 + 14 + 16 + 19 + 23) = 17
The age of the remaining person is 17.
Ex of this Unit: Q 9
Maths in Life
Average number of passenger trips for each day
We use averages to record the typical numbers of passenger
trips using the various modes of public transport for each day.
For example: The MTR carries an average of about 5 million
passenger trips every day. Link

Browse the website of the Transport Department and look at the

information about public transportation recorded in averages.

64
 [Some content is out of syllabus. Teacher may decide whether to teach this section depending
on the students’capability and the teaching schedules.]
• Through an example, introduce the method of finding an average by first taking a reasonable
Fun sharing number as an estimate and then finding the average of the deviations of the numbers from
this estimate so as to adjust the estimate to get the accurate value of the average.
Each of 4 children has some paper clips. They want to share all paper clips equally
among themselves.
I have 108 paper clips.
I have 106 paper clips.

I have 110 paper clips.

I have 104 paper clips.

If these paper clips are shared equally among 4 people, how can we find the
number of paper clips each person gets?

Method 1 Gather all the paper clips and share them equally.
(104 + 106 + 108 + 110) † 4 = 107 Each person gets 107 paper clips.

Method 2 Each person puts aside 100 paper clips of his or her own.
Gather the remaining paper clips and share them equally.

I have 4 paper clips left. I have 6 paper clips left.

104 – 100 = 4 106 – 100 = 6

I have 8 paper clips left. I have 10 paper clips left.

108 – 100 = 8 110 – 100 = 10

Follow Up Question
4 + 6 + 8 + 10 = 28 28 paper clips remain. If each person puts
28 † 4 = 7 Each person can get 7 more paper clips on average. aside another number
of paper clips before
100 + 7 = 107 Therefore, each person gets 107 paper clips. sharing, does each
person get 107 paper
clips in the end? At most how many paper clips can they each put aside first?
(Among the 4 people, the one with the fewest paper clips has 104, so each
person will get at least 104 paper clips in the end. Each person can put aside
104 paper clips first and share the remaining ones equally.)

In an examination, 4 students got a mark of 87 and 3 students got a mark of

94. Use the two methods above to find the average mark of the 7 students.
The average mark of the 7 students is 90.

65
 Exercise 5 Basic Worksheet /
Consolidating Worksheet /
Advanced Worksheet
Qs matching individual focuses
Focus 1: Qs 1 to 2
Focus 2: Qs 3 to 4
Focus 3: Qs 5 to 9

Find the average of each group of data below.

T 1 44, 404, 440, 444 333
Question
2 5, 5.1, 6.1, 0, 7.8, 7.5 5.25
3 9.5, 9.5, 11.3, 11.3, 11.3, 11.3, 10.7, 10.7, 10.7 10.7
Look at the picture and answer the question.
4 The electricity consumption of Chan’s family last year is recorded below. What is
the average monthly electricity consumption of Chan’s family over the last year?
The electricity consumption of
Chan’s family last year
1000
Electricity consumption every

900
800
(700 + 550 + 800 + 1000 + 550 + 600) † 12
two months (kWh)

700 = 350
600
500 The average monthly electricity consumption
400
300 of Chan’s family over the last year is
200 350 kWh.
100
0
February April June August October December
How many months
Month billed
are there in a year?
Answer the following questions and show your working. (If necessary, give
your answer correct to 2 decimal places.)
5 The capacities of 6 handcrafted bottles are 160 mL, 152 mL, 158 mL, 175 mL, 167 mL
and 179 mL respectively. What is the average capacity of the 6 bottles in mL?
(160 + 152 + 158 + 175 + 167 + 179) † 6 � 165.17 The average capacity of the 6 bottles is 165.17 mL.
6 Each jar of orange jam and strawberry jam cost $26 and $28 respectively. Mum
buys 2 jars of orange jam and 2 jars of strawberry jam. How much does she pay
for each jar of jam on average? (26 | 2 + 28 | 2) † (2 + 2) = 27
She pays $27 for each jar of jam on average.
A 7 4 children share the cost of a gift for Uncle Chan. On average, each child pays
Question $30. Lawrence wants to join when he learns about this, so the cost will be shared
equally among 5 people. How many dollars should Lawrence pay?
30 | 4 † 5 = 24 Lawrence should pays $24.
8 Hugo, Sherry and Niki are having peanuts. Each person ate 17 peanuts on average.
a Lawrence alone ate 13 peanuts. For all 4 people, how many peanuts did each
person eat on average? (17 | 3 + 13) † 4 = 16 Each person ate 16 peanuts on average.
b Hugo has eaten 15 peanuts. How many peanuts did each of Sherry and Niki
eat on average? (17 | 3 – 15) † 2 = 18 Each of Sherry and Niki ate 18 peanuts on average.
9 The average height of 7 people is 1.65 m. The heights of 6 of them are 1.6 m, 1.62 m,
1.62 m, 1.64 m, 1.67 m and 1.72 m respectively. How tall is the remaining person in m?
1.65 | 7 – (1.6 + 1.62 + 1.62 + 1.64 + 1.67 + 1.72) = 1.68 The remaining person is 1.68 m tall.
66
1 Find the total value of a group of data, and divide it by the number of data in the
group. The result is the average.

Average = Total value † Number of data

a Find the average of 1, 4, 9, 16 and 25.

(1 + 4 + 9 + 16 + 25) † 5
= 55 † 5
= 11
The average is 11.
b Find the average of 1.1, 1.2, 1.2, 1.3, 1.3, 1.3 and 2.4.
(1.1 + 1.2 | 2 + 1.3 | 3 + 2.4) † 7
= (1.1 + 2.4 + 3.9 + 2.4) † 7
= 9.8 † 7
= 1.4
The average is 1.4.

2 Finding the average of a group of data shown in a statistical chart.

Number of cakes sold in the previous 4 days

60 Reading the chart on the left, I
Number of cakes

50 know that 50, 55, 45 and 30 cakes

40 were sold respectively in the
30 previous 4 days.
20
10
0
Day 1 Day 2 Day 3 Day 4

(50 + 55 + 45 + 30) † 4
= 180 † 4
= 45
On average, 45 cakes were sold each day.

3 When solving problems, think about what items are to be involved, and then
choose suitable data for calculation.
67
 Children’s centre 8m 8m
1 Shown on the right is the floor plan of the 3m
hall in a children’s centre. The area of the hall
is 288 m2. 20 | 15 – 3 | (20 – 8 – 8)
15 m Hall
2 The cost of building the children’s centre
is 156 870 000 dollars. Its approximate
value correct to the nearest million is
157 000 000 dollars. 20 m

The children’s centre only accepts 7-year-olds to 11-year-olds as members. The

following bar chart shows the number of members of different ages.
3 The average age of the members is Age of the members of
9 years. the children’s centre
(7 | 5 + 8 | 6 + 9 | 7 + 10 | 4 + 11 | 6) † (5 + 6 + 7 + 4 + 6)
4 The total weight of the members belonging to 7
the 8-year-old group is 202.4 kg. Four of the
members have weights 33.2 kg, 35.5 kg, 8
34.3 kg and 37 kg respectively, and the
remaining two, Lawrence and Cherry, are
Age

9
equal in weight. What is the weight of Cherry
in kg? (Show your working) 10

(202.4 – 33.2 – 35.5 – 34.3 – 37) † 2 11

= 62.4 † 2
= 31.2
The weight of Cherry is 31.2 kg. 0 1 2 3 4 5 6 7 8
Number of members

5 Each member of the 11-year-old group paid $35 for the cost of the food for the
event of welcoming new members. Later, Mr Chan, the tutor, joined and shared
the cost together with them equally. How many dollars could each member get
back then? (Show your working)
35 – 35 | 6 † 7
= 35 – 210 † 7
= 35 – 30
=5
Each member could get back 5 dollars then.

68
 75%

100%

20%

Whose phone shows the highest

battery level? Whose shows the
lowest?
The female tourist’s phone shows

4
the highest battery level. The child’s
phone shows the lowest.

Module

Percentages
 6 Percentages Suggested number of periods: 3 (About 1.75 hours)

Allocated periods   1 2 3

Focus
• Recognise the concept of percentages.
Knowing Percentages
Concept Qs 1 to 3
1 The table below shows the results of a physical fitness test for Primary 6 students
from three different schools. See which school performs the best.

Faith School Love School Wisdom School

Number of P.6 students 100 110 120
Number of students
91 88 108
passing the test
Fraction of P.6 students 91 4 88 9 108
passing the test 100 5 110 10 120

The fractions have different denominators.

It’s hard to compare them!

We can convert them to fractions

with 100 as the denominator, and
then compare them.
Note / Hint
A lot of statistical data are presented in percentages, for example, birth rate, admissions
rate and unemployment rate. Since the total population of each place is different from the
others, using 100 as the denominator for all fractional data allows for easier comparison.
Faith School Love School Wisdom School
Fraction of P.6 students 91 4 9
passing the test 100 5 10
Converted to fraction with 91 80 90
100 as the denominator 100 100 100

A fraction with 100 as the denominator

is called a percentage.
91 , 80 and 90 are all percentages.
100 100 100

70
 Question to Ask
How can we use ‘%’ to show the results of the other two schools?
( 80 is 80%, 90 is 90%)
100 100
2
Students from Faith School have the best performance.
91
100 of the P.6 students passed the test. In other words,
91% of the P.6 students passed the test.

% (percent) is the percent sign.

It shows a denominator of 100.
1
1% means 1 ‘ 100 ’, which means
1
1 equal part of 100 .
It is read as one percent.

Let’s look at more percentages and how they are read:

50 1
a 100 = 50%, which means 50 equal parts of 100 .
Note / Hint
The ‘fraction’ with a decimal
It is read as fifty percent. numerator is something new to
students. Teacher can use some
3 = 3%, which means 3 equal parts of 1 . real life examples to help students
b 100 100 understand this special type of
It is read as three percent. ‘fraction’. For example, Fred has
100 dollars in savings. He uses
9.2 = 9.2%, which means 9.2 equal parts of 1 . 9 dollars and 20 cents
c 100 100 (i.e. 9.2 dollars) to buy stationery.
9.2
It is read as nine point two percent. The money he has used is 100
of all his savings.

Which means 5 Which means 18

1 5 = 5 %
1
equal parts of 100 . 2 18 = 18 % 1
equal parts of 100 .
100 100
Read as: five percent Read as: eighteen percent

Fun Maths
The origin of the percent sign
The symbol of percentage ‘%’ was said to be derived from a symbol appearing in an
Italian document dated 1425. At that time, ‘ ’ was used to represent percentages.

71
 Aim
Understand that 100% represents all or whole.
3 There are 100 bean bags in the gym.
a There are 36 orange bean bags,
which are 36 , or 36% of all bean bags.
100
b There are 64 blue bean bags,
which are 64 , or 64% of all bean bags.
100
c Blue and orange bean bags combined
Step by Step make up all the bean bags.

36% + 64%
36 64 36 + 64
= 100% 100 + 100 = 100
They make up 100% altogether.

100
100% = 100 , that is 100% = 1.

100% represents all or the whole.

Aim
Method Learn to use ‘1’ to represent ‘the whole’ in calculations.
4 In the track team, 45% of the whole team are girls. What percentage of the whole
Step by Step team are boys?

Girls 45% Boys ?%

The whole team is ‘1’

1 – 45% 1 = 100%
1 represents
= 100% – 45% 100 45 100 – 45 the whole.
100 – 100 = 100
= 55%
55% of the whole team are boys.
Follow Up Question
What is the difference between the percentage of the
boys and that of the girls?
(55% – 45% = 10%
The difference between the percentage of the boys
and that of the girls is 10%.)

72
二Activity: Designing Patterns
• Work in pairs. Exchange your textbook with each other. Each students designs a
pattern using red and green only on the 10 x 10 square grid.

• Answer the questions according to the pattern drawn, and then check each
other’s answers.

This pattern is designed by : Open-ended responses.

(name of partner)

The grid has 100 squares.

The red area makes up , or % of the grid.

100

The green area makes up , or % of the grid.

100

The red and green area combined makes up

%+ %= %,

or % of the grid.

73
 Lucy bought 100 stickers.
1 54 % of all stickers are .
2 38 % of all stickers are .
3 8 % of all stickers are .
4 , and make up 100 % of
all stickers.

Ex of this Unit: Qs 1 to 10

Maths in Life
Use of Electricity
According to ‘Hong Kong Energy End-use Data 2018’ published by the Electrical and
Mechanical Services Department, all residential energy end-uses are as follows:

Percentage of total
Air conditioning uses
Type of usage electricity used the highest percentage
35% of total electricity.
Air conditioning
Office equipment 15%
Refrigeration 14%
Energy saving tips
Cooking 9% When you are using the
air conditioner,
Lighting 9% adjust it to a warmer te
mperature and
8% turn on the fan at the sa
Hot water me time. This
10% will help save energy.
Others

It is because, when the air conditioner is

set
to a colder temperature, the electricity use
d
is much higher than when you turn on a
fan!

74
 Exercise 6
Basic Worksheet /
Consolidating Worksheet /
Advanced Worksheet

Fill in the blanks.

1 7 = 7 %, read as seven percent .

100
2 61 = 61 %, read as sixty-one percent .
100
3 80 = 80 %, read as eighty percent .
100
4 14.2 = 14.2 %, read as fourteen point two percent .
100
What percentage of the whole of each figure below is coloured? (Show
percentage by %)
5 T
6
Question

32% 40%

Answer the following questions.

7 There are 39 students in Class 6A. The students who passed the Maths test is
100% of the whole class. So, 39 students passed the test.
8 One pack of candies contains 100 pieces, and 67 of them are milk candies. That
means 67 % of the whole pack are milk candies.

9 An organization did a study on students’ views of the lunches provided by a

catering company. The table on the right shows the results.
a 28 % of all students in the study responded
Quality of lunches
with ‘Unsatisfactory’.
Satisfactory 17%
b 72 % of all students in the study responded
with ‘Satisfactory’ or ‘No opinion’. No opinion 55%
Unsatisfactory 28%
10 A vending machine has 100 cans of soft drinks.
82 cans are sold today.
a 82% of all soft drinks is sold. (Show percentage by %)
b 18% of all soft drinks is left. (Show percentage by %)
75
 Suggested number of periods: 5 (About 2.9 hours)

7 Percentages and Fractions

Allocated periods   1 2 3 4 5
• Learn to convert fractions to percentages.
Focus 1 Converting Fractions to Percentages

Preview
Fill in the blanks.
1
10

10%
1
4

25 %

Concept
1
I have made some cookies.
Animation 1 of them are chocolate flavoured.
5
What percentage of the cookies are
chocolate flavoured?

1 of all cookies are 2 20

5 10 100 (or 20%)
chocolate flavoured.
The three fractions ab
ove
have the same value.

76
Method Qs 2 to 6
2 Converting fractions to percentages
a 2 =?
5
Step by Step
Method 1

2 = 2 | 20 Expand the
5 5 | 20 fraction so
40
= 100 that the
denominator
= 40% becomes 100.

Method 2 Multiplying any number by 1 does

20 not change its value. 100% = 1,
2 = 2 | 100 % so multiplying a fraction by 100%
5 15 does not change its value.
= 40%
2 20 1
| 100 | 100 1
1 5
100 = 1% (or % for short)
1
= 40 | 100

b 160 = ?
200
Step by Step
Method 1

160 = 160 † 2 Reduce the

200 200 † 2
fraction so
80
= 100 that the
denominator
= 80% becomes 100.

Method 2

80
160 = 160 | 100%
1

200 2 200 Don’t forget

1
= 80% to write ‘%’.

We can use the following methods to convert a fraction to

a percentage:
• Expand or reduce the fraction so that the denominator
becomes 100.
• Multiply the fraction by 100% and then reduce it to the
lowest terms.
77
 Depending on the fraction we are working on, we can use
either expansion
or reduction, or multiply the fraction by 100% to find the answ
er.

3 When the fraction can be expanded or reduced

to one with 100 as the denominator

a 7 = 7|5 b 519 = 519 † 3 Note / Hint

20 20 | 5 300 300 † 3 Only fractions with a factor
35 The fraction can be 173 or multiple of 100 as
= 100 expanded or reduced = 100 the denominator can be
to one with 100 as expanded or reduced to
= 35% = 173% fractions with 100 as the
the denominator. denominator.

4 When the fraction cannot be expanded or reduced

to one with 100 as the denominator

a 1 = 1 | 100%
25
b 2 61 = 2 61 | 100% Note / Hint
12 312 Accept calculation results
(the fraction before ‘%’)
= 25 = 13
50
expressed as mixed
3 % The fraction cannot be 36
| 100%
numbers or improper
expanded or reduced fractions in the lowest terms.
= 8 31 % to one with 100 as = 650
3 %
the denominator.
Improper fractions
= 216 2
3% can be rewritten
as mixed numbers.
Fractions smaller than 1 are
percentages smaller than 100%.
Fractions greater than 1 are
percentages greater than 100%.

5 Which methods would you use to convert the following fractions to percentages?

a 2 = 0.2 % I used the method of

1000 ( expansion / reduction / multiplying by 100% ).
Open-ended responses.
8 = I used the method of
b
9 88 8
9
%
( expansion / reduction / multiplying by 100% ).
Open-ended responses.

Convert the following fractions to percentages. (Show percentage by %)

1 12 = 2 416 = 52% 3 2 = 1 4 1 2 = 166 2 %
25 48% 800 15 13 3 % 3 3

78
 6
What percentage of the
Step by Step
whole figure on the left
is coloured?

5 of the whole figure is coloured.

1 First, find the fraction. 6
2 Then, find the percentage. 5 = 5 | 100%
6 6

= 500
6 %

= 83 31 %

83 31 % of the whole figure is coloured.

What portion of the whole of each figure below is coloured? Express your answer
as a fraction in the lowest terms and a percentage.
1 2

3 4
= 37 1 % = 44 4 %
8 2 9 9

Ex of this Unit: Qs 1 to 6, 13 to 14

Challenge
Two large rectangles are shown below. Each large rectangle represents 1.

Express the coloured part as a mixed number in the lowest terms: 1 3

10
Express the coloured part as a percentage: 130 %

79
 Allocated periods   1 2 3 4 5
• Learn to convert percentages to fractions.
Focus 2 Converting Percentages to Fractions

Preview
Reduce the following fractions to the lowest terms.

1 70 = 7 2 4 = 1 3 6 = 3
100 10 100 25 1000 500

Method Qs 1 to 3
1 Converting percentages to fractions
a 20% = ?
Step by Step
% shows a denominator of 100.
Method 1

20 Write as a fraction
20% = 100
with 100 as the
denominator.
= 51
Reduce to the
lowest terms.
Method 2
1
1% = 1 , 20% means 20 equal parts of 1 .
1
20% = 20 | 100
5 100 100
= 51 Therefore, 20% = 20 | 1 .
100

b 148% = ?

Method 1 Method 2
148 37
1
148% = 148 | 100
148% = 100 25

= 37 = 37
25
Note / Hint
25 Improper fractions Accept calculation results
expressed as mixed numbers
can be rewritten
= 1 12 = 1 12
25
or improper fractions in the
25 as mixed numbers. lowest terms.

We can use the following methods to convert

percentages to fractions:
• Write as a fraction with 100 as the denominator, or
• Replace the percent sign ‘%’ with ‘| 1 ’.
100
and then reduce the result to the lowest terms.

80
 2
If the number before ‘%’ is a
decimal, how can I calculate it?

a 1.8% = 1.8 b 0. 5
0.5% = 100
100
1.8 | 10 By fraction 0.5 | 10
= 100 | 10 = 100
expansion, make | 10
18 the numerator a 5
= 1000 = 1000
whole number first.
9
= 500 1
= 200

3
If the number before ‘%’ is a
Step by Step
fraction, how can I calculate it?

4%
a
5
b 12 21 %
1
12 2 %
4 % means 4
= 4 | 1
5 100 5 5
1
= 12 21 | 100 25
= 2 %
1
equal parts of 100 .
1 1 25 1
= 125 = 25
2 | 1
100 4
= 2 | 100
Rewrite the =8
1
mixed numbers = 81
to an improper
fraction.

Percentages smaller than 100% are

fractions smaller than 1.
Percentages greater than 100% are
fractions greater than 1.

Convert the following percentages to fractions in the lowest terms.

1 75% = 3 2 305% = 3 1 3 22.5% = 9

4 20 40

5% = 1
4
9
5 42
7%
= 3 6 0.02% = 1
180 70 5000

Ex of this Unit: Qs 7 to 12, 15

81
 Exercise 7 Basic Worksheet /
Consolidating Worksheet /
Qs matching individual focuses
Focus 1: Qs 1 to 6, 13 to 14
Advanced Worksheet Focus 2: Qs 7 to 12, 15

Convert the following fractions to percentages. (Show percentage by %)

11 = 55 % 126 = 42 % 1 = 110 %
T 1 20
2
300 T 3 1 10
Question Question

4 49 = 1 7 = 2 6 9 = 1
2% T 5 1 16
200 24
Question 15 46 3% 156 4 %
or 24.5% or 156.25%

Convert the following percentages to fractions in the lowest terms.

65% = 13 188% = 1 22 1.5% = 3

T 7 20 T 8 25 T 9 200
Question Question Question

T 10 42.6% = 213 11 57
9%
= 13 12 1.25% = 1
Question 500 225 80

Look at the figures and answer the following questions.

1
T 13 The orange part is of the whole figure on the right,
Question 2
(Give your answer as a fraction in the lowest terms.)
which is the same as 50 %.

T 14 What portion of the whole figure on the left is green?

Question
Expressed as a fraction in the lowest terms: 9
20

Expressed as a percentage: 45 %

Follow the instruction and answer the question.

15 Colour the figure below such that the coloured part is 80% of the whole figure.

or colour any two triangles

82
 Suggested number of periods: 4 (About 2.3 hours)

8 Percentages and Decimals

Allocated periods   1 2 3 4
• Learn to convert decimals to percentages.
Focus 1 Converting Decimals to Percentages

Preview
1 0.256 | 10 = 2.56 2 0.78 | 10 = 7.8 3 0.9 | 10 = 9

0.256 | 100 = 25.6
0.78 | 100 = 78 0.9 | 100 = 90

0.256 | 1000 = 256
0.78 | 1000 = 780 0.9 | 1000 = 900

Method Qs 1 to 2
1 Converting decimals to percentages

a 45
0.45 = 100

= 45%
Use the percent sign % to represent 1 .
100

b 68
5.68 = 5 100 c 3
0.03 = 100

= 568% 5 = 500% = 3%

d 6
0.6 = 10 e 562
0.562 = 1000

6 | 10 562 † 10 Reduce the

= 10 | 10 Expand the = 1000 † 10 fraction so
60 fraction so that that the
= 100 the denominator = 56.2
100 denominator
becomes 100. becomes 100.
= 60% = 56.2%

Decimals smaller than 1 are

percentages smaller than 100%.
Decimals greater than 1 are
percentages greater than 100%.

83
 2 Another way to convert decimals to percentages

Multiplying any number by 1 does not change its value. 100% = 1,

so multiplying a decimal by 100% does not change its value.

a 0.45 = 0.45 | 100% 1

(0.45 | 100) | 100
Step by Step
= (0.45 | 100)%
= 45%
0.45 | 100
We can move the decimal point two places to the right.
0.45. · 45

Remove the 0 on the left.

b 6.88 = 6.88 | 100%

We can think
= (6.88 | 100)% in this way:
= 688% 6.88 . %

c 0.01 = 0.01 | 100% d 3.5 = 3.5 | 100%

= 1% = 350% 3.50.%
0.01.%

Remember to add 0

We can use the following methods to convert a decimal

to a percentage:
• Convert the decimal to a fraction. Expand or reduce
the fraction so that the denominator becomes 100.
• Multiply the decimal by 100%.

Convert the following decimals to percentages. (Show percentage by %)

1 0.99 = 99% 2 1.63 = 163% 3 4.589 = 458.9%
4 0.5858 = 58.58% 5 7.5 = 750% 6 10 = 1000%

Ex of this Unit: Qs 1 to 6
84
 Allocated periods   1 2 3 4
• Learn to convert percentages to decimals.
Focus 2 Converting Percentages to Decimals

Preview
1 128 † 10 = 12.8 2 82 † 10 = 8.2 3 6 † 10 = 0.6

128 † 100 = 1.28 82 † 100 = 0.82 6 † 100 = 0.06

128 † 1000 = 0.128 82 † 1000 = 0.082 6 † 1000 = 0.006

Method Qs 1 to 4
1 Converting percentages to decimals
a 32% = 32 32 is 32 † 100. We can move the decimal point
100
Step by Step 100
= 0.32 two places to the left.
32. · .32. · 0.32

add a decimal point add 0 where appropriate

b 4
4% = 100 c 37.2% = 37.2
We can think 100
= 0.04 in this way: = 0.372
0.04.%
0.37.2%

d 780
780% = 100 e 900
900% = 100
7.80.% 9.00.%
= 7.8 =9

Remove the 0 at the right end

after the decimal point.

imals smaller than 1.

Percentages smaller than 100% are dec
imals greater than 1.
Percentages greater than 100% are dec

Convert the following percentages to decimals.

1 47% = 0.47 2 150% = 1.5 3 8.3% = 0.083

85
 2 a 3 % = 0.3% b 1 % = 0.25%
10 4
3 = 0. 3 1 25
= 0.003 10 = 0.0025 4 = 100
= 0.25
0.00.3%

c 2 % = 3.4%
35 d 24 81 % = 24.125%

= 0.034 Convert 3 2 to = 0.24125

5
a decimal.

e 30 13
25 % = 30.52%
f 103 3
5 % = 103.6%
= 0.3052 = 1.036

What is special about these percentages?

The numbers in front of % are all fractions.

3
Step by Step tion,
I first convert the percentage to a frac
ima l.
and then convert the fraction to a dec

18 31 % = 18 31 | 100
1
Replace the percent sign ‘%’ with ‘ | 1 ’.
100
11
= 55 | 1
3 100 20 0.1 8 3
11 60 1 1.0 0 0
= 60 6 0
500
= 0.183 …
4 8 0
200
� 0.18 (correct to 2 decimal places)
1 8 0
20

86
4 Niki expresses the coloured portion of the whole of the figure below as a fraction
in the lowest terms, a decimal and a percentage.

3
4 = 0.75 = 75%

Convert the following percentages to decimals.

1 3% = 2 7 %=
152 10 1.527
8 0.00375
(correct to
4 17 = 0.0485 4 15 5 % � 0.16
20 %
3
9 2 decimal places)

What portion of the whole of each figure below is coloured? Express your
answer as a fraction in the lowest terms, a decimal and a percentage.
5 6

7 = 0.7 = 70 % 7 = 0.875 = 87.5 %

10 8

Activity: Match the Squares 0.1 45%

• Work in pairs. Fold a piece of large square paper 1
50%
in half twice to create four squares. 4 25% 30%
• On each side of every square, write a decimal, 0.4 1
5
fraction or percentage. The numbers next to a 40% 0.2
common side of two squares must have the 1
same value. 3 0.8 80% 3
4
• Cut apart the four squares. Flip them over and 0.6 0.5
shuffle them.
• Hand over the squares to the partner. Then, put the squares back to the
original layout by matching numbers of the same value.
Ex of this Unit: Qs 7 to 17
87
 [Some content is out of syllabus. Teacher may decide whether
to teach this section depending on the students’ capability
Comparing values and the teaching schedules.]
• Compare the values of decimals, fractions and percentages.

Arrange 0.35, 1 and 33% from the smallest to the greatest.

3

Method 1 0.35 = 0.35 | 100%

Convert 0.35 and 31 = 35%
to percentages for 1 = 1 | 100%
comparison. 3 3
= 33 31 %

` 33% < 31 < 0.35

Method 2 1
Convert 3 and 33% to 1 = 0.333 g
decimals for comparison. 3
33% = 0.33

` 33% < 31 < 0.35

Which method is more convenient?

Open for discussion.

Arrange the numbers below from the greatest to the smallest.

1 2 2.83, 83%, 2 2
1 0.4, 45%, 4 3
I converted all the numbers to I converted all the numbers to
( percentages / decimals ) for ( percentages / decimals ) for
comparison. Open-ended responses. comparison. Open-ended responses.
For example: For example:
0.4 = 40% or 45% = 0.45 2.83 = 283% or 83% = 0.83
1 = 25%  1 = 0.25
22 = 266 2 % 2 2 = 2.66 …
4 4 3 3 3
1 2
` 45% > 0.4 > 4 ` 2.83 > 2 3 > 83%

88
 Exercise 8
Basic Worksheet / Qs matching individual focuses
Consolidating Worksheet / Focus 1: Qs 1 to 6
Advanced Worksheet Focus 2: Qs 7 to 17

Convert the following decimals to percentages. (Show percentage by %)

T 1 0.02 = 2% T 2 0.5 = 50% T 3 1.67 = 167%

Question Question Question

T 4 0.424 = 42.4% 5 0.095 = 9.5% 6 20.5 = 2050%

Question

Convert the following percentages to decimals.

T 7 62% = 0.62 T 8 8% = 0.08 T 9 631% = 6.31

Question Question Question
3 % = 0.0412
T 10 32.1% = 0.321 11 4 25 12 12 5
6%
� 0.13
Question
(correct to
2 decimal places)
Complete the table below.

Fraction in the
Decimal Percentage
lowest terms

13 1 0.2
5 20%

14 1 14
25
1.56 156%

15 411 0.2055 11 %
20 20
2000

What portion of the whole of each figure below is coloured? Express your
answer as a fraction in the lowest terms, a decimal and a percentage.

16 17

1 = 0.5 = 50 % 9 = 0.5625 = 56.25 %

2 16
89
 1 Percentages
A fraction with 100 as the denominator is called a percentage.

% (percent) is the percent sign. It shows a denominator of 100.

1 1
1% means 1 ‘ 100 ’, which means 1 equal part of 100 . It is read as one percent.
13 1
For example: 100 = 13%, which means 13 equal parts of 100 .

It is read as thirteen percent.

2 Percentages and fractions
a Converting fractions to percentages

9 9|4 36 2 = 2 | 100% = 200 % = 66 2 %

25 = 25 | 4 = 100 = 36% 3 3 3 3

Expand or reduce the fraction so that Multiply by 100%.

the denominator becomes 100.
b Converting percentages to fractions

40 = 2
40% = 100 57 71 % = 400 | 1 = 4
5 7 100 7

Write as a fraction with Replace percent sign ‘%’ with ‘| 1 ’.

100 as the denominator. 100

3 Percentages and decimals

a Converting decimals to percentages
27 = 27%
0.27 = 100 3.5 = 3.5 | 100% = 350%
Move the decimal point
two places to the right.
b Converting percentages to decimals
61 = 0.61 1 % = 0.25% = 0.0025
61% = 100 4
Move the decimal point
two places to the left.
90
 Sports Day
1 There are 100 Primary 6 students. The table below shows the numbers of
Primary 6 students who participated in various competitions.

Competition Number of students

Running 67
High jump 9
Long jump 40

67
a or 67 % of all Primary 6 students participated in running.
100
9
b or 9 % of all Primary 6 students participated in high jump.
100

2 The school has 40 teachers. 100% of all teachers attended the Sports Day. That
means 40 teachers attended the Sports Day.

3 Among students who participated in running, 53% are girls and 47 % are boys.
1 – 53%

4 3 of the boys from Class 6C participated in long jump. That means 30 % of

10
the boys from Class 6C participated in long jump.

1
5 12.5% of the boys from Class 6B participated in softball throw. That means
8
of the boys from Class 6B participated in softball throw.

6 9 of all teachers participated in the teacher-student relay race.

40
a It means 22.5 % of all teachers participated in the
teacher-student relay race.
b That is 0.225 of all teachers. (Give your answer as a
decimal.)

1
7 Only 4 % of all students received more than three medals. That means
5 125
of all students received more than three medals.
91
 8 Ms Wong bought 4 rolls of ribbon to decorate the podium. Each roll was 1 m long.
The ribbon left was 0.32 m long.
a She used 3.68 m of ribbon. 4 – 0.32

b The ribbon used was 23 of the whole of all 4 rolls.

25 368 23
400 = 25
(Give your answer as a fraction in the lowest terms.)
c The ribbon used was 92 % of the whole of all 4 rolls.
23 23 | 4 92 or 368 = 368 † 4 = 92 = 92%
25 = 25 | 4 = 100 = 92% 400 400 † 4 100
9 The flag below was designed by the cheerleading team of Class 6A. What portion
of the whole flag is blue?

a Expressed as a fraction in the lowest terms: 3

4
b Expressed as a decimal: 0.75

c Expressed as a percentage: 75 %

10 The weights of the cheerleading team members from Class 6B are as follows:

Betty Kate Michelle Irene Cindy

Weight (kg) 31 37.7 40.2 48.3 40.8

What is their average weight? (Show your working)

(31 + 37.7 + 40.2 + 48.3 + 40.8) † 5

= 198 † 5
= 39.6
Their average weight is 39.6 kg.

92
 h e m a t i c a l Language
M at
Module 1 Division and Mixed Arithmetic Operations of
Decimals
Vocabulary

decimal decimal point dividend

divisor whole number quotient
multiply rounding approximate value
tenths place hundredths place shared equally
mixed arithmetic operations

Module 2 Interconversion between Decimals and Fractions

Vocabulary

one decimal place two decimal places

three decimal places four decimal places
fraction in the lowest terms expanding fraction
factor finding a common denominator

93
 h e m a t i c a l Language
M at
Module 3 Averages

Vocabulary

average total value number of data

smallest value greatest value estimation

Module 4 Percentages

Vocabulary

percentage percent sign decimal

fraction value denominator
numerator improper fraction mixed number

Sentence Structure
1
˛ % means ˛ equal part(s) of 100 .

94
Acknowledgements

Modern Primary Mathematics (Second Edition)

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Modern Primary Mathematics (Second Edition)

6A Teacher's Edition
Academic consultant: Prof. Wong Ngai Ying Prof. Leung Yuk Lun Associate Prof. Tang Kwok Chun
Editorial consultant: Dr. Leung Kung Shing Chan Cheuk Lin Lo Yin Kue
Author: Dr. Wun Chi Wa
Editor: Modern Educational Research Society Editorial Board

© Modern Educational Research Society, Ltd. 2020

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First edition 2020

ISBN 978-988-86-4822-1
6
A

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