01 PD

1
Natural numbers
Unit presentation
Natural numbers do not appear to have followed any type of intellectual
process of construction. In all cultures they have evolved in a natural
way, enabling us to count, order, measure, etc.
The Unit begins by comparing some of the most well-known numeral
systems. This introduces the historical evolution of some of the methods
of representing natural numbers, but also permits students to see that
the concept of natural numbers is the same in all cases, whether they are
expressed verbally or in writing.
After revising the structure of the decimal numeral system and explaining
its advantages over other numeral systems, students will practise
reading and writing numbers that contain nine or more figures. They will
also review the procedures and some of the advantages of rounding off
natural numbers.
Finally, students will advance in resolving expressions with parentheses

and combined operations.
The three types of content covered in this Unit are:
Theory:
Numeral systems. The decimal numeral system.
The properties of operations and the advantages that they offer
when practising calculations.
Calculations:
Operational algorithms.
Expressions with parentheses and combined operations.
Mental calculations.
Using a calculator:
Next, students will revise some of the basic operations of natural

numbers and some of their properties, with a particular focus on division.
Division is an area where there are often gaps in knowledge, both
conceptually and in practice.
Understanding the basic techniques.

Correct use.
In addition to practising calculations, this Unit also prioritises problem

solving. This permits students to revise and improve their grasp of
relevant concepts.
Unit outline
NATURAL NUMBERS
are expressed through
NUMERAL
SYSTEMS
EGYPTIAN SYSTEM
ROMAN SYSTEM
MAYAN SYSTEM
the system that

we use is
THE DECIMAL
NUMERAL SYSTEM
in which the main orders

of units are
MILLIONS
24
BILLIONS
and used for
ENCODING
ESTIMATING
RESULTS
PROBLEM
SOLVING
ORGANISING
through
through
ROUNDING OFF
OPERATIONS
COUNTING
of
when approximate,
is called
ADDITION
SUBTRACTION
MULTIPLICATION
DIVISION
which can be
ESTIMATING
EXACT
DIVISION
INEXACT
DIVISION
Natural numbers
Listen to the information about numeral systems

and then complete the activities.
The ancient Egyptians used symbols to represent numbers. For example, 10 was
represented by a handle, 100 was a piece of string, 1 000 was a lotus flower and
100 000 was a frog. For the number one, they drew a simple line. There was no
symbol for the numbers 2 to 9. They simply drew the correct number of lines to
show the numbers.
All civilisations have used numeral systems. These systems

have been passed down through generations and have
evolved throughout history.
In around 500 BC, the Indians devised a different numeral system, which gave
each number, from 1 to 9, a symbol. This system later became known as the Arabic
numeral system because it spread to Islamic countries and then to Europe.
Here we can see the evolution of the numbers 1-9 from early India to modern times.
Hindu
Arabic
Babylonians
2000 BC
Medieval
Mayas
Egyptians
2000 BC
Romans
3500 BC
Modern
100 BC
Chinese
3500 BC
1. Find the word(s) in the text that mean
1
2
3
4
5
Arabs
700 AC
Indians
500 BC
something you use to open a door.

a thin type of cord.
a type of amphibian.
created.
expanded.
2. Work with a partner and follow the instructions.
Current decimal
system
Invent a mobile telephone number and write it

down.
2 Choose a historic period and rewrite the number using
the symbols from that period. You cant choose the
Modern period!
3 Swap numbers with your partner. Who can decipher the
numbers first?
4 Work with a partner to create your own numeral system.
Present your ideas to the class and vote on the most
creative one.
A numeral system is a collection of symbols that help us to count. Each

symbol represents a number. Together, these symbols produce a total.
Starting the unit
Notes
The introduction of this unit presents numerals systems that have been
used by different civilizations throughout history. The text and the image
give students the opportunity to reflect on the evolution of our current
numeral system.
Before the text is read and played as an audio, have students work in pairs
to discuss the differences and similarities between the numerals systems
shown in the image. For example, in a few systems the numbers 1, 2 and 3
are drawn using one, two or three lines or points, also the Mayas and the
Romans both use a specific symbol for the number 5. Which system seems
the most efficient to them and why?
Initiate a debate about what types of tasks would have created the need
for a numeral system. Some examples are to keep track of crops,
specifically for sharing or storing, to build houses or monuments, or to
implement taxes.
Detecting previous knowledge

In order to get an idea of students previous knowledge on natural
numbers, the following questions can be asked: What are natural
numbers? Which types of numeral systems do we use in our everyday
lives? (decimal and Roman) What types of basic operations can be done
with natural numbers?
Lower level students may like to read the text individually before listening
to the audio. Encourage students with higher levels of English
comprehension to listen to the audio with their books closed. Play the
audio, then ask volunteers to read the questions below out loud.
Answers to activities (page 7)

1 1 handle 2 string 3 frog 4 devised 5 spread
2 Open answer.
25
UNIT
1.2 The decimal numeral system
Numeral systems
The numeral system currently in use is the decimal system. It consists of ten
symbols or digits:
Natural numbers (1, 2, 3, etc.) came about from the need to count. Their
representation evolved and adapted to each culture and historical period.
10
100
1 000
10 000
100 000
1 000 000
stick
handle
string
flower
finger
frog
man
The rule for writing a number was simple: the necessary symbols were included
(added) until the desired amount was reached. These symbols, along with the
previous rule, form the Egyptian numeral system.
Each digit can occupy any of these orders.

The value of a digit depends on its place. Therefore, this is a positional
system.
TE
IT
D
RE
D
N
FOCUS
on English
4 000 000 U
4 000 U
4U
Think and practise

The number 1 333 331 is written as
shown above.
1. Using the Egyptian numeral system, write the
9. Arrange the following license plates from the oldest
following numbers: 19, 65, 34, 120 and 2 523 083.
to the newest (take the letters into account first,

and then the numbers):
2. An additive system uses the following symbols:
1.1 The Roman numeral system
The Romans used the following letters as symbols:
10
3948 - FBG
10
50
100
100
1000
11. True or false?
4. Using the decimal numeral system, write the value
cxlix
Letters I, X, C and M may be repeated up

to three times in a row.
xx 20
mm 2 000
If the letters I, X or C are placed to the

left of another letter of greater value, their
value is subtracted.
iv 4
xl 40
ix 9
xc 90
A bar on top of a group of letters

multiplies the overall value by 1 000.
iv 4 000
ixcc 9 200
m 1 000 000
cccxxvii
c) Half of one thousand is equal to 5 hundreds.
vcccxxxi
d) The digit 6 has the same value in the numbers

3 648 and 3 468.
5. What is the value of 0 if it appears in the position of
examples
iii 3
ccc 300
b) In the decimal numeral system, if you change the

place of the digits, the value of the number changes.
of the following Roman numbers:
Their rules were:

rules
a) In the Egyptian numeral system, if you change the

order of the symbols, the value of the number changes.
numbers: 18, 43, 98 and 3 456.
The number 1778 is written as shown

above.
FOCUS
on English
Until recently, the letters BC
(Before Christ) and AD (Anno
Domini) were used to describe
the periods before and after the
birth of Christ. However, some
people now use BCE (Before
the Common Era) and CE
(Common Era) instead.
4389 - GFB
swap the units for the units of thousands, the

number increases to 999. What number is it?
Based on this system, write the following numbers:

18, 382 and 509.
500
3894 - FBG
10. A number has five digits that add up to 5. If you
3. Using the Roman numeral system, write the following
Although in maths its more

common to say zero, the
number 0 can be read in
different ways in English,
including nought or even oh!
U
M NI
IL TS
LI O
O F
N
S
Here's an example:
T
M EN
IL S
LI O
O F
N
S
This primitive man wrote the

number 47. Can you say the value of
each symbol?
Numeral systems such as the Egyptian one, where the symbols are included
and their value added, are referred to as additive systems.
Ten units of an order make a unit of the next higher order.
H
O UN
FM D
IL RE
LI D
O S
N
S
For example, the ancient Egyptians used the following symbols:
The Order of Units is established: units, tens, hundreds...
As societies evolved, it became necessary to represent large numbers in a

practical way. Thus, numeral systems appeared in different cultures.
So, the symbols used to represent counting and their rules of use form a
numeral system.
The rules for reading and writing numbers are as follows:
Prehistoric humans were already using some counting techniques, such as

using the fingers, making marks on a piece of wood or clay or stringing beads
on a cord.
U
M NI
IL TS
LI O
O F
N
S
hundreds? What if it appears in the position of millions?
e) One thousand thousands makes one million.
6. If you place a 0 to the right of a number, what is its
value multiplied by? What if you place it to the left?
7. What unit order applies to the digit 5 in a number,
if its value is 50 000 units?
8. Write the number which is 300 tens of thousands
greater than 23 456.
Suggestions
Using various numbering systems, created at different times and in
different cultures, will help students understand the progressive efforts
of humanity in developing the tools that we use today. They can
appreciate the difficulty of the process, and realise that it forms part of
our cultural heritage. They will also learn that it is being continuously
reworked and transmitted from generation to generation.
Imagine that you are a secret agent. You and your colleague need to
devise a secret code to communicate the numbers 1 to 30. Is it possible to
do this by using just two dice: one red and the other green? Explain how.
Answers to Think and practise
At the same time, you may like to point out that every culture has used
the numeral system that matches its needs. We cannot imagine any
situation where primitive man would have had to deal with seven figure
numbers, for example. But we only need to open a newspaper, to see
that large numbers are essential in todays society. In other words, numeral
systems have evolved in line with our need to number and calculate. Each
advance has enabled us to access new fields of science. This, in turn, has
brought with it the emergence of new numeral necessities.
1 19 =
65 =
34 =
120 =
To appreciate the virtues of our decimal numeral system, it can be

compared to other types of systems, especially additive systems. This
enables us to see the difficulty in representing large numbers and
decimal numbers, and also in completing operations.
3 18 = XVIII 43 = XLIII 98 = XCVIII 3 456 = MMMCDLVI
Focus on English
FOCUS
on English
Explain to students that BC and AC, which make a direct reference to

Christianity, are now considered by some to be politically incorrect and so
BCE and CE are used instead. Ask the students their opinion on this and if
they think the new system is an improvement and why. One possible
response is that the use of common era also implies the predominance of
something and therefore does not make it any more politically correct.
Focus on English
FOCUS
on English
Tell the students that nought is probably the least common option in
general and that oh is most commonly used when giving someone your
telephone number. Zero is used mostly in a mathematical context.
26
Entrepreneurship
2523083 =
2 18 =
382 =
382 =
4 CXLIX = 149 CCCXXVII = 327 VCCCXXXI = 5331

5 Zero hundreds, zero millions.
6 On the right, it is multiplied by 10. On the left, it doesnt change.
7 Tens of thousands.
8 3 023 456
9 3894-FBG, 3948-FBG, 4389-GFB
10 40001
11 a) F b) T c) T d) F e) T
UNIT
Large numbers
1
0
3
0
0
8
0
0
0
0
0
0
0
0
0
0
0
thousands
1
0
0
millions
billions
thousands
of millions
With the decimal numeral system you can represent quantities as large as you want.
Below are some orders for numbers with more than 9 digits, with a few examples.
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
Rounding off
natural numbers
When a number has a lot of digits, it is difficult to remember and to

manage. For this reason, it is usually agreed that the digits are replaced by
a more manageable number of a similar value ending in zeroes.
For example:
In Spain there are
86 800 000 500
notes in
circulation.
Last year
58 million
people visited
our country.
ar
Last ye 0
43
57 963 rs
ne
foreig
our
visited .
country
Approximately
how many thousands
of millions of
Euros is that?
The most frequent and practical way of making approximations is through

rounding off.
On the Web
FOCUS
on English
The universe was created
thirteen thousand, eight
hundred million years
ago.
The brain of a young

person has about one
hundred thousand
millions of brain cells
(neurons).
Earths volume is
approximately one
billion cubic kilometres.
Watch out! A billion does

not mean the same in the
UK as it does in the USA!
In the UK, a billion is
1 000 000 000 000, not
1 000 000 000 as it is in the
USA. What people from
the USA call a billion is what
people from the UK call
a thousand million. What
people from the UK call a
billion is what people from
the USA call a trillion!
Think and practise

1. Write the numbers associated with pictures a - c
3. Copy and complete the following in your notebook.
numerically.
a) One thousand thousands makes one

b) One thousand millions makes one
c) One million thousands makes one
d) One million millions makes one
2. Write using digits.
a) Twenty-eight million, three hundred and fifty

thousand.
b) One hundred and forty-three million.
c) Two thousand, seven hundred million.
d) One and a half billion.
e) Fifteen billion, three hundred and fifty thousand
million.
Activities for practising rounding off.
Worked example
Round off 384 523 to

hundreds of thousands,
tens of thousands and
thousands.
+1+1 HT
CM
CM 88855 5
+1
CM
1. Round off the following numbers to thousands.
a) 24 963
b) 7 280
c) 40 274
d) 99 399
== =
DM
DM 44<4<5<5 5
DM
TT
333888000000000000
333888444555222333
+1
+1+1
UM
UM
UM
T 55555 5
333888555000000000
4. Below are several approximations for the price of a
flat for sale.
SE VENDE
FOR
SALE
2. Round off the following numbers to millions.
a) 24 356 000
b) 36 905 000
c) 274 825 048
d) 213 457 000
3. Create a table like this one in your notebook.

approximations
to hundreds of
thousands
number
138290
290
138
Tel.:23987688
23987688
Tel.:
to tens of
thousands
1 followed by 16 zeroes?
contain three quadrillion kilograms of water. What

do you think a quadrillion is?
THOUSANDS
MILLARES
MILLARES
MILLARES
333888444555222333
Think and practise
5. How would you read a number represented by one

6. Scientists estimate that Earths seas and oceans
TENS
OF THOUSANDS
DECENAS
DECENAS
DECENAS
DE
DE
DE
MILLAR
MILLAR
MILLAR
333888444555222333
444000000000000000
4. The human body has between ten and seventy
million cells. Express these numbers in billions.
HUNDREDS
OF THOUSANDS
CENTENAS
CENTENAS
CENTENAS
DE
DE
DE
MILLAR
MILLAR
MILLAR
100 000
138 000
138 300
140 000
a) Which is closest to the actual price?

b) If you cant remember the exact price, which is
more appropriate as general information?
c) Which ones are rounded off to hundreds of
thousands?
5. The city has budgeted 149 637 for restoring a
Complete the table by rounding off the following

numbers:
530 298
828 502
359 481
299 352 362
sports area.
What figure would you give for this number in an

informal conversation?
10
11
Suggestions (page 10)
Suggestions (page 11)
Large numbers (six, nine, twelve or more figures) appear in scientific,

sociological and economic data. These numbers are necessary when
students try to communicate and interpret messages in these areas.
In addition to learning the meaning of the term approximation and

mastering the technique of rounding off numbers, students must get
used to performing these operations, expressing them correctly and
reviewing data related to calculations that are handled on a daily basis.
Students have to be able to read numbers with many figures and master
the orders of units and their equivalents.
Point out the differences that exist between the British term billion and
the North-American term billion. A billion is actually a thousand million.
Perhaps in order to have a similar term when translating a billion, the
new term milliard was coined to represent the same number, although
it is not used frequently.
Focus on English
FOCUS
on English
When we hear on the television 14 lottery winners will receive 119 274
euros, we remember and transmit the information as, 14 lottery
winners will receive 120000 euros. Of course, when one of the lucky
winners goes to collect the prize, then, accuracy is needed.
To incorporate learning in the students competencies, we propose the
following activity. Make a list of different situations, where it is both
appropriate and efficient to round off numbers, like in the example
above (prices, quotes and statistical data about the economy and so on).
The difference in the original meaning of billion between the UK and the
USA is confusing! In 1974 the UK officially adopted the US system of
referring to these large numbers. However, depending on when they went
to school, some people in the UK may still use the old system.
Cooperative learning
The old UK meaning of a billion was a million million, or one followed by

twelve noughts (1,000,000,000,000).
Ask students, individually or in groups, to search for specific data such as:
The USA meaning of a billion is a thousand million, or one followed by

nine noughts (1,000,000,000).
The reason for this difference is related to the widespread teaching of
Latin in the UK. Ask students why this difference came about.
Interdisciplinary learning / CLIL

Choose four of the large numbers that appear on this page and indicate which
branch of science they are related to. For example, the number of inhabitants
on Earth is seven thousand million (Statistics and Human geography).
Answers to Think and practise (page 10)

1 a) 13800000000
b) 100000000000
2 - 6 Answers at the end of the unit.
c) 1000000000000
If the Course Plan requires attention to cooperative learning, the following

activity is suggested:
The distance from Sevilla to Santander.
The number of inhabitants in London.
The annual consumption of oil in litres in Spain.
Get students to round off the data. Next, they share the information,
compare the differences and decide on the best answers.

1 a) 25000
c) 40000
2 a) 24000000
c) 275000000
b) 7000
d) 99000
b) 37000000
d) 213000000

27
UNIT
Basic operations
with natural numbers
4.3 Multiplication and its properties

Mental calculations
16 55
Remember that multiplication is an abbreviated way of performing a

repeated sum of equal summands.
Although you already know how to work with natural numbers, lets do a
quick review of some concepts and their properties.
CAPACITY: 25342 stands

Stands taken
East Stands: 11576
For example, if the price of a ticket to the football game on the previous page
is 35 , the income from selling the 20 582 tickets will be as follows:
8 2 5 11
35 + 35 + 35 + + 35 = 35 20 582 = 720 370
88 10
West Stands: 9006
4.1 Addition and its properties
20 582 times
Remember that addition is to unite, join or add.
880
The associative property allows us to
group the terms, while the commutative
property allows us to change their order.
The multiplication has the following properties:
For example, if we want to know the number of fans in a football stadium,

we need to perform an addition:
11 576 + 9 006 = 20 582

The addition has the following properties:
Examples
Commutative property
34 + 16 = 16 + 34
50
50
Associative property
(18 + 3) + 17 = 18 + (3 + 17)
4.2 Subtraction and its relationship with addition

Remember that subtraction is to take away, remove or find what is missing
or left (calculating the difference).
For example, to find out how many empty seats are left in the football
stadium above, we need to perform a subtraction:
25 342 20 582 = 4 760
Also note that 25 342 = 20 582 + 4 760 and that 20 582 = 25 342 4 760
21 + 17
18 + 20
38
38
On the Web
Activities for practising mental maths

additions and subtractions.
The following example will help you understand the meaning of the
distributive property:
On Thursday, a group of friends bought 7 tickets for the football game and 3 more
tickets on Friday for any friend joining late. How much did they pay for the tickets?
25 342 Minuend (M )
4 760 Difference (D )
cost of 7 tickets + cost of 3 tickets

cost of (7 + 3) tickets
6. Complete in your notebook.
a) This addition into a subtraction: 48 + 12 = 60
c) 1 526 831 + 63
d) 1 350 1 107 58
b) This subtraction into an addition: 22 2 6 = 14
2. Calculate the answer and check it afterwards.
Carmen buys a handbag for 167 , a coat for 235

and a skirt for 32 . How much has she spent?
a) She has spent about 350 .
b) She has spent more or less 450 .
c) She has spent about 550 .
examples below.
23 9 = 23 10 23 = 230 23 = 207
23 11 = 23 10 + 23 = 230 + 23 = 253
6 9 9 3 4
7. Complete. (Remember that when multiplying by
10, 100, 1000, you add 1, 2, 3, zeros.)
4. If Alberto were 15 years older, he would still be 18 years
younger than his uncle Toms, who is 51 years old.

How old is Alberto?
5. If you buy only one washing machine you will have
350
9. Mentally multiply by 9 and by 11 as shown in the
9
8
2 8 7 4
9 0
1 2 6 0
3. Transform.
b) 340 + 255 429
35 10
350
35 7 + 35 3 = 35 10
Think and practise

a) 254 + 78 + 136
245 + 105
Think and practise
1. Calculate.
35 7 + 35 3 = 35 (7 + 3)
There are two ways to calculate the cost of the tickets.
Remember
20 582 Subtrahend (S )
Relationships between
addition and subtraction:
On the Web
Activities for practising mental calculations

using multiplications.
a) 19 10
b) 12 100
c) 15 1 000
d) 140 10
e) 230 100
f) 460 1 000
8. Express the following as an equation.
246 left, but if you buy a TV set as well, you will

be 204 short. Can you work out the prices of
these items?
Multiplying a number by eight is the same as multiplying

it by ten first and then subtracting it twice.
What property is applied in this equation?
a) 12 9
b) 25 9
c) 33 9
d) 12 11
e) 25 11
f ) 33 11
10. How many revolutions does a wheel make in
one hour if it is spinning at 1500 revolutions per

minute?
11. A farmer has an orchard with 200 peach trees. He
estimates that each tree will produce enough peaches

to fill 7 boxes of 5 kilos each. How much profit will he
make if he sells everything produced for 2 per kilo?
12
13
Suggestions
There is an opportunity here to consolidate learning from previous

courses. This will prepare students for dealing with operations related to
integers and fractions later, when students will apply similar techniques
to those practised now.
1 a) 468 b) 166 c) 758 d) 185
Review algorithms and also the properties and relationships of addiction

and subtraction. The objectives of doing so are twofold:
4 18 years old
Their automatic and spontaneous application to performing better

calculations.
The formalisation of theory (expressing with letters) so that students
understanding surpasses concrete examples. This permits them to
apply the properties and relationships to all numbers.
Understanding the properties and their application at a practical level,
at this age, is obtained more by experimentation and practice than by
analytical reasoning. Theoretical explanations and understanding come
later and form the last step of the learning process. It is important to
point out to students the advantages of applying properties when
calculating products, especially in the development of strategies for
mental calculation, as the following examples demonstrate:
The product 35 12 can be transformed into a simpler one (42 10),
by combining the associative and commutative properties:
35 12 = (7 5) (2 6) = 7 (5 2) 6 =
= 7 10 6 = 7 6 10 = 42 10
The product 125 23 facilitates the distributive property:
125 23 = 125 (20 + 3) = 125 20 + 125 3 = 2500 + 375
To expand on this content, the extraction of a common factor is
proposed. This means applying the distributive property in the opposite
direction to the usual presentation: a b + a c = a (b + c)
28
2 The correct answer is b): 167 + 235 + 32 = 434

3 a) 12 b) 22
5 The price of the television is 450 euros.

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

6 9 9 3 4
7 a) 190 b) 1200 c) 15000 d) 1400 e) 23000 f) 460000

8 x 8 = x (10 2) = x 10 x 2. The distributive property is applied.
9 a) 108
10 90000 turns
11 14000
Notes
b) 225
c) 297
d) 132
e) 275
f) 363
UNIT
4.4 Division
4.6 A property of divisions
Lets look at two situations resolved through division and which frequently
appear in arithmetic problems:
Look at what happens when, in a division, we multiply the dividend and

the divisor by the same number:
5 625 cubic metres of water have been used to irrigate a park for 15 days.
How many cubic metres of water have been used every day?
5625
112
075
00
15
375
WATER FOR
DAILY IRRIGATION
375
15
5 675 : 375 = 15 days
4.5 Exact and integer divisions

In the example above, exactly 5 625 cubic metres of water were required to
irrigate the park for 15 days, with no water left.
5625
1875
000
375
15
375
15
48 litres
24 3
48 6
0 8
0 8
By dividing double the litres of water into double the number of bushes,
the amount of water corresponding to each bush does not change.
FOCUS
on English
In the English-speaking world
we dont use the same symbols
to indicate multiplication and
division as in Spain. We use x
and .
12 x 3 = 36 (12 multiplied by 3
equals 36.)
12 3 = 4 (12 divided by three
equals 4.)
Think and practise

12. Find the quotient and the remainder in each division.
a) 96 : 13
b) 713 : 31
c) 5 309 : 7
d) 7 029 : 26
e) 49 896 : 162
f ) 80 391 : 629
13. Mentally divide into parts, as shown in the example.

: 12
96
:3
32
a) 60 : 12
b) 180 : 12
c) 300 : 12
This is what we call an exact division.
d) 75 : 15
e) 90 : 15
f ) 180 : 15
g) 180 : 30
h) 240 : 30
i) 390 : 30
in the diagrams below.
5 700 = 375 15 + 75
In this case we call it an
integer division.
(36 : 12) : 3
36 : (12 : 3)
respond.
On the Web
1 000
12
divider
38
17. True or False?
c) If it is an exact division, when multiplying the

dividend by two, the quotient doubles.
d) When multiplying the dividend and the divisor
by 3, the quotient increases threefold.
e) The division meets the commutative property.
18. Solve without a pencil and paper.
a) We distribute 150 grams of ham into 3 sandwiches.

How many grams will there be in each?
c) We have driven 240 kilometres in 3 hours on the

motorway. How many kilometres per hour is that?
15. Calculate and compare the results. Then reflect and
Activities for practising mental calculations

using divisions.
Activities for practising divisions.
53
15
b) We place 36 kilos of apples in 3 baskets. How

many kilos are in each basket?
What do you see?
dividend
39
b) The remainder is always smaller than the divisor.
:4
14. Perform the operations in your notebook as shown
16. Find the term missing in each division:
a) The quotient must be greater than the divisor.
5 625 = 375 15
But if the tank had 5 700 cubic metres, there would also be water for
15 days, but with some water remaining.
5700
1950
075
24 litres
5 625 : 15 = 375 m3 each day
Watering a park requires 375 cubic metres of water daily. For how many
days is there water in a tank containing 5 625 cubic metres?
5625
1875
000
To irrigate three bushes, we use 24 litres of water. What if we have to double

the number of bushes and double the number of litres of water?
a) (50 : 10) : 5
50 : (10 : 5)
b) (36 : 6) : 2
36 : (6 : 2)
d) How many minutes are there in 180 seconds?

19. A farmer collects 1 274 eggs, packs them in trays of
30, and puts the trays in boxes of 10.
How many eggs are left without completing a tray?
Does the division meet the associative property?
How many trays are left without completing a box?
14
15
Suggestions
Students should have already mastered division algorithms, but this

section can be used to identify any gaps in learning that could hinder
the subsequent acquisition of content.
12 a) c = 7; r = 5
The concept of division can be reviewed by proposing activities in

appropriate contexts (problem solving):
Division and distribution: this consists of finding out how many
elements correspond to each part when a set is divided into a number
of equal parts.
Division and partitioning: this consists of finding out how many parts
of a set size can be made with the elements of the set. This concept
requires special attention as it is more difficult.
The relationships between the terms of exact division and integer
division are consolidated with verification and application of specific
situations (e.g. with proof of the division).
This section is completed with an important property of division: What
happens when you multiply the dividend and the divisor by the same
number? Students can internalise this through contextualised examples
and simple operations. It is also important to answer the question: What
happens to the rest? The application of this property will be crucial in
proving division algorithms with decimals dividers, and it will relate to
other content such as equivalences and simplification of fractions
Focus on English
FOCUS
on English
Make sure that students understand the difference in the symbols used in
English-speaking countries and in Spain.
b) c = 23; r = 0
c) c = 758; r = 3
d) c = 270; r = 9
e) c = 308; r = 0
f ) c = 127; r = 508
13 a) 5
b) 15
c) 25
d) 5
e) 6
f) 12
g) 6
h) 8
i) 13
14 The results are 1 and 9.

Note that the division does not meet the associative property.
15 a) 1; 25
b) 3; 12
The division does not satisfy the associative property.
16 dividend 834
divisor
26
17 a) F b) T c) T d) F e) F
18 a) 50 g
c) 80 km/h
b) 12 kg
d) 3 minutes
19 There are 14 eggs left, without completing a tray. There are two trays
left, without completing a box.
29
UNIT
Equations with
combined operations
5.1 Order of the operations
Worked example
Solve using a 4-function calculator.

a) 40 12 : 4 + 2 3
Why?
To solve equations with combined operations, you need to take into account
the rules of the language of maths. These rules ensure that each expression has
a unique meaning and solution.
Notice the order of working through the following expressions. The results are
different, despite being formed by the same numbers and operations.
48 : 3 + 5 2 3
48 : (3 + 5) 2 3
48 : 3 + (5 2) 3
16 + 5 6
48 : 8 6
16 + 3 3
21 6
66
16 + 9
15
25
Enter a two-digit number, a b .

Write the number changing the order
of the digits, b a .
Add both numbers and divide the
result by the sum of the two digits,
a + b.
( a b + b a ) : (a + b) = ?
What do you get? Find out why.
Key sequence:
40 12 / 4 2 * 3 {}
b) (40 12) : 4 + 2 3
Key sequence:
40 - 12 =/ 4 2 * 3 {}
Check.
Think and practise

1. Follow the examples and solve.
5. Solve and indicate the steps followed. Then, compare
them to the results given on the right. If they do not

match, try again!
12 2 4 = 12 8 = 4
(17 5) : 3 = 12 : 3 = 4

Worked example
If a part-time employee has worked 12 days and 7 hours this month

at a normal rate, 5 days, 6 hours at a normal rate and 3 days at a
night rate, how many hours has s/he worked during the month?
12 7 + 5 6 + 5 3
84 + 30 + 15
We can solve this problem using 2 equations:

normal
129
in 12
days
night
12 7 + 5 6 + 5 3 =
= 84 + 30 + 15 = 129
in 5
days
12 7 + 5 (6 + 3) =
= 84 + 5 9 = 84 + 45 = 129
Solution: The employee has worked 129 hours in total.
12 7 + 5 (6 + 3)
84 + 5
84 +
45
129
b) 13 4 3
c) 5 + 6 : 3
d) 15 10 : 5
e) 4 2 + 7
f ) 4 6 13
g) 15 : 3 + 10
h) 5 6 18
h) 3 [13 3 (5 2)]
12
c) 15 4 3
(15 4) 3
d) 5 2 + 4
5 (2 + 4)
e) 2 15 10
2 (15 10)
3. Follow the example and calculate.
4 5 3 4 2 = 20 12 2 = 8 2 = 6
f ) 19 + 10 : 2 8 3
g) 15 : 3 + 4 2 + 3 4
h) 4 7 4 2 3 5
Suggestions
Mathematical language, like any other language, requires ordered
learning and time. The interpretation and production of arithmetic
expressions with combined operations and parenthesis are not obvious
for students. On the contrary, experience has shown that we have got to
devote special attention to it to avoid making mistakes that hinder
progress further.
To analyse the different expressions and compare their differences, we
recommend using outlines as examples that bring to light their structure.
It is important that students get used to expressing all steps through
successive equalities presented horizontally, after calculating the value
of an expression through the development of its structure.
Another interesting point is the behaviour of different calculators when
realising combined operations. Show students two different types of
calculators: one that respects the priority of operations and a simpler
one, that operates in the order of entry. It will be a surprise that the same
sequence of keys gives different results:
A calculator that respects the priority of operations: 4 + 6 3 22
A calculator that operates in the order of entry: 4 + 6 3 30
To conclude, we must know how our calculator works to use it correctly.
4. Follow the example and calculate.
4 (7 5) 3 = 4 2 3 = 8 3 = 5
a) 2 (7 3) 5
b) 3 (10 7) + 4
c) 4 + (7 5) 3
d) 18 4 (5 2)
e) 8 (9 + 6) : 3
f ) 22 : (7 + 4) + 3
g) 5 2 + 4 (7 5)
h) 18 : 2 2 (8 6)
Write an equation that applies to each

statement and calculate the solution.
a) A van is carrying 8 boxes of bananas, 20 boxes
of oranges and 6 boxes of apples. The banana
boxes weigh 15 kilos, and the orange and apple boxes
weigh 8 kilos. How many kilos of fruit is the
van carrying?
b) A supermarket prepares an order of 20 packs of
whole milk, 15 packs of skimmed milk and 10 packs
of semi-skimmed milk. Each pack contains six boxes
of one litre. How many boxes are in the order?
c) In a coffee shop there are 15 tables, 55 chairs and
12 stools. How many legs are there in total?
(note: tables and chairs have 4 legs, stools have
3 legs).
d) A farmer packs 1500 free-range eggs in boxes of
10 units, another number of duck eggs into boxes
of 6 units and 300 organic eggs into boxes of
6 units. How many boxes has the farmer filled?
17

1 a) 18
b) 1
c) 7
d) 13
e) 15
f ) 11
g) 15
h) 12
2 a) 14 and 20
b) 0 and 12
d) 14 and 30
e) 20 and 10
3 a) 17
d) 11
e) 2
f ) 0
g) 25
h) 5
4 a) 3
b) 13
c) 10
d) 6
e) 3
f ) 5
g) 18
h) 5
e) 1
c) 3 and 33
b) 21
c) 7
5 a) 14
30
6.
d) 28 4 5 + 3
Not all calculators have the same internal logic. Find out which of the two
types is yours and keep that in mind when using it.
g) 30 6 (13 4 2)
e) 6 5 10 + 8 : 4
respects the priority of the operations.

2 + 3 4 = 2 + 12 = 14
e) (14 + 12) : 2 4 3
(6 2) 3
It may seem strange but, depending on the calculator, there could be two
different solutions appearing on screen, 20 or 14.
(2 + 3) 4 = 5 4 = 20
d) 26 5 (2 + 3) + 6
(2 + 3) 4
b) 3 5 12 + 3 6
{} The calculator first works out the product. In other words, it
c) 21 : (3 + 4) + 6
b) 6 2 3
c) 6 3 4 7
are entered.
14
b) 3 8 8 : 4 4 5
a) 2 + 3 4
a) 4 6 + 3 6 25
{} The calculator performs the operations in the order in which they
a) 6 4 2 (12 7)
f ) 2 (6 + 4) 3 (5 2) 11
2. Mentally solve and compare the results.
Enter the following sequence in your calculator: 2 + 3 * 4 =
5.2 Learn to use a calculator
16
a) 8 + 5 2
b) 2
c) 9
d) 7
f ) 11
g) 0
h) 12
6 a) 328 kilos
b) 270 boxes
c) 316 legs
d) 450 boxes
UNIT
Exercises and problems

Numeral systems
1.
Use of numbers
9.
Convert the following ancient Egyptian numbers

into the decimal system:
A
10.
The table below shows information on fish

consumption in Spain in 2008.
weight
2.
Write the following numbers using the additive

Egyptian system:
a) 48
3.
5.
b) 425
c) 2 600
11.
d) 54 528
Write the number fifty-seven in at least three

different numeral systems.
How many zeroes are needed in each case?

A star A is five light-years away, and another
star B is five billion kilometres away. Which one is
furthest away?
12.
Copy and complete the table.

round off
to hundreds
of thousands
to millions
2 830 554
13.
19 270 000
399 675 000
8.
True or false?
a) One million is equal to one thousand hundreds.
b) One hundred million is equal to one thousand thousands.
c) One billion has one million millions.
a) 6 070 + 893 + 527
b) 651 + 283 459
c) 831 392 76
d) 1 648 725 263
Copy the following into your notebook and

complete.
(tons)
(thousands of )
a) 48 + = 163
b) + 256 = 359
1 087 368
frozen
445 115
781 169
c) 628 = 199
d) 284 = 196
total
886 811
1 868 537
16.
This is a cars license plate number:
17.
18.
Calculate the following in your head.

a) 5 + 7 3 4
b) 18 4 5 6
c) 10 6 + 3 7
d) 8 + 5 4 3 5
e) 12 + 13 + 8 23
f ) 40 18 12 6
Calculate.
a) 47 (35 28)
b) 52 (36 27)
c) 128 (86 45 12)
d) 237 (152 + 48 14)
e) 348 (148 86 + 29)
f ) 235 (340 152 84)
0273-JMC
c) 2 + [6 + (13 7)]
You read an advert saying that a house had been

sold for 293 528 . A few days later you mentioned
it to a friend of yours but you cant remember the
exact price. Which of the following statements would
you choose to provide the information? Explain why.
Almost three hundred thousand euros.
Two hundred and something thousand.
Two hundred and ninety thousand.
6
22.

complete.
a) 123 = 5 904
b) 86 = 1 548
c) : 57 = 26
d) 1 862 : = 133
23.
24.
b) 3 + [8 (4 + 3)]
d) 7 [12 (2 + 5)]
9
7
Calculate the following in your head.

a) 3 (10 : 5)
b) (4 6) : 8
c) 20 : (2 5)
d) (30 : 5) 3
e) 10 : (40 : 8)
f ) (40 : 8) : 5
Calculate the following in your head, taking into

account that dividing into 5 is the same as dividing
into 10 and then multiplying by 2.
:5
18
90
: 10
Which of the two is the oldest?

How many cars were registered in between both
license plate numbers?
14
8 2
3
6
Calculate.
a) 5 [7 (2 + 3)]
The following are room numbers at a beach hotel:

401
235
724
231
a) One of them is at the end of the hall. Which one?
b) One of them is on the top floor. Which number is it?
c) Which ones are on the same floor?
5
6
441 696
a) What is the license plate number of the car that was

registered right after it? What about the one before?
b) How many cars were registered with the same letters?
c) Another car has the following license plate number:
How many digits do you need to write
number
15.

complete.
Calculate.
fresh
b) one trillion?
7.
14.
value
9900-JMA
a) one billion?
6.
Additions and subtractions
Copy the table but round off the numbers to millions of

kilos and hundreds of millions of euros.
c) 2 130
Write the following in Roman numerals.

a) 87
4.
b) 235
21.
Operations
According to a local Cairo newspaper, the

population of Egypts capital was 16 794 464
inhabitants in 2013. If you were asked but could not
remember the exact number, what would you answer?
25.
e) 20 [15 (11 9)]
a) 60 : 5
b) 80 : 5
c) 120 : 5
d) 140 : 5
e) 170 : 5
f ) 200 : 5
g) 210 : 5
h) 340 : 5
i) 420 : 5
Copy the following into your notebook, complete

and calculate.
f ) 15 [17 (8 + 4)]
6 (8 + 2) = 6 8 + 6 2 = 60
Check your answers.
................. = 5 9 5 6 = ....
a) 3; b) 4; c) 14; d) 2; e) 7; f ) 10
(10 8) 4 = ...................... = ....

................. = 7 12 2 12 = ....
What property have you used?
Multiplication and division
19.
20.
Multiply.
26.
a) 16 10
b) 128 10
c) 60 10
d) 17 100
e) 85 100
f ) 120 100
g) 22 1 000
h) 134 1 000
i) 140 1 000
Calculate the quotient and remainder.

a) 2 647 : 8
b) 1 345 : 29
c) 9 045 : 45
d) 7 482 : 174
e) 7 971 : 2 657
f ) 27 178 : 254
Solve mentally.
a) A water bottle can hold 5 litres of water. How
many bottles will 100 litres fill?
b) 1 kilo of almonds costs 12. How much does a
5-kilo bag cost?
c) A box contains 24 soft drink bottles. How many
bottles are there in 10 boxes?
d) Replacing the four tyres on a car costs 360 euros.
How much is each tyre?
18
19
8 a) F
Critical thinking
Describe a situation, a fact or an object that would be impossible to
describe without using numbers and explain the consequences of the
nonexistence of numbers in each circumstance.
Interdisciplinary learning / CLIL

Research and investigate: What is an alphanumeric code? Write three
examples of alphanumeric codes and explain their structures and
usefulness.
Answers to Exercises and problems

b)
9 17 million
10
approximate weight
(hundreds of millions)
fresh
442000000
1100000000
frozen
445000000
800000000
total
887000000
1900000000
b) 99 cars.
c)
3 a) 87 = LXXXVII
b) 425 = CDXXV
c) 2600 = MMDC
d) 54528 = LIV
4 Decimal: 57; Roman: LVII; Egyptian:

5 a) 13 figures, 12 zeros
c) 9900-JMA is older. 99 cars.
b) 19 figures, 18 zeros
to the hundreds
of thousands
to the millions
2830554
2800000
3000000
19270000
19300000
19000000
399675000
399700000
400000000
number
c) 235 and 231
14 a) 7490
b) 475
c) 363
d) 660
15 a) 115
b) 103
c) 429
d) 480
b) 3
c) 0
e) 10
f) 4
b) 43
c) 99
e) 257
f) 131
18 a) 3
b) 4
c) 14
d) 2
e) 7
f) 10
d) 1
17 a) 40
aproximation
b) 724
13 The one that comes closest is the third.
16 a) 5
6 Star A is further away than Star B.

7
approximate euros
(millions of kg)
12 a) 235

c) T
11 a) After, 9901-JMA. Before, 9899-JMA.
1 a) 57 b) 234 c) 2540 d) 3430000

2 a)
b) T
d) 51
31
UNIT

27.
32.
True or false?
a) 30 4 (5 + 2)
b) Three times fifteen is the same as fifteen times three.
c) 5 (11 3) + 7
Investigate: In a division, if you multiply

both the dividend and the divisor by the same number,
the quotient does not change. But what happens to
the remainder?
Check your answers.
Combined operations
29.
b) 2 4 + 6
d) 5 7 5
e) (5 + 6) 4
f) 5 + 6 : 3
g) (19 7) : 2
h) 18 7 2
30.
31.
a) 2; b) 11; c) 47; d) 8; e) 9; f ) 14; g) 9; h) 11
Understand, describe and express yourself
Solve.
c) 8 : (7 5)
b) 8 : 4 + 7 3
c) 15 2 3 5
d) 10 12 : 6 4
e) 22 6 3 + 5
f ) 8 + 10 : 5 10
g) 36 8 4 1
h) 11 2 9 : 3
i) 4 7 13 2 6
j) 15 : 3 + 7 + 4 : 2
k) 5 4 + 12 6 4
l) 12 : 4 1 6 : 3
m) 5 6 4 7 + 2 5
n) 9 : 3 + 8 : 4 7 : 7
o) 8 8 4 6 5 8
p) 18 : 2 12 : 3 6 : 2
II. There are 50 students registered in the music

class, but today 4 people did not attend and
16 went to a concert.
III. Ernesto bought a t-shirt for 16 , a hat for 4 ,
and paid with a 50 note.
IV. There are 50 guests staying at the hotel. Today
16 new guests arrive and 4 leave.
34.
a) 50 16 4
b) 50 16 + 4
c) 50 (16 + 4)
d) 50 (16 4)
e) 50 + (16 4)
f ) 50 + 16 4
Which of the expressions below is used to

calculate the fifteenth number of the series?
1
For each case, write an expression with a result

that matches the weight of the scale.
A
Associate each statement with two of the

expressions below.
I. 50 people are travelling on the city bus. At the first
bus stop 16 people get off and 4 get on the bus.
Calculate.
a) 8 + 7 3 4
The table below tracks the homework of each student.
h) 2 3 + 5 (13 4 3)
33.
a) 2 (4 + 6)
D: 3 points for each problem.
f ) 4 (7 5) + 3 (9 7)
g) 3 5 3 (10 4 2)
- 5 - 9 - 13 - 17 - 21 -
1 + 15 4
35.
1 + 14 4
Read the problem and see how it is solved. Then,

explain the meaning of each operation and each
partial result.
There are horses, cows and hens in a farm. There is a
total of 714 legs, 168 horns and 137 beaks. How many
horses are there on the farm?
C: 3 points for theory exercises.
e) 2 (7 + 5) 3 (9 4)
e) The commutative property is true only for even

numbers.
37.
B: 2 points for operations.
d) 3 (2 + 5) 13
d) Multiplying by ten is the same as multiplying first

by five and then by two.
In maths class points are awarded for homework

done.
A: 1 point for each simple operation.
b) 5 + 3 (8 6)
c) Multiplying by ten is the same as multiplying by

five twice.
28.
36.
Calculate.
a) When multiplying a number by three we get the

same result if we add it to its double.
15 4 3
16 4 3
Which arithmetic expressions are used to

solve this problem?
This morning 24 kilos of apples were sold in the
supermarket at 2 /kg, 12 melons at 4 euros per unit
and 13 pineapples at 2 euros each. How much money
was spent in total on fruit?
a) 24 12 + 4 13 + 2
b) 24 2 + 12 4 + 13 2
c) (24 + 13) 2 + 12 4
d) (24 + 13 + 2) (2 + 4)
luisa
marcos
adela
Write an expression combining operations and data

in order to calculate the number of points collected
by each student.
Solution
1. 168 : 2 = 84
2. 84 4 = 336
3. 137 2 = 274
4. 336 + 274 = 610
5. 714 610 = 104
6. 104 : 4 = 26
Learn how to solve problems

A food wholesaler buys 150 sacks of 30 kg of potatoes for 2 000 . He discards
300 kg and packs the rest in bags of 5 kg each, which he sells at 4 per bag.How
much profit does he make?
Check that you have understood the information.
What does he buy? How heavy is each bag? How much does he spend?
What does he do afterwards? What does he sell and at what price?
Think about how you are going to solve this problem. What do you need to know?
Should you find out how many
kilos are packed?
Calculate the number of kilos that he bought and subtract the kilos that
were discarded: Purchase: 150 sacks 30 kilos = 4 500 kilos
Packing: 4 500 300 = 4 200 kg
Now, can you find out how

many bags are packed?
Thats easy! Just divide the number of kilos into the kilos per bag:
Packing: 4 200 : 5 = 840 bags
Knowing how many bags are

packed, can you calculate how
much money he makes?
Of course, 840 bags at 4 euros each.

Income: 840 4 = 3 360
Finally...
The profit is:

Income Expenses: 3 360 2 000 = 1 360
Answer: The wholesaler made a profit of 1 360 euros.
20
21
37 1. The number of cows is equal to half the number of horns:
27 a) T b) F c) F d) T e) F
Cows 168 : 2 = 84
2. Cows legs 84 4 = 336
28 The rest is multiplied by the same number.

29 a) 20
3. The number of hens legs is double the number of beaks:
b) 14
c) 4
d) 30
f) 7
g) 6
h) 4
30 a) 3
b) 6
c) 4
d) 4
4. Cows legs + hens legs 336 + 274 = 610
e) 9
f) 0
g) 3
h) 6
i) 3
j) 14
k) 8
l) 0
5. The number of horses legs is equal to the total number of legs

minus the cows and hens legs:
m) 12
n) 4
) 0
o) 2
e) 44
Hens legs 137 2 = 274
Horses legs 714 610 = 104

6. The number of horses is obtained by dividing the previous data
by 4:
31 a) 9 + (3 1) = 11
b) 9 (3 + 1) = 5
Horses legs 104 : 4 = 26
32 a) 2
b) 11
c) 47
d) 8
e) 9
f) 14
g) 9
h) 11
33 I b) and d)
II a) and c)
III a) and c)
IV e) and f)
34 1 + 14 4 and 15 4 3
35 b) and c)
36 Luisa 5 1 + 4 2 + 6 3
Marcos 3 1 + 4 2 + (4 + 5) 3
Adela 2 2 + (2 + 9) 3
32
Learn how to solve problems

This section provides students with models, strategies and guidelines for
problem solving with the following examples:
Stop and check you understand the statement. Clarify what is known
and what you want to find out. Dont start until the statement has been
understood.
Reflect on the process. Decide what data and intermediate steps are
necessary to solve the problem.
Describe the process. Explain the meaning of each operation and the
data obtained with it.
Present the solution.
UNIT

Solve problems
38.
39.
40.
41.
42.
43.
44.
45.
46.
A delivery lorry is carrying 15 boxes of orange

soft drinks and 12 boxes of lemon soft drinks. How
many bottles are there if each box contains 24 units?
Mr. Smith is paid 1 940 dollars per month. If he
earns 720 dollars more than John, his son, 880 more
than Cathy, his daughter, and 280 dollars less than
Catherine, his wife, what is the monthly income of
each family member?
A bus with 54 tourists on board breaks down on

its way to the airport. There is not much time left as
the plane is about to leave, so the group leader decides
to arrange taxis of 4 seats each for the tourists. How
many taxis are needed?
Trees will be planted on a rectangular field of
150 m 300 m, arranged in rows and columns parallel
to the fences so that each line is 5 metres from the
adjacent one or, where appropriate, from the edges.
How many trees will the field hold?
The population of a small town of two thousand
inhabitants is expected to increase by 50% in the
following ten years. What will the population be in
ten years?
Between January and March a car factory
produces 15 660 units. How many cars are produced,
on average, each day?
47.
48.
49.
50.
51.
52.
53.
A fishing boat has made 9100 from the catch of

1300 kg of hake. How much will another ship make if
it catches 1750 kg of hake of the same quality?
The hotel industry in a tourist city has hired
12 845 people this month. Three out of five are women.
How many women are hired?
54.
Among the 8 300 companies registered in the

registry office of certain autonomous region, three
of every hundred are non-profit organisations
(NGOs). How many NGOs are registered in the
community?
In a town of 8 400 inhabitants, four out of five

people are within the working age, where five out of
seven are currently working. How many people work?
55.
1.
A financial partnership with capital split into

25 000 shares pays 375 000 euros in profit. What
dividends correspond to an investor holding
1530 shares?
A hiker walks at a rate of 75 steps per minute and
advances 84 cm at every step. His destination point
is 4 km from the exit and he aims to get there within
the hour. Will he make it? Why?
A factory produces 250 washing machines every

day, at an average cost of 208 per unit. What is the
factorys profit if the monthly production is sold to a
wholesaler for a total amount of two million euros?
An expanding mobile phone company has managed

eight hundred and fifty thousand calls a day during the
last quarter. The number of calls for the next quarter is
expected to reach one million and gradually increase
each quarter by the same amount over the next two
years. How many calls are expected to be managed on a
daily basis within two years?
Antonio, Beatriz, Cora and David go to the
cinema. In how many different ways can they sit on
the four seats assigned to them?
First, make it an easier problem to solve: In how many
different ways could they sit if Antonio has already taken
seat 1?
2.
1
0
3.
0
1
0
1
56.
The menu at a restaurant shows five different

starters, three main dishes and two desserts. In how
many ways can a customer choose her menu if she
takes a dish from each group?
57.
A beekeeper has 187 hives producing two harvests

a year, at 9 kilos of honey per hive for each harvest.
The honey is packaged in jars of half a kilo, then sold
in boxes of six jars at 18 euros per box. What is the
annual profit of the apiary?
58.
Problems '+'
61.
110
101
100
111
How many 4-digit numbers only have zeros and

ones? And how about 5-digit numbers?
Four friends weigh themselves in pairs, in all

possible ways and note the results in no particular
order:
83 kg - 87 kg - 91 kg - 80 kg - 84 kg - 88 kg
The heaviest of them weighs 46 kg. How heavy is
each friend?
62.
The motorcycle Grand Prix at the Circuit de

Laguna Sosa is taking place. The green bike had a
bad start and is taking 1 minute and 46 seconds per
lap. The red bike had a good start but takes 1 minute
and 48 seconds per lap. The red motorcycle crosses
the check point three seconds behind the green one.
There is still a lot of race the ahead. How long will it
take the green bike to catch up to, pass and catch up
to the red bike again?
63.
From the students registered in Year 1, we know

that:
The graph shows the distribution per colour of

the 30 690 cars manufactured in a quarter.
44 stay to eat at the cafeteria, 58 use the school

bus and 47 do extracurricular activities.
24 stay to eat at the cafeteria and do extracurricular
activities.
Candido has a duck and goose farm. Today he

has sold 21 of his birds for 350 euros. There were
twice the number of ducks, while a goose is worth
3 times the cost of a duck. How much is a duck? And
a goose?
A car travelling on a motorway takes 78 seconds
to cross a stretch of 2 km, where the speed limit is
90 km/h. Do you think the speed limit was exceeded?
Why?
Using only zeros and ones you can build four

different three-digit numbers:
23 stay to eat at the cafeteria and use the school

bus.
GRIS
grey
59.
BLANCO
VERDE
white green
AZUL
blue
ROJO
red
25 use the school bus and do extracurricular

activities.
OTROS
other
How many red cars were manufactured during this period?
11 use all three services, and 17 none of the three.
A survey conducted to collect statistics on the

holiday period of an inland town shows the following
data:
How many students are registered in Year 1?

Would it be
helpful to use a
chart like this
one?
56% have gone to the beach.

47% have spent a few days in the town.
1. ESO1
Year
cafeteria
COMEDOR
school
bus
TR. ESCOLAR
23% have visited both destinations.

What percentage has been to neither the beach nor
the town?
60.
Gorka and Fernando live in the same building and

go to the same school. When Gorka goes to school by
himself it takes him 20 minutes to travel from home
to school. It takes Fernando 30 minutes taking the
same route. When Gorka leaves the building today,
Fernando will have already left 5 minutes earlier. How
long will it take him to reach his classmate?
extra
act.
ACT. EXTR.
64.
This is how Martina managed the sum of

the first 7 natural numbers.
1+ 2 + 3 + 4 + 5 + 6 + 7
8 7 = 56
+ 7 + 6 + 5 + 4 + 3 + 2 + 14
56 : 2 = 28
8+8+8+8+8+8+8
Would you be able to calculate the sum of the
numbers from one to one hundred?
22
23
56 Between 30 possible menus.
38 648 bottles.
57 It produces a profit of 20196 .
39 Mr. Smith: 1940; John: 1220; Cathy: 1060; Catherine: 2220
58 They made 3960 red cars.
40 They need 14 taxis.
59 20% of the population hasnt been to the beach or the town.
41 The field will house 1624 trees.
60 It will take Gorka 10 minutes to reach Fernando.
42 A population of 3000 is expected.
61 They weigh 46 kg, 45 kg, 42 kg and 38 kg.
43 174 cars a day.
62 In 55 and a half laps the green motorbike will have overtaken the red
44 12250 .
45 7707 women have entered the sector.
46 There are 249 registered.
one.
63 In year 1 there are 105 students registered.

64 The sum of the numbers from one to one hundred is 5050.
47 4800 inhabitants work.

48 22950 .
Notes
49 In one hour he will travel 3780 m. He wont arrive at his destination.

50 A profit of 440000 .
51 Each duck is worth 10 and each goose 30 .
52 In 78 seconds it will travel 1950 m. Yes, it has exceeded the speed
limit.
53 2 050 000 calls are expected.

54 It is possible for them to sit in 24 different ways.
55 There are 8 four-digit numbers that contain only 0 and 1.
There are 16 five-digit numbers that contain only 0 and 1.
33
The number 100 is a square number.
Maths workshop
Train yourself solving problems
Investigate
How many three-digit numbers can be formed
Reflect, test and be organised
Numbers with geometry

The numbers 1, 3, 6 and 10 can be represented through a
distribution of points in a triangle, as shown on the right.

They are therefore called triangular numbers. Which are the
next three? Draw them.
using only 1, 2, and 3?
If you write down all the even numbers between 100
Place the numbers from 1 to 9, one per box, so that
and 200, how many times will you use the number 6?
all aligned trios add up 15.
10
There are also square numbers. What do you think are the
first four? Will number 100 be square? Why?
How many two-digit palindromic numbers are
there? How many three-digit ones?
What number do you associate with the image on the right?
How many times would you use the 5 if all the
Would you be able to draw any more shapes of the same

type?
palindromic numbers are of 3 digits?
If you have seen triangular numbers and square numbers

above, what would you call the numbers represented through
the shape on the right?
100
Self-assessment
Answers to these exercises.
On the Web
1. Copy and complete the following table.

3. Calculate.
The
number 22 is a pentagonal number.
Other pentagonal numbers are:
Think and infer
numeral systems
egyptian
Abacuses have appeared in many cultures throughout history. The

Greeks, Phoenicians, Romans and Chinese used them.
roman
deCimal
a) 1 528 + 35 + 482
b) 4 321 + 189 1 387
c) 324 28
d) 3 611 : 157
4. Copy the following into your notebook and calculate
the missing numbers.
The most powerful of all is the Chinese abacus, as shown in the image
on the right with the number 13 900. Can you see the number?
a) 154
mmcdxlviii
4 528
What number is
represented in each
of these abacuses?
Can you tell if any of the systems is additive or

positional. What is the difference?
Learn
Investigate
The flow of this river is 209 487 m3/s.
a) 18
The population of Australia is twenty-two million,

six hundred and eighty-seven thousand, four
hundred and twenty-seven inhabitants.
Think and infer
a) Express in words the amounts provided in numbers,

and vice versa.
: 27 = 98
d) 1 508 =
125 + 8
= 180
= 40
b)
100 = 27 000
d)
: 10 = 38
6. Complete the following combined operations:
a) 12 + 3 5 2
Luisa has been awarded six hundred and eighty-five

35 and twenty-seven euros.
thousand, four hundred
Work out the movement of discs made on the abacus to add 326 + 15.
b)
the gaps.
c) 4 000 :
Brazil covers an area of de 8 514 877 km2.
22
= 35
5. Copy the following into your notebook and fill in
2. Look at these numbers:
Take action
= 462
c) 30 275 :
b) 7 3 4 2 + 2
c) 19 5 (10 7) + 4 7 d)
10 [7 5 (4 + 6 3)]
51
7. You have a big selection of 50, 20 and 10 cent coins.
Which combinations of coins can you use to make

one euro? Explain your answer.
8. A farmer has two fields with 165 and 213 apple trees,
respectively. He is expecting to harvest an average of

making
hypotheses
and testing
35 kg of apples
per tree. After collecting
the harvest, them
he will pack it in boxes of 10 kg each, and sell them
c) Round off to the unit order that you think is
discover
general
laws
of behavior
are
essential
capabilities
in
at a depot
that pays
him 3 per box.
How much
the most appropriate
to make
the information
reasonable and indicate the rounding off order used.
profit is expected from the sale of apples?
b) Round offobserving
to tens of thousands.
Analysing,
relationships,
to
mathematics.
Draw, in the same way, the movements of the following operations:

a) 341 15
b) 563 + 361
24
25
Students will face difficulties in these activities, but without theoretical

presentation, these are usually well received and students adapt to group
work and peer learning.
Investigate
The relationship between natural numbers and geometry has always
aroused the curiosity of mathematicians. Taking advantage of this fact,
triangular, square and pentagonal numbers are presented informally. Point
students in the direction of discovery and generalisation.
Once they have discovered the operation of the abacus, they should
record their findings in writing.
Answers
The abacus on the left 257
The abacus on the right 18400
Answers
Investigate
The next three triangular numbers are:
To carry out the activity, students should use an abacus to come

up with their answers through experimentation and trial and error.
Students can work individually or in a group, without prior instructions.
They can later pool their findings.
Answers
15
21
28
a)
3 4 1
3 3 11
15
The first four square numbers are:
3 2 6
15

3+1
b)
5 6 3
5 6 4
+ 361
6+6
16
5 12 4
6 2 4
+ 300

34
+ 360
9 2 4
+ 300
Answers to Self assessment

1 The decimal numeral system is positional. The Egyptian and Roman
are additive systems.
How many three-digit numbers can be formed
Reflect, test and be organised

If you write down all the even numbers between 100
and 200, how many times will you use the number 6?
using only 1, 2, and 3?
Place the numbers from 1 to 9, one per box, so that
numeral systems
all aligned trios add up 15.
egiptian
roman
decimal
MMMXLII
3042
MMCDXLVIII
2448
IV DXXVIII
4528
How many two-digit palindromic numbers are
there? How many three-digit ones?
How many times would you use the 5 if all the
palindromic numbers are of 3 digits?
Self-assessment
1. Copy and complete the following table.
3. Calculate.
numeral systems
egyptian
Answers to these exercises.
On the Web
roman
deCimal
a) 1 528 + 35 + 482
b) 4 321 + 189 1 387
c) 324 28
d) 3 611 : 157
4. Copy the following into your notebook and calculate
the missing numbers.

a) 154
mmcdxlviii
4 528
Can you tell if any of the systems is additive or

positional. What is the difference?
The flow of this river is 209 487
b)
2 a) Brazil covers an area of eight million, five hundred and fourteen
: 27 = 98
d) 1 508 =
125 + 8
thousand, eight hundred seventy-seven square kilometres.
the gaps.
= 180
a) 18
c) 4 000 :
Brazil covers an area of de 8 514 877 km2.
= 35
5. Copy the following into your notebook and fill in
2. Look at these numbers:
= 462
c) 30 275 :
= 40
b)
100 = 27 000
d)
: 10 = 38
The flow of this river is two hundred and nine thousand, four hundred and eighty-seven cubic metres per second.
Luisa has been awarded 685,427 euros.
6. Complete the following combined operations:
m3/s.
a) 12 + 3 5 2
Luisa has been awarded six hundred and eighty-five

thousand, four hundred and twenty-seven euros.
The population of Australia is twenty-two million,
six hundred and eighty-seven thousand, four
hundred and twenty-seven inhabitants.
a) Express in words the amounts provided in numbers,
and vice versa.
b) 7 3 4 2 + 2
The population of Australia is 22,687,427 inhabitants.
c) 19 5 (10 7) + 4 7 d) 10 [7 5 (4 + 6 3)]
7. You have a big selection of 50, 20 and 10 cent coins.
b) Brazil covers an area of 8510000 km2.
Which combinations of coins can you use to make

one euro? Explain your answer.
The flow of the river is 210000 m3/s.
8. A farmer has two fields with 165 and 213 apple trees,
b) Round off to tens of thousands.

c) Round off to the unit order that you think is
the most appropriate to make the information
reasonable and indicate the rounding off order used.
respectively. He is expecting to harvest an average of

35 kg of apples per tree. After collecting the harvest,
he will pack it in boxes of 10 kg each, and sell them
at a depot that pays him 3 per box. How much
profit is expected from the sale of apples?
Luisa has been awarded 690000 euros.

The population of Australia is 22690000 inhabitants.
25
c) Brazil covers an area of 8500000 km2 (rounding off to the hundreds of thousands).
The flow of the river is 210000 m3/s (rounding off the tens of thousands).
Luisa has been awarded 700000 euros (rounding off to the hundreds of thousands).

This section contains a series of problems or challenges that are
independent of the theoretical formulation of the course content.
The objective is to practise and elaborate strategies to solve mathematical
problems in the students own way. Students will draw upon their
mathematical knowledge, and skills to reach a solution. The idea is to offer
a space outside course content by using more relaxed activities, so that
students can enjoy reasoning and overcoming challenges.
The number 6 will be used five times (161, 163, 165, 167, 169).
There are 9 two-digit palindromic numbers and 90 three-digit ones.
The number 5 would be used 29 times.
6
7
3 a) 2045
b) 3123
c) 9072
d) 23
4 a) 3
b) 2646
c) 865
d) 12
5 a) 10
b) 270
c) 100
d) 380
6 a) 25
b) 15
c) 32
d) 130
7 There are 10 different ways:

50 2, 50 + 2 20 + 10, 50 + 20 + 3 10, 50 + 5 10, 20 5,
20 + 4 + 10 2, 20 3 + 10 4, 20 2 + 10 6, 20 + 10 8, 10 10.
8 A profit of 3969 is expected.
There are 27 different numbers.

The population of Australia is 22700000 hinhabitants (rounding

off to the hundreds of thousands).
1
2
5
3
4
35

2 a) 28350000
d) 1500000000000
b) 143000000
e) 15350000000000
3 a) million.
Notes
c) 2700000000
b) milliard.
c) millard.
d) billion.
4 Between 10 and 70 billion cells

5 Ten thousand billion
6 A 1 followed by 24 zeros = a billion, billion

3
approximation
number
to the hundreds
of thousands
to the tens
of thousands
530298
500000
530000
828502
800000
830000
359481
400000
360000
299352362
299400000
299350000
4 a) 138300 b) 140000 c) 100000

5 150000
Answers to Exercises and problems (page 19)

19 a) 160
b) 1280
c) 600
d) 1700
e) 8500
f) 12000
g) 22000
h) 134000
i) 140000
b) q = 46; r = 11
c) q = 201; r = 0
e) q = 3; r = 0
f) q = 107; r = 0
20 a) q = 330; r = 7
d) q = 43; r = 0
21 8 1 6

0 6 6
1 6
2 5
8 2 9 5 6
3 2
1 2 9
23 a) 6
5 9 2 5
b) 18
0 7 6
0 6
c) 1482
d) 14
b) 3
c) 2
e) 2
f) 1
24 a) 12
b) 16
c) 24
d) 28
e) 34
f) 40
g) 42
h) 68
i) 84
d) 18
1 4
0 3 5

22 a) 48
25 5 (9 6) = 5 9 5 6 = 15
(10 8) 4 = 10 4 8 4 = 8
(7 2) 12 = 7 12 2 12 = 60
Using the distributive property.
26 a) 20 bottles
36
b) 60 euros
c) 240 bottles
d) 90 euros
Notes
Notes
37

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1

Finally, students will advance in resolving expressions with parentheses

Next, students will revise some of the basic operations of natural

Understanding the basic techniques.

In addition to practising calculations, this Unit also prioritises problem

the system that

in which the main orders

and used for

Listen to the information about numeral systems

All civilisations have used numeral systems. These systems

1. Find the word(s) in the text that mean

something you use to open a door.

2. Work with a partner and follow the instructions.

Invent a mobile telephone number and write it

A numeral system is a collection of symbols that help us to count. Each

Starting the unit

Detecting previous knowledge

Answers to activities (page 7)

1.2 The decimal numeral system

Each digit can occupy any of these orders.

Think and practise

1. Using the Egyptian numeral system, write the

9. Arrange the following license plates from the oldest

following numbers: 19, 65, 34, 120 and 2 523 083.

to the newest (take the letters into account first,

2. An additive system uses the following symbols:

1.1 The Roman numeral system

The Romans used the following letters as symbols:

11. True or false?

4. Using the decimal numeral system, write the value

Letters I, X, C and M may be repeated up

If the letters I, X or C are placed to the

A bar on top of a group of letters

c) Half of one thousand is equal to 5 hundreds.

d) The digit 6 has the same value in the numbers

5. What is the value of 0 if it appears in the position of

b) In the decimal numeral system, if you change the

of the following Roman numbers:

Their rules were:

a) In the Egyptian numeral system, if you change the

numbers: 18, 43, 98 and 3 456.

The number 1778 is written as shown

swap the units for the units of thousands, the

Based on this system, write the following numbers:

10. A number has five digits that add up to 5. If you

3. Using the Roman numeral system, write the following

Although in maths its more

This primitive man wrote the

Ten units of an order make a unit of the next higher order.

For example, the ancient Egyptians used the following symbols:

The Order of Units is established: units, tens, hundreds...

As societies evolved, it became necessary to represent large numbers in a

The rules for reading and writing numbers are as follows:

Prehistoric humans were already using some counting techniques, such as

hundreds? What if it appears in the position of millions?

e) One thousand thousands makes one million.

6. If you place a 0 to the right of a number, what is its

value multiplied by? What if you place it to the left?

7. What unit order applies to the digit 5 in a number,

if its value is 50 000 units?

8. Write the number which is 300 tens of thousands

greater than 23 456.

Answers to Think and practise

3 18 = XVIII 43 = XLIII 98 = XCVIII 3 456 = MMMCDLVI