Mathematics

Grade 6

Name ………………………………………..
Adding with missing numbers
Grade 6 Addition Worksheet
Find the missing numbers:

1.
____________ + 91 + 5623 + 911 = 6630

2.
38 + 58 + 8798 + ____________ = 9543

3.
_________ + 1297 + 26 + 17 = 2011

4.
10566 = 849 + ____________ + 62 + 97

5.
____________ + 84 + 6997 + 225 = 7356

6.
____________ + 956 + 6348 + 79 = 7399

7.
_________ + 858 + 1048 + 85 = 2063

8.
7908 = 18 + 76 + ____________ + 376

Online reading & math for K-5 www.k5learning.com

 Missing Minuend and Subtrahend Problems
Grade 6 Subtraction Worksheet
Fill in the missing numbers.

1. 91,072 - = 87,992 9. - 5,959 = 18,583

2. 68,033 - = 58,841 10. 9,845 - = 8,877

3. - 5,618 = 87,616 11. 24,731 - = 19,872

4. - 2,057 = 75,952 12. 87,035 - = 79,248

5. 21,530 - = 17,927 13. - 849 = 78,669

6. - 4,408 = 19,236 14. - 8,849 = 73,656

7. - 2,822 = 3,198 15. - 1,926 = 94,877

8. 18,292 - = 15,677 16. 7,685 - = 6,888

Online reading & math for K-5 © www.k5learning.com

 Multiplying 4-digit with 2-digit numbers
Grade 6 Multiplication Worksheet
Find the product.
1. 2. 3.
7,114 4,049 5,989
× 39 × 67 × 81

4. 5. 6.
8,472 2,012 5,375
× 68 × 19 × 91

7. 8. 9.
6,893 5,454 2,124
× 22 × 37 × 69

Online reading & math for K-5 © www.k5learning.com

 Division with a 1-digit divisor (no remainders)
Grade 6 Division Worksheet
Find the quotient.
1. 2.

6 504 1 337

3. 4.

5 5,240 2 1,478

5. 6.

4 2,740 8 784

7. 8.

7 574 2 7,304

9. 10.

9 468 6 6,888

Online reading & math for K-5 © www.k5learning.com

 Division by a 1-digit number (with remainders)
Grade 6 Division Worksheet
Find the quotient.
1. 2.

8 22,956 6 75,295

3. 4.

3 37,842 6 52,792

5. 6.

9 99,008 3 7,178

7. 8.

9 60,827 6 66,120

Online reading & math for K-5 © www.k5learning.com

Chapter 1

Ratio
Name __________________________________________ Date ______________________________

Ratios

Write each ratio 3 ways.

Write the ratio of suns to hearts __________ __________ __________

Write the ratio of hearts to suns __________ __________ __________

Write the ratio of smiley faces to lightening bolts __________ __________ __________

Write the ratio of lightening bolts to smiley faces __________ __________ __________

Write the ratio of moons to clouds __________ __________ __________

Write the ratio of clouds to moons __________ __________ __________

Write the ratio of cylinders to cubes __________ __________ __________

Write the ratio of cubes to cylinders __________ __________ __________

Write the ratio of cylinders to shapes __________ __________ __________

Write the ratio of cubes to shapes __________ __________ __________

 Expressing Ratios
Name: ________________________ Score: _________
Express the following ratios in their simplest forms.

2 to 10 10 to 30
Port Ration 2. 10
10:30

1:3
1: 5.

12 to 24 3 to 30 9 to 27

4 to 2 11 to 44 10 to 70

15 to 45 12 to 60 24 to 72

50 to 150 30 to 300 200 to 40

120 to 360 70 to 35 75 to 300

100 to 900 14 to 28 2 to 22

copyright: www.mathinenglish.com
!

Ratio: Simplifying
Video 269 on www.corbettmaths.com

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Question 1: For each of the following, write down the ratio of red squares to green circles.
Give your ratios in their simplest forms.

(a) (b) (c)

Question 2: Simplify the following ratios

(a) 4 : 6 (b) 14 : 8 (c) 15 : 10 (d) 6 : 15

(e) 30 : 10 (f) 12 : 16 (g) 6 : 18 (h) 45 : 10

(i) 12 : 28 (j) 24 : 36 (k) 25 : 60 (l) 27 : 63

(m) 48 : 60 (n) 120 : 260 (o) 8000 : 75 (p) 33 : 121

(q) 2.5 : 4.5 (r) 1.5 : 20 (s) 6 : 1.2 (t) 2.25 : 4.95

Question 3: Write the following as ratios in their simplest forms.

(a) £4 to £20 (b) 240cm to 400cm (c) 50 minutes to 20 minutes

(d) 60kg to 72kg (e) 12 miles to 30 miles (f) 15cm to 75cm

(g) 8.5g to 3.5g (h) £0.50 to £20 (i) 1.02 litres to 0.74 litres

Question 4: Write the following as ratios in their simplest forms.

(a) 8 days to 2 weeks (b) 1 hour to 15 minutes (c) 2 hours to 1 day

(d) 95p to £3.00 (e) 400m to 1.5km (f) 15kg to 900g

(g) 4500ml to 2 litres (h) 8km to 50mm (i) 90 minutes to 2 days

© CORBETTMATHS 2017
 Ratio Statements
Name: ________________________ Class: ___________
Read the statements. Express the ratios in their simplest forms
-

For a fruit punch I need 100 fruits. 12 apples, 15 oranges,

15 bananas, 40 pineapples and the rest mangos.

=
The ratio apples to bananas is
-
12:15 =4:5

The ratio oranges to mangos is

The ratio pineapples to bananas is

The ratio apples to the total fruits is

The ratio mangos to the total fruits is

The ratio apples and oranges to the total fruits is

I have 60 marbles in a jar. 12 of them are red, 15 are blue,

18 are yellow, and the rest are purple.

The ratio blue to yellow marbles is

The ratio blue to purple marbles is

The ratio red to blue marbles is

The ratio purple marbles to the total marbles is

The ratio yellow marbles to the total marbles is

The ratio red and blue marbles to the total is

copyright: www.mathinenglish.com
 Dividing a Number in the given Ratio
Name: ________________________ Class: ___________

Divide the following numbers in the given ratios.

Divide 20 in the ratio 4 : 1

Divide 16 in the ratio 1 : 3 Divide 32 in the ratio 5 : 3

Divide 63 in the ratio 5 : 4 Divide 40 in the ratio 1 : 9

Divide 36 in the ratio 3 : 9 Divide 34 in the ratio 8 : 9

Divide 39 in the ratio 2 : 11 Divide 60 in the ratio 3 : 9

Divide 56 in the ratio 4 : 3 Divide 28 in the ratio 3 : 11

copyright: www.mathinenglish.com
Name: ________________________ Date ____________

Topic : Unit Rates- Worksheet 1

Determine the rate

1. A 9-kg bag of mangoes for $12 2. 725 miles in 8 hours

________ per kg ________ miles per hour

3. Type 1500 words in 30 minutes 4. 5000 jumps for 7 hours

________ words per minute ________ per hour

5. 500 calories for 5 servings of 6. 200 chairs in 40 rows

candy
________ in each row
________ calories per serving

7. 50 students in 4 buses 8. phone call costs $7 for 3 minutes

________ in each bus ________ $ per minute

9. 6,000 miles in 3 hours 10. A 10-kg bag of cherries for $8

________ miles per hour ________ per kg

Tons of Free Math Worksheets at: © www.mathworksheetsland.com

Name: ________________________ Date ____________

Topic : Unit Rates- Worksheet 5

Determine the rate

1. A 16-kg bag of water melon for 2. 800 miles in 5 hours

$8
________ miles per hour
________ per kg

3. Type 700 words in 10 minutes 4. 500 jumps for 2 hours

________ words per minute ________ per hour

5. 1000 calories for 12 servings of 6. 800 chairs in 8 rows

pizza
________ in each row
________ calories per serving

7. 400 students in 8 buses 8. Phone call costs $18 for 3 minutes

________ in each bus ________ $ per minute

9. 9,000 miles in 9 hours 10. A 10-kg bag of papaya for $15

________ miles per hour ________ per kg

Tons of Free Math Worksheets at: © www.mathworksheetsland.com

 Proportion Problem Solving
With Tables

1) A biker can travel 8 miles in one hour. How long will it take him to travel 32 miles?
Create a table. Highlight the unit rate. State your answer clearly with a label.

Miles Hours
Answer:
8

Unit Rate:

2) The cook at IHOP can make 72 pancakes in 3 hours. How many pancakes can she make in 9 hours?

Create a table. Highlight the unit rate. State your answer clearly with a label.

Pancakes Hours
Answer:
1
72

Unit Rate:

3) The Marriott Hotel needs 120 towels for the 8 rooms on second floor. How many towels do they need
for 2 rooms?

Create a table. Highlight the unit rate. State your answer clearly with a label.

Towels Rooms
Answer:

Unit Rate:
Pg. 2 Proportion Problem Solving with Tables

4) There are 56 students for every 4 teachers in the sixth grade. How many teachers are there if there
are 112 students on the cluster?
Create a table. Highlight the unit rate. State your answer clearly with a label.

Students Teachers
Answer:
1
2
56
112

Unit Rate:

5) A recipe calls for six cups of flour for every four cups of sugar for sugar cookies. How many cups of
sugar are needed for 18 cups of flour?

Create a table. Highlight the unit rate. State your answer clearly with a label.

Flour Sugar
Answer:

18

Unit Rate:

6) A Humvee can travel 162 miles on 18 gallons of gas. How many miles can it travel on 5 gallons of gas?

Create a table. Highlight the unit rate. State your answer clearly with a label.

Miles Gallons
Answer:
1
5

162

Unit Rate:
Pg. 3 Proportion Problem Solving with Tables

7) Tom Brady threw 28 touchdowns in 12 games during the 2016 season. At this rate how many
touchdowns would you expect if he played 15 games?
Create a table. Highlight the unit rate. State your answer clearly with a label.

TD’s Games
Answer:
1
3
28
15

Unit Rate:

8) Patrice Bergeron made 36 assists in 80 games during the 2015-2016 season. At that rate, how many
games would he need to play this season to make 27 assists?

Create a table. State your answer clearly with a label.

Assists Games
Answer:
9

27
80

Unit Rate:

9) Jordy Nelson made 96 receptions in 16 games during the 2016 season. How many receptions would
you expect per game?

Create a table. Highlight the unit rate. State your answer clearly with a label.

Receptions Game
Answer:
1
3

96

Unit Rate:
 Ratios Tables and Proportions with Blocks

Set 1: Build the structure below.

What is the ratio of red blocks to blue blocks?

What is the ratio of blue blocks to red blocks?

What is the ratio of red blocks to total blocks?

Duplicate your design as shown below.

What is the ratio of red blocks to blue blocks?

What is the ratio of blue blocks to red blocks?

What is the ratio of red blocks to total blocks?

Triple your design as shown below.

What is the ratio of red blocks to blue blocks?

What is the ratio of blue blocks to red blocks?

What is the ratio of red blocks to total blocks?

Complete the table below without building the 4th or 10th structures:

1st Diagram 2nd Diagram 3rd Diagram 4th Diagram 10th Diagram

Red Blocks

Blue Blocks

Write the values above as fractions:

What do you notice?

Complete the table below without building the 4th or 10th structures:

1st Diagram 2nd Diagram 3rd Diagram 4th Diagram 10th Diagram

Blue Blocks

Total Blocks

Write the values above as fractions:

Set 2: Build the structure below:

What is the ratio of red to yellow?

What is the ratio of orange to red?

Duplicate the structure to fill in the ratio table below.

1st Diagram 2nd Diagram 3rd Diagram 4th Diagram 10th Diagram

Orange
Blocks
Yellow
Blocks

Write the equivalent ratios below:

Set 3: Create your own structure, draw a sketch below, and fill in the ratio table.

1st Diagram 2nd Diagram 3rd Diagram 4th Diagram 10th Diagram

_____ Blocks

_____ Blocks
Name Date

UNIT RATES IN GRAPHS SHEET 6.1 (UK VERSION)

Work out the unit rates that these graphs show. Give your answers to 2 decimal place where appropriate.
sheep

Cost (£)
1) 4)

pens tickets
Unit rate is _____ sheep per pen. Unit rate is £ ______ per ticket
miles

cups
2) 5)

minutes jugs
Unit rate is _____ miles per minute. Unit rate is ______ cups per jug.
Packets of pens

Pizza orders

3) 6)

boxes days
Unit rate is ______ packs of pens/box. Unit rate is ______ pizza orders/day.
Name: ___________________________

GCSE (1 – 9)

Ratio Fraction Problems

Instructions

• Use black ink or ball-point pen.

• Answer all questions.
• Answer the questions in the spaces provided
– there may be more space than you need.
• Diagrams are NOT accurately drawn, unless otherwise indicated.
• You must show all your working out.

Information

• The marks for each question are shown in brackets

– use this as a guide as to how much time to spend on each question.

Advice

• Read each question carefully before you start to answer it.

• Keep an eye on the time.
• Try to answer every question.
• Check your answers if you have time at the end

mathsgenie.co.uk
1 In a bag there are blue sweets and red sweets. The ratio of blue sweets to red sweets is 5:3

What fraction of the sweets are blue?

…..........................
(Total for question 1 is 2 marks)

2 In a bag there are blue sweets and red sweets. The ratio of blue sweets to red sweets is 2:7

What fraction of the sweets are red?

…..........................
(Total for question 2 is 2 marks)

3 In a bag there are blue sweets and red sweets. The ratio of blue sweets to red sweets is 4:9

What fraction of the sweets are blue?

…..........................
(Total for question 3 is 2 marks)
4 In a bag there are blue sweets, red sweets and green sweets.
The ratio of blue sweets to red sweets to green sweets is 5:3:2

What fraction of the sweets are green?

…..........................
(Total for question 4 is 2 marks)

5 In a bag there are blue sweets, red sweets and green sweets.
The ratio of blue sweets to red sweets to green sweets is 2:4:5

What fraction of the sweets are red?

…..........................
(Total for question 5 is 2 marks)

6 In a bag there are blue sweets, red sweets and green sweets.
The ratio of blue sweets to red sweets to green sweets is 6:9:4

What fraction of the sweets are blue?

…..........................
(Total for question 6 is 2 marks)
7 In a bag there are only red sweets and yellow sweets. 2 of the sweets are red.
3
Write down the ratio of red sweets to yellow sweets?

…..........................
(Total for question 7 is 2 marks)

8 In a bag there are only red sweets and yellow sweets. 3 of the sweets are red.
5
Write down the ratio of red sweets to yellow sweets?

…..........................
(Total for question 8 is 2 marks)

9 In a bag there are only blue sweets and green sweets. 5 of the sweets are green.
6
Write down the ratio of blue sweets to green sweets?

…..........................
(Total for question 9 is 2 marks)
12 In a cinema the ratio of adults to children is 3:1
The ratio of boys to girls is 3:2

What fraction of all the people in the cinema are girls?

…..........................
(Total for question 12 is 3 marks)

13 On a school trip the ratio of staff to students is 1:10

All of the students are from either year 7 or year 8. The ratio of year 7 students to year 8 students is 3:2

What fraction of all the people on the trip are year 7 students?

…..........................
(Total for question 13 is 3 marks)
14 In a theatre the ratio of adults to children is 7:3
The ratio of boys to girls is 3:2

What percentage of all the people in the cinema are girls?

…..........................
(Total for question 14 is 3 marks)

15 In a company the ratio of men to women is 2:3

30% of the women are under the age of 30.

What fraction of all the people in the company are women under the age of 30?

…..........................
(Total for question 15 is 3 marks)
 Name:

Exam Style Questions

Ensure you have: Pencil, pen, ruler, protractor, pair of compasses and eraser

You may use tracing paper if needed

Guidance

1. Read each question carefully before you begin answering it.

2. Donʼt spend too long on one question.
3. Attempt every question.
4. Check your answers seem right.
5. Always show your workings

Revision for this topic

1. (a) Simplify the ratio 25 : 35

....................
(1)
(b) Simplify the ratio 18 : 45

....................
(1)
(c) Simplify the ratio 300 : 25

....................
(1)

2. Divide £700 in the ratio 5 : 3 : 2

£............... £............... £...............

(3)
3. Alex and Thomas share 30 sweets.
They divide them in the ratio 3:2.

How many sweets does Thomas have?

.........................
(2)

4. Sophie has 60 pencils.

The ratio of sharpened pencils to blunt pencils is 4:1

How many sharpened pencils does Sophie have?

.........................
(2)
5. The number of people who voted for the Green Party in an election was 1500.
The number of people who voted for the Blue Party was 9000.

Write the ratio of Green Party voters to Blue Party voters in its simplest form.

................................
(2)

6. A piece of carpet is 240cm long.

Mr Jones cuts it into three pieces in the ratio 1 : 2 : 5

Work out the length of the longest piece of carpet.

................................
(3)
7. Sarah has some chocolates.

24 are white chocolate.

16 are milk chocolate.
8 are dark chocolate.

(a) Write down the ratio of white chocolate to milk chocolate to dark chocolate.
Give your ratio in its simplest form.

............... : ............... : ...............

(2)

Rachel has some apples and bananas.

The ratio of apples to bananas is 2 : 3
She has 14 apples.

(b) Work out how many bananas Rachel has.

.........................
(2)
8. Chris and Molly win money in a competition.
They share the money in the ratio 2 : 3
Molly receives £240.

(a) How much money does Chris receive?

£.........................
(2)

(b) How much money did they win in the competition?

£.........................
(1)

9. Divide £945 in the ratio 2 : 5

£......................... £.........................
(2)
10. At a rugby match, the ratio of children to adults is 2 : 3
There are 80 children in the crowd.
Each adult ticket costs £8
Each child ticket costs a quarter of the adult ticket.

Work out the total money made from ticket sales.

£.........................
(4)

11. Charlene and Danielle share some money in ratio 2 : 3

Danielle gets £25 more than Charlie.

How much does each girl receive?

Charlene £.........................

Danielle £.........................
(3)
12. The ratio of boys to girls in a school is 4 : 5
There are 220 boys in the school.

How many students attend the school?

.........................
(3)

13. The ratio of girls to boys in a class is 2 : 3

What fraction of the class are girls?

.........................
(1)
What percentage of the class are boys?

.........................
(1)
14. The angles in a triangle are in the ratio 1 : 2 : 9

What is the size of the largest angle?

.........................
(2)

15. Three angles are in the ratio 2 : 3 : 5

The smallest angle is 50⁰

Work out the sizes of the other two angles

............... and ...............

(2)
16. 4 schools sent students to a languages course.

One of the schools sent both French and German students.

The ratio of French to German students it sent was 1 : 3
The school sent 21 German students.

The other 3 schools sent the same number of students.

Work out the total number of students sent to the languages course.

.........................
(4)
Note
Chapter 2

Fraction, Decimals, and percentage

Chapter 4

Multiple and Divide Fraction

 Intro to Fractions

Reading Fractions
Fractions are parts. We use them to write and work with amounts that are less
than a whole number (one) but more than zero. The form of a fraction is one
number over another, separated by a fraction (divide) line.
1 3 5
i.e. , , and
2 4 9
These are fractions. Each of the two numbers tells certain information about
the fraction (partial number). The bottom number (denominator) tells how many
parts the whole (one) was divided into. The top number (numerator) tells how
many of the parts to count.

1
says, “Count one of two equal ports.”
2

3
says, “Count three of four equal parts.”
4

5
says, “Count five of nine equal parts.”
9

Fractions can be used to stand for information about wholes and their parts:
EX. A class of 20 students had 6 people absent one day. 6 absentees are
6
part of a whole class of 20 people. represents the fraction of people
20
absent.
EX. A “Goodbar” candy breaks up into 16 small sections. If someone ate 5
5
of those sections, that person ate of the “Goodbar”.
16

Fractions Packet
Created by MLC @ 2009 page 2 of 42
Exercise 1 Write fractions that tell the following information:
(answers on page 39)

1. Count two of five equal parts

2. Count one of four equal parts

3. Count eleven of twelve equal parts

4. Count three of five equal parts

5. Count twenty of fifty equal parts

6. It’s 25 miles to Gramma’s. We have already driven 11 miles. What

fraction of the way have we driven?

7. A pizza was cut into twelve slices. Seven were eaten. What fraction of
the pizza was eaten?

8. There are 24 students in a class. 8 have passed the fractions test.

What fraction of the students have passed fractions?

The Fraction Form of One

Because fractions show how many parts the whole has been divided into and
how many of the parts to count, the form also hints at the number of parts
needed to make up the whole thing. If the bottom number (denominator) is
5
five, we need 5 parts to make a whole: 1 . If the denominator is 18, we
5
18
need 18 parts to make a whole of 18 parts: 1 . Any fraction whose top
18
and bottom numbers are the same is equal to 1.
2 4 100 11 6
Example: 1, 1, 1, 1, 1
2 4 100 11 6

Fractions Packet
Created by MLC @ 2009 page 3 of 42
Complementary Fractions
Fractions tell us how many parts are in a whole and how many parts to count.
The form also tells us how many parts have not been counted (the complement).
The complement completes the whole and gives opposite information that can
be very useful.
3
says, “Count 3 of 4 equal parts.” That means 1 of the 4 was not counted and
4
is somehow different from the original 3.
3 1 3 1 4
implies another (its complement). Together, and make , the whole
4 4 4 4 4
thing.
5
says, “Count 5 of 8 equal parts.” That means 3 of the 8 parts have not been
8
3 5 3 8
counted, which implies another , the complement. Together, and make ,
8 8 8 8
which is equal to one.

Complementary Situations
5
It’s 8 miles to town, We have driven 5 miles. That’s of the way, but we still
8
3
have 3 miles to go to get there or of the way.
8
5 3 8
+ = = 1 (1 is all the way to town).
8 8 8
7
A pizza was cut into 12 pieces. 7 were eaten . That means there are 5 slices
12
5 7 5 12
left or of the pizza. + = = 1 (the whole pizza).
12 12 12 12

Mary had 10 dollars. She spent 5 dollars on gas, 1 dollar on parking, and 3
dollars on lunch. In fraction form, how much money does she have left?
5 1 3
Gas = , parking = , lunch =
10 10 10
5 1 3 9 1
+ + = ; is the complement (the leftover money)
10 10 10 10 10
10
Altogether it totals or all of the money.
10

Fractions Packet
Created by MLC @ 2009 page 4 of 42
Exercise 2 (answers on page 39)
Write the complements to answer the following questions:
1. A cake had 16 slices. 5 were eaten. What fraction of the cake was
left?

2. There are 20 people in our class. 11 are women. What part of the class
are men?

3. It is 25 miles to grandma’s house. We have driven 11 miles already.

What fraction of the way do we have left to go?

4. There are 36 cookies in the jar. 10 are Oreos. What fraction of the
cookies are not Oreos?

Reducing Fractions
If I had 20 dollars and spent 10 dollars on a CD, it’s easy to see I’ve spent half
10 1
of my money. It must be that . Whenever the number of the part (top)
20 2
and the number of the whole (bottom) have the same relationship between
them that a pair of smaller numbers have, you should always give the smaller
1 5
pair answer. 2 is half of 4. 5 is half of 10. is the reduced form of and
2 10
2 10
and and many other fractions.
4 20
A fraction should be reduced any time both the top and bottom number can be
divided by the same smaller number. This way you can be sure the fraction is as
simple as it can be.
5
both 5 and 10 can be divided by 5
10
5 5 5 1
10 10 5 2
1 5
describes the same number relationship that did, but with smaller
2 10
1 5
numbers. is the reduced form of .
2 10

6 6 6 2 3
both 6 and 8 can be divided by 2.
8 8 8 2 4
Fractions Packet
Created by MLC @ 2009 page 5 of 42
3 6
is the reduced form of .
4 8
When you divide both the top and bottom numbers of a fraction by the same
number, you are dividing by a form of one so the value of the fraction doesn’t
change, only the size of the numbers used to express it.
12 12 62
These numbers are smaller but they can go lower
16 16 82
6 6 2 3
because both 6 and 8 can be divided by 2 again.
8 8 2 4
18 18 2 9 9 3 3
24 24 2 12 12 3 4

27 27 3 9 9 3 3 27 27 9 3
or
63 63 3 21 21 3 7 63 63 9 7
Exercise 3 (answers on page 39)
Try these. Keep dividing until you can’t divide anymore.
6 12 14
1. = 2. = 3. =
8 15 18

8 6 16
4. = 5. = 6. =
10 12 24

Good knowledge of times tables will help you see the dividers you need to
reduce fractions.
Here are some hints you can use that will help, too.
Hint 1
2
If the top and bottom numbers are both even, use .
2
Hint 2
3
If the sum of the digits is divisible by 3 then use .
3
111
looks impossible but note that 111 (1+1+1) adds up to three and 231 (2+3+1)
231
adds up to 6. Both 3 and 6 divide by 3 and so will both these numbers:
111 111 3 37
231 231 3 77
The new fraction doesn’t look too simple, but it is smaller than when we first started.

Fractions Packet
Created by MLC @ 2009 page 6 of 42
Hint 3
5
If the 2 numbers of the fraction end in 0 and/or 5, you can divide by .
5
45 45 5 9
70 70 5 14

Hint 4
If both numbers end in zeros, you can cancel the zeros in pairs, one from the
10
top and one from the bottom. This is the same as dividing them by for each
10
cancelled pair.

4000 4000 4 4 2 2
50000 50000 50 50 2 25

Hint 5
2 3 5
If you have tried to cut the fraction by , , and gotten nowhere, you
2 3 5
should try to see if the top number divides into the bottom one evenly. For
23
, none of the other hints help here, but 69 23 = 3. This means you can
69
23 23 23 23 1
reduce by .
23 69 69 23 3

For more help on reducing fractions, see page 13

Exercise 4 (answers on page 39)

Directions: Reduce these fractions to lowest terms
14 80 18 400
1. 2. 3. 4.
18 100 36 5000

20 27 40 63
5. 6. 7. 8.
25 36 45 81

9 60 17 50
9. 10. 11. 12.
12 85 51 75

Fractions Packet
Created by MLC @ 2009 page 7 of 42
Higher Equivalents
There are good reasons for knowing how to build fractions up to a larger form.
It is exactly the opposite of what we do in reducing. If reducing is done by
division, it makes sense that building up should be done by multiplication.
1 1 2 2
2 2 2 4

3 3 3 9
5 5 3 15

8 8 6 48
9 9 6 54

A fraction can be built up to an equivalent form by multiplying by any form of

one, any number over itself.
2 2 6 12 2 2 4 8
3 3 6 18 3 3 4 12

2 2 11 22 2 2 5 10
3 3 11 33 3 3 5 15

2 12 8 22 6 2 2
All are forms of ; all will reduce to
3 18 12 33 9 3 3

Comparing Fractions
Sometimes it is necessary to compare the size of fractions to see which is
larger or smaller, or if the two are equal. Sometimes several fractions must be
placed in order of size. Unless fractions have the same bottom number
(denominator) and thus parts of the same size, you can’t know for certain which
is larger or if they are equal.

2 5
Which is larger or ? Who knows? A ruler might help, but rulers aren’t
3 6
usually graduated in thirds or sixths. Did you notice that if 3 were doubled, it
would be 6?

Fractions Packet
Created by MLC @ 2009 page 8 of 42
 2 2 2 2 2 4
So build up by ;
3 2 3 3 2 6

5
Then it’s easy to see that is larger because it counts more sixth parts than
6
4 4 5 2 5
, so < means
6 6 6 3 6

15 3
Which is larger or ?
16 4

3 4 3 3 4 12 15 12 15 3
Build up by . . so
4 4 4 4 4 16 16 16 16 4

Exercise 5 (answers on page 39)

Use <, >, or = to compare these fractions

3 9 2 3 1 1
1. 2. 3.
4 16 5 10 3 2

10 5 7 15
4. 5.
16 8 8 16

Fractions Packet
Created by MLC @ 2009 page 9 of 42
Mixed Numbers
A “mixed” number is one that is part whole number and part fraction.
1 5 2
3 , 4 , 11 are samples of mixed numbers. Mixed numbers have to be
2 8 3
written as fractions only if you’re going to multiply or divide them or use them
as multipliers or divisors in fraction problems. This change of form is easy to
1
do. Think about 3 . That’s 3 whole things and half another. Each of the 3
2
2 2 2 2
wholes has 2 halves ( 1 ) . The number 3 is 1+1+1 or . That’s
2 2 2 2
6 1 7
and, with the original , there’s a total of . You don’t have to think of
2 2 2
every one this way; just figure the whole number times the denominator
1 3 2 1 7
(bottom) and add the numerator (top) 3 .
2 2 2
1 3 2 1 7 5 4 8 5 32 5 37
3 4
2 2 2 8 8 8 8

2 2 3 2 6 2 8 5 11 9 5 99 5 104
2 11
3 3 3 3 9 9 9 9

Exercise 6 (answers on page 39)

Change these mixed numbers to “top heavy” fractions:
7 2 1 1
1. 5 2. 9 3. 2 4. 1
8 3 2 8

1 3 2 5
5. 13 6. 7 7. 12 8. 9
2 4 5 9

These “top heavy” forms are “work” forms, but they are not usually acceptable
answers. If the answer to a calculation comes out a top heavy fraction, it will
have to be changed to a mixed number. This can be done by reversing the times
1 7 2 3 1 7
and plus to divide and minus. 3 became by . can go back to
2 2 2 2
1
3 by dividing 7 and 2.
2

Fractions Packet
Created by MLC @ 2009 page 10 of 42
 31
2
2 7 The answer is the whole number 3. The remainder 1 is the top number of
6
1
the fraction and the divider 2 is the denominator (bottom fraction number).
4 4 11
37 5 17 1 35 2
8 37 4 4 17 4 3 35 11
8 8 4 4 3 3
32 16 33
5 1 2

Exercise 7 (answers on page 39)

Reduce these top heavy fractions to mixed numbers.
27 13 93 66 25
1. 2. 3. 4. 5.
8 5 8 7 2

Top heavy fractions may contain common factors as well. They will need to be
divided out either before or after the top heavy fraction is changed to a mixed
number.
3
26 2 2 2 2 2 1
8 26 3 but can be divided by . Then 3 =3
8 8 8 2 8 2 4
24
2
2
If you had noticed that both 26 and 8 are even, you could divide out right
2
away and then go for the mixed number. Either way, the mixed number is the
same.
3
26 26 2 13 1
4 13 3
8 8 2 4 4
12
1
Exercise 8 (answers on page 39)
65 40 22 22 30
1. = 2. = 3. = 4. = 5. =
10 6 4 8 9

Fractions Packet
Created by MLC @ 2009 page 11 of 42
 Estimating Fractions

“One of the most important uses of estimation in mathematics is in the calculation of

problems involving fractions. People find it easier to detect significant errors when
working with whole numbers. However, the extra steps involved in the calculation with
fractions and mixed numbers often distract our attention from an error that we should
have detected.” 1

Students should ask the following questions as motivation for estimating:

1) Would estimates “help” in the calculation?
2) Is the answer I get reasonable?
3) Does the answer seem realistic?

Try to make every fraction you work with into a whole number. 0 and 1 should be your targets with
fractions. Mixed numbers should be estimated to the nearest whole number (except Ex.8).
Here are some examples of problems using estimation:
2 1
Ex. 1 1 1 2 note: ⅔ is closer to 1 (than 0) and ½ should be considered 1
3 2
This symbol means “approximately equal to”
1 1
Ex. 2 0 1 1 note: ⅓ is closer to 0 (than 1)
3 2

1 1
Ex. 3 5 2 5-3 2 note: 5⅓ is closer to 5 (than 6) and 2½ should be considered
3 2
closer to 3 (than 2)

2 1
Ex. 4 5 2 6 3 3 note: 5⅔ is closer to 6 (than 5)
3 2

2 1
Ex. 5 1 1 1 see Ex. 1 above
3 2

2 1
Ex. 6 1 1 1 see Ex. 1 above
3 2

1 1
Ex. 7 5 2 5 3 15 see Ex. 3 above
3 2

1 1
Ex. 8 5 2 6 3 2 note: 5⅓ is made into a 6 because it is easier to divide by 3
3 2
Exercise 9 Estimate the answers to the following fractions operations (answers on page 39)
1) 6 2 2) 6 1 3) 6 2 4) 6 2 5) 3 6 22 6) 8 3 32
7 3 7 3 7 3 7 3 7 3 7 3

1
Basic College Mathematics ,4th Ed., Tobey & Slater, p. 176
Fractions Packet
Created by MLC @ 2009 page 12 of 42
Dividing by 12
If the number divides by both 3 and 4, then the number will divide by 12
1224 3 408
Ex. 1224
3612 3612 3 1204
1224 12
And therefore divides by
3612 12
1224 1224 4 306
3612 3612 4 903

Dividing by 13
Delete the last digit. Subtract nine times the deleted digit from the
remaining number. If what is left is divisible by thirteen, then the number
divides by thirteen.
Ex.

Forget it! This is too much work!

Remember to try to reduce with any number that makes the reduction simple
and easy for you.
Good Luck!

Fractions Packet
Created by MLC @ 2009 page 15 of 42
Another way to order fractions is to find common denominators for all the
fractions; build up the fractions; then compare the top numbers (numerators)
of all the fractions.

Look at the following example:

Ex. Order the following fractions from smallest to largest

5 3 2
, ,
6 5 3

The fractions will be rewritten with common denominators. This process is called
building. Once the denominators change, then the numerators will change by the same
amount.

3 3 6 18 2 2 10 20 5 5 5 25
, ,
5 5 6 30 3 3 10 30 6 6 5 30

By looking at the top numbers, the order of these fractions is:

3 2 5
, ,
5 3 6

Exercise A (answers on page 42)

Order these fractions from SMALLEST to largest.
3 3 2
1. , ,
4 7 3

1 3 3
2. , ,
7 14 28

Exercise B (answers on page 42)

Order these fractions from LARGEST to smallest.
8 3 13
1. , ,
11 4 22

7 35 5
2. , ,
8 64 16

Fractions Packet
Created by MLC @ 2009 page 17 of 42
 Multiplication and Division of Fractions Worksheets

When multiplying fractions, simply multiply the numerators (top number of the
fractions) together and multiply the denominators (bottom number of the
fractions) together. It is good practice to check to see if any of the numbers
can cancel. Canceling is done when the numerator and denominator can be
divided evenly by the same number.
Note: canceling can happen top-to-bottom and/or diagonally but never across.

1 22
Ex. 1: this product can be canceled. Divide the numbers in the
2 36
2 2 1
fraction by 2 to get the canceled answer .
6 2 3
The fractions in Ex. 1 can cancel before they are multiplied.
1 21 1
Ex. 1:
12 3 3
The 2’s cancel by dividing by 2. Cross them out and place 1’s close by. Now
multiply the top numbers together, then the bottom numbers. The product is
the final answer.
7 1
35 100 35 100 7 1 7
Ex. 2: can be rewritten as
40 1000 40 1000 8 10 80
8 10

Cancel by dividing by 5. Then cancel by dividing by 100. Multiply and get the
product. 1
1 3 1 1
Ex. 3: 3 can be written like. 1 Cancel by dividing by 3. Finally,
3 1 3 1
1
multiply to find the product.

Fractions Packet
Created by MLC @ 2003 page 18 of 42
Exercise 1 (answers on page 40)
Multiply these fractions. Cancel and simplify if possible.
1 2 1 4 3 10
1. 2. 3.
8 3 2 5 5 11

8 3 7 2 3 5
4. 5. 6.
9 4 10 21 4 7

5 7 1 5
7. 8. 6 9. 9
9 8 3 9

1 1 15 8
10. 10 11. 12 12.
2 3 16 10

7 12 6 1 5 3
13. 14. 15.
8 13 9 3 10 4

16 23 5 20 9 50
16. 17. 18.
17 24 16 30 10 100

Fractions Packet
Created by MLC @ 2003 page 19 of 42
Multiplying Mixed Numbers
Change mixed numbers into improper fractions then multiply as before.
5
1 1 5 10 25 1
Ex. 1: 2 3 8
2 3 12 3 3 3
Change the mixed numbers to improper fractions by:
1) multiplying the bottom number by the whole number
1 2 2 1 4 1 5
2 2) add the top number
2 2 2 2
1 2 2 1 4 1 5 3) keep the bottom number.
2
Cancel
2 top2 and bottom.
2 2 Multiply. Improper fractions simplify by dividing.
3
1 17 6 51 1
Ex.2: 4 6 25 Change the mixed number into an improper
4 24 1 2 2
fraction. Change the whole number into an improper fraction. Cancel. Multiply.
Simplify to get the quotient.
Exercise 2 (answers on page 40)
Multiply these fractions. Cancel and simplify if necessary.
1 3 1 2 1 7
1. 1 1 2. 2 5 3. 4 1
2 4 3 5 3 8

1 1 1 7 5 14
4. 2 5. 3 6. 5
2 8 4 8 7 15

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

8 5 1 2 1 1
10. 1 1 11. 7 8 12. 1 9
9 6 7 5 7 3

Fractions Packet
Created by MLC @ 2003 page 20 of 42
Dividing Fractions
When dividing fractions, invert (turn over) the fraction to the right of the
(“divide by”) symbol. Cancel (if possible) then multiply.
2
1 3 1 4 2
Ex. 1:
2 4 2 3 3
1

3 3 5 3 1 3
Ex. 2: 5
5 5 1 5 5 25

Exercise 3 (answers on page 40)

Divide these fractions. Cancel if necessary and simplify
2 5 9 1 3 1
1. 2. 3.
3 6 10 2 4 4

9 7 2 1 1 3
4. 5. 6.
11 22 5 6 2 4

7 1 1 1 5 15
7. 8. 9.
8 4 5 6 8 16

15 5 7 3 8 9
10. 11. 12.
16 8 12 4 9 8

3 1 3
13. 2 14. 6 15. 4
8 2 4

Fractions Packet
Created by MLC @ 2003 page 21 of 42
Dividing Mixed Number Fractions
When dividing mixed numbers, change the mixed numbers to improper
fractions, invert the fraction on the right of the symbol, cancel if possible,
multiply then simplify.
1 1 5 4 5 3 15 7
Ex. 1: 2 1 1
2 3 2 3 2 4 8 8
3
1 9 6 9 1 3
Ex. 2: 4 6
2 2 1 2 6 4
2

Exercise 4 (answers on page 40)

Divide the following mixed numbers. Cancel and simplify when possible.
3 1 1 1 2 9
1. 2 1 2. 3 1 3. 5 1
4 8 2 8 5 10

3 1 4 1 1 5
4. 2 5. 6 6. 8
4 3 5 2 3 6

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

3 3 1 1 2 1
10. 3 3 11. 2 1 12. 16 13
7 7 2 2 3 6

Fractions Packet
Created by MLC @ 2003 page 22 of 42
 เ ล &
เ
ไม่เ า
เ

Exercise 5 (answers on page 40) 3+2+5:10 1

5 -
3.-2 1
: 0

Solve the following fraction word problems. Cancel and simplify your answers. เ า น 3735373
=10 0 แ

ว%เ
1. A stack of boards is 21 inches high. Each board is 1¾ inches thick. How
3x4 = :
ค

100 % 5= 20

many boards are there?

=21: =21
: :::: boards
" &
12

&
-> "

2. A satellite makes 4 revolutions of the earth in one day. How many

revolutions would it make in 6½ days?

4- 62 : #12 = 26 rev

1 inch
3. A bolt has 16½ turns per inch. How many turns would be in 2½ inches of
threads?

16 x2 = = = ==41 :41. 20 turns

1 7
4. If a bookshelf is 28 inches long, how many 1 inch thick books will it
8 8
hold?

28 :เร : ม =1 5 boo

( 1

5. Deborah needs to make 16 costumes for the school play. Each costume
1
requires 2 yards of material. How many yards of material will she
4
need?

16x2 = 18+2 : 36 yards

Fractions Packet
Created by MLC @ 2003 page 24 of 42
รี
บ่
ช่
ช่
ท่
พิ
ท่
กั
ปั๊
 1
6. The Coffee Pub has cans of coffee that weigh 3 pounds each. The Pub
4

has 8½ cans of coffee left. What is the total weight of 8½

cans?

1
7. Belinda baked 9 pies that weigh 20 pounds total. How much does each
4
pie weigh?

4
8. A piece of paper is inches thick. How many sheets of paper will it
1000
take to make a stack 1 inch high?

3
9. Tanya has read of a book, which is 390 pages. How many pages are in
4
the entire book?

10. DJ Gabe is going to serve ⅓ of a whole pizza to each guest at his

party. If he expects 24 guests, how many pizza’s will he need?

Fractions Packet
Created by MLC @ 2003 page 25 of 42
 To the student:
The fractions chapter is split into two parts. The first part introduces what fractions are and
shows how to multiply and divide them. The second part shows how to add and subtract.
The methods for accomplishing these operations can be confusing if studied all at once.
Before proceeding with this packet, please talk to your instructor about what you should do
next. The Editors.

Addition and Subtraction of Fractions

Finding the LEAST COMMON DENOMINATOR (LCD)
When adding and subtracting fractions, there must be a common denominator
so that the fractions can be added or subtracted. Common denominators are
the same number on the bottom of fractions.
There are several methods for finding the common denominator. The following is one in
which we will find the least common denominator or LCD. Each set of fractions has many
common denominators; we will find the smallest number that one or both fractions will
change to.
Ex. Suppose we are going to add these fractions:
1 2
2 3
Step 1: Start with the largest of the denominators
Ex: 3 is the largest
Step 2: See if the other denominator can divide into the largest without getting a
remainder. If there is no remainder, then you have found the LCD!
Ex. 3 divided by 2 has a remainder of 1
Step 3: If there is a remainder, multiply the largest denominator by the number 2 and
repeat step 2 above. If there is no remainder, then you have found the LCD! If there is a
remainder, keep multiplying the denominator by successive numbers (3, 4, 5, etc.) until there
is no remainder. This process may take several steps but it will eventually get to the LCD.
Ex. 3 x 2 = 6; 2 divides evenly into 6; therefore, 6 is the LCD.
Ex. 1:
1 1
2 4
Step 1: 4 is the largest denominator
Step 2: 4 divided by 2 has no remainder, therefore 4 is the LCD!

Fractions Packet
Created by MLC @ 2003 page 26 of 42
Ex. 2:
1 1
5 6
Step 1: 6 is the largest denominator
Step 2: 6 divided by 5 has a remainder.
Multiply 6 x 2 = 12.
12 divided by 5 has a remainder
6 x 3 = 18.
18 divided by 5 has a remainder
6 x 4 = 24
24 divided by 5 has a remainder
6 x 5 = 30
30 divided by 5 has NO remainder, therefore 30 is the LCD!
Note: You may have noticed that multiplying the denominators together also gets the LCD. This
method will always get a common denominator but it may not get a lowest common denominator.

Exercise 1 (answers on page 41)

Using the previously shown method, write just the LCD for the following sets
of fractions (Do Not Solve)
1 1 2 2 5 1
1) , 2) , 3) ,
2 3 5 3 8 2

1 1 1 2 4 1
4) , 5) , 6) ,
4 3 7 5 9 3

3 1 7 3 3 2
7) , 8) , 9) ,
4 2 8 5 10 3

13 4 1 2 5 3 5 7
10) , 11) , , 12) , ,
15 5 2 3 6 4 8 16

3 1 1 1 1 1 3 1 1
13) , , 14) , , 15) , ,
8 6 3 7 2 3 8 5 3

Fractions Packet
Created by MLC @ 2003 page 27 of 42
 Getting equivalent Fractions and Reducing Fractions

Once we have found the LCD for a set of fractions, the next step is to change
each fraction to one of its equivalents so that we may add or subtract it.
An equivalent fraction has the same value as the original fraction…it looks a
little different!
Here are some examples of equivalent fractions:
1 2 1 3 1 4 1 5
…etc.
2 4 2 6 2 8 2 10

2 4 2 6 2 8 2 10
…etc.
3 6 3 9 3 12 3 15

An equivalent fraction is obtained by multiplying both the numerator and

denominator of the fraction by the same number. This is called BUILDING.
Here are some examples:
5x3 15
5 and 8 were both multiplied by 3
8x3 24

7x2 14
7 and 12 were both multiplied by 2
12x2 24

1x17 17
1 and 3 were both multiplied by 17
3x17 51
Note: the numbers used to multiply look like fraction versions of 1.

An equivalent fraction can also obtained by dividing both the numerator and
denominator of the fraction by the same number. This is called REDUCING.
Here are some more examples:
10 2 5
10 and 12 were both divided by 2
12 2 6

8 4 2
8 and 12 were both divided by 4
12 4 3

200 25 8
200 and 225 were both divided by 25
225 25 9

Fractions Packet
Created by MLC @ 2003 page 28 of 42
Exercise 2 (answers on page 41)
Find the number that belongs in the space by building or reducing equivalent
fractions.
1 2 5
1) 2) 3)
2 10 3 15 6 12

3 2 5
4) 5) 6)
4 12 5 20 7 21

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

12 5 7
10) 11) 12)
24 2 30 6 14 2

2 7 10
13) 14) 15)
7 35 42 6 15 3

1 1 20
16) 17) 18)
8 24 3 24 22 11

21 17 10
19) 20) 21)
42 2 51 3 30 3

Fractions Packet
Created by MLC @ 2003 page 29 of 42
Simplifying Improper Fractions
An improper fraction is one in which the numerator is larger than the
denominator. If the answer to an addition, subtraction, multiplication, or
division fraction is improper, simplify it and reduce if possible.
Ex. 1: 4 is an improper fraction. Divide the denominator into
3
numerator.
1
3 4 11
3
3
1
10
Ex. 2: is an improper fraction. Divide to simplify. Reduce.
8
1
10 8 10 1 2 1 1
8 8 4
8
2

136
Ex. 3: is an improper fraction. Divide to simplify. Reduce.
20
6
136 20 136 6 16 6 4
20 20 5
120
16

Fractions Packet
Created by MLC @ 2003 page 30 of 42
Exercise 3 (answers on page 41)
Simplify the following fractions. Reduce if possible.
6 5 7
1) = 2) = 3) =
5 4 3

10 4 6
4) = 5) = 6) =
6 2 4

15 20 19
7) = 8) = 9) =
3 12 4

23 18 17
10) = 11) = 12) =
5 3 5

37 28 47
13) = 14) = 15) =
9 8 9

106 17 140
16) = 17) = 18) =
4 2 20

162 38 52
19) = 20) = 21) =
10 5 3

Fractions Packet
Created by MLC @ 2003 page 31 of 42
Adding and Subtracting of Fractions
When adding or subtracting, there must be a common denominator. If the
denominators are different:
(a) Write the problem vertically (top to bottom)
(b) Find the LCD
(c) Change to equivalent fractions (by building)
(d) Add or subtract the numerators (leave the denominators the same)
(e) Simplify and reduce, if possible

3 1 4
Ex. 1: The denominators are the same. Add the numerators, keep
5 5 5
the denominator. This fraction cannot be simplified or reduced.
1 2
2 4
1 1 1 1
Ex. 2: ?
2 4 4 4
3 The denominators are different numbers.

4 Therefore, change to equivalent

fractions.

5 15 See page 25
8 24
5 1 1 8
Ex. 3: ?
8 3 3 24
7
24

2 8
3 12
2 3 3 9
Ex. 4: ?
3 4 4 12
17 5
1
12 12 Simplifying and reducing
11 11 completes addition and
15 15 subtraction problems.
11 1 1 5 See page 25 & 27
Ex. 5: ?
15 3 3 15
6 2
15 5

Fractions Packet
Created by MLC @ 2003 page 32 of 42
 Exercise 4 (answers on page 41)
Add or subtract the following fractions. Simplify and reduce when possible.
2 3 9 1 1 3
1) 2) 3)
7 7 14 14 6 6

3 1 2 1 4 1
4) 5) 6)
5 4 3 2 5 2

2 3 5 3 7 2
7) 8) 9)
4 6 6 8 9 3

3 1 3 1 7 2
10) 11) 12)
4 2 5 3 8 3

5 1 9 1 11 5
13) 14) 15)
12 4 11 2 12 6

1 1 5 1 9 1
16) 17) 18)
2 3 6 4 10 3

8 1 14 1 4 3
19) 20) 21)
20 5 15 6 7 8

6 1 8 2 12 5
22) 23) 24)
12 2 9 3 16 8

3 1 4 6 2 2
25) 26) 27)
7 6 5 10 13 3

Fractions Packet
Created by MLC @ 2003 page 33 of 42
Adding and subtracting mixed numbers
A mixed number has a whole number followed by a fraction:
1 5 1 6
1 , 2 , 176 , and 8 are examples of mixed numbers
3 8 2 7
When adding or subtracting mixed numbers, use the procedure from page 7.
Note: Don’t forget to add or subtract the whole numbers.
1 1 1
Ex. 1: 1 2 ? Ex. 2: 6 5 ?
2 3 8
1 3 1
1 1 6
2 6 8
1 2 5
2 2
3 6 1
11
5 8
3
6

1 3 6 1
Ex. 3: 5 ? Ex. 4: 3 1 ?
3 5 9 2
1 5 6 12
5 5 3 3
3 15 9 18
3 9 1 9
1 1
5 15 2 18
14 3 1
5 2 2
15 18 6

When mixed numbers cannot be subtracted because the bottom fraction is

larger than the top fraction, BORROW so that the fractions can be subtracted
from each other. The 2 cannot be
3 1 1 6
Ex. 5: 8 - 2 ? Ex. 6: 5 2 ?
4 6 3 subtracted from the 1 .
6
4 1 1 7 One was borrowed from
8 7 The 3 cannot be 5 5 4
4 4 6 6 6
subtracted from nothing. the 5, changed to 6
3 3 1 2 2 6
2 2 One was borrowed from the 2 2 2 and then added to the
4 4 3 6 6
1 8 and changed to 4 . 8 5
1 to make 7 . The
5 4 2 6 6
4 was changed to a 7.Now the 6 whole number 5 was
mixed numbers can be changed to a 4. Now the
subtracted from each other. mixed numbers can be
subtracted.
Fractions Packet
Created by MLC @ 2003 page 34 of 42
Exercise 5 (answers on page 41)
Add or subtract the following mixed numbers. Simplify and reduce when possible.
4 1 2 3 5 11
1) 8 8 = 2) 1 = 3) 16 =
5 10 3 7 8 12

4 2 11 11 2 1
4) 3 6 5 = 5) 1 = 6) 4 1=
5 3 15 12 3 8

1 1 1 1 2 1
7) 5 2 = 8) 14 2 = 9) 7 1 =
6 3 2 8 5 5

2 1 1 2 4 6
10) 2 = 11) 12 8 = 12) 4 3 =
3 4 7 3 7 7

5 1 1 1
13) 16 2 = 14) 14 2 = 15) 146 8 =
6 3 9 5

5 10 7 3
16) 5 = 17) 6 4 = 18) 11 5=
6 12 8 5

2 4 2 3
19) 7= 20) 2 1 = 21) 100 4 =
3 8 3 8

Fractions Packet
Created by MLC @ 2003 page 35 of 42
Fraction Word Problems (Addition/Subtraction)
When solving word problems, make sure to UNDERSTAND THE QUESTION.
Look for bits of information that will help get to the answer. Keep in mind that
some sentences may not have key words or key words might even be misleading.
USE COMMON SENSE when thinking about how to solve word problems. The
first thing you think of might be the best way to solve the problem.

Here are some KEY WORDS to look for in word problems:

Sum, total, more than: mean to add
Difference, less than, how much more than: mean to subtract

Ex. 1: If brand X can of beans weighs 15 1 ounces and brand Y weighs

2
12 3 ounces, how much larger is the brand X can?
4

means to subtract
1 2 6
15 15 14
2 4 4
3 3 3
12 12 12 Borrow from the
4 4 4 whole number and
add to the fraction
3
2
4
1
Ex. 2: Find the total snowfall for this year if it snowed inch in
10
1 3
November, 2 inches in December and 1 inches in January.
3 4
means to add
1 6
10 60
1 20
2 2
3 60 Simplify.
3 45
1 1
4 60
71 11
3 4
60 60

Fractions Packet
Created by MLC @ 2003 page 36 of 42
 Exercise 6 (answers on page 41)
Solve the following add/subtract fraction word problems
3 7
1. Find the total width of 3 boards that 1 inches wide, inch
4 8
1
wide, and 1 inches wide.
2

+EP 18+12 + =24 =4 = 4.

Name
tir
5 3
2. A 7.15H tire is 6 inches wide and a 7.15C tire is 4 inches
8 4
wide. What is the difference in their widths?

68.4 = 62 - 4 = 13 - 48 = 1 =
1.02 0 inches
5

1
3. A patient is given 1 teaspoons of medicine in the morning and
2
1
2 teaspoons at night. How many teaspoons total does the
4
patient receive daily?

+24 = 12 = 3 = 3.75 teaspoon

1 1
4. 3 feet are cut off a board that is 12 feet long. How long is
3 4
the remaining part of the board?

12 - 3 : 12 - -3 : 11 - 32 - 8 the
feet

3 1
5. of the corn in the U.S. is grown in Iowa. of it is grown in
8 4
Nebraska. How much of the corn supply is grown in the two
states?

th:+: = 0.625
Fractions Packet
Created by MLC @ 2003 page 37 of 42
 1 1 2
6. A runner jogs 7 miles east, 5 miles south, and 8 miles west.
5 4 3
How far has she jogged?

1 1
7. If 3 ounce of cough syrup is used from a 9 ounce bottle, how
2 4
much is left?

1
8. I set a goal to drink 64 ounces of water a day. If I drink 10
3
1 5
ounces in the morning, 15 ounces at noon, and 20 ounces at
2 6
dinner, how many more ounces of water do I have to drink to
reach my goal for the day?

9. Three sides of parking lot are measured to the following lengths:

1 3 1
108 feet, 162 feet, and 143 feet. If the distance around the
4 8 2
15
lot is 518 feet, find the fourth side.
16

10. Gabriel wants to make five banners for the parade. He has 75
1
feet of material. The size of four of the banners are: 12 ft.,
3
1 3 1
16 ft., 11 ft., and 14 ft. How much material is left for the
6 4 2
fifth banner?

Fractions Packet
Created by MLC @ 2003 page 38 of 42
Note
 Decimals Worksheets

Decimal Place Values

The decimal point separates the whole numbers from the fractional part of a
number.

.
1328 1095

In a whole number the decimal point is all the way to the right, even if it is
not shown in a problem.

25 = 25.
The place values of the number 1328.1095 are shown below:
ones tenths
=>

tens
-

hundredths
=

hundreds =>
thousandths=

thousands
- 1328.1095 ten-thousandths=

In word problems you will be asked to translate numbers from English. The
word “and” is where the decimal point will go.

Write the following numbers:

Fifty-eight = 58
One-hundred twenty-five thousandths = .125
One hundred and twenty-five thousandths = 100.025
Eleven and three hundredths = 11.03
Six thousand forty and nine tenths = 6,040.9

Decimals Worksheets
Revised @2009 MLC Page 1 of 21
In the number 2039.876, what digit is in the tenths place? 8
In the number 2039.876, what digit is in the ones place? 9
In the number 2039.876, what digit is in the tens place? 3
In the number 2039.876, what digit is in the thousandths place? 6

Exercise 1 (answer key starts on page 19)

1) In the number 78.9, what digit (number) is in the tenths place? 9
=

2) In the number 78.9, what digit (number) is in the ones place? g

3) In the number 78.9, what digit (number) is in the tens place? !

4) In the number 6174.903, what digit is in the thousands place?

5) In the number 6174.903, what digit is in the thousandths place?
6) In the number 6174.903, what digit is in the hundredths place?
7) In the number 6174.903, what digit is in the tenths place?
8) In the number 6174.903, what digit is in the ones place?
9) In the number 6174.903, what digit is in the tens place? 7

10) In the number 6174.903, what digit is in the hundreds place? I

Exercise 2
Directions: translate the following numbers from English into decimal numbers
1. Twenty-nine 29
2. Eighty-one hundredths 0.8 /
3. Nine thousand thirty-four and seven tenths 9034. F
4. One and four thousandths 1.004
5. One hundred and sixty-two thousandths 100.0062
6. Forty-five hundredths 0.4 ธ
7. Four thousand three hundred twenty-one ten-thousandths 4321. 0010
8. One hundred twenty and five tenths 120. ส
9. Seventeen thousandths 0.0017
10. One and seven tenths 1. 7

Decimals Worksheets
Revised @2009 MLC Page 2 of 21
Rounding Decimal Numbers
When rounding decimal numbers, first look at the number place you are
asked to round to. Then look at the digit (number) just to its right. If
that digit is smaller than 5 (0, 1, 2, 3, or 4), then do not round up. If the
digit is 5 or larger (5, 6, 7, 8, 9), then round up.
Round 5.6932 to the nearest thousandth
The place to round to
5.6932
The digit 2 is small.
5.693 is the answer Do not round up.

Round 28.05267 to the nearest thousandth

The place to round to Drop everything to the right

28.05267
The digit 6 is large.
28.053 is the answer Round up.

Round .09999 to the nearest tenth

The place to round to The digit 9 is
.09999 large. Round up.

.1 is the answer Drop everything to the right

Round .04999 to the nearest tenth

The place to round to The digit 4 is small. Do not round up.
.04999
Drop everything to the right
.0 is the answer

Round 199.99 to the nearest whole (ones) number

The place to round to The digit 9 is
199.99 large. Round up.

200 is the answer Drop everything to the right

Decimals Worksheets
Revised @2009 MLC Page 3 of 21
Exercise 3
Directions: Round the following decimal numbers to the place indicated
1) .1325 to thousandths

2) .0091 to thousandths

3) .0196 to thousandths

4) 5.1234 to thousandths

5) 6.6666 to thousandths

6) 40.61884 to thousandths

7) 1.99999 to thousandths

8) .1325 to hundredths

9) .0091 to hundredths

10) .3333 to hundredths

11) 5.567 to hundredths

12) 48.001 to hundredths

13) 7.987 to tenths

14) .666 to tenths

15) 1.32 to tenths

16) 99.99 to tenths

17) .5 to whole (ones) number

18) 11.99 to whole (ones) number

19) 499 to the nearest hundred

20) 999 to the nearest thousand

Decimals Worksheets
Revised @2009 MLC Page 4 of 21
Decimal/Fraction Conversion
Changing fractions and mixed numbers to decimal numbers simply by dividing
the denominator (bottom number) into the numerator (top number).

.5 .333
1 1 0 .5 1 1
2 1 .0 3 1.000 0.333
2 2 3 3
10 9
10 Rounded to the
9 nearest
thousandth
10
or
9 Use repeating
.6 dash over the
3 3 The whole number in front of the
4 5 3 .0 4 4 .6 first
5 5 fraction will also be in front of the
30 decimal. 3 .3

Changing decimal numbers into fractions and mixed numbers is as easy as

saying the number as a fraction then writing it down. Remember to reduce
and simplify.
2 1
.2 = ”two tenths” =
10 5
37
.37 = “thirty-seven hundredths” =
100
21 420
.420 = “four hundred twenty thousandths” =
50 1000
32 8
18.32 = “eighteen and thirty-two hundredths” = 18 18
100 25

Decimals Worksheets
Revised @2009 MLC Page 5 of 21
 Exercise 4
Directions: Change the following fractions and mixed numbers to decimal
numbers. Round answers to the nearest thousandth, if necessary.
&
1 3 5
1) 5) 9)
0.62
=0.625
8 · 4 8 8
#

5 อ
%

2 5 2
2) 6) 10)
-

7 10 3

Roman วสะ
!

4·
1 ⑧
7 1 ธ. 0625 = ธ.
063
3)
< 6
2 7) 13 11) 5
0.167
=
8 16
-

stress
↓
2.161 0.6666
15
3 10 3
4) 8) 8 12) 136 136.
16 15 5

Exercise 5
Directions: Change the following decimal numbers to fractions or mixed
numbers. Reduce answers, if possible.
1) .25 5) .16 9) .07

2) .2 6) .625 10) .1875

3) 3.8 7) 16.31 11) 42.325

4) .75 8) 3.35 12) 7.37

Decimals Worksheets
Revised @2009 MLC Page 6 of 21
 Exercise 8
Directions: arrange these numbers from smallest to largest:
1) 7.8 8.7 8.2 7.96 8.014

2) 0.15 .01 .1 .0101 .001

3) 94 93.999 93.909 93.99901 94.0001

4) 16.83 16.38 16.3 16.8 16

5) 3.49 3.489 3.4899 3.48999 3.48989

order 5 ๆ ↓3 34 62

3.489 3.48989 3.4899 3.48999 3.49

Adding and Subtracting Decimal Numbers
When adding and subtracting decimal numbers, line up the decimal point of
all the numbers. If a number does not show a decimal point, place one to the
right of the whole number. You may add zeroes to keep the columns lined up.
Add a zero
13 .60
Add 13.6 and 42.18 42 .18
55 .78

Add zeroes
1347 .0000
Add 1347 and .0005 .0005
1347 .0005

113 .06 The wording here can be

Subtract 14.69 from 113.06 14 .69 confusing. Notice how
“subtract 14.69 from 113.06”
98 .37 means 113.06 – 14.69

Add zeroes
146 .000
146 – 3.198 3 .198
142 .802
Decimals Worksheets
Revised @2009 MLC Page 9 of 21
Exercise 9
Directions: add or subtract the following
1) 2) 74.906 + .01 + 42 = 3) 8416 + .28 + 1.489 =
8.7
5.4 8417.769

4) 5) 462 – 31.2 = 6) 16.001 - 12.984 =

38.64
8.87

7) .1 + 1.9 + 13 = 8) 20 – 14.8 - .018 = 9) 6 + 132.89 =

10) 346.8912 – 29.98764 11) 12)

11.00001 1234.
1.11234 .1234
1233.876

13) 124.8 + 3.79 – 118.965 14) Subtract 6.8 from 14.2 15) Subtract 38.97 from 59

9.625 20.0

16) Add .001 to 87 17) Add 5000 to .0186 18)

.40
3.80
5000.0186
26.91
587.89

6 19.0
19) 20) Subtract .001 from .01
143.012
98.764

Decimals Worksheets
Revised @2009 MLC Page 10 of 21
Multiplying Decimal Numbers
When multiplying decimal numbers, set up the problem like regular
multiplication. When you get your answer, add up the total number of digits
to the right of the decimals in both the numbers you are multiplying and
place the decimal in your answer that many places from the right end.

three digits
.00 8
.02 .008 .02 .00016 is the answer
.00016 two digits

five digits
20
20 .8 .8 16.0 is the answer
16.0

When multiplying three numbers together, multiply any two to get an answer;
then multiply that answer by the third number.
two digits
1.02
.3 one digit
.306
three digits
.306
.3 1.02 46
46
1836
1224
14.076

14.076 is the answer

Decimals Worksheets
Revised @2009 MLC Page 11 of 21
 Exercise 10 hundred ths
Directions: Multiply the following Rounding
1) 1.67 3.2 2) 84.78 .612 3) 98.47 .7 4) 5)
1 &
2 4 &
edigit .8842 5.76
84.78
& decimal
=

ส
in answer

1.67
.002 .25
·
=>

612 =2 digit adigit

3.2 < ว
i
>
1 1 5 2
8478
1.4 4 0 ·

5 set

= 5 1 8 5 3 6
·กา

5 18.4536
=

= 518.45
~ส. 34

6) 7) 8) 9) 1 3
10)
8.04 8.45 4.095 11.4 36
.004 .36 .006 & 18
=p 1.1
-

191 2, 205.2
1 1 4 ·

0.03216
205 ·
2

&

~ 0.03

11) 12) 13) 14) 15)

.001 8.88 12.34

·.citta
.001 .88 43.21 .1 .1 .1 2.7 8.3 .0014

533.2174 0.03137K

~533.21 = 0.03

Decimals Worksheets
Revised @2009 MLC Page 12 of 21
 +
2.368-10:23.68
-

10: 2.36 8
23.68 -
Dividing Decimal Numbers
Here are the three ways you will see division problems; they all mean the
same thing: 210
46.58
2.1
2.1 46.58
·
-roo
46.58
2.1

When dividing decimal numbers, move the decimal point in the divisor
(number you’re dividing by) to the right end of the divisor. Then move the
decimal point in the dividend (the number you’re dividing into) the same
number of places to the right as you moved it in the divisor.

. . . .
2.1 46.58 .100 8.100 4 6.1 .8 11.0

Once you have placed the decimal point correctly in your quotient (answer),
divide like you would in whole numbers.
Rounded to hundredth

23 2 0. 9.4 1 17 .173
.2 4.6 .26 5.20 1.7 16.00000 9.41 15 2.600 .17

4 52 15 3 15

6 0 70 1 10
6 68 1 05
0 50
20
45
17
5
30
17
130
119
11

Decimals Worksheets
Revised @2009 MLC Page 13 of 21
 Exercise 11
Directions: Divide. Round answers to hundredths, if necessary
0.3: # = 10 = :

↑
10

#the#100
1) .3 .69 2) .82 16.4 ·
~ ~
3) .002 4
Mater
stare -
82

0.9

4) 1.4 280 5) 25 4 6) 37 1.68

7) .66 15.18 8) 1.87 3.96 9) 329 2.303

10) .64 .14208 O 64( 11) 20 .1 12) .3 85

=100% - lodi

* 10 จ

13) 5.86 250 14) .789 315.6 15) 2.8 7.006

·
x100

So, = 1000 both

2805OGเจาะ
2 5.

&

:อ
Decimals Worksheets
Revised @2009 MLC Page 14 of 21
Word Problems using Decimal Numbers

Definitions: Sum – the answer from adding numbers

Difference – the answer from subtracting numbers
Product – the answer from multiplying numbers
Quotient – the answer from dividing numbers

In solving word problems, try to understand the whole situation being

described. Some numbers may not even be involved in answering the
question. Sometimes you will have to do extra steps to get the numbers you
need to solve the problem.

If the annual rainfall for a town near Santa Fe was 12.3 inches in 1960, 13.2
inches in 1961, and 11.5 in 1962, what was the total rainfall for the three
years?
12.3
13.2
“Total” means to add 11.5 37.0 inches is the answer
37.0

What is the difference between David’s salary of $523.86 per month and
Robert’s monthly salary, which is $318.90?

523.86
“Difference” means to subtract 318.90 $204.96 is the answer
204.96

If you have a car that used 19.2 gallons of gas to go 285 miles, how many
miles per gallon (mpg) did the car get? (round your answer to the nearest
tenth.)
miles 285 miles
mpg = ; so divide 19.2 into 285
gallon 19.2 gallon
14.84
19.2 285.000 14.8 mpg is the answer

Decimals Worksheets
Revised @2009 MLC Page 15 of 21
You need to order three hinges for each of 15 doors. Each hinge costs $.75.
How much will the hinges cost?

The total number of hinges is 3 15 = 45

Multiply 45 .75 = 33.75 $33.75 is the answer

Exercise 12
1) During five days, you drive 15.4 miles, 24.2 miles, 10.4 miles, 18.7 miles, and 7.5
miles. How many miles did you drive during those five days?

2) If you are given 3 checks, one for $36.98, another for $17.27, and a third for
$260, how much is the total of all 3 checks?

3) If a car gets 42.1 mpg on the highway, how many gallons of fuel will it use by
traveling 340 highway miles? (round answer to tenths)

4) If you need to cut 5 pieces of glass from a 14 feet length, how long should each
piece be?

5) If you purchase a TV and pay $40 down and $32.60 a month for 8 months, what
was the purchase price of the TV?

6) If the revenues from the extra ¼ % sales tax amounted to $48,136.47 in 1983 and
is to be divided equally among 7 different departments within the city of
Albuquerque, how much will each department receive? (round to the nearest cent)

7) If the total precipitation (rainfall and snow) for the year at a mountain town is
expected to be 37.9 inches and it has already rained 26.82 inches, how many more
inches of precipitation are expected?

Decimals Worksheets
Revised @2009 MLC Page 16 of 21
 Decimals Practice Test

Change to decimals. (round to hundredths)

2 1 3 1
1) 2) 3) 4) 5
5 6 8 2

Change to fractions (reduce, if possible)

5) .25 6) .66 7) 2.4 8) 42.875

Add
9) 3.7 10) 75.006 11) 8.1 + 268 + 49.64
+ 8.9 2.3
15.863
+ 246.9

Subtract
12) 3.16 13) 162.8 – 46.96 14) Subtract 1.97 from 15.1
- 1.87

Multiply
15) 5.82 16) .165 17) .01 x .167 x .9
x .78 x 74

Divide (round answers to hundredths)

18) .7 .49 19) 8.5 .17 20) .172 2

Decimals Worksheets
Revised @2009 MLC Page 17 of 21
21) Arrange from largest to smallest
.808, .81, .8019, .807 .8

22) Arrange from smallest to largest

1.62, 1.6, 1.06, 1.16, 1.66

23) Subtract four and three-tenths from eleven and eighty-one hundredths.

24) If you ran 5.3 miles on Monday, 3.9 miles on Wednesday, and 4.7 miles
on Friday, how many miles did you run, total, for the three days?

25) If you divided $63.65 evenly among five children, how much would each
child get?

26) If you bought 12.6 gallons of gasoline at $1.20 per gallon, how much did
the gasoline cost?

Decimals Worksheets
Revised @2009 MLC Page 18 of 21
Decimals word problems
Grade 5 Word Problems Worksheets

Read and answer each question:

Ashley is making cookies for her office’s Christmas party.

1. Each batch of cookie mix need 0.4 cups of sugar, and each batch can make 16
cookies. If Ashley is making 4 batches of cookies, how much sugar does she
need?

2. Ashley found 2 boxes of sugar in the kitchen. The green box is 1.26 kg and the
red box is 1.026 kg. Which box contains more sugar?

3. Ashley measured 1.43 cups of sugar. How much more sugar does she need?

4. She has 3 bags of flour. She has two smaller bags with 0.75 kg of flour each and
a bigger bag which has 1.14 kg. How much flour does she have in total?

5. After she finished making the cookies, Ashley had 0.945 kg of flour left. How
much flour did she use?

6. Each batch of cookies is 8.9 oz. What is the weight of 2.5

batches of cookies?

Reading & math for K-5 © www.k5learning.com

 e >
o t
< N
 Percents and decimals conversion over 100%
Grade 6 Percents Worksheet
Convert the percents into decimals and the decimals to percents.
1. 2.
209 % = 205 % =

3. 4.
475 % = 0.93 =

5. 6.
148 % = 4.65 =

7. 8.
222 % = 80 % =

9. 10.
0.24 = 3.14 =

11. 12.
3.49 = 243 % =

13. 14.
62 % = 74 % =

15. 16.
4.37 = 280 % =

17. 18.
1.3 = 489 % =

19. 20.
363 % = 3.93 =

Online reading & math for K-5 © www.k5learning.com

 Percents and decimals conversion over 100%
Grade 6 Percents Worksheet
Convert the percents into decimals and the decimals to percents.
1. 2.
1.03 = 2.68 =

3. 4.
374 % = 3.19 =

5. 6.
2.85 = 91 % =

7. 8.
0.67 = 464 % =

9. 10.
56 % = 441 % =

11. 12.
165 % = 0.78 =

13. 14.
183 % = 30 % =

15. 16.
415 % = 2.47 =

17. 18.
327 % = 2.08 =

19. 20.
0.12 = 496 % =

Online reading & math for K-5 © www.k5learning.com

 Percentage of decimal numbers
Grade 6 Percents Worksheet
Calculate the given percent of each value.
1. 2.
82% of 3.4 = 22% of 0.89 =

3. 4.
71% of 5.8 = 19% of 0.43 =

5. 6.
100% of 7.8 = 56% of 5.7 =

7. 8.
82% of 7.2 = 89% of 1 =

9. 10.
14% of 0.83 = 66% of 1.6 =

11. 12.
40% of 0.61 = 13% of 6.1 =

13. 14.
88% of 9.3 = 38% of 7.2 =

15. 16.
49% of 0.26 = 48% of 1.7 =

Online reading & math for K-5 © www.k5learning.com

 Percentage of whole numbers (over 100%)
Grade 6 Percents Worksheet
Calculate the given percent of each value.
1. 2.
100% of 38 = 200% of 20 =

3. 4.
100% of 1 = 200% of 82 =

5. 6.
300% of 32 = 100% of 42 =

7. 8.
200% of 91 = 300% of 83 =

9. 10.
300% of 92 = 200% of 9 =

11. 12.
100% of 39 = 100% of 7 =

13. 14.
200% of 48 = 300% of 97 =

15. 16.
200% of 1 = 300% of 55 =

Online reading & math for K-5 © www.k5learning.com

 Name:

Exam Style Questions

Ensure you have: Pencil, pen, ruler, protractor, pair of compasses and eraser

You may use tracing paper if needed

Guidance

1. Read each question carefully before you begin answering it.

2. Donʼt spend too long on one question.
3. Attempt every question.
4. Check your answers seem right.
5. Always show your workings

Revision for this topic

1. Complete the table.

(3)

2. (a) Write 0.1 as a fraction.

.........................
(1)

(b) Write 0.1 as a percentage.

.........................
(1)

3. (a) Write ¼ as a percentage.

.........................
(1)

(b) Write ¼ as a decimal.

.........................
(1)
4.

(a) Write down the fraction of this shape that is shaded.

Give your fraction in its simplest form.

.........................
(2)

(b) Write as a decimal.

.........................
(1)

(c) Samuel says that 25% is greater than 0.3.

Is he correct?
Explain your answer.

..........................................................................................................................

..........................................................................................................................

..........................................................................................................................
(1)
5. The table shows the percentage of votes each party obtains in an election.

(a) Work out what percentage voted for Labour.

.........................
(1)

(b) Write 35% as a fraction.

Give your answer in its simplest form.

.........................
(2)

(c) Write 11% as a decimal.

.........................
(1)

8000 people voted in the election.

(d) Work out 25% of 8000

.........................
(1)
6. (a) Write 20% as a decimal.

.........................
(1)

(b) Write 9% as a fraction.

.........................
(1)

7. A train is late arriving into a station.

It should arrive at 5 pm
It arrives at 5.15 pm.

(a) How many minutes late is the train?

.........................
(1)

(b) Write your answer as a fraction of an hour.

.........................
(1)

8. (a) Write 0.9 as a percentage.

.........................
(1)

(b) Write 0.9 as a fraction.

Give your answer in its simplest form.

.........................
(2)
9. Complete the table.

(3)

10. For every £200 that Mrs Wallace earns, she saves £34.

(a) Work out £34 as a percentage of £200.

.........................%
(2)

(b) Last month Mrs Wallace earns £1000.

How much of this does she save?

£.........................
(2)
11. Alannah has 300 scarves that she takes to a market to sell.

Alannah sells of the scarves.

(a) How many scarves does Alannah sell?

.........................
(2)

(b) Write as a percentage.

.........................
(1)
(c) Write as a decimal.

.........................
(1)

Of the 300 scarves, 200 are not blue.

(d) Write the number of scarves which are blue as a fraction of the total number
of scarves.

.........................
(1)
12. (a) What fraction of this shape is shaded?

.........................
(1)

(b) Shade 0.4 of this shape.

(1)

(c) What percentage of this shape is shaded?

.........................
(1)
13. Penny gets £8 pocket money.
She is given an increase of £1.

(a) Write down £1 as a fraction of £8

.........................
(1)

(b) Write your answer as a percentage

.........................
(1)

14. Complete the table.

(4)

15. Convert 0.124 to a fraction.

Give your answer in its simplest form.

.........................
(2)
15. Convert to a decimal.

.........................
(2)

16. Convert to a percentage.

.........................
(2)

17. Convert to a decimal.

.........................
(2)
 Ordering Fractions, Decimals and Percentages
Name: Class: Date:

Mark /5 %

1) Order this list from smallest to largest. [1]

1
0.3 15% 2 2

2) Order this list from smallest to largest. [1]

3
4 3 0.4 5%

3) Order this list from smallest to largest. [1]

1
0.14 4% 0.48 5

4) Order this list from smallest to largest. [1]

1
0.46 3% 4 0.14

5) Order this list from smallest to largest. [1]

6
5 58.9% 1.77 0.169

Copyright Mathster.com 2014. Licensed by Your School with permission to redistribute

Edexcel GCSE
Mathematics (Linear) – 1MA0

FRACTIONS,
DECIMALS AND
PERCENTAGES
Materials required for examination Items included with question papers
Ruler graduated in centimetres and Nil
millimetres, protractor, compasses,
pen, HB pencil, eraser.
Tracing paper may be used.

Instructions
Use black ink or ball-point pen.
Fill in the boxes at the top of this page with your name, centre number and candidate number.
Answer all questions.
Answer the questions in the spaces provided – there may be more space than you need.
Calculators may be used.

Information
The marks for each question are shown in brackets – use this as a guide as to how much time to
spend on each question.
Questions labelled with an asterisk (*) are ones where the quality of your written communication
will be assessed – you should take particular care on these questions with your spelling, punctuation
and grammar, as well as the clarity of expression.

Advice
Read each question carefully before you start to answer it.
Keep an eye on the time.
Try to answer every question.
Check your answers if you have time at the end.
 1
1. (a) Write as a percentage.
4

…………………%
(1)

(b) Write 0.23 as a percentage.

…………………%
(1)

(c) Write 42% as a fraction.

Give your answer in its simplest form.

…………………
(2)
(Total 4 marks)

2. (a) Write 0.15 as a percentage.

................................. %
(1)

(b) Write 35% as a fraction.

Give your answer in its simplest form.

.................................
(2)
(Total 3 marks)

3. (a) Work out 50% of £60

£ ........................................
(1)

(b) Work out 25% of 20 metres.

........................................ metres
(1)
(Total 2 marks)
 9
4. (a) Write as a decimal.
10

..................................
(1)

3
(b) Write as a percentage.
4

............................. %
(1)

(c) Write 23% as a fraction.

..................................
(1)

1
(d) Work out of 50
5

..................................
(1)
(Total 4 marks)

1
5. (a) Write as a percentage.
5

…………………………… %
(1)

(b) Write 0.7 as a percentage.

………………………… %
(1)
(Total 2 marks)
 1
6. (a) (i) Write as a percentage.
4

.....................................%

(ii) Write 0.8 as a percentage.

.....................................%
(2)

(b) Write 76% as a decimal.

.....................................
(1)

(c) Write 45% as a fraction.

Give your answer in its simplest form.

.....................................
(2)
(Total 5 marks)

7. (a) Write 0.85 as a percentage.

............................ %
(1)

1
(b) Write as a percentage.
10

............................ %
(1)

(c) Write 60% as a decimal.

................................
(1)
(Total 3 marks)

8. (a) Write 0.37 as a percentage.

.............................. %
(1)

1
(b) Write as a percentage.
4

.............................. %
(1)

(c) Write 19% as a fraction.

.................................
(1)
 (d) Write 40 as a fraction of 140
Give your fraction in its simplest form.

..............................
(2)
(Total 5 marks)

9. (a) Write 0.45 as a percentage.

……………………………%
(1)

3
(b) Write as a percentage.
4

……………………………%
(1)

(c) Write 30% as a fraction in its simplest form.

……………………………
(2)
(Total 4 marks)

1
10. (a) Write
10

(i) as a decimal,

………………………cm

(ii) as a percentage.

………………………cm
(Total 2 marks)

1
11. (a) Write as a percentage.
5

................................ %
(1)

(b) Write 0.64 as a percentage.

................................ %
(1)

(c) Write 70% as a decimal.

................................
(1)
(Total 3 marks)
12. (a) Write 0.38 as a percentage.

………………… %
(1)

3
(b) Write as a percentage.
10

………………… %
(1)
(Total 2 marks)

3
13. (a) Shade of this shape.
4

(1)

(b) Shade 0.25 of this shape.

(1)

-(c) Change 0.3 into a fraction.

.....................................
(1)

(d) Change 0.7 into a percentage.

................................... %
(1)

3
(e) Work out of £36
4

£ ...................................
(2)
(Total 6 marks)
14. (a) Write 92% as a decimal.

....................................
(1)

(b) Write 3% as a fraction.

....................................
(1)

(c) Work out 5% of 400 grams.

............................................ grams
(2)
(Total 4 marks)

15. Nassim buys petrol from his local garage.

On Monday, he filled up his tank.

3
On Tuesday, his tank was full.
4

(a) What fraction of the full tank of petrol had he used?

.....................................
(1)

3
(b) Write as a decimal.
4

.....................................
(1)

3
(c) Write as a percentage.
4

.....................................
(1)

(Total 3 marks)
16. A newspaper reporter did a survey.
He asked people what was their favourite leisure activity.

The table gives some information about the answers he got.

Favourite leisure activity Percentage
Home Improvements 22%
Shopping 14%
Gardening 9%
All others

(a) Complete the table.

(1)

(b) Write 9% as a decimal.

……………………….
(1)

400 people were asked in the survey.

(c) How many people said their favourite leisure activity was gardening?

……………………….
(2)
(Total 4 marks)
1. Write these numbers in order of size.
Start with the smallest number.

...............................................................
(2)

2. Write these numbers in order of size.

Start with the smallest number.

...............................................................
(2)

3. Write these numbers in order of size.

Start with the smallest number.

...............................................................
(2)
4. Write these numbers in order of size.
Start with the smallest number.

...............................................................
(2)

5. Write these numbers in order of size.

Start with the smallest number.

...............................................................
(2)

6. Write these numbers in order of size.

Start with the smallest number.

...............................................................
(2)
 Grade 6 Percents Word Problems

Name: ______________________________ Class: ________________

Question 1

Father gave me some money. I could choose between 15% of

1,500$ or 25% of 1,000$. Which amount did I choose?

Question 2

Mike had 180 blue and red pencils. He had 45 blue pencils.
What percentage of his pencils was red?

Question 3

The bill in a restaurant totaled 45.50$. We wanted to give a

tip of 20%. How much money did we pay altogether?

Question 4

Last year Billy weighed 75kg. This year he weighed 90kg.

With what percentage did his weight increase?

Question 5

Pete had 140 candies. He kept 28 candies for himself and gave
the rest away. What percentage of his candies did he give
away?
Question 6

John bought 18 pizzas. Michael bought 12 pizzas.

What percentage of the total number of pizzas, did Michael buy?

Question 7

After going shopping we had only 10% of our money left.

We spend 180$. How much money did we have at first?

Question 8

25% of my candies are chocolate candies. I had 25 chocolate candies.

How many candies did I have altogether?

Question 9

Andy and Joe both bought the same computer. Andy paid
2,500$, but Joe got a 15% discount. How much did Joe pay?

Question 10

Dummy forgot his pin code. 20% of his pin code was 246.8.
What was his pin code?
Note
Chapter 3

Compute with Multi-Digit Numbers

 4
0-
5- 9 ↑
Estimating Products Name: Answer Key
Determine which choice best answers each question. Answers
รอ 2 30
60

1) Adam's school was collecting cans for recycling. They had 59 bags with 27 cans inside each bag.
Which expression show about how many cans they collected? 1. C
A. 60 × 20 B. 50 × 20 C. 60 × 30 D. 50 × 30
2. C
2) A delivery company gave each of their 82 trucks 87 boxes each. Which expression shows about
how many total boxes they had? 3. C
A. 90 × 80 B. 80 × 80 C. 80 × 90 D. 90 × 90
4. D
3) Larry's Lawn Care charges 42 bucks to mow a customer's lawn for a year. If they have 68
customers which expression shows about how much money they'll make? 5. C
A. 50 × 60 B. 40 × 60 C. 40 × 70 D. 50 × 70
6. B
4) Dave was placing his spare change into stacks. Each stack had 36 coins. If he had 58 stacks, which
expression shows about how many coins he had? 7. C
A. 30 × 50 B. 30 × 60 C. 40 × 50 D. 40 × 60
8. D
5) Oliver was drawing on scrap paper. He could fit 11 drawings on each page. If he has 23 pieces of
paper, which expression shows about how many drawings he could make? 9. D
A. 20 × 20 B. 10 × 30 C. 10 × 20 D. 20 × 30
10. D
6) Vanessa was reading a book with 78 chapters. If each chapter was 19 pages, which expression
shows about the length of the book?
A. 80 × 10 B. 80 × 20 C. 70 × 20 D. 70 × 10

7) Jerry was building a LEGO tower. He built it 74 stories tall with 48 LEGOs on each story. Which
expression shows about how many LEGOs he used total?
A. 80 × 50 B. 80 × 40 C. 70 × 50 D. 70 × 40

8) Mike was buying extra pencils. He bought 15 packs with each pack having 51 pencils in it. Which
expression shows about how many pencils he bought?
A. 10 × 60 B. 20 × 60 C. 10 × 50 D. 20 × 50

9) A teacher had 92 students in her classes. If each student completed 24 problems which expression
shows about how many problems she'd have to grade?
A. 100 × 30 B. 100 × 20 C. 90 × 30 D. 90 × 20

10) A zoo used 13 pounds of food each day. Which expression shows the amount of food they'd have
used after 36 days?
A. 20 × 40 B. 20 × 30 C. 10 × 30 D. 10 × 40

Math www.CommonCoreSheets.com 1 1-10 90 80 70 60 50 40 30 20 10 0

30 40
&
4&

:.......... 1
80

~เอ
5 0
=

26 0 25 ·
 Estimating quotients ✩
Round to compatible numbers. Estimate the quotient.

3,156 ÷ 6 2,159 ÷ 5
3,000 ÷ 6 = 500 2,500 ÷ 5 = 500

Round to compatible numbers. Estimate the quotient.

1,934 ÷ 8 4,066 ÷ 5
÷8= ÷5=

1,108 ÷ 4 5,657 ÷ 9
÷4= ÷9=

3,998 ÷ 6 5,525 ÷ 7
÷6= ÷7=

1,701 ÷ 3 1,304 ÷ 2
÷3= ÷2=

Estimate the quotient.

4,798 ÷ 7 8,205 ÷ 9 5,022 ÷ 5

3,785 ÷ 4 5,528 ÷ 6 2,375 ÷ 8

1,632 ÷ 3 4,251 ÷ 4 4,754 ÷ 9

7,352 ÷ 8 1,774 ÷ 2 3,322 ÷ 7

3,591 ÷ 6 2,887 ÷ 5 5,746 ÷ 2

3,703 ÷ 3 2,392 ÷ 6 6,621 ÷ 8

© Dorling Kindersley Limited [2010]

Chapter 5

Integers and the Coordinate Plane

Adding and subtracting with number lines
Grade 5 Integers Worksheet

Solve the following by drawing hops on the number line.

Example:

-3 + 5 = 2
&

1.

·ever
2
- 4 - (-6) = ___ -4+ 6
↑

2.
·

-3
5 + (-8) = ___ 5-8
+

->
3.
Ma
·

-ธ
- 8 + 3 = ___
=

4.

·hua
2
-3 - (-5) = ___
*
+

-3+ ส

Reading and Math for K-5 © www.k5learning.com

Integers on the number line
Grade 5 Integers Worksheet

A. Label the given integers on the number line.

1) 2 6) -9
2) -2 7) 12
3) 9 8) -12
4) 11 9) 7
5) -5 10) 5

B. Using the number line, determine the integer being described below.
&

mmmms
1 2 3 4

--
symbol
1) 5 units to the left of –3 3 - 5:_____
-8 ↓
+
in front of
: 12
9 + 3 _____
2) 3 units to the right of 9
greater num

-6- 6 =- 12
-

3) 6 units to the left of -6

=
_____

& Numbe
+

4) 9 units to the right of –5

-
trt9 = _____ ↓
5) 2 units to the left of 3 _____ same symbol
+

6) 4 units to the right of –4 _____

diff, symbol
7) 1 unit to the right of 11 _____ -

8) 3 units to the left of –7 _____

9) 5 units to the right of –10 _____

10) 2 units to the right of 4 _____

Reading and Math for K-5 © www.k5learning.com

 Addition of integers (-30 to +30)
Grade 6 Integers Worksheet
Find the sum.
+
1. -8 + -7 = 807 = - 2. -25 + -5 = 3. 19 + 6 =
น

4. -9 + -1 = 5. -4 + -30 = 6. -6 + 7 =

7. -9 + -2 = 8. 4 + -7 = 9. -6 + -2 =

10. -3 + -19 = 11. -6 + 6 = 12. 10 + 30 =

13. -3 + -5 = 14. -3 + 12 = 15. -5 + -29 =

16. 20 + 19 = 17. -22 + -28 = 18. 4 + 6 =

19. -4 + 9 = 20. 12 + 15 = 21. -23 + 8 =

22. -13 + 25 = 23. -7 + -3 = 24. 1 + 7 =

Online reading & math for K-5 © www.k5learning.com

 Addition of 4 integers
Grade 6 Integers Worksheet
Find the sum.
1. -15 + 10 + -5 + -15 = 2. -12 + 19 + -8 + 4 =

3. -9 + -2 + 12 + 15 = 4. 6 + 12 + 12 + -17 =

5. 14 + -12 + 7 + 18 = 6. 18 + 10 + 17 + -9 =

7. 3 + -19 + 14 + -10 = 8. 3 + -3 + 8 + 8 =

9. 5 + -11 + -13 + 16 = 10. -14 + -10 + -2 + 18 =

11. -1 + 5 + -10 + 4 = 12. -9 + -18 + -7 + -2 =

13. -19 + -7 + 4 + 19 = 14. -4 + -18 + -18 + 7 =

15. 6 + -5 + -8 + 17 = 16. -13 + 1 + 6 + -2 =

Online reading & math for K-5 © www.k5learning.com

 Multiplication of integers
Grade 6 Integers Worksheet

Find the product.

1. 1 × -4 = 2. 5 × -3 = 3. -8 × -6 =

4. -5 × -8 = 5. -5 × -5 = 6. -6 × 2 =

7. -4 × -6 = 8. -5 × 1 = 9. 6 × -2 =

10. 1 × 4 = 11. 7 × -7 = 12. -5 × -6 =

13. 9 × 7 = 14. 4 × -4 = 15. 5 × 6 =

16. 4 × -5 = 17. 6 × 7 = 18. 3 × -9 =

Online reading & math for K-5 © www.k5learning.com

 Division of integers
Grade 6 Integers Worksheet
Find the quotient.
1. 2.
130 ÷ -10 = 16 ÷ -4 =

3. 4.
-3 ÷ -3 = 72 ÷ 4 =

5. 6.
142 ÷ -2 = -114 ÷ -2 =

7. 8.
-99 ÷ 3 = -180 ÷ -4 =

9. 10.
-160 ÷ -4 = 10 ÷ -10 =

11. 12.
4 ÷ 1 = -120 ÷ -4 =

13. 14.
33 ÷ -11 = 1,000 ÷ -10 =

15. 16.
120 ÷ -12 = -161 ÷ -7 =

Online reading & math for K-5 © www.k5learning.com

 Name: __________________________ Score:

Absolute Value BS1

Find the value:

1) 2) 3)

|5| = | − 13 | = |2| =

4) 5) 6)

| − 11 | = |7| = |−4 | =

7) 8) 9)

|3| = |−14 | = | 10 | =

10) 11) 12)

|−13 | = |1| = |−7 | =

13) 14) 15)

|9| = |−5| = | 11 | =

16) 17) 18)

|−7 | = |8| = |−15 | =

19) 20) 21)

|2| = |−9 | = |4| =

22) 23) 24)

|−3 | = | 12 | = |−6 | =

Printable Math Worksheets @ www.mathworksheets4kids.com

 Name: __________________________ Score:

Absolute Value Addition: S1

Find the value:

1) 2) 3)

|−5| + |7| = |3| + |11| = |12| + |−6| =

4) 5) 6)

|−12| + |−13| = |−8| + |9| = |3| + |5| =

7) 8) 9)

|14| + |−6| = |−9| + |−2| = |−3| + |12| =

10) 11) 12)

|9| + |7| = |11| + |−6| = |−15| + |−1| =

13) 14) 15)

|−5| + |5| = |14| + |1| = |10| + |−9| =

16) 17) 18)

|−10| + |−3| = |−15| + |9| = |6| + |5| =

19) 20) 21)

|12| + |−4| = |−9| + |−6| = |−4| + |3| =

22) 23) 24)

|12| + |7| = |6| + |−6| = |−7| + |−14| =

Printable Math Worksheets @ www.mathworksheets4kids.com

 Name: __________________________ Score:

Absolute Value Subtraction: S1

Find the value:

1) 2) 3)

|−6| − |2| = |11| − |3| = |12| − |−6| =

4) 5) 6)

|−13| − |−12| = |−15| − |5| = |5| − |2| =

7) 8) 9)

|14| − |−6| = |−9| − |−2| = |−12| − |3| =

10) 11) 12)

|9| − |7| = |11| − |−6| = |−15| − |−1| =

13) 14) 15)

|−8| − |8| = |13| − |2| = |9| − |−5| =

16) 17) 18)

|−10| − |−3| = |−15| − |9| = |8| − |5| =

19) 20) 21)

|13| − |−4| = |−10| − |−5| = |−4| − |3| =

22) 23) 24)

|11| − |7| = |13| − |−6| = |−9| − |−1| =

Printable Math Worksheets @ www.mathworksheets4kids.com

 Name: __________________________ Score:

Absolute Value Add/Sub: S1

Find the value:

1) 2) 3)

|−7| − |3| = |12| + |8| = |13| − |−7| =

4) 5) 6)

|−14| + |−4| = |−9| + |7| = |6| − |1| =

7) 8) 9)

|11| + |−12| = |−10| − |−2| = |−13| + |4| =

10) 11) 12)

|10| + |8| = |12| − |−7| = |−15| + |−4| =

13) 14) 15)

|9| − |4| = |14| + |3| = |10| − |−6| =

16) 17) 18)

|−11| + |−3| = |−15| − |7| = |9| − |2| =

19) 20) 21)

|14| + |−5| = |−11| − |−6| = |−5| + |4| =

22) 23) 24)

|12| − |8| = |7| − |−1| = |−10| + |−5| =

Printable Math Worksheets @ www.mathworksheets4kids.com

 Name: __________________________ Score:

Evaluate the value Mul/Div: S1

1) 2)

|× | | |
−|−2 | × ×7 = × |−1 × 8| =
 

3) 4)

|−5| × | 4 |×| 3 | = | |

×
||
=
 

5) 6)

|| || || |× |

|−4| × × −| = − × =
 |  

7) 8)

| | |4| × |−5 × 4| × 2 =

× | − 10| =
||

9) 10)

|× | | |
× |6| = × |−8| × | − 5| =
 

11) 12)

| | |  | | | 
× × −| − 2| = × −|−4| × =
   ||

13) 14)

| | |  | | | |× |

× ||
= × ×5 =
  

15) 16)

|| |× | | |

× = × −|4| =
  

17) 18)

|  | |  | | |
× × −| − 3| = × −5 × −|2| =
|  |  

19) 20)

|  | | |
− × −|9| = ||
× −|2| × 4 =


Printable Math Worksheets @ www.mathworksheets4kids.com

 ® Name:
Date:

Plotting Points using Intersections GCP 4

Instructions: In the video, we show how to plot points by drawing two perpendicular lines that rep-
resent all possible locations for the x and y values in a coordinate. The intersection of the two lines is
the location of the point. Use that intersection method to plot these points.

x = -3
1 2
5 5
(-3, 2) 4 (4, 1) 4
3 3
2 y=2 2
1 1
-5 -4 -3 -2 -1 0 1 2 3 4 5 -5 -4 -3 -2 -1 0 1 2 3 4 5
-1 -1
-2 -2
-3 -3
-4 -4
-5 -5

3 4
5 5
(2,-4) 4 (-3,-5) 4
3 3
2 2
1 1
-5 -4 -3 -2 -1 0 1 2 3 4 5 -5 -4 -3 -2 -1 0 1 2 3 4 5
-1 -1
-2 -2
-3 -3
-4 -4
-5 -5

5 6
5 5
(5, 2) 4 (-3, 3) 4
3 3
2 2
1 1
-5 -4 -3 -2 -1 0 1 2 3 4 5 -5 -4 -3 -2 -1 0 1 2 3 4 5
-1 -1
-2 -2
-3 -3
-4 -4
-5 -5

Graphing on the Coordinate Plane • mathantics.com © 2016 Math Plus Motion, LLC
 ® Name:
Date:

Identifying Coordinates GCP 1

Instructions: For each point on this graph, identify its coordinates and write them in the spaces
provided in questions 1 through 10 below.

11
10
F
9
8
7
H
6

D
5
4
3
A
2

G 1
B
-11 -10 -9 -8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8 9 10 11
-1
-2 J
-3
C -4
-5
-6
-7
I -8 E
-9
-10
-11

1 Point A (5,3) 2 Point B

3 Point C 4 Point D

5 Point E 6 Point F

7 Point G 8 Point H

9 Point I 10 Point J

Graphing on the Coordinate Plane • mathantics.com © 2016 Math Plus Motion, LLC
 ® Name:
Date:

Plotting Coordinates GCP 2

Instructions: Plot each coordinate in problems 1 through 10 on this graph. Label the points ‘A’
through ‘J’ as indicated.

11
10
9
8
7
6
5
4
3
2
1
-11 -10 -9 -8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8 9 10 11
-1
-2
-3 A
-4
-5
-6
-7
-8
-9
-10
-11

1 Plot Point A (6,-3) 2 Plot Point B (-4,10)

3 Plot Point C (0,-10) 4 Plot Point D (8,-7)

5 Plot Point E (-7,-3) 6 Plot Point F (8,0)

7 Plot Point G (-1,1) 8 Plot Point H (7,7)

9 Plot Point I (-9,6) 10 Plot Point J (-10,-9)

Graphing on the Coordinate Plane • mathantics.com © 2016 Math Plus Motion, LLC
 ® Name:
Date:

Quadrants and Axes GCP 3

Instructions: In the boxes provided, label the four Quadrants and the two Axes on this Coordinate
Plane. Then identify the location of the points in problems 1 through 10 below.

11
10
9
A 8 H
7
6
5
4

I 3
2

F 1
B
-11 -10 -9 -8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8 9 10 11
-1
-2
-3
J -4 D
-5
E -6 G
C
-7
-8
-9
-10
-11

1 Point A II 2 Point B X axis

3 Point C 4 Point D

5 Point E 6 Point F

7 Point G 8 Point H

9 Point I 10 Point J

Graphing on the Coordinate Plane • mathantics.com © 2016 Math Plus Motion, LLC
·A
 Missing Coordinate Polygons

6 6 6

5 5 5

4 4 4

3 3 3

2 2 2

1 1 1

0 1 2 3 4 5 6 0 1 2 3 4 5 6 0 1 2 3 4 5 6

Plot the missing coordinate Plot the missing coordinate Plot the missing coordinate
to make a square. to make a rectangle. to make a square.

Complete the drawing Complete the drawing Complete the drawing

and write the missing and write the missing and write the missing
coordinate ( , ). coordinate ( , ). coordinate ( , ).

6 6 6

5 5 5

4 4 4

3 3 3

2 2 2

1 1 1

0 1 2 3 4 5 6 0 1 2 3 4 5 6 0 1 2 3 4 5 6

Plot the missing coordinate Plot the missing coordinate to Plot the missing coordinate
to make a rectangle. make a right-angled triangle. to make a triangle.

Complete the drawing Complete the drawing Complete the drawing

and write the missing and write the missing and write the missing
coordinate ( , ). coordinate ( , ). coordinate ( , ).

Maths | Year 4 | Position and Direction | Polygons | Lesson 2 of 2: Missing Coordinate Polygons
 Missing Coordinate Polygons

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

0 1 2 3 4 5 6 7 8 9 10 0 1 2 3 4 5 6 7 8 9 10 0 1 2 3 4 5 6 7 8 9 10

Plot the missing coordinate to Plot the missing coordinate to Plot the missing coordinate
make a right-angled triangle. make an isosceles triangle. to make a scalene triangle.

Complete the drawing Complete the drawing Complete the drawing

and write the missing and write the missing and write the missing
coordinate ( , ). coordinate ( , ). coordinate ( , ).

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

0 1 2 3 4 5 6 7 8 9 10 0 1 2 3 4 5 6 7 8 9 10 0 1 2 3 4 5 6 7 8 9 10

Plot the missing coordinate Plot the missing coordinate Plot the missing coordinate
to make a parallelogram. to make a trapezium. to make a kite.

Complete the drawing Complete the drawing Complete the drawing

and write the missing and write the missing and write the missing
coordinate ( , ). coordinate ( , ). coordinate ( , ).

Maths | Year 4 | Position and Direction | Polygons | Lesson 2 of 2: Missing Coordinate Polygons
Chapter 6

Expression
 Name: _____________________________________ Date: ______________

Exponents Worksheet
3
Write using exponents. For example, 8 × 8 × 8 is written as 8 . You don't have to
solve.

1 a. 8×8×8

2 a. 1×1×1×1×1

3 a. 4×4×4×4×4×4×4×4

4 a. 11 × 11 × 11 × 11 × 11 × 11

5 a. 3×3×3×3×3×3

6 a. 77 × 77 × 77 × 77 × 77 × 77 × 77 × 77 × 77 × 77

7 a. 5×5×5

8 a. 3×3×3×3×3

9 a. 10 × 10 × 10 × 10 × 10 × 10

10 a. 6×6×6×6×6

Copyright Homeschoolmath.net - www.HomeschoolMath.net/worksheets. Permission to copy: You are free to copy this worksheet to any
number of students for their mathematics work. Do not distribute on websites, books, or any such material without permission.
Write the expressions using exponents
Grade 6 Exponents Worksheet
Write the following expressions using exponents.
For example, 8 × 8 × 8 is written as 83 . You don't have to solve.

1) 45 × 45 × 45 × 45

2) (−11) × (−11) × (−11) × (−11) × (−11) × (−11) × (−11)

2 2 2 2 2 2
3) × × × × ×
5 5 5 5 5 5

4) 4.75 × 4.75 × 4.75 × 4.75 × 4.75 × 4.75 × 4.75 × 4.75 × 4.75 × 4.75

5) 3×3×3×3×3×3×3×3×3×3×3×3×3×3

6) (−0.7) × (−0.7) × (−0.7) × (−0.7) × (−0.7) × (−0.7) × (−0.7) ×

(−0.7)

7) 5×5×5×5×5×5×5×5

8) 1.3 × 1.3 × 1.3 × 1.3 × 1.3 × 1.3 × 1.3 × 1.3 × 1.3

9) (−2.5) × (−2.5) × (−2.5) × (−2.5) × (−2.5) × (−2.5) × (−2.5)

10) 4×4×4×4×4×4×4×4×4×4×4×4

11) (−5) × (−5) × (−5) × (−5) × (−5)

2 2 2 2 2 2 2 2 2
12) �− � × �− � × �− � × �− � × �− � × �− � × �− � × �− � × �− �
5 5 5 5 5 5 5 5 5

Reading and Math for K-5 © www.k5learning.com

 Name: _____________________________________ Date: ______________

Exponents Worksheet
Solve.

1 a. 23 1 b. (–100)2

2 a. 41 2 b. 108

3 a. (–1)80 3 b. (–3)1

4 a. 060 4 b. (–5)2

5 a. 096 5 b. 012

6 a. (–9)2 6 b. 72

7 a. 61 7 b. 1005

8 a. 015 8 b. (–8)1

9 a. 82 9 b. (–1)30

10 a. 044 10 b. 33

Copyright Homeschoolmath.net - www.HomeschoolMath.net/worksheets. Permission to copy: You are free to copy this worksheet to any
number of students for their mathematics work. Do not distribute on websites, books, or any such material without permission.
Equations with exponents (negative bases)
Grade 6 Exponents Worksheet

Solve the following expressions.

1) (−4)2 + (−2)3 7) 088 − (−1)19

2) (−1)5 × 024 8) (−2)3 − 82

3) 1220 ÷ (−1)100 9) (−16)2 × 990

4) 22 × (−3)3 10) (−8)2 ÷ (−2)3

5) 13 × (−13)2 11) 0135 ÷ 8135

6) (−321)1 + 1321 12) (−1)113 + (−9)2

Reading and Math for K-5 © www.k5learning.com

Name Date

SIMPLIFYING EXPRESSIONS SHEET 6:1

Combine like terms to simplify these expressions.

EXPRESSION SIMPLIFIED
Example: 8x + 6 – 4x + 3 = 8x – 4x + 6 + 3 4x + 9
1) 7a + 4 + 8
2) b+5+b+b
3) 2c + 3 + c + 1
4) d+7+d–8
5) 3e + 2 + 4e + 6
6) 5 + 3f + 1 – f
7) 3g – 5 – 2g + 2
8) 3 – 2h + 8 – h
9) 2i – 8 + 4i + 1
10) 2j + k + 3j + 3k
11) 5l + 4 – 7l + 2
12) -4 + 5m – 5 – 3m
13) 2n + 3o – 6n + 2o
14) 10 – 7p – 8 + 3p
15) 4q – (2 + q)
16) (4 + 2r) + (7 – 6r)
17) (4 + 2s) - (7 – 6s)
18) 9t – (6 – 4t)
19) (4u + 7) – (5 + 7u)
20) 2v + 8w – (4w + 5v)
Name Date

GENERATE EXPRESSIONS 6:1

Write an expression that matches the statement.

STATEMENT EXPRESSION
Example: 3 more than x x+3
1) 4 more than a
2) 2 less than b
3) double the value of c
4) three times the value of d
5) subtract 15 from e
6) subtract f from 10
7) add 8 to g
8) divide h by 4
9) half the value of i
10) multiply j by 7
11) add k to 35
12) divide l by 10
13) subtract 15 from m
14) multiply 3 by n
15) subtract o from 27
16) divide 32 by p
17) multiply q by ⅓
18) divide 15 by r
19) subtract 30 from s
20) multiple ¼ by t
Variables and expressions
Grade 5 Pre-Algebra Worksheet

Write an expression to answer each question. State what the variable is.
The first one is done for you as an example.
Expression Variable
p = number of
John scored 3 more points than James. How
p+3 points James
many points did John score? scored

1. Angel had $45 in her pocket. She bought a

dress for $d. How much does she has left?
_______ ___________
2. Jess is 3 years younger than Mary. How old is
Mary?
_______ ___________
3. Sarah earns $6 each from selling tumblers.
How much would be her earnings after selling t
tumblers? _______ ___________
4. Jay had b toy cars. He donated 23 of his toy
cars to an orphanage. How many toy cars were
left? _______ ___________
5. Alexander cut the j meter-long water pipe into
5 equal pieces. How long is each piece of the
water pipe? _______ ___________
6. Dennis works for $8 per hour at a town’s
bakeshop. How much money will he earn after x
hours? _______ ___________
7. Jenny works 15 minutes less than Wendy.
How many minutes does Jenny work?
_______ ___________
8. If Eric is 12 years old now, how old was he
y years ago?
_______ ___________
9. Mr. Bob paid $12 to buy n tickets. How much is
each ticket?
_______ ___________
10. Chloe drives 65 kilometers per hour. How far
will she be if she drives for t hours?
_______ ___________

Reading and Math for K-5 © www.k5learning.com

Chapter 7

Equations

What do you think the Feelings Monster is worried about?

Name :

ES1
Translating Phrases - Linear Expression

Translate each verbal phrase into an algebraic expression.

1) The sum of x and 2

2) t divided by 8

3) The product of 9 and m

4) Subtract 5 from c

5) Combine y and 7

6) Three-sevenths of h

7) 3 multiplied by d

8) One-quarter added to n

9) b decreased by 10

10) One-half of k

Printable Worksheets @ www.mathworksheets4kids.com

Name :

ES1
Translating Phrases: One-Step Equations

Translate each verbal phrase into an algebraic equation.

1) Sum of x and 3 gives 5

2) 2 multiplied by b is equal to 8

3) Difference between y and 23 is 12

4) Product of 4 and z is the same as 16

5) Total of m and 3 is 21

6) b divides 6 gives 1

7) n minus 2 is equal to 16

8) 11 times p is 33

9) 20 exceeds c gives 18

10) One-half of x is equal to 3

Printable Worksheets @ www.mathworksheets4kids.com

N O

T E
Chapter 8

Functions and Inequality

Name : Score :

Circle the numbers Sheet 1

Circle the possible values that satisfy each inequality.

1 2 3

x > 7 x ≤ 10 x < 4

2 6 8 5 7 16 4 10 3 1 6 9

4 5 6

x ≥ 13 3 > x x ≤ 8

5 14 9 17 5 6 8 1 8 9 10 7

7 8 9

17 ≥ x x < 15 x > 2

20 9 12 19 14 18 16 17 0 6 4 5

10 11 12

x ≤ 5 11 > x x ≥ 6

5 7 8 2 11 6 10 9 5 2 6 4

Printable Math Worksheets @ www.mathworksheets4kids.com

Name : Score :

:· Graphing Inequalities ES1

Graph the inequality :

1) x ≥ –2 2) x < 5
· (

-6 -4 -2 0 2 4 6 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6

3) x ≤ 6 4) x > 1

-12 -10 -8 -6 -4 -2 0 2 4 6 8 10 12 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6

5) x < –14 6) x ≤ 9

-42 -35 -28 -21 -14 -7 0 7 14 21 28 35 42 -18 -15 -12 -9 -6 -3 0 3 6 9 12 15 18

7) x > –2 8) x ≥ –15

-12 -10 -8 -6 -4 -2 0 2 4 6 8 10 12 -30 -25 -20 -15 -10 -5 0 5 10 15 20 25 30

9) x ≤ –10 10) x > 16

-60 -50 -40 -30 -20 -10 0 10 20 30 40 50 60 -24 -16 -8 0 8 16 24

11) x > –1 12) x ≥ –3

-6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6

Printable Math Worksheets @ www.mathworksheets4kids.com

Name : Score :

Writing Inequalities ES1

Write the inequality that best describes each graph :

1) 2)

-6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 -30 -25 -20 -15 -10 -5 0 5 10 15 20 25 30

Inequality : * 4 Inequality :

3) 4)

-24 -20 -16 -12 -8 -4 0 4 8 12 16 20 24 -12 -10 -8 -6 -4 -2 0 2 4 6 8 10 12

Inequality : x > - 16 Inequality :

5) 6)

-30 -20 -10 0 10 20 30 -54 -36 -18 0 18 36 54

Inequality : Inequality :

7) 8)

-18 -15 -12 -9 -6 -3 0 3 6 9 12 15 18 -2 0 2 4 6 8 10 12 14 16 18 20 22

Inequality : Inequality :

9) 10)

-36 -30 -24 -18 -12 -6 0 6 12 18 24 30 36 -3 -2 -1 0 1 2 3 4 5 6 7 8 9

Inequality : Inequality :

Printable Math Worksheets @ www.mathworksheets4kids.com

Name______________________

SOLVING INEQUALITIES #3

Directions: In the following inequalities, solve for x. Show your steps and write your answer in the space
provided.

Examples: x + 11 > -5 -2x + 10 < 100

- 11 -11 - 10 -10

x > -16 -2x < 90

-2 -2

x > -45

1) 8x + 40 < 120 2) 16x + 420 > 100 3) -5x + -30 > 80

_____________ _____________ _____________

4) x + 20 < 180 5) -2x + 15 > 90 6) 130 + 25x < 530

_____________ _____________ _____________

7) -4x + 20 < 100 8) 10x + 30 > 360 9) 25 + 6x < 625

_____________ _____________ _____________

10) -20x + 200 < 1,000 11) 100x + 670 > 670 12) 25 + -5x < 225

_____________ _____________ _____________

 Name________________________

GRAPHING INEQUALITIES #1 (ONE VARIABLE)

Directions: Graph each inequality on the number line provided. For all “less than” inequalities, you should
draw your line to the left. For all “greater than” inequalities, draw your solution to the right. Shade your circle
in whenever you see or .

Examples: x 4 x > -3

-5 0 5 -5 0 5

1) x 2 2) x > -5 3) x 1

-5 0 5 -5 0 5 -5 0 5

4) x 15 5) x < 10 6) x < -15

-20 -10 0 10 20 -20 -10 0 10 20 -20 -10 0 10 20

7) x > 3 8) x > -3 9) x < 0

-8 -4 0 4 8 -8 -4 0 4 8 -8 -4 0 4 8

10) x 1 11) x 20 12) x < 6

-5 0 5 -20 -10 0 10 20 -8 -4 0 4 8

13) x 4 14) x 5 15) x < -6

-8 -4 0 4 8 -20 -10 0 10 20 -8 -4 0 4 8
 Name________________________

GRAPHING INEQUALITIES #5 (ONE VARIABLE)

Directions: Solve each inequality and then graph the solution on the number line. For all “less than”
inequalities, you should draw your line to the left. For all “greater than” inequalities, draw your solution to the
right. Shade your circle in whenever you see or .

Examples: 2x 1 7 3x - 1 > -7
x 3 x > -2

-5 0 5 -5 0 5

1) 2 x 28 24 2) 3x - 16 > -25 3) 3 4 x 7

-5 0 5 -5 0 5 -5 0 5

4) 10 x 84 4 5) 9x + 32 < 95 6) 8x - 37 < -45

-10 -5 0 5 10 -10 -5 0 5 10 -10 -5 0 5 10

7) 2x + 16 > 12 8) 5x - 9 > -24 9) 6x + 52< 76

-5 0 5 -5 0 5 -5 0 5

10) 40 5 x 70 11) 4 x 20 36 12) -2x + 2 < 8

-10 -5 0 5 10 -10 -5 0 5 10 -10 -5 0 5 10

Solve each inequality.
x
7. 9x – 7 ≤ 38 8. 3< +1 9. -8x + 18 > -22
2

x
10. 50 < 8 – 6x 11.  + 6 > -3 12. 30 ≥ -30 – 6x
5

x
13. 15 – 5k ≥ 0 14. 3 > -4 15. -2x – 14 ≤ 86
3

x
16. 11w + 6 ≥ 182 17. – 11 ≥ -14 18. 7 < 4q - 9
5
 One-Step: S1

Translating Inequality Phrases

Translate each verbal phrase into an inequality.

1) The difference between x and 6 is less than 14

2) x multiplied by 3 is greater than or equal to 21

3) 1 subtracted from x is less than 16

4) The ratio of x to 2 is greater than 11

5) x reduced by 15 is at least 22

6) A total of thirteen and x is greater than 20

7) 12 more than x is not less than 18

8) The quotient of x and 7 is not greater than 6

9) x reduced by 2 is less than 19

10) The product of x and 5 is not less than 10

Teaching Resources @ www.tutoringhour.com

 Two-Step: S1

Translating Inequality Phrases

Translate each verbal phrase into an inequality.

1) The sum of nine times x and ten is less than 20

2) Ten times the sum x and 4 is greater than 15

3) Fourteen times x plus 1 is at least 18

4) The difference between two times x and one is at most 3

5) Five less than 13 times a number is greater than 11

6) Five times the difference between x and 12 is less than 13

7) Sum of 11 times a number and two is greater than 1

8) Thrice the difference between x and 14 is not less than 4

9) Sum of seven and eight times a number is less than 17

10) Nine times the sum of x and 6 is at most 19

Teaching Resources @ www.tutoringhour.com

7) The cost of a gallon of orange juice is $3.50. What is the maximum number of containers
you can buy for $15?

8) Three times a number increased by 8 is no more than the number decreased by 4. Find
the number.

9) Two-thirds of a number plus 5 is greater than 12. Find the number.

2
8
N O

T E
Chapter 9

Area
AREA OF TRIANGLES and QUADRILATERALS

Area of a square Area of a rectangle

Area of a parallelogram Area of a trapezoid

Area of trapezoid

Area of triangle

Created by Lance Mangham, 6th grade teacher, Carroll ISD

Activity 10-4: Area of Parallelograms Name:

Formula for the area of a parallelogram: A = bh

Example: The height is measured straight up from the base. The

height of this parallelogram is 4 m.
4m 5m
A = bh
8m A = 8• 4
A = 32 m.2

Find the perimeter and the area of each parallelogram. For the area, show all steps.

1. 2.
8 ft 10 ft
15 m 16 m
16 ft

12 m

3. 4.
3.6 cm
3.2 cm
6.5 cm 7.5 cm

5.1 cm 9.3 cm

5. 6.
90 ft 90 ft 2.0 m 1.8 m

0.7 m
100 ft

The base of a parallelogram is 10 in. The height is 2 in. more than half
7.
the base. Find the area.
The height of a parallelogram is 4.5 cm. The base is twice the height.
8.
What is the area?
The area of a parallelogram is 60 ft.2 The height is 5 ft. How long is the
9.
base?
The area of a parallelogram is 275 cm.2 The base is 25 cm. Find the
10.
height.

Created by Lance Mangham, 6th grade teacher, Carroll ISD

Activity 10-5: Area of Triangles Name:

bh 1
Formula for the area of a triangle: A = or bh (Half of the formula for a parallelogram.)
2 2

Example: The height is measured straight up from the base. The

height of this triangle is 5 in.
5 in
bh
6 in A=
2
6•5
A=
2
A = 15 in.2

Find the area of each triangle using the formula above. Show all steps on a separate sheet of paper.

1. 15 mm 2.
7.5 cm

32 mm 18 cm

3. 4.
10 in. 7m

23 m
12 in.

5. 6.
58 in. 4 ft.

72 in.

4 ft.

16.9 km
7. 8. 9.
15 yd.

19 km
11.2 km. 23.7 km.
12 yd.

Created by Lance Mangham, 6th grade teacher, Carroll ISD

 Finding Area Name:
Find the area (in cm) of the rectangles shown. Answers
1) 5 2) 2 3) 4
1. 25 cm2
5
5 6
2. 12 cm2

3. 20 cm2

4. 56 cm2
4) 7 5) 9 6) 4

4 5. 36 cm2
8 8 6. 32 cm2

7. 63 cm2

7) 8) 9) 8. 24 cm2
9
4
9 9. 45 cm2
5

6 10. 48 cm2
7
11. 16 cm2

10) 6 11) 2 12) 12. 56 cm2

7
13. 9 cm2
8 8
8 14. 15 cm2

15. 27 cm2

13) 14) 15) 9

3
3
3
5

1-10 93 87 80 73 67 60 53 47 40 33
Math www.CommonCoreSheets.com 4 11-15 27 20 13 7 0
 Finding the Area of Right Triangles with a Grid Name:
Find the area of each triangle in blocks (b). Answers
The area of a right triangle is In this example, the surrounding
half the area of the rectangle rectangle would have an area of 1. 35 b2
that would surround it. 15 blocks (15 b2).
2. 15 b2

3 3 3. 14 b2

4. 21 b2
5 5
Half of 15 is 7.5
5. 31.5 b2
This right triangle has an area of
7.5 b2.
6. 20 b2

1) 2) 3) 7. 22.5 b2

8. 31.5 b2

9. 8 b2

4) 5) 6)

7) 8) 9)

1-9 89 78 67 56 44 33 22 11 0
Math www.CommonCoreSheets.com 1
1. Below is a trapezium, ABCD.

Work out the area of the trapezium.

....................cm²
(2)

2.

Calculate the area of the trapezium.

....................cm²
(2)
3.

Calculate the area of the trapezium.

....................cm²
(2)

4.

The area of the trapezium is 63cm².

Work out the value of x.

....................cm
(2)
1.

Calculate the area of the shape.

.........................cm²
(3)

2. Shown is an L shape.

Calculate the area of the shape.

.........................cm²
(3)

© CORBETTMATHS 2014
10. Bea makes a logo for a club in school.

Work out the area of the logo.

.........................cm²
(4)

© CORBETTMATHS 2014
13. Shown is an L shape.

All measurements are in centimetres.

Find an expression for the area of the L shape.

.........................cm²
(3)

© CORBETTMATHS 2014
!

Area of Compound Shapes

Video 41 on www.corbettmaths.com

Workout

Question 1: Work out the area of each of these shapes.

(a) (b) (c)

(d) (e) (f)

(g) (h) (i)

Question 2: Work out the shaded area.

(a) (b) (c)

© CORBETTMATHS 2016
23) The area of a rhombus is 90 square units. If one diagonal is 10 units, find the length of the other diagonal.

24) The area of a trapezoid is 75 square inches, and its two bases are 8 and 17 inches long. Find the height of
the trapezoid.

25) A rhombus has a perimeter of 100 meters and a diagonal 30 meters long. Find the area of the rhombus.

26) The area of a trapezoid is 126 square feet with a height of 9 feet and the length of one of the bases is
13 ft. Find the length of the second base.

27) The area of an isosceles trapezoid is 77 square inches, the height measures 4 inches and the legs are 5
inches long. Find the lengths of the bases.

28) A rhombus has an area of 20 and one diagonal of length 12. Find the length of the other diagonal.
Chapter 10

Volume and surface area

area basexh
 Rectangular prism - volume & surface area
Grade 6 Geometry Worksheet
Find the volume and surface area.
1. 2.

4 in
6 in

n
2 i
2 in
n
6 i

4 in

3. 4.
2 in

n
3 i
7 in

4 in
n
6 i

4 in

Online reading & math for K-5 © www.k5learning.com

 Rectangular prism - volume & surface area
Grade 6 Geometry Worksheet
Find the volume and surface area.
1. 2.
5.64 yd

7.24 ft
yd
84

6.92 yd
4.

ft
24
7.
4.28 ft

3. 4.
5.52 in

2.62 ft
in

ft
72
32

7.08 in 2.66 ft
2.
4.

Online reading & math for K-5 © www.k5learning.com

1. Shown below is a cuboid.

Find the volume of the cuboid.

Include units.

.........................
(2)

2. Shown below is a cube.

Find the volume of the cube.

Include units.

.........................
(2)
© CORBETTMATHS 2014
6. Shown below is a triangular prism.

Find the volume of the triangular prism.

.........................cm³
(3)

© CORBETTMATHS 2014
8. Shown below is a triangular prism.

Find the volume of the triangular prism.

.........................cm³
(3)

© CORBETTMATHS 2014
Geometry Honors (WKST 9.11) Name___________________________________ ID: 1
©p s2L0c2x0p LKVuutWaO fSWoxfMtTwHa[rxeP aLqL_Cr.v c VAwlMlI ZrKiNgrhOtzsv rrZees_eJrivXeYdj.

Volume of Prisms and Pyramids Date________________ Period____

Find the volume of each figure. Round your answers to the nearest tenth, if necessary.
1) 10 yd
2) 9 km

7 yd 7 yd 4 km 7 km

3) 3 cm 2 cm
4) 4m
5m

6 cm
4m
6 cm 3m

2 cm

5) 6 km
6)
5 in

10 km 10 km
3 in 3 in

7) 10 mi
8) 8 yd 6 yd

6 yd
6 yd
8 mi 6 mi
6 yd
10 mi

9) 3m
10)
9 ft

2m

5m
4m
9 ft 9 ft

Worksheet by Kuta Software LLC

-1-
©z _2[0U2D0Z LKiuwt[ag oSdomfztQwOaervet ILHLEC_.K m BAKlUlH \rliMgvhBtQsb _rXeHsFejrRvFegdl.Y \ oMhafdBet PwJiHtDhk nIXnrfGidnniatre^ BGDe_oKmdeYtnrTym.
Note
Chapter 11
Statistical Measures
 5,12,10,22,11, 20,12, 11, 12, 11

Find

a) Mean =

sum al
number of data
total frequency ex

/12 Al
22+/1 + 20 + /2 +
=5 + 12 +10 +
1
=

= 12.6 Es

b) Median Rearrange min to max

5,10,11,11,11,12,12,12, 20, 22
Position Median: =
+1 = 10+
1 = ธ. ส

find value between

position 5. -a 110 12
50, 11.5

2) Model The most

frequency
↑11 and 12 #

d)
Range: Max- Min

=22-

=17
Name :

Integers: T1S1
Mean
Calculate the mean of each data set.
Mean:
ondata
#
1) 9, 3, 6 2) 14, 12, 17, 9
IP : 1. 6
Mean = · Mean =

3) 15, 8, 10, 5, 7 4) 18, 19, 11

Mean = Mean =

5) 4, 20, 16, 4 6) 12, 11, 12, 20, 15

Mean = Mean =

7) 19, 8, 3 8) 7, 13, 6, 2

Mean = Mean =

9) 12, 15, 17, 2, 14 10) 10, 18, 8

Mean = Mean =

11) 5, 2, 0, 1 12) 3, 9, 5, 16, 7

Mean = Mean =

Printable Worksheets @ www.mathworksheets4kids.com

Name :

Mean
Integers: S1
Mean
A) Find the value of x.
1) x, 15, 13 2) 11, 20, x, 7
Mean = 12 Mean = 14
x= x=

3) 19, x, 4, 12, 4 4) 4, x, 19
Mean = 11 Mean = 10
x= x=

5) 8, 6, x, 5 6) 18, 17, 15, x, 16

Mean = 5 Mean = 16
x= x=

B) 1) The mean of x, 2, 11, 1 is 5. The value of x is

a) x = 11 b) x = 8 c) x = 6 d) x = 7

2) Find the value of x, if the mean of 13, 5, x is 10.

a) x = 12 b) x = 9 c) x = 11 d) x = 8

C) John, a meteorologist, recorded the temperatures from Monday to Friday

and the mean temperature of five days was 40°F. The temperatures
recorded on four consecutive days were 40°F, 39°F, 44°F, and 40°F. What
temperature was recorded on the fifth day?
37 F

Printable Worksheets @ www.mathworksheets4kids.com

Name :

Sheet 1
Range

Example: Find the range for the given data.

24, 31, 12, 38, 13, 15, 46, 62
Range = Maximum value – Minimum value
= 62 – 12
= 50

Find the range for each set of numbers.

1) 36, 17, 22, 43, 11, 56, 17, 71 2) 84, 75, 9, 28, 57, 64, 42

Range : Range :

3) 83, 78, 99, 56, 48, 74, 68, 55, 85 4) 17, 66, 14, 79, 47, 95, 32, 21, 10, 58

Range : Range :

5) 88, 74, 41, 59, 39, 82, 44 6) 78, 8, 34, 61, 55, 29

Range : Range :

7) Eight baskets of apples weigh (in pounds) 70, 68, 73, 78, 73, 68, 75, and 76. Find
the range.

Range :

8) The number of people who visited a winter carnival during the first 7 hours of a
day are the following.
79, 83, 50, 69, 92, 77, 88
What is the range of the given data?

Range :

Printable Worksheets @ www.mathworksheets4kids.com

Name :

Level 1: S1
Mean, Median, Mode & Range

Find the mean, median, mode and range for each set of numbers.

1) 24, 31, 12, 38, 12, 15 2) 5, 28, 16, 32, 5, 16, 48, 29, 5, 35

Mean : Median : Mean : Median :

Mode : Range : Mode : Range :

3) 53, 13, 34, 41, 26, 61, 34, 13, 69 4) 85, 58, 72, 85, 46, 93

Mean : Median : Mean : Median :

Mode : Range : Mode : Range :

5) 92, 63, 22, 80, 63, 71, 44, 35 6) 39, 82, 74, 96, 64, 52, 74

Mean : Median : Mean : Median :

Mode : Range : Mode : Range :

7) 72, 43, 15, 66, 32, 72, 52, 19, 28, 81 8) 40, 90, 36, 68, 90, 11, 88, 54

Mean : Median : Mean : Median :

Mode : Range : Mode : Range :

9) 12, 46, 32, 18, 26, 41, 46 10) 63, 40, 51, 70, 36, 21, 51, 28, 19

Mean : Median : Mean : Median :

Mode : Range : Mode : Range :

Printable Worksheets @ www.mathworksheets4kids.com

 e >
o t
< N
Additional

Time

What do you think the Feelings Monster is worried about?

 Telling time - 5 minute intervals (draw the
clock)
Grade 2 Time Worksheet

Draw the time shown on each clock.

1. 2. 3.

2:55 2:50 2:10

4. 5. 6.

12:20 10:20 5:35

7. 8. 9.

2:05 11:15 3:15

Online reading & math for K-5 © www.k5learning.com

 Telling time - 1 minute intervals
Grade 2 Time Worksheet

Write the time below each clock.

1. 2. 3.

4. 5. 6.

7. 8. 9.

Online reading & math for K-5 © www.k5learning.com

 Telling time - 5 minute intervals (draw the
clock)
Grade 2 Time Worksheet

Draw the time shown on each clock.

1. 2. 3.

2:55 2:50 2:10

4. 5. 6.

12:20 10:20 5:35

7. 8. 9.

2:05 11:15 3:15

Online reading & math for K-5 © www.k5learning.com

 Elapsed time - half hours
Grade 2 Time Worksheet
Draw the clock hands to show the time it will be.

1. 2.

What time will it be in 4 hours What time will it be in 3 hours?

30 minutes?

3. 4.

What time will it be in 3 hours What time will it be in 3 hours

30 minutes? 30 minutes?

5. 6.

What time will it be in 5 hours What time will it be in 3 hours?

30 minutes?

Reading & Math for K5 © www.k5learning.com

A.M. or P.M.?
Grade 2 Time Worksheet

Does this happen in the a.m. or p.m.? Please circle.

Having dinner Morning Jog Bedtime stories

A. M. / P. M. A. M. / P. M. A. M. / P. M.

Birthday party on Visiting the doctor

a Saturday morning Going home by school bus before lunch
after school

A. M. / P. M. A. M. / P. M. A. M. / P. M.

Trick or treating Stargazing

Rooster crowing at dawn

A. M. / P. M. A. M. / P. M. A. M. / P. M.

Online reading & math for K-5 © www.k5learning.com

Writing the time with a.m. and p.m.
Grade 2 Time Worksheet

Write the time and circle “a.m.” or “p.m.”.

Morning Afternoon Evening

__________ a.m. / p.m. __________ a.m. / p.m. __________ a.m. / p.m.

Evening Morning Afternoon

__________ a.m. / p.m. __________ a.m. / p.m. __________ a.m. / p.m.

Afternoon Evening Morning

__________ a.m. / p.m. __________ a.m. / p.m. __________ a.m. / p.m.

Online reading & math for K-5 © www.k5learning.com

Time & elapsed time (nearest five minutes)
Grade 2 Word Problems Worksheet

Angelica has a tailoring shop. She has many orders to

complete.

1. She went to the fabric store to buy fabric and

thread. She arrived 10 minutes before the store
was scheduled to open at half past seven. When
did Angelica arrive at the fabric store?

2. Her tailoring shop is open from 9:15 in the

morning until quarter to five in the afternoon.
How long is her tailoring shop open?

3. She was expecting a customer to come to her

shop at 10:30 in the morning. The customer
called her at 20 minutes past ten in the morning
and said that she would be there in 35
minutes. How late was the customer?

Reading and Math for K-5 © www.k5learning.com

Time & elapsed time (nearest five minutes)
Grade 2 Word Problems Worksheet

Ashley was babysitting Mrs. Bloom's twins last night.

1. Ashley started babysitting at 5 o'clock in the

afternoon. Mrs. Bloom was supposed to come
home at 8:30. How long did Ashley expect to
babysit for?

2. Mrs. Bloom called at a 7:15 in the evening and

said she could not be back until two hours later.
At what time would she be back?

3. How much later was Mrs. Bloom than the original

schedule?

Reading and Math for K-5 © www.k5learning.com

Time (nearest to half an hour)
Grade 2 Word Problems Worksheet

The delivery truck driver, Charlie, is on his way to

deliver watermelons to a supplier’s clients.

1. The farm workers took 1 hour and a half to load

all the watermelons onto the truck. If they started
at 5:30 in the morning, when did they finish doing
the work?

2. The delivery truck was scheduled to arrive at the

supermarket at 8:00 in the morning, but it was
delayed due to heavy traffic on the road. The
truck arrived at the market at half past 9 in the
morning. How late was Charlie?

3. The delivery truck driver started delivering the

watermelons at 7:30 in the morning, and he had
his lunch at 12:00 in the afternoon. How
many hours did he spend delivering
watermelons before lunch?

Reading and Math for K-5 © www.k5learning.com

Units of time
Grade 2 Time Worksheet

Circle the best units to use to measure the amount of time

spent on the following activities.

1. walking to the store

Months Minutes Weeks
2. sleeping at night
Weeks Minutes Hours
3. eating dinner
Years Weeks Minutes
4. switching on the computer
Hours Seconds Weeks
5. taking a bath
Months Minutes Hours
6. fixing a road
Days Seconds Minutes
7. cleaning up a room
Minutes Years Days
8. exercising
Months Minutes Days
9. travelling to another country
Hours Seconds Months
10. cooking a homemade meal
Minutes Weeks Seconds
Reading and Math for K-5 © www.k5learning.com
Units of time
Grade 2 Time Worksheet

Circle the best estimate of the time needed for each activity.
1. Taking a nap in the afternoon.
2 seconds 2 weeks 2 hours
2. Brushing your teeth.
1 week 1 minute 1 year
3. Playing a baseball game.
3 hours 3 days 3 weeks
4. Finishing a storybook.
15 minutes 15 seconds 15 days
5. Having a vacation overseas.
20 hours 20 days 20 minutes
6. Filling up a glass with water.
5 months 5 minutes 5 seconds
7. Getting dressed for school.
4 minutes 4 years 4 seconds
8. Finishing lunch.
30 seconds 30 years 30 minutes
9. Having Christmas break from school
2 weeks 2 minutes 2 hours
10. Building a new apartment building.
1 week 1 second 1 year
Reading and Math for K-5 © www.k5learning.com
Additional

Dimensions of Circles
 Kru Khao (Math)

Circle

A line that "just touches" the circle as it passes by is called a Tangent.

A line that cuts the circle at two points is called a Secant.

A line segment that goes from one point to another on the circle's circumference is called
a Chord.

If it passes through the center it is called a Diameter.

And a part of the circumference is called an Arc .

 Kru Khao (Math)

Remember !!!!
-

Radius Diameter Circumference and Area

𝟐𝟐
π = 3.14 or 𝟕

TrY

Tid 04 Ctr
 Kru Khao (Math)

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12 1)

13

3)+
30
+

ธอ
18

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 Kru Khao (Math)

=>> I
&.

· if i
 Kru Khao (Math)

A = 10 =62 ส A: 49

=81*
A:
144
A:256TH

+
484
 Kru Khao (Math)

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20

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 e >
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Additional

Measuring and Classifying Angles

 Measure and classify angles
Grade 5 Geometry Worksheet

Measure the angle with a protractor. Is it acute, obtuse or a right angle?

1. 2. 3.

4. 5. 6.

7. 8. 9.

Reading and Math for K-5 © www.k5learning.com

 Measure and classify angles
Grade 5 Geometry Worksheet

Measure the angle with a protractor. Is it acute, obtuse or a right angle?

1. 2. 3.

4. 5. 6.

7. 8. 9.

Reading and Math for K-5 © www.k5learning.com

Homework
Homework