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Contents
Patterns and Algebra 1

Number Sense 1

Measurement 1

Probability and Data Management 1 135

Geometry 1 fey

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Copyright © 2009 JUMP Math

Excerpts from this publication may be reproduced under licence from Access Copyright,
or with the express written permission of JUMP Math, or as permitted by law.

All rights are otherwise reserved, and no part of this publication may be reproduced, stored
in a retrieval system, or transmitted in any form or by any means, electronic, mechanical,
photocopying, scanning, recording or otherwise, except as specifically authorized.

JUMP Math
Toronto, Ontario
www.jumpmath.org

Writers: Dr. John Mighton, Dr. Sindi Sabourin, Dr. Anna Klebanov
Consultant: Jennifer Wyatt
Cover Design: Blakeley Words+Pictures
Special thanks to the design and layout team.
Cover Photograph: Eugene Kasimiarovich

ISBN: 978-1-897120-74-3

Eleventh printing July 2017

Printed and bound in Canada

A note to educators, parents, and everyone who believes that numeracy is as important as literacy
for a fully functioning society

Welcome to JUMP Math

Entering the world of JUMP Math means believing that every child has the
capacity to be fully numerate and to love math. Founder and mathematician
John Mighton has used this premise to develop his innovative teaching
method. The resulting materials isolate and describe concepts so clearly and
incrementally that everyone can understand them.

JUMP Math is comprised of workbooks, teacher's guides, evaluation materials,

outreach programs, tutoring support through schools and community
organizations, and provincial curriculum correlations. All of this is presented
on the JUMP Math website: www.jumpmath.org.

Teacher's guides are available on the website for free use. Read the introduction
to the teacher's guides before you begin using these materials. This will ensure
that you understand both the philosophy and the methodology of JUMP Math.
The workbooks are designed for use by children, with adult guidance. Each child
will have unique needs and it is important to provide the child with the appropriate
support and encouragement as he or she works through the material.

Allow children to discover the concepts on the worksheets by themselves as

much as possible. Mathematical discoveries can be made in small, incremental
steps. The discovery of a new step is like untangling the parts of a puzzle. It is
exciting and rewarding.

Children will need to answer the questions marked witha —__|| ina notebook.
Grid paper and notebooks should always be on hand for answering extra questions
or when additional room for calculation is needed. Grid paper is also available in the
BLM section of the Teacher's Guide.

The @ means “Stop! Assess understanding and explain new concepts before
proceeding.”
Contents
PART 1
Patterns & Algebra
PA5-1 Counting ' 1
PA5-2 Increasing Sequences 2
PA5-3 Counting Backwards 3
PA5-4 Decreasing Sequences ? 4
PA5S-5 Increasing and Decreasing Sequences 5
PA5-6 Extending a Pattern Using a Rule 6
PA5-7 Identifying Pattern Rules io
PA5-8 Introduction to T-tables 8
PA5-9 T-tables 10
PAS-10 Problems Involving Time 13
PA5-1 1 T-tables (Advanced) 14
PA5-12 Repeating Patterns 15
PA5-13 Extending Patterns & Predicting Positions 16
PA5-14 Number Lines 19
PA5-15 Number Lines (Advanced) 20
PA5-16 Lowest Common Multiples 21
PA5-17 Describing & Creating Patterns ae
PA5-18 2-Dimensional Patterns 2a
PA5-19 Number Pyramids 27
PA5-20 Patterns in Times Tables 28
PA5-21 Patterns in the Eight Times Table 29
PA5-22 Times Tables (Advanced) 30
PA5-23 Circle Charts 31

Number Sense
NS5-1 Place Value 32
NS5-2 Writing Numbers 34
NS5-3 Representation with Base Ten Materials 36
NS5-4 Representation in Expanded Form 39
NS5-5 Comparing and Ordering Numbers 41
NS5-6 Differences of 10, 100, 1 000 or 10 000 43
NS5-7 Comparing Numbers (Advanced) 45
NS5-8 Regrouping 47
NS5-9 Adding with Regrouping 493
NS5-10 Adding 3-Digit Numbers 50
NS5-11 Adding 4- and 5-Digit Numbers o1
NS5-12 Subtraction 53
NS5-13 Parts and Totals 57
NS5-14 Parts and Totals (Advanced) 58
NS5-15 Addition and Subtraction 59
NS5-16 Larger Numbers 60
NS5-17 Concepts in Number Sense 61
NS5-18 Arrays 62
NS5-19 Multiplying by Skip Counting and Adding On 63
NS5-20 Multiplying by Adding On 64
NS5-21 Multiples of 10 65
NS5-22 Advanced Arrays 66
NS5-23 Mental Math 67
NS5-24 The Standard Method for Multiplication 68
NS5-25 Regrouping 69
NS5-26 Multiplying — 3-Digit by 1-Digit 70
NS5-27 More Mental Math 71
NS5-28 Multiplying 2-Digit Numbers by Multiples of Ten 72
NS5-29 Multiplying 2 Digits by 2 Digits 73
NS5-30 Mental Math: Rearranging Products 75
NS5-31 Topics in Multiplication (Advanced) 76
NS5-32 Concepts in Multiplication 77
NS5-33 Sets 78
NS5-34 Two Ways of Sharing 80
NS5-35 Dividing by Skip Counting 83
NS5-36 Division and Multiplication 85
NS5-37 Knowing When to Multiply or Divide 86
NS5-38 Remainders 89
NS5-39 Dividing with Remainders 90
NS5-40 Long Division — 2-Digit by 1-Digit 91
NS5-41 Long Division — 3- and 4-Digit by 1-Digit 96
NS5-42 Topics in Division (Advanced) 99
NS5-43 Concepts in Multiplication and Division 100
NS5-44 Rounding on a Number Line 101
NS5-45 Rounding 103
NS5-46 Rounding to Any Decimal Place 104
NS5-47 Estimating Sums and Differences 105
NS5-48 Estimation 106
NS5-49 Multiplying by 10, 100, 1 000 and 10 000 107
NS5-50 Other Methods of Estimation 108
NS5-51 Other Methods of Estimation (Advanced) 109
NS5-52 Counting Coins 110
NS5-53 Counting by Different Denominations 112
NS5-54 Least Number of Coins 113
NS5-55 Doliar and Cent Notation 114

NS5-56 Least Number of Coins and Bills 116

 NS5-57 Making Change Using Mental Math 117
NS5-58 Adding Money 120
NS5-59 Subtracting Money 22
NS5-60 Estimating with Money 123

Measurement
ME5-1 Telling Time — Review 125
ME5-2 Telling Time — The Second Hand 126
MES5-3 Telling Time in Different Ways 128
ME5-4 Elapsed Time 130
ME5-5 The 24-Hour Clock 132
ME5-6 Topics in Time 133
ME5-7 Temperature 134

Probability & Data Management

PDM5-1 Classifying Data 135
PDM5-2 Venn Diagrams (Advanced) 137
PDM5-3 Choosing a Scale for a Bar Graph 138
PDM5-4 Double Bar Graphs 140
PDM5-5 Broken Line Graphs — An Introduction 141
PDM5-6 Discrete and Continuous Data 142
PDM5-7 Continuous Line Graphs 144
PDM5-8 More Discrete and Continuous Data 145
PDM5-9 Primary and Secondary Data 146
PDM5-10 Samples and Surveys 147
PDM5-11 Designing and Analyzing a Survey 148
PDM5-12 Designing and Analyzing an Experiment 149

Geometry
G5-1 Sides and Vertices of 2-D Figures 151
G5-2 Introduction to Angles 152
G5-3 Measuring Angles 153
G5-4 Measuring and Constructing Angles 156
G5-5 Angles in Triangles and Polygons 157
G5-6 Classifying Triangles 158
G5-7 Constructing Triangles and Polygons 159
G5-8 Parallel Lines 160
G5-9 Properties of Shapes 162
G5-10 Special Quadrilaterals 164
G5-114 Exploring Congruency 166
GS-12 Exploring Congruency (Advanced) 167
G5-13 Symmetry 168
 G5-14 Comparing Shapes 170
G5-15 Sorting and Classifying Shapes 171
G5-16 Sorting and Classifying Shapes (Advanced) 173
G5-17 Puzzles and Problems 174

PART 2
Patterns & Algebra
PAS-24 Finding Rules for T-tables — Part | ito
PAS-25 Finding Rules for T-tables — Part II Wis
PA5S-26 Finding Rules for Patterns — Part | ies)
PA5-27 Direct Variation 180
PA5S-28 Finding Rules for Patterns — Part II 181
PAS-29 Predicting the Gap Between Terms in a Pattern 182
PA5-30 Finding Rules for T-tables — Part Ill 183
PAS-31 Patterns Created Using One Operation 187
PA5S-32 Patterns with Increasing & Decreasing Steps 188
PAS-33 Creating and Extending Patterns (Advanced) 190
PAS-34 Patterns with Larger Numbers 191
PA5-35 Introduction to Algebra 192
PA5S-36 Algebra 193
PA5-37 Variables 194
PAS-38 Equations 195
PA5-39 Problems and Puzzles siv/

Number Sense
NS5-61 Equal Parts and Models of Fractions 199
NS5-62 Equal Parts of a Set 200
NS5-63 Parts and Wholes 202
NS5-64 Ordering and Comparing Fractions 203
NS5-65 Mixed Fractions 204
NS5-66 Improper Fractions 205
NS5-67 Mixed and Improper Fractions 206
NS5-68 Mixed Fractions (Advanced) 207
NS5-69 Mixed and Improper Fractions (Advanced) 208
NS5-70 Investigating Mixed and Improper Fractions 209
NS5-71 Equivalent Fractions Pal
NS5-72 Models of Equivalent Fractions 213
NS5-73 Fractions of Whole Numbers 214
NS5-74 Fractions of Whole Numbers (Advanced) 217
NS5-75 Comnaring and Ordering Fractions 218
NS5-76 Lowest Common Denominator 219
NS5-77 Adding and Subtracting Fractions 220
 NS5-78 Fractions Review
NS5-79 Place Value Decimals
NS5-80 Decimal Hundredths
NS5-81 Tenths and Hundredths
NS5-82 Changing Tenths to Hundredths
NS5-83 Decimals and Money
NS5-84 Changing Notation: Fractions and Decimals
NS5-85 Decimals and Fractions Greater Than One
NS5-86 Decimals and Fractions on Number Lines’
NS5-87 Comparing and Ordering Fractions and Decimals
NS5-88 Ordering Fractions and Decimals
NS5-89 Adding and Subtracting Tenths
NS5-90 Adding Hundredths
NS5-91 Subtracting Hundredths
NS5-92 Adding and Subtracting Decimals (Review)
NS5-93 Multiplying Decimals by 10
NS5-94 Multiplying Decimals by 100
NS5-95 Multiplying Decimals by Whole Numbers
NS5-96 Dividing Decimals by 10
NS5-97 Dividing Decimals by Whole Numbers
NS5-98 Thousandths
NS5-99 Differences of 0.1 and 0.01
NS5-100 Decimals (Review)
NS5-101 Word Problems with Decimals
NS5-102 Unit Rates
NS5-103 Scale Diagrams
NS5-104 Proportions
NS5-105 Numbers in Careers and the Media
NS5-106 Word Problems
NS5-107 Organized Lists
NS5-108 Arrangements and Combinations (Advanced)

Measurement
ME5-8 Centimetres
ME5-9 Millimetres and Centimetres
ME5-10 Decimetres
ME5-11 Metres and Kilometres
ME5-12 Speed
MES5-13 Changing Units
ME5-14 Problems Solving with Kilometres
ME5-15 Changing Units (Advanced)
ME5-16 Ordering & Assigning Appropriate Units
ME5-17 Mathematics and Architecture
 MES-18 Problem Solving with Measurement 270
MES5-19 Perimeter 271
MES5-20 Problem Solving with Perimeter 272
ME5-21 Exploring Perimeters 273
MES5-22 Circles and Irregular Polygons 219
ME5-23 Area in Square Centimetres Zo
ME5S-24 Area of Rectangles PTE
ME5-25 Exploring Area 278
ME5-26 Area of Polygons TAS)
ME5-27 Area of Irregular Shapes and Polygons 281
ME5-28 More Area and Perimeter 282
ME5-29 Comparing Area and Perimeter 283
ME5-30 Area and Perimeter 284
ME5-31 Problem and Puzzles 285
ME5-32 More Area and Perimeter 286
MES5-33 Volume 287
ME5-34 Volume of Rectangular Prisms 288
ME5-35 Mass eal
ME5-36 Capacity 293
ME5-37 Volume and Capacity 294
ME5-38 Changing Units of Measurement 295

Probability & Data Management

PDM5-13 The Mean 296
PDM5-14 Finding the Mean 297
PDM5-15 Mean (Advanced) 298
PDM5-16 Stem and Leaf Plots Zoo
PDM5-17 The Mode, Median, and Range 300
PDM5-18 Choices in Data Representation 301
PDM5-19 Outcomes 302
PDM5-20 Describing Probability 303
PDM5-21 Probability 306
PDM5-22 Advanced Probability 308
PDM5-23 Expectation 309
PDM5-24 Games and Expectation 311

Geometry
G5-18 Introduction to Coordinate Systems 312
G5-19 Coordinate Systems 314
G5-20 Introduction to Slides 317
G5-21 Slides 318
G5-22 Slides (Advanced) 319
G5-23 Coordinate Grids and Maps 320
G5-24 Reflections 322
G5-25 Rotations 324
G5-26 Rotations (Advanced) 326
G5-27 Rotations and Reflections 327
G5-28 Slides, Rotations and Reflections 328
G5-29 Slides, Rotations and Reflections (Advanced) 330
G5-30 Building Pyramids 331
G5-31 Building Prisms 332
G5-32 Edges, Faces, and Vertices 333
G5-33 Prisms and Pyramids 335
G5-34 Prism and Pyramid Bases 336
G5-35 Properties of Pyramids and Prisms 338
G5-36 Nets and Faces 340
G5-37 Sorting 3-D Shapes 342
G5-38 Tessellations 343
G5-39 Making Patterns with Transformations 344
G5-40 Patterns with Transformations (Advanced) 345
G5-41 Isoparametric Drawings 346
G5-42 Building and Drawing Figures 347
G5-43 Geometry in the World 348
G5-44 Problems and Puzzles 349
PA5-1: Counting page 1
tf

Jamie finds the difference between 15 and 12 by counting on her fingers. a NY ~,by hh
She says “12” with her fist closed, then counts to 15, raising one finger at a time: 15 i Ma a6

1. Count the gap between the numbers. Write your answer in the circle:
HINT: If you Know your subtraction facts, you may be able to find the answer without counting.

a) [oF b) 5 Ou Cc) ‘o: d) ee e) GC:

f) hee g) om h) poe i) Loe i) AF

k) om l) 43 o>. m) nee n) ee) 0) A8

What number is 4 more than 16? (Or: 16+4=?)

Ravi finds the answer by counting on his fingers. He says WU S42), Wd QW YQ SY

16 with his fist closed, then counts up from 16 until he has 7 = we a)
raised 4 fingers: is ef ae 20

The number 20 is 4 more than 16.

2. Add the number in the circle to the number beside it. Write your answer in the blank:

a) © 8 b) oo C) ae d) 2) e) ae

i es g) 34 My Oe iy 83 1) eee a

3. Fill in the missing numbers:

a) is 5 more than 6 b) is 7 more than 26 C) is 8 more than 17

d) is 5 more than 29 e) is 4 more than 38 f) is 9 more than 65

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PA5-2: Increasing Sequences page2

In an increasing sequence, each number is greater than the one before it.

Deborah wants to continue the number pattern: Gen MOG meee

She finds the difference tr Say Ss |

between the first two numbers: Ta Oy iy ae 68 lO ete.
6 7 8
She finds that the difference between the other numbers in (2) (2) (2)
the pattern is also 2, so the pattern was made by adding 2: Se ees

To continue the pattern, Deborah adds 2 to the last number

in the sequence.

So the final number in the pattern is 14: 6), 6, 10°, i2-14

1. Extend the following patterns by first finding the gap between the numbers.

» 1949,0_ 0 © » 190,000
pew
= Oo d) VOSS
e) O ee ee f) O,C itp) = eee

g) LORS , | | h) be ee =

i) see j) BOR eS ; ! ee

k) Say | ) ore :

mM ) eee n O O

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PA5-3: Counting Backwards page 3

What number must you subtract from 43 to get 39? 43 -?=39

Jess finds the answer by counting backwards onher 35 36 37 38 39 40 41 42 43 44 45

fingers. She uses the number line to help:

When Jess says 39, she has raised four fingers, LG “SQ Wg NS y oS ef
so 4 subtracted from 43 gives 39: 43 - 4 = 39 43 42 a1 40 39

1. What number must you subtract from the greater number to get the lesser number?

a) Ror b) ne 39 c) 41 ae d) 42 oe

e) Lon f) el 36 g) 42 So h) 45 on

2. Find the gap between the numbers by

45 46 47 48 49 50 51 52 53 54 55
counting backwards on your fingers.

a) 52 48 b) 51 : 49 c) 52 a 47 d) BS

e) 51 47 f) 50 : 46 g) 52 45 h) 53 : 45

3. Find the gap between the numbers by counting backwards on your fingers (or by using your
subtraction facts):

a) ne O ) O)

e) ey f) eo 73 g) 55 eR h) es 16

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PA5-4: Decreasing Sequences page4
In a decreasing sequence, each number is less than the one before it.
What number is 3 less than 9? (Or; 9' +3 = 7?) Al !/
Nid, Here ;
au Y
Jenna finds the answer by counting on her fingers. : iter) QO,
= =

She says 9 with her fist closed and counts backwards Say oe i \ NF
until she has raised 3 fingers: 9 8 a 6
The number 6 is 3 less than 9: 9-3=6

Oo @
e) 16 a f) 19 Sa g) 25 as. h) 29 Sas.

i) iS ie j) ie ans ae l) oe

2. Fill in the missing numbers:

a) __—iis S5less than 17 b) ____ is 3 less than 19 c) ___—iis 2 less than 18

d) ____—sis 6 less than 26 e) ___—is 8 Jess than 20 f) sis

_ 4 less than 29

g) ___is 7 less than 35 h) _____—sis 9less than 42 i) __ is 8 jess than 90

3. Extend the following decreasing patterns by first finding the gap between the numbers.

(Ge oo _ Example:
a)

pees
OOCO0O0
oe ee oe
VP — OO
+ —— » —

: a? eee a Re Ae hic S C

d) 12 SLO O O
| | | | | Step2: (9) (-2) (~2 (-2) 2

e) woe 28, - 2,

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PA5-5: Increasing and Decreasing Sequences
eee Piece:
up Extend theae) pees, eulchthe

|Example1: Example 2:
|| @ one
i

Co ay oe 9 Oh 2

6 b) 1 ) oy ’ ’
a) 5 ’ 11 Vetere A ee

Cees a (0) hs aks es 3 Geen Sre eee eS

e) ie S10 ee ae tO. ahs | :

g) Le
C4 ’ 13), ———— ae ae h) ste) J (hear ee A ee

2. Extend the following patterns by first finding the “gap”. Example: C) &

ro < ae a. Sr

ore
Bae. Sie, Sty.
vr OO ope eee

Sasrey
usenet (ile netlyclas$4
eeeyh or een

1S JO 29 , e) .@ ae 21

55 2 53 S 51, g) 79 . 73 Z 67

3. Jameson has a roll of 52 stamps.

; 3
He uses 4 each day for 6 days.
How many are left? — |
2
AOR,
4. Amy has saved $36. She saves $6 each day afte: that.
How much money has she saved after 5 days?

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PA5-6: Extending a Pattern Using a Rule page6

1. Continue the following sequences by adding the number given:

a) (add 3) Allerg, AQh ee8 Ly

b) (add 5) Oe MO ie fae seas Slee ey

c) (add 2) 1 ae Ral | ° a eee SOE ke Cy

d) (add 10) PO 0) eee ee ey

e) (add 4) 2) Oa © 2 Get en eee

f) (add 9) So. le ke
ae peee

g) (add 6) OM, , 626. fe=

2. Continue the following sequences, subtracting by the number given:

a) (subtract 2) CANS) ee ee ees,

b) (subtract 3) LO. ee ea sw

c) (subtract 5) 85.) 80 ., ieee:

d) (subtract
10) 107, O0~,

e) (subtract 4) SO, oe 5 ; ;

f) | (subtract 7) SO , 40" 5 ;

g) (subtract
11) CS ie 8 ;

BONUS
3. Create a pattern of your own. Say what number you added or subtracted each time:

bi ¥ _ —_———— My rule:

4. Which one of the following sequences was made by adding 4? Circle it.
HINT: Check all the numbers in the sequence.

a) 4, 8, 10,14 Db). 4,8,

12, 16 oh MS a igI

5. 72, 63, 54, 45, 36 ...

Yen says this sequence was made by subtracting 8 each time.

Hyun says it was made by subtracting 9. Who is right?

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PA5-7: Identifying Pattern Rules page 7

ifs What number was added each time to make the pattern?
a) 2,6, 10, 14 add 0) ger’ Yee= ai add

c) 18, 24, 30, 36 add d) 40, 47, 54, 61 add

e) 81,86, 91,96 add f) 69; 72,75, 78 add

What number was subtracted each time to make each pattern?

a) 38, 36, 34, 32 subtract b) 65, 60,.55,-50 subtract

ce) 200, 199) 198, 197 subtract d) 91, 88, 85, 82 subtract

e) 67, 64, 61, 58 subtract f) 399, 397, 395, 393 subtract

State the rule for the following patterns:

a) 270) 212,205; 198,19) ‘subiract—_ Db) 11,19) 27, 35; 46,51 add

G) 307, 305, $09; 313 d) 210, 198, 186, 174

e) 633, 622, 611, 600, 589 f) 821, 830, 839, 848, 857

g) 407, 415, 423, 431 fh) 731,725, 749; #438

Find the rule for the pattern. Then continue the pattern:

8), 46 The rule is: Start at 22 and add 5 each time

By 2227 Oe)

by) °38)-45, 52, ; The rule is:

c) 124, 136, 148, The rule is:

cP Mas a I gk Ma

Jonah says the pattern rule is: “Start at 5 and subtract 4 each time.”
Pria says the rule is: “Start at 5 and add 5 each time.”
Genevieve says the rule is: “Start at 5 and add 4 each time.”

a) Whose tule is correct?

b) What mistakes did the others make?

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PA5-8: Introduction to T-tables page 8
Claude makes a growing pattern with squares.
He records the number of squares in each figure in a chart or T-table.

| Figure _ # of Squares |

a ch | L a Deal ee
| 9 c | Number of squares
Care. added each time.
9 ~
. =;
Figure 2
“
Figure 3
: 3
= |
Figure 1

The number of squares in the figures are 1, 5, 9, ...

Claude writes a rule for this number pattern:
RULE: Start at 1 and add 4 each time.

Claude makes other growing patterns with squares.

How many squares does he add to make each new figure?
Write your answer in the circles provided. Then write a rule for the pattern:

Satre Number of b) ee Number of C) ati Number of

g Squares g Squares g Squares

1 2 | 2 1 1

2 Wi fa 9 2 4

3 12 3 16 3 7

Rule: Rule: Rule:

Start at 2 and
add 5 each time

d) , Number of
e) : Number of
f) : Number of
igure Squares Bigs Squares Figure Squares

1 1 1 5 1 ie)

2 7 2 12 2 21

3 he 3 19 3 29

Rule: Rule: Rule:

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 page 9
PA5-8: Introduction to T-tables (continuea)
9) cigure Number of oh) caure Number of 1 Eaure . Number of —
g Squares _ hes Squares g Squares _

ao 3 Pea) es 7 | ea 8
WA 2 We 2 14 -
2

3 19 3 15 3 20

Rule: Rule: Rule: |

C) 2. Extend the number pattern. How many squares would be used in Figure 6?

: Number of 2) is e Number of — Co) Number of

eigure Squares — pigule Squares Bgue Squares

1 2 | ae 2 | 1 6
2 9 | 2 6 | 2 11
3 16 3 10 | 3 16

3. Trina makes the following growing patterns with squares.

After making Figure 3, she only has 16 squares left.
Does she have enough squares to complete Figure 4?

Fiqure Number of b) Fiqure Number of C) Eidare Number of

g Squares g Squares g Squares

1 4 1 5 l =
2 9 2 9 2 7

3 14 3 13 3 len

YES NO YES NO YES NO

Make a chart to show how many shapes will be needed to make the fifth figure in each pattern.

ANOsh
! 4.

| ODE A
|
|

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PA5-9: T-tables page 10

1. Count the number of line segments (lines that join pairs of dots) in each figure.
HINT: Count around the outside of the figure first, marking line segments as you go.

2 2 2 2 2 2
Example: 1 1 1 1
AVY VAVA KAVA A yaG
4 Beg 5 4 5 4

"4
‘i b)

2.
‘N° AA — ZN —
Continue the pattern below, then complete the chart:
Figure Number of
Line Segments
Figure 1 he dt eo.

wee NON IT! ine)

me
How many line segments would

res Figure 5 have?

3. Continue the pattern below, then complete the chart:

Figure Number of
Figure 1 [| e @ @ e @ e
Line Segments

Figure é ee] e ® s e °

Figure 3

How many line segments would

Figure 4 Figure 7 have?

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PA5-9: T-tables (continued) page 11

Continue the patterns below, then complete the charts.

fone ee ee | Figure = +Numberof | Number of |

ae,
Figure 1 ; | Triangles Line Segments

Figure 2 Al

Figure 3 WAV

Figure 4
ee ee et Ce a) How many line segments would
eo bee ad ee ee Figure 6 have?

Figure 5 Re Pe re Se b) How many triangles would Figure 6 have?

c) How many line segments would you

need to make a figure with 7 triangles?

Figure Number of Number of

oe ie SHI ne pagers
Figure 1 ° on ae
@ @ e 6

xd e e ® 6
Figure 2 aD
@ @ 6 @

e e ® ® @

® 6 @

2 A @ @ © 6 e e e &

ee a) How many line segments would

@ @ @ ® @ e e
Figure 6 have?
@ e @ e e ®
b) How many triangles would Figure 6 have?
F e e

Figure 5
@ @ e @ ® e ®

® @ ® Ct) @ ® ® @
c) How many line segments would you
need to make a figure with 9 triangles?

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PA5-9: T-tables (continued) page 12

6.
Figure Number
of Numberof
i | Triangles = Squares
taper
{r Danese rele Rr oentes eacetntvcwarne

Clare’s pattern

a) State the pattern rule for the number of triangles:

Start at and add each time.

b) State the pattern rule for the number of squares:

c) How many squares would Clare need to make the fifth figure?

d) Clare says she needs 17 triangles to make the sixth figure. Is she correct?

e) How many triangles would Clare need to make a figure with 10 squares?

7. Avril makes an ornament using a hexagon (the white shape),

trapezoids (the shaded shape) and triangles (the patterned shapes):

a) How many triangles would Avril need to make 9 ornaments?

b) How many trapezoids would Avril need to make 5 ornaments?

c) Avril used 6 hexagons to make ornaments.

How many triangles and how many trapezoids did she use?

d) How many trapezoids would Avril need to make ornaments with 14 triangles?
HINT: Use skip counting or division to find out how many ornaments 14 triangles would make.

©@p» jume math

PA5-10: Problems Involving Time page 13

1. Sarah's fish tank is leaking. : icipated iT et

At 6 pm, there are 21 L of water in the tank. Amount of water
Hour | ;
At 7 pm, there are 18 L. pe be pal a
At 8 pm, there are 15 L. 6 pm | ote ;

a) How many litres of water leak out each hour? ion ode
8 pm 15L )
; : 5 9pm
b) How many litres will be left in the tank at 10 pm?
10 pm

c) How many hours will it take for all the water to leak out?

2. Maral has $28 in his savings account at 3. Reema has $42 in her savings account
the end of March. at the end of October.
He saves $7 each month. She spends $7 each month.
How much does he have in his account How much does she have at the end of
at the end of June? January?

Month Savings Month Savings

March $28 | October $42

4. Jane plants a 30 cm tall rose bush on May a 5. A white cedar tree seedling grows
It grows 25 cm every month. about 9 cm in a year.
What is its height on August 1°? How tall will it be after 3 years?

Date Height Years Height

May 15" 30 cm @) O cm

Qo jump math
PA5-11: T-tables (Advanced) page 14
This is term number 4 since
The terms of a sequence are the numbers or items in the sequence. it is in the fourth position.

A term number gives the position of each item. y

4,6 fy 70y 13, 10

1. Extend the T-table to find Term Tene

the 5"" term in the sequence: Numper ;
1 3
erie, Este 3 5

3 ve
4
5

| 2. Draw a T-table for each sequence to find the given term:

a) Find the 6 term: 2, 5, 8, 11, ... b) Find the 7" term: 21, 26, 31, 36, ...

3. Travis says that the 6" term of the sequence 5, 7, 9, ... is 17. Is he correct? Explain.

4. Using blocks or other shapes, a) Tne b) Tari

make a model of a sequence Number Term Number Term
of figures that could go with 1 , , 1
each T-table:
2 5 2
3 8 3 9
- 11 4 13

5. Amarina rents sailboats at $6 for the first hour and $5 for every hour after that.
How much does it cost to rent a sailboat for 6 hours’?

6. Zoe saves $65 in August. She saves $6 each month after that.
Adrian saves $62 in August. He saves $7 each month after that.
Who has saved the most money by the end of January?

7. Anewborn elephant weighs about 77 kg.

It drinks about 11 litres of milk a day and gains about 1 kg every day.
a) How much weight does the baby gain in a week?
b) How many litres of milk does the baby drink in a week?

Cc) How many days does it take for the baby to double its weight?

©» jump math
PA5-12: Repeating Patterns page 15

Marco makes a repeating pattern using blocks:

ey a
This is the core of Marco’s pattern.

The core of a pattern is the part that repeats.

»>BAABAABAA

Peco ,<O°oCO@ea®

» MATDDAAVWW ®OAQDCAQOCAO
ie Ce BC 8 eC BBC j 124124124

1 284-671. 2°3.4'6 |) 9°38 7 6°98 7 8-988

mn» MAKKAAKA n) XYZXYZXYZXY

2. Circle the core of the pattern. Then continue the pattern:

» JIB UIE
»)» BA BBARB
BAB
CoA By O A

aye 8°9 6 2.0 9.6

e300
43 0 0 4 °3 0
|

| 3. In your notebook (or using blocks) make seve ‘al repeating patterns of your own. Have your
es teacher or another student guess the core of your pattern.

©% jump math
PA5-13: Extending Patterns & Predicting Positions page 16
1. Angela makes a repeating pattern using blue (B) and yellow (Y) blocks.
The box shows the core of her pattern. Continue the pattern by writing Bs and Ys:
et eee b =

sik Say
nReeee fe | sa
) =a d) aes)

" felelyis|
|] TT TIT is|REas [|a Reieea
e

2. Barry tried to continue the pattern in the box. Did he continue the pattern correctly?
HINT: Shade the yellows (Y) if it helps.

a) — b)

viRfy[Riy|R
YES NO

= d)
y[rie{R{yiviRiR| | RIVE
WES NO YES NO

| ae f)
eiy[riety{R[Rly
|e
YES NO YES NO

3. For each pattern below, say whether the blocks in the rectangle are the core of the pattern:

— Db) (beer

MMM elyiv{elv[yjelyiy]
YES NO YES NO

» falvlalalalylale! ‘
; YES NO

; » falefalyivialalal
Yes NO YES NO

©» jume math
PA5-13: Extending Patterns & Predicting Positions (continue page 1”

Sally wants to predict the colour of the 17" block in the pattern. First she finds the core of the pattern:

The core is 3 blocks long. Sally marks every third number on a hundreds chart.

Each X shows the position of

a a block where the core ends:

1 ae en Se ee ee 8 | >| 10
Gunes pe, ee) 14 |+S | 1 Rl 17 Ri 18 y| 19 20

The core ends on the 15" block.

Sally writes the letters of the core on the chart, starting at 16.
The 17" block is red.

Inthe patterns below, put a rectangle around the blocks that make up the core:

» (alviaTelalv Ta]
4.

lye
o (y[alalv[alala]
° WvielelvTeleliviala] = (v[alelv[v[alaly]y d

» GRD P DEPT) > prataeaaerele

5. Predict the colour of the 18" block using Sally’s method:
NOTE: Start by finding the core of the pattern.

faly|viy[aly|yly| ' iN) wo oo oO op) N co Co) = oO

a 12 13 14 15 16 We Ui Sate, 20
Colour:

6. Predict the colour of the 19" block:

alaly|y[r[alyiy| er nN wo a on oO N (ee) o 10

Colour:

7. Predict the colour of the 17" block:

Ta[riviy[y[r[alvivyjy] | 1 | 2)3/]4)5)6)7/ 8] 9 | 10
Colour:

Oz jump math
PA5-13: Extending Patterns & Predicting Positions (continues 9° '°
8. Draw a box around the core of the pattern. Then predict the colour of the 35" block:

viryivialy|y[aly} colour
1 2 | 3 4 | 5 6 | i | 8 9 | 10

di 12 13 14 15 16 | 17 18 | 19 e 20

2, 422 23 24 25 26 27 26 129 1) 30

31 32 33 34 35 36 37 38 | 39 40

| 9. Carl makes a pattern with red, green, and yellow beads:

ICO)
CC) COE
What colour will the 43 bead be?

10. Megan plants a row of daisies and pansies in the pattern shown:

Is the 37" flower a daisy or a pansy?

11. Explain how you could find the colour of the 48" block ly ie ry|
in this pattern without using a hundreds chart. | ABs " RI id -

12. Design a repeating pattern that has a core that is ten squares long.
What is the colour of the 97'" square? How do you know?

ea a
13. a) What is the 15" coin in this pattern? Explain how you know.

BONUS
b) What is the total value of the first 20 coins?

Oz jump math
PA5-14: Number Lines page 19

On Monday morning, Olivia is 600 kilometres from Winnipeg.

Her solar-powered car can travel 150 km per day.
How far from Winnipeg will she be by Wednesday evening?

Wednesday Tuesday Monday

0 50 100 150 200 250 300 350 400 450 500 550 600
Winnipeg Start

On Wednesday evening, Olivia will be 150 km from Winnipeg.

1. On Thursday morning, Eduardo’s campsite is 19 km from Great Bear Lake.

He plans to hike 6 km towards the lake each day.
How far from the lake will he be on Saturday evening?

Ce 2 a AS 6 7 4S O10 AI 2 AS A 1S Te 7 ie eee

2. On Sunday morning, Nandita is on a bicycle tour 400 km from her home.

She can cycle 75 km each day.
How far from home will she be on Wednesday evening?

Jf} + + + + + + +} ++ +_+_ +
0 2s 50 75 100 125 150 175 200 225 250 275 300 325 350 375 400

Draw and label a number line in the grid to solve.

3. Helen is 14 blocks from home. She can run 2 blocks in a minute.

How far from home will she be in 3 minutes?

41
0 2

4. Ravi is 15 blocks from the store. He can cycle 4 blocks in a minute.

How far from the store will he be after 3 minutes?

©p» jump math

PA5-15: Number Lines (Advanced) page 20
In each of the problems below you will have to decide on a scale for your number line.

ie Kristal has entered a 250 km bike race. He can cycle 75 km each day.
How far from the finish will he be after 3 days?

ees Pei aes eas ae

| | | aes

2 Wendy has to climb 5 walls in an obstacle course.

The first wall is 100 metres from the start.
After that, each wall is 75 metres further than the last.
How far from the start is the 3 wall?

ce Six telephone poles are placed 50 m apart.

Alan wants to string a wire between the first and last pole.
What length of wire will he need?

4. Peter plants 4 rosebushes in a row.

The nearest bush is 8 metres from his house.
The bushes are 3 metres apart.
How far away from Peter’s house is the last rosebush?
HINT: Put Peter’s house at zero on the number line.

5. Jill's house is 20 metres from the sidewalk.

A dog is tied to a tree halfway between the house and the sidewalk.
The dog’s leash is 8 m long.
How close to the sidewalk can the dog come?

ep lememath
PA5-16: Lowest Common Multiples page 21
The multiples of 2 and 3 are marked with Xs on the number lines below:

rae senensossanoostegenasonrnanrweieereteonyndtoni Carat

+

|
2:

of
multiples of

ae
1 1
9 Wetdinte Sis. 714.45 eb
| Oisamultiple
| every
i
number. |
ii
Oo £2 St 6 ! 7 €8

multiples of 3: ie [eee
Ve hT e.7 Set 5416; 7 38 9°10 11) 12 13. 14.45 16
Ny

The lowest common multiple (LCM) of 2 and 3 is 6: 6 is the least non-zero number that 2 and 3 both
divide into evenly.

1. Mark the multiples of the given numbers on the number lines. What is the LCM of each pair?

a) Oo te Bie 8 oA Gey BT a 8: ee 10 Ad ie atl e7 AS Glide We

3 asa ei ae gre a a ela a Sci a) at a
4:
0 1) 2 3 “4 5 6 7 8 98 10. 1) 42° 13> 14 15 16 LCM

Oot 25-3" 428 6 7 ae SO 10) in t25 eta Sto. - 46

5) ecgica es a ces a ale Re cae rg ea Ca
6:
O° t 2 98 4 °° 5 6 7 8 9: 10° 11 12 16 14) 15°16 LOM =

de Find the lowest common multiple of each pair of numbers.

HINT: Count up by the largest number until you find a number that both numbers divide into with no remainder.

a) Sand5 b) 4 and 10 c) 2and6

30,9, sey 40) 16

5,10, 15,20

LOM = 15. LGM =~ ce

| d) 2 and 10 e) Sand 6 f) Sand12 g) 4and8 h) 8 and 10

° ) Sand 1S j) 6 and 10 k) 3and 10 l) 6and8 m) 6 and 9

Randy has piano lessons every fourth day of the month (beginning on June 4"), Sa Beh,
ra
Will has piano lessons every sixth day (beginning on June 6").

What is the first day of the month when they will have lessons on the same day?

agp lump math

PA5-17: Describing & Creating Patterns page 22
In the first sequence, each number is greater than the one
before it. The sequence is always increasing: 8 10 15 21

In the second sequence, each number is less than the one

before it. The sequence is always decreasing: 25 23 18 14 8

1. Write a + sign in the circle to show where the sequence increases. Write a — sign to show where it
decreases. The first question is done for you:

By,
O00
ates Tan Ae bt
000 G5 ot
.000
Cc)

7S O. 0. = O O. - oF O

eens
Oe een ae ene ea
O00.
a) a: dato aa deta” i)
000
1 © 0, 0, 7 O O O. 2 O. O. O.

2. Write a + sign in the circle to show where the sequence increases. Write a — sign to show where it
decreases. Then write...
.. an A beside the sequence if it increases,

.. a B beside the sequence if it decreases,

.. a C beside the sequence if it increases and decreases.

PC hon: ae Sie
[oenem 0.0.0
coe ©. O. Oo.

eet ek Pe eres
2 2 eo; oe Pee oF te

8 S) O) O. paws t

©» jump math
Rear” iniesanssaic pails
PA5-17: Describing & Creating Patterns (continuea) page 23

3. Find the amount by which the sequence increases or decreases and write it in the circle.
(Write a number with a + sign if the sequence increases, and a — sign if it decreases.)

Ce
Cuesa)
Oe er er
Perec.

aur
oo ta ey oe ee, LO (0.000,

Ord
Cos cdo. 20" Os Orme Lo Ones

hy
Cr ere reOs i ee Wor a alee h) 38 oF Cree:

© 4. Match each sequence with the sentence that describes it. This sequence ...

a) A .. increases by 5 each time. b) A .. increases by 6 each time.

B .. increases by different amounts. B .. increases by different amounts.

(CE as a ha sear 6 Dy 0S we Nar Tae Oy) eee

c) A .. decreases by different amounts. .. decreases by 9 each time.

B .. decreases by the same amount. .. decreases by different amounts.

BONUS
e) A .. increases by 5 each time. .. increases and decreases.
B .. decreases by different amounts. .. increases by the same amount.
C .. increases by different amounts. .. decreases by different amounts.
... decreases by the same amount.

©gejume math
el
 PA5-17: Describing & Creating Patterns (continueg) page 24
5. Write a rule for each pattern (use the words add or subtract, and say what number the pattern
starts with):

ye)
Gs) G3) G9)
hat te ete Ro eT Start at 2 and add 3
\

Sree
Dyn goes Oran
Sh tae)

C) Noe
By Cie
a ores ean oe

d)
Oo
AS) og tS0)
re
8°, 2a

6. Write a rule for each pattern.

NOTE: One sequence doesn’t have a rule — see if you can find this sequence.

ays . 130, 16 28

7. Describe each pattern as increasing, decreasing or repeating:

a ae es; tay et Oe noe tee

Ch Fey We, 154138;42 Oe 5.0S5 it, Tancer

e) 4,9°54,9,4,9 1) 91420; 20,17 3.15

8. Write the first five numbers in the pattern:

!
a) Start at 8 and add 4 b) Start at 37 and subtract 6 c) Start at 99 and add 7

9. Create an increasing number pattern. Write the rule for your pattern. Do the same for a decreasing
number pattern.

10. Create a repeating pattern using: a) letters b) shapes Cc) numbers

11. Create a pattern and ask a friend to find the rule for your pattern.

Ops jump math

 PA5-18: 2-Dimensional Patterns page 25

ist

2nd

3rd

4th

1st 2nd 3rd 4th 5th

Columns run up Columns are numbered Rows run sideways. Rows are numbered
and down. left to right. top to bottom
(in this exercise).
TEACHER: Review ordinal numbers before beginning this page.

1. Shade

a) b) Cc) d)

the 1°' column. the 5" column. the 3 column. the 4" column.

2. Shade...

a) b) C) d)

the 2™ row. the 4" row. the 1° row. 3° row

the

2.

the 2" row. the 1*' column. the 3 column. the diagonals
(one is shaded).
. |4. Describe any patterns you see in each chart below.
ae NOTE: You should use the words “rows”, “columns”, and “diagonals” in your answer.

re[ols]
eee 25 eB

30 35|

©p» jump math

ge ale nei
PA5-18: 2-Dimensional Patterns (continuea) page 26

5. Make up your own pattern and describe it.

ge IRAE O HAO NENACAEN ANAL SEEDS ONECART nO UIA SSSA

a) Which row of the chart has a decreasing pattern (looking left

to right)?

18 b) Which column has a repeating pattern?

24|13]
2/4 [0
c) Write pattern rules for the first and second column.

d) Describe the relationship between the numbers in the third and fourth coiumns.

e) Describe one other pattern in the chart.

f) Name a row or column that does not appear to have any pattern.

7. Place the letters A and B so that each row

and each column has two As and two Bs in tt:

8. Fill in the blanks so the numbers in every row

and column add to 15:

©, jumo math
* Dist sdibinceed
PA5-19: Number Pyramids page 27

1. Here are some number pyramids:

Can you find the rule by which the patterns in the pyramids were made? Describe it here:

2. Using the rule you described in Question 1 above, find the missing numbers:

©, jume math
Bae eros
PA5-20: Patterns in Times Tables page 28

ae ee ren oe ee ek eae es ec
Padioletee)16>) 14-1 45-| 1Gshay
|ts | 9) 20
Look at the ones digit in the multiples of 2.
How can you tell whether a number is a multiple of two?

b) The multiples of two (including zero) are called even numbers. Circle the even numbers:

17, 3 418 132 64 76 234 89 94 167 506

2. a) Write out the first 12 multiples of 5 greater than zero:

b) How can you tell whether a number is a multiple of five?

c) Without counting up, circle the numbers that are multiples of 5:

83 si 45 37 150 64 190 65 ri 235 618 1645

3. Shade all the multiples of 3 on a hundreds chart.

You should find that the shaded squares lie in diagonal lines.
Now add the ones digit and the tens digit of each number along any diagonai line.
Describe what you notice below. (Try this for each shaded diagonal.)
Example

4. Anumber is a multiple of 3 if the sum of its digits is a multiple of 3. Fill in the chart below:

Number 28 oT 42 61 63 87 93 123

Sum of digits 2+8=10

Multiple of 3? No

©, jume math
PA5-21: Patterns in the Eight Times Table page 29

1. Ona hundreds chart, shade every eighth number (i.e. shade the numbers you would say when
counting by eights: 8, 16, 24, ...).

The numbers you shaded are the multiples of eight (up to 100).

2. Complete the following:

Sees a

wri : :
aye Se
Deane st ie Write the next five
multiples of eight here
rfiage ; — — a multiples of eight here.
(in increasing order).

Look down the columns marked by the arrows. What pattern do you see in the ones digits?

3. What pattern do you see in the number of tens?

TEACHER:
Review the answers to Questions 2 and 3 above before allowing your students to go further.

4. Use the pattern you found in Questions 2 and 3 to write out the multiples of 8 from 88 to 160:

Op» jump math

OE ics einai
PA5-22: Times Tables (Advanced) page 30
TEACHER:
Review Venn diagrams with your students before assigning the questions below.

1. a) Sort the numbers below into the Venn diagram.

The first number has been done for you:

10 20 ie) ZT 74 39 5 48 34
70 4 ne) 63 60 50 73 6 66 >

Multiples of 2 Multiples of 5

b) Think of two numbers from 50 to 100 that would go in the middle of the diagram: _ a

c) Think of two numbers from 50 to 100 that could not be placed in either circle: 5

2. Sort the numbers below into the Venn diagram.

REMEMBER: A number is a multiple of 3 if the sum of its digits is a multiple of 3.

24 30 47 ai 26 60 80 13 ta

48 35 56 fi 10 15 16 40 6

Multiples of 3 Multiples of 8

OQ» jump math

© sriatoaten seer i irwikariyian
 PA5-23: Circle Charts page 31
TEACHER:
For this exercise, your students will need a copy of the hundreds chart from the Teacher’s Guide.

1. Underline the ones digits of the multiples of 4 listed below: 0 ,

9
Opet4> 8 12° 16 —20y 24 : :
28 32 36 40 44 48
ii >
Mark the digits that you underlined with a dot on the circle chart.
Then join the dots in the order that you marked them (as shown). 6 5 4

What pattern do you see?

2. Ona hundreds chart, circle the first 10 multiples of 6. Underline the ones v 1
digits of the numbers you circled. Plot the ones digits on this circle chart :
and join the dots in the order that you marked them. 8 2

What do you notice?

7 3

6 - 4

3. Repeat the exercise in 4. Repeat the exercise ' 5. Which one-digit number
acl Question 2 for the number 8. _ again for multiples of 3. (2, 5, 7 or 9) do you think
will give the same pattern
1 j DP
What do you notice’ as the circle pattern for
0 0 the number 3?
4 1 ‘ ne
9 9 Test your prediction on
: 2 3 2 the circle here:

0
7 3 7 3 9 1

6 5 6 5 A 8 é

fj 3

6 5 4

6. What one-digit number (2, 5, 7 or 9) do you think wl give the same circle pattern as the number 8?
Draw a circle and test your prediction.

@~o jump
on ein math
VUTENTIAL
NS5-1: Place Value page 32

1. Write the place value of the underlined digit. Sa

| REMEMBER:

a) 23862 | tens |b) 1366.9 | |

65 831
c) 2378 | | d) 67225 | |
)
nnn Fa I ae hundreds tens ones
f } ; H

e) 18230 | | f) 45100 | eee

g) 6214 | h) 21813 | i) 20745

j) 3576 k) 45009 | Bien

2. Give the place value of the number 5 in each of the numbers below:
HINT: First underline the 5 in each question.

a) 15640 | b) 358 c) 45636

d) 2415 | e) 51188 | f) 451

g) 1512 | | h) 125s i) 35380

3. You can also write numbers using a place value chart:

Example:
ten thousands thousands hundreds tens ones
In a place value chart, the number
52 953 is: 9 2 2 o 3

Write the following numbers into the place value chart. The first one has been done for you:

ten
thousande thousands hundreds tens ones

) 12305 1 2 3 0 5
) 45001
c) 3699
) 19053
) 546
f) 20127

©, jume math
3 pee petit
NS5-1: Place Value (continued) page 33

The number 23 967 is a 5-digit number:

¢ The digit 2 stands for 20 000 — the value of the digit 2 is 20 000.

e The digit 3 stands for 3 000 — the value of the digit 3 is 3 000.

e The digit 9 stands for 900 — the value of the digit 9 is 900.

¢ The digit 6 stands for 60 — the value of the digit 6 is 60.

¢ The digit 7 stands for 7 — the value of the digit 7 is 7.

5. What does the digit 4 stand for in each number? The first one is done for you:
a) 847 b) 5243 c) 16423 d) 43228
40
e) 4207 f) 3742 g) 43092 h) 54283

&) 6. Fill in the blanks:

a) In the number 36 572, the digit 5 stands for

b) In the number 24 236, the digit 3 stands for

c) Inthe number 62 357, the digit 6 stands for

d) Inthe number 8 021, the value of the digit 8 is

e) In the number 26 539, the value of the digit 2 is

f) In the number 7 253, the digit is in the thousands place.

g) Inthe number 57 320, the digit is in the ten thousands place.

©@p» jump math

NS5-2: Writing Numbers page 34
1. Write numerals for the number words. Number Words for
the Tens Place
a) twenty-three b) thirty-two c) ninety-five

d) two hundred seventy e) four hundred seventy-nine ten sey)

twenty seventy
f) nineteen thousand, two hundred seventeen : thirty eighty
forty ninety
g) forty-seven thousand, five hundred nine
fifty

2. Write the number words for the numerals.

a) 245 b) 451
C) 378 d) 109

3. Write the value of the underlined digits:

a) 36 123 thirty-six thousand b) 4752

c) 25751 d) 19 234

4. Underline the digits that represent thousands or ten thousands:

24751 6543 7163 19789 43 567 1987 38 527 70144

5. Writing numbers 1 000 to 99 999.

Step 1: Underline the thousands and the ten thousands digits. Write the value of those digits.

ay 26 124 twenty-six thousand —tsiéi“G) S124 three thousand

c) 37 456 d) 19254

Step 2: Cover the underlined digits. Write the number words for the remaining digits.

e) 17234 seventeen thousand two hundred thirty-four

i) <2.697 two thousand

Q) 84-121 thirty-four thousand

Complete the number words.

h) 4621 four thousand, Six hundred __twenty-one

i) 25768 twenty-five thousand,- : hundred __ wes

j) 37954 :

©, jumpEY mat h
ene en eer
© NEE
NS5-2: Writing Numbers (continuea page 35

6. Write number words for the following numerals:

4121

53672

14378

99999

7. Write the numbers provided, in words, on the signs where they are missing.

a) b) The world’s deepest living sea star

lives at the depth of (7630 m)

Mt. Everest
(Chomolungma) (8 848 m) The distance from Toronto to...
c) Buenos Aires, Argentina: (8 894 km)

km

d) Sydney, Australia: (15562 km)

a.
X "9ha; a, oS

ioe ee
235

Pcie Indonesia 7 e) Jakarta, Indonesia: (15 803 km)

——
= “a \.

xt

km

f) Shanghai, China: (11445 km)

| km

©, jump math
o che ek
NS5-3: Representation with Base Ten Materials page 36
1. Write each number in expanded word form
(numerals and words).
REMEMBER:

En

Example: 7
fH
a |

Ee

2 hundreds +_3 tens+_5 ones = | 235

a)

Hae oR

____ hundreds + __——sittens + scones = 4

c) d)
a qo
ie
a a
a a
i
al 5

____ hundreds + si tens +s oness = ___ hundreds +___sittens +____—s ones =

| 2. On grid paper, draw the base ten model for the following numbers:
. a) 114 b) 87 c) 68 d) 350 e) 249

Os» jump math

gre eee
NS5-3: Representation with Base Ten Materials (continueg) page 37
3. Write each number in expanded word form REMEMBER:
(numerals and words) then as a numeral.

i,
Wa
a

1 thousand+_3 hundreds+_2 tens+_6 ones = 1326 |

|e)
oO
Oo
O

____ thousands +____—s«xAhundreds+____—sittens + ____ ones =

jel Ua]
a

____ thousands + ___ hundreds +___—sitenS +___—sdoones =

apa
ee a
fale]
eS al
O

@~p> jump math

© MULYTPLYCING POTENTIAL
 NS5-3: Representation with Base Ten Materials (continuea) page 38
f pocraeaeariceennareseernomemommooneaneeneoemnnemonnnnenmannanenceanenmsanncennccmncnonnnancennseanemeanennnamaanaan mecca ccaen cme eaunenamennnCenTaeNlnTiTTtntintiaTastmottmatitammennamnronetsenmnmnntresitnetniinenaetaanaeneTan
me |

| Steps for drawing a thousands cube:

| Step 1:
| Step 2: Step 3: ||
_ Draw a square: Draw lines from Join the lines: |
its 3 vertices: |
i \

4. Represent the given numbers with the base ten blocks in the place value chart.
The first one has been started for you:

ra ae
Number Thousands Hundreds Tens Ones

i
Pi) [| Oo
b)| 2124

ce) |} 3302

5. Write the numbers for the given base ten blocks:

Thousands Hundreds Tens Ones Number

©, jump math
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NS5-4: Representation in Expanded Form page 39
1. Expand the following numbers using numerals and words. The first one is done for you:

a) 43427 = _4 _ tenthousands+_ 3 thousands+__4 hundreds + _2_ tens + _7 ones

Dr 2osil2 = ten thousands + thousands + hundreds + tens + ones

GC). 26547 =

2. Write the number in expanded form (using numerals). The first one is done for you:

a) 2613 = 2.000 + 600 + 10 + 3 b) 27 =

c) 48 = d) 1232 =

e) 36273 =

f) 19384 =

g) 49805 =

3. Write the number for each sum:

a) 4000 + 900 +50+3= b) 2000+ 30+2=

c) 60000 + 3 000 + 900 + 90+ 7=

d) 50000+30+4=

BONUS
e) 500 + 2000 + 80+ 90 000+ 8=

f) 40000 +500 +1000= g) 10000 +3000

+7 +600 =

h) 300 + 80000+2= i) 90+ 400 + 70 000 + 6 =

j) 90000+5= k) 80000
+8 +800 =

!) 30000+1+5000= m) 3.000 + 20 000 =

Oz» jume math

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NS5-4: Representation in Expanded Form (continuea) page 40
4. Find the missing numbers:

a) 4000+800+ +7=4827 b) 3000+200+ .-+5=3275

c) 70000+9000+ +20+5=79825 d) 60000+5000+ =+60+3=65263

e) 10000 + 7000+ 200+10+ ==17212 f) 20000+6000+300+

+8=26328

BONUS
g) + 300 = 7 300 h) 6000+
__ = —==6080

i) 30000+9000+
+ _==39260 j) 60000+_
+ _ _ =67003

5. Write each number in expanded form. Then draw a base ten model.

Example: SORil tea, 2000 + 200 + 30 + 1

PPOOMI!:
a) 5832 = : . es

b) 1054 = sone + : + =

6. Represent the number 1 365 in four different ways:

® by sketching a base ten model @ with number words @ in expanded form (2 ways)

) 7. How many hundreds blocks would you need to represent the number 100000? Explain.

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©)
NS5-5: Comparing and Ordering Numbers page 41

1. Write the value of each digit. Then complete the sentence:

is greater than is greater than

2. Circle the pair of digits that are different in each pair of numbers.
Then write the greater number in the box:

As 6 475 b) 73605 c. 14852 i, ooo

6 465 72605 14858 4832
6 475

3. Read the numbers from left to right.

Circle the first pair of digits you find that are different.
Then write the greater number in the box:

a) 123 b) aay gS c) S15 d) 2060

134 ore 869 22

en 41503 f) 28293 g) 5/7698 h) 62149

41597 Pago ea a 60 347 62148

4. Read the numbers from left to right.

Underline the first pair of digits you find that are different.
Then circle the greater number.

a) 32547 « 32562 b) 71254 #81 254 Cha! lea wal oat

d) 61 201 612/75 e) 638235 63233 f) 81234 84214

g ee 1os 312/58 h) 60154 66 254 i) 96567 96528

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NS5-5: Comparing and Ordering Numbers (continueg) padaiie
5. The inequality sign > in 7 > 5 is read “seven is greater than five”.
The sign < in 8 < 10 is read “eight is less than ten”.
Write the correct inequality sign in each box.

a) 3129 4703 ») 5332 6012 ) 16726 16591

d) 23728 |23729 e) 48175 48123 59239 60009
9) 64872 64871 h) 48025 4952 i) 91232 9327
6. Circle the greater number in each pair:

a) 32 or thirty-five b) three hundred eighty-seven or 392 c) twenty-seven or 81

d) one thousand one hundred six or 1232 e) 50273 or fifty thousand three hundred eighty-five

7. Mark each number on the number line. Then circle the greater number.

A 23800 B 23400 C 23600

23 000 24 000

8. Fill in the boxes with any digit that will make the number statements true.

Be ee eeeens
se Ee
|9. Which number must be greater (no matter what digits are placed in the box)? Explain.

|
(286 OF; || tes
10. How many numbers are greater than 59990 and less than 60000?

11. Buenos Aires, Argentina, is 9001 km away from Ottawa.

Concepcion, Chile is 9106 km away.
Which city is further from Ottawa?
Explain how you know.

@ > jump math

vs gee apd
NS5-6: Differences of 10, 100, 1 000 or 10 000 page 43

1. Write “10 more”, “10 less”, “100 more” or “100 less” in the blanks:

a) 90is than 80 b) 400 is than 500

Cc) 101s than 20 d) 100 is than 90

e) 400 is than 300 f) 60is than 70

2. Write “100 more”, “100 less”, “1 000 more” or “1 000 less” in the blanks:

a) 6000 is than 5 000 b) 12000 is than 13 000

c) 4000 is than 5 000 d) 800 is than 900

e) 600 is than 500 f) 9000 is than 8 000

3. Write “1000 more’, “1000 less”, “10 000 more” or “10 000 less” in the blanks:

a) 6000 is __ than 5000 b) 12000 is than 13000

c) 30000 is than 40 000 d) 50000 is than 40 000

e) 6 000 is ____ than 7 000 f) 10000 is than 20 000

g) 80000 is than 70 000 h) 9000 is than 10 000

4. Circle the pair of digits that are different. Then fill in the blanks:

a) 72/652 br) 91385 c.) 43 750

72.752 91485 33 750
72652 is 100 less 91 385 is 43750 is

than 72752 than 91485 than 33 750

d O62 250 e) 38405 i 6b S71

Go 250 S60 415 55-o/2

62250 is 38 405 is 85871 is

than 63250 than 38415 than 85872

@~p» jump math

om MULTIPLYING POTENTIAL
NS5-6: Differences of 10, 100, 1 000 or 10 000 (continued page 44
5. Fill in the blanks:

a) is 10 more than 325 b) is 10 less than 1 562

C) is 100 more than 592 d) is 100 less than 4135

e) is 100 more than 6821 f) is 100 less than 3295

g) is 1000 less than 8305 h) is 1000 more than 4253

i) is 10 000 less than 73 528 ) is 1000 less than 62 381

6. Fill in the blanks:

a) 234+ 10= b) 2382+ 10= c) 19085+10=

d) 21270+
100 = e) 3283+
100 = f) 7325
+ 1000 =
9) 657-10= h) 683 -10= i) 837-100 =
j) 2487-100 = k) 1901-100= l) 4316-1000=_
m) 3301 -10= n) 12507=-10000=..- sso), B9G9TF
+ 10S. =

7. Fill in the blanks:

a) 385+ = 395 b) 608+ = 708 c) 1483 + = 1493

d) 2617+ SO717 6) 43210+ =44210 f) 26287+
ss = 26387
a) 1287= =1187 h) 325-_
ss =315 i) 14902=. = 14292
j) 87001- =86001 k) 86043- =85943 |) 612683-__
= 51263

8. Continue the number patterns:

a) 6508, 8516, 8528, b) 35730, 36730, 37730, _

c) 41482, 41492, , 41512, d) 28363, , 28393, 28403

9. Circle the pair of digits that are different. Then fill in the blanks:

a) 45241 b) 82350 c) 68254

45231 92300 69254
45231 ige_-10 isi ” is. a

less than _45241 morethan lessthan

so jump math
© MULTIPLYING POTENTIAL
NS5-7: Comparing Numbers (Advanced) page 45
1. Write the number represented by the base ten materials in each box. Then circle the greater number
in each pair.
a) i) a
WNNEE a
| , | if
| hi

2. List all the two-digit numbers you can make using the digits provided. Then circle the greatest number:

a) 7,8and9 b) 3,4and0

3. What is the greatest number less than 1000 whose digits are all the same?

4. What is the greatest possible number you can create with:

a) three digits b) four digits c) five digits

5. Identify the greater number by writing > or <.

a) 37432 af ole b) 87 386 87 384

G) 17-329 8 338 d) 68923 62 857

©De jump
icrdead math
pacar
NS5-7: Comparing Numbers (Advanced) (continuea) page 46
6. Create the largest possible four-digit number using the digits given:

a) 4, 3, 2,6| | b) 7,8,9,4| | ay 0, 4,1,2|

7. Create the greatest possible number using these digits. Only use each digit once:

Be Aloe se 2 eS DS. eS =,

8. Use the digits to create the greatest number, the least number and a number in between:

Digits Greatest Number Number in Between Least Number

Qe Oca: F uee i

SD ie-2a aees Naas eek

c) ce Uae Foame

9. Arrange the numbers in order, starting with the least number:

a) 3257, 33952, 3183 Db) 17261, 1738s, 47 256

c) 87500, 87498, 87499 d) 36725, 3281, 93859

e) 60052, 60001, 60 021 1) 2hoy oe llr

10. Using the digits 0, 1, 2, 3, 4 create a number greater than 32 000 and less than 34 COO.

11. Using the digits 3, 5, 6, 7, 8 create an even number greater than 85 000 and less than 87 000.

12. What digit can be substituted for | | to make each statement true?

a) 32 | | 56 is between 32 675 and 32 854 b) 68 | |32 is between 68 379 and 68 464

©zs jume math

NS5-8: Regrouping page 47

Gwendolyne has 2 hundreds blocks, 16 tens blocks, and 9 ones blocks.

She regroups 10 tens blocks as 1 hundreds block:

J L_JIRIOIIOIOIIY === = (JJ

2 hundreds + 16 tens + 9 ones 3 hundreds + 6 tens + 9 ones
Il
1. Regroup 10 ones blocks as 1 tens block:

a) De boo b) oooog
fe ce a fea af
OO oooo0o
et) a a

tens +____ ones =___ tens +___—s ones = ens + Ones =. lens + "Ones

2. Regroup ones as tens:

a) 34o0nes=_3 tens+_4 ones’ bb) 73o0nes=__tens+___ones C) 26ones=__tens+___ones

d) 80o0nes=___tens+___ones e) 78ones=___tens+___ ones f) 810nes=__tens+_ ones

g) 190nes=___tens+___ones h) 57 ones =___tens+___ones i) 890nes=___tens+__ ones

3. Complete the charts by regrouping 10 tens as 1 hundred:

a) hundreds tens b) hundreds tens C) hundreds tens

6 23 5 Se 4 11
642-068 S)

d) hundreds tens e) hundreds tens f) hundreds tens

8 19 1 84 Tt 20

4. Regroup tens as hundreds or ones as tens.

a) 5 hundreds + 4 tens + 24 ones = __5 hundreds + 6 tens + 4 ones

b) 7 hundreds + O tens + 47 ones =

c) 3 hundreds + 57 tens + 8 ones =

Oo jump math
NS5-8: Regrouping (continued) page 48

Ara has 1 thousands block, 12 hundreds blocks, 1 tens block and 2 ones blocks.
She regroups 10 hundreds blocks as a thousands block:

AQAlaloalo.-
1 thousand + 12 hundreds + 1 ten + 2 ones
DOO.
2 thousands + 2 hundreds + 1 ten + 2 ones

5. Complete the charts by regrouping 10 hundreds as 1 thousand:

a) thousands hundreds b) thousands hundreds Cc) thousands hundreds

4 13 2 Vat 8 10
4+1=5 )

6. Regroup 10 hundreds as a thousand. The first one has been done for you:

a) 6 thousands + 13 hundreds + 4 tens + 8 ones= _7 thousands + __3_ hundreds +_4 tens+_8 ones

b) 2 thousands + 32 hundreds + 1 tens + 4 ones = thousands + hundreds +___——si tens +___—s ones

c) 5 thousands + 10 hundreds + 3 tens + 1 ones =

7. Regroup thousands as ten thousands, hundreds as thousands, tens as hundreds, or ones as tens.

a) 2 thousands + 25 hundreds + 4 tens + 2 ones = thousands + ____—szAundreds + tens + ones

b) 3 thousands + 7 hundreds + 24 tens + 5 ones = _

Cc) 4ten thousands + 25 thousands + 6 hundreds + 1 tens + 45 ones =

| 8. Karim wants to build a model of four thousand three hundred forty-six.

He has 3 thousands blocks, 13 hundreds blocks and 50 ones blocks.
Can he build the model? Explain.

Qo jump math
NS5-9: Adding with Regrouping page 49
1. Add the numbers below by drawing a picture and by adding the digits.

a) 14437 b) 35+ 27
with base ten materials with numerals with base ten materials with numerals

P tens ones tens ones tens | ones _tens ones|

He B
1 4
14

at HEB
Bo S 76
on

Hee Bo Bo
BEBAB 4 11
sum al
regroup 10 ones
as aten

O
5 1

7. after regroupin
grouping

2. Add the ones digits. Show how you would regroup 10 ones as 1 ten.

- 4 <a-~tens go here ata ss ey ene

a) 1 4 b) Aes o 2 a) on oO Ne) rep)

60s
is oo
!‘K

ones go here

3. Add the numbers by regrouping.

1
a) 2S b) 1 9 C} 6 4 d) es e) 3.6
He Ae GB oo -2 + 2 9 + 4-8 ~~ 3 6
4

f) B.S g) 2 9 h) 4 3 i) 2 Me j) 7 8
es 6 Fe: Saemey + + 8 + 5 Q + 2 8

Qo jump math
NS5-10: Adding 3-Digit Numbers page 50
Allen adds 243 + 381 using base ten materials:

243 = 2 hundred + 4 tens + 3 ones

aes lll ne
+ 381 = 3 hundreds + 8 tens + 1 ones

nin HULU
= 5 hundreds + 12 tens + 4 ones

| i
Then, to get the final answer, Allen regroups 10 tens as 1 hundred:

= 6 hundreds + 2 tens + 4 ones

NOOO _ il psy
1. Add the numbers using base ten materials or a picture (and record your work below):

Sie. =. hundreds + tens + _ ones

+251 = hundreds + tens + ones
= hundreds + tens + ones
after regrouping = hundreds + tens + ones

2. Add. You will need to regroup. The first one is started for you:

ee - we
a) 2h 8 b) oo. 1” “c¢) &.<2 3 d) g 6-0 e) 6 4.3
+a ¢ 1 +49 6 + 9-6 +5 9 Q9 +26 4
2 9

3. Add, regrouping where necessary:

a) 2B 2.6 B) teaGee 8) 642 Q) 3 9°0) _ 8) BS 6. } 2 8

+3 7 1 oe a ae 6 +189 25-9 +106 +444

4. Add by lining the numbers up correctly in the grid. The first one has been started for you:

a) 643 + 182 b) 547 + 236 Cc) 405 + 368 d) 256+ 92

Oz, jump math

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NS5-11: Adding 4- and 5-Digit Numbers page 51
Louisa adds 2 862 + 2 313 using base ten materials:

2 862 = 2 thousands + 8 hundreds + 6 tens + 2 ones

NO Sleal Ui —
£2 ONS = 2 thousands + 3 hundreds + 1 tens + 3 ones

aa A 5 i 4thousands + 11 hundreds + +
=
5 ones

Then, to get the final answer, Louisa regroups 10 hundreds as 1 thousand:

= 5 thousands + 1 hundred + 7 tens + 5 ones

Va ia sO =

1. Add the numbers using base ten materials or by drawing a picture in your notebook.

6826 = _—SXthousands +___———sYAFtundredS' +__—séaternsS +___—S—Cs«#ON1@’SS

+2543 = ~+thousands +__——siflundreds +__—S—CéiternSS + _——sé#OON'W@’'S
= ___~thousands +___——sAAunndreds +__—S—Csitter¢n'SS + _——sCé#N'@SS

after regrouping = _____ thousands +____—s~Aundreds +__—Ss—sédternSS +__———s«éOON'W’S

2. Add. You will need to regroup the hundreds as thousands.

©% jump math
NS5-11: Adding 4- and 5-Digit Numbers (continuea) page 52
4. Add (regrouping when necessary):

a) oo Oe =D) 2G | C) ih Sor. a) 2 PAO ot a6) 48 4/7

+3 6 2 4 £76 9 2.5 et es a + Ole #2 10 05

f) eb Oe g) 5-43 2° (hi) ce vk oe | a 2 Uso.) tt 5: Gat

e222 sol Gay A +481 4 + 7 58 +729 1

5. Add by lining the numbers up correctly in the grid. In some questions you may have to regroup twice:

a) 8624+1192 b) 2895
+ 2384 c) 2469+62 qd) 5263+3953
ioe cae ee Ea cy ee oe oar ad aad Ss
eet
aig los zh Al
| ars wee a
hae |a
ee aig
ea
a ls Meee ae
2 : | sie
oe —}——
eee
7 eb
| =»freee) Se!

ie ae ee Tae (ot ae [pet ale |

en ee ee ee ee ee a ee ee | | |
icons jaypaca Oe = _ L | m, “+t tas } 7 eh Re s | [. t

|
Fae |
Sf
Weinmann |
Farmer St Her |
L |
Pehl Sereeee | |
Neeereeercerr! Cheer Mme SRTCEAT OT
|Men TOR INNO! (mena | |
Seat hi wen A a porneaas 4
| a a

6. Add (regrouping where necessary):

a) Sire. G23 b) a8 8 4 7 C) A 5 4 8 9 d) 6-1-7 9

Ay o. Oo 2 + 3 A 2 ee + 2 6 42.01 se ge a ee

|7. A palindrome is a number that reads the same forward and backwards.

For instance: 363, 51815 and 2375732 are all palindromes.

For each number below, follow the steps that are shown for the number 124:

Step1: Reverse the digits: 124 — 421

Add the two numbers: 124 + 421 = 545

If the number you create is not a palindrome repeat steps 1 and 2 with the new number.
Most numbers will eventually become palindromes if you keep repeating these steps.

Create palindromes from the following numbers:

a) 216 b) 154 c) 342 d) 23153 e) 371

©» jump math
MUBDIPLYENG DOF ENTIAL
(e)
NS5-12: Subtraction page 53

Ken subtracts 34 - 16 using base ten blocks:

Step 1: Step 2: step 3:

Ken represents 34 with base 6 (the ones digit of 16) is greater Ken subtracts 16 (he takes away
ten materials ... than 4 (the ones digit of 34) so Ken 1 tens block and 6 ones) ...
exchanges a tens block for 10 ones ...

tens ones tens ones

6 4 2 14 1 8
oo000 DOoooag ooooo
ooooo ooo
nooo

Here is how Ken Here is how And now Ken

uses numerals Ken shows 214 can subtract 2 14
to show his work: 34 the regrouping: So 14-6 ones “SR
- 16 - 16 pene
tens:
- 16
18

1. Show how Ken can subtract by regrouping a tens block as 10 ones.

a) 66
- 37 b) 75
- 46

tens ones tens ones tens ones tens ones

6 6 5 16 ff 5
od Cian) a oo
a) o ooo oO
ood oO
ooo

5} 116

6 ‘BB 7
= 13 —-!|3i17 - _

c) 34-18 d) 77-29
tens ones tens ones tens ones tens ones

8) 4 if Vi
oo fea)ia

3 |4 3 fa Cale

—-'1:8 —;|;1/)|8 - 2 - 2 9

©, jume math
on vee. POTRNTIAT
NS5-12: Subtraction (continued) page 54

2. Subtract by regrouping.

a) 4 16 b) | C) | d) hosel e)
| ik. | | | |
pS

=|4/8 e.egr9 Baye d, Ed legs {4

/3/8 | |

3. For the questions where you need to regroup, write "Help!" in the space provided. How do you know?

a) 46 Help! b) 62 C) 73
- 28 6 is less than 8 = 96 =a

d) 32 e) 56 f) 95
=. 419 = 22 = 98

g) 66 h) 24 i) 84
= 1S = 9 - 26

j) 79 k) 52 l) 41
i. D7; - 48 - 17

4. To subtract 456 —283, Laura regroups 1 hundreds block as 10 tens blocks:

hundreds tens ones hundreds tens ones hundreds tens ones

5 6 15 6 7 S

aT ee
ooo
WU | one | |LIX i| gee
AL ooo

— i ANU S
Subtract by regrouping hundreds as tens. The first one has been started for you:
5 15
a) B.| BS 2 b) 67 fo c) 8111/6 d) 9/5/18
eg i pS al 4|9o\4 =e. 46 -|7\6/5

@~» jump math

ee"
NS5-12: Subtraction (continued) page 55

5. Subtract by regrouping the tens. The first one has been started for you:
A 183

a) 6S) b) eae: c) 9 6 4 d) 8 9 0
-|5|2/|6 Sees, eG eae eae: ee aes gis

6. For the questions below, you will have to regroup twice.

Example: Step 1: Step 2: Step 3: Step 4: Step 5:

3) 2 3 12 ae os ie

7 AWK 7 oe TS as Pee a Tk oe
-274 -~274 -27 4 -274 -274
8 8 6 8 468

a) b) C) 3.0 d)

7. To subtract 4 135 — 2314, Laura exchanges a thousands block for 10 hundreds blocks:

thousands hundreds tens ones thousands hundreds’ tens ones thousands hundreds tens ones

2 1 3 5 3 11 3 2 1 8 4 1

7 oMmv" | OOM" | CO hem

Ad
am VT Ao @ An
af a oO p= oo
5 oO pac
a Pe
Subtract by regrouping thousands as hundreds. The first one has been done for you:

b) 4/218/51 ¢) 91/6/4/31a)

Oz jump math
NS5-12: Subtraction (continued) page 56

8. In some of the questions below, you will need to regroup twice:

a) | |2|5(/el7/ | [elsisi7| | |e9|6|2/8| 9] |s|5/6| 0)

E 9 V2 et | 3 = 141-961 ae

e) cae, f) 9 g) 9 0 2
i 2 1 te

Step 1: Step 2: Step 3: Step 4: Step 5:

2 16 2 16 3 A 16 ne a 16 J - = 16

8 4-3& 8 4-36 8453 6 B43 6. BOO NE

= 2 oO O08 = eno O18 - 2568 - 2:-5.008 = 256° 6
8 6 8 8 8 6°S 66

a) yf b) C) 4 rary d) 9,0;6:6
- 1 - - 1 8 4 a1 ah foe

10. In the questions below you will have to regroup two or three times:

Step 1: Step 2: Step 3: Step4:

9 9 9 9 9g
Oo 10 0 W 10 o WW 10 0 “OW 10
6.0.0 SOE G SOOO *O. SOONG
~ Sar ae - Sa 2 - oe ~ Ss oon
46 8

a) 1 b) 1 Oe) <c) ay 20 8) d) 1) 0) Oro

= a ~ T - e.\-6°)9

@z~ jume math

 NS5-13: Parts and Totals page 57

a The bars in each picture represent a quantity of red and green apples. Fill in the blanks:
a) 7 red apples
3 green apples ee difference: 4 apples

red
———<—— _ total: 10 apples
green

b) 6 red apples
3 more green apples than red apples ___-» difference:

total:

c) 6 red apples
2 more green apples than red apples — difference:

total:

d) 9 apples in total
4 green apples (Sees
aon
Ea
total:

es beaa ia
2. Write the missing numbers.
Red Green Total Number How many more of
Apples Apples of Apples one colour of apple?

3 6) 8 2 more green apples than red

4 9g

1 8

8 3 more red apples than green

|3. Draw a picture (as in 1) and make a chart for each question.
|sees if

a) 5 red apples b) 13 apples in total BONUS

4 more green apples 6 gree! apples Cc) 9 apples in total
than red apples 1 more red apple
than green apples

@p jump math
 NS5-14: Parts and Totals (Advanced) page 58
1. The fact family for the addition statement 3+ 4=7is:4+3=7;7-4=3 and7-3=4.
Write the fact family of equations for the following statements:

a) 2+4=6

b) 7 +e=10

CZs
5 = 17

2. Complete the chart.

Green Purple Total Number : How many more of one type

Fact Family
Grapes Grapes of Grapes of grape?

6 more green
2) . : se than purple

b) 5 9

C) 3 6

3 more purple
e) : than green

@ 3. Use the correct symbol (+ or -).

a) number number total b) number number how many

of red of green _ number of red of green _ more red
apples apples of apples apples apples than green?

c) number number how many 4) number number total

of green of purple _ more green of purple of green = number
grapes grapes than purple? grapes grapes of grapes

| 4. Draw a picture on grid paper (as in question 1 on the previous page) for each question:

a) Alan has 12 red stickers and 5 blue stickers. 2

How many stickers does he have? } S

b) Claire has 6 pets. Two are cats.

The rest are dogs. How many dogs does she have?

c) Peter walked 8 km. Layi walked 5 km.

How much further did Peter walk?

O% jume math
oh RS ee
NS5-15: Addition and Subtraction page 59

1. Alex has $57 and Borana has $12. Camile cycled 2 375 km one year and 5 753
How much money do they have altogether? the next. How many km did she cycle
altogether?

3. The maximum depth of Lake Ontario is 244m. 4. Mount Kilimanjaro in Tanzania is 5 895 m high
The maximum depth of Lake Superior is 406 m. and Mount Fuji in Japan is 3 776 m high.

How much deeper is Lake Superior than Lake How much higher is Mount Kilimanjaro than
Ontario? Mount Fuji?

5. In space, the Apollo 10 command 6. Two nearby towns have populations of 12 475
module travelied 39 666 km per hour. | and 14 832 people.

How far did it travel in 2 hours? What is the total population of both towns?

7. Canada was founded in 1867. 8. Inthe number 432 ...

How many years ago was Canada founded?
The 100s digit is 1 more than the 10s digit
9. Sahar had 20 stickers. The 10s digit is 1 more than the 1s digit
She put 5 in a book and gave 4 to her
friend Nina.
How many were leftover? Make up your own number with this property:

Now write the number backwards:

10. John has 26 marbies.

Write your two numbers in the grid and subtract
David has 15 fewer marbles than John.
(put the greater number on top).
Claude has 10 more marbles than John.

Try this again with several other numbers.

How many marbles do David and Claude You will always get 198!
have altogether?

BONUS
Can you explain why
this works? a Re es ee, 7

©, jump math
3 eee
NS5-16: Larger Numbers page 60
REMEMBER:
1. Write the place value of the underlined digit.
hundred thousands ten thousands
a) 56236 | tens |

b) 1956336 aoe ) G0 11a

c) 8256601 —

d) 6453 156 r 5 |e) 7103256

2. Write a numeral for the following number words:

a) five million six hundred forty-seven thousand one hundred ten

b) seven million eight hundred twenty-three thousand nine hundred twenty-five

3. Write the number words for the following numerals:

a) 2325 853

b) 9307 211

4. Write the numbers in expanded form (using numerals):

a) 4238215 4000000 + 200000 + 30000 + 8000 + 200+ 10+ 5

b) 5218 967

5. Circle the greater number:

a) 3205 138 OR .-2 275 159 b) 4238537 OR 423854

6. Add or subtract.

a) eer) S|) ope hee Oo oe ae ae) 2 Sr ae lowe Pee a

sa meae ee 9 eT) OE ad pe foe (ee ge be = i A ee sa

Qe jump math
oO MULTIPLYING POTENTIAL
NS5-17: Concepts in Number Sense page 61

1. The chart gives the area of some of the largest lakes in North America.

a) How much more area does Lake

Michigan cover than Lake Erie? Lake hae)

Se b) Write the areas of the lakes in order Erie 25 690

as from least to greatest.

28 570
c) How much more area does the largest Olea eiave
lake cover than the smallest lake?
Michigan 58 020
e d) The largest lake in the world is the
Caspian Sea in Asia. Its area is
Great Bear 31 340
370 990 km*.

How much greater than the area of Superior 82 100

Lake Superior is the area of the
Caspian Sea?

2. Aclothing store had 500 shirts. In one week, they sold:

® 20 red shirts @ 50 blue shirts @ 100 green shirts

How many shirts were left?

3. Use the digits 1, 2, 3, 4, 5,6, 7 and 8 4. Use each of the digits 4, 5, 6, 7, 8 once
once each to fill in the boxes. to create ...

a) The greatest odd number possible.

b) A number between 56 700 and 57 000.

Bg |_| c) An odd number whose tens digit and

hundreds digit add to 12.

d) An odd number whose thousands digit

is twice its hundreds digit.

5. Design your own problem using the numbers in the chart in Question 1.
Write it in your notebook and then exchange it with a partner.

6. What is the greatest number you can add to 74253 without having to regroup?

Qo jump math
NS5-18: Arrays page 62
When you multiply a pair of numbers, the result row a
is called the product of the numbers. 5 | Carmelle counts
® ® e ® e 10 > the dots by skip
ting by 5s.
In the array shown, there are 3 rows of dots. o 6 6.76 ee ote
There are 5 dots in each row.

Carmelle writes a multiplication statement for the array: 3x5=15 (3 rows of 5 dots is 15 dots)

The numbers 3 and 5 are called factors of 15.

1. How many rows? How many dots in each row? Write a multiplication statement.
a) b) e @ @ @ e C) @ ® @ e
@ @ e® @ @ e ® td @ @ @ e e

a etiel ce Sivtatoe e
Oe
@
€" oe Sistine
2 rows rows

4 dots in each row dots in each row

2x4=8 So eee eae

2. Write a product for each array:

a) ee @ b) ee C) eecee d) ee e

4 x 3 e e @ e @ oe a

F, nN . 7 - e s e e ‘ ‘ -

rows dots es : a
in each ilies = = eee e
row

| 3. Draw an array and write a multiplication statement to find each answer.

a) In agarden, there are 6 rows of plants. b) Paul lines up 7 chairs in each row. PHY
There are 5 plants in each row. There are 3 rows of chairs. ah
How many plants are there altogether? How many chairs are there altogether? — 7

4. a) Draw arrays for the products 4x 3and3x4. b) Is6x 4 equal to 4 x 6? Explain.

Are the products the same or different?

5. Jen finds all the factors of 4 by drawing arrays. Factors of 4: 1, 2, A

tS) ® ® °® 3 &

1x4 ®
Draw arrays to find all the factors of: ae i
@

a) 6 b) 10 c) 11 d) 12 Pee

Os» jump math

WaPo tacssumris
 NS5-19: Multiplying by Skip Counting and Adding On page 63
Amy finds the product of 3 and 5 by skip
counting on a number line. She counts off ox5= 5 + 5 + 5 =i)
three 5s. From the picture, Amy can see ees eee
that the product of 3 and 5 is 15. ema am asa eer cg aa ee

1. Draw arrows to find the products by skip counting.

a) 4x2= b) 3x4=
a ee a

2. Use the number line to skip count by 4s, 6s and 7s. Fill in the boxes below as you count:

Oi 2 3 4 5 6-7 8B 9 101112 13514 16. 16 17.18 19 20 21 22 23:24 25:26:27 286 29 30 31 62-33:34 35 36:37 38 39 4041 42

3. Find the products by skip counting on your fingers. Use the hands from Question 2 to help:

ey ane
- °1 aa Fd

until you raise 4 er

a) 3x5= b) 5x2= c) 3x4= d) 3x6= 6) 17S

f) 3x7= g) 3x3= h) 6x1= i) 2x7= j) 5x5-=

kK) 2x 2'= oper ee aa m)4x4= Nn) 4x 6= 0) 1x6=

4. Find the number of items in each picture. Write a multiplication statement for each picture:

=ESBEBE
SIM Saco beta la a -=aa MM heel tiatie) blame: Mbemal
VVVVBAA
V¥VYVaeeaaqg

7A

eeeS.

©z jume math
MS srrtoh peren
NS5-20: Multiplying by Adding On page 64
Stacy knows how to find 4 x 6 by adding four 6s (6 + 6 + 6 + 6 = 24). Her teacher asks her how she can
find 5 x 6 quickly (without adding five 6s):

Stacy knows that 5 x 6 is one more 6 than 4 x 6. She shows this in two ways:

with a picture by adding

ae ee ee eee ie 5x6 = 6+6+6+6+6
ee es four 6s eye EO
Weber e Coe
Oe pe ey eee five 6s four 6s plus one more 6

: : ; : ; «— Plus one more 6

four 6s
— SS
Stacy knows that: 5x6=4x6+6

She finds 5 x 6 by adding 6 to 24 (4x 6): 5x6=24+6=30

- : |b 3x4 b) rel

e e e 4. 4 |

ee 2 ee @ +

x4=3x4+4

e d) e.7 6. ys e s
C) e e ° e e416

e © C e e
e e ® e e e ® +
Lege ran Wee ec
|: e ° e e ee See

2. Turn each product into a smaller product and a sum:

a) 4x2
33 x + b) Sx7=4x as

c) 8x3=7x n dy Sx6s0x lo = ;

e) 7x4= * + f) 9x6= r x | eS ae

g) 5x3=_ h) 8x7=
BK / A]

3. Solve. Show your work, as in the exarnple.

lL

Example:
If8 x 5 = 40, what is 9x 5?| a) If6x4=24, whatis7x4? \b) If{6x7=42, whatis 7x7?
9x5=8x5+5 ; [~ 6) 454 Bei
= 40 +5 =45 __) ©) If8x 6 = 48, what is9 x 6? d) If7x 8 = 56, what is 7 x 9?
Sea x b4|
O's jump math
OP suersemaine vorewriat
 NS5-21: Multiples of 10 page 65
To multiply 4 x 20, Allen makes 4 groups | To multiply 4 x 200, Allen makes 4 groups
containing 2 tens blocks (20= 2 tens): containing 2 hundreds blocks (200 = 2 hundreds):

4 x 20 =4x 2 tens=8 tens= 80 4 x 200 = 4 x 2 hundreds = 8 hundreds = 800

Allen notices a pattern: 4x2=8 4 x 20 = 80 4 x 200 = 800

1. Draw a model for each multiplication statement, then calculate the answer. The first one is started:

“™@O00 "ME
MoU ae 4 tens=_\V-
_\V= tens =| 2x20=2~x ? tens = 6 tens= \V

2. Regroup to find the answer. The first one is done for you:

72) esie a A Me i _ tens = 21 tens = (40

b) 4x50 =4 x t)_/
_- tens = PU tens = ZOO
oe tens = __] 2 tens = 29
STR y aes
d) 6x30 =6 x tens = _ 19 tens = \XU

3. Complete the pattern by multiplying:

a) 2x3=__4« b) 5x1= c) 5x4= d) 4x2=__*

2x 30= 5x 10= 5 x 40 = 4x 20=
2x 300'= 5x 100 = 5 x 400 = 4200 >

4.
|
Multiply:
Xf
7 ee AM KAG
ceo| QAM
F me
LI Ps crn OF
ee
a) 5x30=_\9 b) 30x4= ; c) 4x 40= ~* dh BOxg= ts
e) 3x500=_\600 f) 500x6=_- D0.) g) 3x80= KM. ih) 500 x5 = 260

) 2xg00=_ S04 jy) 70x6=4)0 k) 8x 40=_72! ) 900x3=_2 700

| r

\: 5. Draw a base ten model (using cubes to represent thousands) to show: 6 x 1 000 = 6000.
nal r 4 f ( f 7 ‘| KA )

6. Knowing that isx 2 = 8, howcan you use this fact to multtiply 4 x 2 000? ‘Explain.
Ax 2th

Qo ijump math
NS5-22: Advanced Arrays page 66
1. Write a multiplication statement for each array.

a) Bae bE TS

3. Fill in the blanks (as shown in a).

2 ae : HS
:

——_.,—_—’ Ly

Ge jume math
 NS5-23: Mental Math 2 [0° 4° pauses
4x 23
To multiply 4 x 23, Anya rewrites 23 as a sum:
23 = 20+3 4
She multiplies 20 by 4: 4 x 20 = 80 Nae ase ease
Then she multiplies 4 x 3: AxoS S12 Fea eldt ea
Finally she adds the result: 80 + 12=92
4 x 20 = 80 Ax 3=12

The picture shows why Anya’s method works: 4x23 = 4x20 + 4x3 = 80+12 = 92

1. Use the picture to write the multiplication statement as a sum. The first one is started for you:

a) 2x 23 b) ax 4

CaS aaa ae eee

eo eet. ers best |.4
Sy
+ ‘Coe ‘io
Ae (40)

2. Multiply using Anya’s method. The first one has been done for you:

a) 2312s. 24 x 10 4 eae = 40 + 8 = 48

DO} oo aoe + =\ <0? | =

c) 4x22= r = =

d) 8x 281s 3.x 200 4 3% 30.4 _3

x f == 600%90+3. = 693
e) 2x 443 =_.- + + = =

f) 3x313= 4 + = q = OR

3. Multiply in your head by multiplying the digits separately.

a ewioa 2h b) 2x42= G7 c) 8x12= 50 d) 4x114=_

77
a aeeie
1. fh Beis. 125. oy oxaes Ol. (pees
i) 3x112= 736 ) 2x2932 4D Wy ax2g2n618 =) 4x appWB
m)3xi9225
46 nn) 2x442=QS! 0) 4x212= 49% =p) 8 xa393e 494

i)
4. a) Atilla planted 332 trees in each of 3 rows.
—t How many trees did he plant altogether?

b) Rema put 320 nails in each of 3 boxes.

How many nails did she put in the boxes?

© jump ma th
ee ees
=}

Clara uses a chart to multiply 3 x 42:

step 1: Step2:
She multiplies the ones digit She multiplies the tens digit
of 42 by 3 (3 x 2= 6). of 42 by 3 (3 x 4 tens = 12 tens).

She regroups 10 tens

i as 1 hundred.
tl
i
Ht
i hundreds tens
Hi

1. Use Clara’s method to find the products:

a) 5 |1 b) 6 | 3 c)
|) j 7/
~L ‘ —_

x x Ww »4

—Nin

x ol ine) x
ies
=

t)

y)

ee) 9/2 ff) oa ae gg)

_ 2. Find the following products.

a) 2x62 b) 2x64 c) 5x 31
i

© jump math
(ge sees
NS5-25: Regrouping
3 Hii

Step 1: Step 2: |
She multiples 4 ones by 3 She multiples 2 tens by 3 los
(4x 3= 12). (3 x 2 tens = 6 tens). 4
i |;m |
She regroups 10 ones as 1 ten. She adds 1 ten to the result x} [3
(6+ 1=/7 tens). F

oe a 2 {
;

d) | 4] e) i
}‘a
te
ft
j

3. Using Jane’s method, complete the first and second siep of the multiplication:

Cc) d) | TEACHER:
Be sure to give
515) your students
extra practice
at this skill.

Qo jume math
 NS5-26: Multiplying — 3-Digit by 1-Digit page 70
Murray multiplies 2 x 321 in 3 different ways:
1. With a chart: 2. In expanded form: 3. With base ten materials:
300 + 20 ‘ : aa ila

= 600 + 40 + 2 er

= LI

a) 412 “TU. VW 4 b) 628 _4) +40 +

x3 x 3 x 2 x 2
= "We + AAA + ° 8 i * = $fa)
_ + “38. + sf)

2. Multiply: ian ices

a) 3 |4 b) 3/4 C)ial1]2 qd) |l3j2i3| & jeliia

x 2 x 2 3 x x a

y'

4. Multiply by regrouping tens as hundreds. In the last question, you will also regroup ones as tens:

a) b) C) d) e)
ee P| et foe 4 2 1.543 114 21714

x 3 x s x 3 * 4 x 3

|5. Multiply:
bas a) 4x 142 by 631" e}) 7 22a d) 8 x 324 e) 9x 1432 f) 6x 2537

6. Draw a picture to show the result of the multiplication. You m eed to regroup.

* LA]fieee ’
Doe
x 2
igeal es Oo
ranae
* Lele eile
x
oO
4

©» jump math
NS5-27: More Mental Math page 71
Erin wants to multiply 20 x 32. She knows how to find 10 x 32. She rewrites 20 x 32 as double 10 x 32:
32
= 20 x 32 =2 x 10 x 32
FH 10 =2*% G20
HH = 640
av 7 The picture shows why this works: a 20 by 32 array
10 contains the same number of squares as two 10 by
as 32 arrays.

1. Write each number as a product of 2 factors (where one of the factors is 10):

a) 380=_ Ox 5 b) 40=)9aA4 c) 70=_\9x7

2. Write 2 equivalent products of each array. The first one is done for you.
Mm —_ 33 —— gee
a} t ©) + cee ¢)
©
| 10
|
20% 33.5 2 x10 ¥° 33 ex te 5%

3. Find each product in 2 steps:

Step 1: Multiply the second number by 10.
Step 2: Multiply the result by the tens digit of the first number.

a) 20x%84= 2%340 hb) 80x13< i? c) 40x 22=7%220 d) 50x31

= 5x3)

= 680 = = LSC =

A /\ ot N\ ( a \ } \ ff
: + A
;
4. Find each product mentally: M } i es I\| {_\ y

a) 30x 22 = b) 20x
40 = c) 20x60420 ~“d) 40x 27= i |
e) 20x 41= f) 30x 92= g) 51x20=y/0 h) 30x 64= 1490

i) 60x 41= he $650 = kK) 70x 20= 1!) 80x20=

5. Estimate each product:

HINT: Round each factor to the leading digit.

a) 27x39
= 30x 40= 1200 b) 43x51 = a c) 22x47 =

d); 62 x 41 Ul e) 72x49 U

©» jump math
©
 NS5-28: Multiplying 2-Digit Numbers by Multiples of Ten
Ed multiplies 20 x 37 by splitting the product into a sum of two smaller products:
20
x 37 (20 x 7) + (20 x 30)
= 140 + 600
= 740
He keeps track of the steps of the multiplication in a chart:
[= seaesertaeesecveaeterseatinovinpoooseatereensoaroarabesesersrebertesederiseeeuvoreerrestveosttsnvenertsorveerrerverrerrrwwnrvormarveseusporeseasreeocauretenonyaroneventevormeeerresoneretemmevetemmpeonoerevee oeesierrreunnnneenepsoenaisoreinenteonanttanvenastesoumeerreearessrorerverseammoOPPOINOPeE

Step 1: Step2: Step3:

Ed multiplies 2 x 7 = 14. He is Next, since 2 x 7 = 14, Ed writes Ed then multiplies 20 x 30 (= 600).
really multiplying 20 x 7 so he first the 4 in the tens place and the 1 As a short cut, he multiplies 2 x 3=6
writes a zero in the ones place. at the top of the hundreds column. and then he adds the 1 from the top of
the hundreds column: 6 + 1 = 7 (= 700).

1. Practice the first two steps of the multiplication.

NOTE: In one of the questions below, you will not need to regroup the hundreds.

i |

eee ee ee Boa ae pipes

epee }x | 4] 0) }x | 3] 0] |x | 4] 0 eerae:

2. Multiply:

f) 28 ig} 2PM acti) a7 i 23 j 4 3

x 30 x 20 < 4. 0 > okey A) oe a

3. Rewrite each product as a sum then find the answer:

a) 20x13= (200 x. 10): 20) Rae 3) 200" +460 = 4 260 \

b) 20x 42=
Cy .3o0x2e=

Os jump math
 NS5-29: Multiplying 2 Digits by 2 Digits
28
2 eget scensaeal a OO18

ae
Grace multiplies 26 x 28 by splitting the product into a sum + 6x28 sot
of two smaller products:

26x 28 =6 x 28 + 20 x 28 26
20
= 168 + 560
= 728

She keep s track of the steps of the multiplication using a chart.

Fr— sore sloonstnecueroverernerae

! Step 1:
| She multiplies 6 x 28.
HI

|
u
iji i
4

1. Practice the first step of the multiplication:

b) C)

| Step 2:
_ Grace then multiplies 20 x 28.
(Notice she starts by writing a O
__ in the ones place because she
_ is multiplying by 20, not by 2).

C) : a)

OC)
—»\

Qo jump math
 NS5-29: Multiplying 2 Digits by 2 Digits (continuea) page 74
3. Practice the first 2 steps of the multiplication.
a ) 4h =12 b Nip — Oe ee Ae aha
3 ais abe
3/5 | rao 2/3 11 [5 |
x 1/216 x 13 | 7 | |x 13) 4 |x 3 | 9 |
B i ‘

cy | f { t= ' f ia |
os \ , j *» { 2 [ ef. |

med ( f “a _ {4 ; f { 5

1 yt g) iy Fa ) i)
45 33 f1 |5 213 aE:
a2 x |4] 4 ix 1416) x |4) 2 x [413

_ Step 3: Grace completes the multiplication by adding the products of 6 x 28 and 20 x 28.

4. Complete the multiplication by adding the numbers in the last two rows of the chart.
a) on a b) 4 2 c) dq) 2 2

(rece concen ReNSact aS sort 8 mec ceraeernermnal a

f |
rit
f
| l tig
\
F |
|
\

. ff \
f
)

/. rt | f x \ [
rei eet = ag eins ST eaee wp
7 may ~ may l= 50 en SANA ne eats Ke fates cman = 2
ee |

’
- L uf 5} f { i} j

| 6. Find the products:

~ a) 27x32 { b) 56x73 cc) 85x64 = d+)19 x 93 e) 74 x 86

GsO4f 408s: mage PEG ttt 6~' ol
a os
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om MUELDIFZ0ING Iay
POTENT
 NS5-30: Mental Math: Rearranging Products page 75
1. Double each number mentally by doubling the ones digit and the tens digit separately.

23 44 12 31 43 54 83 92 les
; { 4 aah
{ 7 x) f 1s 1 | Pe i
Double soa x X Fe HZ ( 6 | () y \WuW ae Sa [4 2

2. Double the ones and tens separately and add the result: 2 x 36 =2 x 30+ 2 x 6 =60+ 12 = 72.

25 45 16 28 18 Ve 35 So 39

pouble, 50/40 |32 156 (36 | 34 | 70 [110 lug

3. a) One flower costs 34¢. How much do two flowers cost? a , SRS
b) One lizard costs 48¢. How much do two lizards cost? LO t- > »)
Se! ,j ji
ra.
| ® @
4. From the arrays you can see: one eee
— 4 3 x 2 is the same as 2 x 3. e @ eee
OX Z Axes
Is 4x5 the same as 5 x 4? Explain. (3 rows of 2) (2 rows of 3)
Neca US! (ne Doth NAV" one 5 anh

5. Rearrange the products so you can find the answer mentally.

| Example: 2x 8x 35 Example: 4x 18x 25
=2x 35 x8 =4x 25x 18
Be = 100 x 18
ancy = 1800
a) 2x 4x 25= 2% 25x =H0X'=""by) 2x 3x 45= > xO xd= 10x3507' Cc) 2x6 x 35= 2x 35xb=10K0=4
d) et oy ae 50=2 K Ne: 10 Xt =i) 4x 75 x 250: Hy 9 (NCOXTS= T5 OO f) os 97 . 500- 1x5 : i

g) 372 x 4 x 25= tx16x31A2='IWh) Ox 2 x 15 x 250=2%15» 1 V=30x2= j) 295 x2 x 50 x 42 2X 25xH0=!

60x 250 =I nae gis

6. Double the number in the box and halve the number in the circle.

Example: ls (4) [16] «(2)

Ls)x(4) >12)*@ 2) >20-O [7G

=L4x@
Does the product change or stay the same? Explain
Ne Y - TOY the aA ME NeCause Ve Orc aw On y) qi it im ‘
)UCSTion- L tWey ed 1, ”
7. Use halving and doubling to find each product mentally. al] ef 40)!
(7% Zoe
Example: 32% a) 42 x 5=2Z)]xl0=210b) 64x5 NF I6)) 86x 5
=16«10
= 160

© jump math
NS5-31: Topics in Multiplication (Advanced) page 76
1. Fill in the blanks.

a) ee @
b) @e@
| ©0008 c) @ee@ ©2000
dq) ee ee
@e@ @ ©e@ ©8e@ @ee ©0008 ee @@
eee ©e@ @000 @©@e@ ©8660 ee @@

cSi a ee ae Bix Dace EF” ax S43x ; 8x 243xZ

Sa Ge go) =3x(2+4) ag
x ue) -ae(e +2)
=3x 3 =o te 7 =3x4_
e) 3x54+3x4 i} «s*2+3x*6 g) 7x4+7x383 h) O9x349xR2

=3x(_5 + 4 ) =3x(2+4) Stet eS) ren ce oe

Sa oo a gn = er Ice
he a

2. Write each number in expanded form.

a) "32700'= 3 x 10000 + 2 x 1000+ 7x 100 +5 10+ 3

b) 45326 = _1 X OOW TEX IOC 42 «104

c) 72023 = . 2 x| ) +

| 3. Write as many statements as you can for the array using

a multiplication, addition, or both.
oars is | 44 4 au
61
U 6+{ a7 0
|
Goctl Dt

Byenine: 2 x Sie (23) SORA e area

4. Is ne eae statement aves sometimes, or never true? Explain.

L5° }4at) . he ¢ o> k= 1/8 | A\w AM “4 i | , \

a 3 x is even’! ’b) (5 x isa rhs of 5 c) 7x is 0

qd) 2x is even e) \6x is a multiple of 2 f) A factor of a number is greater

Auwafs becange,.2 4 OP ag a YS| RE COMaae than the number™
\ Wie. {4
Wo | INEM EA
| |
5. Explain “ai the product of fivo2-digit numbers must be at sa: 100.
oe} [
bo
Ay it five iit a
6. Using the digits 1, 2, 3, and 4, Re

a) the greatest product b) the least product

©% jump math
NS5-32: Concepts in Multiplication page 77

. i

:. a
£m
A bee has 6 legs. How many
‘ily \2. How many hours are there in
AD nng

k \
legs do 325 bees have? OA
the month of January?
Nh
a4\x24 Tero?
=74y 4
oy 4 mn » _

I930 leg
MMNOWEI a f

A 12-sided field has sides 87 metres long. . Sapin’s heart beats 98 times a minute.
What is the perimeter of the field? How many times would it beat in an hour?
V
a } vyLA\vii |

A harp has 47 strings. Find the first four products. (Show your work
How many Strings do 12 harps have? on a separate piece of paper.) Use the pattern
~ =
,» in the products to find the products in e) and f)
without multiplying:
A hummingbird flaps its wings
15 times a second.

How many times does it flap its

wings in a minute?

Planets Width (in km)

Mercury | 4850

Mars 6 790
Pluto 3 400 ‘0: Recall that factors of a number are whole
numbers that multiply to give the number.
The circumference of a planet is the distance
Two factors of 15 are 3 and 5. 15 is called
around the planet.
the product of 3 and 5.

The circumference is always about 3 times

Say whether each statement below is true or
the width of the planet.
false. Explain your answer.

Use the numbers in the charts to find the

a) The factors of a number are never greater
approximate circumferences of the planets.
than the number.

Tickets to a play cost $14. b) The least factor of anumber is always 1.

bey |= 5 5 ;

How much will it cost for a class of 26 students

c) Anumber is always a factor of itself.
to attend the play?

How much change

;
Bie
ay
o
d) The sum of a pair of factors of a number is
will they receive from |» |Ces sfin) always less than the number (i.e. 3 and 2
a $500 payment? ~ eT ae are factors of 6 and3 +2 <6).

Qo jump math
NS5-33: Sets _ ee page 78
Rita has 12 sandwiches. A tray holds 4 sandwiches: Y y

~<SAD-
ia =
SASS
os ee - =

There are 3 trays:

What has been shared or divided into sets or groups? (Sandwiches)

How many sets are there? (There are 3 sets of sandwiches.)

How many of the things being divided are in each set? (There are 4 sandwiches in each set.)

ls b)

What has been shared or divided into sets? What has‘been shared or divided into sets?
hOct> iD LV C rr a9

How many sets? 2. How many sets?

How many in each set? a How many in each set?

2. Using circles for sets and dots for things, draw a picture to show...

a) 5sets b) 6 groups
4 things in each set 3 things in each group

eAWe) re] | :

kat) iy —

c) 7 sets d) S3sets
3 things in each set 4 things in each set

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eh
NS5-33: Sets (continued)
page 79

3; What has been shared How many How many

or divided into sets? sets? in each set?

a) 24 toys
4 toys for each girl/boy
24 toys 6 4
6 girls/boys

b) 8 childrerr
32 crackers
4 crackers for each child

Cc) 18 flowers
3 bouquets
6 flowers in each bouquet

d) 9Qtrees
45 oranges
5 oranges in each tree

e) 8 apples in each pack

(aw
80 apples ( }
10 packs Net.

f) 6 taxis
24 passengers '
4 passengers in each taxi

g) 35 cows =
7 cows in each herd hi : d
5 herds (" h

h) 7 litters
42 puppies “
6 puppies in each litter ME

} 4. Draw a picture for Questions 3 a), b) and c) us .g circles for sets and dots for the things being
divided.

©g jume math
Oy MULTIPLYING POTENTIAL
NS5-34: Two Ways of Sharing page 80
Tory has 18 cookies. There are two ways she can share or divide her cookies equally:

I e She can decide how many sets (or groups) of cookies she wants to make:

For example:
Tory wants to make 83 sets of cookies. She draws 3 circles:

She then puts one cookie at a time into the circles until she has placed 18 cookies.

I] e¢ Shecan decide how many cookies she wants to put in each set:

For example:
Tory wants to put 6 cookies in each set. She counts out 6 cookies:

She counts out sets of 6 cookies until she has placed 18 cookies in sets.

BODOG: * OG
1. Share 12 dots equally. How many dots are in each set? HINT: Place one dot at a time.

There are dots in each set. There are dots in each set.

2. Share the triangles equally among the sets. HINT: Count the triangles first. Divide by the number of circles.

3.
aaaae (VOC) OOOO
Share the squares equally among the sets:

cc coc en aay
ae Oe
© 4. Group the lines so that there are 4 lines in each set. Say how many seis there are:

eI PEL SO PIS Oye asa

There are sets. There are sets There are __ sets.

5. Group 16 flowers so that ...

a) there are 8 flowers in each set. b) there are 4 flowers in each set.

©. jumoe math
ion seAh a POT ENTIAL.
NS5-34: Two Ways of Sharing (continued) page 81

6. In each question fill in what you know. Write a question mark for what you don’t know:

What has been

How many How many
shared or divided
sets? in each set?
into sets?

Kathy has 30 stickers.

She put 6 stickers in each box. 30 stickers

24 children are in 6 vans.

24 children

Andy has 14 apples. .

He gives them to 7 friends. ( |
ew

Manju has 24 comic books. wr

She puts 3 in each bin. \ \ Ry

35 children sit at 7 tables.

24 people are in 2 boats. |

12 books are shared aoe

among 4 children. mL Pp

10 flowers are in 2 rows. cS

my
8 hamsters are in 4 cages.

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NS5-34: Two Ways of Sharing (continued) page 82

7. Draw a picture using dots and circles to solve each question.

a) 10 dots; 5 sets b) 12 dots; 4 dots in each set

dots in each set ae Sele

c) 15 dots; 5 dots in each set d) 8 dots; 4 sets

sets ____ dots in each set

e) 3 friends share 12 tickets. f) 10 students go canoeing in 5 boats.

How many tickets does each friend get? How many kids are in each boat? _

g) Pria has 14 stickers. Each basket holds 5 plums.

She gives 7 to each friend. There are 15 plums altogether.

How many friends receive stickers? How many baskets are there? _

i) 16 flowers are planted in 2 pots. Keith has 15 stamps.

He puts 3 on each page.

How many flowers are in each pot? How many pages does he use? |

©, jump math
a gp eee ia
NS5-35: Dividing by Skip Counting page 83
Every division statement implies an addition statement. | ae

For example, the statement “20 divided into sets of size 4 gives 5 sets” can be represented as:

62) G2) ee i eee

add this number — this many times |
4 FO eae 4 a A ee 0
Hence the division statement 20 + 4 = 5 can be read as “add four five times.”
The number 4 is called the divisor and the number 5 is called the quotient of the division statement.

1. Draw a picture and write an addition statement for each division statement.

a) 123324 b) 8+2=4 c) 20+5=4

CONIC
23.5
4 33 eHZ

2. Draw a picture and write a division statement for each addition statement.

a) 6+6+6+6=24 b) 44+44+44+44+4+4=24

(33)(82)GDG2) @ @
@ ®

CO) 747
47% =21 d) 34+34+34+34+3=15

e) 44+4+4+4=16 fh 84+8+8=24

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©) on ,
 NS5-35: Dividing by Skip Counting (continued) page 84

You can solve the division problem 12 + 4=? by skip counting on the number line:

OC Oe at 4 FS ab ee Ga SS 105" hy te

The number line shows that it takes 3 skips of size 4 to get 12:
4+4+4=12 so... 12+4=3

3. Draw arrows to show how you can divide by skip counting:

a) \ b) ’ a
ee [+++ ++ ++ 4+ + +4_+$++_ ++ _ 44
(OG) Pe ea Gy 7 he Ol 253869455 6 778.9 NOW| 1a 14 1 Se16

G24e. 16222
4. What division statement does the picture represent?

a) b)
ee a Ge a aa. ca a a w/ w/ ¥
pS Si Se Sa Pfft tt 4
Ont 22: 23764 5 Ver 7 2 8 “Se tO 12. 43 4 foa16 17 1S Owl 2.538 "4. 25. 2.7 “See

|?

©) 5. You can also find the answer to a division question by skip counting on your fingers.

For instance, to find 40 + 8, count by 8s until you reach 40.

The number of fingers you have up
24 32 | | oo you say “40” is the answer:
16

8 |i |/i VHA) su
Cie Jb C oe a U7 Wee So 40+8=5
<<) \

Find the answers by skip counting on your fingers:

a) 18+6=
2 »b) 12+6=<—_. oc) 32+8= d) 21+7= e) 45+5=_

f) 25+5= g) 36+4=0 h) 35+5=_/ = i) 2728=A f) 16222

kK) 262-921 ©) Sh47=.5 -m) 2321. W416295 0.) 75) 24-62

6. 8 friends split the cafeteria bill of $32. 7. 35 candles are in 5 rows. Ds

How much does each friend have to pay? How riany candles are in each row? y}
i 4

O% jump math
 NS5-36: Division and Multiplication page 85
Every division statement implies a multiplication statement. The statement:

“14 divided into sets of size 2 gives 7 sets” (or 14 + 2 =7)

COO
IOS CCE Oty
can be rewritten as: “7 sets of size 2 equals 14” (7 x 2=14 or 2 x 7 = 14)

1. Write two multiplication statements and two division statements for each picture:

i} fn ey it fui
ii fii fii
5x4220 4% 5=20 6x T1724 tx6=2.4
20:4=5 _20:5=4 2444-6 24 + £

. tfttttth .

How many flowers? How many ducks?

How many sets? How many sets?
How many flowers in each set? _3 How many ducks in each set?

2. Find the answer to the division problem by first finding the answer to the multiplication statement.

a)6x[5]=30 b)8x[2]=24 os5x[ ]=40 aox[s]=27 e7x| 5]=35

30:6=(5] 24:8=| 3] 4o+5= [i] e27+9=|2| 35:7=|5 |

. |
| ;
3. The picture shows that 2 sets of size 5 contain the same number of dots as 5 sets of size 2
(that is, 2x 5 =5 x 2):

cs - (0000
a) In your notebook, draw a picture and explain how your picture shows that:

i) ¥x4=4x7 $ > i Secake

b) Draw an array and explain how your picture shows that:

6+64+6+6=44+4+4+4+4+4+4

Og jump math
 NS5-37: Knowing When to Multiply or Divide page 86
TEACHER:

To solve word problems involving multiplication or division, students should ask:

¢ How many things are there altogether? ¢ How many sets or groups are there?

e How many things are in each set?

Your students should aiso know (and be able to explain using pictures or concrete materials):

e When you know the number of sets and the number of things in each set, you multiply to find the total
number of things.

¢ When you know the total number of things and the number of sets, you divide to find the number of things
in each set.

¢ When you know the total number of things and the number of things in each set, you divide to find
the number of sets.

Tim
1. For each picture, fill in the blanks:

» TTT
lines in total ___ lines in total lines in each set

lines in each set sets sets

sets lines in each set __ lines altogether

d
fi i i e
immin ° hoon
fi oy

lines in each set lines ___ lines in total

sets ______ lines in each set o sets

lines altogether Seis lines in each set

| 2. Drawa picture of...

a) 10 lines altogether; 2 lines in each set; 5 sets b) 15 lines; 3 lines in each set; 5 sets

c) 4 sets; 7 lines in each set; 28 lines in total d) 18 lines; 3 sets; 6 lines in each set

3. Draw a picture of and write two division statements and a multiplication statement for...

a) 21 lines altogether; 3 lines in each set; 7 sets b) 14 lines; 7 lines in each set; 2 sets

Os jump math
NS5-37: Knowing When to Multiply or Divide (continueg) page 87
4. In each question below some information is missing (indicated by a question mark).

Write a multiplication or division statement to find the missing information.

Total number Number Number of things Multiplication

of things of sets in each set or division statement

a) ? 6 3 6x 3= 18

b) 20 4 ? 20+-4=5

C) 15 2 5

d) 10 2 :

e) ? 4 6

f) 21 7 ?

5. For each question, write a multiplication or a division statement to solve the problem:

a) 15 things in total b) 6 sets c) 25 things in total

5 things in each set 4 things in each set 5 sets

How many sets? How many things in total? How many things in each set?

d) 9 groups e) 9 things in each set 3 groups

4 things in each group 18 things in total 18 things altogether

How many things in total? How many sets? How many in each group?

g) 16 things in each set h) 8 things in each set 20 things in total

3 sets 24 things in total 5 sets

How many things in total? How many sats? How many things in each set?

© jump math
BE Setceinetii ey
 page 88
NS5-37: Knowing When to Multiply or Divide (continued)
6. Fill in the chart. Use a question mark to show what you don’t know.
Then write a multiplication or division statement in the right hand column.

Total Number Number Number Multiplication or division

of things of sets in each set statement

3x8=24
a) 8 chairs at each table
3 tables How many chairs?

ae

b) 9 marbles in each jar How many marbles?

5 jars

35 flowers
How many flowers
7 pots in each pot?

32 people
4 boats How many people
in each boat?

24 flowers
How many flowers
6 plants
on each plant?

36 candles
How many packets?
6 candles in each packet

7. The fact family for the multiplication statement 3 x 5=15is:5x3=15:15+3=5and15+5=3.

Write the fact family of equations for the following statements:

a) 4x2=8 b) 6x3=18 C) 1 O56 d) 9x4=36

Oo
& jump math
 NS5-38: Remainders page 89
Guy wants to share 9 apples with 3 friends.
He sets out 4 plates, one for himself and one for each of his friends.
He puts one apple at a time on a plate:
> sl

Le eS —> ee Cie — There is one apple left over.

9 apples cannot be shared equally into 4 sets. Each person gets 2 apples, but one is left over.

9+4=2Remainder1 OR 9+4=2R1

1. Can you share 7 apples equally onto 2 plates? Show your work using dots and circles:

2. Share the dots as equally as possible among the circles.

a) 8dots in 3 circles b) 13 dots in 4 circles

dots in each circle; dots remaining dots in each circle; dot remaining

| 3. Share the dots as equally as possible. Draw a picture and write a division statement.

Example: 9 dots a) 14 dots b) 18 dots c) 17 dots d) 22 dots

in2circles | in 4 circles in 6 circles in 4 circles in 3 circles

9+2=-4RI1

4. Five children want to share 22 sea shells.

How many shells will each child receive?
How many will be left over?

5. Find two different ways to share 29 pens into equal groups

so that one is left over.

6. Four friends have more than 7 stickers and less than 13 stickers.
They share the stickers evenly. How many stickers do they have?
(Is there more than one answer?)

©» jume math
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"
x
NS5-39: Dividing with Remainders page 90

Nina wants to find 13 + 5 mentally. 7

Step 1: Step 2:
Counting by 5s, she raises 2 fingers Nina stopped counting at 10.
(she stops before she reaches 13). She subtracts 10 from 13 to find the remainder.
10

5 “

mo a a ay 0“ 2 Se 5268 796 S10 i ieee

—Fy ~—F —F

DAN bea. Se RO 46 8 Oe 1249

13+5= 2 Remainder
3_
Number of fingers a
she has raised
x
13 +5 = 2 Remainder

1. Try to answer the following questions in your head (or by skip counting):

a) 22+5=
+ RZ db) 17+5=+_
> R_£{ o) 314+5=_4 <a cae

dj) 2745=_5 R_—. @) 13+52

4+ ROD ff Tes] Lor Ze

g 1335
4° RUS oh i%+3s
O RR £ i 23732
4. Re]

j) 277+
5 R_ 2 99+6=_5 R=| . fh 25482
OF RTS

ms7+9=TR | »n)43+7=_SrR 1 0) 48]

DO ROD |

py i8+6>
2 RR. | g47eos
Yo oR L peeeete
SM RO

s) 53795
5 RR SY tf 46+6="f R | wy) 2844=
O'= R oe

2. Richard wants to divide 18 peaches between 5 friends.

How many peaches will each friend get?

How many will be left over?

3. Paul puts 16 pencils in three boxes.

How many pencils will go in each box?

How many will be left over?

©, jump math
NS5-40: Long Division — 2-Digit by 1-Digit page 91

Manuel is preparing snacks for 4 classes.

He needs to divide 97 oranges into 4 groups.
He will use long division and a model to solve the problem:

} Step le | Manuel makes a base ten model of the

: problem:
4) 97 «— He writes the number
of oranges here.
97 = 9 tens + 7 ones

he needs to make here

He writes the number of groups
| INNO ese
He puts 2 tens blocks ————® 2
Manuel can divide 8 of the 9 tens blocks into 4
in each group. /
ee 4 ) SB Soeenare equal groups of size2:

There are 9 tens blocks in the model.

1. Manuel has written a division statement to solve a problem.

How many groups does he want to make?
How many tens and how many ones would he need to model the problem?

a) 3) 76 b) 4)95 c) 4)92 qd) 5)86

groups groups — groups groups

tens blocks tens blocks tens blocks tens blocks

ones ones.” ones ones

2. How many tens blocks can be put in each group?

a) b) Cc) d) e)
1
3)l4/5 5)/9/3 4) 6 2 3)/s8l9 4) 8 2

f
oa. < sie "h aie. © | Seyien ” Sele”
3. For each division statement, how many groups have been made?
How many tens are in each group?

a) B b) Cc)

3)\ 8/5 4) 9 4 5)i7|5_ roan Se=

groups __ 3 groups groups groups
number of tens in number of tens in number of tens in number of tens in
each group 2 _ each group each group each group

Oz jume math
O sae cneraeal
 Thereade2 nT
||In
Hoi
the model: |
tens blocksin = 2 Magee | |

|
each group. lols l9l7/ Hl
oa ee ; a | 2x4=8tensblocks |
LS | <— have been placed.
Zz
| There are 4 groups. 2x4=8
ae svennerseoernasninen mneseapemreie — pnaeovemcrvenncoeeree — ocunaem : — xouene ve

4. For each question, find how many tens have been placed by multiplying:

a ee b
) 14 ) 2
2 )bea 4 ) 9/9

How many groups? How many groups?

How many tens to be placed? How many tens to be placed?

How many tens in each group? How many tens in each group?

How many tens placed altogether? How many tens placed altogether? <

5. Use skip counting to find out how many tens can be placed in each group.
Then use multiplication to find out how many tens have been placed:

a) 2 b) C) d) e)
ayes eyizlo 2)iol5 s)i7l3_ 5)i9l1_
i6 | BueD 3 2ieee Pe F Jott

f) 9) h) i) j)
5)/5/3 4)i9/3 3)lal4 6)/913 7)i915

"sists ajlaly -” 7ilele "aaa igo) egy

YY 4yiseis 8 o)lais -v)lete = “sfi

9) a
oi
—_—— ———— a
en oe

©, jump math
Bs iecsch nk Searels
NS5-40: ree Division — 2-ie by 1-al (continued) page 93
rennet tmnrcnnneincrounenmanatneereeccanetontne
oon soonrasehussecsoctenssuranaeroouni cnsrroonertermnneiea atestrsiovennerernesmneonaninmnesnnasnionennanensaccnanoramnecanammnsnmnnnanhanuunsconntn sseisocaanoonn ar cccuaon amano neseashe
hen etAAO AthIEE RAIPESSASPROEHORPLLN EA PHISAE IDS,

|| Step 3:
There are 9 tens blocks.
fee | wr 4he mores
a2 , i
i i
i| Manuel has placed 8.

He subtracts to find out sy 8 | |

!
| how many are leftover ew | |
| (9-8= 1). il So there is 9—8 = 1 left over.

| Step 4: | In the model:

There is one tens block left over and 7 ones. So there are 17
| ones left over. Manuel writes the 7 beside the 1 to show this. lee

| ea i |

There are this many There are still 17 ones to mes

e 7a Pot ones Still to place. in 4 groups.

Op» jump math

NS5-40: Long Division — 2-Digit by 1-Digit (continuea) page 94
a sare TN NANI NNN SUN CNN TANNIN CNN NNT ME PRN Ta a

!! Step 5: 1 | In the model:

| Manuel finds the number of ones he can put in each in|
| group by dividing 17 by 4. ia o o Oo Oo
i on 4 | ia QO
| pea iS
—972424R=__ || BY el otical f bela d
| 4) O17 1|
| a Bal || How can you figure out how
i erm I {| many ones are left over?

8. Carry out the first five steps of the division:

) i j
a) | | b
4) 9/6 5) 8/5 2)|7/5| 3)[5]4 5 )\7[2

Step 6 and 7: In the model:

x ‘ There are 4 ones in each group... O Oo C
ye 2 4 and there are 4 groups. ||o ||a ||= |
4 2 v oO00 Oo 0 0 f
= 8
117 So there are 16 ones altogether There are 16 ones in the groups
in the groups (4 x 4 = 16). so there is 1 one left: 17 — 16 = 1.
— 1 6
1 There were 17 ones so there is = a ;
1 one left over (17 — 16 = 1). The division statement and the model both show that
he can give each class 24 oranges with one left over.

9. Carry out all 7 steps of the division:

a) b) C) d) e)
5)i7/4] Dikaal 2)l6l7/) 4yi7lol ayiolol

©» jump math
1a) gees
 page 95
NS5-40: Long Division — 2-Digit by 1-Digit (continueg

10. Avi put 98 flowers in bouquets of 8. 11. How many weeks are in 93 days?
How many flowers are left over?

+t

12. Michelle jogs for 3 km everyday. 13. A six sided pool has perimeter 72 m.
How many days will she take to run 45 km? How long is each side?

14. Guerdy packs 85 books into boxes of 6, and Tyree packs 67 books into boxes of 4.
Who uses more boxes?

O% jump math
OP werrnstine sores
NS5-41: Long Division — 3- and 4-Digit by 1-Digit page 96
1. Find 335 + 2 by drawing a base ten model and by long division:

Step 1: Drawa base ten model of 335.

f
/
Draw your model! here.
ii
:|

Step 2: Divide the hundreds squares into 2 equal groups.

eee number of hundreds
as in each group
2)13/3/51
[ eal aa number of hundreds
ween placed
Lt re number of hundreds
left over rd
remaining hundreds, tens and ones

Step 3: Exchange the left over hundreds square for 10 tens.

2)(3/3/5
: - number of tens
——s to be placed

aes

exchange a hunared for 10 tens

Step 4: Divide the tens blocks into 2 equal groups.
number of tens
q-- 7
in each group
2 ) 31315

=| +— number of tens placed J Scere eee

~~ — number of tens left over inj tens and ones
remaining

Beiam OC ime
Step 5: Exchange the left over tens blocks for 10 ones.

—————

¢ number of ones
exchange a ten for 10 ones
to be placed

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©)
NS5-41: Long Division — 3- and 4-Digit by 1-Digit (continueg) page 97

Steps 6 and 7: Divide the ones into 2 equal groups.

PP number of ones
bcaasal in each group
2413.31 be tien — = + ere |
54
et ibe ie ee |
i ¥ !
SS
Pe ae ae
clea TO Take
Pe a cell remaining ones
/< number of ones placed
| << number of ones left over

2. Divide:

a) ee Si b) es C) d)
2) 5 (3/2) 5 )16/4/8 4)i7/21/6 a) 7 late

4)i\6/'812 Oi Bee po 2) Pot |8 83)1313'2

p mathas
Qo jumvine
CP rowmmri
mucrivn
 NS5-41: Long Division — 3- and 4-Digit by 1-Digit (continued) page 98

3. In each question below, there are fewer hundreds than the number of groups.
Write a ‘0’ in the hundreds position to show that no hundreds can be placed in equal groups.
Then perform the division as if the hundreds had automatically been exchanged for tens.

Divide. The first one has been done for you:

a) | on 23 2 tens can be placed b) | Cc) ; |. d) woe

oea |
ee 4)faTols| 5)/3l6l7 3)li[9l2

e) f) g) h) i)
4)'313/6 5) 458 7)/614/14 Bj) 2187 9)i5/0/6

4. Divide.
a) b) c) d) e)
oe Nietal og OAR ES 5)/7|5/2(3 3) S21 443 Art, 7) ers FAL
Od 4 bis
ES a SS | ee a ——E—E——EEE EE ESS a ee — eee
Se

a rr er i me ee a ee ee ——————

| 5. Ken swims 4 laps of a pool. Altogether he swims 144 metres. ar

—! How long is the pool? :

6. The perimeter of a hexagonal park is 852 km.

How long is each side of the park?

7. Seven friends collect 2 744 books for charity. Each friend collects the same number of books.
How many books did each friend collect?

Os jume math
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 NS5-42: Topics in Division (Advanced) page 99
<4

1. Aclass paid $20 for a cake and $4 per child 2. Make as many 3-digit numbers as you can using
for a slice of pizza. the digits 5, 1, and 0. (Use each digit once).

They paid $140. Which of your numbers are divisible by...

How many children a) 2 a eas
are in the class?? c) 10 d) 3

3. A number has... 4. Raj wants to divide 24 apricots, 64 raisins,

and 56 peanuts evenly into packets (with
¢ remainder 2 when divided by 3 no food left over).
e remainder 4 when divided by 5
What is the greatest
What is the number?
number of packets he
can make?
Explain.

_ In questions below, you will have to interpret what the remainder means.

Example: Cindy wants to put 64 cookies onto trays. Each tray holds 5 cookies.
How many trays will she need?

64 +5 = 12 remainder 4
—

She will need 13 trays (because she needs a tray for the four leftover cookies).

5. Acar can hold 5 passengers. 6. Manu colours 4 pictures in her picture book

How many cars will 29 passengers need? every day.

How many days will she take to colour 50
pictures?

7. Jay shares 76 plums as evenly 8. Siru wants to place her stamps in an album.
as possible among 9 friends.
Each page holds 9 stamps.
How many plums does each
Paar? How many pages will she need
riend get’ for 95 stamps?

© jump math
CW acvarteurcnc
NS5-43: Concepts in Multiplication and Division page 10

A bus carries 36 students. 2. Aracer snake lays at least 3 eggs and

no more than 40 eggs.
How many students can 25 What is the least number of
buses carry? eggs 6 snakes would lay? ER?
BEE
What is the greatest number?

3. If 2 pencils cost 17¢, how much will 4. How much do 7 books cost at $19 per book?
8 pencils cost? Show your work.

5. A tiger beetle is the fastest land insect. __ 6. Create a division problem to go with the
It can scuttle 9 km in an hour. x expression below.

How many metres could it crawl . fe

in half an hour? /

7. What is the least number of whole apples Alice is between 20 and 40 years old. Last
that can be shared equally among 2, 3, or 4 year, her age was a multiple of 4. This year,
people? her age is a multiple of 5. How old is Alice?

b) George is between 30 and 50 years old.

Last year, his age was a multiple of 6. This
year it is a multiple of 7. How old is George?

9. Nandita ran 24 laps of her school track. Ate lf 3 CDs cost $23,
The track is 75 metres long. how would you calculate
the cost of 12 CDs?
a) How far has she run?

b) How much further must she run if she

wants to run 2000 metres?

c) About how many extra laps must she run?

11. What digit could be in the box? 12. Three letter carriers delivered a different number
Explain. of letters in 1 week:

» Carl: 2 624 letters

* Sally: 1759 letters
| 569 -~ 6 is about 400.
»" Selma: 3 284 letters

Did any one letter carrier deliver more than half

of all the letters?

© jume math
NS5-44: Rounding on a Number Line page 101
qi Draw an arrow to the 0 or 10 to show whether the circled number is closer to 0 or 10:

a) is MAS Os a emo b)
res (2) Bae 15 Sowers o: 40 6 46 1a ats 7 SaseAc

. ss eali i ae,
01 23 Boe eo 40 Bf 2S 46 re ao
a) Which one-digit numbers are closer to i) 0? ii) 10?
b) Why is 5 a special case?

Draw an arrow to show which multiple of ten you would round to.
Then round each number to the nearest tens.

Pt tp tt tt tt tt HS
a) 10 11 12 13 (14) 15 16 17 18 19 20 21 (22) 23 24 25 26 (27) 28 29 30

Round to 10

b} 60 61 62 (63) 64 65 66 67 68 (69) 70 71 72 73 74 75 (76) 77 78 79 80

Round to —_——— —_——. ——

250 251 @53253 254 255 256 257 G58)259 260261 262 263 264 265 2666) 268 269 270
Round to

Circle the correct answer.

a) 29 is closer to 20 or 30 b) 14 is closer to 10 or 20

c) 36 is closer to 30 or 40 d) 72 is closer to 70 or 80

e) 254 is closer to 250 or 260 f) 488 is closer to 480 or 490

Draw an arrow to show whether the circled number is closer to 0 or 100:

a) b)
0 10 20 30 40 50 60 70 (80) 90 100 0 10 20(30)40 50 60 70 80 90 100

Is 50 closer to 0 or to 100? Why is 50 a special case?

OQ» jump math

 106

NS5-44: Rounding on a Number Line (continuea) Paoe eg

a s

7. Circle the correct answer:

a) 80 iscloserto: O or 100 b) 20is closer to: O or 100

c) 40iscloserto: O or 100 d) 60 is closer to: O or 100

8. Show the approximate position of each number on the line. What multiple of 100 would you round to?

a) 627 b) 683 c) 795 d) 706

oe
eeeee ae
600 610 620/630 640 650 660670 680 690 700 710 720 730 740 750 760770 780 790 800

Round to

9. Circle the correct answer.

a) 165iscloserto: 100 or 200 b) 635 is closerto: 600 or 700

c) 870 iscloserto: 800 or 900 d) 532 is closerto: 500 or 600

10. Draw an arrow to show whether the circled number is closer to 0 or 1 000.

eee get aer a Sae SoeRL SA BAL SAREE b)

0 100 200600)400 500 600700 800 900 1000 0 100 200300 400 500(600)700 800 900 1000

11. Circle the correct answer.

a) 100 is closer to 0 or 1000 b) 900 is closertoOor1000 c) 600 is closer to 0 or 1000

12. Draw an arrow to show which multiple of 1000 you would round to.

[+++
t+ + + 1 + t+ SH
4000 4100 4 200 4 300 4400 4500 4600 47004800 4900 5000

Round to

13. Circle the correct answer:

a) 2953 is closer to: 2000 or 3000 b) 7293 is closer to: 7000 or 8000
c) 5521 is closer to: 5000 or 6000 d) 8232 is closer to: 8000 or 9000

14. Write a rule for rounding a four-digit number to the nearest thousands.

©» jump math
NS5-45: Rounding page 103
Ae Round to the nearest tens place:

a) 22 | b) 26 | || REMEMBER:
If the number in the ones digit is:

te d) 58 0, 1, 2, 3 or 4 — you round down

e) 94 f) 83 5, 6, 7, 8 or 9 — you round up

g) 15 h) 49

i) 27 i. 87 | k) 91

Round to the nearest tens place. Underline the tens digit first. Then put your pencil on the digit
to the right (the ones digit). This digit tells you whether to round up or down:
+ |
a) 145 150 b) 183 | | c) 361

d) 342 e) 554 f) 667

g) 656 h) 847 i) 938

Round the following numbers to the nearest hundreds place. Underline the hundreds digit first.
Then put your pencil on the digit to the right (the tens digit):

a) 730 700 b) 490 c) 540

d) 270 e) 167 © aa

g) 160 h) 873 i) 791

j) 6237 6 200 k) 1286 l) 8218

m) 4905 n) 6321 0) 9583

Round the following numbers to the nearest thousands place. Underline the thousands digit first.
Then put your pencil on the digit to the right (the hundreds digit).

a) 7 872 8 000 b) 8952 ey -6 231

d) 3 092 e) 3871 f) 1680

O ‘5 jume math
©
NS5-46: Rounding to Any Decimal Place page 104
1. Underline the digit you wish to round to. Then say whether you would round up or down.

hundreds hundreds C) tens

round up round up round up
” Elsie]
round down enanG round down eee |e Pea round down

thousands ten thousands f) ten thousands

round up round up round up
round down round down 2)3})5]5 round down

2. Complete the steps of rounding from question 1. Then follow the steps below:

Round the digit underlined up or down. The digits to the right of the rounded

¢ To round up add 1 to the digit. BEE coneraetes:

¢ To round down keep the digit the same The digits to the left remain the same.

Beas 2/3]
0]o|

a) thousands b) ten thousands Cc) hundreds

ru
rd

ru
rd

3. Sometimes in rounding, you have to regroup:

Example: i3}o|a| 5. 9 ao Be 8] 5
Round 3985 to th
nae Sinan ears [4[o| ) |4[0] a1
985 rounds to 1000. Regroup the 10 hundreds Complete the rounding.
as 1 (thousand) and add
it to the 3 (thousand).

Round each number to the digit given (regroup if necessary):

a) 2195 tens b) 3942 hundreds cC) 9851 inaieande d) 13291 fens

e) 4921 hundreds f) 6973 hundreds g) 1239 tens h) 7896 tens

= jump math
NS5-47: Estimating Sums and Differences page 105

1. Estimate by rounding to the nearest tens. Mathematicians use this symbol to

Gee mean “approximately equal to”.

40 p) C) 62 d) 87
-—19-»- = 57
20
60
e) 73+17 = 70 + 20= 90 U g) 16+34 =

h) 63 +26 ll U J) 46-17 =

k) 48+ 27 ll y 764+ 14 Ul m) 62-47 =

Estimate by rounding to the nearest hundreds.

a) 290 300 ) 390 c) 620 d) 840

+ 360 + 400 + 460 =o, Ae =550 —

700

e) 680 + 160 U f) 470-220 =

g) 610 + 240 U h) 840+ 180 =

i) 670 +340 Uv j) 941-463 =

k) 126 + 567 v l) 523+ 285 =

Estimate by rounding to the nearest thousands or ten thousands.

a) 1275 cased a 6 231 c) 7537 d) 29753

+3940" +) 4000 — 4123 +6425 + = 23 123

5 000
Round to the nearest hundreds then find the sum or difference:

a) 9232+ 1503 = b) 4692-1931 = Cc) 64 857 — 42 345 = _

OQ, jume math

oor anndanonrat: voter
NS5-48: Estimation page 106

1. Newfoundland joined Canada in 1949. The area of Prince Edward Island is 5660 km*
and the area of Nova Scotia is 55284 km*.
The Yukon joined in 1889.

About how many years after the Yukon Estimate the difference in the areas.
did Newfoundland join Canada?

ward
Prince Ed Nova Scotia
Yukon Territory Newfoundland Is la nd

3. The population of the Northwest Territories is Manitoba joined Canada in 1870.

42000.
Is this an exact date or an estimate?
The population of Nunavut is 29 400.

Estimate the difference in the two populations.

Northwest Nunavut Manitoba

Territories

5. The populations of New Brunswick and To estimate the difference 1675 — 1432,
Nova Scotia are listed in an almanac as should you round the numbers to the
750 000 and 936 900. nearest thousands or the nearest
hundreds?
What digits do you think these numbers
have been rounded to? Explain. Justify your answer.

= ee
Wc snuncton

New Brunswick Nova Scotia

7. A sporting goods store has the following items for sale:

A. Bike B. Golf Set C. Tennis Racquet D. Skis E. Roillerblades

$472 $227 $189 $382 $112
ie
[/
A
lid

a) What could you buy if you had $800 to spend? Estimate to find out. Then add the actual prices.
b) List a different set of items you could buy.

O'5 jume math

@
NS5-49: Multiplying by 10, 100, 1000 and 10000 gel) Maye
1. a) Skip count by 10 twelve times. What number did you reach?

b) Find the product: 10 x 12 =

C) Skip count by 100 twelve times. What number did you reach?

d) Find the product: 100 x 12 =

2. How many zeroes do you add to a number when you multiply the number by...

a) 10: You add zero. b) 100: You add zeroes. c) 1000: You add zeroes.

3. Continue the pattern.

a) 10: %80= Dp 10x 25= C) 103% 62=

10% 2 = 100.x -25'= 100 x 62=

1000 x3 = 100G:x 25 = 1:000:<.-62=

10000
x8 = 10000 x 25= 10000 x 62=

4. Find the products.

a) Ii7* 102 b) 10 x 50 = C) 1Osco7=

d) 69x 100= e) 20x 100= f) 19% 100=

Gg) 100% 89= HD ease 100 i) 46 x 10000=

5. Round each number to the leading digit.

Then find the product of the rounded numbers:

leading digit

ae
a) (jtx(79 b) 12x22 c) 13x79 4d) 11x64 e) 59x110 ~~‘f):91x 120

few] [|
= 800 =

6. How many digits will the answer have? Write your answer in the box provided.

a) (2+5) x 100: digits b) (7 +5) x 100: digits c) (5 + 69) x 1000: digits

©» jump math
(OF ccunerens
NS5-50: Other Methods of Estimation page 108
1. Nadia keeps track of how high or low her estimates are when she rounds.

a) 760 [800 | 40 too high b) 780 | fe a eicdae2

+ 810 + 800 — _ 10 too _low_ + 390 te 2

e100
2 eee

1600 _30 too _high ~ feo __

C) 780 | fe 100" ae, 5d) 720 106-2.

+ 340 + OO ean + 190 + e100.as

too ae ue

Say whether you think the estimate is too high or too low. Then add to see if you are correct.

a) 325+630 Estimate: 900 b) 4854212 Estimate: 700

3. In front end estimation, you ignore ail but the first digits of the number.

(3)52 +(4)10 =(@)00 +(@)o0 =(%)00

Estimate using front end estimation:

a) 385 + 204 b) 427 +631 Cc) 782 + 541

4. Sometimes rounding one number up and one down will give a good estimate.

FE he Actual Rounding to Front end Round one up

xampie. answer nearest hundred estimate and one down

763 + 751 1514 1 600 1400 1500

Ea
This method gives the best result.

Which of the methods above gives the best result for the following sums and differences?

a) 796 + 389 b) 648 + 639 c) 602 + 312 dq) 687 —235 e) 4382 — 2871

5. Make up a subtraction question where front end estimating is...

a) better than rounding bb) worse than rounding c) the same as rounding

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a eee
NS5-51: Other Methods of Estimation (Advanced) pages ee

1. Explain why 800 = 20 = 80 + 2.

2. Find the following products and quotients by rounding both numbers to the leading digit.

a) 587+9 b) 2341 +39 c) 571x27

Example: 572 + 19

= 600+ 20 = 30 Oy eas 20 x 19
e) 387 i) -3872,x8
g) 4927 + 48 h). 2754 32 i) 275x 32

3. Find the quotients by rounding the first number to the nearest ten.

ay oa7 26 b) 242-6 Gl 747 25

l=
ae le. 476+6
d) 207+3 e) 478=8 f) 212+7
= 480 +6 = 80
g) 275=4 h) 539=6 ) 361+9

4. Double the number in the box and the number in the circle.

[20] = (s) = 40 + 10

Explain why the quotient stays the same.

(HINT: Compare the results when 5 people share $20 and 10 people share $40.)

5. Estimate by doubling both parts:

Example: 142 +5
a) 23425 b) 425+5 o) 2ai2s5
= 284-10
= 28

6. Estimate by finding pairs of numbers that add to about 100.

Example: 26 5)+ eo ieee Bick a) 3414+ 120 + 679 + 258

= 200 + 300 + 200 + 400 + 100 + 100 b) 254+ 318 + 348 + 583

7. Carla multiplied a 3 digit number by a 1 digit number.

The result was about 1000.

What might the numbers have been?

8. Explain how you could estimate the number of words in a book. : wo, }

© jump math
Rear cvesauea euthaien
NS5-52: Counting Coins page 110
1. Count by the first number given, then by the second number after the vertical line.

a) 5 ’ ’ ’ ’ ft ee b) i hee ee

Count by 5s | Continue Count by 5s ' Continue

» counting by 1s - counting by 1s

2. Complete each pattern.

He)
a) ee] St} ——— ’ ’ 3 , b Se es See ——€ 9 ee | SSS ee

Count by 10s Continue counting by 5s Count by 10s | ~— “Continue counting by 5s

(09
Ch ere | eae
Count by 25s Count by 5s Count by 25s Count by 10s

3. Complete each pattern.

a) b)
25, 50 . 75 80, 85 86 . .
Count by 25s Count by 5s nek Count by 25s Count by 10s Count by 1s
y1s

Cc) d)

Count by 25s Count by 10s Count by 5s Count by 25s Count by 10s Count by 1s

BONUS

Count by 25s Count by 10s Count by 5s Count by 1s

4. Complete each pattern by counting by the first number given, then by the numbers after the coin type
changes.

(108)(40s)(se) (se) Gee) (108)(108)(o8)(4e)

a 2. i, 220 a. BO, Be 82 fib)
BONUS
Complete the pattern.

=) @)@)@) &) SOOO

, ’ ] , , ’ oe , , ’ =

O» jume math
)

Nw
NS5-52: Counting COINS (continued) page 111

5. Complete the pattern by counting each number given:

a) | | b) |
10 b] 20 ’ 30 35: ’ ens Seale ——— J —_______ ——<—$<=<=<= J ’ :>

Count by 10s Count by 5s | Count Count by 25s Count by 5s Count by 1s

by 1s
c) d)

Count by 25s Count by 10s Count by 1s Count by 25s Count by 10s Count by 5s

BONUS
e) ey) ’ 5] 5] J ] s]

Count by 25s Count by 10s Count by 5s | Count by 1s

6. Write the total amount of money in cents for the number of coins given in the charts below.
HINT: Count by the greater amount first.

a)
Quarters

ines
ee
[Win |
See
Fn
” [eomna
ee
oes
[wa ne
ee | ee)
Total amount = Total amount =

7. Count the given coins and write the total amount:

HINT: Count by the greater amount first.

a) Total amount= Total amount =

c) Total amount= Total amount=

—————— " © @OANS

BONUS

OOOOOGOOOQOOSE
e) Total amount =

©» jump math
 NS5-53: Counting by Different Denominations page te

1. Draw the additional coins needed to make each total:

How many dimes? b) How many quarters?

a)

Cc)
Qe: we BQ
How many dimes? d) How many quarters?

2. Draw the additional coins needed to make each total.

You can only use two coins for each question:

a) = O@ =
«= @&
Cc) « @@ sx @@
© ee @@
—-

ore NES =
ONSe)Onry

me i) $7 (se) (82)

s @ © Q@OO®
———
—

= —

—i—
|s Draw a picture to show the fewest extra coins the child will need to pay for the item:

a) ) Ron has 25¢. He wants to buy an eraser for 55¢. y

b) Alan has 3 quarters, a dime, and a nickel. He wants to buy a notebook for 97¢.

C) Jane has 2 toonies and 2 loonies. She wants to buy a plant for ten dollars. S

d)) Raiz has 3 toonies and a loonie. He wants to buy a book for nine dollars and forty-five cents.

Show how to make 80¢ using only:

a) dimes and quarters b) nickels and quarters

S, Make up a problem like one of the problems in Question 3 and exchange it with a classmate to solve.

Or jump math
 NS5-54: Least Number of Coins page 113

1. What is the greatest amount you could pay in quarters without exceeding the amount?
Draw the quarters to show your answer:

Greatest amount you could pay Greatest amount you could pay
Amount in quarters AMOUNT in quarters

a) 45¢ b) 52¢

c) 79¢ SE
e) 63¢ f) 64¢
g) 49¢ h) 31¢

i) 82¢ j) 96¢

2. Find the greatest amount you could pay in quarters.

Represent the amount remaining using the least number of coins:

Amount Amount paid in quarters Amount remaining Amount remaining in coins

a) 82¢ 75¢ 82¢ - 75¢ = 7¢

b). 5/¢

c) 85¢

d) 95¢

| |3. Trade coins to make each amount with the least amount of coins.
mt Draw a picture in your notebook to show your final answer:

"BOO © OS)@ "Owe

" @ oe)"
"MOO OMOOMOWOO®
4. Show how you could trade the amounts for the least number of coins:
a) 6 quarters b) 6 dimes and 2 nickels c) 8 loonies

d) 9 loonies and 5 dimes e) 10 loonies, 6 dimes, 2 nickels and 5 pennies

©. jume math
NS5-55: Dollar and Cent Notation page 114

1. Write the given amount in dollars, dimes and pennies, then in dollar notation.

Dollars Dimes Pennies ge Dollars Dimes Pennies eed

a) 173¢ 1 7 3 S173 b) 465¢

2. Change the amount to cent notation, then dollar notation.

a) 7pennies=_7* = $.07 ) dnickels=_ = c) 6dimes = _ =

d) 4pennies= = é) 1G.pennies=. = ST) euatier=—
_ 2a]

g) 5nickels = = h) S'quarters =_. = _ i) Somes = =e

i) 6 toonies=.. =. . k) 4loonies=_ = D» FAQONIES =. =

3. Count the dollar amount and the cent amount. Write the total amount in dollar (decimal) notation.

Dollar Amount Cent Amount Total

a)

()()@) ll
(2°)(e) ©) iH

b) |
E f «ch, io a

i = 7 . : a A : (200) Ce)
i pee

4. Count the given coins. Write the total amount in cents and in dollars (decimals).

Coins Cent Notation Dollar Notation

a) Ce

5. Write each number of cents in dollar notation.

a) 325¢ =_ b)-20¢=. = - Gh 6 = d) 283¢=__. . ~-e) 205¢=

Oz jump math
(o) a .
NS5-55: Dollar and Cent Notation page 115
(continued)

6. Write each amount of money in cents notation.

ee d=. b) $3:48=. CG) S141 OG) “$0.00: eae

7. Circle the greater amount of money in each pair:

a) 193¢ or $1.96 b) $1.01 or 103¢ c) 840¢ or $8.04

8. Circle the larger amount of money in each pair:

a) seven dollars and sixty-five cents or seven dollars and seventy cents

b) nine dollars and eighty-three cents or 978¢

c) fifteen dollars and eighty cents or $15.08

9. Tally the amount of each type of denomination then find the total.

ae BPO = a GIO | = SS _._

* $2 2567 ee 0G Se

syFPes
20
oe
ea
reer A

he ce micah
Sa

Total :

Dy! 9. «$20 |)...

* $10 |$5) | x $2 je eeSI ex 250s ae NOG ae ae Pr

ee
bjs GH 8
hw

2
ais

Total :

ue O20 |. «$10 }).

«$5 ee 2 >
<5) =* 206") S10) Se oe ate

1@ a ind ey Bo

aa a
10

a
te,

Total :

|10. Which is a greater amount of money: 256¢ or $2.62? Explain how you know.

11. Alan bought a pack of markers for $3.50. He paid for it with 4 coins. Which coins did he use?

12. Tanya’s weekly allowance is $5.25. Her mom gave her 6 coins. Which coins did she use? Can
you find more than one answer?

13. Write words for the following amounts:

a) $3.57 b) $12.23 c) $604.80 d) $327.25 €) $26.93 f) $766.03

O» jume math
NS5-56: Least Number of Coins and Bills page 116
1. Find the number of coins you need to make the amount in the right hand column of the chart.
HINT: Count up by quarters until you are as close to the amount as possible. Then count on by dimes, and so on.

Number Number
of Subtotal ea Subtotal beeee Subtotal of ras t
Quarters iat Pennies

a) 3 75¢ O 75¢ 1 8o¢ 3 83¢

b) 52¢

¢) 97¢

d) 23¢

e) 42¢

f) 94¢

2. Write the greatest amount you could pay in $20 bills without exceeding the amount.

a) $45: b) $32: c) $27: d) $48: e) $37: _

3. Write the number of each type of bill (or coin) that you would need to get the amounts in BOLD:

# Type # Type # Type # Type # Type # Type

a) $21.00 O | $50.00 1 | $20.00 QO $10.00 QO | $5.00 Q | $2.00 1 | $4.00

b) $30.00 $50.00 $20.00 $10.00 $5.00 $2.00 $1.00

c) $54.00 $50.00 $20.00 $10.00 $5.00 $2.00 $1.00

d) $85.00 $50.00 $20.00 $10.00 $5.00 $2.00 $1.00

e) $64.00 $50.00 $20.00 $10.00 $5.00 $2.00 $1.00

| 4. Draw the least number of coins you need to make the following amounts.

a) 72¢ b) 93¢ c) 82¢ d). 52¢

5. Draw the least number of coins and bills you need to make the following amounts.

a) $55.00 b) $67.00 c) $64.00 d) $123.00

e) $62.35 f) $4212 g) $57.61 h) $78.18
i) $73.08 j) $157.50 k) $92.82 l) $85.23

Os jume math
NS5-57: Making Change Using Mental Math page 117

ip Calculate the change owing for each purchase.

a) Price of a pencil = 44¢ b) Price of an eraser = 41¢ Cc) Price of a sharpener = 84¢
Amount paid = 50¢ Amount paid = 50¢ Amount paid = 90¢
Change = Change = Change =

d) Price of a ruler = 53¢ e) Price of a marker = 76¢ Price of a notebook = 65¢

Amount paid = 60¢ Amount paid = 80¢ Amount paid = 70¢
Change = Change = Change =

g) Price of a folder = 68¢ h) Price of a juice box = 49¢ Price of a freezie = 28¢
Amount paid = 70¢ Amount paid = 50¢ Amount paid = 30¢

Change = _ Change = Change =

2. Count up by 10s to find the change owing from a dollar (100¢):

Price Paid Change Price Paid Change Price Paid Change

a) 90¢ d) 40¢ g) 20¢

b) 70¢ e) 10¢ h) 60¢

Gc) 50¢ f) 30¢ i 80¢

3. Find the change owing for each purchase:

a) Price of a binder = 80¢ b) Price of an eraser = 70¢ Price of an apple = 20¢

Amount paid = $1.00 Amount paid = $1.00 Amount paid = $1.00
Change = Change = Change =

d) Price of a marker = 60¢ e) Price of a patty = 50¢ Price of a pencil = 30¢

Amount paid = $1.00 Amount paid = $1.00 Amount paid = $1.00
Change = Change = - Change =

g) Price of a sharpener = 10¢ h) Price of juice = 40¢ Price of a popsicle = 60¢

Amount paid = $1.00 Amount paid = $1.00 Amount paid = $1.00

Change = Change = Change =

4. Find the smallest two-digit number ending in zero (i.e. 10, 20, 30, .. .) greater than the number given.

a) 74-80

©» jump math
Op xm
NS5-57: Making Change Using Mental Math (continuea) pags
5. Make change for the number written below. Follow steps that are shown for 16¢:
wr
scncaunanonmetnsneacconaniaienaadocoanmmncctteataterane tre cammenomnahasatntoaatt
saataeeeenerA eeere “

Step 1: Find the smallest multiple of 10 greater than 16¢: —>

at | 'g0¢| |
Step 2: Find the differences: 20 — 16 and 100 - 20 —> on |

Step 3: = Add the differences: 4¢ + 80¢ Change = 84¢

= Se OOS
a) Ruste a al b) hae hate pies

Change = Change =

C) eee Pe d) Pa -

=H) +@ | ©++- +e
Change = Change = os

+ +@ G++ +e
e) RES eh eee eae) | f) |ioe ae Tea | | tr a

Change = Change = . =

6. Find the change from 100¢. Try to do the work in your head:
a) 74¢ b) 67¢ ¢) 36¢ _ => 10) S3¢ 2 8 Tee

f) 35¢ g) 97¢ h) 59¢ __—s 'i)s:s«s«89¢ J) 92¢ __

7. Find the change in your head:

a) Price: 37¢ Amount Paid: 50¢ b) Price: 58¢ Amount Paid: 75¢
Change Required: Change Required:

8. Paul paid for a 42¢ stamp with $1.00.

Draw the change he receives using the least number of coins:

O» jump math
NS5-57: Making Change Using Mental Math (continuea) ery
9. Find the change:

Amount Paid Price Change Amount Paid Price Change

a) $30.00 $22.00 b) $70.00 $64.00

c) $40.00 $34.00 d) $90.00 $87.00
e) $50.00 $46.00 f) $20.00 $13.00

10. Follow the steps shown below for finding the change from $50.00 on a payment of $22.00:

| Step 4: Find the smallest multiple of 10 greater than $22.00:

——
ie omemal foie |

Step 2: Find the differences: 30 — 22 and50- 30 1$8 $201

C2 l=
Step 3: Add the differences: $8 + $20 Change= $28.00

Change = hange =

@=- + @ Oo
Change = Change =

11. Find the change from $100. Try to do the work in your head:

a) $84: b). $25: c) $46: d) $88: e) $52:

BONUS
12. Find the change by first finding the change from the nearest dollar amount then the change from
the nearest multiple of 10:

$ $

13. Using the method of Question 12, find the change from $100 for the following amounts.

a) $32.85 b) $86.27 GC) $52.19 d) $66.43

© jume math
 NS5-58: Adding Money page 120
1. Sara spent $14.42 on a plant and $3.53 on a vase.
To find out how much she spent, she added the amounts using the following steps:
Pattern avertsevenes verter So's uct
etentcomn tote dest earn etnvo oer “||

TEiS |
ie Dee |
ee
:
ee
: } a
|
[+ $ | 3 15/3 1 5| |
| ie wan ee as |

siep i; Step 2: Step 3: i

She lined up the numerals: she put She added the numerals, starting She added a decimal to show
dollars above dollars, dimes above with the ones digits (the pennies). the amount in dollars.
dimes and pennies above pennies.

Add:

a) $5.45
+ $3.23 b) $26.15
+ $32.23 c) $19.57
+ $30.32

sl5,4]| 5 bo a) Fie :
+$13 [213 i+${ | | +$ ,

2. In order to add the amounts below, you will have to regroup:

| glalzvitals ()} gla j7ials

e
aa a a a | _SEE RIENT SRE SEERA A OF ESET es
sR sree A

° e

\ Ty Cor
| 3. Jasmine bought a pack of socks for $7.25 and a cap for $23.53. Li =
| So
wee
< How much money does she need to pay the bill?

4. Alibrary spent $270.25 on novels and $389.82 on non-fiction books.

How much did the library spend in total?

5. Eli bought three CDs that cost $12.30 each.

How much did he pay in total?

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‘@) (1 ,
NS5-58: Adding Money (continued) page 121

6. Sakku has $25. 7. Find the amounts each child earned shovelling
snow:
If he buys a chess game for $9.50 and a book
a) Karen earned 3 twenty dollar bills, 1 toonie,
for $10.35, will he have enough money left to
2 loonies, 2 quarters and 1 nickel.
buy a book which costs $5.10?
b) Jill earned 4 ten dollar bills, 6 toonies and
EH « Ee 3 quarters.
. : i .: . ? c) Sandor earned 2 twenty and 3 ten dollar
a 4. bills, 2 loonies and 5 quarters.
Fl 2B A d) Tory earned 5 ten dollar bills, 6 toonies,
aes eae 2 loonies and 6 dimes.

8. a) If you bought a watch and a soccer ball, how much would you pay?
b) Which costs more: a watch and a cap or a pair of pants and a soccer ball?
c) Could you buy a soccer ball, a pair of tennis rackets and a pair of pants for $100?
d) What is the total cost of the three most expensive things in the picture?
e) Make up your own problem using the items.

9. Try to find the answer mentally.

a) How much do 4 loaves of bread cost at $2.30 each?

b) How many apples, costing 40¢, could you buy with $3.00?
c) Permanent markers cost $3.10.
How many could you buy if you had $25.00?
d) Is $10.00 enough to pay for a book costing $4.75 and a pen costing $5.34?
e) Which costs more, 4 apples at 32¢ an apple, or 3 oranges at 45¢ an orange?

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ear
NS5-59: Subtracting Money page 122
1. Find the remaining amount by subtracting:

; Ts [al '(s[7[ele] ° [slelsl2] ” [s [elelel

es ras ry — rY = ° 8 -|$ |7+8 1 2) Ber ea

2. Subtract the given money amounts by regrouping once or twice:

Example: 4

Tf S10
oe: Ree — 6 ria
Step | S$) ALO] 0} $1 7/10 0

-$/21,4)| 3) =9| 2,4) 3

| | $14)5 | 7

es $} 410] 0 ») $} 94,0] 0| a $1740] 0

2612 2 @ Seen 2 pa a ew era

2 $1.4 | 6-10 )'0 e) $15 1814]5 H a tee iyae a

2$72))3.1 4.08 ot tee er a)eran -$)3 ,4 46)4

| 3. Andrew spent $3.67 on his breakfast. 4. Mera has $12.16 and Wendy has $13.47.

- He paid for it with a five dollar bill. How much more money does Wendy have
: than Mera?
Calculate his change.

5. Rita has $20.00. She wants 6. Mark has $30.00.

to buy vegetables for $7.70, We
He wants to buy a pair of
juice for $3.45 and dairy
shoes for $18.35 and pants —
products for $9.75.
for $14.53. : |
Does she have enough
How much more money
money to buy all these
does he need?
items?

If not, by how much is she short?

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oO x
NS5-60: Estimating with Money page 123

1 Estimate the amount of money to the nearest dollar and then count the precise amount:

a) paper Se _.__
x $5 MOOG. =2 0G |SO ee

OC (52)Ge)G) bag
Estimate: Total :

ee 0) meee et ee x25¢ |__ x10¢ |__ xd5¢ | xi¢

een &

Estimate: Total

c) ¥G20) |S $10 Bee es) ___

x $2 _. Xo = *25¢ x 10¢ x 5¢ __xi¢

my, 20 _ +o.
ve Prutnks“
4 (250) i “ihe
com

bs ue Si
- dla T= > =

i] ey 20
ee ;
Ps yp ere
SRE

Estimate: Total :

Round the given cent amounts to the nearest tens place.

a) 63¢ 60¢ b) 88¢ REMEMBER:

If the number in the ones digit is:
C) 46¢ d) 17¢ 0,1, 2,3 or 4— you round down
5, 6, 7, 8 or 9— you round up

e) 54¢ f) 79¢
g) 25¢ h) 11¢ i) 32¢

Circle the amount where the cent amount is less than 50¢. The first one has been done for you:

a) b) $5.37 c) $2.64 d) $4.74 e) $8.49 f) $2.55

47 is less than 50

Round the given amounts to the nearest dollar amount: REMEMBER:

If the cent amount is less than
50¢, you round down.
a) $5.71 $6.00 b) $12.52 If the cent amount is equal to or

c) $25.85 d) $7.46 more than 50¢, you round up.

e) $45.30 f) $12.22 g) $53.05

h) $64.78 i) $11.50 j) $78.25

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 NS5-60: Estimating with Money (continueg) page 124
5. Estimate the following sums and differences by rounding each amount to the nearest dollar amount.
Then perform the calculation below. Does your answer to the calculation seem reasonable?

a) $4.35 b) $7.66 c) $5.81 d) $9.85

+ $4.65 = $3.26 + $3.37 — $2.67

$ 413] 5 $ ' S$} 4 | $ ‘ |

+$} 416] 5 I-s} | +s] f | | -$} | | |
$1910] 0 | | | | Ae

e) $26.83 f) $57.64 g) $75.47

= $15.56 + $20.35 On rce

$ j $ } $ ;

+$ i +$ i

_ Solve the following word problems in your notebook by rounding and estimating.
<i

6. Jasmine bought a CD player for 7. Tony spent $17.46 at the grocery store and
$ 79.21 with a hundred dollar bill. Sayaka spent $24.93.

Estimate her change. About how much more did Sayaka spend
than Tony?

&
Todd spent $8.21 on pasta, $6.87 on Donna bought school supplies for
vegetables, $11.14 on fruit, and $10.93 on her three children. AH
dairy products.
Each child’s supplies cost $12.34.
About how much did he spend altogether?
About how much money did Donna as

spend?

10. For each problem below, make an estimate — — . Explain why rounding to the nearest dollar
and then find the exact amount: isn’t helpful for the following question:
a) Dianna has $54.37. Erick has $23.41. “Patrick has $11.41. Jill has $10.87.
How much more money does Dianna have
About how much more money does Patrick-
than Erik?
have than Jill?”
Maribel has $29.04. Sharon has $32.76.
How much money do they have
altogether?

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ME5-1: Telling Time — Review page 125
1. How many minutes is it past the hour? Count by 5s around the clock, filling in the boxes as you go.

3. Draw the hands on the following clocks to show the time given:

a) ies b) 8:46 c) Sole

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GS al POTENTIAL,
ME5-2: Telling Time — The Second Hand page 126

The second hand is longer and thinner than both the minute and hour hands.

The second hand is read just like the minute hand.

minute hand

The exact time shown above, including seconds, is:

1. Under each clock, write the time digitally:

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on eda h
BU TENT NAR
 ME5-2: Telling Time — The Second Hand (continue) page 127

2. Find the difference in the times on the two clocks: > in minutes and seconds
> in seconds only

O a

3. Using the clock in your classroom, do the following tasks with a partner.
Fill in the chart carefully and be sure to do all your estimations first!
Don’t forget to include units:

Task Estimated Time Actual Time

Write out the alphabet on a piece of paper

Count by 5s to 200

Name all the students in your class

Count backwards from 100 to 1

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Bo eorahirant Sate:
ME5-3: Telling Time in Different Ways page 128

What time is it?

No it’s not! | thought it was

It’s thirty-five It’s twenty-five two thirty-five.
minutes after two. minutes to three.

Actually all three people are correct. There are many different ways you can read clocks — you've
probably heard all the variations above. Here are a few more you might recognize:

Recess is at quarter
Lunch is at twelve thirty. after two

And | thought it was at

thirty minutes after twelve.

a) twenty minutes after five eee 8

b) quarter past eleven

c) three fifty-six

d) eight thirty

e) forty-one minutes after seven

f) quarter to nine To check your answers, you

can use this clock to draw in
BONUS the hands for each question.
g) sixteen minutes to four
Be sure to use pencil so you
can erase and re-use the clock!
h) twenty-three minutes to twelve (or use a cardboard clock)

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MES5-3: Telling Time in Different Ways (continued page 129

2. For each question below, use words to write the time in two different ways.
Look at a clock face to help you see the answers.
EXAMPLE: 6:42 can be written “42 minutes after 6” or “18 minutes to 7.”

a) 11:35 b) 7:40

c) 4:57 d) 1:34

BONUS
e) Can you think of three different ways of writing the following time?

3. For each question, the time should be given in four ways:

e In digital form
e In analog form
e In written form — two different ways

a) 9:48 b) 4:32

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ME5-4: Elapsed Time page 130

1. By counting by 5s, find out how much time elapsed from...

6:35'10'6:55 3:40 to 4:00 LOS to. 14200

2. Count by 5s to show how much time has elapsed between ...

a) 8:45 and 9:20.

’ b ’ b ’ ’ = 2 eee eee ere

0 2) 10 15
Time elapsed: wa
b) 3:40 and 4:10.
7 b ’ ’ ’ i | —————

Time elapsed:
Cc) 1125 -and 12:05.
’ ’ ’ 3 ’ J

Time elapsed:
d) 12:35 and 1:15.
7 ’ ’ ——s

Time elapsed:

3. Karl started studying at 7:25 and finished at 8:10. How long did he study?

4. Briana left for school at 7:45. Amil left half an hour later. When did Amii leave?

5. Tom put a loaf of bread in the oven at 3:50. It should bake for 45 minutes.
At what time should he take the loaf out?

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O »
 ME5-4: Elapsed Time (continued)

6. Find how much time has passed between the times in bold (intervals are not shown to scale).

20 minutes 2 hours 5 minutes

ie 1:40 1:45 1:50 1:55 2:00

eS 3:00 4:00 4:05

Time elapsed:

b)

10:50 10:55 11:00 12:00 1:00 200) 2.05) 2a10

Time elapsed:

C)
ep
ttt
12:45 12:50 12:55 1:00 2:00 3:00) 3:05) Sal0 S15

Time elapsed:

7. Count on by 5-minute and by 1-hour intervals to find out how much time has elapsed between ...

a) 9:40 and 12:05.

9:40 |, 9:45--, —9:50_, ; : Time elapsed:

b) 4:50 and 7:10.

’ i ’ ’ ’ ’ ’
Time elapsed:

6G) 6ibo and 11-10.

Time elapsed:

8. Find how much time has elapsed by subtracting the times.

a) 3:43 D). Sige c) 11:48 d) 6:40 e) 3:42

3:20 tet S30 oO HOS

,
|

9. Draw atime line to find out how much time has elapsed between ...
| sen

a) 9:30 and 11:05. b) 2:35 and 4:05. c) 1:50 and 4:15.

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‘oer ;
 ME5-5: The 24-Hour Clock page 132

Alt Complete the following table using the pattern.

12-hr Clock 24-hr Clock 12-hr Clock 24-hr Clock 12-hr Clock 24-hr Clock
12:00 a.m. 00:00 9:00 a.m. 09:00 5:00 p.m. 17:00

1:00 a.m. 01:00 10:00 a.m. 6:00 p.m.

2:00 a.m. 02:00

12:00 p.m. 12:00

1 p.m. 13:00

a) What number must you add to 3:00 p.m. to change it to 24-hour clock notation? ___

b) List three other times that change this way:

For each a.m./p.m. time, write the corresponding 24-hour clock notation.
HINT: Only look at the chart above if you need help.

a) 6:00 a.m. = by 4.00) pm:.= 6) 4:00 p.m.

G)8:00.p.m: = e) 9:00 p.m. = T20G aun. =

g) 12:00 pm2= ae: Mn) e200 pimn= i) 0:00: aim. =

For each 24-hour clock notation, write the corresponding a.m./p.m. time.

a) 8:00 b) 14:00 = Cyt 00. = d) 00:00 =

e) 19:00 f) 16:00 = g) 05:00 =. h) 22:00 =_

David went to see the reptiles at 10:30. Complete the chart to show when David left each part of
the zoo (using 24-hour time).

mn
Start Reptiles Monkeys Lunch Polar Bears Lions «/)) | }—

iP
Time Spent 2 hr 1 hr 30 minutes 30 minutes 45 minutes 20 minutes }'\'\

Time Finished 10:30

6. Describe any differences between the way time is written for a 24-hr and a 12-hr clock ...
ee

a) in the morning (a.m.) b) in the afternoon or evening (p.m.)

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Bee ceonebesicas
ME5-6: Topics in Time page 133

ili Fill in the charts.

a) Days Hours b) Weeks’ Days Cc) Years Weeks d) Years Days

1 24 1 7 1 52 1 365
2 48 2 2 2
3 3 3

2. A decade is 10 years. A century is 100 years. Fill in the blanks.

a) 40 years = decades b) 60 years = decades c) 90 years = decades

d) 200 years = centuries e) 800 years = __ centuries __f) 1500 years = centuries

g) 2 decades = years h) 3 centuries = i) 40 decades = centuries

3. Columbus discovered the New World in 1492.

About how many centuries ago was this? i
=.

Which interval is longer? Explain.

a) 7Ominutes OR 1 hour 20 minutes b) 3 hours 10 minutes OR 170 minutes

A cheetah can run 30 metres each second.

The fastest human can run about 600 metres in a minute.
How much further can a cheetah run in a minute?

Tom worked for 1 hour and 55 minutes. Clara worked 20 minutes longer.
How long did Clara work?

Boat B left the Vancouver harbour one hour later than boat A.
Both boats traveled at a steady speed in the same direction.

Time 14:00 15:00 16:00 17:00 18:00 19:00 20:00

Distance BoatA 0 km 4 km

chy B Ok 0k 25 km
Harbour |O° a m

a) How far apart were the boats at 17:00? me a a

b) At what time did boat B catch boat A?

rx
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© a
ME5-7: Temperature page 134

Degree Celsius is a unit of measurement for temperature. It is written: °C

Water freezes at O°C. Water boils at 100°C. The normal temperature of the human body is 37°C.

1.

2. What is the normal temperature range of each season where you live?
(Ask your teacher for help with this.)

a) Winter — b) Spring -
between °C and oc: between °C and Se _

c) Summer — d) Fall—
between °C and & between °C and a &

3. Kyle’s temperature is 36°C. How much lower is his temperature than normal?

4. animal Body Temperature 2) How much higher isthe body 4]

temperature of the pigeon \ ‘ \
Dog 39°C than that of the dog?
~S Yee
ey
on
2)

Pigeon A1°C b) Which animal has the greatest range of body temperatures?

lizard 31°C - 35°C c) The temperature of cold blooded animals changes with
the temperature of the air.
Salmon DC 17°C Which animals are cold-blooded?

Rattlesnake Dots OV gu ©:

BONUS
5. Pam measured the temperature one day and found it was — 10°C.
The next day, the temperature was 10°C.
How many degrees did the temperature rise?

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Oo}
 page 135
PDM5-1: Classifying Data
Data is
information.
facts or For example, your age is a piece of data, and so is your name.

Data can be organized into categories. We use attributes to sort data, such as ...

¢ Gender (boy or girl) e Age (age 11 or age 10) ¢ Length of Hair (long hair or short hair)

1. Count how many objects are in each category. Read all the categories first:

a) Objects: coin tree telephone pole

staple window gold necklace

- 4 nN
Categories: Wood “~~ Glass Metal =)_

b) Objects: raspberries — sky grass lips ga

fire truck lime pickle stop sign om

Categories: Green 2 Blue _ | Red ~

In math, we sometimes use circles to show which objects have a property.

Objects inside a circle have the property and objects outside the circle do not.

2. Which shapes go inside the circle and which go outside?

Write their letters in the right place. (NOTE: Polygons have straight sides.)

[aN C @& & |

circles polygons

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Or «
PDM5-1: Classifying Data (continuea) page 136
Venn diagrams

3. a) Which shape has both properties? b) Which shape has neither property?
Put its letter inside both circles. Put its letter outside both circles.

5. Complete the Venn diagram using the letters

in the chart. The World’s Largest Lakes (by Area)

The World’s Largest Lakes A Caspian Sea Asia 371,000 km*

B Lake Superior North America 84,500 km*

C Aral Sea Asia 64,500 km*

D Lake Huron North America 63,500 km*

E Lake Victoria Africa 62,940 km*

F Lake Michigan North America 58,020 km*

; ; G Lake Tanganyika Africa 32,000 km*

| Lakes in | Lakes larger
| North America |! | than 50,000 km* | H Lake Baykal Asia 31,500 km*
eens | Great Bear Lake North America = 31,400 km*

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'e
PDM5-2: Venn Diagrams (Advanced) page 137

Sam collected the following information about the planets in our solar system:

Planet Number of Moons Days Needed to Orbit the Sun

Mercury (A) 0 88

Venus (B) 0 225

Earth (C) 1 365

Mars (D) 2 687

Jupiter (E) 62 4344

Saturn (F) 33 10 768

Uranus (G) ZT. 30 660

Neptune (H) 13 60 152

Data from spacetoday.org

a) Which planets have more than 15 moons?

List their letters here: _.\ ) ©"

b) Which planets orbit the sun in fewer than 10 000 days?

=—
List their letters here: _/A ,to
fd
ph,
‘
I)

c) Are any planets on both lists? If so, write the planet's letter:

d) Are there any planets on neither list? If so, write the planet's letter:

e) Now place all the planets — by letter — into the following Venn diagram.

Pay particular attention to the planet on both lists. Where will it go?
Where will the planet on neither list go?

Planets

Planets that Planets that

have more than take fewer than
15 moons 10 000 days
to orbit the sun

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©) :
 PDM5-3: Choosing a Scale for a Bar Graph page 138

e avertical and horizontal axis,

e ascale,
e labels (including a title),
e data (given by the bars).

The bars in a bar graph can either be vertical or horizontal. 7

The scale tells how much each marking on the axis represents.

The labels indicate what the data in the bars is. —

1. Find the scale on each bar graph.

b) Cc)
600 720
575 715 [
550 710
B25 705
: ~ 500 700

0 0

start at: | 2. start at: _44 1% | start at: _| 19

count by: 4 count by: 2 ' count by: .

stop at: 2 7 stop at: @0¢ stop at: )

D How Students at Bambury PS

Transportation Used Number of Get to School
to Get to School Students

Bike 6
xe]
®
Subway 46 2
8
Walk 90 %
re)
Bus 95 o
g
Car 28 ve

a) Complete the bar graph. Number of Students

| b) What scale was used in the bar graph? Do you think it was a good choice? Why or why not?

c) If you surveyed students at your school, would you expect results similar to those at Bambury PS?
Explain. \\ ’ / | way

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 a ein 4 (on Ot" ee f +a a Ae gl ea netage

AP s¥mak (QAa- KAR > CAN

PDM5-3: Choosing a Scale for a Bar Graph maida aie iey“th

5 Items Sold at Bake Sale Items Sold at Rare Sale Lvl
‘Items Sold at Bake Sale _—# Sold “St One Pass shad

(B) Brownies 12 25
= = 20
(C) Cookies 15 S 4

(D) Date Squares ig 101

(F) Fruit Pastries 10 i) ?

0
wn nw wn ”n n n n wn no n

(M) Muffins 5 s 2 & 6 €= e@2gee¢

= 3° 35 2)
e =|
12) = 2)
. SG
=

a
2 = a og a=
~
2 5 g 2
a) Draw two bar graphs for the same a au
data on the graphs above. tert item

| b) Which graph makes the bake sale look :

_ more successful? ar }
Li

Why do you think that is?

a Karen’s Wildlife Sightings
4. From the bar graph, recreate Karen’s 5 20
original tally of the wildlife she saw. ae
2
E to
= =

i ila i 5

0
Ducks Hawks Fish Frogs Turtles Crows
Animals ow

fs Election Results
7 woe pd K prep eer
Election Results
2

rnral yg or &
N

oY,

a) re graph makes it
staal — fo — easier to tell the difference
r 4000 ” 4750 || in votes foreach A,
9 a oe candidate? Explain.
2000 4650
1000 4600-}> b) Who won the election?
Mark Amelia Gisela 0 Mark Amelia Gisela ISAC

of
rot a
Shik #éee Life Span of Animals

6. Choose a scale and draw a bar graph that ... - oes

A. doesn’t have too many or too few markings ; \ Ss /* YN) |

hae chill ») ;
and Killer 4
B. makes it easy to see the data. Whale Shark Bear Tiger Elephant

100 years 50 years 30 years 20 years 70 years

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PDM5-4: Double Bar Graphs page 140
par
1. A double bar graph comtwo sets ofes
data. », Student's Favourite Snack
| We 1 October
a) How many students chose potato chips in October? 8 December
6 Eee;
4
2
5 0
b) What was the most popular snack in December?
Fruits Vegetables _—_Potato Other
is CU Chips

c) Which snack had the same number of votes in October as in December?

(2n.0 Lar
j

d) How many students are in the class?

€) Sometime before Christmas the students did a project on nutrition.

acmerees
(reer

Do you think their project was in September or November? Explain.

2. Sonia made a double bar graph to record Name Naoko Bilal Tim Matias Tina
the votes in her school election. af
Girl Votes 65 43 60 3 50
a) Copy and complete her graph on grid paper.
Boy Votes 18 41 11 95 10

(title) b) Who had the most votes from girls?

||
c) Who had the most votes from boys?
ont,

| d) How many people had more votes from boys

7) than votes from girls?
How does your graph show this?
/

Naoko Bilal Tim Matias lina

e) How many girls voted for the person who won?
Girl Votes [| Boy Votes
How did you find that data?

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 PDM5-5: Broken Line Graphs — An Introduction etad ne
On a broken line graph individual points are connected by a line.

if The Temperature in My Backyard a) What is the scale:

in November Start at_ , count by , stop at
oO
S b) What does the “T” on the horizontal axis mean?
5
s®
poe
5 c) What day was the coolest?

d) What day was the warmest?

e) What two days were the same temperature?

a 2: Brad’s Fruit Smoothie Intake over the Past Year

| 16
| 14

3" 6 = 10
5 8
= E
=e
fe Ss
rm

oO
OO
OD
NF

Jan. Feb. Mar. Apr. May June July Aug. Sept. Oct. Nov. Dec.

Winter Spring Summer Fall

a) In which month did Brad drink the most smoothies?

b) How many smoothies did Brad drink:

i) in May? ii) in July?

c) In which months did Brad drink more than 5 smoothies? 2220009)

d) List the seasons in order, starting with the one in which Brad drank the most fruit smoothies.

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Ne X
PDM5-6: Discrete and Continuous Data page 142

Data is continuous if all numbers between data values are possible.

Otherwise, the data is discrete. Non-numerical data is always discrete.

1. Is the data discrete or continuous?

a) Height(em); 120 128.2- 131 “132 140.6

Cav
Is height 128.5 cm possible? 128.9? YES NO The data is —~~"

b) Day of week people watch the most TV:

Day Sun M T W Th F Sat

# of People 2 2 1 0 4 2 S)

Can there be a day in between

Sat and Sun? YES NO The datais__- *

c) Favourite sport: i

Sport Hockey Baseball Soccer Basketball Volleyball AE

Or
# of People 17 3 14 9g 6 4 we

Can there be 1414 people? 14%? YES {NO The data is_P@esc/ £7 5

d) Month of birthdays:

Month of
Birthday Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov’ Dec

# of People 2 3 0 4 1 2 5 3 2 4 3 2

Can there be a month between

January and February? YES NO The data is }

e) Temperature: 23°C 22.5°C 37°C O0°C

Is temperature 32.3°C possible? 17.1°C? YES NO The data is

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‘ee
PDM5-6: Discrete and Continuous Data (continuea) Pages:
Zs Is the data continuous or discrete?

a) Distance between cities in km. c&sicim : ls aN e e Ute eT ee ed

Can there be a fraction of a kilometre ? The datais ©0 \

b) Number of folds required to make each origami project.

I
LD. ) = - ' ’
Can there be a fraction of a _ Y |C\ 2? The data is p IS¢ | € ftGH

c) Number of runners Jenn passes in 5 minutes.

a j
Can there be afraction of a ( y Unner ) 2? Thedatais_ VI GcCryg le :

d) Number of millilitres of juice. ae

Can there be a fraction of a ( Whites 2 Thedatais °F fin uUows

|3. Decide whether the data on each axis is discrete or continuous. Justify two of your answers
= in your notebook.

What day do you watch the most TV? Horizontal

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Time (min)
PDM5-7: Continuous Line Graphs page 144

When data is continuous, you can use a continuous line graph to predict what happens in between
data values.

1. How far from home was Katie after 10 minutes?

= des b) 8 €) 110

wo oO

ine) aS

(km)
Distance (km)
Distance Distance
(km)
—_ ine)
ine)

0 10 20 0 10 20 0 5 10 15 20
Time (min) Time (min) Time (min)

2. Draw a continuous line graph, then answer the question.

a) How much money did Tom earn for 3/2 hours work? si
30
Hours Worked 0 1 2 3 4 20

Money Earned ($) 0 10 20 30 40 m

0
Ot) 62a 4

b) What is 3%
x 10? 40 a
30
Number 0 1 2 3 4
20
Number x 10 0 10 20 30 40 10

mas
Oe er Se

Cc) How far did Natalia and her dog walk in 2% minutes? 400

300
Time (minutes) 0 1 2 3 4
200

rider
Walked (metres)
100 200 300 400 100fe
8 eles Oe eee ary

3. On grid paper, draw a continuous line graph to find ...

|_

a) 4 ex 10 D2 wea Cc) 2%x 4

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PDM5-8: More Discrete and Continuous Data geile Ue

1. If the data on both axes are continuous, join the dots with a continuous line (————— ).
Otherwise, join the dots with a broken line (---- ~~ ) as ina).
a) b)
oakoO

(metres)
10)
of
(out
Mark
Test
Math Walked
Distance
WO
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0 1 2 3 4
Time (minutes)

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Time (minutes) # of CDs

2. Sometimes graphs are drawn with solid lines (to show trends) even when the data is not continuous.
Number of Birds that a Time of Day When Flying
Small Island Can Support Squirrels Become Active
2 1200 = ic
& 4000 8 7:00
= 6:30
> 800 d
2 nee = 6:00
2 e 2:30
2 400 ae
= 5:00
200 4:30 + ©
0 4:00
2A dol eon aOR re J FMAM
J AS O ND
Seed Abundance (grams of seeds
for every square metre of land) oe

= a) Describe any trends you see in each graph.

y b) Which data in the graphs are not continuous? Explain.
. \ c) Compare the times flying squirrels become active in January and July.
Why do you think there is a difference?

3. Would you use a line graph or a bar graph to display the data? Explain your choice.

a) Child Sonia Natalia Soren Bilal

Number of muffins sold 38 47 25 42

b) #ofCDs 1 2 3 4 5
Cost ($) 20 40 55 70 80

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PDM5-9: Primary and Secondary Data page 146

Data you collect yourself is called primary (or first-hand) data.

1. How would you collect primary data to answer each question?

A. survey B. observation C. measurement

a) What fraction of bikers wear white clothing at night? =. rem

b) How does the temperature of a cup of heated waterchange over time?

c) Are more people born in the winter or in the summer? A

d) What are my classmates’ favourite movies?

e) In which subjects do | have the thickest textbooks?

Data collected by someone else (that you find in sources like books or the Internet) is secondary.

2. Would youuse A. primary OR 8B. secondary data to find out...

a) ... how many sit-ups each of your family members can do ina minute? —

b) ... the world record for the most number of sit-ups in a minute?

c) ... the average number of words you can write in a minute? Js ( ¥-

d) ... the amount of snowfall in Toronto each month last year?

3. Make up a question you would answer using:

a) first-hand data. w'

b) second-hand data. wh. = 50 55 51

| SES6 J sesé | | Sess i

4. Watch the weather report on the news. ahs “alll

What examples of second-hand data can you find?
))
I On

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On a
PDM5-10: Samples and Surveys page 147

1. Tasha wants to estimate how many of the pea pods in her garden are ripe.
There are 100 pea plants in the garden. Here is her data:

In the first plant Inthe

plants
first 20

# of ripe pods 5) 40

# of pods 10 160

a) What fraction of the pods on the first plant are ripe?

1-6
b) What fraction of the pods on the first twenty plants are ripe?
—— — 0 ie H
c) Can Tasha predict what fraction of pods in the garden are ripe just from looking at 1 plant?
, because Me ng} © bet ayle \ —. CECZ40 aX,
d) Which gives a better estimate: looking at one plant or 20 plants? Explain.
ZY PY 4 LP TANET An Cw Won
e) Use the data in the-first20"plants
toestimate... | | CCM a C
i) the total number of pods ert ii) the number of ripe pods in the garden
QO Pans = lO Planye Z vids — 4

KU “boMants= 490 poner inteset

2. Would you survey the whole populationor only a sample if you want to find ... ; , 56

a) ...the average height of grade 5 students in Ontario

WMD a\E

b) ...the average height of grade 5 students in your class

a UX wy { 7

c) ...what movie your friends want to see tonight

d) ...how many people watched the Super Bowl

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PDM5-11: Designing and Analyzing a Survey page 148

1. Which question (A, B, C, or D) would you use to find out if girls or boys like to read more? Explain.
cg

A. Gender F Mi | | B. Gender FL Mi
Do you like to read for fun?
o How many books have you read in the last
le year for fun?

C. Gender Fi M D. Gender ae M

How often do you like to read for fun? How many books have you read in the last
year for fun?

Any chance | get Sometimes 0 1-5

Not very often Never 6-10 11 or more

2. Write a survey question for each topic below. To find out ...
i : . _ Say
i) ...the most common shoe size among grade 5 girls. ee =.
ii) ...how many pets students in your school have. LM | /f
iii) ...what kind of fruit juice students like best. ni ef

3. Who would you survey for each survey in question 2?

Choose a sample that represents the group you want to find out about.

@ 4. Now do your own survey. Record all of your ideas, data, observation and conclusions.

a) Decide what question you want to ask. What answers do you expect?

How do you get to school? Tally

Walk
Take the bus
Ride my bike

Po ay ae de NOR. ge, ee ae ee
b) Who should you survey? Is the sample representative?
Are you including enough people?

c) What type of graph should you use?

d) Summarize your conclusions. Did people respond as expected?

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ye different shaped containers melt at the same rate?

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a) Draw 3 different containers you could use to do the experiment.

j
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IL ; each container?

Ml c) How would you measure the rate of melting? aie

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i 2 What other equipment do you need?

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ill experiment, if you place one container in
lj En the open sun and another in the shade?

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or a)

>~~" Predict your results. Do you think the

shape of the container will affect how pig
Dee —:

ATT fast the ice melts?

g) What type of graph would you use to display your results?

PDM5-12: Designing and Analyzing an Experiment (continue 29° '°°

i" 2. Now design your own experiment.

ise i a) Decide on your question. You can use one of the examples

iil
‘ai b

(il
below or make up your own question.

A. Choose 3 paper rectangles with the same area

\
is but different perimeters to build paper airplanes.

|| Which rectangle makes an airplane that flies .

a the furthest?
aase.
(U de
|| B. How does adding sugar to strawberries affect
Bil iz how long the strawberries stay good for?

i] C. How does adding salt to ice affect how fast it

iM ‘ melts?
—— z

AT b) What do you need to measure?

we
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tly) c) How will you measure your results?

= How will you make sure your experiment gives reliabie

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results? (You will need to keep everything except what
Ait‘ you want to measure constant).

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g) Choose and draw an appropriate type of graph to display

}ae your data.

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G5-1: Sides and Vertices of 2-D Figures page 151
Polygons have sides (or ‘edges’) and vertices (the ’ corners’ Gase
where the sides meet): _ HINT:
_ To avoid missing sides and vertices when _
i i:
, iy - you count, you should ...
vertices -
ae _- sides Jee
&
3 / \

mark the sides and circle the vertices.

NOTE: A polygon is a 2-D (flat) shape with sides made of straight lines.

1. Find the number of sides and vertices in each of the following polygons:
HINT: Mark the sides and circle the vertices as you count.

a) > b)

;
sides 6 vertices _ sides - _ vertices

. Pa & . } . & ) . ! { . r .
sides _ vertices S sides yy _ vertices “sides _|Q __ vertices

2. Peter names the shapes according to how many sides they have:

a) - b) Ly c) d) L
> __ sides '_ sides - __ sides ~_ sides

triangle quadrilateral pentagon hexagon

3. Complete the chart. Find as many shapes as you can for each shape name: s o% Seah .

FAQMOM LA 2]oy.a
A?

Shapes Letters Shapes Letters

Triangles a |SL Pentagons s { p4

Quadrilaterals UE : aa
DFG, Hexagons
g /
£ \ |]
|

| 4. On grid paper, draw a polygon with: a) 4 sides b) 6 sides

5. How many sides do three quadrilaterals and five pentagons have altogether? Explain.
L| 1

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152
I~ ANd le.
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1. Mark Pegi angle as i) a right angle; ii) less than a right angle: OR iii) greater than a right angle.

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less than bh peat! Hh My : ; ]

Te
2

= |
XC

3. Mark any right angles in the Mark any angles less than a) Mark any angles greater than
shapes below with a square. right angle with a single line. a right angle with a double line.

4. a) Draw 5 letters with at least one right angle. \ A +) /]

: ; \\A Al hati A /
Mark all the right angles with a square. H | ii \

b) Which letter of the alphabet do you think has the most right angles?

5. Angles that are less than a right angle are called acute angles. F Kno
“a Angles that are greater than a right angle are called obtuse angles. M has 3 acute angles
URAL ammes= py J p
J

aM A, ;
a) Draw 3 letters with acute angles and 3 with obtuse angles

b) Can you find a letter that has both a right angle and an acute angle?
NY: | A has 2 obtuse angles

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G5-3: Measuring Angles page 153

To measure an angle, you use a protractor. A protractor has 180 subdivisions around its circumference
The subdivisions are called degrees. 45° is a short form for “forty-five degrees.”
90

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There are 180 subdivisions (180° There are 90° in a right angle
around the outside of a protractor. (Or a Square Corner).

Angles that are /ess than 90° Angles that are more than 90°
are called acute angles. are called obtuse angles.

Without using a protractor, identify each angle as “acute” or “obtuse”:

a) va ee Cc)

d) —
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g) a I ieee
a i) NS

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G5-3: Measuring Angles (continuea) page 154

A protractor has two scales. The exercise below will help you decide which scale to use:

2. Identify the angle as acute or obtuse.

Next circle the two numbers that the arm of the angle passes through.
Then pick the correct measure of the angle (i.e. if you said the angle is acute, pick the number that
is less than 90):
a) b) ea

The angle is: acute The angle is: se

The angle is: __ 60° The angle is:

c) d)

The angle its: The angle is:

The angle is: The angle is:

3. Again, identify the angle as acute or obtuse. Then write the measure of the angle:
NOTE: The letters beside the protractors are for a game described in the Teachers Guide.

a) b)
QM typ H
yy 22 90100
OD} ha My,

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G5-3: Measuring Angles (continuea)
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Measure the angles using a protractor. Then write the answer in the boxes provided — don’t forget units!
HINT: Use a ruler to extend the lines in d) and e).

a)

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G5-4: Measuring and Constructing Angles page 156

Clare makes a 60° angle as follows:

Step 1: Step 2: Step 3:

She draws a base line and places the She makes a mark at 60°: Using a ruler, she joins the end
protractor on the base line as shown: point of the base line to her mark:

<q mark
/
/
/
7
/
/
A

She lines up the centre cross on the:

protractor with the end of the base line.

1. Use a protractor to make the given angles:

a) b)

150° 120°

| 2. In your notebook, use a protractor to construct the following angles:

| a) 45° b) 80° c) 50° d) 35°

f) g0° g) “125° a) aaa a= i) 145° j)

3. a) Use aruler to extend the clock hands.

Then measure the angle between the hands.

b) Find the angles made by the hands of the clock

at the following times ... without measuring!

©» jump math
G5-5: Angles in Triangles and Polygons page 157
An acute angle is less than 90°, an obtuse angle is greater than 90° and a right angle is exactly 90°.

i) An acute-angled triangle has all acute angles.

li) An obtuse-angled triangle has an obtuse angle.
lil) A right-angled triangle has a 90° angle.

lf you measure the angles in a triangle accurately, you will find that they always add up to 180°.

1. Classify each triangle as acute-angled, obtuse-angled or right-angled.

For short, you can just write acute, obtuse or right.

a) b) C) d) e)
30° 120 45° 30 AG: ha
80° fe] °o

40° 30° 110°

60°
90°
4 5°
70° 70°

2. Measure all of the angles in each triangle and write your measurement in the triangle. Then say what

as 2s 7m
type of triangle it is:

3. A regular polygon has all angles and sides equal.

a) Measure one angle in each of the regular polygons below. Then fill in the chart:

ALIGO
i) Equilateral ii) Square iii) Regular iv) Regular
Polygons Triangle Pentagon Hexagon
Measure
of Angles

b) Do you think the angles in a regular octagon will be greater or less than 120°? Explain.

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 G5-6: Classifying Triangles page 158
Triangles can be classified by the size of their angles, but they can also be classified by the length of
their sides:
i) In an equilateral triangle, all three sides are of equal length.
il) In an isosceles triangle, two sides are of equal length.
iii) In ascalene triangle, no two sides are of equal length.

Measure the angles and sides (in cm — or mm if necessary) of each triangle, and write your
measurements on the triangles. Then use the charts to classify the triangles:

JX [Xo
eee
a) Classify the triangles by their angles: b) Classify the triangles by their sides:

Property Triangles with Property Property Triangles with Property

Acute-angled Equilateral

Obtuse-angled Isosceles
Right-angled Scalene

Sort the triangles above by their properties:

a) b)

acute-angled equilateral obtuse-angled isosceles

3. Pick one property from each list below. Draw a rough sketch of a triangle that has both properties.
If you can’t sketch the triangle, write “impossible”:
_ 4

List 1: acute-angled, obtuse-angled, right-angled List 2: equilateral, isosceles, scalene

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G5-7: Constructing Triangles and Polygons page 159
To construct a triangle from a given base line:

i) Using a protractor, construct an angle at each end of the base: ZN ie

. “\ pase
li) Extend the arms of your angles until they meet:

1. Construct triangles using the bases and base angles given below.

a) b)

40° 70° 50° 40°

_ 2. Construct triangles with the following measurements:

a) Base =5cm; Base angles = 45° and 50°

b) Sides =5cmand7cm; Angle between these two sides = 40°

3. a) Construct three triangles, each with a 5 cm base and the given base angles:

i) 40° and 40° li) 50° and 50° iii) 60° and 60°

b) Measure the sides of the triangles you drew.

What do you notice about the lengths of the sides?

c) What kind of triangles did you draw?

4. Draw free hand sketches of...

a) aright-angled triangle b) an acute-angled triangle Cc) an obtuse-angied triangle

5. Draw a square on grid paper and draw the diagonals of the square.
Measure all the angles around the point P where the diagonals meet.
What do you notice?

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G5-8: Parallel Lines page 160

Parallel lines are like straight sections of railway tracks — i]

2
that is, they are: ! oo at iq
y _ Mathematicians use arrows to indicate that |
Straight certain lines are parallel: |
v
vy Always the same distance apart | |
a |
No matter how long they are - parallel lines will never meet. ——>—_ + —_____ These two lines |
P ie are parallel. |
—— |
NOTE:
Lines of different lengths can still be parallel (as long as they are
both straight and are always the same distance apart).

1. Mark any pairs of lines that are parallel with arrows (see note above):

a) b) s C) d)

es

e) A/S f) Q) bh)

BONUS
i) Select one pair of lines above that are not parallel. Put the corresponding letter here:

j) How do you know these lines aren't parallel?

2. The following pairs of lines are parallel. In each case, join the dots to make a quadrilateral. The first
one has been done for you:
ee

a) b) c) d) <

e) In each case, are the original two lines still parallel?

Or» Jume math

 G5-8: Parallel Lines (continueg) page 161

-
3. Each of the shapes below has one pair of parallel sides. Mark opposite sides that are not parallel.
The first one has been done for you:

Z
i NOTE:
If a figure contains more than a single pair of
parallel lines, you can avoid confusion by using
a different number of arrows to mark each pair:
Example:
&
|

| 4. Using arrows, mark all the pairs of parallel lines in the figures below:

pairs pairs pairs pairs

5. On the grid, draw ...

a) ...a pair of horizontal lines that are parallel and 3 units apart
b) ... a pair of vertical lines that are parallel and that have different lengths
Cc) ...a figure with 1 pair of parallel sides

6. The letter F has two parallel lines in it.

Choose 5 letters of the alphabet and mark any parallel lines.
Which letter of the alphabet do you think has the greatest number of lines that are all parallel?

O%» jump math

G5-9: Properties of Shapes page 162
Some quadrilaterals have no pairs of parallel lines. Trapezoids have one pair of parallel lines.
Parallelograms have two pairs of parallel lines:

UW
NO pairs of parallel lines
GayONE pair of parallel lines
640
TWO pairs of parallel lines

1. For each of the shapes below, mark the parallel lines with arrows. Mark all of the opposite pairs of

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sides that are not parallel with an X. Under each shape, write how many pairs of sides are parallel:

on) se G H

2. Sort the quadrilaterals above into the chart by writing each letter in the correct column:

No pairs of parallel sides One pair of parallel sides Two pairs of paraliel sides

3. Using the figures below, complete the two charts. Start by marking the right angles and parallel lines

> CVA
a) Property
eC IV 5
Shapes with Property b) Property Shapes with Property
No right angles No parallel lines
1 right angle 1 pair
2 right angles 2 pairs
4 right angles

Oz» jump math

 G5-9: Properties of Shapes (continued) page 163

4. Use a ruler to measure the sides of the shapes below. Circle the shapes that are equilateral:
NOTE: A shape with all sides the same length is called equilateral. (“Equi” comes from a Latin word meaning
“equal” and “lateral” means “sides”.)

a) cm b)

cm ____em
cm cm

cm ___ cm

Cc) cm d) cm
= GM cm

cm cm
= cm cm

cm cm ——em
cm

5. Complete the charts below. Start by marking the right angles and parallel lines in each figure.
lf you are not sure if a figure is equilateral, measure its sides with a ruler:

oe aeee
Cre
a) Property Shapes with Property b) Property Shapes with Property
Equilateral No right angles
Not equilateral 1 right angle
2 right angles
C) Property Shapes with Property 3 right angles
No obtuse angles 4 right angles
1 or more obtuse angles

€) PolygonName Shapes
d) Property Shapes with Property Triangles
No parallel sides Quadrilaterals
1 pair of parallel sides Pentagons
2 pairs of parallel sides Hexagons
3 pairs of parallel sides NOTE: Polygons must have straight sides.

©. jump math
 page 164
G5-10: Special Quadrilaterals
A quadrilateral (shape with 4 sides) with two pairs of parallel sides is called a parallelogram:

ey? ee
parallelogram
a quadrilateral with two
pairs of parallel sides

Some quadrilaterals have special names:

ai
rhombus
eee
rectangle
||
square
fo
trapezoid
a parallelogram with a parallelogram with a parallelogram with a quadrilateral with
4 equal sides 4 right angles 4 right angles and only 1 pair of
4 equal sides parallel sides

i) Mark the angles that are right angles in the quadrilaterals below.
ii) Measure each side with a ruler. Then name each quadrilateral.
cm
a) b)

== cm cm om

cm

Name: <i

peel ine name of the Square A parallelogram with 4 right angles.

quadrilateral to the best
description: Rectangle A parallelogram with 4 equal sides.

Rhombus A parallelogram with 4 right angles and 4 equal sides.

227 ee
Name the shapes:

4. Mark all the right angles, then identify each quadrilateral.

a) / b) Ss 0) ar: d) 8
ca ee

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 G5-10: Special Quadrilaterals (continued) gebl Voe
5. Say how many pairs of sides are parallel, then identify each quadrilateral.

6. The shape on the grid is a trapezoid.

On the grid, draw a second trapezoid
that has no right angles:

7. Use the words “all”, “some”, or “no” for each statement:

a) squares are rectangles b) trapezoids are parallelograms

Cc) parallelograms are trapezoids d) parallelograms are rectangles

| 8. a) |have 4 equal sides, but no right angles. What am |?

b) | have 4 right angles, but my sides are not all equal. What am |?

c) |have exactly 2 right angles. Which special quadrilateral could | be?

9. Ashape has 4 right angles. 10. A quadrilateral has all equal sides.

Which two special quadrilaterals might it be? Which two special quadrilaterals might it be?

| 11. Write 3 different names for a square.

12. On grid paper (or on a geoboard), construct a quadrilateral with:

a) no right angles b) one right angle c) two right angles d) no parallel sides
e) one pair of parallel sides f) two pairs of parallel sides and no right angles

13. Describe any similarities or differences between...

a) arhombus and a square b) a trapezoid and a parallelogram

©.» jump math

G5-11: Exploring Congruency page 166
Shapes are congruent if they are the same size and the same shape. Congruent shapes can have
different colours and patterns, and can be facing different directions:

1. Write congruent or not congruent under each pair of shapes:

"W/U0 ° PA ? BO
Not congruent

2. Label congruent shapes with the same letter.

HINT: You will need the letters A and B.

Hy EE tH cord OD
3. Are these pairs of shapes congruent?

a) as oe __sébecause

b) pe because

4. a) Draw a triangle congruent to the b) Draw a trapezoid congruent to the

one shown: one shown, but turned on its side:

5. Label any shapes that are congruent with the same letter:
HINT: You will need to use the letters A, B, C and D. (Two shapes are congruent to A.)

"Ho PEP Be PSR EE

A fn Ea FE
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 G5-12: Exploring Congruency (Advanced) page 167
1. Look at the shapes from left to right. If you find a shape that is congruent to a shape you have already
looked at, cross it out.
How many non-congruent shapes are left? The first one is done for you:

Va Sia +4 Z ve of | 2 | non-congruent shapes

b) +4 EP ca ewe HLH ee | _non-congruent shapes

o HH Sn Ser ctHh aL aa | non-congruent shapes

2. Starting with the shape on the left, add a square to each shape in the position shown by the arrow.
If you create a shape that is congruent to a shape you have already made, cross it out.
How many non-congruent shapes did you make?

_ Example: | 7 2. non-congruent shapes

Sea a non-congruent shapes

ac ay oe
Pret ee a non-congruent shapes

| 3. How many non-congruent shapes can you make by adding one square to the original figure?
. . . .

HINT: Make copies of the shape, and add one square to each copy as in Question 2.

5 a as | °)
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G5-13: Symmetry page 168
Some shapes have lines of symmetry. Tina places a mirror across half the shape. If the half reflected in
the mirror makes the shape ‘whole’ again, the shape is symmetrical.

"NOTE: i
__ The two sides on either i
mirror _ side of the mirror line are
- congruent.

Tina also checks if a shape has a line of symmetry by cutting the shape out and then fon it. If the
halves of the shapes on either side of the fold match exactly, Tina knows that the fold shows a line

[Al
1.
A
Complete the picture so that the dotted line is a line of symmetry:

a) or ae G)

2. a) The shapes on either side of the mirror line below are almost congruent. Add one square to one
of the shapes so that the two are congruent:

i i) ii)

b) On each shape above, show the image of point P after a refiection through the mirror iine.

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 G5-13: Symmetry (continued) Pace yee

3. Quilts are often made from triangles of fabric Y4 IN N

that are sewn together.
1 2 3 4

a) Make some designs for quilts using half shaded squares.

Draw any lines of symmetry you see (vertical, horizontal, and diagonal).

2x Bt PBIES EE ESEE
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b) Complete the following chart based on the number of lines of symmetry you found:

Number of Lines of Symmetry 0 1 fA 4

Letter beneath Grid C; A, B,

a |4. a) Draw atleast 5 letters of the alphabet and show

sg their lines of symmetry.

b) Can you find a letter with 2 or more lines of symmetry?

5. The figure shown has four lines of symmetry.

a) Show how you could move one square so the resulting figure has no
lines of symmetry.

b) Show two different ways to move a square so the resulting figure has
one line of symmetry. NOTE: You are allowed to move the centre square.

6. Use aruler and a protractor to construct a triangle with

the dimensions shown.
4cm
Then construct its reflection in the mirror line.

What kind of triangle do the two smaller triangles make? 30m

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 G5-14: Comparing Shapes page 170
le Figure 1: Figure 2:

a) Compare the two shapes above by completing the following chart:

Property Figure 1 Figure 2 Same? Different?

Number of vertices .

Number of edges

Number of pairs of parallel sides

Number of right angles

Number of acute angles

Number of obtuse angles

Number of lines of symmetry

Is the figure equilateral?

b) By simply looking at Figures 1 and 2 below, can you say how they are the same and different?

Property Same? Different?

Figure 1:
Number of vertices

Number of edges

Number of pairs of parallel sides

Figure 2: Number of right angles

Number of acute angles

Number of obtuse angles

Number of lines of symmetry

Is the figure equilateral?

} 2. Draw two figures and compare them using a chart (similar to that in Question 1).
—

3. Looking at the following figures, can you comment on their similarities and differences?
Be sure to mention the following properties:
v The number of vertices
Y The number of edges Figure 1: Figure 2:

v The number of pairs of parallel sides Da ee

v¥ The number of right angles i im
v Number of symmetries es
v Whether the figure is equilateral Pee
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G5-15: Sorting and Classifying Shapes page 171
1. The following figures can be sorted by their properties using a Venn diagram:

PIAL /ZAWD OLB

Property Figures with This Property

1. | ama quadrilateral A, C,D

2. |am equilateral A, ©; 6: F

Which figures share both properties?

Using the information in the chart above, complete the following Venn diagram:
NOTE: If a shape does not have either property, write its letter inside the box, but outside both circles.

Property 1 Property 2

Using figures A through G above, complete the charts and the Venn diagrams below:

b) ; :
Property Figures with This Property

1. | have no right angles

2. | have four or more sides

Which figures share both properties?

Using the information in the chart above, complete the following Venn diagram:

Property 1 Property 2

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G5-15: Sorting and Classifying Shapes (continueg) page 172
Cc) Property Figures with This Property
1. | am equilateral

2. | have more than one right angle

Which figures share both properties? ;

Using the information in the chart above, complete the following Venn diagram:
rd

Property 1 Property 2

2. Using two properties of your own make a chart and a Venn diagram (as in Question 1). You may
want to choose from the following:

Number of vertices
Number of pairs of parallel sides
Number of edges
Number of right, acute or obtuse angles
Lines of symmetry
oe
Sk,
ee Equilateral

3. Record the properties of each shape. Write “yes” in the column if the shape has the given property.
Otherwise, write “no”:

DN PE. Ze7 Lt] 2

Shape Quadrilateral
: Equilateral
é Two or more pairs
pair At eastone
least Atleast one At least one
of parallel sides right angle acute angle obtuse angle

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G5-16: Sorting and Classifying Shapes (Advanced) pega
1. Write T (for true) or F (for false). The figure has ...

______s 8: vertices A 2 pairs of parallel sides

no right angles 5 vertices

d
) Equilateral ______s3 pairs of parallel sides

one pair of parallel sides no acute angles

Pe eee
2. Write T (for true) if both figures have the property in common. Otherwise, write F (for false).

4 vertices no parallel sides 3 vertices 5 sides

4 sides 1 right angle no right angles equilateral

ee ke
quadrilateral at least 1 right angle 5 vertices 5 edges

at least 1 pair of parallel sides no right angles equilateral

3. a) | have three sides and a right angle. b) Ihave three sides.

ges ee Two of my sides are the same length.

I’m an...

4. Describe each figure. (In your description mention the properties you needed to sort the shapes
: in the previous section.)

"TN ax ;
= awa.
5. Name all the properties the figures have in common. Then describe any differences:

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 G5-17: Puzzles and Problems page

1. Measure the sides of the following parallelograms: | eames ae es

| Ina quadrilateral, a pair of sides that meet at
sil
| avertex are called adjacent. Otherwise, they
ee | are called opposite:

C
Si
L Peewe
enprenre
torreo

a) Are all pairs of opposite sides equal in all of the parallelograms?

b) Are all pairs of adjacent sides equal in all of the parallelograms?

c) How many acute angles does each parallelogram have?

d) How many obtuse angles does each parallelogram have?

e€) One of the parallelograms has another name. Which parallelogram is it?

2. Complete the chart: Square Rectangle Rhombus Parallelogram

Opposite pairs of sides equal Yes

Adjacent pairs of sides equal

4 sides equal

4 right angles

Number of pairs of parallel sides 2

Number of lines of symmetry

3. Name the triangles:

a) Ihave three equal sides. | am an...

b) | have one angle greater than a right angle. |!am an

c) | have one right angle. |ama...

d) I have three angles less than 90°. |am an...

4. How many shapes can you find in the hexagon (at left) that are congruent
to the ones below?

a) va. = b) vo at eee
——ab

5. Draw a trapezoid that has one line of symmeiry and a trapezoid that has no lines of symmetry. |
<i!

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 Both parts of Assessment & Practice Book 5 cover:
e Number Sense
e Patterns and Algebra
e Measurement
e Probability and Data Management
e Geometry

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myth of ability, reduce math anxiety, improve attention and confidence, and
show students the beauty of mathematics.

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can reach their full potential.

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