Applied Mathematics Level 1

Applied Mathematics
Level 1
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2 Applied Mathematics
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Applied Mathematics 3
Hi, my name is EdWIN. I will be your guide
through Applied Mathematics. We will go
through this course together. Look for me to
pop up throughout your lessons to give you
helpful tips.
Now, dont get nervous. I know how many
of you feel about math, especially when the word
fraction is mentioned. We will cover one topic
at a time. I will be here to give you examples to
help you along.
If the content of the lesson is something that
you understand, you should be able to work
through it at a faster pace. If the material is
difficult, read the text several times. Then, try
to work the exercises one at a time. After you
try one problem, look at the solution. You can
learn by reviewing each step that is provided in
the solution. Think about the process being
shown. Now, think positive. Negative attitudes
are not allowed!
Applied Mathematics is a course designed to
help you solve math problems. It is important
that you have basic math skills. It is also
important that you can apply them to problems
that arise on your job. The main focus of this
level of Applied Mathematics is to learn the basics.
We will start at the very beginning.
INTRODUCTION
Hi! Im EdWIN!
At Level 1 you should be able to:
recognize whole numbers.
count using whole numbers.
add whole numbers.
count by 2s, 5s, 10s, and 25s.
read and follow basic instructions.
define time units.
PREREQUISITE SKILLS
In this level you will:
learn math symbols (+, -, , =, %, $, , @, #, ).
read a clock to determine time.
read simple meters to determine measurements.
learn whole number place values.
read and write numbers in standard notation
and in words.
use tenths and hundredths place values.
count money and write units of money.
explain the idea of a fraction and write
fractional units.
LEARNING OBJECTIVES
LESSON 1 Reviewing Skills
LESSON 2 Recognizing Basic Math Symbols
LESSON 3 Telling Time
LESSON 4 Reading Simple Meters
LESSON 5 Recognizing Whole Number Place Values
LESSON 6 Reading and Expressing Numbers
LESSON 7 Recognizing Place Values in Money
LESSON 8 Counting Money
LESSON 9 Reading and Writing Fractions
LESSON 10 Posttest
OUTLINE
REVIEWING SKILLS
Lets begin by taking a Pretest on the skills
that you should already know. These skills include
knowing whole numbers, counting with whole
numbers, and following basic instructions.
See if you are ready for this level by completing
the exercise. The answers will be on the pages
following the Pretest. You should be able to
complete all of the problems. If you cannot, please
seek instruction from a tutor before you begin
this course. Good luck!
LESSON 1
Lets review your math skills.
EXERCISE PRETEST
Instructions: Select the answers that show the correct number.
1. Count the following objects. How many objects are in the
box?
a. 5
b. 21
c. 16
d. 15
e. 4
LESSON 1
box?
a. 4
b. 8
c. 18
d. 3
e. 2
box?
a. 11
b. 12
c. 9
d. 8
e. 0
LESSON 1
Instructions: Look at the pattern of whole numbers. Decide if the pattern is
counting by 1s, 2s, or 5s. Write the missing number in the space
provided.
4. 1, 2, 3, ____, 5
5. ____, 1, 2, 3
6. 25, 30, 35, 40, ____
7. 126, 127,128, ____
8. 0, 2, 4, 6, ____, 10, 12
Instructions: Read the following passage and answer the questions that follow.
Sandy works in a factory that makes shirts. She has
trouble staying awake during the day because she
works the night shift. She makes $5.75 per hour. Sandy
and her husband live in Griffin, Georgia. Her husband
is a plumber, and they have three children.
LESSON 1
9. Where does Sandy work? _________________________
10. Why cant Sandy stay awake during the day?
_____________________________________________________
11. How many children does Sandy have? _____
12. Place an X on the third object counting from the left side of
the page.
^ ^ ^ ^ ^ ^
13. Circle the number that is under the middle letter.
P A Y D A Y S
5 10 15 20 25 30 35
LESSON 1
14. Count the pencils in the box. Write your answer in the space
provided.
Answer: _________ pencils
15. Place a check mark on the circle with an arrow showing
movement to the left at the top of the circle.
LESSON 1
ANSWERS TO EXERCISE
1. Answer: c. 16 objects
2. Answer: d. 3 objects
3. Answer: a. 11 objects
4. Answer: 1, 2, 3, 4, 5
5. Answer: 0, 1, 2, 3
6. Answer: 25, 30, 35, 40, 45
7. Answer: 126, 127, 128, 129
8. Answer: 0, 2, 4, 6, 8 , 10, 12
9. Answer: in a factory
10. Answer: She works the night shift.
11. Answer: 3
LESSON 1
12. Place an X on the third object counting from the left side of
the page.
^ ^ ^ ^ ^ ^
13. Circle the number that is under the middle letter.
P A Y D A Y S
5 10 15 20 25 30 35
14. Answer: 5 pencils
15. Place a check mark on the circle with an arrow showing
movement to the left at the top of the circle.
LESSON 1
RECOGNIZING
BASIC MATH SYMBOLS
Youre about to start Lesson 2. You must have
done well on the Pretest. This lesson is going to
teach some basic math symbols. Sometimes, we
call symbols signs. You may know some of them.
If that is the case, thats great.
There are a lot of signs in math. People who
do a lot of math like shortcuts. Symbols are easier
and faster to write than writing words. Symbols
are used for math processes. Here are the symbols
we will look at in this lesson.
MATH SYMBOLS
+ add - subtract multiply
divide = equal %percent
$ dollar cent @at
# number/pound degree
We will go over each symbol and talk about
what it means. You will need to practice
remembering the ones you do not know. We
are going to start with symbols that mean a math
process.
LESSON 2
S
A
L
E
2
5
%

O
F
F
What symbol do you
see?
Addition
Lets begin by looking at the + (plus) sign.
This symbol means to add. If you see 4 + 5, you
should add four and five. Four books plus five
books adds to nine books.
I will not try to teach you to add in this
course. This lesson is about symbols. In the next
level, I will show you how to add using a
calculator. For now, I want you to know the
symbol used to show addition. When we read
4 + 5, we say 4 plus 5.
is
LESSON 2
Subtraction
Next, lets talk about the minus sign. It looks
like this: - . This sign means to subtract. It is the
opposite of the plus or addition sign. If you have
9 - 5, you take five away from nine.
For example:
Do you see that if you have 9 books and 5 are
taken away, you have 4 left?
Some people say the minus sign means take
away or less.
9 - 5
This is read as 9 minus 5. You might think:
9 take away 5
or
9 less 5
LESSON 2
Some minds like to think:
5 less than 9
Five numbers less than nine is the number four.
This process is called subtraction.
Equal
The answers to math problems are often
found after the symbol =. It means equals or is
equal to. Earlier, we had:
4 + 5
four plus five
We said when you add 4 and 5, the answer is 9.
We write this phrase like this:
4 + 5 = 9
four plus five equals nine
Some people might say the result of working a
math process follows the equals sign.
LESSON 2
Multiplication
Multiplication is really a fast way to add. We
use the symbol to mean multiply. When you
see 3 4, it means the number 3 is to be
multiplied by the number 4. We often say,
3 times 4. That is because in multiplication, you
are counting the same number multiple times.
In this example, 3 4, you are counting a group
of 4 3 times.
groups of 4 - 3 times
Do you see why I said multiplying is really
counting fast? Instead of making a drawing to
count, we learn the fact that 3 groups of 4 equals
12.
LESSON 2
There are many jobs where you may need to
multiply, such as carpentry, landscaping, and
decorating. Being able to multiply helps you do
some jobs faster. There are basic multiplication
facts that are taught in school. I hope you
remember them. If you have not needed to
multiply often, you may have forgotten them.
Do not worry. We will learn to multiply using a
calculator in the next level.
However, you may not always have a
calculator handy. If you know some of the facts,
but have forgotten others, you may use the table
to review.
The numbers across the top and the left side
of the chart are your guides. The problem 10 7
is read ten times seven. Find the 10 on the left
side of the chart and touch the 10 with a finger
on your left hand. Find the 7 at the top of the
chart and touch the 7 with a finger on your right
hand. Slide your fingers over the chart as shown
until they meet. You should see the number 70.
Ten times seven equals seventy.
LESSON 2
Lets try another problem: 5 8. Find the 5
on the left side of the chart. Find the 8 on the
top. You should find that five times eight is forty.
If you do not know these facts, you might
want to try learning them by making a set of
cards. Write the problem on one side of a card
or paper. Write the problem and answer on the
other side. Start with 5 to 10 cards. If you start
with too many, you might get frustrated.
LESSON 2
1 2 3 4 5 6 7 8 9 10
2 4 6 8 10 12 14 16 18 20
3 6 9 12 15 18 21 24 27 30
4 8 12 16 20 24 28 32 36 40
5 10 15 20 25 30 35 40 45 50
6 12 18 24 30 36 42 48 54 60
7 14 21 28 35 42 49 56 63 70
8 16 24 32 40 48 56 64 72 80
9 18 27 36 45 54 63 72 81 90
10 20 30 40 50 60 70 80 90 100
MULTIPLICATION TABLE
From time to time, look at the sides of the
cards without the answer. See if you know the
answer. If you do not remember it, turn the card
over. Studying multiplication facts will help you
learn them. Practice a few at a time until you
begin to remember them. Then, try adding new
facts to your set.
This can be a hard process. You do not have
to know how to multiply to complete this course.
Knowing at least some facts will make it easier
at times.
LESSON 2
Practice if you
want to learn multiplication facts.
Division
The next symbol we will look at is the division
sign. This means the opposite of multiplication.
We said that 5 8 = 40. If we go backward,
40 8 = 5. This is read as forty divided by eight
equals five. Forty can be divided into eight equal
parts. Look at the following example of division.
An office with 4 workers won the local radio stations
morning breakfast. The station sent 12 doughnuts.
How many doughnuts can each worker have?
12 doughnuts among 4 workers
Each worker gets 3 doughnuts when the 12 are
divided.
12 4 = 3
These symbols, +, -, , and , have
introduced the four basic math operations. Now,
lets look at some other math symbols.
LESSON 2
Money
You probably know the dollar sign when you
see it. The dollar symbol looks like this: $. We
put it in front of dollar amounts. When we write
four dollars in symbols, we write $4.00. We
always write the $ symbol in front of the amount.
We sometimes use the cent symbol, which looks
like this: . This sign goes behind the amount.
Four cents can be written as 4. Remember that
4 cents is part of a dollar, so it can also be written
as $.04. We will talk about how to write amounts
of money in another lesson.
You may not know the next few symbols.
They are not used as much as the others. Hang
in there, though. Theyre not too difficult.
LESSON 2
I like these symbols.
Percent
Another symbol that is used to give important
information is the percent sign, %. Percents are
commonly used in the business world. They are
used to measure things like taxes and interest.
Percents are a way of describing parts of a whole.
With percents, one whole is divided into 100
parts. When referring to a percent, it means out
of 100. For instance, look at Figures A and B.
Figure A Figure B
In Figure A, all of the squares (the 100 parts
of this whole) are shaded. It means 100%. We
put the sign % after the number. When you hear
or say, 100% of something, this means all of it.
In Figure B, 50 of the squares are shaded.
This shows 50%. Notice 50 out of 100 is one-
half.
LESSON 2
Most of the time when percents are used,
visuals like Figures A and B will not be shown.
You should know what it means when you hear
different percents. For example, you might hear
that 25% of your wages are withheld for taxes.
If you are paid $100, then $25 will be
withheld. Your take-home pay will be $75.
Twenty-five percent of your wages goes to pay
taxes. Again, remember percent is based on 100.
25%
25%
LESSON 2
Other Symbols
The @ symbol is sometimes used in math
problems. To say that we have 4 items at 10
each, we write: 4 @ 10. In math, if you use the
word at, you may use this symbol. This symbol
is also used in Web addresses.
A symbol for the word number is #. Its really
a shorthand symbol. I can write the number four,
or I can write #4. Its a short way to write the
word number. This same symbol is sometimes
used to mean pounds. We write that the
computer weighs 15#. If the symbol is before a
number, it means number. If it follows a
number, it means pounds.
#10 number 10
10# 10 pounds
LESSON 2
The last symbol we will talk about is called
the degree symbol. It looks like a small circle.
You will see it when you read temperatures. If it
is sixty degrees outside, you could write 60. You
may also see it when referring to angles. If you
do carpentry work, you have worked with ninety
degree angles. This is written as 90. It is read as
ninety degrees. Though we will not study angles,
you should know the sign for degree.
Symbols have meanings. Most of them are
shorthand for words. Lets see if you can
remember what the symbols mean by doing the
following exercise. The answers will follow. Good
luck!
LESSON 2
I hope you can remember what all
of these math symbols mean.
EXERCISE NUMBERS AND SYMBOLS
Instructions: Write the following words in numbers and symbols.
1. seventy-six degrees ____________________
2. number thirty-two ____________________
3. five dollars ____________________
4. forty-seven cents ____________________
5. eighty-seven percent ____________________
6. six plus four equals ten ____________________
7. twelve minus three equals nine ____________________
8. eight times seven equals fifty-six ____________________
9. ten divided by two equals five ____________________
10. five items at twelve cents each ____________________
LESSON 2
ANSWERS TO EXERCISE
1. seventy-six degrees
Answer: 76
2. number thirty-two
Answer: #32
3. five dollars
Answer: $5.00
4. forty-seven cents
Answer: 47 or $.47
5. eighty-seven percent
Answer: 87%
LESSON 2
6. six plus four equals ten
Answer: 6 + 4 = 10
7. twelve minus three equals
nine
Answer: 12 - 3 = 9
8. eight times seven equals
fifty-six
Answer: 8 7 = 56
9. ten divided by two equals
five
Answer: 10 2 = 5
10. five items at twelve cents
each
Answer: 5 @ 12 or
5 @ .12
TELLING TIME
To begin this lesson, lets review counting by
5s. You need this skill when reading a clock face.
Since there are 60 minutes in an hour, we will
practice counting to 60 by 5s. When we count
by fives, we are adding faster.
5
5
10
5 10
15
5 10 15
20
5 10 15 20
25
5 10 15 20 25
30
5 10 15 20 25 30
35
5 10 15 20 25 30
35
LESSON 3
40
5 10 15 20 25 30
35 40
45
5 10 15 20 25 30
35 40 45
50
5 10 15 20 25 30
35 40 45 50
55
5 10 15 20 25 30
35 40 45 50 55
60
5 10 15 20 25 30
35 40 45 50 55 60
LESSON 3
Knowing how to count by fives will help you
tell time. If you already know how to tell time,
turn to page 42. Here you will find the exercise
for Lesson 3. Make sure you can do all of these
problems. If so, move on to Lesson 4. If you do
not know how to tell time, follow me and I will
show you how.
This is a clock face.
Figure 1
Look around your home or workplace and
find a clock that has numbers on it like the one
in Figure 1. You may find more than one kind
of clock. The kind with lighted numbers as in
Figure 2 is called a digital clock.
LESSON 3
7:32
Figure 2
Digital clocks show time in the standard written
format:
hour : minutes past the hour
The time 7:32 means it is 32 minutes after 7
oclock. What does 4:05 mean? It is five minutes
after 4 oclock. It is easier to read a digital clock
than a clock face.
Before we talk more about time, lets review
some basic units that measure time.
Day period of light between one
night and the next; or 24
hours
Hour one 24th part of a day; or
60 minutes
Minute one 60th part of an hour; or
60 seconds
Second one 60th part of a minute
LESSON 3
If youve found a clock, take a look at it. It
probably has a knob so that you can move the
parts on the front. Turn this knob a few times.
The parts that move on the front are called
hands. In Figure 3, the longer hand is on the 12.
The shorter hand is on the 5.
5:00
Figure 3
The long hand is called the minute hand. The
short hand is the hour hand the hour that it
is. In Figure 3, it is five oclock, which is written
as 5:00.
On the hour (that is at one oclock, 2 oclock,
3 oclock, and so on) the long hand always points
toward the 12. The short hand points to the
hour. Look at the following clocks to see what I
mean.
12:00 2:00 4:00 10:00
Figure 4
LESSON 3
Some clocks have a little hand that is
constantly going around the clock face. That
hand keeps track of seconds. It is called the second
hand. It will travel around the clock once in one
minute. Each time the second hand moves all
the way around the clock face, the minute hand
(long hand) will move once to show that one
minute has passed.
In the same way, the minute hand (long hand)
will move around the clock face once showing
that one hour has passed. When the minute hand
moves completely around the clock face, the
hour hand (short hand) will move to the next
hour.
As you have seen, the numbers 1 through 12
on your clock show the hour. The short hand
points to the hour. These 12 numbers are also
used to show minutes using the long hand. The
numbers are read in 5-minute increments.
1 means 5 minutes
2 means 10 minutes
3 means 15 minutes
4 means 20 minutes
5 means 25 minutes
6 means 30 minutes
7 means 35 minutes
8 means 40 minutes
9 means 45 minutes
10 means 50 minutes
11 means 55 minutes
LESSON 3
For example, look at Figure 5. When the short
hand is on the 2 and the long hand on the 3, we
say it is 15 minutes after 2. The short hand (hour
hand) tells you the hour is two oclock. The long
hand (minute hand) is on the 3, which means
15 minutes. This clock shows 2:15. It is 15
minutes after two oclock.
Figure 5
LESSON 3
one minute four minutes fifteen minutes
Figure 6
Some clocks will show the minutes like those
in Figure 6. If your clock does, start counting at
12. Move in a clockwise direction. In Figure 6,
you count to where the long hand points to the
3. The long hand shows that 15 minutes have
passed since 2 oclock. Here are 2 more examples:
20 minutes after 3 oclock 25 minutes after 11 oclock (11:25)
(We write this as 3:20)
Figure 7 Figure 8
LESSON 3
START
C
L
O
C
K
W
I
S
E
START
C
L
O
C
K
W
I
S
E
START
C
L
O
C
K
W
I
S
E
When the long hand in on the 6, we can say
several things that mean the same time. Look at
Figure 9. It is 30 minutes after 2 oclock. We
usually say it is two-thirty. We write this as 2:30.
2:30
Figure 9
When the long hand passes 6 and is on 7, it
is two thirty-five (2:35). There are 60 minutes
in an hour. If it is thirty-five minutes past one
hour, then it is 25 more minutes until the next
hour.
60 - 35 = 25
Look at Figure 10. Two thirty-five is often
called twenty-five minutes before three oclock.
Sometimes we say 25 till 3. Do you see that they
are the same times?
2:35 or twenty-five till three
Figure 10
LESSON 3
Here are some examples of time:
3:00 three oclock 2:05 five after two 8:45 fifteen till nine
3:22 twenty-two after three 10:41 nineteen till eleven 12:00 noon or midnight
Since there are 24 hours in a day, the hour
hand must move around the clock face twice in
one day. The morning hours are shown by a.m.
(I get up at 7:00 a.m.) The afternoon and
evening hours are shown using p.m. The 12:00
after the morning hours is called noon. The
12:00 after the evening hours is called midnight.
LESSON 3
Remember, a digital clock simply tells the
correct time.
I2:45
It is forty-five minutes after twelve or twelve
forty-five. You could say it is (60 - 45 = 15) 15
minutes until 1 oclock.
Practice telling time by looking at a clock face
and then a digital clock. They should tell the
same time.
Now, lets practice a little. Im going to show
you some clocks and ask you to match the correct
time. The answers will be provided afterward.
Try your best before you look. Good luck!
LESSON 3
Ready, set, go!
EXERCISE TELLING TIME
Instructions: Match the clocks on the left with the correct time on the right.
Place the letter corresponding to the correct time in the blank
beside each problem number.
1. ___
2. ___
3. ___
4. ___
5. ___
A. 3 oclock
B. 2:15
C. 6:29
D. twenty minutes till four
E. 8:59
F. ten after twelve
G. seven-thirty
H. midnight
I. fifteen after one
J. twelve minutes till ten
LESSON 3
6. ___
7. ___
8. ___
9. ___
10.___
A. 3 oclock
B. 2:15
C. 6:29
D. twenty minutes till four
E. 8:59
F. ten after twelve
G. seven-thirty
H. midnight
I. fifteen after one
J. twelve minutes till ten
LESSON 3
ANSWERS TO EXERCISE
1. C C. 6:29
2. D D. twenty minutes till four
3. A A. 3 oclock (3:00)
4. H H. midnight (or noon)
5. F F. ten after twelve
LESSON 3
6. G G. seven-thirty
7. J J. twelve minutes till ten
8. E E. 8:59
9. B B. 2:15
10. I I. fifteen after one
Youve just completed Lesson 3. I hope you
did well. Now, its time to move on.
LESSON 3
READING SIMPLE METERS
In Lesson 3, you practiced telling time. Did
you know that you were reading a simple meter?
Meters are devices used to measure things. You
could say a clock measures time. You may not
realize it, but you probably read other meters all
the time. We have to read rulers, timers, scales,
speedometers, and a number of things that
measure using numbers.
A common meter is the scale. Scales are
instruments or machines used for weighing. The
instruments must have a part that has marks to
show expected measures and a pointer. For
instance, the scales in a doctors office might look
something like this:
20 40 60 80 100 120 140 160 180 200 220 240 260 280 300
2 4 6 8 10 12 14 16 18 20
LESSON 4
You never know when
you might need to
read a meter.
Medical Scale
Figure 11
The scales in your home may look like these:
Home Scales
Figure 12
Both types of scales have marks to show
different possible weights and a pointer. The
pointer shows the measurement of the object
being weighed. Most meters work the same way.
Thermometers are another type of meter.
They measure temperature. Some thermometers
have a pointer. Others may have a liquid that
rises to the point showing the temperature. (see
examples shown in figure 13 on the following
page)
1
0
0
1
1
0
120
1
3
0
1
4
0
LESSON 4
Thermometers
Figure 13
Speedometers measure the rate of movement.
Cars have this meter in the dashboard. This lets
drivers know how fast they are going.
Speedometer
Figure 14
10
0
-10
-20
20
30
40
50
60
70
80
90
100
110
120
130
T
H
E
R
M
OM
E
T
E
R
140
10
30
50
70
90
110
130
150
170
miles per hour
(mph)
LESSON 4
Lets look at another meter. The ampere meter
measures the amount of electrical current. An
ampere meter looks something like Figure 15:
Ampere Meter
Figure 15
The numbers on this meter range from 0 to
50. The pointer on this meter is pointing to the
30. This means there are 30 amperes of current
showing on this particular meter reading.
Look at the meter in Figure 16. The pointer
is halfway between 30 and 40. The halfway point
is 35. There are 35 amperes of current on this
meter reading.
Ampere Meter
Figure 16
0
10
20 30
40
50
0
10
20 30
40
50
LESSON 4
Another meter you may have seen is your
electric meter. It may look like Figure 17. Read
the number that the arrow points to. If the arrow
is between two numbers, read the lower number.
Write the numbers down from left to right. Look
at the meter in Figure 17.
Electric Meter
Figure 17
This meter reads 00807. You could use this
number to figure your electric bill.
Now, lets see if you can read some meters on
your own. The answers will follow after the
problems. Good luck!
LESSON 4
EXERCISE METERS
Instructions: Look at the following meters. Write the number shown by the
meter in the space provided.
1. ____________
2. ____________
3. ____________
4. ____________
5. ____________
0
10
20 30
40
50
LESSON 4
0
10
20 30
40
50
10
0
-10
-20
20
30
40
50
60
70
80
90
100
110
120
130
T
H
E
R
M
OM
E
T
E
R
140
ANSWERS TO EXERCISE
1. Answer: 25
2. Answer: 25937
3. Answer: 50
4. Answer: 02437
5. Answer: 65 or 65 degrees
LESSON 4
RECOGNIZING WHOLE
NUMBER PLACE VALUES
How are you doing? Dont be afraid of math.
Try to think of it as a game. The more you play
or practice, the better you will be at playing.
Lesson 5 is about reading whole numbers.
Whole numbers are the numbers beginning with
zero:
0, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, and so on
Digits are used to write whole numbers.
There are ten digits. They are:
0, 1, 2, 3, 4, 5, 6, 7, 8, 9
The position of a digit in a number shows its
place value. Lets start by looking at a place value
or position chart.
LESSON 5
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Place Value Chart
When we write a number, each digit has a
place. Look at the number 52. We line up the
ones place with the 2, and the 5 will be in the
tens place. This means there are 2 units of one
and 5 tens.
Where a digit is located in a place value chart
tells the place value of that digit. Look at the
digit 9 in the following numbers:
935
91
9
The value of the digit is nine. The place value
varies. In 935, the 9 means 9 hundreds. In 91,
the 9 means 9 tens. In the number 9, the 9 means
9 ones.
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5 GROUPS OF 10 2 ONES
LESSON 5
Hang in there. Place
value is very important.
Think about 435.
There are 4 groups of hundreds, 3 groups of
tens, and 5 ones. Together these digits placed in
this order make the number 435.
Lets look at another number: 11,380
Always think about the place value chart, and
you will not go wrong!
In the following exercise, try to find place
values on your own. As always, the answers will
follow the practice problems.
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ones
tens
hundreds
thousands
ten thousands
,
LESSON 5
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EXERCISE PLACE VALUES
Instructions: Use the place value chart as needed. Write the place value of the
digit in each problem.
1. 2
2 is in __________ place?
2. 25
2 is in __________ place?
3. 327
3 is in __________ place?
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LESSON 5
4. 1,527
1 is in __________ place?
5 is in __________ place?
5. 123,345
1 is in __________ place?
2 is in __________ place?
4 is in __________ place?
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LESSON 5
ANSWERS TO EXERCISE
1. 2
Answer:
2 is in ones place.
2. 25
Answer:
2 is in tens place.
3. 327
Answer:
3 is in hundreds place.
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LESSON 5
4. 1,527
Answer:
1 is in thousands place.
5 is in hundreds place.
5. 123,345
Answer:
1 is in hundred thousands
place.
2 is in ten thousands place.
4 is in tens place.
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LESSON 5
READING AND
EXPRESSING NUMBERS
I hope you wont find Lesson 6 too difficult.
We did not talk about all place values in Lesson
5. We could have the place value chart show
numbers greater than millions. After millions
place, there are billions, trillions, and so forth.
We will not go into the entire number system
in this course. I just want you to understand
that the place value chart keeps moving to the
left as numbers get bigger.
In this lesson, youre going to write whole
numbers in words.
Some place value charts look like this:
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_ _ _ 0 0 0

0 0 0

0 0 0 0 0 0
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LESSON 6
Check out the
commas.
Do you see the commas in the previous chart?
Commas are written from right to left after every
third number. This helps the reader see place
values. In the number 9592136, you will have a
comma before the 1 and the 5. Always count
back three numbers from ones place.
Where would you put commas in this
number?
14035068
You should place one between the 5 and 0.
Another one goes between 4 and 0. Did you get
it right? 14,035,068
These commas show sets of numbers. Look
at the place value chart again.
Do you see a set of billions? a set of millions?
thousands? and ones? These sets are important
in reading numbers.
9, 592, 136
1 1 2 3 1 2 3
start here
count
_ _ _
,
_ _ _
,
_ _ _
,
_ _ _ 0 0 0

0 0 0

0 0 0 0 0 0
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LESSON 6
You read numbers according to values on the
chart. Think about the number 5,468. You can
place the digits on the chart as shown beginning
on the right side above ones.
We write this number in words as: five
thousand, four hundred sixty-eight. The 5 falls
in the set of thousands, and so we say or
write five thousand. The comma behind the
five shows a move to the next set of three.
The 4 is in the hundreds place, and we say or
write four hundred. The tens place is always
written with numbers counting by tens: ten,
twenty, thirty, forty, fifty, sixty, seventy, eighty,
or ninety. In this case, we have six in the tens
place, so we say or write sixty. The ones place is
written just like we talk: one, two, three, four,
five, six, seven, eight, or nine. In this number,
we have eight (ones).
_ _ _
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_ _ _
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_ _ _ 5 4 6 8
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LESSON 6
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Lets practice writing another number in
words. Think about the number 11,035,018.
First, we place the digits on the place value chart.
The first two digits fall in the set of millions,
so we write eleven million. The comma tells us
to move to the next set, which is thousands. We
would write thirty-five thousand. There is
another comma, so we move to the set of ones
and write eighteen. The number 11,035,018
would be written in words as eleven million,
thirty-five thousand, eighteen.
_ _
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_ _ _ _ 1 1 0 3 5 0 1 8
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LESSON 6
PLACE
VALUE
AWARD
#1
Hope you win this one!
Lets look again at a place value chart.
The values are marked in blocks of three. The
first block has ones, tens, hundreds. Each can
be written using ones as shown below.
This next block of three repeats this pattern
with ones replaced by thousands.
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LESSON 6
The next set of three values shows millions.
Though we did not talk about billions in our
lesson on place values, we have used them in
this lesson. You can see the chart continues.
Numbers go on forever. I will stop with
billions. What I need you to see are the sets of
three. These are important to reading and
writing numbers.
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LESSON 6
Notice I used a hyphen earlier to connect
sixty-eight. We use a hyphen to connect the
rightmost two digits of each set of numbers
between:
21 29
31 39
41 49
51 59
61 69
71 79
81 89
91 99
This is not easy to see at first. Lets write
another number to see what I mean.
26,732
We write this as twenty-six thousand, seven
hundred thirty-two.
The digits 2 and 6 are the rightmost in the
set showing thousands, so we write twenty-six
thousand. The digits 3 and 2 are rightmost in
the set showing ones. We write seven hundred
thirty-two.
It is not correct to say or write the word and
between numbers.
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rightmost rightmost rightmost
LESSON 6
Examples of writing numbers with words:
ones place
2 two
5 five
tens place
10 ten
11 eleven
12 twelve
*15 fifteen
20 twenty
21 twenty-one
47 forty-seven
65 sixty-five
*Note: The teens are written as thirteen, fourteen, fifteen, sixteen,
seventeen, eighteen, nineteen.
hundreds place
*123 one hundred twenty-three
291 two hundred ninety-one
504 five hundred four
*Note: You do not use and between the numbers.
thousands place
4,689 four thousand, six hundred eighty-nine
9,999 nine thousand, nine hundred ninety-nine
ten thousands place
54,535 fifty-four thousand, five hundred thirty-five
Did you notice the hyphens? More
importantly, do you see the place values? You
should try some on your own. As always, the
answers will follow.
LESSON 6
EXERCISE WRITING NUMBERS
Instructions: Fill in the blanks with the correct words for each number.
1. 29,450
twenty-nine_______________, four hundred fifty
2. 2,600
two ____________, six _____________
3. 3,495,200,000
three__________________,
four hundred ninety-five______________,
two hundred______________
4. 23,009
twenty-three_______________, nine
5. 15,068
_____________ thousand, _____________ _____________
LESSON 6
Instructions:Write the numbers for the following words.
6. fifty-four
_______________
7. six thousand, fifty-six
_______________
8. eight million, five hundred thousand, four
_______________
Instructions: Look at the following words and numbers. Decide whats wrong
in each pair.
9. 543,268 five hundred forty three thousand two hundred
sixty eight
_________________________________________________
_________________________________________________
10. 800,000 eighty thousand
________________________________________________________
LESSON 6
ANSWERS TO EXERCISE
1. Answer: twenty-nine thousand, four hundred fifty
2. Answer: two thousand, six hundred
3. Answer: three billion,
four hundred ninety-five million,
two hundred thousand
4. Answer: twenty-three thousand, nine
5. Answer: fifteen thousand, sixty-eight
6. Answer: 54
7. Answer: 6,056
8. Answer: 8,500,004
9. Answer: no comma after thousand
hyphens are missing in forty-three and sixty-eight
10. Answer: eighty should be eight hundred
LESSON 6
RECOGNIZING PLACE
VALUES IN MONEY
Lesson 7 also uses place value. As I said, the
place value chart keeps adding places to the left
as numbers get bigger.
Now, lets think about that for a minute. As
we add places to the left, we can show numbers
getting larger. What if I add a place value to the
right of the ones place? Will I show numbers
smaller than one? The answer is yes. However, I
have to have a way to show where the ones place
is located. We use a dot called a decimal point. A
decimal point is placed after the number that is
in the ones place. The decimal point makes it
possible to show place values less than one.
LESSON 7
I want to know all about money.
5 ones can be written as:
5
5.
5.0
5.00
All of these numbers mean 5 ones.
There are often reasons to show these place
values. Money is an example where we need to
be able to show amounts less than one. We write
amounts of money using two places to the right
of the decimal point. Therefore, lets talk about
these two place values.
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LESSON 7
I want to keep this lesson as simple as possible.
I do not plan to explain decimals. At this level,
you should know that decimals or numbers to
the right of a decimal point show amounts less
than one. The place value just to the right of the
decimal point shows tenths and the next place
shows hundredths. Be careful as you study tenths
and hundredths because their names are so close
to tens and hundreds. Remember they are on
the other side of the decimal point. The th on
the end of the words will help remind you that
tenths and hundredths are parts of one whole.
Money is often shown using tenths and
hundredths. One dollar and twenty-five cents
is written as $1.25. We read the decimal point
as the word and. We say one dollar and twenty-
five cents.
This means there is one dollar. Notice it is in
the ones place. The twenty-five cents is the
amount of money less than one dollar. The 2 is
in the tenths place and the 5 is in the hundredths
place.
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1 . 2 5
LESSON 7
Ten dollars and seventy-five cents is written
as $10.75. Do you see how the numbers to the
left of the decimal point follow the place value
chart?
There is 1 ten and no ones. The seventy-five
cents is the part less than one dollar.
Lets move on to Lesson 8 and talk more
about money.
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1 0 . 7 5
LESSON 7
COUNTING MONEY
Lesson 8 is about counting money. Were
going to practice counting money and see
different ways to write it. You may already know
how to count money. If you do, you may move
on to the practice problems at the end of this
lesson. It is a good idea, even if you know how
to count money, to do these problems for review.
Usually, its not as easy to write units of money
as it is to count them.
Money comes in several forms. Lets take a
look at some of them:
penny nickel dime quarter
$.01 $.05 $.10 $.25
one-dollar bill five-dollar bill
$1.00 $5.00
ten-dollar bill twenty-dollar bill
$10.00 $20.00
LESSON 8
Remember, the symbol $ means dollars. It
means money is being shown. There are 100
pennies in one dollar. We usually show the
number of pennies or cents using the hundredths
place value. Do you remember the hundredths
place from the last lesson?
$.08 8 cents
$.02 2 cents
The amount, $.10, shows ten pennies or ten
cents. Notice the decimal point. Two places to
the right of it shows hundredths. This means
we have 10 out of 100 pennies (or one dollar).
We write 50 cents or 50 pennies as $.50.
Sometimes a zero is placed in the ones place:
$0.50
This means the same amount as $.50.
LESSON 8
$

d
o
l
l
a
r
s

c
e
n
t
s
Remember
We can also write this amount as 50 using a
different symbol that shows money. The symbol
means cents. Earlier I wrote $.05 under the
picture of the nickel. We read this as five cents
even though we write a dollar sign in front of it.
The placement of the 05 to the right of the
decimal shows that a nickel is part of a dollar. In
the same way, we can write $.25 for 25 cents.
Can you read these amounts?
$.01 = 1 cent (1 or 1 penny)
$.05 = 5 cents (5 or 1 nickel)
$.10 = 10 cents (10 or 1 dime)
$.25 = 25 cents (25 or 1 quarter)
$1.00 = 1 dollar
$5.00 = 5 dollars
$10.00 = 10 dollars
LESSON 8
Pennies are counted by ones. If we have 4
pennies, we have 4 cents. Nickels are counted
by fives since a nickel means the same as 5
pennies. (5, 10, 15, 20, 25, 30, 35, 40, )
If I have two nickels,
I count by fives 5,10 I have 10 cents.
If I have 4 dimes,
I count by tens 10, 20, 30, 40 I have 40
cents.
If I have 3 quarters, I count by 25s.
25, 50, 75 I have 75
LESSON 8
If I have 4 quarters, I have $1.00. This means
that every time I have four quarters, I will have
$1.00.
Lets practice counting money together. You
must know how much each coin is worth. If
you do not, review page 75.
When counting money, start with the coins
that have the greatest value.
quarter dime nickel penny
We have one quarter. It is worth 25. Then,
we have a dime. It is worth 10. Next, we have
a nickel worth 5. Last, we have 1.
Add:
one quarter 25
one dime 10
one nickel 5
one penny + 1
41
We have $.41 or 41 cents.
LESSON 8
Lets look at another example.
25 + 25 + 1
We have $.51 or 51 cents.
one-dollar bill five-dollar bill
ten-dollar bill twenty-dollar bill
Paper money seems easier to count for some
people. It has the amount written on each bill.
As with coins, always start counting with the
bill of greatest value. This can make it easier to
count. If you have 20s, count by 20s. If you
have 10s, count by 10s. If you have 5s, count by
5s.
Lets practice counting some bills.
LESSON 8
TOTAL
$20 = $20
$20 + $20 = $40
$40 + $10 = $50
$50 + $5 = $55
$55 + $1 = $56
$56 + $1 = $57
You should count $57.00. Notice the bills of greatest value were counted
first.
START
COUNTING
2
LESSON 8
TOTAL
$50 = $50
$50 + $50 = $100
$100 + $50 = $150
$150 + $20 = $170
$170 + $5 = $175
$175 + $5 = $180
continued
LESSON 8
START
COUNTING
2
TOTAL
$180 + $5 = $185
$185 + $1 = $186
$186 + $1 = $187
You should get $187. Notice again, the bills of greatest value were counted
first.
LESSON 8
Try this one on your own. The answer is on
the following pages.
LESSON 8
TOTAL
$20 = $20
$20 + $20 = $40
$40 + $20 = $60
$60 + $20 = $80
$80 + $20 = $100
$100 + $20 = $120
continued
LESSON 8
You should count $126.
LESSON 8
TOTAL
$120 + $5 = $125
$125 + $.25 = $125.25
$125.25 + $.25 = $125.50
$125.50 + $.25 = $125.75
$125.75 + $.25 = $126.00
20 + 20 + 5 + 1 + 1 + .25 + .10 + .10 + .01 + .01 = $47.47
Lets practice counting one more time. The
value of each bill or coin is shown being added
together largest amount to smallest.
LESSON 8
Now, you should practice on your own. As
always, answers will be provided after you do
the work. Good luck!
EXERCISE COUNTING MONEY
Instructions: Write the amount of money as numbers.
1. fifty-six cents __________
2. twenty-seven dollars __________
3. four hundred eighty dollars __________
4. sixty-eight dollars and forty-two cents __________
5. one penny __________
Instructions: Count the following money. Write the total beside the drawing.
6.
____________
7. _____________
LESSON 8
8.
_ ____________
9.
____ _________
10.
_____________
LESSON 8
ANSWERS TO EXERCISE
1. Answer: $.56 or 56
2. Answer: $27.00 or $27
3. Answer: $480.00 or $480
4. Answer: $68.42
5. Answer: $.01 or 1
6. Answer: $35.41
7. Answer: $.32 or 32
8. Answer: $120.02
9. Answer: $1.22
(Did you count the quarters first then dimes? This
can make it easier.)
10. Answer: $17.00 or $17
LESSON 8
READING AND
WRITING FRACTIONS
You are almost finished with this workbook.
You only have one more lesson to do after this
one. You should be proud of your progress!
This lesson is about fractions. Fractions are
pieces of larger things. For instance, if you have
a piece of pie, you have a fraction of the pie.
Lets take a look at some pictures that should
help you see this clearer.
This is a whole circle. We can draw a line
through the center of the circle. When we do,
we have divided the circle in half (written

1
2
).
LESSON 9
This is one whole
sandwich. Soon there
will be one half left.
The circle is in two pieces. We have made
fractions, parts of a whole. To show a fraction,
we have shaded one of the two pieces. The
fraction is written:

1
2
This means one out of two parts.
The top number is the shaded part (called
the numerator). The bottom number is the total
number of pieces (the denominator).
Lets look at another circle:
We have divided this circle into four pieces
showing it as fourths.
LESSON 9
If we shade 3 of the 4 pieces, we have shaded

3
4
of the circle.
Now, think about the lesson on money. When
we talked about money, we said that every time
you had 4 quarters, you would have one dollar.
Four quarters makes one whole dollar. This
means that one quarter is

1
4
of a dollar.
(Sometimes when we write the fraction

1
4
, we
say one quarter of something.)
is the
same
as
is
1
4
of one dollar
25
25 25 25 25
25 25 25
So,
LESSON 9
What part of a dollar is two quarters or fifty
cents?
Fifty cents $.50 is half of a dollar.
Make sure that when you read fractions you
read the top number first. Then, read the bottom
number as half, third, fourth, fifth, and so on.
For example,

3
4
is read three-fourths.
The bottom number of a fraction shows how
many equal pieces make up the whole. The top
number shows how many pieces you are talking
about. The larger the number on the bottom,
the smaller the parts compared to the whole.
Think about that for a minute. Do you see the
parts getting smaller as the bottom number gets
bigger? For example:
Which was larger,

1
4
or

1
16
? Look at the
pictures. You can see

1
4
is larger than

1
16
. When
the top number is the same, the larger the
bottom number, the smaller the fraction.
LESSON 9
25
50 50
25 25 25
1
4
1
8
1
16
1
32
If the bottom number doesnt change and the
top number gets larger, then you have more parts
of the whole. For example:
What is more,

1
8
or

3
8
? The top number
means more parts. Three parts are more than
one part. Therefore,

3
8
is more than

1
8
.
What if the number on the top and the
bottom of the fraction are the same? Then, you
have a whole, or 1.
A ruler is often marked off in inches. Each
inch is divided into halves, fourths, eighths, and
sixteenths of an inch.
We will not practice using fractions to
measure distance. You should see that fractions
are found in everyday activities, like using a ruler
to measure distance.
1 1
1
2
1
4
1
8
1
16
LESSON 9
1
8
2
8
3
8
4
8
4
4
3
3
8
8
EXERCISE FRACTION OF A WHOLE
Instructions: What part of each figure is shaded?
1. 2.
________ ________
3. 4.
________ ________
5. 6.
________ _______
LESSON 9
7. Write
2
3
in words.
_______________
8. Write seven-eighths using numbers.
_______________
9. Three quarters is what fraction of a dollar?
_______________
10. Draw a circle and shade
5
6
of it.
LESSON 9
LESSON 9
ANSWERS TO EXERCISE
1. 2.
Answer:
1
6
Answer:
1
4
3. 4.
Answer:
2
9
Answer:
5
6
5. 6.
Answer:
5
8
Answer:
5
16
LESSON 9
7. Write
2
3
in words.
Answer: two-thirds
8. Write seven-eighths using numbers.
Answer:
7
8
9. Three quarters is what fraction of a dollar?
Answer:
3
4
of a dollar ($.75)
10. Draw a circle and shade
5
6
of it.
Answer: You should have drawn 6 parts the same size. You
should have shaded any 5 of the 6 parts.
You have made it to the end of this level. I
am proud of you. I hope that you learned
something and think that the review was good
for you. Lets see exactly how much you
remember. The last lesson is a Posttest. You
should be able to do all of the problems. As
always, the answers will follow the questions. If
you cannot do a problem, you should review
the lesson with those problems. Good luck!
LESSON 10
Dont peek!
EXERCISE POSTTEST
Instructions: Select the letter that shows the time or measurement on each clock
or meter.
1. __________
a. 4:03
b. 3:04
c. 3:20
d. 4:15
2. __________
a. 6:40
b. 8:30
c. 8:06
d. 6:20
3. __________
a. 20 till 5:00
b. 40 till 5:00
c. 20 after 8:00
d. 20 till 8:00
POSTTEST
4. __________
a. 20 amperes
b. 20
1
2
amperes
c. 30 amperes
d. 25 amperes
5. __________
a. 00584
b. 00564
c. 11684
d. 11695
6. __________
a. 35
b. 41
c. 32
d. 29
0
10
20 30
40
50
POSTTEST
10
0
-10
-20
20
30
40
50
60
70
80
90
100
110
120
130
T
H
E
R
M
OM
E
T
E
R
140
Instructions: Count the money. Then, select the letter showing the correct
amount.
7.
a. $30.40
b. $60.45
c. $50.45
d. $50.40
8.
a. $6.25
b. $15.45
c. $6.65
d. $15.65
POSTTEST
9.
a. $18.00
b. $22.00
c. $30.00
d. $17.00
Instructions: Look at the number: 5,382. Select the letter that shows the place
value of the digit.
10. 5
a. thousands
b. hundreds
c. tens
d. ones
11. 2
a. thousands
b. hundreds
c. tens
d. ones
POSTTEST
Instructions: Select the letter that best completes or answers each problem.
12. Three-tenths is written as:
a.
10
3
b.
3
10
c. 310
d. 103
13. Select the circle that shows
9
10
.
a. c.
b. d.
POSTTEST
14. What fraction of this box is shaded? __________
a.
3
4
b.
3
8
c.
4
3
d.
8
3
15. The symbol following a number means:
a. circle
b. number
c. pounds
d. degrees
16. Look at $123.25. The 25 means:
a. 25 dollars
b. 2 tens and five ones
c. 25 quarters
d. a part of one dollar
POSTTEST
17. Select the two numbers that mean the same amount.
a. 0.2 and 2.0
b. 7.0 and 7.00
c. 5.6 and 6.5
d. 0.0 and 0.1
18. The number 12,450 is written as:
a. twelve thousand, four hundred fifty
b. twelve ten thousand, four hundred fifty
c. twelve million, four thousand, fifty
d. one hundred two thousand, forty-five hundred
19. Choose the statement about percent that is true. (Think
about the pictures of percent that you studied.)
a. 10% is more than half of something
b. 50% is all of something
c. 50% is less than half of something
d. 100% is all of something
20. If you see 20# paper, it means:
a. 20 pieces of paper
b. 20 pound weight paper
c. number 20 paper
d. 20 percent paper
POSTTEST
ANSWERS TO EXERCISE
1. Answer: c. 3:20
2. Answer: b. 8:30
3. Answer: a. 20 till 5:00
4. Answer: d. 25 amperes
5. Answer: a. 00584
6. Answer: c. 32
7. Answer: d. $50.40
8. Answer: b. $15.45
9. Answer: b. $22.00
10. Answer: a. thousands
POSTTEST
11. Answer: d. ones
12. Answer: b.
3
10
13. Answer: b.
14. Answer: b.
3
8
15. Answer: d. degrees
16. Answer: d. a part of one dollar
17. Answer: b. 7.0 and 7.00
18. Answer: a. twelve thousand, four hundred fifty
19. Answer: d. 100% is all of something
20. Answer: b. 20 pound weight paper
POSTTEST
The following chart will provide you with scoring information. Count the
number of correct answers on your Posttest. Find that number in the left
column. The number in the right column is your score. Repeat the exercises
that you missed and, if needed, go back to the lesson that talks about those
topics.
NUMBER OF NUMBER OF NUMBER OF NUMBER OF NUMBER OF
CORRECT ANSWERS CORRECT ANSWERS CORRECT ANSWERS CORRECT ANSWERS CORRECT ANSWERS SCORE SCORE SCORE SCORE SCORE
20 100%
19 95%
18 90%
17 85%
16 80%
15 75%
14 70%
13 65%
below 13 review entire level
YOUR SCORE
SUMMARY
Well, how did you do on the Posttest? If you
scored 90% or higher, you are ready for Level 2.
Dont be discouraged if you scored below 90%.
There are a lot of skills to learn. Practice, practice,
practice! You can do it!
Remember, learning basic math skills will
help you in the workplace and throughout your
life.
You should be proud of your progress!
1000 Waterford Place
Kingston, TN 37763
Toll-free 888.717.9461
Fax 865.717.9461
www.w-win.com
WIN Career Readiness Courseware - 2008 Worldwide Interactive Network, Inc. All rights reserved.

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