SkillSHEET

answers

SkillSHEET 1.1
Multiplying whole numbers by a 1-digit
number
Short multiplication is used when we multiply by a 1-digit number.

WORKED Example
Calculate 735 7 using short multiplication.
THINK
1
2

WRITE

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
over 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 2 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.

5272335
5272337
5212425

Try these
Calculate the following using short multiplication.
1 63 4

2 47 5

3 58 3

4 76 6

5 62 9

6 428 4

7 563 7

8 367 5

9 845 6

10 956 3

11 6750 4

12 8253 9

13 7196 8

14 4936 3

15 5039 5

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answers

SkillSHEET 1.2
Rounding decimal numbers to 2 decimal
places
To round a decimal number correct to 2 decimal places, follow these steps:
1. Consider the digit in the third decimal place (that is, the thousandths place).
2. If it is less than 5, simply omit this digit and all digits that follow. (That is, omit all digits beginning from
the third decimal place.)
3. If it is 5 or greater than 5, add 1 to the preceding digit (that is, the one in the hundredths place) and omit
all digits beginning from the third decimal place.

WORKED Example
Round each of the following numbers correct to 2 decimal places.
a 0.239
b 4.5842
THINK

WRITE

a The digit in the third decimal place is 9, which is greater than 5. So add 1 to
the preceding digit (that is, to 3) and omit 9.

a 0.239 0.24

b The digit in the third decimal place is 4. Since it is less than 5, simply omit all
digits beginning from the third decimal place (that is, omit 4 and 2).

b 4.5842 4.58

Note that the sign is read as is approximately equal to.

Try these
Round each of the following numbers correct to 2 decimal places.
1 0.322

2 0.257

3 1.723

4 2.555

6 12.195

7 8.4678

8 25.033 78

9 18.333 333

5 4.308
10 0.166 666 6

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answers

SkillSHEET 1.3
Factor pairs
A number that divides exactly into another number is a factor of that number. The result of the division (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, 3 and 6 is a factor pair of 18, and 3 6 = 18.

WORKED Example
Find the missing factor in each of the following factor pairs of 12:
a 2 and __
b 4 and __ .
THINK

WRITE

a To find the missing factor, divide 12 by the

known factor of the pair.

a 12 2 = 6
So a factor pair of 12 is 2 and 6.

b Repeat the step above to find the missing

factor.

b 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 when multiplied by 2 will give 12. That is, since 2 6 = 12,
2 and 6 are a pair of factors of 12.

Try these
1 Find the missing factor in each of the following factor pairs of 24:
a 3 and __
b 6 and __
c 12 and __ .
2 Find the missing factor in each of the following factor pairs of 39:
a 3 and __
b 39 and __.
3 Find the missing factor in each of the following factor pairs of 60:
a 4 and __
b 5 and __
c 10 and __
d 20 and __

e 30 and __.

4 Find the missing factor in each of the following factor pairs of 48:
a 1 and __
b 4 and __
c 6 and __
d 16 and __

e 24 and __.

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answers

SkillSHEET 1.4
Multiples
A multiple is the result of multiplication of one number by another number. For example, 10 is a multiple
of both 2 and 5, since 2 5 = 10.

WORKED Example
Write the first five multiples of 2.
THINK

WRITE

To find the first five multiples of 2, multiply 2

by 1, then by 2, 3, 4 and finally by 5. Each
product (that is, the result of each
multiplication) is a multiple of 2.

List the first five multiples of 2.

21=2
22=4
23=6
24=8
2 5 = 10
The first five multiples of 2 are: 2, 4, 6, 8, 10.

Try these
Write the first five multiples of each of the following numbers.
1 3

2 5

3 8

4 11

5 6

6 4

7 12

8 9

9 7

10 15

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answers

SkillSHEET 1.5
Rounding to the first (leading) digit
To round to the first (or leading) digit, follow these rules:
Consider the digit after the leading one (that is, the second digit).
If it is less than 5, leave the first digit unchanged and replace all other digits with zeros.
If the second digit is 5 or greater than 5, add 1 to the leading digit and replace the rest of the digits with
zeros.

WORKED Example
Round each of the following numbers to the first (or leading) digit.
a 2371
b 872
THINK

WRITE

a Since the second digit (3) is less than 5, simply

replace all digits except the first one with
zeros.

a 2371 2000

b The second digit (7) is greater than 5. So add 1

to the leading digit and replace the rest of the
digits with zeros.

b 872 900

Note that the sign is read as is approximately equal to.

Try these
Round each of the following numbers to the first (or leading) digit.
1 84

2 77

3 120

4 569

6 7235

7 5502

8 2970

9 23 004

5 903
10 59 455

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answers

SkillSHEET 1.6
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

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answers

SkillSHEET 1.7
Converting an improper fraction into a
mixed number
To convert an improper fraction into a mixed number, divide the numerator by the denominator. The quotient will be the whole part of the mixed number and the remainder will be the numerator of the fractional
part. (The denominator of the fractional part is the same as the denominator of the improper fraction.)

WORKED Example
Change

7
--5

into a mixed number.

THINK

WRITE

Divide 7 by 5. Five goes into seven once with a

remainder of 2. So the whole part of the mixed
number is 1 and the numerator of the fractional part
is 2. (The denominator remains unchanged.)

7
--5

= 1 2--5-

Try these
Change each of the following improper fractions into a mixed number.
1

9
--5

7
--3

8
--3

17
-----5

12
-----7

14
-----3

17
-----4

23
-----6

42
-----5

10

35
-----8

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answers

SkillSHEET 1.8
Finding and converting to the lowest
common denominator
To obtain the lowest common denominator (LCD) of two or more fractions, we need to find the lowest
common multiple (LCM) of the denominators of these fractions.

WORKED Example 1
Find the lowest common denominator of

5
--6

and 3--8- .

THINK
1

WRITE

To obtain the lowest common denominator of

the given fractions, we need to find the lowest
common multiple (LCM) of 6 and 8. To find
the LCM, list some multiples of 6 and 8 and
select the smallest number that is on both
lists.
LCM represents the lowest common
denominator, so write the answer.

Multiples of 6: 6, 12, 18, 24, 30, 36, 42, 48

Multiples of 8: 8, 16, 24, 32, 40, 48, 56, 64
LCM = 24

LCD of

5
--6

and

3
--8

is 24.

To convert a fraction to the lowest common denominator (LCD), we need to establish how many times the
original denominator fits or divides into the LCD. We then need to multiply both numerator and denominator of the fraction by that number.

WORKED Example 2
Convert

5
--6

and

3
--8

to fractions with the lowest common denominator of 24.

THINK
1

WRITE

Consider 5--6- . The denominator 6 goes into 24

5
--6

54
-----------64

20
-----24

3
--8

33
-----------83

9
-----24

(the LCD) 4 times. So multiply both

numerator and denominator of
2

5
--6

by 4.

Consider 3--8- . The denominator 8 goes into 24

(the LCD) 3 times. So multiply both
numerator and denominator of

3
--8

by 3.

Try these
1 Find the lowest common denominator of each of the following pairs of fractions.
a

5
--7

and

1
--6

3
--4

and

2
--3

1
--6

and

1
--4

2
--3

and

3
--5

2
--3

1
--6

and

5
--8

3
--8

and

3
--4

5
--9

and

5
--6

1
--3

and

4
--9

5
-----12

and
and

5
--6
7
--8

2 Convert each pair of fractions in question 1 to fractions with their respective lowest common
denominators.

SkillSHEET

answers

SkillSHEET 1.9
Converting a mixed number into an
improper fraction
To convert a mixed number into an improper fraction, follow these steps:
1. Multiply the denominator by the whole part and add the numerator.
2. Put the resultant number as the numerator of the improper fraction.
3. Write the denominator. (It is the same as the one in the mixed number.)

WORKED Example
Convert 2 3--8- into an improper fraction.
THINK

WRITE

To obtain the numerator of the improper fraction,

multiply the denominator by the whole part and
add the numerator. (That is, the numerator is
8 2 + 3 = 19.) The denominator of the improper
fraction is the same as the one in the mixed
number.

2 3--8- =

19
-----8

Try these
Convert each of the following mixed numbers into an improper fraction.
1 1 3--5-

2 2 5--8-

3 1 2--7-

4 2 7--8-

5 3 1--2-

6 2 4--5-

7 4 3--4-

8 1 1--9-

9 5 5--6-

10 4 3--7-

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answers

SkillSHEET 1.10
Adding money
To set out addition of money, position the numbers so that the decimal points are in line (that is, directly
under each other). If the amount to be added is in dollars only, put a decimal point after the amount of
dollars and add two zeros for cents. For example, $5 can be written as $5.00.

WORKED Example
Calculate each of the following.
a $2.35 + $15.40

b $7 + $4.15

THINK

WRITE

a Position the two numbers so that the decimal

points are in line. Add the numbers in columns
(add 5 to 0, add 3 to 4 etc.). Put the decimal
point in the answer directly below the decimal
points in the question and add the dollar sign.

a + 1 2.35
+ 15.40
+ $17.75

b Write $7 as 7.00 and position the two numbers

so that the decimal points are in line. Add the
numbers in columns. Put the decimal point in
the answer directly below the decimal points in
the question and add the dollar sign.

b + 7.00
+ 4.15
+ $11.15

Try these
Calculate each of the following.
1 $5.60 + $12.90

2 $13.90 + $4.76

3 $190 + $4.58

4 $0.85 + $2.60

5 $9.24 + $3.85

6 $7 + $0.81

7 $12.30 + $4.10

8 $5.90 + $1.23

9 $25.50 + $1.44

10 $20 + $4.57

11 $60.03 + $14.25

12 $8.25 + $3.12

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answers

SkillSHEET 1.11
Multiplying decimal numbers by powers
of 10
To multiply a decimal number by powers of 10, move the decimal point to the right one space 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, we can always add extra zeros.

WORKED Example
Calculate each of the following.
a 5.67 10

b 0.7 100

THINK

WRITE

a To multiply a decimal by 10, move the decimal

point one place to the right (as there is one
zero in 10).

a 5.67 10 = 56.7

b To multiply a decimal by 100, we need to

move the decimal point two places to the right.
However, there is only one digit after the
decimal (7). So add a zero first (to create two
decimal places), then move the decimal point
two places to the right. Note that we write the
answer as 70, rather than 070.

b 0.7 100
= 0.70 100
= 70

Try these
Calculate each of the following.
1 2.56 10

2 7.6 10

3 0.98 10

4 3.49 100

5 2.6 100

6 70.1 100

7 0.2 100

8 5.321 1000

9 10.2 1000
13 0.003 1000

10 0.758 1000

11 2.5 10 000

12 3.576 10 000

14 0.000 6 10 000

15 0.000 08 100 000 16 0.04 10 000

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answers

SkillSHEET 2.1
Simplifying algebraic terms written in an
expanded form
To simplify a term written in an expanded form, multiply the numbers together and omit all multiplication
signs. Note that it is conventional to place the resultant number (called a coefficient) in front of the
pronumerals (letters).

WORKED Example
Simplify each of the following terms.
a 5a3

b 2b7c

THINK

WRITE

a Multiply 5 and 3 together and place the

resultant number (that is, 15) in front of the
pronumeral a. Omit all multiplication signs.

a 5 a 3 = 15a

b Multiply 2 and 7 together. Write the resultant

number (that is, 14) first, followed by the
pronumerals b and c without any
multiplication signs.

b 2 b 7 c = 14bc

Try these
Simplify each of the following terms.
1 23a

2 74c

3 3n4

4 a29

6 6m7

7 5zx

8 3x2y

9 4ad8

5 b44
10 5b 2p

SkillSHEET

answers

SkillSHEET 2.2
Substitution into algebraic expressions I
To substitute the values of the pronumerals into an algebraic expression means to replace all pronumerals
with their respective values (or numbers). Once the values of the pronumerals are substituted, the
expression can be evaluated. While evaluating, the correct order of operations must be observed.

WORKED Example
Evaluate each algebraic expression if a = 2 and b = 3.
a a + 5b
b 4ab
THINK

WRITE

Replace a with 2 and b with 3 and insert a

multiplication sign between 5 and b (as
5b = 5 b).
To evaluate, perform multiplication first,
followed by addition.

a a + 3b = 2 + 5 3

Replace a with 2 and b with 3 and insert

multiplication signs between the
coefficient and the pronumerals.
To evaluate, multiply all numbers together.

b 4ab = 4 2 3

a + 3b = 2 + 15
a + 3b = 17

4ab = 24

Try these
Evaluate each algebraic expression if a = 2 and b = 3.
1 a+b

2 ba

6 5a + b

7 4a 2b

3 5ab
2

8 3a b

5 2a b

4 2ba
9 a + 4b

10 ab 6

SkillSHEET

answers

SkillSHEET 2.3
Substitution into algebraic expressions II
When evaluating algebraic fractions, substitute the values of the pronumerals first and then simplify the
resultant fraction by dividing numerator and denominator by their highest common factor (HCF).
Remember to change improper fractions into mixed numbers for your final answer.

WORKED Example
Evaluate each of the following if a = 2, b = 3 and c = 6.
ab
a+c
a -----b -----------4
2b
THINK

WRITE

ab 2 3
a ------ = -----------4
4

2
3

2
3

Replace a with 2, b with 3 and insert a

multiplication sign between a and b (as
ab = a b).
Evaluate the numerator of the fraction.

=
=

Simplify the fraction by dividing the

numerator and the denominator by their
HCF of 2.
Convert an improper fraction into a mixed
number.
Replace a with 2, b with 3 and c with 6 and
insert a multiplication sign between 2 and
b (as 2b = 2 b).
Evaluate the numerator and the
denominator of the fraction.
Simplify the fraction by dividing the
numerator and the denominator by their
HCF (2).
Convert the improper fraction into a mixed
number.

6
--4
3
--2

= 1 1--2a+c 2+6
b ------------ = -----------2b
23
=

8
--6

4
--3

= 1 1--3-

Try these
Evaluate each of the following if a = 2, b = 3 and c = 6.
a
1 --c

b
2 --c

ab
3 -----c

ac
4 -----b

a
6 -----bc

a
7 --- + b
c

ac
8 ------ + 2b
12

abc
9 --------3

bc
5 -----a
ab + c
10 --------------5

SkillSHEET

answers

SkillSHEET 2.4
Adding and subtracting decimal numbers
When adding or subtracting decimal numbers, 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
Calculate each of the following.
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 cant 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
Calculate each of the following.
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 2.5
Multiplying decimal numbers
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
Multiply each of the following.
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 2.6
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 3.1
Simplifying fractions with a denominator
of 100
To simplify a fraction, divide both the numerator and the denominator by their highest common factor
(HCF). Remember that the factors of 100 are 1, 2, 4, 5, 10, 20, 25, 50 and 100.

WORKED Example
Simplify each of the following.
8
a -------100

226
--------100

THINK

WRITE

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

so divide the numerator and the denominator
by 4.

8
--------100

226
--------100

26
= 2 -------100

1
2

First convert the improper fraction into a

mixed number.
Simplify the fractional part by dividing
both the numerator and the denominator by
2.

2
-----25

-----= 2 13
50

Try these
Simplify each of the following.
1

80
--------100

6
--------100

24
--------100

45
--------100

75
--------100

260
--------100

502
--------100

416
--------100

125
--------100

10

315
--------100

SkillSHEET

answers

SkillSHEET 3.2
Converting a mixed number into an
improper fraction
To convert a mixed number into an improper fraction, follow these steps:
1. Multiply the denominator by the whole part and add the numerator.
2. Put the resultant number as the numerator of the improper fraction.
3. Write the denominator. (It is the same as the one in the mixed number.)

WORKED Example
Convert 2 3--8- into an improper fraction.
THINK

WRITE

To obtain the numerator of the improper fraction,

multiply the denominator by the whole part and
add the numerator. (That is, the numerator is
8 2 + 3 = 19.) The denominator of the improper
fraction is the same as the one in the mixed
number.

2 3--8- =

19
-----8

Try these
Convert each of the following mixed numbers into an improper fraction.
1 1 3--5-

2 2 5--8-

3 1 2--7-

4 2 7--8-

5 3 1--2-

6 2 4--5-

7 4 3--4-

8 1 1--9-

9 5 5--6-

10 4 3--7-

SkillSHEET

answers

SkillSHEET 3.3
Multiplying decimal numbers by powers
of 10
To multiply a decimal number by powers of 10, move the decimal point to the right one space 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, we can always add extra zeros.

WORKED Example
Calculate each of the following.
a 5.67 10

b 0.7 100

THINK

WRITE

a To multiply a decimal by 10, move the decimal

point one place to the right (as there is one
zero in 10).

a 5.67 10 = 56.7

b To multiply a decimal by 100, we need to

move the decimal point two places to the right.
However, there is only one digit after the
decimal (7). So add a zero first (to create two
decimal places), then move the decimal point
two places to the right. Note that we write the
answer as 70, rather than 070.

b 0.7 100
= 0.70 100
= 70

Try these
Calculate each of the following.
1 2.56 10

2 7.6 10

3 0.98 10

4 3.49 100

5 2.6 100

6 70.1 100

7 0.2 100

8 5.321 1000

9 10.2 1000
13 0.003 1000

10 0.758 1000

11 2.5 10 000

12 3.576 10 000

14 0.000 6 10 000

15 0.000 08 100 000 16 0.04 10 000

SkillSHEET

answers

SkillSHEET 3.4
Dividing whole numbers and decimals by
100
To divide a whole or a decimal number by 100, move the decimal point two places to the left. 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. are the same numbers.) 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
Calculate each of the following.
a 34 100
b 350 100

c 75.6 100

d 4.1 100

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. Add a zero in front of the
decimal point.

a 34 100 = 34. 100

Put a decimal point at the end of the whole

number.
Move the decimal point 2 places to the left.
You may wish to rewrite your answer,
omitting the zero at the end of the resulting
decimal (as 3.50 = 3.5).

b 350 100 = 350. 100

1
2

1
2

34 100 = 0.34

350 100 = 3.50

350 100 = 3.5

c Move the decimal point 2 places to the left and

add a zero in front of it.

c 75.6 100 = 0.756

d Move the decimal point two places to the left.

(Add some extra zeros in front of the number
as you go.)

d 4.1 100 = 0.041

Try these
1 Calculate each of the following.
a 28 100
b 60 100
e 15 100
f 7 100
i 3 100
j 75 100

c 34 100
g 560 100
k 600 100

d 2 100
h 721 100
l 250 100

2 Calculate each of the following.

a 9.2 100
b 52.3 100
e 4.9 100
f 123.4 100
i 155.6 100
j 4.25 100

c 0.5 100
g 0.3 100
k 75.3 100

d 8.19 100
h 71.1 100
l 100.5 100

SkillSHEET

answers

SkillSHEET 3.5
Changing fractions to equivalent
fractions with a denominator of 100
To change a fraction into an equivalent fraction with a denominator of 100:
1. establish how many times the given denominator fits (divides) into 100
2. multiply both the numerator and the denominator by that number.
Remember that factor pairs of 100 could be of assistance. These are 1 and 100, 2 and 50, 4 and 25, 5 and
20 and 10 and 10. So if the given denominator is one factor in a pair, then both the numerator and the
denominator must be multiplied by the other factor in that pair. For example, if the given denominator is 20,
the numerator and the denominator must be multiplied by 5.

WORKED Example
Change

3
--5

into an equivalent fraction with a denominator of 100.

THINK

WRITE

The denominator of the given fraction (that is, 5)

fits into 100 twenty times. So multiply both
numerator and denominator by 20.

3
--5

=
=

3 20
--------------5 20
60
--------100

Try these
Change each of the following into equivalent fractions with a denominator of 100.
1

1
--5

4
--5

3
-----10

7
-----10

3
--4

3
-----20

17
-----20

8
-----25

10

1
--2
39
-----50

SkillSHEET

answers

SkillSHEET 3.6
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
1
2
3
4

WRITE
4
-----15

Set out the multiplication by placing 100 over

1.
Simplify by dividing both 15 and 100 by 5.

=
=

Multiply the numerators together and the

denominators together.
Convert to a mixed number.

100
--------1

4
20
--- -----3
1
80
-----3

= 26 2--3-

Try these
Multiply each of the following fractions by 100.
1

4
-----10

8
-----20

12
-----50

3
--5

8
-----15

17
-----40

14
-----30

27
-----45

14
-----25

10

15
-----70

SkillSHEET

answers

SkillSHEET 3.7
Converting an improper fraction into a
mixed number
To convert an improper fraction into a mixed number, divide the numerator by the denominator. The quotient will be the whole part of the mixed number and the remainder will be the numerator of the fractional
part. (The denominator of the fractional part is the same as the denominator of the improper fraction.)

WORKED Example
Change

7
--5

into a mixed number.

THINK

WRITE

Divide 7 by 5. Five goes into seven once with a

remainder of 2. So the whole part of the mixed
number is 1 and the numerator of the fractional part
is 2. (The denominator remains unchanged.)

7
--5

= 1 2--5-

Try these
Change each of the following improper fractions into a mixed number.
1

9
--5

7
--3

8
--3

17
-----5

12
-----7

14
-----3

17
-----4

23
-----6

42
-----5

10

35
-----8

SkillSHEET

answers

SkillSHEET 3.8
Multiplying decimal numbers by 100
To multiply a decimal number by 100, move the decimal point two places to the right. Note that if there are
not enough digits after the decimal point, we can always add extra zeros.

WORKED Example
Calculate each of the following.
a 0.67 100

b 0.7 100

THINK

WRITE

a To multiply a decimal number by 100, move

the decimal point two places to the right. Note
that we do not write the zero in front of the
number and the decimal point at the end of the
number (that is, we write 67, rather than 067.).

a 0.67 100 = 67

b We need to move the decimal point two places

to the right; however, there is only one digit
after the decimal point (7). So add a zero first
(to create two decimal places), then move the
decimal point.

b 0.7 100
= 0.70 100
= 70

Try these
Calculate each of the following.
1 0.56 100

2 0.76 100

3 0.98 100

4 0.49 100

5 2.6 100

6 1.1 100

7 0.2 100

8 5.321 100

9 10.2 100

10 0.758 100

11 0.5 100

12 0.0006 100

SkillSHEET

answers

SkillSHEET 3.9
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 the numerators together and the denominators together
4. if the answer is an improper fraction, convert it to a mixed number.

WORKED Example 2
Perform each of the following multiplications.
60
- 360
a -------100

45
--------100

25

THINK

WRITE

Write the given problem.

Convert 360 into a fraction by writing it

over 1.
Cancel down 60 and 100 by dividing each
by 20 (that is, 60 20 = 3; 100 20 = 5).
Cross-cancel 5 and 360 by dividing each
by 5 (that is, 360 5 = 72; 5 5 = 1).
Multiply the numerators together and the
denominators together.
Convert the improper fraction into a mixed
number (which in this case is actually a
whole number).

3
4
5
6

Write the given problem.

Convert 25 into a fraction by writing it

over 1.
Cancel down 45 and 100 by dividing each
by 5 (that is, 45 5 = 9; 100 5 = 20).
Cross-cancel 25 and 20 by dividing each
by 5 (that is, 25 5 = 5; 20 5 = 4).
Multiply the numerators together and the
denominators together.
Convert the improper fraction into a mixed
number.

3
4
5
6

360

360
--------1

3
--5

360
--------1

3
--1

72
-----1

216
--------1

= 216

60
---------
100
60
= -------100

45
---------
100
45
= -------100

9
-----20

9
--4

45
-----4

25

25
-----1
25
-----1

5
--1

= 11 1--4-

Try these
Perform each of the following multiplications.
1

20
--------100

36

10
--------100

58

35
--------100

20

75
--------100

32

5
--------100

70

2
--------100

160

17
--------100

5000

92
--------100

250

45
--------100

80

10

110
--------100

75

11

230
--------100

24

12

125
--------100

40

SkillSHEET

answers

SkillSHEET 3.10
Multiplying decimal numbers by whole
numbers and decimals
To multiply a decimal number by a whole number, or by another decimal number, first perform the multiplication, ignoring the decimal point(s), as you would if both numbers were whole. To find the position of
the decimal point, count the total number of decimal places in the question and then put the decimal point
in the answer so that it (the answer) has the same number of decimal places.
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 0.78 5

b 1.31 3.2

THINK

WRITE

a Multiply, ignoring the decimal point (that is,

multiply 78 by 5). Count the digits after the
decimal point; there are two (7 and 8). Put the
decimal point in the answer so that there are
two digits after it.

a 03.3748
03.3745
33.3930

b Multiply, ignoring the decimal point (that is,

multiply 131 by 32). Count all digits 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 creates
three decimal places.

b 1.31
3.2
. 262
.3930
4.192

Try these
Multiply each of the following.
1 0.79 6

2 0.65 5

3 1.79 7

4 0.73 13

5 0.96 16

6 1.85 21

7 0.62 0.5

8 0.03 1.7

9 0.9 3.5

10 0.4 1.2

11 0.55 5.2

12 0.04 9.1

SkillSHEET

answers

SkillSHEET 4.1
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 7+84
b 12 2 + 4 5
THINK

WRITE

Write the question.

There are two operations to be performed:
addition and division. Following the order
of operations rules, perform division first,
followed by addition.

a 7+84
=7+2
=9

Write the question.

There are three operations to be performed:
multiplication, addition and another
multiplication. According to the order of
operations, multiplication must be done
before the addition, from left to right. So,
multiply 12 by 2 first, then multiply 4 by 5
and add the two products together.

b 12 2 + 4 5
= 24 + 4 5
= 24 + 20
= 44

1
2

1
2

Try these
Find the value of each of the following, using the order of operations rules.
1 56 49 7

2 18 + 6 8

3 10 + 8 8

4 144 12 2

5 63+58

6 72 64 8

7 72+9

8 12 + 12 2 6

9 6+64+8

10 11 8 + 9 3

11 5 4 2 9

12 20 8 2 4

SkillSHEET

answers

SkillSHEET 4.2
Order of operations with brackets
If an expression contains more than one operation, the calculations must be performed in the following
order:
1. brackets (from left to right)
2. multiplication and division (from left to right)
3. addition and subtraction (from left to right).

WORKED Example
Find the value of the following, using the order of operations rules.
a 5 (2 + 4 7)
b 4 (3 5 + 5) (7 4)
THINK

WRITE

Write the question.

Brackets must be evaluated first. Inside the
brackets there are two operations to be
performed: addition and multiplication.
According to the order of operations,
multiplication must be done before the
addition. Once the value of the expression
in brackets is obtained, multiply it by 5.

a 5 (2 + 4 7)
= 5 (2 + 28)
= 5 30
= 150

Write the question.

Brackets must be done first, followed by
multiplication. Inside the first bracket,
multiplication must be done before
addition (which in this case is in the same
order as it is written). So evaluate the
contents of the first and second brackets
and then multiply the three numbers
together.

b 4 (3 5 + 5) (7 4)
= 4 (15 + 5) (7 4)
= 4 20 (7 4)
= 4 20 3
= 80 3
= 240

1
2

1
2

Try these
Find the value of each of the following, using the order of operations rules.
1 2 (15 6)

2 (10 8) (4 + 2)

3 12 4 (54 49)

4 44 11 (16 5)

5 (18 + 6 8) 2

6 5 (63 9 6)

7 (4 + 21 3) 9

8 (6 + 3) (7 + 2)

9 10 (8 + 9 3)

10 9 3 (4 + 3)

11 2 4 (6 + 3 2)

12 (7 + 2) (12 4 3)

SkillSHEET

answers

SkillSHEET 4.3
Operations with directed numbers
For addition of directed numbers follow these rules:
1. If both numbers have the same sign, add them together; the answer will have the same sign.
2. If numbers have opposite signs, subtract the smaller number from the larger. The answer will have the
sign of the larger number.
For subtraction of directed numbers, follow these rules:
1. Replace subtraction with addition and change the sign of the number that is being subtracted to opposite.
2. Perform the addition.
For multiplication and division of directed numbers, use the following rules:
1. Multiply (or divide) the numbers.
2. If both numbers have the same sign, the product (quotient) will be positive.
3. If two numbers have opposite signs, the product (quotient) will be negative.

WORKED Example
Perform each of the following calculations.
a (5) + (4)
b 2 + (6)
c (7) (3)

d 5 (8)

THINK

WRITE

a Since both numbers have the same sign (that

is, they are both negative), add them together.
The answer will have the same sign (negative)
as the numbers in question.

a (5) + (4) = 9

b Since the numbers have different signs,

subtract 2 from 6. The answer must have the
sign of the larger number. So since 6 is larger
than 2 and it is negative, the answer is also
negative.

b 2 + (6) = 4

c (7) (3) = (7) + 3

To subtract negative 3 is the same as to add

positive 3, so replace subtraction with
addition and omit the negative sign in front
of the 3.
Since the numbers have different signs,
subtract 3 from 7. Since 7 is larger than 3
and it is negative, the answer is also
negative.

e (16) (4)

(7) (3) = 4

d Multiply 5 by 8. Since the numbers have

opposite signs, the answer is negative.

d 5 (8) = 40

e Divide 16 by 4. Since both numbers have the

same sign, the answer is positive.

e (16) (4) = 4

Try these
Perform each of the following calculations.
1 (2) + (3)

2 (2) + 5

3 (6) + 4

4 (12) + (4)

6 (8) (12)

7 5 (7)

8 (8) 4

9 6 (3)

12 5 (4)

13 (8) 7

14 12 (3)

11 (6) (2)

5 (2) (7)
10 (6) 5
15 (20) (4)

SkillSHEET

answers

SkillSHEET 4.4
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 5.1
Inverse operations
The four basic operations and their inverses 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 write the
inverse of 3.

a 3

b The inverse of subtraction is addition, so state

the inverse of 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 5.2
Expanding brackets
To expand (multiply out) brackets, multiply each term in the brackets by the coefficient in front of the
brackets.

WORKED Example
Expand each of the following.
a 3(2x 4)
b 2(4x + 7)
THINK

WRITE

Write the question.

Multiply 3 by 2x and then 3 by 4.
Simplify.

a 3(2x 4)
= 6 x + 3 4
= 6x 12

Write the question.

Multiply 2 by 4x and then 2 by 7.
Simplify.

b 2(4x + 7)
= 2 4x + 2 7
= 8x 14

1
2
3

1
2
3

Try these
Expand each of the following.
1 3(2x + 1)

2 2(4x + 2)

3 7(x 5)

4 6(5x 4)

5 4(3x 1)

6 2(2x + 3)

7 3(3x + 4)

8 4(2x 2)

9 5(x 2)

10 6(x 1)

SkillSHEET

answers

SkillSHEET 5.3
Substitution and evaluation of algebraic
expressions
To substitute into an algebraic expression means to replace the pronumerals in the expression with their
corresponding values (that are given). Once the substitution is complete, the resultant expression can be
evaluated. Order of operations must be observed while evaluating.

WORKED Example 2

Substitute x = 5 in each of the following expressions and then evaluate.

2x + 4
b --------------a x2 + x
7
THINK

WRITE

a x2 + x, x = 5
52 + 5
= 25 + 5
= 30

1
2
3

Write the question.

Replace x (in both places) with 5.
Evaluate. (First square the five, then
perform the addition.)

Write the question.

2
3

Replace x with 5 and insert a multiplication

sign (as 2x means 2 x).
To evaluate the numerator, perform
multiplication first, followed by
subtraction.

Simplify.

2x + 4
b --------------- , x = 5
7
25+4
--------------------7
10 + 4
= --------------7
14
= -----7
=2

Try these
Substitute the given value of x in each of the following expressions and then evaluate.
x+5
1 ------------ , x = 4
3

3x 2
2 --------------- , x = 6
4

x
4 --- 5, x = 21
7

7 x2 + x, x = 2.1

8 x2 + 7, x = 4

2
--- x
5

+ 1--5- , x = 2

2x + 1
3 --------------- , x = 7
5
6 2.5x + 3.4, x = 1.2
9 4 2x, x = 3

SkillSHEET

answers

SkillSHEET 6.1
Conversion to smaller units
To convert to smaller units, we multiply by the appropriate conversion factor. Below are conversion factors
for various units, which could be of assistance.
Units of length
Units of mass
Units of capacity
Units of time
1 cm = 10 mm
1 kg = 1000 g
1 L = 1000 mL
1 min = 60 s
1 m = 100 cm
1 tonne = 1000 kg
1 kL = 1000 L
1 hour = 60 min
1 km = 1000 m
1 day = 24 hours
1 week = 7 days
1 year = 12 months
1 year = 52 weeks

WORKED Example
Convert each of the following to the units shown in brackets.
a 4 cm (mm)
b 3 min (s)
THINK

WRITE

a 1 cm = 10 mm, so to convert cm to mm,

multiply by 10.

a 4 cm = 4 10 mm
4 cm = 40 mm

b 1 min = 60 s, so to convert minutes to seconds,

multiply by 60.

b 3 min = 3 60 s
3 min = 180 s

Try these
Convert each of the following to the units shown in brackets.
1 5 cm (mm)

2 3 m (cm)

3 4 km (m)

4 12 kg (g)

5 8 tonnes (kg)

6 15 L (mL)

7 2 kL (L)

8 3 days (hours)

9 8 h (min)

10 9 min (s)

11 2 weeks (days)

12 3 years (months)

SkillSHEET

answers

SkillSHEET 6.2
Highest common factor (HCF)
To find the highest common factor of 2 or more numbers, list all the factors of those numbers and select the
largest factor that appears on all lists.

WORKED Example
Find the highest common factor of 24 and 36.
THINK
1
2
3

WRITE

List all factors of 24.

List all factors of 36.
Select the largest number that appears on both lists.

Factors of 24: 1, 2, 3, 4, 6, 8, 12, 24

Factors of 36: 1, 2, 3, 4, 6, 9, 12, 18, 36
HCF of 24 and 36 is 12.

Try these
Find the highest common factor of each of the following groups of numbers.
1 8 and 12

2 6 and 9

3 10 and 24

4 9 and 21

6 10 and 18

7 20 and 36

8 24 and 30

9 12, 24 and 36

5 12 and 16
10 8, 12 and 16

SkillSHEET

answers

SkillSHEET 6.3
Finding and converting to the lowest
common denominator
To obtain the lowest common denominator (LCD) of two or more fractions, we need to find the lowest
common multiple (LCM) of the denominators of these fractions.

WORKED Example 1
Find the lowest common denominator of

5
--6

and 3--8- .

THINK
1

WRITE

To obtain the lowest common denominator of

the given fractions, we need to find the lowest
common multiple (LCM) of 6 and 8. To find
the LCM, list some multiples of 6 and 8 and
select the smallest number that is on both
lists.
LCM represents the lowest common
denominator, so write the answer.

Multiples of 6: 6, 12, 18, 24, 30, 36, 42, 48

Multiples of 8: 8, 16, 24, 32, 40, 48, 56, 64
LCM = 24

LCD of

5
--6

and

3
--8

is 24.

To convert a fraction to the lowest common denominator (LCD), we need to establish how many times the
original denominator fits or divides into the LCD. We then need to multiply both numerator and denominator of the fraction by that number.

WORKED Example 2
Convert

5
--6

and

3
--8

to fractions with the lowest common denominator of 24.

THINK
1

WRITE

Consider 5--6- . The denominator 6 goes into 24

5
--6

54
-----------64

20
-----24

3
--8

33
-----------83

9
-----24

(the LCD) 4 times. So multiply both

numerator and denominator of
2

5
--6

by 4.

Consider 3--8- . The denominator 8 goes into 24

(the LCD) 3 times. So multiply both
numerator and denominator of

3
--8

by 3.

Try these
1 Find the lowest common denominator of each of the following pairs of fractions.
a

5
--7

and

1
--6

3
--4

and

2
--3

1
--6

and

1
--4

2
--3

and

3
--5

2
--3

1
--6

and

5
--8

3
--8

and

3
--4

5
--9

and

5
--6

1
--3

and

4
--9

5
-----12

and
and

5
--6
7
--8

2 Convert each pair of fractions in question 1 to fractions with their respective lowest common
denominators.

SkillSHEET

answers

SkillSHEET 6.4
Multiplying decimal numbers by powers
of 10
To multiply a decimal number by powers of 10, move the decimal point to the right one space 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, we can always add extra zeros.

WORKED Example
Calculate each of the following.
a 5.67 10

b 0.7 100

THINK

WRITE

a To multiply a decimal by 10, move the decimal

point one place to the right (as there is one
zero in 10).

a 5.67 10 = 56.7

b To multiply a decimal by 100, we need to

move the decimal point two places to the right.
However, there is only one digit after the
decimal (7). So add a zero first (to create two
decimal places), then move the decimal point
two places to the right. Note that we write the
answer as 70, rather than 070.

b 0.7 100
= 0.70 100
= 70

Try these
Calculate each of the following.
1 2.56 10

2 7.6 10

3 0.98 10

4 3.49 100

5 2.6 100

6 70.1 100

7 0.2 100

8 5.321 1000

9 10.2 1000
13 0.003 1000

10 0.758 1000

11 2.5 10 000

12 3.576 10 000

14 0.000 6 10 000

15 0.000 08 100 000 16 0.04 10 000

SkillSHEET

answers

SkillSHEET 6.5
Converting a mixed number into an
improper fraction
To convert a mixed number into an improper fraction, follow these steps:
1. Multiply the denominator by the whole part and add the numerator.
2. Put the resultant number as the numerator of the improper fraction.
3. Write the denominator. (It is the same as the one in the mixed number.)

WORKED Example
Convert 2 3--8- into an improper fraction.
THINK

WRITE

To obtain the numerator of the improper fraction,

multiply the denominator by the whole part and
add the numerator. (That is, the numerator is
8 2 + 3 = 19.) The denominator of the improper
fraction is the same as the one in the mixed
number.

2 3--8- =

19
-----8

Try these
Convert each of the following mixed numbers into an improper fraction.
1 1 3--5-

2 2 5--8-

3 1 2--7-

4 2 7--8-

5 3 1--2-

6 2 4--5-

7 4 3--4-

8 1 1--9-

9 5 5--6-

10 4 3--7-

SkillSHEET

answers

SkillSHEET 6.6
Multiplying a whole number by a fraction
To multiply a whole number by a fraction:
1. change the whole number into a fraction by writing it over 1
2. simplify as much as possible
3. multiply the numerators together and the 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 50 3--5-

b 75

4
--3

THINK

WRITE

a 50

3
--5

50
-----1

3
--5

10
-----1

3
--1

30
-----1

Write the question.

Convert 50 into a fraction by writing it

over 1.
Cross-cancel 50 and 5 by dividing each by
5 (that is, 50 5 = 10; 5 5 = 1).
Multiply the numerators together and the
denominators together.
Convert the improper fraction into a mixed
number (which in this case is actually a
whole number).

3
4
5

Write the question.

Convert 75 into a fraction by writing it

over 1.
Cross-cancel 75 and 3 by dividing each
by 3 (that is, 75 3 = 25; 3 3 = 1).
Multiply the numerators together and the
denominators together.
Convert the improper fraction into a mixed
number.

3
4
5

= 30

b 75

4
--3

75
-----1

4
--3

25
-----1

4
--1

100
--------1

= 100

Try these
Perform each of the following multiplications.
1 50

2
--5

2 27

1
--3

3 40

3
-----10

4 16

3
--4

5 60

5
-----12

6 81

2
--9

7 42

7
--8

8 36

4
-----15

9 12

4
--3

10 14

10
-----7

11 200

13 28

9
--4

14 20

7
--6

15 15

3
--2

23
-----10

12 35

6
--5

16 30

9
--4

SkillSHEET

answers

SkillSHEET 6.7
Converting units of length
To convert units of length, the following chart may be useful.
10
mm

100
cm

10

1000
m

100

km
1000

WORKED Example
Convert each of the following to the units given in brackets.
a 20 m (cm)
b 3000 m (km)
THINK

WRITE

To convert to smaller units, we need to

multiply. Since 1 m = 100 cm, multiply by
100.
Write the answer.

a 20 100 = 2000

To convert to larger units, 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 (cm)

3 5 m (cm)

4 10 km (cm)

5 400 km (cm)

6 5000 km (m)

7 200 cm (m)

8 500 mm (cm)

9 8000 m (km)
13 78 m (cm)

10 200 000 cm (km)

11 50 cm (m)

12 750 m (km)

14 25 km (cm)

15 8 m (cm)

16 300 m (cm)

SkillSHEET

answers

SkillSHEET 6.8
Expressing minutes as fractions of an
hour
Since there are 60 minutes in an hour, to express a number of minutes as a fraction of an hour, put the
number of minutes over 60 and simplify.

WORKED Example
Express 40 minutes as a fraction of an hour.
THINK
1

WRITE

To express 40 minutes as a fraction of an

hour, put it over 60 and simplify. Divide both
40 and 60 by 20 (HCF is 20).
Write the answer.

40
-----60

2
--3

40 minutes =

2
--3

of an hour

Try these
Express the following number of minutes as fractions of an hour.
1 30 minutes

2 45 minutes

3 15 minutes

4 12 minutes

5 3 minutes

6 1 minute

7 50 minutes

8 20 minutes

9 10 minutes

10 5 minutes

SkillSHEET

answers

SkillSHEET 7.1
Solving equations
When solving an equation, the same operations must be performed to both sides of it.

WORKED Example
Solve each of the following equations.
a x + 50 + 40 = 180

b x + 2x + 30 = 180

THINK

WRITE

Write the equation.

Simplify the left-hand side by adding 50
and 40 together.
Subtract 90 from both sides to find the
value of x.

a x + 50 + 40 = 180
00 + x + 90 = 180

Write the equation.

Simplify the left-hand side by collecting
like terms.
Subtract 30 from both sides of the
equation.

b x + 2x + 30 = 180
x + 3x + 30 = 180

1
2
3

1
2
3

Divide both sides of the equation by 3 to

find the value of x.

x + 90 90 = 180 90
00 + 00 x = 90

3x + 30 30 = 180 30
30 + 30 3x = 150
3x 150
------ = --------3
3
x = 50

Try these
Solve each of the following equations.
1 x + 60 + 50 = 180

2 x + 20 + 35 = 180

3 x + 59 + 46 = 180

4 x + 50 + 50 = 180

5 x + x + 40 = 180

6 38 + x + 38 = 180

7 x + 2x + 36 = 180

8 2x + 3x + 30 = 180

9 3x + 6x + 18 = 180

SkillSHEET

answers

SkillSHEET 7.2
Angle relationships
When two lines cross each other, two pairs of vertically opposite angles are formed. Vertically opposite
angles are equal in size. In the figure shown below AOB = DOC and AOD = BOC.
A

O
D

Angles on a straight line are called supplementary. Supplementary angles add up to 180. In the figure
shown below AOB + BOC = 180.
B

C
O

WORKED Example
For each of the following, name the relationship between the angles shown and write this relationship
as an algebraic statement. (Do not simplify.)
a
b
7x 10
x
x + 120
2x 40

THINK

WRITE

The angles shown are formed by two

intersecting lines and are opposite each
other. State the angle relationship.
Vertically opposite angles are equal. Write
this as an algebraic statement.

a The given angles are vertically opposite.

The angles shown are on a straight line.

Name the corresponding relationship.
Supplementary angles add up to 180.
Write this as an algebraic statement.

b The given angles are supplementary.

1
2

x + 120 = 2x 40

x + 7x 10 = 180

Try these
For each of the following name the relationship between the angles shown and write this relationship as an
algebraic statement. (Do not simplify.)
1

2x
3x

x + 20

4x 200

3x 20

2x + 10
5x 250

2x
7x

7
x + 30

2x 55

8
3x + 10
2x + 40
3x + 4

10

x
x + 10
7x 50
2x + 80

x
2x 5
2x

x
x

SkillSHEET

answers

SkillSHEET 7.3
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 baseline. Position your protractor so

that its centre is at one end point of the
baseline and its 0 mark is at the other.
Locate a 75 angle (use the scale with the 0
on the baseline) 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 baseline,
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 8.1
Multiplying and dividing by powers of 10
(10, 100, 1000 and so on)
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 a power of 10, move the decimal point to the right one place 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, we can always add extra zeros.

WORKED Example 1
Calculate each of the following.
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 number 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 number by 100, we need

to move the decimal point two places to the
right. However there is only one digit after the
decimal point (7). So 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 a power 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 are the same numbers.) 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
Calculate each of the following.
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

Put a decimal point at the end of the whole

number.
There are 3 zeros in 1000, so to divide by
1000 move the decimal point 3 places to
the left. You may wish to rewrite your
answer, omitting 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

234 1 00 = 0.350
234 100 = 0.35

c To divide by 10, move the decimal point one

place to the left (as there is 1 zero in 10).

c 75.6 10 = 7.56

d To divide by 1000, move the decimal point 3

places to the left, since there are 3 zeros in
1000. (Add two extra zeros in front of the
number 4.)

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

2 Calculate each of the following.

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

3 Calculate each of the following.

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

4 Calculate each of the following.

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 8.2
Substitution into a formula
To substitute the values of pronumerals into a formula means to replace the pronumerals with their corresponding values. When all but one pronumeral in the formula are replaced with numbers, the value of the
remaining pronumeral can be evaluated. Order of operations must be observed at all times while evaluating.

WORKED Example
Substitute the given values of the pronumerals into the formula and hence find the value of P.
P = 2(l + w), l = 4, w = 8
THINK
1
2
3

Write the question.

Replace l with 4 and w with 8.
To find the value of P, perform addition inside
the brackets first and then multiply the result
by 2.

WRITE
P = 2(l + w), l = 4, w = 8, P = ?
P = 2(4 + 8)
P = 2 12
P = 24

Try these
Substitute the given values of the pronumerals into each formula and hence find the value of the unknown
pronumeral.
1 P = 2(l + w), l = 3, w = 7

2 P = 2(l + w), l = 2.5, w = 1.4

3 A = l w, l = 12, w = 5

4 A = l 2, l = 1.2

5 C = 2r, = 3.14, r = 8

6 C = D, =

7 A = r 2, = 3.14, r = 9

8 A = 1--2- bh, b = 9, h = 5.4

9 A = bh, b = 8.6, h = 2.45

22
------ ,
7

D = 14

h
10 A = --- (a + b), a = 2.8, b = 5, h = 3
2

SkillSHEET

answers

SkillSHEET 8.3
Solving equations
When solving an equation, the same operations must be performed to both sides of it.

WORKED Example
Solve each of the following equations.
a x + 50 + 40 = 180

b x + 2x + 30 = 180

THINK

WRITE

Write the equation.

Simplify the left-hand side by adding 50
and 40 together.
Subtract 90 from both sides to find the
value of x.

a x + 50 + 40 = 180
00 + x + 90 = 180

Write the equation.

Simplify the left-hand side by collecting
like terms.
Subtract 30 from both sides of the
equation.

b x + 2x + 30 = 180
x + 3x + 30 = 180

1
2
3

1
2
3

Divide both sides of the equation by 3 to

find the value of x.

x + 90 90 = 180 90
00 + 00 x = 90

3x + 30 30 = 180 30
30 + 30 3x = 150
3x 150
------ = --------3
3
x = 50

Try these
Solve each of the following equations.
1 x + 60 + 50 = 180

2 x + 20 + 35 = 180

3 x + 59 + 46 = 180

4 x + 50 + 50 = 180

5 x + x + 40 = 180

6 38 + x + 38 = 180

7 x + 2x + 36 = 180

8 2x + 3x + 30 = 180

9 3x + 6x + 18 = 180

SkillSHEET

answers

SkillSHEET 9.1
Addition of directed numbers
For the addition of directed numbers follow these rules:
1. If both numbers have the same sign, add them together; the answer will have the same sign.
2. If numbers have opposite signs, subtract the smaller number from the larger. The answer will have the
sign of the larger number.

WORKED Example
Calculate each of the following.
a 7 + (5)

b (8) + (2)

THINK

WRITE

a Numbers have opposite signs, so subtract 5

from 7. Since the larger number (7) is positive,
so is the answer.

a 7 + (5) = 2

b Both numbers are negative, so add them

together. The answer will have the same sign
as the numbers (that is, negative).

b (8) + (2) = 10

Try these
Calculate each of the following.
1 6 + (3)

2 7 + (12)

3 (8) + 4

4 (12) + 13

5 (7) + (11)

6 12 + 8

7 (9) + (6)

8 (8) + (8)

9 (2) + 4 + (5)

10 12 + (5) + (1)

11 6 + 2 + (8)

12 (2) + (3) + (7)

SkillSHEET

answers

SkillSHEET 9.2
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 9.3
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 9.4
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 10.1
Substitution into a rule
To substitute a given value of the pronumeral into an algebraic sentence or rule 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 (i.e. 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
multiplication first, followed by
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
d y = 25 x
f y = 7x
g y = 3x 4
h y = 2x + 6
i y = 25 3x
2 Substitute 3 for x in each of the rules in question 1 and hence find the value of y.

e y = 4x
j y = 11 + 6x

SkillSHEET

answers

SkillSHEET 10.2
Measuring the rise and the run
To measure the rise and the run for a straight line, follow these steps:
1. Select two points on the line. If the line goes through the origin, it is best to select the origin and any
other point. If the line cuts both axes, select the x-intercept and the y-intercept.
2. Construct the gradient triangle, so that the two points are the vertices.
3. Measure the horizontal distance (that is, the distance along the horizontal side of a triangle) between the
two points. This distance represents the run. Note that the run is always positive.
4. Measure the vertical distance (that is, the distance along the vertical side of a triangle) between the two
points. This distance represents the rise. Note that if the line slopes upward from left to right, the rise is
positive, while if the line slopes downward, the rise is negative.

WORKED Example
State the rise and the run for each of the following straight lines.
y
a
b
y
4
3
2
1
4 3 2 1
1
2
3
4

4
3
2
1
1 2 3 4 x

3 2 11
2
3
4

1 2 3 4 5 6

THINK

WRITE/DRAW

Since the line goes through the origin,

select the origin and some other point.
Draw the gradient triangle so that the
selected points are the vertices.

y
4
3
2
1
4 3 2 1
1
2
3
4

Measure the distance along the horizontal

side of the triangle (that is, how much it is
from 0 to 2). Hence state the value of the
run.
Measure the distance along the vertical
side of the triangle (that is, how much it is
from 0 to 3) to find the value of the rise.
Since the line slopes upward from left to
right, the rise is positive.

Run = 2

Rise = 3

3
2
1 2 3 4

THINK

WRITE/DRAW

Since the line cuts both axes, select the

x- and y-intercepts. Draw the gradient
triangle so that the selected points are the
vertices.

y
4
3
2
1 2

6
1 2 3 4 5 6

3 2 11
2
3
4
2

Measure the distance along the horizontal

side of the triangle (it is from 0 to 6) and
hence state the value of the run.
Measure the distance along the vertical
side of the triangle (that is, from 0 to 2) to
find the value of the rise. Since the line
slopes downward from left to right, the rise
is negative.

Run = 6
Rise = 2

Try these
State the rise and the run for each of the following straight lines.
1
2
y
4

4
3
2
1

3
2
1
3 2 1
1
2
3

1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6

y
4
3
2
1

1 2 3 4 5 6

3 2 11
2
3

y
4
3
2
1
3 2 1
1
2
3

3 2 11
2
3

y
5
4
3
2
1
3 2 1
1
2
3

y
4
3
2
1

1 2 3 4 5 6

3 2 11
2
3

4
3
2
1

4
3
2
1
3 2 1
1
2
3

1 2 3 4 5 6

3 2 1
1
2
3

10

1 2 3 4 5 6

y
3
2
1

4
3
2
1
3 2 11
2
3

1 2 3

4 3 2 11
2
3
4

1 2

SkillSHEET

answers

SkillSHEET 10.3
Substituting 0 for x and y into a rule
Zero can be substituted into a rule connecting two variables x and y for either of the variables. When zero
is substituted for x, y can be evaluated. If we replace y with zero, the value of x can be found.

WORKED Example
For the expression y = x 5, substitute:
a x = 0 and find the corresponding value of y
THINK
1
2
3
4
5

b y = 0 and find the corresponding value of x.

WRITE
y=x5
a When x = 0, y = 0 5
y = 5
b When y = 0, 0 = x 5
0+5=x5+5
5 = x (or x = 5)

Write the rule.

Replace x with zero.
Evaluate y.
Now replace y with zero.
Add 5 to both sides to find the value of x.
(Note that 5 = x and x = 5 are equivalent
statements.)

Try these
For each of the following expressions, substitute:
a x = 0 and find the corresponding value of y
b y = 0 and find the corresponding value of x.
1 y=x3

2 y=x+5

3 y=x9

4 y=x+7

5 y=x8

6 y=x+6

7 y = x 5

8 y = x + 5

9 y = x 4

10 y = x + 10

SkillSHEET

answers

SkillSHEET 11.1
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 11.2
Finding the location of the median
n+1
If a set of data contains n scores, the median is given by the ------------ th score.
2
Note that for the sets of data containing an odd number of scores, the median will be one of the actual
scores, while for the sets with an even number of scores, the median will be positioned halfway between the
two scores.

WORKED Example
State the location of the median for a set of data containing:
a 5 scores
b 12 scores.
THINK

WRITE

a n=5

Identify the value of n.

Substitute the value of n into the formula

for the location of the median and simplify.

State the position of the median.

Identify the value of n.

Substitute the value of n into the formula

n+1
------------ and simplify.
2

5+1
Location of the median = -----------2
Location of the median = 6--2Location of the median = 3
So the median is the 3rd score in the set.
b n = 12
12 + 1
Location of the median = --------------2
-----Location of the median = 13
2
Location of the median = 6 1--2-

State the position of the median.

So the median is halfway between the 6th and the

7th scores in the set.

Try these
State the location of the median for the sets of data containing the following number of scores.
1 6 scores

2 7 scores

3 8 scores

4 9 scores

5 10 scores

6 20 scores

7 29 scores

8 30 scores

9 35 scores

10 100 scores

SkillSHEET

answers

SkillSHEET 12.1
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 12.2
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 12.3
Converting a fraction to a decimal
number
To convert any fraction into a decimal number, divide its numerator by the denominator. This can be easily
done using a calculator.

WORKED Example
Convert

15
-----80

into a decimal.

THINK

WRITE

To convert the given fraction into a decimal, divide

15 by 80. This can be done with the help of a
scientific calculator by pressing the following
sequence of buttons and recording the result:
15

80
=
With a graphics calculator, press the keys for
15

80 then finish by pressing ENTER .

15
-----80

= 0.1875

Try these
Convert each of the following fractions into decimals.
1

15
-----40

5
-----16

7
--8

25
-----80

45
--------300

91
--------128

15
-----64

138
--------200

41
--------100

10

159
--------160

SkillSHEET

answers

SkillSHEET 12.4
Converting a fraction to a percentage
To convert a fraction into a percentage, multiply the fraction by 100%.

WORKED Example
Convert each of the following fractions into percentages.
a 3--5b 2--3THINK

WRITE

To change a 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

Multiply the numerators together and the

denominators together.
Convert the improper fraction into a mixed
number.

= 60%

To change a fraction to a percentage,

multiply by 100%.
Write 100 as a fraction by putting it over 1.

100%

Multiply the numerators together and the

denominators together.
Simplify by dividing 300 by 5.

3
--5

= 66 2--3- %

Try these
Convert each of the following fractions into percentages.
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 12.5
Multiplying a fraction 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 the numerators together and the 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 50 3--5-

b 75

4
--3

THINK

WRITE

a 50

3
--5

50
-----1

3
--5

10
-----1

3
--1

30
-----1

Write the question.

Convert 50 into a fraction by writing it

over 1.
Cross-cancel 50 and 5 by dividing each by
5 (that is, 50 5 = 10; 5 5 = 1).
Multiply the numerators together and the
denominators together.
Convert the improper fraction into a mixed
number (which in this case is actually a
whole number).

3
4
5

Write the question.

Convert 75 into a fraction by writing it

over 1.
Cross-cancel 75 and 3 by dividing each
by 3 (that is, 75 3 = 25; 3 3 = 1).
Multiply the numerators together and the
denominators together.
Convert the improper fraction into a mixed
number.

3
4
5

= 30

b 75

4
--3

75
-----1

4
--3

25
-----1

4
--1

100
--------1

= 100

Try these
Perform each of the following multiplications.
1 50

2
--5

2 27

1
--3

3 40

3
-----10

4 16

3
--4

5 60

5
-----12

6 81

2
--9

7 42

7
--8

8 36

4
-----15

9 12

4
--3

10 14

10
-----7

11 200

13 28

9
--4

14 20

7
--6

15 15

3
--2

23
-----10

12 35

6
--5

16 30

9
--4

SkillSHEET

answers

SkillSHEET 12.6
Finding the size of a sector in degrees,
given its size as a fraction of a circle
There are 360 in a full circle. So to find the size of a sector in degrees, given its size as a fraction of a full
circle, multiply the fraction by 360.
To multiply a fraction by 360:
1. change 360 into a fraction by writing it over 1
2. simplify as much as possible
3. multiply the numerators together and the denominators together
4. if the answer is an improper fraction, convert it to a mixed number.

WORKED Example
Finding the size of a sector in degrees, if the sector is

3
--5

of a circle.

THINK
1
2
3
4
5

WRITE

To express a fraction of a circle in degrees, multiply

by 360.
Convert 360 into a fraction by writing it over 1.
Cross-cancel 5 and 360 by dividing each by 5 (that is,
360 5 = 72; 5 5 = 1).
Multiply the numerators together and the
denominators together.
Convert the improper fraction into a mixed number
(which in this case is actually a whole number) and
include the degree sign.

3
--5

360

=
=

3
--5
3
--1

216
--------1

360
--------1
72
-----1

= 216

Try these
Find the size of each of the following sectors in degrees, given that their size as a fraction of a circle is:
1

2
--5

1
--3

3
-----10

3
--4

5
-----12

2
--9

7
--8

4
-----15

4
--5

10

1
--6

11

23
-----36

12

29
------ .
60

SkillSHEET

answers

SkillSHEET 12.7
Multiplying proper fractions
To multiply fractions:
1. simplify as much as possible
2. multiply the numerators together and the denominators together.

WORKED Example
Perform the following multiplication:

3
--5

1--6- .

THINK

WRITE

Write the question.

3
--5

1
--6

Cross-cancel 3 and 6 by dividing each by 3

(that is, 3 3 = 1; 6 3 = 2).
Multiply the numerators together and the
denominators together.

1
--5

1
-----10

1
--2

Try these
Perform each of the following multiplications.
1

2
--5

1
--2

1
--3

1
--2

3
-----10

2
--3

1
--2

7
--8

2
--3

4
--5

1
--3
1
--4

3
--4

1
--2

1
--2

1
--2

4
--9

3
--4

10

1
--8

1
--4

SkillSHEET Answers
SkillSHEET 1.1 Multiplying
whole numbers by a 1-digit
number
1
5
9
13

252
558
5070
57 568

2
6
10
14

235
1712
2868
14 808

3
7
11
15

174
3941
27 000
25 195

SkillSHEET 1.10 Adding

money

4 456
8 1835
12 74 277

SkillSHEET 1.2 Rounding

decimal numbers to 2 decimal
places
1 0.32
5 4.31
9 18.33

2 0.26
6 12.20
10 0.17

3 1.72
7 8.47

4 2.56
8 25.03

SkillSHEET 1.3 Factor pairs

1
2
3
4

a
a
a
a

8
13
15
48

b
b
b
b

4
1
12
12

c 2
c 6
c 8

d 3
d 3

3, 6, 9, 12, 15
8, 16, 24, 32, 40
6, 12, 18, 24, 30
12, 24, 36, 48, 60
7, 14, 21, 28, 35

2
4
6
8
10

2 80
7 6000

3 100
8 3000

5, 10, 15, 20, 25

11, 22, 33, 44, 55
4, 8, 12, 16, 20
9, 18, 27, 36, 45
15, 30, 45, 60, 75

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

3 2 2--3-

4 3 2--5-

5 1 5--7-

6 4 2--3-

7 4 1--4-

8 3 5--6-

9 8 2--5-

10 4 3--8-

SkillSHEET 1.8 Finding and

converting to the lowest
common denominator
1
2

a 42
b 12
f 24
g 8
7
------ and -----a 30
42
42
d

10
-----15

3
--8

10
-----24

9
-----15

and
and
and

6
--8

c 12
h 18
9
- and
b ----12
e

4
--6

10
-----18

and
and

8
-----12

d 15
i 9
c

5
--6
15
-----18

e 6
j 24
3
and ----12

2
-----12

4
-----24

3
--9

15
-----24

and
and

4
--9

SkillSHEET 1.9 Converting a

mixed number into an improper
fraction
8
--5

21
-----8

9
--7

23
-----8

14
-----5

19
-----4

10
-----9

35
-----6

10

76
7010
758
6

3
7
11
15

9.8
20
25 000
8

4
8
12
16

349
5321
35 760
400

SkillSHEET 2.1 Simplifying

algebraic terms written in an
expanded form
2 28c
7 5xz

3 12n
8 6xy

2 1
7 2

4 18a
9 32ad

3 30
8 36

1
--2

1
--3

1
--9

7 3 1--3-

5 16b
10 10bp

4 12
9 38

5 1
10 1

3 1

4 4

5 9

8 7

9 12

10 2 2--5-

SkillSHEET 2.4 Adding and

subtracting decimal numbers
2 18.66
6 7.812
10 15.43

1 47.4
5 153.6
9 31.15

3 194.58
7 8.2
11 45.83

4 3.455
8 4.67
12 5.125

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

SkillSHEET 2.6 Dividing

decimal numbers
1
4
7
10
13
16

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

523.9 3
525.63 3
458 6
2110 11
25.7 6

SkillSHEET 3.1 Simplifying

fractions with a denominator of
100
1

4
--5

6 2 3--5-

21
-----24

2
6
10
14

SkillSHEET 2.5 Multiplying

decimal numbers

SkillSHEET 1.7 Converting an

improper fraction into a mixed
number
2 2 1--3-

25.6
260
10 200
3

1 18.5
5 13.09
9 24.058

12
-----13

1 1 4--5-

4 $3.45
8 $7.13
12 $11.37

SkillSHEET 2.3 Substitution

into algebraic expressions II

SkillSHEET 1.6 Simplifying

fractions
1
--4

1
5
9
13

1 5
6 13

4 600
5 900
9 20 000 10 60 000

3 $194.58
7 $16.40
11 $74.28

SkillSHEET 2.2 Substitution

into algebraic expressions I

SkillSHEET 1.5 Rounding to

the first (leading) digit
1 80
6 7000

2 $18.66
6 $7.81
10 $24.57

SkillSHEET 1.11 Multiplying

decimal numbers by powers of 10

1 6a
6 42m

e 2
e 2

SkillSHEET 1.4 Multiples

1
3
5
7
9

1 $18.50
5 $13.09
9 $26.94

3
-----50

1
7 5 ----50

6
-----25

4
8 4 ----25

9
-----20

9 1 1--4-

3
--4

3
10 3 ----20

SkillSHEET 3.2 Converting a

mixed number into an improper
fraction

7
--2

8
--5

21
-----8

9
--7

23
-----8

31
-----7

14
-----5

19
-----4

10
-----9

35
-----6

10

7
--2
31
-----7

SkillSHEET 3.3 Multiplying

decimal numbers by powers of 10
1
5
9
13

25.6
260
10 200
3

2
6
10
14

76
7010
758
6

3
7
11
15

9.8
20
25 000
8

4
8
12
16

349
5321
35 760
400

SkillSHEET 3.4 Dividing whole

numbers and decimals by 100
1

a
f
k
a
f
k

0.28
0.07
6
0.092
1.234
0.753

b
g
l
b
g
l

0.6
5.6
2.5
0.523
0.003
1.005

c 0.34
h 7.21

d 0.02
i 0.03

e 0.15
j 0.75

c 0.005
h 0.711

d 0.0819 e 0.049
i 1.556 j 0.0425

SkillSHEET 3.5 Changing

fractions to equivalent fractions
with a denominator of 100
1

20
--------100

75
--------100

80
--------100

15
--------100

30
--------100

85
--------100

70
--------100

50
--------100

32
--------100

10

78
--------100

SkillSHEET 3.6 Multiplying

fractions by 100
1 40
6 53 --13-

2 40
7 42 --12-

3 24
8 46 --23-

4 60
9 60

5 56
10 21 --37-

SkillSHEET 3.7 Converting an

improper fraction into a mixed
number
1 1 4--5-

2 2 1--3-

3 2 2--3-

4 3 2--5-

5 1 5--7-

6 4 --23-

7 4 --14-

8 3 --56-

9 8 --25-

10 4 --38-

SkillSHEET 3.8 Multiplying

decimal numbers by 100
1 56
5 260
9 1020

2 76
6 110
10 75.8

3 98
7 20
11 50

4 49
8 532.1
12 0.06

SkillSHEET 3.9 Multiplying

fractions by a whole number
1 7 1--5-

2 5 4--5-

3 1--2-

3 1--5-

9 36

10 82 1--2-

3 7

4 24

7 850

8 230

11 55 1--5-

12 50

SkillSHEET 3.10 Multiplying

decimal numbers by whole
numbers and decimals
1 4.74
5 15.36
9 3.15

2 3.25
6 38.85
10 0.48

3 12.53
7 0.31
11 2.86

4 9.49
8 0.051
12 0.364

SkillSHEET 4.2 Order of

operations with brackets
1 18
5 132
9 350

1 49
5 58
9 38

2 66
6 64
10 115

3 11
7 23
11 2

4 24
8 16
12 16

3 15
7 99
11 96

4 44
8 81
12 0

SkillSHEET 4.3 Operations

with directed numbers
1 5
6 4
11 12

2 3
7 12
12 20

3 2
8 12
13 56

4 16
9 9
14 4

5 5
10 11
15 5

SkillSHEET 4.4 Simplifying

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 5.1 Inverse

operations
1 5
6 9

2 +7
7 11

3 6
8 8

4 8
9 +10

5 +12
10 2

SkillSHEET 5.2 Expanding

brackets
1 6x + 3
5 12x 4
9 5x + 10

2 8x + 4
6 4x 6
10 6x + 6

3 7x 35
7 9x 12

4 30x 24
8 8x + 8

SkillSHEET 5.3 Substitution

and evaluation of algebraic
expressions
1 3
6 6.4

2 4
7 6.51

4 2
9 10

3 3
8 23

5 1

SkillSHEET 6.1 Conversion to

smaller units
1
4
7
10

50 mm
12 000 g
2000 L
540 s

2
5
8
11

300 cm
8000 kg
72 hours
14 days

3
6
9
12

4000 m
15 000 mL
480 min
36 months

SkillSHEET 6.2 Highest

common factor (HCF)
1 4
6 2

2 3
7 4

3 2
8 6

4 3
9 12

5 4
10 4

SkillSHEET 6.3 Finding and

converting to the lowest
common denominator
1
2

SkillSHEET 4.1 Order of

operations

2 12
6 45
10 21

a 42
b 12
c 12
f 24
g 8
h 18
9
7
- and
------ and -----a 30
b ----12
42
42
d

10
-----15

3
--8

10
-----24

9
-----15

and
and
and

6
--8
21
-----24

4
--6

10
-----18

and
and

8
-----12
5
--6
15
-----18

d 15
i 9
c

2
-----12

4
-----24

3
--9

e 6
j 24
3
and ----12
15
-----24

and
and

4
--9

SkillSHEET 6.4 Multiplying

decimal numbers by powers of 10
1
5
9
13

25.6
260
10 200
3

2
6
10
14

76
7010
758
6

3
7
11
15

9.8
20
25 000
8

4
8
12
16

8
--5

21
-----8

9
--7

23
-----8

14
-----5

19
-----4

10
-----9

35
-----6

10

10

349
5321
35 760
400

SkillSHEET 6.5 Converting a

mixed number into an improper
fraction
1

7
--2
31
-----7

SkillSHEET 6.6 Multiplying a

fraction by a whole number
1 20
5 25

2 9
6 18

3 12
7 36 3--4-

4 12
8 9 3--5-

9 16
13 63

10 20
14 23 1--3-

11 460
15 22 1--2-

12 42
16 67 1--2-

SkillSHEET 6.7 Converting

units of length
1
4
7
10
13
16

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

1
4

1
--5

5
--6

10

1
-----12

of an hour
of an hour
of an hour

1
2

SkillSHEET 6.8 Expressing

minutes as fractions of an hour
1
--2

SkillSHEET 8.1 Multiplying

and dividing by powers of 10
(10, 100, 1000 and so on)

3
--4

1
-----20

1
--3

of an hour
of an hour
of an hour

1
--4

1
-----60

1
--6

of an hour
of an hour

of an hour

of an hour

a
f
j
a
f
k
a
f
k
a
f
j
l

230 b
7100 g
710 000
25.6 b
7010 g
25 000
12.8 b
0.07 g
0.6
l
0.92 b
1.234 g
0.004 25
0.100 05

450
c 2350 d
53 100 h 30 000 i
k 20 000 l
76
c 9.8
d
20
h 5321 i
l 35 760
756
c 340
d
5.6
h 72.1
i
0.25
5.23
c 0.05
d
0.003 h 0.0711 i
k 0.007 53

5300 e 25 000
25 000
700 000
349
e 260
10 200 j 758
205
0.003

e 0.15
j 0.075

0.0819 e 0.049
0.1556

SkillSHEET 7.1 Solving

equations

SkillSHEET 8.2 Substitution

into a formula

SkillSHEET 7.2 Angle

relationships

SkillSHEET 8.3 Solving

equations

1 x = 70
4 x = 80
7 x = 48

1
3
5
7
9
10

2 x = 125
5 x = 70
8 x = 30

3 x = 75
6 x = 104
9 x = 18

2x = 4x 200
2 3x + x + 20 = 180
x = 3x 20
4 2x + 7x = 180
2x + 10 = 5x 250
6 x + 30 + 2x 55 = 180
3x + 10 = 2x + 40
8 3x + 4 + x + x = 180
7x 50 = 2x + 80
x + x + 10 + x + 2x 5 + 2x = 180

SkillSHEET 7.3 Constructing

angles with a protractor
1

1 P = 20
2 P = 7.8
5 C = 50.24 6 C = 44
9 A = 21.07 10 A = 11.7

1 x = 70
4 x = 80
7 x = 48

3 A = 60
4 A = 1.44
7 A = 254.34 8 A = 24.3

2 x = 125
5 x = 70
8 x = 30

3 x = 75
6 x = 104
9 x = 18

SkillSHEET 9.1 Addition of

directed numbers
2 5
6 20
10 6

1 3
5 18
9 3

3 4
7 15
11 0

4 1
8 16
12 12

SkillSHEET 9.2 Translation of

a point
1

2
P

P'

P'

P'

P'

P'

6
P'

P'
P

5
P

P
P'

P'

P'
9

10

P'
11

P'
P'

P
12

P'

P'
P

P
7
P'

SkillSHEET 9.3 Reflection of a

point
1

8
P
P

P'

P'
2

9
P
P'

P
P'

10
P
P'
P
P'

SkillSHEET 9.4 Rotation of a

point
1

1
3
5
7
9

P
P

SkillSHEET 10.3 Substituting

0 for x and y into a rule

P'

a
a
a
a
a

y = 3
y = 9
y = 8
y = 5
y = 4

b
b
b
b
b

x=3
x=9
x=8
x = 5
x = 4

2
4
6
8
10

a
a
a
a
a

y = 5 b x = 5
y = 7 b x = 7
y = 6 b x = 6
y=5 b x=5
y = 10 b x = 10

P'
c

d
P'

SkillSHEET 11.1 Reading

scales (How much is each
interval worth?)

P'

1
4
7
10

P
P

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

SkillSHEET 11.2 Finding the

location of the median

1 3 1--2- , or halfway between the 3rd and the 4th scores

2 4th score
3 4 1--2- , or halfway between the 4th and the 5th scores

P'

4 5th score
5 5 1--2- , or halfway between the 5th and the 6th scores

b
P

P'
P

7 15th score
8 15 1--2- , or halfway between the 15th and the 16th scores

P'

9 18th score
10 50 1--2- , or halfway between the 50th and the 51st scores.

d
P'

P'

P'

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 10.2 Measuring

the rise and the run
1
3
5
7
9

Run = 1, rise = 2
Run = 3, rise = 5
Run = 2, rise = 1
Run = 1, rise = 1
Run = 1, rise = 3

2 4
7 39
12 2

3 12
8 26
13 16

4 1
9 4
14 6

5 4
10 2

SkillSHEET 12.2 Simplifying

fractions

SkillSHEET 10.1 Substitution

into a rule
a
f
a
f

SkillSHEET 12.1
Understanding a deck of playing
cards
1 26
6 13
11 2

6 10 1--2- , or halfway between the 10th and the 11th scores

2
4
6
8
10

Run = 4, rise = 1
Run = 1, rise = 1
Run = 1, rise = 2
Run = 2, rise = 3
Run = 4, rise = 3

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 12.3 Converting a

fraction to a decimal number
1
4
7
10

0.375
0.3125
0.710 937 5
0.993 75

2 0.3125
5 0.41
8 0.234 375

3 0.875
6 0.15
9 0.69

SkillSHEET 12.4 Converting a

fraction to a percentage
1 75%

2 80%

3 37 1--2- % 4 40%

5 87 1--2- %

6 33 1--3- % 7 83 1--3- % 8 42 6--7- % 9 55 5--9- % 10 58 1--3- %

SkillSHEET 12.5 Multiplying a

fraction by a whole number
1 20
5 25

2 9
6 18

3 12
7 36 --34-

4 12
8 9 --35-

9 16
13 63

10 20
14 23 1--3-

11 460
15 22 1--2-

12 42
16 67 1--2-

SkillSHEET 12.6 Finding the

size of a sector in degrees, given
its size as a fraction of a circle
1 144
5 150
9 288

2 120
6 80
10 60

3 108
7 315
11 230

4 270
8 96
12 174

SkillSHEET 12.7 Multiplying

proper fractions
1

1
--5

1
--6

1
-----10

3
--8

1
--3

7
-----12

1
--5

1
--3

10

1
--4
1
-----32