Skill Sheets

MQ Yr 7 - SSheets Page 1 Wednesday, September 27, 2000 11:29 AM
SkillSHEET
answers
SkillSHEET 1.1
Place value
The position of each of the digits in any number has a special place value such as hundreds of thousands,
tens of thousands, thousands, hundreds, tens and units. For example, for the number 9572 the place values
are shown below.
Thousands
( 1000)
Hundreds
( 100)
Tens
( 10)
Units
( 1)
In this number, the value of 2 is 2 1 = 2, the value of 7 is 7 10 = 70, the value of 5 is 5 100 = 500 and
the value of 9 is 9 1000 = 9000.
WORKED Example
State the value of 5 in each of the following.
a 25
b 1502
THINK
WRITE
a In the given number, 5 is in the units place,

so state its value.
a 5 units = 5 1
5 units = 5
b In this number, 5 is in the hundreds place,

so calculate its value.
b 5 hundreds = 5 100
5 hundreds = 500
Try these
State the value of 5 in each of the following:
1 15
2 50
3 205
4 58
6 854
7 5291
8 5001
9 65 214
5 1 578
10 2504
11 775
12 540
13 95
14 85 230
15 501 366
16 50 239
17 7358
18 905 212
19 88 765
20 4958
SkillSHEET
answers
SkillSHEET 1.2
Multiplying whole numbers
Short multiplication is used when we need to multiply by numbers less than or equal to 12. To multiply by
numbers greater than 12, long multiplication is used.
WORKED Example 1
Calculate 735 7 using short multiplication.

THINK
1
2
3
WRITE
2 3 3
735
7
5313435
Set out the question.

Multiply 7 by the number in the units place: 7 5 = 35. Put 5 in the
units place (of the answer part) and carry the 3 to the tens column.
Multiply 7 by the number in the tens place: 7 3 = 21. Adding the
carry over gives: 21 + 3 = 24. So put 4 in the tens place (of the
answer part) and carry the 4 to the hundreds column.
Multiply 7 by the number in the hundreds place: 7 7 = 49. Adding
the carry over gives: 49 + 2 = 51. Write down 51 (in the answer
part) so that 1 is in the hundreds and 5 is in the thousands column.
WORKED Example 2
Calculate 7623 46 using long multiplication.

THINK
1
2
3
WRITE
Set out the question one number under the other and underline.
Multiply 7623 by 6 (that is, by units) using the method described in
worked example 1. Record your answer under the line.
Move to the next line. Put a 0 in the units column; multiply 7623 by
4 (that is, by tens) and record your answer next to 0.
Underline and add the two parts together to find the final answer.
3 1 1 1
7623
416
1 1 1 1
45738
2 1 1 1
7623
416
1 1 1 1
45738
1 1 1 1 1
304920
7161213
416
1 1 1 1
45738
1 1 1 1 1
+304920
31510161518
Try these
1 Calculate the following using short multiplication.
a 63 4
b 47 5
c 58 3
f 428 4
g 563 7
h 367 5
k 6750 4
l 8253 9
m 7196 8
2 Calculate the following using long multiplication.
a 73 16
b 49 24
c 54 37
f 156 29
g 641 36
h 723 17
k 7462 135
l 3758 469
m 2183 516
d 76 6
i 845 6
n 4936 3
e 62 9
j 956 3
o 5039 5
d 35 18
i 824 53
n 9241 372
e 68 59
j 395 48
o 4569 284
SkillSHEET
answers
SkillSHEET 1.3
Dividing whole numbers
To divide one number by another, we need to find out how many times the second number fits into the first
number, whether there is any remainder and, if there is, how large the remainder is.
WORKED Example
Calculate each of the following.
a 73
b 16 4
c 56 6
THINK
WRITE
a How many times does 3 fit into 7? It fits twice.

Now, 2 multiplied by 3 is 6 and we have 7, so
there is a remainder of 1 (as 7 6 = 1).
a 7 3 = 2 remainder 1
b How many times does 4 fit into 16? It fits

exactly 4 times. (There is no remainder, since
4 4 = 16.)
b 16 4 = 4
c The number 6 fits into 56 nine times with a

remainder of 2 (as 9 6 = 54).
c 56 6 = 9 remainder 2
Try these
1 92
2 83
3 12 5
4 15 3
5 20 6
6 24 9
7 29 7
8 35 8
9 38 12
10 44 11
11 49 5
12 52 7
13 57 6
14 60 7
15 68 12
16 75 8
17 79 10
18 83 9
19 88 12
20 97 11
SkillSHEET
answers
SkillSHEET 1.4
Order of operations
If an expression contains more than one operation, the calculations must be performed in the following
order:
1. brackets
2. multiplication and division (from left to right)
3. addition and subtraction (from left to right).
WORKED Example
Find the value of each of the following, using the order of operations rules.
a 12 2 + 4 5
b 15 + (6 + 4) 7 10
THINK
WRITE
Write the question.

There are three operations to be performed:
division, addition and multiplication.
According to the order of operations rules,
multiplication and division must be done
before the addition, from left to right. So,
perform division first, followed by
multiplication and finally the addition.
a 12 2 + 4 5
=6+45
= 6 + 20
= 26
Write the question.

Brackets must be done first, followed by
multiplication and division. These are done
in order of appearance (that is, from left to
right), so in this case multiplication must
be done before division. Addition is done
last.
b 15 + (6 + 4) 7 10
= 15 + 10 7 10
= 15 + 70 10
= 15 + 7
= 22
1
2
1
2
Try these
Find the value of each of the following, using the order of operations rules.
1 23 (15 6) 3
2 40 8 4 + 2
3 56 49 7
4 12 (54 9) + 3
5 14 (16 5) 11
6 18 + 6 8 8 3
7 10 + 8 2 8
8 144 12 + 6 2 5
9 10 + 6 3 6 8
10 72 64 8
11 18 7 2 + 9
12 2 (63 9) + 3 2
13 12 + 12 2 6
14 21 (4 + 3) 9
15 6 + 6 4 + 8
16 (6 + 3) (7 + 2)
17 11 8 + 9 3
18 7 + 3 (4 + 3)
19 8 + 4 (6 + 3 2)
20 (7 + 2) (12 3)
SkillSHEET
answers
SkillSHEET 2.1
Tables
Use your knowledge of times tables to complete the following set of questions in 1 minute.
1 75
2 29
3 46
4 5 12
5 37
6 88
7 12 12
8 6 11
9 4 10
10 11 0
11 6 7
12 9 12
13 7 4
14 12 6
15 4 3
16 5 8
17 10 7
18 9 9
19 11 8
20 8 7
21 3 9
22 12 4
23 6 8
24 9 7
25 0 9
26 2 8
27 11 2
28 5 12
29 3 8
30 5 9
SkillSHEET
SkillSHEET 2.2
Factor pairs
answers
A number that divides exactly into another number is a factor of that number. The result of the division
(that is, the quotient) is also a factor. These two factors form a factor pair. For example, if 7 is a factor of
35, then 5 is also a factor of 35, since 35 7 = 5 and so 5 and 7 form a pair of factors of 35.
The product of the numbers in a factor pair is always equal to the number whose factors they are. For
example, if 3 and 6 is a factor pair of 18, then 3 6 = 18.
WORKED Example
Find the missing factor in each of the following factor pairs of 12:
2 and __ , 4 and __ .
THINK
1
2
To find the missing factor, divide 12 by the

known factor of the pair.
Repeat step 1 for the second pair.
WRITE
12 2 = 6
So a factor pair of 12 is 2 and 6.
12 4 = 3
So a factor pair of 12 is 4 and 3.
Note: There is an alternative way of finding a missing factor. For example, if 2 is a factor of 12, we can
obtain the other factor by finding the number that will give 12 when multiplied by 2. That is, since 2 6 = 12,
2 and 6 form a pair of factors of 12.
Try these
1 Find the missing factor in each of the following pairs of factors of 24:
3 and __ , 6 and __ , 12 and __ .
3 and __ , 39 and __ .
4 and __ , 5 and __ , 10 and __ , 20 and __ , 30 and __ .
1 and __ , 4 and __ , 6 and __ , 16 and __ , 24 and __ .
SkillSHEET
answers
SkillSHEET 2.3
Even and odd numbers
Even numbers are numbers that end in 0, 2, 4, 6 or 8.
Odd numbers are numbers that end in 1, 3, 5, 7 or 9.
WORKED Example
For each of the following, state whether the number is odd or even.
a 15
b 290
THINK
WRITE
a The last digit of the number is 5, so state

whether 15 is odd, or even.
a 15 is an odd number.
b The number ends in 0, so state your

conclusion.
b 290 is an even number.
Try these
For each of the following, state whether the number is odd or even.
1 26
2 73
3 121
4 610
5 58
6 352
7 409
8 94
9 1267
10 2005
SkillSHEET
answers
SkillSHEET 2.4
Consecutive numbers
Consecutive numbers are numbers that follow one another. For example, 2, 4, 6 are consecutive even
numbers (since there are no other even numbers in between).
WORKED Example
a Write three consecutive odd numbers, beginning with 11.
b Write three consecutive multiples of 6, of which 12 is the smallest.
THINK
WRITE
a Start with 11. Write the next odd number after

11 and the one that follows.
a 11, 13, 15
b Since 12 is the smallest, begin with 12. Write

the next two multiples of 6 (this can be done
by simply adding 6 to 12 and then to 18).
b 12, 18, 24
Try these
1 Write three consecutive odd numbers, beginning with 53.
2 Write four consecutive even numbers, beginning with 24.
3 Write three consecutive prime numbers, beginning with 11.
4 Write five consecutive perfect squares, beginning with 9.
5 Write three consecutive multiples of 5, beginning with 25.
6 Write three consecutive multiples of 7, of which 14 is the smallest.
7 Write three consecutive odd numbers, of which 121 is the smallest.
8 Write five consecutive multiples of 8, of which 56 is the largest.
9 Write four consecutive even multiples of 3, of which 12 is the smallest.
10 Write three consecutive odd multiples of 5, of which 105 is the largest.
SkillSHEET
answers
SkillSHEET 2.5
Order of operations with squares and
square roots
When evaluating expressions containing more than one operation, the following order must be observed:
1. brackets
2. squares and square roots
3. multiplication and division
4. addition and subtraction.
Operations that are equally important must be performed in order of occurrence (that is, from left to
right). For example, if division comes before multiplication, division has to be done first.
WORKED Example
Evaluate each of the following.
b 25 + 42 8
a 36 22
THINK
WRITE
Copy down the question.

Square and roots have to be done before
subtraction, in order from left to right. So
calculate the square root of 36 first.
Square the 2 (that is, multiply 2 by itself).
Subtract.
Copy down the question.

Squares and roots have to be done first in
order from left to right, so calculate the
square root of 25 first.
Square the 4 (that is, multiply it by itself).
Division has to be done before addition.
Add 5 and 2 to complete the calculations.
1
2
3
4
1
2
3
4
5
36 22
= 6 22
=64
=2
25 + 42 8
= 5 + 42 8
= 5 + 16 8
=5+2
=7
Try these
1 22 +
16
25 22
36 22 + 82
2 82
49
6 22 32 22
10 32
36 42
3 32 + 42 22
7 52
8 42
9 32
11 72 42
4 +
25
12
36 22
64 2
36 32
16 22
SkillSHEET
answers
SkillSHEET 3.1
Types of fractions
A fraction consists of two parts: the numerator (top number) and the denominator (bottom number). The
denominator shows how many parts there are, while the numerator shows how many parts we are concerned
with. There are three types of fractions:
1. a proper (or simple) fraction has a numerator smaller than the denominator, for example
2. an improper fraction has a numerator greater than the denominator, for example
2
--3
5
--3
3. a mixed number consists of a whole number and a proper fraction, for example 1 2--3- .
WORKED Example
What type of fraction is each of the following?
2
a 2 2--3b ----c 7--515
THINK
WRITE
a The number consists of a whole part and a

fraction and so it is a mixed number.
a 2 3--8- is a mixed number.
b The top number (numerator) is smaller than

the bottom number (denominator), so it is a
proper fraction.
2
-----15
c The numerator is larger than the denominator,

so it is an improper fraction.
7
--5
is a proper fraction.
is an improper fraction.
Try these
What type of fraction is each of the following?
1
8
--4
6 3 3--411
2
--9
16
-----19
3 1 1--2-
12
-----5
5 2 2--3-
4
--5
3
-----18
24
-----7
10 5 2--6-
12
15
-----2
13
7
-----17
14 1 4--8-
15
20
-----11
SkillSHEET
answers
SkillSHEET 3.2
Equivalent fractions
Equivalent fractions show the same part of a whole (that is, they are fractions that have the same value),
5
7
50
- , ------ and --------- are equivalent fractions (equal in value), because
using different numbers. For example, 1--2- , ----10 14
100
although they all contain different numbers, the numerator in each of them is exactly half of the denominator. That is, 1 out of 2, 5 out of 10, 7 out of 14 and 50 out of 100 all represent a half of something.
Equivalent fractions can be formed by multiplying or dividing both numerator and denominator by the
same number.
WORKED Example
Form an equivalent fraction by multiplying (or dividing) the numerator and the denominator of a
given fraction by the number suggested in brackets:
a
2
--5
( 3)
6
-----10
( 2).
THINK
WRITE
a Multiply both numerator (2) and denominator

(5) by 3 to form an equivalent fraction.
2
--5
b Divide both numerator (6) and denominator

(10) by 2 to form an equivalent fraction.
6
-----10
=
=
6
-----15
3
--5
Try these
Form an equivalent fraction by multiplying (or dividing) the numerator and denominator of a given fraction
by the number suggested in brackets.
1
3
--5
12
-----18
11
1
-----11
3
--6
( 3)
1
--4
( 6)
3
--8
( 5)
45
-----50
( 6)
12
6
--9
( 3)
13
4
--7
( 3)
( 4)
( 5)
( 3)
2
--7
4
-----12
14
2
--9
( 2)
( 4)
( 6)
4
--6
( 2)
10
3
--4
( 5)
15
8
-----20
( 4)
SkillSHEET
answers
SkillSHEET 3.3
Lowest common multiple
Multiples that are the same for two or more numbers are called common multiples. The smallest of them
(that is, the common multiple) is called the lowest common multiple, or LCM.
WORKED Example
Find the lowest common multiple for the numbers 4 and 6.
THINK
WRITE
List several consecutive multiples of 4.
4, 8, 12, 16, 20, 24, 28, 32, 36,
List several consecutive multiples of 6.
6, 12, 18, 24, 30, 36, 42, 48
List the multiples that are common to 4 and 6

(that is, common multiples).
12, 24, 36
Select the smallest of the common multiples.
LCM = 12
Try these
Find the lowest common multiple for the following pairs of numbers.
1 5 and 6
2 4 and 8
3 6 and 8
4 8 and 12
6 6 and 9
7 8 and 10
8 4 and 10
9 3, 4 and 6
5 3 and 9
10 4, 6 and 10
SkillSHEET
answers
SkillSHEET 3.4
Highest common factor
Factors that are the same for two or more numbers are called common factors. The largest of them (that is,
common factors) is called the highest common factor, or HCF.
WORKED Example
Find the highest common factor for the numbers 12 and 20.
THINK
WRITE
List all factors of 12.
1, 2, 3, 4, 6, 12
List all factors of 20.
1, 2, 4, 5, 10, 20
Select the numbers that appear on both lists

(that is, the common factors).
1, 2, 4
State the largest of the common factors.
HCF = 4
Try these
Find the highest common factor for the following pairs of numbers.
1 4 and 6
2 12 and 16
3 9 and 27
4 10 and 18
5 4 and 12
6 8 and 20
7 15 and 18
8 16 and 24
9 20 and 50
10 18 and 26
SkillSHEET
answers
SkillSHEET 4.1
Simplifying fractions (with denominators
that are powers of 10)
Simplifying is done by dividing both the numerator and denominator by the same number. To write a fraction in the simplest form means to divide by the largest number possible (that is, by the highest common
factor).
WORKED Example
Simplify each of the following. a
8
--------100
4
b 2 ----10
THINK
WRITE
a The highest common factor of 8 and 100 is 4,

so divide the numerator and the denominator
by 4.
b The whole part of a mixed number remains

unchanged, while the fractional part can be
simplified by dividing both the numerator and
denominator by 2.
4
2
- = 2 --b 2 ----10
5
8
--------100
2
-----25
Try these
Simplify each of the following.
1
8
-----10
6
6 2 ----10
6
--------100
2
7 5 -------100
24
--------100
16
8 4 -------100
45
--------100
125
9 11 ----------1000
216
-----------1000
75
10 26 ----------1000
SkillSHEET
answers
SkillSHEET 4.2
Multiplying decimal numbers by whole
numbers
To multiply a decimal number by a whole number, multiply the numbers ignoring the decimal point first,
then put the decimal point so that the answer has the same number of decimal places as the number in the
question.
WORKED Example
Complete each of the following multiplications by filling in the gaps and placing the decimal point
where necessary.
a 2.6
b 1.24
2.3
1.12
_.8
2.48
+ 12.40
1_._8
THINK
WRITE
a We multiply 3 by 6 to get 18, put 8 in the units column and carry the
1 over to the tens column; 3 times 2 is 6 and adding the carry over of
1 gives 7. So the missing number is 7. Write it in.
b There are no missing digits in the multiplication part. To obtain the

answer, we need to complete the addition part. Adding units produces
no carry over (as 8 + 0 = 8). Adding tens gives: 4 + 4 = 8, so write it
in the tens column. Adding hundreds gives: 2 + 2 = 4, so write it in
the hundreds column. There are two digits after the decimal in the
number that is being multiplied (2 and 4). So put the decimal point in
the answer so that there are two digits after the decimal.
1.24
12
2.48
+ 12.40
14.88
2.6
3
7.8
Try these
Complete each of the following multiplications by filling in the gaps and placing the decimal point where
necessary.
1
3.5
0.3
1.0._
4.1
0.4
1_.4
5.2
0.3
1.5._
8.4
0.2
_.6.8
6.5
0.4
_6.0
3.7
0.5
1.8.5
4.6
0.3
1.3._
9.3
0.2
1._.6
2.4
1.2
4.8
+ 2.4.0
_8._
10
5.6
2.3
1.6.8
+ 1.1.2.0
_.2._.8
11
1.4.8
2.4
_9.2
+ 2.9.6.0
3._.5.2
12
2.3.4
3.1
2._.4
+ 7.0.2.0
_.2.5._
61.2
4.2
_.2._.4
+ 2.4.4.8.0
2._.7._.4
14
0.6.9.3
3.4
._._.7.2
+ 2.0.7.9.0
2._._.6.2
15
9.2.3
2.1
9.2.3
+ 1.8.4.6.0
_._._._._
16
2.4.6
3.5
1.2.3.0
+ 7.3.8.0
_._._._
13
SkillSHEET
answers
SkillSHEET 4.3
Multiplying decimal numbers
To multiply a decimal number by another decimal number:
1. perform a multiplication, ignoring the decimal points; that is, multiply the numbers as for whole
numbers
2. count the total of digits after the decimal points in both numbers
3. put the decimal point in the answer so that the answer has the same number of digits after the decimal.
WORKED Example
For each of the following, select the correct answer from the given choices.
a 25.6 3.14
i 803.84
ii 8.0384
iii 80.384
b 0.76 7.2 0.3
i 16.416
ii 1.6416
iii 0.164 16
THINK
WRITE
a Count the total number of digits after the decimal points:

there is 1 in the first number (6) and 2 in the second
number (1 and 4). So there must be 3 digits after the
decimal point in the answer. Now look at the choices
given: the first number has 2 digits after the dot, the
second number has 4 and the third number has 3. Since
the number of decimal places in the answer must equal the
total number of decimal places in the question, select
option iii.
a 80.384
b Altogether there must be 4 digits after the decimal point in

the answer: 2 in the first number, 1 in the second and 1 in
the third. Count the number of decimal places in the given
choices. Select option ii, as it also contains 4 digits after
the decimal point.
b 1.6416
Try these
For each of the following, select the correct answer from the given choices.
1 2.3 4.7
10.81
ii
1.081
iii 108.1
2 6.5 3.9
2.535
ii
25.35
iii 253.5
3 4.2 0.6
25.2
ii
0.252
iii 2.52
4 0.3 4.123
0.123 69
ii
1.2369
iii 123.69
5 0.74 2.9
2.146
ii
0.2146
iii 21.46
6 9.35 0.67
6.2645
ii
62.645
iii 626.45
7 0.123 0.24
0.2952
ii
0.029 52
iii 2.952
8 5.67 0.34
19.278
ii
192.78
iii 1.9278
9 0.99 0.45
0.004 455
ii
0.044 55
iii 0.4455
10 0.5 0.3 0.7
0.0105
ii
0.105
iii 1.05
11 0.6 1.2 0.4
0.288
ii
0.002 88
iii 0.0288
12 0.1 0.01 0.03
0.003
ii
0.0003
iii 0.000 03
13 0.02 5.1 0.1
0.001 02
ii
0.010 20
iii 0.0102
14 0.6 1.2 3.4
24.48
ii
2.448
iii 0.2448
15 7.33 0.2 1.1
16.126
ii
161.26
iii 1.6126
16 8.4 0.03 2.6
0.6552
ii
0.065 52
iii 0.006 552
SkillSHEET
answers
SkillSHEET 4.4
Dividing by whole numbers
Use the worked example below to refresh your knowledge of division by whole numbers.
WORKED Example
a 306 3
b 10 024 4
THINK
WRITE
a Set out the division. How many times does 3

go into 3? It goes once with no remainder, so
put 1 directly above the 3 in the answer
section. How many times does 3 go into 0? It
goes 0 times, so put 0 above 0. The next
number is 6 and 3 goes into 6 exactly twice, so
put 2 above the 6.
102
3)306
b The number 4 does not go into 1, so try 10.

How many times does 4 go into 10? It goes
twice with a remainder of 2. So put 2 above 10
and a small 2 (the remainder) in front of the
next digit (which is 0). Now 2 and 0 together
form a 20. How many times does 4 go into 20?
It goes exactly 5 times, so put 5 above 20.
Move to the next digit, which is 2. Since 4
does not go into 2, put 0 above 2 and carry the
remainder in front of the next digit, which is 4.
The remainder of 2 together with a 4 form 24;
4 goes into 24 exactly 6 times, so put 6 above
24.
225026
4)1020224
Try these
1 246 2
2 408 2
3 360 3
4 639 3
5 4008 4
6 505 5
7 1236 3
8 5764 4
9 5095 5
10 27 816 6
11 6874 7
12 9024 8
13 54 009 9
14 75 812 4
15 13 541 11
16 30 045 5
SkillSHEET
answers
SkillSHEET 4.5
Dividing decimal numbers
To divide decimal numbers, we need to change the second decimal (that is, the divisor) into a whole
number. This can be done by moving the decimal point to the right until it is at the end of the number. The
first number (that is, the dividend) needs to be adjusted accordingly. That is, we need to move the decimal
point in the dividend to the right as many places as we did in the divisor. When these adjustments are done,
we can proceed with the division.
WORKED Example
Prepare each of the following for division by making the divisor a whole number.
a 4.598 0.23
b 0.09 0.003
THINK
WRITE
To make the divisor (0.23) a whole

number, move the decimal point 2 places
to the right so that it is at the end of the
number. Also move the decimal point in
the dividend 2 places to the right.
Omit the zero in front of the divisor and
the decimal point at the end of it (that is,
write 23 instead of 023.).
a 4.598 0.23 = 459.8 023.
Move the decimal point in the divisor

(0.003) 3 places to the right, so that it is at
the end of the number. Also move the
decimal point 3 spaces to the right in the
dividend. Note that in the dividend there
are only 2 decimal places (0 and 9), so add
a 0 to create an extra decimal place.
Omit unnecessary zeros in front of both
numbers and decimal points at the end of
the numbers.
b 0.09 0.003 = 0090. 0003.
4.598 0.23 = 459.8 23
0.09 0. 003 = 90 3
Try these
Prepare each of the following for division by making the divisor a whole number.
1 9.235 0.4
2 4.528 0.7
3 52.39 0.3
4 489.15 0.5
5 6.759 0.02
6 5.2563 0.03
7 24.921 0.08
8 73.21 0.04
9 4.58 0.06
13 0.056 0.003
10 213.4 0.04
11 71.6 0.06
12 21.1 0.11
14 0.0004 0.002
15 0.0257 0.006
16 2.75 0.005
SkillSHEET
answers
SkillSHEET 4.6
Multiplying fractions by 100
To multiply a fraction by 100:
1. write 100 as a fraction, by placing it over 1
2. cancel where possible
3. multiply numerators together and denominators together
4. convert to a mixed number if necessary.
WORKED Example
Multiply
4
-----15
by 100.
THINK
WRITE
Set out the multiplication by placing 100 over 1.

Simplify by dividing both 15 and 100 by 5.
-------- 100
1
4
-----= --3- 20
1
Multiply numerators and denominators.
Convert the fraction to a mixed number.
= 26 2--3-
4
-----15
80
-----3
Try these
Multiply each of the following fractions by 100.
1
4
-----10
8
-----20
12
-----50
3
--5
14
-----25
8
-----15
17
-----40
14
-----30
27
-----45
10
15
-----70
SkillSHEET
answers
SkillSHEET 5.1
Worded operations
The four basic operations and their symbols are given in the table below.
Operation
Symbol
Add
Subtract
Multiply
Divide
WORKED Example
Rewrite each of the following, using numbers and mathematical symbols.
a Subtract 4 from 12
b Divide 12 by 3
THINK
WRITE
a Use the minus symbol to denote the

operation subtract. The number from which
we are subtracting (in this case 12) needs to be
written first.
a 12 4
b Use the division symbol to denote the

operation divide. The number that is being
divided has to be written first, while the
number by which we are dividing is written
second.
b 12 3
Try these
Rewrite each of the following, using numbers and mathematical symbols.
1 Subtract 5 from 24
2 Divide 75 by 5
3 Add 76 to 8
4 Multiply 12 by 7
6 Multiply 6 by 9
7 Add 23 and 19
8 Divide 24 by 3
9 Add 14 to 2
10 Divide 91 by 7
11 Multiply 17 and 23
SkillSHEET
answers
SkillSHEET 5.2
Substitution into rules
To substitute a given value of the pronumeral into an algebraic sentence means to replace the pronumeral
with that value.
When all pronumerals have been replaced with numbers, the expression can be evaluated. Order of operations must be observed at all times when evaluating.
WORKED Example
Substitute 5 for x in each of the following rules and then find the value of y.
a y=x+7
b y = 2x 3
THINK
WRITE
Replace x with the given value (5). The rest

of the expression remains unchanged.
Add 5 and 7 to find the value of y.
a y=5+7
Substitute 5 for x, remembering that in

algebra 2x means 2 x.
To find the value of y, perform the
multiplication first, followed by the
subtraction.
b y=253
1
2
1
2
y = 12
y = 10 3
y=7
Try these
1 Substitute 5 for x in each of the following rules and then find the value of y.
a y=x+9
b y=x3
c y = 12 + x
e y = 4x
f y = 7x
g y = 3x 4
i y = 25 3x
j y = 11 + 6x
d y = 25 x
h y = 2x + 6
2 Substitute 3 for x in each of the rules in question 1 and hence find the value of y.
SkillSHEET
answers
SkillSHEET 5.3
Alternative expressions used to describe
the four operations
The four operations can be described using different words or expressions. The table below shows the most
common ways of specifying the operation needed.
Operation
symbol
Words/expressions used
to describe the operation
Example
Mathematical
sentence
Plus
Add (or added to)
The sum of
Increase (or increased by)
More than
5 plus 3
5 is added to 3
The sum of 5 and 3
Increase 5 by 3
5 more than 3
Minus
Subtract (or subtracted from)
Take away (or taken away from)
The difference between
Less than
Decrease (or decreased by)
7 minus 2
Subtract 2 from 7
2 is taken away from 7
The difference between 7 and 2
2 less than 7
Decrease 7 by 2
Multiply (or multiplied by)

The product of
times more than
Multiply 3 by 4
The product of 3 and 4
4 times more than 3
34
Divide (or divided by)

Share
Quotient
Divide 8 by 2
Share 8 between 2
The quotient of 8 and 2
82
5+3
WORKED Example
Write each of the following as a mathematical sentence.
a The sum of 4 and 5
b 12 is divided by 4
THINK
WRITE
a The expression sum of means +, so write a mathematical sentence

by joining given numbers with the + sign.
a 4+5
b The expression divided by means . The number which is to be

divided is written first and the number by which we need to divide is
written second.
b 12 4
Try these
Write each of the following as a mathematical sentence.
1 The sum of 3 and 5
2
3 4 is added to 7
4
5 5 increased by 2
6
7 4 subtracted from 9
8
9 The product of 2 and 7
10
11 9 more than 8
12
13 7 times more than 6
14
5 less than 8
3 taken away from 12
4 is multiplied by 5
The difference between 5 and 1
The quotient of 9 and 3
12 decreased by 5
10 divided by 5
72
SkillSHEET
answers
SkillSHEET 5.4
Like terms
Terms containing exactly the same pronumeral or a group of pronumerals are called like terms.
Note that if the pronumerals are multiplied together, order is not important. For example, mnp and npm
are like terms, although m, n and p are written in a different order in the two terms.
WORKED Example
Select the like terms from the following list:
ab, 3b, 5ba, 5a, 5abc, 5, 2--3- ab.
THINK
WRITE
Like terms must contain exactly the same pronumeral(s).

The first, third and last terms all contain pronumerals a
and b and so are considered to be like terms.
ab, 5ba and 2--3- ab
Try these
Select the like terms from each of the following lists.
1 ab, bc, 2ac, 3ca, 4b
2 b, 3b, 1--4- b, 4ab, 5a
3 mp, 2m, 3p, 4mpn, p
4 5abc, 3bc, 4cb, 9ac, 2acd
2
--- xy,
5
4y, yx, 3x, 4
7 9am, 9m, 9a, 9amn, 9, 9nma

9 3yz, 12zy, 4z, 10y, zy
6 9gh, 2fhg, 31hg, 2.5h

8 5cd, 5c, 17c, 5d, 5
10
1
--- rs,
2
2st, 9tr, 9rs, 1--2- r
SkillSHEET
answers
SkillSHEET 6.1
Solving equations by inspection
An equation is a mathematical sentence, consisting of two sides (left-hand side and right-hand side) that are
equal to each other. When solving an equation, we are trying to find the number that, when substituted, will
make a true sentence.
WORKED Example
Find the missing number in the following equation.
+2=6
THINK
WRITE
The two sides of the equation must equal each other. The
right-hand side is equal to 6, so left-hand side must also be
equal to 6. Which number, when added to 2, will make a
6? Try 4. Since 4 + 2 = 6, the number 4 is the solution.
4 +2=6
Try these
Find the missing number in each of the following equations.
1
6 7
+6=9
=3
2
7 9
5=2
= 27
4 = 12
4 15
2=4
9 7
=5
=0
5 3+
=8
10 5
=5
SkillSHEET
answers
SkillSHEET 6.2
Flow charts
When constructing flow charts, we put numbers inside the boxes and operations on top of the arrows. The
number in the first box is called an input number, while the number in the last box is called an output
number. The output number is obtained by performing the operation, shown by the arrow, on the input
number.
WORKED Example 1
Find the output number in the following chart.
+2
3
THINK
1
WRITE
Copy down the given chart.
+2
3
The input number is 3; the operation shown

by the arrow tells us that we need to add 2 to
the input number. So the output number must
be 5, as 3 + 2 = 5.
+2
3
WORKED Example 2
Complete the following flow chart by writing the missing number
on top of the arrow.
THINK
1
20
WRITE
Copy down the given chart.
The input number 4 is multiplied by a certain

number to give 20. Since 4 5 = 20, the
number on top of the arrow is 5.
20
5
20
Try these
1 Find the output number in each of the following charts.
a
+3
4
8
4
8
7
11
2
6
10
+8
6
+9
9
9
2 Complete each of the following flow charts by writing the missing number on top of the arrow.
a
+
8
12
17
+
19
15
17
12
10
j
29
50
16
11
88
36
SkillSHEET
answers
SkillSHEET 6.3
Inverse operations
The four basic operations and their inverse operations are shown in the table below:
Operation
Inverse
operation
WORKED Example
Write the inverse of each of the following.
a 3
b 4
THINK
WRITE
a The inverse of multiplication is division; the

number must remain unchanged. So the
inverse of multiplying by 3 is division by 3.
a 3
b The inverse of subtraction is addition, so the

inverse of minus 4 is plus 4.
b +4
Try these
Write the inverse of each of the following.
1 +5
2 7
3 6
4 8
6 9
7 11
8 +8
9 10
5 12
10 2
SkillSHEET
answers
SkillSHEET 6.4
Building expressions
To build up an expression using x and the four operations, the information in the table below may be useful.
Input
Operation
Output
+5
x+5
x5
5x
x
--5
Note that in the above table the number 5 was used in all operations. It should be understood that any other
number could be used in place of 5.
WORKED Example
Fill in the output column with appropriate expressions.
Input
Operation
12
3x
Output
THINK
WRITE
a We need to subtract 12 from the input number

x. This is written as an algebraic expression.
Input
x
b The input number 3x needs to be divided by 8.

In algebra, division is usually denoted using
3x
fractions. The output expression is ------ .
8
Input
3x
Operation
Output
12
x 12
Operation
Output
3x
-----8
Try these
Fill in the output column of the table with appropriate expressions.
Input
Operation
Output
Input
Operation
+4
3x
+ 2.6
5x
17
x+2
x9
0.6
7x
3
--5
10
x
--3
Output
SkillSHEET
answers
SkillSHEET 6.5
Simplifying algebraic expressions
containing like terms
Terms that contain exactly the same pronumeral(s) are called like terms. Like terms can be collected
together by adding (or subtracting) their coefficients. A coefficient is a number in front of the term. Note
that if there is no number, then the coefficient is 1.
WORKED Example
Simplify each of the following expressions.
a x + 3x 2x
b 3x + 6 + 4x 1
THINK
WRITE
a All three terms are like terms, as they contain the same
pronumeral (x). Collect the three terms together by
adding the coefficients of the first two terms and then
subtracting the coefficient of the third term (1 + 3 2).
a x + 3x 2x
= 2x
b 3x + 6 + 4x 1
= 7x + 6 1
= 7x + 5
1
2
Collect the terms containing x by adding their

coefficients together (3 + 4).
Simplify further by subtracting 1 from 6.
Try these
Simplify each of the following expressions.
1 5x + 7x
2 11x 7x
3 4x + 3x + 8x
4 6x 2x x
5 9x 5x + 2x
6 x + 4x 3x
7 3x + 7x 9
8 15x 8 7x
9 4x + 12 x
10 2x + 5 + 3x 2
11 7x + 8 2x + 7
12 4x 2x + 6 x 5
SkillSHEET
answers
SkillSHEET 6.6
Substitution
When the value of a pronumeral(s) is known, an algebraic expression can be evaluated by substituting the
known value(s) into the expression. Order of operations rules must be observed at all times while
evaluating.
WORKED Example
Substitute the value of the pronumeral, given in brackets, into each of the following expressions and
evaluate.
a 2x + 1
(x = 3)
b 5(x 2) (x = 5.2)
THINK
WRITE
Write down the question.

Substitute 3 for x. (Remember that 2x
means 2 x.)
Evaluate by performing multiplication first,
followed by addition.
a 2x + 1, x = 3
23+1

Substitute 5.2 for x. (Remember that the
coefficient in front of the brackets is the
number by which we multiply the contents
of the brackets.)
Evaluate the brackets first, then multiply
by 5.
b 5(x 2), x = 5.2

5 (5.2 2)
1
2
3
1
2
=6+1
=7
= 5 3.2
= 16
Try these
Substitute the value of the pronumeral, given in brackets, into each of the following expressions and
evaluate.
1 x+3
(x = 6)
2 x 4.7
(x = 12)
3 2x + 4
(x = 3)
4 7x 5
(x = 2)
5 3x + 2.15
(x = 1.5)
6 4x 1.6
(x = 3.25)
7 4(x + 3)
(x = 9)
8 6(x 8)
(x = 10)
9 1.2(x + 5)
(x = 3.1)
10 4.5(x 1.92)
(x = 7.32)
SkillSHEET
answers
SkillSHEET 6.7
Finding an average
To find the average of two or more numbers, add the numbers together and then divide the sum by the
number of numbers.
WORKED Example
Find the average of each of the following sets of numbers.
a 2, 3, 7
b 5, x
THINK
WRITE
2+3+7
a Average = --------------------3
To find the average of three numbers, add

them together and then divide by 3.
Evaluate the numerator of the fraction first

and then divide.
b To find the average of two numbers, add them

together and divide the total by 2. (Since the
value of x is not given, the expression can not
be evaluated and should be left as is.)
12
Average = -----3
Average = 4
5+x
b Average = -----------2
Try these
Find the average of each of the following sets of numbers.
1 3, 5
2 2, 9
3 2, 4, 8
4 5, 6, 9
6 7, x
7 x, 19
8 x, 5, 12
9 2, 4, x
5 4, 7, 8, 12
10 17, x, 25
SkillSHEET
answers
SkillSHEET 6.8
Consecutive numbers
Consecutive numbers are numbers that follow one another. For example, 4, 5, 6 are three consecutive whole
numbers, while 4, 6, 8 are three consecutive even numbers.
WORKED Example
a Write two consecutive whole numbers, of which x is the smallest.
b Write three consecutive odd numbers, of which x is the smallest.
THINK
WRITE
Write down the first (the smallest) number.

Consecutive whole numbers (for instance,
4 and 5) differ by 1, so the second number
is one larger than the first. Write the
second number.
List the numbers in order.
a First number = x
Second number = x + 1
Write down the first (the smallest) number.

Consecutive odd numbers (for instance, 3
and 5) differ by 2, so the second number is
two larger than the first. Write the second
number.
The third number is 2 larger than the
second. Write the third number and
simplify.
List the numbers in order.
b First number = x
Second number = x + 2
1
2
1
2
The numbers are: x, x + 1
Third number = x + 2 + 2
Third number = x + 4
The numbers are: x, x + 2, x + 4.
Try these
1 Write two consecutive whole numbers, of which y is the smallest.
2 Write three consecutive whole numbers, of which x is the smallest.
3 Write three consecutive odd numbers, of which y is the smallest.
4 Write two consecutive odd numbers, of which x is the smallest.
5 Write two consecutive even numbers, of which x is the smallest.
6 Write three consecutive even numbers, of which z is the smallest.
7 Write two consecutive multiples of 5, of which x is the smallest.
8 Write three consecutive multiples of 3, of which x is the smallest.
9 Write three consecutive whole numbers, of which x is the largest.
10 Write three consecutive even numbers, of which x is the largest.
SkillSHEET
answers
SkillSHEET 7.1
Reading scales (how much is each
interval worth?)
When reading scales it is important to remember that the intervals between the adjacent marks are equal. To
find the value of each interval, find the value of the section of the scale whose end points are known (that
is, the length between the adjacent major marks) and then divide by the number of intervals along this
section.
WORKED Example
For each of the following scales, find how much each interval is worth.
a
b
20
30
THINK
WRITE
a 30 20 = 10
Find the value of the section of the scale

between the major marks by calculating
the difference between the end points.
There are 10 intervals between the major
marks. So, to find the value of each
interval, divide the value of the section of
the scale by 10.
Write the answer in words.
100
10 10 = 1
Each interval is worth one unit.
b Repeat steps 13 as in part a.
b 65=1
1 10 = 0.1
Each interval is worth 0.1 of a unit.
c Repeat steps 13 as in part a.
c 200 100 = 100

100 5 = 20
Each interval is worth 20 units.
Try these
For each of the following scales, find how much each interval is worth.
1
3
5
7
9
40
50
11
12
10
20
400
500
2
4
6
8
10
70
80
23
24
300
20
4000
400
30
5000
200
SkillSHEET
answers
SkillSHEET 7.2
Multiplying and dividing by powers of 10
(for example 10, 100, 1000 etc.)
To multiply a whole number by a power of 10, add as many zeros to that number as there are in the power
of 10. For example, to multiply by 10, add one zero and to multiply by 100, add two zeros.
To multiply a decimal number by powers of 10, move the decimal point one place to the right for each
zero in the power of 10. For example, to multiply by 10, move the decimal point one place to the right,
while to multiply by 1000 move it three places to the right. Note that if there are not enough digits after the
decimal point or dot, we can always add extra zeros.
WORKED Example 1
a 72 10
b 540 1000
c 5.67 10
d 0.7 100
THINK
WRITE
a To multiply a whole number by 10, add one 0

to the number, as there is only one zero in 10.
a 72 10 = 720
b To multiply a whole number by 1000, add

three zeros, since there are 3 zeros in 1000.
b 540 1000 = 540 000
c To multiply a decimal by 10, move the decimal

point one place to the right (as there is one
zero in 10).
c 5.67 10 = 56.7
d To multiply a decimal by 100, we need to

move the decimal point two places to the right.
However, as there is only one digit after the
decimal, we add a zero first (to create two
decimal places), then move the decimal point.
Note that we write the answer as 70, rather
than 070.
d 0.7 100
= 0.70 100
= 70
To divide a whole or a decimal number by powers of 10, move the decimal point to the left one place for
each zero in the power of 10. Note that although a whole number does not have a decimal point, we can
always add it at the end of the number (for example, 35 and 35. is the same number). Also note that if there
are not enough digits to move the decimal point the required number of places, we can always add extra
zeros.
WORKED Example 2
a 234 100
b 350 1000
c 75.6 10
d 4.1 1000
THINK
WRITE
Put a decimal point at the end of the whole

number.
To divide by 100, move the decimal point 2
places to the left, as there are 2 zeros in
100.
a 234 100 = 234. 100

number.
There are 3 zeros in 1000, so to divide by
1000 move the decimal point 3 places to
the left. You may omit the zero at the end
of the resulting decimal (as 0.350 = 0.35).
b 350 1000 = 350. 1000
1
2
1
2
234 100 = 2.34
350 1000 = 0.350

350 1000 = 0.35
c To divide by 10, move the decimal point one

place to the left (as there is one zero in a ten).
c 75.6 10 = 7.56
d To divide by 1000, move the decimal point

three places to the left, since there are three
zeros in 1000. (Add two extra zeros in front of
the number as you go.)
d 4.1 1000 = 0.0041
Try these
1 Calculate each of the following.
a 23 10
b 45 10
e 2500 10
f 71 100
i 25 1000
j 710 1000
c 235 10
g 531 100
k 2 10 000
d 530 10
h 300 100
l 70 10 000

a 2.56 10
b 7.6 10
e 2.6 100
f 70.1 100
i 10.2 1000
j 0.758 1000
c 0.98 10
g 0.2 100
k 2.5 10 000
d 3.49 100
h 5.321 1000
l 3.576 10 000

a 128 10
b 7560 10
e 15 100
f 7 100
i 3 1000
j 75 1000
c 3400 10
g 560 100
k 600 1000
d 2050 10
h 7210 100
l 2500 10 000

a 9.2 10
b 52.3 10
e 4.9 100
f 123.4 100
i 155.6 1000
j 4.25 1000
c 0.5 10
g 0.3 100
k 75.3 10 000
d 8.19 100
h 71.1 1000
l 1000.5 10 000
SkillSHEET
answers
SkillSHEET 7.3
Adding and subtracting decimals
When adding or subtracting decimals, add (or subtract) units to (from) units, tenths to (from) tenths, hundredths to (from) hundredths etc. To set out addition (or subtraction), position the numbers so that the
decimal points are in line (that is, directly under each other). If the numbers contain different numbers of
digits after the decimal, add zeros to make them equal in length before adding (or subtracting).
WORKED Example
a 2.35 + 15.4
b 7.2 4.15
THINK
WRITE
a Position the two numbers so that the decimal

points are in line. Add a zero to the second
number, so that both numbers contain two
digits after the decimal. Add the numbers in
columns (add 5 to 0, add 3 to 4 etc). The
decimal point in the answer is directly below
the decimal points in the question.
2.35
+ 15.40
17.75
b Position the two numbers so that the decimal

points are in line. Add one zero to the first
number, so that both numbers contain two
digits after the decimal. Start subtracting in
columns. We can't subtract 5 from 0, so we
need to borrow from 2. Cross out 2 and write
1; 0 turns into 10. Now subtract (10 5 = 5;
1 1 = 0 and 7 4 = 3). The decimal point in
the answer is directly below the decimal points
in the question.
7.1210
4.1115
3.1015
Try these
1 5.6 + 12.9
2 13.9 + 4.76
3 190 + 4.58
4 0.855 + 2.6
5 9.24 + 3.85
6 7 + 0.812
7 12.3 4.1
8 5.9 1.23
9 25.5 1.442
10 20 4.57
11 60.03 14.2
12 8.25 3.125
SkillSHEET
answers
SkillSHEET 7.4
Multiplying decimals
To multiply a decimal number by a whole number, or by another decimal number, first perform multiplication, ignoring the decimal point(s), as you would if both were whole numbers. To find the position of
the decimal point in the answer, count the total number of decimal places in the numbers being multiplied.
The number obtained for the answer will have the same number of decimal places as the total number of
decimal places in the numbers being multiplied.
Note that when setting out multiplication, it is not necessary to position the numbers so that the decimal
points are in line.
WORKED Example
Multiply each of the following.
a 9.78 5
b 1.31 3.2
THINK
WRITE
a Multiply, ignoring the decimal point (that is,

multiply 978 by 5). Count the numbers after
the decimal point there are two (7 and 8).
Put the decimal point in the answer so that
there are two numbers after it.
9.78
5
4484.4940
b Multiply, ignoring the decimal point (that is,

multiply 131 by 32). Count all numbers after
the decimal points there are 3 (two in the
first number and one in the second). Put the
decimal point in the answer so that it has three
decimal places.
1.3.1
3.2
2.6.2
3.9.3.0
4.1.9.2
3 44 4
Try these
1 7.9 6
2 6.5 5
3 1.79 7
4 7.3 13
5 9.6 16
6 1.85 21
7 6.2 0.5
8 7.3 1.7
9 8.9 3.5
10 9.42 1.2
11 64.5 5.2
12 5.72 9.1
SkillSHEET
answers
SkillSHEET 8.1
Multiplying decimals
To multiply a decimal number by a whole number, or by another decimal number, first perform multiplication, ignoring the decimal point(s), as you would if both were whole numbers. To find the position of
the decimal point in the answer, count the total number of decimal places in the numbers being multiplied.
The number obtained for the answer will have the same number of decimal places as the total number of
decimal places in the numbers being multiplied.
Note that when setting out multiplication, it is not necessary to position the numbers so that the decimal
points are in line.
WORKED Example
a 9.78 5
b 1.31 3.2
THINK
WRITE
a Multiply, ignoring the decimal point (that is,

multiply 978 by 5). Count the numbers after
the decimal point there are two (7 and 8).
Put the decimal point in the answer so that
there are two numbers after it.
9.78
5
4484.4940
b Multiply, ignoring the decimal point (that is,

multiply 131 by 32). Count all numbers after
the decimal points there are 3 (two in the
first number and one in the second). Put the
decimal point in the answer so that it has three
decimal places.
1.3.1
3.2
2.6.2
3.9.3.0
4.1.9.2
3 44 4
Try these
1 7.9 6
2 6.5 5
3 1.79 7
4 7.3 13
5 9.6 16
6 1.85 21
7 6.2 0.5
8 7.3 1.7
9 8.9 3.5
10 9.42 1.2
11 64.5 5.2
12 5.72 9.1
SkillSHEET
answers
SkillSHEET 8.2
WORKED Example 1
a 72 10
b 540 1000
c 5.67 10
d 0.7 100
THINK
WRITE

a 72 10 = 720

b 540 1000 = 540 000

zero in 10).
c 5.67 10 = 56.7

than 070.
d 0.7 100
= 0.70 100
= 70
zeros.
WORKED Example 2
a 234 100
b 350 1000
c 75.6 10
d 4.1 1000
THINK
WRITE

number.
100.
a 234 100 = 234. 100

number.
b 350 1000 = 350. 1000
1
2
1
2
234 100 = 2.34
350 1000 = 0.350

350 1000 = 0.35

c 75.6 10 = 7.56

d 4.1 1000 = 0.0041
Try these
a 23 10
b 45 10
e 2500 10
f 71 100
i 25 1000
j 710 1000
c 235 10
g 531 100
k 2 10 000
d 530 10
h 300 100
l 70 10 000

a 2.56 10
b 7.6 10
e 2.6 100
f 70.1 100
i 10.2 1000
j 0.758 1000
c 0.98 10
g 0.2 100
k 2.5 10 000
d 3.49 100
h 5.321 1000
l 3.576 10 000

a 128 10
b 7560 10
e 15 100
f 7 100
i 3 1000
j 75 1000
c 3400 10
g 560 100
k 600 1000
d 2050 10
h 7210 100
l 2500 10 000

a 9.2 10
b 52.3 10
e 4.9 100
f 123.4 100
i 155.6 1000
j 4.25 1000
c 0.5 10
g 0.3 100
k 75.3 10 000
d 8.19 100
h 71.1 1000
l 1000.5 10 000
SkillSHEET
answers
SkillSHEET 9.1
Reading the time (from clock faces)
An analog clock has an hour (short) hand and a minute (long) hand. Large divisions (with the numbers) on
the clock face indicate hours, while smaller divisions indicate minutes. When the hour hand points at a
number, that number represents the number of hours. For instance, an hour hand pointing at 5 indicates 5
hours. When the minute hand points at a number, that number multiplied by 5 represents the number of
minutes. For example, a minute hand pointing at 4 indicates 20 minutes since 4 5 = 20. When the hour
hand is pointing between two numbers, the number of hours is given by the smaller of the two numbers. For
example, an hour hand between 4 and 5 indicates 4 hours (and some minutes). The minute hand pointing at
12 indicates a full hour with no minutes to be counted.
WORKED Example 1
Read the time from these clock faces.
a
b
11 12
c
11 12
1
2
10
9
8
6
4
7
4
7
11 12
10
THINK
WRITE
a The hour hand is between 5 and 6, so it is 5

hours. The minute hand is pointing at 3, so it is
3 5 = 15 minutes. State the time shown.
a 5.15
b The hour hand is between 3 and 4, so it is 3

hours. The minute hand is pointing at 8, so it is
8 5 = 40 minutes. State the time shown.
b 3.40
c The hour hand is pointing at 7, while the

minute hand is pointing at 12, so it is 7 hours
and no minutes. State the time shown.
c 7.00
1
2
10
9
4
7
If we divide the face of the clock in two halves, the right half can be called time past and the left half can
be called time to.
oclock
11 12
1
2
10
quarter
to
to
9
past 3
quarter
past
4
7
half past
If the minute hand is in the right half, we count the number of minutes past the present hour. If the
minute hand is in the left half, we count the number of minutes to the next hour. If a minute hand is at
either 3 or 9, we say quarter past or quarter to and if it is at 6, we say half past. Finally, when the
minute hand is pointing at 12, we say oclock.
WORKED Example 2
State the time, shown on each of the clock faces in worked example 1, using expressions such as past,
to, quarter etc.
THINK
WRITE
a The minute hand is in the right half, so it is past the present

hour (which is 5). Furthermore, it points at 3, so it is quarter
past.
a Quarter past five
b The minute hand is in the left half, so we need to count the

number of minutes to the next hour (which is 4, since the
hour hand is between 3 and 4). There are four 5-minute
intervals till the next hour (that is, till the minute hand
reaches 12), so it is 4 5 = 20 minutes to.
b Twenty minutes to four
c The minute hand is pointing at 12, so it is oclock.
c Seven oclock
Try these
1 Read the time from these clock faces.
a
b
11 12
11 12
1
2
10
9
8
11 12
11 12
2
11 12
9
11 12
3
4
7
11 12
1
2
3
4
11 12
1
2
11 12
h
10
4
7
10
4
7
10
4
7
e
10
4
7
10
4
6
11 12
10
3
7
1
2
10
9
4
7
10
9
4
7
j
2
10
9
4
7
2 State the time shown on each of the clock faces in question 1, using expressions such as past, to,
quarter etc.
SkillSHEET
answers
SkillSHEET 9.2
Converting units of length (metres to
kilometres)
To convert from metres to kilometres, divide by 1000 (since there are 1000 metres in each kilometre).
To divide a whole number by 1000, put a decimal point at the end of the number and then move it three
places to the left.
WORKED Example
Convert each of the following distances to kilometres.
a 300 m
b 25 m
THINK
WRITE
To convert kilometres to metres, we need

to divide by 1000. Put a decimal point after
the number (as 300.0 is the same as 300)
and move it 3 places to the left. Omit
unnecessary zeros.
Write the answer.
a 300 1000 = 0.300

300 1000 = 0.3
To divide by 1000, put a decimal point

after 25 and move it three places to the left.
Since there are not enough digits, add
zeros as you go.
Write the answer.
b 25 1000 = 0.025
300 m = 0.3 km
25 m = 0.025 km
Try these
Convert each of the following distances to kilometres.
1 50 m
2 100 m
3 700 m
4 250 m
6 1300 m
7 5m
8 30 m
9 2500 m
5 820 m
10 75 m
SkillSHEET
answers
SkillSHEET 9.3
WORKED Example 1
a 72 10
b 540 1000
c 5.67 10
d 0.7 100
THINK
WRITE

a 72 10 = 720

b 540 1000 = 540 000

zero in 10).
c 5.67 10 = 56.7

than 070.
d 0.7 100
= 0.70 100
= 70
zeros.
WORKED Example 2
a 234 100
b 350 1000
c 75.6 10
d 4.1 1000
THINK
WRITE

number.
100.
a 234 100 = 234. 100

number.
b 350 1000 = 350. 1000
1
2
1
2
234 100 = 2.34
350 1000 = 0.350

350 1000 = 0.35

c 75.6 10 = 7.56

d 4.1 1000 = 0.0041
Try these
a 23 10
b 45 10
e 2500 10
f 71 100
i 25 1000
j 710 1000
c 235 10
g 531 100
k 2 10 000
d 530 10
h 300 100
l 70 10 000

a 2.56 10
b 7.6 10
e 2.6 100
f 70.1 100
i 10.2 1000
j 0.758 1000
c 0.98 10
g 0.2 100
k 2.5 10 000
d 3.49 100
h 5.321 1000
l 3.576 10 000

a 128 10
b 7560 10
e 15 100
f 7 100
i 3 1000
j 75 1000
c 3400 10
g 560 100
k 600 1000
d 2050 10
h 7210 100
l 2500 10 000

a 9.2 10
b 52.3 10
e 4.9 100
f 123.4 100
i 155.6 1000
j 4.25 1000
c 0.5 10
g 0.3 100
k 75.3 10 000
d 8.19 100
h 71.1 1000
l 1000.5 10 000
SkillSHEET
answers
SkillSHEET 10.1
Solving equations using backtracking
To solve equations using backtracking, construct a flow chart and then use inverse operations to find the
value of the unknown. Remember that the inverse of addition is subtraction, the inverse of subtraction is
addition, the inverse of division is multiplication and the inverse of multiplication is division.
WORKED Example
Solve the following equations, using backtracking.
a x + 25 = 90
b x + 2x 30 = 180
THINK
WRITE
a x + 25 = 90
1
2
Write the equation.

Construct a flow chart and build up an
expression beginning with x.
+ 25
x + 25
90
3
Use backtracking and inverse operations to

solve for x.
+ 25
x
x + 25
65
90
25
Write the solution.
Copy the equation and simplify by

gathering like terms together.
x = 65
b x + 2x 30 = 180
3x 30 = 180
3
30
3x
3x 30
180

find the value of x.
x
3x
3x 30
70
210
180
3
4
Write the solution.
30
+ 30
x = 70
Try these
1 x + 55 = 90
2 x + 72 = 180
4 x + 40 + 62 = 180
5 x + 148 = 360
7 x + x + x + x = 180
8 2x + 3x = 90
10 2x + 3x + 50 = 360
11 x + 5x 60 = 180
3
6
9
12
x + 15 + 20 = 90
x + 50 + 140 = 360
x + 3x 20 = 180
x + x + x + x + x + x = 360
SkillSHEET
answers
SkillSHEET 11.1
Naming angles
Angles in triangles can be classified according to their size.
1. An acute angle is less than 90.
2. A right angle is exactly 90.
3. An obtuse angle is greater than 90 but smaller than 180.
WORKED Example
State whether the following angles are acute, right or obtuse.
a
b
THINK
WRITE
a The angle appears to be smaller than 90.
a An acute angle
b The angle appears to be around 90. However,

it is not clear whether it is less than, equal to,
or greater than 90. Using a protractor it is
found to be 93.
b An obtuse angle
Try these
State whether each of the following angles is acute, right or obtuse.
1
10
SkillSHEET
answers
SkillSHEET 11.2
Solving equations by backtracking
To solve equations using backtracking, construct a flow chart and then use inverse operations to find the
value of the unknown. Remember that the inverse of addition is subtraction, the inverse of subtraction is
addition, the inverse of division is multiplication and the inverse of multiplication is division.
WORKED Example
a x + 25 = 90
b x + 2x 30 = 180
THINK
WRITE
a x + 25 = 90
1
2
Write the equation.

+ 25
x + 25
90
3

solve for x.
+ 25
x
x + 25
65
90
25
Write the solution.
Copy the equation and simplify by

gathering like terms together.
x = 65
b x + 2x 30 = 180
3x 30 = 180
3
30
3x
3x 30
180

find the value of x.
x
3x
3x 30
70
210
180
3
4
Write the solution.
30
+ 30
x = 70
Try these
1 x + 55 = 90
2 x + 72 = 180
4 x + 40 + 62 = 180
5 x + 148 = 360
7 x + x + x + x = 180
8 2x + 3x = 90
10 2x + 3x + 50 = 360
11 x + 5x 60 = 180
3
6
9
12
x + 15 + 20 = 90
x + 50 + 140 = 360
x + 3x 20 = 180
x + x + x + x + x + x = 360
SkillSHEET
answers
SkillSHEET 11.3
Constructing angles with a protractor
The following worked example shows the procedure of constructing an angle using a protractor.
WORKED Example
Construct an angle of 75, using a protractor.
THINK
1
DRAW
Draw a base line. Position your protractor so

that its centre is at one end point of the base
line and its 0 mark is at the other.
Locate a 75 angle (use the scale with the 0
on the base line) and mark it with a small dot.
75
0
Remove the protractor. Join the vertex of the

angle (that is, the end point of the base line,
where the centre of the protractor was) with
the 75 mark using a straight line.
Try these
Construct each of the following angles using a protractor.
1 90
2 60
3 72
4 45
5 30
6 120
7 150
8 36
9 40
10 24
SkillSHEET
answers
SkillSHEET 12.1
Translation of a point
If a point is moved up, down, right, left or in any combination of these directions, we say that it has been
translated.
WORKED Example
Use graph paper to show the original position of point P and its position after each of the following
translations.
a 5 right
b 2 left, 3 up
THINK
DRAW
a Draw a point on graph paper and label it P.

Imagine moving the point 5 units (that is, 5
squares) to the right. Draw the point in its new
position and label it P.
b Draw a point on graph paper and label it P.

Move the point 2 units to the left, then 3 units
up. Draw the image of the point after the
translation and label it P.
P'
P'
P
Try these
Use graph paper to show the original position of point P and its position after each of the following translations.
1 2 right
2 3 left
3 5 down
4 6 up
5 2 left, 1 up
6 3 right, 2 up
7 1 left, 4 down
8 5 right, 2 down
9 2 down, 3 left, 1 down
10 3 up, 1 right, 1 down, 2 right
11 2 down, 1 right, 3 up, 2 left
12 4 up, 3 right, 2 down, 5 left
SkillSHEET
answers
SkillSHEET 12.2
Moving up and down or left and right
Several translations in one (either horizontal or vertical) direction can be replaced with a single translation,
using the following rules.
1. If two translations are in the same direction (for example, both up), add the number of units for each
translation and keep the direction.
2. If two translations are in opposite directions (for example, one left and the other right), subtract the
smaller number of units from the larger and keep the direction that had the larger number of units.
WORKED Example
Replace each of the following with a single translation that would have taken the object from its
starting point to its final position.
a 3 down, 1 down, 2 down
b 4 left, 6 right
THINK
WRITE
Since all translations are in the same

direction (that is, all three are down), add
the units together.
Replace three translations down with a
single translation in the same direction
(that is, down).
a 3+1+2=6
Since the translations are in opposite

directions, subtract the smaller unit from
the larger.
Replace the two translations with a single
one. Since translation to the right had more
units, the final translation must be in the
same direction (that is, to the right).
b 64=2
3 down, 1 down, 2 down = 6 down
4 left, 6 right = 2 right
Try these
Replace each of the following with a single translation that would have taken the object from its starting
point to its final position.
1 2 up, 7 up
2 3 down, 4 down
3 5 left, 1 left
4 3 right, 6 right
5 4 up, 3 up, 5 up
6 7 down, 1 down, 3 down
7 8 right, 2 right, 5 right, 2 right
8 1 left, 2 left, 3 left, 4 left
9 3 up, 5 down
10 4 down, 7 up
11 8 left, 2 right
12 6 right, 1 left
13 2 up, 3 down, 7 up
14 6 left, 2 left, 9 right
15 4 up, 7 down, 3 up, 1 down
16 8 left, 4 right, 7 right, 3 right, 5 left
SkillSHEET
answers
SkillSHEET 12.3
Reflection of a point
A reflection is an exact image of an object as seen in a mirror. A reflection is as far behind the mirror as the
object is in front of it.
To find a reflection of a point in a given line, follow these steps:
1. draw a perpendicular line from the point to the mirror line
2. extend the perpendicular line beyond the mirror line
3. measure the distance from the point to the mirror along the perpendicular line. The reflection is on the
other side of the mirror, at the same distance along the line.
WORKED Example
Draw a reflection of the given point in the dotted line.
THINK
1
DRAW
Draw a line from point P so that it is

perpendicular to and extends beyond the
dotted line.
P
Point P is 4 units (that is, 4 squares) from the

dotted line, when measured along the
perpendicular line. To find the position of the
reflection, measure out 4 units along the
perpendicular on the other side of the dotted
line. Label the reflection P.
P'
Try these
For each of the following, draw a reflection of the given point in the dotted line.
1
3
P
6
P
P
9
P
P
10
SkillSHEET
answers
SkillSHEET 12.4
Rotation of a point
The turning of an object about a certain point is called a rotation. To rotate a point half a turn (180), follow
these steps:
1. join the given point and the centre of rotation with a straight line
2. extend the line beyond the centre of rotation
3. locate the image; it is as far from the centre of rotation as the original point.
WORKED Example 1
Show the final position of point P after a half-turn rotation about the dot.
P
THINK
1
Join the point P and the centre of rotation

with a straight line and extend the line beyond
the centre of rotation.
Measure the distance from point P to the

centre of rotation: it is 4 units. The image of
point P is on the other side of the centre of
rotation, 4 units from it along the line. Label
the image P.
DRAW
P'
To rotate a point any number of degrees in either a clockwise or anticlockwise direction, follow these steps:
1. join the given point with the centre of rotation
2. position your protractor so that its centre is at the centre of rotation; that is, the 0 mark is at the given
point and angle size increases in the required direction (clockwise or anticlockwise)
3. measure out the required number of degrees and put a small mark
4. join the centre of rotation and the degree mark with a straight line
5. measure the distance of the given point from the centre of rotation
6. locate the image along the new line: it is as far from the centre of location as is the original point.
WORKED Example 2
Show the image of point P after
rotating 90 in a clockwise direction.
P
THINK
1
DRAW
Join point P with the centre of rotation.

Position your protractor so that its centre is at
the centre of rotation, its 0 is at point P and
angle size increases in the clockwise
direction. Mark the 90 angle.
90
Remove your protractor and join 90 and the

centre of rotation with the straight line.
P
Measure the distance from point P to the

centre of rotation (it is 4 units). The image is
located the same distance from the centre
along the 90 line. Label the image P.
P'
P
90
Try these
1 For each of the following, show the final position of point P after a half-turn rotation about the dot.
a
b
c
d
e
P
2 Show the image of point P after the following rotations.

a
b
90 anticlockwise
d
270 anticlockwise
e
1/4 turn clockwise
3/4 turn clockwise
135 clockwise
SkillSHEET
answers
SkillSHEET 13.1
Converting units of length
To convert units of length, the following chart could be useful.
10
mm
100
cm
10
1000
m
100
km
1000
WORKED Example 2
Convert each of the following to the units given in brackets:
a 20 m (cm)
b 3000 m (km)
THINK
WRITE
To convert from larger units to smaller, we

need to multiply. Since 1 m = 100 cm,
multiply by 100.
Write the answer.
a 20 100 = 2000
To convert from smaller units to larger, we

need to divide. Since 1 km = 1000 m,
divide by 1000.
Write the answer.
b 3000 1000 = 3
20 m = 2000 cm
3000 m = 3 km
Try these
Convert each of the following to the units given in brackets.
1 20 m (cm)
2 350 m
5 400 km
(cm)
6 5000 km
9 8000 m
(km)
13 78 m (cm)
(cm)
(m)
10 200 000 cm
14 25 km
(cm)
(km)
3 5 m (cm)
4 10 km
7 200 cm
8 500 mm
(m)
(cm)
(cm)
11 50 cm (m)
12 750 m
(km)
15 8 m (cm)
16 300 m
(cm)
SkillSHEET
answers
SkillSHEET 13.2
WORKED Example 1
a 72 10
b 540 1000
c 5.67 10
d 0.7 100
THINK
WRITE

a 72 10 = 720

b 540 1000 = 540 000

zero in 10).
c 5.67 10 = 56.7

than 070.
d 0.7 100
= 0.70 100
= 70
zeros.
WORKED Example 2
a 234 100
b 350 1000
c 75.6 10
d 4.1 1000
THINK
WRITE

number.
100.
a 234 100 = 234. 100

number.
b 350 1000 = 350. 1000
1
2
1
2
234 100 = 2.34
350 1000 = 0.350

350 1000 = 0.35

c 75.6 10 = 7.56

d 4.1 1000 = 0.0041
Try these
a 23 10
b 45 10
e 2500 10
f 71 100
i 25 1000
j 710 1000
c 235 10
g 531 100
k 2 10 000
d 530 10
h 300 100
l 70 10 000

a 2.56 10
b 7.6 10
e 2.6 100
f 70.1 100
i 10.2 1000
j 0.758 1000
c 0.98 10
g 0.2 100
k 2.5 10 000
d 3.49 100
h 5.321 1000
l 3.576 10 000

a 128 10
b 7560 10
e 15 100
f 7 100
i 3 1000
j 75 1000
c 3400 10
g 560 100
k 600 1000
d 2050 10
h 7210 100
l 2500 10 000

a 9.2 10
b 52.3 10
e 4.9 100
f 123.4 100
i 155.6 1000
j 4.25 1000
c 0.5 10
g 0.3 100
k 75.3 10 000
d 8.19 100
h 71.1 1000
l 1000.5 10 000
SkillSHEET
answers
SkillSHEET 13.3
Angles around a circle (as in a compass)
The diagram below shows compass directions, together with the angles that correspond to each direction.
N
North-west
quarter
360 0
North-east
quarter
W 270
90 E
180
South-west
quarter
South-east
quarter
As can be seen from the diagram, for bearing purposes angles are measured from north in a clockwise
direction. An angle of 0 corresponds to north, a 90 angle corresponds to east, a 180 angle to south, 270
to west and finally, an angle of 360 (that is, a full circle) corresponds again to north. The directions divide
the circle into 4 parts (or quarters). We will refer to these quarters as follows:
north-east quarter (angles between 0 and 90)
south-east quarter (angles between 90 and 180)
south-west quarter (angles between 180 and 270)
north-west quarter (angles between 270 and 360).
WORKED Example
State in which quarter, or direction, each of the following angles belongs.
a 75
b 300
c 180
THINK
WRITE
a An angle of 75 is less than 90 and so it is

between north and east.
a North-east quarter
b An angle of 300 is greater than 270, but less

than 360, so it must be between north and
west.
b North-west quarter
c An angle of 180 corresponds to the south.
c Direct south
Try these
State in which quarter, or direction, each of the following angles belongs.
1 15
2 189
3 96
4 90
5 350
6 270
7 175
8 5
9 45
10 215
11 307
12 200
13 100
14 360
15 150
16 88
17 0
18 135
19 184
20 256
SkillSHEET
answers
SkillSHEET 13.4
Constructing angles from a vertical line
(to illustrate a true bearing)
In a true bearing, angles are measured from north in a clockwise direction. To show a bearing less than or
equal to 180, using a semicircular protractor, place the protractor so that 0 is on the north line and the size
of the angle increases in a clockwise direction. To show a true bearing of more than 180 using a semicircular protractor, first find the number of degrees that the required angle is smaller than 360 and construct the angle beginning at the north line in an anticlockwise direction.
WORKED Example
Construct each of the following angles (to illustrate a true bearing).
a 120
b 340
THINK
WRITE/DRAW
Draw direction lines and mark north.
Place your protractor so that its centre is at

the intersection of the direction lines and
its 0 is at the line showing north with the
angle size increasing in a clockwise
direction. Locate 120 and put a small
mark.
120
Remove your protractor. Join the 120

mark with the point of intersection of the
direction lines. Show the required angle by
drawing an arrow in a clockwise direction
from the north line to the 120 line.
Continued over page
THINK
WRITE/DRAW
b 360 340 = 20
As 340 is greater than 180, first find the

number of degrees that the required angle
is less than 360.
Draw direction lines and mark north. Place
your protractor so that its centre is at the
intersection of the direction lines and its 0
is at the line showing north with the angle
size increasing in an anticlockwise
direction. Locate 20 and put a small mark.
Remove your protractor. Join the 20 mark

with the point of intersection of the
direction lines. The required angle, 340,
can be shown by drawing an arrow in a
clockwise direction from north.
0
20
Try these
Construct each of the following angles (to illustrate a true bearing).
1 30
2 70
3 95
4 140
5 165
6 200
7 240
8 275
9 300
10 315
SkillSHEET
answers
SkillSHEET 13.5
Plotting coordinate points (positive xand y-values only)
The position of any point on a Cartesian plane can be defined by two numbers, called coordinates. Coordinates of a point are written as an ordered pair of numbers in brackets. The first number in brackets is an
x-coordinate and the second number is a y-coordinate of a point, P (x, y).
If we consider only positive values of x and y, then the x-coordinate (that is, the first number in brackets)
indicates the number of units to the right, while the y-coordinate (that is, the second number in brackets)
indicates the number of units up from the origin. For example, to locate a point with coordinates (2, 5) we
need to start at the origin and move 2 units to the right, then 5 units up.
WORKED Example
State the size and the direction of the moves from the origin in order to locate each of the following
points.
a A (2, 1)
b B (0, 4)
THINK
WRITE
a The first number in brackets indicates the

number of units to the right and the second
indicates the number of units up.
a 2 right, 1 up
b The x-coordinate is 0, so there is no move

across. The y-coordinate indicates the number
of units up.
b 4 up
Try these
1 State the size and the direction of the moves from the origin in order to locate each of the following
points.
a A (2, 3)
b B (3, 2)
c C (0, 2)
d D (1, 0)
e E (2, 2)
f F (4, 4)
g G (4. 0)
h H (0, 3)
i I (1, 1)
j J (3, 4)
2 Draw a Cartesian plane with axes extending from 0 to 4 units and show the locations of the points in
question 1.
SkillSHEET
answers
SkillSHEET 14.1
Multiplying fractions by a whole number
To multiply a fraction by a whole number:
1. change the whole number into a fraction by writing it over 1
2. simplify as much as possible
3. multiply numerators together and denominators together
4. if the answer is an improper fraction, convert it to a mixed number.
WORKED Example
Perform each of the following multiplications.
a
3
--5
360
45
--------360
100
THINK
WRITE
Write the question.
Convert 360 into a fraction by writing it

over 1.
Divide 5 and 360 by 5
(that is, 360 5 = 72 and 5 5 = 1).
Multiply numerators together and
denominators together.
Convert the improper fraction into a mixed
number (which in this case is actually a
whole number).
2
3
4
5
Write the question.
Convert 100 into a fraction by writing it

over 1.
Divide 100 and 360 by 20 (that is,
360 20 = 18 and 100 20 = 5).
Divide 45 and 18 by 9 (that is, 45 9 = 5
and 18 9 = 2).
number.
3
4
5
6
360
3
--5
360
--------1
3
--1
72
-----1
216
--------1
= 216
3
--5
45
---------
360
45
= -------360
45
-----18
5
--2
25
-----2
100
100
--------1
5
--1
5
--1
= 12 1--2-
Try these
Perform each of the following multiplications.
360
1
--3
360
3
-----10
2
--9
360
7
--8
360
2
--5
5
-----12
45
--------100
360
10
10
--------100
360
11
23
--------100
13
90
--------360
100
14
60
--------360
100
15
30
--------360
360
360
3
--4
4
-----15
360
12
60
--------100
360
100
16
9
--------360
100
360
360
SkillSHEET
answers
SkillSHEET 14.2
Forming fractions
Fractions are used to represent parts of a whole. They consist of a top number, called the numerator and a
bottom number, called the denominator. The denominator shows how many objects (items, parts etc.) there
are, while the numerator shows how many we are concerned with. That is, a fraction shows the number of
objects (items, parts etc.) that we are concerned with out of all available objects. So to form a fraction, we
put the number of things we are concerned with over the total number of these things.
WORKED Example
Form fractions to illustrate each of the following.
a One sector of a pie chart is 45.
b 7 marbles in a pack of 20 are red.
THINK
WRITE
a Altogether there are 360 in a circle, so the

denominator is 360. The sector that we are
concerned with is 45, so the numerator is 45.
45
--------360
b There are 20 marbles in a pack, so the

denominator is 20. There are 7 marbles that we
are concerned with (that is, red marbles), so
the numerator is 7.
7
-----20
Try these
1 One sector in a pie chart is 120 (that is, out of 360).
2 There are three blue marbles in a bag of ten.
3 Rachel spent $1 on lunch out of her $5 pocket money.
4 There are 7 girls in a class of 18.
5 In a bag of 20 balloons there are 8 green ones.
6 Nathan broke a chocolate into 4 equal pieces and gave one to his sister.
7 In a deck of 52 cards there are 4 aces.
8 Surprisingly, 70% of all students in the class (that is, out of 100%) passed the test.
9 Lena solved 85 problems from the book that contained 100 problems.
10 Alex spends 3 hours a day (that is, out of 24 hours) travelling to and from work.
11 Michael has 3 weeks of holidays every year (that is, out of 52 weeks).
12 Maestro the cat ate 4 goldfish from the tank that contained 10 goldfish.
13 In a deck of 52 cards, 13 are spades.
14 There are 4 queens in a deck of cards; 2 of them are red.
15 There are 13 diamonds in a deck of cards; 3 of them are picture cards.
16 In a pie chart one of the sectors has an angle which measures 45.
17 In a pie chart one of the sectors represents 40% of the data.
18 Yesterday, 25% of all cars in the car park were white.
SkillSHEET
answers
SkillSHEET 14.3
Simplifying fractions
To simplify a fraction, divide both the numerator and the denominator by the largest number possible (that
is, by the highest common factor).
WORKED Example 1
Simplify each of the following fractions.
a
300
--------360
45
--------100
THINK
WRITE
a What is the highest common factor of 300 and 360? (That

is, what is the largest number that goes into both 300 and
360 exactly?) It is 60. So divide both numerator and
denominator by 60.
300
--------360
5
--6
b The highest common factor of 45 and 100 is 5. So divide

both numerator and denominator by 5 to simplify the
given fraction.
45
--------100
9
-----20
When two (or more) fractions need to be multiplied, simplifying the fractions prior to multiplying makes
the task easier. When simplifying the product of two (or more) fractions, cancelling can be done either
down or diagonally across. This means that the number in any of the two (or more) numerators can be
cancelled with the number in any of the two denominators.
WORKED Example 2
Simplify each of the following. (Do not multiply.)
a
45
--------100
360
--------1
300
--------360
100
--------1
THINK
WRITE
Select the first numerator (that is, 45) and check

whether it can be simplified with any denominator.
Observe that 5 goes exactly into both 45 and 100, so
divide 45 and 100 by 5 and leave the rest of the
numbers unchanged.
Check if the first numerator can be cancelled with the
other denominator (that is, the one that has not been
used yet). No it can not, as the second denominator is
a 1. Move to the next numerator, 360, and check if it
can be simplified with any denominator. Since 20 goes
exactly into both 360 and 20, divide both by 20 and
leave the rest of the numbers unchanged. Now both
denominators are equal to 1, so cancelling is complete.
45
360
--------- --------100
1
9
360
- --------= ----20
1
9
--1
18
-----1
Continued over page
THINK
WRITE
Select the first numerator and check

whether it can be cancelled with any
denominator. Observe that 60 goes exactly
into both 300 and 360, so divide them by
60 and leave the rest of the numbers
unchanged.
Since the second denominator is 1, there is
nothing else you can cancel 5 with. Move
to the next numerator. 100 and 6 can both
be divided by 2, so cancel these numbers.
Observe that none of the numerators can be
cancelled with either of the two
denominators any further, so simplification
is complete.
300
--------360
= 5--6-
100
--------1
100
--------1
50
-----1
5
--3
Try these
1 Simplify each of the following fractions.
a
30
--------300
90
--------360
120
--------360
36
--------360
72
--------360
35
--------100
12
--------100
84
--------100
60
--------100
36
--------100
2 Simplify each of the following. (Do not multiply.)

a
65
--------100
360
--------1
90
--------100
360
--------1
96
--------100
360
--------1
18
--------100
360
--------1
48
--------100
360
--------1
200
--------360
100
--------1
100
--------360
100
--------1
240
--------360
100
--------1
80
--------360
100
--------1
135
--------360
100
--------1
SkillSHEET
answers
SkillSHEET 14.4
Converting fractions to percentages
To convert a fraction into a percentage, multiply the fraction by 100%.
WORKED Example
Convert each of the following fractions into percentages.
a
3
--5
2
--3
THINK
WRITE
To change the fraction to a percentage,

multiply by 100%.
Write 100 as a fraction by putting it over 1.
1
2
3
100
--- --------5
1
300
--------5
2
--3
100%
2
100
--- --------3
1
200
--------3

number.
= 60%

multiply by 100%.
100%

Simplify by dividing 300 by 5.
3
--5
= 66 2--3- %
Try these
1
3
--4
4
--5
3
--8
2
--5
1
--3
5
--6
3
--7
5
--9
10
7
--8
7
-----12
SkillSHEET
answers
SkillSHEET 14.5
Measuring angles with a protractor
Angles smaller than or equal to 180 can be measured with a semicircular protractor, as shown in the
following worked example.
WORKED Example 1
Find the size of the following angle.
THINK
1
WRITE
Position your protractor so that its centre is at

the vertex and its base line (with the 0)
coincides with one of the arms of the angle.
60
0
Read the size of the angle, indicated by the

second arm. (Make sure you use the scale that
begins with 0 where the first arm is.) Write
down your answer.
The size of the given angle is 60.
A circular protractor could be used in exactly the same manner as the semicircular one to measure the angle
in the above example.
60
0
A circular protractor is also used in the same way to measure a reflex angle (that is, an angle between
180 and 360). However, if a circular protractor is unavailable, a reflex angle can be measured using a
semicircular protractor. To do this, we measure an acute angle first and then subtract it from 360.
WORKED Example 2
Find the size of the following angle, using a semicircular
protractor.
THINK
1
WRITE
First measure the acute angle. Position the

protractor so that its centre is at the vertex, its
0 is at one arm of the angle and the angle size
increases towards the other arm of the acute
angle.
100
0
Read the size of the acute angle, as indicated

by the second arm of the angle. Write down
the answer.
To find the size of the reflex angle, subtract
the acute angle from 360.
The acute angle = 100

The reflex angle = 360 100
The reflex angle = 260
Try these
1 Find the size of each of the following angles.
a
2 Find the size of each of the following angles, using a semicircular protractor.
a
SkillSHEET
answers
SkillSHEET 14.6
Constructing angles with a protractor
The following worked example shows the procedure of constructing an angle using a protractor.
WORKED Example
Construct an angle of 75, using a protractor.
THINK
1
DRAW
Draw a base line. Position your protractor so

that its centre is at one end point of the base
line and its 0 mark is at the other.
Locate a 75 angle (use the scale with the 0
on the base line) and mark it with a small dot.
0
75
0
Remove the protractor. Join the vertex of the

angle (that is, the end point of the base line,
where the centre of the protractor was) with
the 75 mark using a straight line.
Try these
Construct each of the following angles using a protractor.
1 90
2 60
3 72
4 45
5 30
6 120
7 150
8 36
9 40
10 24
SkillSHEET
answers
SkillSHEET 15.1
Forming fractions
Fractions are used to represent parts of a whole. They consist of a top number, called the numerator and a
bottom number, called the denominator. The denominator shows how many objects (items, parts etc.) there
are, while the numerator shows how many we are concerned with. That is, a fraction shows the number of
objects (items, parts etc.) that we are concerned with out of all available objects. So to form a fraction, we
put the number of things we are concerned with over the total number of these things.
WORKED Example
a One sector of a pie chart is 45.
b 7 marbles in a pack of 20 are red.
THINK
WRITE
a Altogether there are 360 in a circle, so the

denominator is 360. The sector that we are
concerned with is 45, so the numerator is 45.
45
--------360
b There are 20 marbles in a pack, so the

denominator is 20. There are 7 marbles that we
are concerned with (that is, red marbles), so
the numerator is 7.
7
-----20
Try these
1 One sector in a pie chart is 120 (that is, out of 360).
2 There are three blue marbles in a bag of ten.
3 Rachel spent $1 on lunch out of her $5 pocket money.
4 There are 7 girls in a class of 18.
5 In a bag of 20 balloons there are 8 green ones.
6 Nathan broke a chocolate into 4 equal pieces and gave one to his sister.
7 In a deck of 52 cards there are 4 aces.
8 Surprisingly, 70% of all students in the class (that is, out of 100%) passed the test.
9 Lena solved 85 problems from the book that contained 100 problems.
10 Alex spends 3 hours a day (that is, out of 24 hours) travelling to and from work.
11 Michael has 3 weeks of holidays every year (that is, out of 52 weeks).
12 Maestro the cat ate 4 goldfish from the tank that contained 10 goldfish.
13 In a deck of 52 cards, 13 are spades.
14 There are 4 queens in a deck of cards; 2 of them are red.
15 There are 13 diamonds in a deck of cards; 3 of them are picture cards.
16 In a pie chart one of the sectors has an angle which measures 45.
17 In a pie chart one of the sectors represents 40% of the data.
18 Yesterday, 25% of all cars in the car park were white.
SkillSHEET
answers
SkillSHEET 15.2
Simplifying fractions
To simplify a fraction, divide both numerator and denominator by the highest common factor (HCF).
WORKED Example
Write
8
-----52
in simplest form.
THINK
WRITE
The highest common factor of 8 and 52 is 4. So

divide both numerator and denominator by 4.
8
-----52
2
-----13
Try these
Write each of the following fractions in simplest form.
1
13
-----52
26
-----52
4
-----52
12
-----52
48
-----52
2
--6
4
--6
8
-----10
15
-----20
10
12
-----20
13
18
-----48
14
7
-----56
15
12
-----36
11
8
-----26
12
24
-----42
SkillSHEET
answers
SkillSHEET 15.3
Understanding a deck of playing cards
A standard deck of playing cards consists of 52 cards.
All cards are divided into 4 suits. There are two black
suits spades () and clubs () and two red suits
hearts () and diamonds (). In each suit there are
13 cards including a 2, 3, 4, 5, 6, 7, 8, 9, 10, a jack,
a queen, a king and an ace. (Note that there is no 1.)
A jack, a queen and a king are called picture cards.
WORKED Example
For a standard deck of playing cards, state the number of:
a diamonds
b black queens.
THINK
WRITE
a Diamonds is one of the four suits and there are

13 cards in any suit.
a There are 13 diamonds.
b There is one queen in each suit and there are

two black suits (clubs and spades).
b There are 2 black queens.
Try these
For a standard deck of playing cards, state the number of:
1 black cards
2 aces
3 picture cards
4 queens of hearts
5 kings
6 clubs
7 not spades
8 red cards
9 tens
10 red jacks
11 black threes
12 red nines
13 number cards greater than 6
14 red picture cards.
SkillSHEET
answers
SkillSHEET 15.4
Converting fractions to percentages
To convert a fraction into a percentage, multiply the fraction by 100%.
WORKED Example
a
3
--5
2
--3
THINK
WRITE

multiply by 100%.
1
2
3
100
--- --------5
1
300
--------5
2
--3
100%
2
100
--- --------3
1
200
--------3

number.
= 60%

multiply by 100%.
100%

Simplify by dividing 300 by 5.
3
--5
= 66 2--3- %
Try these
1
3
--4
4
--5
3
--8
2
--5
1
--3
5
--6
3
--7
5
--9
10
7
--8
7
-----12
MQ Yr 7 - SSheet Answers Page 1 Wednesday, September 27, 2000 11:01 AM
SkillSHEET Answers
SkillSHEET 1.1 Place value
1
5
9
13
17
5
500
5000
5
50
2
6
10
14
18
50
50
500
5000
5000
3
7
11
15
19
5
5000
5
500 000
5
4
8
12
16
20
50
5000
500
50 000
50
SkillSHEET 1.2 Multiplying

whole numbers
1 a
e
i
m
2 a
e
i
m
252
558
5070
57 568
1168
4012
43 672
1 126 428
b
f
j
n
b
f
j
n
235
1712
2868
14 808
1176
4524
18 960
3 437 652
c
g
k
o
c
g
k
o
174
3941
27 000
25 195
1998
23 076
1 007 370
1 297 596
d 456
h 1835
l 74 277
d 630
h 12 291
l 1 762 502
SkillSHEET 1.3 Dividing whole

numbers
1
5
9
13
17
4r1
3r2
3r2
9r3
7r9
2
6
10
14
18
2r2
2r6
4
8r4
9r2
3
7
11
15
19
2r2
4r1
9r4
5r8
7r4
4
8
12
16
20
5
4r3
7r3
9r3
8r9
20
36
13
81
2
7
12
17
10
12
20
115
3
8
13
18
49
19
16
28
4
9
14
19
5
34
27
56
35
64
42
40
27
16
2
7
12
17
22
27
18
144
108
70
48
22
3
8
13
18
23
28
24
66
28
81
48
60
4
9
14
19
24
29
60
40
72
88
63
24
5
10
15
20
13
64
38
1
5
10
15
20
25
30
21
0
12
56
0
45
2 13, 1
4 48, 12, 8, 3, 2
SkillSHEET 2.3 Even and odd

numbers
1 Even
5 Even
9 Odd
2 Odd
6 Even
10 Odd
3 Odd
7 Odd
4 Even
8 Even
SkillSHEET 2.4 Consecutive

numbers
1
3
5
7
9
53, 55, 57
11, 13, 17
25, 30, 35
121, 123, 125
12, 18, 24, 30
2
4
6
8
10
24, 26, 28, 30

9, 16, 25, 36, 49
14, 21, 28
24, 32, 40, 48, 56
85, 95, 105
SkillSHEET 2.5 Order of

operations with squares and
square roots
1 8
6 9
11 46
2 57
7 66
12 53
3 21
8 0
4 24
9 88
2
5
8
11
14
Proper
Mixed number
Proper
Proper
Mixed number
3
6
9
12
15
Mixed number
Mixed number
Improper
Improper
Improper
SkillSHEET 3.2 Equivalent

fractions
2
--3
9
-----15
1
--2
4
-----16
4
-----14
2
--3
15
-----40
9
-----10
1
--3
10
15
-----20
13
12
-----21
14
12
-----54
15
2
--5
11
6
-----66
12
2
--3
SkillSHEET 3.3 Lowest

common multiple
1 30
6 18
2 8
7 40
3 24
8 20
4 24
9 12
5 9
10 60
2 4
7 3
3 9
8 8
4 2
9 10
5 4
10 2
SkillSHEET 4.1 Simplifying

fractions (with denominators
that are powers of 10)
1
4
--5
6 2 3--5-
3
-----50
1
7 5 ----50
6
-----25
4
8 4 ----25
9
-----20
9 11 1--8-
27
--------125
3
10 26 ----40

decimal numbers by whole
numbers
1
3.5
0.3
10.5
4.1
0.4
16.4
5.2
0.3
15.6
8.4
0.2
16.8
6.5
0.4
26.0
3.7
0.5
18.5
4.6
0.3
13.8
9.3
0.2
18.6
2.4
12
48
+ 240
28.8
10
5.6
23
168
+ 1120
128.8
11
1.48
24
592
+ 2960
35.52
12
23.4
31
234
+ 7020
725.4
13
61.2
42
1224
+ 24480
2570.4
14
0.693
34
2772
+ 20790
23.562
15
92.3
21
923
+ 18460
1938.3
16
2.46
35
1230
+ 7380
86.10
SkillSHEET 2.2 Factor pairs

1 8, 4, 2
3 15, 12, 6, 3, 2
Improper
Improper
Proper
Mixed number
Proper
1 2
6 4
SkillSHEET 2.1 Tables

1
6
11
16
21
26
1
4
7
10
13
SkillSHEET 3.4 Highest

common factor
SkillSHEET 1.4 Order of

operations
1
6
11
16
SkillSHEET 3.1 Types of

fractions

decimal numbers
5 1
10 864
1
5
9
13
10.81
2.146
0.4455
0.0102
2
6
10
14
25.35
6.2645
0.105
2.448
3
7
11
15
2.52
0.029 52
0.288
1.6126
4
8
12
16
1.2369
1.9278
0.000 03
0.6552
SkillSHEET 4.4 Dividing by

whole numbers
1
5
9
13
123
1002
1019
6001
2
6
10
14
204
101
4636
18 953
3
7
11
15
120
412
982
1231
4
8
12
16
213
1441
1128
6009
92.35 4
4891.5 5
2492.1 8
21 340 4
56 3
2750 5
2
5
8
11
14
45.28 7
675.9 2
7321 4
7160 6
0.4 2
3
6
9
12
15

fractions by 100
1 40
6 53 1--3-
2 40
7 42 1--2-
3 24
8 46 2--3-
4 60
9 60
5 56
10 21 3--7-
1 24 5
5 20 18
9 14 + 2
2 75 5
6 69
10 91 7
3 76 + 8
7 23 + 19
11 17 23
1 a
f
2 a
f
14
35
12
21
b
g
b
g
2
11
0
5
c
h
c
h
17
16
15
12
d
i
d
i
20
10
22
16
e
j
e
j
20
41
12
29
SkillSHEET 5.3 Alternative

expressions used to describe the
four operations
1
5
9
13
3+5
5+2
27
76
2
6
10
14
85
45
93
10 5
3 7+4
7 94
11 8 + 9
4 12 3
8 51
12 12 5
SkillSHEET 5.4 Like terms

2 b, 3b, 1--4- b
1 2ac, 3ca
4 3bc, 4cb
2
--5
7 9amn, 9nma
10 1--2- rs, 9rs
3 3p, p
xy, yx
6 9gh, 31hg
8 5c, 17c
9 3yz, 12zy, zy
1 3
6 4
2 7
7 3
3 3
8 8
4 3
9 7
5 5
10 1
SkillSHEET 6.2 Flow charts

1
+3
a
4
7
2
2
9
15
88
6
9
h
36
+ 10
4
5
17
29
12
SkillSHEET 6.3 Inverse

operations
1 5
6 9
2 +7
7 11
3 6
8 8
4 8
9 + 10
5 + 12
10 2
SkillSHEET 6.4 Building

expressions
1 x+4
2 x7
3 8x
x
4 --4
5 3x + 2.6
6 5x 17
x+2
7 -----------9
8 0.6(x 9)
9 7x +
3
--5
x
10 --- 8
3

algebraic expressions containing
like terms
2 4x
6 2x
10 5x + 3
3 15x
7 10x 9
11 5x + 15
4 3x
8 8x 8
12 x + 1
SkillSHEET 6.6 Substitution

1 9
6 11.4
2 7.3
7 48
3 10
8 12
4 9
9 9.72
5 6.65
10 24.3
SkillSHEET 6.7 Finding an

average
1 4
5 7.75 or 7 3--4-
d
12
1 12x
5 6x
9 3x + 12
SkillSHEET 6.1 Solving

equations by inspection
16
17
19
+8
50
11
SkillSHEET 5.2 Substitution

into rules
b
12
10
e
7
11
j
15
4 12 7
8 24 3
12 100 8
+4
7
9
+8
SkillSHEET 5.1 Worded

operations
10
32
7
2
14
8
i
523.9 3
525.63 3
458 6
2110 11
25.7 6
SkillSHEET 4.5 Dividing

decimal numbers
1
4
7
10
13
16
+9
6+x
9 -----------3
2 5.5 or 5 1--27+x
6 -----------2
42 + x
10 --------------3
3 4 2--3-
4 6 2--3-
19 + x
7 --------------2
17 + x
8 --------------3
SkillSHEET 6.8 Consecutive

numbers
1
3
5
7
9
y, y + 1
y, y + 2, y + 4
x, x + 2
x, x + 5
x 2, x 1, x
2
4
6
8
10
x, x + 1, x + 2
x, x + 2
z, z + 2, z + 4
x, x + 3, x + 6
x 4, x 2, x
SkillSHEET 7.1 Reading scales

(how much is each interval
worth?)
1
4
7
10
1 unit
0.1 of a unit
0.2 of a unit
500 units
2 1 unit
5 2 units
8 5 units
3 0.1 of a unit
6 20 units
9 25 units

and dividing by powers of 10 (for
example 10, 100, 1000 etc.)
1 a
d
g
j
2 a
d
g
j
3 a
d
g
j
4 a
d
g
j
230
5300
53 100
710 000
25.6
349
20
758
12.8
205
5.6
0.075
0.92
0.0819
0.003
0.004 25
b
e
h
k
b
e
h
k
b
e
h
k
b
e
h
k
450
25 000
30 000
20 000
76
260
5321
25 000
756
0.15
72.1
0.6
5.23
0.049
0.0711
0.007 53
c
f
i
l
c
f
i
l
c
f
i
l
c
f
i
l
2350
7100
25 000
700 000
9.8
7010
10 200
35 760
340
0.07
0.003
0.25
0.05
1.234
0.1556
0.100 05
SkillSHEET 7.3 Adding and

subtracting decimals
1 18.5
5 13.09
9 24.058
2 18.66
6 7.812
10 15.43
3 194.58
7 8.2
11 45.83
4 3.455
8 4.67
12 5.125

decimals
1 47.4
5 153.6
9 31.15
2 32.5
6 38.85
10 11.304
3 12.53
7 3.1
11 335.4
4 94.9
8 12.41
12 52.052

decimals
1 47.4
5 153.6
9 31.15
2 32.5
6 38.85
10 11.304
3 12.53
7 3.1
11 335.4
4 94.9
8 12.41
12 52.052

and dividing by powers of 10
1 a
d
g
j
2 a
d
g
j
230
5300
53 100
710 000
25.6
349
20
758
b
e
h
k
b
e
h
k
450
25 000
30 000
20 000
76
260
5321
25 000
c
f
i
l
c
f
i
l
2350
7100
25 000
700 000
9.8
7010
10 200
35 760
3 a
d
g
j
4 a
d
g
j
12.8
205
5.6
0.075
0.92
0.0819
0.003
0.004 25
b
e
h
k
b
e
h
k
756
0.15
72.1
0.6
5.23
0.049
0.0711
0.007 53
c
f
i
l
c
f
i
l
340
0.07
0.003
0.25
0.05
1.234
0.1556
0.100 05
SkillSHEET 9.1 Reading the

time (from clock faces)
1 a
d
g
j
2 a
c
e
g
i
1.15
b 2.20
4.30
e 10.45
6.00
h 9.30
12.35
quarter past 1
3 oclock
quarter to 11
6 oclock
10 minutes past11
c 3.00
f 5.55
i 11.10
b
d
f
h
j
20 minutes past 2
half past 4
5 minutes to 6
half past 9
25 minutes to 1
SkillSHEET 9.2 Converting

units of length (metres to
kilometres)
1 0.05 km
5 0.82 km
9 2.5 km
2 0.1 km
6 1.3 km
10 0.075 km
3 0.7 km
7 0.005 km
4 0.25 km
8 0.03 km

1 a
d
g
j
2 a
d
g
j
3 a
d
g
j
4 a
d
g
j
230
5300
53 100
710 000
25.6
349
20
758
12.8
205
5.6
0.075
0.92
0.0819
0.003
0.004 25
b
e
h
k
b
e
h
k
b
e
h
k
b
e
h
k
450
25 000
30 000
20 000
76
260
5321
25 000
756
0.15
72.1
0.6
5.23
0.049
0.0711
0.007 53
c
f
i
l
c
f
i
l
c
f
i
l
c
f
i
l
2350
7100
25 000
700 000
9.8
7010
10 200
35 760
340
0.07
0.003
0.25
0.05
1.234
0.1556
0.100 05

equations using backtracking
1 x = 35
5 x = 212
9 x = 50
2 x = 108
6 x = 170
10 x = 62
3 x = 55
7 x = 45
11 x = 40
4 x = 78
8 x = 18
12 x = 60
SkillSHEET 11.1 Naming

angles
1 Acute
5 Acute
9 Acute
2 Obtuse
6 Acute
10 Obtuse
3 Right
7 Obtuse
4 Acute
8 Right

equations by backtracking
1 x = 35
5 x = 212
9 x = 50
2 x = 108
6 x = 170
10 x = 62
3 x = 55
7 x = 45
11 x = 40
4 x = 78
8 x = 18
12 x = 60
SkillSHEET 11.3 Constructing

angles with a protractor
1
1
5
9
13
SkillSHEET 12.2 Moving up

and down or left and right
9 up
12 up
2 down
6 up
2
6
10
14
7 down
11 down
3 up
1 right
P'
6
2
8
P'
10
3
P
SkillSHEET 12.1 Translation of

a point
1
P'
2
P
P'
P'
P
4
P'
P'
P'
6
P'
P'
P
P
7
5
P
P
P'
P'
P'
9
10
P'
P
P'
6
P
11
12
P'
P'
P
6 left
17 right
6 left
1 down
4
8
12
16
9 right
10 left
5 right
1 right
SkillSHEET 12.3 Reflection of

a point
3
7
11
15
P'
b
P
P'
P'
P'
P
c
d
P'
P'
e
P'
P'
9
P

units of length
P'
1
4
7
10
13
16
10
P'
2000 cm
1 000 000 cm
2m
2 km
7800 cm
30 000 cm
2
5
8
11
14
35 000 cm
40 000 000 cm
50 cm
0.5 m
2 500 000 cm
3
6
9
12
15
500 cm
5 000 000 m
8 km
0.75 km
800 cm

SkillSHEET 12.4 Rotation of a
point
1
b
P
P
P'
P'
d
P'
P'
1 a
d
g
j
2 a
d
g
j
3 a
d
g
j
4 a
d
g
j
230
5300
53 100
710 000
25.6
349
20
758
12.8
205
5.6
0.075
0.92
0.0819
0.003
0.004 25
b
e
h
k
b
e
h
k
b
e
h
k
b
e
h
k
450
25 000
30 000
20 000
76
260
5321
25 000
756
0.15
72.1
0.6
5.23
0.049
0.0711
0.007 53
c
f
i
l
c
f
i
l
c
f
i
l
c
f
i
l
2350
7100
25 000
700 000
9.8
7010
10 200
35 760
340
0.07
0.003
0.25
0.05
1.234
0.1556
0.100 05
P
P
SkillSHEET 13.3 Angles

around a circle (as in a compass)
P
P'
1
4
7
10
13
16
19
North-east
East
South-east
South-west
South-east
North-east
South-west
2
5
8
11
14
17
20
South-west
North-west
North-east
North-west
North
North
South-west
3
6
9
12
15
18
South-east
West
North-east
South-west
South-east
South-east

angles from a vertical line (to
illustrate a true bearing)
1
10
SkillSHEET 13.5 Plotting

coordinate points (positive x- and
y-values only)
1 a
d
g
j
2 y
5
2 right, 3 up b 3 right, 2 up
1 right
e 2 right, 2 up
4 right
h 3 up
3 right, 4 up
4
3 H
2 C
D
1
13 25
10
G
4
5 x

fractions by a whole number
1 144
5 150
9 162
c 2 up
f 4 right, 4 up
i 1 right, 1 up

2 120
6 80
10 36
3 108
7 315
11 82 4--5-
4 270
8 96
12 216
14 16 --23-
15 8 --13-
16 2 --12-
SkillSHEET 14.2 Forming

fractions
1
120
--------360
3
-----10
1
--5
4
-----52
70
--------100
13
13
-----52
14
2
--4
15
7
-----18
8
-----20
1
--4
85
--------100
10
3
-----24
11
3
-----52
12
4
-----10
3
-----13
16
45
--------360
17
40
--------100
18
25
--------100

fractions
1
-----12
1
--4
1
--3
1
-----10
1
--5
7
-----20
3
-----25
21
-----25
3
--5
9
-----25
1 a
2 a
13
-----1
18
-----1
9
--1
36
-----1
24
-----5
72
-----1
9
--5
36
-----1
12
-----5
5
--9
100
--------1
5
--9
50
-----1
2
--3
2
--9
100
--------1
3
--2
25
-----1
or
18
-----1
18
-----1
72
-----1
100
--------1

fractions to percentages
1 75%
5
87 1--2-
9 55 5--9- %
2 80%
6
33 1--3-
3 37 1--2- %
7
83 1--3-
4 40%
8 42 6--7- %
10 58 1--3- %
SkillSHEET 14.5 Measuring

1 a 45
2 a 200
b 80
b 250
c 120
c 300
d 135
d 290
e 160
e 350
SkillSHEET 15.1 Forming

fractions
7
-----18
8
-----20
85
--------100
10
3
-----24
11
3
-----52
12
4
-----10
3
-----13
16
45
--------360
17
40
--------100
18
25
--------100
120
--------360
3
-----10
1
--5
4
-----52
70
--------100
13
13
-----52
14
2
--4
15
1
--4

fractions
12
-----13
1
--4
1
--2
1
-----13
3
-----13
1
--3
2
--3
4
--5
3
--4
10
3
--5
12
4
--7
13
3
--8
14
1
--8
15
1
--3
11
4
-----13
SkillSHEET 15.3
Understanding a deck of playing
cards
1 26
6 13
11 2
2 4
7 39
12 2
3 12
8 26
13 16
4 1
9 4
14 6
5 4
10 2

fractions to percentages
1 75%
5
87 1--2-
9 55 5--9- %
2 80%
6
33 1--3-
10 58 1--3- %
3 37 1--2- %
7
83 1--3-
4 40%
8 42 6--7- %

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MQ Yr 7 - SSheets Page 1 Wednesday, September 27, 2000 11:29 AM

a In the given number, 5 is in the units place,

b In this number, 5 is in the hundreds place,

MQ Yr 7 - SSheets Page 2 Wednesday, September 27, 2000 11:29 AM

Calculate 735 7 using short multiplication.

Set out the question.

Calculate 7623 46 using long multiplication.

MQ Yr 7 - SSheets Page 3 Wednesday, September 27, 2000 11:29 AM

a How many times does 3 fit into 7? It fits twice.

b How many times does 4 fit into 16? It fits

c The number 6 fits into 56 nine times with a

MQ Yr 7 - SSheets Page 4 Wednesday, September 27, 2000 11:29 AM

Write the question.

Write the question.

MQ Yr 7 - SSheets Page 5 Wednesday, September 27, 2000 11:29 AM

To find the missing factor, divide 12 by the

MQ Yr 7 - SSheets Page 6 Wednesday, September 27, 2000 11:29 AM

a The last digit of the number is 5, so state

b The number ends in 0, so state your

b 290 is an even number.

MQ Yr 7 - SSheets Page 7 Wednesday, September 27, 2000 11:29 AM

a Start with 11. Write the next odd number after

b Since 12 is the smallest, begin with 12. Write

MQ Yr 7 - SSheets Page 8 Wednesday, September 27, 2000 11:29 AM

Copy down the question.

Copy down the question.

MQ Yr 7 - SSheets Page 9 Wednesday, September 27, 2000 11:29 AM

a The number consists of a whole part and a

a 2 3--8- is a mixed number.

b The top number (numerator) is smaller than

c The numerator is larger than the denominator,

MQ Yr 7 - SSheets Page 10 Wednesday, September 27, 2000 11:29 AM

a Multiply both numerator (2) and denominator

b Divide both numerator (6) and denominator

MQ Yr 7 - SSheets Page 11 Wednesday, September 27, 2000 11:29 AM

List several consecutive multiples of 4.

4, 8, 12, 16, 20, 24, 28, 32, 36,

List several consecutive multiples of 6.

6, 12, 18, 24, 30, 36, 42, 48

List the multiples that are common to 4 and 6

Select the smallest of the common multiples.

MQ Yr 7 - SSheets Page 12 Wednesday, September 27, 2000 11:29 AM

List all factors of 12.

List all factors of 20.

Select the numbers that appear on both lists

State the largest of the common factors.

MQ Yr 7 - SSheets Page 13 Wednesday, September 27, 2000 11:29 AM

a The highest common factor of 8 and 100 is 4,

b The whole part of a mixed number remains

MQ Yr 7 - SSheets Page 14 Wednesday, September 27, 2000 11:29 AM

b There are no missing digits in the multiplication part. To obtain the

MQ Yr 7 - SSheets Page 15 Wednesday, September 27, 2000 11:29 AM

a Count the total number of digits after the decimal points:

b Altogether there must be 4 digits after the decimal point in

10 0.5 0.3 0.7

11 0.6 1.2 0.4

12 0.1 0.01 0.03

13 0.02 5.1 0.1

14 0.6 1.2 3.4