Grade 6 Table of Contents

Curriculum Requirement Legend

NOTE: This table of contents is
Required * Review aligned to the Alberta 2022
K–6 Mathematics Curriculum
Recommended Support lesson
Optional

Grade 6, Part 2

JUMP Math Grade 6 Introduction to Teacher Resource

Unit 10 Number Sense: Multiplying and Dividing Decimals

CR Lesson Title Instructions
Introduction
NS6-48 Multiplying Decimals by Powers of 10
NS6-49 Multiplying and Dividing by Powers of 10
Multiplying Decimals by Whole Numbers
NS6-50
(Introduction)
NS6-51 Multiplying Decimals by Whole Numbers
Dividing Decimals by Whole Numbers
NS6-52
(Introduction)
NS6-53 Dividing Decimals by Whole Numbers Include Extension 1.
NS6-54 2-Digit Division
NS6-55 2-Digit Division—Guess and Check
NS6-56 Word Problems—Division by 2-Digit Numbers
COPYRIGHT © 2022 JUMP MATH: NOT TO BE COPIED.

NS6-57 Decimals Review

Combining Systematic Search with Guess,
PS6-7 Begin this lesson after: Unit 10
Check, and Revise
PS6-8 Using Logical Reasoning Begin this lesson after: Unit 10
PS6-9 Making a Simpler Problem Begin this lesson after: Unit 10
BLM Hundreds Charts
BLM Always, Sometimes, or Never True (Decimals)
BLM 1 cm Grid Paper
BLM Fraction Strips and Circles
Blackline Masters

Table of Contents — Teacher Resource for Grade 6 1

 Unit 10 N
 umber Sense: Multiplying and
Dividing Decimals
Introduction
This unit is dedicated to multiplying and dividing decimals by whole numbers. It describes how to:

• multiply and divide decimals by 10, 100, and 1000 (powers of 10);
• multiply and divide decimals up to the hundredths place (for money applications)
by whole numbers using base ten materials, place value, and multiplication and
division algorithms;
• round the divisor to estimate the quotient when dividing by two-digit numbers; and
• solve word problems involving decimals, including problems that require conversions
between metric units.

Mental Math Minutes Generic BLMs

The mental math minutes in this unit: The Generic BLM used in this unit is:
• practise operations (multiplication and division) BLM Filling a Blank Multiplication
on decimals and whole numbers Chart (p. T-2)

This BLM can be found in Section T.

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 NS6-48 Multiplying Decimals by Powers of 10
Pages 26–27

Digital Lesson Slides Goals

Students will multiply decimals by 10, 100, and 1000.

PRIOR KNOWLEDGE REQUIRED

Knows the factors in a multiplication statement are interchangeable

Can multiply whole numbers by 10, 100, and 1000
Understands decimal place value
VOCABULARY Can regroup
decimal point Can read decimals in terms of smallest place value
hundredth
tenth
MATERIALS
thousandth
small cards with a large dot

Mental math minute. SAY: Remember, an equal sign means “is the same
as.” To check if an equation is true, use the addition and subtraction
strategies you know, without actually calculating both sides. For example,
you know that moving 1 from one addend to the other addend on the
same side does not change the answer. And you know that adding 1 to
both numbers in a subtraction does not change the answer. Present the
equations in the exercises below one at a time and have students signal the
answer using thumbs up for “yes” and thumbs down for “no.”

Exercises: Is the equation true?

a) 61 + 34 = 60 + 35

b) 61 − 34 = 60 − 35

c) 87 − 19 = 88 − 20

Answers: a) yes, b) no, c) yes

Review multiplying whole numbers by 10. Ask students to describe how

they can multiply a whole number by 10. Students might say “add a zero.”
In this case, ask them to be more specific. Point out that it is not “adding”; it
is writing a zero to the right of a number. Write an incorrect statement, such
as 34 × 10 = 304, and ASK: Is this correct? (no) In other words, require
that students clearly state that the zero has to be written at the end, as in
34 × 10 = 340, so that the ones digit becomes the tens digit and the zero
becomes the ones digit.

Discuss how this pattern makes sense because each place value gets
replaced by the place value that is 10 times as great. Write on the board:

34 = 3 tens + 4 ones

So 34 × 10 = 3 hundreds + 4 tens = 340

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 Using place value to multiply decimals by 10. Write on the board and
underline as shown:

0.4 × 10 = 4 tenths × 10

ASK: Which place value is 10 times the tenths? (ones) Write on the board:

= 4 ones = 4

Draw the picture below to remind students of the connection between

place values:
×10 ×10 ×10 ×10

tens  ones  tenths  hundredths  thousandths

Exercises

1. Multiply the place value by 10.

a) hundredths × 10 b) ones × 10

c) tenths × 10 d) thousandths × 10

Bonus: tens × 10

Answers: a) tenths, b) tens, c) ones, d) hundredths, Bonus: hundreds

2. Use place value to multiply the number by 10.

a) 3 hundredths × 10 b) 4 tenths × 10

c) 5 ones × 10 d) 7 thousandths × 10

Answers: a) 3 tenths or 0.3, b) 4 ones or 4, c) 5 tens or 50,

d) 7 hundredths or 0.07

Write on the board:

0.005 × 10 = 0.05

SAY: If 5 is in the thousandths position, then after multiplying by 10 it will

be in the hundredths position.

Exercises: Multiply using place value.

a) 0.5 × 10 b) 0.02 ×10 c) 0.006 × 10 d) 0.09 × 10

Answers: a) 5, b) 0.2, c) 0.06, d) 0.9

Moving the decimal point to multiply decimals by 10. Ahead of time,

draw a large decimal point on several small cards. Write the numbers
below on the board, and tape the cards to the board so that they act as
a decimal point:

5 4 6 0 3 3 0 0 4
Ask volunteers to move the decimal point to show multiplying by 10:

5 4 6 0 3 3 0 0 4

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 Ask the rest of the class to look for a pattern in how the decimal point
is being moved. (Multiplying a number by 10 always means moving the
decimal point one place to the right.)

Exercises: Move the decimal point one place to the right to multiply by 10.

a) 3.2 × 10 b) 0.58 × 10 c) 10 × 0.216 d) 10 × 7.46

Bonus: 98 763.60789 × 10

Answers: a) 32, b) 5.8, c) 2.16, d) 74.6, Bonus: 987 636.0789

Moving the decimal point to multiply decimals by 100 and 1000.

SAY: One hundred is 10 times 10, so to multiply a number by 100, you can
multiply by 10 and then multiply the result by 10 again. Write on the board:

3.462 × 100 = 3.462 × 10 × 10

SAY: Move the decimal point once to multiply by 10 and then once more
to multiply by 10 again. Show this on the board:

3 . 4 6 2 So 3.462 × 100 = 346.2

SAY: To multiply by 100, move the decimal point two places to the right.

Exercises: Move the decimal point two places to the right to

multiply by 100.

a) 3.62 × 100 b) 0.725 × 100 c) 1.673 × 100 d) 0.085 × 100

Answers: a) 362, b) 72.5, c) 167.3, d) 8.5

SAY: We moved the decimal point once to multiply by 10 and twice to

multiply by 100. ASK: How many times do we move the decimal point to
multiply by 1000? (three times) Show this on the board:

2 . 4 6 7 So 2.467 × 1000 = 2467

Exercises: Move the decimal point to multiply by 1000.

a) 0.462 × 1000 b) 11.241 × 1000 Bonus: 9.32416 × 1000

Answers: a) 462, b) 11 241, Bonus: 9324.16

Using a zero as a placeholder when multiplying decimals. Write

3.42 × 1000 in a grid on the board, using the card with a large dot for
the decimal point so that it can be moved, as shown:
3 4 2

ASK: How many places do I have to move the decimal point when I multiply
by 1000? (three) Move the decimal point three times, as shown:
3 4 2

ASK: Are we finished writing the number? (no) Why not—what’s missing?
(the zero) SAY: Each digit is worth 1000 times as much as it was before
multiplying. Pointing to each digit in the first grid, SAY: The number was

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 3 ones, 4 tenths, and 2 hundredths. Pointing to each digit in the second
grid, SAY: Now it is 3 thousands, 4 hundreds, and 2 tens. So the
number is 3420.

If students struggle with the exercises below, encourage them to write each
place value in its own cell on a grid. Suggest that students draw arrows to
show how they moved the decimal point. An example is shown below for
Exercise 1 part b):

5 2 4

Exercises

1. Multiply.

a) 0.4 × 1000 b) 5.24 × 1000 c) 23.6 × 1000 d) 0.01 × 1000

Answers: a) 400, b) 5240, c) 23 600, d) 10

2. Multiply.
a) 0.6 × 100 b) 7.28 × 10 c) 25.6 × 1000
d) 1.8 × 100 e) 21.9 × 1000 f) 326.3 × 1000
g) 0.002 × 10 Bonus: 2.3 × 10 000

Answers: a) 60, b) 72.8, c) 25 600, d) 180, e) 21 900, f ) 326 300,

g) 0.02, Bonus: 23 000

Connect multiplying whole numbers by 10 to multiplying decimals by

10. Write the number 34 on the board, leaving enough room to place the
card with the decimal point between the digits. ASK: What is 34 × 10? (340)
SAY: We can also multiply 34 × 10 by moving the decimal point. Write on
the board “34.0,” but place the card in the position of the decimal point.
Move the card one place right, and point out that this is the same answer
you get the other way.

3 4 0 3 4 0
SAY: Multiplying whole numbers uses the same method we use to
multiply decimals.

Word problems practice.

a) Sara makes $12.50 an hour mowing lawns. How much does she
make in 10 hours?

b) A clothing-store owner wants to buy 100 coats for $32.69 each.

How much will the coats cost?

c) A dime is 0.122 cm thick. How tall would a stack of 100 dimes be?

d) A necklace has 100 beads. Each bead has a diameter of 1.32 mm.
How long is the necklace?

Answers: a) $125, b) $3269.00, c) 12.2 cm, d) 132 mm

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 Extensions
1. Fill in the blank.

a) × 10 = 38.2 b) × 100 = 67.4

c) 42.3 × = 4230 d) 0.08 × = 0.8

Answers: a) 3.82, b) 0.674, c) 100, d) 10

2. Complete the pattern.

a) 0.0007, 0.007, 0.07, ,

b) 3.895, 38.95, 389.5, ,

Answers: a) 0.7, 7; b) 3895, 38 950

3. Find the answer mentally by multiplying the numbers in the

easiest order.

a) (3.2 × 5) × 20 b) (6.73 × 2) × 50

c) (7.836 × 5) × (25 × 8)

Answers: a) 320, b) 673, c) 7836

4. Create a word problem with decimals that requires multiplying by

1000. Have a partner solve the problem.

5. One marble weighs 3.5 g. A marble bag weighs 10.6 g. How much
does the bag weigh with 100 marbles in it?

Answer: 360.6 g

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 NS6-49 Multiplying and Dividing by Powers of 10
Pages 28–30

Digital Lesson Slides Goals

Students will multiply and divide decimals by 10, 100, and 1000 by
shifting the decimal point.

PRIOR KNOWLEDGE REQUIRED

Can multiply whole numbers and decimals by 10, 100, and 1000
Understands decimal place value
VOCABULARY Knows that multiplication and division are opposite operations
decimal point Can read decimals in terms of smallest place value
hundredth
tenth
MATERIALS

small cards with a large dot

scales and beans (see Extension 4)

Dividing by 10 using base ten materials. Draw on the board:

1.0 0.1 0.01

Tell students that you will represent one whole by a big square, so one
tenth is a column or row, and one hundredth is a little square. Write several
picture equations on the board, and have volunteers write the decimal
equations shown below the pictures:

÷ 10 =

2.0 ÷ 10 = 0.2

÷ 10 =

0.5 ÷ 10 = 0.05

÷ 10 =

3.1 ÷ 10 = 0.31

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 Exercises: Draw pictures on grid paper, or use base ten blocks, to divide.

a) 3.0 ÷ 10 b) 0.4 ÷ 10 c) 3.4 ÷ 10 d) 2.7 ÷ 10

Answers: a) 0.3, b) 0.04, c) 0.34, d) 0.27

Dividing by 10 by inverting the rule for multiplying by 10. Write the

following digits on the board and use a card with a large dot to show the
decimal point as follows:

3 4 2 5
Invite a volunteer to move the decimal point to multiply by 10. (342.5) Write
on the board:

34.25 × 10 = 342.5, so 342.5 ÷ 10 =

ASK: What number goes in the blank? (34.25) How do you know? (division
undoes multiplication) Now write on the board:

3 4 2 5
Have a volunteer move the card with the decimal point in 342.5 to get the
answer for 342.5 ÷ 10. (In other words, move the decimal point one place
to the left.) SAY: Division is the opposite of multiplication. Division “undoes”
the effects of multiplication. When you multiply by 10, you move the
decimal point one place to the right. When you divide by 10, you move the
decimal point one place to the left.

Exercises: Divide by 10.

a) 14.5 ÷ 10 b) 64.8 ÷ 10 c) 9.22 ÷ 10 d) 0.16 ÷ 10

Answers: a) 1.45, b) 6.48, c) 0.922, d) 0.016

Dividing by 100. Write on the board:

5.831 × 100 = 583.1, so 583.1 ÷ 100 =

Ask a volunteer to fill in the blank. (5.831) Point out that the equations are
in the same fact family, so knowing how to multiply by 100 also tells us how
to divide by 100. ASK: How do we move the decimal point to divide by 100?
(we move it two places left) Point out that you had to move it two places
right to multiply 5.831 by 100 and then, to get 5.831 back, you needed to
move it left two places.

Exercises: Divide by 100.

a) 14.5 ÷ 100 b) 464.8 ÷ 100

c) 9.22 ÷ 100 d) 0.6 ÷ 100

Answers: a) 0.145, b) 4.648, c) 0.0922, d) 0.006

Dividing whole numbers by 10 and 100. Write the number 67 on the

board, again leaving room between the digits for the decimal point card.
Tell students you want to know the answer to 67 ÷ 10. Then SAY: I would

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 do the division by moving the decimal point, but I don’t see any decimal
point here. ASK: What should I do? (write the decimal point to the right of
the ones because 67 = 67.0) Do so, using the decimal point card, then
invite a volunteer to move the decimal point one place to the left to get
67 ÷ 10 = 6.7. Repeat the process with 18 ÷ 100 and 1987 ÷ 100.

Exercises: Divide by 10 or 100.

a) 236 ÷ 10 b) 573 ÷ 100 c) 1230 ÷ 100 d) 14 889 ÷ 10

Answers: a) 23.6, b) 5.73, c) 12.3, d) 1488.9

Dividing by 1000. ASK: How would you shift the decimal point to divide by
1000? (move it three places to the left) Show an example done on a grid:

4 5 0 4 5

So 45 ÷ 1000 = 0.045.

Exercises: Divide by 1000.

a) 2934 ÷ 1000 b) 423 ÷ 1000 c) 18.9 ÷ 1000 d) 1.31 ÷ 1000

Bonus: 423 ÷ 100 000

Answers: a) 2.934, b) 0.423, c) 0.0189, d) 0.00131, Bonus: 0.00423

Using strategies for remembering which way to move the decimal

point. SAY: Remember, multiplying by 10, 100, or 1000 makes the number
bigger, so the decimal point moves right. Dividing makes the number
smaller, so the decimal point moves left.

If students have trouble deciding which direction to move the decimal point
when multiplying and dividing by 10, 100, or 1000, one hint that some
students might find helpful is to use the case of whole numbers as an
example. ASK: Which way is the decimal point moving when multiplying
34 × 10 = 340? (right)

Exercises: Multiply or divide.

a) 78 678 ÷ 1000 b) 2.423 × 100 c) 18.9 ÷ 10

d) 1.31 × 1000 e) 6 ÷ 100 f) 0.082 × 10

g) 0.2 ÷ 100 h) 5.1 × 100 i) 0.31 × 1000

Bonus

j) 31 498.76532 ÷ 1 000 000 k) 31 498.76532 × 1 000 000

Answers: a) 78.768, b) 242.3, c) 1.89, d) 1310, e) 0.06, f ) 0.82, g) 0.002,

h) 510, i ) 310, Bonus: j) 0.03149876532, k) 31 498 765 320

Remind students who are struggling to write each place value in its own
cell of grid paper when multiplying or dividing decimals by powers of 10.

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 Word problems practice.

a) In 10 months, a charity raises $26 575.80 through fundraising. How

much does the charity raise each month on average?

b) A stack of 100 cardboard sheets is 13 cm high. How thick is a sheet of

the cardboard?

c) One thousand people attended a “pay what you can” event. The total
money paid was $5750. Ray paid $0.60. Did he pay more or less
than average?

d) One hundred walruses weigh 121.5 tonnes (1 tonne = 1000 kg).

How much does one walrus weigh on average, in kilograms?

e) A box of 1000 nails costs $12.95.

i) How much did each nail cost, to the nearest cent?

Bonus: One hundred of the nails have been used. What is the cost for
the nails that are left, to the nearest cent? Hint: Use the actual cost of
a nail in your calculations, not the rounded cost from part i ).

Answers: a) $2657.58; b) 0.13 cm; c) the average was $5.75, so he paid

less than average; d) 1215 kg; e) i ) 1¢, Bonus: $11.66

NOTE: Extension 1 is required to cover the Ontario curriculum.

Extensions
1. A dime has a width of 18.03 mm. How long would a line of
10 000 dimes laid end-to-end be in millimetres?

Answer: 180 300 mm

2. a) Ten of an object laid end-to-end have a length of 48 cm. How long

is the object?

b) One hundred of an object laid end-to-end have a length of 2.38 m.

How long is the object, in centimetres?

c) One thousand of an object laid end-to-end have a length of 274 m.

How long is the object, in centimetres?

Answers: a) 4.8 cm, b) 2.38 cm, c) 27.4 cm

3. Create your own word problems that require multiplying and/or

dividing decimals by powers of 10. Then trade with a partner and
solve each other’s problems.

4. Find the mass of one bean by weighing 100 or 1000 beans. Use
a calculator to determine how many beans are in a 2 pound
(908 g) package.

5. How would you shift the decimal point to divide by 100 000?

Answer: Move it five places to the left.

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 NS6-50 Multiplying Decimals by Whole Numbers
Pages 31–33
(Introduction)
Digital Lesson Slides Goals
Students will multiply decimals up to the tenths place by a
whole number.

PRIOR KNOWLEDGE REQUIRED

Can multiply a multi-digit number by a single-digit number using

the standard algorithm
VOCABULARY Can use base ten materials to model decimal operations
decimals involving regrouping
ones block Can multiply a multi-digit decimal number by powers of 10
tenths
tenths block
MATERIALS

base ten blocks

grid paper

Mental math minute. Review multiplying decimals by 10, 100, and

1000. Remind students that they can multiply a decimal by 10 by shifting
the place values: ones become tens, tens become hundreds, and so
on. In particular, emphasize that tenths become ones and hundredths
become tenths.

For the following exercises, write each multiplication and the four
possible answers on the board. Present the questions one at a time
and have students signal the answer they think is correct by raising the
corresponding number of fingers.

Exercises: Which answer is correct?

a) 3.5 × 10
1. 350 2. 35 3. 30.5 4. 0.35

b) 63.2 × 10
1. 63 200 2. 6320 3. 632 4. 6.32

c) 3.26 × 100
1. 3260 2. 326 3. 3.26 4. 0.326

d) 0.678 × 10
1. 678 2. 67.8 3. 6.78 4. 0.678

e) 0.008 × 10
1. 80 2. 8 3. 0.8 4. 0.08

f) 0.008 × 100
1. 80 2. 8 3. 0.8 4. 0.08

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 g) 3.079 × 100
1. 307.9 2. 30.79 3. 0.3079 4. 0.03079

h) 0.0065 × 1000
1. 65 2. 6.5 3. 0.65 4. 0.065

Answers: a) 2, b) 3, c) 2, d) 3, e) 4, f ) 3, g) 1, h) 2

Review base ten materials. Review the use of base ten materials when
using decimals. Draw on the board:

=1 = 0.1
= 1 one = 1 tenth

NOTE: In the context of decimals, we are now using the hundreds block as
a ones block. One column or row of the ones block is now a tenths block.

ASK: How many hundredths are in 1? (100) How many tenths are in 1? (10)
How many hundredths are in 1 tenth? (10) Have students model the
decimal 3.2 on their desks with base ten materials:

Multiplying whole numbers by tenths. ASK: How many tenths are in

a one? (10) Draw on the board:

SAY: If you add up 10 tenths you get 1, so 10 tenths equals a one. Write on
the board: 10 × 0.1 = 1. ASK: What do 8 tenths add up to? (0.8) Write on
the board: 8 × 0.1 = 0.8. Draw on the board:

SAY: There are 13 tenths. You can regroup 10 tenths as a one, and 3 tenths
remain. ASK: What do 13 tenths add up to? (1.3) Write on the board:

13 × 0.1 = 1.3

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 The connection between multiplying by one tenth and dividing by 10.
SAY: I would like to find 13 ÷ 10 using two different methods. In the first
method, I’m dividing a whole number by 10. ASK: What is 13 ÷ 10? (1.3)
SAY: In the second method, I’m multiplying whole numbers by decimals.
Draw on the board:

÷ 10 =

ASK: What is 1 ÷ 10? (0.1) SAY: There are 13 ones in 13, so when you
divide 13 by 10, you get 13 tenths. ASK: What is 13 × 0.1? (1.3) Explain to
students that both methods give the same answer, and write on the board:

13 ÷ 10 = 13 × 0.1 = 1.3

ASK: How many places do you shift the decimal point to the left when
you divide by 10? (one place) SAY: So to multiply by 0.1, you can shift the
decimal point the same way, one place to the left.

Exercises: Multiply.

a) 29 × 0.1 b) 37 × 0.1 c) 681 × 0.1

d) 3974 × 0.1 e) 0.1 × 32

Bonus

f) 123 456 789 × 0.1 g) 0.1 × 6

Answers: a) 2.9, b) 3.7, c) 68.1, d) 397.4, e) 3.2, Bonus: f ) 12 345 678.9,

g) 0.6

Multiplying whole numbers by 0.01 and 0.001. Explain to students that

the same way they divide numbers by 100, they can multiply numbers by
0.01 because there are 100 hundredths in a whole. SAY: To multiply by
0.01, you can shift the decimal point two places to the left. To multiply by
0.001, you can shift the decimal point three places to the left.

Exercises: Multiply.

a) 317 × 0.01 b) 452 × 0.01 c) 36 × 0.01

d) 2768 × 0.01 e) 2768 × 0.001 f) 3 × 0.01

g) 29 × 0.001 h) 4 × 0.001 Bonus: 4 375 109 × 0.01

Answers: a) 3.17, b) 4.52, c) 0.36, d) 27.68, e) 2.768, f ) 0.03, g) 0.029,

h) 0.004, Bonus: 43 751.09

Multiplying decimals up to tenths by whole numbers with base ten

materials. Write on the board: 3 × 5. ASK: What addition question can
be used to find the product? Ask for a volunteer to write the answer on
the board. (5 + 5 + 5) Write on the board: 3 × 2.1. ASK: What addition
question can be used to find the product? Ask for a volunteer to write the

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 answer on the board. (2.1 + 2.1 + 2.1) Draw the following on the board to
show students how to use base ten materials to add 2.1 + 2.1 + 2.1:

ASK: How many ones altogether? (6) How many tenths altogether? (3)
What is 2.1 × 3? (6.3) What could we have done to the digits in 2.1 to get
the answer 6.3? (multiply each digit separately by 3)
Exercises: Find the product mentally by multiplying each digit separately.
a) 3.2 × 2 b) 2.3 × 3 c) 1.4 × 2 d) 1.1 × 4
e) 4.3 × 2 f) 2.4 × 2 g) 7.2 × 4 h) 13.2 × 2
Answers: a) 6.4, b) 6.9, c) 2.8, d) 4.4, e) 8.6, f ) 4.8, g) 28.8, h) 26.4

Multiplying a decimal up to the tenths by a whole number using a grid.

Ask students to multiply 132 × 2 using a grid and compare the answer to
part h) of the previous exercises. ASK: What is the only difference in the
appearance of the answers? (the answer to part h) has a decimal point)
Write on the board:
The decimal points line up on the grid.

1 3 2 1 3 2
× 2 × 2
2 6 4 2 6 4

SAY: When multiplying a decimal number by a whole number, place the

decimal point in the answer underneath the decimal point in the number
with the decimal above.
Exercises: Find the product using grid paper. You may have to regroup
more than once.
a) 36.4 × 2 b) 52.8 × 3 c) 62.7 × 5 d) 49.3 × 8 e) 70.4 × 9
Bonus: 91 345.7 × 8
Answers: a) 72.8, b) 158.4, c) 313.5, d) 394.4, e) 633.6, Bonus: 730 765.6
Word problems practice.
Exercises
a) Each person runs 1.3 km in a four-person relay. How far is the relay
run in total?
b) Each lion cub weighs 1.5 kg. How many kilograms do three lion
cubs weigh?
c) The side length of a hexagon is 5.4 m. Find the perimeter of
the hexagon.

Answers: a) 5.2 km, b) 4.5 kg, c) 32.4 m

Number Sense 6-50 M-15

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 Extensions
1. a) The dimensions of the bottom of a rectangular prism are 2.5 m
and 1.3 m. What is the combined area of the top face and the
bottom face of the prism in square metres?


b) Find the answer for part a) by converting the measurements
to centimetres.

Solutions: a) Students have to find 2.5 × 1.3 × 2. Since students

cannot multiply decimals by decimals at this point, they can determine
2.5 × 2 and then multiply by 1.3: (2.5 × 2) × 1.3 = 5 × 1.3 = 6.5 m2.
b) 250 × 130 × 2 = 65 000 cm2; dividing by 10 000 the answer
is 6.5 m2.

2. The average salary for a professional hockey player is $1.5 million. The
team has 20 players. What is the approximate total salary of the team?

Answer: $30 million or $30 000 000

M-16 Teacher Resource for Grade 6

CA 6.2 LP U10 NS48-57 M1-45 R1.indd 16 11/21/2019 9:53:38 AM

 NS6-51 Multiplying Decimals by Whole Numbers
Pages 34–36

Digital Lesson Slides Goals

Students will multiply decimals up to the hundredths place by
a whole number

PRIOR KNOWLEDGE REQUIRED

Knows how to multiply a multi-digit number by a single-digit number

using the standard algorithm
VOCABULARY Can use base ten materials to model decimal arithmetic and
associative property multiplication involving regrouping
decimals Can multiply a multi-digit decimal number by multiples of 10
hundredths
ones block
MATERIALS
regrouping
tenths base ten blocks
tenths block play money
grid paper

Mental math minute—number string.

1
String 1: 15 ÷ 5, of 15 (3, 3)
5

Present the strategy of using groups of dots, as shown below. One fifth
is one of five equal parts, so divide 15 into 5.

1 1 1 1
String 2: 21 ÷ 3, of 21, of 100, of 54, of 450 (7, 7, 25, 9, 45)
3 4 6 10
1 1 1 1 1
String 3: 4 ÷ 10, of 4, of 10, of 40, of 400, of 40
10 100 100 1000 1000
(0.4, 0.4, 0.1, 0.4, 0.4, 0.04)

Review base ten materials. Ask students to model the decimal 2.13 on
their desks with base ten materials (see diagram below).

Model multiplying a decimal by a whole number with base ten materials

and without regrouping. Write on the board:

3×5

ASK: What addition question can you use to find the product? Ask for
a volunteer to write the answer on the board. (5 + 5 + 5)

Number Sense 6-51 M-17

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 Write on the board:

2.13 × 3

ASK: What addition question can you use to find the product? Ask for
a volunteer to write the answer on the board. (2.13 + 2.13 + 2.13) Ask
students to use base ten materials to add 2.13 + 2.13 + 2.13. (6.39;
see diagram below)

What could we have done to the digits in 2.13 to get the answer 6.39?
(multiply each digit separately by 3)

Exercises: Find the product mentally by multiplying each digit separately.

a) 3.24 × 2 b) 2.31 × 3 c) 1.43 × 2 d) 1.12 × 4

e) 4.31 × 2 f) 2.43 × 2 g) 2.21 × 4 h) 2.31 × 2

Answers: a) 6.48, b) 6.93, c) 2.86, d) 4.48, e) 8.62, f ) 4.86, g) 8.84, h) 4.62

Multiplying a decimal by a whole number using place values. ASK: How

can we write 2.13 using place values? (2 ones + 1 tenth + 3 hundredths)
What is 3 × 2 ones? (6 ones) What is 3 × 1 tenth? (3 tenths) What is 3 × 3
hundredths? (9 hundredths) How can we write the answers in decimal
notation? (6.39)

Write on the board:

2.13 = 2 ones + 1 tenth + 3 hundredths
×3 ×3
6.39 6 ones + 3 tenths + 9 hundredths

Exercises: Multiply using place values.

a) 3.12 × 3 b) 4.12 × 2 c) 1.33 × 3

Answers
a) 9 ones + 3 tenths + 6 hundredths = 9.36
b) 8 ones + 2 tenths + 4 hundredths = 8.24
c) 3 ones + 9 tenths + 9 hundredths = 3.99

M-18 Teacher Resource for Grade 6

CA 6.2 LP U10 NS48-57 M1-45 R1.indd 18 11/21/2019 9:53:39 AM

 Using base ten materials, model multiplying a decimal by a whole
number with regrouping. Point out to students that none of the questions
so far have involved regrouping.

Write on the board:

2.16 × 3

Ask students to use base ten materials at their desks to calculate the
product using addition (see diagram below).

Replace with a
tenth block.

ASK: How many hundredths do we have? (18) What can we use to replace
10 hundredths? (1 tenth) How many hundredths remain? (8) Ask students
to replace the 10 hundredths with a tenth block, and read the answer. (6.48)

Using money, model multiplying a decimal by a whole number with

regrouping hundredths for tenths (pennies for dimes). Some students
will benefit from a demonstration using play money. Consider the decimal
2.16 as $2.16. Write $2.16 on the board. ASK: How many dollars are there?
(2) How many dimes are there? (1) How many pennies are there? (6) If your
class has play money, ask students to represent $2.16 × 3 using addition.
If not, draw the following on the board and tell students that D and P
represent dimes and pennies.
Replace
D P P P P P P 10 pennies with
$1 $1 $1 1 dime.

D P P P P P P D
$1 $1 $1
D P P P P P P

ASK: What can we replace 10 pennies with? (1 dime) How many pennies
are left? (8) How many dimes are there now? (4) How much money is
there? ($6.48)

Number Sense 6-51 M-19

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 Multiplying a decimal by a whole number and regrouping tenths for
ones (dimes for dollars). Write on the board:
1.63 × 2
Ask students to use base ten materials or money models to find the
product using addition. ASK: What can we replace 10 tenths with? (a one)
How many ones are there now? (3) How many tenths? (2) How many
hundredths? (6) Ask a student to read the final answer. (3.26 or $3.26;
see diagrams below)

Replace 10 tenths
with a one.

or

Replace 10 dimes
$1 D D D D D D P P P with 1 dollar.

$1 D D D D D D P P P $1

Exercises: Use base ten materials or play money to find the product.
a) 2.37 × 2 b) 2.71 × 3 c) 3.17 × 3
Answers: a) 4.74, b) 8.13, c) 9.51
Multiplying a decimal number involving regrouping using place values.
Write on the board:
2.63 × 2
ASK: How do we write 2.63 using place values? (2 ones + 6 tenths
+ 3 hundredths) What is 2 ones × 2? (4 ones) What is 6 tenths × 2?
(12 tenths) What is 3 hundredths × 2? (6 hundredths)
Write on the board:
2.63 = 2 ones + 6 tenths + 3 hundredths
×2 ×2
4 ones + 12 tenths + 6 hundredths

ASK: We have 12 tenths—what can we use to replace 10 tenths? (a ones

block) How many tenths are left? (2 tenths) How many ones are there
altogether? (5) What is the answer in decimal form? (5.26) Write on the board:
= 5 ones + 2 tenths + 6 hundredths
= 5.26

M-20 Teacher Resource for Grade 6

CA 6.2 LP U10 NS48-57 M1-45 R1.indd 20 11/21/2019 9:53:40 AM

 Write on the board:
2.48 = 2 ones + 4 tenths + 8 hundredths
×2 ×2
4 ones + 8 tenths + 16 hundredths

ASK: As we have 16 hundredths, what can we use to replace 10 hundredths?

(a tenth) How many hundredths are left? (6) How many tenths are there
altogether? (9) What is the answer in decimal form? (4.96)

Write on the board:

= 4 ones + 9 tenths + 6 hundredths

= 4.96

Exercises: Multiply using place values.

a) 2.61 × 3 b) 1.52 × 3 c) 1.28 × 3 d) 5.29 × 2

Bonus

e) 2.76 × 3 f) 3.48 × 5

Answers: a) 7.83, b) 4.56, c) 3.84, d) 10.58, Bonus: e) 8.28, f ) 17.40

Selected solution: d) 10 ones + 4 tenths + 18 hundredths

= 1 ten + 5 tenths + 8 hundredths = 10.58

Multiplying a decimal by a whole number using a grid. Ask students to

multiply 237 × 2 using a grid and compare the answer to 2.37 × 2 = 4.74.
ASK: What is the only difference in the answers? (the decimal point) Write
on the board:
The decimal points line up on the grid.
1 1
2 3 7 2 3 7
× 2 × 2
4 7 4 4 7 4

SAY: When you multiply a decimal number by a whole number, place

the decimal point in the answer underneath the decimal point in the
decimal number.

Exercises: Find the product using grid paper. You may have to regroup
more than once.

a) 3.64 × 2 b) 5.28 × 3 c) 6.27 × 5 d) 4.93 × 8 e) 7.04 × 9

Bonus: 9134.57 × 8

Answers: a) 7.28, b) 15.84, c) 31.35, d) 39.44, e) 63.36, Bonus: 73 076.56

Multiplying a decimal by multiples of 10. Write on the board:

23 × 10

Number Sense 6-51M-21

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 ASK: What is the fastest way to multiply a number by 10? (move the
decimal point one place to the right) Write on the board:

23 × 10 = 2 3 0 .

SAY: The same rule applies to multiplying a decimal by 10. Write on

the board:

2.3 × 10 = 2 3 .

SAY: We can use the associative property to help us multiply decimals by

multiples of 10. Write on the board:

20 × 2.3

ASK: How do we write 20 as a multiple of 10? (2 × 10) Continue writing

on the board:

= (2 × 10) × 2.3

SAY: The associative property lets us move the brackets.

= 2 × (10 × 2.3)

ASK: What is 10 × 2.3? (23) SAY: Now we can multiply whole numbers.
Calculate 2 × 23 mentally. (46) Write on the board:

= 2 × 23
= 46

Exercise: Calculate using this method.

a) 30 × 1.2 b) 40 × 2.1 c) 60 × 1.1

Answers: a) 36, b) 84, c) 66

Selected solution: b) (4 × 10) × 2.1 = 4 × (10 × 2.1) = 4 × 21 = 84

NOTE: Extension 4 is required to cover the British Columbia curriculum.

Extensions
1. Matt shopped at the local grocery store. This is what he bought:

Product Unit Price Quantity

Milk $4.95 3
Bread $2.93 4
Cereal $5.99 2

How much did Matt spend altogether?

Answer: $38.55

M-22 Teacher Resource for Grade 6

CA 6.2 LP U10 NS48-57 M1-45 R1.indd 22 11/21/2019 9:53:40 AM

 2. Marla has relatives in Laos, Moldova, and Samoa. She calls them each
month and keeps track of how many minutes each call lasts. Here are
the calls Marla made last month:

Country Called Length of Call (min)

Laos 2
Moldova 4
Samoa 3
Moldova 3
Moldova 1
Laos 3
Samoa 4
Laos 3

Marla’s telephone service charges for long distance calls per minute
are the following:

Country Laos Moldova Samoa

Cost per Minute $1.49 $1.26 $1.29

Find the total cost of Marla’s long distance calls last month.

Answer: $31.03

3. The price per litre of gas in Toronto, Ontario is $1.19. Simon’s

motorcycle has a gas tank that holds 19 litres. While on vacation, Simon
filled his tank 5 times. Suppose he paid the same price per litre on his
trip as he did in Toronto. How much did Simon spend on gas?

Answer: $113.05

4. Multiply.

a) 2.321 × 3 b) 5.122 × 4

c) 0.421 × 4 Bonus: 0.534 × 2

Answers: a) 6.963, b) 20.488, c) 1.684, Bonus: 1.068

5. Multiply using grid paper. You may have to regroup more than once.

a) 3.425 × 3 b) 7.243 × 6

c) 0.662 × 5 Bonus: 2.5341 × 3

Answers: a) 10.275, b) 43.458, c) 3.31, Bonus: 7.6023

Number Sense 6-51M-23

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 NS6-52 Dividing Decimals by Whole Numbers
Pages 37–38
(Introduction)
Digital Lesson Slides Goals
Students will divide decimals by whole numbers using base ten
materials and place values.

PRIOR KNOWLEDGE REQUIRED

Knows how to multiply whole numbers using base ten materials

and place values
VOCABULARY Can divide using long division
decimal Knows place value relationships for decimals to tenths
hundredths
ones
MATERIALS
tenths
whole number base ten materials

Mental math minute—number string.

1 4
String 1: 15 ÷ 5, of 15, of 15 (3, 3, 12)
5 5
Present the strategy of using groups of dots, as shown below. One fifth
is one of five equal parts, so divide 15 into 5 equal groups. Four fifths is
4 such groups, so multiply the answer by 4.

1 3 1 3
String 2: 20 ÷ 4, of 20, of 20, of 100, of 100 (5, 5, 15, 20, 60)
4 4 5 5
1 7 1 11
String 3: of 90, of 90, of 6000, of 6000 (9, 63, 600, 6600)
10 10 10 10
Review base ten materials.

1
=1 = 0.1 or
10

Have students review base ten materials by having them represent the
following numbers at their desks (see diagram below for sample answer
to part a)).

a) 1.4 b) 1.7 c) 3.1

M-24 Teacher Resource for Grade 6

CA 6.2 LP U10 NS48-57 M1-45 R1.indd 24 11/21/2019 9:53:41 AM

 Use base ten materials to model division of decimals by whole
numbers without regrouping. Write on the board:

3.6 ÷ 3

Ask students to represent 3.6 using base ten materials (see diagram below).

Ask students to divide the materials into three equal groups

(see diagram below).

ASK: What is the division statement? (3.6 ÷ 3 = 1.2)

Exercises: Use base ten materials to perform the division.

a) 4.2 ÷ 2 b) 8.4 ÷ 4 c) 9.3 ÷ 3

Answers: a) 2.1, b) 2.1, c) 3.1

Use place values to model division of decimals by whole numbers

without regrouping. Write on the board:
6.8 ÷ 2
ASK: How do we write 6.8 using place values? (6 ones + 8 tenths) What is
6 ones ÷ 2? (3 ones) What is 8 tenths ÷ 2? (4 tenths)

Write on the board and SAY:

NOTE: Students should 6.8 ÷ 2 = (6 ones + 8 tenths) ÷ 2

arrive at their answers by = 3 ones + 4 tenths
first noting place values,
ASK: How do we write this in decimal notation? (3.4) Write the answer
as in the example above,
on the board.
and then finding the
decimal notation. Exercises: Use place values to divide.

a) 4.2 ÷ 2 b) 6.9 ÷ 3 c) 48.4 ÷ 4

Answers
a) 2 ones + 1 tenth = 2.1
b) 2 ones + 3 tenths = 2.3
c) 1 ten + 2 ones + 1 tenth = 12.1

Number Sense 6-52 M-25

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 Recognizing that dividing decimals by whole numbers can be done
by dividing without the decimal and later placing the decimal point.
Write on the board:

2 6 4 8 64.8 ÷ 2
− = (6 tens + 4 ones + 8 tenths) ÷ 2

Ask two students to come to the board and perform the divisions: the first
using the division algorithm (see below) and the second using place values.
(3 tens + 2 ones + 4 tenths = 32.4)

3 2 4
2 6 4 8
− 6
0 4
− 4
0 8
8
0

ASK: What is the same about the quotients? (same digits) What is different?
(when the dividend has a decimal point, the quotient has a decimal point)
What do you notice about the position of the decimal points in the quotient
and the dividend in the second question? (they are in the same place)

SAY: To divide a decimal by a whole number, perform the division using

the algorithm as if there were no decimal point and then place the decimal
point in the correct place in the quotient.

Write on the board:

82.4 ÷ 2

Ask students to perform the division in their notebooks. When they have
4 1 2 had enough time, ask a student to perform the division on the board
2 8 2 4 (see answer in margin).
− 8
Write on the board:
0 2
− 2 If 824 ÷ 2 = 412
0 4 then 82.4 ÷ 2 = ???
4 Ask a student to come to the board to complete the division equation.
0 (82.4 ÷ 2 = 41.2)

M-26 Teacher Resource for Grade 6

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 Exercises

1. Divide by using the division algorithm. First ignore the decimal point,
and then place the decimal point in the quotient.

a) 63.9 ÷ 3 b) 42.8 ÷ 2 c) 52.6 ÷ 2 d) 42.3 ÷ 3

Answers: a) 21.3, b) 21.4, c) 26.3, d) 14.1

2. a) Alex earns $77.50 for 5 hours mowing lawns. How much does Alex
earn in 1 hour?

b) Alice bikes 4.8 km in 8 minutes. How far does Alice bike in

1 minute?

Answers: a) $15.50, b) 0.6 km or 600 m

Bonus

a) Use the fact that 3 173 255 ÷ 5 = 634 651 to divide 317 325.5 ÷ 5

b) A stack of 6 toonies has a height of 10.5 mm. What is the thickness

of a toonie?

Answers: a) 63 465.1, b) 1.75 mm

Extensions
1. Ava earns $97.20 working for 6 hours at a part-time job.

a) What is her pay per hour? Hint: When writing numbers in dollar
notation, two decimal digits are required.

b) When Ava works on a holiday, she gets paid extra. She is paid
2 times as much per hour. What is her pay per hour on a holiday?

c) How much does Ava earn for 8 hours of work on a holiday?

Answers: a) $16.20, b) $32.40, c) $259.20

2. A website about fuel economy says that a particular car model will
drive 14.7 km per litre of gas.

a) The Benitez family drove that same model of car for 114.4 km
using 8 litres of gas. Did they do better or worse than predicted
by the website?

b) How much farther would the Benitez family travel on 8 litres if their
car drove as far as the website said it would?

Answers: a) no, they traveled 14.3 km per litre, so they did worse;
b) (8 × 14.7) - 114.4 = 3.2 km

Number Sense 6-52 M-27

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 NS6-53 Dividing Decimals by Whole Numbers
Pages 39–40

Digital Lesson Slides Goals

Students will divide decimals by whole numbers using base ten
Include Extension 1. materials, money, and the division algorithm.

PRIOR KNOWLEDGE REQUIRED

Knows how to multiply whole numbers using base ten materials

and place values
VOCABULARY Can divide whole numbers using long division
dividend Understands decimal place value to hundredths
divisor
quotient
MATERIALS

BLM Filling a Blank Multiplication Chart (p. T-2)

base ten materials
play money

Mental math minute. Give students BLM Filling a Blank Multiplication

Chart. Have them fill in the chart as much as they can in three minutes,
using the strategies on the BLM as needed.

Use money to model division of decimals by whole numbers without

regrouping. Write on the board:
6.39 ÷ 3
ASK: How can we represent $6.39 using $1 coins, dimes, and pennies?
(6 dollars, 3 dimes, and 9 pennies)

Use play money to model or draw the following on the board:

$1 $1 $1 D D D

P P P P P
$1 $1 $1
P P P P

ASK: If we divide the $6 among three friends, how many $1 coins will
each friend get? (2) If we divide 3 dimes among three friends, how many
dimes does each get? (1) If we divide 9 pennies among three friends,
how many pennies does each get? (3) So how much money does each
friend get? ($2.13)

Exercises: Divide the money.

a) $8.46 ÷ 2 b) $6.99 ÷ 3 c) $4.84 ÷ 4

Answers: a) $4.23, b) $2.33, c) $1.21

M-28 Teacher Resource for Grade 6

CA 6.2 LP U10 NS48-57 M1-45 R1.indd 28 11/21/2019 9:53:41 AM

 Use base ten materials to model division of decimals by whole
numbers, using the division algorithm where regrouping is required.

Write on the board:

2 7.3 4

Ask students to model the steps of the division algorithm at their desks
using base ten materials.

SAY: Use base ten materials to represent 7.34 (see diagram below).

Ask students to follow the steps at their desks using base ten materials.

Step 1: Divide the ones blocks into two equal groups.

Continue writing on the board as you ask the following questions.

ASK: How many ones are in each group? (3) How many were placed in
groups? (6) How many ones remain? (1)

3
2 7 34
−6
1

Number Sense 6-53 M-29

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 Step 2: SAY: Exchange the ones block for 10 tenths.

ASK: How many tenths are there now? (13) Continue writing on the board:
3
2 7 34
−6
1 3
Exercises: Carry out the first two steps of the division.

a) 6.45 ÷ 5 b) 9.52 ÷ 7

Bonus: 3.76 ÷ 8

SAY: For the bonus, you have to place the first digit in the second space,
since the divisor is bigger than the left digit of the dividend. Emphasize that
if they don’t start from the second place, then they might put the decimal
point in the wrong place.

Step 3: SAY: Divide the tenths into two equal groups.

Continue writing on the board as you ask the following questions.

ASK: How many tenths are in each group? (6) How many tenths were
placed in groups? (12) How many tenths remain? (1)
3 6
2 7 34
−6
1 3
−1 2
1

M-30 Teacher Resource for Grade 6

CA 6.2 LP U10 NS48-57 M1-45 R1.indd 30 11/21/2019 9:53:42 AM

 Step 4: SAY: Exchange the tenths block for 10 hundredths blocks.

ASK: How many hundredths blocks are there now? (14) Continue writing
on the board:
3 6
2 7 34
−6
1 3
−1 2
14
Step 5: Divide the 14 hundredths blocks into two equal groups.

SAY: Place the decimal point in the quotient directly above the decimal point
in the dividend so that you line up tenths with tenths and hundredths with
hundredths. Add the decimal point between the 3 and the 6 in the quotient.

Continue writing on the board, and ASK: How many hundredths are in each
group? (7) How many hundredths were placed altogether? (14) How many
hundredths are remaining? (0)
3 67
2 7 34
−6
1 3
−1 2
14
− 14
0

Number Sense 6-53M-31

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 ASK: What decimal is represented in each group of base ten materials? (3.67)

Use money to model division of decimals by whole numbers, using

the division algorithm where regrouping is required. Some students
will benefit from using a money model.

ACTIVITY (Optional)

Model 2 7 . 3 4 using play money.

ASK: How can we represent $7.34 using play money? Draw on

the board:

$1 $1 $1 $1 $1

$1 $1 D D D P P P P

Ask students to follow these steps on their own to model the division.

Step 1: Divide the loonies into two equal groups.

Step 2: Exchange a loonie for 10 dimes.
Step 3: Divide the resulting dimes into two groups.
Step 4: Exchange the remaining dime for 10 pennies.
Step 5: Divide the pennies into two groups.

The final model should look like this:

D D D D D D
$1 $1 $1
P P P P P P P

D D D D D D
$1 $1 $1
P P P P P P P

ASK: How much money is in each group? ($3.67)

NOTE: In the following exercises, students should notice that the division
is exactly like dividing using whole numbers and then putting the decimal
point in the correct place. Encourage students to estimate mentally to
check their answers; for example, in part a), 7 ÷ 3 is 2 and a remainder.

Exercises: Divide.

1. a) 7.17 ÷ 3 b) 49.44 ÷ 4 c) 1.17 ÷ 9

Bonus: 11 111.04 ÷ 9

Answers: a) 2.39, b) 12.36, c) 0.13, Bonus: 1234.56

2. a) 821.43 ÷ 3 b) 126.14 ÷ 2 c) 11 246.48 ÷ 4

Answers: a) 273.81, b) 63.07, c) 2811.62

M-32 Teacher Resource for Grade 6

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 NOTE: Extension 4 is required to cover the Manitoba curriculum.

Extensions
1. To turn a fraction into a decimal, write the numerator using at least three
decimal digits and then divide this decimal by the denominator. For
1
example, = 1.000 ÷ 4. Find decimal representations for the fraction.
4
1 1 1 1
a) b) c) d)
2 4 5 8
Answers: a) 0.500, b) 0.250, c) 0.200, d) 0.125

2. In baseball, a batter’s average is a decimal with three decimal digits.

To find the decimal, divide the number of hits by the number of times
at bat. Rewrite the number of hits using three decimal places to make
the division easier. (Example: 3 = 3.000). Fill in the table. Which batter
has the highest average?

Number of Number of
Batter Average
Hits Times at Bat
David 3 8
Mandy 1 4
Josh 2 5

Answers: David 0.375, Mandy 0.250, Josh 0.400. Josh has the
highest average.

3. A pack of three pens costs $5.85.

a) How much does each pen cost? Estimate and then find the
exact answer.

b) Lily estimates that 20 pens will cost $42. Is her estimate

reasonable? Explain.

Answers: a) under $2 each, $1.95; b) No, because the cost of each

pen is less than $2, so the cost of 20 pens should be less than $40.

4. To divide by 20, you can divide by 10 and then divide by 2.

For example, to find 48.6 ÷ 20, divide 48.6 ÷ 10 = 4.86 and then
4.86 ÷ 2 = 2.43. Divide by multiples of 10. Hint: First divide by 10.

a) 39.6 ÷ 30 b) 28.4 ÷ 40

c) 142.8 ÷ 20 Bonus: 301.5 ÷ 50

Answers: a) 1.32, b) 0.71, c) 7.14, Bonus: 6.03

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 NS6-54 2-Digit Division
Pages 41–42

Digital Lesson Slides Goals

Students will use rounding to estimate the quotient when dividing
by two-digit numbers for cases in which doing so gets the
correct quotient.

PRIOR KNOWLEDGE REQUIRED

Can divide using a number line

VOCABULARY Can divide multi-digit numbers by one-digit numbers
divisor
estimate
MATERIALS
multiple
quotient base ten materials
remainder play money

Mental math minute. Review multiplying and dividing by skip counting

using a number line.

Exercises: Show the multiplication or division on a number line.

a) 8 × 3 b) 28 ÷ 7 Bonus: 23 ÷ 5

Answers

a)
0 3 6 9 12 15 18 21 24

b)
0 7 14 21 28
Bonus

0 5 10 15 20 21 22 23

So 23 ÷ 5 is equal to 4 R 3.

Introduce rounding to estimate the quotient, using multiples of 10.

Draw on the board:
0 5 10 15 20 25
23 ÷ 5

237 ÷ 50
0 50 100 150 200 250

Ask volunteers to place 23 approximately where it would go on the first

number line and 237 on the second number line. ASK: What is the
whole-number quotient before finding the remainders? (they are both 4)

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 Point out to students that if they know which two multiples of 5 that 23 is
between (20 and 25), then they know which two multiples of 50 that 237 is
between (200 and 250). Write on the board:

29 ÷ 8 296 ÷ 80

ASK: Which two multiples of 8 is 29 between? (24 and 32) So which two
multiples of 80 is 296 between? (240 and 320) Write on the board:

253 ÷ 30

ASK: What is an easier division that has the same quotient? (25 ÷ 3) Which
two multiples of 3 is 25 between? (24 and 27) So which two multiples of 30
is 253 between? (240 and 270) Show both long divisions on the board:
8 8
3 25 30 2 5 3
−24 −240
1 13
SAY: The remainders are different, but the quotients are the same, so you
can use the easier division to help you do the harder division. We know
the quotient is 8 because 3 goes into 25 eight times. Once you know the
quotient, you can finish the long division.

Exercises: Divide.

a) 20 1 7 5 b) 30 1 4 3 c) 50 3 8 4 d) 40 3 5 2

Bonus

e) 80 7 1 5 f) 60 4 7 3 g) 90 6 0 8 h) 70 5 7 1

Answers: a) 8 R 15, b) 4 R 23, c) 7 R 34, d) 8 R 32, Bonus: e) 8 R 75,

f ) 7 R 53, g) 6 R 68, h) 8 R 11

Rounding the divisor to estimate the quotient. Write on the board:

49 1 6 7

ASK: What makes this problem harder than the other ones we’ve done
already? (49 is not a multiple of 10) Is it close to a multiple of 10? (yes)
Which one? (50) SAY: 49 is close to 50, so 49 will go into 167 about the
same number of times as 50 does. ASK: How many times does 50 go
into 167? (3) How did you get that? (because 5 goes into 16 three times)
Write “3” as the quotient, then SAY: We don’t know for sure that 3 is the
right quotient; we’re just guessing because 49 is so close to 50. Keep the
following exercises on the board for the rest of this lesson.

Exercises: Estimate the quotient by rounding the divisor.

a) 19 1 6 4 b) 38 2 5 1 c) 41 2 5 1 d) 81 3 4 2

Bonus

e) 79 5 8 1 f) 62 5 0 2 g) 91 5 5 7 h) 78 7 2 4

Answers: a) 8, b) 6, c) 6, d) 4, Bonus: e) 7, f ) 8, g) 6, h) 9

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 Multiplying the divisor by the estimated quotient. Refer to the division
on the board:
3
49 1 6 7

ASK: Now that we have an estimate for what the quotient is, what’s the
next step? (multiply the quotient by the divisor) Emphasize that it is not the
rounded divisor you multiply by but the actual divisor. SAY: We just used the
50 to find the 3; now that we have the 3, we can use it to finish the division.
Ask a volunteer to multiply 49 × 3 on the board. Have another volunteer
show where to put the answer in the division:
2 3
49 49 1 6 7
     
× 3 − 147
147

Exercises

1. Multiply the estimated quotient by the divisor (not the rounded divisor)
for the division you estimated on the board.

a) 19 1 6 4 b) 38 2 5 1 c) 41 2 5 1 d) 81 3 4 2

Bonus

e) 79 5 8 1 f) 62 5 0 2 g) 91 5 5 7 h) 78 7 2 4

Answers: a) 152, b) 228, c) 246, d) 324, Bonus: e) 553, f ) 496,

g) 546, h) 702

2. Round the divisor to estimate the quotient, then multiply the divisor by
your estimate.

a) 18 1 4 3 b) 52 2 7 4 c) 48 3 6 1 d) 31 1 9 4

Bonus

e) 78 6 5 0 f) 71 4 4 4

Answers: a) 7, 126; b) 5, 260; c) 7, 336; d) 6, 186; Bonus: e) 8, 624;

f) 6, 426

Finishing the long division. Refer to the example on the board:

3
49 1 6 7
− 147
20
SAY: We are sharing 167 objects among 49 groups. ASK: How many are in
each group? (3) How many objects have been divided so far? (147) How
many have not been divided? (20) Have a volunteer show where to put the
answer. Add in the subtraction sign to emphasize that they got the answer
by subtracting. ASK: Are we done? (yes) How do you know? (the ones have
been divided)

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 Exercises: Subtract to finish the long division you started before.

a) 18 1 4 3 b) 52 2 7 4 c) 48 3 6 1 d) 31 1 9 4

Bonus

e) 78 6 5 0 f) 71 4 4 4

Answers: a) 7 R 17, b) 5 R 14, c) 7 R 25, d) 6 R 8, Bonus: e) 8 R 26,

f ) 6 R 18

SAY: Now put all the steps together.

Exercises: Divide.

a) 327 ÷ 51 b) 184 ÷ 28 c) 148 ÷ 31 d) 211 ÷ 47

Bonus

e) 583 ÷ 62 f) 642 ÷ 91

Answers: a) 6 R 21, b) 6 R 16, c) 4 R 24, d) 4 R 23, Bonus: e) 9 R 25, f) 7 R 5

Extensions
1. Without solving, predict the answer to 14 ÷ 1.4. Explain your prediction.
Then check your prediction using long division.

Answers: 14 is 10 times 1.4, so 14 ÷ 1.4 = 10. Using long division,

140 ÷ 14 = 10.

2. a) Divide 99 ÷ 0.9 and 99 ÷ 1.1. Which answer is greater than 99?

Why does that make sense?

b) Predict which answer will be greater than 84, then check by long
division: 84 ÷ 2.1 or 84 ÷ 0.3.

Answers
a) 99 ÷ 0.9 = 110 and 99 ÷ 1.1 = 90. This makes sense since dividing
by a smaller number gets a larger answer.
b) 84 ÷ 0.3 should be greater than 84, 84 ÷ 0.3 = 280 and 84 ÷ 2.1 = 40

3. Billy collects baseball cards and stores them in cardboard storage

boxes. Each box holds 72 cards. He can sell each box for $9.50. How
much will he get if he sells his 8856 cards?

Solution: 8856 ÷ 72 = 123 boxes, 123 × $9.50 = $1168.50

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 NS6-55 2-Digit Division—Guess and Check
Pages 43–44

Digital Lesson Slides Goals

Students will use rounding to estimate the quotient when dividing
by two-digit numbers, including for cases in which doing so
requires adjusting the estimate.

PRIOR KNOWLEDGE REQUIRED

Can use long division to divide by two-digit numbers

VOCABULARY Can divide decimals by whole numbers
decimal
decimal point
MATERIALS
dividend
divisor BLM Filling a Blank Multiplication Chart (p. T-2)
estimate BLM Hundreds Charts (M-46)
guess, check, and
revise strategy
quotient Mental math minute. Give students BLM Filling a Blank Multiplication
remainder Chart. Have them fill in the chart as much as they can in three minutes,
rounding using the strategies on the BLM as needed.

Review the guess, check, and revise strategy. Give each student a copy
of BLM Hundreds Charts. Ask a volunteer to pick a number from 1 to 100
and circle it on the first hundreds chart. Have other students try to guess
the answer. The volunteer is only allowed to answer “yes” or “no.” Students
can use a pencil to cross out on their chart any number that got “no” so
they know not to use it again. If students guess the correct number quickly,
play again until it becomes clear that the strategy is not very effective.

Then change the rules. Tell students that now the volunteer is allowed to
answer “too high” or “too low.” Have a different volunteer choose a number.
This time, students can cross out all the numbers that are ruled out by the
volunteer’s answer. For example, if 29 is too low, then so are 1 to 28.

Tell students that when mathematicians talk about the guess, check, and
revise strategy, they don’t mean to check only if the guess is wrong, but how
it’s wrong. That way, they can use the information to make a better guess.

Applying the guess, check, and revise strategy to division. Tell students
that different people guessed the quotient for different divisions. Challenge
students to decide whether the quotient guessed is too high or too low.
Write on the board:
5 9 9 6
3 19 3 25 2 17 2 15
−15 −27 −18 −12
4 but 27 > 25 but 18 > 17 3

Point to the first one and ASK: We have 4 left over—can we put one more
in each group? (yes) Is 5 too low or too high? (too low) Point to the second
one and SAY: With 9 objects in each group, we would place 27 objects,

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 but we only have 25 objects. ASK: Is 9 too low or too high? (too high) Point
to the third one and ASK: Is 9 too low or too high? (too high) How do you
know? (because 18 objects is too many—we only have 17) Repeat for the
fourth one. (6 is too low because we have 3 left over, so we can put one
more in each group) Write on the board:
7 6 8 9 8
a) 23 1 4 9 b) 17 1 2 3 c) 19 1 7 4 d) 31 2 8 4 e) 33 2 5 5
−161 −102 −152 −279 −264
27 22 5
Have students signal thumbs up for too high, thumbs down for too low, or flat
hand for just right. (a) too high, b) too low, c) too low, d) just right, e) too high)

SAY: Now do the subtraction yourself to decide whether the estimate is too
low, too high, or just right.
5 9 7 6 4
a) 48 2 9 1 b) 32 2 8 5 c) 58 4 6 5 d) 28 1 9 3 e) 47 2 3 5
−240 −288 −406 −168 −188
Allow students time to subtract, then have all students signal their answers.
(a) 51, too low; b) too high; c) 59, too low; d) 25, just right; e) 47, too low)

Exercises: Multiply the estimated quotient by the divisor. Is the estimate too
high, too low, or just right?
7 6 6 9
a) 36 2 9 8 b) 27 1 8 3 c) 73 4 3 5 d) 24 1 9 8

Bonus
7 6 7 6
e) 82 5 7 3 f) 68 4 5 5 g) 86 7 0 2 h) 71 4 2 2

Answers: a) 252, too low; b) 162, just right; c) 438, too high; d) 216, too high;
Bonus: e) 574, too high; f ) 408, just right; g) 602, too low; h) 426, too high

Revising the estimate. Write on the board:

7 6 8
23 1 5 6 23 1 5 6 23 1 5 6
−161
too high
ASK: What is a better guess to try next, 6 or 8? (6) How do you know? (even
7 was too much) Erase the “8” guess. Have a volunteer multiply 23 × 6
on the board. (138) Have another volunteer show where to put the answer
and how to finish the division.

Exercises

1. Use the first estimate to make a better estimate. Then divide.

3 4 6 7
a) 19 7 8 b) 42 1 6 4 c) 72 4 3 0 d) 75 6 3 8
−57 −168 −432 −525
21 113
21 > 19, too low! too high! too high! 113 > 75, too low!

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 Bonus
7 5 7 4
e) 35 2 9 5 f) 53 2 6 2 g) 66 5 4 4 h) 58 2 9 1
−245 −265 −462 −232
50 82 59
too too too too

Answers: a) 4 R 2; b) 3 R 38; c) 5 R 70; d) 8 R 38, Bonus: e) low,

8 R 15; f) high, 4 R 50; g) low, 8 R 16; h) low, 5 R 1

2. Divide.

a) 850 ÷ 32 b) 231 ÷ 17 c) 654 ÷ 86 d) 632 ÷ 57 e) 984 ÷ 31

Answers: a) 26 R 18, b) 13 R 10, c) 7 R 52, d) 11 R 5, e) 31 R 23

Dividing four-digit numbers by two-digit numbers. Write on the board:

46 9 6 3 1 46 3 8 8 7

Have volunteers circle the first part of the number that is at least as big as 46.
(96, 388) Then have volunteers start the long division by dividing the circled
number by 46. For the following exercises, remind students to always place
the first digit of the quotient over the right-most digit of the circled number.

Exercises

1. Start the long division by dividing the circled number by 46. Then
finish dividing.

a) 46 71 4 2 b) 46 18 9 4 c) 46 9 3 0 4 d) 46 29 6 1

Answers: a) 155 R 12, b) 41 R 8, c) 202 R 12, d) 64 R 17

2. Divide using long division.

a) 49 6 5 3 2 b) 38 28 0 7 c) 47 47 8 1 d) 55 57 3 8

Answers: a) 133 R 15, b) 73 R 33, c) 101 R 34, d) 104 R 18

Review dividing decimals. Remind students that as long as they can

divide whole numbers by whole numbers, they can divide decimals by
whole numbers too. Write on the board:

34 1 7 6 5 2 8 34 1 7 6 5 2.8

Point to the second division and ASK: Once you do the long division, how
do you know where to put the decimal point? (in the same place it is in the
dividend) Do the long division and have a volunteer place the decimal
point. SAY: The answer for the second division will be one tenth (0.1) of
the first division. (5192, 519.2)

Exercises: Use the guess, check, and revise strategy to divide.

a) 27 3 7.8 b) 57 7 6 3.8 Bonus: 84 0 9 8 1 1.2

Answers: a) 1.4, b) 13.4, Bonus: 11.68

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 Word problems practice.

Exercises

a) Lela has 4.2 kg of cheese. She needs 50 g of cheese for each

sandwich. How many sandwiches can she make?

b) Tristan has $12.50. How many 50¢ candies can he buy?

c) A shelf is 41.4 cm long. How many 23 mm thick books can

the shelf hold?

Answers: a) 84, b) 25, c) 18

Extensions
1. Investigate: are the estimates more likely to be correct when the
divisor is closer to the rounded number you used to make your
estimate? For example, when the divisor is 31 rounded to 30, is your
estimate more likely to be correct than when the divisor is 34 rounded
to 30? Try these examples:

31 2 4 3 31 2 4 9 31 2 5 7 31 2 6 5 31 2 7 4

34 2 4 3 34 2 4 9 34 2 5 7 34 2 6 5 34 2 7 4

Answers: Rounding 31 to 30 gives the right answer in all cases, except

the first and last cases. Rounding 34 to 30 doesn’t give the right answer
in any case. So rounding 31 to 30 gives the correct quotient more often
than rounding 34 to 30.

2. Dividing by three-digit numbers. Circle the first part of the dividend

that is at least as big as the divisor.

a) 2136 ÷ 512 b) 842 605 ÷ 512

c) 51 284 030 ÷ 512 d) 256 813 ÷ 357

e) 3 941 078 ÷ 357 f) 35 725 321 098 ÷ 357

Answers: a) 2136, b) 842, c) 512, d) 2568, e) 394, f ) 357

3. Do the long divisions for the problems in Extension 2.

Answers: a) 4 R 88, b) 1645 R 365, c) 100 164 R 62, d) 719 R 130,

e) 11 039 R 155, f ) 100 070 927 R 159

Encourage students to check their answers by multiplication.

Emphasize that doing so is very important when dividing multi-digit
numbers because there is so much opportunity for making mistakes.

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 4. Fill the boxes using the digits 3 to 9 once each.

Multiply the numbers using a calculator or long multiplication.

Then give your partner the following problem:

(the product you found) ÷ (the two-digit number)

Check that your partner gets the same five-digit number you
started with.

5. The total team salary for a professional soccer team is $34.5 million.
The team has 23 players. If each player earns an equal share of the
money, how much is each player paid?

Answer: $1.5 million or $1 500 000

6. Decide how the first triangle was made. Then finish the second triangle
using the same rule.

a) 20 6

13 7 4.2

9 4 3 2.52

b) 48 76.5

6 8 15

3 2 4 5

Answers: a) 6 b) 76.5

4.2 1.8 15 5.1

2.52 1.68 0.12 5 3 1.7

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 NS6-56 Word Problems—Division by
Page 45
2-Digit Numbers
Digital Lesson Slides
Goals
Students will solve word problems involving dividing decimals by
two-digit numbers.

PRIOR KNOWLEDGE REQUIRED

Knows how to divide a multi-digit number by a two-digit number using

the standard algorithm
Knows how to divide decimals by whole numbers
Knows how to multiply decimals by whole numbers

Word problems. This lesson provides practice with division of two-digit

decimal numbers using word problems.

Extensions
1. A class of 18 students buys supplies for a party. Three students
spend $5.31 each. Seven students spend $4.65 each. Eight students
spend $2.31 each.

a) How much do the students spend altogether?

b) The students want to share the cost of the party equally. How much
should each student pay?

Answers: a) $66.96, b) $3.72

2. A parent council is helping to make pancakes for a breakfast party at

the school. The recipe they are using will make six pancakes and calls
for the following ingredients:

2.5 cups of pancake mix

2 tablespoons of sugar

0.5 teaspoons of cinnamon

0.25 teaspoons of nutmeg

0.25 teaspoons of ground ginger

2 eggs

1.5 cups of milk

The parents have plenty of the other ingredients but only 45 cups
of pancake mix and 25.5 cups of milk. Without having to buy more
ingredients, how many pancakes can they make?

Solution: 25.5 cups of milk ÷ 1.5 = 17, 17 × 6 = 102 pancakes

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 NS6-57 Decimals Review
Pages 46–47

Digital Lesson Slides Goals

Students will see connections between numbers and real-life situations,
review concepts learned to date, and use them to solve word
problems using decimals.

PRIOR KNOWLEDGE REQUIRED

Understands decimal numbers

VOCABULARY Understands times as many
decimals Can solve word problems with whole numbers
Can add and subtract decimals with regrouping
Can multiply and divide decimals by powers of 10

MATERIALS

index cards
BLM Always, Sometimes, or Never True (Decimals) (p. M-47)

NOTE: This lesson reviews both Units 9 and 10, so adding and subtracting
decimals is reviewed as well as the material from this unit.

Reviewing decimals. This lesson is mostly a cumulative review. The

following exercises provide some additional problems that you can use for
cumulative review.

Exercises
6
a) Two friends ate of a pizza. Write the fraction of the pizza they ate
10
as a decimal.
4 3
b) A carpenter used of a box of 100 nails on Monday and of the
10 100
box on Tuesday. Write the total fraction of the nails used as a decimal.

c) A carpenter used 0.5 of the nails in a box of 1000 nails. How many nails
did the carpenter use?

d) Ken ran 2.51 km, Jessica ran 2.405 km, and Kate ran 2.6 km. Who ran
the farthest?

e) Three plants are 0.6 m, 0.548 m, and 0.56 m tall. Order the heights of
the plants from least to greatest.

f) Write a decimal between the two given decimals: 45.79 and 45.8. There
are many correct answers.

Answers: a) 0.6; b) 0.43; c) 500; d) Kate; e) 0.548 m, 0.56 m, 0.6 m;

Sample answer: f ) 45.791

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 ACTIVITY (Optional)

Give each student an index card and a card from BLM Always,
Sometimes, or Never True (Decimals). Have students decide whether
the statement on the card is always true, sometimes true, or never true.

They should write reasons for their answers, such as an explanation

for “always true” or “never true” statements, and two examples (one
true, one false) for the statements that are “sometimes true” on the
index card and glue the card with the statement to the other side of the
index card.

Have students pair up. Partners exchange cards and verify each other’s
answers. Then players exchange cards and seek a partner with a card
they have not seen yet.

Extensions
1. Doctors study the body. Here are some facts a doctor might know:

a) FACT: “The heart pumps about 0.06 L of blood with each beat.”
How much blood would the heart pump in 3 beats?

b) FACT: “The heart beats about 80 times a minute.” How long would
it take the heart to beat 240 times?

c) FACT: “Each minute, your heart pumps all of your blood.” How
many times in one day would your heart pump all your blood?

55
d) FACT: “About of human blood is a pale yellow liquid called
100
plasma.” How much plasma would there be in 2 L of blood?

Answers: a) 0.18 L, b) 3 minutes, c) 1440, d) 1.1 L

2. Which is a better deal: 3 pencils for $2.34 or 5 pencils for $3.95?

Solution: 2.34 ÷ 3 = $ 0.78 and 3.95 ÷ 5 = $ 0.79, so 3 pencils for

$2.34 is the better deal

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 PS6-7 Combining Systematic Search with Guess,
Check, and Revise
Digital Lesson Slides Goals
Students will search systematically and efficiently by skipping numbers
and using the order of the numbers to inform when they have gone
too far.
Begin this lesson after: Students will learn to choose a starting point in order to find the
Unit 10 answer quicker.

PRIOR KNOWLEDGE REQUIRED

Can order and compare multi-digit whole numbers

Can substitute whole numbers for variables in expressions
Can multiply multi-digit whole numbers by one-digit whole numbers
Knows to evaluate expressions in brackets first
Can search systematically to find mystery numbers
Understands how guessing a middle number can make
guessing efficient
Can multiply decimal hundredths by whole numbers (for Problem
Bank 16)

MATERIALS

calculator

Review searching systematically to find mystery numbers. Write on

the board:

If N is a whole number so that N × N × N × N = 2401, what is N?

SAY: Remember that we can solve equations that look hard if we know that
the answer is a whole number. Let’s try the whole numbers in order to see
if we can find the answer quickly. Draw on the board:

N N×N×N×N
1 1×1×1×1=1
2 2 × 2 × 2 × 2 = 16
3 3 × 3 × 3 × 3 = 81
4 4 × 4 × 4 × 4 = 256

ASK: Are we getting closer to the answer? (yes) Are the numbers getting
big quickly? (yes) SAY: Let’s keep going because we might find the answer
fairly quickly.

Allow students to use a calculator for the following exercises.

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 Exercises

1. Continue the table until you get N × N × N × N = 2401. What is N?

Answer: N = 7

2. N is a whole number so that N × N × N = 512. What is N?

Answer: N = 8

Searching faster by skipping numbers. Write on the board:

If N × N × N × N = 1 048 576, what is N?

SAY: We just solved a problem like this. ASK: How did we do it? (we made
a table and started at 1 and moved up the numbers in order) ASK: Would
continuing the table be a good strategy for this question? (no) Why not?
(it will take too long to get to the answer) SAY: The answers are getting
closer to the answer but not much closer; you still have a long way to go
to find the answer. Maybe you need to take bigger steps to find the answer.
Instead of trying 1, 2, 3, and so on, maybe we should start with 10, 20, 30,
and so on.

Exercises

a) Complete the table up to 50.

N N×N×N×N
10 10 × 10 × 10 × 10 = 10 000
20 20 × 20 × 20 × 20 = 160 000
30
40
50

b) Using N × N × N × N = 1 048 576, what two 10s is N between?

Explain how you know.

Answers
a) 810 000, 2 560 000, 6 250 000;
b) N is between 30 and 40 because N × N × N × N is between 810 000
and 2 560 000.

SAY: Now we know that N is between 30 and 40. Write on the board:

30 × 30 × 30 × 30 = 810 000
N×N×N×N = 1 048 576
40 × 40 × 40 × 40 = 2 560 000

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 SAY: Now we can move up by ones until we get the answer because we
know that we are pretty close. Write on the board:

N N×N×N×N
30 30 × 30 × 30 × 30 = 810 000
31
32
33
34

Ask a volunteer to use a calculator to complete each row of the table

until you get the correct answer. (31 × 31 × 31 × 31 = 923 521 and
32 × 32 × 32 × 32 = 1 048 576, so N is 32)

Exercises

1. Find N so that N × N × N × N is …

a) 10 556 001 b) 45 212 176

Bonus: 1 698 181 681. Hint: Move up by hundreds, then by tens,

then by ones.

Answers: a) 57, b) 82, Bonus: 203

2. Find N so that N × (N + 1) × (N + 2) is …

a) 24 360 b) 157 410

Bonus: 70 444 584. Hint: Start moving up by hundreds, then by tens,

and then by ones.

Answers: a) 28, b) 53, Bonus: 412

Searching from either direction. SAY: Cameron and Avril went to a farm
that has cows and chickens. Write on the board:

Cameron counts 36 legs.

Avril counts 10 heads.

ASK: How many animals are there altogether? (10) How do you know? (the
number of heads is the same as the number of animals) Write on the board:

Cows Chickens Total Number of Legs

0 10
10 0

ASK: If there are zero cows and 10 chickens, how many legs are there? (20)
Write “20” in the first row of the third column. ASK: If there are 10 cows and
zero chickens, how many legs are there? (40) Write “40” in the last row
of the third column. ASK: Do you think the number of cows in our answer

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 will be closer to zero or 10? (10) Why? (the number of legs is closer to 40
than to 20) PROMPT: Is the actual number of legs closer to 20 or 40? (40)
ASK: So, is it better to start our search closer to zero or to 10? (10) SAY: We
save ourselves a lot of work by starting at 10 cows and zero chickens
instead of starting at zero cows and 10 chickens. Write on the board:

Cows Chickens Total Number of Legs

10 0 40
9 1
8 2
7 3
6 4

ASK: How many legs do nine cows have? (36) Write on the board:
36 +
ASK: How many legs does one chicken have? (2) Continue writing on
the board:
36 + 2 = 38
Write “38” as the total in the row for 9 cows and 1 chicken. Repeat for
the row with 8 cows and 2 chickens. (32 + 4 = 36) SAY: So, 8 cows and
2 chickens have a total of 36 legs. Starting from 10 cows and searching
is a lot less work than starting from zero cows and moving all the way
up to 8 cows.
Exercises: If all the heads Avril counts belong to cows, how many legs
are there? If all the heads Avril counts belong to chickens, how many
legs are there?
a) Avril counts 30 heads. b) Avril counts 37 heads.
c) Avril counts 28 heads. Bonus: Avril counts 1000 heads.
Answers: a) 120, 60; b) 148, 74; c) 112, 56; Bonus: 4000, 2000
SAY: Once you know how many legs there are if all the animals are cows
and if all the animals are chickens, you can compare those numbers with
the total number of legs given. Then you can decide which option to use
to start your search.
Exercises: How many cows and how many chickens are there?
a) Cameron counts 22 legs. Avril counts 9 heads.
b) Cameron counts 52 legs. Avril counts 14 heads.
c) Cameron counts 114 legs. Avril counts 30 heads.
d) Cameron counts 140 legs. Avril counts 37 heads.
e) Cameron counts 60 legs. Avril counts 28 heads.
Bonus: Cameron counts 3996 legs. Avril counts 1000 heads.

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 Answers: a) 2 cows, 7 chickens; b) 12 cows, 2 chickens;
c) 27 cows, 3 chickens; d) 33 cows, 4 chickens; e) 2 cows, 26 chickens;
Bonus: 998 cows, 2 chickens

SAY: Once you decide where to start, you might want to skip count by tens
first and then by ones to get to the answer quickly.

Exercises: There are 100 cows and chickens altogether. How many cows
and how many chickens are there?

a) Cameron counts 240 legs.

b) Cameron counts 372 legs.

c) Cameron counts 300 legs.

Bonus: There are 1000 cows and chickens altogether. Cameron counts
2366 legs. How many cows and how many chickens are there? Hint: Count
by hundreds, then by tens, then by ones.

Answers: a) 20 cows, 80 chickens; b) 86 cows, 14 chickens; c) 50 cows,

50 chickens; Bonus: 183 cows, 817 chickens

Using the guess-check-revise strategy when two quantities are

changing. SAY: Because the total number of legs increases as the number
of cows increases and the number of chickens decreases, you can guess
an answer and know right away whether your answer is too high or too low.
This allows you to play a game like “too high” or “too low” when guessing
numbers. Write on the board:

Cameron counts 344 legs.

Avril counts 100 heads.
How many cows and how many chickens are there?

SAY: There are 100 heads. That means that there are 100 animals
altogether, some of them are cows and the rest are chickens, but I don’t
know how many of each there are. There might be more cows or there
might be more chickens. For my first guess, I’m going to assume a
middle situation—that there is the same number of each type of animal.
ASK: How many cows am I assuming there are? (50) SAY: 50 is right in the
middle, between zero and 100. ASK: Why is that a good starting guess?
(it eliminates half the answers no matter what, whether 50 is too low or too
high) And how will I know whether 50 cows is too high or too low? (If the
number of legs with 50 cows is less than 344, then I need to add more cows
and subtract chickens to get the number of legs up to 344. If the number of
legs is more than 344, I need to add more chickens and subtract cows.)

SAY: Let’s see how many legs there are if there are 50 cows and 50 chickens.
Write on the board:

50 cows have legs altogether.

50 chickens have legs altogether.

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 Have volunteers tell you what to put in the blanks. (200, 100) ASK: How
many legs is that altogether? (300) Is that too many legs or too few? (too
few) SAY: We need more legs. ASK: Does that mean we need more cows
or more chickens? (more cows) Why do you say that? (cows have more
legs than chickens) SAY: The number of cows we guessed was too low, so
we need more cows. ASK: How many cows and chickens should we guess
next? (take various answers) Would 51 cows be a good guess? (no) Why
not? (that would only eliminate one more number if it doesn’t work; there
are quite a few more legs than 300; adding one more cow won’t add that
many more legs) Encourage students to pick a number that is somewhere
in the middle of the numbers left to check, such as 75. Suppose students
guess 75 cows. ASK: So, how many chickens will there be? (25) How do
you know? (there are 100 animals altogether) Write on the board:

75 cows have legs altogether.

25 chickens have legs altogether.

Have volunteers tell you what to put in the blanks. (300, 50) ASK: How
many legs is that altogether? (350) Is that too many legs or too few? (too
many) SAY: So, we need fewer legs. ASK: Does that mean we need more
cows or fewer cows? (fewer cows) SAY: Our first guess of 50 cows got us
300 legs and our next guess of 75 cows got us 350 legs in total. ASK: How
many legs in total are we aiming for altogether? (344) Is that closer to
300 legs or to 350 legs? (350 legs) So, will the number of cows be closer
to 50 or to 75? (75) SAY: We actually have more information than just that
the number of cows is too high. We also have a sense that our guess is not
too far off. That means we can make our next guess closer to 75 than to 50;
we don’t have to guess right in the middle. Continue in this way until the
correct number of cows is guessed. (72 cows and, hence, 28 chickens)

Exercises: Cameron counts 272 legs. Avril counts 100 heads.

a) How many cows and how many chickens are there? Keep track of
your guesses.

b) How many guesses did you use to answer part a)?

Bonus: Cameron counts 3166 legs. Avril counts 1000 heads. How many
cows and how many chickens are there?

Selected answers: a) 36 cows and 64 chickens, Bonus: 583 cows and

417 chickens

Problem Bank
1. Use systematic search to find a whole number so that 3 × N + 5 = 29.

Answer: 8

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 2. Answer all the following questions without using long division.

a) Is there a whole number N so that 3 × N = 414?

b) Is there a whole number N so that 3 × N = 415? Explain how

you know.

c) Is there a whole number N so that 3 × N = 718? Explain how

you know.

d) Is there a whole number N so that 3 × N + 5 = 2162? Explain

how you know.

Answers: a) 138; b) no, sample explanation: because it is one

more than 414; c) no, sample explanation: because it is 2 less
than 720, which is 3 × 240; d) yes, N = 719

3. Use a calculator to find N if N × N = 1849.

Answer: 43

4. Is there a whole number N so that N × N = 7541? How do you know?

Answer: no, because 86 × 86 = 7396, so 86 is too low, but

87 × 87 = 7569, so 87 is too high

5. a) Jessica wants to find a whole number N so that N × N × N = 46 656.

She starts by guessing N = 100. Is that too high or too low? How
do you know?

b) Find a whole number N so that N × N × N = 46 656.

c) Find a whole number N so that N × N × N × N = 187 388 721.

Answers: a) 100 × 100 × 100 = 1 000 000, so 100 is too high;

b) 36; c) 117

6. Is there a whole number N so that N × N = 85. How do you know?

Answer: no, because 9 × 9 = 81, so 9 is too low, but 10 × 10 = 100,

so 10 is too high

7. Find N so that …

a) (2 × N) + 1 = 177 b) (N × 3) + N = 228

c) (N × 5) + 5 = 320

Answers: a) 88, b) 57, c) 63

8. Megan’s mom was 32 when she had Megan. Ten years from today,
the sum of Megan’s age and her mother’s age will be 80. How old
is Megan now?

Answer: 14

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 9. In 2037, Canada will be 153 more years old than it will be decades old.
How old will Canada be in 2037?

Answer: 170 years, or 17 decades

10. Find the whole number A.

A −1 4
a) If = , what is A?
A +1 5
A× A
b) If = 4, what is A?
A+ A
A+2 2
c) If ( A × 2) + 1 = , what is A?
3
A+4 1
d) If = , what is A?
A× A 2
Answers: a) 9, b) 8, c) 4, d) 4
11. There are five-headed dragons and nine-headed dragons. Altogether,
100 dragons have 608 heads. How many of each kind of dragon
are there?
Answer: 27 nine-headed dragons and 73 five-headed dragons
12. Matt built some bicycles and tricycles. Altogether, he made 100 vehicles.
If he used 233 wheels altogether, how many bicycles and how many
tricycles did he make?
Answer: 67 bicycles and 33 tricycles
13. A vending machine has quarters and dimes. Altogether, 100 coins
have a value of $17.50 (that’s 1750 cents). How many of the coins
are quarters?
Answer: 50
14. What are the two numbers?
a) The bigger number is seven times the smaller number.
Their product is 252.
b) The bigger number is seven times the smaller number.
Their product is 11 200.
c) The bigger number is seven times the smaller number.
Their product is 47 068.
Answers: a) 6 and 42, b) 40 and 280, c) 82 and 574
15. A school fundraiser has a bake sale that sells muffins and cake.
A muffin costs $2 and a piece of cake costs $3. The bake sale sold
30 items altogether and made $71. How many muffins and how many
pieces of cake were sold?
Answer: 19 muffins and 11 pieces of cake

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 16. A school bake sale sells muffins and pieces of cake. A muffin
costs $2.50 and a piece of cake costs $3.50. The bake sale sold
47 items and made $134.50 in total. How many muffins and how many
pieces of cake were sold?

Answer: 30 muffins and 17 pieces of cake

17. Use a calculator to answer the question. Remember that two whole
numbers are consecutive if there is no whole number between them.

a) Calculate the product.

i) 1×2 ii) 2 × 3 iii) 3 × 4 iv) 4 × 5 v) 5 × 6

b) Is 14 the product of two consecutive whole numbers? Explain how

you know.

c) Can 160 be the product of two consecutive whole numbers?

Explain how you know.

d) Can 992 be the product of two consecutive whole numbers?

Explain how you know.

e) Write 6972 as a product of two consecutive whole numbers.

Answers: a) i ) 2, ii ) 6, iii ) 12, iv) 20, v) 30; b) no, it is between 3 × 4

and 4 × 5; c) no, it is between 12 × 13 = 156 and 13 × 14 = 182;
d) yes, it is 31 × 32; e) 83 × 84

18. A perfect square is the product of a whole number with itself.

a) Calculate the product.

i) 1×1 ii) 2 × 2 iii ) 3 × 3 iv) 4 × 4 v) 5 × 5

b) Is 25 the product of two consecutive whole numbers? Explain

how you know.

c) Write 400 as a perfect square.

d) Can you write 400 as the product of two consecutive whole

numbers? Explain how you know.

e) Explain why a perfect square cannot be the product of two

consecutive whole numbers.

Answers: a) i ) 1, ii ) 4, iii ) 9, iv) 16, v) 25; b) no, because it is between

4 × 5 = 20 and 5 × 6 = 30 and there is no product of consecutive
whole numbers between those two; c) 400 = 20 × 20; d) no, because it
is between 19 × 20 = 380 and 20 × 21 = 420; e) Any perfect square is
between two consecutive products of consecutive whole numbers, so it
cannot be the product of two consecutive whole numbers. For example,
15 × 15 is in between 14 × 15 and 15 × 16.

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 PS6-8 Using Logical Reasoning

Digital Lesson Slides Goals

Students will identify false statements of the form “all [of these] are
Begin this lesson after: [like this]” by using counter-examples.
Unit 10 Students will identify true statements of the same form by checking all
examples or by using reasoning.

PRIOR KNOWLEDGE REQUIRED

VOCABULARY
counter-example Can identify numbers divisible by 2, 5, and 10
divisible Can identify even and odd numbers
false Can order and compare multi-digit numbers
good Can use long division to divide by one- and two-digit numbers
true Can recognize multiples of 10

Introduce the term “counter-example.” Draw on the board:

All the circles are shaded.

Have a volunteer identify which circle shows that the statement is false.
Repeat for the two different statements and picture below:

 the squares have a horizontal side.

All
All the squares are shaded.

Tell students that an example that proves a statement false is called a

counter-example to the statement.

NOTE: Draw the triangles so that A and D are isosceles, B is right scalene,
and C is equilateral but rotated.

Exercises: Which shape is the counter-example to the statement?

A. B. C. D.

a) All triangles are striped.

b) All triangles have a horizontal side.

Bonus: All triangles have at least two equal sides.

Answers: a) D, b) C, Bonus: B

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 Recognizing when a statement does not apply to all examples. Draw on
the board:

All the circles are shaded.

A. B. C. D. E. F.

ASK: What is this statement about? (circles) Underline all the circles.
Emphasize that the statement refers only to the circles; it doesn’t matter
whether any of the other shapes are shaded or not. ASK: Are all circles
shaded? (no) Have a volunteer circle the counter-example. (E) Erase the
underlining and the circling and repeat with new statements (see below),
underlining the relevant shapes first. Emphasize in each case that the
sentence is only about the shapes you underline; the shapes that are not
underlined don’t matter.

• All the squares are big. (D)

• All the squares are shaded. (D and F)
• All the big squares are shaded. (F)
• All the small circles are shaded. (E)

Exercises: Name the counter-example for the statement, using the same
picture as above.

a) All the shaded shapes are circles.

b) All the white shapes are small.

c) All the shaded shapes are big.

d) All the white shapes are squares.

e) All the big shapes are squares.

f) All the big shapes are shaded.

g) All the small shapes are white.

h) All the small white shapes are squares.

Answers: a) B, b) F, c) C, d) E, e) A, f ) F, g) C, h) E

As students complete the exercises above, encourage them to first write

down the shapes that the statement is talking about. (For example, the
statement in part a) is about the shaded shapes: A, B, and C.) These are
where the students should look for a counter-example. For students who
need extra help, you can draw the all shapes in their notebook for them,
and they can underline the shapes each question is referring to (and erase
the underlining before starting each new question). Write on the board:

All words start with the letter b.

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 Ask if each of the examples below is a counter-example to the statement
and have students explain why or why not:

• bat (no, because it does start with b)

• cat (yes, it is a word that does not start with b)
• boat (no, because it does start with b)
• bxcv (no, because it does start with b; or no, it is not a word)
• xcvb (no, because it is not a word, and the statement only talks about
words, so something that is not a word cannot be a counter-example)

Exercises: Find the counter-example among the listed examples.

a) All nouns have the letter e.

red brown truck bike

b) All even numbers have a digit 2.

23 32 34 43

c) All numbers divisible by 5 have a ones digit 5.

35 40 52 55

Answers: a) truck, b) 34, c) 40

Proving a statement is true by checking all examples. Draw on the board:

All the squares are black.

A. B. C. D.

E. F. G. H.

I. J. K.

Demonstrate checking all the squares to see whether they are black. They
are, so the statement is true. Repeat with the statement “All triangles have
a horizontal side” and have volunteers check all the triangles. (again, the
statement is true) Repeat with “All squares have a horizontal side.” (this
statement is false; I is a counter-example)
Point out that in order to show that a statement is true, students need to
check all examples. To show that a statement is false, students just need to
identify any one counter-example.

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 Exercises: Decide whether the statement is true or false. If it is false, provide
the counter-example.
a) All striped shapes are big.
b) All triangles are big.
c) All big circles are black.
d) All small squares have a horizontal side.
e) All small shapes have a horizontal side.
Bonus: All large black triangles are equilateral.
Answers: a) true; b) false, D; c) false, H or K; d) true; e) false, J;
Bonus: false, E
Using reasoning to prove a statement true. Write on the board:
Whenever it is raining, there are clouds.
ASK: Is this statement true or false? (true) Do you have to check for clouds
every time it rains to know that the statement is true? (no) How do you
know without checking that it is true? (rain can only come from clouds) Tell
students that there is often a reason why a statement is true. When there
is, students don’t have to check all examples to prove it. Review the words
“even” and “odd” as they apply to numbers. (even numbers are multiples of
2, odd numbers are not even) Write on the board:
All even numbers have an even digit.
All even numbers have an odd digit.
Tell students that one of the statements is true and the other is false.
ASK: Which statement is true? (all even numbers have an even digit) How
do you know it’s true? (the ones digit is always even for any even number)
Explain that if you had to check all even numbers, one by one, you would
be checking forever! SAY: Because we know the reason this statement
is true, we don’t have to check every example. Have a volunteer name a
counter-example to the second statement. Again, point out that students
don’t need to check every even number—one counter-example is enough
to prove it’s false.
Exercises: Either explain why the statement is true or find a
counter-example.
a) All three-digit numbers less than 200 have a digit 1.
b) All three-digit numbers more than 200 have a digit 1.
c) All three-digit numbers less than 900 have a digit 9.
d) All three-digit numbers more than 900 have a digit 9.
Answers: a) true, because all three-digit numbers less than 200 are in the
hundreds, so their hundreds digit is 1; b) false, sample counter-example: 202;
c) false, sample counter-example: 100; d) true, because all three-digit
numbers more than 900 are in the 900s and so have hundreds digit 9

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 Using systematic search to investigate conjectures. Write on the board:
A two-digit number is called good if it is divisible by the sum of its digits.
SAY: We’ll call a two-digit number good if it is divisible by the sum of its
digits. Ask volunteers to come to the board and divide various two-digit
numbers by the sum of their digits: 36, 42, 43, 12, 19, 84, 55, 70, 90.
ASK: Which of these numbers are good? (36, 42, 12, 84, 70, 90)
Exercises: Investigate if the statement is true by moving up in order
through all possibilities. Write “true” if it is true; if it is false, write the first
counter-example that you found.
a) All two-digit numbers that are multiples of 10 are good.
b) All two-digit numbers that are multiples of 3 are good.
c) All two-digit numbers that are multiples of 6 are good.
d) All two-digit numbers that are multiples of 9 are good.
e) All two-digit numbers whose digits add to 6 are good.
f) All two-digit numbers whose digits add to 3 are good.
g) All two-digit numbers whose digits add to 9 are good.
Answers: a) true; b) false, 15; c) false, 66; d) false, 99; e) false, 15;
f ) true; g) true

Problem Bank
1. What is the smallest number that will make the statement true?

“All three-digit numbers more than     have a digit 9.”

Answer: 888, because 889 has ones digit 9, and any number in the
890s has tens digit 9, and any number in the 900s has hundreds digit 9

2. Remember that the letters a, e, i, o, u, and sometimes y are vowels.

a) For which of these statements is “Bob” a counter-example?

A. All names have two vowels.

B. All names have three letters.

C. All names have four letters.

D. All boys’ names start with D.

E. All names are boys’ names.

F. All names read the same backwards as they do forward.

b) Marcel wants to find a counter-example to each of the three

statements for which “Bob” is not a counter-example
(i.e., statements B, E, and F). Find one example that works as
a counter-example to all three statements at the same time.

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 c) Explain why there cannot be a counter-example to all six statements
at the same time. Hint: Look at statements D and E.

Answers: a) A, C, and D; b) sample answer: Sara; c) To be a counter-

example to D, the name would have to be a boy’s name. On the other
hand, to be a counter-example to E, the name would have to not be a
boy’s name. So, there cannot be a counter-example to both D and E at
the same time. Therefore, there cannot be a counter-example to all six
statements at the same time.

3. Make up a statement so that …

a) the word “run” is a counter-example.

b) the number 8 is a counter-example.

4. How many numbers do you have to check to show that the following
statement is true?

“When written out in words, no numbers less than one thousand have
a letter A.”

Solution: Number words to check: zero to twenty, thirty, forty, fifty, sixty,
seventy, eighty, ninety, hundred. That’s it! Every other number less than
one thousand is written as a combination of these words, and so also
will not have a letter A. Examples: three hundred forty-two, one hundred
seventeen. NOTE: The word “and” is reserved for mixed numbers and
decimals, such as writing 3.2 as “three and two tenths,” so 342 is not
written as “three hundred and forty-two” as is commonly believed.

5. A three-digit number is called good if it is divisible by the sum of its

digits. Are the three-digit numbers described always good?

a) numbers that are multiples of 10

b) numbers that are multiples of 100

c) numbers whose sum of digits is 3

d) numbers whose sum of digits is 6

e) numbers whose sum of digits is 9

Answers: a) no, b) yes, c) yes, d) no, e) yes

6. Make at least two statements about which four-digit numbers are

always good. Verify your statement.

a) Numbers that are multiples of are always good.

b) Numbers whose sum of digits is are always good.

Answers: a) 1000, b) 3 or 9

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 7. Show that the numbers in this sequence are all good: 42, 402, 4002,
40 002, ….

Hint: Find a pattern in the quotients.

8. Provide students with scientific statements that can be proven true

using logic or proven false using a counter-example. Examples:

a) All solids expand when they melt.

b) All ice cubes are colder than 10°C.

Answers: a) ice is a counter-example; b) true, because all ice cubes

have temperature at most 0°C, the freezing point of water

9. Have students decide whether statements of the form “all [of these]
are not [like this]” are true or false. Example: For the shapes below,
determine whether each statement is true or false.
A. B. C. D. E. F.

a) All triangles are not equilateral.

b) All squares are not black.

c) All circles are not big.

d) All circles are not white.

e) All black shapes are not squares.

f) All black shapes are not small.

Answers: a) false, B; b) true; c) true; d) false, F; e) true; f ) false, D

10. Remember, a number is even if that many objects can be paired

up without a remainder. For each statement, either explain why the
statement is true or find a counter-example.

a) The product of any two numbers is greater than their sum.

b) The sum of any two even numbers is even.

c) The sum of any two odd numbers is odd.

d) The sum of any three even numbers is even.

e) The sum of any three odd numbers is odd.

NOTE: A counter-example would consist of two numbers in parts a) to

c) and three numbers in parts d) and e). Some students might need this
pointed out to them.

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 Answers: a) sample counter-examples: 1 and 5 have product 5 and
sum 6; 0 and 3 have product 0 and sum 3; b) true, because if you can
pair up, for example, 8 objects without a remainder and you can pair up
10 objects without a remainder, then you can do the same to 10 + 8
= 18 objects by just combining your pairs; c) any pair of odd numbers
is a counter-example, (e.g., 3 and 5 add to 8); d) true, because
combining three sets of paired-up objects still leaves everything paired
up; e) true, because combining three sets of paired-up objects, where
one object from each set is not paired up, leaves three unpaired
objects, two of which make a pair with one left over

11. a) What are the ones digits of the multiples of 2?

b) What are the ones digits of the multiples of 5?

c) The numbers that are multiples of both 2 and 5 are the numbers
that have ones digit    .

d) Explain why this statement is true: All numbers that are multiples of
both 2 and 5 are multiples of 10.

e) Find a counter-example for this statement: All numbers that are

multiples of both 4 and 6 are multiples of 24.

Answers: a) 0, 2, 4, 6, or 8; b) 0 or 5; c) 0; d) The numbers that are

multiples of both 2 and 5 must have ones digit 0 because that is
the only number in both lists. But the numbers with ones digit 0 are
exactly the multiples of 10; e) 12 is a multiple of both 4 and 6 but not a
multiple of 24

M-66 Teacher Resource for Grade 6

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 PS6-9 Making a Simpler Problem

Digital Lesson Slides Goals

Students will learn a variety of strategies to make a problem easier
Begin this lesson after: or clearer.
Unit 10
PRIOR KNOWLEDGE REQUIRED

Can add decimal tenths

Can multiply decimal tenths by a whole number

MATERIALS

grid paper (e.g., from BLM 1 cm Grid Paper, p. M-76)

BLM Fraction Strips and Circles (p. M-77, see Problem Bank 7)

Using smaller numbers to make a simpler problem. Write on the board:

 teacher tells her students to read pages 287 to 354 for homework.
A
How many pages is that?

ASK: What makes this problem hard? (sample answer: 287 and 354 are big
numbers) Would it be easier to know how many pages the students have
to read if the teacher tells them to read pages 353 to 355 for homework?
(yes, you could just count the pages: 353, 354, and 355 are three pages)
SAY: So, it’s not exactly how big the numbers are that makes this problem
hard. ASK: Can you find a more precise way to say what makes this problem
hard? (the numbers are far apart) Have volunteers give you similar, simpler
problems that you could solve first. (for example, make the numbers smaller
and closer together) Write all the suggestions on the board.

Exercise: Solve all the simpler problems on the board. Do you see a
pattern in your answers?

Answer: In all cases, you can find the number of pages by subtracting the
smaller number from the bigger number and then adding 1.

Have a volunteer tell you the pattern in the exercise. (subtract the numbers
and add 1) SAY: Now that you know the pattern, you can solve any problem
of the same type.

Exercises: A teacher tells her students to read pages in a textbook for

homework. How many pages do the students need to read?

a) from 352 to 386

b) from 298 to 314

c) from 408 to 451

Answers: a) 35, b) 17, c) 44

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 Listing similar problems in an organized way. Tell students that it can
be helpful to examine the simpler problems in an organized way. Refer
students to the problem about reading from pages 287 to 354. Write
on the board:

Pages Read How Many Pages?

287 to 288 2
287 to 289 3
287 to 290 4
287 to 291 5
… …
287 to 354 ?

SAY: By being organized, you might find the pattern quicker. Patterns
can be easier to see when you have something organized to look at,
like a table.

Exercises: Make several simpler problems until you see the pattern to
complete the harder problem. Organize the simpler problems.

a) A fence is made using 42 posts, each 1 m apart. How long is the fence?

b) A fence is made using 34 posts, each 2 m apart. How long is the fence?

Answers: a) 41 m, b) 66 m

The importance of seeing given information visually. Tell students that

you want them to think of a word that has the letters l, t, and r. (sample
answers: letter, later, trail, rattle, teller, retell, retail, trailer, relent, relate) After
some students tell you an answer, ASK: Did anyone write the letters down
so that you didn’t have to remember them? SAY: There are many ways to
make a problem easier. One of them is to write down details so you don’t
have to keep everything in your head.

Drawing a diagram to solve a problem. Write on the board:

Kyle decided to go for a walk in his neighbourhood.

He started by going 1 block east.
Then he turned left and went 2 more blocks.
Then he turned left again and went 3 more blocks.
He kept turning left and going 1 more block than the previous turn.
His school is 5 blocks east of his home.
N How many blocks did he walk when he passed his school?

Give students time to read the problem, then ASK: What makes this
problem hard? (there are a lot of words, it’s hard to picture what is
W E happening) Tell students you are going to read the problem aloud again,
but this time you want students to close their eyes and imagine the diagram
as you read it. Remind students that when facing north, east is on the right.
S Draw on the board the picture in the margin.

M-68 Teacher Resource for Grade 6

CA 6.2 PS6-9 LP U10 M67-75 V5.indd 68 2018-11-01 2:30:23 PM

 Read the problem aloud, and then have a volunteer draw a map on the
board of the first few turns of Kyle’s walk. (see example)
Home 7
3
2 6
4 1
5

If “Home” is not already labelled, have a volunteer mark where it is. SAY:
When you have a diagram drawn, you don’t have to keep everything in your
head. That means you can focus on solving the problem. ASK: Where is the
school? (5 blocks east of home) Have different volunteers estimate where it
is on the map. (see example below)
Home 7
3
2 6
4 1
5

Tell students that it is hard to estimate because it is hard to see exactly how
far from home each vertical line is. SAY: One tool we can use to make this
easier is grid paper. Draw a grid on the board or project BLM 1 cm Grid
Paper, and redraw the diagram, as shown below. Point out how much
easier it is to say for sure how far each point is from home in each direction.
Home 7
3
2 6
4 1
5

Point to various corners and have volunteers tell how far north or south and
east or west of home the point is. ASK: Does the diagram show walking all
the way to the school yet, or do we still have to draw more? (there will likely
be more to draw; if so, have a volunteer do so)

Then label all the number of blocks on the diagram as one greater, except
for the last block, as shown below:
Home 7
3
2 6
8 4 1
5
9

Problem-Solving Lesson 6-9 M-69

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 Pointing to the last turn, ASK: How many blocks north did he walk on his
last turn? (4) How does the grid make it easy to see this? (I can just count
the squares) SAY: Without the grid, you would have to calculate how many
blocks south he went altogether, so you would have to look at all the times
he went north and south and see how they cancel each other out. You can
still do it, but it would take more work.

SAY: If you are ever taking a test, and you don’t have grid paper, you can
draw the grid yourself. Show students a rough drawing of the grid on the
board. SAY: Now that you know all the distances, you can find the total
distance. Write on the board:

1 + 2 + 3 + 4 + 5 + 6 + 7 + 8 + 9 + 4 =    

Ask volunteers to find and explain a quick way to add this long list of
numbers. If necessary, remind students that there is an easy way to add
many numbers together: look for pairs that make 10 and add those first:
(1 + 9) + (2 + 8) + (3 + 7) + (4 + 6) + 5 + 4 = 49. Write “49” in the blank.

Exercises: Draw a diagram to solve the problem.

a) Yu walks 1 block east, then turns right and walks 2 blocks, then turns
right and walks 3 blocks, then turns right again and walks 4 blocks. She
then turns right again and walks 4 blocks, turns right again and walks
3 blocks, then turns right again and walks 2 blocks, and then turns right
again and walks 1 block. Where does she end up, relative to home?

b) Yu follows the same pattern as in part a) but goes 10 blocks before

starting to count down. Where does she end up, relative to her home?

c) Yu walks 1 block east, then turns right and walks 2 blocks, then turns
right and walks 3 blocks, then turns right again and walks 4 blocks.
She then turns left and walks 4 blocks, turns left again and walks
3 blocks, then turns left again and walks 2 blocks, and then turns left
17 again and walks 1 block. How far does she end up from home, and in
6 ? which direction?

17.6 Bonus: Yu follows the same pattern as in part c) but changes the direction
6.7 ? of turns from right to left after 4n blocks instead of after 4 blocks. How far
does she end up from home and in what direction?

17.6 Answers: a) at home, b) 1 block west and 1 block south, c) 4 blocks west,
Bonus: 4n blocks west
6.7
? Focusing only on relevant information to make a problem simpler.
Draw on the board the pictures in the margin. Point to the first diagram and
ASK: What is this problem asking you to do? (find the length of the thicker
stick) What are the other two problems asking you to do? (find the length
of the thicker stick) What makes the first problem look easier to do than
the other two? (the numbers are whole numbers; the third problem looks
harder because the sticks are not right next to each other) SAY: There’s
a lot of extra information in this third problem, so it looks harder, but it
actually has exactly the same answer as the other one, so you might as

M-70 Teacher Resource for Grade 6

CA 6.2 PS6-9 LP U10 M67-75 V5.indd 70 2018-11-01 2:30:23 PM

 well complete the easier one. The total length of the two sticks at the
bottom is still 17.6, they are just not side by side anymore.

Exercises: All measurements are in centimetres. Find what the question

mark stands for by making the problem into a simpler problem.

a)
11 b)

6.5
?
15.7
?

18

c) 3.46 d) 5.75
3
4.4
1.27 ?

6.3
? 5.8

Answers: a) 7 cm, b) 9.2 cm, c) 4.73 cm, d) 1.05 cm

SAY: If you need to find a vertical edge—straight up and down—then colour

over all the vertical lines. If you need to find a horizontal edge, colour over
all the horizontal lines.

Exercises: Find what the question mark stands for by making the problem
into an easier problem.

a)
15 b) 5.12

8 4.73
13 3 3.53 8.54

? 3.81

12 ?

c)
0.631 d) 1.83
1.252
? ?
2.56
2.53
0.383 0.258 1.163
0.522
4.450 3.41 2.88

1.51

Answers: a) coloured vertical, ? = 5 cm; b) coloured horizontal, ? = 8.65 cm;

c) coloured horizontal, ? = 2.567 cm; d) coloured vertical, ? = 1.28 cm

Problem-Solving Lesson 6-9 M-71

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 Point out to students that by colouring over the horizontal or vertical lines,
they changed the problem into an easier problem.

Finding perimeter without knowing all the side lengths. Remind students
that to find the perimeter of a shape, they add up the lengths of all the
sides. Draw on the board:
20

SAY: I want to find the perimeter of this shape. It looks like a hard problem
because there are a lot of missing side lengths. Ask a volunteer to mark
three sides that you do not know the length of. (the two bottom horizontal
sides and the right side) SAY: There are two kinds of sides in this shape:
horizontal sides and vertical sides.

ASK: How long is the top side? (20) How long are the two bottom sides put
together? (20) How do you know? (put together, they are the same length
as the top side) How long are the two sides on the left of the shape? (5 and
3) How long is the side on the right? (8) How do you know? (it’s the same
as the two left sides put together) Write on the board:

Horizontal edges add to Vertical edges add to

Perimeter is     +     =    

Have volunteers fill in the blanks. (40, 16, 40 + 16 = 56)

Exercises: Find the perimeter of the shape.

a) b) 5.7
3 4.6 4
5.8

8 8

13

c) 8
3 1

Answers: a) 48, b) 56.2, c) 34

M-72 Teacher Resource for Grade 6

CA 6.2 PS6-9 LP U10 M67-75 V5.indd 72 2018-11-01 2:30:23 PM

 Problem Bank
1. When everyone in Tom’s class stands in line, Tom is 14th in line and
11th from the end of the line. How many people are in the class?

Answer: 24

2. There are 126 people in line. How many people are behind the
94th person?

Answer: 32

3. Make several simpler problems until you see how to complete the
harder problem.

a) A fence is made using 53 posts, each 3 m apart. How long

is the fence?

b) A fence is made using 61 posts, each 2.5 m apart. How long

is the fence?

Answers: a) 156 m, b) 150 m

4. How many posts are needed to make the fence?

a) A fence is 47 m long with posts at 1 m intervals.

b) A fence is 100 m long with posts at 2.5 m intervals.

c) A fence is 84 m long with posts at 3.5 m intervals.

Answers: a) 48, b) 41, c) 25

5. A fence for a square garden is made with posts 1.5 m apart, including
a post at each corner. How many posts are needed for the garden?
Hint: Start with a garden that is 1.5 m by 1.5 m and then move on to
3 m by 3 m, 4.5 m by 4.5 m, and so on.

a) The garden is 12 m by 12 m.

b) The garden is 21 m by 21 m.

Answers: a) 32, b) 56

6. Predict each answer before checking. A field is a square 30 m by 30 m.

How many posts are needed if the posts are ...

a) 1 m apart? b) 2 m apart?

c) 1.5 m apart? d) 2.5 m apart?

Bonus: 60 cm apart?

Answers: a) 120, b) 60, c) 80, d) 48, Bonus: 200

Problem-Solving Lesson 6-9 M-73

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 7. Cut out the strips and circles from BLM Fraction Strips and Circles
(you may cut the line down to the centre of the circles). Estimate to
colour the given amount. Use folding to check your estimate.

a) one fifth of a strip of paper, starting from the left

b) two fifths of a strip of paper, starting from the left

Hint: Use your answers to parts a) and b) to help you determine

a strategy for parts c) and d). Hold the circle so that the cut line
is at the top.

c) one fifth of a circle, starting from the top

d) two fifths of a circle, starting from the top

8. a) Find the perimeter.

8.2
3.6 1.1

5.4

b) Is there enough information to find the area of this shape? Explain

how you know.

Answers: a) 36.6; b) no, we don’t have the side length for the
small rectangles

9. What is the length of the thick-line path from A to B?

15 m

7m

A B

Solution: 7 + 7 + 15 = 29, so 29 m

10. Each shape was made by placing a small square on top of a large
square. All measurements are in centimetres.

a) Find the perimeter of each shape.

i) 1 ii) 2 iii) 3 iv) 4

11 11 11 11

M-74 Teacher Resource for Grade 6

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 b) Make a table with headings “Size of Smaller Square” and “Total
Perimeter.” Use the pattern from part a) to solve the problem.

i) A square has side length 11 cm. A smaller square with side

length 5 cm is placed on top of it. What is the perimeter of the
resulting shape?

ii ) A square has side length 11 cm. A smaller square is placed on

top of it. Together they have a perimeter of 58 cm. What is the
side length of the smaller square?

Answers: a) i ) 46 cm, ii ) 48 cm, iii ) 50 cm, iv) 52 cm; b) i ) 54 cm,

ii ) 7 cm

Problem-Solving Lesson 6-9 M-75

CA 6.2 PS6-9 LP U10 M67-75 V5.indd 75 2018-11-01 2:30:23 PM

 NAME DATE

Hundreds Charts

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

11 12 13 14 15 16 17 18 19 20 11 12 13 14 15 16 17 18 19 20

21 22 23 24 25 26 27 28 29 30 21 22 23 24 25 26 27 28 29 30

31 32 33 34 35 36 37 38 39 40 31 32 33 34 35 36 37 38 39 40

41 42 43 44 45 46 47 48 49 50 41 42 43 44 45 46 47 48 49 50

51 52 53 54 55 56 57 58 59 60 51 52 53 54 55 56 57 58 59 60

61 62 63 64 65 66 67 68 69 70 61 62 63 64 65 66 67 68 69 70

71 72 73 74 75 76 77 78 79 80 71 72 73 74 75 76 77 78 79 80

81 82 83 84 85 86 87 88 89 90 81 82 83 84 85 86 87 88 89 90

91 92 93 94 95 96 97 98 99 100 91 92 93 94 95 96 97 98 99 100

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

11 12 13 14 15 16 17 18 19 20 11 12 13 14 15 16 17 18 19 20

21 22 23 24 25 26 27 28 29 30 21 22 23 24 25 26 27 28 29 30

COPYRIGHT © 2018 JUMP MATH: TO BE COPIED.

31 32 33 34 35 36 37 38 39 40 31 32 33 34 35 36 37 38 39 40

41 42 43 44 45 46 47 48 49 50 41 42 43 44 45 46 47 48 49 50

51 52 53 54 55 56 57 58 59 60 51 52 53 54 55 56 57 58 59 60

61 62 63 64 65 66 67 68 69 70 61 62 63 64 65 66 67 68 69 70

71 72 73 74 75 76 77 78 79 80 71 72 73 74 75 76 77 78 79 80

81 82 83 84 85 86 87 88 89 90 81 82 83 84 85 86 87 88 89 90

91 92 93 94 95 96 97 98 99 100 91 92 93 94 95 96 97 98 99 100

M-46 Blackline Master — Number Sense — Teacher Resource for Grade 6

CA 6.2 BLM U10 NS48-57 M46-47 V3.indd 46 2018-10-31 11:34:46 AM

 NAME DATE

Always, Sometimes, or Never True (Decimals)

If you multiply a
When you subtract a
three-digit whole number by The product of two whole
three-digit whole number
a one-digit whole number, numbers is greater than the
from 999, you do not need
the answer will be a sum of the two numbers.
to regroup.
three-digit whole number.

A mixed number is larger The product of 0 An improper fraction is

than an improper fraction. and a number is 0. larger than a proper fraction.

The product of two even The sum of two odd numbers A prime number is
numbers is an even number. is an odd number. a whole number.

When you divide whole

A mixed number numbers, the remainder A multiple of 5 is also
is larger than 1. is less than the number a multiple of 2.
you are dividing by.
COPYRIGHT © 2018 JUMP MATH: TO BE COPIED.

In two fractions, the

An improper fraction A whole number is
greater fraction has the
is greater than 1. a composite number.
smaller denominator.

A whole number made

from the digits 1, 2, and 3
A difference between
A sum of two decimals smaller used once each is smaller
two decimals smaller
than 1 is smaller than 1. than a whole number made
than 1 is smaller than 1.
from the digits 4, 5, and 6
used once each.

Blackline Master — Number Sense — Teacher Resource for Grade 6 M-47

CA 6.2 BLM U10 NS48-57 M46-47 V3.indd 47 2018-10-31 11:34:46 AM

 NAME DATE

1 cm Grid Paper

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M-76 Blackline Master — Problem-Solving Lessons — Teacher Resource for Grade 6

CA 6.2 PS6-9 BLM U10 M76-77 V3.indd 76 2018-11-06 11:47:50 AM

 NAME DATE

Fraction Strips and Circles

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Blackline Master — Problem-Solving Lessons — Teacher Resource for Grade 6 M-77

CA 6.2 PS6-9 BLM U10 M76-77 V3.indd 77 2018-11-06 11:47:50 AM

 NAME DATE

1 cm Grid Paper
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Blackline Master — Generic — Teacher Resource for Grade 6 T-1

CA 6.2 BLM Generic T1-2.indd 1 2018-10-30 9:53:26 AM

 NAME DATE

Filling a Blank Multiplication Chart

× 1 2 3 4 5 6 7 8 9 10 11 12

10

11

COPYRIGHT © 2018 JUMP MATH: TO BE COPIED.

12
Sample strategies
• Fill in all the facts that you have memorized or use numbers that you can skip count
by easily, such as 1s, 2s, 3s, 4s, 5s, and 10s.
• Use doubling to fill in the 6s, 8s, and 12s. For example, 6 × 8 is double 3 × 8
because 3 × 8 is 8 + 8 + 8 and 6 × 8 is (8 + 8 + 8) + (8 + 8 + 8).
• Use the 5s and the 2s to fill in the 7s. For example, 7 × 8 = (8 + 8 + 8 + 8 + 8) + (8 + 8),
which is (5 × 8) + (2 × 8).
• Use the 10s and the 1s to fill in the 9s and the 11s.
• Check that the same two numbers always multiply to the same number.

T-2 Blackline Master — Generic — Teacher Resource for Grade 6

CA 6.2 BLM Generic T1-2.indd 2 2018-10-30 9:53:26 AM