1 10 12 https://lis5472.cci.fsu.edu/sp19/group8/files/original/ee1ee5f22c9a1622e13d78258ddfd693.mp4 c82892f4967890e690772f3f76e39912 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource GED Resources Moving Image A series of visual representations imparting an impression of motion when shown in succession. Examples include animations, movies, television programs, videos, zoetropes, or visual output from a simulation. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource 2017-18 GED Graduation Ceremony keynote address Description An account of the resource AstraZeneca executive Andrea Nance addresses the 2017-18 GED graduates of Williamsburg-James City County Public Shcools in Williamsburg, VA Creator An entity primarily responsible for making the resource Williamsburg-James City County Public Shcools Source A related resource from which the described resource is derived <a href="https://www.youtube.com/watch?v=SvAbViUE7TQ&amp;t=1059s">2017-18 GED Graduation Ceremony, Willamsburg-James City County Public Schools</a> Publisher An entity responsible for making the resource available Williamsburg-James City County Public Shcools Date A point or period of time associated with an event in the lifecycle of the resource Created: 2018-06-14 Contributor An entity responsible for making contributions to the resource John Roper Rights Information about rights held in and over the resource Creative Commons Attribution license Format The file format, physical medium, or dimensions of the resource mp4 Language A language of the resource English Type The nature or genre of the resource MovingImage Identifier An unambiguous reference to the resource within a given context GEDvid002 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Virginia Success Stories https://lis5472.cci.fsu.edu/sp19/group8/files/original/fde7579d45fb99e3584d7108b7a10037.pdf 008d5ef7559f4c835b5a10ed6cd161ea PDF Text Text ADULT LITERACY FUNDAMENTAL MATHEMATICS ��Adult Literacy Fundamental Mathematics Book 1 Prepared by Wendy Tagami Based on the work of Leslie Tenta (1993) and Marjorie E. Enns (1983) Steve Ballantyne, Lynne Cannon, James Hooten, Kate Nonesuch (1994) �Canadian Cataloguing in Publication Data Downloading Information http://urls.bccampus.ca/abefundmath1 ISBN 978-0-7726-6302-3 Adult Literacy Fundamental Mathematics Book 1 ISBN 978-0-7726-6303-0 Adult Literacy Fundamental Mathematics Book 2 ISBN 978-0-7726-6304-7 Adult Literacy Fundamental Mathematics Book 3 ISBN 978-0-7726-6305-4 Adult Literacy Fundamental Mathematics Book 4 ISBN 978-0-7726-6306-1 Adult Literacy Fundamental Mathematics Book 5 ISBN 978-0-7726-6307-8 Adult Literacy Fundamental Mathematics Book 6 ISBN 978-0-7726-6347-4 Adult Literacy Fundamental Mathematics, Instructor’s Manual and Test-Bank �Copyright © 2010 Province of British Columbia Ministry of Advanced Education and Labour Market Development Unless otherwise noted, this book is released under a Creative Commons Attribution 4.0 Unported License also known as a CC-BY license. This means you are free to copy, redistribute, modify, or adapt this book. Under this license, anyone who redistributes or modifies this textbook, in whole or in part, can do so for free providing they properly attribute the book as follows: Adult Literacy Fundamental Mathematics: Book 1 by Wendy Tagami and Liz Girard is used under a CC-BY 4.0 international license. For questions regarding this licensing, please contact opentext@bccampus.ca. To learn more about BCcampus Open Textbook project, visit http://open.bccampus.ca �Acknowledgments Curriculum Writers: Liz Girard, North Island College Wendy Tagami, Selkirk College Advisory Committee members: Jill Auchinachie, Camosun College Leanne Caillier-Smith, College of the Rockies Mercedes de la Nuez, Northwest Community College Barbara Stirsky, University of the Fraser Valley Jan Weiten, Vancouver Community College The Deans and Directors of Developmental Education: Stephanie Jewell, Vancouver Community College Vivian Hermansen, North Island College Lyle Olsen, Selkirk College Allison Alder, Selkirk College The Adult Literacy Fundamental Working Group Cheryl Porter, North Island College Stephen & Jennifer Marks, Layout editors ��Table of Contents – Book 1 Unit 1: Number Sense Topic A: Emotions and Learning ......................................................................................... 2 Math Anxiety ................................................................................................................... 3 How to Deal with Math Anxiety ..................................................................................... 4 Topic B: Counting .................................................................................................................. 5 Topic B: Self-Test ........................................................................................................ 12 Topic C: Place Value ........................................................................................................... 14 Reading and Writing Numerals ..................................................................................... 27 Topic C: Self-Test ........................................................................................................ 36 Topic D: Ordering Numerals .............................................................................................. 38 Greater Than, Less Than, Equals .................................................................................. 42 Topic D: Self-Test ........................................................................................................ 43 Topic E: Rounding Numbers .............................................................................................. 44 Rounding to the Nearest Ten ......................................................................................... 45 Topic F: More Counting...................................................................................................... 55 Topic F: Self-Test ......................................................................................................... 63 Unit 1 Review - Number Sense ............................................................................................ 66 i �Unit 2: Addition Topic A: Addition ................................................................................................................ 76 Adding Across ............................................................................................................... 99 Word Problems ............................................................................................................ 103 Topic A: Self-Test ...................................................................................................... 106 Topic B: Addition of Three or More Numbers ............................................................... 109 Perimeter...................................................................................................................... 121 Topic B: Self-Test ...................................................................................................... 124 Topic C: Addition of Larger Numbers ............................................................................ 127 Topic C: Self-Test ...................................................................................................... 138 Unit 2 Review - Addition .................................................................................................... 141 Unit 3: Subtraction Topic A: Subtraction ......................................................................................................... 150 Subtracting Across ...................................................................................................... 174 Word Problems ............................................................................................................ 178 Topic A: Self-Test ...................................................................................................... 181 Topic B: Subtraction of Larger Numbers ....................................................................... 184 Topic B: Self-Test ...................................................................................................... 196 Unit 3 Review - Subtraction ............................................................................................... 199 ii �Unit 4: Estimating, Time & Shapes Topic A: Estimating ........................................................................................................... 206 Topic B: Time ..................................................................................................................... 214 A.M. and P.M .............................................................................................................. 217 Rounding Time ............................................................................................................ 219 Topic C: Shapes.................................................................................................................. 221 Unit 4 Review – Estimating, Time, Shapes ....................................................................... 228 Book 1 Review ..................................................................................................................... 237 Glossary................................................................................................................................ 254 ii �4 �To the Learner: Welcome to Fundamental Mathematics Book One. Adult Math Learners You have the skills you need to be a strong student in this class. Adult math learners have many skills. They have a lot of life experience. They also use math in their everyday lives. This means that adult math learners may already know some of what is being taught in this book. Use what you already know with confidence! Grades Record You have also been given a sheet to write down your grades. After each test, you can write in the mark. This way you can keep track of your grades as you go through the course. This is a good idea to use in all your courses. You can find this grade sheet at the end of the book. How to Use this Book This textbook has:  A Table of Contents listing the units, the major topics and subtopics.  A Glossary giving definitions for mathematical vocabulary used in the course.  A grades record to keep track of your marks. The textbook has many exercises; some are quite short, but others have a great number of questions. You do not have to do every single question! Do as many questions as you feel are necessary for you to be confident in your skill. It is best to do all the word problems. If you leave out some questions, try doing every second or every third question. Always do some questions from the end of each exercise because the questions usually get harder at the end. You might use the skipped questions for review before a test. If you are working on a difficult skill or concept, do half the exercise one day and finish the exercise the next day. That is a much better way to learn. 5 �Self-tests at the end of most topics have an Aim at the top. If you do not meet the aim, talk to your instructor, find what is causing the trouble, and do some more review before you go on. A Review and Extra Practice section is at the end of each unit. If there is an area of the unit that you need extra practice in, you can use this. Or, if you want, you can use the section for more review. A Practice Test is available for each unit. You may: Write the practice test after you have studied the unit as a practice for the end-of-chapter test, OR You might want to write it before you start the unit to find what you already know and which areas you need to work on. Unit tests are written after each unit. Again, you must reach the Aim before you begin the next unit. If you do not reach the aim, the instructor will assist you in finding and practising the difficult areas. When you are ready, you can write a B test to show that you have mastered the skills. A Final Test is to be written when you have finished the book. This final test will assess your skills from the whole book. You have mastered the skills in each unit and then kept using many of them throughout the course. The test reviews all those skills. 6 �Grades Record Book 1 Unit Practice Test Example √ Date of Test A Test A 25 33 Sept. 4, 2011 1 2 3 4 Final Test vii Date of Test B Sept. 7, 2011 Test B 28 33 �viii �Unit 1 Number Sense Fundamental Mathematics 1 �Topic A: Emotions and Learning Emotions, or what we feel about something, play a big part in how we learn. If we are calm, we learn well. If we are afraid or stressed, we do not learn as well. Many people are afraid of math. They fear making a mistake. “Math anxiety” is the fear of math. People who suffer from math anxiety may get headaches, sick stomachs, cold hands or they may just sweat a lot or just feel scared. Do you suffer from math anxiety? Read the list below and put a check mark (√) beside the ones you feel. Are your palms moist? Is your stomach fluttering? Do you feel like you can’t think clearly? Do you feel like you would rather do anything else than learning math? Are you breathing faster than normal? Is your heart pounding? Do you feel cold? Add any other things you are feeling. 2 Book 1 �Math Anxiety “Math anxiety” or the fear of math is a learned habit. If it is learned, it can be unlearned. Most math anxiety comes from bad memories while learning math. It may be from doing badly on a test or asking a question then being made fun of. These bad memories can make learning math hard. Everyone can learn math. There is no special talent for math. There are some people who are better at math than others, but even these people had to learn to be good at math. Fundamental Mathematics 3 �How to Deal with Math Anxiety Anyone can feel anxiety that will slow down learning. The key to learning is to be the “boss” of your anxiety. One way to be the “boss” is to relax. Try this breathing exercise. Start by breathing in slowly to the count of four. It may help to close your eyes and count. Now hold your breath for four counts and then let your breath out slowly to the count of four. The counting is silent and should follow this pattern: “breathe in, two, three four; hold, two, three, four; breathe out, two, three, four; wait, two, three four.” With practice, the number of counts can be increased. This is an easy and good way to relax. Now try this exercise quietly and repeat it five times slowly. Each time you feel anxious about learning, use the breathing exercise to help calm yourself. Ask yourself if what you tried worked. Do you feel calmer? Remember learning to deal with your math anxiety may take some time. It took you a long time to learn “math anxiety”, so it will take some time to overcome it. 4 Book 1 �Topic B: Counting To learn to read, you first need to learn the letters of the alphabet. Once you know the alphabet, you put the letters together to make words, then sentences, then paragraphs and then stories. Those letters become the “tools” used to write everything. The same is true for math. In math we use digits. The digits are: 0 1 2 3 4 5 6 7 8 9 Digits are named after our fingers. Our fingers are also called digits. The mathematics term comes from the days of counting on our fingers. We have ten fingers and there are ten digits. We use the letters of the alphabet to make up words, and we use digits to make up numbers. There are two ways to write numbers. You can write them as numerals. You can write them using word names. Numeral 0 1 2 3 4 5 6 7 8 9 Word Name zero one two three four five six seven eight nine Counting is matching the number name to the things being counted. You see a bowl of apples on the table. You want to know how many apples are in the bowl. You answer that question by saying “There are one, two, three, four apples.” You are giving the number names “one”, “two”, “three,” and “four” to the apples. The last number you say is the total number of apples. Fundamental Mathematics 5 �Exercise One Count the number of shapes in each picture. Then write the numeral and the word name. Check your work using the answer key at the end of the exercise. Example: 3 Word name: three a) b) Numeral: Word Name: Numeral: Word Name: c) d) Numeral: Word Name Numeral: Word Name: 6 Book 1 �e) f) Numeral: Numeral: Word Name: Word Name: g) h) Numeral: Word Name: Numeral: Word Name: i) Numeral: Word Name: Exercise One – Answer Key a) 2, two d) 9, nine g) 7, seven Fundamental Mathematics b) 6, six e) 1, one h) 4, four c) f) i) 8, eight 5, five 0, zero 7 �Need More Practice? Ask your instructor for the dominoes to do this page. Take the dominoes zero-zero to fivefive. Flip them over so you cannot see the dots. Pick a domino and flip it over. Draw the number of dots then count the number of dots. Write the numeral and word name. Have your instructor check these for you. Example: ●● ●● ● ● Numeral: 6 Word Name: six a) b) Numeral: Numeral: Word Name: Word Name: c) d) Numeral: Numeral: Word Name: Word Name: e) 8 f) Numeral: Numeral: Word Name: Word Name: Book 1 �Exercise Two Here are the numerals from one to ten. 1 2 3 4 5 6 7 8 9 10 Practice writing them below. Now practice writing the numerals from one to ten in the following. Try to do them without looking. Check your work using the answer key at the end of the exercise. a) 1 3 5 7 9 b) 2 4 6 8 10 c) 1 4 7 d) 3 Fundamental Mathematics 6 9 9 �e) 1 4 7 f) 1 5 9 g) 1 6 h) 5 i) 10 Book 1 �Answers to Exercise Two a) 2 4 6 8 10 b) 1 3 5 3 5 7 9 c) 2 6 8 9 10 d) 1 2 4 5 7 8 10 e) 2 3 2 3 4 2 3 4 1 2 3 4 1 2 3 4 f) 5 6 6 8 9 10 7 8 10 7 8 9 10 6 7 8 9 10 6 7 8 9 10 g) h) 5 i) Fundamental Mathematics 5 11 �Topic B: Self-Test Mark /18 Aim 15/18 A. Count the number of things in each picture, then write the numeral and the word name. a) c) b) Numeral: Numeral: Word Name: Word Name: ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● d) ● ● ● Numeral: Numeral: Word Name: Word Name: B. Write the numerals from one to 10. 12 ● ● 8 marks 10 marks Book 1 �Topic B: Self-Test – Answer Key A: a) 0, zero b) 6, six c) 8, eight d) 9, nine B: 1 2 3 4 5 6 7 8 9 10 Emotions Check How are you feeling? Are your palms moist? How is your breathing? Take control. Be the boss. If you are feeling anxious, practice your breathing exercise. Remember: breathe in slowly to the count of four, hold it for the count of four and breathe out slowly to the count of four. Fundamental Mathematics 13 �Topic C: Place Value As you know, we count much higher than ten in our world. Each place in a number has a value. The ones place tells how many ones there are. 3 means 3 ones 0 means 0 ones 9 means 9 ones 9 is the largest amount that we can express (write or say) with one digit. The tens place shows how many tens there are. The ones place must have a digit in it before there can be a digit in the tens place. Every ten is ten ones. = 43 means 4 tens and 3 ones 20 means 2 tens and 0 ones. The zero holds the ones place. 14 Book 1 �99 means 9 tens and 9 ones. 99 is the largest amount that we can express (write or say) using only two digits. Exercise One Example: 49 means Fill in the blanks to make each sentence true. Draw a picture for questions c, f, h and j like the examples. Check your work using the answer key at the end of the exercise. Ask your instructor to check your sketches. 4 tens and 9 ones a) 37 means tens and ones. b) 65 means tens and ones. Fundamental Mathematics 15 �c) 56 means tens and ones. (Draw your picture below.) d) 87 means tens and ones. e) 33 means tens and ones. f) 60 means tens and ones. (Draw your picture below.) 16 Book 1 �g) 70 means tens and ones. h) 44 means tens and ones. (Draw your picture below.) i) 98 means tens and ones. j) 75 means tens and ones. (Draw your picture below.) Fundamental Mathematics 17 �Exercise One – Answer Key a) b) 6 tens, 5 ones c) 5 tens, 6 ones d) 8 tens, 7 ones e) 3 tens, 3 ones f) 6 tens, 0 ones g) 7 tens, 0 ones h) 4 tens, 4 ones i) 9 tens, 8 ones j) 18 3 tens, 7 ones 7 tens, 5 ones Book 1 �The place to the left of the tens place is the hundreds place. It shows how many hundreds there are. A number written using three whole digits has a hundreds place, a tens place, and a ones place. Every hundred is ten tens – every hundred is the same as one hundred ones. 100 100 100 425 means 4 hundreds, 2 tens, and 5 ones. 354 means 3 hundreds, 5 tens, and 4 ones. Fundamental Mathematics 19 �Exercise Two a) 190 = Fill in the blanks to make each sentence true. Draw a picture for questions c, e, and h, like the examples. Check your work using the answer key at the end of the exercise. Ask your instructor to check your sketches. 1 hundreds, 9 tens, 0 ones b) 555 = hundreds, tens, ones c) 309 = hundreds, tens, ones tens, ones (Draw your picture below.) d) 499 = 20 hundreds, Book 1 �e) 480 = hundreds, tens, ones (Draw your picture below.) f) 999 = hundreds, tens, ones g) 657 = hundreds, tens, ones h) 125 = hundreds, tens, ones (Draw your picture below.) Fundamental Mathematics 21 �i) 212 = hundreds, tens, ones Answers to Exercise Two b) 5 hundreds, 5 tens, 5 ones c) 3 hundreds, 0 tens, 9 ones d) 4 hundreds, 9 tens, 9 ones e) 4 hundreds, 8 tens, 0 ones f) g) 6 hundreds, 5 tens, 7 ones i) 2 hundreds, 1 ten, 2 ones 9 hundreds, 9 tens, 9 ones h) 1 hundred, 2 tens, 5 ones Exercise Three Count the hundreds, tens, and ones shown in the drawings. The pictures will help you understand the quantity of a number. Then write the numeral. The first one is done for you. Check your work using the answer key at the end of the exercise. a) 2 hundreds 0 tens 3 ones = 203 b) hundreds 22 tens ones = Book 1 �c) hundreds tens ones = hundreds tens ones = hundreds tens d) e) ones = Answers to Exercise Three b) 4 hundreds, 3 tens, 1 one, 431 c) 1 hundred, 8 tens, 0 ones, 180 d) 3 hundreds, 1 ten, 6 ones, 316 e) 2 hundreds, 0 tens, 3 ones, 203 Fundamental Mathematics 23 �Need more practice? Ask your instructor for some play money. Using the one, ten and hundred dollar bills practice trading ten of one type of bill for one of the next value. Example: 24 ABE Bucks $1 One ABE Bucks $1 One ABE Bucks $1 One ABE Bucks $1 One ABE Bucks $1 One ABE Bucks $1 One ABE Bucks $1 One ABE Bucks $1 One ABE Bucks $1 One ABE Bucks $1 One equals ABE Bucks $10 Ten Book 1 �Exercise Four a) 622 Write the place value name (ones, tens, hundreds) for each underlined digit. Check your work using the answer key at the end of the exercise. hundreds b) 468 c) 920 d) 920 e) 648 f) 426 g) 534 h) 555 i) 451 j) 901 k) 226 l) 486 tens Answers to Exercise Four c) ones d) hundreds e) f) ones g) hundreds h) tens i) tens j) k) hundreds l) ones Exercise Five ones tens Underline the digit for the place value named. Check your work using the answer key at the end of the exercise. a) hundreds 416 b) tens 368 c) tens 364 d) hundreds 456 e) ones 206 f) ones 634 Fundamental Mathematics 25 �g) hundreds 742 h) hundred 543 i) tens 221 j) ones 100 k) ones 169 l) tens 684 Answers to Exercise Five a) 4 b) 6 c) 6 d) 4 e) 6 f) 4 g) 7 h) 5 i) 2 j) 0 k) 9 l) 8 Emotions Check How are you feeling? Are your palms moist? How is your breathing? Take control. Be the boss. If you are feeling anxious, practice your breathing exercise. Remember: breathe in slowly to the count of four, hold it for the count of four and breathe out slowly to the count of four. 26 Book 1 �Reading and Writing Numerals You know that the digits are 0 1 2 3 4 5 6 7 8 9 and that digits are arranged in different places so we can count larger amounts than our ten fingers! When we use digits we call what we write the numeral. 328 is a numeral 46 is a numeral 3 is a numeral We use numerals to represent numbers. If we think about language instead of mathematics it will be clearer. Letters are used to make words. We respond to the meaning of words. Digits are the “letters” of math. Numerals are the “words” of math. Numbers are the “meaning” of math. Now you know the place value of digits up to three places. Next you will learn to read and write numerals and number words. Some of the words to read and spell may be new to you. The numerals from 1 to 12 have special words. These are 0 1 2 3 4 5 6 zero one two three four five six Fundamental Mathematics 7 8 9 10 11 12 seven eight nine ten eleven twelve 27 �The number names for numerals from 13 to 19 are made up of two parts. The first part tells us how many units. The second part (“teen”) tells us there is also 1 ten. 13 14 15 16 17 18 19 Exercise Six 28 thirteen fourteen fifteen sixteen seventeen eighteen nineteen three units and 1 ten four units and 1 ten five units and 1 ten six units and 1 ten seven units and 1 ten eight units and 1 ten nine units and 1 ten Write the word name for each number. Try not to look at the list. Check your work using the answer key at the end of the exercise. a) 8 b) 16 c) 7 d) 15 e) 5 f) 11 g) 9 h) 18 i) 6 j) 17 k) 4 l) 14 m) 12 n) 13 o) 19 p) 3 Book 1 �Answers to Exercise Six a) eight b) sixteen c) seven d) fifteen e) f) eleven g) nine h) eighteen i) six j) seventeen k) four l) fourteen m) twelve n) thirteen o) nineteen five p) three The word names for the numbers 20 to 90 are also made up of two parts. The first part tells us how many groups of tens. The second part (“ty”) tells us we are counting groups of tens and not something else. The “-ty” may have come from a shortening of the word “ten”. 20 30 40 50 60 70 80 90 twenty thirty forty fifty sixty seventy eighty ninety two tens three tens four tens five tens six tens seven tens eight tens nine tens The names for the numbers between groups of tens also follow a pattern. The first number tells us how many tens. The second number tells us how many ones. Tens Ones Tens Ones Tens Ones 20 twenty 30 thirty 40 forty 21 twenty-one 31 thirty-one 41 forty-one 22 twenty-two 32 thirty-two 42 forty-two 23 twenty-three 33 thirty-three 43 forty-three 24 twenty-four 34 thirty-four 44 forty-four 25 twenty-five 35 thirty-five 45 forty-five 26 twenty-six 36 thirty-six 46 forty-six 27 twenty-seven 37 thirty-seven 47 forty-seven 28 twenty-eight 38 thirty-eight 48 forty-eight 29 twenty-nine 39 thirty-nine 49 forty-nine Fundamental Mathematics 29 �The written names for numbers that have tens and ones are written with a hyphen (-) between them. This pattern with the hyphen continues up to ninety-nine (99). Exercise Seven a) 24 Write the word names for these numbers. Check your work using the answer key at the end of the exercise. twenty-four b) 35 c) 83 d) 46 e) 59 f) 20 g) 71 h) 94 i) 62 j) 53 thirty-five Answers to Exercise Seven c) eighty-three d) forty-six e) fifty-nine f) twenty g) seventy-one h) ninety-four i) sixty-two j) fifty-three Exercise Eight a) 44 30 forty-four Without looking back, write the word names for these numbers.Check your work using the answer key at the end of the exercise. b) 97 c) 71 d) 86 e) 53 f) 25 g) 15 h) 38 Book 1 �Answers to Exercise Eight b) ninety-seven c) seventy-one d) eighty-six e) fifty-three f) twenty-five g) fifteen h) thirty-eight Exercise Nine a) ninety-nine Write the numerals for these word names. Check your work using the answer key at the end of the exercise. 99 b) sixty-seven c) eighty-one d) eighteen e) twenty-six f) thirteen g) thirty h) forty-three i) sixteen j) twenty 67 Answers to Exercise Nine c) 81 d) 18 e) 26 f) 13 g) 30 h) 43 i)16 j) 20 When we write hundreds in words, we need two words. The first word tells us how many hundreds. The second word tells us we are counting hundreds. 200 two hundred You now know how to write numbers in words up to 999. Fundamental Mathematics 31 �367 is made of 3 hundreds 6 tens 7 ones Each is written: three hundred sixty seven Put the parts together: three hundred sixty-seven Remember: hyphen (-) between the tens and units no hyphen anywhere else no “s” on the hundred no „and” between the hundreds place and the tens place Here is another example. Watch out for the empty space! 504 is made of 5 hundreds 0 tens Each is written: five hundred Put the parts together: five hundred four 4 ones four Here is another example. Watch out for the empty space! 890 is made of 8 hundreds 9 tens Each is written: eight hundred ninety Put the parts together: eight hundred ninety 0 ones Here is another example. Watch out for the empty spaces! 100 is made of 1 hundreds Each is written: one hundred Put the parts together: one hundred 0 tens 0 ones Remember: empty spaces are not written in words. 32 Book 1 �Exercise Ten Write the word names for these numerals. Check your work using the answer key at the end of the exercise. a) 623 is made of Each is written: Put the parts together: b) 364 is made of Each is written: Put the parts together: c) 213 is made of Each is written: Put the parts together: d) 405 is made of Each is written: Put the parts together: e) 820 is made of Each is written: Put the parts together: Fundamental Mathematics 33 �f) 704 g) 470 h) 993 i) 100 j) 972 34 Book 1 �Answers to Exercise Ten a) 623 is made of 6 hundreds 2 tens 3 ones Each is written: six hundred twenty three Put the parts together: six hundred twenty-three b) 364 is made of 3 hundreds 6 tens 4 ones Each is written: three hundred sixty four Put the parts together: three hundred sixty-four c) 213 is made of 2 hundreds 1 ten Each is written: two hundred thirteen Put the parts together: two hundred thirteen 3 ones d) 405 is made of 4 hundreds Each is written: four hundred Put the parts together: four hundred five 0 tens 5 ones five e) f) 820 is made of 8 hundreds 2 tens Each is written: eight hundred twenty Put the parts together: eight hundred twenty seven hundred four h) nine hundred ninety-three j) g) four hundred seventy i) one hundred 0 ones nine hundred seventy-two Fundamental Mathematics 35 �Topic C: Self-Test Mark A. Write the place value for the underlined digit. a) 765 b) 903 c) 479 d) 185 e) 732 f) 397 B. Write the word names for these numerals. /17 Aim 14/17 6 marks 6 marks a) 79 b) 492 c) 378 d) 820 e) 405 f) 583 C. Write the numerals for these word names. 5 marks a) five hundred forty-seven b) three hundred eighty c) two hundred seventy-five d) four hundred sixteen e) nine hundred twenty-three 36 Book 1 �Answers to Topic C Self-test A. a) tens b) tens c) hundreds d) ones e) ones f) hundreds B. a) seventy-nine b) four hundred ninety-two c) three hundred seventy-eight d) eight hundred twenty e) four hundred five f) five hundred eighty-three C. a) 547 b) 380 d) 416 e) 923 Fundamental Mathematics c) 275 37 �Topic D: Ordering Numerals We arrange numerals in order from smallest to largest. Sorting numbered papers such as order forms, arranging items by the date and comparing prices are some of the ways you use this skill. Look at two numerals and tell which one is larger. How do you do this? Exercise One Draw a box around the larger numeral in each pair. a) 43 48 b) 27 21 c) 64 63 d) 24 35 e) 92 89 f) 72 81 Answers to Exercise One b) 27 c) 64 d) 35 e) 92 f) 81 To compare numerals, look at the place with the largest value. Example A: Compare 63 and 59 Look at the tens place. 63 has a 6 in the tens place. 59 has a 5 in the tens place. 63 is larger than 59. Example B: Compare 496 and 476. Look at the hundreds – both have 4’s. Look at the tens place. 496 has a 9 in the tens place. 476 has a 7 in the tens place. 496 is larger than 476. 38 Book 1 �Note: Numerals with one digit are always less than numerals with two digits. Numerals with two digits are always less than numerals with three digits, and so on. 9 is less than 15 87 is less than 107 999 is less than 1 001 Exercise Two Draw a box around the larger numeral in each pair. Check your work using the answer key at the end of the exercise. a) 36 46 b) 580 59 c) 87 67 d) 716 116 e) 429 449 f) 289 283 g) 229 329 h) 230 210 i) 51 159 j) 836 935 k) 36 37 l) 461 468 Answers to Exercise Two b) 580 c) 87 d) 716 e) 449 f) 289 j) 935 g) 329 k) 37 h) 230 l) 468 i) 159 Fundamental Mathematics 39 �Exercise Three Draw a box around the larger numeral in each pair. Check your work using the answer key at the end of the exercise. a) 148 151 b) 129 132 c) 34 37 d) 325 236 e) 118 13 f) 489 423 g) 471 422 h) 316 322 i) 876 319 Exercise Three – Answer Key b) 132 f) 489 c) 37 g) 471 d) 325 h) 322 e) 118 i) 876 Now use the same ideas to arrange more than two numerals in order. For example, to arrange 6, 616, 1, 66, 666, 61, and 16 in order from smallest to largest, use the following method: First, sort the numerals with the same number of digits into groups. 6, 1 66, 16, 61 and 616, 666 The group of one digit numerals contains 6 and 1. As 1 is smaller than 6, the list starts with 1, then 6. The group of two-digit numerals contains 66, 61, and 16. Use your skills in ordering numerals to see that 16 is smallest, then 61, and 66 is the largest of this group. The list now reads, 1, 6, 16, 61, 66. Finally, look at the three-digit numerals, 616 and 666. As 616 is smaller than 666, it will come first. The list now reads: 1, 6, 16, 61, 66, 616, 666. 40 Book 1 �40 Book 1 �Exercise Four Arrange these numbers in order from smallest to largest. Check your work using the answer key at the end of the exercise. a) 323 32 332 33 3 322 2 b) 44 7 474 47 744 74 77 c) 123 135 152 125 d) 472 427 452 475 Answers to Exercise Four a) c) 2, 3, 32, 33, 322, 323, 332 123, 125, 135, 152 Fundamental Mathematics b) d) 7, 44, 47, 74, 77, 474, 744 427, 452, 472, 475 41 �Greater Than, Less Than, Equals The sign < means “is less than” (smaller than). The sign > means “is greater than” (bigger than). The greater than and less than signs always point to the smaller number. That is, the point or the tip of the sign is close to the small number. 5 < 12 6>3 means 5 is less than 12 means 6 is greater than 3 The sign = means “equals” and is used when two amounts are the same. Exercise Five a) 3 c) Write <, >, or = in each blank as needed. Check your work using the answer key at the end of the exercise. < > 5 b) 8 12 9 d) 28 28 e) 48 84 f) 376 376 g) 520 530 h) 582 521 i) 674 296 j) 214 251 k) 879 900 l) 784 784 7 Answers to Exercise Five 42 c) > g) < d) = h) > k) < l) = e) < i) > f) = j) < Book 1 �Topic D: Self-Test Mark /12 Aim 10/12 A. Box the larger number of each pair. 6 marks a) 978 789 b) 566 556 c) 120 142 d) 701 710 e) 430 403 f) 879 987 B. Arrange these numerals in order from smallest to largest. a) 75 754 b) 18 237 475 429 47 824 747 37 2 marks 574 775 994 112 C. Write >, <. or = in each blank to make a true statement. 4 marks a) 678 768 b) 102 100 c) 463 846 d) 101 101 Answers to Topic D Self-Test A. a) 978 b) 566 c) 142 d) 710 e) 430 f) 987 b) > c) < B. a) < d) = C. a) 47, 75, 475, 574, 747, 754, 775 b) 18, 37, 112, 237, 429, 824, 994 Fundamental Mathematics 43 �Topic E: Rounding Numbers We use numbers a lot in our everyday lives. List some of the ways you use numbers. You may have written money, shopping, time, and counting as part of your answer. Think about time. Let’s say it takes eight minutes to walk to the bus. If someone asks you how long it takes, you will probably say, “About ten minutes.” If you buy a sweater that cost $29, you may say, “Oh, it was around thirty dollars.” How far is it from Vancouver to Prince George? The map says 796 km, but we would probably say, “About 800 kilometres.” You have just read examples of rounding numbers. We round numbers for many reasons: We may not know the exact number. The exact number may not be important for what we are doing. We may need a quick way to figure something out. When you are rounding numbers, use zeros to hold the places at the end of the number. Work through the following examples and exercises carefully. Rounding is an important skill. 44 Book 1 �Rounding to the Nearest Ten A number rounded to the nearest ten will have a zero in the ones place. The number will end with 0, 10, 20, 30, 40, 50, 60, 70, 80, or 90. When rounding to the nearest 10, we are looking for the closest group of 10. Example: 20 20, 23 and 30. 23 30 Is 23 closer to 20 or 30? It is closest to 20. Which gives a better estimate of 23…..2 tens or 3 tens. 2 tens If we round 23 to the nearest ten, the result would be 20. Remember: The rounded number has a zero in the ones place. Example: 40 40, 46 and 50 46 50 Is 46 closer to 40 or 50? it is closest to 50. Which gives a better estimate of 46……4 tens or 5 tens? 5 tens If we round 46 to the nearest ten, the result would be 50. Fundamental Mathematics 45 �Example: 60, 65 and 70 60 65 70 Is 65 closer to 60 or 70? It is closer to 70. Which gives a better estimate of 65…… 6 tens or 7 tens? 7 tens When we have a number which ends in 5, we always round up to the next ten. If we round 65 to the nearest 10, the result would be 70. Example: Round 32 to the nearest 10. 32 is between 3 tens and 4 tens. 32 is closest to 3 tens. Rounded number is 30 . Exercise One a) Round each number to the nearest 10. Check your work using the answer key at the end of the exercise. 47 is between tens and 47 is closest to tens. Rounded number is b) c) tens and 81 is closest to tens. tens. . 14 is between tens and 14 is closest to tens. Rounded number is 46 . 81 is between Rounded number is tens. tens. . Book 1 �d) 26 is between 26 is closest to tens and tens. Rounded number is e) . 98 is between tens and 98 is closest to tens. Rounded number is f) 57 is between tens and 57 is closest to tens. 73 is between tens and 73 is closest to tens. i) tens and 2 is closest to tens. j) tens and 39 is closest to tens. 65 is between tens and 65 is closest to tens. tens and 18 is closest to tens. Fundamental Mathematics tens. . 18 is between Rounded number is tens. . Rounded number is k) tens. . 39 is between Rounded number is tens. . 2 is between Rounded number is tens. . Rounded number is h) tens. . Rounded number is g) tens. tens. . 47 �Answers to Exercise One a) b) 8 tens, 9 tens 8 tens 80 c) 1 ten, 2 tens 1 ten 10 d) 2 tens, 3 tens 3 tens 30 e) f) 5 tens, 6 tens 6 tens 60 g) 7 tens, 8 tens 7 tens 70 h) 0 tens, 1 ten 0 tens 0 j) k) 1 ten, 2 tens 2 tens 20 48 4 tens, 5 tens 5 ten 50 6 tens, 7 tens 7 tens 70 9 tens, 10 tens 10 tens 100 i) 3 tens, 4 tens 4 tens 40 Book 1 �Now look at a shorter method to round to the nearest ten. When rounding to the nearest ten, do this: Step 1: Underline the tens digit. 83 Step 2: Look at the digit following in the ones place. 83 Step 3: If the digit in the ones place is less than 5, write a 0 in the ones place. leave the tens digit as it is. 42 rounds to 40 (42 is nearer to 40 than to 50) 14 rounds to 10 83 rounds to 80 Step 4: If the digit in the ones place is 5 or more, write a 0 in the ones place. add one more ten to the tens place. 36 rounds to 40 (36 is nearer to 40 than to 30) 25 rounds to 30 98 rounds to 100 (one more ten than nine tens is ten tens) Note: If you are rounding to the nearest ten, single digits are rounded like this: 0, 1, 2, 3, 4 all round to 0. 5, 6, 7, 8, 9 all round to 10. When you round a number, use the sign that means “approximately equal” Fundamental Mathematics 49 �Exercise Two a) 22 Round each number to the nearest ten. Check your work using the answer key at the end of the exercise. 20 b) 86 90 c) 31 d) 96 e) 84 f) 55 g) 8 h) 2 i) 63 j) 49 k) 25 l) 71 m) 38 n) 51 o) 88 Answers to Exercise Two c) 30 d) 100 e) 80 f) 60 g) 10 h) 0 i) 60 j) 50 k) 30 l) 70 m) 40 n) 50 o) 90 Numbers of any size can be rounded to the nearest ten using the method you have just learned. 238 50 240 883 880 297 300 Book 1 �Exercise Three Round each number to the nearest ten. Check your work using the answer key at the end of the exercise. a) 424 b) 867 c) 499 d) 132 e) 278 f) 617 g) 208 h) 851 i) 124 j) 576 k) 315 l) 742 m) 397 n) 952 o) 639 Answers to Exercise Three a) 420 b) 870 c) 500 d) 130 e) 280 f) 620 g) 210 h) 850 i) 120 j) 580 k) 320 l) 740 m) 400 n) 950 o) 640 Fundamental Mathematics 51 �Exercise Four For each problem, round the numbers to the nearest ten. Check your work using the answer key at the end of the exercise. Example: Mei Ling has just moved into a new apartment. She bought the following items. Round each amount to the nearest ten. Item Cost Rounded to nearest ten Towels Dishes Saucepan Microwave Carving Knife $14 $32 $43 $109 $18 $10 $30 $40 $110 $20 a) Akkul walked 12 kilometres on Monday, 26 kilometres on Tuesday and 6 kilometres on Wednesday. Round each number to the nearest ten. Day Monday Number 12 Tuesday 26 Wednesday 6 Rounded Number b) Werner is a keen bird watcher. On Monday, he saw 57 birds, on Tuesday he saw 124 birds, on Wednesday he saw 31 birds and on Thursday he saw 75 birds. Round each number to the nearest ten. Day Number Rounded Number Monday Tuesday Wednesday Thursday 52 Book 1 �c) Jamir drove 678 kilometres. 493 kilometres, 387 kilometres and 914 kilometres in one week. Round each mileage to the nearest ten. Day Kilometres Rounded Number #1 #2 #3 #4 d) Koho Industries canned 281 cans of salmon last week and 392 cans of salmon this week. They plan to can 438 cans of salmon next. Round each number of cans to the nearest ten. Week Cans Rounded Number Last week This week Next week e) During one week at the movie theatre there were 423 people on Monday, 328 people of Tuesday, 148 people on Wednesday and 523 people on Thursday. Round each number to the nearest ten. Day People Rounded Number Monday Tuesday Wednesday Thursday Answers to Exercise Four a) 10, 30, 10 b) 60, 120, 30, 80 d) 280, 390, 440 e) Fundamental Mathematics c) 680, 490, 390, 910 420, 330, 150, 520 53 �Topic E: Self-Test Mark /12 A. Round your answer to the nearest ten. Aim 10/12 8 marks a) 47 b) 123 c) 4 d) 945 e) 329 f) 481 g) 865 h) 916 B. Round each number to the nearest ten. 4 marks a) Mary scored 78, 91, 79, 67 and 102 on her arithmetic test. Round her scores to the nearest ten. Score Rounded Score Answers to Topic E Self-Test A. a) 50 b) 120 c) 0 d) 950 e) f) 480 g) 870 h) 920 330 B. a) 80, 90, 80, 70, 100 54 Book 1 �Topic F: More Counting Practice your counting by filling in the counting chart. Have your instructor check your chart when you are done. 0 1 2 3 4 5 6 7 8 9 10 If you had a pile of pennies or loonies, you would count by ones in order to find out how much money you have. Fundamental Mathematics 55 �Use your counting chart and start at 1. Write down every second number. 0 1 3 5 The numbers above are called odd numbers. Use your counting chart and starting at 0. Write down every second number. 0 56 2 4 6 Book 1 �The numbers above are called the even numbers. If you had a pile of toonies, you could count by two’s to find out how much money you have. Use your counting chart and start at 0. Count five and write down that number. 0 5 10 If you had a pile of nickels or five dollar bills and wanted to know how much money you have, you would count be 5’s. Use your counting chart and starting at 0. Count ten and write down that number. 0 10 20 If you had a pile of dimes or ten dollar bills and wanted to know how much money you have, you would count by 10’s. Fundamental Mathematics 57 �Exercise One Count how much money you have. Check your work using the answer key at the end of the exercise. Example: 5 How many nickels? 10 15 3 How much money do you have? 15 cents a) How many twonies do you have? How much money do you have? dollars b) How many dimes do you have? How much money do you have? 58 cents Book 1 �c) How many nickels to you have? How much money do you have? cents d) How many dimes do you have? How much money do you have? cents e) How many nickels to you have? How much money do you have? Fundamental Mathematics cents 59 �f) How many twonies do you have? How much money do you have? dollars g) How much money do you have? 60 cents Book 1 �h) How much money do you have? dollars i) How much money do you have? Fundamental Mathematics cents 61 �Answers to Exercise One a) 4 twonies, $8 b) 7 dimes, 70 cents c) 9 nickels, 45 cents d) 4 dimes, 40 cents e) 10 nickels, 50 cents f) 3 twonies, $26 g) 90 cents h) $36 i) 70 cents 62 Book 1 �Topic F: Self-Test Mark A. Write the first 10 odd numbers starting with 1. /16 Aim 13/16 5 marks B. Write the first 10 even numbers starting at 2. C. How much money do you have? 5 marks 6 marks (2 marks each) i) How much money do you have? Fundamental Mathematics cents 63 �ii) How much money do you have? 64 dollars Book 1 �iii) How much money do you have? cents Answers to Topic F Self-Test A. 1, 3, 5, 7, 9, 11, 13, 15, 17, 19 B. 2,4,6,8,10,12,14,16,18, 20 C. i) 75 cents ii) 38 dollars iii) 80 cents Emotions Check How are you feeling? Are your palms moist? How is your breathing? Take control. Be the boss. If you are feeling anxious, practice your breathing exercise. Remember: breathe in slowly to the count of four, hold it for the count of four and breathe out slowly to the count of four. Fundamental Mathematics 65 �Unit 1 Review - Number Sense You will now practice all the skills you learned in Unit 1. Check your work using the answer key at the end of the review. A. Count the number of things in each picture. Write the number and word name. a) Numeral: Word Name: b) c) Numeral: Numeral: Word Name: Word Name: 66 Book 1 �d) e) Numeral: Numeral: Word Name: Word Name: B. Fill in the blanks to make each sentence true. Draw a picture for questions b and e. a) 46 means tens and ones. b) 25 means tens and ones. Draw your picture below. c) means Fundamental Mathematics tens and ones 67 �d) 138 = hundreds, tens, ones. e) 231 = hundreds, tens, ones. Draw your picture below. f) hundreds C. 68 tens ones = Write the place value name (ones, tens, hundreds) for each underlined digit. a) 821 b) 294 c) 638 d) 417 e) 346 f) 573 Book 1 �D. E. F. G. Underline the digit for the place value named. a) hundreds 164 b) tens 892 c) tens 250 d) hundreds 371 e) ones 485 f) ones 743 Write the word names for the numbers. a) 73 b) 14 c) 5 d) 39 e) 52 f) 496 g) 803 h) 640 Write the numerals for these word names. a) forty-seven b) nineteen c) sixty-five d) thirty-eight e) twenty-four f) five hundred thirty-five g) three hundred sixty h) two hundred four Arrange these numbers in order from smallest to largest. a) 258 Fundamental Mathematics 32 23 282 345 534 69 �b) H. I. J. 155 27 635 208 452 335 Write <, >, or = in each blank as needed. a) 37 52 b) 4 0 c) 349 394 d) 67 67 e) 86 68 f) 732 751 Round each number to the nearest ten. a) 37 b) 344 c) 68 d) 25 e) 51 f) 876 How much money do you have? a) How much money do you have? 70 cents Book 1 �b) How much money do you have? dollars c) How much money do you have? Fundamental Mathematics cents 71 �K. Word Problems a) Hussein’s fruit stand sold 114 watermelons, 287 honeydew melons and 345 cantaloupes. Round each number to the nearest ten. Melon Number Rounded Number Watermelons Honeydew Melons Cantaloupes b) Yi-Min drove her delivery van 106 kilometres on Saturday, 187 kilometres on Sunday and 285 kilometres on Monday. Round each number to the nearest ten. Kilometres Number Rounded Number Saturday Sunday Monday 72 Book 1 �Answers to Unit 1 Review A. a) 9, nine b) 7, seven c) 6, six d) 8, eight e) 5, five B. a) 4 tens, 6 ones b) 2 tens, 5 ones c) 63, 6 tens, 3 ones d) 1 hundred, 3 tens, 8 ones e) 2 hundreds, 3 tens, 1 one f) 3 hundreds, 2 tens 5 ones, 325 C. a) hundreds e) tens D. a) 164 b) tens f) ones b) 892 c) 250 E. a) seventy-three b) fourteen e) fifty-two F. a) 47 g) 360 b) 19 h) 204 c) ones d) 371 e) 485 c) five f) four hundred ninety-six c) 65 d) 38 G. a) 23, 32, 258, 282, 345, 534 d) hundreds f) 743 d) thirty-nine g) six hundred forty e) 24 f) 535 b) 27, 155, 208, 335, 452, 635 H. a) < b) > c) < d) = e) > f) < I. a) 40 b) 340 c) 70 d) 30 e) 50 f) 880 J. a) 70 cents b) 26 dollars c) 90 cents K. a) b) Melon Number Rounded Number Watermelons 114 110 Honeydew Melons 287 Cantaloupes 345 Fundamental Mathematics Kilometres Rounded Number Saturday 106 110 290 Sunday 187 190 350 Monday 285 290 Day 73 �CONGRATULATIONS!! Now you have finished Unit 1. TEST TIME! Ask your instructor for the Practice Test for this unit. Once you’ve done the practice test, you need to do the unit 1 test. Again, ask your instructor for this. Good luck! 74 Book 1 �Unit 2 Addition Fundamental Mathematics 75 �Topic A: Addition Addition puts amounts together. The answer of addition is called the sum or the total. The plus sign + means to add. 3 + + 2 = = 5 says “three plus two equals five” or “three and two is five” The sum is 5. You can count on your fingers to get the answers to addition questions, but counting takes too long. Addition facts are a tool that you use to do adding questions. Exercise One a) e) 76 Check out your addition facts by doing this exercise as quickly as possible without counting on your fingers. The highest total or sum (what the numbers add up to) for these number facts is 9. Check your work using the answer key at the end of the exercise. Then, make a list of any addition facts you do not know or which are slow – practice them. 2 +4 6 b) 3 +1 4 c) 1 +2 d) 7 +0 0 +4 f) 1 +4 g) 5 +2 h) 3 +3 Book 1 �i) 2 +0 j) 6 +3 k) 4 +4 l) 3 +0 m) 5 +3 n) 1 +6 o) 0 +5 p) 8 +1 q) 2 +6 r) 1 +0 s) 1 +5 t) 2 +2 u) 3 +2 v) 2 +1 w) 5 +4 x) 1 +7 y) 9 +0 z) 5 +1 aa) 0 +3 bb) 4 +1 Answers to Exercise One a) 6 b) 4 c) 3 d) 7 e) 4 f) 5 g) 7 h) 6 i) j) 9 k) 8 l) 3 m) 8 n) 7 o) 5 p) 9 q) 8 r) 1 s) 6 t) u) 5 v) 3 w) 9 x) 8 y) 9 z) 6 aa) 3 2 Fundamental Mathematics 4 bb) 5 77 �Exercise Two a) 4 +5 9 Check out your addition facts by doing this exercise as quickly as possible without counting on your fingers. The highest total or sum (what the numbers add up to) for these number facts is 9. Check your work using the answer key at the end of the exercise. Then, make a list of any addition facts you do not know or which are slow – practice them. b) 1 +8 9 c) 8 +0 d) 4 +3 e) 0 +0 f) 2 +3 g) 7 +1 h) 0 +9 i) 4 +2 j) 0 +2 k) 0 +7 l) 1 +1 m) 2 +7 n) 0 +1 o) 6 +2 p) 0 +6 q) 1 +3 r) 3 +5 s) 2 +5 t) 0 +8 78 Book 1 �u) 3 +4 v) 4 +0 w) 3 +6 x) 5 +0 y) 6 +1 z) 6 +0 aa) 7 +2 bb) 0 +3 Answers to Exercise Two a) 9 b) 9 c) 8 d) 7 e) 0 f) 5 g) 8 h) 9 i) 6 j) 2 k) 7 l) 2 m) 9 n) 1 o) 8 p) 6 q) 4 v) 4 w) 9 x) 5 r) 8 y) 7 s) 7 z) 6 t) 8 aa) 9 u) 7 bb) 3 Exercise Three Check out your addition facts by doing this exercise as quickly as possible without counting on your fingers. The highest total or sum (what the numbers add up to) for these number facts is 9. Check your work using the answer key at the end of the exercise. Then, make a list of any addition facts you do not know or which are slow – practice them. a) 3 +6 9 b) 4 +5 9 c) 4 +1 d) 9 +0 e) 2 +2 f) 3 +4 g) 0 +6 h) 5 +2 Fundamental Mathematics 79 �i) 4 +0 j) 1 +8 k) 2 +3 l) 0 +5 m) 0 +0 n) 1 +2 o) 4 +3 p) 6 +1 q) 6 +2 r) 3 +2 s) 2 +7 t) 0 +7 u) 5 +4 v) 1 +7 w) 5 +3 x) 3 +3 y) 1 +4 z) 2 +4 aa) 0 +4 bb) 1 +3 cc) 1 +6 dd) 0 +8 ee) 8 +1 ff) 3 +5 80 Book 1 �gg) 3 +0 hh) 6 +3 ii) 3 +1 jj) 7 +1 kk) 2 +6 ll) 4 +4 mm) 2 +5 nn) 3 +4 Answers to Exercise Three a) 9 b) 9 c) 5 d) 9 e) 4 f) 7 g) 6 h) 7 i) 4 j) 9 k) 5 l) 5 m) 0 n) 3 o) 7 p) 7 q) 8 r) 5 s) 9 t) u) 9 v) 5 z) 7 8 w) 8 x) 6 y) 6 aa) 4 bb) 4 cc) 7 dd) 8 ee) 9 ff) 8 gg) 3 hh) 9 ii) jj) 8 kk) 8 ll) 8 mm) 7 nn) 7 Exercise Four a) 6 +5 11 Fundamental Mathematics 4 Check out your addition facts by doing this exercise as quickly as possible without counting on your fingers. The highest total or sum (what the numbers add up to) for these number facts is 12. Check your work using the answer key at the end of the exercise. Then, make a list of any addition facts you do not know or which are slow – practice them. b) 8 +2 10 c) 5 +3 d) 5 +7 81 �e) 3 +4 f) 2 +6 g) 7 +3 h) 3 +9 i) 9 +3 j) 8 +1 k) 4 +5 l) 1 +9 m) 2 +7 n) 3 +5 o) 6 +6 p) 5 +6 q) 4 +6 r) 5 +8 s) 8 +4 t) 5 +2 u) 3 +7 v) 2 +8 w) 2 +9 x) 7 +1 Answers to Exercise Four a) 11 b) 10 c) 8 d) 12 e) 7 f) 8 g) 10 h) 12 i) 12 j) 9 k) 9 l) 10 m) 9 n) 8 o) 12 p) 11 q) 10 r) 11 s) 12 t) u) 10 v) 10 w) 11 x) 8 82 7 Book 1 �Exercise Five Check out your addition facts by doing this exercise as quickly as possible without counting. The highest total or sum (what the numbers add up to) for these number facts is 12. Check your work using the answer key at the end of the exercise. Then, make a list of any addition facts you do not know or which are slow – practice them. a) 9 +2 b) 6 +4 c) 4 +7 d) 2 +5 e) 8 +3 f) 7 +4 g) 6 +3 h) 5 +5 i) 9 +1 j) 7 +5 k) 4 +8 l) 6 +2 m) 7 +2 n) 1 +7 o) 3 +6 p) 5 +4 q) 4 +7 r) 7 +6 s) 9 +2 t) 4 +8 Fundamental Mathematics 83 �u) 6 +6 v) 3 +6 w) 8 +2 x) 4 +5 Answers to Exercise Five a) 11 b) 10 c) 11 d) 7 e) 11 f) h) 10 i) 10 j) 12 k) 12 l) 8 o) p) 9 q) 11 r) 13 s) 11 w) 10 x) 9 9 v) 9 Exercise Six 11 g) 9 m) 9 n) 8 t) u) 12 12 Check out your addition facts by doing this exercise as quickly as possible without counting. The highest total or sum (what the numbers add up to) for these number facts is 12. Check your work using the answer key at the end of the exercise. Then, make a list of any addition facts you do not know or which are slow – practice them. a) 3 +9 b) 5 +3 c) 4 +6 d) 4 +3 e) 6 +5 f) 2 +8 g) 9 +1 h) 7 +5 84 Book 1 �i) 3 +8 j) 5 +2 k) 6 +6 l) 2 +9 m) 4 +6 n) 3 +9 o) 3 +7 p) 5 +7 q) 8 +3 r) 8 +4 s) 1 +9 t) 6 +2 u) 2 +9 v) 5 +6 w) 9 +3 x) 2 +6 y) 3 +5 z) 6 +4 aa) 6 +5 bb) 7 +3 cc) 3 +4 dd) 6 +3 ee) 7 +4 ff) 5 +5 Fundamental Mathematics 85 �Answers to Exercise Six a) 12 b) 8 c) 10 d) 7 e) 11 f) 10 g) 10 h) 12 i) 11 j) 7 k) 12 l) 11 m) 10 n) 12 o) 10 p) 12 q) 11 w) 12 dd) 9 x) 8 ee) 11 r) 12 y) 8 ff) 10 s) 10 z) 10 t) 8 aa) 11 u) 11 bb) 10 v) 11 cc) 7 Need more practice? Practice your addition facts using a set of dice. Roll the dice and add the amounts on the dice. Exercise Seven Check out your addition facts by doing this exercise as quickly as possible without counting. The highest total or sum (what the numbers add up to) for these number facts is 20. Check your work using the answer key at the end of the exercise. Then, make a list of any addition facts you do not know or which are slow – practice them. a) 7 +6 13 b) 5 +9 14 c) 10 +3 d) 5 +7 e) 7 +9 f) 10 +9 g) 8 +7 h) 6 +4 i) 5 + 10 j) 8 +9 k) 8 +2 l) 10 +6 86 Book 1 �m) 7 +4 n) 6 + 10 o) 6 +7 p) 10 +4 q) 9 +8 r) 2 + 10 s) 9 +7 t) 5 +8 u) 10 +2 v) 5 +6 w) 8 +5 x) 4 + 10 y) 9 +6 z) 8 +4 aa) 9 + 10 bb) 9 +4 Answers to Exercise Seven a) 13 b) 14 c) 13 d) 12 e) 16 f) 19 g) 15 h) 10 i) 15 j) 17 k) 10 l) 16 m) 11 n) 16 o) 13 p) 14 q) 17 v) 11 w) 13 x) 14 r) 12 y) 15 s) 16 z) 12 t) 13 aa) 19 u) 12 bb) 13 Fundamental Mathematics 87 �Exercise Eight Check out your addition facts by doing this exercise as quickly as possible without counting. The highest total or sum (what the numbers add up to) for these number facts is 20. The highest total or sum (what the numbers add up to) for these number facts is 20. Then, make a list of any addition facts you do not know or which are slow – practice them. a) 10 +1 b) 7 +7 c) 10 +8 d) 7 +8 e) 4 +6 f) 1 + 10 g) 4 +7 h) 3 + 10 i) 0 +7 j) 3 +9 k) 10 +7 l) 6 +4 m) 0 + 10 n) 6 +9 o) 9 +9 p) 10 +5 88 Book 1 �q) 4 +8 r) 2 +9 s) 10 + 10 t) 6 +6 u) 9 +3 v) 7 +4 w) 9 +1 x) 8 +8 y) 7 + 10 a) 9 +2 aa) 8 +6 bb) 9 +5 Answers to Exercise Eight a) 11 b) 14 c) 18 d) 15 e) 10 f) 11 g) 11 h) 13 i) 7 f) 12 k) 17 l) 10 m) 10 n) 15 o) 18 p) 15 q) 12 r) 11 s) 20 t) u) v) 11 w) 10 x) 16 y) 17 z) 11 aa) 14 Fundamental Mathematics 12 12 bb) 14 89 �Exercise Nine Check out your addition facts by doing this exercise as quickly as possible without counting. The highest total or sum (what the numbers add up to) for these number facts is 20. Then, make a list of any addition facts you do not know or which are slow – practice them. a) 4 +9 b) 7 +2 c) 5 +5 d) 3 +6 e) 6 + 10 f) 8 +5 g) 6 +9 h) 6 +6 i) 3 +7 j) 9 +3 k) 2 +8 l) 5 +10 m) 5 +5 n) 10 +3 o) 8 +8 p) 2 + 10 q) 7 +9 r) 10 +8 s) 5 +8 t) 1 + 10 90 Book 1 �u) 7 +6 v) 10 + 10 w) 7 +7 x) 6 +5 y) 5 +7 z) 9 +9 aa) 10 +0 bb) 8 +2 Answers to Exercise Nine a) 13 b) 9 c) 10 d) 9 e) 16 f) 13 g) 15 h) 12 i) j) k) 10 l) 15 m) 10 n) 13 o) 16 p) 12 q) 16 r) 18 s) 13 t) u) 13 v) 20 w) 14 x) 11 y) 12 z) 18 10 12 Exercise Ten 11 aa) 10 bb) 10 Check out your addition facts by doing this exercise as quickly as possible without counting. The highest total or sum (what the numbers add up to) for these number facts is 20. Then, make a list of any addition facts you do not know or which are slow – practice them. a) 7 + 10 b) 10 +4 c) 8 +7 d) 2 +9 e) 4 +6 f) 3 + 10 g) 7 +4 h) 3 +8 Fundamental Mathematics 91 �i) 8 +3 j) 7 +8 k) 5 +9 l) 9 +5 m) 8 +6 n) 10 +9 o) 4 +7 o) 8 +9 q) 7 +5 r) 9 + 10 s) 1 +9 t) 6 +7 u) 9 +4 v) 6 +1 w) 6 +0 x) 7 +2 y) 3 +4 z) 0 +8 aa) 6 +4 bb) 5 +8 cc) 2 +5 dd) 7 +6 ee) 0 +3 ff) 9 +7 92 Book 1 �Answers to Exercise Ten a) 17 h) 11 b) 14 c) 15 d) 11 e) 10 f) 13 g) 11 i) j) k) 14 l) 14 m) 14 n) 19 o) 11 p) 17 q) 12 r) 19 s) 10 t) u) 13 v) 7 w) 6 x) 9 y) 7 z) 8 aa) 10 dd) 13 ee) 3 ff) 16 cc) 7 11 15 Exercise Eleven 13 bb) 13 Check out your addition facts by doing this exercise as quickly as possible without counting. The highest total or sum (what the numbers add up to) for these number facts is 20. Check your work using the answer key at the end of the exercise. Then, make a list of any addition facts you do not know or which are slow – practice them. a) 7 +2 b) 4 +4 c) 3 +5 d) 4 +6 e) 8 +1 f) 9 +6 g) 1 +3 h) 0 +2 i) 4 +9 j) 9 +2 k) 4 +1 l) 8 +8 Fundamental Mathematics 93 �m) 1 +5 n) 7 +3 o) 2 +2 p) 9 +5 q) 6 +1 r) 6 +0 s) 3 +2 t) 4 +8 u) 5 +5 v) 3 +6 w) 9 +8 x) 3 +9 y) 2 +3 z) 1 +9 aa) 2 +8 bb) 6 +6 cc) 5 +4 dd) 6 +8 ee) 4 +5 ff) 1 +7 gg) 5 +6 hh) 4 +0 ii) 3 +5 jj) 7 +2 94 Book 1 �Answers to Exercise Eleven a) 9 b) 8 c) 8 h) 2 i) j) 11 o) 4 p) 14 q) 7 v) 9 w) 17 x) 12 y) cc) 9 dd) 14 ee) 9 ff) 8 13 d) 10 e) 9 f) k) 5 l) 16 r) 6 s) 5 5 z) 10 aa) 10 bb) 12 hh) 4 ii) gg) 11 15 g) 4 m) 6 n) 10 t) u) 10 12 8 jj) 9 Need some extra practice? Find a partner and play the following card game. You will use a regular deck of cards Take out the jacks, queens and kings. Shuffle the cards and deal them out. Do not look at your cards. Leave them in a pile in from of you. Each player flips over a card. Take turns adding the numbers on the cards. If the person whose turn it is gets the right answer that person gets to keep the cards. If the person whose turn it is gets the wrong answer the other player gets the cards. The person who collects all the cards is the winner. You could also set a time limit and the person with the most cards when time is up is the winner. Fundamental Mathematics 95 �Exercise Twelve Here are some extra questions if you need more practice. The highest total or sum (what the numbers add up to) for these number facts is 20. Check your work using the answer key at the end of the exercise. a) 6 +7 13 b) 8 +3 11 c) 4 +2 d) 8 +7 e) 1 +2 f) 6 +4 g) 5 +8 h) 2 +5 i) 7 +6 j) 0 +3 k) 9 +7 l) 7 +2 m) 4 +4 n) 3 +5 o) 4 +6 p) 8 +1 q) 9 +6 r) 1 +3 s) 0 +2 t) 4 +9 96 Book 1 �u) 9 +2 v) 4 +1 w) 8 +8 x) 1 +5 y) 7 +3 z) 2 +2 aa) 9 +5 bb) 6 +1 cc) 6 +0 dd) 3 +2 ee) 4 +8 ff) 5 +5 gg) 3 +6 hh) 9 +8 ii) 3 +9 jj) 2 +3 kk) 1 +9 ll) 2 +8 mm) 6 +6 nn) 5 +4 oo) 6 +8 pp) 4 +5 qq) 1 +7 rr) 5 +6 Fundamental Mathematics 97 �Answers to Exercise Twelve a) 13 b) 11 c) 6 d) 15 e) 3 f) 10 g) 13 8 11 h) 7 o) 10 i) p) 13 9 j) 3 q) 15 k) 16 r) 4 l) s) 9 2 m) 8 t) 13 n) u) v) 5 cc) 6 w) 16 dd) 5 x) 6 ee) 12 y) 10 ff) 10 z) 4 gg) 9 aa) 14 hh) 17 bb) 7 ii) 12 jj) 5 qq) 8 kk) 10 rr) 11 ll) 10 mm) 12 nn) 9 oo) 14 pp) 9 98 Book 1 �Adding Across So far you have only been adding numbers when they are up and down or vertical. Example: 4 +5 9 Another way to add numbers is across or horizontally. Example: 4 + 5 = 9 In math, sometimes you will need to work from left to right. Exercise Thirteen Practice adding across or horizontally. The highest total or sum (what the numbers add up to) for these number facts is 20. Check your work using the answer key at the end of the exercise. a) 10 + 0 = b) 2 + 2 = c) 5 + 3 = d) 1 + 1 = e) 8 + 4 = f) 7 + 1 = g) 0 + 4 = h) 6 + 3 = i) 3 + 2 = j) 1 + 10 = k) 9 + 3 = l) 4 + 9 = m) 3 + 7 = n) 4 + 8 = Fundamental Mathematics 99 �o) 8 + 0 = p) 6 + 4 = q) 4 + 1 = r) 7 + 2 = s) 10 + 10 = t) 6 + 5 = Answers to Exercise Thirteen a) 10 b) 4 c) 8 d) 2 e) 12 f) h) o) k) 12 r) 9 l) s) 13 20 m) 10 t) 11 9 8 i) 5 p) 10 j) 11 q) 5 Exercise Fourteen g) 4 n) 12 Practice adding across or horizontally. The highest total or sum (what the numbers add up to) for these number facts is 20. Check your work using the answer key at the end of the exercise. a) 5 + 10 = b) 0 + 0 = c) 3 + 8 = d) 8 + 3 = e) 9 + 5 = f) 6 + 2 = g) 9 + 0 = h) 2 + 9 = i) 4 + 7 = j) 8 + 2 = 100 8 Book 1 �k) 3 + 6 = l) 9 + 4 = m) 0 + 2 = n) 5 + 2 = o) 1 + 3 = p) 4 + 2 = q) 10 + 3 = r) 5 + 4 = s) 8 + 5 = t) 6 + 6 = Answers to Exercise Fourteen a) h) o) 15 11 4 b) 0 i) 11 p) 6 Exercise Fifteen c) 11 j) 10 q) 13 d) 11 k) 9 r) 9 e) l) s) 14 13 13 g) n) 9 7 Practice adding across or horizontally. The highest total or sum (what the numbers add up to) for these number facts is 20. Check your work using the answer key at the end of the exercise. a) 9 + 6 = b) 8 + 9 = c) 9 + 9 = d) 2 + 3 = e) 7 + 3 = f) 10 + 8 = Fundamental Mathematics f) 8 m) 2 t) 12 101 �g) 9 + 7 = h) 8 + 8 = i) 8 + 10 = j) 3 + 9 = k) 9 + 2 = l) 4 + 4 = m) 6 + 8 = n) 2 + 7 = o) 5 + 7 = p) 3 + 3 = q) 7 + 0 = r) 5 + 8 = s) 10 + 8 = t) 9 + 8 = Answers to Exercise Fifteen a) b) 17 c) 18 d) 5 e) 10 f) 18 g) 16 h) 16 i) j) k) 11 l) 8 m) 14 n) 9 o) p) 6 r) s) 18 t) 102 15 12 18 12 q) 7 13 17 Book 1 �Word Problems Learning addition facts is very important. Once you know them all, you can use them to solve word problems. Words such as more than, plus, added to, sum, total, have altogether and in all tell you to add the numbers together. Look for these words when reading word problems and underline them before trying to solve a problem. Circle the information that is given. Example: Before lunch Jane read 2 pages. After lunch she read 9 pages. How many pages did she read in all? Before lunch Jane read read in all? 2 pages. After lunch she read 9 pages. How many pages did she You have circled 2 pages and 9 pages. This is the information you will use to find the answer. You have underlined “in all”. These words tell you to add. 2 pages + 9 pages 11 pages Jane read 11 pages in all. Exercise One Solve each of the following word problems. Be sure to underline the words that tell you to add. Circle the information that is given. Have your instructor check your underlining and circling. a) Sven bought 7 cans of juice on Monday. He bought 9 cans of juice on Wednesday. How many cans of juice did he buy altogether? Fundamental Mathematics 103 �Fundamental Mathematics 103 �b) During the hockey game, Ewan took 8 shots from the blue line and 4 shots from in front of the net. How many shots did he take in all? c) Marlene noticed that there were 4 people in her math class. The next day 6 more people were in her math class. What is the total number of people in Marlene’s math class? d) The Blue Jays played two baseball games in a row. They got 10 runs in the first game and 7 runs in the second game. How many runs did they score altogether? e) Jaswinder had 9 apples in her grocery cart. She added 5 more different apples. How many apples did she have in total? 104 Book 1 �f) Enlai and his dad were fishing. Enlai caught 3 fish. His father caught 5 fish. How many fish did they have in total? Answers to Exercise One a) 16 cans b) 12 shots c) 10 people d) 17 runs f) 8 fish e) 14 apples Fundamental Mathematics 105 �Topic A: Self-Test A. B. 106 Mark /22 Find the sums. Be sure to check your answers. Aim 19/22 12 marks a) 9 +6 b) 5 +8 c) 4 +2 d) 7 +6 e) 3 +5 f) 1 +9 g) 2 +3 h) 6 +4 i) 8 +1 j) 9 +8 k) 7 +4 l) 5 +6 Find the sums. Be sure to check your answers. a) 6 + 7 = b) 3 + 8 = c) 4 + 6 = d) 8 + 5 = 4 marks Book 1 �C. Solve each of the following word problems. Be sure to include the unit of measure in your answer. Be sure to circle 6 marks (2 marks each) information and underline what is being asked. a) Paco worked 5 hours on Monday and 9 hours on Tuesday. Paco work in total? How many hours did b) In the park, Ming-Mai counted 6 robins in the morning. In the afternoon, she counted 8 more robins. How many robins in all did Ming-Mai count? c) Omari bought 3 bananas on Monday. He bought 5 bananas on Tuesday. How many bananas did he buy altogether? Fundamental Mathematics 107 �Answers to Topic A Self-Test A. a) 15 b) 13 c) 6 d) 13 e) 8 h) 10 i) 9 j) 17 k) 11 l) 11 c) 10 d) 13 f) 10 g) 5 B. a) 13 C. a) 14 hours 108 b) 11 b) 14 robins c) 8 bananas Book 1 �Topic B: Addition of Three or More Numbers To add three or more numbers together, use the following steps. Step 1: Add the first two numbers together. Step 2: Add that sum to the next number. Step 3: Add that sum to the next number (if needed). Example A: 6 1 +3 Step 1: Add the first two numbers together. 6 +1 7 Step 2: Add that sum to the next number. 7 +3 10 The sum of Fundamental Mathematics 6 1 +3 10 109 �Example B: 4 5 +7 Step 1: Add the first two numbers together. 4 +5 9 Step 2: Add that sum to the third number. 9 +7 16 The sum of Example C: 4 5 +7 16 1 3 4 +5 Step 1: Add the first two numbers together. 1 +3 4 Step 2: Add that sum to the third number. 4 +4 8 110 Book 1 �Step 3: Add that sum to the fourth number. 8 +5 13 The sum of Exercise One 1 3 4 +5 13 Find the sums. Check your work using the answer key at the end of the exercise. a) 1 2 +5 b) 6 3 +2 c) 7 1 +6 d) 3 6 +5 e) 8 1 +4 f) 5 4 +8 g) 1 5 +7 h) 7 2 +5 i) 1 8 +3 j) 4 5 +9 k) 2 2 +8 l) 6 3 +5 Fundamental Mathematics 111 �m) 7 2 +5 n) 3 2 +5 o) 6 2 +5 p) 4 4 +5 q) 3 3 +9 r) 7 1 +9 s) 1 7 +5 t) 2 4 +5 u) 7 2 +8 v) 3 5 +7 w) 1 4 +8 x) 5 3 +8 Answers to Exercise One a) b) 11 h) 14 i) 12 o) 13 p) 13 q) 15 v) 15 w) 13 x) 16 112 8 c) 14 j) 18 d) 14 e) 13 f) 17 g) 13 k) 12 l) 14 m) 14 n) 10 r) s) 13 t) u) 17 17 11 Book 1 �Exercise Two Find the sums. Check your work using the answer key at the end of the exercise. a) 3 5 +7 b) 2 6 +8 c) 4 1 +9 d) 5 4 +2 e) 3 6 +4 f) 2 5 +4 g) 6 3 +2 h) 3 5 +3 i) 3 4 +7 j) 4 5 +9 k) 6 3 +2 l) 5 2 +9 m) 4 5 +7 n) 5 2 +8 o) 2 3 +8 p) 1 5 +6 q) 4 3 +5 r) 2 6 +5 s) 4 5 +3 t) 5 2 +4 Fundamental Mathematics 113 �u) 3 4 +7 v) 7 1 +5 w) 2 1 +9 x) 3 6 +3 Answers to Exercise Two a) 15 b) 16 h) 11 i) 14 o) 13 p) 12 q) 12 v) 13 w) 12 x) 12 Exercise Three c) 14 j) 18 d) 11 e) 13 f) 11 g) 11 k) 11 l) 16 m) 16 n) 15 r) s) 12 t) u) 14 13 11 Find the sums. Check your work using the answer key at the end of the exercise. a) 3 2 +8 b) 2 1 +4 c) 4 3 +1 d) 1 2 +8 e) 3 2 +2 f) 5 1 +2 g) 7 2 +8 h) 4 2 +6 114 Book 1 �i) 7 2 +7 j) 6 1 +1 k) 2 7 +6 l) 3 4 +2 m) 3 4 +1 n) 7 1 +9 o) 2 6 +4 p) 3 1 +2 q) 5 1 +3 r) 4 2 +6 s) 3 4 +6 t) 8 1 +7 u) 2 5 +8 v) 6 3 +1 w) 2 7 +5 x) 6 3 +4 Answers to Exercise Three a) 13 b) 7 c) 8 d) 11 e) 7 f) 8 g) 17 h) 12 i) j) 8 k) 15 l) 9 m) 8 n) 17 o) 12 p) 6 q) 9 r) s) 13 t) u) 15 v) 10 w) 14 x) 13 16 Fundamental Mathematics 12 16 115 �Exercise Four Find the sums. Check your work using the answer key at the end of the exercise. a) 1 3 4 +5 b) 2 3 4 +6 c) 4 3 2 +8 d) 3 1 5 +6 e) 2 2 3 +2 f) 3 3 1 +2 g) 2 1 2 +4 h) 1 2 4 +6 i) 2 4 1 +6 j) 3 2 3 +3 k) 2 1 4 +0 l) 3 1 4 +1 m) 3 2 3 +2 n) 3 5 1 +6 o) 6 1 2 +9 p) 4 3 2 +1 116 Book 1 �q) 1 4 3 +5 r) 4 2 1 +9 s) 3 4 2 +7 t) 2 4 3 +6 u) 2 3 3 +5 v) 1 3 5 +7 w) 4 4 1 +8 x) 6 2 1 +7 Answers to Exercise Four a) b) 15 c) 17 d) 15 e) 9 f) g) 9 h) 13 13 i) j) 11 k) 7 l) 9 m) 10 n) 15 o) 18 p) 10 q) 13 r) s) 16 t) u) 13 v) 16 w) 17 x) 16 13 Exercise Five a) 1 3 4 +8 Fundamental Mathematics 16 9 15 Find the sums. Check your work using the answer key at the end of the exercise. b) 5 3 1 +4 c) 7 1 1 +9 d) 2 3 4 +9 117 �e) 1 2 6 +9 f) 2 3 2 +3 g) 4 1 4 +6 h) 1 3 5 +8 i) 2 1 5 +7 j) 3 1 2 +9 k) 2 2 5 +8 l) 3 2 4 +7 m) 4 1 1 +2 n) 2 4 3 +6 o) 1 5 2 +1 p) 3 3 1 +2 q) 1 4 3 +6 r) 2 1 5 +3 s) 3 1 6 +5 t) 2 3 4 +6 118 Book 1 �u) 2 1 4 +8 v) 2 3 2 +6 w) 3 1 3 +2 x) 1 0 5 +4 Answers to Exercise Five a) 16 b) 13 c) 18 d) 18 e) 18 f) g) 15 h) 17 i) j) 15 k) 17 l) 16 m) 8 n) 15 o) 9 p) 9 q) 14 r) s) 15 t) u) 15 v) 13 w) 9 x) 10 15 Exercise Six 11 10 15 Find the sums. Check your work using the answer key at the end of the exercise. a) 2 1 5 +0 b) 4 2 2 +5 c) 1 3 4 +3 d) 1 2 6 +4 e) 3 4 2 +6 f) 2 4 4 +5 g) 2 3 5 +1 h) 4 3 1 +5 Fundamental Mathematics 119 �i) 4 1 2 +1 j) 3 2 5 +7 k) 1 3 1 +3 l) 4 2 3 +7 m) 1 3 7 +1 n) 2 1 3 +1 o) 3 2 1 +1 p) 4 1 1 +2 q) 3 0 3 +1 r) 2 1 1 +3 s) 1 0 4 +3 t) 2 3 4 +7 u) 2 1 5 +6 v) 4 3 2 +2 w) 4 1 5 +6 x) 2 4 2 +5 Answers to Exercise Six a) b) 13 h) 13 i) 8 o) 7 p) 8 q) 7 v) 11 w) 16 x) 13 120 8 c) 11 j) 17 d) 13 e) 15 f) 15 g) 11 k) 8 l) 16 m) 12 n) 7 r) s) 8 t) u) 14 7 16 Book 1 �Perimeter Did you spot the fact that each answer in the word problems before had a unit of measure? A unit of measure just tells you what you measured. Units of measure can be pages, fish, cans, kilometres, meters, centimetres, litres, millilitres, grams or kilograms. When you answer a word problem, you must include the unit of measure in your answer. Try the following questions. Be sure to include the unit of measure in your answer. Perimeter means distance around. To find the perimeter of a shape, find the lengths of the sides and add them together. Example: 3 metres 2 metres Vegetable Garden 2 metres 3 metres Rectangle To find the perimeter, add the lengths of the sides of the rectangle. Perimeter = 3 + 2 + 3 + 2 Perimeter = 10 meters Example: 4 centimetres 3 centimetres 5 centimetres Triangle To find the perimeter, add the lengths of the sides of the triangle. Perimeter = 4 + 3 + 5 Perimeter = 12 centimetres Fundamental Mathematics 121 �Exercise One a) Find the perimeter of each figure. Be sure to include the units of measure in your answer. Check your work using the answer key at the end of the exercise. Find the perimeter of the swimming pool. 3 metres 4 metres Pool 4 metres 3 metres Rectangle b) Find the perimeter of the garden. 3 metres 6 metres Garden 4 metres Triangle 122 Book 1 �c) Find the perimeter of the greenhouse. 3 metres Greenhouse 3 metres 3 metres 3 metres Square d) Find the perimeter of the sign. 2 metres Sign 3 metres 3 metres 2 metres Rectangle Answers to Exercise One a) 14 metres b) 13 metres Fundamental Mathematics c) 12 metres d) 10 metres 123 �Topic B: Self-Test A. 124 Mark /18 Aim 15/18 Find the sums. Be sure to check your answers. 12 marks a) 4 6 +2 b) 3 6 +9 c) 7 2 +8 f) 2 1 +4 g) 3 5 +8 h) 4 6 +7 i) 3 1 5 +2 j) 4 2 3 +7 k) 5 3 1 +8 l) 3 5 1 +3 m) 1 5 4 +6 n) 2 1 6 +5 Book 1 �B. Solve each of the following word problems. 6 marks Be sure to include the unit of measure in your answer. (2 marks each) Be sure to circle information and underline what is being asked. a) It took the cleanup crew 4 hours on Monday, 3 hours on Tuesday and 9 hours on Wednesday to clean the factory after each day’s work. How many hours in total did it take to clean the factory? b) Nella wants to put a fence around her garden. The garden measures 5 metres, 3 metres and 1 metre. How much fence does she need? c) Find the perimeter of the garden. 4 metres Garden 2 metres 2 metres 4 4 metres Fundamental Mathematics 125 �Answers to Topic B Self-Test A. a) 12 b) 18 c) 17 d) 7 e) 16 f) 17 g) 11 17 j) k) 16 l) 14 B. a) 16 hours 126 h) 16 i) b) 9 metres c) 12 12 metres Book 1 �Topic C: Addition of Larger Numbers Use these steps to complete each addition question. Step 1: Add the ones to the ones. Step 2: Add the tens to the tens. Step 3: Add the hundreds to the hundreds. Example A: 23 + 56 Step 1: Add the ones to the ones. 3 ones + 6 ones = 9 ones 23 + 56 9 Write the answer in line with the ones in the question. Step 2: Add the tens. 2 tens + 5 tens = 7 tens 23 + 56 79 The sum of 23 + 56 = 79 Example B: 372 + 415 Step 1: Add the ones. 2 ones + 5 ones = 7 ones 372 + 415 7 Fundamental Mathematics 127 �Step 2: Add the tens. 7 tens + 1 ten = 8 tens 372 + 415 87 Step 3: Add the hundreds. 3 hundreds + 4 hundreds = 7 hundreds 372 + 415 787 Exercise One Find the sums. Check your work using the answer key at the end of the exercise. a) 54 + 32 b) 20 + 69 c) 58 + 21 d) 62 + 13 e) 73 + 14 f) 44 + 54 g) 10 + 75 h) 36 + 22 i) 10 + 36 j) 16 + 23 k) 40 + 50 l) 37 + 32 m) 14 + 50 n) 23 + 16 o) 41 + 38 p) 40 + 11 128 Book 1 �q) 28 + 70 r) 21 + 56 s) 72 + 12 t) 31 + 14 u) 47 + 12 v) 34 + 65 w) 63 + 34 x) 31 + 45 Answers to Exercise One a) 86 b) 89 c) 79 d) 75 e) 87 f) 98 g) 85 h) 58 i) j) 39 k) 90 l) 69 m) 64 n) 39 o) 79 p) 51 q) 98 r) s) 84 t) u) 59 v) 99 w) 97 x) 76 46 Exercise Two 77 45 Find the sums. Check your work using the answer key at the end of the exercise. a) 47 + 51 b) 65 + 24 c) 78 + 21 d) 84 + 12 e) 73 + 22 f) 64 + 13 g) 25 + 64 h) 51 + 38 Fundamental Mathematics 129 �i) 26 + 43 j) 40 + 57 k) 76 + 23 l) 86 + 13 m) 28 + 71 n) 35 + 62 o) 27 + 12 p) 19 + 40 q) 41 + 43 r) 53 + 32 s) 61 + 22 t) 52 + 21 u) 23 + 64 v) 32 + 43 w) 13 + 65 x) 46 + 42 Answers to Exercise Two a) 98 b) 89 c) 99 d) 96 e) 95 f) 77 g) 89 h) 89 i) 69 j) k) 99 l) 99 m) 99 n) 97 o) 39 p) 59 q) 84 r) s) 83 t) u) 87 v) 75 w) 78 x) 88 130 97 85 73 Book 1 �Exercise Three Find the sums. Check your work using the answer key at the end of the exercise. a) 32 + 64 b) 23 + 54 c) 61 + 22 d) 83 + 11 e) 32 + 45 f) 63 + 33 g) 75 + 24 h) 46 + 12 i) 44 + 35 j) 25 + 42 k) 41 + 38 l) 54 + 45 m) 25 + 32 n) 35 + 42 o) 32 + 44 p) 22 + 14 q) 57 + 21 r) 42 + 54 s) 34 + 23 t) 25 + 42 u) 13 + 41 v) 60 + 25 w) 34 + 62 x) 77 + 21 Fundamental Mathematics 131 �Answers to Exercise Three a) 96 b) 77 c) 83 d) 94 e) 77 f) 96 g) 99 h) 58 i) 79 j) k) 79 l) 99 m) 57 n) 77 o) 76 p) 36 q) 78 r) s) 57 t) u) 54 v) 85 w) 96 x) 98 Exercise Four 67 96 67 Find the sums. Check your work using the answer key at the end of the exercise. a) 286 + 513 b) 649 + 250 c) 156 + 542 d) 503 + 361 e) 273 + 620 f) 27 + 961 g) 852 + 36 h) 300 + 50 i) 364 + 523 132 Book 1 �j) 568 + 210 k) 432 + 325 l) 621 + 214 m) 312 + 541 n) 135 + 420 o) 231 + 354 p) 532 + 141 q) 537 + 21 r) 145 + 441 s) 235 + 214 t) 723 + 113 u) 521 + 344 v) 624 + 174 w) 524 + 221 x) 463 + 425 Fundamental Mathematics 133 �Answers to Exercise Four a) 799 b) 899 c) 698 d) 864 e) 893 f) 988 g) 888 h) 350 i) 887 j) k) 757 l) 835 m) 853 n) 555 o) 585 p) 673 q) 558 r) s) 449 t) u) 865 v) 798 w) 745 x) 888 Exercise Five 778 586 836 Find the sums. Check your work using the answer key at the end of the exercise. a) 172 + 401 b) 314 + 553 c) 431 + 317 d) 213 + 384 e) 163 + 224 f) 412 + 531 g) 731 + 142 h) 314 + 524 i) 253 + 401 134 Book 1 �j) 243 + 425 k) 653 + 434 l) 576 + 303 m) 732 + 210 n) 251 + 734 o) 605 + 143 p) 715 + 223 q) 254 + 125 r) 351 + 645 s) 754 + 231 t) 425 + 143 u) 465 + 233 v) 501 + 368 w) 335 + 403 x) 561 + 234 Fundamental Mathematics 135 �Answers to Exercise Five a) 573 b) 867 c) 748 d) 597 e) 387 f) 943 g) 873 h) 838 i) 654 j) k) 1087 l) 879 m) 942 n) 985 o) 748 p) 938 q) 379 r) s) 985 t) u) 698 v) 869 w) 738 x) 795 Exercise Six 668 996 568 Find the sums. Check your work using the answer key at the end of the exercise. a) 754 + 231 b) 410 + 257 c) 653 + 142 d) 815 + 170 e) 243 + 146 f) 615 + 303 g) 124 + 762 h) 451 + 206 i) 705 + 261 136 Book 1 �j) 627 + 512 k) 357 + 130 l) 725 + 273 m) 753 + 902 n) 425 + 203 o) 652 + 137 p) 357 + 132 q) 675 + 214 r) 802 + 254 s) 524 + 321 t) 723 + 306 u) 243 +152 v) 145 + 213 w) 262 + 321 x) 545 + 131 Answers to Exercise Six a) 985 b) 667 c) 795 d) 985 e) 389 f) h) 657 i) j) 1 139 k) 487 l) 998 o) 789 p) 489 q) 889 r) s) 845 v) 358 w) 583 x) 676 966 Fundamental Mathematics 1 056 918 g) 886 m) 1 655 n) 628 t) u) 395 1 029 137 �Topic C: Self-Test A. 138 Mark /22 Find the sums. Be sure to check your answers. Aim 19/22 12 marks a) 46 + 23 b) 32 + 13 c) 72 + 25 d) 56 + 21 e) 65 + 34 f) 25 + 51 g) 324 + 263 h) 183 + 514 i) 753 + 145 j) 618 + 120 k) 224 + 465 l) 563 + 216 Book 1 �B. Solve each of the following word problems. 6 marks Be sure to include the unit of measure in your answer. (2 marks each) Be sure to circle information and underline what is being asked. a) Mahala’s dad worked 45 hours one week and 52 hours the next week. How many hours did he work during those two weeks? b) A trucker drove 526 kilometers on the first trip and 341 kilometers on the next. How many kilometers did the trucker drive altogether? c) Find the perimeter of the garden. 12 metres Garden 11 metres 11 metres 12 metres Fundamental Mathematics 139 �Answers to Topic C Self-Test A. a) 69 b) 45 c) 97 d) 77 e) 99 f) 76 g) 587 h) 697 i) 898 j) 738 k) 689 l) 779 b) 867 kilometres c) 46 metres B. a) 97 hours Emotions Check How are you feeling? Are your palms moist? How is your breathing? Take control. Be the boss. If you are feeling anxious, practice your breathing exercise. Remember: breathe in slowly to the count of four, hold it for the count of four, and breathe out slowly to the count of four. 140 Book 1 �Unit 2 Review - Addition You will now practice all the skills you learned in Unit 2. Check your work using the answer key at the end of the review. A. Check out your addition facts. a) 5 +6 b) 8 +2 c) 3 +4 d) 9 +7 e) 7 + 10 f) 6 +8 g) 9 +4 h) 2 +3 i) 8 +4 j) 3 +3 k) 9 +9 l) 5 +4 m) 1 +2 n) 3 +1 o) 6 +9 p) 5 +3 Fundamental Mathematics 141 �B. C. Add across or horizontally. a) 8 + 7 = b) 0 + 3 = c) 8 + 10 = d) 5 + 2 = e) 2 + 2 = f) 7 + 5 = g) 9 + 8 = h) 3 + 6 = i) 9 + 5 = j) 1 + 5 = k) 6 + 10 = l) 4 + 1 = m) 7 + 3 = n) 5 +8 = o) 2 + 6 = p) 8 + 3 = Find the sums. a) 6 2 +4 b) 5 2 +1 c) 4 4 +8 d) 3 4 +5 e) 2 3 +4 f) 6 4 +7 142 Book 1 �g) D. 3 4 +6 h) 7 2 +4 i) 3 6 +8 Find the sums. a) 26 + 30 b) 42 + 57 c) 44 + 32 d) 32 + 81 e) 83 + 13 f) 76 + 12 g) 34 + 51 h) 54 + 22 i) 52 + 43 j) 25 + 42 k) 72 + 35 l) 66 + 12 Fundamental Mathematics 143 �E. Find the sums. a) 342 + 523 b) 725 + 142 c) 362 + 417 d) 425 + 172 e) 284 + 314 f) 315 + 132 g) 363 + 415 h) 741 + 225 i) 403 + 445 j) 654 + 215 k) 234 + 352 l) 525 + 431 144 Book 1 �F. Word Problems. a) Find the perimeter of the shape. Be sure to put the unit of measure in your answer. Write the name of the shape below the picture. 3 metres 1 metre 1 metre 3 metres b) 5 metres 5 metres 5 metres 5 metres c) The CN Tower in Toronto is 554 metres high. On top of the tower is a TV mast that is 122 metres high. What is the total height of the tower and TV mast? Fundamental Mathematics 145 �d) Seung weighs 36 kilograms. His father weighs 62 kilograms. How much do they weigh altogether? Answers to Unit 2 Review A. a) f) 11 14 b) g) 10 13 c) h) 7 5 d) 16 i) 12 e) 17 j) 6 k) p) 18 8 l) 9 m) 3 n) 4 o) 15 B. a) f) 15 12 b) g) 3 17 c) h) 18 9 d) 7 i) 14 e) 4 j) 6 k) p) 16 11 l) 5 m) 10 n) 13 o) 8 C. a) f) 12 17 b) g) 8 13 c) h) 16 13 d) 12 i) 17 e) 9 D. a) f) 56 88 b) g) 99 85 c) h) 76 76 d) 113 i) 95 e) 96 j) 67 k) 107 l) 78 E. a) 865 b) 867 c) 779 d) 597 e) 598 f) k) 447 586 g) l) 778 956 h) 966 i) j) F. a) 8 metres, rectangle 146 b) 20 metres, square c) 676 metres 848 d) 869 98 kilograms Book 1 �CONGRATULATIONS!! Now you have finished Unit 2. TEST TIME! Ask your instructor for the Practice Test for this unit. Once you’ve done the practice test, you need to do the unit 2 test. Again, ask your instructor for this. Good luck! Fundamental Mathematics 147 �148 Book 1 �Unit 3 Subtraction Fundamental Mathematics 149 �Topic A: Subtraction Subtraction takes an amount away from another amount. The result of subtraction is called the difference. The minus sign ─ means to subtract. says nine minus three equals six or nine take away three is six The difference between 9 and 3 is 6. Subtraction is the opposite of addition. Look at the examples: 5+4=9 4+5=9 9–4=5 9–5=4 8 +3 11 11 ─3 8 3 +8 11 11 ─8 3 Subtraction facts are a tool that you will use to do subtraction questions. Exercise One Check out your subtraction facts by doing this exercise as quickly as you can. Use your addition facts to help find the subtraction facts. Check your work using the answer key at the end of the exercise. Then, make a list of any subtraction facts you do not know or which are slow for you and practice them. a) b) 150 5 ─4 3 ─2 c) 7 ─7 d) 1 ─0 Book 1 �e) 8 ─ 2 f) 9 ─7 g) 4 ─3 h) 6 ─1 i) 7 ─2 j) 2 ─2 k) 7 ─6 l) 8 ─7 m) 0 ─0 n) 7 ─1 o) 3 ─0 p) 6 ─6 q) 4 ─2 r) 6 ─2 s) 9 ─5 t) 8 ─6 u) 5 ─3 v) 8 ─1 w) 1 ─1 x) 7 ─0 y) 9 ─9 z) 3 ─1 aa) 2 ─1 bb) 7 ─4 Fundamental Mathematics 151 �Answers to Exercise One 1 b) 1 c) 0 d) 1 e) 6 f) 2 g) 1 h) 5 a) i) 5 j) k) 1 l) 1 m) 0 n) 6 o) 3 p) 0 q) 2 r) 4 s) 4 t) u) 2 v) 7 w) 0 x) 7 y) 0 z) 2 aa) 1 0 2 bb) 3 Exercise Two Check out your subtraction facts by doing this exercise as quickly as you can. Use your addition facts to help find the subtraction facts. Check your work using the answer key at the end of the exercise. Then, make a list of any subtraction facts you do not know or which are slow for you and practice them. a) 8 ─4 b) 9 ─1 c) 7 ─5 d) 6 ─4 e) 9 ─4 f) 5 ─2 g) 2 ─0 h) 6 ─3 i) 8 ─3 j) 6 ─5 k) 4 ─4 l) 9 ─0 m) 7 ─3 n) 5 ─5 o) 9 ─8 p) 3 ─3 152 Book 1 �q) 5 ─0 r) 9 ─2 s) 4 ─1 t) 8 ─5 u) 5 ─1 v) 9 ─3 w) 6 ─0 x) 8 ─8 y) 9 ─6 z) 4 ─0 aa) 8 ─0 bb) 7 ─4 Answers to Exercise Two a) 4 b) 8 c) 2 h) 3 i) j) 1 o) 1 p) 0 v) 6 w) 5 6 d) 2 e) 5 f) 3 k) 0 l) 9 m) 4 n) 0 q) 5 r) 7 s) t) u) 4 x) 0 y) 3 z) 4 3 g) 2 3 aa) 8 bb) 3 Exercise Three Check out your subtraction facts by doing this exercise as quickly as you can. Use your addition facts to help find the subtraction facts. Check your work using the answer key at the end of the exercise. Then, make a list of any subtraction facts you do not know or which are slow for you – practice the. a) b) 8 ─4 Fundamental Mathematics 5 ─5 c) 2 ─1 d) 4 ─3 153 �e) 3 ─3 f) 6 ─3 g) 7 ─6 h) 9 ─2 i) 9 ─0 j) 5 ─4 k) 8 ─8 l) 4 ─2 m) 7 ─7 n) 2 ─0 o) 6 ─1 p) 9 ─8 q) 6 ─4 r) 3 ─1 s) 9 ─9 t) 8 ─7 u) 3 ─2 v) 7 ─5 w) 8 ─3 x) 9 ─5 y) 8 ─6 z) 5 ─3 aa) 7 ─1 bb) 6 ─5 154 Book 1 �cc) 4 ─1 dd) 1 ─1 ee) 0 ─0 ff) 8 ─0 gg) 9 ─7 hh) 6 ─6 ii) 9 ─6 jj) 7 ─4 kk) 9 ─3 ll) 8 ─5 mm) 7 ─2 nn) 5 ─1 Answers to Exercise Three a) 4 b) 0 c) 1 d) 1 e) 0 f) 3 g) 1 h) 7 i) 9 j) 1 k) 0 l) 2 m) 0 n) 2 o) 5 p) 1 q) 2 r) 2 s) 0 t) u) 1 v) 2 z) 1 2 w) 5 x) 4 y) 2 aa) 6 bb) 1 cc) 3 dd) 0 ee) 0 ff) 8 gg) 2 hh) 0 ii) jj) 3 kk) 6 ll) 3 mm) 5 nn) 4 Fundamental Mathematics 3 155 �Exercise Four Check out your subtraction facts by doing this exercise as quickly as you can. Use your addition facts to help find the subtraction facts. Check your work using the answer key at the end of the exercise. Then, make a list of any subtraction facts you do not know or which are slow for you and practice them. a) 11 ─7 b) 10 ─4 c) 12 ─7 d) 8 ─6 e) 10 ─8 f) 7 ─4 g) 9 ─3 h) 9 ─5 i) 7 ─3 j) 10 ─9 k) 12 ─8 l) 10 ─7 m) 8 ─3 n) 11 ─4 o) 10 ─6 p) 12 ─5 q) 10 ─4 r) 12 ─9 s) 8 ─5 t) 11 ─2 156 Book 1 �u) 11 ─8 v) 12 ─6 w) 10 ─2 x) 11 ─6 Answers to Exercise Four a) 4 b) 6 c) 5 h) 4 i) j) 1 o) 4 p) 7 q) 6 v) 6 w) 8 x) 5 4 d) 2 e) 2 f) 3 g) 6 k) 4 l) 3 m) 5 n) 7 r) s) 3 t) u) 3 3 9 Exercise Five Check out your subtraction facts by doing this exercise as quickly as you can. Use your addition facts to help find the subtraction facts. Check your work using the answer key at the end of the exercise. Then, make a list of any subtraction facts you do not know or which are slow for you and practice them. a) 12 ─3 b) 9 ─6 c) 11 ─9 d) 10 ─5 e) 8 ─8 f) 10 ─3 g) 12 ─4 h) 7 ─6 Fundamental Mathematics 157 �i) 9 ─8 j) 11 ─5 k) 9 ─7 l) 11 ─3 m) 10 ─2 n) 9 ─9 o) 12 ─6 p) 11 ─2 q) 12 ─9 r) 11 ─6 s) 10 ─4 t) 8 ─4 u) 9 ─4 v) 11 ─8 w) 12 ─2 x) 8 ─5 Answers to Exercise Five a) 9 b) 3 c) 2 d) 5 e) 0 f) 7 g) 8 h) 1 i) 1 j) k) 2 l) 8 m) 8 n) 0 o) 6 p) 9 q) 3 r) s) 6 t) u) 5 v) 3 w) 10 x) 3 158 6 5 4 Book 1 �Exercise Six Check out your subtraction facts by doing this exercise as quickly as you can. Use your addition facts to help find the subtraction facts. Check your work using the answer key at the end of the exercise. Then, make a list of any subtraction facts you do not know or which are slow for you and practice them. a) 11 ─7 b) 12 ─6 c) 10 ─9 d) 8 ─3 e) 12 ─5 f) 10 ─4 g) 9 ─7 h) 7 ─3 i) 8 ─4 j) 11 ─9 k) 6 ─5 l) 7 ─2 m) 10 ─7 n) 9 ─6 o) 12 ─8 p) 9 ─2 q) 11 ─4 r) 10 ─2 s) 12 ─7 t) 7 ─5 Fundamental Mathematics 159 �u) 11 ─6 v) 12 ─9 w) 10 ─3 x) 7 ─6 y) 10 ─6 z) 8 ─2 aa) 11 ─5 bb) 9 ─1 cc) 10 ─5 dd) 12 ─3 ee) 9 ─4 ff) 11 ─3 Answers to Exercise Six 4 b) 6 c) 1 d) 5 e) 7 f) 6 g) 2 h) 4 a) i) 4 j) 2 k) 1 l) 5 m) 3 n) 3 o) 4 p) 7 q) 7 r) 8 s) 5 t) u) 5 v) 3 w) 7 x) 1 y) 4 z) 6 cc) 5 dd) 9 ee) 5 ff) 8 2 aa) 6 bb) 8 Need more practice? Practice your subtraction facts using dominoes. Place all the dominoes face down. Flip over two dominoes and subtract. 160 Book 1 �Exercise Seven Check out your subtraction facts by doing this exercise as quickly as you can. Use your addition facts to help find the subtraction facts. Check your work using the answer key at the end of the exercise. Then, make a list of any subtraction facts you do not know or which are slow for you and practice them. a) 13 ─5 b) 10 ─1 c) 9 ─4 d) 5 ─4 e) 9 ─9 f) 16 ─8 g) 11 ─7 h) 6 ─3 i) 18 ─9 j) 7 ─2 k) 13 ─7 l) 8 ─6 m) 4 ─3 n) 14 ─5 o) 2 ─0 p) 17 ─8 q) 14 ─6 r) 16 ─7 s) 12 ─4 t) 3 ─0 Fundamental Mathematics 161 �u) 5 ─2 v) 13 ─6 w) 10 ─7 x) 8 ─8 y) 13 ─9 z) 7 ─5 aa) 15 ─7 bb) 12 ─9 Answers to Exercise Seven a) 8 b) 9 c) 5 d) 1 e) 0 f) 8 g) 4 h) 3 i) 9 j) k) 6 l) 2 m) 1 n) 9 o) 2 p) 9 q) 8 r) 9 s) 8 t) u) 3 v) 7 w) 3 x) 0 y) 4 z) 2 aa) 8 5 3 bb) 3 Exercise Eight Check out your subtraction facts by doing this exercise as quickly as you can. Use your addition facts to help find the subtraction facts. Check your work using the answer key at the end of the exercise. Then, make a list of any subtraction facts you do not know or which are slow for you and practice them. a) b) 162 12 ─3 6 ─2 c) 10 ─4 d) 11 ─9 Book 1 �e) 1 ─0 f) 8 ─1 g) 12 ─5 h) 11 ─2 i) 3 ─2 j) 11 ─8 k) 14 ─7 l) 8 ─3 m) 15 ─9 n) 9 ─7 o) 7 ─1 p) 11 ─5 q) 12 ─7 r) 10 ─8 s) 8 ─7 t) 6 ─5 u) 9 ─6 v) 7 ─3 w) 10 ─0 x) 9 ─1 y) 16 ─7 z) 9 ─2 aa) 9 ─0 bb) 8 ─4 Fundamental Mathematics 163 �Answers to Exercise Eight a) 9 b) 4 c) 6 h) 9 i) 1 o) 6 p) 6 q) 5 v) 4 w) 10 x) 8 y) j) 3 d) 2 e) 1 f) 7 g) 7 k) 7 l) 5 m) 6 n) 2 r) 2 s) 1 t) u) 3 9 z) 7 aa) 9 1 bb) 4 Exercise Nine Check out your subtraction facts by doing this exercise as quickly as you can. Use your addition facts to help find the subtraction facts. Check your work using the answer key at the end of the exercise. Then, make a list of any subtraction facts you do not know or which are slow for you and practice them. a) 1 ─1 b) 7 ─6 c) 12 ─3 d) 5 ─0 e) 11 ─3 f) 4 ─1 g) 8 ─0 h) 14 ─9 i) 6 ─6 j) 12 ─8 k) 9 ─3 l) 2 ─1 164 Book 1 �m) 17 ─9 n) 6 ─0 o) 13 ─4 p) 4 ─2 q) 2 ─2 r) 10 ─3 s) 7 ─7 t) 5 ─1 u) 15 ─8 v) 3 ─1 w) 16 ─9 x) 9 ─5 y) 13 ─8 z) 7 ─4 aa) 12 ─6 bb) 4 ─0 Answers to Exercise Nine a) 0 b) 1 c) 9 d) 5 e) 8 f) 3 g) 8 h) 5 i) j) 4 k) 6 l) 1 m) 8 n) 6 o) 9 p) 2 q) 0 r) 7 s) 0 t) u) 7 v) 2 w) 7 x) 4 y) 5 z) 3 aa) 6 0 Fundamental Mathematics 4 bb) 4 165 �Exercise Ten Check out your subtraction facts by doing this exercise as quickly as you can. Use your addition facts to help find the subtraction facts. Check your work using the answer key at the end of the exercise. Then, make a list of any subtraction facts you do not know or which are slow for you and practice them. a) 15 ─6 b) 3 ─3 c) 6 ─4 d) 11 ─4 e) 5 ─5 f) 10 ─2 g) 6 ─1 h) 14 ─8 i) 12 ─3 j) 8 ─2 k) 4 ─4 l) 7 ─0 m) 11 ─6 n) 5 ─3 o) 8 ─5 p) 10 ─9 q) 16 ─7 r) 9 ─8 s) 7 ─2 t) 4 ─3 166 Book 1 �u) 13 ─6 v) 2 ─2 w) 9 ─2 x) 17 ─8 y) 14 ─5 z) 1 ─0 aa) 12 ─8 bb) 3 ─1 cc) 8 ─6 dd) 10 ─6 ee) 13 ─4 ff) 7 ─4 Answers to Exercise Ten a) 9 b) 0 c) 2 d) 7 e) 0 f) 8 g) 5 h) 6 i) 9 j) 6 k) 0 l) 7 m) 5 n) 2 o) 3 p) 1 q) 9 r) 1 s) 5 t) u) 7 v) 0 w) 7 x) 9 y) 9 z) 1 aa) 4 cc) 2 dd) 4 ee) 9 ff) 3 Fundamental Mathematics 1 bb) 2 167 �Exercise Eleven Check out your subtraction facts by doing this exercise as quickly as you can. Use your addition facts to help find the subtraction facts. Check your work using the answer key at the end of the exercise. Then, make a list of any subtraction facts you do not know or which are slow for you and practice them. a) 18 ─9 b) 1 ─1 c) 3 ─0 d) 14 ─7 e) 8 ─3 f) 12 ─5 g) 6 ─4 h) 15 ─7 i) 11 ─3 j) 5 ─1 k) 6 ─0 l) 10 ─9 m) 5 ─3 n) 11 ─7 o) 4 ─0 p) 15 ─9 q) 16 ─8 r) 7 ─5 s) 10 ─2 t) 6 ─3 168 Book 1 �u) 13 ─8 v) 9 ─4 w) 2 ─0 x) 8 ─5 y) 10 ─1 z) 5 ─5 aa) 11 ─5 bb) 12 ─6 cc) 8 ─2 dd) 7 ─1 ee) 11 ─2 ff) 9 ─6 gg) 12 ─3 hh) 8 ─0 ii) 10 ─7 jj) 6 ─6 kk) 14 ─9 ll) 10 ─3 mm) 8 ─7 nn) 7 ─0 Fundamental Mathematics 169 �Answers to Exercise Eleven a) 9 b) 0 c) 3 d) 7 e) 5 f) 7 g) 2 h) 8 i) 8 j) 4 k) 6 l) 1 m) 2 n) 4 o) 4 p) 6 q) 8 r) 2 s) 8 t) u) 5 v) 5 w) 2 x) 3 y) 9 z) 0 aa) 6 bb) 6 cc) 6 dd) 6 ee) 9 ff) 3 gg) 9 hh) 8 ii) 3 jj) 0 kk) 5 ll) 7 mm) 1 nn) 7 3 Need some extra practice? Find a partner and play this card game. Using a regular deck of cards, a jack will be eleven, a queen will be twelve and a king will be thirteen. Shuffle the cards and deal them out. Keep your cards in a pile in front of you. Each player flips over a card. Take turns subtracting the numbers on the cards. If the person gets the right answer that person gets to keep the cards. If the person gets the wrong answer the other player gets the cards. The person who collects all the cards is the winner. You could also set a time limit and the person with the most cards when time is up is the winner. 170 Book 1 �Exercise Twelve Check out your subtraction facts by doing this exercise as quickly as you can. Use your addition facts to help find the subtraction facts. Check your work using the answer key at the end of the exercise. Then, make a list of any subtraction facts you do not know or which are slow for you and practice them. a) 5 ─2 b) 9 ─1 c) 12 ─4 d) 4 ─2 e) 17 ─9 f) 2 ─1 g) 11 ─9 h) 7 ─7 i) 14 ─6 j) 16 ─9 k) 9 ─3 l) 8 ─1 m) 9 ─0 n) 14 ─8 o) 10 ─5 p) 15 ─8 Fundamental Mathematics 171 �q) 12 ─9 r) 13 ─5 s) 6 ─5 t) 5 ─0 u) 13 ─9 v) 8 ─4 w) 10 ─0 x) 7 ─3 y) 11 ─8 z) 9 ─9 aa) 6 ─1 bb) 4 ─4 cc) 13 ─7 dd) 3 ─2 ee) 11 ─4 ff) 5 ─4 gg) 11 ─6 hh) 9 ─5 ii) 6 ─2 jj) 3 ─3 kk) 4 ─1 ll) 7 ─6 mm) 10 ─4 nn) 12 ─7 172 Book 1 �oo) 15 ─6 pp) 10 ─8 qq) 9 ─7 rr) 8 ─8 Answers to Exercise Twelve a) 3 b) 8 c) 8 d) 2 e) 6 f) 1 g) 2 h) 0 i) 8 j) 7 k) 6 l) 7 m) 9 n) 6 o) 5 p) 7 q) 3 r) 8 s) 1 t) u) 4 v) 4 w) 10 x) 4 y) 3 z) 0 aa) 5 bb) 0 cc) 6 dd) 1 ee) 7 ff) 1 gg) 5 hh) 4 ii) jj) 0 kk) 3 ll) 1 mm) 6 nn) 5 oo) 9 pp) 2 qq) 2 rr) 0 5 4 Emotions Check How are you feeling? Are your palms moist? How is your breathing? Take control. Be the boss. If you are feeling anxious, practice your breathing exercise. Remember: breathe in slowly to the count of four, hold it for the count of four and breathe out slowly to the count of four. Fundamental Mathematics 173 �Subtracting Across So far you have only been subtracting numbers when they are up and down or vertical. Example: 9 ─5 4 Another way to subtract numbers is across or horizontally. Example: 9 ─ 5 = 4 When you subtract numbers across, you work from left to right. Exercise One Practice subtracting across or horizontally. Check your work using the answer key at the end of the exercise. a) 6 ─ 3 = b) 12 ─ 8 = c) 4 ─ 1 = d) 8 ─ 6 = e) 18 ─ 9 = f) 11 ─ 4 = g) 7 ─ 2 = h) 16 ─ 7 = i) 10 ─ 5 = j) 2 ─ 0 = k) 9 ─ 5 = l) 17 ─ 8 = m) 5 ─ 3 = n) 14 ─ 9 = o) 15 ─ 6 = p) 3 ─ 1 = q) 13 ─ 7 = r) 1 ─ 0 = s) 10 ─ 4 = t) 6 ─ 2 = 174 Book 1 �Answers to Exercise One a) 3 b) 4 c) 3 d) 2 e) 9 f) 7 g) 5 h) 9 i) 5 j) 2 k) 4 l) 9 m) 2 n) 5 o) 9 p) 2 r) s) 6 t) Exercise Two q) 6 1 Practice subtracting across or horizontally. Check your work using the answer key at the end of the exercise a) 9 ─ 6 = b) 14 ─ 5 = c) 8 ─ 4 = d) 7 ─ 1 = e) 11 ─ 7 = f) 5 ─ 0 = g) 4 ─ 3 = h) 15 ─ 8 = i) 11 ─ 9 = j) 10 ─ 2 = k) 9 ─ 2 = l) 8 ─ 3 = m) 13 ─ 5 = n) 12 ─ 6 = o) 10 ─ 7 = p) 7 ─ 4 = q) 5 ─ 1 = r) 16 ─ 8 = s) 10 ─ 9 = t) 6 ─ 0 = Fundamental Mathematics 4 175 �Answers to Exercise Two 3 b) 9 c) 4 d) 6 e) 4 f) 5 g) 1 h) 7 a) i) 2 j) k) 7 l) 5 m) 8 n) 6 o) p) 3 r) s) 1 t) 3 Exercise Three 8 q) 4 8 Practice subtracting across or horizontally. Check your work using the answer key at the end of the exercise a) 3 ─ 2 = b) 17 ─ 9 = c) 14 ─ 7 = d) 9 ─ 3 = e) 12 ─ 5 = f) 8 ─ 8 = g) 6 ─ 1 = h) 13 ─ 4 = i) 11 ─ 6 = j) 4 ─ 0 = k) 8 ─ 1 = l) 16 ─ 9 = m) 7 ─ 0 = n) 13 ─ 8 = o) 12 ─ 3 = p) 9 ─ 4 = q) 15 ─ 7 = r) 10 ─ 6 = s) 11 ─ 5 = t) 5 ─ 2 = 176 6 Book 1 �Answers to Exercise Three a) 1 b) 8 c) 7 d) 6 e) 7 f) 0 g) 5 h) 9 i) 5 j) 4 k) 7 l) 7 m) 7 n) 5 o) p) 5 r) s) 6 t) 9 Fundamental Mathematics q) 8 4 3 177 �Word Problems Learning subtraction facts is very important because once you know them all they become a tool to use when solving problems. Words such as less than, minus, subtracted from, how many more, how much more, and difference tell you to subtract the numbers. Look for these words when reading word problems and underline them before trying to solve a problem. Circle the information that is given. Example:There were 14 nails in a box. Lu used 7 of them. How many nails were still in the box? There were box? 14 nails in a box. Lu used 7 of them. How many nails were still in the You have circled 14 nails and 7. This is the information you will use to find the answer. You have underlined “How many”. These words tell you to subtract. 14 nails — 7 nails 7 nails Exercise One a) 178 Solve each of the following word problems. Be sure to underline the words that tell you to subtract. Circle the information that is given. Check your work using the answer key at the end of the exercise. Have your instructor check your underlining and circling. Wolfgang walked 11 blocks. Ingrid walked 6 blocks. Wolfgang walked how much farther than Ingrid? Book 1 �178 Book 1 �b) Mika and her father went fishing. Mika caught 18 fish and her father caught 9 fish. How many more fish did Mika catch? c) Kuan-Lin was making moon cakes for the class party. She needed 15 cakes for the party. On Monday she had made 7 moon cakes. How many moon cakes did she still need to make? d) Malik counted 12 cars in the parking lot where he worked. One hour later, he counted only 4 cars. How many cars left? e) There were 17 chairs in a room. Eight of them were being used. How many chairs were not being used? Fundamental Mathematics 179 �f) Amelie had $12 in her wallet. She bought a latté for $4. Find the difference. Answers to Exercise One a) 5 blocks b) 9 fish c) 8 moon cakes d) 8 cars e) 9 chairs f) $8 180 Book 1 �Topic A: Self-Test A. Mark /21 Find the differences. Be sure to check your answers. 9 marks a) 16 ─8 b) 18 ─9 c) 14 ─8 d) 11 ─4 e) 9 ─3 f) 17 ─9 g) 10 ─6 h) 7 ─5 i) 15 ─6 B. Find the differences. Be sure to check your answers. a) 10 ─ 6 = b) 7 ─ 5= c) 15 ─ 9 = d) 9 ─ 4= e) 11 ─ 3 = f) 10 ─ 7 = Fundamental Mathematics Aim 18/27 6 marks 181 �C. Solve each of the following word problems. 6 marks Be sure to include the unit of measure in your answer. (2 marks each) Be sure to circle information and underline what is being asked. a) Shada caught 17 fish. She gave 8 fish to her grandmother. How many fish did she have left? b) Yuan went to the store with $15 to buy some rice. The rice cost $6. How much did he have left? c) Carlo had 13 metres of fencing. He used 8 metres around his flower garden. How many metres did he have left? 182 Book 1 �Answers to Topic A Self-Test A. a) 8 b) 9 c) 6 g) 4 h) 2 i) B. a) 4 b) c) 6 C. a) 9 fish 2 b) Fundamental Mathematics $9 d) 7 e) 6 f) 8 d) 5 e) 8 f) 3 9 c) 5 metres 183 �Topic B: Subtraction of Larger Numbers You can find the difference between two large numbers using the basic subtraction facts you have been practicing. Always take away or subtract the number after the minus sign. Use these steps to complete each subtraction question. Step 1: Subtract the ones from the ones. Step 2: Subtract the tens from the tens. Step 3: Subtract the hundreds from the hundreds. Example A: 57 - 26 Step 1: Subtract the ones from the ones. 7 ones – 6 ones = 1 one 57 - 26 1 Write the answer in line with the ones in the question. Step 2: Subtract the tens from the tens. 5 tens – 2 tens = 3 tens 57 - 26 31 The difference between 57 and 26 is 31. 184 Book 1 �Example B: 628 ─ 524 Step 1: Subtract the ones from the ones. 8 ones – 4 ones = 4 ones 628 ─ 524 4 Write the answer in line with the ones in the question. Step 2: Subtract the tens. 2 tens – 2 tens = 0 tens 628 ─ 524 04 Write the answer in line with the tens in the question. The 0 must be placed in the answer to hold the tens place. Step 3: Subtract the hundreds. 6 hundreds – 5 hundreds = 1 hundred 628 ─ 524 104 Write the answer in line with the hundreds in the question. The difference between 628 and 524 is 104. Fundamental Mathematics 185 �Exercise One Find the differences. Check your work using the answer key at the end of the exercise. a) 87 ─ 36 b) 29 ─ 21 c) 48 ─ 40 d) 99 ─ 63 e) 75 ─ 45 f) 73 ─ 20 g) 92 ─ 21 h) 58 ─ 27 i) 84 ─ 23 j) 69 ─ 38 k) 45 ─ 23 l) 49 ─ 19 m) 59 ─ 14 n) 87 ─ 63 o) 88 ─ 15 p) 56 ─ 44 q) 96 ─ 75 r) 37 ─ 17 s) 70 ─ 50 t) 38 ─ 24 u) 31 ─ 10 v) 27 ─ 12 w) 74 ─ 53 x) 45 ─ 20 186 Book 1 �Answers to Exercise One a) 51 b) 8 c) 8 d) 36 e) 30 f) 53 g) 71 h) 31 i) j) 31 k) 22 l) 30 m) 45 n) 24 o) 73 p) 12 q) 21 r) s) 20 t) u) 21 v) 15 w) 21 x) 25 61 20 14 Exercise Two Find the differences. Check your work using the answer key at the end of the exercise. a) 46 ─ 23 b) 65 ─ 42 c) 45 ─ 13 d) 53 ─ 20 e) 34 ─ 21 f) 48 ─ 32 g) 56 ─ 13 h) 26 ─ 15 i) 49 ─ 22 j) 58 ─ 27 k) 95 ─ 71 l) 37 ─ 14 m) 69 ─ 19 n) 86 ─ 71 o) 99 ─ 50 p) 89 ─ 55 Fundamental Mathematics 187 �q) 97 ─ 13 r) 87 ─ 25 s) 48 ─ 26 t) 36 ─ 11 u) 46 ─ 12 v) 86 ─ 43 w) 59 ─ 32 x) 84 ─ 14 Answers to Exercise Two a) 23 b) 23 c) 32 d) 33 e) 13 f) 16 g) 43 h) 11 i) 27 j) k) 24 l) 23 m) 50 n) 15 o) 49 p) 34 q) 84 r) s) 22 t) u) 34 v) 43 w) 27 x) 70 31 62 25 Exercise Three Find the differences. Check your work using the answer key at the end of the exercise. a) 23 ─ 11 b) 53 ─ 21 c) 32 ─ 20 d) 77 ─ 32 e) 31 ─ 21 f) 38 ─ 15 g) 33 ─ 13 h) 92 ─ 30 188 Book 1 �i) 94 ─ 23 j) 54 ─ 42 k) 74 ─ 33 l) 88 ─ 72 m) 46 ─ 36 n) 75 ─ 41 o) 85 ─ 12 p) 56 ─ 45 q) 64 ─ 22 r) 27 ─ 15 s) 76 ─ 53 t) 63 ─ 41 u) 52 ─ 41 v) 57 ─ 44 w) 69 ─ 46 x) 77 ─ 42 Answers to Exercise Three a) 12 b) 32 c) 12 d) 45 e) 10 f) 23 g) 20 h) 62 i) j) 12 k) 41 l) 16 m) 10 n) 34 o) 73 p) 11 q) 42 r) s) 23 t) u) 11 v) 13 w) 23 x) 35 71 Fundamental Mathematics 12 22 189 �Exercise Four Find the differences. Check your work using the answer key at the end of the exercise. a) 476 ─ 413 b) 873 ─ 560 c) 589 ─ 384 d) 793 ─ 170 e) 228 ─ 123 f) 995 ─ 452 g) 896 ─ 450 h) 769 ─ 405 i) 788 ─ 435 j) 579 ─ 234 k) 958 ─ 403 l) 696 ─ 251 190 Book 1 �m) 657 ─ 234 n) 745 ─ 412 o) 967 ─ 143 p) 456 ─ 214 q) 627 ─ 512 r) 878 ─ 425 s) 357 ─ 130 t) 725 ─ 214 u) 678 ─ 623 v) 526 ─ 116 w) 724 ─ 221 x) 429 ─ 316 Answers to Exercise Four a) 63 b) 313 c) 205 d) 623 e) 105 f) 543 g) 446 h) 364 i) j) 345 k) 555 l) 445 m) 423 n) 333 o) 824 p) 242 q) 115 r) s) 227 t) u) 55 v) 410 w) 503 x) 113 353 Fundamental Mathematics 453 511 191 �Exercise Five Find the differences. Check your work using the answer key at the end of the exercise. a) 543 ─ 132 b) 752 ─ 150 c) 328 ─ 115 d) 758 ─ 341 e) 587 ─ 425 f) 857 ─ 143 g) 545 ─ 302 h) 466 ─ 115 i) 964 ─ 231 j) 679 ─ 424 k) 757 ─ 136 l) 467 ─ 132 192 Book 1 �m) 536 ─ 325 n) 897 ─ 287 o) 979 ─ 465 p) 907 ─ 605 q) 496 ─ 144 r) 778 ─ 635 s) 573 ─ 232 t) 859 ─ 734 u) 735 ─ 420 v) 912 ─ 811 w) 966 ─ 732 x) 578 ─ 343 Answers to Exercise Five a) 411 b) 602 c) 213 d) 417 e) 162 f) 714 g) 243 h) 351 i) j) 255 k) 621 l) 335 m) 211 n) 610 o) 514 p) 302 q) 352 r) s) 341 t) u) 315 v) 101 w) 234 x) 235 733 Fundamental Mathematics 143 125 193 �Exercise Six Find the differences. Check your work using the answer key at the end of the exercise. a) 353 ─142 b) 896 ─ 675 c) 786 ─ 325 d) 743 ─ 623 e) 548 ─ 336 f) 685 ─ 143 g) 393 ─ 241 h) 965 ─ 130 i) 478 ─ 352 j) 968 ─ 605 k) 435 ─ 234 l) 694 ─ 523 m) 576 ─ 314 n) 946 ─ 615 o) 664 ─ 532 194 Book 1 �p) 824 ─ 513 q) 768 ─ 633 r) 497 ─ 335 s) 985 ─ 843 t) 679 ─ 436 u) 598 ─ 365 v) 984 ─ 672 w) 569 ─ 238 x) 747 ─ 636 Answers to Exercise Six a) 211 b) 221 c) 461 d) 120 e) 212 f) 542 g) 152 h) 835 i) j) 363 k) 201 l) 171 m) 262 n) 331 o) 132 p) 311 q) 135 r) s) 142 t) u) 233 v) 312 w) 331 x) 111 126 Fundamental Mathematics 162 243 195 �Topic B: Self-Test A. B. 196 Mark /27 Find the differences. Be sure to check your answers. Aim 23/27 6 marks a) 59 ─ 33 b) 27 ─ 14 c) 78 ─ 23 d) 93 ─ 81 e) 67 ─ 45 f) 86 ─ 56 Find the differences. Be sure to check your answers. 6 marks a) 896 ─ 422 b) 788 ─ 531 c) 467 ─ 126 d) 549 ─ 318 e) 936 ─ 725 f) 654 ─ 242 Book 1 �C. Solve each of the following word problems. 6 marks Be sure to include the unit of measure in your answer. (2 marks each) Be sure to circle information and underline what is being asked. a) At noon the temperature was 34 degrees Celsius. At nine o’clock in the evening, it was 12 degrees Celsius. How many degrees did the temperature drop? b) Misha’s family is on a 179 kilometer trip. They have already gone 123 kilometers. How much farther to they have to go? c) The Burj Khalifa in Dubai is one of the tallest buildings in the world at 828 metres. The Eiffel Tower in Paris is 324 metres tall. How much taller is the Burj Khalifa than the Eiffel Tower? Fundamental Mathematics 197 �Answers to Topic B Self-Test A. a) 26 b) 13 c) 55 d) 12 e) 22 f) 30 B. a) 474 341 d) 231 e) 211 f) 412 b) 257 C. a) 22 degrees Celsius 198 c) b) 56 kilometres c) 504 metres Book 1 �Unit 3 Review - Subtraction You will now practice all the skills you learned in Unit 3. Check your work using the answer key at the end of the review. A. Check out your subtraction facts. a) 5 ─2 b) 8 ─7 c) 3 ─1 d) 9 ─5 e) 18 ─9 f) 11 ─4 g) 13 ─5 h) 10 ─5 i) 6 ─6 j) 14 ─8 k) 16 ─7 l) 12 ─9 m) 17 ─9 n) 9 ─3 o) 13 ─6 p) 15 ─8 Fundamental Mathematics 199 �B. Subtract across or horizontally. a) 8 ─6 = b) 12 ─ 5 = c) 10 ─ 10 = d) 9 ─ 8= e) 11 ─ 6 = f) 8 ─ 4= g) 7 ─3 = h) 14 ─ 9 = i) 10 ─ 8 = j) 8 ─ 5= k) 13 ─ 4 = l) 15 ─ 7 = m) 14 ─ 7 = n) 7 ─ 1= o) 17 ─ 8 = p) 13 ─ 7 = C. Find the differences. a) 45 ─ 23 b) 78 ─ 15 c) 84 ─ 52 d) 57 ─ 10 e) 78 ─ 21 f) 69 ─ 43 200 Book 1 �g) 96 ─ 45 h) 88 ─ 35 i) 95 ─ 33 j) 45 ─ 15 k) 85 ─ 31 l) 87 ─ 45 D. Find the differences a) 583 ─ 163 b) 799 ─ 265 c) 629 ─ 305 d) 847 ─ 406 e) 978 ─ 252 f) 797 ─ 652 g) 765 ─ 243 h) 854 ─ 344 i) 536 ─ 314 Fundamental Mathematics 201 �j) E. 202 897 ─ 246 k) 669 ─ 238 l) 769 ─ 564 Word Problems a) One week, Tiago changed 258 light bulbs in the building. The next week, Tiago changed 141 light bulbs. How many more bulbs did Tiago change the first week? b) Anoki drove 769 kilometres while his friend Dasan drove 534 kilometres on their trip. How many more kilometres did Anoki drive? Book 1 �Answers to Unit 3 Review A. a) 3 b) 1 c) 2 d) 4 e) 9 f) k) 7 9 g) l) 8 3 h) m) 5 8 i) 0 n) 6 j) 6 o) 7 p) 7 B. a) 2 b) 7 c) 0 d) 1 e) 5 f) k) 4 9 g) l) 4 8 h) m) 5 7 i) 2 n) 6 j) 3 o) 9 p) 6 C. a) 22 b) 63 c) 32 d) 47 e) 57 f) k) 26 54 g) l) 51 42 h) 53 i) j) D. a) f) 420 145 b) g) 534 522 c) h) 324 510 d) 441 i) 222 k) 431 l) 205 E. a) 117 light bulbs 62 30 e) 726 j) 651 b) 235 kilometres Fundamental Mathematics 203 �CONGRATULATIONS!! Now you have finished Unit 3. TEST TIME! Ask your instructor for the Practice Test for this unit. Once you’ve done the practice test, you need to do the unit 3 test. Again, ask your instructor for this. Good luck! 204 Book 1 �Unit 4 Estimating, Time and Shapes Fundamental Mathematics 205 �Topic A: Estimating You use numbers in your everyday life. You often use estimating in your everyday life. You go shopping and you only have twenty dollars, you may need to estimate how much your groceries are going to cost before you go to pay for them. You commute by bus each day to work and it takes thirty-three minutes going to work and thirty-three minutes coming home at the end of the day. You would say that it takes you about one hour on the bus. These are examples of estimating. You have already learned about rounding numbers. You need to be able to round numbers in order to be able to estimate. When you solve math problems, it is a good idea to estimate what the answer may be. Estimating the answer means finding an answer that is close to the real answer. Estimating helps you to see if the real answer is sensible. To estimate an answer, you need to round the numbers then add or subtract the rounded numbers. Remember to round to the nearest ten. 206 Example: 23 + 45 Estimate: 20 + 50 70 Example: 67 ─ 31 Estimate: 70 ─ 30 40 Example: 372 + 416 Estimate: 370 + 420 790 Example: 564 ─ 243 Estimate: 560 ─ 240 320 Book 1 �Exercise One Estimate the following answers. Be sure to round to the nearest 10 before adding. Check your work using the answer key at the end of the exercise. a) 27 + 31 Estimate: b) 42 + 51 Estimate: c) 26 + 32 Estimate: d) 14 + 52 Estimate: e) 44 + 24 Estimate: f) 31 + 27 Estimate: g) 65 + 22 Estimate: h) 46 + 23 Estimate: i) 23 + 72 Estimate: j) 42 + 36 Estimate: k) 64 + 14 Estimate: l) 32 + 20 Estimate: Fundamental Mathematics 207 �m) 423 + 324 Estimate: n) 526 + 345 Estimate: o) 123 + 541 Estimate: p) 752 + 243 Estimate: q) 429 + 316 Estimate: r) 324 + 115 Estimate: s) 162 + 531 Estimate: t) 156 + 322 Estimate: u) 302 + 473 Estimate: v) 326 + 607 Estimate: w) 312 + 148 Estimate: x) 341 + 248 Estimate: Answers to Exercise One a) 60 b) 90 c) 60 d) 60 e) 60 f) h) 70 i) 90 j) k) 70 l) 50 o) 660 p) 990 q) 750 r) s) 690 v) 940 w) 460 x) 590 208 80 440 60 g) 90 m) 740 n) 880 t) u) 770 480 Book 1 �Exercise Two Estimate the following answers. Be sure to round to the nearest 10 before subtracting. Check your work using the answer key at the end of the exercise. a) 35 ─ 16 Estimate: b) 52 ─ 14 Estimate: c) 67 ─ 19 Estimate: d) 51 ─ 23 Estimate: e) 36 ─ 17 Estimate: f) 72 ─ 44 Estimate: g) 38 ─ 19 Estimate: h) 74 ─ 26 Estimate: i) 93 ─ 89 Estimate: j) 82 ─ 57 Estimate: k) 56 ─ 27 Estimate: l) 94 ─ 48 Estimate: Fundamental Mathematics 209 �210 m) 752 ─ 342 Estimate: n) 765 ─ 439 Estimate: o) 673 ─ 424 Estimate: p) 645 ─ 309 Estimate: q) 811 ─ 502 Estimate: r) 591 ─ 57 Estimate: s) 972 ─ 447 Estimate: t) 178 ─ 152 Estimate: u) 471 ─ 146 Estimate: v) 316 ─ 222 Estimate: w) 678 ─ 425 Estimate: x) 486 ─ 211 Estimate: Book 1 �Answers to Exercise Two a) 20 b) 40 c) 50 h) 40 i) j) 20 o) 250 p) 340 q) 310 v) 100 w) 250 x) 280 0 Exercise Three Example: d) 30 e) 20 f) k) 30 l) 40 r) s) 520 540 30 g) 20 m) 410 n) 330 t) u) 320 30 Estimate the following answers. Be sure to round to the nearest ten before adding or subtracting. Remember to circle the information and underline what is being asked. Check your work using the answer key at the end of the exercise. There are 186 people living in my apartment building. If 103 are children, how many are adults? There are 186 people living in my apartment building. If how many are adults? 186 ─ 103 Estimate: 103 are children, 190 ─ 100 90 About 90 people are adults. a) The bus has 84 passenger seats. All the seats are filled and 39 passengers are standing. How many passengers are on the bus? Fundamental Mathematics 211 �Fundamental Mathematics 211 �b) Trisha counted 67 boxes on one shelf. She counted 78 boxes on the next shelf. How many boxes were there altogether? c) The library loaned out 157 books on Monday. It loaned out 118 books on Tuesday. How many book did it loan on both days? d) Ryan worked on the computer for 78 minutes. Helen worked on the computer for 54 minutes. How much longer did Ryan work on the computer? 212 Book 1 �e) The Ludlow factory has 73 people working in the factory. The Watson factory has 48 people working in their factory. How many more people work in the Ludlow factory? f) Mr. Martinez needs 257 metres of fencing. He has 125 metres. How much more fencing does he need to buy? Answers to Exercise Three a) 120 passengers b) 150 boxes c) 280 books d) e) f) 130 meters 30 minutes Fundamental Mathematics 20 people 213 �Topic B: Time The ancient Babylonians used a number system based on 60. We still use their number system when we talk about time. There are 60 minutes in an hour, and there are 60 seconds in a minute. 60 minutes = 1 hour 60 seconds = 1 minute Writing Time in Standard Format Time is written in a standard format. Hours: Minutes: Seconds Example: 12 noon would be written as 12:00:00 or 12:00 (without the seconds) Example: 4 o’clock would be written as 4:00:00 or 4:00 (without the seconds) Example: 8 hours, 47 minutes, 3 seconds would be written as 8:47:03 Note: When there is only one number, put in a zero to hold the tens place. Example: 214 3 hours, 9 minutes, 3 seconds would be written as 3:09:03 Book 1 �Exercise One Example: Write the following times in standard format. Check your work using the answer key at the end of the exercise. 2 hours, 7 minutes, 31 seconds 2:07:31 Note: If there is only one number, remember to put in a zero to hold the tens place. a) 3 hours, 56 minutes, 42 seconds b) 12 hours, 2 minutes, 29 seconds c) 1 hour, 23 minutes, 54 seconds d) 6 hours, 7 minutes, 39 seconds e) 11 hours, 41 minutes Fundamental Mathematics 215 �f) 7 hours, 14 minutes, 59 seconds g) 21 hours, 36 minutes h) 1 hour, 51 minutes, 41 seconds i) 5 hours, 18 minutes, 10 seconds. Answers to Exercise One a) 3:56:42 b) 12:02:29 c) 1:23:54 d) 6:07:39 e) 11:41 f) 7:14:59 g) 21:36 h) 1:51:41 i) 5:18:10 216 Book 1 �A.M. and P.M. You need to go to the dentist at 9:00 a.m. This is in the morning because of the a.m. The abbreviation a.m. means ante meridiem or before noon. We use a.m. for any times between 12 midnight and 12 noon. You are meeting friends for dinner at 6:00 p.m. This is at night because of the p.m. The abbreviation p.m. means post meridiem or after noon. We use p.m. for any times between 12 noon and 12 midnight. Example: You catch the bus at 7 o’clock in the morning. The time would be written as 7:00 a.m. Example: You are meeting friends to go fishing at 6:30 at night. The time would be written as 6:30 p.m. Exercise Two Example: Write the following times using a.m. or p.m. Check your work using the answer key at the end of the exercise. The sun rises at 7:07 in the morning. 7:07 a.m. a) Your shift at work starts at 8:30 in the morning. b) Your class starts at 1:00 in the afternoon. c) Your son has soccer practice at 4:00 in the afternoon. Fundamental Mathematics 217 �d) You catch your bus at 6:15 in the morning. e) You need to go to the doctor at 3:20 in the afternoon. f) You eat dinner at 6:30 in the evening. g) Your children go to bed at 8:45 in the evening. h) Your alarm goes off at 5:50 in the morning. i) Your friend called at 11:25 in the morning. Answers to Exercise Two a) 8:30 a.m. b) 1:00 p.m. c) 4:00 p.m. d) 6:15 a.m. e) 3:20 p.m. f) 6:30 p.m. g) 8:45 p.m. h) 5:50 a.m. i) 11:25 a.m. 218 Book 1 �Rounding Time When you round time, if the minutes are more than thirty, you round up to the next number of hours. If the minutes are less than thirty, you remain at the same number of hours. Example: If it took 45 minutes to drive to school, you would round that to one hour because 45 minutes is greater than 30 minutes. Example: If it took one hour and 15 minutes to get to school by bus, you would round that to one hour because 15 minutes is less than 30 minutes. Example: If it took 8 hours and 37 minutes to complete the painting job, you would round that to 9 hours because 37 minutes is greater than 30 minutes. Exercise Three Example: Round the following times to the nearest hour. Check your work using the answer key at the end of the exercise. The movie lasted 3 hours and 13 minutes. 3 hours a) You needed 2 hours and 15 minutes for grocery shopping. b) It took 1 hour and 50 minutes to cook dinner. c) You drove for 9 hours and 23 minutes. d) Your baby slept for 1 hour and 47 minutes. Fundamental Mathematics 219 �e) You visited with friends for 3 hours and 11 minutes. f) It took 2 hours and 35 minutes to play the hockey game. g) You rode on the bus for 1 hour and 28 minutes. h) You walked to work in 38 minutes. i) How long does it take you to get to school? Answers to Exercise Three a) 2 hours b) 2 hours c) 9 hours d) 2 hours e) 3 hours f) 3 hours g) 1 hour h) 1 hour i) check with your instructor 220 Book 1 �Topic C: Shapes Circle The circle is a shape we all know. These objects suggest the idea of a circle. rim of coffee cups and glasses top of lamp shades top of cans of food compact discs the ends of pipes and hoses (called the cross-section) the coloured part of your eye (the iris) Add some examples of your own. Fundamental Mathematics 221 �Triangle A triangle is a three-sided shape. Triangles have three sides and three angles. Draw some different sized triangles here. Rectangle A rectangle is a four-sided shape. Rectangles have four sides and four right angles (square corners). Can you think of anything that has a rectangle shape? Write it here. 222 Book 1 �Squares A square is a special kind of rectangle. Squares have square corners and four sides are the same length Can you think of anything that has a square shape? Write it here. Exercise One The following things give the idea of a shape. Write the nameof the shape in each blank. Then draw the shape. Example: A cookie is a a) A door is a . b) This page is a . c) A yield sign is a . Fundamental Mathematics circle . 223 �d) A room is usually a . e) A coin is a . f) A ten dollar bill is a . g) The rim of a jar is a . h) This warning sign is a i) A pizza is a . . Answers to Exercise One a) rectangle b) rectangle c) triangle d) rectangle e) f) rectangle g) circle h) triangle i) circle 224 circle Book 1 �Exercise Two Look around the room and find each of the following shapes. Write the name on the line. Have your instructor check your answers. Example: a) A circle b) A rectangle c) A square d) A triangle Exercise Three a) A rectangle door Circle the correct shape in each line. Have your instructor check your answers. A rectangle. Fundamental Mathematics 225 �b) A circle c) A square d) A triangle Exercise Four a) 226 What shape are the following things? Write triangle, square, rectangle or circle on the line. b) Book 1 �c) d) e) f) g) h) Answers to Exercise Four a) circle b) triangle c) rectangle f) circle h) rectangle g) square Fundamental Mathematics d) square e) rectangle or triangle 227 �Unit 4 Review – Estimating, Time, Shapes You will now practice all the skills you learned in Unit 4. Check your work using the answer key at the end of the review. A. B. Estimate the following sums. Be sure to round to the nearest 10 before adding. a) 23 + 32 Estimate: b) 68 + 17 Estimate: c) 34 + 28 Estimate: d) 42 + 53 Estimate: e) 74 + 24 Estimate: f) 33 + 28 Estimate: g) 17 + 42 Estimate: h) 27 + 18 Estimate: Estimate the following sums. Be sure to round to the nearest 10 before adding. a) 625 + 254 228 Estimate: b) 432 + 325 Estimate: Book 1 �C. c) 328 + 163 Estimate: d) 529 + 248 Estimate: e) 536 + 137 Estimate: f) 867 + 215 Estimate: g) 843 + 107 Estimate: h) 435 + 127 Estimate: Estimate the following answers. Be sure to round to the nearest 10 before subtracting. a) 43 ─ 28 Estimate: b) 64 ─ 25 Estimate: c) 73 ─ 47 Estimate: d) 83 ─ 24 Estimate: e) 68 ─ 28 Estimate: f) 54 ─ 22 Estimate: Fundamental Mathematics 229 �g) D. E. 67 ─ 29 Estimate: h) 85 ─ 29 Estimate: Estimate the following answers. Be sure to round to the nearest 10 before subtracting. a) 625 ─ 407 Estimate: b) 908 ─ 413 Estimate: c) 976 ─ 134 Estimate: d) 882 ─ 257 Estimate: e) 572 ─ 154 Estimate: f) 908 ─ 713 Estimate: g) 965 ─ 702 Estimate: h) 988 ─ 254 Estimate: Write the following times in standard format. a) 10 hours, 20 minutes, 12 seconds 230 Book 1 �b) 8 hours,45 minutes, 6 seconds c) 5 hour, 32 minutes, 45 seconds d) 1 hour, 7 minutes, 28 seconds e) 12 hours, 55 minutes f) 6 hours, 5 minutes, 39 seconds F. Write the following times using a.m. or p.m. a) The movie starts at 6:45 in the evening. b) Your friend calls and wakes you up at 3:23 in the morning. c) Your dog barks at the mailman at 2:35 in the afternoon. d) Your morning break is at 10:15. Fundamental Mathematics 231 �G. Round the following times to the nearest hour. a) You took a walk for 47 minutes. b) Your round trip (there and back) to the mall took 2 hours and 12 minutes. H. Circle the correct shape in each line. a) A triangle b) A square I. The following things give the idea of a shape. Write the name of the shape in each blank. a) 232 A window is a . Book 1 �b) A checkerboard is a . c) A watch is a . d) A yield sign is a . J. Word Problems. Estimate the following answers. Be sure to round to the nearest 10 before adding or subtracting. Remember to circle the information and underline what is being asked. a) The Sears Tower is 443 metres tall. It has a 105 metre TV antenna on top. Estimate the height of the building and the antenna. b) A restaurant used 76 kilograms of potatoes and 68 kilograms of meat. Estimate how many kilograms of potatoes and meat the restaurant used altogether. Fundamental Mathematics 233 �c) Paolo’s father weighs 78 kilograms. Paolo weighs 29 kilograms. Estimate how much more Paolo’s father weighs. d) Chi bought 54 litres of gasoline on Tuesday. He bought 38 litres of gasoline on Friday. Estimate how many litres of gas he bought altogether. 234 Book 1 �Answers to Unit 4 Review A. a) 50 b) 90 g) 60 h) 50 a) 880 b) g) 950 h) 570 a) 10 b) g) 40 h) 60 a) 220 b) g) 270 h) 740 c) 60 d) 90 e) 90 f) 60 c) 490 d) 780 e) 680 f) 1 090 c) 20 d) 60 e) 40 f) 30 c) 850 d) 620 e) 420 f) 200 B. 760 C. 30 D. 500 E. a) 10:20:12 b) 8:45:06 c) 5:32:45 d) 1:07:28 e) 12:55 f) 6:05:39 F. a) 6:45 p.m. b) 3:23 a.m. c) 2:35 p.m. d) 10:15 a.m. G. a) 1 hour b) 2 hours H. Have your instructor check these. I. a) rectangle b) square c) circle b) 150 kilograms c) 50 kilograms d) triangle J. a) 550 metres d) 90 litres Fundamental Mathematics 235 �CONGRATULATIONS!! Now you have finished Unit 4. TEST TIME! Ask your instructor for the Practice Test for this unit. Once you’ve done the practice test, you need to do the unit 4 test. Again, ask your instructor for this. Good luck! 236 Book 1 �Book 1 Review You will now practice all the skills you learned in Book 1. Check your work using the answer key at the end of the review. If you can‟t remember how to do a question, go back to the lesson on this topic to refresh your memory. The unit and topic for where each question came from is listed next to the question. Example: 1-B means Unit 1, Topic B 1-B A. Count the number of things in each picture. Write the number and word name. a) b) Numeral: Numeral: Word Name Word Name c) d) ●●● ● ●●● Numeral: Numeral: Word Name: Word Name: 1-C B. Fill the blanks to make each sentence true. Draw a picture for b and d. a) 58 means Fundamental Mathematics tens and ones. 237 �C. 238 b) 18 means tens and Draw your picture below. c) 471 means d) 127 means hundreds, Draw your picture below. ones. hundreds, tens, tens, ones. ones. Write the place value name (ones, tens, hundreds) for each underlined digit. a) 564 b) 239 c) 986 d) 534 Book 1 �D. Name the digit for the place value named from the number below. 5 782 a) E. F. tens b) hundreds Write the word names for the numbers. a) 17 b) 342 c) 625 Write numerals for these word names. a) seventy-five b) nineteen c) seven hundred fifty d) nine hundred five e) eight hundred seventy-three 1-D G. Place a box around the larger number. a) 452 H. 245 b) 678 687 Arrange these numbers in order from smallest to largest. a) 86 668 Fundamental Mathematics 886 686 868 66 866 239 �b) 23 I. 323 223 33 332 322 232 Write <, > or = in each blank as needed. a) 23 34 c) 667 576 b) 118 118 d) 405 450 1-E J. K. Round each number to the nearest 10. a) 52 b) 123 c) 178 d) 89 Word Problems. For each problem, round the numbers to the nearest 10. a) The polar bear can weigh 1 002 kilograms, a koala bear can weigh 14 kilograms, a panda bear can weigh 113 kilograms, a kodiak bear can weigh 679 kilograms and a black bear can weigh 272 kilograms. Round each number to the nearest 10. Bear Number Rounded Number Polar bear Koala bear Panda bear Kodiak bear Black bear 240 Book 1 �L. How much money do you have? a) How much money to you have? cents b) How much money do you have? dollars 2-A M. Check out your addition facts. a) 0 +8 b) 2 +3 c) 8 +2 d) 1 +4 e) 5 +0 f) 9 +5 g) 6 +7 h) 3 +6 Fundamental Mathematics 241 �N. O. P. Add across or horizontally. a) 7 + 4 = b) 3 + 0 = c) 2 + 9 = d) 9 + 8 = e) 6 + 2 = f) 5 + 6 = g) 8 + 9 = h) 4 + 2 = Find the sums. a) 4 5 +3 b) 2 7 +8 c) 4 2 +8 d) 4 6 +7 e) 3 2 +3 f) 6 1 +5 b) 2 3 4 +7 c) 3 0 1 +2 Find the sums. a) 242 5 2 3 +4 Book 1 �d) Q. 2 3 1 +2 e) 5 1 3 +2 f) 4 3 2 +6 Find the perimeter of the shape. Be sure to put the unit of measure in your answer. Write the name of the shape below the picture. a) 3 metres 2 metres b) 5 metres 3 metres 4 metres c) 2 metres Fundamental Mathematics 243 �R. S. Find the sums. a) 46 + 33 b) 35 + 93 c) 82 + 56 d) 91 + 17 e) 740 + 859 f) 638 + 610 g) 521 + 848 h) 970 + 625 Word Problems. a) Seven cars were in the first row. Four cars were in the second row. How many cars are there in the first two rows? b) One bicycle stored ordered 56 bikes. Another store ordered 72 bikes. How many bikes did both stores order? 244 Book 1 �c) A mail carrier walked 51 kilometres in a week. The next week she walked 48 kilometres the next week. How far did she walk in two weeks? 3-A T. U. Check out your subtraction facts. a) 9 −5 b) 6 −3 c) 17 −8 d) 14 −7 e) 14 g) 11 g) 12 h) 9 Subtract across or horizontally. a) 4−1 = b) 8−2 = c) 17 − 8 = d) 11 − 6 = e) 6−4= f) 11 − 3 = g) 10 − 1 = h) 13 − 8 = Fundamental Mathematics 245 �3-B V. W. Find the differences. a) 76 b) 84 c) 95 d) 69 e) 852 f) 789 g) 938 h) 959 Word Problems. Solve each work problem. a) There were 18 roses in a bouquet. Milton gave 9 roses away. How many roses were left? b) A city has 89 mail carriers. One day only 54 were at work. How many were not at work? 246 Book 1 �c) Mariko and Stefan went 5-pin bowling. Mariko scored 274 points while Stefan scored 152. How many more points did Mariko score? 4-A X. Estimate the following answers. Be sure to round to the nearest 10 before adding. a) 81 + 74 Estimate: b) 53 + 39 Estimate: c) 43 + 68 Estimate: d) 733 + 719 Estimate: Estimate f) 623 + 914 Estimate: e) 907 + 448 Y. Estimate the following answers. Be sure to round to the nearest 10 before subtracting. a) 82 Estimate: Fundamental Mathematics b) 67 Estimate: 247 �c) 61 e) 577 Z. Estimate: d) 968 Estimate: Estimate f) 742 Estimate: Word Problems. Estimate the following answers. Be sure to round to the nearest 10 before adding or subtracting. a) Mr. Han worked in his store for 33 years. Before owning a store, he had worked in a bank for 24 years. How many years has Mr. Han worked? b) The longest span of the Lions Gate Bridge in Vancouver is 473 metres. The longest span of the Confederation Bridge in Prince Edward Island is 247 metres. What is the difference? 248 Book 1 �4-B AA. Write the following times in standard format. a) 3 h, 22 min, 51 s b) 8 h, 38 min, 9 s c) 10 h, 18 min, 23 s d) 7 h, 43 min, 34 s BB. Write the following times using a.m. or p.m. a) The movie begins at 8:30 in the evening. b) The coffee shop opens at 5:15 in the morning. c) The shopping mall closes at 10:00 at night. CC. Round the following times to the nearest hour. a) The running time for the movie was 2 hours and 25 minutes. Fundamental Mathematics 249 �b) It took 5 hours and 53 minutes to go the hockey and return home after the game. DD. The following things give the idea of a shape. Write the name of the shape in each blank. j) A Christmas tree is a . k) A swimming pool is a . l) A quarter is a EE. a) 250 . What shape are the following things. Write triangle, square, rectangle or circle on the line. b) Book 1 �Answers to Book 1 Review A. a) 4, four b) 3, three B. a) 5 tens, 8 ones b) 1 ten, 8 ones d) 1 hundred, 2 tens, 7 ones c) 8, eight c) 4 hundreds, 7 tens, 1 one C. a) tens b) ones D. a) 8 b) 7 E. a) seventeen b) three hundred forty-two F. a) b) 19 b) 687 75 G. a) 452 c) c) H. a) 66 86 668 686 866 868 886 d) tens d) c) 750 6, six hundreds six hundred twenty-five d) 905 e) 873 b) 23 33 223 232 322 323 332 I. a) < b) = c) > d) < J. a) 50 b) 120 c) 180 d) 90 K. a) Bear Number Rounded Number Polar bear 1 002 1 000 Koala bear 14 10 Panda bear 113 110 Kodiak bear 679 680 Black bear 272 270 Fundamental Mathematics 251 �L. a) 40 cents b) 12 dollars M. a) 8 b) 5 c) 10 f) 14 g) 13 h) 9 N. a) 11 b) 3 c) 11 f) g) 17 h) 6 11 d) 5 e) 5 d) 17 e) 8 O. a) 12 b) 17 c) 14 d) 17 e) 8 f) 12 P. a) 13 b) 16 c) 6 d) 8 e) 11 f) 15 Q. a) 10 metres, rectangle b) 12 metres, triangle c) R. a) 79 f) 1 248 b) g) 128 1 369 c) h) 138 1 595 S. a) b) 128 bikes c) 99 kilometres T. a) 4 b) 3 c) 9 f) 9 g) 7 h) 6 U. a) 3 b) 6 c) 9 f) g) 9 h) 5 V. a) 51 b) 41 c) 21 f) g) 137 h) 427 252 11 cars 8 139 8 metres, square d) 108 e) 1 799 d) 7 e) 5 d) 5 e) 2 d) 53 e) 531 Book 1 �W. a) 9 roses b) X. a) 80 + 70 = 150 35 mail carriers c) 122 points b) 50 + 40 = 90 e) 910 + 450 = 1 360 c) f) d) b) e) c) f) Z. a) 50 years b) 220 metres d) 730 + 720 = 1 450 Y. a) AA. a) 3:22:51 b) 8:38:09 c) 10:18:23 BB. a) 8:30 p.m. b) 5:15 a.m. c) 10:00 p.m. CC. a) 2 hours b) 6 hours DD. a) triangle b) rectangle c) circle EE. a) rectangle b) square Fundamental Mathematics 40 + 70 = 110 620 + 910 = 1 530 d) 7:43:34 253 �Glossary addends The numbers to be added together in an addition question. In 3 + 5 = 8, the addends are 3 and 5. axis Any straight line used for measuring or as a reference. balance Balance has many meanings. In money matters, the balance is the amount left. It might be the amount left in a bank account (bank balance) or it might be the amount you still must pay on a bill (balance owing). cancelled cheque A cheque that has been cashed. The cheque is stamped, or cancelled, so it is no longer negotiable. circumference The distance around a circle; the perimeter of a circle. commission Salespeople may be paid a percentage of the money made in sales. The commission is part or all their earnings. common fractions eg, , , cross multiply In a proportion, multiply the numerator of the first fraction times the denominator of the second fraction. Then multiply the denominator of the first fraction times the numerator of the second fraction. In a true proportion, the products of the cross multiplication are equal. denominator The bottom number in a common fraction; tells into how many equal parts the whole thing has been divided. diameter The distance across a circle through its centre. difference The result of a subtraction question, the answer. Subtraction gives the difference between two numbers. digit Any of the ten numerals (0 to 9) are digits. This term comes from our ten fingers which are called digits. The numerals came to be called "digits" from the practice of counting on the fingers! discount An amount taken off the regular cost. If something is bought "at a discount" it is bought at less than the regular price. divide To separate into equal parts. dividend The number or quantity to be divided; what you start with before you divide. 254 Book 1 �divisor The number of groups or the quantity into which a number (the dividend) is to be separated. equal = The same as equation A mathematical statement that two quantities are equal. An equation may use numerals with a letter to stand for an unknown quantity. 6 + Y = 9 equivalent Equal in value; equivalent numbers (whole or fractions) can be used interchangeably; that is, they can be used instead of each other. estimate Make an approximate answer. Use the sign to mean approximately equal. factors The numbers or quantities that are multiplied together to form a given product. 5 2 = 10, so 5 and 2 are factors of 10. fraction Part of the whole; a quantity less than one unit. horizontal in a flat position; we are horizontal when we lie in a bed. A horizontal line goes across the page. improper fraction A common fraction with a value equal to or more than one. infinite Without end, without limit. invert To turn upside down. like fractions With the same denominators. lowest terms When the terms of a common fraction or ratio do not have a common factor (except 1), the fraction or ratio are in lowest terms (also called simplest form). minuend The first number in a subtraction question. mixed number A whole number and a common fraction. 1 mixed decimal A whole number and a decimal fraction. 1.75 multiple If a certain number is multiplied by another number, the product is a multiple of the numbers. Think of the multiplication tables. For example, 2, 4, 6, 8, 10, 12, 14. . . are multiples of 2. multiplicand The number to be multiplied. multiplier The number you multiply by. Fundamental Mathematics 255 �negotiable Something which can be cashed, that is, exchanged or traded as money. numbers Numbers represent the amount, the place in a sequence; number is the idea of quantity or order. numerals The digits 1,2,3,4,5,6,7,8,9,0 are also called numerals. These ten digits are combined to make infinite numerals. Digits are like the letters, numerals are like the words and numbers are the meaning. numerator The top number in a common fraction; the numerator tells how many parts of the whole thing are being considered. overdrawn If the value of the cheques or money taken from a bank account is higher than the amount of money in the account, then the account is overdrawn. The account is "in the hole" or "in the red" are expressions sometimes used. parallel Two objects or lines side by side, never crossing and always the same distance from each other. Railway tracks are parallel, the lines on writing paper are parallel. percent % For every one hundred. perimeter The distance around the outside of a shape. place value We understand numbers by the way the digits (numerals) are arranged in relationship to each other and to the decimal point. Each position has a certain value. Our number system is a decimal system. The place value is based on ten. prime number A number that can only be divided evenly by itself and 1. product The result of a multiplying question, the answer. proper fraction A common fraction with a value less than one. proportion Generally, proportion is a way of comparing a part of something to the whole thing. Eg. his feet are small in proportion to his height. In mathematics, proportion is used to describe two or more ratios that are equivalent to each other. quotient The result of a division question; the quotient tells how many times one number is contained in the other. radius The distance from the centre of a circle to the outside of the circle. ratio The relationship between two or more quantities. Eg. the ratio of men to women in the armed forces is 10 to 3 (10:3) 256 Book 1 �reciprocal A number, when multiplied by its reciprocal, equals 1. To find the reciprocal of a common fraction, invert it. =1 reduce Write a common fraction in lowest terms. Divide both terms by same factor. remainder The amount left when a divisor does not divide evenly into the dividend. The remainder must be less than the divisor. sign In mathematics, a symbol that tells what operation is to be performed or what the relationship is between the numbers. + plus, means to add - minus, means to subtract multiplied by, "times" divided by, division = equal, the same quantity as not equal approximately equal < less than > greater than less than or equal to greater than or equal to simplify See reduce. subtrahend The amount that is taken away in a subtraction question. sum The result of an addition question, the answer to an addition question. symbol A written or printed mark, letter, abbreviation etc. that stands for something else. term a) A definite period of time, such as a school term or the term of a loan. b) Conditions of a contract; the terms of the agreement. c) In mathematics, the quantities in a fraction and in a ratio are called the terms of the fraction or the terms of the ratio. In an algebra equation, the quantities connected by a + or - sign are also called terms. total The amount altogether. transaction One piece of business. A transaction often involves money. When you pay a bill, take money from the bank or write a cheque, you have made a transaction. unit Any fixed quantity, amount, distance or measure that is used as a standard. In mathematics, always identify the unit with which you are working. Eg. 3 km, 4 cups, 12 people, $76, 70 books, 545 g. unit price The price for a set amount. Eg. price per litre, price per gram. Fundamental Mathematics 257 �unlike fractions Fractions which have different denominators. vertical in an up and down position; we are vertical when we are standing up. On a page, a vertical line is shown from the top to the bottom of the page. 258 Book 1 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource GED Resources Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Adult Literacy Fundamental Mathematics: Book One Description An account of the resource A Workbook in math fundamentals produced by the Province of British Columbia Ministry of Advanced Education Creator An entity primarily responsible for making the resource Wendy Tagami Publisher An entity responsible for making the resource available Province of British Columbia Ministry of Advanced Education Date A point or period of time associated with an event in the lifecycle of the resource Created: 2010 Rights Information about rights held in and over the resource released under a Creative Commons Attribution 4.0 Unported License Format The file format, physical medium, or dimensions of the resource pdf Language A language of the resource English Type The nature or genre of the resource Text Source A related resource from which the described resource is derived <a href="https://open.bccampus.ca/browse-our-collection/find-open-textbooks/?uuid=1eade072-4b30-4c2e-b3d8-cb2512765e8d&amp;contributor=&amp;keyword=&amp;subject=">BC Campus</a> Contributor An entity responsible for making contributions to the resource John Roper Identifier An unambiguous reference to the resource within a given context GEDdoc002 Test Preparation Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource GED Resources Hyperlink A link, or reference, to another resource on the Internet. Local URL The URL of the local directory containing all assets of the website www.bestgedclasses.org/ged/practice URL <a href="http://www.bestgedclasses.org/ged/practice" target="_blank" rel="noreferrer noopener">www.bestgedclasses.org/ged/practice</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource BestGEDclasses.org Practice Exams Creator An entity primarily responsible for making the resource Covcell GED Prep Publisher An entity responsible for making the resource available bestgedclasses.org Contributor An entity responsible for making contributions to the resource Anthony Dixon Description An account of the resource These practice tests provided by Covcell GED Prep are associated with the 4 GED subjects and students can choose from short (10-question quizzes) to long tests (up to 50-question quizzes). There are also tests with a built-in timer, so students can check how they perform under time pressure. Source A related resource from which the described resource is derived <a href="http://www.bestgedclasses.org/ged/practice">www.bestgedclasses.org/ged/practice</a> Language A language of the resource English Type The nature or genre of the resource InteractiveResource Identifier An unambiguous reference to the resource within a given context GEDurl002 Test Preparation Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource GED Resources Hyperlink A link, or reference, to another resource on the Internet. URL http://www.aceleon.org/career-pathways Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Career Pathways Description An account of the resource The career pathways approach is a framework for weaving together adult education, training and post-secondary programs, and connecting those services to the workforce needs of employers. Source A related resource from which the described resource is derived <a href="http://www.aceleon.org/career-pathways">http://www.aceleon.org/career-pathways</a> Publisher An entity responsible for making the resource available Leon County Schools Adult & Education (ACE) Creator An entity primarily responsible for making the resource Leon County Schools Adult & Education (ACE) Contributor An entity responsible for making contributions to the resource Cristina Carter Language A language of the resource English Type The nature or genre of the resource InteractiveResource Identifier An unambiguous reference to the resource within a given context GEDurl001 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Florida Getting Started https://lis5472.cci.fsu.edu/sp19/group8/files/original/a4975d33910123e5563f9260bba0bbb6.mp4 93aa1be0ba0920bf914b279f37ec647f Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource GED Resources Moving Image A series of visual representations imparting an impression of motion when shown in succession. Examples include animations, movies, television programs, videos, zoetropes, or visual output from a simulation. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource From Dropout to Mentor and Teacher Description An account of the resource Darren Alridge says the love of the people who helped him get his GED® diploma "wore off" on him so much that he had to pay it forward by mentoring and teaching struggling youth in the same program where he learned. Creator An entity primarily responsible for making the resource Kentucky Educational Television (KET) Publisher An entity responsible for making the resource available PBS Learning Media Date A point or period of time associated with an event in the lifecycle of the resource Created: 2015 Rights Information about rights held in and over the resource Copyright ©KET 2015, All Rights Reserved. Republished under license from PBS LearningMedia. Format The file format, physical medium, or dimensions of the resource mp4 Language A language of the resource English Type The nature or genre of the resource MovingImage Source A related resource from which the described resource is derived <a href="https://www.pbslearningmedia.org/resource/ket-dbi-26/dropout-to-mentor-and-teacher/">PBS Learning Media</a> Contributor An entity responsible for making contributions to the resource John Roper Success Stories https://lis5472.cci.fsu.edu/sp19/group8/files/original/0dbf3bccfeae5bcc1bbcc3bbcfa360dc.pdf 8ab3e62b947f6f83edd5d2fd7ddf21c0 PDF Text Text �·TESTING BUREAU TEMPLE UNIVERSITY Commonwealth of Pennsylvania DEPARTMENT OF PUBLIC EDUCATION Harrisburg, Pa. 17126 APPLICATION PROCEDURES FOR THE COMMONWEALTH SECONDARY $CHOOL DIPLOMA OR GRADE EQUIVALENT CERTIFICATE The General Educational Development Testing Program (G.E.D.) was adopted by the State Council of Education in August, 1963, to enable Pennsylvania residents, who are not High School graduates, to earn a Commonwealth Secondary School Diploma. The G.E.D. Program was initiated by the Department of Public Education and implimented by the Division of Testing to replace the procedure of accumulating sufficient subject credits in order to qualify for the Secondary School Diploma. Since its inception in 1963, over 20,000 Pennsylvania residents have successfully completed the G.E.D. Test and have been awarded a Secondary School Diploma. More than 9,500,.:applicants were tested during 1967. At the present time, the Bureau of Guidance receives more than 1,000 applications per month. The G.E.D. Test has been constructed somewhat differently from the usual school achievement tests. In a formal secondary setting, there is likely to be a more complete and detailed coverage of specific facts learned through the use of reference books, textbooks, and planned lesson presentations. The G.E.D, Test is designed to permit the individual to take advantage of knowledge acquired as a result of first-hand observation, direct experience, self-directed reading and study, conversations and informal group discussions , and other experiences with problems, ideas, and people. WHO IS ELIGIBLE? Any resident (living in Pennsylvania at least three months prior to making application to the test), not currently enrolled in an approved secondary school program. eighteen years of age or older, or whose original class has graduated, is eligible to take the G.E.D. Test. No previous school attendance is required if the applicant meets these requirements . A transcript of grades previously earned is not required. Non-residents may take the G.E.D. Test but they will be issued a Certificate of Completion and not a Commonwealth Diploma. HeM TO APPLY Applicants should secure a G.E.D. application from the local high school principal Test Center Director or write to Division of Testing, Box 911. Harrisburg, Pennsylvania. �2 Please print all information sections using a ballpoint pen or pencil and use sufficient pressure to permit the markings to show on all three copies. All items must be completed if the application is to be processed for approval. Please complete the home address section at the bottom of the application and the identification section (Social Security I·iumber and :•:arne) in the upper right portion of the application. Do not write in the Test Center Information section. Do not sign your name in the blocks numbered 8 or 9. Report to the Testing Bureau one half-hour before testing time with your completed application for registration and application approval. Testing times are listed on the enclosed sheet. Applicat i ons may be approved during this time only . Applicants are required to show a piece of acceptable identification which includes their signature and/or photograph (i.e., driver's license, draft card, etc.). The fee for testing i s $10.00 and mus_t be paid in full at time of registration. Checks should be made payable to Temple University. TEST CO;ITE '·.JT The G.E.D. Test cons i ~+. s of five seperate tests and measures the candidate's knowledge and underst anding in the following areas: 1. Correctness and Effectiveness of Expression (spelling and English grammar) *2. Reading and Interpretation of Materials in Social Studies *3. Reading and Interpretation of Materials in Natural Sciences *4. Reading and Interpretation of Materials in Literary Materials *These three tests are designed to determine the applicant's ability to interpret and to evaluate a number of reading selections. Factual recall is not of prime importance in this type of test • 5. General Mathematical Ability (problem solving, use of tables and graphs, units of measurement, algebraic and geometric concepts) EIGHTH AI'ID TENTH GRADE CERTIFI CATES Residents in need of ~ certificate for job or professional licensing can obtain an Eighth Grade Equivalent Certificate or Tenth Grade Equivalent Certificate thr~ the G.E.D. Testing Program. The official Test Centers administer this program and applicants for the Tenth Grade Certificate should follow the procedure outlined above. MILTIARY PERS O~!NEL Residents who have completed the G.E.D. Test while a member of the Armed Forces may be eligibl e to receive the Secondary School Diploma. �3 I~ he is currently serving on active duty, the applicant should contact his Unit Education Of~icer ~or application procedures. 'I'he applicant should also request a Diploma or Certificate from Credentials Evaluation, Department of Public Education, Box 911, Harrisburg, Pennsylvania, 17126. If an applicant has concluded his active military service, he should write to USAFI Headquarters, Madison, Wisconsin, and request that o~ice to send a transcript of his test results to Credentials Evaluation in Harrisburg. The applicant should also request a Diploma or Certi~icate from the Credentials Evaluation Division. RETESTING An applicant who has not successfully completed the G.E.D. Test may take a retest following a waiting period of twelve (12) months. This waiting period can be reduced if the applicant receives twenty-five (25) hours o~ private tutoring or completes twenty-five (25) hours of work in a Standard Evening School Program or an Adult Education Program. The Philadelphia Board of Education can supply information concerning tutoring. An applicant does not have to retake the entire test. He may chose to take one or more test areas in order to acquire the score necessary to qualify for the Diploma or Certificate. The testing procedure for retesting is identical to the process stated above. See section entitled "How to Apply.'' SINGLE SUBJECT TESTING Some residents will have a need to earn individual subject credit to qualify for entrance into college. The of~icial Testing Centers have available single subject tests and will administer these tests to qualified applicants possessing a regular High School Diploma or Commonwealth Secondary Diploma. A full range of Academic and General Secondary Subject tests are available. Interested applicants should consult with the Testing Center. REGULATIONS CONCERNING REQUIRED SCORES, AGE, AND GRADE COMPLETION Total Score Required Average Scores Required Lowest Passing Score on Subtests Minimum Age for Issuance of Credential Original Class Must Have Completed Grade Waiting Period for Retests (Months) Secondary Diploma Tenth Grade Certificate 225 195 39 45 35 18 12 12 31 17 10 6 �PROCEDURES AND TEST SCHEDULE FOR THE GENERAL EDUCATIONAL DEVELOPMENT (GED) PROGRAM April 1, 1971 to August 29, 1971 TESTING BUREAU- TEMPLE UNIVERSITY (215) 787-8615 1. GED tests are taken in order to obtain a Commonwea lth Secondary School Diploma or Grade Equivalent Certificate for grades eight and t en. Also, GED tests are taken for enlistment in the Armed Forces, or for special training programs requiring results of the five GED tests. 2. Tests will be given every Thursday and Friday f ro m 12: 30 Noon to 4:30P.M. and every Saturday from 9:30A.M . to 1:30 P.M., except on t hose days when the University is closed (holidays). Approximately ten hours are requ ired to complete the GED battery of five tests. A test may not be started with less than two hours remaining in the test period. Every test must be finished on the day it Is started. 3. The fee for the GED Test Battery (f ive test s) for th e high school equivalent diploma or for the 10th grade certificate is $10, payable in full on the first day of testing. The fee for the 8th grade equivalent test is $6. 4. No appointment is necessary for the regul ar testing dates. Candidates taking the GED Testing Program must register at the Testing Bureau, Room 300 Sull ivan Hall, Park Avenue & Berks Street, Philadelphia, Pa. Applicants are required to show a piece of acceptable identification which includes their signature and/ or photograph . Registration on test days is between 12:00 and 12:30 o'clock on Thursdays and Fri days, and between 9:00A.M. and 9 :30A.M. on Saturdays. Late arrivals wil l be registered, but w ill probabl y be able to take only one test on that day. The registration procedure is presented in Section Five. 5. Registration procedures involve: A. Candidates for the Commonwealth Secondary School Diploma must report to the Testing Bureau , Room 300 Sullivan Hall, located at Park Avenue and Berks Street, Philadelphia, Pa. on the fi rst day of t esting. 6. B. Fees will be paid at the Comptrollers Office, fi rst floor of Conwell Hall, Broad Street and Montgomery Avenue. C. Testing is conducted in Room 10 Curtis Hall , located at Montgomery and Park Avenues. Upon completion of the examinations (GED or Equ ivalent) the Testing Bureau will forward the results to the Department of Public Education, or to any authorized college, industrial or Armed Forces recruiting center. Diploma candidates will receive notification of passing or failing from the Department of Publ ic Educat ion, Harrisburg, approximately six weeks after completion of testing. The Commonwealth Secondary School Diploma will be issued approximately eight weeks after testing, for those who have successfully met the standards. Harold C. Reppert, Ph.D. Director, Testing Bureau � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource GED Resources Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Contributor An entity responsible for making contributions to the resource John Roper Title A name given to the resource GED Diploma with Instructions-Pennsylvania 1972 Description An account of the resource Application procedures for a high school equivalency diploma in Pennsylvania in 1972, including an embedded image of an actual high school equivalency diploma issues by the Commonwealth of Pennsylvania. Creator An entity primarily responsible for making the resource Commonwealth of Pennsylvania Department of Public Education Source A related resource from which the described resource is derived <a href="https://commons.wikimedia.org/wiki/File:GED-Diploma-with-Instructions-Pennsylvania-1972.pdf">Wikimedia Commons</a> Publisher An entity responsible for making the resource available Commonwealth of Pennsylvania and Temple University Date A point or period of time associated with an event in the lifecycle of the resource Created: 1972 Rights Information about rights held in and over the resource Public Domain Format The file format, physical medium, or dimensions of the resource pdf Language A language of the resource English Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context GEDdoc003 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Pennsylvania Getting Started Success Stories https://lis5472.cci.fsu.edu/sp19/group8/files/original/5369d8d68e115db3f514371d38483d7f.pdf bcc6945547566926b2164f1052fbe106 PDF Text Text �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource GED Resources Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource GEN-14-06 Recognized Equivalent of a High School Diploma Description An account of the resource This "Dear Colleague" letter from the U.S. DOE makes clear that GED certifications (or any alternate method a state may use for high school equivavlency) qualifies as a high school diploma for purposes of federal law. The memo also provides specific instructions for GED certificate holders on completing the FAFSA application for higher education financial aid. Creator An entity primarily responsible for making the resource United States Department of Education Publisher An entity responsible for making the resource available United States Department of Education Date A point or period of time associated with an event in the lifecycle of the resource Created: 2014 Contributor An entity responsible for making contributions to the resource John Roper Format The file format, physical medium, or dimensions of the resource pdf Language A language of the resource English Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context GEDdoc005 Source A related resource from which the described resource is derived <a href="https://ifap.ed.gov/dpcletters/attachments/GEN1406.pdf">https://ifap.ed.gov/dpcletters/attachments/GEN1406.pdf</a> Getting Started Success Stories Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource GED Resources Hyperlink A link, or reference, to another resource on the Internet. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Our Great Start to a Better Future Description An account of the resource This video tells the story of five students and how earning a high school diploma by passing the GED test was a great option for them! Creator An entity primarily responsible for making the resource Leon County Schools Adult & Community Education (ACE) Source A related resource from which the described resource is derived <a href="https://vimeo.com/102942071">https://vimeo.com/102942071</a> Publisher An entity responsible for making the resource available <span>Leon County Schools</span> Contributor An entity responsible for making contributions to the resource Cristina Carter Language A language of the resource English Type The nature or genre of the resource MovingImage Identifier An unambiguous reference to the resource within a given context GEDvid003 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Florida Success Stories https://lis5472.cci.fsu.edu/sp19/group8/files/original/c00b52fc2fce98e850df0fe3cb7fabd9.pdf 92121fefb2863a461506165b23fcdaac PDF Text Text South Carolina Computer-Based GED Test Centers as of September 1, 2015 County GED Testing Center Street Address City Zip Phone Abbeville Abbeville County Adult Education Center 400 Greenville Street Abbeville 29620 864-366-4226 Aiken Aiken County Adult Education - Byrd Learning Center 1 Willis Circle Graniteville 29803 803-641-2476 Allendale Allendale-Fairfax Learning Center 1843 Main Street South Allendale 29810 803-584-3107 Anderson Anderson 5 Adult Education Center 2005 North Main Street Anderson 29621 864-260-5075 Anderson Anderson Districts 1 and 2 Adult Education Center 214 Lebby Street Pelzer 29669 864-947-9311 Bamberg No Test Center At This Time Barnwell No Test Center At This Time Beaufort Beaufort County Adult Education Center 1300 King Street Beaufort 29901 843-322-0780 Berkeley Berkeley Educational Center 113 East Main Street Moncks Corner 29461 843-899-8703 Berkeley Fishburne Educational Center 6215 Murray Drive Hanahan 29410 843-820-3742 Calhoun Charleston No Test Center At This Time Charleston County Adult Education at Brentwood Campus 2685 Leeds Avenue N. Charleston 29405 843-529-3142 Cherokee Ola H. Copeland Community Learning Center 243 Allison Drive Gaffney 29341 864-206-6992 Chester No Test Center At This Time Chesterfield Chesterfield County Adult Education Center 116 Edwards Road Chesterfield 29709 843-623-2200 Clarendon F.E. DuBose Career Center-Central Carolina Technical College 3351 Sumter Highway Manning 29102 803-473-2531 Colleton Colleton County Adult Education Center 609 Colleton Loop Walterboro 29488 843-782-0018 Darlington Darlington County Adult Education Center 100 Magnolia Street Darlington 29532 843-398-2856 Dillon Dillon County Adult Education Center 214 West Main Street Dillon 29536 843-774-1218 Dorchester Summerville Adult Learning Center 1325 Boone Hill Road Ste A Summerville 29483 843-873-7372 Edgefield Edgefield County Adult Education Center 117 Cardinal Street Johnston 29832 803-275-4158 Fairfield No Test Center At This Time Florence Florence 1 - Poynor Adult Education Center 301 South Dargan Street Florence 29506 843-664-8152 x 6409 Georgetown Howard Adult Education Center 500 S. Kaminski Street Georgetown 29440 843-546-0219 Greenville Lifelong Learning at Sullivan Center 206 Wilkins Street Greenville 29605 864-355-3433 Greenwood Greenwood County Adult Education Center 400 Glenwood Street Greenwood 29649 864-941-5450 Hampton No Test Center At This Time Horry Conway Adult Education Center 1620 Sherwood Drive Conway 29526 843-488-6200 Horry Myrtle Beach Family Learning Center 3101 Oak Street Myrtle Beach 29577 843-488-6200 Jasper No Test Center At This Time Kershaw Kershaw County Adult Education Center 874 Vocational Lane Camden 29020 803-425-8980 Lancaster Lancaster County Adult Education Center 610 East Meeting Street Lancaster 29720 803-285-7660 Laurens Laurens County Adult Education - Higher Education Center 663 Medical Ridge Road Clinton 29325 864-938-1524 1 - 9/16/2015 �South Carolina Computer-Based GED Test Centers as of September 1, 2015 County GED Testing Center Street Address City Zip Phone Lee Lee County Adult Education Center 123 East College Street Bishopville 29010 803-484-4040 Lexington Adult Education of Lexington-Richland Counties-Irmo 6671 Saint Andrews Road Columbia 29212 803-476-8229 Lexington Lexington 1 Adult Education Center 420 Hendrix Street Lexington 29072 803-821-2950 Lexington Lexington 2 Adult Education-Pair Center 2325 Platt Springs Road West Columbia 29169 803-739-4048 Lexington Lexington District 3 Lifelong Learning Center 101 West Columbia Avenue Batesburg/Leesville 29006 803-532-2141 Lexington Lexington 4 Adult Education Center 135 Lewis Rast Road Swansea 29160 803-399-7979 Marion Marion County Adult Education Center 410 E. Liberty Street Marion 29571 843-423-2591 Marlboro Marlboro County Adult Education Center 215 Broad Street Bennettsville 29512 843-479-5923 McCormick McCormick County Adult Education Center 6981 Highway 28 South McCormick 29835 864-443-0051 Newberry Newberry County Adult Education Center 591 McSwain Street Newberry 29108 803-321-2112 Oconee Oconee County Adult Education Center 315 Holland Avenue Seneca 29678 864-886-4429 Orangeburg Orangeburg-Calhoun Technical College 3250 Saint Matthews Road Orangeburg 29118 803-268-2539 Pickens Pickens County Adult Learning Center 106 Glazner Street Easley 29640 864-397-3825 Richland Richland One Adult Education Center 2612 Covenant Road Columbia 29204 803-251-4512 Richland W R Rogers Adult, Continuing, and Technology Education Center 750 Old Clemson Road Columbia 29229 803-736-8787 Richland Virginia College 7201 Two Notch Road Columbia 29223 803-509-7100 Richland Adult Education of Lexington-Richland Counties-Irmo 6671 Saint Andrews Road Columbia 29212 803-476-8229 Saluda Saluda County Adult Education Center 403B North Calhoun Street Saluda 29138 864-445-3346 Spartanburg Spartanburg County Adult Education- Z L Madden Learning Center 459 West Centennial Street Spartanburg 29303 Sumter Sumter County Adult Education Center 905 North Main Street Sumter 29150 864-594-4428 803-778-6432 Union Union County Adult Education Center 517 East Main Street Union 29379 864-429-1770 Williamsburg Williamsburg County Adult Education Center-Kingstree 500 North Academy Street Kingstree 29556 843-355-6887 Williamsburg Williamsburg County Adult Education Center-Hemingway 2811 SC Highway, 41/51 South Hemingway 29554 843-355-6887 York Rock Hill Flexible Learning Center 1234 Flint Street Extension Rock Hill 29730 803-981-1375 2 - 9/16/2015 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource GED Resources Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource South Carolina Computer-Based GED Test Centers Description An account of the resource A listing of all GED test centers and addresses in South Carolina as of September 2015 Creator An entity primarily responsible for making the resource South Carolina Department of Education Source A related resource from which the described resource is derived <a href="https://ed.sc.gov/scdoe/assets/File/instruction/adult-education/GED%20Testing%20Sites%20September%202015.pdf">https://ed.sc.gov/scdoe/assets/File/instruction/adult-education/GED%20Testing%20Sites%20September%202015.pdf</a> Publisher An entity responsible for making the resource available South Carolina Department of Education Date A point or period of time associated with an event in the lifecycle of the resource Created: 2015-09-16 Contributor An entity responsible for making contributions to the resource John Roper Format The file format, physical medium, or dimensions of the resource pdf Language A language of the resource English Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context GEDdoc004 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant South Carolina Getting Started Test Preparation Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource GED Resources Hyperlink A link, or reference, to another resource on the Internet. URL <a href="https://study.com/ged/ged-practice-tests.html" target="_blank" rel="noreferrer noopener">https://study.com/ged/ged-practice-tests.html</a> Local URL The URL of the local directory containing all assets of the website www.study.com/GED/Test_Prep Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Study.com GED Practice Tests Description An account of the resource Free timed 15-question GED practice tests. These sample tests are intended to tell students where they stand before they start studying for the GED. Study.com also provides more extensive resources for a fee. Creator An entity primarily responsible for making the resource Study.com Publisher An entity responsible for making the resource available Study.com Contributor An entity responsible for making contributions to the resource Anthony Dixon Source A related resource from which the described resource is derived <a href="https://study.com/ged/ged-practice-tests.html" target="_blank" rel="noreferrer noopener">https://study.com/ged/ged-practice-tests.html</a> Rights Information about rights held in and over the resource © copyright 2003-2019 Study.com Language A language of the resource English Type The nature or genre of the resource InteractiveResource Identifier An unambiguous reference to the resource within a given context GEDurl003 Test Preparation