Humber Math Series

Book 1
Whole Numbers

The books in the Humber Math Series cover topics in arithmetic,

algebra, trigonometry, geometry and business math. The material is
presented in a detailed, step-by-step approach that is ideally suited
for an individualized learning format.
 INTRODUCTION

The HUMBER MATH SERIES is a collection of booklets covering topics in arithmetic,

algebra, trigonometry, and geometry. The material is presented in an easy to understand
format that provides detailed examples and numerous exercises. The books were created
specifically to be used in an individualized, self-paced learning format. Students who have
retained some knowledge from previous study in math can go rapidly through the material
that is familiar to them. Students without this advantage will want to proceed at a slower
pace. The books can, of course, be used in a more traditional lock step classroom format.

ACKNOWLEDGEMENTS

The HUMBER MATH SERIES has been prepared by the Academic Upgrading
Mathematics Department of Humber College. Many teachers and students, too numerous to
mention, have played direct and indirect roles in the original development and subsequent
revisions of these books over the years.

Copyright © 2005, Humber College of Applied Arts and Technology

All rights reserved. No part of this publication may be reproduced or transmitted in any
form or by any means without prior written consent of the Copyright holder, application for
which can be made to Humber College, ℅ LBS Program, 205 Humber College Blvd.,
Toronto, Ontario, Canada, M9W 5L7.
 CONTENTS

Item Page
1.01 Numbers – What Are They & Place Value 1

1.02 Addition 13

1.03 Subtraction 19

1.04 Multiplication 27

1.05 Division 36

1.06 Order of Operations 45

1.07 Arithmetic Mean and Median 48

1.08 Problem Solving 52

Answers to Exercises 59
 ITEM 1.01
NUMBERS - WHAT ARE THEY?
&
PLACE VALUE

There are five cars in the parking lot.

I have five dollars in my pocket.

Haleema and John have five children.

I have five very expensive tickets to the Raptors basketball game.

In each of the statements above, five items are mentioned. The idea of five can be represented by
the numeral 5. A numeral is a symbol or letter used to represent a number. Other numerals that
can represent the idea of five are the Roman Numeral ‘V’ and the symbol ‘IIIII’.

From many sources particularly from the Arabians and Hindus came the beginnings of our
present system of numbers that developed in Europe and is used throughout the world. In this
system there are ten symbols namely: 0, 1, 2, 3, 4, 5, 6, 7, 8, and 9. Each symbol is called a digit.
We use a number system that has ten digits.

The number 25 is made up of the digit 2 and the digit 5. The number 126 is made up of the digit
1, the digit 2 and the digit 6. Numbers are often referred to as one, two or three digits, and so on.
This is determined by how many digits there are in the number.

Number Number of Digits Digits Used

29 2 digit number 2, 9
135 3 digit number 1, 3, 5
7106 4 digit number 7, 1, 0, 6
21 644 5 digit number 2, 1, 6, 4, 4
4 123 639 7 digit number 4, 1, 2, 3, 6, 3, 9

As you can see, all the numbers are a combination of these ten digits.

There are two specific sets of numbers that you should know,
namely Natural Numbers and Whole Numbers.

Natural Numbers, also called the counting numbers, are the numbers we use for counting and
they are: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17…

Whole Numbers that include all the natural numbers and the number zero are: 0, 1, 2, 3, 4, 5, 6,
7, 8, 9, 10, 11, 12, 13, 14…

1
Exercise 1.1 Ans. pg 59

1. How many digits are there in our number system? What are they?

2. The set of Natural Numbers is different from the set of Whole Numbers. How do they
differ?

3. List the first eleven Natural Numbers.

4. List the first eleven Whole Numbers.

5. How many digits are there in the following numbers?

a) 27 b) 8 c) 1023 d) 222 e) 451 098

PLACE VALUE
Consider the digits 4, 5, and 7. These digits can be written in six different ways. If we write these
digits with a $ sign we will have six different amounts of money, namely:

$457 $475 $547 $574 $745 $754

Each combination represents a different amount of money even though it contains the same three
digits. However, the order in which the digit occurs is important. Which combination of digits
represents the largest amount of money, which the smallest? Our number system is a positional
system.

The digit 5 in $457 tells us something different from the digit 5 in $547. The location or position
of the digit is important. In other words, our system uses place value to distinguish between the
value of the digits.

We have said that we use ten digits (0,1,2,3,4,5,6,7,8 and 9) to write or name numbers. Our
number system is called the Decimal Number System. It is based on ten, probably because man
had ten fingers on which to count.

Here are the place value names of the digits in a number. Consider the number 2 430 621 which
is read, “two million, four hundred thirty thousand, six hundred twenty-one”.

millions place
hundred-thousands place
ten-thousands place
thousands place
hundreds place
tens place
ones or units place

2 4 3 0 6 2 1

2
Our decimal system is based on 10. This means that each place value is 10 times larger than the
one to its right.

It takes 10 ones (also called units) to make one ten. 10 × 1 = 10

It takes 10 tens to make one hundred. 10 × 10 = 100
It takes 10 hundreds to make one thousand. 10 × 100 = 1000
It takes 10 thousands to make one ten-thousand. 10 × 1000 = 10 000
and so on…..

Consider the number 65 432 which is read, “ sixty-five thousand four hundred thirty-two”.

6 5 4 3 2

Place value units or ones. This digit has a value of 2 × 1 = 2.

Place value tens. This digit has a value of 3 × 10 = 30.

Place value hundreds. This digit has a value of 4 × 100 = 400.

Place value thousands. This digit has a value of 5 × 1000 = 5000.

Place ten-thousands. This digit has a value of 6 × 10 000 = 60 000.

Notice that as you move to the left the place value is ten times greater.

PLACE VALUE IS ALWAYS DETERMINED FROM RIGHT TO LEFT

Note: Sometimes the term column is used instead of place value. We can say that the digit 4 in
the number 23 460 is in the hundreds column instead of saying it has a place value of
hundreds.

Example 1
Name the place value for each digit in the number 23 049.
Solution:
23 049

Determine the place value from right to left.

The digit “9” has a place value of units or ones.

The digit “4” has a place value of tens.
The digit “0” has a place value of hundreds.
The digit “3” has a place value of thousands.
The digit “2” has a place value of ten-thousands.

3
Example 2
Write a number with the digit 4 in the place value ten-thousands.
Solution:

Any number with 4 in the ten-thousands place will be correct. Here are
three possible answers.

40 000 142 769 8 941 006

ten-thousands place
--------------------------------------------------------------

Example 3
Write a number with the digit 6 in the place value thousands and the digit 7 in
the place value units.
Solution:

Any number with 6 in the thousands place and 7 in the units place
will be correct. Here are two possible answers.

6847 906 117

thousands units thousands units

Exercise 1.2 Ans. pg 59

1. Name the place value of each digit in the following numbers.

a) 12 b) 8 c) 508 217 d) 8 679 350

2. Write a number with the digit 5 in the place value tens.

3. Write a number with the digit 3 in the place value ten-thousands column.

4. Write a number with the digit 7 in the place value millions, and the digit 7
in the place value thousands.

5. Write a number with the digit 9 in the place value hundreds column and
the digit 2 in the hundred-thousands column.

6. a) How many tens are in one hundred?

b) How many hundreds are in one thousand?

7. In which direction, “right to left” or “left to right”, is place value determined?

4
READING AND WRITING NUMBERS
In order to read and write numbers correctly, you must remember two things:
• the name of numbers
• the meaning of place value

Most of you will know how to read and write the following numbers. Here is a quick review.

0 is read as zero 10 is read as ten 20 is read as twenty

1 is read as one 11 is read as eleven 30 is read as thirty
2 is read as two 12 is read as twelve 40 is read as forty
3 is read as three 13 is read as thirteen 50 is read as fifty
4 is read as four 14 is read as fourteen 60 is read as sixty
5 is read as five 15 is read as fifteen 70 is read as seventy
6 is read as six 16 is read as sixteen 80 is read as eighty
7 is read as seven 17 is read as seventeen 90 is read as ninety
8 is read as eight 18 is read as eighteen 100 is read as one hundred
9 is read as nine 19 is read as nineteen

Remember: a 2 in the units place is read two,

a 2 in the tens place is read twenty,
a 2 in the hundreds place is read two hundred,
a 2 in the thousands place is read two thousand.

Therefore, the number 2222 is read two thousand two hundred twenty-two.

Example 4
Write the following numbers in words.
a) 14 b) 214 c) 2007
Solution:
a) 14 is written as fourteen.
b) 214 is written as two hundred fourteen.
c) 2007 is written as two thousand seven.

--------------------------------------------------------------

The above numbers were rather easy to write in words. Let’s consider the following numbers:

32 214 written in words is, thirty-two thousand two hundred fourteen

332 214 written in words is, three hundred thirty-two thousand two hundred fourteen
5 332 214 written in words is, five million three hundred thirty-two thousand two
hundred fourteen

5
In considering the above numbers, you will notice that:
1. Starting from the right, spaces were left between every three digits.

32 214 5 332 214

space spaces

While using spaces is the accepted standard, the use of the comma is still widely used.
With commas, the above numbers are written as:

32,214 5,332,214

In the rest of this book, both methods, the space and the comma, will be used.

2. The digits are gathered into groups or periods of three. Each group has a name.

3. The word ‘and’ was not used in the written name as is commonly done when spoken.
Thus, we did not write 32,214 as ‘thirty-two thousand and two hundred and fourteen’.
The ‘and’ was omitted.

To explain the idea of groups or periods consider the following diagram.

Billions Millions Thousands Ones

B H T M H T T H T O
i u e i u e h u e n
l n n l n n o n n e
l d l d u d s s
i r M i r T s r
o e i o e h a e
n d l n d o n d
s l s u d s
M i T s s
i o h a
l n o n
l s u d
i s s
o a
n n
s d
s

Now let’s write in words a number such as,

362 541
To read or write a number properly, you must start at the left reading the number with reference
to the group name. Remember, spaces or commas separate group names.

Starting at the left, the first group consists of the three digits 362 which are in the thousands
group. Read this as any three digit number attaching the group name.

362 is written three hundred sixty-two thousand

6
The next three digits, 541, are in the ones group. Again, read the three digits as you would
any three digit number, except do not write the group name ‘ones’. The group name ‘ones’ is
never written or spoken.

541 is written five hundred forty-one

Putting the two parts together, the number 362,541 is written, three hundred sixty-two
thousand five hundred forty-one.

Study the following examples.

Example 5
Write 62,592 in words.
Solution:
Reading from left to right, we see that there are only two digits in the thousands group.
62 is written sixty-two thousand.
In the ones group, there are three digits.
592 is written five hundred ninety-two.
Putting it together, 62,592 is written sixty-two thousand five hundred ninety-two.

--------------------------------------------------------------

Example 6
Write 7 577 008 in words.
Solution:
Reading from left to right, we see that there is one digit in the millions group.
7 is written seven million.
The next group of digits is the thousands group.
577 is written five hundred seventy-seven thousand.
The last group of digits is the ones group.
008 is written as eight.
Putting it together, 7 577 008 is written seven million five hundred seventy-seven
thousand eight.

--------------------------------------------------------------

Example 7
Write 495,000,811 in words.

7
Solution:
Reading from left to right, we see that the first three digits is in the millions group.
495 is written four hundred ninety-five million.
The next group of digits is the thousands group and are all zeros.
000 is not written in words.
The last group of digits is in the ones group.
811 is written as eight hundred eleven.
Putting it together, 495 000 811 is written four hundred ninety-five million eight
hundred eleven

--------------------------------------------------------------

Example 8
Write 8 000 000 000 in words.
Solution:
Reading from left to right, we see that the digit 8 is in the billions group. The rest of the
digits are zeros.

Therefore, 8 000 000 000 is written eight billion.

SUMMARY FOR READING AND WRITING WHOLE NUMBERS

1. Read left to right.

2. Attach group names after every three digits except for the
group name ones.

3. Do not use the word ‘and’ between groups.

The above examples involve writing a number in words given the number written in digits. You
should also be able to do the opposite. That is, write a number in digits given the number in word
form.

Example 9
Write the following numbers in words.
a) three hundred forty-nine
b) five hundred six thousand two hundred seventy-six

8
Solution:
Remember the group names and that the group name ‘ones’ is understood but not written.

a) three hundred forty-nine is written as 349.

b) five hundred six thousand two hundred seventy-six is written 506 276
or 506,276 (using the comma).

---------------------------------------------------

The following examples give further explanation on how to write numbers from words.

Example 10
Write ten million four thousand nine using digits.
Solution:
ten million is written as 10,000,000
four thousand is written as 4,000
nine is written as 9
10,004,009

--------------------------------------------------------------

Example 11
Write seventy-eight thousand twenty using digits.

Solution:
Seventy-eight thousand is written as 78 000
twenty is written as 20
78 020

Exercise 1.3 Ans. pg 59

1. Write these numbers in words.

a) 28 e) 999 i) 249 680 m) 51,000,000
b) 204 f) 1111 j) 12 100 000 n) 16 025
c) 11,178 g) 590 k) 3,462,042
d) 800 401 h) 6,500,008 l) 70 000

9
2. Write the numbers using digits.

a) thirty-eight
b) three hundred sixteen
c) 0ne thousand forty-one
d) nine hundred two
e) twenty-three thousand six hundred four
f) eight hundred thousand
g) three million four hundred thousand fifteen
h) twenty million
i) twenty million five
j) eighteen thousand eight
k) seven thousand three hundred five
l) nineteen million eleven thousand
m) thirty-one million four hundred fifty-seven thousand one hundred twelve
n) six hundred sixty-six thousand four hundred forty-six

GREATER THAN - LESS THAN

Whole Numbers have order. Certain numbers are larger than others. It would be better to earn
$18 per hour than $13 per hour. But how do you know that $18 is greater than $15? The size of
the number is determined by:

• the size of the digits, and

• the place value of each digit.

For example, 200 is a larger number than 20.

hundreds
tens
units

2 0 0
2 0

The place value hundreds is more than the place value tens. The
greater the place value the larger the number. Notice that we have
to use zeros to make sure that the digit 2 is the proper place value.

10
1000 is greater than 999 because the place value thousands is greater than the place value
hundreds.
thousands
hundreds
tens
units

1 0 0 0
9 9 9

333 is less than 334 because 334 has a larger digit in the units column than 333.

hundreds
tens
units

3 3 3
3 3 4

Instead of writing the words less than or greater than, we can use these symbols.

< means less than

> means greater than

Therefore, instead of writing 45 is greater than 30, we can write 45 > 30, and instead of
writing 210 is less than 230, we can write 210 < 230.

There is an easy way to remember what each symbol means. The symbol (arrow) always points
to the smaller number.

57 ? 86 57 < 86

490 ? 432 490 > 432

points to the smaller number

11
Exercise 1.4 Ans. pg 60

Insert the correct symbol < or > between each pair of numbers.

1. 5 3 2. 6 8 3. 550 500 4. 45 46

5. 12 120 6. 333 3333 7. 300 30 8. 441 439

12
 ITEM 1.02
ADDITION

Addition is one of the four basic operations in arithmetic. Suppose you went shopping and spent
$50 at the grocery store, $20 at the hardware store and $15 at the drug store. How much did you
spend altogether? To find the answer we must use the operation of addition.

$50 + $20 + $ 15 = $85

ADDITION TERMINOLOGY

The result of an addition is called the sum. The numbers that you are adding together are called
the addends. The plus sign (+) tells you that the numbers are to be added.

50
20 Addends
Plus sign +15
85 Sum

HOW TO ADD

Perhaps you are one who counts on your fingers when adding numbers. Try to rely less on your
fingers and more on your memory.

Take a few minutes to review Table 1. Read over the table from time to time or, better yet, get a
friend to drill you on the additions. Exercise will give you some practice with the basic
addition facts.

TABLE 1 - ADDITION FACTS

1+1=2 2+1=3 3+1=4 4+1=5 5+1=6

1+2=3 2+2=4 3+2=5 4+2=6 5+2=7
1+3=4 2+3=5 3+3=6 4+3=7 5+3=8
1+4=5 2+4=6 3+4=7 4+4=8 5+4=9
1+5=6 2+5=7 3+5=8 4+5=9 5 + 5 = 10
1+6=7 2+6=8 3+6=9 4 + 6 = 10 5 + 6 = 11
1+7=8 2+7=9 3 + 7 = 10 4 + 7 = 11 5 + 7 = 12
1+8=9 2 + 8 = 10 3 + 8 = 11 4 + 8 = 12 5 + 8 = 13
1 + 9 = 10 2 + 9 = 11 3 + 9 = 12 4 + 9 = 13 5 + 9 = 14

13
 6+1=7 7+1=8 8+1=9 9 + 1 = 10
6+2=8 7+2=9 8 + 2 = 10 9 + 2 = 11
6+3=9 7 + 3 = 10 8 + 3 = 11 9 + 3 = 12
6 + 4 = 10 7 + 4 = 11 8 + 4 = 12 9 + 4 = 13
6 + 5 = 11 7 + 5 = 12 8 + 5 = 13 9 + 5 = 14
6 + 6 = 12 7 + 6 = 13 8 + 6 = 14 9 + 6 = 15
6 + 7 = 13 7 + 7 = 14 8 + 7 = 15 9 + 7 = 16
6 + 8 = 14 7 + 8 = 15 8 + 8 = 16 9 + 8 = 17
6 + 9 = 15 7 + 9 = 16 8 + 9 = 17 9 + 9 = 18

Exercise 2.1 Ans. pg 60

Add the following mentally. Try not to use your fingers.

1. 8 + 5 7. 4 + 3 13. 15 + 3 19. 20 + 5

2. 2 + 3 8. 4 + 8 14. 36 + 6 20. 2 + 7

3. 4 + 4 9. 29 + 9 15. 25 + 7 21. 17 + 5

4. 6 + 9 10. 8 + 9 16. 7 + 4 22. 6 + 7

5. 8 + 8 11. 10 + 12 17. 2 + 9 23. 8 + 6

6. 9 + 1 12. 7 + 7 18. 3 + 5 24. 1 + 18

Although you should be able to do single digit additions and some two digit additions mentally,
it is more difficult to add two, three and four numbers mentally. The following examples
illustrate the process to be used when several numbers are added or when adding larger numbers.

Example 1
Perform the addition 11 + 53 + 25
Solution:
Step 1 Write the numbers in a column lining up the digits so that ones are added
to ones and tens are added to tens.
ones

11
53
25
tens

14
 Step 2 Add the ones column.
ones

11
53
25
9
Step 3 Add the tens column
tens

11
53
25
89
Answer: 89
--------------------------------------------------

Example 2
Perform the addition 345 + 24 + 195 + 7
Solution:

In this question we have numbers that have a single digit (7), two digits (24) and three
digits (345 and 195).
Step 1 Since the numbers are written on one line, write them in a column making sure
to line up the place values.

Do it like this, not like this.

hundreds tens
ones

345 345
24 24
1 95 1 95
7 7
We must add ones to ones, tens to tens, hundreds to hundreds, and so on.

Step 2 Add the ones column from bottom to top.

2 Add all the digits in the ones column first.

345 5 + 4 + 5 + 7 = 21
24
1 95 We get 21 but don’t write 21. The 21 represents
7 2 groups of ten and 1 one.
1 Instead, write the 1 under the ones column and a small 2
above the tens column. This is called ‘carrying’ the 2
groups of 10.

15
 Step 3 Add the digits in the tens column from bottom to top. Remember to also add
the 2 that was carried over from the ones column.

1 2 9 + 2 + 4 + 2 = 17
345
24 but, 17 tens = 7 tens and 1 hundred
1 95
7 Write the 7 at the bottom of the tens column and put a
small 1 above the hundreds column.
71

Step 4 Add the digits in the hundreds column from bottom to top. Remember to also
add the 1 that was carried over from the tens column.

1 2
345
24
1 95
7
57 1

Answer: 571 To check your answer, add from top to bottom

-----------------------------------------------

Example 3
Perform the addition 777 + 9798 + 79 + 17 200
Solution:
Step 1 Write the numbers in a column lining up the ones, tens, hundreds, thousands
and ten-thousands.

tens
hundreds ones
thousands
ten-thousands
7 7 7
9 7 9 8
7 9
1 7 2 0 0

Step 2 Add the ones column from bottom to top.

2 0 + 9 + 8 + 7 = 24
777
9 7 98 24 ones = 2 tens + 4 ones
79
17 2 0 0 2 tens are carried to the top of the tens column.
4

16
 Step 3 Continue to add the columns

• Add the tens column. 0 + 7 + 9 + 7 + 2 = 25

1 1 2 2 Carry the 2 to the top of the hundreds column.
777
9 7 98 • Add the hundreds column. 2 + 7 + 7 + 2 = 18
79 Carry the 1 to the top of the thousands column.
17 2 0 0
27 8 54 • Add the thousands column. 7 + 9 + 1 = 17
Carry the 1 to the top of the ten-thousands column.

• Add the ten-thousands column. 1+1 = 2

Answer: 27 854 To check your answer, add from top to bottom

-----------------------------------------------

PROPERTIES OF ADDITION

1. Adding Zero to a Number

5 + 0 = 5
Zero plus a number will always
239 + 0 = 239 result in the same number.
4,000 + 0 = 4,000

2. Order of Numbers When Adding

3 + 4 = 7 25 + 20 = 45 The order in which we add numbers

or or will not change the sum.
4 + 3 = 7 20 + 25 = 45

3. Order of Addition With More

Than Two Numbers

3+4+5 3+4+5 If we are adding three or more

= (3 + 4) + 5 = 3 + (4 + 5) numbers, the way in which we pair
= 7+5 = 3+9 the numbers to do the addition will
= 12 = 12 not change the sum.

17
Exercise 2.2 Ans. pg 60

Add the following.

1. 89 6. 565 11. 11,111

+198 +760 +49,976

2. 540 7. 777 12. 984 434

+760 786 987 694
+9187 +113 832

3. 654 8. 1779 13. 753 000

+432 3876 2 417
+ 35 82
+ 4 280

4. 345 9. 176,867 14. 100,000

+454 76,567 9,001,677
+ 1,900 934,356
+ 99,998

5. 210 10. 95 000 15. 98 000

+111 5 783 1 002
+90 799 190 009
+ 113 832

Exercise 2.3 Ans. pg 60

Add the following.

1. 65 + 38 7. 8 + 70 + 2420 + 0

2. 118 + 48 8. 643 + 478 + 2245

3. 308 + 279 9. 17,444 + 798 + 108

4. 457 + 87 10. 223 + 897

5. 326 + 0 11. 9300 + 11 342 + 9198

6. 336 + 8 + 2017 12. 91 + 99 + 77 + 984

18
 ITEM 1.03
SUBTRACTION

Subtraction is the second of the four basic operations in arithmetic. Subtraction is the opposite of
addition.
Suppose you bought a pair of summer shoes for $38. How much change would you receive if
you gave the cashier $50.
This is subtraction. We are taking one amount ($38) from another amount ($50). In subtraction
we say:
$50 minus $38 equals $12
or
$50 – $38 = $12
The amount of change received would be $12.

SUBTRACTION TERMINOLOGY
The result of a subtraction is called the DIFFERENCE.
The number from which we take away is called the MINUEND.
The number to subtract is called the SUBTRAHEND.
The minus sign ( – ) means to subtract.

50 minuend
minus sign – 38 subtrahend
12 difference

PROPERTIES OF SUBTRACTION
1. Subtracting Zero From a Number

5–0 = 5
A number minus zero equals
239 – 0 = 239
the number.
4,000 – 0 = 4,000

2. Order of Numbers When Subtracting

The order in which we

3 + 4 = 7 4 + 3 = 7
subtract numbers will
But, does 7 – 3 equal 3– 7 affect the result.
No, 7 – 3 = 4 while 3 – 7 is a negative number.

19
 3. Order of Subtraction When Subtracting Two or More Numbers

Let’s see if order is important.

20 – 7 – 3
First subtract 7 from 20. Now, subtract 3 from 7 first.

20 – 7 – 3 20 – 7 – 3
= (20 – 7) – 3 = 20 – (7 – 3)
= 13 – 3 = 20 – 4
= 10 = 16

This is the correct answer. This answer is not correct.

The order of subtraction is important. You must do the subtractions

as they occur from left to right.

HOW TO SUBTRACT

Do you also use your fingers when subtracting? If so, you should also try to memorize some
simple subtraction facts.

Take a few minutes to review Table 2 which follows. Remember, practice makes perfect.
Exercise will give you some practice with the subtraction addition facts.

TABLE 2 - SUBTRACTION FACTS

1–1=0 2–1=1 3–1=2 4–1=3 5–1=4

2–2=0 3–2=1 4–2=2 5–2=3 6–2=4
3–3=0 4–3=1 5–3=2 6–3=3 7–3=4
4–4=0 5–4=1 6–4=2 7–4=3 8–4=4
5–5=0 6–5=1 7–5=2 8–5=3 9–5=4
6–6=0 7–6=1 8–6=2 8–6=3 10 – 6 = 4
7–7=0 8–7=1 9–7=2 10 – 7 = 3 11 – 7 = 4
8–8=0 9–8=1 10 – 8 = 2 11 – 8 = 3 12 – 8 = 4
9–9=0 10 – 9 = 1 11 – 9 = 2 12 – 9 = 3 13 – 9 = 4

6–1=5 7–1=6 8–1=7 9–1=8 10 – 1 = 9

7–2=5 8–2=6 9–2=7 10 – 2 = 8 11 – 2 = 9
8–3=5 9–3=6 10 – 3 = 7 11 – 3 = 8 12 – 3 = 9
9–4=5 10 – 4 = 6 11 – 4 = 7 12 – 4 = 8 13 – 4 = 9
10 – 5 = 5 11 – 5 = 6 12 – 5 = 7 13 – 5 = 8 14 – 5 = 9
11 – 6 = 5 12 – 6 = 6 13 – 6 = 7 14 – 6 = 8 15 – 6 = 9
12 – 7 = 5 13 – 7 = 6 14 – 7 = 7 15 – 7 = 8 16 – 7 = 9
13 – 8 = 5 14 – 8 = 6 15 – 8 = 7 16 – 8 = 8 17 – 8 = 9
14 – 9 = 5 15 – 9 = 6 16 – 9 = 7 17 – 9 = 8 18 – 9 = 9

20
Exercise 3.1 Ans. pg 60

Try to subtract the following without using your fingers.

1. 8 – 6 7. 12 – 9 13. 20 – 10 19. 23 – 3

2. 9 – 4 8. 13 – 8 14. 22 – 4 20. 50 – 9

3. 10 – 6 9. 81 – 2 15. 32 – 5 21. 63 – 8

4. 3 – 1 10. 23 – 7 16. 7 – 4 22. 14 – 9

5. 16 – 7 11. 32 – 9 17. 40 – 7 23. 11 – 6

6. 18 – 3 12. 12 – 8 18. 77 – 6 24. 100 – 7

Example 1
Subtract 364 from 789.
Solution:
Step 1 Write the numbers in column form placing the larger number (789) on top.
Since we are subtracting from 789, place 364 below it, making sure to line
up the place values.

hundreds tens
ones

789
364

Step 2 Subtract ones from ones. 789

– 364
5 (9 – 4 = 5)

Step 3 Subtract tens from tens. 789

– 364
25 (8 – 6 = 2)

Step 4 Subtract hundreds from hundreds. 789

– 364
4 2 5 (7 – 3 = 4)

Answer: 425
Note: To check that your answer is correct, add 425
the difference and subtrahend. The sum of +364
these two numbers must equal the minuend. 789

21
Example 2
Subtract 537 from 652.
Solution:
Step 1 Write the numbers in column form placing the larger number on top and the
smaller number below it, making sure to line up the place values.

hundreds tens
ones

652
537

Step 2 Subtract ones from ones.

652 Since we can’t subtract 7 from 2, we

537 borrow one from the tens column.
Therefore, the 2 in the ones column
4 becomes 12 and the 5 in the tens column
6 5 12 becomes 4.
−5 3 7
5 (12 – 7 = 5)

Step 3 Subtract tens from tens.

4
6 5 12
−5 3 7 (4 – 3 = 1)
1 5

Step 4 Subtract hundreds from hundreds.

4
6 5 12
−5 3 7 (6 – 5 = 1)
1 1 5
Answer: 115

Check: The difference + subtrahend = minuend

115 + 537 = 652

22
Example 3
Subtract 137 from 236.
Solution:
Step 1 Write the numbers in column form placing the larger number on top and the
smaller number below it, making sure to line up the place values.

Step 2 Subtract ones from ones.

236 Again, we must borrow 1 from the tens

137 because we cannot subtract 7 from 6.

2
2 3 16
−13 7 (16 – 7 = 9)
9
Step 3 Subtract tens from tens.

1 12 In this case we need to borrow 1 from the

2 3 16 hundreds because, in the tens column, we
−13 7 cannot take 3 from 2.
9 9
(12 – 3 = 9)

Step 4 Subtract hundreds from hundreds.

1 12
2 3 16
−13 7 There is no need to include the 0
09 9 (1 – 1 = 0) in the hundreds column when
you give the answer.
Answer: 99
Check: The difference + subtrahend = minuend
99 + 137 = 236
-----------------------------------------------

Example 4
3000 minus 896.
Solution:
Step 1 Write the numbers in column form placing the larger number on top and the
smaller number below it, making sure to line up the place values.

3000
– 896

23
 Step 2 Subtract ones from ones.

We must borrow because, in the ones column, we cannot take

6 from 0. But, how can we borrow from all those zeros?

When the minuend (top number) ends in two or more

2 9 9 consecutive 0’s, the 0 on the far right becomes a 10.
3 0 01 0
− 896 2 9 9
4 The other 0’s become 9’s. 3 0 01 0

Then you borrow 1 from the first non-zero digit to the left of
the 0’s. In this case, borrow 1 from 3.

Step 3 Now proceed to subtract tens from tens, hundreds from hundreds and
thousands from thousands.

2 9 9
3 0 01 0
− 896
21 0 4

Answer: 2104
Check: 896
+ 2104
3000
-----------------------------------------------

Example 5
$10 974 – $8796
Solution:
Step 1 Write the numbers in column form.

10 974
– 8 796

Step 2 Subtract ones from ones.

6
1 0 9 7 14 We must borrow 1 from the tens because we
− 8 79 6 cannot take 6 from 4. (14 – 6 = 8)
8

24
 Step 3 Subtract tens from tens.
8 16
1 0 9 7 14
− 8 7 9 6 We must borrow 1 from the hundreds because
we cannot take 9 from 6. (16 – 9 = 7)
7 8

Step 4 Subtract hundreds from hundreds.

8 16
1 0 9 7 14
− 8 7 9 6 We do not need to borrow here because, in the
hundreds column, we can subtract 7 from 8.
1 7 8

Step 5 Subtract thousands from thousands.

0 8 16
1 0 9 7 14
1

− 8 7 9 6 We must borrow 1 from the ten-thousands

because, in the thousands column we cannot
2 1 7 8
take 8 from 0. (10 – 8 = 2)

Since we have 0 in the ten-thousands column in both numbers, the subtraction is

complete.

Answer: $2178 Check to see that it is correct.

Exercise 3.2 Ans. pg 60

1. Subtract 52 from 88. 4. Subtract 303 from 562

2. 114 minus 72. 5. 1592 subtracted from 3000

3. From 362 subtract 111. 6. From $32,481 subtract $24,987.

25
Exercise 3.3 Ans. pg 60

Perform the following subtractions.

1. 512 – 210 6. 1274 – 308

2. 249 – 132 7. 47 874 – 3763

3. 890 – 882 8. 1238 – 1189

4. 397 – 298 9. 50,000 – 14,999

5. 736 – 577 10. 796 – 384

Exercise 3.4 Ans. pg 61

Perform the following subtractions.

1. 2122 5. 184 620 9. 100,900

– 1488 – 150 738 – 92,017

2. 2471 6. 1200 10. 49 999

– 1389 – 789 – 39 998

3. 462 7. 721 402

– 392 – 564 777

4. 519 111 8. 207 040

– 109 272 – 136 485

26
 ITEM 1.04
MULTIPLCATION

Tamar has four $10 bills. She would like to know how much money she has altogether.
She adds:
$10 + $10 + $10 + $10 = $40
She has $40.

In the above question, the number 10 was added four times. Instead of adding 10 four times,
we could have used the operation of Multiplication.

Multiplication, the third basic operation in arithmetic, is repeated addition.

Instead of writing 10 + 10 + 10 + 10 = 40 we simply write 4 × 10 = 40

Where the ‘×’ is called a multiplication sign.

Exercise 4.1 Ans. pg 61

Write each of the following repeated additions as a multiplication.

1. 2 + 2 + 2 + 2 + 2 + 2
2. 9 + 9 + 9
3. 5 + 5 + 5 + 5 + 5 + 5 + 5
4. 37 + 37 + 37 + 37

Multiplication is, therefore, a short way to do repeated additions.

MULTIPLICATION TERMINOLOGY
18 + 18 + 18 + 18 = 4 × 18
= 72

The numbers that are multiplied are called factors. The numbers 18 and 4 are factors.
One number, which is the number to be repeated, is called the multiplicand. In the example
above, 18 is the multiplicand. The answer 72 is called the product.
The other factor, which is the number of times the multiplicand is repeated, is called the
multiplier. In the example above, 4 is the multiplier because 18 is repeated 4 times.
Addition and subtraction have only one symbol each to indicate the operation. Multiplication
has three symbols that can be used to show the operation of multiplication. They are:

× as in 4 × 7 and · as in 4 · 7 and ( ) as in 5(6) or (5)(6)

27
When a number comes directly beside a bracket as in 5(6), or when two brackets are written
close together with no sign between as in (5)(6), then the two numbers are multiplied together.

5(6) and (5)(6) mean 5 × 6

Do you know your multiplication tables as shown in Table 3 below? If not, it is important that
you try and memorize them. It will make difficult multiplication questions much easier. A good
way to learn them is to have a friend drill you on the tables for 5 or 10 minutes a day.

TABLE 3 - MULTIPLICATION FACTS

1×1=1 2×1=2 3×1=3 4×1=4 5×1=5

1×2=2 2×2=4 3×2=6 4×2=8 5 × 2 = 10
1×3=3 2×3=6 3×3=9 4 × 3 = 12 5 × 3 = 15
1×4=4 2×4=8 3 × 4 = 12 4 × 4 = 16 5 × 4 = 20
1×5=5 2 × 5 = 10 3 × 5 = 15 4 × 5 = 20 5 × 5 = 25
1×6=6 2 × 6 = 12 3 × 6 = 18 4 × 6 = 24 5 × 6 = 30
1×7=7 2 × 7 = 14 3 × 7 = 21 4 × 7 = 28 5 × 7 = 35
1×8=8 2 × 8 = 16 3 × 8 = 24 4 × 8 = 32 5 × 8 = 40
1×9=9 2 × 9 = 18 3 × 9 = 27 4 × 9 = 36 5 × 9 = 45
1 × 10 = 10 2 × 10 = 20 3 × 10 = 30 4 × 10 = 40 5 × 10 = 50

6×1=6 7×1=7 8×1=8 9×1=9 10 × 1 = 10

6 × 2 = 12 7 × 2 = 14 8 × 2 = 16 9 × 2 = 18 10 × 2 = 20
6 × 3 = 18 7 × 3 = 21 8 × 3 = 24 9 × 3 = 27 10 × 3 = 30
6 × 4 = 24 7 × 4 = 28 8 × 4 = 32 9 × 4 = 36 10 × 4 = 40
6 × 5 = 30 7 × 5 = 35 8 × 5 = 40 9 × 5 = 45 10 × 5 = 50
6 × 6 = 36 7 × 6 = 42 8 × 6 = 48 9 × 6 = 54 10 × 6 = 60
6 × 7 = 42 7 × 7 = 49 8 × 7 = 56 9 × 7 = 63 10 × 7 = 70
6 × 8 = 48 7 × 8 = 56 8 × 8 = 64 9 × 8 = 72 10 × 8 = 80
6 × 9 = 54 7 × 9 = 63 8 × 9 = 72 9 × 9 = 81 10 × 9 = 90
6 × 10 = 60 7 × 10 = 70 8 × 10 = 80 9 × 10 = 90 10 × 10 = 100

Exercise 4.2 Ans. pg 61

Perform the following multiplications.

1. 2 × 3 7. 9 × 9 13. 7 × 9 19. 7 × 7

2. 5 × 4 8. 10 × 4 14. 5 × 2 20. 8 × 6

3. 6 × 1 9. 3 × 8 15. 8 × 4 21. 6 × 7

4. 7 × 0 10. 4 × 7 16. 6 × 6 22. 5 × 7

5. 9 × 8 11. 1 × 5 17. 4 × 9 23. 1 × 7

6. 8 × 5 12. 0 × 8 18. 5 × 5 24. 8 × 10

28
 PROPERTIES OF MULTIPLICATION
1. Multiplying a Number by 1

In multiplication, is there a number that when multiplying another number will not
change the result?

Consider the following.

6×1 = 6 We see that when a whole number is multiplied by 1,
1×5 = 5 the result (product) does not change from the number
itself.
49 × 1 = 49

2. Order of Numbers When Multiplying

We know that 5 × 6 = 5 + 5 + 5 + 5 + 5 + 5 = 30 (six 5’s added together), and that,

6 × 5 = 6 + 6 + 6 + 6 + 6 = 30 (five 6’s added together)

Since 6 × 5 = 30 and 5 × 6 = 30, we can conclude that the order in which we

multiply does not affect the product.

3. Order When Multiplying More Than Two Numbers

What happens when we multiply three whole numbers?
2×5×7 = ?
We can:
Multiply 2 × 5 first or Multiply 5 × 7 first

2×5×7 2×5×7
= (2 × 5 ) × 7 = 2 × (5 × 7)
= 10 × 7 = 2 × 35
= 70 = 70
As you can see, the product is the same.
In fact, if we multiply more than three whole numbers, the order in which we
perform the multiplication will not affect the result.

4. Multiplication by 0 (zero)
If we multiply any number by 0 (zero), the product is 0.

6×0=0 123 × 0 = 0
0×6=0 0 × 123 = 0

29
HOW TO MULTIPLY
For successful multiplication, you must know:
• The multiplication tables (Table 3, Page ), and
• Place Value.

Example 1
Perform the multiplication 493 × 7.
Solution:
Step 1 Write the numbers in column form putting the larger number on top. Although
order does not matter for multiplication, the operation is a little faster with the
larger number on top.
493
× 7

Step 2 Multiply the digit in the ones place (3) by 7.

2
493 7 × 3 = 21 The answer for 7 × 3 is 21 which means 1 one and 2
× 7 groups of ten. Write the 1 below the 7 but ‘carry’ the 2 groups of ten
1 over to the tens place by writing a small 2 above the 9 in the tens
place.

Step 3 Multiply the digit in the tens place (9) by 7.

6 2 7 × 9 = 63 The answer for 7 × 9 is 63. To this you must add the

493 small 2 that is above the 9.
× 7
63 + 2 = 65 Where does the 65 go? The 5 goes in the tens column
51
beside the 1 and you ‘carry’ the 6 to the hundreds column and put a
small 6 above the 4.

Step 4 Multiply the digit in the hundreds place (4) by 7.

6 2
493 7 × 4 = 28 The answer for 7 × 4 is 28. To this you must add the
× 7 small 6 that is above the 4.
3 451
28 + 6 = 34 Since there are no more digits for the 7 to multiply, the
34 is placed beside the 5. The multiplication is complete.

Answer: 3451
-----------------------------------------------

Example 2
Perform the multiplication 493 × 67.

30
Solution:
Step 1 Write the numbers in column form putting the larger number on top.
493
×67

Step 2 Multiply the 493 by 7 (see Example 1).

6 2
493
× 67
3 451 This is a partial product.

Step 3 Now multiply the 493 by the 6.

1
493 6 × 3 = 18 Since we are multiplying by 6, which is in the tens place
× 67 of the number 67, the 8 is written in the tens column and placed in
3 451 the second line of the answer, and a small 1 is written above the 9.
8

Note: You must remember, that when putting in the second line, the
answer is moved over one place to the left.

51
493 6 × 9 = 54 54 + 1 = 55
× 67
Write a 5 beside the 8 in the second line of the answer and write a
3 451
small 5 above the 4 of the number 493.
58

5 1
493 6 × 4 = 24 24 + 5 = 29
× 67
3 451 Since there are no more digits for the 6 to multiply, write the 29 in
29 58 the second line beside the 5 being careful to put the 9 directly below
the 3.

Step 4 Add the partial products.

5 1
493
× 67
3 451 partial product
2 9 58 partial product
33 0 31 product

Answer: 33 031

31
Example 3
Evaluate (356)(3190).

Solution:
Remember that brackets van also be used to indicate multiplication.
(356)(3190) means 356 × 3190

Step 1 Write the numbers in column form putting the larger number on top.
3190
×356

Step 2 Multiply 3190 by the 6. Remember to carry.

15
31 9 0
× 356
191 4 0

Step 3 Multiply 3190 by the 5. Since 5 is in the tens column our answer must be
moved over one place to the left.

4
31 9 0
× 35 6
1 9 14 0
15 9 5 0 Move over one place value since we are multiplying
by the tens (the number 5).

Step 4 Multiply 3190 by the 3. Since 3 is in the hundreds column our answer must
be moved over two place to the left.
2
31 9 0
× 35 6
1 9 1 40
1 5 9 50 Move over two place values since we are multiplying
957 0 by the hundreds (the number 3).

Step 5 Add the partial products.

31 9 0
× 35 6
1 9 1 40 partial product
1 5 950 partial product
95 70 partial product
11 3 5 6 40 product

Answer: 1,135,640

32
Example 4
Evaluate 432
×306

Solution:

Step 1 Since the question is already in column form, multiply by the 6 (the number in
the ones column).
432
× 30 6
259 2

Step 2 Multiply by the 0 (the number in the tens column). Since 0 × any number = 0,
write 0 on the second line.
432
× 30 6
259 2 Remember to move over one place value since we are multiplying
0 by the tens (in this case, the number 0).

Step 3 Now multiply by the 3 (the number in the hundreds column). We can write this
partial product on the same line as the 0.
432
× 306
259 2
12 9 6 0 We have moved the partial product 1296 two places to
the left because we are multiplying by the hundreds ( 3 ).

Step 4 Add the partial products.

432
× 306
259 2 partial product
12 9 6 0 partial product
13 2 1 9 2 product

Answer: 132 192

Note: When zeros are part of the multiplier, you may, if you wish, write a row
of zeros as a partial product as shown below.
432 432
× 306 × 306
259 2 259 2
12 9 6 0 000
13 2 1 9 2 12 9 6
13 2 1 9 2

33
Exercise 4.3 Ans. pg 61

Perform the following multiplications.

1. 22 × 7 8. 58 × 42 15. 115 × 148

2. 50 × 8 9. 345 × 9 16. 50 × 20

3. 12 × 7 10. 12 × 18 17. 222 × 55

4. 28 × 4 11. (547) (4) 18. 2472 × 61

5. 91 × 5 12. 99 (11) 19. 708 × 205

6. 82 × 13 13. (80) (80) 20. 5467 × 0

7. 120 × 17 14. 45 (13)

Exercise 4.4 Ans. pg 61

Perform the following multiplications.

1. 45 5. 8000 9. 50
× 56 × 3001 × 50

2. 98 6. 611 10. 650

× 98 × 16 × 103

3. 676 7. 70,005 11. 4283

× 786 × 8000 × 2466

4. 1204 8. 409 12. 231

× 315 × 207 × 231

MULTIPLICATION BY 10, 100, 1000 …

When multiplying a whole number by 10, 100, 1000, 10 000 etc., we can use a procedure that is
much shorter than that shown in the examples above.

Example 5
Evaluate 2439 × 100

34
Solution:
Step 1 Write the numbers in column form with the 100 on the bottom.
2439
× 100

Step 2 Multiply. Remember that you do not have to write a row of zeros.
2439
× 100
243900

Answer: 243,900
-----------------------------------------------
Consider the following examples:

136 × 10 = 1360
136 × 100 = 13,600
136 × 1000 = 136,000
136 × 10,000 = 1,360,000
136 × 100,000 = 13, 600,000

When multiplying a whole number by 10, 100, 1000, 10 000 etc., count the number of zeros in
the multiplier (that is, in the 10 or 100 or 1000 etc.) and add the same number of zeros to the
number being multiplied.

136 × 10 = 1360 136 × 100 = 13,600

one zero one zero two zeros two zeros

136 × 1000 = 136,000 136 × 10,000 = 1,360,000

three zeros three zeros four zeros four zeros

Exercise 4.5 Ans. pg 61

Multiply using the short procedure.

1. 13 × 10 5. 8 × 100 000

2. 141 × 10 6. 3420 × 1000

3. 52 × 10 000 7. 87 × 1000

4. 100 × 100 8. 506 × 100

35
 ITEM 1.05
DIVISION

Mrs. Patel had 15 loonies (one dollar coins). She was feeling generous so she decided to divide
the 15 coins among the five students who helped her rearrange the desks in the classroom. How
many coins did each student receive?

$1 $1 $1 $1 $1 $1 $1 $1 $1 $1
$1 $1 $1 $1 $1

We can see that each student received three loonies. To avoid counting into different groups, we
would use the operation of division, the fourth basic operation in arithmetic. The sign for
division is ÷.
15 ÷ 5 = 3
When we divide, we find out how many numbers there are in another number. In the
above example, we are asking how many 5’s there are in 15. The answer is 3.
Division is the reverse or opposite operation to multiplication.

28 ÷ 7 = 4
4 × 7 = 28
28 ÷ 4 = 7

DIVISION TERMINOLOGY
The number to be divided is called the dividend. The number with which you divide is called the
divisor and the result of the division operation is called the quotient.

15 ÷ 5 = 3

dividend divisor quotient

There are four symbols that can be used to indicate division. They are: ÷, —, /,

These symbols are used in the following ways: 24 , 24 6 , 6 24

24 ÷ 6 ,
Each of the following mean “24 divided by 6”. 6

Again, there are basic division facts that you should try to memorize. If you know that
8 × 9 = 72, then it’s an easy step to realize that 72 ÷ 8 = 9 and 72 ÷ 9 = 8.

The exercise that follows will give you practice with basic division facts that should be done
from memory.

36
Exercise 5.1 Ans. pg 61

Perform the following divisions.

1. 8 ÷ 2 7. 10 ÷ 2 13. 32 ÷ 4 19. 9 ÷ 3
2. 16 ÷ 4 8. 25 ÷ 5 14. 70 ÷ 10 20. 20 ÷ 4
3. 9 ÷ 1 9. 56 ÷ 7 15. 21 ÷ 3 21. 14 ÷ 7
4. 18 ÷ 3 10. 48 ÷ 8 16. 36 ÷ 9 22. 30 ÷ 3
5. 27 ÷ 9 11. 50 ÷ 5 17. 40 ÷ 8 23. 54 ÷ 6
6. 40 ÷ 5 12. 64 ÷ 8 18. 12 ÷ 3 24. 63 ÷ 9

PROPERTIES OF DIVISION
1. Dividing a Number by 1

What happens when we divide by 1?

Consider the following.

5 =5 When a number is divided by 1, the answer (or

4 ÷1 = 4 61= 6 quotient) is the same number.
1

2. Order of Numbers When Dividing

Remember that the order in which we add or multiply will not change the result.
20 × 2 = 40 or 2 × 20 = 40
20 + 2 = 22 or 2 + 20 = 22

But, what about division? Does 20 ÷ 2 = 2 ÷ 20 ?

20 ÷ 2 2 ÷ 20
= 10 but = 2 ( a fraction)
20
Clearly, the results are not the same. The order in which we do division is important.

3. Grouping for More Than One Division

Consider 40 ÷ 10 ÷ 2
First divide 10 by 2 or Now divide 40 by 10 first
40 ÷ (10 ÷ 2) (40 ÷ 10) ÷ 2
= 40 ÷ 5 = 4÷2
= 8 = 2
The answers are not the same. The correct answer is 2. You must do the divisions as
they occur from left to right.

37
 4. Division With 0

We know that if we multiply a number by 0, the result is 0. But, what happens when
we divide with 0? In division, there are two possibilities.
We must consider: (i) 0 as a dividend and,
(ii) 0 as a divisor.

(i) 0 as a Dividend 0 = 0, 0 = 0, 0 =0 We know that division

3 12 20
is the opposite operation of multiplication. If 0 = 0 , then 0 × 3 = 0
3

quotient divisor dividend

Therefore, if 0 is the dividend, the answer will be 0.

(ii) 0 as a Divisor
If we say that the answer is 0 when we divide by 0, there is a problem.

If 3 = 0 , then it would follow that 0 × 0 = 3 (quotient × divisor = dividend).

0
But, of course, this is not true.

Zero can be the dividend, but zero cannot be the divisor. Division with 0 as a
divisor is not possible

HOW TO DIVIDE

We will first consider division with single digit divisors before attempting division with two and
three digit divisors. For successful division, it is necessary that you know the multiplication
tables.

Some of you who went to school outside of Canada may remember a method of long division
different than that to be presented. If you are unsure of your method, you may want to learn the
one shown in the next few examples.

Example 1

Evaluate 735 ÷ 5

Solution:

First write the division using the symbol.

735 ÷ 5
⇓
5 735

38
Step 1 Estimate how many times the divisor will divide into the first digit or the first
two digits of the dividend. The estimate cannot be larger than 9.

1
5 into 7 goes 1. Put the 1 above the 7.
5 735

Step 2 Multiply the estimated value by the divisor.

1
5 735 1×5=5
5

Step 3 Subtract.
1
5 735 7–5=2
5
2

Step 4 Bring down the next digit.

1
5 735
5 Put a small ‘x’ under the 3. Bring the 3
down and write it beside the 2
23

Repeat Step 1 by estimating how many times 5 will divide into 23. Note that,
in this case, the estimate must result in a number as close as possible to 23 but
not more than 23. An estimate of 4 is correct because 4 x 5 = 20, whereas an
estimate of 5 would be incorrect because 5 x 5 = 25.

14 Place the 4 beside the 1 and above the 3 in the

5 735 dividend.
5
23

Repeat Step 2 by multiplying the estimated value by the divisor.

14
5 735
5 4 × 5 = 20
23
20

39
 Repeat Step 3 by subtracting.
14
5 735
5
23
23 – 20 = 3
20
3

Repeat Step 4 by bringing down the next digit.

14
5 735
5
Put a small ‘x’ under the 5. Bring the 5
23 down and write it beside the 3.
20
35
Repeat Steps 1 (estimate), 2 (multiply) and 3 (subtract).

147
5 735
5
23
20
35 remainder
35
0
There are no more digits in the dividend to bring down. The division is complete and the
remainder, in this question, is 0.

Answer: 147
----------------------------------------

Example 2

Evaluate 3475 ÷ 6

Solution:

First write the division using the symbol.

3475 ÷ 6
⇓
6 3475

40
 Step 1 Follow the procedure: estimate, multiply, subtract and bring down the next
digit.

When estimating in this question, 6 into the first digit 3 goes 0 times. It is
not necessary to write a 0 above the 3. Instead, estimate how many times 6
will divide into the first two digits, namely, 34.

Estimate. 6 into 34 goes 5 times. Put 5 above the 4.

5
6 3475 Multiply. 5 × 6 = 30 Write 30 directly below 34.
30 Subtract. 34 – 30 = 4
47
Bring down the digit 7 and place it beside the 4.

Step 2 Continue with the procedure: estimate, multiply, subtract and bring down
the next digit.

57 Estimate. 6 into 47 goes 7 times. Put 7 above the 7.

6 3475 Multiply. 7 × 6 = 42 Write 42 directly below 47.
30
Subtract. 47 – 42 = 5
47
42 Bring down the digit 5 and place it beside the 5.
55
Step 3 Continue with the procedure: estimate, multiply, subtract and bring down
the next digit.

579
Estimate. 6 into 55 goes 9 times. Put 9 above the 5.
6 3475
30 Multiply. 9 × 6 = 54 Write 54 directly below 55.
47 Subtract. 55 – 54 = 1
42
55 There are no more digits to bring down.
The remainder is 1.
54
1

Answer: 579 remainder 1 or 579 R-1

Check: If your answer is correct, the quotient times the divisor plus the remainder will
equal the dividend.
quotient × divisor + remainder = dividend

579 × 6 +1
= 3474 + 1
= 3475 → the division was correct.

41
Example 3

Evaluate 3624 Note that 3624 means 3624 ÷ 24

24 24

Solution:

First write the division using the symbol.

3624 ÷ 24
⇓
24 3624

Step 1 Follow the procedure: estimate, multiply, subtract and bring down the next
digit.

It is usually more difficult to estimate when the divisor has two or more digits.
24 into 3 goes 0 times. Let’s estimate 24 into the first two digits 36.

1 Estimate. 24 into 36 goes 1 time. Put 1 above the 6.

24 3624 Multiply. 1 × 24 = 24 Write 24 directly below 36.
24 Subtract. 36 – 24 = 12
1 22 Bring down the digit 2 and place it beside the 12.

Step 2 Continue with the procedure: estimate, multiply, subtract and bring down
the next digit.
Now we have to estimate how many times 24 goes into 122. Remember that
the resulting multiplication must be as close as possible to 122 but not more
than 122.
It will require you to make some calculations to determine the correct
estimate. → 6 × 24 = 144 (too large) 4 × 24 = 96 (possibly too small)
5 × 24 = 120 (obviously, 5 is the correct estimate)

15
24 3624 Estimate. 24 into 122 goes 5 times. Put 5 above the 2.
24 Multiply. 5 × 24 = 120 Write 120 directly below 122.
1 22 Subtract. 122 – 120 = 2
120 Bring down the digit 4 and place it beside the 2.
24

Step 3 Continue with the procedure: estimate, multiply, subtract and bring down
the next digit.

42
 151
24 3624 Estimate. 24 into 24 goes 1 time. Put 1 above the 4.
24 Multiply. 1 × 24 = 24 Write 24 directly below 24.
1 22 Subtract. 24 – 24 = 0
120 There are no more digits to bring down.
24 The remainder is 0.
24
0
Answer: 151

Check: If your answer is correct, the quotient times the divisor will equal
the dividend.

quotient × divisor + remainder = dividend

151 × 24 + 0
= 3624 → the division was correct.

----------------------------------------

Example 4

Evaluate 51 36017

Solution:

Step 1 Follow the procedure: estimate, multiply, subtract and bring down the next
digit.

51 into 3 goes 0 times. Also, 51 into 36 goes 0 times. In this case, it is necessary
to estimate how many times 51 goes into the first three digits – 360.

7 Estimate. 51 into 360 goes 7 time. Put 7 above the 0.

51 36017 Multiply. 7 × 51 = 357 Write 357 directly below 360.
357 Subtract. 360 – 357 = 3
31 Bring down the next digit 1 and place it beside the 3.

Step 2 Continue with the procedure: estimate, multiply, subtract and bring down
the next digit.

70
Estimate. 51 into 31 goes 0 times. Put 0 above the 1.
51 36017
Multiply. 0 × 51 = 0 Write 0 directly below 31.
357
Subtract. 31 – 0 = 31
31
Bring down the last digit 7 and place it beside the 31.
0
3 17
Note: You must put the 0 above the 1.

43
 Step 3 Continue with the procedure: estimate, multiply, subtract and bring down
the next digit.

706
51 36017
357 Estimate. 51 into 317 goes 6 times. Put 6 above the 7.
31 Multiply. 6 × 51 = 306 Write 306 directly below 317.
0 Subtract. 317 – 306 = 11
3 17 There are no more digits to bring down.
3 06 The remainder is 11.
11
Answer: 706 R-11

Check: 706 × 51 + 11
= 36,017 → the division was correct.

Exercise 5.2 Ans. pg 62

Perform the following divisions.

1. 140 ÷ 4 7. 2520 ÷ 21 13. 7076 ÷ 122
2. 250 ÷ 5 8. 324 ÷ 36 14. 9036 ÷ 251
3. 608 ÷ 8 9. 357 ÷ 51 15. 62,816 ÷ 302
4. 280 ÷ 7 10. 1449 ÷ 63 16. 11 502 ÷ 213
5. 390 ÷ 13 11. 22 650 ÷ 25
6. 510 ÷ 15 12. 1900 ÷ 38

Exercise 5.3 Ans. pg 62

Perform the following divisions.

1. 759 ÷ 21 7. 44,537 ÷ 125

2. 100,856 ÷ 56 8. 77 322 ÷ 91

3. 47 2496 9. 301 93 014

4. 66 2496 10. 75 58,017

5. 20 70,284 11. 20 20 200

6.
2880 12. 80,954
140 33

44
 ITEM 1.06
ORDER of OPERATIONS

Consider the following question. 3+ 4×2

Which procedure gives the correct answer,

add first, then multiply? or multiply first, then add?

3+ 4×2 3+ 4×2
=7×2 =3+8
= 14 = 11

The correct answer to the math question is 11. We multiply before we add. How do you know to
do multiplication before addition? In mathematics, there is a general rule that determines the
order in which the basic arithmetic operations of addition, subtraction, multiplication and
division are done.

The rule, called the Order of Operations, may be stated as follows.

STEPS FOR ORDER OF OPERATIONS

Step 1 Do operations inside brackets first, then,

Step 2 Starting at the left side and working to the right, do all the
divisions and multiplications in order as they appear, then,

Step 3 Do all the additions and subtractions in the order they occur
as you work from left to right.

Study the following examples.

Example 1
Evaluate (which means work out) (3 + 5) × 2 .
Solution:
Which operation is done first? The addition comes first because it is inside the
brackets. The answer obtained from the bracket is then multiplied by 2.
(3 + 5) × 2 Step 1 – Work out the bracket first.

= 8×2 Step 2 – Multiply.

= 16
Answer: 16

45
Example 2
Evaluate 7 − 15 ÷ 5 × 2 + 4 .
Solution:
Note that Step 1 does not apply here because there are no brackets.
7 – 15 ÷ 5 × 2 + 4 Step 2 – First do all the multiplication and division in order from
left to right. Note that the division comes first.
= 7–3×2+4

= 7– 6 +4 Step 3 – Now do the addition and subtraction from left to right.

= 5 In this case, the subtraction comes first.
Answer: 5
--------------------------------------------------------------
Example 3
Evaluate 27 − 2(6 + 8) ÷ 4 + 2 − 10 .
Solution:
This question is a little longer so it is important that we work carefully.
27 − 2(6 + 8) ÷ 4 + 2 − 10 Step 1 – First, work out the bracket. Recall that a number
placed directly beside a bracket means multiplication.
= 27 – 2 × 14 ÷ 4 + 2 – 10 Step 2 – Now do the multiplication and division from left to right.
In this case, the multiplication comes first.
= 27 – 28 ÷ 4 + 2 – 10

= 27 – 7 + 2 – 10 Step 3 – Finally, add and subtract as you go from left to right.

= 20 + 2 – 10

= 22 – 10
= 12

Answer: 12

In example 4 that follows, notice that we have more than one arithmetic operation within the
bracket. Therefore, within the bracket we must follow the order of operations.

Example 4
Evaluate 9 + 2(13 − 4 × 2) − 24 ÷ 8 + 6 .
Solution:
When working out the bracket we must multiply first then subtract.

46
 9 + 2(13 − 4 × 2) − 24 ÷ 8 + 6 Step 1 – First, work out the bracket. Within the bracket,
multiply then subtract.
= 9 + 2(13 − 8) − 24 ÷ 8 + 6

= 9 + 2 × 5 – 24 ÷ 8 + 6 Step 2 – Now do the multiplication and division

= 9 + 10 – 3 + 6 Step 3 – Finish by adding and subtracting going from left

to right.
= 22
Answer: 22

In the next example, a bracket will be written directly beside another bracket. Once you obtain
the answers for the two brackets, those answers will be multiplied together.
(6)(4) means 6×4

Example 5
Evaluate 5 − (2 + 3)(4 − 8 ÷ 2 ) + 4 .
Solution:
5 − (2 + 3)(4 − 8 ÷ 2) + 4 Step 1 – Work out the brackets.

= 5–5×0+4 Step 2 – Multiply.

= 5–0+4 Step 3 – Add and subtract as you go from left to right.

= 9
Answer: 9

Exercise 6.1 Ans. pg 62

Evaluate the following using the order of operations.

1. 3 + 4 × 2 9. (7 + 3) ÷ 5 + 2 (8 – 6 ) 17. 8 – 3 (9 – 2 ) ÷ 21
2. 5 – 2 × 2 + 6 10. 16 + 4 (7 + 8) – 30 + 4 18. (2 + 5)(7 – 3)(4 + 1)
3. 4 (6 – 2 ) – 5 11. 44 – 4 × 5 – 4 × 6 19. 8 (13 – 7 + 4) – 79
4. 8 × 3 – 14 ÷ 7 12. 1 + (2 + 3 )( 4 + 5) + 6 20. 18 ÷ 6 × 10 ÷ 5 × 4
5. ( 7 + 5 ) ÷ 6 – 2 13. 11 – 5 + 2 – 3 – 1 + 8
6. 20 ÷ 5 × 2 14. 4 + 12 × 2 ÷ 6 × 3
7. 3 (6 + 3 ÷ 3 ) + 2 15. 15 ÷ (17 – 2 ) + 6 (12 ÷ 6 – 2 )
8. 15 – 44 ÷ 11 + 7 16. 7 + (8 – 6) × 0 – 20 ÷ (2 + 3)

47
 ITEM 1.07
ARITHMETIC MEAN and MEDIAN

You often hear or read statements like:

• The average age of students at Humber College is 24.
• The mean temperature for the month of July was 22 ºC.
• The median resale house price for 2003 in Winnipeg was $153,000.
Average, mean and median are ways of expressing a representative value for a given set
of numbers.

ARITHMETIC MEAN
The arithmetic mean (usually just called the mean) is a more formal way of saying the average.
In most cases, the terms average and mean are interchangeable. In the examples and questions
that follow, we will use the more formal term ‘mean’.
To find the mean value for a list of values, simply add up all the values given and divide this
total by the number of values in the list.

Mean = Sum of Values

Number of Values

------------------------------------------------

Example 1
Find the mean age for students having the following ages: 22, 25, 31, 41, 46 and 33.
Solution:

Mean = Sum of Values

Number of Values
Step 1 Add the values given to obtain the sum.
22 + 25 + 31 + 41 + 46 + 33 = 198

Step 2 Divide by the number of values added. In this case, six student
ages were added.
198 ÷ 6 = 33

Answer: The mean age of the six students is 33.

------------------------------------------------
Example 2
Michelle’s scores on her math tests so far are: 88, 72, 63, 75 and 82. Calculate her mean score.

48
Solution:

Mean = Sum of Values

Number of Values

= 88 + 72 + 63 + 75 + 82
5
= 380
5
= 76

Answer: Michelle’s mean score is 76.

MEDIAN
Median means middle. In a group of numbers, the median is the middle number or middle
value. There will be as many numbers greater than the median as there are less than the median.
If the median salary of a group of employees is $43,500, then half earn more than $43,500 and
half earn less than $43,500.
There are two procedures used to find the median. One procedure is used when the number
of values in the list is odd and a slightly different procedure is used when the number of
values is even.

Example 3
Michelle’s scores on her math tests so far are: 88, 72, 63, 75 and 82. Calculate her
median score.
Solution:
There are five (5) math scores in the list. Five is an odd number.
Step 1 Arrange the scores, in order, from smallest to largest.
63, 72, 75, 82, 88

smallest largest

Step 2 Select the middle number.

63, 72, 75, 82, 88

middle number

Answer: Michelle’s median score is 75.

Notices that two scores are less than 75 63, 72, 75, 82, 88
and two scores are more than 75.
2 smaller 2 larger

49
Example 4
The following maximum temperatures were recorded on six consecutive days in
May: 18ºC, 16ºC, 22ºC, 27ºC, 19ºC and 21ºC. Find the median temperature.
Solution:
There are six (6) temperature readings in the list. Six is an even number.
Step 1 Arrange the temperatures, in order, from lowest to highest.
16, 18, 19, 21, 22, 27

lowest highest

Step 2 Since there is an even number of temperatures, we cannot select a middle

value. Recall that for the middle (median) temperature, there must be an equal
number of temperatures higher than the median and an equal number lower.
To find the median, calculate the mean of the two middle values.
16, 18, 19, 21, 22, 27

middle two values

Mean of the two middle numbers = 19 + 21

2
= 40
2
= 20
Answer: The median temperature is 20ºC.

Note that three temperatures, 16ºC, 18ºC and 19ºC are lower than the median 20ºC
and three temperatures, 21ºC, 22ºC and 27ºC are higher than 20ºC.

Example 5
Find the median salary for the eight employees of Tony’s Pizzeria whose hourly wages
are: $11, $10, $16, $10, $15, $9, $19 and $18.
Solution:
Step 1 Arrange the wages, in order, from smallest to largest.
9, 10, 10, 11, 15, 16, 18, 19

50
 Step 2 Since there are eight numbers (an even number), there is no middle number.
Take the mean of the two middle numbers, in this case 11 and 15, as the
median.
11 + 15
2
= 26
2
= 13
Answer: The median wage for the eight employees is $13.

Exercise 7.1 Ans. pg 62

Find the mean and median for the following lists of numbers.

1. 16, 9, 14, 11, 7, 12, 22

2. 37, 41, 79, 64, 34

3. 8, 11, 5, 3, 7, 2

4. 301, 207, 263, 267, 239, 265

5. 25, 22, 20, 24, 20, 21, 22

Exercise 7.2 Ans. pg 62

Solve the following problems involving mean and median.

1. The January snowfall for the past six years at WinterPark Ski Resort was: 80 cm,
49 cm, 75 cm, 40 cm, 65 cm and 45cm. Find the mean and median snowfall for
this time period.

2. On a sunny Sunday, five people went to Wonderland. They spent $40, $44, $70,
$100 and $56. Find the mean and median for the amounts spent.

3. In Toronto during October 2003, the temperatures recorded at noon on ten

successive days were: 18ºC, 14ºC, 12ºC, 9ºC, 15ºC, 18ºC, 19ºC, 19ºC, 20ºC
and 16ºC. Calculate the mean temperature and the median temperature.

4. Paulo’s final marks in grade 11 were as follows: Math - 79%, English - 83%,
Chemistry - 63%, Geography - 76%, Biology - 72%, French - 92% and
Music Appreciation - 81%. What are Paulo’s mean and median marks for his
grade 11 courses?

51
 ITEM 1.08
PROBLEM SOLVING

As you proceed in your studies of mathematics you will be required to solve word problems.
Solving word problems is a necessary skill for mathematics and for every day life experiences.
To be successful at problem solving it is important that you:
• clearly understand the word problem
• determine the mathematical operations needed
• perform the mathematical operations correctly.

There is no quick method to master this skill. It takes lots of practice and you must attempt more
difficult problems as your skill level improves. Here is an example of a typical word problem for
this unit.

James bought a used washing machine from a friend for $270. He agrees
to pay for it by paying his friend $30 per month. How many months will
it take to pay for the machine?

Below are the steps to follow for successful problem solving.

SOLVING WORD PROBLEMS

1. READ the problem carefully (at least two or three times) and ask yourself the
following questions.
a) What is being asked for?
b) What information is given?

2. DECIDE a) what information should be used.

b) what operations (addition, subtraction, multiplication or division)
are needed.
c) in which order these operations should be performed.

3. SOLVE by proceeding with the mathematical operations as required.

4. ANSWER by providing a clear response to the question asked in the problem.

52
Example 1
An elevator has a capacity of 1450 kilograms (kg). What is the maximum number of people
who can safely ride the elevator if the mean weight per person is 62 kg?
Solution:
READ a) What is being asked for?
How many people can ride the elevator?
b) What information is given?
The capacity of the elevator is 1450 kg.
The mean weight per person is 62 kg.
DECIDE To find the number of people, we must divide the total weight (1450 kg)
by the mean weight (62 kg).
SOLVE 1450 ÷ 62 = 23 (with remainder 24)
Since we are talking about people, ignore the remainder.

Answer: 23 people can safely ride the elevator

------------------------------------------------

Example 2
Teresa has decided to paint the outside of her house. She estimates that she will need 12 litres
of paint costing $9 per litre. How much will it cost to paint her house?
Solution:
READ a) What is being asked for?
The cost to paint the house.
b) What information is given?
She needs 12 litres of paint.
Each litre of paint costs $9.
DECIDE To find the total cost, we need to multiply the number of litres
needed (12 litres) with the cost of one litre ($9).
SOLVE 12 × 9 = 108

Answer: It will cost Teresa $108 to paint her house.

------------------------------------------------

Example 3
Barbara bought a dress that was on sale for $89. The dress normally sells for $135. How
much did Barbara save by buying the dress while it was on sale?

53
Solution:
READ a) What is being asked for?
The amount that Barbara saved.
b) What information is given?
The regular price for the dress is $135.
The sale price is $89.
DECIDE To find the amount saved we need to subtract the sale price ($89) from
the regular price ($135).
SOLVE $135 – $89 = $46

Answer: Barbara saved $46.

In the previous three examples, only one mathematical operation was required to obtain the
answer to the word problem. In the example that follows, three mathematical operations will be
required to obtain the answer.

Example 4
Ricardo brings home $3960 each month. He spends $1610 for a mortgage payment, $960 for
food, $120 for charity, $480 for car payments and $340 for other personal expenses. How
much can he save, (i) per month and (ii) per year?
Solution:
READ a) What is being asked for?
How much can Ricardo save
(i) in a month?
(ii) in a year?
b) What information is given?
He has monthly earnings of $3960.
He has the following monthly expenses:
$1610 – mortgage
$ 960 – food
$ 120 – charity
$ 480 – car
$ 340 – personal expenses
DECIDE • To find his monthly savings, we must subtract his expenses
from his monthly earnings.
• To find his monthly expenses we add $1610, $960, $120, $480
and $340.
• To find the amount saved per year, multiply his monthly saving
times 12 (12 months in a year)

54
 SOLVE Total Expenses: $1610 + $960 + $120 + $480 + $340 = $3510
Amount Saved (i) per month $3960 – $3510
= $450

(ii) per year $450 × 12

= $5400

Answer: Ricardo can save $450 per month and $5400 per year.
--------------------------------------------------------

Below are some guidelines to follow in problem solving.

As was mentioned earlier, the first step in solving word problems is to read the problem
carefully, at least twice. Once you understand what you have read you must determine the
correct mathematical procedure. In other words, should you add (+) or subtract (–) or multiply
(×) or divide (÷) the numbers? As well, the solution to the problem may require just one step, or,
it may require two or more steps.

Study the problems below. They are examples of problems that require addition as the correct
operation or subtraction as the correct operation or multiplication or division. The reason for the
operation used follows each problem.

A Examples of problems that require addition.

1. Your job at the library pays $11 per hour. Next month you will get a raise of $2 per
hour. What will be your new hourly rate of pay?
Because you will receive a raise in pay, you must add together your old pay $11 and the raise
of $2 to obtain your new pay.

2. To get from home to work, I drive 6 km west on Bloor St., then go 4 km north on
Islington Ave., and, finally, 5 km west on Eglinton Ave. How far do I drive to get to
work?
To find the total distance from home to work you must add together the three distances
traveled, namely; 6 km, 4 km and 5 km.

B Examples of problems that require subtraction.

1. Bill has $496 in his checking account. How much will he have in his account if he
withdrawals $73?
Bill is making a withdrawal of $73 from his account. This means that he must subtract this
amount from $496 to find his new balance.

2. The Royal Ontario Museum had a daily attendance of 5380 in 2000 and 5092 in 2001.
Calculate the decrease in daily attendance between 2000 and 2001.
When, in a problem, you are asked to calculate the increase or decrease between two values,
you must subtract the smaller value from the larger value.

55
 C Examples of problems that require multiplication.

1. Last week Ayan worked 23 hours at her job which pays $13 per hour. What was her
total wage for that week?
In this problem, we are told than Ayan earns $13 for one hour of work. Since we are asked to
calculate her wage for 23 hours we must multiply $13 by 23.

2. When Fred went to the gas station, it took 36 litres to fill up his car’s gas tank. How
much did he pay if the price of gas was 75¢ per litre?
We are told that gas costs ‘75¢ per litre’ which means that the price for one litre is 75¢.
Since we are asked to find the price for 36 litres, we must multiply 75 by 36.

D Examples of problems that require division.

1. For Halloween, George bought 112 miniature chocolate bars and put them in small
bags with four bars in each bag. How many bags would he have to give out to the kids?
In this problem, we want to determine how many groups of 4(chocolate bars) can be made from
a total of 112 chocolate bars. We can obtain the answer by dividing 4 into 112.

2. On a 5-day camping trip, Hasan and his friend spent a total of $205. Calculate the
amount spend per day.
In this problem we know that $205 was spent in 5 days. Since we are asked to calculate how
much was spent in one day, we must divide $205 by 5. In fact, whenever you are asked to
calculate the ’cost per day’ or ‘kilometres per hour’ or ‘children per family’, the word ‘per’
indicated that the answer is obtained by dividing the first amount by the second amount.

Exercise 8.1 Ans. pg 63

Solve the following problems. Be sure to provide a clear response to the question
asked in the problem.

1. Paul’s motorbike can travel 35 kilometres (km) on one litre of gasoline. How far can Paul
travel on 22 litres?

2. Tamar earns $12 per hour at the local drug store. If she works 42 hours in a week,
calculate her weekly wage.

3. James bought a used washing machine from a friend for $270. He agrees to pay
for it by paying his friend $30 per month. How many months will it take to pay
for the machine?

4. On Monday Floyd had $369 in his savings account. On Tuesday he withdrew $198. How
much money was left in the account after the money was withdrawn?

5. Pierre’s house insurance bill for 2002 was $479. How much did he pay in 2003 if
it was increased by $63?

56
 6. Sandra works at a restaurant on the weekends. Last weekend she made $33 in tips
on Friday, $24 on Saturday and $11 on Sunday. How much did she make in tips
last weekend?

7. A gasoline storage tank can hold 25,800 litres when full. Cars, on average,
purchase 50 litres of gasoline per stop. How many cars can be served before the
storage tank needs to be filled?

8. How much did Brenda spend on a recent trip to the supermarket for 8 kg of apples
that cost $3 per kg?

9. Ted purchased a bicycle that was on sale for $236. What was the regular retail
price for the bike if Ted saved $76?

10. Isabel earns $42,480 a year. Calculate how much she makes per month.

11. Debra leaves Toronto on a trip to Montreal. She stops for a rest after driving for
four hours. How far has she travelled if she averages 103 km/h?

In the previous exercise, only one mathematical operation was required to obtain the answer to
the word problem. In the exercise that follows, two or more operations will be required to obtain
the answer.

Exercise 8.2 Ans. pg 63

Solve the following problems. Be sure to provide a clear response to the question
asked in the problem.

1. Jim bought 3 cans of paint costing $18 per can and a paintbrush for $6. What
did he pay in total?

2. Kayf goes to a movie with $35. How much does she have left after paying $12
for a movie ticket and $4 for a box of popcorn?

3. Hugh has $2460 per month to spend after all his deductions are taken off. His monthly
expenses are: $724 for a mortgage payment, $250 for house taxes and insurance, $30
for water, $55 for heating, $350 for food and $280 for other expenses. If he saves the
rest, how much can he save in a year?

4. Gord had $745 in a bank account on Tuesday. On Thursday, he withdrew $239, but
on Friday made a deposit of $167. How much was in his account after the deposit?

5. On a shopping trip to No Frills, Marcel buys 6 cans of tuna each costing $2, a large
frozen pizza for $8 and a jar of jam for $3. How much change does he get
if he gives the cashier one $20 bill and one $10 bill?

57
6. Nazima and her husband are taking daily cycles in preparation for a cycling trip
from Brampton to Ottawa. During the past five days they travelled 50 km, 75 km,
62 km, 84 km and 64 km. What was the mean distance travelled per day?

7. Dan attends school five days a week. Each school day he spends $4 on
transportation, $1 for a coffee and $3 for a hot dog. Calculate how much he
spends for these items, in total, in three weeks.

8. Last week Mohamed worked 43 hours. He receives $18/hour for the first 36 hours
and $21/hour for the remaining hours. What was his total pay that week?

9. Four friends went on a six-day trip. They spent $106 on gas, $866 on
accommodation and $612 on food. Calculate the mean cost for each person
per day.

58
 Answers to Exercises
Exercise 1.1
1. 10 digits The digits are 1, 2, 3, 4, 5, 6, 7, 8, 9 and 0
2. The Natural Numbers are counting numbers, 1, 2, 3, 4, 5, 6, etc., while the Whole
Numbers include all the Natural Numbers and 0.
3. 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 and 11
4. 0, 1, 2, 3, 4, 5, 6, 7, 8, 9 and 10
5. a) 2 digits b) 1 digit c) 4 digits d) 3 digits e) 6 digits
----------------------------------------------------------------------------------------------------------
Exercise 1.2
1. a) 2 ones / units b) 8 ones / units c) 7 ones / units d) 0 ones / units
1 tens 1 tens 5 tens
2 hundreds 3 hundreds
8 thousands 9 thousands
0 ten-thousands 7 ten-thousands
5 hundred-thousands 6 hundred-thousands
8 millions
2. Two possible answers are 56 and 8354.
3. One possible answer is 30,491.
4. One possible answer is 7 497 082.
5. One possible answer is 286,947
6. a) 10 b) 10
7. Right to left
----------------------------------------------------------------------------------------------------------
Exercise 1.3
1. a) twenty-eight
b) two hundred four
c) eleven thousand one hundred seventy-eight
d) eight hundred thousand four hundred one
e) nine hundred ninety-nine
f) one thousand one hundred eleven
g) five hundred ninety
h) six million five hundred thousand eight
i) two hundred forty-nine thousand six hundred eighty
j) twelve million one hundred thousand
k) three million four hundred sixty-two thousand forty-two
l) seventy thousand
m) fifty-one million
n) sixteen thousand twenty-five
2. a) 38 e) 23 604 i) 20 000 005 m) 31,457,112
b) 316 f) 800,000 j) 18,008 n) 666 446
c) 1041 g) 3 400 015 k) 7305
d) 902 h) 20,000,000 l) 19 011 000

59
Exercise 1.4
1. 5 > 3 3. 550 > 500 5. 12 < 120 7. 300 > 30
2. 6 < 8 4. 45 < 46 6. 333 < 3333 8. 441 > 439
----------------------------------------------------------------------------------------------------------------
Exercise 2.1
1. 13 7. 7 13. 18 19. 25
2. 5 8. 12 14. 42 20. 9
3. 8 9. 38 15. 32 21. 22
4. 15 10. 17 16. 11 22. 13
5. 16 11. 22 17. 11 23. 14
6. 10 12. 14 18. 8 24. 19
----------------------------------------------------------------------------------------------------------------
Exercise 2.2
1. 287 5. 321 9. 255,334 13. 759,779
2. 1300 6. 1325 10. 191 582 14. 10 136 031
3. 1086 7. 10 750 11. 61,087 15. 402,843
4. 799 8. 5690 12. 2 085 960
----------------------------------------------------------------------------------------------------------------
Exercise 2.3
1. 103 4. 544 7. 2498 10. 1120
2. 166 5. 326 8. 3366 11. 29,840
3. 587 6. 2361 9. 18 350 12. 1251
----------------------------------------------------------------------------------------------------------------
Exercise 3.1
1. 2 7. 3 13. 10 19. 20
2. 5 8. 5 14. 18 20. 41
3. 4 9. 79 15. 27 21. 55
4. 2 10. 16 16. 3 22. 5
5. 9 11. 23 17. 33 23. 5
6. 15 12. 4 18. 71 24. 93
----------------------------------------------------------------------------------------------------------------
Exercise 3.2
1. 36 3. 251 5. 1408
2. 42 4. 259 6. $7494
----------------------------------------------------------------------------------------------------------------
Exercise 3.3
1. 302 4. 99 7. 44 111 10. 412
2. 117 5. 159 8. 49
3. 8 6. 966 9. 35,001

60
Exercise 3.4
1. 634 4. 409 839 7. 156 625 10. 10 001
2. 1082 5. 33,882 8. 70,555
3. 70 6. 411 9. 8883
----------------------------------------------------------------------------------------------------------------
Exercise 4.1
1. 6 × 2 2. 3 × 9 3. 7 × 5 4. 4 × 37
----------------------------------------------------------------------------------------------------------------
Exercise 4.2
1. 6 7. 81 13. 63 19. 49
2. 20 8. 40 14. 10 20. 48
3. 6 9. 24 15. 32 21. 42
4. 0 10. 28 16. 36 22. 35
5. 72 11. 5 17. 36 23. 7
6. 40 12. 0 18. 25 24. 80
----------------------------------------------------------------------------------------------------------------
Exercise 4.3
1. 154 8. 2436 15. 17 020
2. 400 9. 3105 16. 1000
3. 84 10. 216 17. 12,210
4. 112 11. 2188 18. 150 792
5. 455 12. 1089 19. 145,140
6. 1066 13. 6400 20. 0
7. 2040 14. 585
----------------------------------------------------------------------------------------------------------------
Exercise 4.4
1. 2520 5. 24 008 000 9. 2500
2. 9604 6. 9776 10. 66,950
3. 531 336 7. 560,040,000 11. 10 561 878
4. 379,260 8. 84 663 12. 53,361
----------------------------------------------------------------------------------------------------------------
Exercise 4.5
1. 130 3. 520 000 5. 800 000 7. 87 000
2. 1410 4. 10,000 6. 3,420,000 8. 50,600
----------------------------------------------------------------------------------------------------------------
Exercise 5.1
1. 4 7. 5 13. 8 19. 3
2. 4 8. 5 14. 7 20. 5
3. 9 9. 8 15. 7 21. 2
4. 6 10. 6 16. 4 22. 10
5. 3 11. 10 17. 5 23. 9
6. 8 12. 8 18. 4 24. 7

61
Exercise 5.2
1. 35 7. 120 13. 58
2. 50 8. 9 14. 36
3. 76 9. 7 15. 208
4. 40 10. 23 16. 54
5. 30 11. 900
6. 34 12. 50
----------------------------------------------------------------------------------------------------------------
Exercise 5.3
1. 36 R-3 7. 356 R-37
2. 1801 8. 849 R-63
3. 53 R-5 9. 309 R-5
4. 37 R-54 10. 773 R-42
5. 3514 R-4 11. 1010
6. 20 R-80 12. 2453 R-5
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Exercise 6.1
1. 11 7. 23 13. 12 19. 1
2. 7 8. 18 14. 16 20. 24
3. 11 9. 6 15. 1
4. 22 10. 50 16. 3
5. 0 11. 0 17. 7
6. 8 12. 52 18. 140
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Exercise 7.1
1. mean – 13 median – 12
2. mean – 51 median – 41
3. mean – 6 median – 6
4. mean – 257 median – 264
5. mean – 22 median – 22
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Exercise 7.2
1. mean –59 cm median – 57 cm
2. mean – $62 median – $56
3. mean – 16ºC median – 17ºC
4. mean – 78% median – 79%

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Exercise 8.1
1. 770 km 7. 516 cars
2. $504 8. $24
3. 9 months 9. $312
4. $171 10. $3540
5. $542 11. 412 km
6. $68
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Exercise 8.2
1. $60 6. 67 km
2. $19 7. $120
3. $9252 8. $795
4. $673 9. $66
5. $7

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