LEVEL 5

NUMBER SENSE
 To the Student
This resource covers topics from the British Columbia Ministry of Education’s
Literacy Foundations Math Level 5. You may find this resource useful if you’re a
Literacy Foundations Math student, or a K-12 student in grades 7 – 9.

We have provided learning material, exercises, and answers for the exercises, which
are located at the back of each set of related lessons. We hope you find it helpful.

Literacy Foundations Math Prescribed Learning Outcomes

The Literacy Foundations Math Prescribed Learning Outcomes (PLOs) are grouped
into four areas: Number (A), Patterns and Relations (B), Shape and Space (C), and
Statistics and Probability (D). For a complete list of the PLOs in Level 5, search for
Literacy Foundations Math curriculum on the BC Ministry of Education’s website.

PLOs Represented in This Resource

The PLOs represented in this Level 5 resource are as follows:

Number
All topics, A1 – A12

Patterns and Relations

All topics, B1 – B6

Shape and Space

All topics, C1 – C3

Statistics and Probability

D2

PLOs Not Represented in This Resource

The PLOs for which no material is included in this resource are as follows:

Statistics and Probability

There is no material for D1, line graphs from data sets.

Acknowledgements and Copyright

Project Manager: Christina Teskey
Writer: Angela Voll
Production Technician: Beverly Carstensen
Cover Design: Christine Ramkeesoon

This work is licensed under a Creative Commons Attribution 4.0 International License
https://creativecommons.org/licenses/by/4.0/

For questions regarding this licensing, please contact [email protected]

New, October 2015

ii | LITERACY FOUNDATIONS MATH: LEVEL 4

Table of Contents
Lesson 1: Fractions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Decimal Fractions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Lesson 2: Ratios and Rates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
Lesson 3: Percent . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
Lesson 4: Integers, Part 1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87
Adding Integers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93
Subtracting Integers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112
Lesson 4: Integers, Part 2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119
Multiplying and Dividing with Integers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135
Lesson 5: Powers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147
Lesson 6: Scientific Notation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167
Scientific Notation: Large Numbers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 170
Scientific Notation: Small Numbers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 175
More Work on Scientific Notation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 179
Calculations Using Scientific Notation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 182
Lesson 7: Order of Operations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185

Answer Key. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 189

LITERACY FOUNDATIONS MATH: LEVEL 4 | iii

iv | LITERACY FOUNDATIONS MATH: LEVEL 4
Lesson 1 Fractions Number Sense

Lesson 1
Fractions
Learning Outcomes
By the end of this section you will be better able to:
• convert between improper fractions and mixed numbers
• multiply and divide with proper fractions and mixed numbers
• convert between standard fractions and decimal fractions
• compare fractions, decimals, and whole numbers

Vocabulary of Mixed Numbers

and Improper Fractions
Let’s begin with a review of fractions. We can think of any object as being “whole.”
For example, the picture below shows one whole chocolate bar.

We can also think of it as being one whole object made of any number of equal
parts. Think of dividing the chocolate bar into equal pieces to share with your
friends. Before you share the chocolate bar, you divide it into 8 pieces. You still have
one whole chocolate bar, because you still have 8 out of 8 pieces. In this case the
whole object can be viewed as a fraction that equals “1”.

8
1=
8

LITERACY FOUNDATIONS MATH: LEVEL 5 | 1

Number Sense Lesson 1 Fractions

If you were to share with three of your friends, you might give each person 2 pieces,
leaving only 2 pieces for yourself.

2 numerator number of equal parts I have

= =
8 denominator total number of equal parts

In a proper fraction the numerator is smaller than the denominator.

Example:

2
3

In an improper fraction, the numerator is bigger than the denominator.

Example:

5
3

Fractions that have the same value or represent the same ratio are called equivalent
fractions.

Example:
x6
x3

x3
x6

2 | LITERACY FOUNDATIONS MATH: LEVEL 5

Lesson 1 Fractions Number Sense

A mixed number is made of a whole number and a fraction. It is really a short

hand notation for the addition of a whole number and a fraction.

Example:

1 1
2 =2+
3 3

Exercises 1.1
Match the term on the left to the example on the right.

2
1. denominator a. the 3 in
3

2. improper fraction
4
b.
7
3. mixed number
1
4. numerator c. 2
5

5. proper fraction 9
d.
4

2
e. the 2 in
5

Turn to the Answer Key at the end of the module to check your work.

LITERACY FOUNDATIONS MATH: LEVEL 5 | 3

Number Sense Lesson 1 Fractions

Proper and Improper Fractions

and Mixed Numbers

When we’re working with fractions, we often see mixed numbers. It can be difficult
to perform operations (addition, subtraction, multiplication and division) on mixed
numbers. In order to work with fractions, we have to know how to convert from a
mixed number to an improper fraction.
1
Let’s work through an example. We’ll change 2 to an improper fraction.
3
First let’s draw a picture of the mixed number.

2 wholes 1
3

We can divide up the wholes into the same number of parts as the fraction: 3 parts
for each whole.

2 wholes, each 1 part

split into 3 parts
= 6 parts

4 | LITERACY FOUNDATIONS MATH: LEVEL 5

Lesson 1 Fractions Number Sense

Now, we can find the total number of parts from the picture. One way is just to
count them. Another way is to do the following operation:

(2 wholes × 3 parts in each) + 1 part

=2×3+1
=6+1
=7

So, we have seven parts. Remember that the “parts” are actually thirds. So we have
7
seven thirds or .
3
1 7
2 =
3 3

The Steps

For any mixed number, you can follow these steps to convert to an improper
fraction.

Step 1: Multiply the whole number by the denominator of the fraction.

Step 2: Add the numerator of the fraction to this product.

Step 3: Put the sum on top of the denominator.

Let’s look at one more example.

3
Write 6 as an improper fraction.
5
Step 1: Multiply the whole number by the denominator of 3
the fraction.
6
x 5
6 × 5 = 30
Step 2: Add the numerator of the fraction to this product. 3
6 +
30 + 3 = 33 x 5
Step 3: Put the sum on top of the denominator.
33
5
3 33
So, 6 = .
5 5

LITERACY FOUNDATIONS MATH: LEVEL 5 | 5

Number Sense Lesson 1 Fractions

Exercises 1.2
1. Convert the following mixed numbers into improper fractions using pictures for
each.

2
a. 4
3

1
b. 5
6

3
c. 2
7

2. Convert the following mixed numbers into improper fractions.

1
a. 8
5
1
a. 8
5

2
b. 6
9
2
b. 6
9

1
c. 3
4
1
c. 3
4

Turn to the Answer Key at the end of the module to check your work.

6 | LITERACY FOUNDATIONS MATH: LEVEL 5

Lesson 1 Fractions Number Sense

Converting from an Improper Fraction

to a Mixed Number

After you perform operations on fractions, you will often be asked to express your
answer as a proper fraction or a mixed number. If your answer is an improper
fraction, you will have to convert it to a mixed number.
9
Lets try an example. We’ll change the improper fraction to a mixed number.
4
Let’s try drawing a picture.

First of all, we know that our “wholes” have been cut into quarters. We’ll draw
quarters until we have 9 of them.

Here are 4 quarters:

Here are 8 quarters:

Now we only need one more quarter

to make 9. We’ll draw another square,
but shade in only one part.

You can see from the drawing that we have two wholes and one quarter, so our
1
mixed number is 2 .
4
9 1
=2
4 4

LITERACY FOUNDATIONS MATH: LEVEL 5 | 7

Number Sense Lesson 1 Fractions

The Steps

For any improper fraction, you can follow these steps to convert to a mixed
number.

Step 1: Divide the numerator by the denominator. Make note of the whole number
and the remainder.

Step 2: The whole number from the division becomes the whole number in your
mixed number.

Step 3: The remainder becomes the numerator of the fraction in your mixed
number.

Step 4: The denominator of this fraction is the same as the denominator of the
improper fraction you started with.

13
Let’s work through an example. We’ll change to a mixed number.
5

Step 1: Divide the numerator by the denominator. 3

Make note of the whole number and the
remainder. 3

whole
Step 2: The whole number from the division becomes 3
the whole number in your mixed number. 2
3

whole
Step 3: The remainder becomes the numerator of the 3
23
fraction in your mixed number.
3 remainder

Step 4: The denominator of this fraction is the same as whole

3
the denominator of the improper fraction you 23
started with.
3 remainder
13
The improper fraction we started with was , so
5
our denominator is 5.
13 3
So =2 .
5 5

8 | LITERACY FOUNDATIONS MATH: LEVEL 5

Lesson 1 Fractions Number Sense

Exercises 1.3
Convert the following improper fractions to mixed numbers and reduce when
necessary:

53
1.
8

35
2.
5

42
3.
12

54
4.
13

20
5.
6

Turn to the Answer Key at the end of the module to check your work.

LITERACY FOUNDATIONS MATH: LEVEL 5 | 9

Number Sense Lesson 1 Fractions

Multiplying Fractions

When we multiply fractions, we can use the following rule:

numerator A numerator B numerator A × numerator B

× =
denominator A denominator B denominator A × denominator B

Let’s see this rule in action. We’ll work through three multiplication problems
together.

Example 1:
3 1
1. ×
4 3

Multiply the two numerators, and multiply the two denominators.

3×1
=
4×3
3
=
12

Don’t forget to reduce your answer to lowest terms.

Example 2:
1 3
2. ×
4 5

Multiply the two numerators, and multiply the two denominators.

1× 3
=
4×5
3
=
20

This fraction cannot be reduced any further, so this is your final answer.

10 | LITERACY FOUNDATIONS MATH: LEVEL 5

Lesson 1 Fractions Number Sense

Example 3:
11 2
3. ×
4 5

Multiply the two numerators, and multiply the two denominators.

11 × 2 1
= Simplify by dividing 2
42 × 5 and 4 by a common
11 factor of 2.
=
10

This is an improper fraction. You should always leave your answers as proper
fractions or mixed numbers. If we convert this to a mixed number we get:

1
1
10

Now it’s your turn to try multiplying fractions.

LITERACY FOUNDATIONS MATH: LEVEL 5 | 11

Number Sense Lesson 1 Fractions

Exercises 1.4
Complete the following multiplication problems. Your answers should be left as
either proper fractions or mixed numbers, and should be reduced to lowest terms.

2 4
1. ×
3 9

1 3
2. ×
5 4

4 6
3. ×
5 13

2 1
4. ×
7 5

8 5
5. ×
3 7

Turn to the Answer Key at the end of the module to check your work.

12 | LITERACY FOUNDATIONS MATH: LEVEL 5

Lesson 1 Fractions Number Sense

Multiplying a Fraction by a Whole Number

or a Mixed Number
Now that we know how to multiply two proper fractions, what happens when we
have a fraction multiplied by a whole number? What about a fraction multiplied by
a mixed number? Let’s work through some examples.

Multiplying by a Whole Number

Example 1

2
×4
3

Remember, we can write any whole number as an improper fraction. 4 is the same
4
as . Let’s rewrite the expression, and solve the problem.
1

2
×4
3 Now, this looks familiar!
We can use the multiplication
2 4 rule for fractions.
= ×
3 1

2×4
=
3×1

8 We shouldn’t leave the

= answer as an improper fraction.
3
Convert to a mixed number.
2
=2
3

LITERACY FOUNDATIONS MATH: LEVEL 5 | 13

Number Sense Lesson 1 Fractions

Example 2
3
8×
5

8
We can write the whole number as an improper fraction. 8 is the same as . Let’s
rewrite the expression, and solve the problem. 1

3
8×
5
8 3
= ×
1 5
8×3
=
1× 5
24
=
5
4
=4
5

Multiplying by a Mixed Number

Example 1
1 3
1 ×
5 4

Remember: we can convert any mixed number to an improper fraction.

1 6
1 is the same as . Let’s rewrite the expression, and solve the problem.
5 5

1 3
1 × Now, this looks familiar!
5 4 We can use the multiplication
6 3 rule for fractions.
= ×
5 4
63 × 3
=
5 × 42
9 Simplifying before multiplying
= means we don’t have to reduce
10
our answer. It also makes
the multiplication easier!

14 | LITERACY FOUNDATIONS MATH: LEVEL 5

Lesson 1 Fractions Number Sense

Example 2
6 1
×4
11 2
1
We can write the mixed number as an improper fraction. 4 is the same as 9 . Let’s
rewrite the expression, and solve the problem. 2 2

6 1
×4
11 2
6 9
= ×
11 2
63 × 9
=
11 × 21
27 Convert this improper
=
11 fraction into a mixed number.
5
=2
11

Now it’s time for you to try. Look back at the examples at any time if you need a
hint.

LITERACY FOUNDATIONS MATH: LEVEL 5 | 15

Number Sense Lesson 1 Fractions

Exercises 1.5
Complete the following multiplication problems. Your answers should be left as
either proper fractions or mixed numbers, and should be reduced to lowest terms.

3 1 1
1. ×3 6. 2 ×1
7 2 9

4 3 4
2. ×3 7. ×6
5 4 5

9
3. ×8
10

8
4. ×7
5

1 6
5. 2 ×
4 11

Turn to the Answer Key at the end of the module to check your work.

16 | LITERACY FOUNDATIONS MATH: LEVEL 5

Lesson 1 Fractions Number Sense

Dividing Fractions
The rule for dividing fractions is: multiply the first fraction by the reciprocal of the
second fraction.

You’re probably wondering, “What is a reciprocal?” A reciprocal is a number that

you multiply a fraction by so that the result equals one. The easiest way to find it is
to just flip the fraction over.

Here are two examples:

4
What is the reciprocal of ?
5
5
We flip the fraction to find that the reciprocal is
4
What is the reciprocal of 3?
3 1
3 is the same as , so we flip and the reciprocal is .
1 3
In general, the rule for division of fractions looks like this:

Now that we have a rule for division, let’s work through an example so you know
how to use it.
1
÷2=?
4
Following the rule, we’ll rewrite the first fraction, and then multiply it by the
reciprocal of the second.

LITERACY FOUNDATIONS MATH: LEVEL 5 | 17

Number Sense Lesson 1 Fractions

2
2 is the same as 1 .
Flip it to get the reciprocal.

1 1
= ×
4 2
1×1 Now you have a multiplication
= problem—we have already
4×2
1 done lots of these!
=
8

It may seem a bit strange to be changing operations and flipping fractions. To help
you understand this process, think about two people sharing a quarter of a pizza.
Sam and his sister were sharing a quarter of a pizza. We can think of this scenario in
two ways:

We must split the leftover pizza Each person gets half of the
OR
into two parts. leftover pizza.

We can translate these sentences into mathematical language. Remember, there was
a quarter of the pizza left in the fridge for Sam and his sister to share equally.

the leftover pizza divided by 2 OR half of the leftover pizza

1 1 1
÷2 ×
4 2 4
With a little shuffling around, you’ll find our division rule!

Remember, you can multiply

1 1 1 two numbers in any order.
2 ×
4 4 2 1 1 1 1
× is the same as ×
4 2 2 4

18 | LITERACY FOUNDATIONS MATH: LEVEL 5

Lesson 1 Fractions Number Sense

Let’s try another example using the division rule.

2 3
÷ =?
3 4
Rewrite the first fraction, change the operation to multiplication, and flip the
second fraction.
2 3
3 4
2 4
= ×
3 3
2×4
=
3×3
8
=
9

The answer is a proper fraction, and can’t be reduced, so we can leave it as it is.

Mixed Numbers
Let’s look at an example where one of the fractions is a mixed number.

5 2
÷1 =?
6 3
By the division rule, we know we need to find the reciprocal of the second fraction.
Before we can do this, we need to convert the mixed number to an improper
fraction.

5 2
1
6 3 Now you can flip the
5 5 second fraction. The reciprocal
6 3 of 5 is 3 .
3 5
5 3
= ×
6 5
51 × 31 Simplify before you
=
62 × 51 multiply.
1
=
2

LITERACY FOUNDATIONS MATH: LEVEL 5 | 19

Number Sense Lesson 1 Fractions

Exercises 1.6
1. Write the reciprocal of each of the following numbers.

2
a.
3
7
a. 3
5
1
b.
4 5
b. 4
6

c. 7 1 2
c.
2 3

4 1
d. 2 d. 9
5 5

2. Complete the following division problems. 1 1

e. 5Your final answers should be either
5 5be reduced to lowest terms.
proper fractions or mixed numbers, and should

7 1
a. 3 f. 2
5 4

5 1 1
b. 4 g.
6 5 4

1 2 2 2
c. h.
2 3 5 3

1 11 1
d. 9 i.
5 9 5

1 1 3
e. 5 j. 7 2
5 5 4

1
f. 2
4

1Turn
1 to the Answer Key at the end of the module to check your work.
g.
5 4

2 2
h.
5 3
20 | LITERACY FOUNDATIONS MATH: LEVEL 5

11 1
i.
Lesson 1 Fractions Number Sense

Decimal Fractions
Terminating and Repeating Decimals
Terminating means ending. A terminating decimal has an end.

Here are some examples:

1
= 0.5
2

2
= 0.2
10

223
= 2.23
100

Repeating decimals have a pattern that keeps repeating (they never end).

Here are some examples:

1
= 0.33333333333...
3
1 •

The 3 repeats, so we write = 0.3.
3

A dot on top of a digit means that digit repeats.

9
= 1.285714285714285714....
7
9
The 285714 repeats, so we write = 1.285714.
7

5
= 0.0505050505....
99
5
The 05 repeats, so we write = 0.05 .
99
A line on top of digits means those digits repeat.

LITERACY FOUNDATIONS MATH: LEVEL 5 | 21

Number Sense Lesson 1 Fractions

Exercises 1.7
Classify each decimal as terminating or repeating by writing “terminating” or
“repeating” to the right of the decimal.

1. 34.3728 ________________

2. 0.83838383838... ________________

3. 0.943 ________________

4. 0.55555555... ________________

Turn to the Answer Key at the end of the module to check your work.

A Review of Decimal Fractions

Let’s have a look at a hundredths block to help us better understand decimals and
fractions.

One one tenth one hundredth

You can see that the big square represents one whole. It has been divided into 100
small squares. Each of these small squares represents one hundredth. Ten of these
small squares together represent one tenth.

22 | LITERACY FOUNDATIONS MATH: LEVEL 5

Lesson 1 Fractions Number Sense

If we had three tenths and four hundredths it would look like this:

three tenths four hundredths

Let’s write this as a fraction:

3
Three tenths =
10
4
Four hundredths =
100
3 4 30 4 34
So three tenths and four hundredths = + = + =
10 100 100 100 100
We can also write this as a decimal:

0. 3 4
hundredth
tenth

34
So we can see that = 0.34 .
100

LITERACY FOUNDATIONS MATH: LEVEL 5 | 23

Number Sense Lesson 1 Fractions

Let’s try another question.

Write 2 tenths and 6 hundredths as a fraction and into a decimal.

two tenths six hundredths

Fraction: Decimal:
2
+
6
=
20
+
6
=
10 100 100 100 100
26
0. 2 6
hundredth
tenth

26
So = 0.26
100

24 | LITERACY FOUNDATIONS MATH: LEVEL 5

Lesson 1 Fractions Number Sense

Let’s try one last example.

Write 9 tenths, 2 hundredths, and 8 thousandths as a fraction and as a decimal.

Fraction: Decimal:

9
+
2
+
10 100 1000
8
0.9 2 8

thousandth
hundredth
tenth
900 20 8
= + +
1000 1000 1000
928
=
1000

928
So = 0.982 .
1000

LITERACY FOUNDATIONS MATH: LEVEL 5 | 25

Number Sense Lesson 1 Fractions

Exercises 1.8
Write the following as a fraction and a decimal.

Fraction Decimal

1. 4 tenths, 9 hundredths

2. 7 tenths, 3 hundredths,
5 thousandths

3. 6 tenths, 4 hundredths,
2 thousandths

4. 3 tenths, 2 hundredths,
1 thousandth

Turn to the Answer Key at the end of the module to check your work.

26 | LITERACY FOUNDATIONS MATH: LEVEL 5

Lesson 1 Fractions Number Sense

Writing Fractions as Decimal Fractions

A power is a number that has been multiplied by itself. Examples of powers of 10
are 10, 100, 1000, and 10 000. You will learn more about powers in another lesson.

You might have noticed that a terminating decimal can be written as a fraction with
a denominator that is a power of 10. The number of place values in the decimal
tells us how many 0’s are needed in the denominator of the fraction.

Look at the examples below and notice the pattern:

3
0.3 =
10
36
0.36 =
100
361
0.361 =
1000

Just like when we were working with fractions before, we often want to simplify our
final answer. This means reducing fractions to their lowest terms. Can we simplify
any of the fraction answers above? Let’s check.

3 3 and 10 don’t have any common factors. This fraction is

0.3 = already in lowest terms.
10

36 36 and 100 can both be divided by 4—that means we can

0.36 = reduce this fraction.
100
36
=
(36 ÷ 4) = 9
100 (100 ÷ 4) 25

9 and 25 don’t have any common factors, so this fraction

is simplified.

361 Now our numbers are getting bigger. Do 361 and 1000 have
0.361= any common factors? The only factors of 1000 are 2 and 5.
1000
All multiples of 2 are even numbers, so 2 is not a factor of
361. All multiples of 5 end in 0 or 5, so 5 is not a factor of
361. This fraction is already in lowest terms.

LITERACY FOUNDATIONS MATH: LEVEL 5 | 27

Number Sense Lesson 1 Fractions

1 7
So what happens when you see fractions like and ? They can be written as
2 25
terminating decimals, but they don’t have denominators that are powers of 10. We
can rewrite them as equivalent fractions with denominators that are powers of 10.

Let’s try it.

1 1× 5 5
= = = 0.5
2 2 × 5 10

7 7×4 28
= = = 0.28
25 25 × 4 100

1
Here’s another example. Let’s convert into a fraction with a denominator of 100
to find the equivalent decimal.
4

1 1× 25 25 1
Since 25 = 0.25 we know that = 0.25 .
= =
4 4 × 25 100 100 4

28 | LITERACY FOUNDATIONS MATH: LEVEL 5

Lesson 1 Fractions Number Sense

Exercises 1.9

1. Rewrite each of the following as a fraction with the denominator as a power of

10. Then write the fraction as a decimal. The first one is done for you.

Reduced Equivalent Fraction With a Power of 10 Decimal

Fraction as Its Denominator
3 3 3 ×2 6
= = 0.6
5 5 5 × 2 10
2
a.
5

16
b.
25

7
c.
20

123
d.
500

Turn to the Answer Key at the end of the module to check your work.

LITERACY FOUNDATIONS MATH: LEVEL 5 | 29

Number Sense Lesson 1 Fractions

Writing Repeating Decimals and Fractions

Remember: to write fractions as decimals, divide the numerator by the
denominator.

Example
1
= 1÷ 3 = 0.3333.... = 0.3
3
4
Now, look at the pattern below. Without using a calculator, can you write as a
decimal?
9

1
= 0.11111....
9
2
= 0.2222.....
9
3
= 0.3333.....
9
4
=
9

Write a rule for converting repeating decimals like 0.777777.... into a fraction.

What happens if the denominator is 99? Let’s find out.

1
= 0.0101010101....
99
2
= 0.02020202.....
99
3
= 0.03030303.....
99
15
= 0.15151515.....
99
83
= 0.8383838.....
99
65
= 0.65656565...
99

30 | LITERACY FOUNDATIONS MATH: LEVEL 5

Lesson 1 Fractions Number Sense

Have you figured out the pattern? How do you write a repeating decimal as a
fraction?

Here are the steps:

Example

1. Find out which digits repeat. In 0.123123123123....,

123 repeats.

2. Write the repeating part as the 123

numerator. ?

3. Count how many digits 123 repeats (this is three digits,) so

repeat; this will tell you how 999 will be the denominator
many 9s will be needed in the 123
denominator.
999

123 123 ÷ 3 41
4. Be sure to reduce your fraction. = =
999 999 ÷ 3 333

Can you think of an example where we would want to round our decimal answer?

A store is selling 3 apples for $0.98. You only want one apple. How much will the
apple cost?

$0.98
= $0.3266666...
3

You need to round your answer to the nearest penny.

One apple would cost $0.33.

Make sure you always round your answer to two decimal places when working with
money.

LITERACY FOUNDATIONS MATH: LEVEL 5 | 31

Number Sense Lesson 1 Fractions

Exercises 1.10
1. Without using a calculator, write each of these fractions as a repeating decimal.

8
a. =
99

35
b. =
99

15
c. =
99

84
d. =
99

2. Write a rule for converting repeating decimals where two digits repeat like
0.67676767.... into a fraction.

3. Convert the following repeating decimals to fractions. Make sure your fractions
are reduced.

a. 0.5555...

b. 0.343434...

c. 0.789789789....

d. 0.24682468...

e. 0.015015015.....

4. Let’s convert fractions into decimals. This time our decimal number will

32 | LITERACY FOUNDATIONS MATH: LEVEL 5

Lesson 1 Fractions Number Sense

represent money. Think of each fraction as a division question, and use your
calculator to find the decimal nuber.

Fraction Decimal Not Rounded Rounded

10
10 ÷ 33 =0.30303030... $0.30
33
16
a. $
25
80
b. $
120
17
c. $
200
125
d. $
300

Turn to the Answer Key at the end of the module to check your work.

Comparing Fractions and Decimals

Remember that equivalent means “the same.” Equivalent fractions have equal
value, but have different numerators and denominators.

Equivalent fractions can be found by either:

• multiplying the numerator AND denominator of a fraction by the same

number

OR

• dividing the numerator AND denominator of a fraction by a common factor

In this example, we’ll multiply the top and bottom of the fraction by 5.

1 1× 5 5
= =
2 2 × 5 10

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Number Sense Lesson 1 Fractions

Exercises 1.11
1
1. What would the equivalent fraction of be if you multiplied by 4 instead?
2

2. Match each of the ten fractions in the top row with an equivalent fraction in
the bottom row. The first one is done for you.

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

9 24 18 35 7 7 1 2 1 4
0 20 50 7 70 5
15 80 5 2 5

Turn to the Answer Key at the end of the module to check your work.

34 | LITERACY FOUNDATIONS MATH: LEVEL 5

Lesson 1 Fractions Number Sense

Inequalities
We will be comparing numbers in this lesson, so let’s review the inequality signs.

One way to remember which way the inequality goes is to think of the sign as a
crocodile and the number as an amount of fish.

< means less than

For example, 2 < 3.

> means greater than

For example, 3 > 2.

If you were a hungry crocodile, would you want to eat 5 fish or 10 fish?

You would want to eat 10 fish. So 5 < 10

Another way to look at < is think of it as an L. The L stands for “less than.” So we
know 5 < 10 means 5 is less than 10.

When comparing decimal numbers that are less than 1, make sure you compare
digits from left to right. Compare the tenths values; if they are the same, then
compare the hundredths, and then continue moving until a digit is different.

LITERACY FOUNDATIONS MATH: LEVEL 5 | 35

Number Sense Lesson 1 Fractions

Don’t be fooled. Just because a number is longer does not mean that it is larger. For
instance, 0.1000001 is longer than 0.1001 but its value is less.

Compare 0.5 and 0.4. 5 is greater than 4. So, 0.5 > 0.4

Compare 0.54 and 0.5. There is a 5 in both tenths places, so let’s look at the
hundredths. 4 is bigger than nothing (0), so 0.54 > 0.5.

Try some inequalities. Write the inequality for each pair of numbers below. The first
one is done for you.

a. 4 < 9 f. 0.5 __ 0.8

b. 9 __ 8 g. 0.12 __ 0.36

c. 21 __ 86 h. 0.123 __ 0.2

d. 12 __ 65 i. 0.49 __ 0.4

e. 12 __ 43 j. 0.55 __ 0.551

Compare your answers with the ones below.

Answers
a. < f. <
b. > g. <
c. < h. <
d. < i. >
e. < j. <

Before comparing fractions and decimals, all of the numbers need to be in the same
form.

• convert all the numbers to decimals

OR
• convert all the numbers to fractions

And then compare them.

36 | LITERACY FOUNDATIONS MATH: LEVEL 5

Lesson 1 Fractions Number Sense

Comparing Decimals
23
Compare 0.36 and .
25
First, let’s try changing everything into a decimal.
23 23
To compare 0.36 and we can change into a decimal.
25 25

Method 1: using a common Method 2: dividing the numerator

factor: by the denominator:
23 23 × 4 92 23
= = = 0.92 or = 23 ÷ 25 = 0.92
25 25 × 4 100 25
23
Which is smaller? 0.36 or 0.92? Since 0.36 is smaller than 0.92, we know 0.36 < .
25
Comparing Fractions
23
Compare 0.36 and .
25
This time let’s convert everything into a fraction.

0.36 = 36 . To compare these two fractions we need both of them over the same
100
23
denominator. 100 is the lowest common denominator of 36 and . So let’s
100 25
23 92
change into its equivalent fraction of .
25 100

92 23
Which is smaller? Since 36 is smaller than we know 0.36 < .
100 100 25

LITERACY FOUNDATIONS MATH: LEVEL 5 | 37

Number Sense Lesson 1 Fractions

Exercises 1.12
Now it’s your turn.

1. Convert all of the fractions into decimals. Decide which number is the smallest,
then write an inequality.

27
20 = 27 ÷20 = 1.3 5
a
20
1.34 <
27

3
b. 0.78,
5

19
c. 0.96,
20

38
d. 1.27,
25

162
e. 3.45,
50

38 | LITERACY FOUNDATIONS MATH: LEVEL 5

Lesson 1 Fractions Number Sense

2. Convert all of the decimals into fractions. Decide which number is the smallest,
then write an inequality.

82 4 4 ×20 80 82 80 4
a 0.82 = = = > 0.82 >
1 00 5 5 ×20 1 00 1 00 1 00 5

3. Which method did you like using best? Did one method take longer than
another method?

Turn to the Answer Key at the end of the module to check your work.

LITERACY FOUNDATIONS MATH: LEVEL 5 | 39

Number Sense Lesson 1 Fractions

Placing Fractions and Decimals on a Number Line

Now that we know how to compare fractions and decimals we can place them on
the number line. We can convert all of the numbers into decimals, or into fractions
with common denominators. In this lesson we’ll convert everything into decimals
to compare and place on a number line. We’ll use this method since it often takes
longer to change everything into common fractions with the same denominators. If
you prefer another method, you can use it in your own work.

Example
6
Place , 0.92, and 1 on the number line
5
Let’s compare the numbers on a number line like the one below.

6
We can convert into a decimal.
5
6
= 6 ÷ 5 = 1.2.
5

Now place 1.2, 0.92, and 1 on the number line.

() 6
5
0.92 1 1.2

Now that the numbers are on the number line, you can compare them easily:

• 0.92 is furthest left, so it’s the smallest number in the set.

6
• 1.2 (or ) is furthest right, so it’s the largest number in the set.
5

40 | LITERACY FOUNDATIONS MATH: LEVEL 5

Lesson 1 Fractions Number Sense

Exercises 1.13
Convert these lists of numbers into decimals, and then place them on the number
line.

4
1. 1.3, 0.2, 1.5, 3 , 1, 1
4 5

3 7 1
2. 1.75, 0.4, , 0.9, ,
5 10 2

Turn to the Answer Key at the end of the module to check your work.

LITERACY FOUNDATIONS MATH: LEVEL 5 | 41

42 | LITERACY FOUNDATIONS MATH: LEVEL 4
Lesson 2 Ratios and Rates Number Sense

Lesson 2
Ratios and Rates
Learning Outcomes
By the end of this lesson you will be better able to:
• use ratios to find unit rates
• apply ratios and rates to solving problems

Ratios
Look at the picture below.

We can see from this picture that:

• There are 2 black marbles.
• There are 4 grey marbles.
• There are 6 white marbles.
• There are 12 marbles all together.

Using this information, we can make some comparisons. For example, we can
compare:
• the number of grey marbles to the number of white marbles
• the number of black marbles to the number of grey marbles to the number of
white marbles
• the number of white marbles to the total number of marbles

In math, we can describe these comparisons using ratios. A ratio is a comparison

of two or more numbers. We can write each comparison listed above as a ratio by
separating the numbers with a colon.

LITERACY FOUNDATIONS MATH: LEVEL 5 | 43

Number Sense Lesson 2 Ratios and Rates

the number of grey marbles to the number of white marbles 4:6

the number of black marbles to the number of grey marbles

2:4:6
to the number of white marbles

the number of white marbles to the total number of marbles 6:12

Notice that the order in which the numbers appear is very important. Write the
numbers in the ratio in the same order that they are listed in the words.
grey to white
4 : 6

Each number in a ratio is called a term. The ratio 4:6 is a two-term ratio because it
contains two terms, 4 and 6. The ratio 2:4:6 is a three-term ratio because it contains
three terms, 2, 4, and 6.

Part-to-Part Ratios
A part-to-part ratio describes certain parts of a group, or certain parts of a whole. In
the marble example above, the ratio of grey marbles to white marbles (4:6) is a part-
to-part ratio. It compares different parts of a collection of marbles. The three-term
ratio 2:4:6 is also a part-to-part ratio. It describes three parts of the collection.

Part-to-Whole Ratios
A part-to-whole ratio describes a part of a group in comparison to the whole group.
In the marble example above the ratio of white marbles to the total number of
marbles (6:12) is a part-to-whole ratio. It compares a specific part of the group to
the whole group.

Part-to-whole ratios can also be written as fractions. For example, we could write
the ratio of white marbles to the total number of marbles as 6:12 or 6 .
12
Proportions

Let’s look at the ratio of white marbles to the total number of marbles again. This
6
ratio can be written as the fraction . Remember that we can create equivalent
12
fractions by multiplying or dividing the numerator and the denominator by a
common factor. In this case:

44 | LITERACY FOUNDATIONS MATH: LEVEL 5

Lesson 2 Ratios and Rates Number Sense

÷6

6 1
12 2
÷6

6 1
and are equivalent fractions.
12 2
We can do the same thing with ratios. 6:12 can be written as 1:2.

÷6

6:12 1:2
÷6

A pair of equivalent ratios is called a proportion. We say that these two ratios are
proportional to each other.

LITERACY FOUNDATIONS MATH: LEVEL 5 | 45

Number Sense Lesson 2 Ratios and Rates

Exercise 2.1
1. Look at the counters below. The ratios below describe how the coloured counters
relate to each other. Explain the relation for each ratio. The first one has been
done for you.

a. 3:7 Number of black counters to the number of grey counters

b. 3:6

c. 7:16

d. 3:6:7

e. 3:8

2. Classify each ratio in question 1 as either a part-to-part ratio or a part-to-whole

ratio.

a.

b.

c.

d.

e.

46 | LITERACY FOUNDATIONS MATH: LEVEL 5

Lesson 2 Ratios and Rates Number Sense

3. Write a part-to-part ratio for each of the comparisons below.

a. There are 12 boys and 15 girls in a math class.

b. To prepare pancakes from a packaged mix, you need 1 cup of water and 2
cups of pancake mix.

c. This week, the forecast calls for three days of sunshine and four days of rain.

d. In your dresser drawer you have one pair of pants, three pairs of shorts, and
four T-shirts.

4. For each of the comparisons in question 3, write a part-to-whole ratio.

a.

b.

c.

d.

LITERACY FOUNDATIONS MATH: LEVEL 5 | 47

Number Sense Lesson 2 Ratios and Rates

5. Which of the following pairs of ratios are proportional? How do you know?

a. 2:4 and 6:12

b. 1:3 and 4:15

c. 16:30 and 8:15

Turn to the Answer Key at the end of the module to check your work.

48 | LITERACY FOUNDATIONS MATH: LEVEL 5

Lesson 2 Ratios and Rates Number Sense

Rates
Ratios compare quantities of the same kind: numbers of girls and boys (people),
numbers of rainy days and sunny days (days), numbers of pants, shorts, and shirts
in a dresser drawer (articles of clothing). But what if we want to compare different
types of things?

A rate is a way of comparing two measurements or quantities. For example, speed is

a rate. The rate 50 km/h compares distance and time. The rate means that you can
travel 50 kilometres in one hour.

Other examples of rates are:

• the number of litres of water you use in the shower every week
• the amount of rain that falls in a year
• the amount of money paid for every hour you work
• the distance you can travel in a vehicle with a certain amount of fuel

When we worked with ratios, we did not include units. When we work with rates,
the units are very important. If your friend told you that oranges were on sale for
1.99/1, you would probably ask for more information. You might assume that your
friend meant $1.99, since they’re talking about price, but you wouldn’t know if
they meant $1.99 per orange or $1.99 per pound of oranges, or $1.99 per kilogram
of oranges. The rate 1.99/1 is not as meaningful as the rate $1.99/kg.

Unit Rates
In rates, as in ratios, equivalent fractions play a very important role. We change
ratios and rates into fractions, then use our fraction knowledge to find equivalent
forms. For example, if you get paid $36.00 for 4 hours of work on your part time
job, what is your hourly wage?

Your rate of pay is $36.00/4 hours. To figure out your hourly wage, create equivalent
fractions.
$36.00 ?
=
4 hours 1 hour
÷4
$36.00 $9.00
=
4 hours 1 h our
÷4

So, your wage is $9.00/h.

LITERACY FOUNDATIONS MATH: LEVEL 5 | 49

Number Sense Lesson 2 Ratios and Rates

Notice that the second term in this rate is 1. A rate that has 1 as its second term is
called a unit rate. Unit rates are often used to make comparisons. For example, if
you were grocery shopping you might want to compare the prices of two different
brands. Or, you might want to compare the prices of the same item at different
stores.

Which carton of juice is

the best buy?
L
500 m
L
750 m 1.5 L

$1.89 $2.45 $4.29

If we can find the price per unit volume of each carton, we can compare them to
figure out which is the best deal.

If we buy the smallest carton, we get 500 mL of juice for $1.89.

cost We want to create a unit rate,

unit price = so we know that we want the
volume
denominator to be 1. Use a
$1.89
= calculator to divide $1.89 by 500.
500 mL
= $0.00378/mL 500 m
L

The unit price of this carton is $0.00378/mL.

If we buy the medium-sized carton, we get 750 mL of juice for $2.45.

cost Fractions mean dividing. To find

unit price = this unit rate divide, we divide just
volume
as we did in the previous example.
$2.45
=
750 mL Use a calculator to find
= $0.00327/mL 75 0 mL $2.45 ÷ 750.

The unit price of this carton is $0.00327/mL.

50 | LITERACY FOUNDATIONS MATH: LEVEL 5

Lesson 2 Ratios and Rates Number Sense

If we buy the large carton, we get 1.5 L of juice for $4.29. To compare this price
to the others, we need the unit price to be in the same units. To convert litres to
millilitres, multiply by 1000.

cost 1 L = 1000 mL
unit price =
volume so
$4.29 1.5 L = 1500 mL
=
1500 mL
= $0.00286/mL 1.5 L

The unit price of this carton is $0.00286/mL.

The largest container has the lowest unit price, so it is the best value.

LITERACY FOUNDATIONS MATH: LEVEL 5 | 51

Number Sense Lesson 2 Ratios and Rates

Exercises 2.2
1. Write a rate for each sentence below.

a. Adrian travelled 110 kilometres in two hours.

b. Angelique paid $11.19 for three kilograms of apples.

c. David took his heart rate after jogging. He counted 30 beats in a 10-second
time period.

2. Write a description for each rate below.

400 km
a.
28 L

b. 70 km/h

$72
c.
5h

52 | LITERACY FOUNDATIONS MATH: LEVEL 5

Lesson 2 Ratios and Rates Number Sense

3. Calculate the unit rate for each of the rates described in question 1.

a.

b.

c.

4. You can buy a package of four batteries for $6.67 or a package of 10 for $13.90.
Which package is the best buy?

Turn to the Answer Key at the end of the module to check your work.

LITERACY FOUNDATIONS MATH: LEVEL 5 | 53

Number Sense Lesson 2 Ratios and Rates

Problem-solving with Rates and Ratios

Let’s apply our knowledge of ratios and rates to solve some problems.

Problem 1
At a hockey game, your favourite team out shot their opponent 2 to 1. If your team
made 30 shots, how many shots did their opponent make?

The ratio of shots made by your team to the number of shots made by their
opponent is 2:1. That means that for every two shots your team made, their
opponent only made one. We can use proportions to solve this problem.

2:1 = 30:
×15

2:1 = 30:
×15

2:1 = 30:15

We could also set up this proportion using fractions.

×15
2 30
=
1
×15
2 30
=
1 15

Your favourite team’s opponent made 15 shots on goal.

Problem 2
Jillian works at a coffee shop. Last week she worked 25 hours and earned $225.

a. What is her hourly rate of pay?

b. She is scheduled to work 31 hours next week. How much money will she earn?

54 | LITERACY FOUNDATIONS MATH: LEVEL 5

Lesson 2 Ratios and Rates Number Sense

To answer part (a), we need to find out how much Jillian makes in one hour.

amount earned
unit rate =
hours worked
$225
=
25 h
= $9/h

Jillian’s rate of pay is $9 per hour.

To answer part (b), we need to figure out how much she’d earn if she worked 31
hours. We can use the unit rate we found in part (a) and multiply it by the number
of hours she is scheduled to work next week.

×31

9
=
31
×31
$9 $274
=
1 h 31 h

Jillian will earn $274 next week if she works all her scheduled hours.

Problem 3
Stephen consulted his map to find the distance between Nanaimo and Courtenay.
He used a ruler to measure the distance on the map: 8.25 cm. “Great!” he thought,
“Now I’ll just look at the scale.”

Unfortunately, the bottom of the map was ripped, and the scale was missing.
Stephen was discouraged for a moment, but then he had an idea. “I know that
it’s about 20 km from Nanaimo to Ladysmith. I’ll measure that distance on the
map and make my own scale!” Stephen found the distance between Nanaimo and
Ladysmith to be 1.5 cm on the map.

Set up a proportion and find the distance between Nanaimo and Courtenay using
Stephen’s scale.

LITERACY FOUNDATIONS MATH: LEVEL 5 | 55

Number Sense Lesson 2 Ratios and Rates

Courtenay

Nanaimo
Ladysmith

Victoria

Maps are created using a scale. This means that any distance shown on a map is
proportional to the actual distance.

distance on map
actual distance

We can use this ratio to set up a proportion with the information in the problem.

We’ll use the variable d

to represent the distance between
1.5 cm 8.25 cm Nanaimo and Courtenay.
=
20 km d This is the value we’re
trying to find.

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Lesson 2 Ratios and Rates Number Sense

×
What can we multiply
1 5 cm 8 25 cm 1.5 by to get 8.25?
=
20 km d

× 5.5
Divide to find what
1.5 cm 8.25 cm number multiplied
= by 1.5 gives 8.25.
20 km d
8.25 ÷ 1.5 = 5.5
× 5.5

From the proportion you can see that

d = 20 × 5.5
d = 110

So the distance from Nanaimo to Courtenay is 110 km.

The Cross-Product Method

In some proportions, it’s easy to determine what factor you should multiply or
divide by to find the missing number. As you saw in Problem 3 (above) it’s not
always so easy. We’ll try solving Problem 3 again, using a different method. But first,
let’s look at a simple proportion.

1 2
=
2 4

Try this:
Multiply the numerator of the first fraction by
1 2 1x4=4
the denominator of the second fraction. =
1 2
2 =4 1x4=4
2 4

Multiply the denominator of the first fraction 1 2 2x2=4

=
1 2
2
by the numerator of the second fraction. =4 2x2=4
2 4

LITERACY FOUNDATIONS MATH: LEVEL 5 | 57

Number Sense Lesson 2 Ratios and Rates

Notice that you get the same answer for both. These are called cross-products. In any
proportion, the cross-products are equal.

a b
If = then aB = Ab
A B

We can use this to help us solve proportion problems.

Let’s go back to Problem 3 (the map problem). Here’s our proportion:

1.5 cm 8.25 cm 1.5 cm 8.25 cm

= =
20 km d 20 km d

We can write the cross products as an equation.

Remember, side-by-side
brackets mean multiply.
(1.5 cm)(d) = (20 km)(8.25 cm)

Now, solve the equation.

To undo multiplying What you do to one side

by 1.5 cm, of the equation, you must
divide by 1.5 cm. also do to the other side.

(1.5 cm)(d) (20 km)(8.25 cm)

=
1.5 cm 1.5 cm
(20 km)(8.25 cm)
d=
1.5 cm
d = 110 km

We got the same answer as we did before; the actual distance from Nanaimo to
Courtenay is 110 km.

When you’re solving problems, you can use whichever method works best for you.

58 | LITERACY FOUNDATIONS MATH: LEVEL 5

Lesson 2 Ratios and Rates Number Sense

Exercises 2.3
1. Cassie rides her bike to school. The school is 8.5 km away from her house, and
it usually takes her 30 minutes to get there. What is Cassie’s rate of speed on her
bike (in km/h)?

2. If a can of paint covers 9 square metres, how many cans of paint does it take to
paint a room which has 27 square metres of wall area?

3. Chris is offered two different jobs.

• The first job is working in a hardware store. The manager says he will pay her
$440/week if she works 40 hours a week. He would pay her the same hourly
wage if she wants fewer hours.
• The second job is at the library. The librarian says she will pay Chris
$350/week for 25 hours of work per week. The librarian is not flexible about
the number of hours Chris can work.

a. Calculate the hourly rate of pay for each job.

LITERACY FOUNDATIONS MATH: LEVEL 5 | 59

Number Sense Lesson 2 Ratios and Rates

b. Which job should Chris take? Explain your answer.

4. Marcel’s BC Hydro bill arrived in the mail. The bill showed that he used 194
kWh of electricity for which he was charged $11.47. If he uses 230 kWh next
month, how much will his bill be?

Turn to the Answer Key at the end of the module to check your work.

60 | LITERACY FOUNDATIONS MATH: LEVEL 5

Lesson 3 Percent Number Sense

Lesson 3
Percent
Learning Outcomes
By the end of this lesson you will be better able to:
• describe a percentage with a fraction, a ratio, or a decimal number
• understand percentages less than 1% and greater than 100%
• solve problems involving percent

Drawing Percentages
Draw a ten by ten square on the grid below. Shade it in lightly.

LITERACY FOUNDATIONS MATH: LEVEL 5 | 61

Number Sense Lesson 3 Percent

A square is a type
of rectangle.
We can calculate the area of A=lxw
this square as follows:

A = length × width
A = 10 × 10
A = 100 square units

Next draw a five by five square, starting in one of the corners of the ten by ten
square. Shade this square a different colour. Calculate the area of this square as
follows:

A = length × width
A=5×5
A = 25 square units

Let’s compare the ratio of the area of the smaller square to the area of the bigger
square. We can think of the big square as a whole, and the smaller square as a part
of the whole. The ratio of their areas, then, will be a part-to-whole ratio. We can
write this in three ways:

25
25 to 100 25 : 100
100

You may remember that a fraction of a whole, expressed as a fraction of 100, is

called a percent (or a percentage). So, we can actually write our area ratio above in
two more ways: as a percent and as a decimal.

25
25 to 100 25 : 100 25% 0.25
100

The % symbol is
important! 25% is
not the same as 25.

62 | LITERACY FOUNDATIONS MATH: LEVEL 5

Lesson 3 Percent Number Sense

Exercises 3.1
Following the example given in the first row, complete the table.

Picture Percent Fraction Ratio Decimal

25
25% 25:100 0.25
100

64% 64:100

12
100

0.04

0.2625

LITERACY FOUNDATIONS MATH: LEVEL 5 | 63

Number Sense Lesson 3 Percent

52% 52:100

0.765

90
100

Turn to the Answer Key at the end of the module to check your work.

64 | LITERACY FOUNDATIONS MATH: LEVEL 5

Lesson 3 Percent Number Sense

Percentages Less Than 1%

In the ten-by-ten grid we’ve been working with, each square represents 1%. What
happens if we divide that 1% square into smaller pieces?

Here you can see that the 1% square is

divided into ten pieces (or tenths). If
you shade in two of those pieces, what
percent do you have?

You have:

two tenths of one percent

2 1
×
10 100

2
This is the same as .
1000
To write this as a percent, we need
to convert it to a fraction with a
denominator of 100.

÷ 10
2 ?
=
1000 100
÷ 10
2 0.2
= = 0.2%
1000 100

We can write fractional percents as percents, fractions, ratios, and decimals. Give it
a try in the next activity.

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Number Sense Lesson 3 Percent

Exercises 3.2
Following the example given in the first row, complete the table.

Picture Percent Fraction Ratio Decimal

2
0.2% 2:1000 0.002
1000

5
1000

0.6%

0.003

Turn to the Answer Key at the end of the module to check your work.

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Lesson 3 Percent Number Sense

Percentages Greater Than 100%

One whole ten by ten grid represents 100%.

We can use multiple ten-by-ten grids to represent percentages that are greater than
100%.

1st grid has 100 shaded squares = 100%

2nd grid has 10 shaded squares = 10%
Total = 110 shaded squares = 110%

We can write percentages that are greater than 100% as percents, fractions, ratios,
and decimals. Give it a try in the next activity.

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Number Sense Lesson 3 Percent

Exercises 3.3
Following the example given in the first row, complete the table.

Picture Percent Fraction Ratio Decimal

110 10
110% =1 110:100 1.1
100 100

154:100

127% 1.27

1.81

Turn to the Answer Key at the end of the module to check your work.

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Lesson 3 Percent Number Sense

Calculations with Percents

You have seen that percents can range from 0% to more than 100%. In the next
lesson we’ll explore a number of situations in which you might find percents, and
we’ll solve several problems. For now, we’ll work on our calculation skills, and get
some practice converting between percents, fractions, ratios, and decimals.

Let’s work through several examples together.

Example 1
Write the following fractions as percents.

14 To write the fractions as percents, create

a.
20 equivalent fractions out of 100. This is a
3 proportion. You can solve proportions by
b.
250 figuring out what factor to multiply the
3 numerator and denominator by to create the
c. 1
5 equivalent fraction, or you can use the cross
product method.

×5
14 x
a. =
20 100
×5
14 70
= = 70%
20 100

3 x
b. =
250 100 If you’re not sure what to
(3)(100 ) = (250 )( x ) multiply or divide by, use
the cross-product method.
(3)(100 ) (250 )x
=
250 250
1.2 = x
So,
3 1.2
= = 1.2%
250 100

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Number Sense Lesson 3 Percent

3 x
c. 1 =
5 100 First change this to
× 20 an improper fraction.
8 x
=
5 100
× 20
8 160
=
5 100
8
= 160%
5

Example 2
Write each decimal as a percent.

a. 0.35 To convert from decimals to percents,

simply multiply by 100 and add the percent
b. 0.0001 symbol. A quick way to do this is to move
the decimal point two places to the right.
c. 1.67

a. 0.35 × 100 = 35
Don’t forget the
So, 0.35 = 35% percent symbol!

b. 0.0001 × 100 = 0.01

So, 0.0001 = 0.01%

c. 1.67 × 100 = 167

So, 1.67 = 167%

Example 3
Write each part-to-whole ratio as a percent.

a. 1:200 Remember that part-to-whole ratios can

be written as fractions. We can set up
b. 2:10 proportions to find an equivalent fraction
with a denominator of 100.
c. 8:3

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Lesson 3 Percent Number Sense

1
a. 1 : 200 =
÷2 200
1 x
=
200 100
÷2
1 0.5
= = 0.5%
200 100

2
b. 2 : 10 =
× 10 10
2 x
=
10 100
× 10
2 20
= = 20%
10 100

8
c. 8 : 3 =
3
8 x Use the cross-product
= method to solve
3 100
this one.
(8)(100 ) = (3)( x )
(8)(100 ) (3)( x )
=
3 3
266.6 = x
So,
8:3 266.6 ≈ 266.7%

Example 4

Write each of the following percents as a decimal and as a fraction.

a. 41.5% To convert a percent to a decimal, simply

divide by 100 and remove the percent
b. 140% sign. A quick way to do this is to move the
decimal point two places to the left.
3
c. %
4
Once you have a decimal, you can easily
convert to a fraction. Don’t forget to reduce
to lowest terms.

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Number Sense Lesson 3 Percent

a. 41.5 ÷ 100 = 0.415 41.5% = 0.415

so 41.5% = 0.415

To convert the decimal to a fraction, start by checking the place value of the last
digit. The 5 is in the thousandths place, so

415
0.415 =
1000

Now reduce the fraction to lowest terms.

÷5
415 83
=
1000 200
÷5

83
So, 41.5% = .
200

b. 140 ÷ 100 = 1.4

so 140% = 1.4

Now convert the decimal to a fraction. We have one whole, and four tenths so

4
1.4 = 1
10

Now reduce the fraction to lowest terms.

÷2
4 2
1 =1
10 5
÷2
2
So, 140% = 1 .
5

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Lesson 3 Percent Number Sense

3
c. Start by writing % as a decimal percentage.
4
3
% = 0.75%
4
3 ÷ 4 = 0.75

Now convert the percent to a decimal.

We can also move

0.75 ÷ 100 = 0.0075 the decimal point two
places to the left.
So, 0.75% = 0.0075 0.75% = 0.0075

The 5 is in the ten thousandths place, so

75
0.0075 =
10 000

Reduce the fraction to the lowest terms.

÷ 25
75 3
=
10 000 400
÷ 25
3
So, 0.75% = .
400

Now it’s your turn to practice converting between percents, decimals, fractions, and
ratios.

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Number Sense Lesson 3 Percent

Exercises 3.4
1. Write the following fractions as percents.

171
a.
300

41
b.
20

3
c.
125

7
d. 1
15

2. Write the following decimals as percents.

a. 0.14

b. 0.005

c. 0.1

d. 1.23

3. Write each of the following percents as a decimal and as a fraction.

Decimal Fraction

a. 0.07%

1
b. 23 %
2

c. 325%

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Lesson 3 Percent Number Sense

4. Write the following ratios as percents.

a. 7:4

b. 1:500

Turn to the Answer Key at the end of the module to check your work.

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Number Sense Lesson 3 Percent

Solving Problems with Percents

You were so excited to buy that new hoodie! But when you went to pay, the
total that came up on the cash register was more than the price on the tag. What
happened?

In some provinces two taxes are added to purchases: the Goods and Services Tax
(GST) and the Provincial Sales Tax (PST). Other provinces have just one tax, the
Harmonized Sales Tax (HST). BC may soon adopt the HST, but in this lesson we’ll
explore how to work with two taxes. The current rates are:
• GST 5%
• PST 7%

Example 1
A skateboard has a displayed price of $140.00. What is the total amount of taxes on
this item? What is the check out price?

5 7
5% = = 0.05 7% = = 0.07
100 100

Remember that in math,

“of” means
multiplication.

GST = 5% of $140.00 = 0.05 × 140.00 = $7.00

PST = 7% of $140.00 = 0.07 × 140.00 = $ 9.80

The total amount of taxes = $7.00 + $9.80 = $16.80

The check out price is: $140.00 + $16.80 = $ 156.80

Note: The GST and PST are each calculated separately—the calculation of one does
not affect the calculation of the other. We could perform these calculations in any
order. In fact, we could combine the GST and PST into one total percentage (5% +
7% = 12%).

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Lesson 3 Percent Number Sense

Working Backward
Sometimes we might want to find the price of an item before taxes. To do this we
can work backward from the cost of the taxes.

Example 2
For example, if we know the GST on an item is $9.00, we can find the original price.

We know the percentage and the cost of the tax, but we don’t know the original
amount. In the previous example, we used the following expression to find the tax
cost.

original price × percentage tax = tax cost

We can use this same expression, substituting what we know.

original price × 5% = $9.00

OR

original price × 0.05 = $9.00

Solve for the original price:

Divide both sides by
original price × 0.05 $9.00 0.05 to get
= “original price” by itself
0.05 0.05
on the left side.
original price = $180.00

Example 3
You pay $3.00 in taxes on a T-shirt. How much did the T-shirt cost before taxes?

Total taxes include 5% GST + 7% PST = 12%

original price × 12% = $3.00

original price × 0.12 = $3.00

original price × 0.12 $3.00

=
0.12 0.12

original price = $25.00

The T-shirt cost $25.00 before taxes.

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Number Sense Lesson 3 Percent

Exercises 3.5
For the questions below, assume that the GST is 5% and the PST is 7%.

1. If the display price of an item is $120.00, what is the

a. GST paid on the item?

b. PST paid on the item?

2. If the price tag on a pair of jeans reads $70.00, what is the total amount of taxes?
What is the total price?

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Lesson 3 Percent Number Sense

3. If the GST paid on a new collector’s edition of a video game is $3.40, what was
the original price?

4. If the PST paid on an item is $10.00, what was the original price of the item?

5. If the total tax on an item is $9.60, what was the original price of the item?

Turn to the Answer Key at the end of the module to check your work.

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Number Sense Lesson 3 Percent

Profits, Taxes, and Discounts

Stores mark up the price on their merchandise to cover expenses, wages, and make
a profit. Sometimes a store will decide to mark up an item based on a specific
dollar amount. This is called simple markup. Other times, a store will decide on a
percentage markup, and apply the same percent markup to similar items. The price
that a store sells items at is called the retail price.

Stores often offer discounts in order to get rid of old merchandise or to encourage
people to buy more items. There are many ways to offer a discount. One of the
most common is a percent discount.

Let’s work through some examples.

Example 1 (Simple Markup)

A store buys a box of Wii® accessories for $200.00. The store plans to sell the
accessories and wishes to mark it up by $25.00. If you were to purchase the
accessories from this store, how much would you pay including taxes?

Solution:
Since the store wants to markup the Wii® accessories by $25.00, the price tag will
read $225.00 ($200.00 cost + $25.00 markup = $225.00).

When you purchase the accessories, you also have to pay GST (5%) and PST (7%).

GST = 5% of $225.00 = 0.05 × $225.00 = $ 11.25

PST = 7% of $225.00 = 0.07 × $225.00 = $15.75

So the total cost for you = $225.00 + $11.25 + $15.75 = $252.00.

Note: The GST and PST are each calculated separately—the calculation of one does
not affect the calculation of the other. We could perform these calculations in any
order. In fact, we could combine the GST and PST into one total percentage (5% +
7% = 12%).

To make sure this works, check that you get the same answer.

12% of $225.00 = 0.12 × 225.00 = $27.00

Previously we calculated that the GST was $11.25 and the PST was $15.75.

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Lesson 3 Percent Number Sense

Combining these, you can see that we get $27.00, which is the same answer.

Example 2 (Percent Markup)

A store buys hoodies at a wholesale price of $60.00 each. They usually mark up the
price of a clothing item by 35%. What is the retail price for the hoodies?

Solution:
The markup is 35% of the wholesale cost.

35% × $60.00 = 0.35 × $60.00 = $21

retail price = cost of item + markup

= $60.00 + $21

= $82.00

The retail price of the hoodies is $82 each.

Example 3 (Percent Discount)

A CD regularly sells for $16. You can buy it on sale for 15% off. What is the sale
price?

Solution:

sale price = original price – discount amount

= $16 – (15% of $16)

= $16 – (0.15 × $16)

= $16 – $2.40

= $13.60

The sale price is $13.60.

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Number Sense Lesson 3 Percent

Another way to approach this problem is to

consider how much of the original retail price
you will be paying. If you are getting a 15%
100% - 15% = 85%
discount, then you are paying 85% of the
original price.

Then,
sale price = 85% of the original price
= 85% × $16
= 0.85 × $16
= $13.60

You get the same answer; the discounted price is $13.60.

Example 4 (Percent Discount: Working Backwards)

A pair of jeans is marked down by 20%, and a sale tag now advertises the sale price
is $46.40. What was the original price?

Solution:
Sale price = Original Price – (20% of the original price)

Let x represent the original price, and substitute the values we know.

$46.80 = x − (20% of x )
$46.80 = x − 0.20 x
$46.80 = 0.80 x Simplify like terms.
$46.40 0.80 x x = 1x and
= 1x – 0.20x = 0.80x.
0.80 0.80
$58 = x

The original price of the pair of jeans was $58.00.

We can approach this problem another way.

The original price for the item can be considered 100%. If 20% is taken off, that
would leave 80% of the price (100% – 20% = 80%).

So, the expression we can use is:

80% of the original price is $46.40.

Try using this expression to solve the problem. You should get the same answer.

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Lesson 3 Percent Number Sense

Example 5 (Combined Discounts)

A portable DVD player usually sells for $150.00 at a local store. The weekend flyer
had an advertisement for a 10% discount. You go to check it out and find out that
the store is giving a further discount of 20% off any discounted price! What will be
the new ticket price?

Solution:
Price after 10% discount = $150.00 – 10% of $150.00

= $150.00 – 0.10 × 150.00

= $150.00 – $15.00

= $135.00

Price after a further 20% discount = $135.00 – 20% of $135.00

= $135.00 – 0.20 × $135.00

= $135.00 – $27.00

= $108.00

So the overall discounted price is $108.00.

Note: In Example 1 we found that we could combine the two taxes before figuring
out the cost of the taxes. It didn’t matter which order we calculated the taxes, or if
we combined them first.

Example 5 is different. In Example 5, there is a discount on a discount. This is

called a compounding percent. The order that you calculate these percents is very
important, and you cannot simply add the percents together.

Other Problems
We have solved several percent problems related to shopping: profits, taxes, and
discounts. There are many other applications of percents. The next activity will ask
you to solve a number of problems. Some will be similar to the ones we solved in
this Explore, but some will be a bit different. Think through the problems carefully,
and use what you know about percents, ratios, and proportions to help you.

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Number Sense Lesson 3 Percent

Exercises 3.6
For the questions below, assume that the GST is 5% and the PST is 7%.

1. A street vendor buys a pair of jeans wholesale for $90.00 and sells it for $120.00
including taxes. What is the profit amount for the vendor? (GST is 5% and PST is
7%)

2. Cole bought a Blackberry for $300.00 after a 20% discount. What was the origi-
nal listed price?

3. A classic video game discounted by 10% has been advertised for a further 15%
discount. If the original price was $80.00, what was the price of the game after
both discounts?

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Lesson 3 Percent Number Sense

4. A winter jacket has a listed price of $160.00. If the store advertises a discount of
30%, how much does it cost after the discount and the taxes are added? (GST is
5% and PST is 7%)

5. In Grade 10, students face their first provincial exams. The provincial exam is
worth 20% of their final mark, the remainder comes from their class grade. Alex
is a student in 10th grade. If he has 70% in his class mark and 73% on his pro-
vincial exam, what mark does he get for a final grade in the course?

6. Most of the water on Earth is saltwater. Only approximately 2.5% of the water
on Earth is freshwater. Two thirds of that freshwater is frozen in icecaps and
glaciers. Our drinking water comes from freshwater sources such as groundwater,
rivers, and lakes.

a. What percent of the Earth’s freshwater is frozen? (Express your answer to the
nearest hundredth.)

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Number Sense Lesson 3 Percent

b. What percent of the Earth’s water is available to us for use? (Express your
answer to the nearest hundredth.)

Turn to the Answer Key at the end of the module to check your work.

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Lesson 4 Integers, Part 1 Number Sense

Lesson 4
Integers, Part 1
Learning Outcomes
By the end of this lesson you will be better able to:
• describe situations using integers (positve and negative numbers)
• add, subtract, multiply, and divide with integers

Introduction to Integers
Mathematicians in China were contemplating the meaning and use of negative
numbers as early as 100 BC.

This image is from the famous

Chinese book the Jiu zhang suanshu or
the Nine Chapters on the Mathematical
Art. In the book there is a description
of using different coloured counting
rods—red for positive numbers and
black for negative numbers.

Many years later in India and in

Europe, negative numbers were used
in banking and trade to represent
money lost and debts owed.

Positive and negative numbers allow

us to give numbers a direction.
Temperature can go up and
temperature can go down. When
you’re walking on the sidewalk,
you can go forward or you can go
backward.

If you have money in the bank, you have a positive balance in your account. If your
account is overdrawn, the balance is negative.

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Number Sense Lesson 4 Integers, Part 1

An integer is a whole number that has a direction, either positive or negative.

When you hear that the temperature has changed by 5°C, you want to know
whether the temperature went up or down. Earning $1000 is not the same as
spending $1000.

When we read questions about integers, there are words that we can use as clues to
help us know whether an integer is positive or negative.

When you see a negative sign, what does it mean to you?

It is used to represent anything that is taken away, subtracted, or lost. A positive

sign represents things being added together, or increasing in value.

Look at this Example

10 degrees below zero.

When I read this, the word that stands out to me is “below.” I use this clue
to help me decide what sign to attach to the number. I know “below” means
negative, so:
10 degrees below zero = –10°

Read the following statements and find the clue word that will help you understand
if the integer is positive or negative. Fill in the chart with other thinking that helps
you determine if the integer is positive or negative. The first one is done for you.

STATEMENT CLUE WORD POSITIVE OR INTEGER

NEGATIVE?
10 below zero below negative –10
25 meters above sea level

a gain of 5 kilograms

a debt of 11 dollars

a loss of 6 dollars

“Above” and “gain” are words that mean positive. “Debt” and “loss” are words that
mean negative. Keep thinking about this idea until your answers match these: –10,
+25, +5, –11, –6.

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Lesson 4 Integers, Part 1 Number Sense

Exercises 4.1
100m
(a)
Albatross
(b) 50m
Seagull

0 Sea Level
(c)
(d) Dolphin
Mackerel
50m Below

(e) 100m Below

Squid

150m Below

1. Write an integer for the level at which each animal flies or swims.
a. __________

b. __________

c. __________

d. __________

e. __________

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Number Sense Lesson 4 Integers, Part 1

2. Write an integer to represent each quantity.

a. A temperature of 50 degrees below zero __________

b. A temperature of 10 degrees above zero __________

c. A depth of two hundred meters below sea level __________

d. A library fine of three dollars __________

e. A gain of five kilograms __________

f. A loss of six dollars __________

Turn to the Answer Key at the end of the module to check your work

Number Lines
Number lines are useful tools to help us “see” integers. Just like a thermometer, we
can see both positive and negative numbers on the number line.

Number lines can help us put integers in order. You have lots of experience with
positive integers. But how do we put negative integers in order?

–10 –5 0 +5 +10

Look at the number line above. Write 3 numbers that are GREATER than zero.

1.

2.

3.

Look at the number line and write 3 numbers that are LESS than zero.

1.

2.

3.

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Lesson 4 Integers, Part 1 Number Sense

Positive numbers are greater than zero and negative numbers are less than zero.

An integer is GREATER THAN another integer the FURTHER RIGHT it is on the

number line.

An integer is LESS THAN another integer the FURTHER LEFT it is on the number
line.

Comparing Integers
Circle the LEAST integer in the pair, and write down your thinking as you go.

–3 or +5

Now you try one.

Circle the LEAST integer in the pair, and write down your thinking as you go.

–7 or –2

Did you circle –7? You are ready to practice some on your own.

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Number Sense Lesson 4 Integers, Part 1

Exercises 4.2

1. Circle the greatest integer.

a. –3 or +5
b. +9 or –3
c. –7 or –2

2. Circle the least integer.

a. +3 or +8
b. –7 or –11
c. –21 or –3

3. Put these integers in order from least to greatest.

+5, –2, +12, 0, –8

Turn to the Answer Key at the end of the module to check your work.

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Lesson 4 Integers, Part 1 Number Sense

Adding Integers
Introduction
In this lesson we’re going to explore how to add integers. We’ll look at a variety of
methods you can use to help make adding integers as easy as possible! As you go
through the lesson, think about which methods work best for you.

The key to adding integers is to know about a few little hints. There are some basic
rules that we follow when working with integers that will help us when we need to
add them. These rules are slightly different from the rules we normally follow when
adding, so let’s look at these helpful hints before we go further.

Hint #1: The sign leads the way!

You might notice when adding integers, that there seems to be signs everywhere!
It helps to keep them organized. First, figure out which signs are stuck to which
number. If you can remember that the sign leads the way, it helps make the
questions and equations seem a little less crazy!

+2 + –3

In this example, the + sign is in front of the 2. We know that it is stuck to the 2
because the sign leads the way.

In this example the 3 has “+” and “–“ signs in front of it. The sign leads the way: we
know that the sign that sticks to the 3 is the one right in front. The value of the 3
is (–3).

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Number Sense Lesson 4 Integers, Part 1

Hint #2: Brackets keep it all together!

The second important hint to remember when working with integers is knowing
how to keep the signs organized.

WHAT IS IT? EXAMPLE

Integer signs Integer signs are the (+2)
signs that tell us whether
an integer is negative or
positive. (–3)
Think of your own
example here:
Think of a number line;
the sign tells us which
direction to go. Right
for positive, or left for
negative.

Operation signs Operation signs tell us 2+5=

what to do. Addition
and Subtraction are both
operations signs. 10 – 8=
Think of your own
example here:

Once we know which sign is attached to which number, the brackets keep it all
together. The brackets keep the numbers and signs together, just like the drawer in
your dresser is a place to keep all your socks together.

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Lesson 4 Integers, Part 1 Number Sense

+2 + –3 =

We need to figure out which signs are integer signs and which are operation signs.
Remember the hints?

1. The sign leads the way

2. Brackets keep it all together. Put the brackets around each integer.
This includes the sign directly in front of the number. The number
and the sign are stuck together.

If we follow these hints, we can rewrite the equation to look like this:

(+2) + (–3) =

Hint #3: Be positive that it’s positive!

The last thing to remember about integers is that sometimes questions look like
they’re missing signs. You might see questions that look like this:

2 + (–3) =

At first glance it looks like the 2 doesn’t have a sign because there’s no sign in front
leading the way. When there is no sign, it means that the integer is positive. So
another way to write this equation would be:

(+2) + (–3) =

These concepts become extra helpful when there are several integers. For Example

7 + –3 + 2 =

(+7) + (–3) + (+2) =

It can be helpful to add brackets and positive signs when they are missing to keep
things organized when you are working.

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Number Sense Lesson 4 Integers, Part 1

Take a look at all 3 hints. Remember, you can always come back and check on them
if you are stuck or feel like you need a hint.

1. The sign leads the way—the sign immediately in front of a number

is the sign that is stuck to it.

2. Brackets keep it all together—brackets go around a number and

the sign in front of it.

3. Be positive that it's positive—when a number has no sign leading it,

it means that the number is (+).

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Lesson 4 Integers, Part 1 Number Sense

Exercises 4.3
1. Answer the following questions by using a number line. First, mark your starting
point, then mark the change. The first one is done for you.

a. 5 + 3 = 8

–1 0 1 2 3 4 5 6 7 8 9

b. 6 – 2 =

c. 10 – 4 =

d. 5 + 7 =

2. Practice writing brackets around the integers in these sums.

a. –6 + – 2 =

b. 7 + –3 =

c. 9 + –6 =

d. –12 + 3 + –7 =

e. –64 + 32 + 11 =

Turn to the Answer Key at the end of the module to check your work.

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Number Sense Lesson 4 Integers, Part 1

Adding Integers—Using the Zero Principle

There are lots of ways that we can add integers. One is by following the zero
principle: the sum of two opposite integers will always
be zero. What does that mean? Let’s break it apart.

LOOK AT THE WORD: I KNOW IT MEANS:

Sum This means “to add.”
Opposite integers Opposite integers have opposite signs.
Also, they are the same distance from
zero on the number line, but in opposite
directions.

Examples:

(+1) and (–1) are opposite integers.

(–4) and (+4) are opposite integers.

Always be zero I know that “always” means it’s a rule.
And “be zero” means that it will equal
zero.

For example, look at the following equation:

(1) + (–1) = 0

The opposite integers are (+1) and (–1). And when we add them together, it will
equal zero. This pair of opposite integers is sometimes called a zero pair.

Write the zero principle in your own words. If it helps, draw a picture
in your thinking space.

Drawing pictures is a great way to understand the zero principle. Let’s sketch it out!

We can use coloured chips to represent positive and negative numbers. Here we’ll
use grey chips to represent positive numbers and white chips to represent negative
numbers. (You could choose other colours if you want.)

–1 +1 –1 +1 –1 +1 –1

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The zero principle says that every zero pair equals zero.

Look at the chips on the previous page. Let’s add them together following the zero
principle.

Step 1: Line the chips up into zero pairs

+1 +1 +1 +1

–1 –1 –1

Step 2: Now let’s draw lines between all the zero pairs

+1 +1 +1 +1

–1 –1 –1

Step 3: Now see what’s left over

We have 1 positive chip left over.

+1

If we were to write this example as an equation, it would be:

(+4) + (–3) = (+1)

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Number Sense Lesson 4 Integers, Part 1

Exercises 4.4
1. Use the zero principle to find the sums.

a. (+5) + (–3) =

b. (–2) + (+3) =

c. (–3) + (+2) =

d. (–2) + (–1) =

e. (–4) + (+3) =

f. (+1) + (–3) + (+4) =

2. Find the sums. Remember to put in brackets first.

a. –4 + 5 =

b. 2 + –3 =

c. +4 + –2 =

d. –3 + –1 =

Turn to the Answer Key at the end of the module to check your work.

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Lesson 4 Integers, Part 1 Number Sense

Adding Integers—Using a Number Line

Look at this example again:

(+4) + (–3) =

This time we will use a number line to solve it.

Step 1: Draw the number line

–5 –4 –3 –2 –1 0 +1 +2 +3 +4 +5

Step 2: Mark the starting point on the number line (this is the first integer)
Look at the first integer, +4, and mark that with a dot on a number line.

–5 –4 –3 –2 –1 0 +1 +2 +3 +4 +5

Step 3: Now mark the change. How does the next integer affect the
first one?
Okay, now let’s add –3. Usually when we add, we move to the right on the number
line. With integers, we have to be careful. The integer sign is a hint: the sign is
negative, so we move the other way, in the negative direction. Start at the starting
point, +4 and move 3 units left.

Remember: When we are deciding which way to draw the arrow, (+) means
in the positive direction or right. When an integer is (–), we go in the
negative direction, or left on the number line.

–5 –4 –3 –2 –1 0 +1 +2 +3 +4 +5

Step 4: See where we end up

On the number line we can see that after adding the second integer, we end up at
(+1). Just like when we used the chips! Which method do you like? Have a look at
the next example and decide which method works for you.

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Number Sense Lesson 4 Integers, Part 1

Example Adding Integers

(+3) + (–2) =

Zero Principle: Number Line:

(+1) (+1) (+1) (+3)

(–1) (–1) (–2) –2 –1 0 1 2 3

+1 left over +1

Excellent job! Which method did you like best? Why did you choose it? Thinking
about why you do things is a good way to learn.

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Exercises 4.5
1. a. (–4) + (–1) =

b. (+2) + (+6) =

c. (+8) + (–3) =

d. (–7) + (+4) =

e. (+6) + (–3) =

f. (–9) + (+4) =

2. a. (–2) + (–3) + (–2) =

b. (+2) + (–4) + (+3) =

3. a. ( ) + (–5) = +5

b. ( ) + (–8) = –6

4. The sum of two integers is –7. Give four possible equations.

Turn to the Answer Key at the end of the module to check your work.

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Number Sense Lesson 4 Integers, Part 1

Adding Integers—Far From Zero

The same methods can be used when adding integers with larger values. We can
use the zero pair principle or a number line to solve these equations just as we did
before. Take a look at this example; we will use the zero pair principle to solve it.

Using the Zero Pair Principle

Let’s use this Example

(+40) + (–30) =

Step 1: Line up integer chips into zero pairs

We don’t need to draw 40 positive chips and 30 negative chips.
We need 30 positive chips to cancel out all the negative chips. Break up the (+40)
into (+30) and (+10).

–30

+30 +10

Step 2: Draw a line to each zero pair

–30

+30 +10

Every zero pair equals zero.

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Step 3: See what is left over

+10

(+10) is left over after cancelling out the zero pairs.

(+40) + (–30) = (+10)

We didn’t need to draw every chip for the zero pairs method, and we don’t need to
mark every number on the number line. Make a number line with +10, +20, etc.

Now let’s try the same question using a number line.

Using a Number Line

Step 1: Draw the number line
(+40) + (–30) =

–10 0 +10 +20 +30 +40 +50

Step 2: Mark the first integer on the number line

as the starting point
Mark +40 with a dot on a number line.

–10 0 +10 +20 +30 +40 +50

Step 3: Now mark the change

OK, now let’s add –30. Remember: the integer sign is a hint.
Which direction should we move?

–10 0 +10 +20 +30 +40 +50

Step 4: Where do we end up?

On the number line we can see that after adding the second integer, we end up on
(+10).

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Number Sense Lesson 4 Integers, Part 1

Just like smaller integers, we can add larger numbers on a number line. We just have
to create a number line that includes the larger values in the question.

Adding Integers Far From Zero

—The Scoreboard Method
Here is another method to try. It is called the scoreboard method. You have seen
scoreboards before. They are used in football games, hockey games, and other
sports. Imagine there are two teams playing against each other:

THE NEGATIVE THE POSITIVE

TEAM TEAM

An integer addition question is just like a scoreboard for a game. First you draw a
score board, then record what happens in the game.

Let’s try one:

(–22) + (+14) =

The Positive Team gets 14 points. The Negative Team gets 22 points.

THE NEGATIVE THE POSITIVE

TEAM TEAM
22 14

Who won? By how much did they win? In this example the Negative Team won by
8 points. So our answer would be -8.

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Try this one:

(–15) + (–10) =

For this example, we have to record two integers in the Negatives. Imagine they had
to play two periods and those were the scores. It would look like this:

THE NEGATIVE THE POSITIVE

TEAM TEAM
15 0
10 0

The Negatives won again, but this time they got a shut out! Add up all the scores
from the periods, and you will get the answer (–25).

Now you give these a try:

(–4) + (7) =

THE NEGATIVE THE POSITIVE

TEAM TEAM

(–25) + 45 =

THE NEGATIVE THE POSITIVE

TEAM TEAM

Check your answers using one of the other methods.

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Number Sense Lesson 4 Integers, Part 1

Did you get these answers?

(–4) + (+7) = +3

(–25) + (+45) = +20

Example Adding Integers

(–60) + (+15) =

1. Choose a method.
Zero Principle: Number Line: The Scoreboard:
1. Line up integer chips into 1. Make the number line. 1. D
 raw the scoreboard.
zero pairs. Colour the - where is the zero? 2. Report the scores for
positive chips red and the - what is the interval? each team game.
negative chips blue, if it
2. Mark the first integer on the 3. Find out which team
helps.
number line. won and by how
2. Draw a line between each
3. Mark the change using an much.
zero pair.
arrow.
3. See what is left over.
4. See where you end up.

2. Solve.

Once you have chosen a method, solve the equation here. Compare your answer to the
solutions below.

3. Compare your solution.

Zero Principle: Number Line: The Scoreboard:

(–15) (–45) – +
60 15
(+15) –60 –55 –50 –45 –40 –35

The Negative Team

–45 left over –45 left over won by 45 points.

How did you do? Which method works best for you?

Are you ready to try some on your own? Look back at these examples if you are
stuck or need a hint.

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Exercises 4.6

1. Predict whether the sum will be positive or negative.

a. (–50) + (–20) will be

b. (–50) + (+20) will be

2. Calculate.
a. (+5) + (+3) =

b. (–5) + (–3) =

c. (–60) + (+20) =

d. (–10) + (–15) =

3. Calculate.
a. (–25) + (+35) =

b. (–15) + (+38) =

4. Arrange the temperatures in order from coldest to warmest.

–17°C, 27°C, –6°C, 0°C, 16°C, 2°C, 22°C

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Number Sense Lesson 4 Integers, Part 1

5. If the temperature is –15°C, what will the temperature be if it:

a. increases 20°C

b. increases 15°C

c. increases 5°C

6. Ryan walks up and down a staircase. He starts on the 5th step and walks:
• up 2 steps
• down 3 steps
• up 4 steps
• down 5 steps

What step does he finish on?

7. Add.
a. (+1) + (+2) =

b. (–3) + (–2) =

c. (+5) + (–4) =

d. (–6) + (+2) =

e. (–5) + (–3) =

f. (+4) + (–4) =

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Lesson 4 Integers, Part 1 Number Sense

8. Find the missing numbers.

a. (+7) + ( ) = (+5)

b. (–3) + ( ) = (+1)

c. (–4) + ( ) = (–6)

d. ( ) + (+2) = (–4)

9. a. (–12) + (–6) + (–18) =

b. (–37) + (–20) + (+12) =

10. Predict whether the sum will be positive or negative.

a. (–20) + (+50) will be ____________________

b. (–20) + (–50) will be ____________________

11. Calculate.
a. (–10) + (–15) =

b. (–15) + (+10) =

c. (+100) + (–80) =

d. (+125) + (–52) =

e. (+125) + (–32) =

Turn to the Answer Key at the end of the module to check your work.

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Number Sense Lesson 4 Integers, Part 1

Subtracting Integers
Introduction
The great news about this lesson is that you will learn about how we can make
subtraction disappear! Well, it still exists, but we’re going to look at it in a new way.
In this lesson you will learn about how to use integers to turn all subtraction
questions into addition questions.

1. Use the number line to subtract. Look closely at the intervals on the number
lines. The first one is done for you.
a. 30 – 10 = 20

+10 +15 +20 +25 +30

b. 25 – 5 =

+10 +15 +20 +25 +30

c. 120 – 75 =

+25 +50 +75 +100 +125

2. Subtract.

a. 37 – 24 =

b. 54 – 8 =

c. 317 – 97 =

d. 1072 – 67 =

e. 47 – 39 =

f. 515 – 11 =

Answers
1. b. 20 c. 45
2. a. 13 b. 46 c. 220 d. 1005 e. 8 f. 504

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Lesson 4 Integers, Part 1 Number Sense

Subtracting Integers
Have you ever received a gift card for a birthday present? Gift cards are a perfect
example of how subtracting integers works.

Imagine that you could spend the balance, and more than the balance, as long as
you reloaded your gift card back to zero. Take a look at this example.

a. Gift card balance is $10.00

b. You buy a CD for $15.00
c. Your new gift card balance is –$5.00 because you spent more than the
original balance.

If you bought another CD for $15.00, you would be subtracting $15.00 from an
already negative balance. In other words, we are subtracting $15.00 from the
balance of the card.

(–5) – (+15) =

a 5 dollar debt minus 15 dollars

You can look at it another way:

(–5) + (–15) =

a 5 dollar debt plus another 15 dollar debt

There is already a negative balance and we are adding more debt.

(–5) – (+15) = (–5) + (–15) = –20

Let’s try some more examples:

(4) – (–6) =

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Number Sense Lesson 4 Integers, Part 1

For this example, the integer following the subtraction sign is (–6).
When we change the operation sign from subtraction to addition, the
sign of the integer must also change.

(4) + (+6) =

(4) + (+6) = +10

Practice turning these equations into addition questions.

STEP 1 STEP 2 STEP 3

Add brackets and Do the switch (add Solve using addition. (Use
integer signs, if the opposite). any method you like: zero
necessary. pairs, number lines, or the
scoreboard.)

(5) – (+8) = (+5) – (+8) = (+5) + (–8) =

– + win by 3
8 5 –3

(–7) – (–2) =

(6) – (3) =

7 – (+4) =

–3 – 2 =

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Lesson 4 Integers, Part 1 Number Sense

Great job, now compare your answers to the solutions below.

STEP 1 STEP 2 STEP 3

Add brackets and Do the switch (add the Solve using addition.
integer signs, if opposite). (Use any method
necessary. you like: zero pairs,
number lines, or the
scoreboard.)
(5) – (+8) = (+5) – (+8) = (+5) + (–8) =
– + win by 3
8 5 –3

(–7) – (–2) = (–7) – (–2) = (–7) + (+2) =

–2 –5 left over

+2 –5

(6) – (3) = (+6) – (+3) = (+6) + (–3) = End Start

0 +3 +6

7 – (+4) = (+7) – (+4) = (+7) + (–4) = – + win by 3

4 7 +3

–3 – 2 = (–3) – (+2) = (-3) + (–2) = – + win by 5

3 0
2 0 –5

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Number Sense Lesson 4 Integers, Part 1

Exercises 4.7
1. Solve.

a. (+3) – (–2) =

b. (–7) – (–3) =

c. (–2) – (+6) =

d. (–1) – (+4) =

2. Solve.

a. (+9) – (+2) – (+4) =

b. (–6) – (–4) – (–3) =

c. (+3) – (–1) – (+4) =

d. (–4) – (–2) – (+3) =

3. A valley is 200 metres below sea level and the top of a mountain is 2000 metres
above sea level. Cullen says the difference is 2200 metres. Ann says the
difference is 1800 metres. Who is right?

4. Complete.
a. (+3) – (+7) =

b. (–3) – (–6) =

c. (+3) – (–5) =

d. (–5) – (+3) =

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Lesson 4 Integers, Part 1 Number Sense

5. Complete.
a. ( ) – (+1) = +4

b. (+2) – ( ) = –3

c. (–3) – ( ) = +2

d. ( ) – (–4) = 0

6. An eagle is flying 3 metres above the ocean and spots a salmon swimming 1
metre below the water. How far apart are the eagle and the salmon?
Hint: “How far apart” means you should subtract to find the answer.

Drawing a picture might help you!

7. Mount Everest is 8848 metres above sea level. The Dead Sea is 411 metres below
sea level. What is the difference between the two elevations?
Be sure to show your work and answer in a complete sentence.

Turn to the Answer Key at the end of the module to check your work.

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Lesson 4 Integers, Part 2 Number Sense

Lesson 4
Integers, Part 2
Integers are numbers that have direction. Every value has a size and a direction.

For Example
–3 direction: negative
size: 3
+2 direction : positive
size 2

When multiplying and dividing with integers, the size of the answer is exactly the
same as it always has been. In this lesson you will learn about finding the direction
of the answer.

Practise thinking about the size of the answer with these multiplication and
division questions.

Multiplying and Dividing

1. 4 × 5 = 6. 18 ÷ 6 =

2. 21 ÷ 7 = 7. 4 × 4 =

3. 3 × 8 = 8. 15 ÷ 5 =

4. 63 ÷ 9 = 9. 6 × 4 =

5. 2 × 7 = 10. 72 ÷ 9 =

Answers
1. 20 2. 3 3. 24 4. 7 5. 14 6. 3 7. 16 8. 3 9. 24 10. 8

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Number Sense Lesson 4 Integers, Part 2

Multiplication
You know lots about multiplication already.

If you have 4 groups with 3 items in each group, you can figure out the total
number of items by multiplying.

4 × 3 = 12

There are twelve items all together.

Perhaps in one of the other math courses you’ve taken, you’ve learned how to do
problems like this one.

Example
Susan worked at a tulip farm last spring, packaging bulbs in boxes before they were
sent to the store. She put 15 bulbs in every box. On her most productive day, she
filled 42 boxes. How many bulbs did she pack?

Groups: boxes
Items: bulbs
# of groups: Susan packed 42 boxes.
# of items in one group: There were 15 bulbs in each box.
Total items: We don’t know. Multiply to find out.
42 × 15 = 630
Susan packed 630 bulbs.

Use this structure to solve the problem.

Groups:

Items:

# of groups:

# of items in one group:

Total items:

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Lesson 4 Integers, Part 2 Number Sense

Exercises 4.8
These are all multiplication problems.

1. This question is very similar to the example.

Follow the example if you need help.

Susan worked at a tulip farm last spring, packaging

bulbs in boxes before they were sent to the store.
She put 24 bulbs in every box. On her most pro-
ductive day, she filled 370 boxes. How many bulbs
did she pack?

Fill in the blanks with the correct numbers.

Groups: boxes
Items: bulbs
# of groups: Susan packed boxes.

# of items in one group: There were bulbs in each box.

Total items: We don’t know. Multiply to find out

× =

Susan packed bulbs.

2. In the winter, Amir feeds his cows four bales of hay every day. Spring is coming
and he thinks that he will be able to put the cows out on the pasture in 45 days.
How many bales of hay does he need?

Fill in the blanks with the correct numbers.

Groups: days
Items: bales of hay
# of groups: Amir needs hay for days.

# of items in one group: He needs bales of hay each day.

Total items: We don’t know. Multiply to find out.

× =

Amir needs bales of hay.

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Number Sense Lesson 4 Integers, Part 2

3. A box of collectible trading cards contains 24 packs. Each pack has 15 trading
cards. How many cards are in a box?

Draw a picture that describes this situation.

Fill in the blanks with the correct numbers.

Groups: packs of trading cards

Items: cards in each pack

# of groups: packs

# of items in one group: cards in each pack

Total items: We don’t know. Multiply to find out.

× =

There are trading cards in a box.

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Lesson 4 Integers, Part 2 Number Sense

4. Alexis got a beading kit for her birthday. The kit contains six pouches of
coloured of beads, and there are 22 beads in each pouch. How many beads are
in the kit?

Draw a picture that describes this situation.

Fill in the blanks with the correct numbers.

Groups: pouches of beads

Items: beads

# of groups: pouches of beads

# of items in one group: beads in each pouch

Total items: We don’t know. Multiply to find out.

× =

There are beads in the kit.

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Number Sense Lesson 4 Integers, Part 2

5. Chris earns $9 per hour at the Burger Hut. He worked 21 hours last week. How
much money did he make?

Draw a picture that describes this situation.

Fill in the blanks.

Groups:

Items:

# of groups:

# of items in one group:

Total items: We don’t know. Multiply to find out.

× =

Chris earned $ last week.

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Lesson 4 Integers, Part 2 Number Sense

6. Jamie’s band gets paid 5¢ every time someone buys one of their songs from an
Internet music store. Their latest hit has been downloaded 3726 times since it
was posted this morning. How much money have they made?

Think about groups, items, and total when you solve the problem.

Turn to the Answer Key at the end of the module to check your work.

Division
How did that go? Make sure you have checked your answers before you move on.

Division is the opposite of multiplication. If you have twelve items in four equal
groups, you can figure out the number of items in each group by dividing.

12 ÷ 4 = 3

There are three items in each group.

When you work on this next set of questions, think about how they are different
from the last set of questions.

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Number Sense Lesson 4 Integers, Part 2

Exercises 4.9
These are all division problems.

1. One day at the tulip farm, Susan’s boss bought

pizza for everyone. They packed 60 000 tulips
yesterday! With 24 tulips in each box, how
many boxes did they fill?

Groups: boxes
Items: bulbs

Fill in the blanks with the correct numbers.

# of groups: We don’t know. Divide to find out.

# of items in one group: There were bulbs in each box.

Total items: There were bulbs altogether.

÷ =

They filled boxes with bulbs.

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Lesson 4 Integers, Part 2 Number Sense

2. The calendar fundraiser is going well. The class keeps $3 for every calendar that
they sell. They have set a fundraising goal of $465. How many calendars do they
need to sell?

Draw a picture that describes this situation.

Groups: calendars
Items: dollars for each calendar that they sell
# of groups: We don’t know. Divide to find out.

# of items in one group: The class earns $ for each calendar that they
sell.
Total items: The class wants to raise $ .

÷ =

They need to sell calendars to reach their

goal.

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Number Sense Lesson 4 Integers, Part 2

3. The landscaper for a housing development

has 585 coleus seedlings ready to be
transplanted.

How many seedlings can she plant at each

one of 13 new houses?

Groups: new houses

Items: seedlings

# of groups: There are new houses.

# of items in one group: We don’t know. Divide to find out.

Total items: There are seedlings.

÷ =

The landscaper can plant coleus seedlings in

each yard.

4. Chris needs $648 to buy a new guitar. How many hours does he need to work at
the Burger Hut, where he earns $9 per hour, to make that much money?

Fill in the blanks.

Groups:

Items:

# of groups: We don’t know. Divide to find out.

# of items in one group:

Total items:

÷ =

Chris needs to work for hours to earn the

money to buy the guitar.

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Lesson 4 Integers, Part 2 Number Sense

5. Alexis has 56 beads left in her beading kit. She has worked out a design that she
likes for a bracelet with 7 beads. How many bracelets can she make with the
beads that she has left?

Draw a picture that describes this situation.

Fill in the blanks.

Groups:

Items:

# of groups: We don’t know. Divide to find out.

# of items in one group:

Total items:

÷ =

Alexis can make bracelets.

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Number Sense Lesson 4 Integers, Part 2

6. Nancy has noticed that she is nearly out of one brand of collectible trading cards
at her store. One box, which contains 24 packs of cards, costs $18. How much
does she pay for each pack of cards?

Think about groups, items, and total when you solve the problem.

Turn to the Answer Key at the end of the module to check your work.

Deciding Whether to Use Multiplication

or Division
How are multiplication questions different from division questions?

Think about groups, items in a group, and total.

If you need to find the total, you’re doing a multiplication question.

If you know the total, you’re doing a division question.

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Lesson 4 Integers, Part 2 Number Sense

Exercises 4.10
There are multiplication and division problems here.

1. Amir has 192 bales of hay. If he feeds his cows 4 bales every day, how many days
will his hay last?

Think about groups, items, and total when you solve the problem.

Draw a picture that describes this situation.

Fill in the blanks with the description and the correct number, or write “We
don’t know.”

Groups:

Items:

Total:

÷ =

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Number Sense Lesson 4 Integers, Part 2

2. The class has sold 32 calendars so far in this year’s fundraiser. The calendars sell
for $14. How much money have they collected?

Think about groups, items, and total when you solve the problem.

Draw a picture that describes this situation.

Fill in the blanks with the description and the correct number, or write “We
don’t know.”

Groups:

Items:

Total:

÷ =

132 | LITERACY FOUNDATIONS MATH: LEVEL 5

Lesson 4 Integers, Part 2 Number Sense

3. The 5 members of Jamie’s band are celebrating. They have earned $700 selling
their songs at an Internet music store. How much money do they each get?

Think about groups, items, and total when you solve the problem.

Draw a picture that describes this situation.

Fill in the blanks with the description and the correct number, or write “We
don’t know.”

Groups:

Items:

Total:

÷ =

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Number Sense Lesson 4 Integers, Part 2

4. The new housing development is almost finished. There are

13 new houses. The landscaper wants to put a cedar hedge along the driveway
of each new home. She needs 8 plants for each hedge. How many cedar plants
does she need?
Think about groups, items, and total when you solve the problem.

Draw a picture that describes this situation.

Fill in the blanks with the description and the correct number, or write “We
don’t know.”

Groups:

Items:

Total:

÷ =

Turn to the Answer Key at the end of the module to check your work.

134 | LITERACY FOUNDATIONS MATH: LEVEL 5

Lesson 4 Integers, Part 2 Number Sense

Multiplying and Dividing

with Integers
× and ÷ with a Positive Number and a Negative Number
There are lots of ways to think about positive and negative numbers. Perhaps you
like thinking about temperature. The temperature can be +3° C. The temperature
can be –4° C. The temperature can go up (move in a positive direction). The
temperature can go down (move in a negative direction).

Maybe the money analogy is your favourite. You have $10 (that’s +10). You owe $10
(that’s –10). You earn money (move in a positive direction) and you spend money
(move in a negative direction).

In this lesson we’re going to think about stairs.

Start at 0.

Go up two stairs.

Do that three times.

6 Where are you?

5
4 +6
3
2 2×3=6
1
0
–1
–2
–3
–4
–5
–6

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Number Sense Lesson 4 Integers, Part 2

Go back to 0.
6
5 Go down two stairs.
4
3
Do that three times.
2
1
Where are you?
0
–1
–6
–2
–3
–4 –2 × 3 = –6
–5
–6

When multiplying or dividing,

if the signs are DIFFERENT (one +, one –)
the answer is NEGATIVE.

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Lesson 4 Integers, Part 2 Number Sense

Exercises 4.11
1. Remember: If the signs are different, the answer is negative.

a. 4 × (–3) = b. –4 × 3 =

c. 12 ÷ 1 = d. –1 × 12 =

e. 12 ÷ (–4) = f. –12 ÷ 4 =

g. 2 × (–6) = h. –2 × 6 =

i. –12 ÷ 3 = j. 12 ÷ (–3) =

k. 12 ÷ 3 = l. –12 × 1 =

m. 12 × (–1) = n. 12 ÷ 2 =

o. 12 ÷ (–2) = p. 12 ÷ (–6) =

q. –12 ÷ 6 = r. 3 × (–4) =

s. 4 × 3 = t. 6 × 2 =

u. –6 × 2 = v. 6 × (–2) =

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Number Sense Lesson 4 Integers, Part 2

2. Winter is coming and the temperature is dropping. The weather forecast says to
expect the temperature to go down by 3°C every day for the next 5 days. How
much colder will it be on the fifth day than it is today?

3. Margaret, Halim, and André have decided to close the store that they owned
together. Their company is $900 in debt. They want to split the debt equally
between the three of them. How much does each of them owe?

Turn to the Answer Key at the end of the module to check your work.

138 | LITERACY FOUNDATIONS MATH: LEVEL 5

Lesson 4 Integers, Part 2 Number Sense

× and ÷ with Two Negative Numbers

Do you remember doing “fact families”?

2×3=6

3×2=6

6÷2=3

6÷3=2

Let’s look at the fact family that goes with 2 × (-3).

2 × (–3) = –6

(–3) × 2 = –6

–6 ÷ 2 = (–3)

–6 ÷ (–3) = 2

The first three facts in that list follow the rule we just learned. When the signs are
different, the answer is negative.

Look at the last fact. A negative number divided by a negative number is a positive
number.

Multiplication and division of integers have the same rules for signs.

When multiplying or dividing,

if the signs are the SAME (both + or both –)
the answer is POSITIVE.

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Number Sense Lesson 4 Integers, Part 2

Exercises 4.12
When multiplying or dividing,
if the signs are the SAME (both + or both –)
the answer is POSITIVE.

1. 4×5= 2. –4 × (–5) =

3. 4 × (–5) = 4. 20 ÷ 4 =

5. –20 ÷ (–5) = 6. –10 × (–2) =

7. –20 ÷ (–2) = 8. 20 ÷ 2 =

9. –1 × (–20) = 10. 3 × (–8) =

11. –24 ÷ 8 = 12. –4 × 6 =

13. 24 × (–1) = 14. 24 ÷ (–4) =

15. 2 × (–12) = 16. –24 ÷ 3 =

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Lesson 4 Integers, Part 2 Number Sense

17. –24 ÷ 1 = 18. (–7) × (–7) =

19. 7 × 7 = 20. 49 ÷ (–7) =

21. 49 ÷ 7 = 22. –5 × (–5) =

23. 5 × 5 = 24. –25 ÷ (–25) =

25. –1 × (–5) = 26. –4 × (–4) =

27. 4 × 4 = 28. 16 ÷ (–4) =

29. –16 ÷ 4 = 30. 4 ÷ 2 =

31. 4 ÷ (–2) = 32. –4 ÷ 2 =

33. –4 ÷ (–2) = 34. 56 ÷ 8 =

Turn to the Answer Key at the end of the module to check your work.

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Number Sense Lesson 4 Integers, Part 2

× and ÷ with More Than Two Numbers

What about questions with more than two numbers?

12 ( −3)
2 × 3 × ( −4 ) ( 2 ) ( −3) ( −4 )
4

( 3) ( −1) ( −2 ) ( −5)

12 ( −3)( 5) 5 ( −2 ) ( −1)(6 )
( −6 ) ( −15) 15

In the last exercise, you did several multiplication and division questions with two
negative numbers. The signs were the same, so the answer was always positive. If
there is an even number of negative signs, the answer is positive. If there is an odd
number of a negative signs, the answer is negative.

When an expression contains only the operations of multiplication and division,

you can do the operations in any order that you like.

Let’s look at a question with more operations.

12 ( −3)( 5)
( −6 ) ( −15)

The numerator
is the top of a fraction.
The denominator
is the bottom of a
fraction.

Will this answer be positive or negative? The numerator will be negative and the
denominator will be positive. A negative divided by a positive is negative. This
answer will be negative.

142 | LITERACY FOUNDATIONS MATH: LEVEL 5

Lesson 4 Integers, Part 2 Number Sense

There are a number of different ways to do this question. We’re going to look at two
of them.

12 ( −3)( 5) Multiply everything that is in the numerator.

( −6 ) ( −15) Multiply everything that is in the denominator.

Remember: the fraction bar

means “divided by”.
–180
means -180 ÷ 90.
90

–180
= Divide.
90

= –2

That method works, but sometimes the numbers get pretty big after the
multiplication step. This time, let’s simplify by doing some of the division first.

12 ( −3)( 5) There are an odd number of negative signs, so

( −6 ) ( −15) the answer will be negative.

12 ( 3)( 5)
=−
(6 )(15)
2
12 ( 3)( 5)
=– 6 divides into 12 twice. 6 divides into 6 once.
1 (6 )(15)

2 ( 3 ) ( 5) 1
=– 5 divides into both 5 and 15.
(1) (15)3

=– 3 divides into both 3 and 3.

2 (1)(1)
=−
(1)(1)
= −2

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Number Sense Lesson 4 Integers, Part 2

Exercises 4.13
When multiplying or dividing,
if there are an EVEN number of negative signs, the answer is POSITIVE.
If there are an ODD number of negative signs, the answer is NEGATIVE.

12 ( 3) ( −3) ( −7)
1. 2.
( 3) ( −1)( 2 ) ( −9)

( −16 )( 25) ( −2 )
3. ( 4 )( 5) ( −1) 4.
(10 ) ( −4 )

(6 ) ( −4 )( 2 )
5. ( 2 ) ( −5)(7) ( −2 ) 6.
−12

( 24 ) ( −14 ) ( 8) ( −7)
7. 8.
( −8) ( −7) ( −1) 4 (14 )

( −15)(6 )
9. ( −1) ( 2 ) ( −3)( 4 ) ( −5) 10.
−9
144 | LITERACY FOUNDATIONS MATH: LEVEL 5
Lesson 4 Integers, Part 2 Number Sense

( −15)(6 )
9. ( −1) ( 2 ) ( −3)( 4 ) ( −5) 10.
−9

( −21)( 9)
11. ( 5) ( −3)( 2 ) 12.
(7) ( −3)

Turn to the Answer Key at the end of the module to check your work.

LITERACY FOUNDATIONS MATH: LEVEL 5 | 145

146 | LITERACY FOUNDATIONS MATH: LEVEL 4
Lesson 5 Powers Number Sense

Lesson 5
Powers
Learning Outcomes
By the end of this lesson you will be better able to:
• write powers as the product of factors and explain their meaning
• evaluate expressions involving powers with integer bases
• use the exponent rules for multiplying and dividing powers

Exponents
Exponents, those tiny raised numbers, are a clearer way to communicate
multiplying over and over with the same number.

Instead of writing:
3×3
we usually write:
32
which means “two 3s multiplied together”. When you read it, you can say “three
squared” or “three to the power of two” or “three to the second power”.

The expression
3×3×3×3×3

can be written more clearly using an exponent. That expression has five 3s
multiplied together. It can be written as:
35
When you read it, say “three to the power of five” or “three to the fifth power”.

The tiny raised 5 is called an exponent.

The 3 is called the base.

The entire expression, and the number it represents, is called a power of 3.

35 = 3 × 3 × 3 × 3 × 3 = 243
243 is a power of 3. It is the fifth power of 3.

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Number Sense Lesson 5 Powers

Here are some examples that use exponents to write expressions in a simpler, clearer
way.

Evaluating Exponential Expressions

When you want to find the value of an exponential expression, it can be helpful to
expand the expression. Expanding means writing it out to show all of the repeated
multiplications.

24 = 2 × 2 × 2 × 2
=4×2×2
=8×2
= 16

Remember that multiplication doesn’t care about order, so you can perform the
multiplication steps however you like. Here’s the same example from above, worked
out slightly differently.

24 = 2 × 2 × 2 × 2
=4×4
= 16

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Lesson 5 Powers Number Sense

Exercises 5.1

1. Rewrite these expressions using exponents.

a. 4 × 4

b. 9 × 9 × 9

c. 2 × 2 × 2 × 2 × 2

d. 7 × 7 × 7 × 7

e. 10 × 10 × 10 × 10

2 2
f. ×
5 5

1 1 1
g. × ×
10 10 10

3 3
h. ×
4 4

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Number Sense Lesson 5 Powers

2. Expand these powers and evaluate.

3
2 2 2 4
For example   = × =
3 3 3 9
a. 23

b. 52

c. 33

d. 102

e. 103

2
f. 1
 
3

3
1
g.  
2

3
3
h.  
4

Turn to the Answer Key at the end of the module to check your work.

150 | LITERACY FOUNDATIONS MATH: LEVEL 5

Lesson 5 Powers Number Sense

Multiplying with Exponents

Multiplying with powers of the same number can be simplified by using exponents.
Follow the example of the first question below to complete the next two questions.

102 × 103 = 100 × 1000 × 100 000 = 105

103 × 101 = × × =

104 × 102 = × × =

Check that you have these answers:

103 ×101 = 1000 × 10 × 10 000 = 104

104 ×102 = 10000 × 100 × 100 000 = 106

There is a relationship between the exponents in the original question and the
exponent in the answer. Study the examples and see if you can find the pattern.

When powers of the same base are multiplied,

the product is also a power of that same base.
You can multiply by adding the exponents.

Now look again at our three examples:

102 ×103 = 10 2+3 = 105

103 ×101 = 103+1 = 104

104 ×102 = 10 4+2 = 106

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Number Sense Lesson 5 Powers

We can also use this method with bases other than 10. The only thing we must
make sure of is that powers of the same base are multiplied.

32 × 53 = ? The bases are 3 and 5. We cannot use our property in

↑ ↑ this question.

So 32 × 53 = 9 × 125 = 1125

23 × 24 = ? The bases are the same.

↑ ↑ By the long method, 23 × 24 = 8 × 16 = 128 = 27
By the property, 23 × 24 = 23+4 = 27

152 | LITERACY FOUNDATIONS MATH: LEVEL 5

Lesson 5 Powers Number Sense

Exercises 5.2
Evaluate each expression.
• If the bases are the SAME, add the exponents and leave your answer in
exponential form.
• If the bases are DIFFERENT, you need to evaluate each power and then
multiply.

For example
32 × 33 32 × 23
= 35 =9×8
= 72

1. 10 5 ×10 2 =

2. 34 × 32 =

3. 2 2 × 2 3 =

4. 2 2 × 32 =

5. 2 2 × 2 4 =

6. 101 ×10 2 =

7. 2 4 × 2 5 =

8. 62 × 62 × 62 =

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Number Sense Lesson 5 Powers

9. 32 × 33 =

10. 51 × 52 =

11. 2 2 × 21 × 2 2 =

12. 10 3 ×101 =

13. 62 × 2 2 =

14. 32 × 52 =

15. 2 4 × 2 4 =

16. 32 × 43 =

Turn to the Answer Key at the end of the module to check your work.

154 | LITERACY FOUNDATIONS MATH: LEVEL 5

Lesson 5 Powers Number Sense

Dividing with Exponents

Dividing with powers of the same number can also be simplified by the use of
exponents. Follow the example of the first question below to complete the next two
questions.

105 101 × 101 × 101 × 10 × 10

105 ÷ 103 =3 = = 10 ×=
10 =
100 102
10 101 × 101 × 101

104 ÷ 101 = = = = =

103 ÷ 102 = = = = =

Check that you have these answers:

104 101 × 10 × 10 × 10
104 ÷ 101 = 1 = = 10 × 10 × 10 =1000 = 103
10 101

103 101 × 101 × 10

103 ÷ 102 =2 = = =
10 =
10 101
10 101 × 101

When dividing powers with the SAME base,

you can subtract the exponents.

Now look again at our three examples:

105 ÷ 103 = 10 5−3 = 102

104 ÷ 101 = 10 4−1 = 103

103 ÷ 102 = 103−2 = 101

LITERACY FOUNDATIONS MATH: LEVEL 5 | 155

Number Sense Lesson 5 Powers

We can also use this method with bases other than 10. But once again, we must be
sure that powers of the same base are divided.

34 ÷ 23 = ? The bases are 3 and 2. We cannot use our property in

↑ ↑ this question.
34 81 1
So = = 10
23 8 8

35 ÷ 34 = ? The bases are the same.

↑ ↑ 35 31 × 31 × 31 × 31 × 3
35 ÷ 34 = = = 31
34 31 × 31 × 31 × 31
or 35 ÷ 34 = 35−4 = 31 = 3

156 | LITERACY FOUNDATIONS MATH: LEVEL 5

Lesson 5 Powers Number Sense

Exercises 5.3
1. 10 5 ÷ 10 2 =

2. 34 ÷ 32 =

3. 87 ÷ 85 =

4. 10 6 ÷ 10 4 =

5. 95 ÷ 94 =

Turn to the Answer Key at the end of the module to check your work.

LITERACY FOUNDATIONS MATH: LEVEL 5 | 157

Number Sense Lesson 5 Powers

One and Zero as Exponents

Note that 10 = 101. It is a good idea to write in a little 1 when you see
105 × 10 = ? or 34 ÷ 3 = ?

Then 105 × 101 = 105+1 = 106 and 34 ÷ 31 = 34–1 = 33

Zero as an Exponent
We define any number, except zero, raised to the zero power, as 1. For example,
50 = 1, 0.20 = 1, and 100 = 1. There is a reason for this!

Consider this division question:

103 101 ×101 ×101

103 ÷ 103 = = = 1
103 101 ×101 ×101

If we use the property for dividing with exponents for questions in which the
exponents are equal, our answer must be the same as when we do it the long way,
as above.

103 ÷ 103 = 103–3 = 100

It follows that 100 must equal 1, because the quotient for 103 ÷ 103 can only have
the value of 1, because 103 goes into 103 one time.

This reasoning will apply to any number, except zero. Zero to the zero power has no
meaning.

For any number, n, except zero, n0 = 1.

158 | LITERACY FOUNDATIONS MATH: LEVEL 5

Lesson 5 Powers Number Sense

Exercises 5.4
1. Evaluate:

a. 80

30
b. =
11

c. 10 2 ×10 =

34 × 3
d. =
35

2. Evaluate:

a. 10 2 ×10 5 =

b. 10 3 ×10 =

c. 2 4 × 2 2 =

d. 32 × 30 =

e. 82 × 8 =

LITERACY FOUNDATIONS MATH: LEVEL 5 | 159

Number Sense Lesson 5 Powers

3. Express each quotient in exponential form, and then work out the answer. For
example, 25 ÷ 23 = 22 = 4

a. 95 ÷ 93 =

b. 10 5 ÷ 10 2 =

c. 54 ÷ 54 =

d. 10 4 ÷ 10 =

e. 810 ÷ 88 =

4. Solve for n. (What number must n equal to make the following true?)

a. 35 × 34 = 3n n=

b. 10 2 ×10 n = 10 5 n =

c. 2 n × 27 = 27 n=

d. n5 × n2 = 67 n=

160 | LITERACY FOUNDATIONS MATH: LEVEL 5

Lesson 5 Powers Number Sense

e. 10 n ÷ 101 = 1 n =

f. 86 ÷ 82 = 8n n=

g. 54 ÷ 5n = 5 n=

h. 7n ÷ 74 = 73 n=

i. 34 ÷ 3n = 30 n=

j. 54 ÷ 5 = n3 n=

Turn to the Answer Key at the end of the module to check your work.

LITERACY FOUNDATIONS MATH: LEVEL 5 | 161

Number Sense Lesson 5 Powers

Negative Exponents
Just as it is difficult to think about zero factors of 2 multiplied together in the case
of the expression 20, it is perhaps even more difficult to think about negative three
factors of 2 multiplied together. That just doesn’t make sense!

Look at the following chart. Do you see that each time you decrease the exponent
by 1, you are dividing by a factor of 2?

22 21 20 2–1 2–2 2–3

23 21 21 20 2−1 2−2
22 = 21 = 20 = 2−1 = 2−2 = 2−3 =
2 2 2 2 2 2
2 ×2 ×2 2 ×2 =1 1 1 1
= = = = ÷2 = ÷2
2 2 2 2 2 ×2
=4 =2 1 1
= =
2 ×2 2 ×2 ×2
1 1 1
22 21 20 = = =
21 22 23

A negative exponent means to divide by that number of factors instead of

1
multiplying! So 5−3 is the same as 3 . This pattern reveals the general rule that
1 5
a−m = m , where a ≠ 0.
a

Another Way to Understand Negative Exponents

Two numbers are reciprocals of each other if their product is equal to one. For
1 1
example, since 3 × = 1 , 3 and are reciprocals of each other.
3 3
since am × a−m
= am+(−m)
= a0
=1

am and a–m are reciprocals of each other.

Therefore,
1
a−m =
am

162 | LITERACY FOUNDATIONS MATH: LEVEL 5

Lesson 5 Powers Number Sense

The following examples show a practical way of dealing with negative exponents.

Example 1
Evaluate 2–3.

Solution
1 23 = 8
2−3 = OR
23
1
1 The reciprocal of 8 is .
= 8
2 ×2 ×2 1
1 Therefore, 2–3 = .
= 8
8

Example 2
Evaluate 5–2.

Solution
1 52 = 5 × 5 = 25
5−2 = OR
52
1
1 The reciprocal of 25 is .
= 25
5× 5 1
1 Therefore, 5–2 = .
= 25
25

Example 3
Evaluate 10–3.

Solution
1 103 = 1000
10−3 = OR
10 3
1 1 is the reciprocal of 1000, so
= 1000
10 ×10 ×10
1 1
= 10−3 =
1000 1000
= 0.001 and
10 3 = 0.001

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Number Sense Lesson 5 Powers

Powers of 10 with Negative Exponents

Powers of 10 are important because they’re used for scientific notation. Here are a
few examples of powers of 10 with negative exponents.

Example
Evaluate 10–1 and express the answer as a decimal.

Solution
1 101 = 10
10−1 = OR
101
1
1 The reciprocal of 10 is , so
= 10
10
1
= 0.1 101 =
10
1
= 0.1
10

Example
Evaluate 10–2 and express the answer as a decimal.

Solution
1
10−2 =
10 2
1
=
10 ×10
1
=
100
= 0.01

Example
Evaluate 10–4 and express the answer as a decimal.

Solution
1
10−4 =
10 4
1
=
10 ×10 ×10 ×10
1
=
10 000
= 0.000 1

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Lesson 5 Powers Number Sense

From these examples, fill in the missing values. See if you can predict the next few
values.

1
10−1 = = 0.1
10
1
10−2 = = 0.01
10 ×10
10−3 = =

1
10−4 = = 0.000 1
10 ×10 ×10 ×10
10−5 = =

10−6 = =

10−7 = =

Answers
1
10−1 = = 0.1
10
1
10−2 = = 0.01
10 ×10
1
10−3 = = 0.001
10 ×10 ×10
1
10−4 = = 0.000 1
10 ×10 ×10 ×10
1
10−5 = = 0.000 01
10 ×10 ×10 ×10 ×10
1
10−6 = = 0.000 0 01
10 ×10 ×10 ×10 ×10 ×10
−7 1
10 = = 0.000 000 1
10 ×10 ×10 ×10 ×10 ×10 ×10

You may have noticed the pattern that tells you how to evaluate powers of 10 with
negative exponents.

For a power of 10, a negative exponent tells the

number of places after the decimal point.

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Number Sense Lesson 5 Powers

Exercises 5.5
Evaluate the following. Express the answer as a fraction and if it is a power of 10, a
decimal.

1. 3–2

2. 5–1

3. 10–8

4. 9–2

5. 10–9

Try the following multiplication questions. Remember that to multiply powers,

check for the same base, then add the exponents. Express the answer as a number
(not a power).

6. 26 × 2–4

7. 3–7 × 310

8. 102 × 10–5

9. 10–3 × 10–6

10. 105 × 10–2

Turn to the Answer Key at the end of the module to check your work.

166 | LITERACY FOUNDATIONS MATH: LEVEL 5

Lesson 6 Scientific Notation Number Sense

Lesson 6
Scientific Notation
Learning Outcomes
By the end of this lesson you will be better able to:
• write very large and very small numbers using scientific notation
• use scientific notation to do calculations with very large and very small
numbers

Previously, you learned the basic rules on exponents. Now you will learn how to use
these rules when writing very large and very small numbers. These numbers can be
written in scientific notation.

First, let's quickly review the exponent rules, using a base of 10.

Rule 1: A positive integer used as an exponent indicates the number of factors

that form the product.
105 = 10 × 10 × 10 × 10 × 10
= 100 000

Rule 2: The integer 0, used as an exponent, always results in the value 1.

100 = 1
10 0000 = 1

Rule 3: In multiplying numbers with exponents of the same base, add the
exponents.
102 × 103 = 102+3 = 105
Rule 4: In dividing numbers with exponents of the same base, subtract the
exponents.
10 6
= 106–4 = 102
10 4
Rule 5: A base without an exponent is the same as a base raised to the power of 1.
10 = 101
102 × 10 = 102 × 101
= 102+1 = 103
Rule 6: A negative exponent tells the number of places after the decimal point.
10–1 = 0.1
10–3 = 0.001

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Number Sense Lesson 6 Scientific Notation

Exercises 6.1
1. Express each of the following in exponential form.

a. 103 × 106 =

b. 108 ÷ 107 =

c. 105 ÷ 102 =

d. 105 × 10 =

e. 109 ÷ 10 =

2. Find a value of n that makes each equation true.

a. 10 5 ×10 n = 10 6 n =

b. 107 + 10 n = 10 4 n =

c. 10 n ×10 = 10 6 n=

d. 10 5 + 10 n = 10 5 n =

e. n3 × n3 = 10 6 n=

168 | LITERACY FOUNDATIONS MATH: LEVEL 5

Lesson 6 Scientific Notation Number Sense

3. Express each of the following as a number in decimal form.

a. 10–4 =

b. 102 =

c. 10–3

d. 100 =

e. 105 =

4. Express each of the following as a power of base 10.

a. 0.001 =

b. 10 000 =

c. 0.1 =

d. 100 =

e. 1 =

Turn to the Answer Key at the end of the module to check your work.

LITERACY FOUNDATIONS MATH: LEVEL 5 | 169

Number Sense Lesson 6 Scientific Notation

Scientific Notation: Large Numbers

In science, we often have to use very large numbers. For example, the distance to
the sun from earth is approximately 147 000 000 km.

Chemists count atoms in groups called ‘moles’, just like we count eggs in groups
called dozens. There are 602 214 179 000 000 000 000 000 atoms in a mole.

With very very large numbers, you loose the sense of how big the number really is.
It becomes just a big pile of digits.

Scientific notation makes is easier for scientists and technicians to communicate

and calculate using very large numbers.

To write 147 000 000 in scientific notation, we move the decimal point as shown
below:
147 000 000 = 1.47 × 100 000 000
= 1.47 × 108

Notice that the decimal point has been moved 8 places to the left, and the
exponent of base 10 is 8.

Also notice that there is only one digit to the left of the decimal point. This digit
may be from 1 to 9.

Example
Express 625 000 in scientific notation.

625 000 = 6.25 × 100 000

= 6.25 × 105

Try these two examples. Express in scientific notation:

1. 2560

2. 2 350 000

170 | LITERACY FOUNDATIONS MATH: LEVEL 5

Lesson 6 Scientific Notation Number Sense

Answers
1. 2.56 × 103 2. 2.35 × 106

Often you will be given a number written in scientific notation and you will be
asked to write it in standard notation. Remember the following rule:

The exponent of 10 is the number of places that the

decimal point has to be moved.

Example
Express 6.3 × 107 in standard notation.

6.3 × 107 = 6.3 × 10 000 000

= 63 000 000

Some calculators have scientific notation built into them. For example, the
number 35 000 could appear as 3.5 04 which is the same as 3.5 × 104 Note the
space between the 2 sets of numbers. Check to see if your calculator has scientific
notation built in.

LITERACY FOUNDATIONS MATH: LEVEL 5 | 171

Number Sense Lesson 6 Scientific Notation

Exercises 6.2
1. Find the value of n in each statement.

8.56

7.4

172 | LITERACY FOUNDATIONS MATH: LEVEL 5

Lesson 6 Scientific Notation Number Sense

2. Write each of these numbers in scientific notation.

a. 5400

b. 520 000

c. 7 280 000

d. 6000

e. 3 020 000

f. 352 000 000 000

3. Write in standard notation.

a. 2.4 × l03

b. 3.6 × 102

c. 3.7 × l06

d. 1.72 × l03

e. 7.35 × 104

f. 5.0 × l05

LITERACY FOUNDATIONS MATH: LEVEL 5 | 173

Number Sense Lesson 6 Scientific Notation

4. Express the number in each statement using scientific notation.

a. The area of Canada is approximately 9 970 000 km2.

b. One of Saturn's rings is 26 500 km wide.

c. The moon is 406 000 km from earth at its farthest point.

d. The mass of a large elephant is about 4100 kg.

e. The diameter of the sun is about 1 520 000 000 m.

5. How would a calculator show the following numbers in scientific notation?

a. 52 000

b. 125 000 000 000

Turn to the Answer Key at the end of the module to check your work.

174 | LITERACY FOUNDATIONS MATH: LEVEL 5

Lesson 6 Scientific Notation Number Sense

Scientific Notation: Small Numbers

Scientists often use very small numbers. For example, the diameter of an atom is
about 0.000 000 015 cm.

Another modern-day use of very small numbers is with CDs. The information
is permanently encoded on a disc in the form of tiny bits made by a laser beam.
On one side of a disc, there are as many as 8 200 000 000 bits, each measuring
approximately 0.000 000 5 m across.

We can avoid writing all the zeros in very small numbers by using scientific
notation. To write 0.000 000 015 in scientific notation, we move the decimal point
as shown.

to
herre

= 1.5 × 0.000 000 01

0.000 000 015
= 1.5 ×10−8

Notice that the decimal point has been moved 8 places to the right, and the
exponent of 10 is –8.

Example
Express in scientific notation:
0.000 062 5 = 6.25 × 0.000 01
= 6.25 × 10–5

Remember these rules when working with very small numbers.

1. The exponent of 10 is the number of places that the

decimal point has to be moved.

2. If the original number is less than 1, the exponent is

negative.

LITERACY FOUNDATIONS MATH: LEVEL 5 | 175

Number Sense Lesson 6 Scientific Notation

Examples
Write the following numbers in scientific notation:

1. 0.035

2. 0.000 256

Answer
1. 3.5 × 10–2 2. 2.56 × 10–4

Once again, you may be given numbers written in scientific notation and will be
asked to write them in standard form. Work through the following example, before
trying the second one on your own.

Express in scientific notation:

1. 1.6 × 10–5 = 1.6 × 0.000 01

= 0.000 016

2. 5.08 × 10–2 =

Did you get 0.050 8 as your answer?

Small numbers written using scientific notation can also be shown on a calculator.
For example, 0.000 21 will be seen as:

21 − 04 → 2.1×10−4

176 | LITERACY FOUNDATIONS MATH: LEVEL 5

Lesson 6 Scientific Notation Number Sense

Exercises 6.3
1. Find the value of n in each statement.

000 65 6.5

75

2. Write these numbers in scientific notation.

a. 0.65 b. 0.125

c. 0.005 5 d. 0.000 25

e. 0.000 000 58 f. 0.375

g. 0.000 075

LITERACY FOUNDATIONS MATH: LEVEL 5 | 177

Number Sense Lesson 6 Scientific Notation

3. Write each of the following in standard notation.

a. 2.5 ×10−3

b. 3.7 ×10−7

c. 1.25 ×10−6

d. 6.15 ×10−8

4. Write the number in each statement using scientific notation.

a. The hummingbird of Cuba has a mass of 0.001 98 kg.

b. The mass of a spider is 0.000 102 kg.

c. An influenza virus measures 0.000 000 1 m across.

d. The diameter of a molecule of water is 0.000 000 028 cm.

Turn to the Answer Key at the end of the module to check your work.

178 | LITERACY FOUNDATIONS MATH: LEVEL 5

Lesson 6 Scientific Notation Number Sense

More Work On Writing Scientific

Notation
Exercises 6.4
In these exercises you will be dealing with very large and very small numbers.

1. Write these numbers in scientific notation.

a. 0.000 000 72

b. 6 000 000

c. 0.012

d. 7100

e. 0.6

2. Write these numbers in standard notation.

a. 7.2 × 10–5

b. 6.1 × 102

c. 2.6 × 10–1

Turn to the Answer Key at the end of the module to check your work.

LITERACY FOUNDATIONS MATH: LEVEL 5 | 179

Number Sense Lesson 6 Scientific Notation

Exercises 6.5
1. Write each in scientific notation.

Distance Standard Notation Scientific Notation

a. Circumference
39 900 000 m
of Earth

b. Diameter
12 742 000 m
of Earth

c. Diameter
1 392 000 km
of Sun

d. Diameter
9 000 000 000 000 000 000 km
of Milky Way

e. Speed
1 070 000 000 km/h
of light

2. Write each in scientific notation.

Radiation Type Average Wave Length Scientific Notation

a. Gamma Ray 0.000 000 000 061m

b. X-ray 0.000 000 000 472 m

c. Cosmic Rays 0.000 000 000 000 000 000 34 m

d. Blue light 0.000 004 91 m

e. Regular light 0.000 000 643 m

180 | LITERACY FOUNDATIONS MATH: LEVEL 5

Lesson 6 Scientific Notation Number Sense

3. Complete the chart.

Distance from Sun Scientific Notation Standard Notation

a. Mercury 5.79 × 107 km

b. Earth 1.5 × 108 km

c. Jupiter 7.7 × 108 km

d. Neptune 4.5 × 109 km

e. Pluto 5.91 × 109 km

4. Complete the chart.

Mass of Particles Scientific Notation Standard Notation

a. Gamma Ray 3.04 × 10–2 km

b. X-ray 2.1 × 10–7 km

c. Cosmic Rays 1.35 × 10–8 km

Turn to the Answer Key at the end of the module to check your work.

LITERACY FOUNDATIONS MATH: LEVEL 5 | 181

Number Sense Lesson 6 Scientific Notation

Calculations Using Scientific Notation

Earlier in this lesson you reviewed the rules of multiplying and dividing exponents.
Let's see if you remember them.

State the value.

1. 102 × 103 __________________________

2. 10–1 × 104 __________________________

3. 10–5 × 106 __________________________

4. 107 ÷ 102 __________________________

5. 102 ÷ 105 __________________________

6. 10–1 ÷ 104 __________________________

Did you remember the rules? If the bases are the same when multiplying you add
the exponents, and when dividing, you subtract the exponents.

Check your answers:

1. 105
2. 103
3. 101
4. 105
5. 10–3
6. 10–5

Make sure you are comfortable with the ideas we have covered before you move
forward in the lesson.

We will use the above rules and scientific notation to simplify calculations with
very large numbers and very small numbers.

182 | LITERACY FOUNDATIONS MATH: LEVEL 5

Lesson 6 Scientific Notation Number Sense

Study this Example

42 000 × 500 = 4.2 × 104 × 5.0 × 102 Change each number into
scientific notation

= 4.2 × 5.0 × 104 × 102 Move powers of 10 beside each

other

= 21 × 104 × 102 Do arithmetic

= 21 × 106 Add powers

 Note: No longer in scientific
notation.

= 2.l × 107 In scientific notation

Your turn to try. Just take your time and work slowly through step by step. Show
work.

a. 12 000 × 4300

b. 0.35 × 0.002 (You will need negative exponents)

Check your answers with the steps shown below:

a. 12 000 × 4300 b. 3.5 × 0.002

4
= 1.2 ×10 × 4.3 ×10 3
= 3.5 ×101 × 2.0 ×10−3
= 1.2 × 4.3 ×10 4 ×10 3 = 3.5 × 2.0 ×101 ×10−3
= 5.16 ×107 = ×10−2

Go over the examples carefully. Then do the Exercises.

LITERACY FOUNDATIONS MATH: LEVEL 5 | 183

Number Sense Lesson 6 Scientific Notation

Exercises 6.6
Find the following answers using scientific notation. Show all work. Remember in
your last step to write it in scientific notation.

1. 120 000 000 × 27 500 000

2. 0.004 × 0.000 023

3. 5 000 000 000 × 0.002 5

4. 1 875 000 000 000 × 0.4

5. 20 × 0.000 000 036 1

Turn to the Answer Key at the end of the module to check your work.

184 | LITERACY FOUNDATIONS MATH: LEVEL 5

Lesson 7 Order of Operations Number Sense

Lesson 7
Order of Operations
Learning Outcomes
By the end of this lesson you will be better able to:
• use the BEDMAS acronym to solve equations involving more than one
operation

Something that tells us what to do with a number or numbers is called an

operation.

Addition, subtraction, multiplication, and division are the operations that you
know about already. These are called the basic operations.

You have probably done questions about adding and subtracting more than two
numbers in other math courses.

Previously, you learned about multiplying and dividing with more than two
numbers.

What do you do with a question that involves many different operations?

BEDMAS: More Than Just a Weird Word

(–2)(3) ÷ 6 + 9 – 14 ÷ (9 – 2)

BEDMAS is an acronym that helps you to remember the order of operations.

BEDMAS
First, work out everything that is in brackets.

(–2)(3) ÷ 6 + 9 – 14 ÷ (9 – 2)
= (–2)(3) ÷ 6 + 9 – 14 ÷ 7

BEDMAS
Next, simplify all of the exponents. (There are no exponents in this question.)

LITERACY FOUNDATIONS MATH: LEVEL 5 | 185

Number Sense Lesson 7 Order of Operations

BEDMAS
Do all of the division and multiplication in the order they appear from left to right.

= (–2)(3) ÷ 6 + 9 – 14 ÷ 7
= –6 ÷ 6 + 9 – 14 ÷ 7
= –1 +9– 2

BEDMAS
Finally, do the addition and subtraction.

= –1 + 9 – 2
=8–2
=6

186 | LITERACY FOUNDATIONS MATH: LEVEL 5

Lesson 7 Order of Operations Number Sense

Exercises 7.1
Solve the following.

1. (–3)(7) = 2. 4×9=

3. –13 × 3 = 4. 42 ÷ (–6) =

5. (8)(–1)(–4) = 6. 12 + 6 =

7. 15 ÷ 5 + 7 = 8. 2–3×4=

4
9. 3+ = 10. –16 + (4)(3) =
2

11. –5 – (2)(–1)(–18) ÷ 4 = 12. 6 × 5 ÷ 3 =

13. 18 ÷ 2 + 4 = 14. 18 ÷ (2 + 4) =

LITERACY FOUNDATIONS MATH: LEVEL 5 | 187

Number Sense Lesson 7 Order of Operations

15. 6 × 8 + 12 + 3 × 9 = 16. 3 + 11 × 4 + 12 ÷ 3 =

17. 7 – 3 × 5 = 18. (7 – 3) × 5 =

19. 36 ÷ 9 + 2 + 1 × 9 + 6 – 5 = 20. 6 × 7 ÷ 14 – 3 + 2 × 4 =

21. 5 – 1 + 2 – 4 × 3 ÷ 6 =

Turn to the Answer Key at the end of the module to check your work.

188 | LITERACY FOUNDATIONS MATH: LEVEL 5

Answer Key Lesson 1: Fractions Number Sense

Answer Key
Lesson 1: Fractions
Exercises 1.1
2
a 1. denominator a. the 3 in
3

d 2. improper fraction
4
b.
7
c 3. mixed number
1
e 4. numerator c. 2
5

b 5. proper fraction 9
d.
4

2
e. the 2 in
5

Exercises 1.2
1. a.

4 wholes, each split into 3 parts each 2 parts

4 × 3 + 2 = 14 parts
2 14
4 =
3 3

b.

5 wholes, each split into 6 parts each 1 part

5 × 6 + 1 = 31 parts
1 31
5 =
6 6

c.

LITERACY FOUNDATIONS MATH: LEVEL 5 | 189

2 wholes, each 3 parts

split into 7 parts each
 5 wholes, each split into 6 parts each 1 part

5 × 6 + 1 = 31 parts
Number Sense Answer Key Lesson 1: Fractions
1 31
5 =
6 6

c.

2 wholes, each 3 parts

split into 7 parts each

2 × 7 + 3 = 17 parts
3 17
2 =
7 7

2. a. 1
8 +
x 5
1 41
8 =
5 5

b. 2
6 +
x 9
2 56
6 =
9 9

c. 1
3 +
x 4
1 13
3 =
4 4

Exercises 1.3
6 53 5
1. 8 53 ) remainder 5
8
=6
8
7 35
2. 5 35 ) remainder 0
5
=7

3 42 6 1
)
3. 12 42 remainder 6
12
=3
12
=3
2
4 54 2
4. 13 54 ) remainder 2
13
=4
13
3 20 2 1
5. 6 20 ) remainder 2
6
=3 =3
6 3

190 | LITERACY FOUNDATIONS MATH: LEVEL 5

Answer Key Lesson 1: Fractions Number Sense

Exercises 1.4
2 4 2×4 8
1. × = =
3 9 3 × 9 27

1 3 1× 3 3
2. × = =
5 4 5 × 4 20

4 6 4 × 6 24
3. × = =
5 13 5 × 13 65

2 1 2 ×1 2
4. × = =
7 5 7 × 5 35

8 5 8 × 5 40 19
5. × = = =1
3 7 3 × 7 21 21

Exercises 1.5
3 3 3 3×3 9 2
1. ×3= × = = =1
7 7 1 7×1 7 7

4 3 4 15 4 × 15 60
2. ×3 = × = = =3
5 4 5 4 5 × 4 20

9 9 8 9 × 8 72 2 1
3. ×8= × = = =7 =7
10 10 1 10 × 1 10 10 5

8 8 7 8 × 7 56 1
4. ×7 = × = = = 11
5 5 1 5×1 5 5

1 6 9 6 9 × 6 54 27 5
5. 2 × = × = = = =1
4 11 4 11 4 × 11 44 22 22

1 1 5 10 5 × 10 50 25 7
6. 2 ×1 = × = = = =2
2 9 2 9 2 × 9 18 9 9

4 4 6 4 × 6 24 4
7. ×6 = × = = =4
5 5 1 5×1 5 5

LITERACY FOUNDATIONS MATH: LEVEL 5 | 191

Number Sense Answer Key Lesson 1: Fractions

Exercises 1.6
3
1. a.
2

4
b. or 4
1

1
c.
7

5  onvert the mixed number to an improper fraction before find-

C
d.
14 ing the reciprocal.

7 7 3 7 1 7×1 7
2. a. 3 × = =
5 5 1 5 3 5 × 3 15

5 5 4 5 1 5×1 5
b. 4 = × = =
6 6 1 6 4 6 × 4 24

1 2 1 3 1× 3 3
c. =
2 3 2 2 2×2 4

1 1 9 1 1 1×1 1
d. 9 × = =
5 5 1 5 9 5 × 9 45

1 1 26 1 26 5 26 × 5 1
e. 5 = × = = 26
5 5 5 5 5 1 51 × 1

1 1 2 1 1 1×1 1
f. 2 = × = =
4 4 1 4 2 4 ×2 8

1 1 1 4 1×4 4
g. × = =
5 4 5 1 5× 1 5

2 2 2 3 2 ×3 3
h. =
5 3 5 2 5× 2 5

11 1 11 5 11 × 5 55 1
i. = × = = =6
9 5 9 1 9×1 9 9

3 7 11 7 4 7 × 4 28 6
j. 7 2 × = = =2
4 1 4 1 11 1 × 11 11 11

192 | LITERACY FOUNDATIONS MATH: LEVEL 5

 1 1 1 4 1×4 4
g. × = =
5 4 5 1 5× 1 5

Answer Key Lesson 1: Fractions Number Sense

2 2 2 3 2 ×3 3
h. =
5 3 5 2 5× 2 5

11 1 11 5 11 × 5 55 1
i. = × = = =6
9 5 9 1 9×1 9 9

3 7 11 7 4 7 × 4 28 6
j. 7 2 × = = =2
4 1 4 1 11 1 × 11 11 11

Exercises 1.7
1. terminating
2. repeating
3. terminating
4. repeating

Exercises 1.8
Fraction Decimal
49
1. 4 tenths, 9 hundredths 0.49
100
2. 7 tenths, 3 hundredths, 735 147
= 0.735
5 thousandths 1000 200
3. 6 tenths, 4 hundredths, 642 321
= 0.642
2 thousandths 1000 500
4. 3 tenths, 2 hundredths, 321
0.321
1 thousandth 1000

Exercises 1.9
4
1. , 0.4
10
64
2. , 0.64
100
35
3. , 0.35
100
246
4. , 0.246
1000

LITERACY FOUNDATIONS MATH: LEVEL 5 | 193

Number Sense Answer Key Lesson 1: Fractions

Exercises 1.10
1. a. 0.080808...
b. 0.353535...
c. 0.151515...
d. 0.848484...

2. The two repeating digits are the numerator.

99 is the denominator.

5
1. a.
3.
9
34
b.
99
789 263
c. =
999 333
2468
d.
9999
15 5
e. =
999 333

4.
Fraction Decimal Not Rounded Rounded
16
a. 0.64 $0.64
25
80
b. 0.6666.. $0.67
120
17
c. 0.085 $0.09
200
125
d. 0.416666... $0.42
300

Exercises 1.11

1. 1 (1× 4) 4
= =
2 (2 × 4) 8

194 | LITERACY FOUNDATIONS MATH: LEVEL 5

Answer Key Lesson 1: Fractions Number Sense

2.

Exercises 1.12
3
1 . b . 0 .78 >
5
19
c . 0 .96 >
20
38
d . 1 .27 <
25
162
e . 3 .45 >
50
6
2 . b . 0 .2 <
25
7
c . 0 .4 >
20
37
d . 0 .78 >
50
19
e . 0 .93 <
20

3. student's own answer

LITERACY FOUNDATIONS MATH: LEVEL 5 | 195

Number Sense Answer Key Lesson 2: Ratios and Rates

Exercises 1.13

1. 3 4
1
0.2 4 1 1.3 1.5 5

0 1 2

2. 1 3 7
0.4 2 5 10 0.9 1.75

0 1 2

Lesson 2: Ratios and Rates

Exercises 2.1
1. a. number of black counters to the number of grey counters
b. number of black counters to the number of white counters
c. number of grey counters to the total number of counters
d. 
number of black counters to the number of white counters to the number of
grey counters
e. 
number of white counters to the total number of counters (6:16 can also be
written as 3:8, an equivalent ratio)

2. a. part-to-part ratio
b. part-to-part ratio
c. part-to-whole ratio
d. part-to-part ratio
e. part-to-whole ratio

3. a. 12:15 (can also be written 4:5)

b. 1:2
c. 3:4
d. 1:3:4

4. Answers may vary depending on which part you chose to compare.

a. number of boys to total number of students 12:27
number of girls to total number of students 15:27
b. cups of water to total cups of ingredients 1:3
cups of pancake mix to total cups of ingredients 2:3

196 | LITERACY FOUNDATIONS MATH: LEVEL 5

Answer Key Lesson 2: Ratios and Rates Number Sense

c. days of sunshine to days in the week 3:7

days of rain to days in the week 4:7
d. number of pants to total number of clothing articles 1:8
number of shorts to total number of clothing articles 3:8
number of T-shirts to total number of clothing articles 4:8

5. a. The ratios are proportional. Multiply both terms in 2:4 by 3 to get 6:12.
b. 
The ratios are not proportional. There is no factor that you can multiply or
divide either of the ratios by to get the other ratio.
c. The ratios are proportional. Divide both terms in 16:30 by 2 to get 8:15.

Exercises 2.2
1. a. 110 km/2 h
b. $11.19/3 kg
c. 30 beats/10 s

2. Answers will vary. Sample answers are given below.

a. Sean drove 400 kilometres and used 28 litres of fuel.
b. Cindy drove at a speed of 70 kilometres per hour.
c. Tahlia earned $72 for 5 hours of work.

110 km ?
3. a. =
2h 1h
110 km 55 km
=
2h 1h The unit rate is 55 km/h.
$11.19 ?
b. =
3 kg 1 kg
$11.19 $3.73
=
3 kg 1 kg The unit rate is $3.73/kg.

30 beats ?
c. =
10 s 1s
30 beats 3 beats
=
10 s 1s The unit rate is 3 beats/s.

LITERACY FOUNDATIONS MATH: LEVEL 5 | 197

Number Sense Answer Key Lesson 2: Ratios and Rates

cost
4. 4-pack unit price =
quantity
$6.68
=
4 batteries
= $1.67/battery
cost
10-pack unit price =
quantity
$13.90
=
10 batteries
= $1.39/battery
The price per battery is lower if you buy the 10-pack.

Exercises 2.3
1. First convert 30 minutes to 0.5 hours.

distance traveled
rate of speed =
time
8.5 km
=
0.5 h
= 17 km/h

Cassie rides her bike at 17 km/h.

2.
×3

1 can x 9 m2 27 m2
= OR =
9m 2
27 m2 1 can x
×3
1 can 3 cans
=
9 m2 27 m2

It will take 3 cans of paint to paint the room.

amount paid
3. a. Hardware store job: hourly wage =
hours worked
$440
=
40 h
= $11/h

Chris would earn $11/h working at the hardware store.

198 | LITERACY FOUNDATIONS MATH: LEVEL 5

Answer Key Lesson 3: Percent Number Sense

amount paid
Library job: hourly wage =
hours worked
$350
=
25 h
= $14/h

Chris would earn $14/h working at the library.

b. It depends what Chris wants. If she needs money, she should work the first
one because she’ll make more per week. If she only wants a part time job, the
library pays a better rate.

4. Set up a proportion:
$11.47 x
=
194 kWh 230 kWh

This solution shows the cross-product method.

($11.47)(230 kWh ) = (194 kWh )( x )

($11.47)(230 kWh ) (194 kWh )( x )
=
194 kWh 194 kWh
$13.60 = x

Marcel’s bill will be $13.60 next month.

Lesson 3: Percent
Exercises 3.1
Picture Percent Fraction Ratio Decimal

64
64% 64:100 0.64
100

12
12% 12:100 0.12
100

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Number Sense Answer Key Lesson 3: Percent

4
4% 4:100 0.04
100

26.25
26.25% 26.25:100 0.2625
100

52
52% 52:100 0.52
100

76.5
76.5% 76.5:100 0.765
100

90
90% 90:100 0.9
100

200 | LITERACY FOUNDATIONS MATH: LEVEL 5

Answer Key Lesson 3: Percent Number Sense

Exercises 3.2
Picture Percent Fraction Ratio Decimal

2
0.2% 2:1000 0.002
1000

5
0.5% 5:1000 0.005
1000

6
0.6% 6:1000 0.006
1000

3
0.3% 3:1000 0.003
1000

10 1
1% = 1:100 0.01
1000 100

LITERACY FOUNDATIONS MATH: LEVEL 5 | 201

Number Sense Answer Key Lesson 3: Percent

Exercises 3.3
Picture Percent Fraction Ratio Decimal

110 10
110% =1 110:100 1.1
100 100

154 54
154% =1 154:100 1.54
100 100

127 27
127% =1 127:100 1.27
100 100

102 2
102% =1 102:100 1.02
100 100

181 81
181% =1 181:100 1.81
100 100

Exercises 3.4
171 57
1. a. = = 57%
300 100
41 205
b. = = 205%
20 100

202 | LITERACY FOUNDATIONS MATH: LEVEL 5

Answer Key Lesson 3: Percent Number Sense

c. You can use the cross-product method to solve this problem.

3 x
=
125 100
(3)(100 ) = (125)( x )
(3)(100 ) (125)(( x )
=
125 125
2.4 = x
3
So, = 2.4%
125
d. You can use the cross product method to solve this problem.
7 x
1 =
15 100
22 x
=
15 100
(22 )(100 ) = (15)( x )
(22 )(100 ) (15)( x )
=
15 15
146.6 = x
7
So, 1 = 146.6% = 146.7%
15

2. a. 14%
b. 0.5%
c. 10%
d. 123%
3.
Decimal Fraction
7
a. 0.07% 0.0007
10 000

1 235 47
b. 23 % 23.5% = 0.235 =
2 1000 200

25 1
c. 325% 3.25 3 =3
100 4

LITERACY FOUNDATIONS MATH: LEVEL 5 | 203

 4
x 25
7 x
=
4 100
Number Sense Answer Key Lesson 3: Percent
x 25
7 175
= = 175%
4 100
7 1
4. a. 7 : 4 = b. 1 : 500 =
4 500
x 25 ÷5
7 x 1 x
= =
4 100 500 100
x 25 ÷5
7 175 1 0.2
= = 175% = = 0.2%
4 100 500 100
1
b. 1 : 500 =
500
Exercises÷3.5
5
1 x
1. a. $120.00
= × 5%
500 100
= $120.00 × 0.05
÷5
= 1$6.000.2
= = 0.2%
500 100
b. $120.00 × 7%
= $120.00 × 0.07
= $8.40

2. GST = 5% of $70.00 = 0.05 × $70.00 = $3.50

PST = 7% of $70.00 = 0.07 × $70.00 = $ 4.90
The total amount of taxes = $3.50 + $4.90 = $8.40
The check out price is: $70.00 + $8.40 = $ 78.40

3. original price × 5% = $3.40

original price × 0.05 = $3.40
original price × 0.05 $3.40
=
0.05 0.05
original price = $68.00

4. original price × 7% = $10.00

original price × 0.07 = $10.00
original price × 0.07 $10.00
=
0.07 0.07
original price = $142.86

5. original price × 12% = $9.60

original price × 0.12 = $9.60
original price × 0.12 $9.60
=
0.12 0.12
original price = $80.00

204 | LITERACY FOUNDATIONS MATH: LEVEL 5

Answer Key Lesson 3: Percent Number Sense

Exercises 3.6
1. Start by finding the price before taxes (retail):
Work backwards. The cost of an item including taxes can be found by multiply-
ing the retail price by 112% (this is because you pay 100% of the retail price, plus
7% PST and 5% GST).
retail price × 112% = $120.00
retail price × 1.12 = $120.00
retail price × 1.12 $120.00
=
1.12 1.12
retail price = $107.14

Find the profit:

profit = retail price – wholesale price
profit = $107.14 – $90.00
profit = $17.14

The vendor makes a $17.14 profit on the jeans.

2. sale price = original price – discount

$300 = x − (20% of x )
$300 = x − 0.20 x
$300 = 0.80 x
$300 0.80 x
=
0.80 0.80
$375 = x

3. price after original 10% discount = $80 – 10% of $80

= $80 – 0.10($80)
= $80 – $8
= $72

price after 15% discount = $72 – 15% of $72

= $72 – 0.15($72)
= $72 – $10.80
= $61.20

4. price after 30% discount = $160 – 30% of $160

= $160 – 0.30($160)
= $160 – $48
= $112
PST (7%) = $112 × 0.07 = $7.84
GST (5%) = $112 × 0.05 = $5.60

The total cost = $112 + $7.84 + $5.60 = $125.44

LITERACY FOUNDATIONS MATH: LEVEL 5 | 205

Number Sense Answer Key Lesson 4: Integers, Part 1

5. final course grade = class portion + provincial exam portion

= 80% from Class grade + 20% from Prov. Exam Grade
= 0.80 (70%) + 0.20 (73%)
= 56% + 14.6%
= 70.6% overall

2
6. a. of 2.5%
3
2 2.5 5
× =
3 100 300
Convert to a percent:
5
= 0.01666 = 1.67%
300
b. 2.5% – 1.67% = 0.83%
About 0.83% of the world’s water is available to be used for drinking water.

Lesson 4: Integers, Part 1

Exercises 4.1
These answers are approximate. Yours should be close.
1. a. +60 m
b. +25 m
c. –40 m
d. –50 m
e. –125 m
2. a. –50
b. +10
c. –200
d. –3
e. +5
f. –6

Exercises 4.2
1. a. +5 2. a. +3
b. +9 b. –11
c. –2 c. –21

3. –8, –2, 0, +5, +12

206 | LITERACY FOUNDATIONS MATH: LEVEL 5

Answer Key Lesson 4: Integers, Part 1 Number Sense

Exercises 4.3
1. b. 6 – 2 = 4

0 1 2 3 4 5 6 7 8 9 10

c. 10 – 4 = 6

0 1 2 3 4 5 6 7 8 9 10

d. 5 + 7 = 12

3 4 5 6 7 8 9 10 11 12 13
2. a. (–6) + (– 2) =
b. (+7) + (–3) =
c. (+9) + (–6) =
d. (–12) + (+3) + (–7) =
e. (–64) + (+32) +(+11) =

Exercises 4.4
1. a. +2
b. +1
c. –1
d. –3
e. –1
f. +2
2. a. (–4) + (+5) = +1
b. (+2) + (–3) = –1
c. (+4) + (–2) = +2
d. (–3) + (–1) = –4

LITERACY FOUNDATIONS MATH: LEVEL 5 | 207

Number Sense Answer Key Lesson 4: Integers, Part 1

Exercises 4.5
1. a. –5
b. +8
c. +5
d. –3
e. +3
f. –5
2. a. –7
b. +1
3. a. +10
b. +2

4. Some answers may include:

(+1) + (–8) = –7
(–6) + (–1) = –7
(–3) + (–4) = –7
(–10) + (+3) = –7

Exercises 4.6
1. a. Negative
b. Negative

2. a. +8
b. –8
c. –40
d. –25

3. a. +10
b. +23

4. –17, –6, 0, 2, 16, 22, 27

5. a. +5
b. 0
c. –10

208 | LITERACY FOUNDATIONS MATH: LEVEL 5

Answer Key Lesson 4: Integers, Part 1 Number Sense

6. The 3rd step

7. a. +3
b. –5
c. +1
d. –4
e. –8
f. 0

8. a. –2
b. +4
c. –2
d. –6

9. a. –36
b. –45

10. a. positive
b. negative

11. a. –25
b. –5
c. +20
d. +73
e. +93

Exercises 4.7
1. a. +5
b. –4
c. –8
d. –5

2. a. +3
b. +1
c. 0
d. –5

LITERACY FOUNDATIONS MATH: LEVEL 5 | 209

Number Sense Answer Key Lesson 4: Integers, Part 2

3. (+2000) – (–200) = +2200

Cullen is right

4. a. –4
b. +3
c. +8
d. –8

5. a. +5
b. +5
c. –5
d. –4

6. (+3) – (–1) = +4
The eagle and the salmon are 4 metres apart.

7. (+8848) – (–411) = +9259

These two elevations are 9259 metres apart.

Lesson 4: Integers, Part 2

Exercises 4.8
1. Groups: boxes
Items: bulbs
# of groups: Susan packed 370 boxes.
# of items in one group: There were 24 bulbs in each box.
370 × 24 = 8880
Susan packed 8880 bulbs.

2. Groups: days
Items: bales of hay
# of groups: Amir needs hay for 45 days.
# of items in one group: He needs 4 bales of hay each day.
45 × 4 = 180
Amir needs 180 bales of hay.

210 | LITERACY FOUNDATIONS MATH: LEVEL 5

Answer Key Lesson 4: Integers, Part 2 Number Sense

3. Groups: packs of trading cards

Items: cards in each pack
# of groups: 24 packs
# of items in one group: 15 cards in each pack
24 × 15 = 360
There are 360 trading cards in a box.

4. Groups: pouches of beads

Items: beads
# of groups: 6 pouches of beads
# of items in one group: 22 beads in each pouch
6 × 22 = 132
There are 132 beads in the kit.

5. Groups: the hours that Chris worked

Items: the dollars that Chris earned per hour
# of groups: 21 hours
# of items in one group: $9
21 × 9 = 189
Chris earned $189 last week.

6. There are 3726 groups with 5¢ in each group. Multiply to find the total.
3726 × 5¢ = 18 630¢ = $186.30
The band has made $186.30.

Exercises 4.9
1. Groups: boxes
Items: bulbs
# of items in one group: There were 24 bulbs in each box.
Total items: There were 60 000 bulbs altogether.
60 000 ÷ 24 = 2500
They filled 2500 boxes with bulbs.

2. Groups: calendars
Items: dollars for each calendar that they sell
# of items in one group: The class earns $3 for each calendar that they sell.
Total items: The class wants to raise $465.
465 ÷ 3 = 155
They need to sell 155 calendars to reach their goal.

LITERACY FOUNDATIONS MATH: LEVEL 5 | 211

Number Sense Answer Key Lesson 4: Integers, Part 2

3. Groups: new houses

Items: seedlings
# of groups: There are 13 new houses.
Total items: There are 585 seedlings.
585 ÷ 13 = 45
The landscaper can plant 45 coleus seedlings in each
yard.

4. Groups: the hours that Chris works

Items: dollars ($) that Chris earns
# of items in one group: 9
Total items: 648
648 ÷ 9 = 72
Chris needs to work for 72 hours to earn the money to
buy the guitar.

5. Groups: bracelets
Items: beads
# of items in one group: 7
Total items: 56
56 ÷ 7 = 8
Alexis can make 8 bracelets.

6. The items in this question are dollars. There are $18 in total.
The groups are the packs of cards. There are 24 packs of cards.
Divide to find the number of items in one group (the number of dollars per
pack).
18 ÷ 24 = 0.75
Nancy pays $0.75 for each pack of cards.

Exercises 4.10
1.
Groups: The number of days.
We don’t know.
Divide to find the number of groups.
Items: Bales of hay needed for each day — 4.
Total: 192 bales of hay in total
192 ÷ 4 = 48
Amir has enough hay to feed his cows for 48 days.

212 | LITERACY FOUNDATIONS MATH: LEVEL 5

Answer Key Lesson 4: Integers, Part 2 Number Sense

2.
Groups: The calendars — 32.
Items: Dollars for each calendar — $14.
Total: Total amount of money they have collected.
(We don’t know. Multiply to find the total.)
32 × 14 = $448
The class has collected $448.

3. Groups:
The band members — 5
Items:
Dollars ($) each band member gets.
(We don’t know. Divide to find the number of items in
each group.)
Total: Total amount in dollars ($) that the band earned. The
total is 700.
700 ÷ 5 = 140
Each band member gets $140.

4.
Groups: The cedar hedges — 13
Items: Number of plants in each hedge. — 8
Total: Total number of plants needed.
(We don’t know. Multiply to find the total.)
13 × 8 = 104
The landscaper needs 104 cedar plants.

Exercises 4.11
1. a. 4 × –3 = –12 b. –4 × 3 = –12
c. 12 ÷ 1 = 12 d. –1 × 12 = –12
e. 12 ÷ –4 = –3 f. –12 ÷ 4 = –3
g. 2 × –6 = –12 h. –2 × 6 = –12
i. –12 ÷ 3 = –4 j. 12 ÷ –3 = –4
k. 12 ÷ 3 = 4 l. –12 × 1 = –12
m. 12 × –1 = –12 n. 12 ÷ 2 = 6
o. 12 ÷ –2 = –6 p. 12 ÷ –6 = –2
q. –12 ÷ 6 = –2 r. 3 × –4 = –12
s. 4 × 3 = 12 t. 6 × 2 = 12
u. –6 × 2 = –12 v. 6 × –2 = –12

2. –3 × 5 = –15 It will be 15° C colder on the fifth day than it is today.

3. –900 ÷ 3 = –300 Each person owes $300.

LITERACY FOUNDATIONS MATH: LEVEL 5 | 213

Number Sense Answer Key Lesson 4: Integers, Part 2

Exercises 4.12
1. 4 × 5 = 20 2. –4 × –5 = 20
3. 4 × –5 = –20 4. 20 ÷ 4 = 5
5. –20 ÷ –5 = 4 6. –10 × –2 = 20
7. –20 ÷ –2 = 10 8. 20 ÷ 2 = 10
9. –1 × –20 = 20 10. 3 × –8 = –24
11. –24 ÷ 8 = –3 12. –4 × 6 = –24
13. 24 × –1 = –24 14. 24 ÷ –4 = –6
15. 2 × –12 = –24 16. –24 ÷ 3 = –8
17. –24 ÷ 1 = –24 18. –7 × –7 = 49
19. 7 × 7 = 49 20. 49 ÷ –7 = –7
21. 49 ÷ 7 = 7 22. –5 × –5 = 25
23. 5 × 5 = 25 24. –25 ÷ –25 = 1
25. –1 × –5 = 5 26. –4 × –4 = 16
27. 4 × 4 = 16 28. 16 ÷ –4 = –4
29. –16 ÷ 4 = –4 30. 4 ÷ 2 = 2
31. 4 ÷ –2 = –2 32. –4 ÷ 2 = –2
33. –4 ÷ –2 = 2 34. 56 ÷ 8 = 7

Exercises 4.13
12 ( 3) ( −3) ( −7)
1. = −2 2. = −7
( 3) ( −1)( 2 ) ( −9)
( −16 )( 25) ( −2 )
3. ( 4 )(( 5) ( −1) = −20 4. = −20
(10 ) ( −4 )
(6 ) ( −4 )( 2 )
5. ( 2 ) ( −5)(7) ( −2 ) = 140 6. =4
−12
( 24 ) ( −14 ) ( 8) ( −7)
7. =6 8. = −1
( −8) ( −7) ( −1) 4 (14 )
( −15)(6 )
9. ( −1)( 2 ) ( −3)( 4 ) ( −5) = −120 10. = 10
−9
( −21)( 9)
11. ( 5) ( −3) ( 2 ) = −30 12. =9
(7) ( −3)

214 | LITERACY FOUNDATIONS MATH: LEVEL 5

Answer Key Lesson 5: Powers Number Sense

Lesson 5: Powers
Exercises 5.1

1. a. 42
b. 93
c. 25
d. 74
e. 104
2
2
f.  
5
3
1
g.  
 10 
2
3
h.  
4
2. a. 8
b. 25
c. 27
d. 100
e. 1000
1
f.
9
1
g.
8
27 
h.  
 64 

Exercises 5.2
1. 105+2 = 107 = 10 000 000
2. 34+2 = 36 = 729
3. 22+3 = 25 = 32
4. 4 × 9 = 36 (different bases)
5. 22+4 = 26 = 64
6. 101+2 = 103= 1000

LITERACY FOUNDATIONS MATH: LEVEL 5 | 215

Number Sense Answer Key Lesson 5: Powers

7. 24+5 = 29= 512

8. 62+2+2 = 66= 46 656
9. 32+3 = 35 = 243
10. 51+2 = 53 = 125
11. 22+1+2 = 25= 32
12. 103+1 = 104 = 10 000
13. 36 × 4 = 144 (bases are different)
14. 9 × 25 = 225 (bases are different)
15. 24+4 = 28= 256
16. 9 × 64 = 576 (bases are different)

Exercises 5.3
1. 105-2 = 103 = 1000
2. 34–2 = 32 = 9
3. 87–5 = 82 = 64
4. 106-4 = 102 = 100
5. 95–4 = 91 = 9

Exercises 5.4
1. a. 1
1
b.
11
c. 10 2 ×101 = 10 3 = 1000
34 × 31 35
d. = 5 = 35−5 = 30 = 1
35 3
2. a. to e.

3. a. to e

216 | LITERACY FOUNDATIONS MATH: LEVEL 5

Answer Key Lesson 6: Scientific Notation Number Sense

Exercises 5.5
1 1
1. =
3×3 9
1
2.
5
1 1
3. = = 0.000 000 01
10 10 ×10 ×10 ×10 ×10 ×10 ×10 ×10
1 1
4. =
9 × 9 81
1 1
5. = = 0.000 000 001
10 10 ×10 ×10 ×10 ×10 ×10 ×10 ×10 ×10
6. 2(6 + – 4) = 2 2 = 4
7. 3(−7 + 10) = 33 = 27
8. 10(2 + −5) = 10−3 = 0.001
9. 10(−3 + −6) = 10−9 = 0.000 000 001
10. 10(5 + −2) = 10 3 = 1000

Lesson 6: Scientific Notation

Exercises 6.1
1. a. 109
b. 101
c. 103
d. 106
e. 108

2. a. n = 1
b. n = –3
c. n = 5
d. n = 0
e. n = 10

3. a. 0.0001
b. 100
c. 0.001
d. 1
e. 100 000

LITERACY FOUNDATIONS MATH: LEVEL 5 | 217

Number Sense Answer Key Lesson 6: Scientific Notation

4. a. 10–3
b. 104
c. 10–1
d. 102
e. 100

Exercises 6.2
1. a. 3 e. 1
b. 2 f. 6
c. 4 g. 4
d. 5 h. 8

2. a. 5.4 × 103
b. 5.2 × 105
c. 7.28 × 106
d. 6 × 103
e. 3.02 × 106
f. 3.52 × 1011

3. a. 2400 d. 1720
b. 360 e. 73 500
c. 3 700 000 f. 500 000

4. a. 9.97 × 106
b. 2.65 × 104
c. 4.06 × 105
d. 4.1 × 103
e. 1.52 × 109

5. a. 5.2 04 b. 1.25 11

Exercises 6.3
1. a. –2 d. –5
b. –4 e. –3
c. –1 f. –6

218 | LITERACY FOUNDATIONS MATH: LEVEL 5

Answer Key Lesson 6: Scientific Notation Number Sense

2. a. 6.5 × 10–1 b. 1.25 × 10–1

c. 5.5 × 10–3 d. 2.5 × 10–4
e. 5.8 × 10–7 f. 3.75 × 10–1
g. 7.5 × 10–5

3. a. 0.0025 b. 0.000 000 37

c. 0.000 001 25 d. 0.000 000 061 5

4. a. 1.98 × 10–3 b. 1.02 × 10–4

c. 1 × 10–7 d. 2.8 × 10–8

Exercises 6.4
1. a. 7.2 × 10–7
b. 6.0 × 106
c. 1.2 × 10–2
d. 7.1 × 103
e. 6.0 × 10–1

2. a. 0.000 072
b. 610
c. 0.26

Exercises 6.5
1. a. 3.99 × 107 b. 1.2742 × 107
b. 1.392 × 106 d. 9 × 1018
e. 1.07 × 109

2. a. 6.1 × 10–11 b. 4.72 × 10–10

b. 3.4 × 10–19 d. 4.91 × 10–6
e. 6.43 × 10–7

3. a. 57 900 000 b. 150 000 000

c. 770 000 000 d. 4 500 000 000
e. 5 910 000 000

4. a. 0.0304 b. 0.000 000 21

c. 0.000 000 013 5

LITERACY FOUNDATIONS MATH: LEVEL 5 | 219

Number Sense Answer Key Lesson 7: Order of Operations

Exercises 6.6
1. 1.2 × 108 × 2.75 × 107 = 3.3 × 1015
2. 4.0 × 10–3 × 2.3 × 10–5 = 9.2 × 10–8
3. 5.0 × 109 × 2.5 × 10–3 = 12.5 × 106 = 1.25 × 107
4. 1.875 × 1012 × 4.0 × 10–1 = 7.5 × 1011
5. 2.0 × 101 × 3.61 × 10–8 = 7.22 × 10–7

Lesson 7: Order of Operations

Exercises 7.1
1. (–3)(7) = –21 2. 4 × 9 = 36
3. –13 × 3 = –39 4. 42 ÷ –6 = –7
5. (8)(–1)(–4) = 32 6. 12 + 6 = 18
7. 15 ÷ 5 + 7 = 10 8. 2 – 3 × 4 = –10
4
9. 3 + = 5 10. –16 + (4)(3) = –4
2
11. –5 – (2)(–1)(–18) ÷ 4 = –14 12. 6 × 5 ÷ 3 = 10
13. 18 ÷ 2 + 4 = 9 + 4 = 13 14. 18 ÷ (2 + 4) = 18 ÷ 6 = 3
15. 6 × 8 + 12 + 3 × 9 = 87 16. 3 + 11 × 4 + 12 ÷ 3 = 51
17. 7 – 3 × 5 = 7 – 15 = –8 18. (7 – 3) × 5 = 4 × 5 = 20
19. 36 ÷ 9 + 2 + 1 × 9 + 6 – 5 = 16 20. 6 × 7 ÷ 14 – 3 + 2 × 4 = 8
21. 5 – 1 + 2 – 4 × 3 ÷ 6 = 4

220 | LITERACY FOUNDATIONS MATH: LEVEL 5