Grade Six Mathematics
Answers to last week’s exercise Exercise 1
1. 962
2. 164
3. 5528
4. 1255
5. 629
6. 6866 would be the new
number.
7. 80 people are in the club. 8. Joy is 194cm tall.
9. The total weight of the two
rocks is 165kg.
10.4 students prefer
Greetings, learners! We’re delighted to have you join us again for our regular Mathematics Corner. In our previous session, we delved into the realm of Mathematical Operations, specifically exploring the fundamental concepts of addition and subtraction. This week, our attention turns to the remaining pair of mathematical operations: multiplication and division. Without further ado, let’s begin.
Multiplication
Mathematics than science.
Exercise 2
1. 452
2. 439
3. 2008
4. 2110
5. 4908
6. 9365
7. 503 candies are red. 8. 4070
9. 6900
10. 5907
Children, have you ever explored the concept of multiplication? Are you familiar with multiplying numbers? I’m confident that you’ve encountered this mathematical operation before. In the realm of mathematics, ‘multiplication’ refers to the procedure of determining the product when two or more numbers are multiplied together.
Let us examine some facts about multiplication:
● The multiplicand is the term for the number undergoing multiplication. ● The multiplier is the term for the number that multiplies another.
● The result is referred to as the product.
● The symbol ‘×’ is commonly used to denote multiplication.
● When any number is multiplied by 0, the result is always 0, and when
multiplied by 1, the number remains unchanged.
Now, let’s take a closer look at the procedures involved in the multiplication of numbers:
- First, write the two numbers, one below the other, such that their place
values are aligned.
- Multiply each digit of the top number by the ones digit of the bottom
number.
- This is our first partial product which we got by multiplying the top number
by the ones digit of the bottom number.
- Now, we place a 0 below the ones digit as shown. This is because we will now be multiplying the digits of the top number by the tens digit of the bottom number.
- Multiply each digit of the top number by the tens digit of the bottom
number.
- This is the second partial product obtained by multiplying the top number
by the tens digit of the bottom number.
- Now, add the two partial products.
Now boys and girls, let’s explore an illustration that demonstrates the steps mentioned earlier: 3. 25 x 12 4. 333 x 9 5. 2341 x 11 6. 6210 x 5 7. 7310 x 11 8. 201 x 7 9. 911 x 14 10. 721 x 4
Fantastic effort, boys and girls! Now, let’s transition to the topic of division. Division Are you familiar with the concept of division? Have you ever divided quantities into equal portions? Division involves the act of separating a number or amount into equal parts. Here are some facts about division: - In division, the number to be divided is called the dividend. - The number that the dividend is divided by is called the divisor. - The answer is called the quotient. - The division sign is ‘÷’ - When dividing, follow these steps: Divide Multiply Subtract Bring the next number down Repeat Ok students, let’s take a look at an example now:
Example 1: Divide 900 ÷ 5 ● Step 1: We will consider the first digit of the dividend and divide it by 5.
Here it will be 9 ÷ 5.
● Step 2: Now, 9 is not divisible by 5 but 5 × 1 = 5, so, write 1 as the first
digit in the quotient.
● Step 3: Write 5 below 9 and subtract 9 - 5 = 4.
● Step 4: We will now bring down 0 from the dividend to make it 40.
● Step 5: 40 is divisible by 5 and we know that 5 × 8 = 40, so, write 8 in the
quotient.
● Step 6: Write 40 below 40 and subtract 40 - 40 = 0.
● Step 7: Bring down the next 0 from the dividend. Since 5 × 0 = 0, we write
0 as the remaining quotient.
● Step 9: Therefore, the quotient = 180 and there is no remainder left after
the division, that is, remainder = 0.
Boys and girls, for a better understanding of the previously analyzed example, review the steps once again.
Now that you’ve refreshed your memory of the example, utilize the acquired knowledge by engaging in the following exercise.
Exercise 2
Calculate the quotient of the following: a. 864 ÷ 8 b. 655÷5 c. 369÷9 d. 749÷7 e. 366÷6 f. Share 355 sweets equally among 5 children. How many will each child receive?
g. Marian baked bread, cookies, and pastries one Saturday at home for her family and friends. She made 47 gingerbread cookies which she will distribute equally in tiny glass jars.
(i) If each jar is to contain six cookies each, how many cookies will not be placed in a jar?
(ii) She also prepared 59 croissants which she plans to give to her 8 neighbors. If each neighbor received an equal number of croissants, how many would be left with Marian?
Great job, everyone!
That concludes today’s session, students. I believe you’ve gained some new insights, and I appreciate your attentiveness. Check back next week for the solutions to this week’s problems. Goodbye!