Study & Master

Mathematics

Grade 4
Teacher’s Guide

Zonia C Jooste • Karen Press • Moeneba Slamang • Lindi van Deventer

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Contents
1 Introduction v Unit 28 Know the multiplication Term 2
2 Planning and organising tables  73 Unit 1 Count and order  132
your Mathematics teaching  xi Unit 29 Round off and estimate in Unit 2 Compare and represent
3 Lesson plans  xxvi real life  75 numbers  136
Unit 30 Use grouping and sharing  77 Unit 3 Place value  138
Term 1 Unit 31 Division facts and rules  80
Unit 1 Count, order and compare Unit 4 Estimate and round off  139
numbers  2 Assessment task 5 Multiplication and Assessment task 1 Counting, place value
Unit 2 Addition and subtraction division  84 and estimation  142
facts up to 20  7 Assessment task 5 Multiplication and Assessment task 1 Counting, place value
Unit 3 Add and subtract multiples division: solutions  85 and estimation: solutions  144
of 10  8 Unit 32 Revision of Grade 3 work  86 Unit 5 Add and subtract multiples
Unit 4 Multiplication and division  11 Unit 33 24-hour time  87 of 10  145
Unit 5 Problem-solving  14 Unit 34 Read time in 5-minute Unit 6 Strategies for adding and
Unit 6 Write and solve number intervals  89 subtracting  146
sentences  16 Revision and consolidation  90 Unit 7 More strategies for adding and
Unit 7 Reverse operations in number Unit 35 Read calendars  90 subtracting  148
sentences  18 Unit 36 Read timetables  92 Unit 8 Add and subtract with 3- and
Unit 8 Use number sentences to Unit 37 History of time  93 4-digit numbers  150
describe and solve problems  21 Revision  93
Assessment task 2 Addition and
Unit 9 Solve number sentences  23 Assessment task 6 Time  94 subtraction  152
Unit 10 Patterns in number sentences  25 Assessment task 6 Time: solutions  95 Assessment task 2 Addition and
Assessment task 1 Number sentences  28 Unit 38 Use tally marks  95 subtraction: solutions  154
Assessment task 1 Number sentences: Unit 39 Draw up a tally table  96 Unit 9 Order and compare fractions  156
solutions  29 Unit 40 Show data in pictographs  98 Unit 10 Represent fractions  157
Unit 11 Count, order and compare Unit 41 Show data in bar graphs  99 Unit 11 Equal sharing  160
numbers (2)  30 Project  100 Unit 12 Calculations with fractions  164
Unit 12 Place value and representing Unit 42 Explain data  100 Unit 13 Equivalent fractions  166
numbers  33 Unit 43 Data from pictographs  101 Unit 14 Count and calculate fractions  168
Unit 13 Place value  35 Unit 44 Data from pie charts  102
Assessment task 3 Common fractions  172
Unit 14 Represent and compare Unit 45 Data from bar graphs  103
Assessment task 3 Common fractions:
numbers  37 Unit 46 Draw your own bar graph  103
solutions  173
Unit 15 Swap and regroup numbers  38 Revision  104
Remedial activities  104 Unit 15 Revision of Grade 3 work  174
Assessment task 2 Numbers and place
Extension activities  105 Unit 16 Work with centimetres (cm) and
value  41
Self-assessment  105 millimetres (mm)  175
Assessment task 2 Numbers and place
Unit 47 Different shapes  106 Unit 17 Tricky measurements  176
value: solutions  42
Unit 48 Triangles and quadrilaterals  108 Unit 18 Understand units of
Unit 16 Revision: find connections  43 measurement  176
Unit 49 Pentagons and hexagons  110
Unit 17 Number sentences and Unit 19 Convert between kilometres,
Unit 50 Put shapes together  111
problem-solving  44 metres and millimetres  177
Revision  111
Unit 18 Strategies for adding and Unit 20 Convert between centimetres
Revision activity  112
subtracting  46 and metres  179
Remedial activities  112
Unit 19 Use different methods and Unit 21 Convert between millimetres
Extension activities  112
operations  48 and centimetres  180
Additional class activity  113
Unit 20 More strategies for adding Unit 22 Round off measurements  180
and subtracting  49 Assessment task 7 Properties of
Unit 23 Problem-solving with distance
Unit 21 Add and subtract with 3-digit 2-D shapes  113
and length  181
numbers  51 Assignment  113 Revision and consolidation  182
Unit 22 More strategies for adding Assessment task 7 Properties of Revision  183
and subtracting (2)  52 2-D shapes: solutions  114 Assessment task 4 Length  184
Unit 23 Calculations with 4-digit
Assignment  114 Assessment task 4 Length: solutions  185
numbers  54
Self-assessment  114 Unit 24 Basic multiplication facts  186
Assessment task 3 Addition and Unit 51 Equal sharing and multiples  115 Unit 25 Multiplication strategies  187
subtraction  56 Unit 52 Multiplication and division Unit 26 Problem-solving with
Assessment task 3 Addition and strategies  116 multiplication  189
subtraction: solutions  57 Unit 53 Basic multiplication and Unit 27 Multiplication and estimation  190
Unit 24 Patterns in counting sequences  59 division facts  117 Unit 28 Patterns in multiplication  192
Unit 25 Number grids and patterns  61 Unit 54 Multiplication and division Unit 29 More multiplication methods  192
Unit 26 Number groups and patterns  63 flow diagrams  119
Assessment task 5 Multiplication  194
Assessment task 4 Numeric patterns  67 Unit 55 Number rules for multiplication
Assessment task 5 Multiplication:
Assessment task 4 Numeric patterns: and division  120
solutions  196
solutions  68 Unit 56 Ratio and rate  123
Unit 30 Flat and curved surfaces  197
Unit 27 Multiplication by grouping Assessment task 8 Multiplication and
and repeated addition  69 division  126
Assessment task 8 Multiplication and
division: solutions  128
Unit 31 Shapes and faces of Unit 12 Rules for operations  257 Term 4
3-D objects  199 Unit 13 Count, compare, represent Unit 1 Revise rules for working with
Unit 32 Straight, flat faces: polyhedra  200 numbers and place values  260 numbers  326
Investigation  202 Assessment task 3 Counting and Unit 2 Represent numbers and place
Revision  202 place value  264 value  328
Remedial activities  202 Assessment task 3 Counting and Unit 3 Problem-solving  331
Extension activity  203 place value: solutions  266 Unit 4 Inverse operations  332
Further extension activity  203 Unit 5 More calculations  334
Unit 14 Addition and subtraction
Unit 33 Explore geometric patterns  204 Unit 6 Use estimating and
facts  267
Unit 34 Identify and extend patterns  206 problem-solving  336
Investigation  269
Unit 35 Extend patterns  207
Unit 15 Problem-solving  269 Assessment task 1 Whole number addition
Unit 36 Input and output numbers
Unit 16 Double, halve and round off for and subtraction  340
(values)  209
estimations and calculations  272 Assessment task 1 Whole number addition
Assessment task 6 Patterns  211 Unit 17 Different strategies for and subtraction: solutions  342
Assessment task 6 Patterns: calculations  274 Unit 7 Revision  343
solutions  212 Unit 18 Side views and top views  277 Unit 8 Estimate  344
Unit 37 What is symmetry?  213 Investigation  278 Unit 9 More addition and subtraction  345
Investigation  214 Unit 19 Side views and plan views  279 Unit 10 More multiplication
Revision  215 Remedial activities  280 and division  346
Remedial activities  215 Extension activities  280 Unit 11 Problem-solving  349
Extension activities  215 Project  280 Unit 12 Recognise and compare
Unit 38 Round off to add and Unit 20 Sort 2-D shapes  282 3-D objects  352
to subtract  216 Unit 21 Investigate circles  283 Unit 13 Faces and models of
Unit 39 Different ways to add  216 Unit 22 Investigate polygons  284 3-D objects  352
Unit 40 Different ways to subtract  218 Investigation  285 Unit 14 Statements about 3-D objects  353
Unit 41 Check addition and subtraction Unit 23 Patterns and pictures with Remedial activities  354
calculations  220 2-D shapes  285 Extension activities  354
Unit 42 Solve story problems  222 Remedial activities  287 Unit 15 Order and compare fractions  355
Unit 43 Division with and without Extension activities  287 Unit 16 Calculate with fractions  356
remainders  223 Unit 24 Use tally marks  288 Unit 17 Fractions of whole numbers  358
Unit 44 Division with remainders  225 Unit 25 Show data on graphs  289 Unit 18 Problem-solving with
Unit 45 Division with 3-digit numbers Unit 26 Explain data  290 fractions  359
and remainders  226 Unit 27 More graphs  291 Revision  362
Unit 46 Problem-solving with Project  292 Unit 19 Basic division facts  364
division  227 Remedial activities  293 Unit 20 Divide by 10 and 100  365
Assessment task 7 Whole numbers Extension activities  293 Unit 21 Strategies for division  367
(division)  230 Unit 28 Patterns in number grids  294
Assessment task 2 Division  369
Assessment task 7 Whole numbers Unit 29 Finding rules  298
Assessment task 2 Division: solutions  370
(division): solutions  232 Unit 30 Rules for number patterns  299
Unit 22 Perimeter  371
Assessment task 4 Number patterns  301
Unit 23 Area  374
Term 3 Assessment task 4 Number patterns:
Unit 24 Volume  375
Unit 1 What do you remember?  236 solutions  302
Revision and consolidation  376
Unit 2 Measure capacity and Unit 31 Quick calculations  303 Extension activity  376
volume  237 Unit 32 Count, order and compare Rubric to assess the activity  377
Unit 3 Understand volume and numbers and place value  305 Unit 25 Work with grids  378
capacity  238 Unit 33 Problem-solve with Unit 26 Grids on maps  379
Unit 4 Estimate and round off  239 whole numbers  306 Remedial activities  379
Unit 5 Calculations with litres
Assessment task 5 Addition and Extension activities  379
and millilitres  241
subtraction  307 Unit 27 Tessellations  380
Unit 6 Calculate capacity with
Assessment task 5 Addition and Unit 28 Describe patterns  381
fractions  242
subtraction: solutions  308 Remedial activities  381
Revision  242
Unit 34 Multiplication strategies  310 Extension activities  382
Assessment task 1 Volume and Unit 29 Geometric patterns  382
Unit 35 Basic multiplication facts  312
capacity  243 Unit 30 Growing patterns  385
Unit 36 Round off and solve
Assessment task 1 Volume and capacity: Unit 31 Use place value to add
problems  312
solutions  244 and subtract  387
Unit 37 Write number sentences  315
Unit 7 Recognise fraction parts  245 Unit 38 Balance and inspect Unit 32 Use 10-strips to add
Unit 8 Fractions of whole numbers  246 number sentences  316 and subtract  389
Unit 9 Equivalent fractions  248 Unit 39 Equations and problem- Unit 33 Probability  391
Unit 10 Equal sharing and solving  318 Unit 34 Experiments and actual
problem-solving  250 Unit 40 Make new shapes  320 outcomes  392
Unit 11 Count, order and calculate Unit 41 Tangrams  321 Revision  394
with fractions  252 Revision  322 Remedial activities  395
Assessment task 2 Common Remedial activities  323 Extension activities  395
fractions  254 Extension activities  323 5 Resources  397
Assessment task 2 Common fractions: Assignment  323 6 Documents  435
solutions  256 Project  323
1. Introduction
The amended National Curriculum and Assessment Policy Statements for
Grades R–12 came into effect in January 2012. They replaced the National
Curriculum Statements Grades R–9 (2002) and the National Curriculum
Statements Grades 10–12 (2004). The National Curriculum and Assessment
Policy Statement (CAPS) for Intermediate Phase Mathematics (Grades 4–6)
replaces the Subject Statements, Learning Programme Guidelines and Subject
Assessment Guidelines that were used before then.
The instructional time for subjects in the Intermediate Phase is given in the table
below.

Table 1  Instructional time for Intermediate Phase subjects

Time allocation
Subject
per week (hours)
Home Language 6

First Additional Language 5

Mathematics 6

Science and Technology 3,5

Social Sciences 3

Life Skills: 4

Creative Arts 1,5

Physical Education 1,5

Religion Studies 1

The Mathematics curriculum: aims and skills

The aims of the National Curriculum for Mathematics, as set out in the CAPS,
are to develop the following qualities in learners:
• a critical awareness of how mathematical relationships are used in social,
environmental, cultural and economic relations
• confidence and competence to deal with any mathematical situation without
being hindered by a fear of mathematics
• a spirit of curiosity and a love for mathematics
• an appreciation of the beauty and elegance of mathematics
• recognition that mathematics is a creative part of human activity
• deep understanding of concepts needed to make sense of mathematics
• acquisition of specific knowledge and skills necessary for:
– the application of mathematics to physical, social and mathematical
problems
– the study of related subject matter (e.g. other subjects)
– the further study of mathematics.

v
 The CAPS lists the following specific skills that learners must acquire to develop
their essential mathematical skills:
• correct use of the language of mathematics
• ability to understand and use number vocabulary, number concept and
calculation and application skills
• ability to listen, communicate, think, reason logically and apply the
mathematical knowledge gained
• ability to investigate, analyse, represent and interpret information
• ability to pose and solve problems
• awareness of the important role that mathematics plays in real-life situations,
including the personal development of the learner.

Problem-solving and mathematics

This Mathematics course is designed to encourage learner-centred and activity-
based learning through problem-solving, an approach that should be applied
throughout the course.
Problem-solving is one of the unique features of learning and teaching
mathematics. Learners should be able to:
• make sense of problems
• analyse, synthesise (create), determine and execute solution strategies
• estimate, confirm (validate) and interpret the solutions appropriate to the
context.
Problem-solving does not necessarily imply solving word problems. Word
problems could be examples of extending problems that test learners’
mathematical knowledge. These problems involve the use and validation of
techniques learnt in all the content areas of Intermediate Phase Mathematics.
In a problem-solving situation, it may be highly unlikely that learners have had
previous instruction on how to tackle the problems they are facing. Learners
should invent their own solution strategies using different problem-solving
procedures. There are no ready-made recipes or blueprints for searching for and
finding problem-solving solutions.
Solutions and strategies are not as obvious in problem-solving situations as they
are in word problems. In word problems, it is easy to identify which operations
to apply to solve the problem. Problem-solving is not a topic that can be learnt.
It is a process in which learners can explore situations by applying different
skills. Learners construct new meaning by building on previous knowledge and
experiences in an active, cooperative environment.
Learners do not learn problem-solving techniques by memorising rules or
consulting checklists. You should raise consistent awareness of the different
techniques suitable for different problem-solving situations. You could give the
problem as a homework task, group activity or introduction to new concepts
(knowledge), or deal with it in an oral or written situation that applies to all
learners without gender or culture bias. Throughout this course, learners are
presented with different possible strategies for solving problems, and are
encouraged to choose or develop strategies that work most effectively in given
contexts.
Keep in mind that it is important to acknowledge that people are fundamentally
different, and experience problem situations differently. Expect learners to apply

vi Mathematics Grade 4 Teacher’s Guide  INTRODUCTION

a wide range of different methods and ideas in the problem-solving process.
Monitor learner groups carefully and encourage discussions and arguments while
questioning learners about their progress. An important aspect of the learning
of mathematics involves creative initiatives by learners to use the strategies
and methods they know when they are confronted with new problems, and to
experiment with different approaches to solving the problems.
Lead a class discussion on making mistakes, working well together, useful
steps to keep in mind during a lesson, and enjoyment as an important part of
mathematics activity. Discuss each aspect and ask learners questions such as:
How do you feel when you have made a mistake? Why do you feel this way?
Explain, for example, what it means to work towards a common goal. Take note
of learners who seem reluctant to attempt problems that they find difficult, and
help them to use their existing knowledge to solve new problems.

Inclusivity in the Mathematics classroom

The ultimate aim of an inclusive school is to contribute towards the development
of an inclusive society, where diversity is respected and used as a tool for
building a stronger community.
Inclusive education is a process in which barriers to successful learning are
identified and then removed for every learner. This starts at the school level,
where the physical environment should be designed to accommodate learners
who are challenged, where the school principal, the staff and the parents/
guardians work together to create a good school ethos and where specialised
equipment and/or personnel are provided for these learners.
You should highlight daily the aspects of Mathematics that encourage
cooperative learning and respect for diversity. Plan activities on an individual,
pair or group basis so that you can meet the different needs of learners.
Homogeneous groups or pairs (in which all the learners have more or less
the same level of skill and knowledge) are appropriate when the purpose of
the group is to assist learners who have a common special educational need.
Use homogeneous groups to cope with differentiated learning. For example,
learners who have completed a class activity can be given an individual or group
extension activity while you work with the rest of the class or with a group that
needs more intensive input from you to help them understand and complete an
activity. The intention is not for these groups to be fixed groups, but that learners
move to different groups according to their needs and progress.
Heterogeneous groups have a number of advantages. These groups consist
of learners with diverse backgrounds, gender, languages and abilities.
Heterogeneous groups expose learners to new ideas, generate more discussion,
and allow explanations to be given and received more frequently – this helps to
increase understanding. Peer-tutoring, where two learners with different skills
are paired, can be a mutually enriching experience.

Mathematics Grade 4 Teacher’s Guide  INTRODUCTION vii

 Content areas in Intermediate Phase Mathematics
Mathematics in the Intermediate Phase covers five content areas:
• Numbers, operations and relationships
• Patterns, functions and algebra
• Space and shape (geometry)
• Measurement
• Data handling.
Each content area contributes towards the acquisition of specific skills. The
table, Mathematics content knowledge, on page 9 in the CAPS document shows
the general focus of the Mathematics content areas in curriculum as a whole, and
the specific content focus in the Intermediate Phase.
Each content area is divided into topics. All the content areas must be taught
every term. The tables for time allocation per topic on pages 24 (Grade 4),
25 (Grade 5) and 26 (Grade 6) of the CAPS document set out the sequences of
topics per term for each grade. This Mathematics course is structured to follow
the sequences of topics set out in the CAPS table for each grade, term by term.
The full descriptions of concepts and skills for each content area, as well as
additional teaching guidelines, are given in the detailed tables that follow these
overview tables in the CAPS document. The Learner’s Book and Teacher’s
Guide for this course provide cross references to the relevant sections of these
tables; this will help you to check that you are covering the required concepts
and skills as you work through the units in the course.
The units in each term of this Mathematics course are clearly structured
according to these content areas. At the same time, you will find that
opportunities are provided in each content area to use concepts and skills
relating to other content areas. For example, learners use concepts and contexts
from Measurement, and Space and shape to solve problems in the Numbers,
operations and relationships, and Patterns, functions and algebra content
areas. In this way, learners are able to integrate the concepts, techniques and
problem-solving strategies they learn across all content areas, and increase their
awareness of mathematics as a coherent body of knowledge that covers a wide
range of contexts and concepts.

Mental mathematics
Mental mathematics is a central part of the Intermediate Phase curriculum
content. It should be part of the daily mathematics activity in the classroom
throughout the year. In this Mathematics course most content units start with
Mental maths activities. These activities are designed to relate to the content that
follows in the main unit, and also to revise skills and problem-solving strategies
that learners have used earlier in the year. They are a vital part of the course, as
they serve to keep learners actively thinking and talking about mathematics with
you and with their peers, on a daily basis.

viii Mathematics Grade 4 Teacher’s Guide  INTRODUCTION

Weighting of content areas
Mathematics content areas are weighted for two purposes: firstly the weighting
gives guidance on the amount of time needed to adequately cover the content
in each content area; secondly the weighting gives teachers guidance on the
spread of content in the examination (especially in the end-of-year summative
assessment).
The weighting of the content is the same for each grade in the Intermediate
Phase. The table below shows the weightings, per grade.

Table 2  Weighting of content areas in Intermediate Phase Mathematics

Weighting of content areas

Content area Grade 4 Grade 5 Grade 6
Numbers, operations and relationships* 50% 50% 50%

Patterns, functions and algebra 10% 10% 10%

Space and shape (geometry) 15% 15% 15%

Measurement 15% 15% 15%

Data handling 10% 10% 10%

Total 100% 100% 100%

*The weighting of the Numbers, operations and relationships content area has been
increased to 50% for all three grades, in order to ensure that learners are sufficiently
numerate when they enter the Senior Phase.

Progression in content areas across the Intermediate Phase

The Intermediate Phase Mathematics curriculum is structured to enable
learners to develop their skills and knowledge in each content area in a careful
progression from Grade 4 to Grade 6. A summary of this progression is provided
on pages 11–22 of the CAPS document.

Mathematics Grade 4 Teacher’s Guide  INTRODUCTION ix

2. P
 lanning and organising your
Mathematics teaching
This Teacher’s Guide is an essential component of this series. It gives clear
guidelines about how to teach the concepts the learners need to master and how
to organise activities in the classroom. It contains a collection of photocopiable
resources that are required for some of the activities in the Learner’s Book. You
can also use these resources to repeat activities at different times during the year,
if you want to revise particular concepts and methods with learners.
The Learner’s Book is structured according to the term-by-term sequence of
topics for the grade set out in the CAPS document. Most units are preceded by
a mental mathematics section that is integrated with the content to be covered in
the unit that follows. You may want to do the mental mathematics activity at one
time in the day and then proceed with the next unit later in the day. It is essential
to keep to the rhythm of daily mental mathematics activities, so that learners
continue to develop and consolidate their mathematical skills.

Resources in the classroom

In the Intermediate Phase learners move from work with concrete apparatus
to focus more on written and oral work based on the content in the Learner’s
Book. However, it is still important that they use concrete apparatus such as flard
cards, Dienes blocks and geometric shapes and objects to help them consolidate
their understanding of place value, shape, space, pattern, division (sharing)
and grouping, and other concepts that they will work with in this phase. The
Teacher’s Guide indicates what equipment will be useful for this purpose,
in relation to each unit of the course.
Learners will also need to have access to instruments and equipment for practical
activities in certain content areas, particularly the Measurement content area,
where they need to use analogue and digital watches, stopwatches, scales and
thermometers, as well as tape measures, trundle wheels, measuring jugs and
spoons and droppers. Since much of this equipment is used in Grades 4, 5 and
6, you could arrange with teachers across the phase to have a collection of such
equipment available for use by the learners in all three grades.
The photocopiable resources provided in this Teacher’s Guide can be used
throughout the year to repeat activities such as the mental mathematics games
learners play, revising number concepts such as place value.

A teaching strategy that builds conceptual and social skills

The learning experiences in this course are designed for group work, pair work,
individual work and for the whole class to do together. This cultivates an ethos
of cooperation and working together. Letting learners work together is a very
useful and successful teaching strategy. It helps them to develop social skills
such as cooperating in teams, taking turns, showing respect and responsibility,
as well as listening and communicating effectively through interactive learning.

Helping learners overcome barriers to learning Mathematics

Learners who experience barriers to learning Mathematics should be given many
opportunities for activity-based learning, to help them overcome their barriers

xi
 at the pace that works for them. They should be given more time to do practical
examples, using concrete objects and practical experiences, than other learners.
Moving too soon to abstract work may make these learners feel frustrated, and
they may then lose mathematical understanding and skills they have developed.
When organising daily classroom activities, allow more time for these learners
to complete tasks, use their own strategies to develop their thinking skills, and
do assessment activities. You may also need to reduce the number of activities
you give to these learners, without leaving out any of the concepts and skills that
need to be introduced and consolidated.

Revision work
The term-by-term content schedule for each grade includes periods set aside for
revision work. During this period of the term you can repeat activities from units
throughout the term, let learners play again the games they played during the
Mental maths units, or design new revision activities using the notes provided
for each unit in this Teacher’s Guide. Use the revision periods as a way to assess
learners’ readiness to complete formal assessment tasks for the term.

Assessment
The purpose of assessment is to inform you, the learners and their parents or
guardians about their performance. Assessment also serves as a tool for you to
reflect on and analyse your own teaching practice, as this has an influence on the
learners’ performance. You can use your assessment to see whether you need to
provide more opportunities for some or all of the learners to develop a particular
skill or master a concept in a given topic.
You should develop a well-planned process to identify, record and interpret
the performance of your learners throughout the year, using both informal and
formal assessment methods. Keep a record of the learners’ performance on
assessment sheets, and summarise this information on a report form or card
to give the learners and their parents or guardians at certain times of the year.
You may photocopy the various assessment sheets provided in the back of this
Teacher’s Guide to use in your classroom.

Assessment methods
You can use various methods to assess the learners’ progress during the year.
Any assessment method involves four steps:
• generate and collect evidence of learners’ achievement
• evaluate this evidence
• record your findings
• use this information to understand learners’ development and help them
improve the process of learning, and also to improve your teaching.
Before you undertake any assessment of learners’ work, decide on a set of
criteria or standards for what they should be able to understand and do, and
base your assessment on these criteria. It is important that you give the learners
clear instructions about what you expect of them, so that they can complete
the assessment tasks correctly and honestly. Once an assessment task has been
completed, discuss your assessment with the learners and give them feedback to
help them increase their ability to do the task successfully.

xii Mathematics Grade 4 Teacher’s Guide  PLANNING

Term-by-term assessment
The term-by-term content guidelines in the CAPS document specify which
content areas are to be assessed in each term of the year. This Teacher’s Guide
includes assessment tasks for the content areas covered in each term. You may
choose to do the assessment of a particular content section straight after that
section has been completed, or to schedule the assessment at another time during
the term. The assessment tasks are resources that you can use as part of your
overall assessment plan for the year.
Self-assessment
Throughout the year the mental maths sections of this course include activities
that learners can complete on a Mental maths grid. This is a self-assessment tool
that will enable the learners to monitor their own achievements, and indicate
where they feel they need help with a particular aspect of the content. You
should use the completed grids as part of your own assessment of each learner’s
progress throughout the year.
Formal assessment requirements for Intermediate Phase Mathematics
Formal assessment tasks are the tasks that teachers will formally mark and
record the results to use for the purpose of promoting learners. The formal
assessment tasks consist of school-based assessment (SBA) and mid-year as well
as end-of-year examinations.

The Department of Basic Education recommends that SBA tasks take the form
of assignments, investigations, projects, tests and examinations.

In 2019, the Department set out amendments and more detailed guidelines to
the formal assessment tasks required for Mathematics, in its document entitled
GET CAPS Amendments, Intermediate Phase Grades 4–6. A minimum of seven
formal assessment tasks are required for the year:

• Term 1: one assignment and one test

• Term 2: one investigation and one examination (June)
• Term 3: one project and one test
• Term 4: one examination (November).

The following provides descriptions of the recommended forms of assessment,

as outlined by the Department:

• An assignment can consist of a collection of questions that the learner must

complete on his or her own, using available resources as references. The work
should include more complex skills than only recall and routine calculations.
• An investigation is a task in which learners are expected to discover rules
or concepts, or identify patterns and relationships, and draw conclusions.
The investigation can be done by individual learners, or in pairs or groups.
The investigation does not have to be done in class. However, to encourage
learners to understand the concepts explored in the investigation, it is
recommended that the learners do the final write-up of the investigation in
class under supervision, without access to notes.
• A project assesses a range of mathematical concepts and skills as applied
to real-life situations. Learners can do a project on their own or in pairs or
groups, using available resources. The aim is for learners to collect and/or use
real data and make deductions from the data.

Mathematics Grade 4 Teacher’s Guide  PLANNING xiii

 • A test is an individualised assessment task. The questions should be carefully
constructed to cater for different cognitive levels. There are two tests for
the year, one to be done in Term 1 and the other in Term 3. A test should be
one hour long.
• An examination is an individualised assessment task. The examination should
consist of Paper 1 and Paper 2, each 1 hour long. Paper 1 should cover content
area 1, namely ‘Numbers, operations and relationships’. Paper 2 should
cover the remaining four content areas. There is one mid-year examination
in Term 2 and one end-of-year examination in Term 4. (Tables 4.1 to 4.12
provide more detailed guidelines specific to the examination papers.)

Table 3 shows further details about the seven formal assessment tasks, such as
mark allocations, the weighting of each task for the term and for the year, and
how to calculate the learner’s final mark. The end-of-year examination counts
25% towards the final mark, and the SBAs count 75% towards the final mark.

Table 3 Minimum requirements for formal assessment: Intermediate Phase Mathematics

Term 1 Term 2 Term 3 Term 4
Form of
Assignment Test Investigation Examination Project Test Examination
assessment
Marking Memo and/or
Memo Memo Memo Rubric Memo Memo
guideline rubric
Minimum Paper 1: 25 Paper 1: 25
25 25 25 25 25
marks: Grade 4 Paper 2: 25 Paper 2: 25
Minimum Paper 1: 30 Paper 1: 30
25 25 25 25 25
marks: Grade 5 Paper 2: 30 Paper 2: 30
Minimum Paper 1: 40 Paper 1: 40
25 25 25 25 25
marks: Grade 6 Paper 2: 40 Paper 2: 40
Test/exam 1 hour per 1 hour per
1 hour 1 hour
duration paper paper
SBA weighting
50% 50% 50% 50% 50% 50% 100%
for the term
Weighting for
15% 11,25% 11,25% 15% 11,25% 11,25% 25%
the year
To calculate Step 1: Use the weighting for the year for each task to convert the learner’s mark obtained in
learner’s end-of that task to its portion of the learner’s final percentage. You may use the following calculation:
year %
% for each task towards final percentage
= Learner’s mark for the task × Weighting of the task
Total marks for the task
Examples for each task:
20 18 21 34 19 15 36
25 × 15 25 × 11,25 25 × 11,25 50 × 15 25 × 11,25 25 × 11,25 50 × 25
= 12% = 8,1% = 9,45% = 10,2% = 8,55% = 6,75% = 18%
Step 2:
Add the converted percentages of all the assessment tasks in all four terms.
Example:
Learner’s final % = 12 + 8,1 + 9,45 + 10,2 + 8,55 + 6,75 + 18 = 73,05%
(Table adapted from the Department of Basic Education’s GET CAPS
Amendments, Intermediate Phase Grades 4–6, page 52)

xiv Mathematics Grade 4 Teacher’s Guide  PLANNING

 Examination guidelines for Grades 4 to 6
The June examination (Term 2) and the November examination (Term 4) should
each consist of Papers 1 and 2. The following examination guidelines (Tables
4.1 to 4.12) show the topics that must be covered in Paper 1 and in Paper 2,
and the number of marks allocated to each topic. The tables have been adapted
from the Department of Basic Education’s document, GET CAPS Amendments,
Intermediate Phase Grades 4–6, pages 56 to 61.
Table 4.1 Grade 4 June examination guidelines, Paper 1 (1 hour)
Topic Concepts Mark % Mark
Whole numbers • Counting, ordering, comparing, representing 18 ± 2 71 ± 2
and place value (4-digit numbers)
• Addition and subtraction (4-digit numbers)
• Multiplication (2-digit by 2-digit)
• Division (3-digit by 1-digit)
• Solving problems
Common fractions • Solving problems 7±2 29 ± 2
• Describing and ordering fractions
• Calculations with common fractions
• Equivalent forms
TOTAL 25 100
Table 4.2 Grade 4 June examination guidelines, Paper 2 (1 hour)
Topic Concepts Mark % Mark
Number sentences • Number sentences 2±2 7±2
Numeric patterns • Input and output values 2±2 9±2
• Equivalent forms
Geometric patterns • Investigate and extend patterns 2±2 9±2
• Input and output values
• Equivalent forms
Properties of 2-D • Range of shapes 3±2 11 ± 2
shapes • Characteristics of shapes
• Drawing shapes
Properties of 3-D • Range of objects 3±2 11 ± 2
objects • Characteristics of objects
Symmetry • Symmetry 1±2 4±2
Length • Practical measurement, instruments and units 4±2 15 ± 2
• Calculations and problem-solving involving
length
Time • Reading time 3±2 13 ± 2
• Reading calendars
• Calculating and solving problems with time
Data handling • Organise data 5±2 21 ± 2
• Represent data
• Analyse, interpret and report data
TOTAL 25 100

Mathematics Grade 4 Teacher’s Guide  PLANNING xv

 Table 4.3 Grade 4 November examination guidelines, Paper 1 (1 hour)
Topic Concepts Mark % Mark
Whole numbers • Counting, ordering, comparing, representing 15 ± 2 58 ± 2
and place value (4-digit numbers)
• Addition and subtraction (4-digit numbers)
• Multiplication (2-digit by 2-digit)
• Division (3-digit by 1-digit)
• Solving problems
Common fractions • Solving problems 10 ± 2 42 ± 2
• Describing and ordering fractions
• Calculations with common fractions
• Equivalent forms
TOTAL 25 100
Table 4.4 Grade 4 November examination guidelines, Paper 2 (1 hour)
Topic Concepts Mark % Mark
Number sentences • Number sentences 2±2 7±2
Numeric patterns • Investigate and extend patterns 2±2 9±2
• Input and output values
• Equivalent forms
Geometric patterns • Investigate and extend patterns 1±2 5±2
• Input and output values
• Equivalent forms
Properties of 2-D • Range of shapes 1±2 6±2
shapes • Characteristics of shapes
• Drawing shapes
Properties of 3-D • Range of objects 1±2 6±2
objects • Characteristics of objects
Symmetry • Symmetry 1±2 2±2
Transformations • Describe patterns 1±2 3±2
Viewing objects • Positions and views 1±2 2±2
Position and • Location and directions 1±2 2±2
movement
Perimeter, area and • Perimeter 2±2 8±2
volume • Measurement of area
• Measurement of volume
Length • Practical measurement, instruments and units 1±2 8±2
• Calculations and problem-solving involving
length
Time • Reading time 2±2 7±2
• Reading calendars
• Calculating and solving problems with time
Capacity/volume • Practical measurement, instruments and units 2±2 7±2
• Calculations and problem-solving involving
capacity/volume
Mass • Practical measurement, instruments and units 2±2 7±2
• Calculations and problem-solving involving
mass

xvi Mathematics Grade 4 Teacher’s Guide  PLANNING

Data handling • Organise data 4±2 19 ± 2
• Represent data
• Analyse, interpret and report data
Probability • Probability 1±2 2±2
TOTAL 25 100
Table 4.5 Grade 5 June examination guidelines, Paper 1 (1 hour)
Topic Concepts Mark % Mark
Whole numbers • Counting, ordering, comparing, representing 24 ± 2 82 ± 2
and place value (4-digit numbers)
• Addition and subtraction (5-digit numbers)
• Multiplication (3-digit by 2-digit)
• Division (3-digit by 2-digit)
• Solving problems
Common fractions • Describing and ordering fractions 6±2 18 ± 2
• Calculations with common fractions
• Solving problems
• Equivalent forms
TOTAL 30 100
Table 4.6 Grade 5 June examination guidelines, Paper 2 (1 hour)
Topic Concepts Mark % Mark
Number sentences • Number sentences 2±2 6±2
Numeric patterns • Investigate and extend patterns 2±2 8±2
• Input and output values
• Equivalent forms
Geometric patterns • Investigate and extend patterns 2±2 8±2
• Input and output values
• Equivalent forms
Properties of 2-D • Range of shapes 4±2 13 ± 2
shapes • Characteristics of shapes
• Drawing shapes
Properties of 3-D • Range of objects 4±2 11 ± 2
objects • Characteristics of objects
Symmetry • Symmetry 1±2 4±2
Length • Practical measurement, instruments and units 3±2 11 ± 2
• Calculations and problem-solving involving
length
Time • Reading time 3±2 11 ± 2
• Reading calendars
• Calculating and solving problems with time
Capacity/volume • Practical measurement, instruments and units 3±2 9±2
• Calculations and problem-solving involving
capacity/volume
Data handling • Organise data 6±2 19 ± 2
• Represent data
• Analyse, interpret and report data
TOTAL 30 100

Mathematics Grade 4 Teacher’s Guide  PLANNING xvii

 Table 4.7 Grade 5 November examination guidelines, Paper 1 (1 hour)
Topic Concepts Mark % Mark
Whole numbers • Counting, ordering, comparing, representing 24 ± 2 82 ± 2
and place value (6-digit numbers)
• Addition and subtraction (5-digit numbers)
• Multiplication (3-digit by 2-digit)
• Division (3-digit by 2-digit)
• Solving problems
Common fractions • Describing and ordering fractions 6±2 18 ± 2
• Calculations with common fractions
• Solving problems
• Equivalent forms
TOTAL 30 100
Table 4.8 Grade 5 November examination guidelines, Paper 2 (1 hour)
Topic Concepts Mark % Mark
Number sentences • Number sentences 2±2 7±2
Numeric patterns • Investigate and extend patterns 3±2 9±2
• Input and output values
• Equivalent forms
Geometric patterns • Investigate and extend patterns 1±2 4±2
• Input and output values
• Equivalent forms
Properties of 2-D • Range of shapes 2±2 7±2
shapes • Characteristics of shapes
• Drawing shapes
Properties of 3-D • Range of objects 2±2 6±2
objects • Characteristics of objects
Symmetry • Symmetry 1±2 3±2
Transformations • Describe patterns 1±2 4±2
Viewing objects • Positions and views 1±2 3±2
Position and • Location and directions 1±2 3±2
movement
Perimeter, area and • Perimeter 2±2 7±2
volume • Measurement of area
• Measurement of volume
Length • Practical measurement, instruments and units 2±2 6±2
• Calculations and problem-solving involving
length
Time • Reading time 1±2 6±2
• Reading calendars
• Calculating and solving problems with time
Capacity/volume • Practical measurement, instruments and units 2±2 5±2
• Calculations and problem-solving involving
capacity/volume
Mass • Practical measurement, instruments and units 2±2 5±2
• Calculations and problem-solving involving
mass

xviii Mathematics Grade 4 Teacher’s Guide  PLANNING

Temperature • Practical measurement, instruments and units 1±2 3±2
• Calculations and problem-solving involving
temperature
Data handling • Organise data 5±2 19 ± 2
• Represent data
• Analyse, interpret and report data
Probability • Probability 1±2 3±2
TOTAL 30 100
Table 4.9 Grade 6 June examination guidelines, Paper 1 (1 hour)
Topic Concepts Mark % Mark
Whole numbers • Counting, ordering, comparing, representing 22 ± 2 54 ± 2
and place value (9-digit numbers)
• Addition and subtraction (6-digit numbers)
• Multiplication (4-digit by 3-digit)
• Division (4-digit by 3-digit)
• Solving problems
Common fractions • Describing and ordering fractions 9±2 23 ± 2
• Calculations with common fractions
• Solving problems
• Equivalent forms
Decimal fractions • Describing and ordering decimal fractions 9±2 23 ± 2
• Calculations with decimal fractions
• Solving problems
• Equivalent forms
TOTAL 40 100
Table 4.10 Grade 6 June examination guidelines, Paper 2 (1 hour)
Topic Concepts Mark % Mark
Number sentences • Number sentences 2±2 6±2
Numeric patterns • Input and output values 3±2 9±2
• Equivalent forms
Geometric patterns • Investigate and extend patterns 5±2 12 ± 2
• Input and output values
• Equivalent forms
Properties of 2-D • Range of shapes 7±2 17 ± 2
shapes • Characteristics of shapes
• Drawing shapes
Properties of 3-D • Range of objects 4±2 11 ± 2
objects • Characteristics of objects
Symmetry • Symmetry 2±2 4±2
Time • Reading time 4±2 9±2
• Reading calendars
• Calculating and solving problems with time
Capacity/volume • Practical measurement, instruments and units 5±2 11 ± 2
• Calculations and problem-solving involving
capacity/volume

Mathematics Grade 4 Teacher’s Guide  PLANNING xix

 Data handling • Organise data 8±2 21 ± 2
• Represent data
• Analyse, interpret and report data
TOTAL 40 100

Table 4.11 Grade 6 November examination guidelines, Paper 1 (1 hour)

Topic Concepts Mark % Mark
Whole numbers • Counting, ordering, comparing, representing 18 ± 2 45 ± 2
and place value (9-digit numbers)
• Addition and subtraction (6-digit numbers)
• Multiplication (4-digit by 3-digit)
• Division (4-digit by 3-digit)
• Solving problems
Common fractions • Describing and ordering fractions 11 ± 2 28 ± 2
• Calculations with common fractions
• Solving problems
• Equivalent forms
Decimal fractions • Describing and ordering decimal fractions 7±2 18 ± 2
• Calculations with decimal fractions
• Solving problems
• Equivalent forms
Percentage • Calculations 4±2 9±2
• Equivalent forms
TOTAL 40 100
Table 4.12 Grade 6 November examination guidelines, Paper 2 (1 hour)
Topic Concepts Mark % Mark
Number sentences • Number sentences 1±2 3±2
Numeric patterns • Investigate and extend patterns 4±2 10 ± 2
• Input and output values
• Equivalent forms
Geometric patterns • Investigate and extend patterns 2±2 6±2
• Input and output values
• Equivalent forms
Properties of 2-D • Range of shapes 5±2 13 ± 2
shapes • Characteristics of shapes
• Drawing shapes
Properties of 3-D • Range of objects 2±2 5±2
objects • Characteristics of objects
Symmetry • Symmetry 1±2 2±2
Transformations • Describe patterns 2±2 6±2
Viewing objects • Positions and views 1±2 3±2
Position and • Location and directions 1±2 2±2
movement

xx Mathematics Grade 4 Teacher’s Guide  PLANNING

Perimeter, area and • Perimeter 3±2 8±2
volume • Measurement of area
• Measurement of volume
Length • Practical measurement, instruments and units 2±2 5±2
• Calculations and problem-solving involving
length
Time • Reading time 2±2 4±2
• Reading calendars
• Calculating and solving problems with time
Capacity/volume • Practical measurement, instruments and units 2±2 5±2
• Calculations and problem-solving involving
capacity/volume
Mass • Practical measurement, instruments and units 2±2 5±2
• Calculations and problem-solving involving
mass
Temperature • Practical measurement, instruments and units 1±2 1±2
• Calculations and problem-solving involving
temperature
Data handling • Organise data 8±2 20 ± 2
• Represent data
• Analyse, interpret and report data
Probability • Probability 1±2 2±2
TOTAL 40 100

Cognitive levels for formal assessment tasks

Cognitive skills are the thinking skills and processes involved when performing
a task. Certain tasks require simpler or lower-order thinking skills, while others
require more complex or higher-order thinking skills. For Mathematics, the
Department of Basic Education groups cognitive skills into four levels, as
described in Table 5. Formal assessment tasks should be constructed to assess
cognitive skills from all four levels across the year, according to the weighting
prescribed for each cognitive level.
Table 5 Descriptions and examples of cognitive levels
Cognitive levels Description of skills to be demonstrated Examples
Knowledge • Straight recall 1. Write down the next three
(≈ 25%) • Use of mathematical facts numbers in the sequence:
• Appropriate use of mathematical 103; 105; 107; … [Gr 4]
vocabulary
2. Determine the factors of 64.
• Ability to read information directly
 [Gr 5]
from a table
• Estimation and appropriate rounding of 3. Write down the prime
numbers numbers that are factors of
36. [Gr 6]

Mathematics Grade 4 Teacher’s Guide  PLANNING xxi

 Routine procedures • Perform well-known procedures 1. Determine the value for Δ if
(≈ 45%) • Simple applications and calculations Δ + 4 = 102.  [Gr 4]
which might involve many steps
2. Calculate: 488 × 16  [Gr 5]
• Derivation from given information may
be involved 3. Calculate: 1 15 – 3
10
 [Gr 6]
• Generally similar to those encountered
in class
Complex • Problems involving complex 1. If 12 chocolates cost R120,
procedures calculations and/or higher-order how much will 7 chocolates
(≈ 20%) reasoning of the same type cost?
• Investigate to describe rules and  [Gr 4]
relationships – there is often not an
2. John leaves home at 6.20
obvious route to the solution
a.m. and arrives at school at
• Problems not necessarily based on real
7.35 a.m. every day. How
world contexts – could involve making
many minutes does he take
significant connections between
to travel to school per day?
different representations
 [Gr 5]
• Requires conceptual understanding
3. There were 54 sweets in the
packet. William ate 52 of the
sweets and his friend ate 103
of the sweets. How many
sweets are left? [Gr 6]
Problem solving • Unseen, non-routine problems which 1. Chickens and sheep are kept
(≈ 10%) are not necessarily difficult in a pen. The total number
• Higher-order understanding and of animals is 10. The total
processes are often involved number of legs is 34. How
• Might require the ability to break the many are chickens and how
problem down into its constituent parts many are sheep? [Gr 4]
2. At Malelane station, a train
arrives every 50 minutes.
The first train stops at 7.00
a.m. How many trains have
stopped at the station just
before 11.00 p.m.?  [Gr 5]
3. The product of two prime
numbers is 10 and their
sum is 7. What are the two
numbers?  [Gr 6]
(Table from the Department of Basic Education’s GET CAPS Amendments,
Intermediate Phase Grades 4–6, page 55)

xxii Mathematics Grade 4 Teacher’s Guide  PLANNING

 See Table 6 below for additional examples of questions to demonstrate the
differences in the four cognitive levels. All of these examples are for the content
area ‘Patterns, functions and algebra’.

Table 6 Further examples for the different cognitive levels

Cognitive levels Examples
Content area: Patterns, functions and algebra
Knowledge: 25% Number sentences
• Straight recall 1. If a box contains 4 six-packs of cooldrink
• Use of mathematical facts cans, how many cans are there in two boxes?
• Appropriate use of mathematical vocabulary  [Gr 4]
• Read information directly from a table
2. 3 × £ + 12 = 30 [Gr 5]
• Estimation and appropriate rounding of
numbers 3. I think of a number. I add 6 to the number,
divide it by 3 and get 18. What is the
number? [Gr 6]
Routine procedures: 45% Numeric patterns
• Perform well-known procedures 1. Complete the number sequence: £; £; 84;
• Simple applications and calculations which 78; £; £; 60; 54 [Gr 4]
might involve many steps
2. How do you get the next term in this
• Derivation from given information may be
sequence? 1; 1; 2; 3; 5; 8; . . . [Gr 5]
involved
• Generally similar to those encountered in 3. Use the input numbers 0 to 10 in a flow
class diagram. Apply the rule: × 3 – 3 to find the
output numbers. [Gr 6]
Complex procedures: 20% Geometric patterns
• Problems involving complex calculations and/ 1. How many matchsticks will be in the 4th
or higher-order reasoning pattern? How do you know? [Gr 4]
• Investigate to describe rules and relationships
– there is often not an obvious route to the
solution
2. How many black and green beads will
• Problems not necessarily based on real world
Pattern 6 have? Explain your reasoning.
contexts – could involve making significant
 [Gr 5]
connections between different representations
• Require conceptual understanding

3. Find the number of orange cubes in the

table. [Gr 6]

Mathematics Grade 4 Teacher’s Guide  PLANNING xxiii

 Problem solving: 10% Number Sentences
• Unseen, non-routine problems which are not 1. There are some people in a mini-bus. Eight
necessarily difficult more people get on the bus. There are now
• Higher-order understanding and processes are double the number of people. How many
often involved people were originally in the bus? [Gr 4]
• Might require the ability to break the problem
2. Athletes leave a stadium in mini-buses each
down into its constituent parts
carrying the same number of athletes. The
girls leave in three full buses. There is one
bus left to take the boys, while 22 boys have
to wait on another bus. How many athletes
travel in one mini-bus? [Gr 5]
3. John has R150. Layla has R190. John gives
Layla some of his money. Layla now has 3
times more money than John. How much
money did John give Layla? [Gr 6]

Assessing learners who experience barriers to learning

Learners who experience barriers to learning should be given opportunities
to demonstrate their competence in ways that suit their needs. You may have
to consider using some or all of the following methods when assessing these
learners:
• Allow these learners to use concrete apparatus for a longer time than other
learners in the class.
• Break up assessment tasks (especially written tasks) into smaller sections for
learners who have difficulty concentrating for long periods, or give them short
breaks during the task.
• Learners who are easily distracted may need to do their assessment tasks in a
separate venue.
• Use a variety of assessment methods, as some learners may not be able to
demonstrate what they can do using certain types of assessment.
For example, a learner may be able to explain a concept orally but have
difficulty writing it down.
Reporting learners’ performance
Reporting is the process of communicating learners’ performance to the learners
themselves, and to parents and guardians, schools and other stakeholders. You
can use report cards, parent meetings, school visitation days, parent–teacher
conferences, phone calls, letters and other appropriate methods to make your
reports.
Records of learner performance should provide evidence of the learner’s
conceptual progression within a grade and her/his readiness to progress to the
next grade.
Formal assessment is reported in all grades using percentages. The table below
sets out the scale of achievement to be used for recording and reporting levels
of competence in the Intermediate Phase. You should also use comments to
describe learners’ performance, as appropriate.

xxiv Mathematics Grade 4 Teacher’s Guide  PLANNING

Table 7 Scale of achievement for the National Curriculum Statement
Grades 4 – 6

Rating code Description of competence Percentage

7 Outstanding achievement 80–100

6 Meritorious achievement 70–79

5 Substantial achievement 60–69

4 Adequate achievement 50–59

3 Moderate achievement 40–49

2 Elementary achievement 30–39

1 Not achieved 0–29

Note: Let the learners fill in their answers for the Mental Maths activities on the
Mental Maths grid (template supplied in the Resources section) to monitor their
progress in mental calculations.

Mathematics Grade 4 Teacher’s Guide  PLANNING xxv

3. Lesson plans
Note: For all terms, time for Mental maths activities is included in the time for a unit.

Term 1
Unit Title LB pages Time
Content area: Number, operations and relationships 5 hours
Topic: Whole numbers: revise Grade 3 work
1 Count, order and compare numbers 1–5 1 hour
2 Addition and subtraction facts up to 20 5–6 1 hour
3 Add and subtract multiples of 10 6–7 1 hour
4 Multiplication and division 8–9 1 hour
5 Problem-solving 10 1 hour
Assessment task 1 Number sentences
Content area: Patterns, functions and algebra 3 hours
Topic: Number sentences
6 Write and solve number sentences 11–12 1 hour
7 Reverse operations in number sentences 13–14
8 Use number sentences to describe and solve problems 14–16 30 minutes
9 Solve number sentences 17–18 1 hour
10 Patterns in number sentences 18–19 30 minutes
Assessment task 2 Numbers and place value
Content area: Number, operations and relationships 10 hours
Topic: Whole numbers: adding and subtracting
11 Count, order and compare numbers (2) 20–21 1 hour
12 Place value and representing numbers 22–23 1 hour
13 Place value 23–25 1 hour
14 Represent and compare numbers 25–26 1 hour
15 Swap and regroup numbers 26–28 1 hour
16 Revision: find connections 29
17 Number sentences and problem-solving 30–31 1 hour
18 Strategies for adding and subtracting 31–32 1 hour
19 Use different methods and operations 32–33 1 hour
20 More strategies for adding and subtracting 34
21 Add and subtract with 3-digit numbers 35–36 1 hour
22 More strategies for adding and subtracting (2) 36–37
23 Calculations with 4-digit numbers 37–38 1 hour
Assessment task 3: Addition and subtraction
Content area: Patterns, functions and algebra 4 hours
Topic: Numeric patterns
24 Patterns in counting sequences 39–40 2 hours
25 Number grids and patterns 40–41 1 hour
26 Number groups and patterns 41–42 1 hour
Assessment task 4: Numeric patterns

xxvi Mathematics Grade 4 Teacher’s Guide  LESSON PLANS

Unit Title LB pages Time
Content area: Number, operations and relationships 4 hours
Topic: Whole numbers: multiplication and division
27 Multiplication by grouping and repeated addition 43–45 1 hour
28 Know multiplication tables 46–48 1 hour
29 Round off and estimate in real life 48–49 1 hour
30 Use grouping and sharing 50–51 1 hour
31 Division facts and rules 52–54
Assessment task 5: Multiplication and division
Content area: Measurement 6 hours
Topic: Time
32 Revision of Grade 3 work 55–56 1 hour
33 24-hour time 56–58 1 hour
34 Read time in 5-minute intervals 58–60 1 hour
35 Read calendars 61–62 1 hour
36 Read timetables 63–64 1 hour
37 History of time 66–66 1 hour
Assessment task 6: Time
Revision 66
Content area: Data handling 5 hours
Topic: Collect, organise and represent data
38 Use tally marks 67–68 1 hour
39 Draw up a tally table 68–69 1 hour
40 Show data in pictographs 70–72 1 hour
41 Show data in bar graphs 72–74 2 hours
Topic: Analyse, interpret and report data 4 hours
42 Explain data 74–76 1 hour
43 Data from pictographs 76–77 1 hour
44 Data from pie charts 77–79 1 hour
45 Data from bar graphs 79–80 1 hour
Topic: Represent data 1 hour
46 Draw your own bar graph 80–819 1 hour
Revision 82
Content area: Space and shape 5 hours
Topic: Properties of 2-D shapes
47 Different shapes 83–84 1 hour
48 Triangles and quadrilaterals 85–86 1 hour
49 Pentagons and hexagons 86–88 1 hour
50 Put shapes together 88–90 2 hours
Assessment task 7: Properties of 2-D shapes
Revision 87–88

Mathematics Grade 4 Teacher’s Guide  LESSON PLANS xxvii

 Unit Title LB pages Time
Content area: Numbers, operations and relationships 5 hours
Topic: Whole numbers: multiplication and division
51 Equal sharing and multiples 91 1 hour
52 Multiplication and division strategies 92–94 1 hour
53 Basic multiplication and division facts 94–95 1 hour
54 Multiplication and division flow diagrams 95–96 30 minutes
55 Number rules for multiplication and division 96–97 30 minutes
56 Ratio and rate 97–100 1 hour
Assessment task 8: Multiplication and division

xxviii Mathematics Grade 4 Teacher’s Guide  LESSON PLANS

Term 2
Unit Title LB pages Time
Content area: Number, operations and relationships 6 hours
Topic: Whole numbers
1 Count and order 102–104 1 hour
2 Compare and represent numbers 104–106
3 Place value 106–105 1 hour
4 Estimate and round off 107–109 1 hour
Assessment task 1 Counting, place value and estimation
Topic: Whole numbers: addition and subtraction
5 Add and subtract multiples of 10 110 1 hour
6 Strategies for adding and subtracting 111
7 More strategies for adding and subtracting 112 1 hour
8 Add and subtract with 3- and 4-digit numbers 112–113 1 hour
Assessment task 2: Addition and subtraction
Content area: Number, operations and relationships 6 hours
Topic: Common fractions
9 Order and compare fractions 114–115 1 hour
10 Represent fractions 116–117 1 hour
11 Equal sharing 117 1 hour
12 Calculations with fractions 118–119 1 hour
13 Equivalent fractions 120–121 1 hour
14 Count and calculate fractions 121–122 1 hour
Assessment task 3: Common fractions
Content area: Measurement 6 hours
Topic: Length
15 Revision of Grade 3 work 123–126 1 hour
16 Working with centimetres (cm) and millimetres (mm) 126–128 1 hour
17 Tricky measurements 128–129
18 Understand units of measurement 129–132 1 hour
19 Convert between kilometres, metres and millimetres 133–134 1 hour
20 Convert between centimetres and metres 134–135
21 Convert between millimetres and centimetres 135–136 1 hour
22 Round off measurements 136–137
23 Problem-solving with distance and length 138–139 1 hour
Revision and consolidation 139–140
Assessment task 4: Length
Content area: Number, operations and relationships 6 hours
Topic: Whole numbers: multiplication
24 Basic multiplication facts 141–142 1 hour
25 Multiplication strategies 142–144 1 hour
26 Problem-solving with multiplication 144–145 1 hour

Mathematics Grade 4 Teacher’s Guide  LESSON PLANS xxix

 Unit Title LB pages Time
27 Multiplication and estimation 145–146 1 hour
28 Patterns in multiplication 146–147 1 hour
29 More multiplication methods 148 1 hour
Assessment task 5: Multiplication
Content area: Space and shape 5 hours
Topic: Properties of 3-D objects
30 Flat and curved surfaces 149–150 1 hour
31 Shapes and faces of 3-D objects 150–151 1 hour
32 Straight, flat faces: polyhedra 151–154 3 hours
Revision 154
Content area: Patterns, functions and algebra 4 hours
Topic: Geometric patterns
33 Explore geometric patterns 155–156 1 hour
34 Identify and extend patterns 157–158 1 hour
35 Extend patterns 158–159 1 hour
36 Input and output numbers (values) 160–161 1 hour
Assessment task 6: Patterns
Content area: Space and shape 2 hours
Topic: Symmetry
37 What is symmetry? 162–165 2 hours
Revision 163
Content area: Numbers, operations and relationships 4 hours
Topic: Whole numbers: addition and subtraction
38 Round off to add and to subtract 166 1 hour
39 Different ways to add 167 1 hour
40 Different ways to subtract 168–169 1 hour
41 Check addition and subtraction calculations 169–170 1 hour
Content area: Numbers, operations and relationships 4 hours
Topic: Whole numbers: division
42 Solve story problems 171–172 1 hour
43 Division with and without remainders 172–174 1 hour
44 Division with remainders 174–175 30 minutes
45 Division with 3-digit numbers and remainders 175–176 30 minutes
46 Problem-solving with division 176 1 hour
Assessment task 7: Whole numbers (division)

xxx Mathematics Grade 4 Teacher’s Guide  LESSON PLANS

Term 3
Unit Title LB pages Time
Content area: Measurement 6 hours
Topic: Capacity and volume
1 What do you remember? 178 1 hour
2 Measuring capacity and volume 179 1 hour
3 Understand volume and capacity 180–182 1 hour
4 Estimate and round off 182–184
5 Calculations with litres and millilitres 184–185 1 hour
6 Calculate capacity with fractions 186–187 1 hour
Revision 187
Assessment task 1: Volume and capacity
Content area: Numbers, operations and relationships 1 hour
Topic: Fractions of whole numbers
7 Recognise fraction parts 188–189 30 minutes
8 Fractions of whole numbers 189–190 30 minutes
Topic: Whole numbers: number rules 1 hour 30 minutes
9 Equivalent fractions 191–192 30 minutes
10 Equal sharing and problem-solving 192–193 30 minutes
11 Count, order and calculate with fractions 194–195 30 minutes
Assessment task 2: Common fractions
Topic: Whole numbers: adding and subtracting 3 hours 30 minutes
12 Rules for operations 196–198 30 minutes
13 Count, compare, represent numbers and place value 199–200 30 minutes
Assessment task 3: Counting and place value
14 Addition and subtraction facts 201 30 minutes
15 Problem-solving 202–203 30 minutes
16 Double, halve and round off for estimations and calculations 203–204 30 minutes
17 Different strategies for calculating 204–205 1 hour
Content area: Space and shape 2 hours
Topic: View objects
18 Side views and top views 206–207 1 hour
19 Side views and plan views 208–209 1 hour
Revision
Content area: Space and shape 4 hours
Topic: Properties of 2-D shapes
20 Sort 2-D shapes 210 1 hour
21 Investigate circles 211 1 hour
22 Investigate polygons 212–213 1 hour
23 Patterns and pictures with 2-D shapes 214 1 hour

Mathematics Grade 4 Teacher’s Guide  LESSON PLANS xxxi

 Unit Title LB pages Time
Content area: Data handling 3 hours
Topic: Collect, organise and present data
24 Use tally marks 215–216 1 hour
25 Show data on graphs 216–218 2 hours
Topic: Analyse, interpret and report data 4 hours
26 Explain data 218–220 2 hours
27 More graphs 221–222 2 hours
Content area: Patterns, functions and algebra 5 hours
Topic: Numeric patterns
28 Patterns in number grids 223–225 1 hour
29 Finding rules 225–226 2 hours
30 Rules for number patterns 226–227 2 hours
Assessment task 4: Number patterns
Content area: Numbers, operations and relationships 4 hours
Topic: Whole numbers: addition and subtraction
31 Quick calculations 228–229 1 hour
32 Count, order and compare numbers and place value 229–230 1 hour
33 Problem-solve with whole numbers 231–229 2 hours
Assessment task 5: Addition and subtraction
Topic: Whole numbers: multiplication 4 hours
34 Multiplication strategies 232–233 1 hour
35 Basic multiplication facts 234 1 hour
36 Round off and solving problems 235 2 hours
Content area: Patterns, functions and algebra 3 hours
Topic: Number sentences
37 Write number sentences 236–237 1 hour
38 Balance and inspect number sentences 238–239 1 hour
39 Equations and problem-solving 239–241 1 hour
Content area: Space and shape 3 hours
Topic: Transformations
40 Make new shapes 242–243 1 hour
41 Tangrams 243–244 2 hours
Revision 244

xxxii Mathematics Grade 4 Teacher’s Guide  LESSON PLANS

Term 4
Unit Title LB pages Time
Content area: Numbers, operations and relationships 2 hours
Topic: Whole numbers: working with whole numbers
1 Revise rules for working with numbers 246–247 1 hour
2 Represent numbers and place value 247–249 1 hour
Topic: Whole numbers: addition and subtraction 4 hours
3 Problem-solving 250 1 hour
4 Inverse operations 251–252 1 hour
5 More calculations 252–253 1 hour
6 Use estimating and problem-solving 253 1 hour
Assessment task 1: Whole number addition and subtraction
Content area: Measurement 5 hours
Topic: Mass
7 Revision 254–255 1 hour
8 Estimate 255 1 hour
9 More addition and subtraction 255–256 1 hour
10 More multiplication and division 256–257 1 hour
11 Problem-solving 257–258 1 hour
Content area: Space and shape 4 hours
Topic: Properties of 3-D objects
12 Recognise and compare 3-D objects 259–260 1 hour
13 Faces and models of 3-D objects 261–262 2 hours
14 Statements about 3-D objects 262–263 1 hour
Self-assessment
Content area: Numbers, operations and relationships 5 hours
Topic: Common fractions
15 Order and compare fractions 264–265 1 hour
16 Calculate with fractions 265–266 1 hour
17 Fractions of whole numbers 267 1 hour
18 Problem-solving with fractions 268–270 2 hours
Revision 270
Content area: Numbers, operations and relationships 3 hours
Topic: Whole numbers: division
19 Basic division facts 271 1 hour
20 Divide by 10 and 100 272–273 1 hour
21 Strategies for division 273–274 1 hour
Assessment task 2: Division
Content area: Measurement 7 hours
Topic: Perimeter, area and volume
22 Perimeter 275–277 3 hours
23 Area 278–280 2 hours

Mathematics Grade 4 Teacher’s Guide  LESSON PLANS xxxiii

 Unit Title LB pages Time
24 Volume 280 2 hours
Revision and consolidation 281
Content area: Space and shape 2 hours
Topic: Position and movement
25 Work with grids 282–283 1 hour
26 Grids on maps 284 1 hour
Content area: Space and shape 3 hours
Topic: More transformations
27 Tessellations 285–287 2 hours
28 Describe patterns 287–288 1 hour
Content area: Patterns, functions and algebra 2 hours
Topic: Geometric patterns
29 Geometric patterns 289–290 1 hour
30 Growing patterns 291–292 1 hour
Content area: Numbers, operations and relationships 3 hours
Topic: Whole numbers: addition and subtraction
31 Use place value to add and subtract 293–294 1 hour
32 Use 10-strips to add and subtract 294–295 2 hours
Content area: Data handling 2 hours
Topic: Probability
33 Probability 296–297 1 hour
34 Experiments and actual outcomes 297–298 1 hour
Revision 299

xxxiv Mathematics Grade 4 Teacher’s Guide  LESSON PLANS

 1
TERM

Revise whole numbers Unit 28 Know the multiplication tables

Unit 1 Count, order and compare Unit 29 Round off and estimate in real life
numbers Unit 30 Use grouping and sharing
Unit 2 Addition and subtraction Unit 31 Division facts and rules
facts up to 20
Time
Unit 3 Add and subtract multiples of 10
Unit 32 Revision of Grade 3 work
Unit 4 Multiplication and division
Unit 33 24-hour time
Unit 5 Problem-solving
Unit 34 Read time in 5-minute intervals
Number sentences Revision and consolidation
Unit 6 Write and solve number sentences Unit 35 Read calendars
Unit 7 Reverse operations in number Unit 36 Read timetables
sentences
Unit 37 History of time
Unit 8 Use number sentences to
describe and solve problems Revision
Unit 9 Solve number sentences Collecting and organising data
Unit 10 Patterns in number sentences Unit 38 Use tally marks
Whole numbers: adding and Unit 39 Draw up a tally table
subtracting Unit 40 Show data in pictographs
Unit 11 Count, order and compare Unit 41 Show data in bar graphs
numbers (2) Project
Unit 12 Place value and representing Unit 42 Explain data
numbers Unit 43 Data from pictographs
Unit 13 Place value Unit 44 Data from pie charts
Unit 14 Represent and compare numbers Unit 45 Data from bar graphs
Unit 15 Swap and regroup numbers Unit 46 Draw your own bar graph
Unit 16 Revision: find connections Revision
Unit 17 Number sentences and
problem-solving Properties of 2-D shapes
Unit 18 Strategies for adding and Unit 47 Different shapes
subtracting Unit 48 Triangles and quadrilaterals
Unit 19 Use different methods and Unit 49 Pentagons and hexagons
operations Unit 50 Put shapes together
Unit 20 More strategies for adding Investigation
and subtracting Revision
Unit 21 Add and subtract with 3-digit Revision activity
numbers
Unit 22 More strategies for adding and
Whole numbers: multiplication
subtracting (2)
and division
Unit 51 Equal sharing and multiples
Unit 23 Calculations with 4-digit numbers
Unit 52 Multiplication and division
Numeric patterns strategies
Unit 24 Patterns in counting sequences Unit 53 Basic multiplication and
Unit 25 Number grids and patterns division facts
Unit 26 Number groups and patterns Unit 54 Multiplication and division
Whole numbers: multiplication flow diagrams
and division Unit 55 Number rules for multiplication
Unit 27 Multiplication by grouping and division
and repeated addition Unit 55 Ratio and rate

1
 Revise whole numbers

Mental maths
In Term 1, eight hours is allocated to Mental maths, presented in
10 minutes per day. This means that most units start with a short
Mental maths activity, and some units have more than one. The
concepts dealt with in the mental maths activities always fit in with
the content of the main lessons.
Revision of Grade 3 work
During the first week in Term 1, learners revise Grade 3 work. The
first Mathematics lesson will be spent entirely on Mental maths.
Note that rote counting is not very meaningful to some learners.
Relate counting to other mathematical concepts and to real-life
contexts. For example, if they count in 10s to 100, they should
say how many 10s they have counted and then link it to repeated
addition and multiplication. If they count to 150, they should realise
that 15 × 10 = 150 because they have counted 10 fifteen times.
If you are working with time, for example, they could count in 5
(school days in a week), 7 (days in a week), 12 (months in a year),
60 (minutes in an hour) or 24 (hours in a day). Learners should
experience Mathematics concepts holistically, and understand the
relationships between various concepts and contexts.
Keep in mind that the outcomes to be achieved as stated in the
curriculum are the minimum that learners should know. If some
concepts are not stated, this does not imply that you should not deal
with them. Your learners will perform at the level that you allow
them to perform.

Unit 1 Count, order and compare numbers

MENTAL MATHS 
Learner’s Book page 2

This activity could serve as an icebreaker on the first day of

school. Take the class outside if the weather permits. The activity
can also help you learn the learners’ names.
1. Prepare A5-size cards. Attach string to the cards so that
learners can hang them around their necks. Ask the learners
to write their names at the top on both sides of the cards. You
can use one side for single-digit numbers, and the other side
for 3- and 4-digit numbers. Let each learner write a number
on the card according to the number of learners in the class,
for example, each one will have a number in the range 0–30 or
0–40, and so on.

2 Mathematics Grade 4 Teacher’s Guide  TERM 1

 Use the instructions in the Learner’s Book to find out what
they know about basic number facts. You might ask:
• All those with even numbers step forward.
• All those with odd numbers sit down.
• What number comes straight after your number?
• What is 5 more than your number? (… 10 more? … 100
more? 500 more?) and so on.
Break up the circle. Ask those with numbers that are
multiples of 3, 4 or 5 to line up. Ask them why, for example,
the number 4 or 8 is not in the group when they count from
3 in 3s (multiples of 3). Learners have fun working to form
number bonds of 20, 17 and 40. They should realise that
double a number is the same as multiplying by 2, and halving
is the same as dividing by 2. Let them count on and back
from different numbers. Then let them use two numbers to
make their own calculations.
Examples
3 and 7 3 + 7 = 10 7 – 3 = 4
1
7 × 3 = 21 7 ÷ 3 = 2 2 or 2 remainder 1
2. Set up a number pin board: New maths words. Choose a
number for the day. Give each group six strips of paper to
write down number facts for each number selected and pin
their strips to the wall or number board.
This gives learners opportunities to practise concepts such as
basic operations, doubling and halving. Stretch their thinking
by suggesting facts such as half of 48 = 24, 8 + 8 + 8 = 24,
100 – 86 = 24, and so on.
3. Work as a class. Learners make two sets of numbers from the
page numbers. They order the numbers and write them on the
board as they name the numbers.
Ask what they notice about the numbers (one set is in 2s, the
other in 1s). The numbers in the first set are called natural
numbers. The numbers in the second set are called even
numbers.
Let learners name the numbers that are missing in the second
set. Find out if they know these numbers are called uneven or
odd numbers.
Help learners realise that, when you count in consecutive
even numbers, the units are always in the order 2; 4; 6; 8;
0 or 0; 2; 4; 6; 8 and counting in consecutive odd numbers
always results in 1; 3; 5; 7; 9 as units.
Solutions
95; 96; 97; 98; 99; 100; 101; 102
238; 240; 242; 244; 246; 248; 250

Mathematics Grade 4 Teacher’s Guide  TERM 1 3

 4. Learners work on their own. They use the Mental maths
grid to record their solutions (see below). They will use this
template to record their achievements on a regular basis, to
monitor their own progress and to serve as motivation to
improve their results.
a) 100 b) 100 c) 100 d) 248
e) 250 f) 238 g) 250 h) 250
i) 10 003 j) 997

Mental calculations
Name:
Task 1 Task 2 Task 3 Task 4 Task 5 Task 6 Task 7
Date:
a) 100
b) 100
c) 100
d) 248
e) 250
f) 238
g) 250
h) 250
i) 99 7
j) 258 7
Shade the blocks below to show your progress.
10
9
8
7
6
5
4
3
2
1
Reflection
What do I do well?
..............................................................................................................................................
..............................................................................................................................................
..............................................................................................................................................

What can I do better next time?

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

4 Mathematics Grade 4 Teacher’s Guide  TERM 1

For learners who struggle, use copies of the 200-grid template (see
resources) to help them compare sizes of 2-digit numbers. Learners
may find it difficult to determine numbers less than or more than
when multiples of 10 are involved. Address this concept consistently
in Mental maths. More activities on this concept are provided later
in this term.
If learners give incorrect solutions, let them check using a number
line, 100-grid, a calculator or the numbers in the previous activity.
Do not only tell them the solution is incorrect and move on.
If learners struggle with calculations that are larger than multiples
of 10, work with a smaller number range so that they could see the
jumps by looking for a pattern. Use a number line to consolidate
this understanding. Also use the following list for further mental
calculations and allowing learners to look for relationships.
4 + 6 = n 10 – 4 = n 5 + 6 = n 11 – 5 = n 5+5=n
4 + 7 = n 11 – 4 = n 5 + 7 = n 12 – 5 = n 85 + 5 = n
4 + 8 = n 12 – 4 = n 5 + 8 = n 13 – 5 = n 795 + 5 = n
4 + 9 = n 13 – 4 = n 5 + 9 = n 14 – 5 = n 20 – 5 = n
94 + 6 = n 50 – 4 = n 85 + 6 = n 41 – 5 = n 100 – 5 = n
344 + 7 = n 111 – 4 = n 495 + 9 = n 102 – 5 = n 900 – 5 = n
Activity 1.1 Learner’s Book page 4

1. Explain that in real life the names of people in a telephone

directory and words in a dictionary are ordered alphabetically.
We also order names of days of the week and months of the
year. Ask them to think of other places we list numbers in
order (for example, house numbers, numbers on clocks and
telephones.)
Explain that they should arrange the house numbers in order.
In (a) the numbers are arranged in ascending order (from
smallest to largest) and in (b) in descending order (from largest
to smallest) order. Learners work on their own. Assess their
ability to order numbers. You can write the numbers in the two
sets on cards to stick on the board for arrangement during the
class feedback, or use them to assist learners who struggle.
Make sets of number cards to address the learners’ different
levels of development. Let slow learners work with a lower
number range and advanced learners with higher number
ranges in different intervals, for example:
65 70 1 000 997 1 001

69 67 1 002 996 998

68 60 999

Check that learners can recognise the sets of numbers as odd
and even numbers.

Mathematics Grade 4 Teacher’s Guide  TERM 1 5

 2, 3. Ask the learners where and why we compare numbers in real
life. We compare numbers when we look at the prices of food,
clothes, populations in different countries, our ages, and so on.
Learners work on their own to determine numbers that are 1, 2,
4, 5 and 10 more or less than others. They should realise that
the numbers are linked to the numbers in the previous question.
Let them explain their strategies.
Encourage learners to use place value. For example, 10 more
than 230 means that the tens digit becomes 1 more, so 30
becomes 40, which is 10 more. You could give learners a list of
these problems to practise for homework.
Learners should explain their solutions. In comparing the
numbers, they will use knowledge of place value, for example,
900 is more than 100. Lead a class discussion about learners’
methods to solve these problems. Ask them if they observe any
patterns in the sets of numbers. Learners should realise that
they first have to look at the hundreds to compare the numbers.
Introduce the learners to the more than (>) and less than (<)
relationship signs if they do not know these signs yet.
4. The learners place the numbers in descending order.
Solutions
1. a) 129; 131; 133; 135; 137; 139; 141; 143; 145
b) 234; 232; 230; 228; 226; 224; 222; 220; 218
2. a) 2 more than 129 = 131
b) 10 more than 230 = 240
c) 10 less than 133 = 123
d) 5 more than 145 = 150
e) 2 less than 230 = 228
f) 4 more than 226 = 230
g) 10 more than 141 = 151
h) 1 more than 139 = 140
3. a) 931 > 139
b) 143 < 413
c) 220 > 202
d) 541 > 145
e) 218 < 228
f) 145 < 154
g) 133 < 331
h) 224 < 242
4. a) 96; 94; 69; 64; 49; 46
b) 385; 375; 365; 355; 345; 335; 325
c) 982; 928; 892; 829; 298; 289
d) 440; 404; 220; 202; 44; 22
5. 95; 96; 97; 98; 99; 100; 101; 102; 103
6. Learners’ examples

6 Mathematics Grade 4 Teacher’s Guide  TERM 1

 Unit 2 Addition and subtraction facts up to 20
From their Grade 3 work, learners should already know addition and
subtraction facts (bonds) of various numbers up to 20.
MENTAL MATHS  Learner’s Book page 5

Let the learners work together as a class but name individuals to

give the remaining addition and subtraction bonds of 15. They
complete the addition and subtraction combinations for 20 for
homework. Ask different groups to do combinations for different
numbers, such as 13, 14 and 16. Groups can record their work
on sheets of paper and display these in the classroom. Encourage
them to work systematically.
You should focus learners’ attention on the commutative
property of addition – that is, that the numbers can be added in
different orders.
For example, ask the learners what they observe in the
calculations 0 + 15 = 15 and 15 + 0 = 15 or 2 + 13 = 15 and
13 + 2 = 15.
Ask the learners to check if this also works with the subtraction
bonds. For example, 15 – 5 = 10; is 5 – 10 = 15? Use true and
false statements such as: Are the following statements true or
false? 20 – 7 = 7 – 20, 18 – 9 = 9 – 18. They should just be aware
that you can change the order of the numbers in addition and
still get the same answer, but not in subtraction. Ask the learners
to investigate the relationship between addition and subtraction
(inverse operations), for example, 15 = 11 + 4; 15 – 11 = 4 or
15 – 4 = 11.
Use the following list for a mental test:
1. 5 + 7 = n 2. 7 + 5 = n
3. 12 – 5 = n 4. 12 – 7 = n
5. 8 + 7 = n 6. 7 + 8 = n
7. 15 – 7 = n 8. 15 – 8 = n
9. 16 – 7 = n 10. 16 – 9 = n

Encourage the learners to build up or break down to 10 or use

doubling before they perform the test, for example:
5 + 9 = 5 + 5 + 4 or 16 – 7 = 16 – 6 – 1.

Activity 2.1 Learner’s Book page 5

Encourage learners to look for relationships or links or connections

between numbers and within calculations. Tell them, for example
that people who are related have something in common. Let them
give examples of their own relatives and how they are related.
Mathematics is the science of pattern. Looking for patterns or
relationships is an important skill. It could help to solve problems
much more easily and quickly.

Mathematics Grade 4 Teacher’s Guide  TERM 1 7

 1, 2. They should realise that the numbers are swapped or switched
but the answer stays the same. Allow learners to explain these
observations. They should realise that it is easier to calculate
13 + 7 than 7 + 13. They do not have to know the term
commutative to describe this property.
Some learners may not see the connection that, for example,
17 – 9 = 8 is one less than 16 – 9 = 7, but may rather reason
that 16 – 9 = 16 – 8 + 1 = 9 because they understand the
concept of halving.
3. Learners use logical thinking and should realise that 6 + 9 = 15
is 1 more than 5 + 9 = 14 because 6 is 1 more than 5.
4. Learners use the commutative property for addition. They
switch subtractors and differences in subtraction, and look at
the relationship between addition and subtraction.
Solutions
2. a) 6 + 7 = 13 and 7 + 6 = 13 b) 4 + 9 = 13 and 9 + 4 = 13
c) 3 + 8 = 11 and 8 + 3 = 11 d) 4 + 7 = 11 and 7 + 4 = 11
e) 7 + 5 = 12 and 5 + 7 = 12 f) 3 + 9 = 12 and 9 + 3 = 12
3. a) 6 + 9 = 15 b) 7 + 8 = 15
7 + 9 = 16 9 + 8 = 17
c) 16 – 9 = 7 d) 8 + 5 = 13
15 – 7 = 8 9 + 4 = 13
4. a) 7 + 9 = 16 b) 8 + 6 = 14
9 + 7 = 16 6 + 8 = 14
16 – 9 = 7 14 – 6 = 8
16 – 7 = 9 14 – 8 = 6
c) 7 + 5 = 12 d) 11 + 9 = 20
5 + 7 = 12 9 + 11 = 20
12 – 5 = 7 20 – 9 = 11
12 – 7 = 5 20 – 11 = 9

Unit 3 Add and subtract multiples of 10

MENTAL MATHS  Learner’s Book page 6

Many learners struggle to calculate problems such as 70 + 40, 600 + 700,
130 – 40 and 1 000 – 10, which should be done by quick mental recall. If they
know the number bonds, such as 7 + 4, 6 + 7, 13 – 4 and 10 – 1, as covered
during this week, they should be able to connect this knowledge to mental
calculations with operations involving multiples of 10. Demonstrate that 70 + 40
is 7 + 4 and a zero added to get 110 ((7 + 4) × 10), or show how to build or break
down to the nearest multiple of 10, for example, 130 – 30 – 10. Tell the learners
that children often find it easy to calculate with 5 and 10. Ask them to suggest
reasons. They may guess it is because we have five fingers and five toes on one
hand or foot and ten on two hands or feet.

8 Mathematics Grade 4 Teacher’s Guide  TERM 1

People have used finger counting since the earliest times, many thousands of
years ago.
● ● ● ● ● ● ● ● ● ● ●
0 10 20 30 40 50 60 70 80 90 100
Do short counting exercises in 2s, 3s, 5s, 10s, 50s and 100s. The numbers the
learners say in the different intervals are called multiples – more of the same
number.
1. a) Write down the numbers as the learners name the missing multiples of 10
on the number line.
Demonstrate the connection between these counting numbers. Point out
that these are all whole numbers. Counting numbers are whole numbers
that include zero. Natural numbers start from 1; 0 (zero) is not regarded
as a natural number.
Use the New maths words board, and write new words on cards as they
arise during lessons. Include the multiples of 100 as given below, and
ask them to look at the position of the digits. This will be preparation for
developing place value concept.
0 1 2 3 4 5 6 7 8 9 10
0 10 20 30 40 50 60 70 80 90 100
0 100 200 300 400 500 600 700 800 900 1 000
b) Draw an empty or blank number line on the board. Let the learners plot
the points, starting from the right because they have to count back. This
could help them estimate and plot equal spaces, which is required in
measurement. They fill in the multiples of 10 from 150 to 90.

90 100 110 120 130 150 150
c) The learners should find out that each strip has 10 dots. They should
realise that counting the dots in ones will take too long. Some might
realise that they could count the number of strips and multiply by 10
instead of doing repeated addition. There are 14 strips. The total number
of dots is 140. Extend the activity by asking how many dots there will be
in other numbers of strips, for example, in 8, 9, 11, 12 or 13 strips. At this
stage learners should have discovered a rule for multiplication by 10.
2. Write down the numbers as the learners say them. Ask them if the numbers
43; 53; 63; 73; 83; 93 and 57; 47; 37; 27; 17; 7 are multiples of 10. Although
+ 10 + 10 + 10 + 10 + 10
they add or subtract 10 as with the multiples of 10, you should explain that
here they counted
43 in intervals
53 of 1063and not in 73
multiples of8310. 93

a) + 10 + 10 + 10 + 10 + 10

43 53 63 73 83 93

b) – 10 – 10 – 10 – 10 – 10

7 17 27 37 47 57
– 10 line gives
The first number
c) – 10multiples– 10
of 10 (10;–20;
10 30; ...),–but
10 the second
number line
7
shows adding
17
10 to27each term37(or intervals
47
of 10) – it57does
not show multiples of 10 (7; 17; 27; ...).

Mathematics Grade 4 Teacher’s Guide  TERM 1 9

 Use the 200-grid to help learners practise adding and subtracting 10 and
multiples of 10.
a) 70 + 10 = 80 b) 0 + 10 = 10 c) 10 + 80 = 90
d) 90 + 10 = 100 e) 10 – 0 = 10 f) 100 – 10 = 90
4. a) 110 – 10 = 100 b) 50 – 10 = 40 c) 22 – 10 = 12
d) 53 – 10 = 43 e) 96 – 10 = 86 f) 103 – 10 = 93
g) 58 + 10 = 48 h) 94 + 10 = 104 i) 94 + 10 = 84
j) 106 + 10 = 96
5. Learners identify multiples of 10 in the solutions.

Activity 3.1 Learner’s Book page 7

1. The number cards above each set of calculations give learners

clues to help them solve the problems. Learners solve each
calculation by looking for a connection or relationship with the
number card. They should realise that, for example, 50 + 25 is 5
more than 50 + 20, and 60 – 39 is 1 more than 60 – 40.
50 + 20 = 70 60 – 40 = 20
a) b)
50 + 25 = 75 60 – 39 = 21
52 + 20 = 72 60 – 38 = 22
20 + 59 = 79 60 – 35 = 25
51 + 20 = 71 60 – 34 = 26

c) 60 + 20 = 80 d) 90 – 50 = 40
60 + 23 = 83 90 – 49 = 41
24 + 60 = 84 90 – 45 = 45
66 + 20 = 86 90 – 47 = 43
29 + 60 = 89 90 – 48 = 42
2. Ask the learners what the answers to 7 – 2 and 1 + 9 are. Then
ask them the solutions to 70 – 20 and 10 + 90. Allow them to
look for relationships or patterns and explain their thinking
and strategies. This should be a consistent practice that allows
learners to develop effective mental calculation strategies that
they can use when working with larger numbers, for example,
800 – 500 or 8 000 – 50.
a) 70 – 20 = 50 b) 100 – 40 = 60
c) 60 – 20 = 40 d) 80 – 50 = 30
e) 90 – 20 = 70 f) 100 – 70 = 30
g) 80 – 30 = 50 h) 100 – 80 = 20
i) 10 + 90 = 100 j) 20 + 80 = 100
k) 30 + 70 = 100 l) 40 + 60 = 100
m) 50 + 50 = 100 n) 90 + 10 = 100
o) 80 + 20 = 100 p) 70 + 30 = 100
3. Learners explain connections they notice.

10 Mathematics Grade 4 Teacher’s Guide  TERM 1

 Unit 4 Multiplication and division
MENTAL MATHS  Learner’s Book page 8

1. The arrangement of the cans forces the learners to count in

groups of 10. Discourage counting in 1s. There are 110 cans
altogether.
2. Some learners may count the cans by adding 10 repeatedly
while others may multiply the number of stacks by 10.
Ask them to look at the picture and let them compare their
methods. Encourage them to use the shorter method.
Be sensitive when you compare learners’ strategies and
always suggest that, for example, Let’s look at Sipho and
Peter’s methods. Encourage both learners but ask the two
learners whose strategy they think is more effective.
a) 4 stacks = 40 cans
b) 7 stacks = 70 cans
c) 5 stacks = 50 cans
d) 9 stacks = 90 cans
3. Learners should notice the relationship between repeated
addition and multiplication.
a) 10 + 10 + 10 = 3 × 10 = 30
b) 10 + 10 = 2 × 10 = 20
c) 10 + 10 + 10 + 10 + 10 + 10 + 10 + 10 = 8 × 10 = 80
d) 10 + 10 + 10 + 10 + 10 + 10 + 10 = 7 × 10 = 70
e) 10 + 10 + 10 + 10 + 10 + 10 = 6 × 10 = 60
f) 10 + 10 + 10 + 10 + 10 = 5 × 10 = 50
g) 10 + 10 + 10 + 10 = 4 × 10 = 40
h) 10 + 10 + 10 + 10 + 10 + 10 + 10 + 10 + 10 + 10
= 10 × 10 = 100
4. Learners may find it easy to apply equal grouping for
division. They may be more competent in explaining division
than multiplication, because they often share objects at home.
Allow them to use the method they are comfortable with,
but compare their methods to encourage the use of more
effective strategies. You can explain the relationship between
multiplication and division through repeated addition and
repeated subtraction.
Three bags = 10 + 10 + 10 = 30 oranges and 30 oranges
= 30 – 10 – 10 – 10 = 3 bags. The learners should understand
that the number of bags is the number of groups of 10
subtracted. They share out the groups until 0 (zero) oranges
remain.
a) 10 = 1 bag (1 group of 10 or 10 – 10 = 0)
b) 30 = 3 bags (3 groups of 10 or 30 – 10 – 10 – 10 = 0)
c) 50 = 5 bags
(5 groups of 10 or 50 – 10 – 10 – 10 – 10 – 10 = 0)

Mathematics Grade 4 Teacher’s Guide  TERM 1 11

 5. This question allows learners to observe the relationship
between equal grouping, repeated subtraction and division.
They should realise that division is a short method for equal
grouping and repeated subtraction.
a) 40 – 10 – 10 – 10 – 10 = 0 40 ÷ 10 = 4
b) 30 – 10 – 10 – 10 = 0 30 ÷ 10 = 3
c) 10 – 10 = 0 10 ÷ 10 = 1
d) 20 – 10 – 10 = 0 20 ÷ 10 = 2

Activity 4.1 Learner’s Book page 9

1. Learners count the number of fingers of all the learners in the

class. If some of them count in 5s this is acceptable, but ask
them which is the quickest way to count the fingers. Let them
make up multiplication problems to calculate the number of
fingers of 5, 10, 20 and 30 learners. Then ask them how many
learners show 10, 20 or 30 fingers and let them make up division
problems for these. They should realise that 0 (zero) learners
show 0 fingers, and 0 fingers means there are 0 learners.
2. Learners write multiplication problems to calculate the number
of fingers of:
a) 0 learners: 0 × 10 = 0 fingers
b) 1 learner: 1 × 10 = 10 fingers
c) 2 learners: 2 × 10 = 20 fingers
d) 3 learners: 3 × 10 = 30 fingers
e) 4 learners: 4 × 10 = 40 fingers
f) 5 learners: 5 × 10 = 50 fingers
g) 6 learners: 6 × 10 = 60 fingers
h) 7 learners: 7 × 10 = 70 fingers
i) 8 learners: 8 × 10 = 80 fingers
j) 9 learners: 9 × 10 = 90 fingers
k) 10 learners: 10 × 10 = 100 fingers
l) 11 learners: 11 × 10 = 110 fingers
They should realise that they have created the 10 times table
using their fingers. Except for 10 × 0, they could observe that
you add a zero to the end of the number when you multiply by
10. You can now extend the activity to include for example:
25 × 10 = n
30 × 10 = n
80 × 10 = n
99 × 10 = n
100 × 10 = n
3. 20 ÷ 10 = 2 learners
4. a) 0 fingers = 0 ÷ 10 = 0 learners
b) 10 fingers = 10 ÷ 10 = 1 learner
c) 20 fingers = 20 ÷ 10 = 2 learners
d) 30 fingers = 30 ÷ 10 =3 learners

12 Mathematics Grade 4 Teacher’s Guide  TERM 1

 e) 40 fingers = 40 ÷ 10 = 4 learners
f) 50 fingers = 50 ÷ 10 = 5 learners
g) 60 fingers = 60 ÷ 10 = 6 learners
h) 70 fingers = 70 ÷ 10 = 7 learners
i) 80 fingers = 80 ÷ 10 = 8 learners
j) 90 fingers = 90 ÷ 10 = 9 learners
k) 100 fingers = 100 ÷ 10 = 10 learners
l) 110 fingers = 110 ÷ 10 = 11 learners
Allow learners to observe that they created the division table
for 10. Ask them to look for the connections and patterns in
the multiplication and division tables. They should realise that
division is the opposite of multiplication, so, multiplication and
division are inverse operations and for example, 0 × 10 = 0 and
0 ÷ 10 = 0 or 3 × 10 = 30 and 30 ÷ 3 = 10.
5. The learners practise the above relationship. Tell them they will
learn more about multiplication and division by 0 later.
a) 3 × 10 = 30 30 ÷ 10 = 3
b) 8 × 10 = 80 80 ÷ 10 = 8
c) 6 × 10 = 60 60 ÷ 10 = 6
d) 90 ÷ 10 = 9 9 × 10 = 90
e) 50 ÷ 10 = 5 5 × 10 = 50
f) 10 ÷ 10 = 1 1 × 10 = 10
g) 4 × 10 = 40 40 ÷ 10 = 4
h) 7 × 10 = 70 70 ÷ 10 = 7
i) 2 × 10 = 20 20 ÷ 10 = 2
j) 120 ÷ 10 = 12 12 × 10 = 120
k) 0 × 10 = 0 0 ÷ 10 = 0
6. Multiplication and divsion are inverse operations.
7. Learners list the multiplication and division tables for 10 in the
correct order. They must learn this by heart once they have a
conceptual understanding of multiplication and division by 10.
8. Listen carefully to the learners’ explanations for multiplying and
dividing 10 by 0. Teaching the concept of 0 is often neglected
because 0 is regarded as nothing and not a number. Zero (0) is
a number in its own right, just like the other numbers, because
it answers the question, How many? If we include calculations
with 0 as in this exercise, learners will be able to accept 0 as
a number and develop understanding of this abstract concept.
Some learners in higher grades and even teachers are often not
able to explain their understanding of the concept of 0 because
they have simply learnt rules for working with this number,
for example, Any number multiplied or divided by 0 is 0. This
rule is true, but learners should discover the rule for themselves
by engaging in activities like the ones in this lesson. Learners
should be able to reason that 0 × 10 = 0 and 0 ÷ 10 = 0 if there
are 0 fingers and 0 learners.

Mathematics Grade 4 Teacher’s Guide  TERM 1 13

 Unit 5 Problem-solving
MENTAL MATHS  Learner’s Book page 10

Learners solve word problems mentally. The problems involve

the four basic operations. Read the problems to the learners. The
numbers they will work with mostly involve multiples of 10.
They record their solutions on their Mental maths grids. Allow
learners to discuss their solutions and strategies afterwards.
Question 1, 5 and 6 are repeated addition problems. At this
stage your learners should, however, solve the problem using
multiplication.
Learners should know that 8 × 2 = 16, insert 0 and understand
the problem as 20 groups of 8:
8 × 20 → 8 × 2 → 16 × 10 = 160 slices of pizza

1. 20 × 8 = 2 × 8 × 10 = 160
2. 120 ÷ 10 = 12 packets
This is a grouping problem that learners should solve by
dividing. They should know the rule by now that you take
away the 0 when you divide a multiple of 0 by 10, but
understand that 120 is 12 groups of 10.
3. 90 ÷ 10 = 9 sweets each
This is a sharing problem that requires understanding that 90
is shared out equally by subtracting 10 until 0 remains:
90 – 10 – 10 – 10 – 10 – 10 – 10 – 10 – 10 – 10 = 0.
4. 44 ÷ 10 = 4 boxes
This is a grouping problem in which the remainder is rejected
because it does not form a group of 10. Learners could also
count in tens to the closest multiple to find that 10 + 10 + 10
+ 10 = 40 so that 4 boxes can be filled.
5. 15 × 10 = 150 colouring pencils
Check which learners add up 10 fifteen times. Ask them
to compare their method to those of learners who use
multiplication.
6. 25 × 10 = R250 saved
7. 50 + 50 = 100
8. 110 – 30 = 80 learners left in the hall.
Some learners might count back from the larger number
or they might break up the smaller number to reason that
110 – 10 – 20 = 80.
9. 100 – 40 = 60 marbles
Some learners might use a counting on or counting back
strategy.
10. 31 – 21 = 10 counters
This is a change problem with the unknown in the beginning:
n + 21 = 31. Some learners might count on from 21 to 31 and
others might recognise that 21 needs ten more to make 31.

14 Mathematics Grade 4 Teacher’s Guide  TERM 1

Activity 5.1 Learner’s Book page 10

Ask the learners where in real life we solve problems involving

numbers. Talk to them about number problems that people have to
solve every day, such as shopping, calculating time and filling up a
car with petrol. Learners can work in groups to solve these problems.
1. Jabulani gets 1 part and Leon 2 parts of R750. So dividing R750
into 3 parts results in R250 + R250 + R250. Jabulani gets R250
and Leon gets R500. This is a proportional sharing problem.
Some learners might start with a trial and improvement strategy.
They might count in 25s and 50s until the sums of the two
sequences add up to 750, for example:
25 50 75 100 = 250
50 100 150 200 = 500
If learners are stuck, use smaller numbers, such as R2 and R4
and after some weeks they have, for example R24. This means
that one must get one part and the other two parts of R24, so:
R8 + R8 + R8 so that one gets R8 and the other R16.
2. 300 – n = 159 300 – 159 = 141
This is a change problem with the unknown in the middle.
If learners know that 150 is half of 300 they can reason that
300 – 159 = 300 – 150 – 9 = 141. Learners may use different
strategies. Examine and compare the strategies they use.
3. a) Adding consecutive odd numbers results in the tens and
units in the answers forming the multiples of 4. The numbers
that are added form consecutive odd numbers in the
columns.
b) Possible answers:
51 + 53 = 104 53 + 55 = 108
55 + 57 = 112 57 + 59 = 116
c) Possible answers:
101 + 103 = 204 103 + 105 = 208
105 + 107 = 212 107 + 109 = 216
d) Zodwa is right. If you add two consecutive odd numbers, the
answer will always be an even number. All the answers are
even numbers.
Make sure that the learners understand what consecutive numbers
mean. Tell them when they count in whole or counting numbers
(0; 1; 2; 3; 4; ... 99; 100; 101; ...) or natural numbers (1; 2; 3; ... 48;
49; 50; ...) the numbers follow on each other in an orderly way and
are called consecutive numbers.
This activity builds on knowledge developed of addition of
multiples of 10, even and uneven numbers. The learners should also
look at the pattern in the solutions, for example: the tens and units
form multiples of 4. Ask the learners to investigate what would
happen if they add three consecutive odd numbers. Will the answers
still be even numbers?

Mathematics Grade 4 Teacher’s Guide  TERM 1 15

 Number sentences

Unit 6 Write and solve number sentences

Learner’s Book page 11 Writing and solving number sentences prepare learners for work
that involves algebraic expressions and equations. First allow
learners to work as a class and in groups before they work on their
own. Learners with reading problems should be supported; explain
methods and problem situations in the learners’ home languages,
and let them describe their ideas about how to solve the problems
using the home language or another language in which they can
express themselves freely.

MENTAL MATHS  Learner’s Book page 11

Copy the I have ... whole numbers: basic operations template

on cardboard and cut out the cards. You could have the cards
laminated and use them regularly to allow learners to practise the
basic operations but also to read number sentences. Each card
has a statement and a question.
I have 39.
I have 20. Who has
double this plus 1? I have 41. Who has ...?
Who has 2 less?

Play the game with the learners. You can start reading the first
card. The learner who has the answer to your statement and
question answers and poses the next statement and question. The
game involves a number chain so that you will answer the last
question.
Use some of the cards after the game and ask learners to create
number sentences, for example (20 + 20) + 1 = n, 41 – 2 = n.
Double 20 plus 1: (2 × 20) + 1 = 41
Number sentences consist of numbers and symbols, which can
be operations (+, –, ÷ and ×) and relation signs (=, <, > and ≠).
Example of a closed number sentence: 4 + 5 = 9.

Activity 6.1 Learner’s Book page 11

The learners solve word problems. Ensure that they understand

the context and structure of the problem. Explain how the flow
diagram links to the problem. Let the class work together to
describe the problems with number sentences or flow diagrams.
Ask them to work in groups to solve the problems. They should
not struggle with the number concept because they have worked
with basic calculations before. Let them work in groups to solve the

16 Mathematics Grade 4 Teacher’s Guide  TERM 1

investigations. Work with them to help them understand the context
of the problems. You could also ask advanced learners to do these
problems as enrichment or let the learners do them for homework.
In question 1 the learners should realise that × 3 × 2 is the same as
× 6 and 12 ÷ 2 ÷ 3 is the same as 12 ÷ 6. Let the learners solve the
number sentences they created in question 2. Assist the learners in
noticing the relationship between 4 × 8 or 8 × 4 and 800 × 4.
In question 3 you could show the learners the short cut to multiply
by 11 (they will develop this skill later in this term). They use the
inverse operation, count on, doubling or breaking up numbers to
solve question 4. You should expect various strategies offered by the
learners.
Solutions
1. a) 1 × 3 × 2 = n
= 3 × 2 or 1 × 6 = R6
= R6
b) 12 ÷ 2 ÷ 3 = n
= 6 ÷ 3 or 12 ÷ 6 = R2
= R2
2. a) 4 × 2 = n 4 × 2 = 8
b) 4 × 8 = n 4 × 8 = 32
c) 100 × 8 × 4 = n
800 × 4 = 3 200
3. 11 × 12 = n 11 × 12 = 132
11 × 12 = 132 
1+2
4. n + 350 = 725
725 – 325 = 400 or 350 + 350 = 700
400 – 25 = R375 700 + 25 = R725
or 350 + 25 = 375 or 350 + 50 = 400
375 + 25 = 400 725 – 50 = 675
400 + 325 = 725 400 + 275 = 675
25 + 25 + 325 = R375 50 + 50 + 275 = R375

Activity 6.2 Learner’s Book page 12

In question 1 the learners have to realise that they have to subtract the
mother’s age from the granny’s age first (52 – 25). They could do this:
(50 – 25) + 2 = 27. The mother’s age is 3 times the daughter’s, so they
divide by 3 so that Zonia is 9 years old. You could demonstrate at this
stage that we solve calculations in brackets first.
If the learners struggle with the problem in question 2, encourage
them to make a sketch. They first have to find the distance between
A and B.
Solutions
1. (52 – 25) ÷ 3 = n
27 ÷ 3 = 9
Zonia is 9 years old.

Mathematics Grade 4 Teacher’s Guide  TERM 1 17

 2. From A to B: 15 – 11 = 4 km
From B to C: 12 – 4 = 8 km
? km 11 km

A B C D

12 km
15 km

Unit 7 Reverse operations in number sentences

MENTAL MATHS  Learner’s Book page 13

Help the learners understand the structure of the I think of a

number problems that they have to solve mentally. They need
to work backwards using inverse operations to solve these
problems. Write the first number sentence on the board and ask
learners to give number sentences for the rest of the problems.
They should realise that the phrase I think of a number represents
the unknown number in the calculation.
Allow the learners to check solutions by substituting the place
holder (n) with the answer. They should understand that
doubling is multiplying by 2 and halving is dividing by 2.
1. a) n – 9 = 11 b) n × 6 ÷ 3 = 8
11 + 9 = 20 8 × 3 ÷ 6 = 24 ÷ 6
20 – 9 = 11 42 ÷ 7 = 6
4 × 6 ÷ 3 = 24 ÷ 3
=8
n ÷ 7 = 6
c) d) Double n – 5 = 25
7 × 6 = 42 2 × n – 5 = 25
42 ÷ 7 = 6 25 + 5 ÷ 2 = 30 ÷ 2
= 15
Double 15 – 5 = 25
Half of n + 8 = 20
e) f) n × 9 – 10 = 71
n ÷ 2 + 8 = 20 71 + 10 ÷ 9 = 81 ÷ 9
20 – 8 × 2 = 12 × 2 =9
= 24 9 × 9 – 10 = 81 – 10
Half of 24 + 8 = 20 = 71
n + 25 ÷ 4 = 25
g)
25 × 4 – 25 = 100 – 25
= 75
75 + 25 ÷ 4 = 25

18 Mathematics Grade 4 Teacher’s Guide  TERM 1

 n + 250 × 2 = 1 000
h)
1 000 ÷ 2 – 250 = 500 – 250
= 250
(250 + 250) × 2 = 1 000
i) n – 100 + 50 = 150 n ÷ 7 × 4 = 28
j)
150 – 50 + 100 = 100 + 100 28 ÷ 4 × 7 = 7 × 7
= 200 = 49
200 – 100 + 50 = 150 49 ÷ 7 × 4 = 28
2. Answers will differ.

Activity 7.1 Learner’s Book page 13

1. Learners need to reverse operations to solve the problems

involving bigger numbers based on the problems they worked
with in the Mental maths activity. They use breaking up or
building up numbers to solve the problems.
a) n – 435 = 686 b) n + 567 – 100 = 525
686 + 435 = n 525 + 100 – 567 = n
680 + 420 = 1 100 625 – 567 = 620 – 520
6 + 15 =      21 = 100
n = 1 121 100 – (5 + 47) = 100 – 52
n = 48
2. The learners give number sentences and use inverse operations
to check solutions. They should use brackets to show which
calculations they perform first, for example (1 × 6) – 2 = 6 – 2 = 4.
Where they have to give input numbers, they work with the
inverse operations so that – 2 becomes + 2 and × 6 becomes ÷ 6,
for example, (1 × 6) – 2 = 4 becomes (4 + 2) ÷ 6 = 1. Ask the
learners to give the 10th, 20th and 100th terms in the sequence.
Let them write down the number sequence created by the rule in
the diagrams. They work with inverse operations to complete the
flow diagrams. They should realise that they undo subtraction
when they add and they undo multiplication when they divide.
a) 1 2 3 4 5 6 7
× 6 × 6 × 6 × 6 × 6 × 6 × 6

– 2 – 2 – 2 – 2 – 2 – 2 – 2

4 10 16 22 28 34 40
(1 × 6) – 2 = n
a) 6–2=4
(2 × 6) – 2 = n 12 – 2 = 10
(3 × 6) – 2 = n 18 – 2 = 16
(4 × 6) – 2 = n 24 – 2 = 22
(5 × 6) – 2 = n 30 – 2 = 28
(6 × 6) – 2 = n 36 – 2 = 34
(7 × 6) – 2 = n 42 – 2 = 40

Mathematics Grade 4 Teacher’s Guide  TERM 1 19

 b) (4 + 2) ÷ 6 = 1
(10 + 2) ÷ 6 = 2
(16 + 2) ÷ 6 = 3
(22 + 2) ÷ 6 = 4
(28 + 2) ÷ 6 = 5
(34 + 2) ÷ 6 = 6
(40 + 2) ÷ 6 = 7
3. The learners work with inverse operations. They should realise
that they have to start where two numbers that are provided to
get the number in the centre, for example, 25 – 5 = 20 in (a)
and 54 – 9 = 45 in (b). This strategy now allows them to solve
the rest of the calculations, which are combinations of addition,
subtraction, multiplication and division of 5 and 9
a) b)
25 54

– 5 – 9

4 × 5 20 ÷ 5 4 5 ×9 45 ÷ 9 5

+ 5 + 9

25 54

4. a) 25 – 5 = 20 b) 54 – 9 = 45
4 × 5 = 20 5 × 9 = 45
20 ÷ 5 = 4 45 ÷ 9 = 5
25 – 5 = 20 or 20 + 5 = 25 45 + 9 = 54
5. a) Some learners might use repeated addition, for example:
(4 × 3) + (4 × 3) + (4 × 3) + (4 × 3) = 12 + 12 + 12 + 12
If they do this, check if they do this for every row. You could
encourage them to use doubling, for example:
24 + 24 = 48.
Tell the learners that you have another method:
(4 × 3) × 4
= 12 × 4
= (6 × 4) + (6 × 4)
= 24 + 24
= 48
The problems involve the strategies repeated addition and
doubling, and using the distributive property.
b) (4 × 4) + (4 × 4)   or (2 × 4) + (2 × 4) + (2 × 4) + (2 × 4)
= 16 + 16 =8+8+8+8
= 32 =4×8
= 32
c) (3 × 5) + (3 × 5) + (3 × 5)
= 15 + 15 + 15
= 30 + 15
= 45

20 Mathematics Grade 4 Teacher’s Guide  TERM 1

 Unit 8 Use number sentences to describe and
solve problems
MENTAL MATHS  Learner’s Book page 14

1. Learners write number sentences on the board to show how

to calculate the number of strongmen, children and rings
in the picture. They give number sentences to show how to
calculate the number of cooldrink cans, eggs and biscuits
in the boxes. The focus is on the construction of number
sentences to assess whether the learners understand how to
solve the problems – not as much on the correct solutions.
The learners use multiplication and calculations with
brackets to solve the problems.
a) 3×1= 3 b) 3 × 2 = 6 c) 6 × 6 = 36
2. (6 × 4) × 2 3. (5 × 30) × 2
= 24 × 2 = 150 × 2
= 48 cans of cooldrink = 300 eggs
4. (8 × 10) × 2
= 80 × 2
= 160 biscuits

Activity 8.1 Learner’s Book page 15

1. The learners would probably use trial and improvement in

attempts to find the rule. They should find out, for example,
what they have to add to 1 and which number to multiply to get
9. Allow them to discover this on their own. Learners copy the
flow diagrams and fill in the missing numbers. Add 2 to each
input number and then multiply by 2.

1 2 3 4 5 6 7 8
144444424444443
+ 2

x 3
144444424444443
9 12 15 18 21 24 27 30

2. Learners write number sentences. The answers are all multiples

of 3.
(1 + 2) × 3 = 9
(2 + 2) × 3 = 12
(3 + 2) × 3 = 15
(4 + 2) × 3 = 18
(5 + 2) × 3 = 21
(6 + 2) × 3 = 24
(7 + 2) × 3 = 27
(8 + 2) × 3 = 30

Mathematics Grade 4 Teacher’s Guide  TERM 1 21

 3. The learners use the functions in the flow diagrams and give the
missing numbers.
a) 1 → 1 1×3–2=1
3 → 7 3×3–2=7
5 → 13 5 × 3 – 2 = 13
7 → 19 7 × 3 – 2 = 19
9 → 25 9 × 3 – 2 = 25
11 → 31 (31 + 2) ÷ 3 = 11
13 → 39 13 × 3 – 2 = 39
15 → 43 15 × 3 – 2 = 43
b) 2 → 4 2×3–2=4
4 → 10 4 × 3 – 2 = 10
6 → 16 6 × 3 – 2 = 16
8 → 22 8 × 3 – 2 = 22
10 → 28 10 × 3 – 2 = 28
14 → 40 (40 + 2) ÷ 3 = 14
16 → 46 16 × 3 – 2 = 46
18 → 52 18 × 3 – 2 = 52
In questions 4 to 6, learners write number sentences to show how they
would solve the problems. They write the number sentences to show
whether they make sense of the structure of the problems before they
solve the problems. They have to calculate the number of chocolates
on the strings and the total number of chocolate blocks displayed in
different slabs of chocolate. They then have to determine how many
learners could each get six blocks of chocolate and show how to
calculate the number of Easter eggs on display.
4. Answers will differ.
5. Some learners may use addition, while others may realise that
they can use multiplication and addition.
a) 8 + 4 + 2 = 8 + 2 + 4 b) 8 + 4 + 3 = n
= 14 = 15
c) 8 + 4 + 1 = n d) 8 + 4 = n
= 13 = 12
14 + 15 + 13 + 12 or
e) (8 × 4) + (4 × 4) + 2 + 3 + 1
= 15 + 25 + 4 = 32 + 16 + 4 + 2
= 54 = 54
6. The problem involves practising division, multiplication,
addition and using the associative property.
[(4 × 3) + (8 × 2) + (4 × 2) + (6 × 4)] ÷ 6
= (12 + 8 + 16 + 24) ÷ 6
= (20 + 40) ÷ 6
= 60 ÷ 6
= 10 children
Ten children can each get six blocks.

22 Mathematics Grade 4 Teacher’s Guide  TERM 1

 7. The learners apply knowledge of multiplication, doubling
and the associative property. They identify doubles and group
numbers that add up to multiples of 10.
(4 × 3) + (4 × 3) + (4 × 4) + (3 × 6) + 12
= 12 + 12 + 16 + 18 + 12
= 24 + 16 + 30
= 40 + 30
= 70 Easter eggs

Unit 9 Solve number sentences

MENTAL MATHS  Learner’s Book page 17

Introduce the terms sum and product. Ask learners to write

number sentences on the board for each term. They should
demonstrate how to find the sum and the product of each pair
of numbers. Then ask them to show how to find the difference
between the numbers. Check that they subtract the smaller from
the bigger number. Ask what happens if you subtract the bigger
number from the smaller one.
Solutions
1. a) 5 + 9 = 14 2. a) 5 × 9 = 45
b) 7 + 8 = 15 b) 7 × 8 = 56
c) 9 + 8 = 17 c) 9 × 8 = 72
d) 6 + 9 = 15 d) 6 × 9 = 54
e) 7 + 9 = 16 e) 7 × 9 = 63
3. Ask the learners to look at the function that is applied to the
input number in the flow diagram. Let them give the number
sentence for each counting number or input value to get the
output value. Ask them to describe the patterns they observe.
Then ask them to give the inverse operations starting with
the output values.
4. 1 2 3 4 5 6 7 8 1 × 6 – 4 = 2 5 × 6 – 4 = 26
14444444244444443
2 × 6
× 6 – 4 = 8 6 × 6 – 4 = 32
3 × 6 – 4 = 14 7 × 6 – 4 = 38
– 4
4 × 6 – 4 = 20
14444444244444443 8 × 6 – 4 = 44
2 8 14 20 26 32 38 44

Activity 9.1 Learner’s Book page 17

The learners work with non-contextual problems to consolidate

basic calculation facts and apply inverse operations. They use the
basic knowledge they have developed to apply to calculations with
larger numbers. They have to solve calculations in brackets first.
Show them the following examples that illustrate the importance of
solving calculations in brackets first.

Mathematics Grade 4 Teacher’s Guide  TERM 1 23

 Performing operations in brackets first:
7 × (3 + 7) = n (20 – 10) ÷ 5 = n
7 × 10 = 70 10 ÷ 5 = 2
Ignoring the brackets to get incorrect answers:
7 × (3 + 7) = n (20 – 10) ÷ 5 = n
21 + 7 = 28 20 – 2 = 10
Emphasise the consequences of ignoring the brackets by putting the
calculation in context.
For example, John drinks 3 cups of tea and 7 cups of coffee each
day. How many cups of tea and coffee does he drink altogether in a
week? Does he drink 70 cups or 52 cups?
(3 + 7) × 7 = 10 × 7
= 70 cups
3 + (7 × 7) = 3 + 49
= 52 cups
Also discuss the order of operations with reference to the above
examples.
1. a) 126 + 84 = n b) 200 + 58 = n
126 + 4 + 80 = 130 + 80 200 + 50 + 8 = 258
n = 210 n = 258
c) 150 + 97 = n d) 130 + 79 = n
150 + 50 + 47 = 247 130 + 70 + 90 = 209
n = 247 n = 209
e) 130 + 65 = n f) 120 – 48 = n
n = 195 120 – 50 + 2 = 72
n = 72
g) 200 – 64 = n h) 140 – 92 = n
200 – 60 – 40 = 136 140 – 40 – 50 – 2 = 48
n = 136 n = 48
i) 520 – 324 = n
520 – 320 – 4 = 196
n = 196
2. Learners must use inverse operations to work out answers and
not merely their knowledge of multiplication tables.
a) 45 ÷ 9 = 5 b) 450 ÷ 10 = 45
c) 500 ÷ 2 = 250 d) 39 ÷ 3 = 13
e) 36 ÷ 6 = 6 f) 35 ÷ 5 = 7
g) 3 × 6 = 18 h) 8 × 9 = 72
i) 56 × 8 = 448
3. a) (3 × 6) + 2 = n b) (6 × 6) + 4 = n
18 + 2 = 20 36 + 4 = 40
c) (8 × 8) + 6 = n d) (4 × 7) + 2 = n
64 + 6 = 70 28 + 2 = 30
e) (6 × 7) + 8 = n f) 16 – (12 ÷ 2) = n
42 + 8 = 50 16 – 6 = 10

24 Mathematics Grade 4 Teacher’s Guide  TERM 1

 g) 30 – (25 ÷ 5) = n h) (16 – 9) × 7 = n
30 – 5 = 25 7 × 7 = 49
i) (40 – 8) ÷ 8 = n j) (48 ÷ 8) × 9 = n
32 ÷ 8 = 4 6 × 9 = 54
4. The order of operations is not important for these problems. You
just calculate from left to right. Ask the learners to substitute the
place holder (n) with the solution to check each answer.
a) (36 ÷ n) + 2 = n b) 9 + (n × 3) = 30
6 – 2 × n = 36 (30 – 9) ÷ n = 3
4 × n = 36 21 ÷ 7 = 3
4 × 9 = 36 9 + (7 × 3) = 30
(36 ÷ 9) + 2 = 6
7 × (4 – n) = 21
c) d) (n – 4) × 2 = 32
21 ÷ 7 + n = 4 32 ÷ 2 + 4 = n
3 + 1 = 4 16 + 4 = 20
7 × (4 – 1) = 21 (20 – 4) × 2 = 32

Unit 10 Patterns in number sentences

There are some very interesting patterns in numbers. If you can
notice the patterns, this can make calculations very easy. Sometimes
you don’t even have to calculate – you can simply follow a pattern!

MENTAL MATHS  Learner’s Book page 18

The learners explore the patterns in number sentences and create

their own patterns. They should notice, for example, that the
difference between the numbers in the solutions to (a) and (b) is
8 and 9 respectively although the numbers are not multiples of 8
and 9. They could use this knowledge to check their solutions.
Solutions
1. a) 1 × 8 + 1 = 9 b) 1 × 9 + 2 = 11
2 × 8 + 1 = 17 2 × 9 + 2 = 20
3 × 8 + 1 = 25 3 × 9 + 2 = 29
4 × 8 + 1 = 33 4 × 9 + 2 = 38
5 × 8 + 1 = 41 5 × 9 + 2 = 47
6 × 8 + 1 = 49 6 × 9 + 2 = 56
7 × 8 + 1 = 57 7 × 9 + 2 = 65
8 × 8 + 1 = 65 8 × 9 + 2 = 74
9 × 8 + 1 = 73 9 × 9 + 2 = 83
10 × 8 + 1 = 81 10 × 9 + 2 = 92
2. a) + 8 b) +9
3. Answers will differ.

Mathematics Grade 4 Teacher’s Guide  TERM 1 25

 Activity 10.1 Learner’s Book page 18

The following patterns develop appreciation for the beauty of

numbers. Young learners need to think about the predictability and
structure of patterns so that their ideas about patterns link to the
algebraic thinking and reasoning required in the higher grades. They
often find large numbers fascinating. Allow the learners to work
with calculators if possible to extend the patterns. Do not expect
them to read the large numbers. They look at the structure of the
numbers to fill in the next number sentence in each sequence. Lead
a class discussion about the different patterns they observe.
Solutions
1. The learners might notice that the sum of the 1s in (b) forms the
pattern 2; 3; 4; 5. In (c) the sum of the digits forms the multiples
of 8 (16; 24; 32; 40). In (d) the sum of the digits forms square
numbers (1; 4; 9; 16). Tell the learners they will learn about
square numbers later.
a) 12 345 × 8 + 5 = 98 765
b) 12 345 × 9 + 6 = 111 111
c) 98 765 × 9 + 3 = 888 888
d) 11 111 × 11 111 = 123 454 321
2. Learners check their answers.
3. Learners complete the number sentences and look for patterns.
In (a) and (b) they find short cuts to multiply by 11 and 99.
Remind them that they learnt a shortcut for multiplication by 11.
They should notice the following relationship in the numbers for
multiplying by 99:
9 × 3 = 27

99 × 13 = 1 287
9 + 9 = 18

In (c) the multiplicands increase by 1 and the multipliers

decrease by 1. Ask learners to look for patterns in the units and
tens digits and predict the solutions to the next three number
sentences in the series.
a) 11 × 11 = 121 b) 99 × 12 = 1 188 c) 22 × 22 = 484
11 × 12 = 132 99 × 13 = 1 287 23 × 21 = 483
11 × 13 = 143 99 × 14 = 1 386 24 × 20 = 480
11 × 14 = 154 99 × 15 = 1 485 25 × 19 = 475
11 × 15 = 165 99 × 16 = 1 584 26 × 18 = 468
11 × 16 = 176 99 × 17 = 1 683 27 × 17 = 459
11 × 17 = 187 99 × 18 = 1 782 28 × 16 = 448
11 × 18 = 198 99 × 19 = 1 881 29 × 15 = 435
11 × 19 = 209 99 × 20 = 1 980 30 × 14 = 420
4. The number series involve additing consecutive odd, natural
and even numbers. Learners should notice that the sum of
consecutive odd numbers is always an uneven or odd number

26 Mathematics Grade 4 Teacher’s Guide  TERM 1

 while the sum of consecutive even numbers is always an even
number. The solutions in (a) are uneven multiples of 3 while
the solutions in (b) are consecutive multiples of 3. In (c) the
solutions are multiples of 6.
a) 1 + 3 + 5 = 9 b) 1 + 2 + 3 = 6 c) 0 + 2 + 4 = 6
3 + 5 + 7 = 15 2 + 3 + 4 = 9 2 + 4 + 6 = 12
5 + 7 + 9 = 21 3 + 4 + 5 = 12 4 + 6 + 8 = 18
7 + 9 + 11 = 27 4 + 5 + 6 = 15 6 + 8 + 10 = 24
9 + 11 + 13 = 33 5 + 6 + 7 = 18 8 + 10 + 12 = 30
11 + 13 + 15 = 39 6 + 7 + 8 = 21 10 + 12 + 14 = 36
13 + 15 + 17 = 45 7 + 8 + 9 = 24 12 + 14 + 16 = 42
5. Problem-solving. Learners may work in groups to carry out
the investigation. They will solve the problem by trial and
improvement. Encourage them to work systematically, starting
with 1.
a) 1 + 7 + 8 = 16 1; 7; 8
2 + 6 + 8 = 16 2; 6; 8
3 + 5 + 8 = 16 3; 5; 8
3 + 6 + 7 = 16 3; 6; 7
4 + 5 + 7 = 16 4; 5; 7
b) The learners have to find the father’s age first. They work
backwards and use inverse operations.
Dog’s age: 12 – 5 = n
12 – 5 = 7
Nosimphiwe’s age: n × 3 = 36
36 ÷ 3 = 12 years
Explain if necessary:
• Number sequence: 3; 5; 7; ...
• Number series: 1 + 2 = 2
3+2=5
5+2=7

Assessment task 1: number sentences

The assessment task requires of learners to display knowledge of
what they have learnt about patterns and number sentences. They
work with flow diagrams, solve and write number sentences and
solve word problems.

Mathematics Grade 4 Teacher’s Guide  TERM 1 27

 Assessment task 1 Number sentences
1. Horses are transported to a race course in six trucks. Each truck
transports three horses.
Complete these tables.
a) Number of trucks Number of horses
6
2
4
5
8
10

b) Number of horses Number of legs

4
3
7
6
5
9

2. Write a number sentence for each item in the

tables above.
3. Calculate.
a) (8 × 3) + 4 = __
b) (5 × 7) + 5 = __
c) 9 + (63 ÷ 7) = __
d) 70 – (6 × 9) = __
e) 100 – (25 × 3) = __
4. Write number sentences to show how you would solve
these problems.
a) How many groups of 8 in 72?
b) What is 9 groups of 6?
c) Erica has 27 marbles. Sipho has 24 more marbles
than Erica. How many marbles does Sipho have?
d) Zerick has some marbles. He won 57 more marbles.
He now has 120 marbles. How many marbles did he
have in the beginning?
e) Lee has 65 marbles. Simo has 67 marbles. How
many marbles do they have altogether? 


28 Mathematics Grade 4 Teacher’s Guide  TERM 1

Assessment task 1 Number sentences Solutions
1. Multiply by 3 and 4.
a) Number of Number of b) Number of Number of
trucks horses horses legs
6 18 4 16
2 6 3 12
4 12 7 28
5 15 6 24
8 24 5 20
10 30 9 36
2. Write numbers sentences for the input and output numbers.
a) 6 × 3 = 18 b) 4 × 4 = 16
2 × 3 = 6 3 × 4 = 12
4 × 3 = 12 7 × 4 = 28
5 × 3 = 15 6 × 4 = 24
8 × 3 = 24 5 × 4 = 20
10 × 3 = 30 9 × 4 = 36
3. Solve number sentences that require knowledge of the use
of brackets and the order of operations.
a) (8 × 3) + 4 = n b) (5 × 7) + 5 = n
= 24 + 4 = 35 + 5
= 28 = 40
c) 9 + (63 ÷ 7) = n d) 70 – (6 × 9) = n
= 9 + 9 = 70 – 54
= 81 = 70 – 50 – 4
= 20 – 4
= 16
e) 100 – (25 × 3) = n
= 100 – 75
= 25
4. Write number sentences to show how to solve word problems.
a) 72 ÷ 8 = n
=9
b) 9 × 6 = n
c) 27 + 24 = n or 27 + 24 = n
= 27 + 3 + 21 = 20 + 20 + 7 + 3 + 1
= 30 + 21 = 51
= 51
d) n + 57 = 120
120 – 57 = 120 – 50 – 7 (breaking down)
= 70 – 7
= 63
or n + 57 = 120
57 + 3 = 60 (counting on)
60 + 60 = 120
60 + 3 = 63
63 + 57 = 120
e) 65 + 67 = n
65 + 65 + 3 = 130 + 3 (near doubles)
= 133


Mathematics Grade 4 Teacher’s Guide  TERM 1 29

Whole numbers: adding and subtracting

Unit 11 Count, order and compare numbers (2)

Tell the learners that they will do different kinds of counting. They
will count in multiples of different numbers.

MENTAL MATHS  Learner’s Book page 20

1. Snakes and ladders

Learners work in pairs to count and figure out which
numbers they should roll with the imaginary dice. The
activity involves simple counting on and back but requires
logical thinking. They go up the ladders and go down the
snakes when they land on numbers 5, 6, 8 and 14.
a) 9
b) There are various combinations, for example, 3 and 4
and 2 and 5. They have to work out a strategy to get past
the snakes.
c) They get from Start to Home by rolling 4, 4 and 6.
d) They get Home in exactly five rolls by throwing 4, 3, 5,
1, 3
2. a) Learners estimate the number of squares. Write their
numbers on the board so that they can later check their
estimates against the actual number of squares. Ask them
to count the squares. Encourage them to use the most
effective method. If anyone starts counting in 1s, quickly
remind them to use groups. They count the squares in
groups of 2, 5 and 10. When they count in 3s, they will
realise that there are 2 left. Ask them why this is the case.
If they do not know, tell them that 3 is an uneven number
and 50 is not a multiple of 3. List the multiples of 2, 3, 5,
10 and 3 so that they understand this.
Let them check the accuracy of their estimates.
b) Counting in 2s: 25 groups
c) Counting in 5s: 10 groups
d) Counting in 10s: 5 groups
e) Counting in 3s: 16 groups remainder 2
f) Answers will differ.
g) Answers will differ.

30 Mathematics Grade 4 Teacher’s Guide  TERM 1

Activity 11.1 Learner’s Book page 21

1. a) Learners make copies of the grid.

15 20 25 30
Explain what is meant by one
10 5 40 35 pathway. They can move left, up,
right and down, but not backwards
115 0
end start 45 50 while filling in the multiples of 5.
Let them work in pairs.
110 105 60 55

95 100 65 70

90 85 80 75

Show them a copy of the completed grid if they did not

succeed in completing it correctly. You could also choose
not to show it to them but give them copies of it and let them
complete it for homework.
100; 105; 110; 115; 120; 125; 130; 135; 140; 145; 150
b)
The units always end in 0 or 5. The hundreds and tens make
c)
a pattern: 10, 10; 11, 11; 12, 12; 13, 13; 14, 14; 15. Let them
write down the 5 times table. They can now predict that
when you multiply by 5, the answer should always have a 5
or 0 as a unit.
2. a) Learners make equal spaces when they plot the points on
the number line and write 100 in the centre, and 50 and 150
halfway between 0 and 100, and 100 and 200, and then fill
in the other values.

0 25 50 75 100 125 150 175 200

As with the multiples of 5, the units are always 0 or 5. The

tens and units are always 0, 25, 50, 75.
There is a 0 or a 5 in the units place.
b)
All multiples of 25 are also multiples of 5, but not all
c)
multiples of 5 are multiples of 25.
3. 0 1 2 3 4 5 6 7 8 9
10 11 12 13 14 15 16 17 18 19
20 21 22 23 24 25 26 27 28 29
30 31 32 33 34 35 36 37 38 39
40 41 42 43 44 45 46 47 48 49
50 51 52 53 54 55 56 57 58 59
60 61 62 63 64 65 66 67 68 69
70 71 72 73 74 75 76 77 78 79
80 81 82 83 84 85 86 87 88 89
90 91 92 93 94 95 96 97 98 99
100 101 102 103 104 105 106 107 108 109

Mathematics Grade 4 Teacher’s Guide  TERM 1 31

 Let the learners take part in a class discussion about their
observations. You can guide them by asking questions such
as, Do you notice any patterns?; What do you notice about the
numbers that are not shaded?; What is different between the
shaded and unshaded numbers? The even numbers are also
multiples of 2. Learners should realise that 0 is an even number.
Many people struggle to make sense of this concept. They will
realise that 0 is included in the rows of even numbers and so it
is an even number. If they are not convinced, ask them to define
an even number. If you divide even numbers by 2, there are no
remainders: 0 ÷ 2 = 0; there is no remainder. When you count in
even numbers you skip the uneven numbers: 0; 2; 4; 6; ... 0 fits
this description.
There are various legitimate reasons for classifying 0 as an even
number. The numbers that are not shaded are the uneven or odd
numbers. Ask the learners to describe as many patterns as they
can observe in the sequences of even and uneven numbers.
a) They are all even numbers.
b) They are all odd numbers.
c) Zero (0) fits the definition of an even number; 0 is even.
4. a)

0 3 6 9 12 15 18 21 24 27 30 33 36 39

b) The numbers are multiples of 3.

c) • Multiples alternate between odd and even numbers.
• There are groupings of 3 or 4 multiples for each tens
digit.
5. Learners complete the number chain. They should notice that
it is only the hundreds digits that change. They may struggle
with working with numbers larger than 1 000. Write down the
number that they name for 995 + 100. If they are not able to
give the correct number, write down the correct number and
explain it:
Take 5 from 100 and add it to 995; it gives you 1 000 plus 95
is 1 095. Let learners read the number aloud and also other
examples such as 1 020 and 1 050.
495; 595; 695; 795; 895; 995; 1 095
a)

395 + 100 495 + 100 595 + 100 695

1 095 + 100 995 + 100 895 + 100 795 + 100

No, they are not multiples of 100, because 100 cannot divide
b)
into them without leaving a remainder.

32 Mathematics Grade 4 Teacher’s Guide  TERM 1

 6. People count various things in many contexts in real life, for
example, bank tellers count big amounts of money each day.
Ask them where else people use counting, for example, shops
take stock they have to count each item in the shop and farmers
count their cattle.

Unit 12 Place value and representing numbers

MENTAL MATHS  Learner’s Book page 22

Place value board

This activity helps learners develop an understanding of place
value. Let them work in groups. They must use all four counters
to make each number. Make copies of the board and give them
counters. Let them write down the numbers they create under
Th, H, T and U.
1. The smallest number you can make with 4 counters if you
put all four counters on the units: 4
2. The largest number: 400
3. Numbers less than 50: 40, 31, 22, 13 and 4
This is a good opportunity to help the learners understand 2-digit
and 3-digit numbers. Allow them to discover that the 2-digit and
3-digit numbers created always have digits with a sum of 4.
4. Numbers larger than 100: any number where you also put a
counter on the hundreds rod
5. The smallest even number: 4
6. The largest even number: 400
7. The smallest odd number: 13
8. The largest odd number: 301
9. If there is a thousands rod, the largest number: 4 000

Activity 12.1 Learner’s Book page 22

This activity is aimed at developing understanding of 0 as a place

holder that represents absent digits (empty places) in numbers.
Learners often struggle with calculations such as 4 005 – 2679
when they have to subtract digits from 0, because they incorrectly
reason that you cannot subtract a big number from a small number
or that any number subtracted from 0 is equal to 0. Learners
should understand that 0 is not nothing. It represents the empty
set and stands for no objects or no quantity. The activity could
assist learners to understand the importance of 0 as a place holder
– emphasise the implications of ignoring its importance, as shown
in the examples of different numbers that are written with the
same digits, where there is no 0 to separate them correctly. Tell
the learners that people have used their body parts to count since

Mathematics Grade 4 Teacher’s Guide  TERM 1 33

 ancient times when they did not have numbers to count. The word
digit means finger, as fingers are the parts that were mostly used
for counting – as they are even today! Help them understand for
example that 4 050 is a 4-digit number. Also tell them that in big
numbers we leave spaces between the hundreds and thousands to
make the numbers easy to read.
Mathematicians from ancient times represented 0 in numbers with
an empty space. Representing numbers such as 404, 440 and 44 as
4 4, 44 and 44 could have been confusing. The numbers 440 and
44 looked the same and the spaces between digits were not always
represented equally.
Solutions
1. Mathematicians from long ago used an empty space to represent
0 (zero).
a) 530 → 53 b) 503 → 5 3
53 → 53 53 → 53
c) 5 003 → 5  3 d) 101 → 1 1
5 3 → 53 110 → 11
e) 2 020 → 2 2 f) 1 500 → 15
202 → 2 2 15 → 15
2. Give the learners an opportunity to discuss this way of
representing numbers. They should notice that there could be
confusion with numbers such as 530 and 53.
3. a) 350 → 35 • b) 303 → 3 5 •
c) 3 005 → 3 5 •• d) 3 050 → 3 5••
e) 3 500 → 35 ••
4. Help learners realise that without the empty space, the numbers
would be read as 324.

3 2 4 0 3 0 2 4 3 2 0 4
3 240: three thousand two hundred and forty
3 024: three thousand and twenty four
3 204: three thousand two hundred and four
5.

43 435 1 206 4 520

34 Mathematics Grade 4 Teacher’s Guide  TERM 1

 6. 43 → 40 + 3
435 → 400 + 30 + 5
1 206 → 1 000 + 200 + 6
4 520 → 4 000 + 500 + 20

Unit 13 Place value

Flard cards are widely used for developing understanding of place
value – to break up or expand and build up numbers.

Activity 13.1 Learner’s Book page 23

Some of the calculations involve carrying. Help the learners with

halving (e). The learners pack out the numbers:
600 + 60 + 4; 200 + 40 + 6 and 400 + 8.
The flard cards that show the newly created numbers are placed
below the original place values. Adding 4 to 200 + 40 + 6 results in:
200 + 40 + 6
  + 4
     200 + 50
200 + 50 = 250
1.

664 2 46 40 8
a) Add 4: 600 + 60 + 4 200 + 40 + 6 400 + 8
+ 4 + 4 + 4
600 + 60 + 6 200 + 40 + 10 400 + 12
200 + 40 400 + 10 + 2
b) Add 50: + 50 + 50 + 50
600 + 110 + 8 200 + 100 400 + 60 + 2
700 + 10 + 8 300
c) Minus 200: –200 –200 –200
500 + 10 + 8 100 200 + 60 + 2
d) Double: 500 + 10 + 8 100 200 + 60 + 2
1 000 + 20 + 16 200 400 + 120 + 4
1 000 + 30 + 6 500 + 20 + 4
e) Halve: 500 + 15 + 3 100 250 + 10 + 2
500 + 10 + 8 200 + 60 + 2

2. Numbers in the calculations for 664:
600 + 60 + 8 = 668
700 + 10 + 8 = 718
500 + 10 + 8 = 518
1 000 + 30 + 6 = 1 036
500 + 10 + 8 = 518

Mathematics Grade 4 Teacher’s Guide  TERM 1 35

 Numbers in the calculations for 246:
200 + 50 = 250
300
100
200
100
Numbers in the calculations for 408:
400 + 10 + 2 = 412
400 + 60 + 2 = 462
200 + 60 + 2 = 262
500 + 20 + 4 = 524
200 + 60 + 2 = 262
The numbers that were doubled and then halved again give the
same solution.
3. The learners write down the numbers represented by the Dienes
blocks (plastic or wooden blocks). Learners should understand
that they have to carry units and tens when there are 10 or more.
Use copies of the Dienes block cards (see resource section) to
help learners build up units more than 9 and tens more than 90.
Give each learner or pair of learners a set of cards. Ask the
learners to write the numbers in expanded notation.
a) 100 + 30 + 5 = 135 b) 300 + 10 + 10 = 320
c) 100 + 30 + 13 = 143 d) 200 + 110 + 2 = 312
e) 200 + 60 = 260 f) 100 + 8 = 108
4. Use the template in this guide to make copies of the flard cards
and copy the cards on hard card and have them laminated. Each
learner should have a set. If you cannot manage this, make
sets for pairs or groups of learners. They use the flard cards to
represent the numbers in expanded notation as in question 2.
a) 58: 50 + 8 b) 733: 700 + 30 + 3
c) 999: 900 + 90 + 9 d) 606: 600 + 6
e) 530: 500 + 30 f) 1 001: 1 000 + 1
g) 1 900: 1 000 + 900 h) 1 050: 1 000 + 50

MENTAL MATHS  Learner’s Book page 25

This activity further develops understanding of place value.

Learners should realise that they can only use the calculator
keys indicated – they cannot use the C or CE keys to erase the
numbers on the screen. Calculators are optional.
1. a) Make 510: enter 510 (or 500 + 10 =)
b) Make 643:
510 (on screen) + 100 + 10 + 10 + 10 + 1 + 1 + 1 =
c) Make 402:
643 (on screen) – 100 – 100 – 50 + 5 + 1 + 1 + 1 =
or 643 – 100 – 100 – 10 – 10 – 10 – 10 – 1 – 1 =
d) Double 402:
402 (on screen) + 100 + 100 + 100 + 100 +1 + 1 =

36 Mathematics Grade 4 Teacher’s Guide  TERM 1

 e) Make 884:
500 + 100 + 100 + 100 + 50 + 10 + 10 + 10 + 1 + 1 + 1 + 1 =
f) Halve 884: 884 (on screen) – 100 – 100 – 100 – 100 – 10
– 10 – 10 – 10 – 1 – 1 =
2. Learners should realise that in 674, for example, the place
value of the digits is 6 hundreds + 7 tens + 4 units. The value
of the digits is 600 + 70 + 4.
Some learners might not have worked with thousands in
Grade 3, but they will work with big numbers in Grade
4. First observe what they do and assist them afterwards.
You can remind them about the Indian mathematicians’
invention of place value boards and numbers based on 10.
If they wanted a number to have a bigger value than units,
they moved the number one space to the left to become tens,
another place to the left would indicate hundreds and another
space left would indicate thousands.
a) 674: 600 b) 857: 50 c) 560: 0
d) 912: 900 e) 410: 10 f) 1 795: 90
g) 2 001: 1 h) 3 500: 3 000

Unit 14 Represent and compare numbers

MENTAL MATHS  Learner’s Book page 25

1. The learners have to find out whether 100 will be included in

the number sequences if they count on. Some of them might
do the counting to find out while others might reason as
follows:
a) 0; 2; 4; 6; 8; 10; ... Yes. 100 is an even number or when
you count in 2s, it will be included.
b) 15; 20; 25; 30; ... Yes. 100 is a multiple of 5.
c) 24; 34; 44; 54; ... No. These numbers do not have 0 as a
unit or they are not multiples of 10.
d) 0; 3; 6; 9; 12; ... No. 100 is not a multiple of 100 or if you
count on in 3s from 90 it is 93, 96, 99, 102. You skip 100.
e) 1; 3; 5; 7; ... No. These are odd numbers. 100 is not an
odd number.
2. a) Counting back in 10’s. It will reach exactly 0.
b) Multiples of 11 less than 99. It will reach exactly 0,
because 11 can be subtracted each time.
c) Multiples of 25 less than 225. It will reach 0 as 25 can be
subtracted each time.
d) Multiples of 4 less than 36. It will reach 0 if 4 is
subtracted each time.
e) Multiples of 100 less than 1 000. It will reach 0 if 100 is
subtracted each time.

Mathematics Grade 4 Teacher’s Guide  TERM 1 37

 Learners can count on and back to check their thinking for
questions 1 and 2.

Activity 14 Learner’s Book page 25

1. a) 450 b) 74
c) 866 d) 1 327
e) 2 109
2. Check whether learners include 0 for absent values in numbers.
a) 700 + 20 + 1 = 721 b) 1 000 + 400 + 7 = 1 407
c) 900 + 90 + 9 = 999 d) 4 000 + 10 = 4 010
e) 500 + 50 = 550
3. Tell learners that +, –; × and ÷ are operation signs or symbols
and >, = or < are relationship signs or symbols. You can use
your index finger and thumb of the left and right hand to
represent the signs to help learners remember the signs.
a) 305 < 350 b) 2 500 = 2 500
c) 111 > 110 d) 36 < 63
e) 880 > 808

Unit 15 Swap and regroup numbers

MENTAL MATHS  Learner’s Book page 26

1. The learners study the counter groupings to find that

swapping numbers when you add and multiply does not
influence the solutions. Let them explain what they observe
and understand.
2. The activity enforces knowledge of the commutative
property by explaining the addition and multiplication facts
represented by the counters. Ask a few learners to show their
understanding by writing number sentences on the board.
a) 4 + 5 = 5 + 4 = 9 b) 9 + 5 = 5 + 9 = 14
c) 5 × 1 = 1 × 5 = 5 d) 5 × 3 = 3 × 5 = 15
e) 3 × 6 = 6 × 3 = 18 f) 7 + 8 = 8 + 7 = 15
3. The learners display knowledge of the commutative property.
a) 8 + 9 = 17 b) 7 × 6 = 42
c) 10 × 1 = 10 d) 20 × 3 = 60
e) 12 + 13 = 25 f) 9 + 8 = 17
g) 6 × 7 = 42 h) 1 × 10 = 10
i) 3 × 20 = 60 j) 13 + 12 = 25

Activity 15.1 Learner’s Book page 27

The learners investigate using the commutative property.

1. Learners show that they understand that the arrangement of the
numbers in addition expressions does not influence the solutions.

38 Mathematics Grade 4 Teacher’s Guide  TERM 1

2. The learners use the commutative property to multiplication.
3. They apply the commutative property to addition number
sentences that involve bigger numbers.
4, 5. Lead a class discussion about using the commutative property
for subtraction and division. Let the learners use calculators
to find out that commutativity is not applicable to these
operations. If you swap the numbers in these calculations,
the answers differ. Pose questions – some true and some false
– to help the learners to understand these relationships. For
example, ask them if the following statements are true or false.
They should explain their reasoning.
10 – 5 = 5 – 10
20 – 10 = 10 – 20
20 ÷ 2 = 2 ÷ 20
10 ÷ 5 = 5 ÷ 10
Learners can use calculators to check the solutions and explain
what they notice.
Solutions
1. Drawings will differ.
2. a) 4 × 8 = 32 8 × 4 = 32
b) 3 × 10 = 30 10 × 3 = 30
c) 5 × 7 = 35 7 × 5 = 35
d) 2 × 9 = 18 9 × 2 = 18
e) 21 = 3 × 7 7 × 3 = 21
f) 3 × 8 = 8 × 3 6×8=8×6
g) 4 × 10 = 10 × 4
h) 9×3=3×9
3. a) 6 + 9 = 15 9 + 6 = 15
b) 15 + 7 = 22 7 + 15 = 22
c) 25 + 10 = 35 10 + 25 = 35
d) 120 + 80 = 80 + 120
e) 350 + 50 = 50 + 350
4, 5. Explanations may differ.

Activity 15.2 Learner’s Book page 28

The learners develop understanding of the associative and

distributive properties.
1. They have to calculate the total number of dots on the flower
petals. The obvious way to do this is to multiply the number of
dots by the number of petals in each flower and calculate the
total number of dots. Encourage and help them to find an easier
way to count the dots. Let them compare their strategies. They
should recognise that they could use multiplication by 5, for
example, 6 × 4 = (1 × 4) + (5 × 4). They can now regroup the
numbers so that they have (5 × 4) + (5 × 4) + (5 × 4); one four
has been added to 4 × 4. It is now easy to add 20 + 20 + 20.

Mathematics Grade 4 Teacher’s Guide  TERM 1 39

 Learners explore Peter’s strategy to calculate the number of dots.
They should realise that 4 dots are taken from (a) and added to (b)
– compensation. Adding 4 and then subtracting 4 again results in
0 – the additive property of 0: 60 + 4 – 4 = 60 + 0.
2. Learners should use effective strategies to calculate the number
of dots in each array. After they have illustrated their strategies,
use one of the diagrams to show how the sets of dots are
regrouped to calculate smarter using the distributive property.
a) (5 × 3) + (5 × 3) + (5 × 3) + (5 × 3)
= 4 × (5 × 3)
= 4 × 15
= (2 × 15) + (2 × 15)
= 30 + 30
= 60 dots
b) (7 × 3) × 3 c) 3 × (5 × 5) + (1 × 5) + (2 × 5)
= 21 × 3 = (3 × 25) + 5 + 10
= (20 × 3) + (1 × 3) = 75 + 15
= 60 + 3 = 90 dots
= 63
d) (5 × 6) + (5 × 6) + (5 × 6)
= 30 + 30 + 30
= 90
3. Learners can regroup the numbers using the associative property
so that they make multiples of 10.
a) (32 + 8) + (46 + 4) b) (25 × 4) × 3
= 40 + 50 = 100 × 3
= 90 = 300
c) (80 + 20) + (90 + 10) + (7 + 3)
= 100 + 100 + 10
= 210
d) (7 × 10) × (4 × 5) e) (60 – 20) – (7 + 3)
= 70 × 20 = 40 – 10
= 1 400 = 30

Assessment task 2: numbers and place value

The learners have now reached the end of week 3. They complete
an assessment task on counting, ordering, comparing and
representing numbers and place value. They work on their own.
The marks will be used as informal assessment.
The following concepts and skills are being assessed:
• counting groups of 10 using repeated addition or multiplication
• multiples of 2, 3, 10, 25, and 50
• ordering numbers
• doubling and halving
• expanded notation
• number properties.

40 Mathematics Grade 4 Teacher’s Guide  TERM 1

Assessment task 2 Numbers and place value
1. Find a short way for counting the objects. Brackets show which
calculation should be performed first. Work out the totals.
a) 3 bunches with 10 bananas and 3 loose ones
b) 6 groups with 10 balloons and 2 loose ones
c) 4 bags with 10 apples and 6 loose ones
d) 5 pairs of hands with stretched fingers and 5 fingers on
one hand
e) 7 0bags with
+ 25 10 oranges each
+ 25 and 4 loose ones 
+ 25
2. Complete the flow diagrams by counting in 25s and 50s.
+ 25 + 25
a) 0 + 25 + 25 + 25

+ 25 + 25

b) 0 + 50 + 50 + 50

 + 50 + 50
0 + 50 + 50 + 50
3. Fill in the missing numbers in the number sequences.
a) 0; 3; 6; n; 12; 15; n; 21; 24; 27; +n50 + 50
b) n; 28; 26; 24; n; 20; 18; n; 14; 12; 10; 8; 6; 4; n; 0
c) 70; 80; n; 100; 110; 120; n; n; 150
4. Arrange numbers in descending order.
a) 885; 858; 824; 588; 482; 284; 248; 428
b) 605; 560; 506; 650; 602; 260; 620
5. Take the number 646 and follow the instructions.
a) Double 646. b) Halve 646.
c) Add 300 to 646. d) Subtract 346 from 646.
e) What must you add to 646 to get 700?
6. Write < or > to show which number is bigger.
a) 101 * 1 001 b) 240 * 204 c) 919 * 991
d) 727 * 772 e) 404 * 440
7. Write the numbers in expanded notation.
a) 555 = 500 + 50 + 5 b) 303 = 300 + 3
c) 330 = 300 + 30
8. Solve these problems. Show your calculations.
a) 4 + 7 = n   7 + 4 = n b) 8 × 3 = n × 8
c) 12 + n = 8 + n d) 14 + 19 + 16 + 11 = n
e) (4 × 5) + (4 × 5) + (4 × 5) f) 25 + 3 + 5 + 7 + 5 = n
= n × (4 × 5)
= n
g) 3 × (6 + 10) h) 9 × 4 = 36   36 = 4 × n
= (3 × n) + (3 × n)
= n + n
= n


Mathematics Grade 4 Teacher’s Guide  TERM 1 41

 Assessment task 2 Numbers and place value Solutions
1. a) (3 × 10) + 3 = 33 b) (6 × 10) + 2 = 62
c) (4 × 10) + 6 = 46 d) (5 × 10) + 5 = 55
e) (70 × 10)
+ 25
+ 4 =2574 + 25 50 + 25 75

2 a) 0 + 25 25
125
+ 25
+ 25
50
100
+ 25
+ 25
75

125 + 25 100 + 25

b) 0 + 50 50 + 50 100 + 50 150

250 + 50 200 + 50
 0 + 50 50 + 50 100 + 50 150

3. a) 0; 3; 6; 9; 12; 15; 18;

250
21; 24;
+ 50
27; 30
200 + 50
b) 30; 28; 26; 24; 22; 20; 18; 16; 14; 12; 10; 8; 6; 2; 0
c) 70; 80; 90; 100; 110; 120; 130; 140; 150
4. a) 885; 858; 824; 588; 482; 428; 284; 248
b) 650; 620; 605; 602; 560; 506; 260
5. a) Double 646: 600 + 600 + 40 + 40 + 6 + 6
= 1 200 + 80 + 12
= 1 292
b) Halve 646: 300 + 20 + 3
= 323
c) Add 300 to 646: 600 + 300 + 40 + 6
900 + 40 + 6
= 946
d) Subtract 346 from 646:
646 – 346 = 600 – 300 + 40 – 40 + 6 – 6
= 300
e) 646 + n = 700
600 + 40 + 6 + 50 + 4 = 700
54 = n 
6. a) 101 < 1 001 b) 240 > 204
c) 919 < 991 d) 727 < 772
e) 404 < 440
7. a) 555 = 500 + 50 + 5 b) 303 = 300 + 3
c) 330 = 300 + 30
8. a) 4 + 7 = 11   7 + 4 = 11 b) 8 × 3 = 3 × 8
c) 12 + 8 = 8 + 12 d) 14 + 19 + 16 + 11
= (14 + 16) + (19 + 11)
= 30 + 30
= 60
e) (4 × 5) + (4 × 5) + (4 × 5) f) 25 + 3 + 5 + 7 + 5
= 3 × (4 × 5) = (25 + 5) + (7 + 3) + 5
= 60 = 30 + 10 + 5
= 45
g) 3 × (6 + 10) h) 9 × 4 = 36 36 = 4 × 9
= (3 × 10) + (3 × 6)
= 30 + 18
= 48


42 Mathematics Grade 4 Teacher’s Guide  TERM 1

 Unit 16 Revision: find connections
Learner’s Book page 29 In Term 1 this year the learners work with 3-digit numbers in
addition and subtraction. They break down numbers into place value
parts, compensate and fill up 10s as strategies to add and subtract
numbers in and out of context. During week 4, the Mental maths
sessions will involve the development of strategies to be applied
in addition and subtraction with 3-digit numbers. The learners will
fill up and break down multiples of 10, expand numbers and apply
grouping – the associative property – to calculate smarter.

MENTAL MATHS  Learner’s Book page 29

1. a) 26 + 4 = 30 b) 45 + 45 = 90 c) 38 + 12 = 50
d) 47 + 13 = 60 e) 91 + 0 = 91 f) 40 – 8 = 32
g) 35 – 0 = 35 h) 99 – 10 = 89 i) 67 – 25 = 42
j) 100 – 4 = 96
2. Learners work with calculations where the unknown is in
various positions – at the beginning, middle and end. They
also practise inverse operations.
a) 15 + 15 = 30 30 – 15 = 15
b) 18 + 12 = 30 30 – 12 = 18
c) 16 + 8 = 24 24 – 8 = 16
d) 19 + 11 = 30 30 – 11 = 19
e) 17 + 8 = 25 25 – 17 = 8
f) 25 – 10 = 15 15 + 10 = 25
g) 28 – 14 = 14 14 + 14 = 28
h) 27 – 15 = 12 15 + 12 = 27
i) 23 – 11 = 12 11 + 12 = 23
j) 100 – 4 = 96 96 + 4 = 100
3. Leaners explain what they notice about calculations.

Activity 16.1 Learner’s Book page 29

1. Learners add and subtract 3- and 2-digit numbers and apply

inverse operations. The calculations are simple so that the focus
is on identifying the inverse operations.
The answers are on the left and the checks on the right.
a) 150 + 150 300 – 150
= 100 + 100 + 50 + 50 = 300 – 100 – 50
= 300 = 150
b) 118 + 12 130 – 12
= 118 + 2 + 10 = 130 – 10 – 2
= 120 + 10 = 120 – 2
= 130 = 118
c) 216 + 8 224 – 8
= 216 + 4 + 4 = 224 – 10 + 2
= 220 + 4 = 214 + 2
= 224 = 216

Mathematics Grade 4 Teacher’s Guide  TERM 1 43

 d) 119 + 11 130 – 11
= 119 + 1 + 10 = 130 – 10 – 1
= 120 + 10 = 120 – 1
= 130 = 119
e) 317 + 8 325 – 8
= 317 + 3 + 5 = 325 – 10 + 2
= 320 + 5 = 315 + 2
= 325 = 317
f) 225 – 10 = 215 215 + 10 = 225
g) 128 – 14 114 + 14
= 114 (half of 28 is 14) = 128
h) 527 – 15 15 + 512
= 527 – 20 – 5 = 512 + 8 + 7
= 507 + 5 = 520 + 7
= 512 = 527
i) 423 – 11 11 + 412
= 423 – 10 – 1 = 412 + 10 + 1
= 413 – 1 = 422 + 1
= 412 = 423
j) 900 – 4 896 + 4
= 900 – 10 + 6 = 800 + 96 + 4
= 890 + 6 = 800 + 100
= 896 = 900
2. Learners study the numbers in the grid. Ask them to look at the
2 × 2 squares to discover that the sum of the numbers is 20. Let
them add the numbers in the rows, columns and diagonals to
find out if the sum of the numbers is always 20. They explore
the numbers in more 2 × 2 squares to find more numbers with a
sum of 20. See examples below.
5 8 4 6 8 2 3 4 5 6
4 3 7 3 9 1 7 6 4 5

Unit 17 Number sentences and problem-solving

MENTAL MATHS  Learner’s Book page 30

1. Read the addition and subtraction problems to the learners

and help them understand the context of each problem.
Ask them to write open number sentences before doing
calculations. Encourage the learners to use effective mental
strategies and explain their thinking. Some learners might
apply advanced strategies and recall mental number facts
instantly but they are not always able to explain their
thinking and reasoning. They have to practise the skill
consistently. Other learners might need to practise strategies
that may appear simple as in the problems in question 1.

44 Mathematics Grade 4 Teacher’s Guide  TERM 1

 Understanding the contexts of these problems will help
learners solve the problems with larger numbers in the main
lesson.
2. The learners practise breaking up numbers in place value
parts again. Assist the learners in understanding and applying
the carrying and decomposition of numbers.
Solutions
1. a) R2,50 + R2,50 = R2 + R2 + 50c + 50c
= R5,00
45 – 25 = 45 – 20 – 5
b) c) 50 – 35 = 50 – 25 – 10
= 25 – 5 = 25 – 10
= 20 = 15
31 + 39 = 31 + 9 + 30
d) e) n + 12 = 28
= 40 + 30 28 – 12 = 28 – 10 – 2
= 70 = 18 – 2
= 16
2. a) 78 + 67 = 70 + 60 + 8 + 7
= 130 + 15
= 145
294 + 189 = 200 + 100 + 90 + 80 + 4 + 9
b)
= 300 + 170 + 13
= 400 + 80 + 3
= 483
145 – 68 = (100 + 40 + 5) – (60 + 8)
c)
= (130 + 15) – (60 + 8
= 70 – 7
= 77
425 – 346 = (400 + 20 + 5) – (300 + 40 + 6)
d)
= (300 + 110 + 15) – (300 + 40 + 6)
= 70 + 9
= 79

Activity 17.1 Learner’s Book page 30

Let the learners write number sentences before they solve the
problems. Let them work in groups. Allow learners to use strategies
they understand well.
Solutions
1. a) 357 + n = 475
475 – 357 = n (inverse operation)
= 400 + 60 + 15
– 300 + 50 + 7   (decomposition)
100 + 10 + 8   = 118
118 litres of milk were sold on the second day.

Mathematics Grade 4 Teacher’s Guide  TERM 1 45

 489 – 275 = n
b)
= 400 + 80 + 9
– 200 + 70 + 5
200 + 10 + 4 = 214
214 people left early.
1 000 – 859 = n
c)
859 + 1 = 860 (counting on)
860 + 40 = 900
900 + 100 = 1 000
1 + 40 + 100 = 141
There are 141 chickens more than Farmer Brown has.
546 + 454 = n
d)
500 + 40 +   6
+ 400 + 50 +   4
= 900 + 90 + 10 = 900 + 100 (carrying)
1 000 people visited the fair.
e) n + 168 = 504
504 – 168 = n (inverse operation)
500 – 100 = 400 (compensation)
400 –   60 = 340
340 –     8 = 332
332 +     4 = 336
336 guests arrived early.
2. Learners who have developed a good sense of number will realise
that they have to look for numbers in which the units give a sum
of 10 to get two numbers in the grid that add up to 1 000.
There are two possibilities:
386 + 614 = 1 000 and 462 + 538 = 1 000

Unit 18 Strategies for adding and subtracting

MENTAL MATHS  Learner’s Book page 31

Learners to record their answers on the Mental maths grid.

They should display knowledge of place value, addition and
subtraction.
1. (800 + 100) + 9 = 909
2. (700 + 100) + 46 = 846
3. (300 + 200) + 120 = 620
4. (800 + 100) + 29 = 929
5. (400 + 200) + 76 = 676
6. (700 – 300) + 87 = 487
7. 900 + 50 + 5 = 955
8. (500 – 200) + 20 + 1 = 321
9. (600 – 400) + 2 = 202
10. 100 – 10 = 90

46 Mathematics Grade 4 Teacher’s Guide  TERM 1

Activity 18.1 Learner’s Book page 32

In this lesson, the learners investigate different addition and

subtraction strategies. Let them work in groups to check and discuss
how they understand the methods and how these strategies differ
from the ones that they use. Ask them to use inverse operations to
check the solutions in the examples.
Haadiya used breaking down numbers to solve the subtraction with
decomposition of tens to solve her problem. Roxy counted back on
the number line by subtracting the closest multiple of 100, 10 and 5.
Thabid used counting on to subtract. Anele used breaking down
numbers and Joshua broke down the second number to count on.
Solutions
1. Learners discuss different methods.
2. a) 118 + 357 = n (inverse operation)
= 100 + 10 +   8 (breaking down)
+ 300 + 50 +   7
   400 + 60 + 15 (carrying)
   400 + 70 + 5
= 475 Haadiya’s answer is correct.
475 – 357 = 118
b) 214 + 275 = n (inverse operation)
= 200 + 10 + 4 (breaking down)
   200 + 70 + 5
   400 + 80 + 9
= 489
489 – 275 = 214 Roxy’s answer is correct.
141 + 859 = n
c) (inverse operation)
859 + 1 = 860 (counting on)
860 + 40 = 900
900 + 100 = 1 000
1 000 – 859 = 141 Thabid’s answer is correct.
1 000 – 454 = n
d) (inverse operation)
454 + 6 = 460 (counting on)
460 + 40 = 500
500 + 500 = 1 000
6 + 40 + 500 = 546
546 + 454 = 1 000 Anele’s answer is correct.
336 + 168 = n
e) (inverse operation)
336 + 4 = 340 (building up)
340 + 60 = 400
400 + 104 = 504
504 – 168 = 336 Joshua’s answer is correct.

Mathematics Grade 4 Teacher’s Guide  TERM 1 47

 Unit 19 Use different methods and operations
MENTAL MATHS  Learner’s Book page 32

1. Let the learners work in pairs to solve the problems.

Although they work with 1-digit numbers, it is not so easy
to decide which operation signs to use to get 5 as a solution.
a) 5 + 4 – 3 – 2 + 1 = 5 b) 2 + 9 – 3 – 4 + 1 = 5
c) 7 + 2 – 3 + 4 – 5 = 5 d) 7 + 5 + 4 – 3 – 8 = 5
e) 6–4+1+5–3=5
2, 3. There are eleven possible combinations, which include the
sum of 2, 3 and 4 numbers.
3 + 4 = 7 6 + 8 = 14
3 + 6 = 9 3 + 4 + 8 = 15
4 + 6 = 10 3 + 6 + 8 = 17
3 + 8 + 11 4 + 6 + 8 = 18
4 + 8 = 12 3 + 4 + 6 + 8 = 21
3 + 4 + 6 = 13

Activity 19.1 Learner’s Book page 33

The learners use their own strategies to solve addition and

subtraction problems. Do not suggest a strategy at this stage. The
problems require carrying and decomposing. Observe how learners
deal with these problems. Below are strategies they could use.
1. a) 261 + 277 = n
250 + 250 =  500 (using near doubles)
10 + 20 =     30
1 + 7 =     8
261 + 277 = 538
638 – 261 = n
b)
638 = 600 +   30 + 8
261 = 200 +   60 + 1
500 + 130 + 8 (decomposition)
– 200 +   60 + 1
300 +   70 + 7
638 – 261 = 377
769 + 163 = n
c)
769 = 700 + 60 + 9
163 = 100 + 60 + 3
800 + 120 + 12       (carrying)
= 900 + 30 + 2
769 + 163 = 932
1 020 – 249 = n
d)
1 020 – 250 = 750 + 20 (compensation)
= 770
770 + 1 = 771
1 020 – 249 = 771

48 Mathematics Grade 4 Teacher’s Guide  TERM 1

 e) 900 – 567 = n
900 – 500 = 400 (break down and count back)
400 – 60 = 340
340 – 7 = 333
900 – 567 = 333
f) 1 007 – 498 = n
1 009 – 500 = 509 (add 2 to both numbers)
2. Learners check their solutions using inverse operations or
calculators.
3. a) 308 + 498 = 806 b) 700 – 497 = 203
c) 808 – 587 = 219 d) 960 – 409 = 551
e) 1 005 – 667 = 338 f) 1 500 – 878 = 622
4. a) 15 × 8 = n
= (15 × 4) + (15 × 4)
= 60 + 60
= 120
They paid R120.
800 – 639 = n
b)
800 – 600 = 200 (breaking down)
200 – 30 = 170
170 – 4 = 161
161 seats were empty.

Unit 20 More strategies for adding and

subtracting
MENTAL MATHS  Learner’s Book page 34

1. Help the learners make sense of the two strategies. One

learner uses adding the same number to both numbers. The
other counts on to make a multiple of 10, and breaking up.
Ask the learners to use the strategies to solve the problems.
164 – 80 = n
a)
= (164 + 20) – (80 + 20)
= 184 – 100
= 84
257 – 70 = n
b)
= (257 + 30) – (70 + 30)
= 287 – 100
= 187
99 + 62 = n
c)
= (99 + 1) + 61
= 100 + 61
= 161

Mathematics Grade 4 Teacher’s Guide  TERM 1 49

 d) 173 – 80 = n
= (173 + 20) – (80 + 20)
= 193 – 100
= 93
e) 139 + 42 = n
= (139 + 1) + 41
= 140 + 41
= 181
f) 199 + 51 = n
= (199 + 1) + 50
= 200 + 50
= 250
2. Answers may differ.
3. The learners use grouping by associating numbers that will
make the calculation easy. They make up groups of 10 or
multiples of 10.
a) 5 + 8 + 2 + 5 + 6 = (8 + 2) + (5 + 5) + 6 = 26
b) 7 + 4 + 1 + 3 + 6 = (7 + 3) + (6 + 4) + 1 = 21
c) 1 + 7 + 2 + 8 + 9 = (9 + 1) + (2 + 8) + 7 = 27
d) 16 + 3 + 4 + 17 = (16 + 4) + (17 + 3) = 40
e) 12 + 6 + 8 + 4 = (12 + 8) + (6 + 4) = 30
f) 12 + 4 + 8 + 6 + 9 = (12 + 8) + (4 + 6) + 9 = 39
g) 19 + 5 + 2 + 15 + 1 = (19 + 1) + (15 + 5) + 2 = 42
h) 27 + 11 + 9 + 3 + 6 = (27 + 3) + (11 + 9) + 6 = 56
i) 15 + 14 + 7 + 6 + 5 = (15 + 5) + (14 + 6) + 7 = 47
j) 18 + 13 + 12 + 17 = (18 + 12) + (13 + 17) = 60

Activity 20.1 Learner’s Book page 34

The learners perform calculations using blank number lines and

make reasonable estimates of how they should space the numbers
and arrows. You do not have to be too concerned about accurate
spacing. Learners break up the second number and add or subtract.
Let them use calculators to check their solutions.

–70 –8
1. a) 129
■ =– 51
78 = 51
129 59 51

–100 –40 –7
b) 356
■= – 147
209 = 206
356 256 216 209

–300 –45 –45 –6

c) 545
■ =–149
369 = 149
545 245 200 155 149

–500 –50 –8 824

d) ■ =– 266
558 = 266
824 324 274 266

–700 –90 –2 985

e) ■ –=792
193= 193
985 285 195 193

50 Mathematics Grade 4 Teacher’s Guide  TERM 1

 +8 +70
f) 192
■ =+ 270
78 = 270
192 200 270

+100 +50 +9
g) 227
■ =+ 386
159 = 386
227 327 377 386

+200 +50 +30 +7

h) 454
■ =+ 741
287 = 741
454 654 704 734 741

+300 +50 +6
i) 636 ■ =+ 992
636 356 = 992
936 986 992

+200 –1
j) 748
■ =+ 947
199 = 948
748 947 948

2. Learners check their calculations.

Unit 21 Add and subtract with 3-digit numbers

MENTAL MATHS  Learner’s Book page 35

1. Learners have to look for numbers with units that add up 10,
as a start.
67 + 133 = 200
126 + 74 = 200
108 + 92 = 200
101 + 99 = 200
149 + 51 = 200
2. Encourage the use of the words sum and difference.
75 is half of 150
73 + 27 = 100
86 is double 43
37 + 63 = 100

Activity 21.1 Learner’s Book page 35

Let learners work in pairs with a learner who is good at Maths to

help read the problems.
Solutions
1. 234 + 256 + 187 = n
230 + 250 + 180 = 250 + 250 + 160 (build up multiples of 10)
= 660 + 4 + 6 + 7
= 677 cubes
2. 156 + 95 + 105 = n
150 + 90 + 100 = 250 + 50 + 40 (break down)
= 340 + 6 + 5 + 5 (compensation)
= 356 beads

Mathematics Grade 4 Teacher’s Guide  TERM 1 51

 3. 354 + n = 967 (column subtraction)
– 354
   613 eggs were laid
4. 467 + n = 1 000
467 + 3 = 470 (count on)
470 + 30 = 500
500 + 500 = 1 000
3 + 30 + 500 = 533 more books received
5. 900 – 699 = n
900 – 700 = 200 (compensation)
200 + 1 = R201 less during the sale
6. 908 – 595 = n
913 – 600 = 313 more cellphones sold (add 5 to both numbers)
7. 395 + 99 = n
395 + 100 = 495
495 – 1 = R494 was the price before the decrease in price
8. 405 – 196 = n
409 – 200 = 209 samoosas were sold on Saturday

Unit 22 More strategies for adding and

subtracting (2)
MENTAL MATHS  Learner’s Book page 36

1. a) (26 + 24) + 25 = 50 + 25 b) 65 + 5 + 30 = 100

= 75 65 + 35 = 100
80 – 37 = 80 – 30 – 7
c) d) 70 – 20 – 8 = 50 – 8
= 50 – 7 = 42
= 43
2. Answers will differ.
3. a) 100 – 2 = 98 b) 81 – 5 = 81 – 1 – 4
= 76
79 + 9 = 79 + 1 + 8
c) d) 105 – 65 – 2 = 40 – 2
= 88 = 38
200 – 75 = 125
e) f) 700 – 10 – 1 = 690 – 1
= 689
56 – 26 = 50 – 20 – 6 + 6 h) 590 + 10 + 6 = 606
g)
= 30 + 0 606 – 16 = 590
= 30
i) 1 000 – 10 + 1 = 991
j) 795 + 5 + 15 = 815

52 Mathematics Grade 4 Teacher’s Guide  TERM 1

Activity 22.1 Learner’s Book page 37

1. Learners should discuss the strategies and ask whether they

prefer their own or these strategies. They practise using near
doubles to solve 3-digit number addition.
a) 257 + 259 = 250 + 250 + 7 + 9
= 500 + 16
= 516
329 + 327 = 320 + 320 + 9 + 7
b)
= 640 + 16
= 656
448 + 457 = 440 + 440 + 8 + 17
c)
= 880 + 25
= 905
366 + 359 = 350 + 350 + 16 + 9
d)
= 700 + 25
= 725
458 + 459 = 450 + 450 + 8 + 9
e)
= 900 + 17
= 917
2. The method also involves compensation – adding to build up
10s or 100s by taking away a number and adding it again.
a) 127 – 89 = 128 – 90
= 128 – 20 – 70
= 108 – 70
= 38
254 – 59 = 255 – 60
b)
= 250 – 50 – 10 + 5
= 200 – 10 + 5
= 195
275 – 139 = 276 – 140
c)
= 136
466 – 278 = 468 – 280
d)
= 460 – 260 – 20 + 8
= 200 – 20 + 8
= 188
833 – 547 = 836 – 550
e)
= 830 – 530 – 20 + 6
= 300 – 20 + 6
= 286

Mathematics Grade 4 Teacher’s Guide  TERM 1 53

 Unit 23 Calculations with 4-digit numbers
MENTAL MATHS  Learner’s Book page 37

Make sure that learners understand that the sum of the numbers
in each row on the lines should be the same. Circles with the
numbers 12, 14 and 3 are not on the same line. Let learners work
in groups.
1.
5 6 16

12 14 3

10 9 8

2. Answers will differ.

Activity 23.1 Learner’s Book page 38

Tell the learners that they are not expected to work with more
than 3-digit numbers during this term, but they are doing so well
that they can now start practising working with thousands (4-digit
numbers). This should not be difficult because they worked with
thousands during previous lessons. Let them work in pairs.
Assist the learners in noticing 0 as the place holder. They often
struggle with subtraction problems that involve 0s as digits.
Solutions
1. They break up numbers and work in columns. Encourage them
to write numbers in the right places. They can use the = sign,
which should always be arranged underneath each other.
a) 2 896 – 1 424 = n
2 000 – 1 000 → 1 000
800 – 400 → 400
90 – 20 → 70
6 – 4 →       2
2 896 – 1 424 = 1 472
2 784 – 2 743 = n
b)
2 000 – 2 000 → 0
700 – 700 → 0
80 – 40 → 40
4 – 3 →   1
2 784 – 2 743 = 41
2 059 – 1 019 = n
c)
2 000 – 1 000 → 1 000
50 – 10 → 40
9 – 9 →        0
2 059 – 1 019 = 1 040

54 Mathematics Grade 4 Teacher’s Guide  TERM 1

 2 650 – 1 140 = n
d)
2 000 – 1 000 → 1 000
600 – 100 → 500
50 – 40 →      10
2 650 – 1 140 = 1 510
2 999 – 2 576 = n
e)
2 000 – 2 000 → 0
900 – 500 → 400
90 – 70 → 20
9 – 6 →     3
2 999 – 2 576 = 423
f) 2 987 – 1 940 = n
2 000 – 1 000 → 1 000
900 – 900 → 0
80 – 40 → 40
7 – 0 →        7
2 987 – 1 940 = 1 047
2. a) 545 – 325 = 220 b) 673 + 468 = 348
c) 905 – 578 = 327 d) 557 – 509 = 48
e) 2 478 – 1 343 = 1 135 f) 1 515 + 567 = 2 082
3. The learners should realise that they have to divide the sum of
the weights by two. Let them struggle with the problem. Only
intervene if you see that they are really stuck. The learners have
to calculate the total weight the donkey has to carry and divide it
by two to find how much each bag would take. If you help them
and they understand the context, ask them to find another way to
solve the problem.
Total weight: 202 kg
Two ways:
6 + 22 + 35 + 38 = 28 + 35 + 38
101 kg = 101 kg
6 + 9 + 17 + 22 + 47 = 38 + 28 + 35
101 kg = 101 kg

Assessment task 3: addition and subtraction

Tell the learners that they will be assessed on the work they
have done during the last two weeks. They will display
knowledge of addition and subtraction. The knowledge and skills
to be assessed are:
• building up and breaking down multiples of 10
• addition and subtraction using their own strategies
• addition on empty number lines
• word problems

Mathematics Grade 4 Teacher’s Guide  TERM 1 55

 Assessment task 3 Addition and subtraction
Work out the answers to questions 1 and 2.
1. a) 35 + 35 = n
b) 89 + 11 = n
c) 75 + 0 = n
d) 91 + 9 = n
e) 60 – 12 = n
f) 110 – 11 = n
g) 80 – 16 = n
h) 120 – 0 = n
i) 55 – 20 = n
j) n – 8 = 9
2. a) n + 450 = 900
b) 318 + 112 = n
c) 400 – n = 375
d) 900 – 15 = n
e) 244 – 30 = n
3. Break up the numbers to make it easy to work out the answers.
a) 256 + 367 = n
b) 550 – 367 = n
c) 606 + 228 = n
d) 487 – 209 = n
e) 326 + 426 = n
4. Regroup the numbers and work out the answers.
a) 15 + 17 + 3 + 5 + 2 = n
b) 24 + 21 + 6 + 9 = n
c) 40 – 9 – 20 = n
d) 70 – 11 – 30 – 1 = n
e) 150 + 18 + 150 + 2 = n
5. Draw empty number lines. Show how to work out
the answers.
a) 235 + 276
b) 456 + 358
6. Solve these problems.
a) Last week the learners collected cans for recycling.
This week they collected 359 cans. There are now
500 cans. How many cans did they collect last week?
(Use counting on.)
b) John has 134 marbles. Anele has 67 more marbles than
John. How many marbles does Anele have? (Break up
numbers.)
c) During the first week of May Spaza shop sold
346 loaves of bread. In the second week they sold
378 loaves. How many loaves of bread did they sell
altogether during the two weeks? (Break up numbers.)


56 Mathematics Grade 4 Teacher’s Guide  TERM 1

Assessment task 3 Addition and subtraction Solutions
1. a) 35 + 35 = 30 + 30 + 5 + 5 b) 89 + 11 = 89 – 10 – 1
= 70 = 78
c) 75 + 0 = 75 d) 91 + 9 = 90 + 10
= 100
e) 60 – 12 = 60 – 10 – 2 f) 110 – 11 = 100 – 10 – 1
= 48 = 99
g) 80 – 16 = 80 – 10 – 6 h) 120 – 0 = 120
= 74
i) 55 – 20 = 50 – 20 + 5 j) n – 8 = 92
= 35 92 – 2 – 6 = 84
2. a) n + 450 = 900
900 – 400 – 50 = 500 – 50
= 450 (half of 900)
450 + 450 = 900
b) 318 + 112 = 300 + 100 + 18 + 12
= 430
c) 400 – n = 375
400 – 300 – 75 = 25
400 – 25 = 375
d) 900 – 15 = 900 – 10 – 5
= 885
e) 244 – 30 = 210
3. The learners might use their own strategies but they should
be similar to the ones given below. You should check
whether they understand carrying in addition calculations and
decomposing in subtraction.
a) 256 + 367 = 200 + 300 + 50 + 60 + 6 + 7
= 500 + 110 + 13
= 600 + 20 + 3
= 623
550 – 367 = 500 + 50
b)
– 300 + 60 + 7
400 + 140 + 10
– 300 + 60 + 7
100 + 80 + 3
= 183
606 + 228 = 600 + 200 + 20 + 6 + 8
c)
= 820 + 10 + 4
= 834
487 – 209 = (400 + 80 + 7) – (200 + 9)
d)
= 200 + 70 + 17 – 9
= 270 + 8
= 278

Mathematics Grade 4 Teacher’s Guide  TERM 1 57

 326 + 426 = 300 + 400 + 20 + 20 + 6 + 6
e)
= 740 + 10 + 2
= 752
4. Check if the learners can identify and group combinations of
numbers that add up to multiples of 10.
a) 15 + 17 + 3 + 5 + 2 = (15 + 5) + (17 + 3) + 2
= 20 + 20 + 2
= 42
24 + 21 + 6 + 9 = (24 + 6) + (21 + 9)
b)
= 30 + 30
= 60
40 – 9 – 20 = 40 – 20 – 9
c)
= 20 – 9
= 11
70 – 11 – 30 – 1 = 70 – 30 – 11 – 1
d)
= 40 – 10 – 2
= 38
150 + 18 + 150 + 2 = (150 + 150) + (18 + 2)
e)
= 320
5. Learners could count on and show the following calculations
on the number lines.
a) 235 + 276 = n
235 + 200 → 435 + 70 → 505 → + 5 → 510 + 1 → 511
b) 456 + 358 = n
450 + 350 → 800 + 10 → 810 + 4 → 814 
6. If some learners struggle to read they could work together
in a group and you could read the problems to them without
helping them to solve the problems. Learners should write
number sentences to show their understanding of the
calculation process. In question (a), they should understand
that the unknown is at the start. They need to use the inverse
operation to solve the problem.
a) n + 359 = 500
500 – 359 = 500 – 300 – 50 – 9
= 150 – 9
= 141
141 cans were collected.
134 + 67 = n
b) c) 346 + 378 = n
131 + 70 = 201 346 + 4 + 300 + 50 + 20 + 4
Anele has 201 marbles. 346 + 4 = 350
350 + 300 = 650
650 + 50 = 700
700 + 24 = 724
They sold 724 loaves.


58 Mathematics Grade 4 Teacher’s Guide  TERM 1

 Numeric patterns
Ask the learners where they observe patterns in real life. Explain
that we find patterns in our daily routines, the weather, designs and
in numbers. Let them give examples of these.

Unit 24 Patterns in counting sequences

MENTAL MATHS  Learner’s Book page 39

Ask the learners to describe the patterns in each row and between
rows. Let them look at the shapes to describe them according
to the number of sides. Relate this to the work with shapes that
learners do in their work with space and shape. You can write
these words on cards and paste on your New Maths words board.
Explain the meaning of the Latin prefixes: tri- 3; penta- 5; hexa-
6; hepta- 7; octa- 8; nona- 9; deca- 10. Gon means angle. You
should not spend much time on the terminology; rather focus
on the patterns in the number sequences. The activity allows
learners to practise multiples of numbers. The numbers in the
triangles are multiples of 3; in the squares there are multiples of
4, and so on. Ask the learners which multiples are common in the
sequences (important for Grade 5 work). Ask the learners to give
the next four numbers in each sequence.
Solutions
1. a) 15; 18; 21; 24 b) 20; 24; 28; 32
c) 25; 30; 35; 40 d) 30; 36; 42; 48
e) 35; 42; 56 f) 40; 48; 56
g) 45; 54; 63 h) 50; 60; 70
2. a) + 3 b) + 4 c) + 5
d) + 6 e) + 7 f) + 8
g) + 9 h) + 10
3. a) multiples of 3 b) multiples of 4
c) multiples of 5 d) multiples of 6
e) multiples of 7 f) multiples of 8
g) multiples of 9 h) multiples of 10
4. The number of sides of each shape gives the number to add
to each term to find the next term.

Activity 24.1 Learner’s Book page 40

In this activity, learners consolidate the multiplication tables. Allow

enough time for learners to explore the variety of patterns in the grid.
Ask them to identify multiples of different numbers. Let them look
for numbers that are common in different multiples. They should

Mathematics Grade 4 Teacher’s Guide  TERM 1 59

 explore the units in multiples to identify patterns. Multiples of 4, for
example, always end in 4, 8, 2, 6, 0. They can learn the multiples
by heart for homework. Our number system is based on a system
of patterns and predictability. Learners should therefore be able to
identify relationships in patterns and give reasons and evidence for
the existing patterns. When they explore sequences in numbers, they
should recognise the evidence for patterns and relationships.
You could give the learners copies of the grid. After they have
filled in the missing numbers, they should explain how they did
it. Let them describe the patterns they notice in the rows, columns
and diagonals. Ask them to create multiplication and division
calculations using the numbers in the grid, for example: 32 = 8 × 4
and 24 ÷ 6 = 4. Ask questions to consolidate of multiplication and
division facts, for example: How many 7s are there in 63? How
many 8s are there in 64? Let them name multiplication and division
facts for 30, for example:
30 = 5 × 6 6 × 5 3 × 10 10 × 3
60 ÷ 2 90 ÷ 3 (70 – 10) ÷ 3.
Solutions
1. 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
2, 3. Learners find relationships and describe patterns.

Activity 24.2 Learner’s Book page 40

Exploring patterns in calendars could help learners learn the facts of

the 7 times table. The learners should identify the multiples of 7 and
also intervals of 7. Let them explore the numbers and notice:
• The difference between the numbers in the columns is always 7.
• If you add the numbers below each other in the 1st two rows you
will get consecutive odd numbers as a sum:
0 + 7 = 7; 1 + 8 = 9; 2 + 9 = 11; 3 + 10 = 13, and so on.
• The difference between the numbers in the diagonals (bottom left
to right in row above) is always 6, for example:
11 – 5 = 6; 26 – 20 = 6; 29 – 23 = 6.
• Multiples of 7 appear in column 4.

60 Mathematics Grade 4 Teacher’s Guide  TERM 1

 Remind the learners that when they investigate patterns, they should
ask questions such as: What would happen if I add the numbers?
and What would happen if I multiply the numbers? They use the
four basic operations. Ask them to explore the numbers in different
2 × 2 and 3 × 3 squares in the calendar. Below are relationships they
might notice.
3 + 11 = 14 10 – 3 = 7
3 4
4 + 10 = 14 11 – 4 = 7
3 + 10 = 13 10 – 4 = 6 10 11
4 + 11 = 15 11 – 3 = 8

4 + 12 + 20 = 36
6 + 12 + 18 = 36
4 5 6
13 – 6 = 7
20 – 13 = 7 11 12 13
20 – 6 = 14
4 + 11 = 15 18 19 20
5 + 12 = 17
6 + 13 = 19

Unit 25 Number grids and patterns

MENTAL MATHS  Learner’s Book page 40

This activity allows learners to practise doubling, halving and

the four basic operations (+, –, ×, ÷). They can observe various
number patterns. Ask the learners what the numbers in the
grid are called. The first column contains natural or counting
numbers, the second column contains uneven numbers and the
third column contains even numbers. Let them describe the
patterns. The differences between the numbers in the first two
columns increase to form consecutive counting numbers:
0; 1; 2; 3; ... The difference between the numbers in the second
and third columns is 1. You double the numbers in the first
column to get the numbers in the third column. Ask the learners
to find the missing numbers in the extension of the table. They
must first double the numbers in the first column to fill in those
in the third column. They subtract 1 from the numbers in the
third column to fill in the numbers in the second column.

18 × 2 = 36 and 36 – 1 = 35 34 × 2 = 78 and 78 – 1 = 77
19 × 2 = 38 and 38 – 1 = 37 52 × 2 = 104 and 104 – 1 = 103
20 × 2 = 40 and 40 – 1 = 39 60 × 2 = 120 and 120 – 1 = 119
21 × 2 = 42 and 42 – 1 = 41 75 × 2 = 150 and 150 – 1 = 149

Mathematics Grade 4 Teacher’s Guide  TERM 1 61

 Solutions
1. First column: natural numbers
Second column: odd numbers
Third column: even numbers

2. even odd
18 35 36 18 × 2 = 36 18 × 2 – 1 = 35
19 37 38 19 × 2 = 38 19 × 2 – 1 = 37
20 39 40 20 × 2 = 40 20 × 2 – 1 = 39
21 41 42 21 × 2 = 42 21 × 2 – 1 = 41
34 67 68
34 × 2 = 68 34 × 2 – 1 = 67
52 103 104
60 119 120 52 × 2 = 104 52 × 2 – 1 = 103
75 149 150 60 × 2 = 120 60 × 2 – 1 = 119
75 × 2 = 150 75 × 2 – 1 = 149

Activity 25.1 Learner’s Book page 40

Ask the learners to look at the grid they worked with in Mental
maths. They should realise that the numbers are created as follows:
• second column: double the number in the first column and
subtract 1 from the number in the third column
• third column: double first column
• first column: half of the number in the third column, or add 1 and
halve the number in the second column.
23 45 46 26 51 52
24 47 48 28 55 56
30 59 60 31 61 62
35 69 70 34 67 68
42 83 84 41 81 82

0 125.2
0 1 0 1
Activity Learner’s Book page 41
1 2 2
1 2 21 2 2
1. Ask the learners
to investigate the numbers in the steps before
3 4 3 3 4 33 4 3
filling in the missing numbers in the sections from the steps.
5 6 4 5 6 45 6 4
They work with natural, even and uneven numbers again. The
1 1 7 8and5 halve 57 8 5
7 8 numbers
0 learners double and count on and back. They
2 2 1 2 2 should realise that the numbers below
9 10 9 10 9 10 the circles are double
3 4 3 3 4 3 those in the circles. The numbers to the left and above are 1 less
5 6 4 5 6 4 or 1 more than those on the right and below.
7 8 5 7 8 5 a) 8 b) 8 20 c) 56
525627 52 27 56
14 1438 820 14 38 26 38 2026 52 2726

9 10 9 10 15 16 15391640 15 16 40 2839154027 28
39 27 57 58 30 57
1527 28 531554
53 54 53 54 58 3057 58 30
17 1741 42 17 41 29
42 3041 4229 30 59 60
55 5629 30 55595660 55 56 59 60

8
d) 27 5627 e) 56
14 14 38 8 20 38 20
26 26 52 52
57 58 30 57 58 30
15 16 15391640 27 28
39 40 15 53 15
27 28 54 53 54
17 55 56 59 60 59 60
1741 42 29 30
41 42 29 30 55 56

62 Mathematics Grade 4 Teacher’s Guide  TERM 1

 2. The learners complete numbers in 3 × 3 squares taken from a
calendar for February 2012. They should realise that they must
work with consecutive natural numbers and , for example,
differences of 7. Let them check their solutions on a calendar
and explain the patterns they notice.
a) 5 6 7 b) 9 10 11 c) 12 13 14
12 13 14 16 17 18 19 20 21
19 20 21 23 24 25 26 27 28
3. Learners discover that they must add and subtract constant
numbers when counting forwards and backwards. The terms
are not multiples of the numbers they count in; they count in
intervals of these numbers.
a) 5; 16; 27; 38; 49; 60; 71; 82; 93
Add 11; count in intervals of 11.
b) 4; 11; 18; 25; 32; 39; 46; 53; 60; 67
Add 7; count in intervals of 7.
c) 1 000; 850; 700; 550; 400; 250; 100
Count 150 back.
d) 200; 185; 170; 155; 140; 125; 110; 95
Count 15 back.
e) 100; 92; 84; 76; 68; 60; 52; 46; 38; 30
Count 8 back.

Unit 26 Number groups and patterns

MENTAL MATHS  Learner’s Book page 41

Ask the learners to multiply the pairs to see if they get 18. Let
learners give the factor pairs of the given numbers. List the
numbers 1 to 24 on the board. They have to work systematically,
starting from 1 and exploring which numbers form pairs to give
the products 12, 15, 16, 20 and 24. Ask them to describe any
patterns they notice. They should realise that 24 has more pairs
(factors) than the other numbers.
1 × 12 = 12 12 × 1 = 12 1 × 16 = 16 16 × 1 = 16
2 × 6 = 12 6 × 2 = 12 2 × 8 = 16 8 × 2 = 16
3 × 4 = 12 4 × 3 = 12 4 × 4 = 16
1 × 20 = 20 20 × 1 = 20 1 × 24 = 24 24 × 1 = 24
2 × 10 = 20 10 × 2 = 20 2 × 12 = 24 12 × 2 = 24
5 × 4 = 20 4 × 5 = 20 3 × 8 = 24 8 × 3 = 24
4 × 6 = 24 6 × 4 = 24
1 × 15 = 15 15 × 1 = 15
3 × 5 = 15 5 × 3 = 15

Mathematics Grade 4 Teacher’s Guide  TERM 1 63

 Activity 26.1 Learner’s Book page 41

The learners continue to look for relationships in number

sequences and calculations. They study the numbers in the diagram
to find that the numbers in the row make a sum of 8 and in the
column a sum of 10.
Solutions
1. a) 7 5 12
b) 4 11 15
9 8
21 23
c) 13 11 24 d)
12 15 27
7 8
31 35
e)
16 9 25
9
34

2. Encourage learners to look for relationships in the numbers in

the 5, 4, 8 and 9 times tables. This will allow them to predict
and judge the reasonableness of solutions when they multiply
or divide by these numbers. Ask the learners to extend the
sequences to see whether the patterns are consistent.
a) 5 times table: 0; 5; 0; 5; 0; 5; ...
The units are always 0 or 5.
b) 4 times table: 0; 4; 8; 2; 6; 0; ...
There is a difference between the digits is 4; 4; 6; 4; 6; ...
c) 8 times table: 0; 8; 6; 4; 2; 0; 8; 6; 4; 2; 0
There is a repetition in the digits. The difference between the
digits is 8; 2; 2; 2; 2; 8; 2; 2; 2; 2.
d) the 9 times table: 0; 9; 8; 7; 6; 5; 4; 3; 2; 1; 0
The value of the digits decrease by 1 (excluding the first 0)
so that the digits form descending consecutive counting
numbers.
3. Learners should see that for the 5 times table the units are
0; 5; 0; 5 and after 100, the hundreds and tens are 10; 12; 15; 20.
Let them extend the sequence to see how the pattern develops
further.
4. a) 0 = zero groups of 25
25 = 1 group of 25
50 = 2 groups of 25, and so on

64 Mathematics Grade 4 Teacher’s Guide  TERM 1

 Add 0 when multiplying the numbers by 10, which will go
b)
into the thousands. Let them record the sequence.
0; 25; 50; 75; 100; 125; 150; 175; 200
0; 250; 500; 750; 1 000; 1 250; 1 500; 1 750; 2 000
Let them find out how many groups of 250 there are in each
c)
number.
0 = zero groups of 250
250 = 1 group of 250
500 = 2 groups of 250
750 = 3 groups of 250, and so on
5. a) 250 + 250 = 2 × 250 = 500
b) 250 + 250 + 250 = 3 × 250 = 750
c) 250 + 250 + 250 + 250 = 4 × 250 = 1 000
d) 250 + 250 + 250 + 250 + 250 = 5 × 250 = 1 250
e) 250 + 250 + 250 + 250 + 250 + 250 = 6 × 250 = 1 500
f) 250 + 250 + 250 + 250 + 250 + 250 + 250 = 7 × 250 = 1 750
g) 250 + 250 + 250 + 250 + 250 + 250 + 250 + 250
= 8 × 250 = 2 000
h) 500 + 500 = 2 × 500 = 1 000
i) 500 + 500 + 500 = 3 × 500 = 1 500
j) 500 + 500 + 500 + 500 = 4 × 500 = 2 000

MENTAL MATHS  Learner’s Book page 42

This activity assists in the development of skills needed in work

on number patterns.
1. Let the learners investigate the numbers. They should notice
that the top numbers are multiplied by themselves. The bottom
numbers are 1 more and 1 less than the top ones and the
answers are 1 fewer. Let them explore more examples. Suggest
that they include 1 × 1 to observe that 1 × 1 = 1 and 0 × 1 = 0,
so the pattern is consistent. Ask the learners why they think the
pattern works. Let them experiment with numbers bigger than
10. Give them calculators. Below are more examples:
1 × 1 = 1 2×2=4
4 × 4 = 16 5 × 5 = 25
6 × 6 = 36 7 × 7 = 49
2 × 0 = 0 3×1=3
5 × 3 = 15 6 × 4 = 24
7 × 5 = 35 8 × 6 = 48

Mathematics Grade 4 Teacher’s Guide  TERM 1 65

 2. Learners explore numbers in the 9 times table and should
note that when read across (horizontally), the digits are
swapped. The sum of the digits always adds up to 9. We do
not normally write numbers as 09; we only write it this way
for the purpose of this investigation. We do insert a 0 when
for example, we write down dates with 1-digit numbers:
09/08/13, 9 August 2013.
9 × 5 = 45 9 × 6 = 54
9 × 4 = 36 9 × 7 = 63
9 × 3 = 27 9 × 8 = 72
9 × 2 = 18 9 × 9 = 81
9 × 1 = 09 9 × 10 = 90

Patterns
• The multipliers decrease by 1 in the columns.
• The sum of the two digits in the solutions is always 9.
• Subtracting the digits in the products always gives an
uneven number:
5 – 4 = 1; 6 – 3 = 3; 7 – 2 = 5; 8 – 1 = 7, except for 9 – 0.
Zero is not an odd number.
• Multiplying the two digits in the solutions results in a
pattern of even numbers:
4 × 5 = 20; 3 × 6 = 18; 2 × 7 = 14; 1 × 8 = 8; 9 × 0 = 0.
• The tens digits decrease by 1 (actually 10) and the units
increase by 1 in the first column. The opposite happens in
the second column.

Assessment task 4: numeric patterns

Investigate patterns while you complete number sequences, work
with calendar squares, create factors of numbers, find missing
numbers in a table and create your own patterns.

66 Mathematics Grade 4 Teacher’s Guide  TERM 1

Assessment task 4 Numeric patterns
1. Complete each number pattern.
a) n; n; n; 12; 16; 20; n; n; n; 36
b) 39; n; n; 30; n; n; n; 18; n; n
c) n; n; 150; n; n; 75; 50; n; n
d) 0; 250; n; n; 1 000; n; n; 1 750; n
e) 90; n; n; 63; 54; n; n; 27; 18; n; n
2. Complete the calendar squares.
a) 22 b) 18 c) 7

29 26

d) e) 21

19 28

3. Give the multiplication pairs for each number.

a) 8
b) 15
4. Create two different number patterns using the
pattern below.
4; 8; n; n; n; n; n
5. Study the numbers in the multiplication triangle. Find out
which numbers should be written in the empty squares.

1 2 3 4 5 6 1

4 6 10 12 2

9 12 15 3

16 24 4

25 30 5

6



Mathematics Grade 4 Teacher’s Guide  TERM 1 67

 Assessment task 4 Numeric patterns Solutions
1. The number sequences involve multiples of 4, counting back in
multiples of 3, 25 and 9 and counting on in multiples of 250.
0; 4; 8; 12; 16; 20; 24; 28; 32; 36
a)
39; 36; 33; 30; 27; 24; 21; 18; 15; 12
b)
200; 175; 150; 125; 100; 75; 50; 25; 0
c)
0; 250; 500; 750; 1 000; 1 250; 1 500; 1 750; 2 000
d)
90; 81; 72; 63; 54; 45; 36; 27; 18; 9; 0
e)
2. The difference between numbers in a column is 7.
a) 22 23 b) 18 19 c) 7 8

29 30 25 26 14 15

d) 11 12 e) 20 21

18 19 27 28

3. Learners should work systematically, starting with 1 × 8 = 8.

a) 1×8=8
2 × 4 = 8
b) 1 × 15 = 15
3 × 5 = 15
4. The learners might create various sequences. Let them explain
how they created the sequences after the assessment task.
Suggestions that involve constant and non-constant
differences:
4; 8; 16; 32; 64; ... (times 2)
4; 8; 12; 16; 20; ... (add 4)
4; 8; 16; 20; 28; ... (add 4; 8; 4; 8)
5.
1 2 3 4 5 6 1

4 6 8 10 12 2

9 12 15 18 3

16 20 24 4

25 30 5

 36 6

68 Mathematics Grade 4 Teacher’s Guide  TERM 1

Whole numbers: multiplication and division

Unit 27 Multiplication by grouping and

repeated addition
This week learners continue to work with multiplication and
division. Ask questions as you refer to the concepts and skills in the
unit. The pictures should help learners remember what they learnt
earlier. Tell them that they will be assessed on what they have learnt
at the end of the week.

MENTAL MATHS  Learner’s Book page 44

This session serves as revision of previous work. The knowledge

and skills involve repeated addition and subtraction (which they
should solve by multiplying and dividing at this stage). Learners
work with larger numbers and multiples of 10 and 100. By now,
they should have developed a rule for multiplying and dividing by
0. They work with multiples of 2, 3, 25 and realise how counting
links to tables, doubling and halving. The questions they answer in
this session are based on the concepts listed in the introduction.
Solutions
1. 10 × 8 = 80; 10 × 7 = 70; 10 × 9 = 90; 10 × 17 = 170;
10 × 25 = 250 dots
2. 60 ÷ 10 = 6; 100 ÷ 10 = 10; 300 ÷ 10 = 30; 450 ÷ 10 = 45;
500 ÷ 10 = 50 strips
3. The learners do repeated addition or multiplication. If
they want to use repeated addition, they will soon realise
that it is problematic to add 10 one hundred times. Let
learners explain 10 × 2. Some of them will probably say
it is 10 + 10. Ask them how they will solve 10 × 20 – will
they add 10 twenty times? The activity forces learners to use
multiplication instead of repeated addition. Help learners
generate a rule for multiplying by 10 if they have not
discovered the rule, yet. Ask them to look for a relationship
in the numbers in the first problem. They should notice that
a 0 is added to 2 to give 20.
10 × 2 = 20 stacks
10 × 20 = 200 stacks
10 × 35 = 350 stacks
10 × 55 = 550 stacks
10 × 100 = 1 000 stacks
4. There is a relationship between the numbers in the first
problem. Ask learners what they notice about 80 ÷ 10 = 8.

Mathematics Teacher’s Guide Grade 4  TERM 1 69

 They should realise that the 0 has been removed. If some
learners suggest that the problem should be solved by
repeated subtraction (80 – 10 – 10 – 10 – 10 – 10 – 10 – 10 –
10 = 0) and reason that 8 children could each get 10 sweets,
ask them how they would then solve 200 ÷ 10. They should
realise that 200 ÷ 10 = 20 and note that the 0 was removed
from 200 to give 20. If some learners do not understand
the context of the first problem, use smaller numbers (such
as: If there are 20 sweets, how many children can each get
10 sweets? If there are 10 sweets, how many children can
each get 10 sweets?) Ask learners to look for patterns in the
solutions. For example, they should observe the doubling
from 20 to 40, and 40 to 80.
80 ÷ 10: 8 children can get 10 sweets
200 ÷ 10: 20 children can get 10 sweets
400 ÷ 10: 40 children can get 10 sweets
800 ÷ 10: 80 children can get 10 sweets
5. The learners must use division. If there are learners who
struggle, use smaller numbers, for example, ask how many
people have 20 fingers altogether. Learners could also do this
practically by using their own fingers. Allow the learners to
look for relationships in the calculations to generalise a rule
for division by 10.
50 ÷ 10: 5 people have 50 fingers
500 ÷ 10: 50 people have 500 fingers
900 ÷ 10: 90 people have 900 fingers
1 000 ÷ 10: 100 people have 1 000 fingers
6. a) 10 × 10 = 100 b) 40 ÷ 10 = 4
10 × 20 = 200 140 ÷ 10 = 14
10 × 34 = 340 400 ÷ 10 = 40
10 × 78 = 780 440 ÷ 10 = 44
10 × 150 = 1 500
7. 6 × 10 = 60 slices
6 × 100 = 600 slices
6 × 1 000 = 6 000 slices
8. Ask the learners to count in 2s up to 16. Write down the
numbers on the board as they count. Let them find out how
many 2s they counted. They may count on their fingers. Ask
them to solve the multiplication by 2 problems. Let them
determine the number of groups of 2 in the numbers given.
They halve and double numbers and explain what they
notice about the different concepts. They should realise that
counting, multiplication, grouping, halving and doubling all
have to do with 2. The learners use counting in 25s and 3s to
notice related concepts about 25 and 3. Encourage them to
look for relationships and patterns.

70 Mathematics Teacher’s Guide Grade 4  TERM 1

 Count in 2s up to 16: 2; 4; 6; 8; 10; 12; 14; 16
a) eight 2s
b) 2 × 8 = 16 2 × 4 = 8 2×3=6
2 × 7 = 14 2 × 9 = 18
c) 12 = 6 groups of 2 d) Half of 28 = 14
20 = 10 groups of 2 Half of 26 = 13
30 = 15 groups of 2 Half of 22 = 11
50 = 25 groups of 2 Half of 32 = 16
100 = 50 groups of 2 Half of 36 = 18
e) Double 6 = 12 f) Answers will differ.
Double 4 = 8
Double 7 = 14
Double 9 = 18
Double 11 = 22
Double 14 = 28
Double 16 = 32
9. Counting in 25s from 25 to 200:
25; 50; 75; 100; 125; 150; 175; 200
a) eight 25s
b) 50 = two 25s
100 = four 25s
200 = eight 25s
300 = twelve 25s
400 = sixteen 25s
Find out if the learners notice the doubling in these
problems. Encourage them to realise that they have to
add the number of 25s in 100 and 200 to get the number
of 25s in 300.
2 × 25 = 50
c)
3 × 25 = 75
4 × 25 = 100
8 × 25 = 200
10. Counting in 3s from 3 to 30: 3; 6; 9; 12; 15; 18; 21; 24; 27; 30
a) ten 3s
b) 6 = two 3s c) 13 = four 3s remainder 1
12 = four 3s 16 = five 3s remainder 1
15 = five 3s
18 = six 3s
21 = seven 3s
You could extend this activity by asking how many 2s there
are in different uneven numbers and how many 25s there are in
numbers that are not multiples of 25. Ask them why there are
remainders. They should understand that uneven numbers or
non-multiples of 2 divided by 2 would always leave remainders.

Mathematics Teacher’s Guide Grade 4  TERM 1 71

 Activity 27.1 Learner’s Book page 45

The learners should understand the relationship between repeated

addition, equal groups and multiplication. They should realise that
multiplication is a short way for addition. Once they understand
the concept of multiplication, they will find it easier to memorise
and recall the basic multiplication facts. Demonstrating the concept
practically also helps to develop understanding. Once they have
grasped the multiplication concept, allow them to work on a more
abstract level. You could also address their understanding of
commutative property and inverse operations again using example
such as:
3 × 4 = 12 and 4 × 3 = 12
12 = 4 × 3 and 12 = 3 × 4
12 ÷ 4 = 3 and 12 ÷ 3 = 4
4 = 12 ÷ 3 and 3 = 12 ÷ 4
Ask the learners to explain what 3 × 6 means. Let them draw or use
cubes, counters or bottle tops.
Lead a class discussion about how the cubes are arranged. Let
them work with cubes, demonstrate the different groups and write
multiplication number sentences.
Solutions
1. a) 2 groups of 8 = 16

b) 3 groups of 4 = 12 c) 6 groups of 2 = 12
d) 2 groups of 7 = 14 e) 4 groups of 6 = 24
f) 3 groups of 8 = 24 g) 5 groups of 2 = 10
h) 4 groups of 9 = 36 i) 6 groups of 3 = 18
j) 7 groups of 4 = 28

2. Allow those learners who struggle to use cubes if they are not
ready to calculate repeatedly. Also allow those who can do
multiplication without repeated addition to do so.
a) 8 + 8 = 16 2 × 8 = 16
b) 4 + 4 + 4 = 12 3 × 4 = 12
c) 6 + 6 = 12 6 × 2 = 12
d) 7 + 7 = 14 2 × 7 = 14
e) 6 + 6 + 6 + 6 = 24 4 × 6 = 24
f) 8 + 8 + 8 = 24 3 × 8 = 24
g) 2 + 2 + 2 + 2 + 2 = 10 5 × 2 = 10
h) 9 + 9 + 9 + 9 = 36 4 × 9 = 36
i) 3 + 3 + 3 + 3 + 3 + 3 = 18 6 × 3 = 18
j) 4 + 4 + 4 + 4 + 4 + 4 + 4 = 28 7 × 4 = 28

72 Mathematics Teacher’s Guide Grade 4  TERM 1

 3. Ask the learners to use their own number of groups and to write
multiplication number sentences such as the following:
2 groups of 5: 2 × 5 = 10
6 groups of 6: 6 × 6 = 36
7 groups of 7: 7 × 7 = 49
8 groups of 8: 8 × 8 = 64
9 groups of 9: 9 × 9 = 81
9 groups of 4: 9 × 4 = 36
7 groups of 1: 7 × 1 = 7
0 groups of 0; 0 × 0 = 0
4. Learners may make drawings or use cubes or counters to help
them solve the word problems, if necessary.
a) 7 × 9 = 63, or 7 × 3 × 3 = 21 × 3 = 63 blocks
b) 8 × 6 = 48, or 8 × 3 × 2 = 24 × 2 = 48 learners

Unit 28 Know the multiplication tables

MENTAL MATHS  Learner’s Book page 46

Learners write their answers for question 1 on their Mental

maths grids. Encourage those who struggle to use doubling when
adding repeatedly. Make up an example before they answer the
questions, for example:
2 + 2 + 2 + 2 = n 4 × 2 = 8
4 + 4 = 8 2×4=8
7 + 7 = 14 2 × 7 = 14
Solutions
1. a) 4 + 4 + 4 = 12 b) 3 × 4 = 12
c) 3 + 3 + 3 + 3 = 12 d) 4 × 3 = 12
e) 6 + 6 + 6 = 18 f) 3 × 6 = 18
g) 8 + 8 + 8 = 24 h) 3 × 8 = 24
i) 9 + 9 = 18 j) 2 × 9 = 18
2. As learners to make up a rule for multiplying by 1, and by 2.
a) 1 × 2 = 2 1 × 3 = 3 1×4=4
b) 2 × 2 = 4 2 × 3 = 6 2×4=8
c) 1 × 5 = 5 1 × 6 = 6 1×7=7
d) 2 × 5 = 10 2 × 6 = 12 2 × 7 = 14
e) 1 × 8 = 8 1 × 9 = 9 1 × 10 = 10
f) 2 × 8 = 16 2 × 9 = 18 2 × 10 = 20
3. Answers will differ.
4. Give the learners copies of the tables. They work on their
own. You could also ask them to complete the tables at home.
They should realise that doubling the 2, 3, 4 and 5 times
tables results in the 4, 6, 8 and 10 times tables.
5. They triple the 3 times table to get the 9 times table.

Mathematics Teacher’s Guide Grade 4  TERM 1 73

 6. They should realise that there are no whole numbers you can
double or triple to get 7.
7. As soon as the learners have developed a conceptual
understanding of multiplication, you should expect them to
learn the tables by heart. Let them take their copies home and
learn the tables this way. Show them that some of the factors
in the tables are included in others so that they can eliminate
some. They should now know that any number multiplied by
zero is 0 and any number multiplied by 1 is 1.
If they know the 2, 3, 4, 5 and 10 times tables they only have
to learn the following:
7 × 7 = 49
8 × 7 = 56
9 × 7 = 63
10 × 7 = 70
8 × 9 = 72
9 × 9 = 81

Activity 28.1 Learner’s Book page 47

Ask the learners to look at drawings that show an understanding of

multiplication. Let them explain what they notice.
Solutions
1. The groups of objects in the examples are single objects – they
are not grouped to form a countable unit. This makes drawing
multiplication by 0 problematic. Learners will probably struggle
with this idea.
If 2 × 3 is demonstrated as n n n + n n n how would they
demonstrate 0 × 3 using repeated addition?
2. To show multiplication by 0, group the objects so that the group
is a countable unit as in the illustration. The learners should
now be able to see that 0 × 3 = n + n + n, this is three empty
groups.
3. a) 4 + 4 + 4 = 12 3 × 4 = 12
b) 3 + 3 + 3 = 9 3×3=9
c) 2 + 2 + 2 = 6 3×2=6
d) 1+1+1=3 3×1=3
e) 0 + 0 + 0 = 0 3×0=0
f) 4 + 4 + 4 + 4 = 4 × 4 = 16
g) 4 + 4 + 4 = 3 × 4 = 12
h) 4+4=2×4=8
i) 4=1×4=4
j) 0=0×4=0
4. a) 0 1 2 3 4 5 6 7 8 9 10
×8 0 8 16 24 32 40 48 56 64 72 80
b) 0 1 2 3 4 5 6 7 8 9 10
×9 0 9 18 27 36 45 54 63 72 81 90

74 Mathematics Teacher’s Guide Grade 4  TERM 1

 5. Ask learners how they find the input if the output value is
given. They should realise that they have to perform the inverse
operation.
5 5 35 35 7 7 42 42
a) b)
56 65 × 7 × 7 35 3574
42 42 47 × 6 × 6 42
24 42
24
67 76 × 7 × 7 42 4249
49 49 49 × 6 × 6 24 24
54 54
7 7 49 499 9 54 54
c) d)
4 4 24 24 7 7 56 56
46 64 × 4 × 4 24 2475
24 24 57 × 8 × 8 56 56
40 40
68 86 × 4 × 4 24 2456
32 32 65 × 8 × 8 40 40
48 48
8
6. The learners8 should find that 326
32 breaking 6 the multiplier
up 48
48 (the
second number in a multiplication problem) might make it
easier to multiply. Multiplying by 8 can be easier if you multiply
by 4 and then by 2 (doubling – a concept know). This could
be even easier if you see 8 as 2 × 2 × 2 so that, for example,
6 × 8 = 6 × 2 × 2 × 2 = 12 × 2 = 24 × 2 = 48. This concept needs
practice.
Learners can use these strategies when they do mental
calculations.
a) 9 × 6 54 9 × 3 × 2 54
6 × 8 48 6 × 4 × 2 48
8 × 9 72 8 × 3 × 3 72
9 × 4 36 9 × 2 × 2 36

b) The answers in both columns are the same.

Unit 29 Round off and estimate in real life

MENTAL MATHS  Learner’s Book page 48

To make estimates, learners will have to round off the numbers

to the nearest 10. Tell the learners that we often make estimations
in real life. Ask them if they know what estimation means.
They should understand that estimations are not wild guesses.
We round off numbers when we make estimations. When we
make estimates, we normally say: I think ..., It’s about ..., or
Roughly ... Let the learners use their own strategies to calculate
the estimated amounts.

Mathematics Teacher’s Guide Grade 4  TERM 1 75

 Solutions
1. The prices look cheaper, for example, R9 looks cheaper than
R10. We do not have 1-cent coins anymore so you do not get
1c change.
2. It saves space if R is not included and everybody knows that
the prices are given in rand.
3. Soap: R10 Body spray: R20
Shower gel: R40 Mouthwash: R70
Bio-oil: R80 Facial crème: R120
Shampoo: R50
4. a) herbal soap and facial crème: R10 + R120 = R130
b) shampoo and mouthwash: R50 + R70 = R120
c) shampoo and bio-oil: R50 + R80 = R130
d) body spray, shower gel and bio-oil:
R20 + R40 + R80 = R80 + R20 + R40 = R140
After the learners have solved this problem, show them how to
group numbers for calculations using the associative property
of numbers (for example, R80 + R20 = R100). It is easier to
work with multiples or powers of 10. Learners can regroup the
numbers in question 4(d).
Learners can use the commutative property for addition and
multiplication, but not for subtraction and division. The property
is used effectively, for example, when you have to justify why
0 × 1 = 0. You could claim that 1 × 0 = 0 so therefore 0 × 1 = 0.
The associative property involves grouping and the distributive
property is often used in multiplication and division problems
where we distribute or regroup the numbers so that we use
numbers more economically.
The use of the properties shows effective number sense
development and sophisticated thinking and reasoning.
Using the properties of numbers helps us manipulate numbers
so that they are easier to use. When using the distributive law or
property, we split numbers to make calculations easier. If you
do not know what 4 × 7 is, you could break up the numbers into
combinations or facts that you can manage, for example:
(2 × 7) + (2 × 7) = 14 + 14 = 28.

Activity 29.1 Learner’s Book page 49

1. Learners estimate where the numbers should be written on the

number lines. If they need help, ask them to find the midpoint on
each line first, then the quarter and three-quarter points.
a)

0 100 200 300 400 500 600 700 800 900 1 000

950
76 125
0 Mathematics 250
Teacher’s 500TERM 1
Guide Grade 4  750 1 000
 0 100 200 300 400 500 600 700 800 900 1 000
0 100 200 300 400 500 600 700 800 900 1 000

b) 950
0 125 250 500 750 950 1 000

0 125 250 500 750 1 000

c)

0 1 000  2 000 4 000 6 000 8 000 9 000 10 000

0 1 000 2 000
2. a) 43 → 40 4 000 6 000b) 257 → 8260
000 9 000 10 000

49 → 50 266 → 270
45 → 50 269 → 270
37 38 39 40 41 42 43 44 45 46 47 48 49 50 51
38 → 40 265 → 270
37 38 39 40 41 42 43 44 45 46 47 48 49 50 51
44 → 40 264 → 260
51 → 50
255 256 257 258 259 260 261 262 263 264 265 266 267 268 269 270
Activity 29.2 Learner’s Book page 49
255 256 257 258 259 260 261 262 263 264 265 266 267 268 269 270
Ask the learners to explain their estimates by referring to the
position of the needle on the petrol gauge in each case. The learners
use knowledge of halving and fractions to make the estimates and
they count in 10s and 20s.
Solutions
1. Learners should reason that the gauge is about halfway between
0 and 45. The reading cannot be 10 ℓ, 15 ℓ or 20 ℓ because half
of 45 ℓ is about 23 ℓ, and so the reading is 25 ℓ (D).
2. a) If you divide the gauge into three equal parts the reading
should be about 20 ℓ. They count in tens to get the accurate
reading. The gauge is at about 25 ℓ because it is the closest
1
to 22 2 .
b) If you divide the gauge into five equal parts, the reading
should be about 10 ℓ. They count in tens to check their
estimates.
c) If you divide the gauge into four equal parts, the reading is
about 60 ℓ. They count in twenties to check their estimates.

Unit 30 Use grouping and sharing

MENTAL MATHS  Learner’s Book page 50

Encourage learners to judge their calculations and estimations to

check if they are reasonable.
Solutions
1. a) 13 × 2 → 6 b) 15 × 6 → 0
c) 29 × 2 → 28 d) 35 × 5 → 5
e) 60 × 7 → 0 f) 28 × 6 → 8
g) 30 × 8 → 0 h) 37 × 9 → 3

Mathematics Teacher’s Guide Grade 4  TERM 1 77

 2. After learners have completed the assessment activity, you
can ask them to solve the problems they said are correct.
Then ask them to solve the problems where the answers are
incorrect.
a) 24 × 7 = 168 Yes, 4 × 7 = 28
b) 18 × 6 = 84 No, 8 × 6 = 48 18 × 6 = 108
c) 15 × 7 = 80 No, 5 × 7 = 35 15 × 7 = 105
d) 11 × 9 = 91 No, 1 × 9 = 9 11 × 9 = 99
e) 207 ÷ 7 = 27 No, 7 ÷ 7 = 1 207 ÷ 7 = 29 remainder 4
f) 14 × 4 = 56 Yes, 4 × 4 = 16
3, 4. The learners should relate to these problems because they
work with money in real life. In calculating the number of
10c and 50c coins in the amounts, learners should discover
that they could use addition, multiplication, division and
doubling.
50c = 10c + 10c + 10c + 10c + 10c R10 = 100 × 10c
50c = 5 × 10c R10 = 50 × 20c
R1 = 10 × 10c R10 = 20 × 50c
R1 = 5 × 20c R20 = 200 × 10c
R1 = 2 × 50c R20 = 100 × 20c
R2 = 20 × 10c R20 = 40 × 50c
R2 = 10 × 20c
R2 = 4 × 50c
R5 = 50 × 10c
R5 = 25 × 20c
R5 = 10 × 50c

Activity 30.1 Learner’s Book page 50

Ask learners what division means and where and which things
they divide in real life. Learners use counters, cubes, and so on
to demonstrate their understanding of division and drawings to
show their understanding of equal grouping. Drawings can be used
to show intuitive understanding of concepts. Learners who have
developed a good understanding might use repeated subtraction
while others can share objects into equal groups. Ask learners to
check their solutions by reversing division by multiplying.
Solutions
1. a) Each child gets four biscuits.
Subtracting 4:
16 – 4 = 12 – 4 =8 –4 =4 –4 =0
shows that you take away 4 four times to give four children
four biscuits each and there will be no biscuits left over.
Learners can draw the 16 biscuits and separate them into
four groups by using circles to group four biscuits; they will
get four groups with four biscuits in each.

78 Mathematics Teacher’s Guide Grade 4  TERM 1

 Four children can each get five biscuits.
b)
Learners could also do addition or counting on instead
of division (5 + 5 + 5 + 5 = 20) to work out that four
children can each get four biscuits. Learners who know the
multiplication tables might divide 20 by 5.
Some learners might draw six plates and do one-to-one
c)
correspondence – put one biscuit at a time on each plate
until each plate has six biscuits.
Giving learners the opportunity to illustrate their own
understanding will also allow you to assess their levels of
development so that you can plan activities to address their
mathematical needs.
2. Ask the learners to explore the two strategies and tell you if
they would group the cubes differently. Let them explain their
thinking and reasoning for solving the division calculations. The
one strategy uses equal grouping and the other one uses repeated
subtraction. Learners can make drawings of the practical
representations and use written strategies so that they work from
the concrete to develop abstract thinking and reasoning.
a) 24 ÷ 6 = n
24 – 6 – 6 – 6 – 6 = 0
24 = 4 groups of 6
24 ÷ 6 = 4
b) 28 ÷ 7 = 4 c) 18 ÷ 6 = 3
d) 32 ÷ 4 = 8 e) 36 ÷ 9 = 4

Activity 30.2 Learner’s Book page 51

Learners can start by using practical representations to explore the

relationship between the numbers and then explore the relationship
between the numbers in the two calculations. They should, for
example, notice that 12 ÷ 4 = 3 and 12 ÷ 3 = 4.
Solutions
1. a) 8 ÷ 4 = 2 8÷2=4
b) 12 ÷ 4 = 3 12 ÷ 3 = 4
c) 15 ÷ 5 = 3 15 ÷ 3 = 5
d) 18 ÷ 3 = 6 18 ÷ 6 = 3
e) 20 ÷ 4 = 5 20 ÷ 5 = 4
2. The answers to the two problems in each set are inversely
related.
3. Emphasise the importance of knowing the multiplication tables.
If learners know 9 × 9 = 81, they will know that 81 ÷ 9 = 9 (the
inverse operation).
a) 14 ÷ 7 = 2 14 ÷ 2 = 7
b) 21 ÷ 7 = 3 21 ÷ 3 = 7
c) 24 ÷ 8 = 3 24 ÷ 3 = 8
d) 30 ÷ 6 = 5 30 ÷ 5 = 6
e) 36 ÷ 9 = 4 36 ÷ 3 = 12

Mathematics Teacher’s Guide Grade 4  TERM 1 79

 4. Learners can make their own representation of the apples
(circles or tally marks) to show the equal groupings and write
the division calculation for each problem. They should realise
that if there are 0 children, there is no need to divide or share.
You cannot do it, so there is no answer; it is impossible and
24 ÷ 0 = 0 is false; learners should write the answer as
24 ÷ 0 = impossible.
You can extend the activity by using 36 apples.
a) 24 ÷ 2 = 12 12 + 12 = 24
24 – 12 – 12 = 0 24 is two groups of 12
2 learners can get 12 apples
b) 24 ÷ 2 = 12 children
c) 24 ÷ 6 = 4 children
d) 24 ÷ 4 = 8 children
e) 24 ÷ 8 = 3 children
f) 24 ÷ 3 = 8 children
g) 24 ÷ 1 = 24 children
h) 24 ÷ 24 = 1 child
5. Learners discuss possible answers.
6. Allow learners who are still at the level of using concrete
materials to use such methods to work out the answers.
Learners who can solve problems using only numbers should
do additional exercises, or they can play games such as Division
Bingo (see the example). They can use multiplication to check
their answers.
a) 24 ÷ 8 = 3 24 ÷ 3 = 8
b) 24 ÷ 6 = 4 24 ÷ 4 = 6
c) 24 ÷ 1 = 24 24 ÷ 24 = 1
d) 24 ÷ 12 = 2 24 ÷ 2 = 12

Unit 31 Division facts and rules

MENTAL MATHS  Learner’s Book page 52

Learners write the solutions to question 1 on the Mental maths

grid. The numbers are switched in the multiplication calculations
so that the answers are the same (commutative property
of numbers). If necessary ask learners to write down other
calculations in this way.
Solutions
1. a) 7 × 4 = 28 b) 4 × 7 = 28
c) 20 ÷ 5 = 4 d) 20 ÷ 4 = 5
e) 9 × 6 = 54 f) 6 × 9 = 54
g) 35 ÷ 5 = 7 h) 35 ÷ 7 = 5
i) 72 ÷ 8 = 9 j) 72 ÷ 9 = 8

80 Mathematics Teacher’s Guide Grade 4  TERM 1

 2. Encourage learners to work systematically. Start with 3 and
multiply it by all the other numbers; then with 4, and so
on. They include calculations that show the commutative
property.
3 × 4 = 12 3 × 6 = 18 3 × 8 = 24
4 × 3 = 12 4 × 6 = 24 4 × 8 = 32
6 × 3 = 18 6 × 4 = 24 6 × 8 = 48
8 × 3 = 24 8 × 4 = 32 8 × 6 = 48
3. Halving is the same as dividing by 2; so, half of 16 is the
same as 16 ÷ 2.
a) Half of 16 = 8 16 ÷ 2 = 8
b) Half of 18 = 9 18 ÷ 2 = 9
c) Half of 24 = 12 24 ÷ 2 = 12
d) Half of 32 = 16 32 ÷ 2 = 16
e) Half of 50 = 25 50 ÷ 2 = 25
4. Multiplying by a number and dividing by the same number
results in the original number. Learners can write number
sentences to reinforce the concept (for example, 63 ÷ 9 = 7
and 7 × 9 = 63). Learners practise division by 6, 3, 8 and 4
by filling in the output numbers.
a) 8 b) 8
7 7
4 4
8 7 4

÷ 2 × 2 ÷ 2

÷ 3 × 3 ÷ 2
× 2 ÷ 3
÷ 6 × 2
× 6 ÷ 3
× 3 ÷ 6 × 3
× 6 ÷ 6

16 1621 16
2124 21
24 24

8 8 c)
7 832
7
4
74
32 d) 463
32
5 5
63 6
5
÷ 2 × 2 ÷ 2
÷ 3 × 2
× 3 ÷ 2
÷ 3
÷ 6
÷ 8 × 2
× 3
× 6 ÷ 3
× 8 ÷ 8
÷ 6
÷ 7 × 3
× 8
× 6 ÷ 6
× 7 ÷ 8
÷ 7
÷ 9 × 6
× 9 ÷ 7
× 8
× 7 ÷ 9 × 7
× 9 ÷ 9

16 16
21 1624
21
4 2124
4 8 24
4
87 78 7

32 32
5
e) 3263
5 563 f) 63

÷ 8 × 8 ÷ 8

÷ 7 × 8
× 7 ÷ 8
÷ 7
÷ 9 × 8
× 7
× 9 ÷ 7
÷ 9 × 7
× 9 ÷ 9 × 9

4 48 4 78 87 7

Activity 31.1 Learner’s Book page 53

Ask the learners to explain what they observe in the counter

arrangements. This work is important for developing understanding
of calculating area and perimeter.
In the first example, there are 4 columns with 2 counters each
and 8 counters with 4 columns of 2 counters each; so, 4 × 2 = 8
and 8 ÷ 4 = 2. Learners can write multiplication and division
calculations to explain the arrays to show relationships between
different arrangements of the same number of objects as well as the
relationship between multiplying and dividing the objects. Learners
work with inverse operations and the commutative property.

Mathematics Teacher’s Guide Grade 4  TERM 1 81

 Solutions
1. a) 5 × 3 = 15 15 ÷ 5 = 3
b) 3 × 5 = 15 15 ÷ 5 = 3
c) 3 × 6 = 18 18 ÷ 3 = 6
d) 6 × 3 = 18 18 ÷ 6 = 3
e) 4 × 5 = 20 20 ÷ 4 = 5
f) 5 × 4 = 20 20 ÷ 5 = 4
g) 7 × 3 = 21 21 ÷ 7 = 3
h) 3 × 7 = 21 21 ÷ 3 = 7
2. a) 4 × 4 = 16 16 ÷ 4 = 4
b) 2 × 9 = 18 18 ÷ 2 = 9
c) 8 × 9 = 72 72 ÷ 8 = 9
d) 7 × 6 = 42 42 ÷ 6 = 7
e) 8 × 7 = 48 48 ÷ 7 = 8
f) 63 ÷ 7 = 9 7 × 9 = 63
g) 45 ÷ 5 = 9 5 × 9 = 45
h) 49 ÷ 7 = 7 7 × 7 = 49
i) 81 ÷ 9 = 9 9 × 9 = 81
j) 48 ÷ 8 = 6 8 × 6 = 48
3. a) 28 7 81 9
28 78 81 93
32 ÷ 4 27 ÷ 9
32
24 ÷ 4 86 27
54 ÷ 9 36
24 6 54 6
56 7 15 7
b) 56 79 15 79
72 ÷ 8 20 ÷ 5
72
64 ÷ 8 98 20
35 ÷ 5 96
64 8 35 6

28 c)
7 81 9
28 78 81 39
32 ÷ 4 27 ÷ 9
32
24 ÷ 4 86 27
54 ÷ 9 63
24 6 54 6
56 7 15 7
56 d)
79 15 79
72 ÷ 8 20 ÷ 5
72
64 ÷ 8 98 20
35 ÷ 5 96
64 8 35 6

4. a) 0 6 12 18 24 30 36 42 48 54 60
÷6 0 1 2 3 4 5 6 7 8 9 10
b) 0 3 6 9 12 15 18 21 24 27 30
÷3 0 1 2 3 4 5 6 7 8 9 10
c) 0 8 16 24 32 40 48 56 64 72 80
÷8 0 1 2 3 4 5 6 7 8 9 10
d) 0 4 8 12 16 20 24 28 32 36 40
÷4 0 1 2 3 4 5 6 7 8 9 10

82 Mathematics Teacher’s Guide Grade 4  TERM 1

Activity 31.2 Learner’s Book page 54

This problem requires application addition, subtraction, division and

multiplication.
1. Learners can work in groups. They should discover that the balls
(column 1) cost R4 each (16 ÷ 4 = 4). In column 2, the two balls
should cost a total of R8. So, 32 – 8 = 24, divided by 2 means
the dolls cost R12 each. Then learners can look at column 4:
42 – 12 = 30, and 30 ÷ 10 = 10. So, each book costs R10.
2. In column 3: 36 – 4 – 10 – 12 = 10 and the missing object must
be a book.
Learners use the table to check their solutions.
R4 R4 R12 R10
R4 R4 R10 R10
R4 R12 R10 R10
R4 R12 R4 R12
R16 R32 R36 R42
They can calculate the total sum of the objects. You can ask
questions such as:
• How much will ten balls cost?
• What would you pay in total for four dolls and six books?

Mathematics Teacher’s Guide Grade 4  TERM 1 83

 Assessment task 5 Multiplication and division
Complete this assessment task to find out what you have learnt
about multiplication and division.
1. How many of each amount in each total?
a) 50c coins in R2,00
b) 10c coins in R2,00
c) 5c coins in R2,00
d) 20c coins in R2,00
2. How many of each number in each total?
a) 2s in 28
b) 3s in 30
c) 4s in 16
d) 6s in 36
e) 7s in 42
f) 8s in 64
3. There are 18 sweets. How many children can each get the
following number of sweets?
a) 9 sweets
b) 3 sweets
c) 6 sweets
d) 1 sweet
e) 0 sweets
4. Write a multiplication calculation for each problem.
a) 3+3+3+3+3=
b) 4+4+4=
c) 8+8+8+8=
d) 9+9=
e) 10 + 10 + 10 + 10 + 10 + 10 =
f) 7 + 7 + 7 =
5. Work out the answers.
a) 4 × 9 = n n÷4=9
b) 28 ÷ 7 = n 7 × n = 28
6. Complete a copy of the flow diagram.
Input Output
2
4
6
×4 ÷2
8
10

 20


84 Mathematics Teacher’s Guide Grade 4  TERM 1

Assessment task 5 Multiplication and division Solutions
1. a) R1,00 = 2 × 50c R2,00 = 4 × 50c coins
b) R1 = 10 × 10c R2 = 20 × 10c coins
c) R1 = 20 × 5c R2 = 40 × 5c coins
d) R1 = 5 × 20c R2 = 10 × 20c coins
2. a) 28 ÷ 2 = 14
b) 30 ÷ 3 = 10
c) 16 ÷ 4 = 4
d) 36 ÷ 6 = 6
e) 42 ÷ 7 = 6
f) 64 ÷ 8 = 8
3. a) 18 ÷ 9 = 2 children
b) 18 ÷ 3 = 6 children
c) 18 ÷ 6 = 3 children
d) 18 ÷ 1 = 18 children
e) 18 ÷ 0 is impossible
4. a) 3 + 3 + 3 + 3 + 3 = 5 × 3 = 15
b) 4 + 4 + 4 = 3 × 4 = 12
c) 8 + 8 + 8 + 8 = 4 × 8 = 32
d) 9 + 9 = 2 × 9 = 18
e) 10 + 10 + 10 + 10 + 10 + 10 = 6 × 10 = 60
f) 7 + 7 + 7 = 3 × 7 = 21
5. a) 4 × 9 = 36 36 ÷ 4 = 9
b) 28 ÷ 7 = 4 7 × 4 = 28
6. Input Output
2 4
4 8
6 12
×4 ÷2
8 16
10 20

 20 40


Mathematics Teacher’s Guide Grade 4  TERM 1 85

 Time

Unit 32 Revision of Grade 3 work

MENTAL MATHS  Learner’s Book page 55

Although learners are not expected to work with multiples of 12,

24 and 60, they should be able to add 12s, 24s and 60s mentally.
Write down the multiples on the board as learners count in
multiples. They should notice that multiples of 12 are double the
multiples of 6 and multiples of 24 are double the multiples of 12.
Multiples of 60 are multiples of 6 × 10.
Solutions
1. a) 0; 5; 10; 15; 20; 25; 30; 35; 40; 45; 50; 55; 60
b) 0; 7; 14; 21; 28; 35; 42; 49; 56; 63; 70; 77; 84; 91; 98
c) 0; 12; 24; 26; 48; 60; 72; 84; 96; 104; 120; 132; 144
d) 0; 24; 48; 72; 96; 120
e) 0; 60; 120; 180; 240; 300
2. 5 relates to the 5-minute intervals that we use to count
divisions on analogue clocks or watches.
7 relates to days in a week.
12 relates to months in a year.
24 relates to hours in a day.
60 relates to minutes in an hour and 60 seconds in a minute.

Activity 32.1 Learner’s Book page 55

Learners revise what they learnt about time in Grade 3 (including

units of time and leap years) and use their knowledge of whole
numbers and fractions to solve number problems related to time.
They read and represent time on clocks.
Solutions
1. a) There are 60 minutes in an hour and 60 seconds in a minute.
b) There are 24 hours in a day and 7 days in a week.
c) There are approximately 4 weeks in a month and 12 months
in a year.
d) There are 365 days in one year.
e) There are 366 days in a leap year and every fourth year is a
leap year.
f) The next leap year will be in 2024.
g) The Olympic Games
2. a) 120 minutes b) 36 hours
c) 31 days d) 122 days
(30 + 31 + 30 + 31 = 122)

86 Mathematics Teacher’s Guide Grade 4  TERM 1

 e) (365 × 8) + (366 × 2) = 3 652 days
There could be three leap years in ten years if the first of the
ten years is a leap year.
f) (75 × 365) + (25 × 366) = 36 525
Learners can work out what the maximum number of leap
years can be in 100 years.
3. a) multiples of 5: 5; 10; 15; 20; 25; 30; 35; 40; 45; 50; 55; 60
b) 60 ÷ 5 = 12 c) 5 × 12 = (5 × 10) + (5 × 2)
= 50 + 10
= 60
1
d) 2 of 60 = 30
e) 1
4
of 60 = 60 ÷ 4 × 1 f) 43 of 60 = 60 ÷ 4 × 3
= 15 minutes = 15 × 3
= 45 minutes
4. a) 3:30: half past three b) 9:15: quarter past nine
c) 2:00: two o’clock d) 6.00: six o’clock
e) 9.00 p.m.: nine o’clock in the evening
f) 0.00: midnight
5. Learners work in pairs and draw times on clock faces. Let them
check each other’s work.

Unit 33 24-hour time

Revise reading time on analogue watches and clocks including the
two hands (hour and minute). Let learners predict the reading on a
digital clock when they are shown an analogue clock, and the other
way around. Use watches and clocks that have two hands.
Demonstrate how to draw a timeline and use a ruler to make the
markings for the divisions. Teach learners how to use and read a
stopwatch. Divide the class into groups (depending on how many
stopwatches you have) and make sure learners understand what to
do.
In the assessment activity that follows, assess only using a 24-hour
clock as this is the focus of the exercise.

MENTAL MATHS  Learner’s Book page 56

Use an analogue clock that is big enough for learners to see well.
(If you do not have a clock, borrow one from the Foundation
Phase teachers.) You can also make a clock out of cardboard
with hands that can move. Assess which learners still struggle
to read time. Ask them to name the morning times (a.m.) and
show you on the clock. Let them record the times in numbers on
the board starting with the examples below. If you have enough
clocks, learners can work in pairs and check each other’s ability
to read time. Learners can also make cardboard clocks to use for
this exercise.

Mathematics Teacher’s Guide Grade 4  TERM 1 87

 Examples
1. quarter past three: 3:15 or 03:15
2. two o’clock: 2:00 or 02:00
3. ten minutes to ten: 9:50 or 09:50
4. half past seven: 6:30 or 06:30
5. quarter to eleven: 10:45
6. twenty past twelve: 12:20
7. five to six: 5:55 or 05:55
8. eight o’clock: 8:00 or 08:00
9. twenty-five past four: 4:25 or 04:25
10. half past one: 12:30

Activity 33.1 Learner’s Book page 57

1. a) 3.20 a.m. and 3:20 2. a) 16:15

b) 3.20 p.m. and 15:20 b) 21:27
c) 8.55 a.m. and 8:55 c) 12:00
d) 8.55 p.m. and 20:55 d) 17:55
3. Learners write times on clocks. They can check each other’s
work.
4. The learners can use counting on and addition to solve the
problems.
a) Start of match: 12:30
Duration of matches: 20 + 20 + 10 = 50 min.
End of matches: 12:30 + 30 + 20 = 13:20
b) School ends: 13:20
Duration of walk home: 20 min.
Time she gets home: (13:20 + 10) + 10 = 13:30 + 10
= 13:40
c) Start of practice: 18:00
Warming up and practice: 20 min. + 1 h = 1 h 20 min.
Parents to arrive: 18:00 + 1 h = 19:00
19:00 + 20 = 19:20
d) Departure: 22:50
Arrival: 00:40
Duration of flight:
22:50 to 23:50 = 1 h
23:50 to 00:00 = 10 min.
00:00 to 00:30 = 30 min.
00:30 to 00:40 = 10 min.
1 h + 10 min. + 30 min. + 10 min. = 1 h 50 min.
5. a) 07:30 to 08:10: 07:30 to 08:00 = 30 min.
08:00 to 08:10: 10 min.
Duration of one period: 30 min. + 10 min. = 40 min
b) Duration of two periods for English:
40 + 40 = 80 min., or 2 × 40 = 80 min.

88 Mathematics Teacher’s Guide Grade 4  TERM 1

 Duration of first Mathematics period: 08:50 to 09:20:
c)
08:50 to 09:00 = 10 min.
09:00 to 09:20 = 20 min.
10 min. + 20 min. = 30 min.
Duration of break 1: 09:20 to 09:40:
d)
09:20 to 09:30 = 10 min.
09:30 to 09:40 = 10 min.
10 + 10 = 20 min.
Duration of break 2: 11:40 to 12:00
11:40 to 11:45 = 5 min.
11:45 to 12:00 = 15 min.
5 min. + 15 min. = 20 min.
Duration of the two breaks: 2 × 20 = 40 min.
Time when school day ends: 12:40 + 40 min.
e)
12:40 + 20 min. = 13:00
13:00 + 20 min. = 13:20

Unit 34 Read time in 5-minute intervals

MENTAL MATHS  Learner’s Book page 58

Some learners would probably use finger counting to work out

the answers. This is fine.
Solutions
1. 0 to 15: 3 2. 0 to 30: 6
3. 0 to 60: 12 4. 0 to 45: 9
5. 0 to 55: 11 6. 0 to 40: 8
7. 10 to 55: 10 8. 15 to 45: 6
9. 30 to 60: 6 10. 45 to 60: 3

Activity 34.1 Learner’s Book page 59

Learners use stopwatches for question 5. If you do not have enough

stopwatches let learners work in larger groups. Ideally, they should
work in pairs of four.
Solutions
1. a) ten past two b) five to one
c) twenty-five past nine d) twenty to eight
e) quarter past six f) half past six
g) twenty past five h) ten to ten
2. 6:30 a.m., 7:30, 13:25, 4:00 p.m., 18:00, 8:15 p.m.
3. Learners draw a timeline.
4. a) 12:05 and 00:05, or 12:05 a.m. and 12:05 p.m.
b) 6:35 and 18:35, or 6:35 a.m. and 6.35 p.m.
c) 8:55 and 20:55, or 8:55 a.m. or 8:55 p.m.
d) 2:20 and 14:20, 2:20 a.m. or 2.20 p.m.
5. Learners use stopwatches to time events.

Mathematics Teacher’s Guide Grade 4  TERM 1 89

 Revision and consolidation
Learners work on their own to show what they have learnt about
time in the last four units. They will convert between units of time
using knowledge of fractions and whole numbers, match digital
times to times given in words and change p.m. times to 24-hour
formats.
Solutions
1. a) 12 min. = 12 of 60 s = 60 ÷ 2 × 1 = 30 s
3 3
4 min. = 4 of 60 = 60 ÷ 4 × 3 = 15 × 3 = 45 s
b)
112 min. = (1 × 60) + 30 = 90 s
c)
1
2 day = 24 ÷ 2 = 12 h
d)
1
e) 4 day = 24 ÷ 4 = 6 h

f) 72 s = 72 ÷ 60 min. = 1 remainder 12 = 1 h 12 s
2 min. 30 s = (2 × 60) + 30 = 120 + 30 = 150 s
g)
112 min. = (1 × 60) + 30 = 90 s
h)
2. a) 10:30 – half past ten
b) 23:45 – quarter to twelve
c) 00:20 – twenty minutes past twelve
d) 16:25 – twenty-five minutes past four
e) 6:15 – quarter past six
3. a) 17:30 b) 18:20
c) 20:15 d) 22:25
d) 23:15

Unit 35 Read calendars

Learner’s Book page 61 Do lots of practical work and oral calculations with calendars and
timetables before allowing the learners to complete the activities
in Units 35 and 36. They must be totally confident about how
to calculate the number of days between two dates, or a time
interval by the time they start writing. Use timetables from your
school, local bus and train timetables and any other locally used
timetables (such as church services, sports practice) to give learners
more opportunities to practise reading times and calculating time
intervals. Let them do this in pairs and groups, before they work on
their own.
If learners do not have diaries, copy a year calendar from a diary
and let them paste it into their books before they answer questions.
Make sure there is a very big wall calendar in your class.
Also put a birthday calendar for your register class on the wall and a
calendar that shows religious holidays of all denominations.
Add questions about date intervals that relate to local events (such
as how many weeks and days there are until the school fête or
Sports Day).

90 Mathematics Teacher’s Guide Grade 4  TERM 1

To help learners write down how old they are to the day, work
through a few examples with them:
2013 year    10 month 24 day
– 2004 year    09 month 16 day
      9 years 01 month 08 days
Show learners how to carry from years to months to days. From a
year to a month, carry 12 and from a month to a day, carry 30 or 31
(depending on the month).

MENTAL MATHS  Learner’s Book page 61

The learners work in groups and answer questions 1 to 9 without

using calendars. Ask them how the information for February
would be different in a leap year.
Solutions
1. April, June, September, November
2. January, March, May, July, August, October, December
3. February
4. Leap year
5. 52
6. four
7–9. Answers will differ.
10. Learners use calendars to check their answers to questions
1 to 9.

Activity 35.1 Learner’s Book page 61

The learners explore timetables and answer questions about bus

times and school day activities. Make sure that the class timetable
is structured neatly and positioned strategically. Learners use the
pie chart and the key to compare data and answer questions about
a school’s weekly extramural activities.

Month Number of weeks and days in the month Round off to the
nearest week
January 4 weeks and 3 days 4 weeks
February 4 weeks (and 1 day in leap years) 4 weeks
March 4 weeks and 3 days 4 weeks
April 4 weeks and 2 days 4 weeks
May 4 weeks and 3 days 4 weeks
June 4 weeks and 2 days 4 weeks
July 4 weeks and 3 days 4 weeks
August 4 weeks and 3 days 4 weeks
September 4 weeks and 2 days 4 weeks
October 4 weeks and 3 days 4 weeks
November 4 weeks and 2 days 4 weeks
December 4 weeks and 3 days 4 weeks

Mathematics Teacher’s Guide Grade 4  TERM 1 91

 Activity 35.2 Learner’s Book page 62

1. Answers differ from year to year.

2. 15 January
3. 14 days
4. 3 days + 21 days = 23 days
5. 7 days + 28 days + 18 days = 53 days
6. 12 January + 7 = 19 January
19 January + 7 = 23 January
23 January + 7 = 30 January
30 January + 7 = 6 February
6 February + 7 = 13 February
13 February + 7 = 20 February
20 February + 4 = 24 February
So, there are 6 × 7 = 6 weeks and 4 days
7. Leap years are on every second even number. So, 2000 is a
leap year. The next one is 2004, then 2008 and then 2012. 2023
will not be a leap year – it is not an even year. In normal years,
February has 28 days, but in leap years it has 29 days. So, if
February has 29 days, that year is a leap year.
(Learners who are interested can find out if 1800 and 1900 were
leap years and if 2100 will be a leap year.)
8. 24 + 7 = 31 March
31 March + 7 = 7 April
School will start on 7 April.
9–14. Answers will differ from year to year.

Unit 36 Read timetables

MENTAL MATHS  Learner’s Book page 63

Learners calculate lapsed time in hours and minutes. They have

to work without clocks and calculate the time mentally. Ask them
to explain their counting strategies.
Solutions
1. 4 hours 2. 1 hour
3. 30 minutes 4. 2 hours 30 minutes
5. 40 minutes 6. 40 minutes
7. 35 minutes 8. 18 minutes
9. 32 minutes 10. 35 minutes

Activity 36.1 Learner’s Book page 64

1. a) 7 o’clock b) quarter past 7 c) 1 hour

d) Beach Road e) 3 hours and 15 minutes
2. Answers will vary from school to school.
3. a) Cricket takes the most time.
b) 60 + 55 = 115 minutes or 1 h 55 min.
c) 75 – 50 = 25 min.
d, e) Answers will differ.

92 Mathematics Teacher’s Guide Grade 4  TERM 1

 Unit 37 History of time
Learner’s Book page 64 Collect additional information about the history of time. Draw a
timeline to indicate the development of the measurement of time
described in this unit.
Ask learners to collect information about, for example, how
their parents and grandparents tell the approximate time, using
information in the environment around them. (For example, ‘When
I hear a train passing I know it is ten minutes past the hour.’ ‘When
the birds start singing I know it is about 5 a.m. in summer, or about
7 a.m. in winter.)
Discuss the photographs and pictures on pages 64 an 65 in the
Learner’s Book with the class, and explain how instruments to
measure time work. Bring a candle, pendulum and hourglass to
school if possible.
Take learners outside and make a shadow stick. Place stones around
the stick for every hour from 8 a.m. to 1 p.m. Compare the shadows
the next day. Take the learners outside and ask them to read the time
the shadow stick shows.

Activity 37.1 Learner’s Book page 66

1
D E C E M B E R
2
M A Y A N
3
H O U R G L A S S
4
L E A P
5
 J U N E
6
B I R T H D A Y
7
S U N D I A L
8
W A T E R C L O C K
9
 S U N
The mystery word is calendars.

Revision Learner’s Book page 66

Learners can complete this activity for homework.

Solutions
1. a) 02:55
b) 14:55
c) Learners draw an analogue clock that shows 25 to two.
d) 30 days + 31 days + 15 days = 76 days
e) 60 min. + 60 min. +30 min. = 150 min.
f) 52 weeks × 3 = 156 weeks
g) 12 hours and 30 minutes
2. a) 40 min.
b) 20 min.
c) 12:40 + 40 min. = 13:20

Mathematics Teacher’s Guide Grade 4  TERM 1 93

 Assessment task 6 Time
1. Draw a clock and draw the hands on it to show quarter to
eleven.

2. Write down the missing words to make the sentences true.

a) There are ... days in a year and every ... year is a
leap year.
b) The short hand on the clock is called the ... hand.
c) There are ... hours in two and a half days and ... months
in three years.
d) March has ... days and ... is the seventh month of
the year.
e) 156 weeks are ... years

3. Write the given times in words.

a) 02:15
b) 23:55

4. Write the following times as 24-hour time.

a) 20 past 1 in the morning
b) 25 to 9 in the evening

5. Write down the number of hours and minutes.

a) from 08:40 to 14:25
b) from 23:55 to 00:27

6. Write a number sentence and then calculate the answer.

a) Anoushka took 3 hours and 55 minutes to complete
a cross country race that started at 06:00. At what time
did she finish the race?
b) A clock loses four seconds every three hours.
How many minutes does it lose in two days?


94 Mathematics Teacher’s Guide Grade 4  TERM 1

 Assessment task 6 Time Solutions
1. Watch showing quarter to eleven.
2. a) 365; fourth b) hour
c) 60 hours; 36 months d) 31 days; July
e) three
3. a) quarter past two b) five to twelve
4. a) 01:20 b) 20:35
5. a) 5 hours 45 minutes
b) 32 minutes
6. a) 06:00 + 3 h 55 min. = 09:55.
She finished the race at five to ten.
b) There are 24 hours in a day.
24 ÷ 3 = 8
4 s × 8 = 32 s
4 × 8 = 32 s/d (seconds per day)
32 × 2 = 64 s
The clock loses one minute and four seconds in
two days.

Collecting and organising data

In Grade 3, learners worked through the whole data cycle of

collecting, sorting, representing and analysing data. Now they will
revise the various elements in the data cycle and extend the nature
or content of the data to both personalised contexts, as well as social
awareness contexts. For example, the contexts for Grade 4 data
handling include recycling, an important social and environmental
awareness issue.

Unit 38 Use tally marks

Learner’s Book page 67 This unit helps revise using tally marks and tables when collecting
information in order to sort and organise data. Some learners
will remember how to use tally marks if they were taught this in
previous years, but others will need to be shown how to do this.

Tally marks and tables

In order to help learners understand the significance of breaking up
tally marks into groups of five, you can let them do an exercise in
which they have to count about 40 vertical strokes in one row. Then
let them count 40 written as tally marks in eight groups of five.

Mathematics Teacher’s Guide Grade 4  TERM 1 95

 MENTAL MATHS  Learner’s Book page 68

The learners should understand that tally marks involve

grouping in 5s or multiples of 5. Ask them to count forwards
and backwards in multiples of 5. They name the groups of 5 in
different numbers.
Solutions
1. a) 0; 5; 10; 15; 20; 25; 30; 35; 40; 45; 50
b) 100; 95; 90; 85; 80; 75; 70; 65; 60; 55; 50; 45; 40; 35;
30; 25; 20; 15; 10; 5; 0
c) 20
d) eight
e) 30: 6; 45: 9; 60: 12; 55: 11; 85: 17; 105: 21
f) 100: 20; 150: 30; 200: 40; 250: 50
2. a)
b)
c)
d)
e)
f)
g)
h)

Activity 38.1 Learner’s Book page 68

This activity helps the learners revise and practise using tally marks
and tally tables.
Solutions
1. three 2. six
3. Family D 4. Family A

Unit 39 Draw up a tally table

Learner’s Book page 68 The example helps learners read tally marks and understand data in
a table.
Method for gathering and recording information:
• Take the learners outside or to an area where there is enough
space. Learners should each have a piece of paper and a pencil to
recor data they collect.
• Organise learners so that they form an inner and an outer circle
– there must be the same number of learners in each circle and a
pair of learners – one from each group – must face each other.
• Let each learner mark the favourite colour of the learner he or she
faces. Then ask the inner circle of learners to step to the right so
that they each face another learner. Each learner then records the
new partner’s colours. They continue to step to the right to face a
new partner and ask for the learner’s favourite colour until they
have collected data from all the learners in the other circle.

96 Mathematics Teacher’s Guide Grade 4  TERM 1

• Now ask the learners in each circle to collect data from the other
learners in their circle. Each learner takes a turn to go around
the circle and collect the data from all the other learners. Once
everyone has their data, the learners can go back to their seats
and then organise the information.

MENTAL MATHS  Learner’s Book page 69

Learners interpret data in the tally table. You could also discuss
questions such as the following with them:
• How many learners are there altogether in the Grade 4 class?
• What is the difference between the number of learners who
like Jolly Juice and those who like Flayva?
Solutions
1. Cooldrink Tally marks Number of learners
JollyJuice 8
Coolio 5
Fizz-Fun 2
Water Wonders 4
Flayva 3
Mix-Tricks 1
2. 5 3. 1 4. Jolly Juice
5. Mix-Tricks 6. 23

Activity 39.1 Learner’s Book page 69

1. This question helps the learners think about and practise

organising data using tally marks and tables. They must work
out how many rows the table will need and then use tally marks
to fill in the data.
If learners struggle, take them through the worked example
about favourite colours, which isolates the different steps they
should follow when organising collected information. Also
ask them specific guiding questions about the data they should
organise, for example: How many types of sport are there? In
which column will you write each sport?
These key questions should guide learners to think logically so
that they can solve the problem.
a) Sports Tally marks Numbers
Soccer 5
Tennis 3
Rugby 3
Volleyball 2
Netball 4
four
b) c) three d) soccer

Mathematics Teacher’s Guide Grade 4  TERM 1 97

 2. Answers will differ. It will probably be best for you to
coordinate the data-collection part of the activity so that it is
done in an orderly way.
The answers will depend on the data learners collected. Ensure
that learners understand how to organise the data and answer the
questions correctly.

Suggested informal assessment questions to ask yourself

• How well are the learners able to collect the data?
• Do they use tally marks correctly when collecting data?
• Can they create a tally table that represents the data?
• How well are learners able to answer questions about their
tables?

Unit 40 Show data in pictographs

Learners worked with pictographs in Grade 3. Briefly refresh
their memories about the differences between a tally table and a
pictograph. Use the example in the Learner’s Book and draw up a
tally table with the same data.
After learners have completed the activity, assess their work by
asking questions such as the following:
• How well are the learners able to draw a pictograph correctly to
show data?
• How well do they understand that each symbol or picture in the
pictograph represents one counted item or person?

MENTAL MATHS  Learner’s Book page 70

The learners contribute to making a class pictograph of the

class’s favourite fruit. After they have followed the steps in the
activity, you should have a large class pictograph, which the
learners should then use to answer the questions.

Suggested informal assessment questions to ask yourself

• How well do the learners follow what is happening as you are
building a class pictograph?
• Do they place their pictures in the correct row?
• Can they answer questions about the class pictograph easily
enough?
Ask the learners how they can count the number of learners in the
class in the most effective way.

98 Mathematics Teacher’s Guide Grade 4  TERM 1

 Activity 40.1 Learner’s Book page 71

1. a) five
b) strawberry, chocolate, vanilla, mint, banana
c) Three children like strawberry, four like chocolate, five like
vanilla, two like mint and two like banana.
If the learners need more practice, you could ask questions
such as the following:
• How many children liked strawberry ice cream?
• How many children liked chocolate ice cream?
• How many children liked vanilla ice cream?
• Which other two flavours do children like?
• Which flavour is most popular?
• Which flavour is least popular?
• If you were to buy two flavours of ice cream for this class,
which flavours would you buy? Why?
2. a) Learners complete their pictographs.
b) sizes 1, 2, 3, 4 and 5 c) four children
d) three children e) one child
f) size 5 g) size 1
h) sizes 2 and 3

Unit 41 Show data in bar graphs

Do not assume that all learners will automatically understand how
a bar graph works, no matter how simple it may look.
The example in the Learner’s Book shows step by step how to
draw a bar graph using data in a tally table. Make sure that the
learners understand the different parts of a bar graph and how to
draw each bar.
MENTAL MATHS  Learner’s Book page 72

Learners count in 5s or multiply by 5 to find each total. Let them

explain how they could change the tally marks in questions 8 to
10 to make more groups of 5. You could use this opportunity to
help learners who are still dependant on using repeated addition
to use multiplication.
Solutions
1. 5 + 5 + 2 = 12
2. 5 + 5 + 5 + 2 = 17
3. 5 + 5 + 5 + 4 = 19
4. 5 + 5 + 5 + 5 + 2 = 22
5. 5 + 5 + 5 + 5 + 4 = 24
6. 5 + 5 + 5 + 5 + 5 + 3 = 28
7. 5 + 5 + 5 + 5 + 5 + 4 = 29
8. 5 + 5 + 5 + 5 + 5 + + 5 + 5 + 2 = 38
9. 5 + 5 + 5 + 5 + 5 + 5 + 2 = 32
10. 5 + 5 + 5 + 5 + 5 = 25

Mathematics Teacher’s Guide Grade 4  TERM 1 99

 Project Learner’s Book page 73

Making a bar graph with the class will help the learners to put into
practice the ideas shown in the example in the Learner’s Book.
1–2. When you collect the class data, learners can take turns to give
their answers to the class. Ask different learners to use tally
marks on the board to record the data.
3. Ask other learners to work out the total for each category and
complete the tally table.
4. Guide the process of drawing the bar graph. Ask the learners
to tell you which steps to follow next and involve them in
drawing the bar graph.
5. Help the learners summarise the data in the bar graph in a short
paragraph, for example: The graph shows the class’s favourite
subjects. Most children like Maths best and they like Social
Sciences the least.

Activity 41.1 Learner’s Book page 74

Having completed a bar graph with the class, the learners should
now feel more confident when they draw a bar graph on their own.
Once learners have completed the activity, ask yourself questions
such as the following:
• How well are the learners able to differentiate which data should
be shown on each axis of the bar graph?
• How well have they plotted the bars?
• How well are they able to answer questions about the bar graph?
Solutions
1. Learners draw their bar graphs.
2. a) blue
b) red
c) blue, pink, purple, yellow, green (or green then yellow), red

Unit 42 Explain data

Learner’s Book page 74 So far this term, the learners have had to analyse data in the form of
tables and graphs to show their understanding of how the tables and
graphs worked. In the activities in this unit they will practise reading
and analysing data in more detail.
Learners are often put off when presented with paragraphs of text,
especially in activities in Mathematics. These activities will help
them work through the text, find the relevant information and
present it in a different way.
If it will help learners understand the text and respond more fully to
it, translate the paragraphs into the home languages that the learners
speak and read best.

100 Mathematics Teacher’s Guide Grade 4  TERM 1

 MENTAL MATHS  Learner’s Book page 75

1. four
(The learners can underline each different kind of material
once – this will give them the number of things to list in the
rows in the table.)
2. plastic, cardboard, cans, glass
3. Material Tally Number
Plastic 3
Cardboard 5
Cans 2
Glass 1
4. cardboard 5. glass

Activity 42.1 Learner’s Book page 75

1. four
2. plastic, newspapers, cardboard, cans
3. The table does not have to include tally marks because the totals
for each item are already given in the paragraph.
Material Number of items
Plastic 10
Newspapers 8
Cardboard 7
Cans 12
4. cans 5. cardboard

Suggested informal assessment questions to ask yourself

• How well are the learners able to identify or extract relevant
data from sentences and paragraphs?
• How well are they able to represent the data in another form,
such as a table?
• How well are they able to answer questions about the data in
the new form?

Unit 43 Data from pictographs

MENTAL MATHS  Learner’s Book page 76

Remind the learners that they have worked with pictographs

before. Ask them to explain how data is recorded and displayed
on pictographs. Let them work together as a class to complete
the task.

Mathematics Teacher’s Guide Grade 4  TERM 1 101

 Solutions
1. plastic bottles 2. four
3. Sipho, Bernice, Claire and Jabu 4. Sipho
5. Bernice
6. Sipho, Claire, Jabu, Bernice 7. 46

Activity 43.1 Learner’s Book page 76

1. It shows the number of newspapers that different learners

collected.
2. five
3. Charl, Maryam, Lucy, Pieter, Mali
4. Lucy
5. Pieter
6. Lucy, Charl, Mali, Maryam, Pieter
7. 29

Unit 44 Data from pie charts

Learner’s Book page 77 Learners are not expected to draw pie charts yet, but they should
know how to read one. Tell them that pie charts show different
proportions of things that make up a whole. Pie charts with simple
fractions are used in this unit so that the learners can also practise
and reinforce their understanding of fractions.

MENTAL MATHS  Learner’s Book page 78

1. Learners at Sunflower Primary School

2. 52
3. 53
4. No, 52 is smaller than 53 so there are fewer girls than boys at
the school.

Activity 44.1 Learner’s Book page 78

1. a) 14
1
b) 4
c) 24 d) Foundation Phase
2
2. a) Electricity and candles b) 3
1
c) 3 d) More people use candles.
3. a) six portions b) 61 c) 62 d) 63
e) Washing and cleaning

Suggested informal assessment questions to ask yourself

• How well do the learners understand that pie charts show
portions or fractions of a whole?
• How well do they understand the fractions into which pie
charts in the exercises are divided?

102 Mathematics Teacher’s Guide Grade 4  TERM 1

 Unit 45 Data from bar graphs
In the Mental maths question, the number intervals on the vertical
axis increase in 2s, so learners will have to practise identifying the
values that are not shown when necessary. You may want to point
out that the numbers along the number axis work in 2s and that a
point halfway between two numbers is equal to one.
In Activity 45.1, the intervals are in the thousands.

MENTAL MATHS  Learner’s Book page 79

1. five (Other refers to items that do not fall into one of the
other categories (such as clothing or old toys).)
2. paper
3. glass
4. paper: 14 boxes; cans: 9 boxes; plastic: 12 boxes; glass:
3 boxes; other: 4 boxes
5. 42 boxes
6. a) recycling
b) paper; plastic

Activity 45.1 Learner’s Book page 80

1. five 2. one week 3. School C

4. 7 000 5. 1 500 6. C, B, E, A, D
7. 24 500

Unit 46 Draw your own bar graph

Learners will work through the whole data cycle on their own to
create and explain their own bar graph.

MENTAL MATHS  Learner’s Book page 80

Learners count the number of learners in the class in groups of

2, 3, 4, 5 and 6. They should explain for which groups there are
remainders.

Activity 46.1 Learner’s Book page 81

1. Learners can decide on their own topics for the graph or they
can choose from the topics suggested in the Learner Book. You
could also give the class a list of possible topics that you think
are relevant, and let them choose from your list.
2. Help the learners collect data where necessary. If necessary, help
them set up the structures they may need to be able to collect
the information. For example, if they are collecting data about
the amount of recycling materials that different classes collect,
arrange with the other class teachers for your learners to go to
their classes and collect the data.
3. The learners should create their own tally tables.

Mathematics Teacher’s Guide Grade 4  TERM 1 103

 Activity 46.2 Learner’s Book page 81

1. The criteria for the bar graphs are given in the Learner’s Book.
Remind the learners to check that they have drawn the bar graph
correctly.
2. Help the learners to briefly describe the information shown by
their bar graphs. If they struggle to write the description, ask them
to explain orally to you or to the class what the graph is about.

Suggested informal assessment questions to ask yourself

• How well are learners able to collect data?
• How well are they able to organise data using tables?
• Do they know how to draw a bar graph to represent
information?
• How well are they able to answer questions about bar graphs?

Revision Learner’s Book page 82

You could ask the learners to complete the revision task for
homework if time is limited. Learners compare the data to find the
most and least common type of vehicle. They answer questions
about data represented in a pictograph and draw a bar graph to
represent the data. They explore the data in a pie chart and answer
true and false questions.
Solutions
1. a) Type of vehicle Tally mark Number of vehicles
Bakkie 5
Car 10
Bus 2
4×4 4
Taxi 3
Bicycle 2
b) Cars were most common and bicycles were least common.
2. a) pictograph b) soccer c) golf
d) six e) 21
3. Learners compare graphs.
4. a) False, it shows the portion of used paper sent for recycling.
b) False, 53 of all the paper used is sent for recycling.
c) False, more paper is sent for recycling than thrown away.
d) True.

Remedial activities
• Give the learners practice in using tally marks when counting
items. Let them work in pairs to sort and count a variety of
objects placed randomly on a table or in a bag. Use everyday
objects that the learners can recognise, see and touch (such as

104 Mathematics Teacher’s Guide Grade 4  TERM 1

 pencils, pens, crayons and erasers). Let the learners repeat similar
sorting, counting and recording activities and then let them use
pictures of items and then their favourite items.
• If learners need more help with pictographs, they can do activities
that are similar to the tally mark activities above, but draw a
picture for each item instead of using tally marks.
• Show learners who struggle to draw bar graphs step by step how
to draw bar graphs from the data they recorded when practising
to use tally tables and pictographs. Show the same data on a tally
table, a pictograph and a bar graph. Help the learners see the
connection between the concrete sets of objects they sorted and
counted, and the bar graphs that show the same data.
• Help the learners understand pie charts better by giving them
paper or cardboard circles that are cut into different fractions.
Make sure that each portion of the circle has the fraction written
on it. Let the learners fit the portions of the circle together to form
the full circle.

Extension activities
• The learners can practise drawing graphs that convert one graph
type to another. For example, give them a pictograph and ask
them to draw the same data in the form of a bar graph or a table.
• Let the learners work through the whole data cycle for a question
of their own about the class or the school. Let them use a tally
table to collect the data, then draw a graph to reflect the data, then
write a sentence or two to summarise the data, and then present
the data to the class.

Self-assessment
How well can I do these things?
I can ... Yes, easily Usually Sometimes I need a lot
of help
read and draw tally marks
draw up a table of data
collect data from my family or
classmates
answer questions from tables
draw a pictograph
draw a bar graph
answer questions about a pictograph
answer questions about a bar graph
answer questions about a pie chart
answer questions about data given in a
sentence or paragraph
describe the data in a pictograph, bar
graph and pie chart

Mathematics Teacher’s Guide Grade 4  TERM 1 105

 Properties of 2-D shapes

Introduction
In this section, the learners revise their knowledge about 2-D
shapes. They further investigate the properties of shapes by
engaging in practical sorting, shape-making and shape-drawing
activities. We also introduce two new shapes: pentagons and
hexagons.

Working with concrete, cut-out shapes

Learners need concrete apparatus for shape and space work. At the
very least, have enough cardboard shapes cut out for all the learners
to use as they work with the different shapes and solids.
There are templates of the shapes the learners will need in the back
of this guide. You can copy these shapes, paste them onto cardboard
from food packaging and then cut them out. The learners can help
you do this. You need enough copies each shape for each learner to
have a set.
Learners need to start with concrete shapes. This will help them
to better understand the abstract concepts of each shape and its
properties. They can do more abstract work later.
Give the learners ample opportunities to play and investigate how
shapes can be organised into different groups, and how various
shapes can work together to make patterns. The activities in the
Learner’s Book aim to help learners move progressively from the
concrete to the abstract. Some learners will be able to make the leap
quite easily. Others will need more time. Be aware of this and give
these learners more time where they need it. If they struggle to draw
a shape from memory, let them see and feel the cut-out shape first,
and then copy it.
Learners will encounter many new terms. Encourage them to talk
about the shapes and parts of shapes in their home languages, and
relate the new English terminology to familiar home-language
descriptions, so that learners can easily integrate the new terms into
their conceptual vocabulary.

Unit 47 Different shapes

Learner’s Book page 83 Learners classify different shapes according to the categories open
and closed shapes, and shapes with curved and/or straight sides.
This will help them recognise and describe polygons (closed shapes
with straight sides). Make sure they understand each classification
of 2-D shapes before moving on to the next one.

106 Mathematics Teacher’s Guide Grade 4  TERM 1

Open and closed shapes
Do not assume learners will automatically know the difference
between a closed and an open shape. Some learners may struggle to
understand this concept unless they actually see and touch examples
of open and closed shapes. Let them draw many different examples
of each type of shape until they can confidently say what the
difference is and draw it.

Closed shapes with curved sides only

The learners should be able to differentiate between a curve and a
straight line, so they should not have too much trouble recognising
the curved and straight sides of closed shapes. Let them draw
examples to demonstrate that they understand the difference.

Closed shapes with curved and straight sides

The semicircle is perhaps the most common 2-D shape that learners
have come across so far that has both a curved and a straight side.
Give them opportunities to draw a semicircle, and to invent other
shapes with this combination of lines. They should label the curved
and straight sides on each shape.

Closed shapes with straight sides only

Once you have worked through the above classifications, you can
isolate the group of 2-D shapes with straight sides only – polygons.
Ask which shapes learners recognise from Grade 3 work, and what
they can tell you about the properties of triangles, squares and
rectangles, as a way to assess how well prepared they are to build on
the Grade 3 concepts.

Polygons
The learners are already familiar with triangles, squares and
rectangles. In Grade 4 they begin to look closely at polygons
with more sides, and they identify these 2-D shapes in pictures
and in their surroundings. Remind them that a quadrilateral is
any four-sided shape. So, squares and rectangles are examples of
quadrilaterals.
If they grasp the concepts pentagon and hexagon easily, you may
want to extend the work by talking about heptagons (seven sides),
octagons (eight sides) and decagons (ten sides), and let the learners
investigate how to draw these shapes. However they are only required
to work with shapes up to the level of the hexagon in Grade 4.

seven sides eight sides nine sides ten sides

heptagon octagon nonagon decagon

Mathematics Teacher’s Guide Grade 4  TERM 1 107

 Activity 47.1 Learner’s Book page 84

1. triangle: 3 sides quadrilateral: 4 sides

pentagon: 5 sides hexagon: 6 sides
2. penta-: 5; hexa-: 6
3. A triangle is a closed shape with three straight sides.
A quadrilateral is a closed shape with four straight sides.
A pentagon is a closed shape with five straight sides.
A hexagon is a closed shape with six straight sides.
4. It is a square. All four sides are the same length.
5. There are numerous examples in the picture; they include:
• triangles in bridge support structures
• squares and rectangles in the shapes of windows in buildings
• hexagons and pentagons on some soccer balls
• hexagons in the paving pattern.
6. Answers will differ.

Suggested informal assessment questions to ask yourself

• How well are the learners able to name different 2-D shapes?
• How well do they understand the relationship between the
name of the shape and its number of sides?
• How well can they differentiate between shapes based on the
number of sides?
• How well can the learners identify different 2-D shapes?
• How well can they recognise 2-D shapes in their surroundings
and from pictures?

Polygons around us
Now that learners can identify the mathematical shapes, they
should be able to recognise triangles, quadrilaterals, pentagons and
hexagons in pictures and in their environments. Identify examples
of these shapes in local buildings, vehicles, machinery, artworks and
other objects that learners see every day.

Unit 48 Triangles and quadrilaterals

Learner’s Book page 85 Learners investigate the properties of triangles and quadrilaterals
through practically manipulating an elastic band on a geoboard as
well as by drawing shapes on grid paper. Both types of activity will
help learners begin to develop an understanding of the properties of
2-D shapes.
Make geoboards
If you have not been able to buy geoboards, you can make them
using a square piece of wood and nails. Draw a grid of about five
vertical and five horizontal lines on the wood, at intervals of 1 cm.
Then hammer nails in on each intersection of the lines.

108 Mathematics Teacher’s Guide Grade 4  TERM 1

 MENTAL MATHS  Learner’s Book page 85

Check whether learners recognise the rectangle and square as

quadrilaterals – they are special quadrilaterals – and whether
they classify the square as a rectangle. They should understand
that a square is a special rectangle – it has four right angles
and the opposite sides are equal just as in a rectangle. Let them
count the number of sides in all the triangles, rectangles and
quadrilaterals. The exercise allows them to practise counting
in multiples of 3 and 4. Some learners might use multiplication
rather than counting in 3s and 4s.
1. triangles: B, E, F, G, J
2. square: I
3. rectangle: H
4. other quadrilaterals: A, C, D
5. a) triangles: 4 × 3 = 12 sides
b) rectangles: 2 × 4 = 8 sides
c) quadrilaterals: 5 × 4 = 20 sides

Activity 48.1 Learner’s Book page 85

1. Give the learners sufficient time to explore the shape-making on

the geoboard. It is through this experimentation and exploration
that they become familiar with properties such as angles,
vertices and sizes of 2-D shapes. Once they have done the
practical manipulation on a geoboard, they can copy the shape
onto dotted paper. This will help them to start moving from the
practical to the abstract.
2. a) A: quadrilateral; B: triangle
b) There is one option for C, but there are a number of options
for D – discuss these with the class.
c) There are numerous options for E and F.
d) The learners can experiment with their own shapes, as long
as the sides are straight and they have three or four sides.

Suggested informal assessment questions to ask yourself

• How easily are the learners able to distinguish between
triangles, squares, rectangles and other quadrilaterals?
• How well are they able to create the various shapes on a
geoboard?
• How well are they able to complete given shapes by drawing
them on dotted paper?

Mathematics Teacher’s Guide Grade 4  TERM 1 109

 Unit 49 Pentagons and hexagons
Remind the learners what the prefixes penta- and hexa- mean to
help them remember the number of sides to count for each polygon.

MENTAL MATHS  Learner’s Book page 86

Ask learners to name polygons they know and give the number
of sides of each one. Draw five squares on the board. Ask
learners how many sides they see altogether. Most learners
would probably use multiplication to find the total. Check if
some learners use repeated addition. Ask learners to explain
and compare their counting strategies. They should record their
solutions on their Mental maths grids and use multiplication and
addition to find the number of sides.
Solutions
1. 3 × 3 = 9 sides 2. 8 × 3 = 24 sides
3. 9 × 4 = 36 sides 4. 7 × 5 = 35 sides
5. 6 × 4 = 24 sides 6. 9 × 6 = 54 sides
7. (4 × 3) + (7 × 4) 8. (5 × 5) + (6 × 6)
= 12 + 28 = 25 + 36
= 40 sides = 61 sides
9. (4 × 4) + (6 × 4) 10. (10 × 3) + (10 × 5)
= 16 + 24 = 30 + 50
= 40 sides = 80 sides

Activity 49.1 Learner’s Book page 87

1. pentagons: B, F, G, H hexagons: A, C, D, E
2. As with the previous activity, allow the learners sufficient time
to explore the shapes on a geoboard and by drawing the shapes
on dotted paper.
3. a) A: pentagon; B: hexagon
b) There is only one option for shape C as four of the five sides
are already given. There are a number of options for D –
discuss options with the class.
c) There are a number of options for each shape – discuss
options with the class.
d) The learners can experiment with their own shapes, as long
as the sides are straight and they have five or six sides.

Suggested informal assessment questions to ask yourself

• How easily are the learners able to identify and distinguish
between hexagons and pentagons?
• How well are learners able to create the various shapes on the
geoboard?
• How well are they able to complete given shapes by drawing
them on dotted paper?

110 Mathematics Teacher’s Guide Grade 4  TERM 1

 Unit 50 Put shapes together
Learner’s Book page 88 Now that the learners are able to identify and draw examples of
isolated 2-D shapes, they can begin to understand how two or more
shapes can be put together to create composite shapes. Squares and
triangles are the simplest shapes to use to demonstrate the idea, so
the examples shown use these shapes.

Activity 50.1 Learner’s Book page 89

The learners will need a set of cardboard cut-out shapes to work

with as they put the smaller shapes together to build bigger ones.
Allow sufficient time for this activity. It is essential that learners
are able to move shapes around into new positions so that they can
begin to develop an understanding of the concept of transformation,
which they will learn about later. It will help them develop clearer
mental or abstract images of 2-D shapes if they first work with
concrete objects.
Encourage the learners to copy the shapes shown in the examples
in the Learner’s Book before experimenting to create composite
shapes.
Solutions
1–3. Let the learners experiment with building any their own shapes
and then drawing the outline of each shape.
4. Learners compare their pictures.

Suggested informal assessment questions to ask yourself

• How well do the learners understand the idea of building
bigger shapes with smaller ones?
• How easily are they able to put shapes together to build bigger
shapes?

Revision

MENTAL MATHS  Learner’s Book page 89

The learners have to visualise the shapes as you describe them.

You could ask them to draw the shapes as they see them in their
minds. Learners who develop effective visualisation skills often
display effective mental calculation skills.
Solutions
1. triangle
2. circle
3. rectangle
4. pentagon
5. hexagon

Mathematics Teacher’s Guide Grade 4  TERM 1 111

 Revision activity Learner’s Book page 90

1. a) triangles: J, L b) quadrilaterals: B, C, D
c) pentagons: F, M d) hexagons: G, H, K
e) square: B f) rectangle: C
g) circle: Q h) open shapes: A, I, N
2. At this stage, learners do not have to make drawings on dotted
paper, but let them use dotted paper if they would rather do so.
They do not have to draw regular polygons – any shape with the
correct number of sides is acceptable.
3. The learners create composite shapes. If necessary, let them use
cardboard shapes before they make the drawings.

Remedial activities
Check where the problems lie for learners who are struggling.
Use the grid below to help you assess their work and identify any
problem areas.
How well can the learners do the following? Yes, Most Sometimes Need a lot
easily times of help
tell the difference between closed and open shapes
tell the difference between straight and curved sides
identify circles among other curved shapes
recognise triangles, rectangles and squares
recognise other quadrilaterals
recognise pentagons and hexagons
put shapes together to build bigger shapes

• Explain to learners who need help with the first two questions
above, the difference between open and closed shapes, and
straight and curved lines. Show them more drawn examples of
each type of shape and let them practise identifying the ones you
describe.
• Discuss each type of shape, define and then give learners more
opportunities to identify a shape. It may help learners to start by
working with cardboard cut-outs of the shapes rather than with
drawings.
• The learners will definitely need to work with cardboard shapes
and place them inside drawn outlines of bigger shapes. Start
with simple shapes at first and then gradually build up to more
complex composite shapes.

Extension activities
• Challenge learners who are able to work through the activities
easily to build smaller shapes and build more complex composite
shapes.
• Let learners create their own shape outlines and challenge a
partner to build the composite shape using smaller shapes.

112 Mathematics Teacher’s Guide Grade 4  TERM 1

Additional class activity
1. Let each learner draw a big triangle, quadrilateral, pentagon and
hexagon on dotted paper (the shape should almost fill the page).
2. Ask them to colour the shapes in and cut them out.
3. Divide the class into two groups. Put all the shapes learners
made on two heaps – one for each group.
4. Have a competition to see which group can sort their shapes into
triangles, quadrilaterals, pentagons and hexagons the quickest.
Learners must take turns to pick a shape from the heap and put it
in the correct group.

Assessment task 7 Properties of 2-D shapes

Match each shape with its description in the second column.
1. square A a flat shape with one curve
2. rectangle B a shape with five straight
sides
3. circle C a shape with six straight
sides
4. quadrilateral D a quadrilateral with all four
sides the same length
5. pentagon E a quadrilateral with
opposite sides the same
length
6. hexagon F a shape with four straight
sides

Assignment
Find shapes around you that match the 2-D shapes you know. Write
down where you saw each shape and complete a table such as the
one below.
Shape Drawing of shape Where I saw the shape
Square

Rectangle

Circle

Quadrilateral (not a
square or rectangle)
Pentagon

Hexagon

Mathematics Teacher’s Guide Grade 4  TERM 1 113

 Assessment task 7 Properties of 2-D shapes Solutions
1. D 2. E 3. A
4. F 5. B 6. C

Assignment
In this assignment, the learners will have to find examples of shapes
in their surroundings. Suggest that the shapes could be found in:
• nature
• their home environments or shops and other places they visit
• items used at religious or traditional occasions.
Mark allocation:
Give two marks for identification of the correct shape.
Give two marks for describing where they saw the shape.
Total marks: 24

If using this task for formal assessment, convert the learner’s mark
to a total out of 25:
Mark out of 25 = Learner’s mark for the task × 25
24

Self-assessment
How well can I do these things?
I can ... Yes, easily Usually Sometimes I need a lot
of help
tell the difference
between closed
and open shapes
tell the difference
between straight
and curved sides
find circles
among other
curved shapes
say which shapes
are triangles,
rectangles and
squares
say which
shapes are other
quadrilaterals
other than
rectangles and
squares
say which shapes
are pentagons and
hexagons
put shapes
together to build
bigger shapes

114 Mathematics Teacher’s Guide Grade 4  TERM 1

Whole numbers: multiplication and division

Unit 51 Equal sharing and multiples

MENTAL MATHS  Learner’s Book page 91

Learners record their solutions on the Mental maths grid. The

problems involve equal sharing and repeated addition.
Solutions
1. a) 12 sweets equally between 4 children:
12 ÷ 4 = 3 sweets each
b) 32 sweets equally between 8 children:
32 ÷ 8 = 4 sweets each
c) 28 sweets equally between 7 children:
28 ÷ 7 = 4 sweets each
d) 24 sweets equally between 6 children:
24 ÷ 6 = 4 sweets each
d) 36 sweets equally between 6 children:
36 ÷ 6 = 6 sweets each
2. a) 3 packets: 8 × 3 = 24 sweets
b) 5 packets: 8 × 5 = 40 sweets
c) 7 packets: 8 × 7 = 56 sweets
d) 4 packets: 8 × 4 = 32 sweets
e) 6 packets: 8 × 6 = 48 sweets

Activity 51.1 Learner’s Book page 91

1. The learners should be able to recall the multiples of all numbers

from 2 to 10. They should fill in the missing multiples in a copy
of the table and look for patterns.
a) 0 2 4 6 8 10 12 14 16 18 20
b) 0 3 6 9 12 15 18 21 24 27 30
c) 0 4 8 12 15 20 24 28 32 36 40
d) 0 5 10 15 20 25 30 35 40 45 50
e) 0 6 12 18 24 30 36 42 48 56 60
f) 0 7 14 21 28 35 42 49 56 63 70
g) 0 8 16 24 32 40 48 56 64 72 80
h) 0 9 18 27 36 45 54 63 72 81 90
i) 0 10 20 30 40 50 60 70 80 90 100
2. Patterns may differ.
3. Allow the learners to try to work out the answer before you
intervene. They have to look for multiples of 4 and 5, which, if
they add 3 and 4 will give the same number. They might try to

Mathematics Teacher’s Guide Grade 4  TERM 1 115

 solve the problem by trial and improvement and start by listing
multiples of 4 and 5: 19 – (4 × 4) = 3 and 19 – (5 × 3) = 4.
0; 4; 8; 12; 16; 20; ...
0; 5; 10; 15; 20; ...
16 + 3 = 19
15 + 4 = 19

Unit 52 Multiplication and division strategies

MENTAL MATHS  Learner’s Book page 92

Learners demonstrate their ability to recall multiplication facts

instantly.
Solutions
1. 3 × 4 = 12 chickens 2. 3 × 6 = 18 sweets
3. 3 × 8 = 24 apples 4. 4 × 7 = 28 pencils
5. 4 × 9 = 36 strawberries 6. 9 × 4 = 36 rabbits
7. 5 × 7 = 35 cats 8. 7 × 3 = 21 snails
9. 5 × 5 = 25 beetles 10. 5 × 6 = 30 oranges

Activity 52.1 Learner’s Book page 93

The learners study the short cuts used to multiply smarter. Learners
may ask why they should use these methods if they can recall
the solutions instantly. Tell them that they will work with bigger
numbers in Term 2 and these strategies could then be useful. If you
have to multiply or divide by 8, you can multiply by 4 and then by
2 (this is doubling), which they should know. For multiplying or
dividing by 6, you can multiply by 3 and then by 2. This can be used
for, for example 280 ÷ 8. It is easy to divide by 4, and dividing by 2
is halving: 280 ÷ 4 and 70 ÷ 2.
Solutions
1. Answers will differ.
2. a) 7 × 8
7 × 2 × 2 × 2 = 14 × 2 × 2 or 7 × 4 = 28 × 2
= 28 × 2 28 × 2 = 56
= 56
b) 5×6
5 × 3 = 15 or 5 × 2 = 10 or 5 × 3 = 15
15 × 2 = 30 10 × 3 = 30 15 + 15 = 30 (15 × 2)
9 × 5
c) d) 8 × 9
9 × 10 = 90 8 × 6 = 48
90 ÷ 2 = 45 8 × 3 = 24
24 + 48 = 72
36 ÷ 6
e) f) 48 ÷ 6
36 ÷ 2 = 18 48 ÷ 2 = 24
18 ÷ 3 = 6 24 ÷ 3 = 8

116 Mathematics Teacher’s Guide Grade 4  TERM 1

 3. The area model helps learners practise inverse operations and
the commutative property. Refer to the arrays the learners
worked with earlier.
a) 5 × 6 = 30 30 ÷ 6 = 5
6 × 5 = 30 30 ÷ 5 = 6
b) 6 × 7 = 42 42 ÷ 6 = 7
7 × 6 = 42 42 ÷ 7 = 6
c) 4 × 6 = 24 24 ÷ 6 = 4
6 × 4 = 24 24 ÷ 4 = 6
d) 6 × 3 = 18 18 ÷ 6 = 3
3 × 6 = 18 18 ÷ 3 = 6
e) 3 × 8 = 24 24 ÷ 3 = 8
8 × 3 = 24 24 ÷ 8 = 3
f) 4 × 5 = 20 20 ÷ 4 = 5
5 × 4 = 20 20 ÷ 5 = 4
4. The exercise helps learners develop effective multiplication
calculation strategies and an understanding of how to perform
the correct order of operations, using brackets and the
distributive property.
a) 4 + 6 + 4 b) 5 + 7 + 5
= (4 × 3) + 2 = (5 × 3) + 2
= 12 + 2 = 15 + 2
= 14 = 17
8 + 8 + 10 + 8 + 8
c)
= (8 × 5) + 2
= 40 + 2
= 42

Unit 53 Basic multiplication and division facts

MENTAL MATHS  Learner’s Book page 94

Learners recall basic multiplication and division facts in

contexts. Although they have to perform mental calculations,
allow those who struggle to write down calculations if this will
help them. You should, however, encourage learners to memorise
the division and multiplication tables. They record their answers
on their Mental maths grids.
Solutions
1. 32 ÷ 4 = 8 children 2. 24 ÷ 4 = 6 children
3. 21 ÷ 3 = 7 sweets 4. 8 × 8 = 64 counters
5. 6 × 5 = 30 crayons 6. 36 ÷ 6 = 6 learners
7. 48 ÷ 6 = 8 children 8. 7 × 7 = 49 counters
9. 81 ÷ 9 = 9 children 10. 63 ÷ 9 = 7 sweets

Mathematics Teacher’s Guide Grade 4  TERM 1 117

 Activity 53.1 Learner’s Book page 95

The learners solve the problems and look for patterns. These
activities help learners practise multiplication and division facts.
The learners practise division with the same dividend and divisor to
deduce that a number divided by itself always gives and answer of 1
(except 0 ÷ 0, which is undefined or not allowed).
Solutions
1. a) Division where the dividends are becoming smaller to help
learners understand that 0 × 4 = 0 and not 4.
6 ÷ 6 = 1
5 ÷ 5 = 1
4 ÷ 4 = 1
3 ÷ 3 = 1
2 ÷ 2 = 1
1 ÷ 1 = 1
6 × 4 = 24
b)
5 × 4 = 20
4 × 4 = 16
3 × 4 = 12
2 × 4 = 8
1 × 4 = 4
0 × 4 = 0
Multiply to find out which different numbers multiplied
c)
together give the same product.
2 × 9 = 18
3 × 6 = 18
2 × 10 = 20
5 × 4 = 20
3 × 4 = 12
2 × 6 = 12
The answers to these calculations are called square numbers.
d)
Draw a 4 × 4 or a 5 × 5 array to help learners understand
this concept. The number of dots or blocks in the rows and
columns are the same and they form a square. If learners ask
why 0 × 0 is not included, ask them how they would draw a
square with zero sides.
10 × 10 = 100
9 × 9 = 81
8 × 8 = 64
7 × 7 = 49
6 × 6 = 36
5 × 5 = 25
4 × 4 = 16
3 × 3 = 9
2 × 2 = 4
1 × 1 = 1

118 Mathematics Teacher’s Guide Grade 4  TERM 1

 2. Some learners might just count the number of triangles, squares
and dots. Allow them to do this but emphasise the importance
of explaining and recording effective calculation strategies.
The exercise requires the application of counting, doubling,
multiplication, addition, the distributive and the commutative
and associative properties.
a) triangles: 3 + 3 + 2 = (2 × 3) + 2 = 6 + 2 = 8
squares: 3
b) triangles: 5 + 5 + 2 = (2 × 5) + 2 = 10 + 2 = 12
squares: 5
c) triangles: 7 + 7 + 2 = (2 × 7) + 2 = 14 + 2 = 16
squares: 7
Total number of triangles: (12 + 8) + 16
= 20 + 16
= 36 triangles
Total number of squares: 3 + 5 + 7
=7+3+5
= 10 + 5
= 15
3. Check whether there are learners who count the black dots in 1s.
Encourage them to use more effective counting strategies. Also
check which learners use brackets effectively.
black dots: 7 + 16 + 10 = 23 + 10 = 33
pink dots:
(2 × 5) + (5 × 5) + (3 × 5)
= 10 + 25 + 15
= 25 + 15 + 10
= 40 + 10
= 50
or, 10 × 5 = 50
Total number of dots: 50 + 33 = 83 pink and black dots

Unit 54 Multiplication and division flow diagrams

MENTAL MATHS  Learner’s Book page 95

Give the learners copies of the flow diagrams to complete and consolidate
multiplication and division facts.
Solutions
1. Input Input × 4 Output
Input
× 4 Output 2. Input
× 4 Input
Output ÷ 8 Output
Input
÷ 8 Output Output
÷ 8 Input ÷3.
Input ÷ 7 Output
Input
7 Output ÷ 7 Output
0 0 00 0 0 0 0 00 0 0 0 0 00 0 0
1 1 14 4 16 4 16 162 2 7 2 7 71 1 1
3 3 312 12 32 12 32 324 4 21 4 21 213 3 3
6 6 624 24 40 24 40 405 5 35 5 35 355 5 5
8 8 832 32 56 32 56 567 7 42 7 42 426 6 6
9 9 936 36 72 36 72 729 9 63 9 63 639 9 9

Mathematics Teacher’s Guide Grade 4  TERM 1 119

 Activity 54.1 Learner’s Book page 96

Learners complete copies of the flow diagrams. This will help them
practise division and multiplication facts.
1. 33333 × 333 ×
×
× × 33 999 99 2. 22 2 ×× 44 × 4
2 2 × 4× 4 ÷ 111 ÷
÷
÷ ÷ 11 888 88
3. 666
66 × 555 ×
×
× × 55 30
30
30 30
30 4. 000 00 ××× 222 ×× 22 × 444 ×
×
× × 44 000 00
5. 64
64
64
64 64 ÷
÷
÷ 88
÷ 888 ÷ 888 8 8 6. 999 99 × 44 ÷
× 444 ×
×
×
÷ 66
÷ 666 ÷
÷ 666 66
7. 49 49
49 49 ÷ 77
÷ 777 ÷
÷ 777 77 8. 444 44 × 55 ÷
× 555 ×
× ÷ 22
÷ 222 ÷ 10 10
10 10
49 ÷ × ÷ 10
9. 88 88 × 33 ×
× × 33 24 24
24
24 11 11 ×
10. × 44 ÷
× 44 × ÷ 22 ÷
÷ 22 22 22

Unit 55 Number rules for multiplication and

division
The learners use number properties to multiply and divide more
easily. They use inverse operations, break up multipliers into factors
and the distributive property to regroup multiplicands. These
strategies will help learners develop more sophisticated ways to
multiply and divide.

MENTAL MATHS  Learner’s Book page 96

Ask the learners to record the solutions to the problems on their

Mental maths grids.
Solutions
1. 8 × 4 = 32 2. (5 × 4) + (5 × 4) = 40
32 ÷ 8 = 4 5 × 8 = 40
3. 12 × 4 = 48 4. 63 ÷ 7 = 9
12 × 2 × 2 = 48 9 × 7 = 63
5. 9 × 6 = 54
9 × 3 × 2 = 54
6. Lead a class discussion about what learners notice about the
calculations. They should notice the relationship between
multiplication and division (inverses).
Multiplication is the ‘opposite’ of division, so, 8 × 4 = 32 and
32 ÷ 8 = 4. They should also realise that 5 × 8 = 40 and
(5 × 4) + (5 × 4) = 40; 8 is regrouped (distributed) to multiply
by 4 twice (learners do not have to know or use the term
distributive property, although that is what they are using
here). They should also notice that 12 × 4 = 12 × 2 × 2; 4 is
broken up into its smaller factors.

120 Mathematics Teacher’s Guide Grade 4  TERM 1

Activity 55.1 Learner’s Book page 97

Let learners explore the strategies used in the examples. Revise

division with 2-digit numbers by 1-digit numbers with remainders.
Pose simple calculations with 1-digit numbers, for example:
7÷2=n
8÷3=n
12 ÷ 5 = n
14 ÷ 6 = n
8 ÷ 7 = n.
1. Learners should notice that the product in the multiplication and
the dividend in the division calculations is the same number.
2. Help learners understand that multiplying by 2 and 4, or 2 and 3
could be easier than multiplying by 8 or 6. Using factors of the
multipliers makes it easier to multiply. Learners can also break
up (distribute) numbers to solve the problems.
3. Discuss the examples of regrouping numbers with the class. Let
them use the distributive property to solve the problems.
Solutions
1. a) 50 ÷ 8 b) 38 ÷ 5
8 × 6 = 48 5 × 7 = 35
50 – 48 = 2 38 – 35 = 3
50 ÷ 8 = 6 remainder 2 38 ÷ 5 = 7 remainder 3
Check: Check:
(8 × 6) + 2 = 48 + 2 = 50 (5 × 7) + 3 = 35 + 3 = 38
69 ÷ 7
c) d) 65 ÷ 6
7 × 9 = 63 6 × 10 = 60
69 – 63 = 6 65 – 60 = 5
69 ÷ 7 = 9 65 ÷ 6 = 10 remainder 5
Check: Check:
(7 × 9) + 6 = 63 + 6 = 69 (6 × 10) + 5 = 60 + 5 = 65
32 ÷ 3
e) f) 103 ÷ 10
3 × 10 = 30 10 × 10 = 100 – 100 = 3
32 – 30 = 2 103 ÷ 10 = 10 remainder 3
32 ÷ 3 = 10 remainder 2 Check:
Check: (10 × 10) + 3 = 100 + 3
(3 × 10) + 2 = 32 = 103
98 ÷ 10
g) h) 48 ÷ 5
10 × 9 = 90 5 × 9 = 45
98 – 90 = 8 48 – 45 = 3
98 ÷ 10 = 9 remainder 8 48 ÷ 5 = 9 remainder 3
Check: Check:
(10 × 9) + 8 = 90 + 8 = 98 (5 × 9) + 3 = 45 + 3 = 48

Mathematics Teacher’s Guide Grade 4  TERM 1 121

 i) 34 ÷ 4 j) 79 ÷ 9
4 × 8 = 32 9 × 8 = 72
4 – 32 = 2 79 – 72 = 7
34 ÷ 4 = 8 remainder 2 79 ÷ 9 = 9 remainder 7
Check: Check:
(4 × 8) + 2 = 32 + 2 = 34 (9 × 8) + 7 = 79
2. a) 36 × 6 b) 47 × 8
= 36 × 2 × 3 = 47 × 2 × 4
= 72 × 3 = 94 × 4
= (70 × 3) + (2 × 3) = (90 × 4) + (4 × 4)
= 210 + 6 = 360 + 16
= 216 = 376
43 × 9
c) d) 55 × 12
= 43 × 3 × 3 = 55 × 2 × 6 (or × 3 × 4)
= 129 × 3 = 110 × 6
= (120 × 3) + (9 × 3) = 660
= 360 + 27 = 210 + 6
= 387 = 216
32 × 15
e) f) 22 × 18
= 32 × 3 × 5 = 22 × 3 × 6
= 94 × 5 = 66 × 6
= (90 × 5) + (4 × 5) = (60 × 6) + (6 × 6)
= 450 + 20 = 360 + 36
= 470 = 396
3. a) 43 × 8 = n b) 69 × 7 = n
(40 × 8) + (3 × 8) (60 × 7) + (9 × 7)
= 320 + 24 = 420 + 63
= 344 = 483
87 × 9 = n
c) d) 58 × 6 = n
(80 × 9) + (7 × 9) (50 × 6) + (8 × 6)
= 720 + 63 = 300 + 48
= 783 = 348
535 ÷ 5 = n
e) f) 654 ÷ 6 = n
(500 ÷ 5) + (35 ÷ 5) (600 ÷ 6) + (54 ÷ 6)
= 100 + 7 = 100 + 9
= 107 = 109
472 ÷ 8 = n
g) h) 567 ÷ 7 = n
(400 ÷ 8) + (72 ÷ 8) (560 ÷ 7) + (7 ÷ 7)
= 50 + 9 = 80 + 1
= 59 = 81
4. The learners use inverse operations to check solutions.
Encourage them to use the closest 3-digit multiples of the
divisors. They apply the distributive property. Remind learners
that they should get the multiplicands and dividends above as
answers.

122 Mathematics Teacher’s Guide Grade 4  TERM 1

 344 ÷ 8 = n
a) b) 483 ÷ 7 = n
(320 ÷ 8) + (24 ÷ 8) (420 ÷ 7) + (63 ÷ 7)
= 40 + 3 = 60 + 9
= 43 = 69
783 ÷ 9 = n
c) d) 348 ÷ 6 = n
(720 ÷ 9) + (63 ÷ 9) (300 ÷ 6) + (48 ÷ 6)
= 80 + 7 = 50 + 8
= 87 = 58
107 × 5 = n
e) f) 109 × 6 = n
(100 × 5) + (7 × 5) (100 × 6) + (9 × 6)
= 500 + 35 = 600 + 54
= 535 = 654
59 × 8 = n
g) h) 81 × 7 = n
(50 × 8) + (9 × 8) (80 × 7) + (1 × 7)
= 400 + 72 = 560 + 7
= 472 = 567

Unit 56 Ratio and rate

MENTAL MATHS  Learner’s Book page 97

1. Ask learners to record the solutions on their Mental maths

grids.
a) 6 × 1 × 2 = 12 b) 0 × 7 × 2 = 0
c) 5 × 1 × 4 = 20 d) 1 × 8 × 3 = 24
e) 2 × 9 × 1 = 18 f) 36 ÷ 6 × 0 = 0
g) 49 ÷ 7 × 1 = 7 h) 16 ÷ 4 × 0 = 0
i) 81 ÷ 9 × 0 = 0 j) 64 ÷ 8 × 1 = 8
2. Learners should notice that, no matter which number you
multiply or divide by, if you multiply the result by 0 the
answer is 0. They should have discovered this rule earlier
this term. They should also have generated the rule that a
number multiplied by 1 stays the same.

Activity 56.1 Learner’s Book page 98

The concept of ratio might be new to the learners. A ratio refers

to the relationship between two groups of objects or amounts or
quantities. Ratio shows how much bigger or more one group or
quantity is than another. There is one flower for three birds. There
are three girls for four boys. The ratio of birds to flowers is 3 to 1,
or you can write this as 3 : 1. You can also say the ratio of flowers to
birds is 1 to 3 or 1 : 3.
Learners can reason that there are 3 motorbikes for each car so that
the ratio is 3 : 1 which is equivalent to 6 : 2. Question 3, the ratio
of drawers to knobs can be seen as 1 : 2 which is equivalent to 3 : 6
and in question 5, the ratio of grey tiles to purple tiles is 15 : 30 or

Mathematics Teacher’s Guide Grade 4  TERM 1 123

 3 : 6. Learners can look for relationships in the equivalent ratios
and realise, for example, that 3 : 6 and 15 : 30 are the same as 1 : 2.
Knowledge of equivalent fractions is a basis for this understanding.
We often use ratios in real life. When people mix paint to get
specific colours, they mix certain amounts of the different colours
to get just the right balance. Use the following examples to enhance
learners’ understanding of ratio.
Below is an example of a label Below is an example
on a stain remover. of a label on a skirt.
Sinks
Donella
Use 30 ml fluid to each 5 ℓ
and
of cold water and rinse well.
basins
2 parts wool
8 parts cotton
Stains Use 5 ml to each liter of cold
and water, soak for 5 minutes to
removal 15 minutes, rinse. Made in South Africa

Solutions
1. a) ratio of cars to motorbikes: 2 to 6 or 2 : 6.
b) ratio of motorbikes to cars: 6 to 2 or 6 : 2.
2. ratio of books to crayons: 4 to 3 or 4 : 3.
3. ratio of drawers to knobs: 3 to 6 or 3 : 6.
4. ratio of purple tiles to grey tiles: 30 to 15, or 30 : 15.
5. Learners will probably count all the beads and reason, for
example, in (a), that the ratio of green beads to yellow beads is
5 to 25.
a) ratio of yellow to green beads: 1 : 5; 2 : 10; 3 : 15; 4 : 20 or
5 : 25
b) ratio of pink beads to black beads: 5 : 8; 10 : 16; 15 : 24 or
20 : 32
6. a) ratio of brown beads to orange beads: 1 : 1; 2 : 2; 3 : 3, and
so on
b) For each orange bead there is a brown bead. There are 35
brown and 35 orange beads, so, the ratio is 35 : 35.
7. The label on a bottle of concentrated drink shows how much
water and how much cool drink you should use. Let the learners
look at the water and orange squash mixture the boys made.
The picture should help them understand that the boys use six
1-ℓ jugs of water for four bottles of squash. Ask them what the
ratio is of bottles to jugs, and jugs to bottles. They have to find
out which mixtures are the same as Joe and Jabu’s mixture.
a) ratio of bottles to jugs: 4 : 6 or 2 : 3
b) ratio of jugs to bottles: 6 : 4 or 3 : 2
8 The mixture in D has the same strength: 2 : 3.

124 Mathematics Teacher’s Guide Grade 4  TERM 1

Activity 56.2 Learner’s Book page 100

The exercises develop an understanding of rate. We normally work

with rate when working with concepts such as speed or tempo, pay
or salary (for example, you want to find out how much someone
earns per hour or per day at a specific rate or payment).
1. Learners must first find out what Tasneem earns each Saturday
and then calculate the salary she gets if there are four Saturdays
in a month.
3. Instead of working with traditional calculations, the learners
could use doubling effectively to solve the problems. Learners
should use their knowledge of multiplication with multiples
of 10.
Solutions
1. 1 hour: R25,50; 2 hours: R51,00 (double R25,50);
4 hours: R102,00 (double R51,00)
Tasneem earns R102,00 on a Saturday.
First Saturday: R102,00
Second Saturday: R204,00 (double R102,00)
Third Saturday: R306,00 (R102 × 3)
Fourth Saturday: R408,00 (R102 × 4, or double R204,00)
If the month has four Saturdays, Tasneem earns R408,00 per
month.
2. a) Thabo delivers:
80 (Saturday) + 160 (Sunday)
= 40 + 40 + 160
= 240 newspapers
He earns for delivering 80 newspapers:
b)
R40 × 4 = R160
He earns for delivering 160 newspapers:
R40 × 8 = R320
Total earnings = R160 + R320 = R480
Payment for delivering one newspaper:
c)
R40 ÷ 20 = R2
3. Earnings for working 2 hours: R50,50
Earnings for working 4 hours: R101,00 (double R50,50)
Earnings for working 6 hours: R151,50 (R50,50 + R151,50)

Mathematics Teacher’s Guide Grade 4  TERM 1 125

 Assessment task 8 Multiplication and division
1. Write multiplication a number sentence for each problem
a) 8×8×8×8×8=n
b) 9+9+9=n
c) 4+4+4+4+4+4=n
d) 6+6+6+6+6=n
e) 0 + 0 + 0 + 0 = n
2. How many oranges altogether in each number of bags?
a) 4 bags with 7 oranges in each
b) 7 bags with 4 oranges in each
c) 8 bags with 8 oranges in each
d) 6 bags with 7 oranges in each
e) 6 bags with 0 oranges in each
3. Work out the answers.
a) 7×8=n
b) 6×3=n
c) 4×8=n
d) 5×9=n
e) 1 × 6 = n
4. Complete copies of the flow diagrams.
a) 9 × 6
b) 6 ×8
c) 9 ×3 ×2
d) 6 ×4 ×2 

5. Write a division number sentence for each problem.

a) 25 – 5 – 5 – 5 – 5 – 5 = 0
b) 24 – 8 – 8 – 8 = 0
6. Write a number sentence for each problem.
If there are 24 apples, how many children can each get the
following number of apples?
a) 8 b) 4
c) 3 d) 6
7. Complete each problem.
a) 5 × 7 = n 7 × 5 = n
b) 4 × 8 = n 8 × 4 = n
c) 36 ÷ 9 = n 9 × 4 = n
d) 42 ÷ 7 = n 7 × 6 = n
e) 8 ÷ 1 = n 1 × 8 = n

126 Mathematics Teacher’s Guide Grade 4  TERM 1

8. Complete a copy of the table.
0 1 2 3 4 5
×6
÷3

9. How many packets with four tomatoes each can you fill if
you have 20 tomatoes?
10. There are six packets of tomatoes with eight tomatoes in
each packet. How many tomatoes are there altogether?
11. Write the opposite (inverse) operations.
a) Multiply by 100
b) Divide by 10
c) 6×7=n
d) 36 ÷ 9 = n
e) 12 – 4 = n
f) 23 + 7 = n


Mathematics Teacher’s Guide Grade 4  TERM 1 127

 Assessment task 8 Multiplication and division Solutions
Tell the learners that they will now perform an assessment task to
demonstrate knowledge of the multiplication and division concepts
they have developed over the past lessons. They will display
understanding of repeated addition as a short way for multiplication,
repeated subtraction as a short cut for division, knowledge of
the multiplication and division tables, the commutative property,
inverse operations and properties of 1 and 0. Learners must show
all their calculations so that you can check their understanding. This
will help you plan activities to develop concepts that they still find
difficulty with.
Solutions
1. The learners write multiplication number sentences for
repeated addition.
a) 8×8×8×8×8 b) 9 + 9 + 9
= 5 × 8 =3×9
= 40 = 27
4 + 4 + 4 + 4 + 4 + 4
c) d) 6 + 6 + 6 + 6 + 6
= 6 × 4 =5×6
= 24 = 30
0+0+0+0
e)
= 4 × 0
= 0
2. a) 4 bags with 7 oranges 4 × 7 = 28
b) 7 bags with 4 oranges 7 × 4 = 28
c) 8 bags with 8 oranges 8 × 8 = 64
d) 6 bags with 7 oranges 6 × 7 = 42
e) 6 bags with 0 oranges 6 × 0 = 0
3. a) 7 × 8 = 56
b) 6 × 3 = 18
c) 4 × 8 = 32
d) 5 × 9 = 45
e) 1 × 6 = 6
4. The learners complete the flow diagrams with single and
double function machines. They should notice that × 8 is
the same as × 4 × 2, for example.
a) 9 × 6
b) 6 ×8
c) 9 ×3 ×2
d) 6 ×4 ×2 

128 Mathematics Teacher’s Guide Grade 4  TERM 1

5. a) 25 – 5 – 5 – 5 – 5 – 5 = 0
25 ÷ 5 = 5
b) 24 – 8 – 8 – 8 = 0
24 ÷ 8 = 3
6. a) 8 apples 24 ÷ 8 = 3 children
b) 4 apples 24 ÷ 4 = 6 children
c) 3 apples 24 ÷ 3 = 8 children
d) 6 apples 24 ÷ 6 = 4 children
7. a) 5 × 7 = 35 7 × 5 = 35
b) 4 × 8 = 32 8 × 4 = 32
c) 36 ÷ 9 = 4 9 × 4 = 36
d) 42 ÷ 7 = 6 7 × 6 = 42
e) 8 ÷ 1 = 8 1 × 8 = 8
8. Complete a copy of the table.
0 1 2 3 4 5
×6 0 6 12 18 24 30
÷3 0 2 4 6 8 10
9. 20 ÷ 4 = 5 packets of tomatoes
10. 6 × 8 = 48 tomatoes altogether
11. a) Multiply by 100 Divide by 100
b) Divide by 10 Multiply by 10
c) 6 × 7 = 42 42 ÷ 7 = 6
d) 36 ÷ 9 = 4 4 × 9 = 36
e) 12 – 4 = 8 8 + 4 = 12
f) 23 + 7 = 30 30 – 7 = 23


Mathematics Teacher’s Guide Grade 4  TERM 1 129

 2
TERM

Whole numbers Whole numbers: multiplication

Unit 1 Count and order Unit 24 Basic multiplication facts
Unit 2 Compare and represent Unit 25 Multiplication strategies
numbers Unit 26 Problem-solving with
Unit 3 Place value multiplication
Unit 4 Estimate and round off Unit 27 Multiplication and estimation
Whole numbers: addition and Unit 28 Patterns in multiplication
subtraction Unit 29 More multiplication methods
Unit 5 Add and subtract multiples Properties of 3-D objects
of 10
Unit 30 Flat and curved surfaces
Unit 6 Strategies for adding and
Unit 31 Shapes and faces of
subtracting
3-D objects
Unit 7 More strategies for adding
Unit 32 Straight, flat faces: polyhedra
and subtracting
Investigation
Unit 8 Add and subtract with 3- and
4-digit numbers Revision

Common fractions Geometric patterns

Unit 9 Order and compare fractions Unit 33 Explore geometric patterns

Unit 10 Represent fractions Unit 34 Identify and extend patterns

Unit 11 Equal sharing Unit 35 Extend patterns

Unit 12 Calculations with fractions Unit 36 Input and output numbers

(values)
Unit 13 Equivalent fractions
Symmetry
Unit 14 Count and calculate
fractions Unit 37 What is symmetry?

Length Investigation

Unit 15 Revision of Grade 3 work Revision

Unit 16 Work with centimetres (cm) Whole numbers: addition and

and millimetres (mm)  subtraction
Unit 17 Tricky measurements Unit 38 Round off to add and
to subtract
Unit 18 Understand units of
measurement Unit 39 Different ways to add
Unit 19 Convert between kilometres, Unit 40 Different ways to subtract
metres and millimetres Unit 41 Check addition and
Unit 20 Convert between centimetres subtraction calculations
and metres Whole numbers: division
Unit 21 Convert between millimetres Unit 42 Solve story problems
and centimetres Unit 43 Division with and without
Unit 22 Round off measurements remainders
Unit 23 Problem-solving with distance Unit 44 Division with remainders
and length Unit 45 Division with 3-digit numbers
Revision and consolidation and remainders
Revision Unit 46 Problem-solving with division

131
 Whole numbers
In Term 2, the learners will:
• count forwards and backwards in 2s, 3s, 5s, 10s, 25s, 50s and
100s between 0 and at least 10 000
• round off numbers to the nearest 10, 100 and 1 000
• order, compare and represent at least 4-digit numbers
• recognise place value of whole numbers to at least 4-digit
numbers.
The CAPS schedule allocates only one hour to these concepts in
this term. However, you can use mental mathematics time for this
work because of the importance of developing these concepts. The
concept of place value is integrated into calculations involving the
four basic operations where learners break up numbers to develop
and illustrate understanding.
The concepts dealt with in the Mental maths activities should be
linked to the concepts that will be developed in the main lesson. You
should read the learners’ reflections regularly to find out what they
think they know and do not know.

Unit 1 Count and order

MENTAL MATHS  Learner’s Book page 102

1–4. The learners count the number of learners in the class in

2s. If the number of learners is an odd number such as 41,
ask learners if they can ordered the numbers in rows with
an equal number of learners in each group. Ask the learners
to arrange themselves in rows with an equal number of
learners in each row (for example, rows of 10, 5, 8, 20). If
there is an odd number of learners, they should check the
remainder for each arrangement. This can be a game where
learners try to not be a remainder.
When learners count fingers and eyes, you can ask them
how the totals will change if five learners join the class.
5, 6. Learners should find the quickest way to count the number
of objects in the pictures. Check their strategies and suggest
ones they do not use as in the solutions. Ask the class which
strategy they find the easiest to work with. In this way you
do not impose strategies and force learners to use prescribed
strategies, but rather allow them to compare strategies and
use the most effective ones or the ones they prefer. The
learners should realise how effective it is to use doubling to
solve certain problems.

132 Mathematics Teacher’s Guide Grade 4  TERM 2

 They should also understand why it is important to be able
to calculate with 10, multiples of 10 and powers of 10.
7. Draw the number lines on the board and let learners
estimate and plot the numbers on the number lines. Once
they have estimated the distance between 0 and 50 (for
(a)), they should find it easy to plot the other numbers.
Remember, the distances do not have to be perfect; they are
estimates. Let them count in 1 000s to bridge 10 000. Ask
them to count from 9 500 in 50s and 100s to bridge 10 000
and from 9 800 in 25s to bridge 10 000.
If there are calculators, show the learners how to program
them to do counting. For example, to count in 100s: key in
.
The calculator automatically adds 100 each time you press
.

Solutions
1. Answers will differ.
2. 400 ÷ 10 = 40 learners
3. 90 ÷ 2 = 45 learners
4. Yes. They can make three rows of 9 because 3 × 9 = 27.
5. Using distributive property, doubling, multiplying by
multiples of 10 and using factors will make it easier to work
out the answers.
a) (10 × 5) × 2 + (5 × 5) = n. Learners are not expected to
write this number sentence. Allow them to use their own
strategies.
R5 × 10 = R50
R50 × 2 = R100
R100 + R25 = R125
9 × 50 = 9 × 5 × 10
b)
= R450
Using doubling makes calculations easier. Break up 6
c)
into addition bonds.
(25 × 6) + 10 = n
25 × 3 = 75 or  (25 × 4) + (25 × 2) + 10
75 + 75 = 150 (double 75) = 100 + 50 + 10
150 + 10 = 160 pencils = 160
or (20 × 6) + (5 × 6) + 10
= 120 + 30 + 10
= 160
11 × 100 = 1 100 books
d)
13 × R10 = R130
e)

Mathematics Teacher’s Guide Grade 4  TERM 2 133

 6. Learners explain their strategies.
7. a)

0 50 250 400 450 500 750 900 950 1 000

0 50 250 400 450 500 750 900 950 1 000
b) 9 500 10 500 11 500
9 500 10 500 11 500
0 1 000 5 000 6 000 8 000 10 000 11 000 12 000
0 1 000 5 000 6 000 8 000 10 000 11 000 12 000

Activity 1.1 Learner’s Book page 103

1. Ask learners to create equal spaces for the intervals. Assist

them if they struggle to bridge the powers of 10 (100; 1 000 and
10 000).
a)

280
280 285
285 290
290 295
295 300
300 305
305 310
310 315
315 320
320 325
325
280
280 285
285 290
290 295
295 300
300 305
305 310
310 315
315 320
320 325
325
280 285 290 295 300 305 310 315 320 325
b)
280 285 290 295 300 305 310 315 320 325
280
830
280 285
840
285 290
850
290 295
860
295 300
870
300 305
880
305 310
890
310 315
900
315 320
910
320 325
920
325
830 840 850 860 870 880 890 900 910 920
830
830 840
840 850
850 860
860 870
870 880
880 890
890 900
900 910
910 920
920
830 840 850 860 870 880 890 900 910 920
c)
830 840 850 860 870 880 890 900 910 920
830
775
830 840
800
840 850
825
850 860
850
860 870
875
870 880
900
880 890
925
890 900
950
900 910
975
910 11920
000
920
775 800 825 850 875 900 925 950 975 000
775
775 800
800 825
825 850
850 875
875 900
900 925
925 950
950 975
975 11 000
775 800 825 850 875 900 925 950 975 1 000
000
d)
775 800 825 850 875 900 925 950 975 1 000
775
600 800
700 825
800 850
900 11 000875
87511 100900 925 950 975 111 000
775
600 800
700 825
800 850
900 000 10090011 200 11 300
200 925 300 11 400
950 400 11 500
975 500 600
1 000
600
600
600 700
700 800
800 900
900 11 000 1 100 1 200 1 300 11 400 11 500 11 600
600 700 800 900 1 000 1 100 1 200 11 300
000 1 100 1 200 300 1 400
400 1 500
500 1 600
600
600 700 800 900 1 000 1 100 1 200 1 300 1 400 1 500 1 600
e)
11600
000
600
000 22700
000
700
000 33800
000
800
000 44900
000
900
000
115 000
000
5 000
000
116 100
000
6 100
000
117 200
000
7 200
000
118 300
000
8 300
000
119 400
000
9 400
000
11 500
10
10 000
500
000
11 600
11
11 000
600
000
11 000 22 000 33 000 44 000 55 000 66 000 77 000 88 000 99 000 10 000 11 000
1 000
000 2 000
000 3 000
000 4 000
000 5 000
000 6 000
000 7 000
000 8 000
000 9 000
000 10
10 000
000 11
11 000
000
1 000 2 000 3 000 4 000 5 000 6 000 7 000 8 000 9 000 10 000 11 000
9 100
f) 99 200 99 300 99 400 9 500 99 600 99 700 99 800 10 000
199 000
100
100
199 000 22 000 2003 000
99 200
000 3 000
300
44 000
99 300 000
400
99 55400
000
000 6699 000
500 7 000
500
6008 000
99 600
700
99 000
99 700
800
10
10 000
9 800
10 000
11
10
000
000
100
100 200
9 200 9 300
300 9 400
400 99 000
500
500 7 000 600
9 6008 000 000
9 700 99 800
700 800000 11
10 000
10 000
000
9 100 9 200 9 300 9 400 9 500 9 600 9 700 9 800 10 000
10 100 9 950 9 900 9 850 9 600 9 750 9 700 9 650 99 550
9910 100
100
10 100
100 9999 200
950
950 9999 300
900
900 9999 400
850
850 9999 500
600
600 9999 600
750
750 9999 700
700
700 9999 800
650
650 10 550
000
99 550
10
10 100
g) 100 99 200
950
950 99 300
900
900 99 400
850
850 99 500
600
600 99 600
750
750 99 700
700
700 99 800
650
650
10 000
9 550
550
10 100 9 950 9 900 9 850 9 600 9 750 9 700 9 650 9 550
10
10 000
100
000 999975
950
975 99 950
99 900
950 99 925
99 850
925 9 900
99 600 9 875 9
99 750850 99 825
9 850 99 700 99 800
825 99 650 9999 550
775
10 100
000 999975
950 99 950900 99 925 85099 900
900 60099 875
875 750
9 850 700
9 825 650 800
99 800
775
99 550
775
10 000
10 000 975
9 975 950
9 950 9 925 9 900 9 875 9 850 9 825 9 800
925 9 900 9 875 9 850 9 825 800 9 775
775
h)
10 000 9 975 9 950 9 925 9 900 9 875 9 850 9 825 9 800 9 775
10
10 000
000 99 975
975 99 950
950 99 925
925 99 900
900 99 875
875 99 850
850 99 825
825 99 800
800 99 775
775

2. a) 10 000; 9 995; 9 990; 9 985; 9 980; 9 975; 9 970; 9 965;

9 960
b) 9 986; 9 988; 9 990; 9 992; 9 994; 9 996; 9 998; 10 000;
10 002; 10 004
c) 10 050; 10 040; 10 030; 10 020; 10 010; 10 000; 9 990;

134 Mathematics Teacher’s Guide Grade 4  TERM 2

 9 980; 9 970; 9 960
9 225; 9 325; 9 425; 9 525; 9 625; 9 725; 9 825; 9 925;
d)
10 125; 10 225
9 993; 9 996; 9 999; 10 002; 10 005; 10 008; 10 011; 10 014;
e)
10 017; 10 020
3. The learners use the area model to count the total number of
dots by counting the number of dots in a row and the number of
rows and then multiplying the numbers. Check which learners
use repeated addition. Let them compare their strategies to find
the quickest way to count the dots. You could ask how many
dots there would be if the number of dots were doubled in each
array.
a) 10 × 8 = 80 b) 10 × 10 = 100
c) 12 × 10 = 120 d) 5 × 9 = 45
4. a) There are four ways to create arrays for 40 counters or
dots. If you consider the commutative property, there are
eight ways of doing it; for example, 1 × 40 and 40 × 1. The
number of dots is the same, but the arrangement is different
(one row with 40 dots and 40 rows with one dot).
1 × 40 = 40

2 × 20 = 40

4 × 10 = 40 5 × 8 = 40

The learners draw a chocolate slab with 12 blocks arranged

b)
in four different ways. Let them find the factors that give
a product of 12. Ask them to record the factors and their
commutative pairs. The learners should know by now that
they have to work systematically. Start with 1:
1 × 12 = 12 2 × 6 = 12 3 × 4 = 12
12 × 1 = 12 6 × 2 = 12 4 × 3 = 12
Ask the learners to represent 24 in six different ways. Let
c)
them use both pairs of factors that give a product of 24:
1 × 24 = 24 2 × 12 = 24 3 × 8 = 24 4 × 6 = 24
24 × 1 = 24 12 × 2 = 24 8 × 3 = 24 6 × 4 = 24
5. Explain how the Dienes blocks are built up with
1 cm × 1 cm × 1 cm (1 cubed centimetre (1 cm3)) cubes and
let learners find out how many small cubes there are in each
representation.
Units learners use.
• When they measure length, they work with centimetres (cm).

Mathematics Teacher’s Guide Grade 4  TERM 2 135

 • When they measure area, they work with square centimetres
(cm2).
• When they work with volume, they work with cubic
centimetres (cm3).
In Grade 4, we use Dienes blocks to develop understanding of
place value and the representation of numbers.
1 000 + 100 + 10 + 1 = 1 111 blocks

Unit 2 Compare and represent numbers

MENTAL MATHS  Learner’s Book page 104

The learners now start working with numbers that are bigger
than 1 000. They use single digits to create numbers. Discuss the
difference between reading four digits as a year and as a number
of years. Learners record their solutions to question 4 on their
Mental maths grids.
Solutions
1. a) Biggest: 5 421 Smallest: 1 245
b) Biggest: 7 531 Smallest: 1 357
c) Biggest: 2 200 Smallest: 2 002
d) Biggest: 5 411 Smallest: 1 145
2. a) 5 421 – 1 000 = 4 421
b) 7 531 – 1 000 = 6 531
c) 2 200 – 1 000 = 1 200
d) 5 411 – 1 000 = 4 411
3. Ask the learners to listen carefully when they watch a movie
with American actors. The Americans read a number such
as 1 922 as nineteen twenty-two (they group the thousands
and hundreds and do not say ‘hundred’). Ask the learners to
read 1 922 as we do. We read years as dates, for example, for
2011 we say two thousand and eleven, but people also read it
as twenty eleven. The year 1922 is read as nineteen hundred
and twenty-two or nineteen twenty-two. Learners can find
out in which years their family members were born and they
read the years.
4. Answers will differ.
5. a) 3 003
b) 4 500
c) 9 999
d) 305
e) 1910
f) 6 450
g) 5 000
h) 8 008
i) 8 550
j) 2020

136 Mathematics Teacher’s Guide Grade 4  TERM 2

Activity 2.1 Learner’s Book page 105

1. The learners would probably count the number of cubes in a

linear manner. You could show them this way of adding the
number of cubes as an alternative strategy. The vertical column
strategy could prepare them for column calculations that they
will formally engage with in Grade 5. Learners can read each
number aloud.
a) 1 000 + 1
1 000 + 1
1 000 + 1
4 000 + 3 = 4 003
b) 1 000 + 100 + 10 + 1
1 000 + 100 + 10
1 000 + 100 + 10
1 000 + 100 + 10
5 000 + 400 + 40 + 1 = 5 440
1 000 + 100 + 70 = 1 170
c)
1 000 + 100 + 10 + 6
d)
1 000 + 100 + 10
100  
2 000 + 300 + 20 + 6 = 2 326
1 000 + 100 + 10 + 1 = 1 111
e)
f) 1 000 + 10
1 000 + 10
1 000 + 10
1 000 + 10
10
4 000 + 50 = 4 050
2. a) 9 060: nine thousand and sixty
b) 345: three hundred and forty-five
c) 8 455: eight thousand four hundred and fifty-five
d) 2 826: two thousand eight hundred and twenty-six
e) 1 203: one thousand two hundred and three
f) 7 006: seven thousand and six
3. Learners will have to work systematically to avoid confusion.
Learners can read the numbers they created to the class.
1 035, 1 305, 1 350, 1 503, 1 530
3 015, 3 051, 3 105, 3 150, 3 150
5 013, 5 031, 5 103, 5 301, 5 310
4. The learners investigate numbers that would fit the descriptions.
They will probably solve the problems by trial and improvement.
a) 36
b) 11
c) 25
5. 102, 120, 210

Mathematics Teacher’s Guide Grade 4  TERM 2 137

 Unit 3 Place value
MENTAL MATHS  Learner’s Book page 106

This task can be quite challenging because the places of the

digits in the clue cards are mixed up. Allow the learners to
work in pairs. Then tell them to write down the numbers as
indicated by the clue cards before they search for the numbers.
Give learners copies of the number grid. They have to write the
number of the question next to each number they identify and
also circle the number.
3 3 1 2 5 3 1 2 7 3
1 8 6 8 3 1 1 4 1 3 2 4
1 0 2 9 1 2 5 3 1 8
3 7 5 3 0 4 6 9 8 3 0 7
9 4 3 9 3 4 2 2 8 0 5 2
1 7 3 7 4 2 9 0 7 5
1 3 7 9 0 5 1 8 2 3
5 1 2 9 0 8 3 6 0 0 9 8
6 1 7 4 2 9 1 8 2 3 8
3 6 3 2 3 1 1 4 1 3 4

Activity 3.1 Learner’s Book page 107

1. Make copies of the place value scatter board and give each
group ten beans. Read the rules with the class and check that
learners know how to play the game.
100
10 000

1

10 10

1
1 000 100

2, 3. Remember that learners’ ability to identify the place value

of digits in numbers is not proof that they have conceptual
understanding of place value. Learners who have developed
a good sense of number and place value can identify, for
example, that there are 38 hundreds in 3 800, 380 hundreds in
38 000 and 380 tens in 3 800. You could help learners develop
this understanding by asking questions such as the following:
• How many boxes with 10 biscuits each can be filled from
198 biscuits?

138 Mathematics Teacher’s Guide Grade 4  TERM 2

 • How many bags of wood with 10 pieces each can be filled
from 233 pieces of wood?
• The bakery baked 3 456 cookies. How many tins with
100 cookies each can they fill?
2,3. a) 4 324: 20 4 000 + 300 + 20 + 4
b) 6 304: 6 000 6 000 + 300 + 4
c) 1 567: 500 1 000 + 500 + 60 + 7
d) 7 822: 2 7 000 + 800 + 20 + 2
e) 97: 90 90 + 7
f) 123: 100 100 + 20 + 3
g) 1 001: 1 1 000 + 1
h) 3 450: 3 000 3 000 + 400 + 50
i) 9 090: 90 9 000 + 90

Unit 4 Estimate and round off

MENTAL MATHS  Learner’s Book page 107

The learners worked with estimation in Term 1. Ask them why

it us useful to be able to round off numbers. We often estimate
physical quantities in real life. Examples include population
figures, measurements, people’s ages and the cost of items
we buy. Ask the learners where they use estimates in real life.
We often use the words “I think it’s about . . .” when we make
estimates. In working with numbers, we try to make good
(accurate) estimates. Developing the skill to make accurate
estimations could assist learners in calculating more effectively.
They can use estimation to predict the size of solutions,
check them and judge their reasonableness. Learners should
develop the knowledge and skill to round off numbers to make
estimations.
1. Lead a class discussion about using estimates in everyday
life.
2. The ship is about 50 m long.
3. a) 23 → 20; 35 → 40; 55 → 60; 96 → 100
105 → 100; 223 → 200; 451 → 500; 555 → 600;
b)
996 → 1 000
1 005 → 1 000; 2 223 → 2 000; 4 451 → 4 000;
c)
5 555 → 6 000; 9 996 → 10 000

Mathematics Teacher’s Guide Grade 4  TERM 2 139

 4. Rounding off to the nearest 10, 100 and 1 000
Number Round off to the nearest:
10 100 1 000
15 15 0 0
23 20 0 0
35 40 0 0
51 50 100 0
55 60 100 0
96 100 100 0
105 110 100 0
223 220 200 0
451 450 500 0
555 560 600 1 000
996 1 000 1 000 1 000
1 005 1 010 1 000 1 000
2 223 2 220 2 200 2 000
4 451 4 450 4 500 4 000
5 555 5 560 5 600 6 000
9 996 10 000 10 000 10 000
5. 498 + 435 = 500 + 435 (compensation)
= 935 – 2
= 933
920 is the closest estimate.
6. a) 100 + 40 = 140 97 + 43 ≈ 140
b) 170 – 120 = 50 167 – 115 ≈ 50
c) 500 + 460 = 960 503 + 455 ≈ 960
d) 3 600 – 2 100 = 1 500 3 626 – 2 056 ≈ 1 500
e) 2 400 + 3900 = 6 300 2 423 + 3 879 ≈ 6 300
f) 70 × 10 = 700 73 × 14 ≈ 700
g) 3 800 + 3 200 = 7 000 3 799 + 3 199 ≈ 7 000
h) 450 + 500 = 950 445 + 495 ≈ 950
i) 800 ÷ 20 = 40 836 ÷ 21 ≈ 40
j) 200 × 40 = 8 000 239 × 43 ≈ 8 000

Activity 4.1 Learner’s Book page 109

Rounding off to the nearest 10 normally gives more accurate

estimates than rounding off to the nearest 100 or 1 000. Divide the
learners into three groups. Let each group use a different rounding
strategy. Let them calculate the accurate solutions to check whose
estimates are more accurate. Let them solve the word problems by
estimation. Learners can then round off numbers to the nearest 10,
100 and 1 000. Ask them to solve the real-life problems by rounding
off and estimation.

140 Mathematics Teacher’s Guide Grade 4  TERM 2

1. Learners compare estimates with calculated answer
a) 97 + 43 = 97 + 3 + 40
= 140 (Equivalent to the estimate 140)
b) 167 – 115 = 160 – 115 + 7
= 145 + 7
= 152 (2 more than the estimate 150)
c) 503 + 455
= 958 (2 less than the estimate 960)
d) 3 626 – 2 056
= 1 570 (70 more than the estimate 1 500)
e) 2 423 + 3 879
= 6 302 (2 more than the estimate 6 300)
f) 73 × 14 = (70 × 10) + (70 × 4) + (3 × 10) + (3 × 4)
= 700 + 280 + 30 + 12
= 1 022 (322 more than the estimate 700;
70 × 10 is not a good estimate.)
2. a) 23 × 65
20 × 70 = 1 400
They pay about R1 400.
b) 23 × 99
20 × 100 = 2 000
The T-shirts cost about R2 000.
c) 555 × 65
600 × 70 = 42 000
The total cost of the tickets is about R42 000.
d) 23 × 15
20 × 20 = 400
The bus tickets cost about R400.

3. Number Round off to the nearest:

10 100 1 000
a) 1 325 1 330 1 300 1 000
b) 646 650 600 1 000
c) 7 578 7 580 7 600 8 000
d) 3 299 3 300 3 300 3 000
e) 10 768 10 770 10 800 11 000

4. 8 × R29,99: 8 × 30 = 240 The material costs about R240.

5. 39 × R10,95: 40 × 11 = 440 The petrol costs about R440.
6. 6 × R14,95: 6 × 15 = 90 The socks cost about R90.

Mathematics Teacher’s Guide Grade 4  TERM 2 141

 Assessment task 1 Counting, place value and estimation
1. How many objects are there? Show how you count the objects.
a)

b)

c)


d) 50 50 50
Fifty Fifty Fifty
rand 50 rand 50 rand 50
50
50 Fifty 50
50 Fifty 50
50 Fifty
20 Fifty
Twenty 20 Fifty
Twenty Fifty
20 Twenty
rand
rand 50
50 rand
rand 50
50 rand
rand 50
50
rand 20 rand 20 rand 20
20
20 Twenty 20
20 Twenty 20
20 Twenty
Twenty Twenty Twenty

rand
rand 20
20 rand
rand 20
20 rand
rand 20
20
2. Give the number that is represented by each set of blocks.
a)

b)

c)

142 Mathematics Teacher’s Guide Grade 4  TERM 2

 d)


3. Write down the missing numbers.
a) 7; 17; __; __; 47; __; __; 77; 87
b) __; 250; 275; __; 325; __; 375; __; 425
c) 445; 545; 645; __; __; 945; __; __; 1 245
d) 172; 1 172; 2 172; __; __; 5 172; 6 172; 7 172; __; __ 
4. Write the number name for each number.
a) 108 b) 625
c) 777 d) 3 056
5. Expand each number.
a) 428 b) 709
c) 999 d) 5 341
6. Which number is shown on each set of flard cards?
a) 1 000 300 60 6
1 000 300 60 6
17 000 400300 10 60 2 0006
b) 17 000 400300 10 60 2 000 6
7
50 400 10 2 000
5 000 10 50 2 000
7 400
c) 50 5 000 50
950000 5 000
900 50
9
950000 5 000
900 50 9
d) 9 000 900 9 
9 000 900 9

7. What is the value of the underlined digit in each number?

a) 7 145 b) 2 678
c) 5 914 c) 8 395
8. a) Round off to the nearest 10: 56 and 342
b) Round off to the nearest 100: 418 and 1 055
c) Round off to the nearest 1 000: 634 and 6 678
9. Round off the numbers and estimate the answers.
Do not work out the answers.
a) 63 + 75 = n
b) 1 244 – 567 = n
c) 38 × 42 = n
d) 110 × 13 = n


Mathematics Teacher’s Guide Grade 4  TERM 2 143

 Assessment task 1 Counting, place value and estimation
 Solutions
1. The learners should show their counting strategies. Encourage
them to use brackets to show the calculations they do first.
a) (3 × 6) + 3 b) (4 × 4) + 3
= 18 + 3 = 16 + 3
= 21 circles = 19 squares
(5 × 5) + (4 × 2)
c) d) (6 × 50) + (3 × 20)
= R25 + R8 = R300 + R60
= 33 rectangles = R360
2. a) 129 b) 308
c) 560 d) 2 444
3. a) 7; 17; 27; 37; 47; 57; 67; 77; 87
b) 225; 250; 275; 300; 325; 350; 375; 400; 425
c) 445; 545; 645; 745; 845; 945; 1 045; 1 145; 1 245
d) 172; 1 172; 2 172; 3 172; 4 172; 5 172; 6 172; 7 172; 8 172;
9 172
4. a) 108: one hundred and eight
b) 625: six hundred and twenty-five
c) 777: seven hundred and seventy-seven
d) 3 056: three thousand and fifty-six
5. a) 428 → 400 + 20 + 8
b) 709 → 700 + 9
c) 999 → 900 + 90 + 9
d) 5 341 → 5 000 + 300 + 40 + 1
6. a) 1 366 b) 2 417
c) 5 550 d) 9 909
7. a) 7 145: 100 b) 2 678: 2 000
c) 5 914: 10 d) 8 395: 5
8. a) Round off to the nearest 10: 56 → 60 and 342 → 340
b) Round off to the nearest 100: 418 → 420 and 1 055 → 1 000
c) Round off to the nearest 1 000:
634 → 1 000 and 6 678 → 7 000
9. a) 63 + 75 → 60 + 80 = 140
b) 1 244 – 567: 1 200 – 600 = 600
or, 1 240 – 600 = 640
or, 1 240 – 570 = 1 240 – 500 – 70
= 740 – 70
= 670
c) 38 × 42 → 40 × 40 = 1 600
d) 110 × 13 → 110 × 10 = 1 110


144 Mathematics Teacher’s Guide Grade 4  TERM 2

Whole numbers: addition and subtraction

Unit 5 Add and subtract multiples of 10

MENTAL MATHS  Learner’s Book page 110

Learners add and subtract small numbers from multiples of 10.

They can do these problems mentally without writing anything
down. They should have developed knowledge of the basic
addition and subtraction facts based on 10 and multiples of 10 by
now. Allow the learners to check each other’s solutions. Learners
work with up to 5-digit numbers. The activity involves counting
forwards and backwards in 2s, 20s, 25s, 40s, 50s and 200s.

Starting number 10 50 500 70 1 000 2 000

Do this: +2 + 20 – 25 + 40 – 50 – 200
12 70 475 110 950 1 800
14 90 450 150 900 1 600
16 110 425 190 850 1 400
18 130 400 230 800 1 200
20 150 375 270 750 1 000

Activity 5.1 Learner’s Book page 110

Some learners might be able to solve these problems mentally. Let

them do the written calculations anyway so it will be easier for them
to notice the relationships. They start with units and then add and
subtract multiples of 10 and powers of 10. Allow learners to talk
about the patterns they notice.
Solutions
1. a) 6 + 7 = 13 b) 9 + 5 = 14
60 + 70 = 130 90 + 50 = 140
600 + 700 = 1 300 900 + 500 = 1 400
6 000 + 7 000 = 13 000 9 000 + 5 000 = 14 000
13 – 8 = 5
c) d) 17 – 9 = 8
130 – 80 = 50 170 – 90 = 80
1 300 – 800 = 500 1 700 – 900 = 800
13 000 – 8 000 = 5 000 17 000 – 9 000 = 8 000
12 – 7 = 5
e)
120 – 70 = 50
1 200 – 700 = 500
12 000 – 7 000 = 5 000

Mathematics Teacher’s Guide Grade 4  TERM 2 145

 2. a) 10 – 7 = 3 b) 20 – 6 = 14
100 – 7 = 93 200 – 6 = 194
1 000 – 7 = 9 993 2 000 – 6 = 1 994
30 + 13 = 43
c) d) 60 + 26 = 86
300 + 113 = 413 600 + 260 = 860
3 000 + 1 113 = 4 113 6 000 + 2 260 = 8 260
40 – 12 = 28
e) f) 70 + 40 = 110
400 – 120 = 280 700 + 400 = 1 100
4 000 – 1 120 = 1 880 7 000 + 4 000 = 11 000
50 – 15 = 35
g) h) 80 + 90 = 170
500 – 150 = 350 800 + 900 = 1700
5 000 – 1 500 = 3 500 8 000 + 9 000 = 17 000

Unit 6 Strategies for adding and subtracting

MENTAL MATHS  Learner’s Book page 111

1. Let the learners study the explanations and find out what
the original calculation is. This could be challenging, but
give them time to battle with the problems. Guide them if
necessary. In (a) the learner broke up 7 and first took away 6
from 56 and then subtracted 1. The problem is 56 – 7 = n.
In (b) the learner had to calculate 28 + 29 = n. He
built up both numbers to the nearest multiples of 10
and then subtracted the numbers he had added (he used
compensation).
In (c) the original problem is 37 + 26 = n. The learner broke
up both numbers and added the units and then the tens.
2. Ask the learners to explain how they will solve the problems.
Allow learners to use their own strategies. If learners do not
use the strategies given below, suggest these strategies as
alternatives. Let them compare the strategies.
a) 57 + 36 = n
57 + 3 + 33 = 60 + 33 (building up)
= 93
68 – 9 = n
b)
68 – 8 = 69 – 10 (add 1 to both numbers)
= 59
92 – 27 = n
c)
92 – 2 – 25 = 90 – 25 (breaking down)
= 90 – 20 – 5
= 65
49 + 47 = n
d)
49 + 1 + 46 = 50 + 46
= 96

146 Mathematics Teacher’s Guide Grade 4  TERM 2

 36 + 48 = n
e)
36 + 4 + 44 = 40 + 44
= 84
f) 74 – 46 = n
74 – 4 – 42 = 70 – 42 (compensation)
= 70 – 40 – 2
= 28
27 + 59 = n
g)
27 + 3 + 56 = 30 + 56
= 86
55 – 27 = n
h)
55 – 5 – 22 = 50 – 22 (compensation)
= 50 – 20 – 2
= 28
The learners should have realised that the most
effective strategy for subtraction is probably adding the
same number to both numbers. The strategy used for
question 2(h) (above) is easier than breaking down the
numbers as shown below.
55 – 27 = 58 – 30 (add 3 to both sides)
= 28
55 – 27 = 55 – 5 – 22 (breaking down)
= 50 – 20 – 2
= 30 – 2
= 28

Activity 6.1 Learner’s Book page 111

Ask the learners to use their own methods to solve the problems
with 3- and 4-digit numbers. Allow them to compare strategies. If
they do not use the strategies below, suggest them as alternatives.
Solutions
1. a) 467 + 518 = n
467 + 13 = 480
480 + 505 = 985
523 – 294 = n (decomposition)
b)
500 + 20 + 3 400 + 110 + 13
– 200 + 90 + 4 – 200 + 90 +   4
= 200 + 20 + 4
523 – 294 = 224
735 – 386 = n
c) (decomposition)
700 + 30 + 5 600 + 120 + 15
– 300 + 80 + 6 – 300 +   80 +   6
= 300 +   40 +   9
735 – 386 = 349

Mathematics Teacher’s Guide Grade 4  TERM 2 147

 d) 603 – 452 = n
600 – 400 = 200 (breaking down)
200 – 50 = 150
150 – 2 + 3 = 148 + 3
603 – 452 = 151
e) 1 223 – 1 134 = n (compensation)
1 200 – 1 100 = 100
100 – 30 – 4 = 66
66 + 23 = 89
1 223 – 1 134 = 89
f) 3 426 – 2 357 = n
3 400 + 2 300 = 1 100 (compensation)
1 043 + 7 + 19 = 1 069
3 426 – 2 357 = 1 069
g) 2 526 + 2 338 = n
2 500 + 2 300 = 4 800 (building up)
4 800 + 26 + 4 = 4 830
4 830 + 34 = 4 864
2 526 + 2 338 = 4 864
h) 5 104 + 1 316 = n
5 104 + 16 = 5 120 (breaking down)
5 120 + 1 300 = 6 420
5 104 + 1 316 = 6 420
2. Learners explain how they worked out answers.
3. The learners only need to look at the units in the solutions to be
able to say that a calculation is incorrect. Check that they use
decomposition to justify their reasons when subtracting.
a) 7 + 9 = 16 The unit should be 6; not 5.
b) 17 – 8 = 9 The unit should be 9; not 1.
c) 3 + 8 = 11 The unit should be 1; not 5.
d) 15 – 9 = 6 The unit should be 6; not 4.
4. Learners explain their strategies.
a) 427 + 239 = 666 b) 517 – 238 = 279
c) 1 203 + 1 478 = 2 681 d) 2 435 – 1 469 = 966

Unit 7 More strategies for adding and

subtracting
MENTAL MATHS  Learner’s Book page 112

The learners write down the solutions in the first exercise on

their Mental Maths Grids. They should discover that the units
in the calculations add up to 10 each time (they are bonds of
10). They explain how they will solve the problems in the next
exercise. Check whether they recognise that the tens and units
are now addition and subtraction bonds of 10s and 100s.

148 Mathematics Teacher’s Guide Grade 4  TERM 2

 Solutions
1. a) 17 + 3 = 20 b) 36 + 4 = 40
c) 75 + 5 = 80 d) 61 + 9 = 70
e) 82 + 8 = 90 f) 124 + 6 = 130
g) 299 + 1 = 300 h) 1 995 + 5 = 2 000
i) 593 + 7 = 600 j) 1 996 + 4 = 2 000
2. a) 125 + 75 = n
100 + 25 + 75 = 100 + 100 = 200
b) 273 + 27 = n
273 + 7 + 20 = 280 + 20 = 300
c) 470 – 230 =240
d) 580 – 310 = 270
e) 1 890 – 445 = n
1 800 – 400 – 90 – 45 = 1 400 – 45 = 1 455

Activity 7.1 Learner’s Book page 112

Learners use their own methods to solve the 4-digit number

calculations. Allow them to discuss and compare their methods.
They then solve problems by adding the numbers needed to both
numbers to fill up thousands, and then subtract.
Solutions
1. a) 4 657 + 2 243 = 6 900 b) 3 280 – 1 212 = 2 068
c) 6 448 + 3 352 = 9 800 d) 5 390 – 4 235 = 1 155
e) 2 591 + 2 319 = 4 910
2. He did this to round up 1 800 to 2 000 so that it would be easier
to subtract.
3. a) (5 394 + 250) – (1 750 + 250)
= 5 644 – 2 000
= 3 644
b) (4 536 + 400) – (2 600 + 400)
= 4 936 – 3 000
= 1 936
c) (8 178 + 100) – (5 900 + 100)
= 8 278 – 6 000
= 2 278
d) (7 729 + 200) – (4 800 + 200)
= 7 929 – 5 000
= 2 929
e) (9 467 + 500) – (3 500 + 500)
= 9 967 – 4 000
= 5 967

Mathematics Teacher’s Guide Grade 4  TERM 2 149

 Unit 8 Add and subtract with 3- and
4-digit numbers
MENTAL MATHS  Learner’s Book page 112

1. a) 25 35 45 65 75 125 250 750

×2 50 70 90 130 150 250 500 1 500
b) 24 240 380 440 560 670 880 950
÷2 12 120 190 220 280 335 440 475

2. Answers will differ.

Activity 8.1 Learner’s Book page 113

The learners study and explain the two methods. They apply the
near-doubles strategy for addition and rounding off to the nearest
10 for subtraction. Ask them to estimate the answers to the word
problems before they solve them. Let them compare their estimates
to the actual solutions.
Solutions
1. Learners’ explanations will differ.
2. a) 358 + 359 = n
350 + 350 = 700
8 + 9 = 17
700 + 17 = 717

447 + 449 = n
b)
440 + 440 = 880
7 + 9 = 16
880 + 16 = 896

1 254 + 1 257 = n
c)
1 250 + 1 250 = 2 500
4 + 7 = 11
2 500 + 11 = 2 511

839 – 536 = n
d)
830 – 530 = 300
9–6=3
300 + 3 = 303

2 463 – 1 251 = n
e)
2 400 – 1 200 = 1 200
60 – 50 = 10
3–1=2
1 200 + 10 + 2 = 1 212

150 Mathematics Teacher’s Guide Grade 4  TERM 2

 f) 2 546 – 2 554 = n
2 500 + 2 500 = 5 000
40 + 50 = 90
6 + 4 = 10
5 000 + 90 + 10 = 5 100
3. a) 223 + 154 = 477
b) 576 + 569 = 1 145
c) 1 829 – 934 = 895
d) 5 800 – 2 478 = 3 322
4. a) estimate: 1 400 + 560 = 1 960
1 355 + 555 → 1 350 + 500 = 1 850
1 850 + 50 = 1 900
1 900 + 10 = 1 910
They planted 1 910 seeds altogether.
estimate: 5 800 – 2 600 = 3 200
b)
5 800 – 2 575 → 5 800 – 2 500 = 3 300
3 300 – 100 = 3 200
3 200 + 25 = 3 225
They still need to print 3 225 pages.
estimate: R6 600 – R4 000 = R2 600
c)
R6 575 – R3 999 → 6 575 – 4 000 = 2 575
2 575 + 1 = 2 576
You pay R2 576 more for the laptop.
estimate: 3 660 – 1 250 = 2 410
d)
3 657 – 1 250 → 3 650 – 1 250 = 2 400
2 400 + 7 = 2 407
The shop ordered 2 407 CDs in April.

Assessment task 2: addition and subtraction

The learners perform the assessment task at the end of week
2. They display knowledge of addition and subtraction based
on facts involving multiples and powers of 10. They will need
this skill for when they have to use the place values of numbers
in calculations. They are expected to use knowledge of place
value in breaking up numbers to illustrate understanding of
calculations where they use different strategies. Learners also
develop awareness of the importance of consistently looking
for relationships or patterns. In questions 1 and 3, the learners
solve number sentences by identifying the relationship between
the numbers. In question 2, they use their own methods to solve
the problems. In question 4, they copy and complete the flow
diagrams and in question 5, they apply knowledge of calculating
with multiples and powers of 10 in real-life situations.

Mathematics Teacher’s Guide Grade 4  TERM 2 151

 Assessment task 2 Addition and subtraction
1. Solve the number sentences.
a) 8+5=n
80 + 50 = n
800 + 500 = n
8 000 + 5 000 = n

b) 7+9=n
70 + 90 = n
700 + 900 = n
7 000 + 9 000 = n

c) 14 – 8 = n
140 – 80 = n
1 400 – 800 = n
14 000 – 8 000 = n

d) 15 – 7 = n
150 – 70 = n
1 500 – 700 = n
15 000 – 7 000 = n 
2. Use your own methods to solve each problem.
a) 76 + 34 = n
b) 955 + 675 = n
c) 80 – 69 = n
d) 700 – 548 = n 
3. Solve each number sentence.
a) 81 + 9 = n
810 + 90 = n
8 100 + 900 = n
b) 53 + 7 = n
530 + 70 = n
5 300 + 700 = n
c) 70 – 6 = n
700 – 60 = n
7 000 – 600 = n
d) 90 – 4 = n
900 – 40 = n
9 000 – 400 = n 
4. Copy and complete each flow diagram.
a) 74

164
+6
344
484

130
530
+ 70
152 830Guide Grade 4  TERM 2
Mathematics Teacher’s

1 030
 344
344
484
484
b) 130
130
530
530
+
+ 70
70
830
830
11 030
030
c) 30
30
300
300
–– 77
700
700
11 000
000
d) 50
50
500
500
–– 18
18
11 500
500
2 550
 2 550

5. Read the problems carefully and use your own methods to solve
the problems.
Simphiwe and Lindiwe’s father sells firewood. They help their
father to earn pocket money.
a) Siphiwe and Lindiwe chopped 228 pieces of firewood during
one week. The next week they chopped 152 more pieces.
How many pieces of firewood did they chop altogether
during two weeks?
b) Siphiwe and Lindiwe want to chop 1 000 pieces of firewood
by the end of the month. They have already chopped 657
pieces of wood. How many more pieces do they have to
chop? 


Mathematics Teacher’s Guide Grade 4  TERM 2 153

 Assessment task 2 Addition and subtraction Solutions
1. The learners solve the number sentences. Keeping the equals
signs aligned will help learners recognise the patterns.
a) 8 + 5 = 13
80 + 50 = 130
800 + 500 = 1 300
8 000 + 5 000 = 13 000
b) 7 + 9 = 16
70 + 90 = 160
700 + 900 = 1 600
7 000 + 9 000 = 16 000
c) 14 – 8 = 6
140 – 80 = 60
1 400 – 800 = 600
14 000 – 8 000 = 6 000
d) 15 – 7 = 8
150 – 70 = 80
1 500 – 700 = 800
15 000 – 7 000 = 8 000 
2. The problems involve building up 100s and subtracting
from multiples of 10 and 100.
a) 76 + 34 = 110
b) 955 + 675 = 1 630
c) 80 – 69 = 11
d) 700 – 548 = 152 
3. Learners solve the following calculations that require
understanding of addition and subtraction with multiples
and powers of 10.
a) 81 + 9 = 90
810 + 90 = 900
8 100 + 900 = 9 000
b) 53 + 7 = 60
530 + 70 = 600
5 300 + 700 = 6 000
c) 70 – 6 = 64
700 – 60 = 640
7 000 – 600 = 6 400
d) 90 – 4 = 86
900 – 40 = 860
9 000 – 400 = 8 600 

154 Mathematics Teacher’s Guide Grade 4  TERM 2

4. a) 74
74 80
80
164
164 170
170
+
+ 66
344
344 350
350
484
484 490
490
b) 130 200
130 200
530
530 600
600
+
+ 70
70
830
830 900
900
11 030
030 11 100
100

c) 30 23
30 23
300
300 293
293
–– 77
700
700 693
693
11 000
000 993
993
d) 50 32
50 32
500
500 482
482
–– 18
18
11 500
500 11 482
482

 22 550
550 22 532
532
5. Assist learners who have reading problems so that they
understand the context of the word problems.
a) 228 + 152 = n
228 + 2 + 150 = 230 + 150
= 380
They chopped 380 pieces of firewood.
b) 1 000 – 657 = n
1 000 – 600 – 50 – 7 = 400 – 50 – 7
= 350 – 7
= 343
They need to chop 343 more pieces of firewood. 


Mathematics Teacher’s Guide Grade 4  TERM 2 155

 Common fractions
Learner’s Book page 114 In Grade 3, the learners worked with unitary fractions where the
numerator is 1 and non-unitary fractions where the numerator is
more than 1. These fractions included halves, quarters, eighths,
thirds, sixths and fifths. They recognised fractions in diagrammatic
form and wrote fractions as 1 half, 2 thirds, and so on. They
recognised that 3 thirds make 1 whole and that 2 quarters is
equivalent to 1 half.

This year, the learners will build on their previous knowledge. In

Term 2:
• the fraction parts they work with are extended to include
sevenths, ninths and tenths
• they compare and order fractions with different denominators
• they describe and compare fractions in diagrammatic form
• they recognise the equivalence of fractions
• they solve problems in contexts involving grouping and equal
sharing.
They will practise fraction concepts or be introduced to new
concepts in Mental maths. They will work with a range of models to
develop a good understanding of the fraction concept, for example,
paper folding, diagrammatic representations, number lines, fraction
chains, counters, and multi-fix cubes.

Unit 9 Order and compare fractions

MENTAL MATHS  Learner’s Book page 114

1. Hand out strips of paper of equal length and width. Ask

learners to fold the strips into equal parts to make halves,
thirds, quarters, fifths, sixths and eighths.
2. Let them draw dashed lines on the folds and write the
fraction symbols on the different equal parts. Help them
write the fraction words and symbols. Ask them if they can
describe what a fraction is. Also ask them where they use
fractions in real life.
3. Learners should count the fraction parts, for example, one
fifth and two fifths. Write the symbols and words on the
board.
4. Learners should recognise that 2 halves or 22 = 1 or
one whole.
Learners can draw the different fraction strips they made to
practise drawing equal parts in a whole.

156 Mathematics Teacher’s Guide Grade 4  TERM 2

 Solutions
1. Practical exercise
2. a) half b) third c) quarter
d) fifth e) sixth f) eighth
3. a) 2 halves b) 3 thirds c) 4 quarters
d) 5 fifths e) 6 sixths f) 8 eighths
4. a) 2 halves = 22 = 1 b) 3 thirds = 33 = 1
4 quarters = 44 = 1
c) d) 5 fifths = 55 = 1
6 sixths = 66 = 1
e) f) 8 eighths = 88 = 1

Activity 9.1 Learner’s Book page 115

Ask the learners to copy the fraction strips from the Mental maths
activity. Let learners use the strips to compare the sizes of the
fractions. Let the learners discuss the situation of the chocolate bars
and give their opinions. They should realise that the size of the units
is important, but not generalise.
Solutions
1. Practical exercise
1
2. a) 2 > 13 b) 15 < 13 c) 14 < 12 d) 61 > 81 e) 1
8 < 1
4
1 1
f) 3 > 6 g) 15 < 12 h) 14 > 61 i) 1
8 < 13 j) 1
2 > 15
3. Learners should realise that the bigger the numerator, the
smaller the fraction part.
1 1 1 1 1 1
8 ; 6 ; 5 ; 4; 3 ; 2

4. The learners should notice that 12 of 8 is 4 blocks and 13 of 12 is

also 4 blocks but 12 of 12 is 6 blocks so that 13 is smaller than 12 .
Show them that 84 > 4
12 and 12 > 13 .
4 4
8 ≠ 12 or 12 ≠ 13

Unit 10 Represent fractions

MENTAL MATHS  Learner’s Book page 116

1. The learners should look carefully at the circle that is divided

into thirds as learners often experience problems with this
representation. Let them practise dividing a circle into 3, 4,
6 and 8 equal parts. Dividing the circle into 5 equal parts is
a bit challenging with freehand drawings.
2. Draw blank number lines on the board and ask the learners
to estimate the positions of the different fractions. Let them
write down the fraction symbols where they indicate their
positions.

Mathematics Teacher’s Guide Grade 4  TERM 2 157

 Solutions
1. a) 12 b) 54 c) 23 d) 43 e) 5
6
5
f) 6 g) 12 h) 23 i) 43 j) 4
5
1
2
k) l) 43 m) 78 n) 78 o) 5
6
4
5
p) q) 23 r) 12 s) 43 t) 5
6

2. Fractions that are smaller than 12 are closer to 0 and those

greater than 12 are closer to 1.
a)
0 1
1 1
4 2
b)
0 1 1
1
2 4
c)
0 1 1 3 1
6 3 6
d)
0 1 3 4 1
5 5 5
e)
0 1 2 4 6 7 1
8 8 8 8 8
f)
0 1
1 3 1 5 3
4 8 2 8 4

3. a) 14 b) 81 ; 14 c) 61 ; 13
1
5
d) e) 81 ; 82 f) 14 ; 83

4. a) 12 b) None c) 3
6
3 4
5 ; 5
d) e) 84 ; 86 ; 78 f) 12 ; 85 ; 3
4

Activity 10.1 Learner’s Book page 116

1. The learners have worked with fractions represented in single

units. They will now work with units that are subdivided into
smaller units. You could allow them to count the number of
squares in each half to check. Where diagonals are drawn,
learners will have to count the half squares to make wholes.
Give them copies of the grids or let them draw them (this might
take up too much time) and shade them in the different ways as
indicated.

158 Mathematics Teacher’s Guide Grade 4  TERM 2

Solutions
1. a) Shading any 12 squares means that you have shaded half of
the 24 squares.

The learners explain their strategies.

b)
1
c) 2 of 24 = 12
2. The exercise helps learners develop logical and creative thinking
and data-sorting skills. Give the learners square grid sheets of
paper. They shade the fractions of the wholes as indicated. Here
are some of the ways they could do the shading. You should
expect different solutions. Let them write down the calculation
for each diagram.

3. a) 14 of 16 = 4 b) 13 of 12 = 4 c) 15 of 15 = 3
1
6 of 18 = 3
d) e) 81 of 16 = 2
4. Give learners copies of the diagrams. They continue to work
with fractions of wholes in which the whole is one single unit
and wholes consisting of quantities of smaller units. Possible
answers are shown below. Ask learners to write down a
calculation for each diagram.
3
4 of 12 = 9
a)


2 2
b) 3 of 1 = 3

3 3
c) 5 of 1 = 5

5 5
d) 8 of 1 = 8

5
e) 6 of 18 = 15


2
f) 5 of 10 = 4

Mathematics Teacher’s Guide Grade 4  TERM 2 159

 Unit 11 Equal sharing
MENTAL MATHS  Learner’s Book page 117

The learners share units equally. Make drawings on the board as

learners name the fraction parts. Let them make mental images
for each question before you draw the diagram for each one. Ask
questions such as, how many halves in one bar? Write down and
let them calculate the answers. They should realise that 1 bar for
1 child = 1, and 1 bar for 0 children is impossible because you
will not divide it if there are 0 children.
You should have an example of a sweet bar (such as a fizzer),
a chocolate bar and a chocolate slab to show the learners. They
work with one whole that consists of one unit to share in different
parts. The learners develop understanding of the concept of
fractions, addition, equivalent, mixed and improper fractions.
You could use one bar and cut it to share equally between three
learners. Make a representation on the board, for example:

1 1 1 3
3 + 3 + 3 =
3

Learners should realise that adding the different parts make a

whole again. They should understand 91 for example, as 1 of
9 equal parts. Revise the names of the fraction parts, i.e. the
numerator, denominator and the division line. You could also
relate the fraction concept to division; so, 13 is the same as
1 ÷ 3 = 13 .

Solutions
Ask the learners to identify and explain the patterns they notice
when sharing 1 bar shared equally between each number of
children.
1. 2 = 12 2. 1
2 + 12 = 1
1
1÷2= 2

3. 3 = 13 4. 4 = 1
4
1
3 + 13 + 13 = 1 1
4 + + 14 + 14 = 1
1
4
1 ÷ 3 = 13 1÷4= 1
4

4. 5 = 15 5. 6 = 1
6
1
5 + 15 + 15 + 15 + 15 = 1 1
6 + + 61 + 61 + 61 + 61 = 1
1
6
1 ÷ 5 = 15 1÷6= 1
6

160 Mathematics Teacher’s Guide Grade 4  TERM 2

 6. 7 = 71
1
7 + 71 + 71 + 71 + 71 + 71 + 71 = 1
1 ÷ 7 = 71
7. 8 = 81
1
8 + 81 + 81 + 81 + 81 + 81 + 81 + 81 = 1
1 ÷ 8 = 81
8. 9 = 91
1
9 + 91 + 91 + 91 + 91 + 91 + 91 + 91 + 91 = 1
1
1÷9= 9
9. 1 = 1
1÷1=1
10. 0 is impossible. 1 ÷ 0 is not allowed.

Activity 11.1 Learner’s Book page 117

Let the learners explore Linda’s drawing. They should notice that
she gave each friend 1 whole bar and then divided the remainder
into 5 equal parts to get fifths. Each friend gets 1 15 or one and
one fifth. You can tell them that these fractions are called mixed
fractions because they consist of whole numbers and fractions.
A fraction such as 15 is called a proper fraction. It consists of a
numerator (naming the number of equal parts) and a denominator
(the number of equal parts the whole is divided into). Write the new
terminology cards and paste them on the board.
Ask the learners to make their own drawings to illustrate how
to share the sweet bars equally. They should not colour in the
drawings because this is not an art lesson, but focus on the
mathematics. Sharing 5 sweet bars between 2 children will give
2 12 each. Let them add 2 12 + 2 12 to get 5.
Some learners may also say that each child gets 52 if they divided
all the bars in half. If they do not do this, show them the strategy as
an alternative. You can then introduce them to improper fractions
and let them name the difference between the proper, mixed and
improper fractions. Allow the learners to compare their drawings
and solutions.
Show them an example with an illustration such as the one below.
Share 6 candy bars among 4 friends:

1
4 + 14 + 14 + 14 1
4 + 14 + 14 + 1
4

Each friend gets 1 + 14 + 14 = 1 24 .

Mathematics Teacher’s Guide Grade 4  TERM 2 161

 You can now show them the equivalence of 12 and 24 so that they
understand that 1 24 is the same as 1 12 .

1
4 + 14 + 14 + 14 1
4 + 14 + 14 + 1
4
14243 14243 14243 14243
1 1 1 1
2 + 2 2 + 2

Solutions
The learners make their own drawings. Allow them to record their
own intuitive fraction calculations and illustrations. You could share
the following strategies with them if they do not include them.
1. a) Share five sweet bars equally between 2 children.
2 + 2 = 4
12 + 12 = 1
Each child gets 2 12 sweet bars.
You could also show learners that all the bars can be divided
into halves to develop understanding of proper, improper
and mixed fractions:
1
• 2 is a proper fraction
2
• 5 is an improper fraction
• 2 12 is a mixed fraction.

1 1 1 1 1 2
2 2 2 2 2 = 5 = 2 12


1 1 1 1 1 2
2 2 2 2 2 = 5 = 2 12
Share five sweet bars equally between 3 children.
b)
1 + 1 + 1 = 3
Divide the remaining 2 bars into thirds.
13 + 13 + 13 = 1
13 + 13 + 13 = 1
One child gets: 1 + 13 + 13 = 1 23
Share five sweet bars equally between 4 children.
c)
1 + 1 + 1 + 1 = 4
Divide remaining 1 sweet bar into quarters.
14 + 14 + 14 + 14 = 1
Each friend gets: 1 14

162 Mathematics Teacher’s Guide Grade 4  TERM 2

2. a) Share 6 candy bars equally among 3 friends.
1+ 1 + 1 + 1 + 1 + 1 = 6 (no remainders)
Each one gets 2 whole bars
b) Share 6 candy bars equally among 4 friends.
1 + 1 + 1 + 1 = 4
Divide remaining 2 bars into quarters.
14 + 14 + 14 + 14 = 1
14 + 14 + 14 + 14 = 1
Each friend gets 1 24 .
Share 6 candy bars equally among 5 friends.
c)
1 + 1 + 1 + 1 + 1 = 5
Divide remaining 1 into fifths.
15 + 15 + 15 + 15 + 15 = 1
Each child gets 1 52 .
Share 6 candy bars equally among 6 friends.
d)
1 + 1 + 1 + 1 + 1 + 1 (no remainders)
Each friend gets 1 bar.
3. a) Share 13 candy bars equally among 5 friends.
2 + 2 + 2 + 2 + 2 = 10
Divide remaining 3 into fifths.
1 = 15 + 15 + 15 + 15 + 15
1 = 15 + 15 + 15 + 15 + 15
1 = 15 + 15 + 15 + 15 + 15
Each friend gets 2 15 .
Share 13 candy bars equally among 6 friends.
b)
2 + 2 + 2 + 2 + 2 + 2 = 12
Divide remaining 1 into sixths.
61 + 61 + 61 + 61 + 61 + 61 = 1
Each friend gets 2 61 .
Share 13 candy bars equally among 7 friends.
c)
1 + 1 + 1 + 1 + 1 + 1 + 1 = 7
Divide remaining 6 into sevenths.
71 + 71 + 71 + 71 + 71 + 71 + 71 = 1
71 + 71 + 71 + 71 + 71 + 71 + 71 = 1
71 + 71 + 71 + 71 + 71 + 71 + 71 = 1
71 + 71 + 71 + 71 + 71 + 71 + 71 = 1
71 + 71 + 71 + 71 + 71 + 71 + 71 = 1
71 + 71 + 71 + 71 + 71 + 71 + 71 = 1
Each friend gets 1 76 .

Mathematics Teacher’s Guide Grade 4  TERM 2 163

 Share 13 candy bars equally among 8 friends.
d)
1 + 1 + 1 + 1 + 1 + 1 + 1 + 1 = 8
Divide remaining 5 into eighths.
81 + 81 + 81 + 81 + 81 + 81 + 81 + 81 = 1
81 + 81 + 81 + 81 + 81 + 81 + 81 + 81 = 1
81 + 81 + 81 + 81 + 81 + 81 + 81 + 81 = 1
81 + 81 + 81 + 81 + 81 + 81 + 81 + 81 = 1
81 + 81 + 81 + 81 + 81 + 81 + 81 + 81 = 1
Each one gets 1 85 .
Share 13 candy bars equally among 9 friends.
e)
1 + 1 + 1 + 1 + 1 + 1 + 1 + 1 + 1 = 9
Divide remaining 4 into ninths.
91 + 91 + 91 + 91 + 91 + 91 + 91 + 91 + 91 = 1
91 + 91 + 91 + 91 + 91 + 91 + 91 + 91 + 91 = 1
91 + 91 + 91 + 91 + 91 + 91 + 91 + 91 + 91 = 1
91 + 91 + 91 + 91 + 91 + 91 + 91 + 91 + 91 = 1
Each friend gets 1 94 .
f) Share 13 candy bars equally among 10 friends.
1 + 1 + 1 + 1 + 1 + 1 + 1 + 1 + 1 + 1 = 10
Divide remaining 3 into tenths.
101 + 101 + 101 + 101 + 101 + 101 + 101 + 101 + 101 + 101 = 1
101 + 101 + 101 + 101 + 101 + 101 + 101 + 101 + 101 + 101 = 1
101 + 101 + 101 + 101 + 101 + 101 + 101 + 101 + 101 + 101 = 1
Each friend gets 1103 .

Unit 12 Calculations with fractions

Learners should be able to solve addition with unitary fractions
calculations after all the work they have done with fractions.

MENTAL MATHS  Learner’s Book page 118

Encourage learners to convert between improper and mixed

fractions.
Solutions
1
1. 2 + 12 = 22 or 1 2. 1
4 + 14 + 14 + 14 = 44 or 1
1
3. 6 + 61 + 61 + 61 + 61 + 61 = 66 or 1 4. 1
3 + 13 + 13 + 13 = 43 or 1 13

164 Mathematics Teacher’s Guide Grade 4  TERM 2

 1
5. 2 + 12 + 12 = 23 or 1 12
1
6. 4 + 14 + 14 + 14 + 14 + 14 = 64 or 1 24
1
7. 5 + 15 + 15 + 15 + 15 + 15 + 15 = 75 or 1 52
1
8. 10 + 101 + 101 + 101 + 101 + 101 + 101 + 101 + 101 + 101 = 10
10 or 1
1
9. 7 + 71 + 71 + 71 + 71 = 75
10. 81 + 81 + 81 + 81 + 81 + 81 + 81 + 81 + 81 + 81 + 81 = 118 or 1 83

Activity 12.1 Learner’s Book page 118

Ask the learners to explore Nolwazi’s strategy to calculate fractions

of whole numbers using cubes. They should understand that the
representations and can be used
for calculations. Learners can draw the representations – this will
help them conceptualise the concept. Ask them if they notice any
patterns.
Solutions
1. a) 13 of 12 = 4 b) 2
3 of 12 = 8

2. a) 61 of 12 = 2 b) 5
6 of 12 = 10

3. a) 15 of 20 = 4 b) 52 of 20 = 8 c) 53 of 20 = 12
4
5 of 20 = 16
d) e) 55 of 20 = 20

4. a) 14 of 20 = 5 b) 24 of 20 = 10 c) 12 of 20 = 10
3
4 of 20 = 15
d) e) 44 of 20 = 20

5. a) 81 of 16 = 2 b) 2
8 of 16 = 4
3 4
c) 8 of 16 = 6 d) 8 of 16 = 8

6. a) 12 of 16 = 8 b) 2
4 of 16 = 8
3 4
c) 4 of 16 = 12 d) 4 of 16 = 16

7. a) 61 of 18 = 3 b) 2
6 of 18 = 6
1 2
c) 3 of 18 = 6 d) 3 of 18 = 12

8. a) 15 of 15 = 3 b) 2
5 of 15 = 6
3 4
c) 5 of 15 = 9 d) 5 of 15 = 12
9. Learners should notice that 12 of a number is half the number
and 44 of a number is the whole number because 44 = 1, and
the relationship between the fractions and the solutions, for
example:
1
3 of 12 = 4 and 23 of 12 = 8 and 4 × 2 = 8.

Mathematics Teacher’s Guide Grade 4  TERM 2 165

 Ask learners to create calculations to show how the numbers
work. They should note that:
1
3 of 12 = 4 → 3 × 4 = 12 and 1 × 4 = 4
2
3 of 12 = 8 → 3 × 4 = 12 and 2 × 4 = 8
8 is double 4 so 23 is double 13 .
Learners explore these relationships in the other groups of
fractions of whole numbers so that they are able to deduce for
example that, if 15 of 20 = 4, then 54 of 20 is 4 × 4 = 16. They
should also notice that 12 of 20 is the same as 24 of 20 which is
10 and 62 of 18 is the same as 13 of 18 which is 6. They should
connect these concepts to equivalent fractions that they will
engage with in the next few lessons.

Unit 13 Equivalent fractions

Learners work with number lines and a fraction wall to explore
equivalent fractions (fractions that have the same value). Ask
them to name such fractions. Let them use the fraction wall to
find equivalent fractions. Do not show them a rule to calculate
equivalent fractions at this stage. Make copies of the fraction circles
on card – use a different colour for each different fraction part.

MENTAL MATHS  Learner’s Book page 120

1. The learners count in fractions to complete the missing

fractions on the number lines. Ask them to explain what they
observe. They should notice the fractions that appear in the
same positions on the number lines.
They should notice for example, that 12 , 24 , 63 and 105 are
the same distance from 0 and 1 on the number lines; 62 , 13 and
3
9 are in the same positions, and so on. Explain that these are
equivalent fractions – they have the same value. They should
notice that there are no equivalent fractions for sevenths.

Solutions

1. a) 0 1 1
2

b) 0 1 2 3 1
4 4 4

c) 0 1 2 1
3 3

d)
0 1 2 3 4 5 1
6 6 6 6 6

166 Mathematics Teacher’s Guide Grade 4  TERM 2

 e) 0 1 2 3 4 1
5 5 5 5

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

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

h) 1 2 3
0 4 5 6 1
7 7 7 7 7 7
You can use the number lines to compare fractions. For
example, ask the learners which fraction is bigger, 72 or 62 ; 23 or
3
6 . Let them use the number lines to justify their solutions.
2. Below are examples of drawings that learners might create to
show their understanding.
a)

1
4 circles 4
b)

1
10 squares 10

c)

1
5 stars 5 of 5 = 1 star

d)

1
7 hearts 7 of 7 = 1 heart

Activity 13.1 Learner’s Book page 120

1. Give the learners copies of the fraction wall. They complete the
fraction wall and fill in the missing equivalent fractions. You
could also ask them to use the number lines in Mental maths to
complete the equivalent fractions.
1 2 3 4 5 3 6
2 = 4 = 6 = 8 = 10
a) b) 4 = 8
1 2 3 1 2
c) 3 = 6 = 9 d) 9 = 10
3 6 4 2
e) 5 = 10 f) 10 = 5

Mathematics Teacher’s Guide Grade 4  TERM 2 167

 2. Ask learners to look at Aneesa’s strategy to make 1 12 . Ask them
if they can make 1 12 using other fraction parts. Let them illustrate
different ways to make two wholes using different pieces. They
will come up with various combinations. This activity assists in
eliminating common misconceptions about fractions such as that
1
2 + 12 = 24 .
Let learners write down the calculations they create. Below are a
few examples.
1
1 4
1 whole 2
1 whole 11
44
1 1
1 whole 1 whole 421
12
1
1 whole + 1
22
= 1 12 1 +
1 whole 14
= 1 12
1 1 1
4 4 4 4
1
1
1
1 11
4 4 44
14 14 1
41 41 41
14 14 14
1 1 1 1
4 4 1 8 421
4 4
= 1 24 = 6 8 8 8
1 4 + 418 4
1
8
1
8
1
8
2 11 1 8
1
1 1
1
1
1
1 8 1 1 8 1 8
44 8 8 8 8
81 1 1 81 81 1 81 1
1 1 8 8 8 8
8 11 11 8 8 11 8 11
12 41
1 8 8 88 1 1 88 1 88

2 14 8 1
1 8
1
8
8
1
8
1
1
8
8
1
1
8
4 8 8 8 8

1
2 + 24 + 84 8 4
8 + 8

= 24 + 24 + 84 =1+ 1
2

= 44 + 84 = 1 12
= 1 12

Unit 14 Count and calculate fractions

MENTAL MATHS  Learner’s Book page 121

1. Learners can copy the fraction chains and fill in the missing numbers. Check
whether they fill in improper or mixed fractions. Ask them to write mixed
fractions for improper fractions and improper fractions for mixed fractions.
Let them count in the different fraction intervals.
2. Learners draw a fraction chain to show how to add sevenths.
Solutions
1. a)
a) 0
1
+2
1
+ 2
1
1 1
+ 2 112 1
+ 2 2 + 2
1
2

1 1 1 1
412 + 2 4 +2 3 12 + 2 3 + 2 2 12

1 1 1 1 1 3 1 1
b) 0 +4 4 + 4 2 + 4 4 + 4 1 + 4

168 24 1 Guide Grade 4 1 TERM 32

Mathematics 1Teacher’s
+ 4 2 +4 14 + 4
1
112
1
+ 4 114
 0 +2 2 2
2 +2 2 1 +2 2 21
2 +2 2 2 +2 2
1 1 1 1
41241 + +2 1 44 + +2 1 3 123 1 + +2 1 33 + +2 1 2 122 1
2 2 2 2 2 2 2

1 1 1 1 1 3 1 1
b)b) 00 + +4 1 4
1 + +4 1 2
1 + +4 1 4
3 + +4 1 11 + +4 1
4 4 4 2 4 4 4 4
1 1 1 1
2 124 1 + +4 1 22 + +4 1 1 431 3 + +4 1 11211 + +4 1 11411
4 4 4 4 4 2 4 4

1 1 1 2 1 1
c)c) 00 + +3 1 3
1 + +3 1 3
2 + +3 1 11 + +3 1 1 131 1 1
+ +3 1
3 3 3 3 3 3 3 3
1 1 1 1 1
33 + +3 1 2 232 2 + +3 1 2321 + +3 1 22 + +3 1 1 231 2
3 3 3 3 3 3 3

1 1 1 2 1 3 1 4 1
d)d) 00 + +5 1 5
1 + +5 1 5
2 + +5 1 5
3 + +5 1 5
4 + +5 1
5 5 5 5 5 5 5 5 5
1 1 1
15414 + +5 1 15313 + +5 1 15212 + +5 1 11511 1
+ +5 1 11
5 5 5 5 5 5 5 5

1 1 1 1 1 1 1 2 1
e)e) 00 + +6 1 6
1 + +6 1 3
1 + +6 1 2
1 + +6 1 3
2 + +6 1
6 6 6 3 6 2 6 3 6
1 1 1 1
11211 + +6 1 11311 + +6 1 16111 + +6 1 11 + +6 1
5
6
5
2 6 3 6 6 6 6 6

2. 1
+ +7 1
2
2
1
+ 7+ 1
3
3
1
+ 7+ 1
4
4
1
+ 7+ 1
5
5
1
+ 7+ 1
00 7 7 7 7
7 7 7 7 7 7 7 7 7

1 731 3 1
+ +7 1 1 721 2 1
+ 7+ 1 1 711 1 1
+ 7+ 1 11 1
+ 7+ 1
6
7
6
7 7 7 7 7 7 7 7

Activity 14.1 Learner’s Book page 122

1. The learners use the objects in the pictures to determine

fractions of whole numbers. You can show them how to
calculate the solutions when they are not working with pictures
or drawings.
5
6 of 18
a) b) 53 of 40
= (18 ÷ 6) × 5 = (40 ÷ 5) × 3
= 3 × 5 =8×3
= 15 = 24
2
c) 3 of 12 d) 43 of 16
= (12 ÷ 3) × 2 = (16 ÷ 4) × 3
= 4 × 2 =4×3
= 8 = 12
1
e) 4 of 8 f) 54 of 25
= (8 ÷ 4) × 1 = (25 ÷ 5) × 4
= 2 × 1 =5×4
= 2 = 20
3
4 of 8
g) h) 13 of 18
= (8 ÷ 4) × 3 = (18 ÷ 3) × 1
= 2 × 3 =6×1
= 6 =6

Mathematics Teacher’s Guide Grade 4  TERM 2 169

 1
i) 4 of R8 j) 52 of 25
= (8 ÷ 4) × 1 = (25 ÷ 5) × 2
= 2 × 1 =5×2
= 2 = 10

Assist the learners in understanding the contexts of the problems

in questions 2 to 4. They have done this type of equal sharing
problems before.
2. Some learners may draw 20 sweet bars and show the sharing.
You could show them the more abstract way after they have
used their own intuitive strategies. They should realise that
each friend will get 2 whole bars and share the 2 remainders
equally.
2 + 2 + 2 + 2 + 2 + 2 + 2 + 2 + 2 = 18
1
9 + 91 + 91 + 91 + 91 + 91 + 91 + 91 + 91 = 1
1
9 + 91 + 91 + 91 + 91 + 91 + 91 + 91 + 91 = 1
Each friend gets 2 92 sweet bars.
3. Learners can make drawings if they would like to do so. Show
them the following strategy if they do not use it. Each friend
gets 2 whole bars and the remaining 3 bars are shared equally.
2 + 2 + 2 + 2 + 2 + 2 + 2 = 14
1
7 + 71 + 71 + 71 + 71 + 71 + 71 = 1
1
7 + 71 + 71 + 71 + 71 + 71 + 71 = 1
1
7 + 71 + 71 + 71 + 71 + 71 + 71 = 1
Each friend gets 2 73 sweet bars

4. The ingredients must be increased 5 times to find out how much

of each ingredient Solly needs for 5 cakes. Learners can use
repeated addition and work with improper and mixed fractions.
1
4 cup margarine × 5 = n
= 14 + 14 + 14 + 14 + 1
4

= 1 cup + 14 cup or 54 cups

= 1 14 cups of margarine
1 egg × 5 = n
1 × 5 = 5 eggs

1 12 cups of flour
1 + 1 + 1 + 1 + 1 + 12 + 12 + 12 + 12 + 1
2
1
= 5 cups + 1 + 1 + 2

= 7 12 cups of flour

170 Mathematics Teacher’s Guide Grade 4  TERM 2

 1
4 teaspoon salt × 5 = n
1
4 + 14 + 14 + 14 + 1
4
5
= 4

= 1 14 teaspoonfuls of salt
1
2 cup of sugar × 5 = n
1
2 + 12 + 12 + 12 + 1
2
1
=1+1+ 2
= 2 12 cups or 52 cups of sugar
3
4 cup of milk × 5 = n
3
4 + 43 + 43 + 43 + 3
4

= 43 + 14 (or 1 cup) + 43 + 14 (or 1 cup) + 43 + 14 (or 1 cup)

   + 43 + 14 (or 1 cup) + 43 + 14 (or 1 cup) + 43 + 14 (or 1 cup)
3
=6+ 4
= 6 43 cups of milk

2 12 teaspoons baking powder × 5 = n

2 12 + 2 12 + 2 12 + 2 12 + 2 12
= 2 + 2 + 2 + 2 + 2 + 12 + 12 + 12 + 12 + 1
2
1
= 10 + 1 + 1 + 2
= 12 12 teaspoonfuls of baking powder
5. Learners should realise that they cannot break off 13 , 43 and 85
because there would not be an equal number of cubes; 10 cannot
be divided by 3, 4 and 8 without remainders or 3, 4 and 8, which
are not factors of 10. Groupings with remainders do not give
equal parts. They can break off 12 s, 15 s, and 101 s.

Mathematics Teacher’s Guide Grade 4  TERM 2 171

 Assessment task 3 Common fractions
1. Fill in the missing words:
a) If you divide a whole into 7 equal parts, each part is called ...
b) If you divide a whole into 9 equal parts, each part is a
called ...
c) If you divide a whole into 5 parts, each part is called ...
d) If you divide a whole into 10 parts, each part is called ...
e) If you divide a whole into 8 parts, each part is called ...
2. Fill in two fractions.
a) A half is bigger than ... and ...
b) One third is bigger than ... and ...
c) Three quarters are bigger than ... and ...
d) One fifth is smaller than ... and ...
e) One tenth is smaller than ... and ...
3. Five friends share 22 fizzers equally. How many does
each friend get?
4. Six friends want to share two pizzas equally.
How can they do it?
5. Draw each shape and shade half of it.
a) rectangle
b) circle
c) square
d) trapezium
e) triangle (isosceles)
6. Divide each shape into four equal parts.
a) b)

c) d)




172 Mathematics Teacher’s Guide Grade 4  TERM 2

Assessment task 3 Common fractions Solutions
The learners perform the assessment task to display knowledge of
the concept of fractions, comparing and representing fractions, equal
sharing with remainders to be shared too and repeated addition with
fractions.
1. a) one seventh ( 71 ) b) one ninth ( 91 ) c) one fifth ( 15 )
one tenth (101 )
d) e) one eighth ( 81 )
2. The learners fill in two fractions to show understanding of
comparing sizes of fractions. Solutions may differ. Here are
some examples:
1 1
a) 3 and 4 b) 15 and 91 c) 12 and 14
1 1
3 and 2
d) e) 15 and 14 
3. Learners should realise that 5 × 4 = 20, so each of the five
friends gets 4 whole bars and 2 bars need to be shared equally
between them. Learners could make a drawing or use numbers:
15 + 15 + 15 + 15 + 15 = 1
15 + 15 + 15 + 15 + 15 = 1.
Each friend gets 4 52 of the fizzers. 
4. To divide the pizzas, learners could draw two circles and divide
each one into six equal parts or they could work more abstractly:
61 + 61 + 61 + 61 + 61 + 61 = 1
61 + 61 + 61 + 61 + 61 + 61 = 1.
Each friend gets 62 of the pizzas. 
5. Solutions may differ. Below are examples.
a) b) c)

d) e)

6. Answers may differ. Below are examples.

a) b)

c) d)




Mathematics Teacher’s Guide Grade 4  TERM 2 173

 Length

For the work on measuring length, make sure that you have tape
measures, rulers, metre sticks and trundle wheels in class – at least
one of each. You could make your own metre stick by tying a rope
or thick string into lengths of 1 m up to 5 m in length. This will
make it possible for the learners to measure a distance longer than a
metre without a trundle wheel.
Allow all the learners in the class to take part in the practical aspects
of this lesson. They should get a feel for the different distances.
Demonstrate to the learners how to read the builder’s tape.
Make sure the measurements are accurate on your height chart. If
you do not have one available, ask a clinic or pharmacy to donate
an old chart to the school. If you make your own chart, do not
start at 0; start at 75 cm so that the chart does not have to be fixed
to the wall from floor level. Measure 75 cm from the floor up the
wall, and fix the chart to the wall at this point. It can be fixed semi-
permanently, as you will measure the learners at the end of the year
again to measure by how much they have grown.

Unit 15 Revision of Grade 3 work

MENTAL MATHS  Learner’s Book page 123

Ask the learners to count in multiples of 10, 100 and 1 000. They
often work with powers of 10 (1, 10, 100, 1 000, 10 000 and so
on) in measurement. Ask them to round off the numbers to the
nearest 10 and 100. We also often round off numbers to make
estimations in measurement.
Solutions
1. a–f) Learners count in multiples of 10, 100 and 1 000.
2. a) 55: nearest 10: 60; nearest 100: 100
b) 78: nearest 10: 80; nearest 100: 100
c) 143: nearest 10: 140; nearest 100: 100
d) 92: nearest 10: 90; nearest 100: 100
e) 427: nearest 10: 430; nearest 100: 400

Activity 15.1 Learner’s Book page 123

1. ruler – shoe; tape measure – bent elbow;

metre stick – large table; trundle wheel – rugby field
2–6. Answers will differ.
7. Practical work.

174 Mathematics Teacher’s Guide Grade 4  TERM 2

 Unit 16 Work with centimetres (cm) and
millimetres (mm)
Learner’s Book page 126 Again, make sure that you demonstrate how to use a builder’s tape.
Learners may look at a centimetre mark somewhere along the tape,
where the metre value to the left is 1 m or 2 m, not 0. They must
know that the total length they have measured to that point includes
all the metres already laid out from the start of the tape, as well as
the centimetre and millimetre markings at the point where they are
reading off the end measurement.
Give learners plenty of practice with measuring small objects that
are laid so that they start further along the ruler or tape measure than
the 0 mark. It may take a while for learners to understand that they
must subtract the ‘unused’ length of tape or ruler before the start
of the object from the value they read off at the end of the object’s
length.
In Grade 4 learners do not work with decimal numbers. They can
show measured lengths using centimetres and millimetres (for
example, 3 cm + 4 mm), or express them using common fractions
(for example, 12 cm + 3 mm = 12 14 cm). Give learners plenty of
practice in expressing measurements in all these ways. When they
have learnt to do conversions from one measuring unit to another
(see next unit), they can also express measurements in this way.

MENTAL MATHS  Learner’s Book page 126

Learners work in groups.

1. Estimates will differ.
2. a) 4 cm or 40 mm b) 1,5 cm or 15 mm
c) 6,5 cm or 65 mm d) 3,5 cm or 35 mm
e) 12 cm or 120 mm
3. Learners compare and discuss estimates.

Activity 16.1 Learner’s Book page 127

1. 10
2. a) A: 16 mm B: 25 mm
C: 34 mm D: 68 mm
b) 9 mm c) 9 mm
3. a) pencil: 4 cm 3 mm or 43 mm
b) hairbrush: 5 cm 7 mm or 57 mm
4. a) egg: 42 mm b) rose: 109 mm
c) pocket knife: 87 mm
5. Answers will differ.
6. a) egg: 4 cm 2 mm b) rose: 10 cm 9 mm
c) pocket knife: 8 cm 7 mm

Mathematics Teacher’s Guide Grade 4  TERM 2 175

 Unit 17 Tricky measurements
Learners practise measuring the lengths of objects from the 10 mm
mark instead of the 0 mm mark on a ruler. Tell them that we
sometimes have to use rulers or tape measures that are broken or
have faded numbers and calibrations. Learners must explain their
strategy when measuring from numbers other than 0.

MENTAL MATHS  Learner’s Book page 128

Learners convert between centimetres (cm) and millimetres (mm)

and they add lengths in millimetres (mm) and centimetres (cm).
Solutions
1. a) 3 cm = 30 mm
b) 5 cm = 50 mm
c) 10 mm = 1 cm
d) 40 mm = 4 cm
2. a) (4 cm – 2 cm) + 7 cm = 9 cm
b) (15 mm – 8 mm) + 8 mm = 15 mm
c) 25 mm + 9 mm = 36 mm
d) 9 cm + 12 cm = 21 cm
e) 15 cm – 7 cm = 8 cm
f) 20 cm – 13 cm = 7 cm

Activity 17.1 Learner’s Book page 128

1. a) crocodile – length (end of tail to tip of lower jaw):

15 cm 4 mm
b) donkey – height (from left front hoof to top of shoulder): 4 cm
donkey – length (from forehead to tip of tail):
7 cm and 5 mm
c) shoe – length: 4 cm 8 mm
d) earthworm – length: 5 cm and 7 mm
2. Answers depend on the objects that learners measure.

Unit 18 Understand units of measurement

MENTAL MATHS  Learner’s Book page 129

Let the learners explore the measurement facts and solve the
problems. They multiply and divide by 10, 100 and 1 000. If
you give learners scraps of paper and ask them to write down
their answers and hold up their pieces of paper when they are
ready, they won’t shout the answers out and everyone will have
the opportunity to work out the answers. You can also see which
learners depend on others to give answers.

176 Mathematics Teacher’s Guide Grade 4  TERM 2

 Solutions
1. a) 80 mm = 8 cm b) 20 mm = 2 cm
c) 4 cm = 40 mm d) 12 cm = 120 mm
e) 500 cm = 5 m f) 900 cm = 9 m
g) 7 m = 700 cm h) 2 000 m = 2 km
i) 6 km = 6 000 m j) 8 km = 8 000 m
k) 5 000 m = 5 km
2. Explanations will differ.

Activity 18.1 Learner’s Book page 130

1. a) 1 cm = 10 mm b) 2 cm = 20 mm
c) 1 12 cm = 15 mm d) 5 mm = 12 cm
e) 30 mm = 3 cm f) 35 mm = 3 12 cm
2. a) 2 m = 200 cm b) 10 m = 1 000 cm
c) 1 12 m = 150 cm d) 50 cm = 12 m
e) 250 cm = 2 12 m f) 300 cm = 3 m
3. a) 1 km = 1 000 m b) 2 km = 2 000 m
c) 10 km = 10 000 m d) 1 12 km = 1 500 m
e) 2 000 m = 2 km f) 8 000 m = 8 km
g) 2 500 m = 2 12 km h) 500 m = 12 km
4. a) 1 234 m < 1 324 m b) 624 mm > 342 mm
c) 1 m > 99 cm d) 2 m = 200 cm
e) 1 m 30 cm = 130 cm f) 1 km > 1 000 mm
g) 2 km 360 m < 2 036 km h) 5 cm = 50 mm
i) 1 12 km > 1 250 m j) 500 m = 12 km
5. 60 cm; 1 m; 2 000 mm; 203 cm; 900 cm
6. 1 m 45 cm; 132 cm; 1 m 16 cm; 109 cm
7. a) 7,5 km b) 5,5 km
c) straight to airstrip d) via Mahlala hide
e) 1,5 km f) 27 km

Unit 19 Convert between kilometres, metres

and millimetres
MENTAL MATHS  Learner’s Book page 133

Lead a class discussion about converting between units of length.

Learners have worked with these conversions recently (with
whole numbers). Ask them to tell you how to convert lengths
in millimetres (mm) to centimetres (cm), centimetres (cm) to
millimetres (mm), and metres (m) to kilometres (km).

Mathematics Teacher’s Guide Grade 4  TERM 2 177

 Go through the facts for conversions with them. Let them use the
strategies to do the conversion. Remind them that they worked
with fractions of whole numbers in previous units. Ask them to
find the fractions of metres. They also convert kilometres (km) to
metres (m), and metres (m) to kilometres (km).
Solutions
1. a) 7 km = 700 m b) 9 km = 900 m
c) 17 km = 17 000 m d) 23 km = 23 000 m
2. a) 5 000 m = 5 km b) 8 000 m = 8 km
c) 11 000 m = 11 km d) 20 000 m = 20 km
e) 7 000 m = 7 km f) 10 000 m = 10 km
g) 35 000 m = 35 km h) 23 000 m = 23 km
3. a) 3 m = 3 000 mm b) 8 m = 8 000 mm
c) 9 m = 9 000 mm d) 10 m = 10 000 mm
4. a) 4 000 mm = 4 m b) 6 000 mm = 6 m
c) 7 000 mm = 7 m d) 12 000 mm = 12 m
5. a) 15 of 10 m = 2 m b) 3
5 of 40 m = 24 m
1 1
10 of
c) 1 km = 100 m d) 2 of 1 km = 500 m

6. a) 101 of 1 m = 100 mm b) 4
5 of 1 m = 800 mm
7 5
10 of 1 m = 700 mm
c) d) 10 of 1 m = 500 mm

7. a) 3 km 212 m = 3 212 m b) 5 km 50 m = 5 050 m

c) 15 km 9 m = 15 009 m d) 20 km 5 m = 20 005 m

Activity 19.1 Learner’s Book page 134

1. a) 4 m = 4 000 mm b) 3 m 47 mm = 3 047 mm
2 12 m = 2 500 mm
c) d) 1 m 6 mm = 1 006 mm
1 km 866 m = 1 866 000 mm
e)
f) 6 m = 6 000 mm
1 000 mm = 1 m
g) h) 5 000 mm = 5 m
1
i) 500 mm = m 2 j) 250 mm = 14 m
3
750 mm = m
k) 4 l) 13 000 mm = 13 m

2. a) 3 km 245 m = 3 245 m b) 12 km 426 m = 12 426 m

6 km 200 m = 6 200 m
c) d) 5 km 3m = 5 003 m
27 km 19 m = 27 019 m
e) f) 8 km 8 m = 8 008 m
1 000 m = 1 km
g) h) 1 500 m = 1 12 km
i) 750 m = 43 km j) 3 000 m = 3 km
6 500 m = 6 12 km
k) l) 10 000 m = 10 km

178 Mathematics Teacher’s Guide Grade 4  TERM 2

 Unit 20 Convert between centimetres
and metres
MENTAL MATHS  Learner’s Book page 134

The learners discuss the conversions between metres (m) and

centimetres (cm) and do the conversions accordingly. They
multiply and divide by 100 and write fractions of metres (m) in
centimetres (cm). Remind the learners that the work they do in
number is important and applied in various topics in mathematics.
That is why they have to know the basic operations and facts
about multiplication and division by 10, 100 and 1 000.
Solutions
1. a) 7 m = 700 cm b) 9 m = 900 cm
c) 17 m = 1 700 cm d) 23 m = 2 300 cm
2. a) 700 cm = 7 m b) 1 000 cm = 10 m
c) 1 500 cm = 15 m d) 3 000 cm = 30 m
3. a) 15 m = 20 cm b) 4
5 m = 80 cm
1 9
10 m = 10 cm
c) d) 10 m = 90 cm

4. a) 2 m 15 cm = 215 cm b) 9 m 10 cm = 910 cm
c) 11 m 5 cm = 1 105 cm d) 8 m 8 cm = 808 cm

Activity 20.1 Learner’s Book page 135

1. a) 1 m 30 cm = 130 cm b) 5 m 15 cm = 515 cm
3 12
c) m = 350 cm d) 10 12 m = 1 050 cm
100 cm = 1 m
e) f) 320 cm = 3 m 20 cm
170 cm = 1 m 7 cm
g) h) 506 cm = 5 m 6 cm

2. a) 1 km – 700 m = 1 000 m – 700 m = 300 m

500 m + 500 m = 1 km
b)
800 m + 700 m = 1 500 m = 1 12 km
c)
2 km – 800 m = 2 000 m – 800 m = 1 200 m
d)
1 400 m + 1 600 m = 3 000 m = 3 km
e)
f) 1 m – 80 cm = 100 cm – 80 cm = 20 cm
50 cm + 50 cm = 100 cm = 1 m
g)
2 m – 75 cm = 200 cm – 75 cm = 1 m 25 cm
h)
i) 1 12 m + 150 cm = 150 cm + 150 cm = 300 cm = 3 m
j) 170 cm + 230 cm = 400 cm = 4 m

Mathematics Teacher’s Guide Grade 4  TERM 2 179

 Unit 21 Convert between millimetres and
centimetres
MENTAL MATHS  Learner’s Book page 135

The learners convert between centimetres (cm) and millimetres

(mm). Work through the strategies with them. They multiply and
divide by 10 and write fractions in centimetres and millimetres.
Solutions
1. a) 40 mm = 4 cm b) 100 mm = 10 cm
c) 150 mm = 15 cm d) 300 mm = 30 cm
2. a) 5 cm = 50 mm b) 12 cm = 120 mm
c) 29 cm = 290 mm d) 150 cm = 1 500 mm
3. a) 101 cm = 1 mm b) 1
5 cm = 2 mm
8 4
10 cm
c) = 8 mm d) 5 cm = 8 mm

Activity 21.1 Learner’s Book page 136

1. a) 10 cm = 100 mm b) 47 cm = 470 mm
c) 100 cm = 1 000 mm d) 1 12 cm = 15 mm
e) 1101 cm = 11 mm f) 12 mm = 1 cm 2 mm
g) 27 mm = 2 cm 7 mm h) 350 mm = 35 cm
i) 543 mm = 54 cm 3 mm j) 15 mm = 1 12 cm
2. a) 30 mm = 3 cm b) 128 cm = 1 280 mm
c) 350 cm = 3 12 m d) 23 km = 23 000 m
e) 5 43 m = 575 cm f) 2 500 m = 2 12 km
g) 302 m = 302 m 0 cm h) 2 km = 2 000 m
i) 3 12 km = 3 500 m j) 16 14 m = 1 625 cm

Unit 22 Round off measurements

MENTAL MATHS  Learner’s Book page 136

The learners round off numbers to the nearest 10, 100 and 1 000.
They should realise that rounding off to the nearest centimetre
(cm), meter (m) and kilometre (km) is the same as rounding off
whole numbers.
Solutions
1. a) 17 → 20 b) 12 → 10
c) 35 → 40 d) 121 → 120
2. a) 103 → 100 b) 134 → 100
c) 256 → 300 d) 328 → 300
3. a) 1 005 → 1 000 b) 2 588 → 3 000

180 Mathematics Teacher’s Guide Grade 4  TERM 2

 Activity 22.1 Learner’s Book page 137

1. a) 24 mm ≈ 2 cm b) 5 mm ≈ 1 cm
c) 223 mm ≈ 22 cm d) 15 mm ≈ 2 cm
e) 107 mm ≈ 11 cm f) 12 cm ≈ 1 cm
2. a) 35 mm ≈ 0 m b) 149 cm ≈ 1 m
c) 1 675 cm ≈ 17 m d) 213 cm ≈ 2 m
e) 199 cm ≈ 2 m f) 7 cm ≈ 0 m
3. a) 2 000 m ≈ 2 km b) 2 438 m ≈ 2 km
c) 3 999 m ≈ 4 km d) 15 m ≈ 0 km
e) 3 499 m ≈ 3 km f) 6 12 km ≈ 7 km

Unit 23 Problem-solving with distance

and length
MENTAL MATHS  Learner’s Book page 138

Learners do addition and subtraction calculations with

measurement units. Let them discuss and explain the examples.
Ask a few learners to calculate the solutions to the problems on
the board and explain their thinking.
Solutions
1. 356 m + 568 m = 924 m
2. 5 l, 324 m – 2 km 596 m = 2 km 728 m
3. 5 m – 3 m 40 cm = 1 m 60 cm
4. 16 km + 5 km 799 m = 21 km 799 m
5. 37 m × 6 = 222 m
6. 90 km × 5 = 450 km
7. 550 km ÷ 5 = 110 km
8. 8 m ÷ 4 = 200 cm

Activity 23.1 Learner’s Book page 138

1. (6 × 5) + (5 × 2) + (10 × 3 12 ) m = 30 + 10 + 35
= 75 m
The total length of the poles is 75 m.
2. 1 km 200 m = 1 200 m
1 200 ÷ 4 = 300
Each girl runs 300 m.
3. 432 – 67 = 432 – 32 – 35
= 400 – 35
= 365 cm
He jumped 365 cm.
4. (30 × 2) + ( 12 of 30) = 60 + 15
= 75 km
Janico’s farm is 75 km from town.

Mathematics Teacher’s Guide Grade 4  TERM 2 181

 5. It takes 1 hour (60 min.) to drive 120 km.
It takes 12 hour (30 min.) to drive 60 km.
It takes 14 hour (15 min.) to drive 30 km.
It takes 15 minutes to get to the farm.
6. The car uses 1 ℓ to go 10 km (or 60 ÷ 10 = 6 ℓ).
The car uses 2 ℓ to go 20 km.
The car uses 3 ℓ to go 30 km.
The car uses 6 ℓ to go 60 km.
The car will use 6 ℓ of petrol.
7. 1 ℓ will cost R10 (or 6 × R10 = R60)
2 ℓ will cost R20.
4 ℓ will cost R40.
6 ℓ will cost R60.
The trip will cost R60.
8. Janico’s farm is 75 km from town.
A trip to and from the farm is 150 km.
To drive 10 km the car will need 1 ℓ of petrol. This will
cost R10.
To drive 100 km the car will need 10 ℓ of petrol. This will
cost R100.
To drive 50 km the car will need 5 ℓ of petrol. This will
cost R50.
To drive 150 km the car will need 15 ℓ of petrol. This will
cost R150.
One trip to the farm will cost R75. If you use 1 ℓ of petrol (R10)
for every 10 km, it will cost you R1 for the petrol to drive 1 km.

Revision and consolidation Learner’s Book page 139

The learners will perform two revision tasks to display knowledge

of concepts they have developed in the last few units. In the first
task they illustrate their ability to measure and estimate lengths
accurately, convert between units and do simple addition and
subtraction calculations involving length.
Solutions
1. a) 49 mm
b) 8 cm
2. a) 4 mm + 3 mm = 7 mm
b) 245 cm – 198 cm = 47 cm
c) 100 cm or 1 000 mm
d) 2 m 9 mm = 2 009 mm
3. a) A  1 m
b) B  4 mm

182 Mathematics Teacher’s Guide Grade 4  TERM 2

4. a) 5 km 70 m = 5 070 m
b) 3 cm = 30 mm
c) 5 000 cm = 50 m
d) 7 cm = 70 mm
e) 20 cm + 33 mm + 2 m = 2 233 mm
f) 2 354 mm = 235 cm 4 mm

Revision Learner’s Book page 139

Learners show how accurately they can measure, convert between

units, compare lengths and solve problems in measurement contexts.
Solutions
1. a) 4 cm 7 mm
b) 26 mm
2. a) 1 cm = 10 mm
5 cm = 50 mm
b)
3 12 cm = 35 mm
c)
2 m = 2 000 mm
d)
4 km = 4 000 m
e)
f) 30 mm = 3 cm
15 mm = 1 12 cm
g)
110 mm = 11 cm
h)
i) 150 cm = 1 12 m
j) 500 m = 12 km
3. a) 100 cm = 1 000 mm
2 12 m > 2 250 mm
b)
2 km 360 m > 2 360 m
c)
300 cm = 3 m
d)

4. a) 800 m
3 12 times
b)
480 cm
c)

Mathematics Teacher’s Guide Grade 4  TERM 2 183

 Assessment task 4 Length
1. Measure the following lines.
a)
b)
c)

2. Convert the following lengths as indicated.
a) 15 km = n m
b) 15 mm = n cm
c) 3 000 cm = n m
3. Complete each calculation.
a) 2 km – 1 346 m = n m
b) 334 mm × 9 = n mm
c) 3 245 km + 658 km = n km
d) 108 cm ÷ 6 = n cm
4. Study each problem. Write an open number sentence
and then complete each calculation.
a) Susan has completed half of the race and she must
still run 1 250 m. How long is the race? Write your
answer in kilometres and metres.
b) On the first day of a race the cyclists have to ride
2 450 m, on the second day they must to ride
1 km 750 m and on the last day they must ride 955 m.
What is the total length of the race?
c) Lindiwe bought a square table cloth with sides
75 cm long. She wants to sew a ribbon around
the edge of the table cloth. How long will the
ribbon be? 


184 Mathematics Teacher’s Guide Grade 4  TERM 2

Assessment task 4 Length Solutions
1. a) 8 cm 1 mm
b) 5 cm 2 mm
c) 10 cm 3 mm
2. a) 15 km = 15 000 m
b) 15 mm = 1 12 cm
c) 3 000 cm = 30 m
3. a) 2 km – 1 346 m = 346 m
b) 334 mm × 9 = 3 006 mm
c) 3 245 km + 658 km = 3 903 km
d) 108 cm ÷ 6 = 18 cm
4. a) 1 250 m + 1 250 m = n
1 250 m + 1 250 m = 2 500 m
= 2 km 500 m
2 450 m + 1 km 750 m + 955 m = n
b)
2 450 m + 1 km 750 m + 955 m
= 2 450 + 1 750 m + 955 m
= 5 155 m
= 5 km 155 m
4 × 75 cm = n
c)
(2 × 75) + (2 × 75)
= 150 + 150
= 300 cm


Mathematics Teacher’s Guide Grade 4  TERM 2 185

 Whole numbers: multiplication

Learners will work with multiplication this week. They multiplied

with 1-digit numbers in Term 1. Now they will learn to multiply
with 2-digit numbers. They will also multiply by 10, 100 and 1 000
and multiples of 10.

Unit 24 Basic multiplication facts

MENTAL MATHS  Learner’s Book page 141

Learners study the two learners’ reasoning. Guide them to

understand that 40 × 50 is (4 × 10) + (5 × 10), which is
(4 × 5) × 100 because 10 × 10 = 100. This understanding is
enforced with the help of flow diagrams.
Solutions
1. Answers will differ.
2. a) 5 × 6 = 30 50 × 60 = 3 000
b) 3 × 8 = 24 30 × 80 = 2 400
c) 7 × 5 = 35 70 × 50 = 3 500
d) 5 × 9 = 45 50 × 90 = 4 500
e) 4 × 7 = 28 40 × 70 = 2 800
f) 8 × 8 = 64 80 × 80 = 6 400

Activity 24.1 Learner’s Book page 141

Ask the learners to copy the flow diagrams and complete the
numbers. They copy the tables and complete them. Here they start
multiplying non-multiples of 10 by multiples of 10.
Solutions
1. a) 8 8 800 800
b)
8 8 800 800
6 6 600 600
6 6 600 600
9 9 900 900
9 9 900 900
× 10 × 10
× 10 × 10 × 100× 100
7 7 700 700
7 7 700 700
5 5 500 500
5 5 500 500
4 4 400 400
4 4 400 400

2. a) 11 18 23 34 45 56 73 84
×2 22 36 46 68 90 112 146 168
× 10 220 360 460 680 900 1 120 1 460 1 680
b) 1 2 3 4 5 6 7 8 9
×3 3 6 9 12 15 18 21 24 27
× 10 30 60 90 120 150 180 210 240 270

186 Mathematics Teacher’s Guide Grade 4  TERM 2

 c) 10 20 30 40 50 60 70 80 90
×4 40 80 120 160 200 240 280 320 360
× 10 400 800 1 200 1 600 2 000 2 400 2 800 3 200 3 600

Unit 25 Multiplication strategies

Draw a Th, H, T, U table on the board. The objective is to assist
learners to develop an understanding of the behaviour of the
numbers when they are multiplied by 10, 100 and 1 000. Let them
explain how they calculate the number of dots in the rectangle.
This skill will help them understand the concepts of perimeter and
area in measurement. They multiply the number of dots in a row
by the number in a column. Check which learners still use repeated
addition. Let learners share strategies and convince each other that
certain strategies are quicker to use than others.

MENTAL MATHS  Learner’s Book page 142

1. a) 23 × 10 = 230 23 × 100 = 2 300 23 × 1 000 = 23 000

b) 36 × 10 = 360 36 × 100 = 3 600 36 × 1 000 = 36 000
c) 47 × 10 = 470 47 × 100 = 4 700 47 × 1 000 = 47 000
d) 53 × 10 = 530 53 × 100 = 5 300 53 × 1 000 = 35 000
e) 64 × 10 = 640 64 × 100 = 6 400 64 × 1 000 = 64 000
2. a) 150 dots b) 300 dots
c) 560 dots d) 240 dots

Activity 25.1 Learner’s Book page 143

Learners study the double and single flow diagrams to understand

that bigger numbers can be broken up into factors to multiply
smarter and quicker. Next, they study the strategies for multiplying
a 1-digit number by a 2-digit number involving non-multiples of 10.
Let them compare their methods and select one to use for solving
the problems. You could let them work in pairs.
Solutions
1. a) 3 × 5 = 15 b) 5 × 6 = 30
15 × 10 = 150 30 × 10 = 300
c) 75× 8 =×56
4 ×3 5
d) 85× 3 =× 12
24 5
56 × 10 = 560 24 × 10 = 240
8 × 44 × 23
× 64 85 8
××12 64
2. 5 × 45× 3 =× 60 5 5

5 × 12 548 = 60
× 48
× × 223
× 54
64 585 ××12
× 8
12 45
64
a) 854 × 484
× × 23
× 60
4
64 558 ××12
× 12
8 60
4
64
b) 245 × 584
× × 623
× 60
60
4 25 × 30
× 12 60
60
4
c) 852 × 455
× × 336
× 120
60 825 × 15
× 30
12 120
60
d) 82 ×5 × 63 60
120 82 × 15
30 60
120

8 ×5 ×3 120 8 × 15 120

Mathematics Teacher’s Guide Grade 4  TERM 2 187

 3. a) The methods show repeated addition, doubling, breaking
up numbers and the distributive property to multiply by 15.
They use all three strategies to solve 7 × 15. Allow them to
discuss the different strategies and to decide which is the
most effective one.
Calculations with the three methods are shown below.
b)
A 7 × 15 = 15 + 15 + 15 + 15 + 15 + 15 + 15
= (10 + 10 + 10 + 10 + 10 + 10 + 10 + 10)
+ (5 + 5 + 5 + 5 + 5 + 5 + 5)
= 70 + 35
= 105
B 7 × 15 = n
3 × 15 = 45
3 × 15 = 45
1 × 15 = 15
45 + 45 + 15 = 90 + 15
= 105
C 7 × 15 = n
7 × 10 = 70
7 × 5 = 35
70 + 35 = 105
4. The learners should realise that strategy A could be time-
consuming. Doubling and breaking up numbers could work
more effectively.
a) 3 × 18 = (3 × 10) + (3 × 8) (strategy C)
= 30 + 24
= 54
4 × 21 = (2 × 21) + (2 × 21)
b)
= 42 + 42
= 84
5 × 32 = (5 × 30) + (5 × 2)
c)
= 150 + 10
= 160
4 × 16 = (2 × 16) + (2 × 16)
d)
= 32 + 32
= 64
7 × 35 = (2 × 35) + (2 × 35) + (2 × 35) + (1 × 35)
e)
= 70 + 70 + 70 + 35
= 210 + 35
= 245

188 Mathematics Teacher’s Guide Grade 4  TERM 2

 Unit 26 Problem-solving with multiplication
MENTAL MATHS  Learner’s Book page 144

This session involves problem-solving and investigation.

Read the instructions to the class and make sure learners know
what to do.
Solutions
1. Ask learners to write the operations on the board as you say
them: n × 10 → n + 7 = n double → n × 2 → + n. Then
they can list the answers and their original numbers. They
should discover that there is a difference of 14 between the
2-digit number they started with and the final answer.
2. Learners use multiplication to find the different number of
objects stated. They could use the distributive property to
make the multiplication easier. They should manipulate by
associating numbers that are easier to get answers for (thus
using the associative property).
Learners should only write the number sentences during
the Mental maths session; they can solve the problems for
homework.
a) Number of beds:
12 × 7 × 6 = n
12 × 42 = (12 × 40) + (12 × 2)
= 480 + 24
= 504
Number of chairs:
b)
16 × 7 × 6 = n
16 × 42 = (16 × 40) + (16 × 2)
= 640 + 32
= 672
Number of tables:
c)
3 × 6 × 7 = n
3 × 42 = (3 × 40) + (3 × 2)
= 120 + 6
= 126
Number of wards: 7 × 6 = 42
d)

Activity 26.1 Learner’s Book page 144

Learners can work in pairs. Ask them to write the number sentences
first before they calculate the answers. They can calculate the total
mass of the potatoes and solve the problems about the equipment in
the school. They use their own strategies. Lead a discussion during
which learners can compare their strategies and solutions.

Mathematics Teacher’s Guide Grade 4  TERM 2 189

 Solutions
1. pink: R15 × 5 = n
(10 × 5) + (5 × 5) = 50 + 25
= R75
yellow: R25 × 4 = R100
beige: R30 × 3 = R90
2. 16 × 15 = n
(15 × 10) + (15 × 6) = 150 + 90
= 240 kg
3. a) Number of cupboards:
3 × 6 × 4 = n
3 × 4 × 6 = 12 × 6
= 72
Number of writing boards:
b)
2 × 6 × 4 = n
2 × 4 × 6 = 8 × 6
= 48
Number of tables:
c)
20 × 6 × 4 = n
= (10 × 24) × 2
= 240 × 2
= 480
Number of chairs:
d)
24 × 6 × 4 = n
(20 × 24) + (4 × 24) = 480 + (4 × 20) + (4 × 4)
= 480 + 80 + 16
= 560 + 16
= 576

Unit 27 Multiplication and estimation

MENTAL MATHS  Learner’s Book page 145

This activity helps learners check and judge the reasonableness

of solutions. They have to look at the unit digits and know which
unit each digit will result in when multiplied. They do not have
to calculate the solutions. They could judge, for example, that
7 and 1 in 37 × 11 will give a 7 as a unit. They can solve the
problems for homework. Learners can use inverse operations to
check their answer.
Solutions
1. a) 37 × 11 = 407 (407 is smaller than 1 000 and
ends in 7.)
b) 42 × 24 = 1 008 (1 008 is between 1 000 and 1 010 and
ends in 8.)
c) 24 × 11 = 264 (264 is smaller than 500 and ends in 4.)

190 Mathematics Teacher’s Guide Grade 4  TERM 2

 d) 39 × 37 = 1 443 (1 443 is smaller than 1 500 and
ends in 3)
e) 24 × 39 = 936 (936 is between 900 and 1 000 and
ends in 6.)
2. Last unit of multiplier
× 0 1 2 3 4 5 6 7 8 9
0 0 0 0 0 0 0 0 0 0 0
1 0 1 2 3 4 5 6 7 8 9

Last unit of multiplicand

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

3. a) 16 × 34 = 544
b) 21 × 27 = 567; 22 × 27 = 594; 23 × 27 = 621
24 × 27 = 648; 25 × 27 = 675; 26 × 27 = 702
27 × 27 = 729; 28 × 27 = 756; 29 × 27 = 783
c) Answers will differ.

Activity 27.1 Learner’s Book page 146

The learners study the strategies for estimating solutions.

Learners can calculate the actual solutions and compare them
with their estimates. They could subtract the products to see what
the difference is – how far or close the estimation was from the
real answer.
Solutions
1. a) 24 × 40 = 960
b) 39 × 10 = 390
c) 42 × 40 = 1 680
d) 37 × 40 = 1 480
e) 42 × 10 = 420
2. a) 24 × (40 – 1) b) 37 × (10 + 1)
= (24 × 40) – (24 × 1) = (37 × 10) + (37 × 1)
= 960 – 24 = 370 + 37
= 936 = 407
(37 × 30) + (37 × 7)
c) d) (37 × 40) + (37 × 2)
= 1 110 + 259 = 1 480 + 74
= 1 369 = 1 554

Mathematics Teacher’s Guide Grade 4  TERM 2 191

 Unit 28 Patterns in multiplication
MENTAL MATHS  Learner’s Book page 146

Learners worked with the multiplication by 11 and 99 when they

explored number patterns in Term 1. They explore the patterns
in the solutions to realise that, for example, in 12 × 11, the 1 and
2 become the units and hundreds and you add 1 and 2 and insert
3 as tens so that the answer is 132. They look for patterns when
multiplying 99. For example, 99 × 5, is 454 – the hundreds and
units digits are the answer to 5 × 9 = 45, and 5 is the tens digit.
Solutions
1. a) 191 b) 264 c) 374
d) 495 e) 693 f) 902
2. a) 297 b) 594 c) 891
d) 396 e) 792 f) 990

Activity 28.1 Learner’s Book page 147

The learners work with rectangular shapes to estimate the area. Let
them use their own strategies to calculate the answers.
Solutions
1. a) 20 × 40 = 800 square metres
b) 60 × 70 = 4 200 square metres
c) 50 × 90 = 4 500 square metres
d) 40 × 70 = 2 800 square metres
2. a) 900 b) 2 400 c) 7 200
d) 3 500 e) 2 400
3. (1) a) 924 square metres b) 3 685 square metres
c) 3 956 square metres d) 2 698 square metres
(2) a) 924 b) 2 464
c) 7 719 d) 3 551
e) 2 356

Unit 29 More multiplication methods

MENTAL MATHS  Learner’s Book page 148

The learners record the solutions to the problems on their Mental

maths girds. Check how well they are able to multiply multiples
of 10.
Solutions
1. 6 2. 60 3. 600 4. R45
5. 48 6. R120 7. 300 8. 240
9. 4 000 10. 3 600

192 Mathematics Teacher’s Guide Grade 4  TERM 2

Activity 29.1 Learner’s Book page 148

Learners break up both numbers, multiply their values and then add
the products. They complete copies of the tables and work out the
sum for each problem.
Solutions
1. a) 600 + 120 + 60 + 12 b) 42 400 + 480 + 120 + 24
= 792 = 3 024

20 2 60 3

30 600 60 40 2 400 120

6 120 12 8 480 24

1 400 + 120 + 560 + 48

c) d) 2 000 + 450 + 280 + 63
= 2 128 = 2 793

70 6 40 9

20 1 400 120 50 2 000 450

8 560 48 7 280 63

2. a) 1 073
b) 5 074
c) 5 032
d) 4 512
e) 5 607
f) 3 705
3. Learners use calculators to check their solutions.

Assessment task 5: multiplication

The learners complete this assessment task at the end of Week 6,
Term 2. They demonstrate knowledge of multiplication of 1- and
2-digit numbers. The learners multiply by 10, 100 and 1 000
using flow diagrams. They multiply numbers based on objects
arranged in arrays, write number sentences before solving
problems and use repeated addition and the distributive property
to display understanding of multiplication. They solve contextual
and non-contextual multiplication problems and use short cuts to
multiply by 11 and 99.

Mathematics Teacher’s Guide Grade 4  TERM 2 193

 Assessment task 5 Multiplication
1. Copy and complete the flow diagrams.
a) Input Output Input Output

0 0
1 1
2 2
3 × 10 3 × 10 × 10
4 4
8 8
9 9

Input Output Input Output
Input b)
Output Input Output
Input
0 Output 0
0 0
0
1 1
1 1
1
2 2
2 2
2
3 × 10 3 × 10 × 10
3 × 10 3 × 10 × 10
3 × 100
4 4
4 4
4
8 8
8 8
8
9 9
9 9
 9
c) Input Output
Input Output
0
0
1
1
2
2
3 × 100
3 × 100
4
4
8
8
9
9 
2. Solve each number sentence.
a) 43 × 10 = n
43 × 100 = n
43 × 1 000 = n
b) 39 × 10 = n
39 × 100 = n
39 × 1 000 = n

194 Mathematics Teacher’s Guide Grade 4  TERM 2

3. Copy and complete each number sentence.
a) 4 × 15 = n + n + n + n = n + n = n
b) 4 × 15 = (2 × n) + (2 × n) = n + n = n
c) 4 × 15 = (4 × n) + (n × 5) = n + n = n
4. Solve each problem.
a) 6 × 23 = n
b) 4 × 12 = n
c) 3 × 14 = n
d) 5 × 24 = n
5. Use your own methods to solve each problem.
a) 23 × 26 = n
b) 44 × 36 = n
6. Solve these problems without doing calculations.
a) 45 × 11 = n
19 × 11 = n
b) 99 × 6 = n
99 × 5 = n
7. Write a number sentence for each problem and then solve it.
a) A chocolate slab has 24 blocks. How many blocks are
there in eight chocolate slabs?
b) Fifteen friends went to the movies. A movie ticket
costs R28. How much did the friends pay altogether?
c) A ladybird has eight spots. How many spots are there
on 14 ladybirds altogether?

Mathematics Teacher’s Guide Grade 4  TERM 2 195

 Assessment task 5 Multiplication Solutions
Input Output
1. a) 0 0 0
1 10 1
2 20 2
3 × 10 30 3
4 40 4
8 80 8
 9 90 9
Input Output Input
Input Output
b) 0 0
Input 0
Output 0
0
10 0
10 1
1 100
21 100
20 2
2 200
32 × 10 200
30 3
3 × 10 × 10 300
43 × 100 300
40 4
4 400
84 400
80 8
8 800
98 800
90 9
 9 900
9 900
Input Output
c) 0 0
1 100
2 200
3 × 100 300
4 400
8 800
 9 900

2. a) 43 × 10 = 430 b) 39 × 10 = 390
43 × 100 = 4 300 39 × 100 = 3 900
43 × 1 000 = 43 000 39 × 1 000 = 39 000
3. a) 4 × 15 = 15 + 15 + 15 + 15 = 30 + 30 = 60
b) 4 × 15 = (2 × 15) + (2 × 15) = 30 + 30 = 60
c) 4 × 15 = (4 × 10) + (4 × 5) = 40 + 20 = 60
4. a) 6 × 23 = 138 c) 3 × 14 = 42
b) 4 × 12 = 48 d) 5 × 24 = 120
5. a) 23 × 26 = 598 b) 44 × 36 = 1 584
6. a) 45 × 11 = 495 b) 99 × 6 = 594
19 × 11 = 209 99 × 5 = 495
7. a) 24 × 8 = n b) R28 × 15 = n
= 192 blocks = R420
14 × 8 = n
c)
= 112


196 Mathematics Teacher’s Guide Grade 4  TERM 2

 Properties of 3-D objects

Learners learn to recognise and name rectangular prisms, spheres,

cylinders, cones and square-based pyramids. They distinguish
between properties of 3-D objects by investigating flat and curved
surfaces as well as the face shapes of polyhedra. They also build
3-D objects by working with cardboard polygons.
It is essential for learners to work with concrete, physical
3-D objects so that they can develop a better understanding of
3-D properties when they see them represented on paper.
Differences between 2-D and 3-D
Some people have difficulty in understanding the difference
between 2-D and 3-D. At this stage, learners should first familiarise
themselves with examples of 3-D objects. An informal way to
explain the difference is to say that 2-D shapes are flat on a page
– they have no height – while 3-D objects are things you can walk
around and see from different positions.
A more formal explanation could be expressed like this: Everything
in the real world that can be measured is 3-D (it has three
dimensions). It has height, width and length. Even a sheet of paper,
no matter how thin it is, has some height, and so it is 3-D. We can
measure its height, width and length.
The only things that are 2-D are drawings. There is no such thing
as a rectangle or triangle that we can pick up and feel. These shapes
exist only as 2-D drawings. As soon as we cut out the shape of a
triangle or square from cardboard, they are no longer 2-D shapes.
They become 3-D objects because we can measure their length,
width and height. (For the sake of convenience we still refer to these
cut-out shapes as triangles, squares, and so on. Technically, they are
very flat prisms.)

Unit 30 Flat and curved surfaces

Learner’s Book page 149 Explain that the word surface refers to the outside area of an object.
Start by describing the flat surface of a desk, table, board and
wall. Run your hand over the surfaces and let the learners do the
same. Make sure you point out all the surfaces, for example the top
surface, side and bottom surface of a table and desk. Then choose
other objects that have smaller surfaces, such as a school bag, a
book and an eraser. Then choose objects that are not necessarily flat,
such as a ball, the pot of a pot plant or a vase.

Mathematics Teacher’s Guide Grade 4  TERM 2 197

 Curved surfaces
Explain the difference between curved and flat surfaces. Take balls
of different sizes to class so that learners can touch them.

Curved and flat surfaces

Learners should have learnt about cones and cylinders in previous
grades. However, reinforce the concept of curved and flat surfaces.
Also take examples of conical and cylindrical objects, such as ice-
cream cones and party hats for cones, and food cans or flasks for
cylinders to class.
Some learners may be confused by the fact that circles have curves,
yet in the examples says that circles are flat surfaces. You can use
two fabric cut-outs of circles and place one circle on a flat surface,
such the board or a table. Even though the edges of the circle are
round, the surface of the circle is flat. Then place the second cut-out
circle on a round surface, such as a ball. Now the surface is curved;
it is not flat. This will help the learners to distinguish between a flat
and a curved surface.

Flat surfaces only

This year learners work with rectangular prisms and pyramids
– learners need to learn to identify these objects. Provide home
language support so that learners can describe the meaning of each
name in words that they understand well. They will investigate the
properties of these 3-D objects later in this section.

MENTAL MATHS  Learner’s Book page 150

Learners play Feely bag. The game will help them describe the
attributes of 3-D objects. Use a bag or a box so that learners cannot
see the objects in the container. Put different spheres, cones, cylinders,
prisms and pyramids in the bag. If you do not have a set of these
3-D objects, borrow some from the Foundation Phase teachers or use
real-life containers learners collected.
Show the class an example. Put your hand into the bag or box without
looking into it. Select one object and describe it to the learners. For
example: I feel an object with a curved surface and a flat surface. There
is a sharp point on top and the bottom is a circle. The learners try to
identify the object. If they do not recognise it, take the object out of the
bag and repeat your description. The learners would probably use more
informal terminology to describe the objects. Allow them to do this
but also emphasise the formal terminology and write new terms on the
board.

198 Mathematics Teacher’s Guide Grade 4  TERM 2

 Activity 30.1 Learner’s Book page 150

Ask learners to bring a variety of objects with curved and flat

surfaces to class. Also take examples to class. Examples of everyday
objects include:
• curved surfaces only: balls, marbles, globe of the earth
• flat surfaces: books, files, boxes
• curved and flat surfaces: pens, glue tubes, cups, glasses.
Solutions
1–3. Practical work

Suggested informal assessment questions to ask yourself

• How well do learners understand the word surface?
• How well can the learners distinguish between flat and curved
surfaces?

Unit 31 Shapes and faces of 3-D objects

Learner’s Book page 150 In this unit, learners are introduced to the different parts of a
3-D object, namely face, edge and corner. Although they do not
work with corners or angles of 3-D objects as yet, they need to
know what a face or edge of an object is because the surface of an
object is divided into different faces by edges.
Shapes of real objects
Here, the learners relate the mathematical shapes of 3-D objects
they have learnt about to the shapes of real objects.

MENTAL MATHS  Learner’s Book page 150

Ask learners to describe the candles in the illustration. Remind

learners that there are boxes that are shaped like pyramids and
that pyramids also have flat faces and that they cannot roll!
Encourage learners to give accurate descriptions. For example,
prisms are objects that have the identical flat faces on the top and
the bottom. If you turn a prism upside down, it will stand on a
surface and not fall over. Learners should identify the triangular-
based prism and the square- or rectangular-based prisms.
1–5. The learners can work in pairs to spot the various shapes in
the picture.

Activity 31.1 Learner’s Book page 151

1. Learners can work on their own or in pairs to find suitable

objects.
2. Each time the learners show the class their objects, let the class
decide whether they agree or disagree that an object is the shape
that the learner says it is.

Mathematics Teacher’s Guide Grade 4  TERM 2 199

 Faces of 3-D objects
The learners distinguish the parts of 3-D objects. They should know
what the face, edge and corner of a 3-D object is.

Activity 31.2 Learner’s Book page 151

1 face 2 corner 3 edge 4 edge

5 face 6 corner 7 face 8 curved surface

Suggested informal assessment question to ask yourself

• How well are the learners able to identify the faces of a
3-D object?

Unit 32 Straight, flat faces: polyhedra

Learner’s Book page 151 Until now, the learners have worked with 3-D objects that had both
flat and curved surfaces. Now the focus is on polyhedra, 3-D objects
with straight, flat faces; or 3-D objects whose faces are made of
polygons.
Have models of different polyhedra available in the classroom for
the learners to handle and examine.

Faces of polyhedra
The ideal would be to have a rectangular prism with different
coloured faces to match those in the Learner’s Book in class. You
could paint a shoe box. Using a real box will make it easier for the
learners to make sense of the picture in the example.

MENTAL MATHS  Learner’s Book page 152

1. a) sphere b) rectangular prism

c) square-based pyramid d) cylinder
2. six
3. five

Activity 32.1 Learner’s Book page 152

1. a) face 5 b) face 4
c) face 6

2. Shape Number of faces Shape of faces

A cube 6 All six are squares.
B  rectangular prism 6 All six are rectangles.
C square-based 5 One square; four
pyramid rectangles

200 Mathematics Teacher’s Guide Grade 4  TERM 2

 Suggested informal assessment questions to ask yourself
• How well are the learners able to identify the number of faces
of a polyhedron?
• How well can learners identify the shapes of the faces of
different polyhedra?
• How well can learners distinguish a cube from other
rectangular prisms?

Building models of polyhedra

Building models of polyhedra helps the learners to familiarise
themselves with the different shapes and number of faces that make
up the polyhedra. In this way, they further explore the properties of
3-D shapes.

Activity 32.2 Learner’s Book page 153

The faces of the polyhedra are shown in the Learner’s Book. The
number below each shape shows how many of that shape are needed
to build a particular polyhedron.
Note:
• The shapes are drawn on dotted paper so that the learners can
easily copy them onto dotted paper. The shapes in the Learner’s
Book may be a little too small for the learners to handle
comfortably, so learners can enlarge the shapes. They can just
double the number of dots when they draw the shapes. If it is too
difficult for the learners to do this, you can give them enlarged
copies of the shapes.
• Learners can then stick the paper onto cardboard, cut out the
shapes and stick them together to make a 3-D shape.
• It is easier for the learners to use adhesive tape rather than glue to
build each shape.

Suggested informal assessment questions to ask yourself

• How easy is it for the learners to make models of polyhedra?
• How well do they understand the process they are following
when they build the models?

Naming prisms and pyramids

Make sure you have a prism and a square-based pyramid in class
when you discuss this section with the learners.
The focus in Grade 4 is only on square-based pyramids. If you
think your class is able to understand extensions of this concept,
you can introduce triangular-based and pentagonal-based pyramids
to illustrate the fact that the shape of the base of a pyramid can be
different polygons.

Mathematics Teacher’s Guide Grade 4  TERM 2 201

 Suggested informal assessment question to ask yourself
• How well can the learners recognise 3-D objects and match
them to the shapes of everyday items?

Investigation Learner’s Book page 154

The learners will have to cut out and measure shapes with the same
and different lengths, and then come to a conclusion.
Answer to investigation question:
• The height of the triangles that make up the sides of the
pyramid all have to be the same so that they can meet at one point
at the top.
• The length of the sides of the triangles that will meet at the base
of the pyramid must be the same as the length of the base’s sides.

Revision Learner’s Book page 154

1. A: cone – flat and curved surfaces

B: sphere – curved surface only
C: rectangular prism – flat surfaces only
D: square-based pyramid – flat surfaces only
E: cylinder – flat and curved surfaces
2. a) C: prism; D: pyramid
b) C: rectangular prism; D: square-based pyramid
c) C: 6 faces; D: 5 faces
d) C: 6 rectangles; D: 1 square and 4 triangles
e) C: 8; D: 5
3. a) square-based pyramid
b) 4 rectangles and 2 squares, or 6 rectangles

Remedial activities
Learners who struggle with work in this unit will usually have
a poor mental picture of 3-D objects. It is thus essential to have
models of the 3-D objects in class for the learners to pick up, feel
and turn around when they work on this section.
• Let the learners work through similar activities to those in
the Learner’s Book, but give them more time to handle the
3-D models as they build up their concepts and work through
the activities.
• Let learners who struggle, work together and build many models
of the same 3-D objects. Initially, provide the cut-out shapes that
they must use. Then later, let them copy and select the shapes
they need to build their own models.

202 Mathematics Teacher’s Guide Grade 4  TERM 2

Extension activity
Challenge the learners to build a model of a rectangular prism using
only squares (a cube) and then to build one using only two squares
and rectangles. Let them work out the measurements.

Further extension activity

The learners could work in groups of four to complete the activity.
Make a toy mobile of at least four 3-D objects.
1. Use cardboard to build 3-D objects.
2. Decorate your 3-D models with colours and patterns you like.
3. Tie two sticks with string or wool to make a cross shape.
4. Thread a piece of wool or string through each model. Knot the
one side of the wool to keep it tied to the model.
5. Tie the other side of the wool onto your crossed sticks. Make the
threads different lengths.
6. Hang the mobiles from the classroom ceiling. Or tie a piece of
string across the classroom and hang the mobiles from the line.

You can use the following checklist to assess the learner’s activities
and give them a mark out of 25.

Criteria Mark allocation

4 3 2 0–1
Choose the correct faces to build
model 1
Choose the correct faces to build
model 2
Choose the correct faces to build
model 3
Choose the correct faces to build
model 4
Size the faces correctly for model 1
Size the faces correctly for model 2
Size the faces correctly for model 3
Size the faces correctly for model 4
Finish and decorate the models
attractively
Make a stable hanger with two sticks
Attach the models to the hanger
suitably and securely
Total mark out of 25

Mathematics Teacher’s Guide Grade 4  TERM 2 203

 Geometric patterns

Grade 4 learners work with geometric patterns to look for

relationships and patterns. They describe relationships or rules
observed in their own words.
The patterns involve:
• physical or diagrammatic representations
• sequences not limited to a constant difference or ratio
• patterns of learners’ own creation.
Learners repeat 2-D and 3-D patterns and shapes that grow or
decrease in different ways. They copy and extend patterns and
describe the rules in their own words. The learners represent
patterns they noticed in input and output flow diagrams, tables and
number sentences.
Remind the learners of the number patterns they worked with in
Term 1. Ask them to describe the relationships in a few number
patterns, for example, 6; 16; 26; 36 . . . or 0; 9; 18; 27 . . . and
let them extend the patterns. Learners will work with geometric
patterns that involve 2-D shapes and 3-D objects this week. They
will work in groups and pairs to discuss and describe relationships
(connections or links) between shapes, objects and numbers in
patterns.

Unit 33 Explore geometric patterns

In Term 1 you worked with number patterns. In this unit you will
work with geometric patterns. In Grade 3 you created patterns using
objects and drawings. You described and copied geometric patterns
formed in nature, real life and culture. This term you will build on
the work done in Grade 3.

MENTAL MATHS  Learner’s Book page 155

Drumbeats have rhythms that we can translate into patterns.

Discuss this with the learners African people have used drums
for communication for many centuries, but nowadays drums are
mostly used to create musical rhythms. Let the learners identify
other places where there are patterns in real life. Examples
include paving, bathroom tiles and fabrics. Learners can make up
patterns using home-made drums, spoons and other instruments.
A pattern is a repetition that displays harmony amongst its
elements. Allow learners to clap their hands and stamp their feet
to create patterns, and use numbers to keep time.

204 Mathematics Teacher’s Guide Grade 4  TERM 2

 The learners have to observe and understand the pattern units
(groups of objects) that are repeated in the number and picture
patterns, and not focus on a single shape or object in a pattern.

Solutions
1. Learners practise drum patterns.
2. Learners discuss the patterns.
a) OOn
OOn
OOn
OOnn
n
n
n
nO
nO
nO
nO n
nn
n
n
nnn
nnnnOOn
OOn
OOn
OOn
n nn
nO nnO
nO nO
OOnnnOnnnOOnnnO
OOnnnOnnnOOnnnO
b)

c)

d)

e)

f)

Activity 33.1 Learner’s Book page 156

Write down the names of new shapes such as parallelogram,

rhombus, hexagon and pentagon. Ask learners if there is a difference
between the rhombus and the square. They should realise that the
shapes are the same; the rhombus shown here is a rotated square.
Let them describe Beauty’s patterns. You can extend this lesson to
space and shape and let learners use transformation terminology
such as slide (translate), flip (reflect) and turn (rotate) to describe
how a pattern was created. Make copies of the 2-D shapes and
let the learners cut them out. They create and describe their own
patterns. Use a space on the wall to display their work. Encourage
learners to describe how the shapes are positioned using formal
names if possible. Let them study the bead and seed jewellery.
They copy and extend the patterns. Tell them something about each
pattern and show them on the map where Swaziland and Kenya
are situated. Give learners string or cotton, and beads of different
colours or 3-D objects. They can also use buttons or macaroni and
create different necklaces or bracelets and ask other learners to
describe, draw and extend their patterns.

Mathematics Teacher’s Guide Grade 4  TERM 2 205

 Unit 34 Identify and extend patterns
MENTAL MATHS  Learner’s Book page 157

Let the learners study the shapes in the pattern. Make copies
and let them cut out the strips below. They have to decide
how the strips fit together to form the pattern above. During
this experience you should encourage them to use the formal
terminology. Write down new words such as octagon.
Order of patterns: F, C, E, D, B, G, A, H

Activity 34.1 Learner’s Book page 157

Learners should describe the relationships they notice. They

could extend the number patterns to include the next five numbers.
They describe the even numbers, odd numbers and multiples of 3
and 4. You can ask learners to create cube patterns and ask their
partners to describe the relationships. For question 2, you could ask
them to describe how the patterns grow. In the next exercise, they
study the growing patterns created with squares and triangles. They
should observe that each square has a triangle on top and below and
an extra triangle on the side. In pattern 1, the relationship between
the square and triangle is (1 × 2) + 2, which gives 4 triangles. In
pattern 2, the number of triangles is (2 × 2) + 2 and in pattern 3 it
is (3 × 2) + 2. Learners should copy the patterns and draw the next
three patterns. Do not give them the rule, rather let them explore
and discover it. You could ask them what operation they have used
to perform on the squares to work out the number of triangles. Ask
them to copy and complete the flow diagram and the table using the
rule or relationship they have discovered.
Solutions
1. a) 2; 4; 6; 8; 10 even numbers or multiples of 2
b) 1; 3; 5; 7; 9 odd numbers
c) 3; 6; 9; 12 multiples of 3
d) 4; 8; 12; 16 multiples of 4
2. a) pattern 4: four squares and 10 triangles
pattern 5: five squares and 12 triangles
pattern 6: six squares and 14 triangles
Rule: × 2 + 2
b)

206 Mathematics Teacher’s Guide Grade 4  TERM 2

 c) Squares Triangles
1 4
2 6
Rule
3 8
4 ×2+2 10
5 12
10 22
21 44

d) Squares 1 2 3 4 5 6 7 12 20
Triangles 4 6 8 10 12 14 16 26 42

Unit 35 Extend patterns

MENTAL MATHS  Learner’s Book page 158

The learners study the pattern with black and green beads.
Without drawing pattern 4, they have to work out how many
beads in total there will be in a pattern. This will help them find
a rule they can use to calculate the number of green beads if they
know how many black beads there are in a pattern. They do not
draw the extended patterns, but create mental images to use to
work out how many beads there will be in a pattern. To calculate
the number of green beads using the number of black beads, the
pattern is (1 × 2) + 1 = 3; (2 × 2) + 1 = 5; (3 × 3) + 1 = 10; and so
on. To calculate the number of black beads from a given number
of green beads: (31 – 1) ÷ 2 = 30 ÷ 2 = 15. Remind learners to
use inverse operations to check calculations. Allow learners to
discuss their observations and solutions.
Solutions
1. 13
2. 9; 11; 13 (odd numbers)
3. 7; 8; 9; 10 (one black bead is added to every pattern)
4. 1; 2; 3; 4; 5; 6; 7; 8; 9; 10 (natural numbers)
5. 3; 5; 7; 9; 11; 13; 15; 17; 19; 21 (odd numbers)
6. black: 20; 21; 22
green: 41; 43; 45
7. Rule: × 2 + 1
8. (31 – 1) ÷ 2 = 30 ÷ 2 = 15
9. (101 – 1) ÷ 2 = 100 ÷ 2 = 50
10. 200 × 2 + 1 = 401

Mathematics Teacher’s Guide Grade 4  TERM 2 207

 Activity 35.1 Learner’s Book page 159

Learners have been introduced to square numbers before. Ask

them if they can see why these numbers are called square numbers
(they create perfect squares). Learners should realise that the
numbers are created by multiplying the pattern number by itself
(they square the numbers so that 1 = 1 × 1; 4 = 2 × 2; 9 = 3 × 3, and
so on). Next, they study the patterns created by dots and rhombi
(rhombuses) where they should realise that a rhombus (often called
a diamond) is not a square. A square is always a rhombus, but a
rhombus is not always a square. In the pattern for the number of
dots (4; 7; 10; 13; ..., 3 is added to each pattern to find the next one).
The rhombus pattern involves the numbers 1; 2; 3; 4; 5; ... (natural
numbers). Ask them to complete the flow diagram and describe the
numbers in the pattern sequences.
Solutions
1. a) pattern 4 has 16 dots
pattern 5 has 25 dots
pattern 6 has 36 dots
b) square numbers: the product of a number multiplied by itself
c) 1; 4; 9; 16; 25; 36; 49; 64; 81; 100
d) Pattern Number
number of dots
1 1
2 4
Rule
3 number 9
4 × 16
number
7 49
9 81
10 100

2. a) Pattern 4 will have 4 rhombi, with a dot at each corner;

pattern 5 will have 5 rhombi, and so on.
b) 4; 7; 10; 13; 16; 19; 22; 25; 28; 31 (add 3)
c) 1; 2; 3; 4; 5; 6; 7; 8; 9; 10
d) The numbers in (c) are counting numbers.
e) Number Number
of rhombi of dots
1 4
2 7
Rule
3 10
4 ×3+1 13
7 22
9 28
10 31

208 Mathematics Teacher’s Guide Grade 4  TERM 2

 Unit 36 Input and output numbers (values)
Ask the learners to explain what input and output values are and
how the operator influences these values. The operator could be any
operation or combination of operations. The operator is given for
question 1, but not for the other questions. Do not give the rules to
the learners. They should discover rules for themselves.

MENTAL MATHS  Learner’s Book page 160

44 22 1111 99
1. 2. 11 11
64 6 4 32 3 2 1515 13913 9
86 8 6 43 4 3 152115
21 131913
19
10810 8 54 5 4 213021
30 192819
28
12
101210 ÷÷22 65 6 5 39
303930 ––22 37
283728
121612
16 ÷ 2÷ 2 86 8 6 397139
71 – 2– 2 376937
69
40
164016 20820 8 10771
71
107 10769
69
107
15040
150
40 207520
75 1001
107107
1001 1001
107
1001107
150
180150
180 759075
90 1001
1001 1001
1001
180180 90 90
3. 11 1111 4. 1 1 99
31 3 1 13
111311 21 2 1 12912 9
53 5 3 131513
15 32 3 2 121512
15
75 7 5 ++1010 151715
17 43 4 3
××33++66 151815
18
87 8 7
+ 10
+ 10 171817
18 54 5 4
× 3×+36+ 6 182118
21
98 9 8 19
181918 65 6 5 212421
24
9 9 19 19 6 6 24 24
Activity 36.1 Learner’s Book page 161

The learners should realise after exploring and discovering that the
rule to determine the number of red beads is × 2 + 2. They complete
the table to enforce this understanding. If there are 20 black
beads, there will be (20 × 2) + 2 = 42 red beads. They use the flow
diagrams and fill in input and output values.
Solutions
1. a) Number of black beads 1 2 3 4 5 6 7 8 9 10
Number of red beads 4 6 8 10 12 14 16 18 20 22
×2+2
b)
42 red beads
c)
2. Black beads Red beads

2 ×2 +2 6

4 ×2 +2 10

6 ×2 +2 14

Mathematics Teacher’s Guide Grade 4  TERM 2 209

 Black beads Red beads
8 ×2 +2 18

10 ×2 +2 22

20 ×2 +2 43

25 ×2 +2 52

33 ×2 +2 68

50 ×2 +2 102

209 ×2 +2 420

3. The learners use their own input values and the rules to create
output values.

Assessment task 6: patterns

The learners perform an assessment task involving geometric
patterns. They study the squares pattern and extend it. To
calculate the number of white squares, calculate (1 × 2) + 1.

210 Mathematics Teacher’s Guide Grade 4  TERM 2

Assessment task 6 Patterns
1. Look at these patterns.

Pattern 1 Pattern 2 Pattern 3
Draw pattern 4.
a)
How many white squares will there be in pattern 5?
b)
Write a number sentence to show how to calculate the
c)
number of white squares.
Complete a copy of the table.
d)
Grey squares 1 2 3 4 5 6 7 8 9 10
White squares
2. Give the next three numbers in each number pattern.
a) 1; 4; 7; 10; 13; 16; …; …; …
b) 2; 7; 12; 17; 22; 27; …; …; …
c) 3; 13; 23; 33; 43; 53; …; …; …
d) 0; 8; 16; 24; 32; 40; …; …; …

3. Complete a copy of each flow diagram.

a) ×4 12

b) ÷6 5


c) + 93 100

4. Complete a copy of the table.

Input 1 2 3 4 5 6 10 20
Output



Mathematics Teacher’s Guide Grade 4  TERM 2 211

 Assessment task 6 Patterns Solutions
1. a) Two white and one grey square are added to make each new
pattern.

Pattern 1 Pattern 2 Pattern 3 Pattern 4

The number of grey squares is equal to the pattern number.

b)
Pattern 5 will have double the number of grey squares
plus one.
Number of grey squares × 2 + 1 = number of white squares
c)
White squares in pattern 4: 5 × 2 + 1 = 11
The numbers of white squares form the sequence of odd
d)
numbers.
Grey squares 1 2 3 4 5 6 7 8 9 10
White squares 3 5 7 9 11 13 15 17 19 21
2. a) 1; 4 ;7; 10; 13; 16l 19; 22; 25 (intervals of 3)
b) 2; 7; 12; 17; 22; 27; 32; 37; 42 (intervals of 5)
c) 3; 13; 23; 33; 43; 53; 63; 73; 83 (intervals of 10)
d) 0; 8; 16; 24; 32; 40; 48; 56; 64 (multiples of 8)

3. a) 3 ×4 12 12 ÷ 4 = 3

30
b) ÷6 5 5 × 6 = 30

c) 7 + 93 100 100 – 93 = 7

4. The learners should discover that they have to multiply by 2 and

add 2 to get the output values. The rule is × 2 + 2.
Input 1 2 3 4 5 6 10 20
Output 4 6 8 10 12 14 22 42



212 Mathematics Teacher’s Guide Grade 4  TERM 2

 Symmetry

Introduction
The learners learnt about symmetry in Grade 3. This section revises
and consolidates the concept of line symmetry. Learners identify
lines of symmetry in pictures and shapes where these lines are not
necessarily vertical.

Unit 37 What is symmetry?

Learner’s Book page 162 Revise what symmetrical shapes or pictures are. Make sure learners
know what a line of symmetry is. If they are not sure, draw a simple
symmetrical diagram or pattern on a sheet of paper, such as two
dots. Fold the sheet in half, then open it again. Show the learners
and point to the fold. Remind them that this is the line of symmetry
that divides the picture into two mirror images.
Do the same exercise to show shapes that do not have symmetry.
This time, place the dots asymmetrically on the sheet of paper so
that they do not fit over one another when you fold the paper.

MENTAL MATHS  Learner’s Book page 162

The learners work in pairs to recognise the shapes that are

symmetrical. They identify the lines of symmetry and explain
their reasoning. Encourage them to use terms such as horizontal,
vertical and diagonal lines.
Solutions
1. B, C, D, E, F, G, H
2. The sketches show lines of symmetry.

A B C D

E F G H

3. Learners explain patterns.

Mathematics Teacher’s Guide Grade 4  TERM 2 213

 Activity 37.1 Learner’s Book page 163

1. See sketches in Mental maths.

2. Most learners should manage well enough on their own when
creating their symmetrical figures. If they need help, suggest that
they start with simple outlines and then progress to more and
more interesting symmetrical shapes.

Suggested informal assessment questions to ask yourself

• How easily are the learners able to identify symmetrical shapes
and pictures?
• Are learners able to create their own symmetrical shapes and
figures?

Lines of symmetry
Some learners may have realised that some shapes have more than
one line of symmetry, but clarify this point for all the learners.

Activity 37.2 Learner’s Book page 164

1. The triangle and square as they appear on page 163 with their
lines of symmetry
2. Learners do an investigation.
3. a) All except for shape E are symmetrical.
b) Learners compare and discuss the lines of symmetry they
have drawn.
c) B has one line of symmetry.
A, C, D and H each have two lines of symmetry.
F and G each have three lines of symmetry.

Investigation Learner’s Book page 164

Learners discuss which letters are symmetrical. Some learners may

also realise that the letter O has many lines of symmetry (this can
also depend on the font and whether it is shaped as a circle).

Drawing symmetrical shapes

Graph paper or dotted paper can help the learners to keep track
of the lengths and direction of the lines they need to draw when
creating symmetrical shapes.

Activity 37.3 Learner’s Book page 164

1, 2. Learners copy and complete the patterns.

3. There are numerous ways in which the shapes can be
completed so that they are not symmetrical. Discuss examples
with the class.

214 Mathematics Teacher’s Guide Grade 4  TERM 2

 Suggested informal assessment questions to ask yourself
• How well are the learners able to identify more than one line of
symmetry in a shape or picture?
• How easily are they able to complete shapes that are
symmetrical and shapes that are not symmetrical?

Revision Learner’s Book page 165

1. A: yes; the line is a line of symmetry.

B: no; there is only a chimney on one side of the house.
C: no; the two parts are not mirror images.
D: Only the horizontal line is a line of symmetry as it divides the
picture into two mirror images. The vertical line does not create
two mirror images.
E: The horizontal line is a line of symmetry as it divides the top
and bottom halves into mirror images. The vertical line is not a
line of symmetry as it does not create mirror images of the left
and right halves.
F: Both lines are lines of symmetry.
2. Learners to draw their own shapes and assess their partners.

Remedial activities
If learners find it difficult to determine whether pictures are
symmetrical just by looking at them, let them copy the picture onto
a sheet of paper, and then fold the paper to see whether there is a
line of symmetry.
Let the learners make symmetrical shapes with their bodies. They
can work in pairs and help each other.

Extension activities
Let the learners do mirror writing, where they write their names
upside down and then use a mirror to read the writing right side up.
Challenge the learners to create shapes that have more than one line
of symmetry.

Mathematics Teacher’s Guide Grade 4  TERM 2 215

Whole numbers: addition and subtraction

Unit 38 Round off to add and to subtract

MENTAL MATHS  Learner’s Book page 166

Ask the learners what they remember about rounding off. Let
them look at the rules in the speech bubbles and ask if they
agree.
Solutions
Number 10 100 1 000
1. 4 324 4 320 4 300 4 000
2. 1 296 1 300 1 300 1 000
3. 5 655 5 660 5 700 6 000
4. 2 075 2 080 2 100 2 000
5. 9 212 9 210 9 200 9 000
6. 6 879 6 880 6 900 7 000
7. 1 558 1 560 1 600 2 000
8. 7 006 7 010 7 000 7 000
9. 3 004 3 000 3 000 3 000
10. 2 947 2 950 3 000 3 000

Activity 38.1 Learner’s Book page 166

1. The learners should have realised that rounding off to the nearest
10 give estimates closest to the accurate solutions. Check which
strategies they use. Estimations will differ.
2. a) 1 019 + 1 914 = 2 933 b) 2 224 + 2 318 = 4 542
c) 7 478 – 4 489 = 2 989 d) 9 010 – 5 675 = 3 335
e) 4 675 + 2 386 = 7 061

Unit 39 Different ways to add

MENTAL MATHS  Learner’s Book page 167

Let the learners work together as a class to discuss the three

strategies for the addition problem. They will probably prefer
one of the shorter strategies. Ask learners if they have different
methods to solve the problems. Let them explain their methods
to the class.

216 Mathematics Teacher’s Guide Grade 4  TERM 2

 The strategies involve repeated addition, building up multiples of
10 and breaking up numbers. Remind the learners that working
with multiples of 10 helps them calculate easier and smarter. It
is easier to add and subtract numbers to and from multiples of
10. They could also use the commutative property by swapping
numbers to calculate easier.
Solutions
1. Responses will differ.
2. a) 58 + 37 = 58 + 2 + 35 b) 36 + 37 = 36 + 4 + 33
= 60 + 35 = 40 + 33
= 95 = 73
49 + 38 = 49 + 1 + 37
c) d) 24 + 69 = 69 + 1 + 23
= 50 + 37 = 70 + 23
= 87 = 93
75 + 18 = 75 + 5 + 13
e) f) 29 + 56 = 29 + 1 + 55
= 80 + 13 = 30 + 55
= 93 = 85
43 + 28 = 28 + 2 + 41
g) h) 37 + 44 = 37 + 3 + 41
= 30 + 41 = 40 + 41
= 71 = 81
i) 54 + 39 = 39 + 1 + 53 j) 39 + 52 = 39 + 1 + 51
= 40 + 53 = 40 + 51
= 93 = 91

Activity 39.1 Learner’s Book page 167

The first two problems have been solved using the second method.
Encourage the learners to try to keep the = signs below each other
so that the numbers are aligned according to their place values.
This will help learners enhance the place value concept and when
calculations entail carrying. It could also assist them in developing
understanding of the column calculation strategy.
Solutions
1. 789 + 1 356 = 3 145 2. 3 472 + 3 589 = 7 061
1 000 + 1 000 = 2 000 3 000 + 3 000 = 6 000
700 + 300 = 1 000 400 + 500 = 900
80 + 50 = 130 70 + 80 = 150
9 + 6 = 15 2 + 9 = 11
3 145 7 061
3. 5 627 + 3 484 = 9 111 4. 4 584 + 3 767 = 8 351
5. 6 375 + 3 869 = 10 244 6. 4999 + 3 999 = 8 998
7. 2 555 + 2 555 = 5 110 8. 4 069 + 3 087 = 7 156
9. 3 490 + 2 609 = 6 099 10. 7 277 + 2 488 = 9 765

Mathematics Teacher’s Guide Grade 4  TERM 2 217

 Unit 40 Different ways to subtract
MENTAL MATHS  Learner’s Book page 168

Learners should realise that the first strategy is time-consuming,

but if there are learners who are comfortable with this strategy,
allow them to use it. Write the problems on the writing board
and record learners’ strategies to compare if they use different
strategies.
Solutions
1. Responses will differ.
2. a) 76 – 59 = 76 – 50 – 9 b) 64 – 27 = n
= 26 – 9 60 – 20 = 40
= 17 4 – 7 = –3
40 – 3 = 37
87 – 38 = n
c) d) 93 – 69 = 93 – 60 – 9
87 – 30 = 57 = 33 – 9
57 – 8 = 49 = 24
55 – 39 = n
e) f) 46 – 27 = 46 – 20 – 7
50 – 30 = 20 = 26 – 7
5 – 9 = –   4 = 19
20 – 4 = 16
63 – 38 = n
g) h) 78 – 59 = 78 – 50 – 9
60 – 30 = 30 = 28 – 9
3 – 8 = –5 = 19
30 – 5 = 25
i) 65 – 48 = n j) 82 – 69 = 82 – 60 – 9
60 – 40 = 20 = 22 – 9
5 – 8 = –3 = 13
20 – 3 = 17

Activity 40.1 Learner’s Book page 169

The learners study and discuss the strategies for the same
subtraction problem. Let them decide which method they find
more effective. Ask them to use one of the strategies to solve the
subtraction problems, but they can also use their own methods.
The first four problems have been solved using methods 2 and 3.
These strategies involve breaking up numbers in the place values
and using the closest multiples of 100 and 1 000 for the second
number. Remind the learners to align the = signs and the numbers
according to their place values. Method 3 will assist with developing
an understanding of column addition. Some learners might be able
to solve the problems mentally, especially where decomposition is
not required.

218 Mathematics Teacher’s Guide Grade 4  TERM 2

Solutions
1. a) 2 768 – 1 436 = n
2 000 – 1 000 = 1 000
700 – 400 = 300
60 – 30 = 30
8 – 6 = 2
1 332
6 527 – 4 216 = n
b)
6 527 – 4 200 = 2 327
2 327 – 16 = 2 311
4 523 – 2 446 = n
c)
4 000 – 2 000 = 2 000
500 – 400 = 100
= 2 100
23 – 46 = –23
2 100 – 23 = 2 100 – 20 – 3
= 2 080 – 3
= 2 077
8 684 – 4 573 = n
d)
8 684 – 4 500 = 4 184
4 184 – 73 = 4 184 – 70 – 3
= 4 114 – 3
= 4 111
e) 9 734 – 8 645 = 1 089 f) 5 250 – 2 500 = 2 750
g) 3 678 – 1 567 = 2 111 h) 7 800 – 5 900 = 1 900
i) 6 450 – 4 500 = 1 950 j) 4 230 – 2 330 = 1 900
2. Assist learners who have reading problems to understand the
context of the word problems. Let the learners write number
sentences before solving the problems. They use their own
strategies and estimate the solution before calculating. Below
are strategies they might use.
a) 155 + 125 + 135 = n b) R3 575 + R685 = n
100 + 100 + 100 = 300 3 000 + 0 = 3 000
50 + 20 + 30 = 100 500 + 600 = 1 100
5 + 5 + 5 = 15 70 + 80 = 150
415 roses were delivered 5 + 5 = 10
Andile earns R 4 260
c) 2 011 – 1 957 = n
1 957 + 3 = 1 960
1 960 + 40 = 2 000
2 000 + 11 = 2 011
Her age was 3 + 40 + 11 = 54

Mathematics Teacher’s Guide Grade 4  TERM 2 219

 Unit 41 Check addition and subtraction
calculations
MENTAL MATHS  Learner’s Book page 169

Let the learners study Sipho’s strategy to check addition by

subtraction. They should recognise that he added 3 to both
numbers in the subtraction calculation. Ask them to explain how
they will solve the addition problems. Record the strategies on
the board. Let them use the strategy to check the solutions of the
addition problems.
Solutions
1. Learners discuss a strategy for adding and subtracting.
2. The first five problems have been solved using the suggested
strategy, i.e. adding the same number to both numbers to do
subtraction to check addition calculations.
a) 34 + 57 = 91 Check: 91 – 57 = n
94 – 60 = 34
b) 56 + 29 = 85 Check: 85 – 29 = n
86 – 30 = 56
c) 28 + 49 = 77 Check: 77 – 49 = n
78 – 50 = 28
d) 45 + 38 = 83 Check: 83 – 38 = n
85 – 40 = 45
e) 37 + 49 = 86 Check: 86 – 49 = n
87 – 50 = 37
f) 49 + 23 = 72 g) 58 + 34 = 92
h) 37 + 48 = 85 i) 26 + 57 = 83
j) 39 + 53 = 92

Activity 41.1 Learner’s Book page 170

The learners solve addition problems with bigger numbers.

They use the inverse operation to check the solutions. Ask them
to look at the magic square. They should understand that the
numbers in the rows, columns and diagonals add up to the same
sum. Explain what a diagonal is if they do not know. Let them
check the sum of the numbers in the rows, columns, diagonals
and the four corners of the Indian magic square. Ask them to write
down the numbers as indicated to create two magic squares. Let
them draw two 3 × 3 squares. They should arrange the numbers
so that there is a magic number for each square. Let them struggle
with the problems but if they get stuck, give them a clue. Each line
of three numbers must add up to one third of the total of all the
numbers used in a square. In the first square they created, the set of
nine numbers must total 54, so that the magic number is 18. In the
second square the magic number is 19.

220 Mathematics Teacher’s Guide Grade 4  TERM 2

Solutions
1. a) 345 + 478 = 823
b) 557 + 359 = 916
c) 1 450 + 1 460 = 2 910
d) 4 956 + 4 276 = 9 232
e) 2 329 + 1 737 = 4 066
f) 3 470 + 2 630 = 6 100
2. a) Remind the learners to use effective mental calculation
strategies to find the sum of the numbers in the rows,
columns and diagonals. They should use the commutative
and associative properties, for example,
1 + 14 + 15 + 4 = 15 + 15 + 4 = 34. The magic number is 34.
34 34 34 34

1 14 15 4 34
12 7 6 9 34
8 11 10 5 34
13 2 3 16 34

34 34

1 + 4 + 13 + 16 = 16 + 4 + 13 + 1
b)
= 20 + 14
= 34
Below is one solution. The magic number is 18. There are
c)
several solutions. The learners should notice that the number
in the centre is half of the sum of the numbers on its sides,
for example, 11 + 1 = 12; 9 + 3 = 12; 4 + 8 = 12, and so on.
The number in the centre is one third of the magic number.

4 11 3
5 6 7

9 1 8

They create a magic square in the same way as in (c).

d)

Mathematics Teacher’s Guide Grade 4  TERM 2 221

 Whole numbers: division

This week learners will learn to divide 3-digit numbers by 1-digit

numbers using the knowledge they developed about division in
Term 1. Remind learners about the importance of knowing the
multiplication tables. If they know the multiplication facts, doing
division is easy because of the connection between multiplication
and division.

Unit 42 Solve story problems

MENTAL MATHS  Learner’s Book page 171

Ask the learners to explain what division means. Make a table

on the board with the calculations in one column and the reason
for each calculation in the second column. Write down their
understanding of each division calculation. Ask the learners to
record the solutions to (b) on their Mental maths grid. Let them
give the inverse operations for each problem. Write these on the
board as they name them.
Solutions
1. a) 30 ÷ 6 = 5 b) 40 ÷ 8 = 5 c) 35 ÷ 7 = 5
d) 24 ÷ 8 = 3 e) 42 ÷ 6 = 7 f) 81 ÷ 9 = 9
g) 64 ÷ 8 = 8 h) 32 ÷ 4 = 8 i) 20 ÷ 4 = 5
j) 27 ÷ 3 = 9
2. a) 18 ÷ 3 = 6 b) 15 ÷ 5 = 3 c) 16 ÷ 4 = 4
d) 36 ÷ 9 = 4 e) 32 ÷ 8 = 4 f) 42 ÷ 7 =6
g) 56 ÷ 8 = 7 h) 63 ÷ 9 = 7 i) 72 ÷ 8 = 9
j) 49 ÷ 7 = 7
3. a) 6 × 3 = 18 b) 3 × 5 = 15 c) 4 × 4 = 16
d) 9 × 4 = 36 e) 8 × 4 = 32 f) 7 × 6 = 42
g) 7 × 8 = 56 h) 7 × 9 = 63 i) 9 × 8 = 72
j) 7 × 7 = 49

Activity 42.1 Learner’s Book page 171

Learners have to understand that the numbers get 10 times bigger

and move one place to the left as they are multiplied by bigger
powers of 10. They explore the numbers and place value of the
digits showing division by powers of 10. They should realise that
the numbers become smaller and the digits move one place to the
right as they divide by 10. This is important basic knowledge for the
development of understanding of decimal numbers that they will
deal with in Grade 6. The learners solve problems involving division

222 Mathematics Teacher’s Guide Grade 4  TERM 2

 of multiples of 10 by 10. After making sense of these problems they
should deduce that you remove the 0 from the multiple. Ask them to
investigate the strategy to divide multiples of 10 by multiples of 10.
They should make sense of the fact that you first divide by 10 and
then by the tens digits. Later they could provide a rule and reason
that you remove a 0 from both numbers and divide by the tens unit.
Solutions
1. a, b) 1 × 3 = 3
10 × 3 = 30
100 × 3 = 300
1 000 × 3 = 3 000
10 000 × 3 = 30 000
c) There is the same number of 0s on each side of the equal
sign.
2. a, b) 23 000 ÷ 10 = 2 300
2 300 ÷ 10 = 230
230 ÷ 10 = 23
c) The number is ten times smaller (has one less 0).
3. a) 350 ÷ 10 = 35 b) 860 ÷ 10 = 86
c) 930 ÷ 10 = 93 d) 4 600 ÷ 10 = 460
e) 1 870 ÷ 10 = 187 f) 7 000 ÷ 10 = 700
4. First divide by 10.
5. a) (450 ÷ 10) ÷ 9 = 5 b) (630 ÷ 10) ÷ 7 = 9
c) (480 ÷ 10) ÷ 8 = 6 d) (420 ÷ 10) ÷ 6 = 7
e) (350 ÷ 10) ÷ 5 = 7 f) (240 ÷ 10) ÷ 4 = 6
g) (810 ÷ 10) ÷ 9 = 9 h) (490 ÷ 10) ÷ 7 = 7
i) (560 ÷ 10) ÷ 8 = 7 j) (300 ÷ 10) ÷ 3 = 10

Unit 43 Division with and without remainders

MENTAL MATHS  Learner’s Book page 172

The learners explore the strategies given for dividing 3-digit

multiples of 10 by 1-digit numbers. They first divide by 10 or
divide by the divisor and multiply by 10. Later they should
conclude that you remove the 0 and divide the hundreds and tens
units. Let them use both strategies and decide which one they
prefer to use. Some learners might not know the tables by heart.
Refer them to the multiplication tables but also encourage them
to memorise the tables.
Solutions
1. a) 200 ÷ 5 = (200 ÷ 10) × 2 = 20 × 2 = 40
b) 320 ÷ 8 = (320 ÷ 10) ÷ 8 = 32 ÷ 8 × 10 =40
c) 360 ÷ 6 = (360 ÷ 10) ÷ 6 = 36 ÷ 6 × 10 = 60
d) 250 ÷ 5 = (250 ÷ 10) ÷ 5 = 25 ÷ 5 × 10 = 50

Mathematics Teacher’s Guide Grade 4  TERM 2 223

 e) 120 ÷ 6 = (120 ÷ 10) ÷ 6 = 12 ÷ 6 × 10 = 20
f) 810 ÷ 9 = (810 ÷ 10) ÷ 9 = 81 ÷ 9 × 10 = 90
g) 480 ÷ 6 = (480 ÷ 10) ÷ 6 = 48 ÷ 6 × 10 = 80
h) 480 ÷ 6 = (480 ÷ 10) ÷ 6 = 48 ÷ 6 × 10 = 60
i) 480 ÷ 6 = (480 ÷ 10) ÷ 6 = 48 ÷ 6 × 10 = 60
j) 480 ÷ 6 = (480 ÷ 10) ÷ 6 = 48 ÷ 6 × 10 = 40
2. Discuss learners’ use of Nadia’s method with the class.
3. a) 180 ÷ 9 = (18 ÷ 9) × 10 = 20
b) 180 ÷ 9 = (18 ÷ 9) × 10 = 90
c) 180 ÷ 9 = (18 ÷ 9) × 10 = 90
d) 180 ÷ 9 = (18 ÷ 9) × 10 = 50
e) 180 ÷ 9 = (18 ÷ 9) × 10 = 90
f) 180 ÷ 9 = (18 ÷ 9) × 10 = 80
g) 180 ÷ 9 = (18 ÷ 9) × 10 = 80
h) 180 ÷ 9 = (18 ÷ 9) × 10 = 90
i) 180 ÷ 9 = (18 ÷ 9) × 10 = 90
j) 180 ÷ 9 = (18 ÷ 9) × 10 = 50
4. Answers will differ.

Activity 43.1 Learner’s Book page 173

The learners solve problems involving 3-digit multiples divided

by 1-digit numbers. Ask them to explore the cube arrangements in
the pictures. You could let them build the arrangements. Tell them
that they will now work with remainders. They work with small
2-digit numbers to develop the concept of remainders. They create
cube constructions to solve the problems. Tell them to write number
sentences for the problems. They might need the multiplication
facts to solve the 2-digit division problems. Help them understand
that, for example, for 27 ÷ 5 they should know that 25 is the closest
multiple of 5 and 5 goes into 27 five times with a remainder of 2.
Let them check the solutions by reversing the operations and adding
the remainders.
Solutions
1. a) 120 ÷ 2 = 60 b) 180 ÷ 6 = 30 c) 200 ÷ 5 = 40
d) 240 ÷ 6 = 40 e) 240 ÷ 8 = 30 f) 320 ÷ 4 = 80
g) 300 ÷ 6 = 50 h) 270 ÷ 3 = 90 i) 280 ÷ 4 = 70
j) 360 ÷ 9 = 40
2. a) 16 ÷ 3 = 5 remainder 1 b) 14 ÷ 4 = 3 remainder 2
c) 19 ÷ 6 = 3 remainder 1 d) 23 ÷ 5 = 4 remainder 3
e) 29 ÷ 3 = 9 9 remainder 2
3. a) 30 ÷ 7 = 4 remainder 2 b) 26 ÷ 6 =4 remainder 2
c) 27 ÷ 5 = 5 remainder 2 d) 38 ÷ 7 = 5 remainder 3
e) 44 ÷ 6 = 7 remainder 2 f) 46 ÷ 9 = 5 remainder 1
g) 35 ÷ 8 = 4 remainder 3 h) 30 ÷ 9 = 3 remainder 3
i) 65 ÷ 7 = 9 remainder 2 j) 76 ÷ 8 = 9 remainder 4
4. Learners check their solutions.

224 Mathematics Teacher’s Guide Grade 4  TERM 2

 Unit 44 Division with remainders
MENTAL MATHS  Learner’s Book page 174

The learners get more practice in working with remainders in

2-digit numbers. Allow them to use the multiplication tables,
counters or cubes if they are still dependent on these. Let them
check their solutions by multiplication.
Solutions
1. a) 12 ÷ 5 = 2 remainder 2 b) 17 ÷ 4 = 4 remainder 1
c) 27 ÷ 6 = 4 remainder 3 d) 33 ÷ 6 = 5 remainder 3
e) 36 ÷ 7 = 5 remainder 1 f) 47 ÷ 6 = 7 remainder 5
g) 50 ÷ 7 = 7 remainder 1 h) 67 ÷ 8 = 8 remainder 3
i) 85 ÷ 9 = 9 remainder 4 j) 76 ÷ 8 = 9 remainder 4
2. Learners use multiplication to check solutions.
Example: 8 × 9 + 4 = 72 + 4 = 76

Activity 44.1 Learner’s Book page 175

Ask learners to study the strategies to divide with dividends that will
leave remainders. They should understand that they have to find the
closest multiples of the divisors. Make sure that they understand the
strategy. Also help them understand how to check by multiplying
and adding to get the original dividend as the answer. They use the
given strategy to solve the problems.
Solutions
1. The learners solve division with 3-digit numbers without
remainders. Some of the learners would probably be able to
solve the problems mentally by identifying the multiples of the
divisors. The strategy below can be used for 3-digit number
division without remainders. The processes and checks are
shown for the first two problems.
a) 255 ÷ 5 = n
50 × 5 = 250 255 – 250 = 5
1 × 5 = 5 5–5=0
255 ÷ 5 = 51
Check: 51 × 5 = 255
287 ÷ 7 = n
b)
40 × 7 = 280 287 – 280 = 7
1 × 7 = 7 7–7=0
287 ÷ 7 = 41
Check: 41 × 7 = 287
c) 248 ÷ 8 = 31 d) 306 ÷ 6 = 51
e) 284 ÷ 4 = 71 f) 273 ÷ 3 = 91
g) 369 ÷ 9 = 41 h) 357 ÷ 7 = 51
i) 426 ÷ 6 = 71 j) 183 ÷ 3 = 61

Mathematics Teacher’s Guide Grade 4  TERM 2 225

 2. Ask learners to check each solution by multiplication. The
strategies are shown for the first two problems below. Learners
should realise that they have made a mistake when the
remainder is more than the divisor.
a) 157 ÷ 5 = n
30 × 5 = 150 157 – 150 = 7
1 × 5 = 5 7–5=2
157 ÷ 5 = 31 remainder 2
Check: 31 × 5 + 2 = 155 + 2
= 157
b) 204 ÷ 8 = n
20 × 8 = 160 204 – 160 = 44
5 × 8 = 40 44 – 40 = 4
204 ÷ 8 = 25 remainder 4
Check: 25 × 8 + 4 = 200 + 4
= 204
c) 307 ÷ 5 = 61 remainder 2
d) 238 ÷ 5 = 47 remainder 2
e) 344 ÷ 6 = 57 remainder 2
f) 246 ÷ 9 = 25 remainder 1
g) 335 ÷ 8 = 41 remainder 7
h) 330 ÷ 9 = 36 remainder 6
i) 265 ÷ 7 = 37 remainder 6
j) 179 ÷ 8 = 22 remainder 3

Unit 45 Division with 3-digit numbers and

remainders
MENTAL MATHS  Learner’s Book page 175

Learners play a division game.

Activity 45.1 Learner’s Book page 175

1. The learners solve problems in which they have to determine

the missing quotients, dividends and divisors. In some 3-digit
number division problems, learners have to perform inverse
operations to calculate the solutions.
2. Learners use inverse operations to check solutions to 3-digit
number division problems. They use the distributive property to
multiply effectively.
Solutions
1. a) 250 ÷ 10 = 25
810 ÷ n = 9
b) 810 ÷ 9 = 90
810 ÷ 90 = 9

226 Mathematics Teacher’s Guide Grade 4  TERM 2

 c) n ÷ 80 = 4
d) 488 ÷ 8 = 61
e) 364 ÷ 9 = 40 remainder 4
f) 244 ÷ n = 61
61 × 4 = 244
244 ÷ 4 = 61
g) n ÷ 40 = 50 40 × 50 = 200
200 ÷ 40 = 50
h) 217 ÷ 7 = 31
i) 13 ÷ n = 2 remainder 3 2 × 5 + 3 = 13
13 ÷ 5 = 2 remainder 3
j) 246 ÷ 4 = 61 remainder 2
2. a) 489 ÷ 4 = 122 remainder 1
122 × 4 + 1 = 488 + 1
= 489
b) 305 ÷ 7 = 43 remainder 4
43 × 7 + 4 = (40 × 7) + (3 × 7) + 4
= 280 + 21 + 4
= 305
c) 448 ÷ 6 = 74 remainder 4
74 × 6 + 4 = (70 × 6) + (4 × 6) + 4
= 420 + 24 + 4
= 448
d) 289 ÷ 5 = 57 remainder 4
57 × 5 + 4 = (50 × 5) + (7 × 5) + 4
= 250 + 35 + 4
= 289
e) 669 ÷ 7 = 95 remainder 4
95 × 7 + 4 = (90 × 7) + (5 × 7) + 4
= 630 + 35 + 4
= 669

Unit 46 Problem-solving with division

MENTAL MATHS  Learner’s Book page 176

1. The learners should identify that they apply inverse

operations in every second diagram.
Learners determine the number of equal groups and the
remainders in numbers.
a) 7 ×8 +2 58
b) 58 –2 ÷7 8
c) 25 ×5 +4 129

Mathematics Teacher’s Guide Grade 4  TERM 2 227

 d) 129 –4 ÷5 25
e) 12 × 20 +7 247
f) 247 –7 ÷ 20 12
2. a) 33 has 6 groups of 5 remainder 3
b) 649 has 81 groups of 8 remainder 1
c) 810 has 9 groups of 90 remainder 0
d) 460 has 23 groups of 20 remainder 0
e) 490 has 70 groups of 7 remainder 0

Activity 46.1 Learner’s Book page 176

The learners solve problems in context. Allow them to use their own
strategies. Here are some strategies that they might use. In questions
2 and 3, they might use trial and improvement to determine the
number of equal groups if there is no divisor. They should realise
that the divisor cannot be an even number. Some learners might
identify 155 as a multiple of 5. In question 3 the number of bags of
potatoes can be any number. The problem does not state that there
should be no remainders. They should however be realistic because
bags are normally not be filled with 2, 3, 4 or 5 potatoes.
Solutions
1. 268 ÷ 8 = n
30 × 8 = 240 268 – 240 = 28
3 × 8 = 24 28 – 24 = 4
268 ÷ 8 = 33 remainder 4
The greengrocer can fill 33 bags and 4 tomatoes will be
left over.
2. 155 ÷ n = n
155 ÷ 3 = 51 remainder 2 (not possible)
155 ÷ 5 = 31
The grocer puts 31 oranges in one bag so that he has 5 bags. He
can also put 5 oranges in a bag so that he has 31 bags.
3. 283 ÷ n = n
40 × 7 = 280 283 – 280 = 3 He can use 40 bags filled
with 7 potatoes each.
30 × 8 = 240 283 – 240 = 43
5 × 8 = 40 43 – 40 = 3 He can use 35 bags filled
with 8 potatoes each.
30 × 9 = 270 283 – 270 = 13
1 × 9 = 9 13 – 9 = 4 He can use 31 bags filled
with 9 potatoes each.
28 × 10 = 280 283 – 280 = 3 He can use 28 bags filled
with 10 potatoes each, and
so on.

228 Mathematics Teacher’s Guide Grade 4  TERM 2

4. 127 ÷ 8 = n
10 × 8 = 80 127 – 80 = 47
5 × 8 = 40 47 – 40 = 7
127 ÷ 8 = 15 remainder 7
The grocer needs 15 boxes.
5. 235 ÷ 6 = n
30 × 6 = 180 235 – 180 = 55
9 × 6 = 54 55 – 54 = 1
235 ÷ 6 = 39 remainder 1
The greengrocer can fill 39 bags and 1 squash remains.

Assessment task 7: whole numbers (division)

The learners perform this assessment task at the end of Term 2,
week 9. They demonstrate knowledge of division with 2- and
3-digit numbers and display knowledge of division by 10 and
multiples of 10. The learners show understanding of division with
remainders and use the quotients of problems to do multiplication
to check the reasonableness of solutions. They further solve
division problems in context.

Mathematics Teacher’s Guide Grade 4  TERM 2 229

 Assessment task 7 Whole numbers (division)
1. Complete each number sentence.
a) 21 ÷ 7 = n
b) 45 ÷ 9 = n
c) 49 ÷ 7 = n
d) 32 ÷ 4 = n
e) 64 ÷ 8 = n
Input
2. Copy and complete each flowOutput
diagram.
Input Output
a) 20
20
200
200
250
250 ÷
÷ 10
10
22 000
000
22 550
550
22 500
500
Input Output
Input Output
b) 420
420
340
340
570
570 ÷
÷ 10
10
610
610
860
860
 11 010
010

3. Use short cuts to solve the problems.

a) 420 ÷ 20 = n
b) 320 ÷ 80 = n
c) 360 ÷ 60 = n
d) 280 ÷ 70 = n
e) 270 ÷ 30 = n
4. Solve the problems.
a) 21 ÷ 6 = n
b) 26 ÷ 3 = n
c) 16 ÷ 3 = n
5. Solve these problems.
a) 18 ÷ 9 = n
b) 20 ÷ 9 = n
c) 28 ÷ 7 = n
d) 30 ÷ 7 = n
e) 40 ÷ 8 = n
f) 45 ÷ 8 = n

230 Mathematics Teacher’s Guide Grade 4  TERM 2

6. Use your own method to solve these problems.
a) 408 ÷ 4 = n
b) 360 ÷ 9 = n
c) 525 ÷ 5 = n
d) 427 ÷ 7 = n
e) 168 ÷ 8 = n
7. Use multiplication to show that these number sentences
are true.
a) 205 ÷ 6 = 34 remainder 1
b) 357 ÷ 5 = 71 remainder 2
c) 169 ÷ 4 = 42 remainder 1
d) 247 ÷ 7 = 30 remainder 7
8. Solve these problems. Write a number sentence for
each problem.
a) How many boxes with 6 eggs each can be filled
from 246 eggs?
b) The farmer picked 480 avocado pears. How many
bags can she fill with 10 avocado pears each?


Mathematics Teacher’s Guide Grade 4  TERM 2 231

 Assessment task 7 Whole numbers (division) Solutions
1. a) 21 ÷ 7 = 3
b) 45 ÷ 9 = 5
c) 49 ÷ 7 = 7
d) 32 ÷ 4 = 8
e) 64 ÷ 8 = 8
2. a) 20
20 22
200
200 20
20
250
250 25
25
÷
÷ 10
10
22 000
000 200
200
22 550
550 255
255
22 500
500 250
250

b) 420 42
420 42
340
340 34
34
570
570 57
57
÷ 10
÷ 10
610
610 61
61
860
860 86
86
11 010
010 101
101


3. The learners use shortcuts to divide 3-digit numbers by

multiples of 10. They apply knowledge of basic division facts.
a) 420 ÷ 20 = 21
b) 320 ÷ 80 = 4
c) 360 ÷ 60 = 6
d) 280 ÷ 70 = 4
e) 270 ÷ 30 = 9
4. a) 21 ÷ 6 = 3 remainder 3
b) 26 ÷ 3 = 8 remainder 2
c) 16 ÷ 3 = 5 remainder 1
5. a) 18 ÷ 9 = 2
b) 20 ÷ 9 = 2 remainder 2
c) 28 ÷ 7 = 4
d) 30 ÷ 7 = 4 remainder 2
d) 40 ÷ 8 = 5
e) 45 ÷ 8 = 5 remainder 5

232 Mathematics Teacher’s Guide Grade 4  TERM 2

6. The learners use their own strategies to solve problems
involving division with 3-digit numbers without remainders.
a) 408 ÷ 4 = 102
b) 360 ÷ 9 = 40
c) 525 ÷ 5 = 505
d) 427 ÷ 7 = 61
e) 168 ÷ 8 = 21

7. The learners use inverse operations to check the solutions

to problems (dividing 3-digit numbers with remainders).
They use the distributive property for multiplication.
205 ÷ 6 = 34 remainder 1
a)
34 × 6 + 1 = (30 × 6) + (4 × 6) + 1
= 180 + 24 + 1
= 205
357 ÷ 5 = 71 remainder 2
b)
71 × 5 + 2 = (70 × 5) + (1 × 5) + 2
= 350 + 7
= 357
169 ÷ 4 = 42 remainder 1
c)
42 × 4 + 1 = (40 × 4) + (2 × 4) + 1
= 160 + 9
= 169
247 ÷ 7 = 35 remainder 2
d)
35 × 7 + 7 = (30 × 7) + (5 × 7) + 2
= 210 + 37
= 247

8. They solve division problems in context. They should know

that they have to write number sentences before calculating.
They use their own strategies.
a) 246 ÷ 6 = n 240 ÷ 6 = 40
6 ÷ 6 = 1
41 egg boxes can be filled.
480 ÷ 10 = 48
b)
48 bags can be filled.


Mathematics Teacher’s Guide Grade 4  TERM 2 233

 3
TERM

Capacity and volume Unit 22 Investigate polygons

Unit 1 What do you remember? Investigation
Unit 2 Measure capacity and volume Unit 23 Patterns and pictures
Unit 3 Understand volume and capacity with 2-D shapes
Unit 4 Estimate and round off Collect, organise and present data
Unit 5 Calculations with litres
Unit 24 Use tally marks
and millilitres
Unit 25 Show data on graphs
Unit 6 Calculate capacity with fractions
Unit 26 Explain data
Revision
Unit 27 More graphs
Common fractions
Project
Unit 7 Recognise fraction parts
Unit 8 Fractions of whole numbers Numeric patterns
Unit 9 Equivalent fractions Unit 28 Patterns in number grids
Unit 10 Equal sharing and problem- Unit 29 Finding rules
solving Unit 30 Rules for number patterns
Unit 11 Count, order and calculate with
Whole numbers: addition
fractions
and subtraction
Whole numbers: adding
Unit 31 Quick calculations
and subtracting
Unit 32 Count, order and compare
Unit 12 Rules for operations
numbers and place value
Unit 13 Count, compare, represent
numbers and place values Unit 33 Problem-solve with

Unit 14 Addition and subtraction facts whole numbers

Investigation Whole numbers: multiplication

Unit 15 Problem-solving Unit 34 Multiplication strategies
Unit 16 Double, halve and round off for Unit 35 Basic multiplication facts
estimations and calculations
Unit 36 Round off and solve problems
Unit 17 Different strategies for
Number sentences
calculations
Unit 37 Write number sentences
View objects
Unit 38 Balance and inspect
Unit 18 Side views and top views
number sentences
Investigation
Unit 39 Equations and problem-solving
Unit 19 Side views and plan views
Properties of 2-D shapes Transformations
Unit 20 Sort 2-D shapes Unit 40 Make new shapes

Unit 21 Investigate circles Unit 41 Tangrams

Revision

235
 Capacity and volume

Unit 1 What do you remember?

Learner’s Book page 178 Introduction
Tell learners the day before they start with this unit to bring
containers of different shapes and sizes to school. Do many
experiments with different containers to measure volumes.
Examples include finding out how many teaspoons are there in a
dessert spoon and how many cups can be filled from one-litre bottle.
Make sure you have lots of different shapes and sizes of containers
in the classroom for learners to work with (examples include short,
fat bottles and tall thin bottles).
Show learners a 5-ml syringe and fill it with water. Ask the class if
the liquid in the syringe would fill a teaspoon, dessert spoon and so
on. Let them find out by doing the experiment if their estimations
are correct.
Use food dye to colour the water that you use in these experiments
so that it is easier to see the level of the liquid. For example, pour
blue and yellow dye together – the liquid will be green.
Check that learners are able to estimate a number of litres that is
sensible – they should not just guess, but must be able to reason
about why they estimated as they did (for example, the water will
fill the bottle about halfway, so it must be about 500 ml).

MENTAL MATHS  Learner’s Book page 178

1. Volume and capacity both used to measure the size of 3-D

objects or liquids – both are measured in millilitres, litres,
kilolitres, cubic centimetres and cubic metres:
• Capacity generally refers to the amount that a container
will hold when has been filled.
• Volume typically refers to the amount of space a liquid
takes up in a container.
So, for example, the capacity of a one-litre bottle that is half
full of milk is 1 ℓ and the volume of the milk in the bottle is
500 ml (or half a litre).
2. Examples include cool drink, milk and medicine.
3. If containers are filled completely (to capacity), it will be
difficult not to spill the liquids when the container is opened.
4. Learners count in 250s and 500s and they look for the
relationship between these numbers and counting in 25s and
50s. You could ask questions such as: How many 250s are
there in 750?, How many 500s are there in 2 000?

236 Mathematics Teacher’s Guide Grade 4  TERM 3

 250; 500; 750; 1 000; 1 250; 1 500; 1 750; 2 000
a)
six 250s
b)
500; 1 000; 1 500; 2 000; 2 500; 3 000; 3 500; 4 000;
c)
4 500; 5 000
ten 500s
d)

Activity 1.1 Learner’s Book page 178

1. a) teaspoon: 5 ml b) tin (cool drink): 375 ml

c) cup: 250 ml d) litre bottle: 1 ℓ
e) dessert spoon: 20 ml
2. Help learners practise rounding off. Remind them to round off
up or down depending on whether the volume is above or below
the halfway level in the container. They should also recognise
that if there is less than half a litre (500 ml) in a container, it
does not make sense to round off to 0 ml – this would mean that
there is no liquid in the container. We use smaller measuring
units to measure quantities that are less than a litre.
In Grade 4 learners do not work with decimals. But they will see
decimal fractions such as 0,5 or 1,5 on some packaging. Explain
that 0,5 is another way of writing the fraction 12 , and 0,5 is the
same as 12 or 500 ml.

Unit 2 Measure capacity and volume

MENTAL MATHS  Learner’s Book page 179

By Grade 4, most learners should understand it when you say

that one container holds more than another container. The
concept of capacity or volume for solid objects might not be as
easy to understand. The apparent volumes of solid objects might
be misleading; a method to compare such volumes could also be
difficult.
Solutions
1–5. Practical work.

Activity 2.1 Learner’s Book page 179

1. Make sure learners understand the difference between volume

and capacity.

Container Capacity of Volume of water in container

container
Green bottle 10 ℓ The bottle looks full (10 ℓ).
Cooldrink bottle 2ℓ 1ℓ
Milk bottle 1ℓ 1ℓ
Bottle with blue cap 5ℓ about 4 ℓ

Mathematics Teacher’s Guide Grade 4  TERM 3 237

 2. milk bottle, cooldrink bottle, bottle with blue cap, green bottle
3. Smallest volume of water: the milk bottle
4. the green bottle

Unit 3 Understand volume and capacity

MENTAL MATHS  Learner’s Book page 180

The learners would probably know that 1 litre (ℓ) = 1 000 millilitres
(ml). Ask learners to name products that are packaged with
capacities of less than and more than a litre.
Solutions
1. a) 112 ℓ b) 1 ℓ c) 2 ℓ d) 43 ℓ
2. a) 4 cups b) 1 ℓ = 1 000 ml
4 × 250 ml = 1 000 ml
c) 250 ml d) 125 ml
3. a) 4 bottles b) 500 × 4 = 2 000 ml
2 000 ml = 2 ℓ
4. a) 2 ℓ = 2 000 ml b) 4 ℓ = 4 000 ml
c) 7 ℓ = 7 000 ml d) 10 ℓ = 10 000 ml

Activity 3.1 Learner’s Book page 180

Learners can complete some of the questions for homework.

Solutions
1. a) 1 ℓ = 1 000 ml b) 3 ℓ = 3 000 ml
c) 5 ℓ = 5 000 ml d) 212 ℓ = 2 500 ml
e) 314 ℓ = 3 250 ml f) 2 000 ml = 2 ℓ
g) 4 000 ml = 4 ℓ h) 10 000 ml = 10 ℓ
i) 1 500 ml = 1,5 ℓ j) 6 750 ml = 643 ℓ
2. a) 250 ml, 300 ml, 750 ml, 1 ℓ, 1,5 ℓ, 212 ℓ
b) 250 ml
300 ml
750 ml
1 ℓ = 1 000 ml
112 ℓ = 1 500 ml
212 ℓ = 2 500 ml
(250 + 300 + 750 + 1 000 + 1 500 + 2 500) ml = 6 300 ml
c)
6 ℓ and 300 ml
d)
3. a) 500 ml + 500 ml = 1 000 ml = 1 ℓ
b) 1 ℓ + 250 ml = 1 000 ml + 250 ml = 1 250 ml

238 Mathematics Teacher’s Guide Grade 4  TERM 3

 500 ml + 500 ml = 1 ℓ; so, 500 ml = 12 ℓ
c)
250 ml + 250 ml + 250 ml + 250 ml = 1 000 ml;
d)
so, 250 ml = 14 ℓ
e) 250 ml + 250 ml + 250 ml + 250 ml + 250 ml + 250 ml
+ 250 ml + 250 ml = 2 000 ml
2 000 ml ÷ 250 ml = 8
f) 2 ℓ – 250 ml = 1 750 ml
4. a) 112 ℓ or 1 500 ml b) 1 750 ml or 143 ℓ
c) 2,5 ℓ or 2 500 ml d) 200 ml
e) 750 ml
5. a) cooldrink: 12 × 300 = 3 600 ml
b) 12 × R 6,50 = R78,00
6. a) 2 000 ml + 625 ml = 2 625 ml or 2,625 ℓ
b) 750 ml – 392 ml = 358 ml
c) 2 000 ml – 625 ml – 392 ml = 983 ml
7. a) 500 ml ÷ 50 ml = 10 glasses
b) 10 × 200 ml = 2 000 ml
c) 15 × 200 ml = 3 000 ml or 3 ℓ
d) 15 × 50 ml = 750 ml

Unit 4 Estimate and round off

MENTAL MATHS  Learner’s Book page 182

The learners compare and estimate litre and millilitre readings on

containers. Explain the concepts rounding up and rounding down
to them in the context of volume and capacity. They should
understand that approximately means more or less, about or
almost.
Solutions
1. a) 4 ℓ b) 214 ℓ c) closer to 2 ℓ
2. a) 500 ml
b) 200 ml
c) The level of the liquid is exactly between 200 ml and
300 ml.
3. a) 1 ℓ 250 ml ≈ 1 ℓ b) 2 ℓ 500 ml ≈ 3 ℓ
c) 4 ℓ 499 ml ≈ 4 ℓ d) 600 ml ≈ 1 ℓ
e) 365 ml ≈ 0 ℓ f) 2 ℓ 16 ml ≈ 2 ℓ
g) 1ℓ 999 ml ≈ 2 ℓ h) 16 ℓ 450 ml ≈ 16 ℓ

Activity 4.1 Learner’s Book page 183

1. a) 7 ℓ b) 4 ℓ c) 1 ℓ d) 2 ℓ
e) 1 ℓ f) 2 ℓ g) 5 ℓ h) 2 ℓ

Mathematics Teacher’s Guide Grade 4  TERM 3 239

 Remind learners to divide by 1 000 to convert millilitres to
litres.
a) 7 000 ml ÷ 1 000 = 7 ℓ
b) 3 654 ml ÷ 1 000 = 3 ℓ 654 ml ≈ 4 ℓ
c) 999 ml ÷ 1 000 = 0 ℓ 999 ml ≈ 1 ℓ
d) 2 020 ml ÷ 1 000 = 2 ℓ 20 ml ≈ 2 ℓ
e) 1 007 ml ÷ 1 000 = 1 ℓ 7 ml ≈ 1 ℓ
f) 1 907 ml ÷ 1 000 = 1 ℓ 907 ml ≈ 2 ℓ
g) 4 500 ml ÷ 1 000 = 4 ℓ 500 ml ≈ 5 ℓ
h) 1 616 ml ÷ 1 000 = 1 ℓ 616 ml ≈ 2 ℓ
2. Some learners might be able to perform the calculations
mentally but you should insist that they explain their thinking
processes. They can use strategies such as building up and
breaking down numbers and number properties such as the
commutative and associative properties to calculate smarter.
They break up 8 into smaller factors to solve the division
problem. Remind them to round off the solutions to the nearest
500 ml.
a) 2 ℓ 500 ml + (400 ml + 600 ml)
= 2 ℓ 500 ml + 1 000 ml
= 3 ℓ 500 ml
3 ℓ 500 ml ≈ 3 500 ml
b) 1 ℓ 850 ml + 150 ml + 400 ml + 150 ml
= 2 ℓ + 550 ml
= 2 550 ml
2 550 ml ≈ 2 500 ml
c) 2 ℓ – 750 ml = 2 000 – 750
= 1 250 ml
1 250 ml ≈ 1 000 ml
d) 5 ℓ ÷ 8 = 5 000 ÷ 4 ÷ 2
1 000 ÷ 4 = 250
250 × 5 = (200 × 5) + (50 × 5)
= 1 000 + 250
= 1 250 ÷ 2
= 625 ml
625 ml ≈ 500 ml
3. a) 112 = 12 + 12 + 12
Each one gets 12 ℓ of the fruit juice.
1 whole = 13 + 13 + 13
b)
Capacity of the bottle:
350 + 350 + 350 = 900 + 150
= 1 050 ml
If 100 ml = 52 , then 15 = 50 ml
c)
3
5
= 50 × 3
= 150 ml
The capacity of the bottle is: 150 ml + 100 ml = 250 ml

240 Mathematics Teacher’s Guide Grade 4  TERM 3

 2 : 5 is 2 parts juice nectar and 5 parts water.
d)
If you mix 2 ℓ of juice nectar with 5 ℓ of water you will have
7 ℓ of juice.
4 : 10 is 4 parts juice nectar and 10 parts water:
2 × 2 = 4 and 2 × 5 = 10.
If you mix 4 ℓ of juice nectar with 10 ℓ of water, you will
have 14 ℓ of juice.

Unit 5 Calculations with litres and millilitres

MENTAL MATHS  Learner’s Book page 184

The learners will work with volume calculations that involve

the four basic operations. They solve contextual problems
(some problems may seem non-contextual, but as they involve
millilitres, so they are problems in the context of measurement).
Solutions
1. a) 5 ℓ 529 ml or 5,529 ℓ or 5 529 ml
b) 2 ℓ 544 ml or 2,544 ℓ or 2 544 ml
c) 1 ℓ 345 ml or 1,345 ℓ or 1 345 ml
d) 3 357 ml or 3 ℓ 357 ml or 3,357 ℓ
2. a) 8 672 ml b) 2 151 ml
c) 1 750 ml d) 3 000 ml
3. a) 250 ml + 620 ml + 330 ml + 1 000 ml = 2 200 ml
3 000 ml – 2 200 ml = 800 ml of lemonade must be
added.
b) 2 000 ℓ – 1 280 ℓ = 1 720 ℓ
= 1 720 000ml

Activity 5.1 Learner’s Book page 185

Revise multiplication tables for at least 10 minutes before starting

this activity. Revise multiplication of 2-digit numbers with 1-digit
numbers, and 2-digit numbers with 2-digit numbers. Do at least four
calculations on the board before learners do the exercise below.
Solutions
1. a) 450 ml b) 945 ℓ
c) 13 ℓ 380 ml d) 7 000 ml
2. a) 112 ℓ = 1,5 ℓ = 1 500 ml
1 500 × 7 = 10 500 ml = 10 ℓ 500 ml
b) 52
×     12
104
+ 520
624 ℓ

Mathematics Teacher’s Guide Grade 4  TERM 3 241

 Activity 5.2 Learner’s Book page 185

1. a) 196 ÷ 7 = 28 ℓ b) 1 872 ml ÷ 6 = 312 ml

c) 996 ml ÷ 6 = 166 ml d) 12 144 ml ÷ 4 =
 3 036 ml
= 3 ℓ 36 ml
2. a) 2 592 km ÷ 8 = 324 ℓ
He will have to buy 324 litres of petrol.
b) 324 ℓ × R10 = R3 240
3. 36 ℓ 240 ml ÷ 12
= 3 ℓ 20 ml
Each lamb drinks 3 ℓ 20 ml per day.

Unit 6 Calculate capacity with fractions

MENTAL MATHS  Learner’s Book page 186

Learners use their knowledge of fractions to add and subtract

capacities. For some problems, they have to convert different
units to the same unit.
Solutions
1. 643 ℓ 2. 754 ℓ 3. 582 ℓ 4. 2 ℓ
5. 414 ℓ 6. 112 ℓ 7. 6 000 ml 8. 4 ℓ 250 ml

Activity 6.1 Learner’s Book page 186

This activity can be done for homework.

Solutions
1. 212 ℓ + 114 ℓ = 343 ℓ
2. 2 500 ml
3. a) 1 000 ml or 1 ℓ
b) 500 ml
4. 1 250 ml
5. a) 2 ℓ 500 ml b) 25 ℓ c) 25 000 ml

Revision Learner’s Book page 187

1. a) 500 ml b) 330 ml c) 10 ml
2. a) 2 000 ml ÷ 250 ml = 8 cups
b) 5 000 ml ÷ 500 ml = 10 bottles
c) 250 ml ÷ 5 ml = 50 teaspoons
d) 212 ℓ = 2 500 ml
3. a) 3 ℓ = 3 000 ml b) 1 50 ml = 112 ℓ
c) 2 ℓ 15 ml = 2 015 ml
4. a) 500 ml + 250 ml + 2 ℓ = 2 750 ml
b) 5 ℓ - 800 ml + 3 ℓ 27 ml = 7 ℓ 227 ml
c) 7 ℓ 227 ml ≈ 7 ℓ d) 16 ℓ × 9 = 144 ℓ
5. a) 192 ÷ 8 = 24 bottles b) 24 × 500 ml = 12 000 ml
= 12 ℓ

242 Mathematics Teacher’s Guide Grade 4  TERM 3

Assessment task 1 Volume and capacity
1. A water jug with a capacity of 250 ml is filled to 175 ml.
a) What is the capacity of the beaker?
b) What is the volume of the water?
c) How much more water can be poured into the jug?
d) How many beakers will you have to fill if you want to
use 2 ℓ of water? 

2. Convert the following measurements as shown.

a) 1 ℓ = n ml
b) 512 ℓ = n ml
c) 4 000 ml = n ℓ
d) 3 250 ml = n ℓ
3
e) 4
ℓ = n ml
f) 10 500 ml = n ℓ n ml

3. What fraction is 500 ml of one litre? 



Mathematics Teacher’s Guide Grade 4  TERM 3 243

 Assessment task 1 Volume and capacity Solutions
1. a) 250 ml
175 ml
b)
75 ml
c)
8 × 250 = 2 000 ml
d)

2. a) 1 ℓ = 1 000 ml
512 ℓ = 5 500 ml
b)
4 000 ml = 4 ℓ
c)
3 250 ml = 314 ℓ
d)
3
e) 4
ℓ = 750 ml
f) 10 500 ml = 10 ℓ 500 ml

3. 12 


244 Mathematics Teacher’s Guide Grade 4  TERM 3

 Common fractions

Unit 7 Recognise fraction parts

Learners revised the fraction concepts they learnt in Grade 3 this
week. The fraction names and symbols learners know have been
extended to include sevenths, ninths and tenths. In this section,
learners will extend their knowledge and develop procedural and
conceptual understanding of common fractions.

MENTAL MATHS  Learner’s Book page 188

Learners play Fraction dominoes.

Fraction dominoes is a game for two, three, four or more players.
It is played like ordinary dominoes. Learners shuffle the cards.
If there are four players, each player takes seven cards. The
2 4 player with the card that has 72 as a fraction symbol starts. The
7 5 next player can add the diagrammatic representation for 72 on
the left or the fraction symbol for the picture of 54 . A player who
does not have one of these cards knocks and skips a round. The
4
6

winner is the player who plays all his or her cards first. The
rest of the players finish the game. The game allows learners to
identify fraction symbols and their diagrammatic representations.
Learners count the fraction parts while they play. Encourage the
learners to name the fractions, for example, two-sevenths and not
two over seven.

Activity 7.1 Learner’s Book page 188

1. Introduce learners to the parts of a fraction – the numerator

(number of shaded parts) and denominator (number of equal
parts). Ask the learners to identify the number of shaded parts
in the diagrams and to name the fractions. Encourage them
to use the formal language and write down, for example, two
equal parts of three equal parts = two thirds or 23 .
Guide the learners so that they understand that 15 + 15 + 15 + 15 + 15
= 55 or 1 whole.
2. Learners should see that there are wholes and fraction parts in
some of the diagrams. Introduce the learners to the different
types of fraction: 23 is a proper fraction, 53 is an improper fraction
and 123 is a mixed fraction.
Solutions
1. a) four-fifths or 54 b) one-third or 13
four-sixths or 64
c) d) three-ninths or 93

Mathematics Teacher’s Guide Grade 4  TERM 3 245

 five-eights or 85
e) f) three-quarters or 43
three-fifths or 53
g)
2. a) 12 or 105 b) 107 c) 123 or 53 d) 79
214 or 94
e) f) 17
10
or 1107 g) 4
7

Unit 8 Fractions of whole numbers

MENTAL MATHS  Learner’s Book page 189

1, 2. Learners use the different fruit to find different fractions

of each kind of fruit. You can make an enlargement of the
pictures or draw them on the board. The learners draw
circles around the objects to show the fraction parts. Write
down the number sentences as they illustrate the fraction
parts, for example, 12 of 6 = 3.
3. Ask the learners to write the solutions on their Mental maths
grids. The focus is on identifying equivalent fractions. They
should observe, for example, that 15 of the 10 strawberries
is the same of 102 of 10 strawberries. Lead a class discussion
about these fractions later. Ask the learners to identify all
the fractions that give the same number of strawberries.
They should notice the equivalent fractions.

Solutions
1. a) 12 of 6 apples is 3 apples
1
b)
3
of 6 apples is 2 apples
1
c)
6
of 6 apples is 1 apple
2. a) 12 of 8 oranges is 4 oranges
1
b)
4
of 8 oranges is 2 oranges
3
c) 4
of 8 oranges is 6 oranges
1
d)
8
of 8 oranges is 1 orange
2
e) 8
of 8 oranges is 2 oranges
4
f) 8
of 8 oranges is 4 oranges
5
g)
8
of 8 oranges is 5 oranges
6
h)
8
of 8 oranges is 6 oranges
3. a) 12 of 10 strawberries is 5
5
b)
10
of 10 strawberries is 5 strawberries
1
c)
5
of 10 strawberries is the same as 102 strawberries
2
d)
10
of 10 strawberries is 2 strawberries
2
e) 5
of 10 strawberries is 4 strawberries

246 Mathematics Teacher’s Guide Grade 4  TERM 3

 4
f) 10
of 10 strawberries is 4 strawberries
3
g)
5
of 10 strawberries is 6 strawberries
6
h)
10
of 10 strawberries is 6 strawberries
4
i) 5
of 10 strawberries is 8 strawberries
8
j) 10
of 10 strawberries is 8 strawberries

Activity 8.1 Learner’s Book page 190

1. Ask the learners to draw six apples (like the ones in Mental
maths) and shade the fraction parts indicated. Learners could
also look for patterns. They should notice that 13 = 2 apples and
2
3
= 4 apples ( 13 of the apples) is double 13 of the apples. They
should also notice that 23 of the apples = 4 and 64 of the apples
= 4. Ask learners to explain why this is so. Show them the
calculations that are related to their drawings.
2
a) 3
of 6 = 6 ÷ 3 × 2 b) 64 of 6 = 6 ÷ 6 × 4
= 4 =4
1
c)
3
of 6 = 6 ÷ 3 × 1 d) 62 of 6 = 6 ÷ 6 × 2
= 2 =2
1
e) 2
of 6 = 6 ÷ 2 × 1 f) 63 of 6 = 6 ÷ 6 × 3
= 3 =3
2. Learners should notice equivalent fractions for halves, quarters
and eighths. Ask them to write down calculations related to the
drawings.
1
a) 2
of 8 = 8 ÷ 2 × 1 b) 24 of 8 = 8 ÷ 4 × 2 c) 84 of 8 = 8 ÷ 8 × 4
= 4 = 4 =4
1
d)
4
of 8 = 8 ÷ 4 × 1 e) 82 of 8 = 8 ÷ 8 × 2
= 2 =2
3
f) 4
of 8 = 8 ÷ 4 × 3 g) 86 of 8 = 8 ÷ 8 × 6
= 6 =6
3. The learners explain their observations – either in writing or
verbally.
4. Learners look at the drawings and they represent different
fractions that are related to either the whole or a fraction part of
the objects in the pictures. For example, in a) there are 6 carrots
in the whole bunch, so they have to draw 3 carrots to represent
1
2
of the carrots. The activity requires more intensive thinking
and reasoning than previous exercises. Let them work in their
groups.
Learners must not make fancy drawings; they should focus on
the mathematics. Let them struggle with the problems before
you give them any help. Share the calculations with later.
They use their knowledge of repeated addition, multiplication,
division and doubling.

Mathematics Teacher’s Guide Grade 4  TERM 3 247

 If the whole bunch of carrots is 6, they draw 3 carrots.
a)
1 whole = 6
12 of 6 = 6 ÷ 2 × 1
= 3 carrots
2
If 4 of all the oranges is 4, they draw 8 oranges.
b)
24 or 12 = 4 oranges
4 + 4 = 8 or 4 × 2 = 8 oranges
If 14 of the sandwiches left on a tray is 2, they draw
c)
8 sandwiches.
14 of 8 = 2 sandwiches
14 + 14 + 14 + 14 = 44
2 + 2 + 2 + 2 = 8 or 4 × 2 = 8 sandwiches
If all the sweets are 9, they draw 3 sweets.
d)
1
3 of 9 = 9 ÷ 3 × 1 or 9÷3=3
= 3 sweets
If all the tomatoes are 12, they draw 10 tomatoes.
e)
61 of 12 = 2 or 5
6
of 12 = 12 ÷ 6 × 5
62 of 12 = 4 = 10
64 of 12 = 8
65 of 12 = 2 + 8 = 10 tomatoes

Unit 9 Equivalent fractions

MENTAL MATHS  Learner’s Book page 191

In this lesson you could formally introduce equivalent fractions.

Learners study the fractions in the examples and they should
notice the fractions that are of equal size – equivalent fractions.
You can also record the learners’ explanations, write them on
strips of paper and put them on a notice board. You could refer
learners to the fraction wall they worked with earlier. You could
also make a simple drawing to enhance the concept of equivalent
fractions, for example:

2 of 6 equal parts = 62 1 of 3 equal parts = 62 = 13

Ask the learners to make similar drawings to represent 14 and 82 ,
for example.
Learners can look for more equivalent fractions in the examples.

248 Mathematics Teacher’s Guide Grade 4  TERM 3

 1. The fractions on the number line are examples of fractions in
measurement form.
2. The learners study the fraction parts in the cube
arrangements. They have to count the number of cubes
to find the denominator in each diagram and then decide
how many of the green cubes are equivalent to the number
of colour cubes. You should help them understand that 1
cube is not equal to 2 cubes. This could create a possible
misconception. They have to understand that both groups of
cubes are divided into three equal parts so that 62 is the same
as 13 . They therefore consider the equal parts that represent
the whole each time.
Solutions
1. a) 61 = 122 ; 62 = 124 ; 64 = 128 ; 65 = 10
12
1
b)
7
= 142 ; 72 = 144 ; 73 = 146 ; 74 = 148 ; 75 = 10 ; 6 = 12
14 7 14
1
c)
9
= 182 ; 92 = 184 ; 93 = 186 ; 94 = 188 ; 95 = 10 ; 6 = 12
18 9 18
, and so on

2. a) 13 = 62 ; 23 = 64 ; 33 = 66 = 1
1
b)
5
= 102 ; 52 = 104 ; 53 = 106 ; 54 = 108 ; 55 = 10
10
=1
3
c)
9
= 13 ; 69 = 23 ; 99 = 33 = 1
2
d)
12
= 61 ; 124 = 62 ; 126 = 63 ; 128 = 64 ; 10
12
= 65 ; 12
12
= 66 = 1

Activity 9.1 Learner’s Book page 192

1. Learners can use the cube arrangements they worked with in

Mental maths to solve the following equivalent fractions. They
could also use number lines, the fraction wall and fraction
circles for practical experience.
6
a)
8
= 43 b) 12 = 24 c) 13 = 93
4
d)
6
= 23 e) 108 = 54 f) 8
12
= 64 = 23
g) 13 = 93 h) 66 = 33 i) 12
12
= 66
4
j) 5
= 106 k) 86 = 23 l) 5
6
= 10
12

2. a) 12 of 24 = 12 b) 13 of 24 = 8 c) 23 of 24 = 16
1
d)
4
of 24 = 6 e) 24 of 24 = 12 f) 3
4
of 24 = 18
1
g)
6
of 24 = 4 h) 63 of 24 = 12 i) 2
6
of 24 = 8
1
j) 8
of 24 = 3 k) 82 of 24 = 6 l) 4
8
of 24 = 12
1
m)
12
of 24 = 2 n) 124 of 24 = 8 o) 126 of 24 = 12
3. Learners identify and write down the equivalent fractions they
notice.

Mathematics Teacher’s Guide Grade 4  TERM 3 249

 Unit 10 Equal sharing and problem-solving
MENTAL MATHS  Learner’s Book page 192

1
1. R100 ÷ 4 = R25 2. 4
of R100 = R25
1
3. R50 ÷ 2 = R25 4. 2 of R50 = R25
5. R50 ÷ 5 = R10 6. 15 of R50 = R10
7. R100 ÷ 5 = R20 8. 15 of R100 = R20
9. R200 ÷ 4 = R50 10. 14 of R200 = R50

Activity 10.1 Learner’s Book page 193

1. The learners solve calculations with remainders that also have

to be shared equally. Encourage them to make simple drawings
as they did earlier this year. They could also solve the problem
by looking at each slice as: 33 so 11 × 3 = 333. Dividing it by 3 is
11
3
, which is equal to 11 ÷ 3 = 3 remainder 2 = 323 .
2, 3. Ask the learners to draw a rectangle or use square grid paper
to find 65 of 18. There are 6 columns so they shade 5 of the six
columns so that 65 of 18 = 15. They use the diagram to shade
and find more fraction parts of 18. They should realise that 12 of
18 = 63 of 18 = 9.
4. Ask the learners to choose whether they prefer 15 of R100 or 14
of 100. They could argue that 14 is larger than 15 . Ask them to
use the semi- and concrete fraction materials they used before
or make a drawing to support and justify their reasoning.
Show them the relationship between equal sharing and division
(100 ÷ 5 = 20 and 100 ÷ 4 = 25). They should understand
that the more parts the whole is divided into, the smaller the
fraction becomes.
5. The learners compare the same wholes divided into different
equal parts. Strip B is divided into fifths and Strip C into tenths.
They use the diagram to reason that 23 > 53 and give a reason
for their argument. They should observe that 13 > 103 and give a
reason.
6. They order the fractions in the list from smallest to largest. Ask
them to explain how they do it and which fractions they found
the most difficult to order.
Solutions
1. a) 11 ÷ 3 = 3 remainder 2
3 + 3 + 3 = 9
13 + 13 + 13 = 1
13 + 13 + 13 = 1
11 ÷ 3 = 323 slices
Each child gets 323 slices of bread.

250 Mathematics Teacher’s Guide Grade 4  TERM 3

 Each piece is 81 of the roll of cheese.
b)
15 ÷ 4 = 343 slices
c)
17 ÷ 5 = 352 bars
d)
11 ÷ 8 = 1114 slices
e)
2. Divide 18 in 6 equal groups.
Each group will consists of 3 parts.
Count the five parts: 5 × 3 = 15
13 of 18 = 15
3. Learners make copies of the diagram and shade fractions of 18.
Let them check their drawings by doing the calculations. Below
are some examples of how the learners might shade the fraction
parts.
a) b)

c) d)
1 1
4 4

1 1
5 5
4. The learners should know by now that, the smaller the
1 1 denominator in a unitary fraction, the bigger the fraction. You
4 4
could however ask them to make a1 drawing to justify this
4
1 1 understanding, for example:
5 5
1 1
4 5

They1 could support their reasoning with calculations, for
example:
5

100 ÷ 5 × 1 = 20 and 100 ÷ 4 × 1 = 25

R25 is more than R20.
5. a) fifths
tenths
b)
2
c) 3
> 53
3
d)
10
< 101

6. 14 ; 52 ; 73 ; 23 ; 43 ; 65 ; 78

Mathematics Teacher’s Guide Grade 4  TERM 3 251

 Unit 11 Count, order and calculate with
fractions
MENTAL MATHS  Learner’s Book page 194

1. 1 2 3
0 4 4 4 1 114 124 134 2 2 14 2 24 2 34 3

2. 1 2
0 3 3 1 1 13 1 23 2 213 2 23 3

1 115 135
3.
0 1
5
2
5
3
5
4
5
5
5
6
5
7
5
8
5
9
5
10
5
11
5

4.
0 1
7
2
7
3
7
4
7
5
7
6
7
7
7
117 127 137 147 157 167 177

5.
0 1
9
2
9
3
9
4
9
5
9
6
9
7
9
8
9 1 119 129 139 149 159 169 179 189 2
5
1 110
6. 15
0 1
10
2
10
3
10
4
10
5
10
6
10
7
10
8
10
9
10
10
10
11
10
12
10
13
10
14
10 10

Lead a discussion in which the learners explore the relationship

between improper and mixed fractions. Let them use informal
strategies to convert between the two types of fraction. Ask them how
to convert a mixed fraction such as 114 into an improper fraction (54 ).
They might be able to reason that 1 × 4 + 1 = 54 or 5 ÷ 4 = 114 . Do
not show them the algorithm for the conversion now; they should
construct their own meaning of the relationship.

Activity 11.1 Learner’s Book page 194

1. Learners find groups of equivalent fractions. Ask them to

explain how and why they grouped certain fractions. You could
ask them to make drawings to support their reasoning or use a
fraction wall.
2. Learners will soon realise that they can never list all the
fractions between 0 and 1. Every whole number can be divided
into fractions. They should realise that the larger the number,
the smaller are the equal parts, for example if you divide 100
into 100 equal parts each part would be smaller than the equal
parts you get when you divide 10 into 10 equal parts.
3, 4. Learners to identify which fractions of a whole are shaded.
5. Learners study the diagrams showing addition and subtraction
of fractions with the same denominators. The first fraction is
shaded in the first diagram. You fill up this diagram with parts
of the second fraction and continue shading the remaining parts
in the second diagram. To find the answer, count the shaded
parts in both diagrams. To subtract, shade each fraction in the
calculation in the two diagrams.

252 Mathematics Teacher’s Guide Grade 4  TERM 3

Solutions
1
1. 2
= 84 = 105 = 147
2
3
= 69 = 128
1
3
= 155
3
4
= 129
2
5
= 104 = 156
1
5
= 102
2. Learners will probably give familiar fractions. Make sure they
understand that a whole could be divided into any number of
parts and that you can have fractions such as 501 , 300
1
and 1 0001 000 .
7
3. 18
s of the windows are shaded.
3
4. 5
of the fence is painted.
5. a) 95 + 99 = 149
= 195
4
b)
7
+ 76 = 107
= 173
6
c)
7
– 74 = 72
7
d)
8
+ 85 = 128
= 184
7 11 18
e)
10
+ 10 = 10
= 1108
9
f) 10
– 105 = 104

Assessment task 2: common fractions

The learners perform the assessment task to display knowledge of
fraction representation, calculating fractions of whole numbers,
equivalent fractions, counting fractions (entailing improper and
mixed fractions) and equal sharing in contextual problems.

Mathematics Teacher’s Guide Grade 4  TERM 3 253

 Assessment task 2 Common fractions
1. Which fraction of each diagram is shaded?
a) b)

c) d)

e) f)

2. Shade the fraction part on a copy of each diagram.

2 7
a)
5
of a pentagon b) 8
of an octagon

3 5
c)
7
of the circles d) 9
of the stars

3
e)
10
of the rectangle


3. How many squares is each fraction of the eight squares?
1
a)
2
of 8 the squares
1
b)
8
of 8 the squares
1
c) 4
of 8 the squares
3
d)
4
of 8 the squares
7
e) 8
of 8 the squares 

254 Mathematics Teacher’s Guide Grade 4  TERM 3

4. Use a fraction wall, number lines or fraction circles if you need
help finding equivalent fractions.
1
2
1
3
1
4
1
5
1
6
1
7
1
8

1
=h =
h h
a)
2 h = h
h
1 h h
b) 4
=h = h
2 h h h
c) 4
=h = h = h
3 h
d) 4
=h
1 h
e)
3
= h
2 h
f) 3
= h
2 h
g)
7
= h

5. Which fractions are missing on the number lines?

a)
1
0 2
1 2 12 3

b)
3 1 14 1 24
4

c)
1 2
0 5 5
125 135

6. Solve these problems. You can make drawings to help you.

a) Five friends share 6 chocolate bars equally. How
much chocolate does each one get?
b) Seven friends share 10 fizzers equally. How many
fizzers does each one get?
c) What would you prefer to receive? Explain.
12 of R100 or 105 of R100?


Mathematics Teacher’s Guide Grade 4  TERM 3 255

 Assessment task 2 Common fractions Solutions
1. a) 12 b) 8
12
2 5
c) 3
d) 6

183 
e)
2. The learners shade the fraction parts in the shapes.
3. a) 12 of 8 = 4 b) 1
8
of 8 = 1
1 3
c) 4
of 8 = 2 d) 4
of 8 = 6
7
e) 8
of 8 = 7

4. Other solutions can also be correct.

1
a)
2
= 24 = 84 = 63 = 126 b) 1
4
= 82 = 123
2
c) 4
= 84 = 105 = 126 d) 3
4
= 86 or 129
1
e)
3
= 93 or 124 or 62 f) 2
3
= 64 or 69 or 128
2
g)
7
= 144 

5. The learners identify the missing fractions on the number lines.

a)
1
0 2
1 1 12 2 2 12 3

b)

0 1 2 3 1 1 14 1 24 1 34 2 2 14
4 4 4

c)
1 2 3 4 5
0 5 5 5 5 5 115 125 135 1 45 1 55 2 15

6. a) 1 + 1 + 1 + 1 + 1 = 5
15 + 15 + 15 + 15 + 15 = 1
Each learner gets 115 of the chocolate bars.
1+1+1+1+1+1+1=7
b)
71 + 71 + 71 + 71 + 71 + 71 + 71 = 1
71 + 71 + 71 + 71 + 71 + 71 + 71 = 1
71 + 71 + 71 + 71 + 71 + 71 + 71 = 1
Each friend gets 173 of the fizzers.
1
c) 2
of R100 = R50
105 is the same as 12 so 105 of R100 = R50


256 Mathematics Teacher’s Guide Grade 4  TERM 3

Whole numbers: adding and subtracting
The learners will only work with counting, ordering, comparing and
representing whole numbers for a few days this term. However, they
have to do Mental maths every morning. The activities provided
here are sufficient for the entire week.

Unit 12 Rules for operations

MENTAL MATHS  Learner’s Book page 196

1. Ask the learners to identify the pattern of each string of

beads using the number sentences below. Let them point
out the beads that show each number sentence. You can
draw each string of beads on the board. Ask learners to give
number sentences for the other strings of beads. They can
focus on the relationships between the numbers, for example
where numbers are swapped or turned around (commutative
property) and the relationship between addition and
subtraction (inverse operations). This exercise might take
more than ten minutes. The learners could do the rest of the
activities in the Mental maths sessions during this week. Also
ask the learners to do some of the activities for homework.
2. Learners use the commutative and associative properties,
inverse operations, order of operations and brackets to
create number sentences using the bead arrangements. They
should realise that we do addition and subtraction from left
to right, in order of appearance. They should also realise the
difference between:
20 – 5 – 5 – 2 = 8
20 – 5 + 5 + 2 = 22
20 – (5 + 5 + 2) = 8
Solutions
1. Class discussion
2. Possible answers include the following.
a) 3 + 8 = 11 b) 1 + 9 = 10
8 + 3 = 11 9 + 1 = 10
11 – 3 = 8 10 – 1 = 9
11 – 8 = 3 10 – 9 = 1
c) 5 + 5 + 2 + 3 = 15
3 + 2 + 5 + 5 = 15
15 – 5 – 5 – 2 = 3
15 – 3 – 2 – 5 = 5

Mathematics Teacher’s Guide Grade 4  TERM 3 257

 d) 5 + 4 + 1 + 5 = 15 e) 5 + 5 + 2 + 3 + 5 = 20
5 + 1 + 4 + 5 = 15 5 + 3 + 2 + 5 + 5 = 20
15 – 6 = 9 20 – 3 – 5 = 12
15 – 9 = 6 20 – 5 – 3 = 12
15 – 5 – 1 = 9 20 – (5 + 5 + 2) = 8
15 – 1 – 5 = 9 20 – (10 + 2) = 8
15 – (5 + 5 + 2) = 3
15 – 5 – 5 – 2 = 3

Activity 12.1 Learner’s Book page 196

1. Learners create their own number sentences using the strings of

beads. Examples:
5 + 5 + 5 + 5 = 20 10 + 10 = 20
5 + 15 = 20 20 = (2 × 5) + (2 × 5)
4 × 5 = 20 2 × 10 = 20
15 + 5 = 20 20 = (3 × 5) + (1 × 5)
20 – 5 – 5 – 5 – 5 = 0 20 – 5 = 15
20 ÷ 5 = 4 20 – 15 = 5
2. Ask learners to explain their number sentences. They
should use repeated addition and subtraction and connect
it to multiplication and division, use the commutative and
distributive properties and inverse operations. They can also
use doubling, halving and repeated addition. The list of number
sentences cannot be exhausted. Examples:
25 – 4 = 21 double 12 = 24 half of 60 = 30
42 ÷ 2 = 21 12 × 2 = 24 60 ÷ 2 = 30
half of 42 = 21 48 ÷ 2 = 24 double 15 = 30
7 + 7 + 7 = 21 half of 48 = 24 10 + 10 + 10 = 30
3 × 7 = 21 8 + 8 + 8 = 24 50 – 20 = 30
15 + 6 = 21 30 – 6 = 24 5 + 5 + 10 = 30
3. Learners write open number sentences to show how to work out
the number of hidden dots if they use the number of dots and
the given totals. Discuss the example with the class. Learners
should use the placeholder to show the unknown in different
positions. They use effective counting strategies to determine
the number of dots in the arrays and the commutative property
and inverse operations to construct number sentences and solve
the problems.
They first have to realise that they must subtract the number of
dots from the total below (12 – 8 = 4). They use this calculation
to create other number sentences (12 – 4 = 8; 4 + 8 = 12 and
8 + 4 = 12). This gives them further practice in using the
commutative property and inverse operations.
4. Give the learners copies of the calculation diagrams or they can
draw copies. They practise addition and subtraction bonds of
34. You could also give learners blank copies and use different
numbers in the centre so that they can practise addition and

258 Mathematics Teacher’s Guide Grade 4  TERM 3

 subtraction bonds for 2- or 3-digit numbers. Learners can also
use the diagrams to practise doubling and halving – write double
or halve in the centre circle and write numbers in the squares for
them to double or halve.
5. Learners could use doubling and multiplication for repeated
addition. Strategies they could use are shown in the possible
solutions below. (Learners can convert millilitres to litres after
they have worked out the solutions.)
The mathematics lessons for this week involve capacity/
volume. This exercise should assist the learners in developing
or enhancing their knowledge of capacity. If they have the
basic number concepts they will be able to make sense of the
measurement concepts because they do not have to struggle with
the number knowledge required. They practise counting in 5s,
25s, 250s, 500s, 350s and 1 000s. This allows them to see the
connection or relationships between number and measurement.
Solutions
1, 2. Examples are given above.
3. a) 16 + 8 = 24; 24 – 16 = 8
8 + 16 = 24; 24 – 8 = 16
b) 25 + 15 = 40; 40 – 15 = 25
15 + 25 = 40; 40 – 25 = 15
c) 16 + 14 = 30; 30 – 14 = 16
14 + 16 = 30; 40 – 25 = 15
d) 18 + 18 = 36; 36 – 18 = 18
e) 15 + 25 = 40; 40 – 25 = 15
25 + 15 = 40; 40 – 15 = 25
f) 20 + 15 = 35; 35 – 15 = 20
15 + 20 = 35; 35 – 20 = 15
4. a) 23 27 25 b) 45 41 43

– 11 –7 –9 + 11 +7 +9

28 –6 34 – 13 21 40 +6 34 + 13 47

–5 –8 – 16 +5 +8 + 16

29 26 18 39 42 50

5. a) 250 + 250 + 250 + 250 b) 500 + 500 + 500

= 500 + 500 = 1 000 + 500
= 1 000 ml = 1 500 ml
5+5+5+5+5+5
c) d) 25 + 25 + 25 + 25 + 25 + 25
= 6 × 5 = 100 + 50
= 30 ml = 150 ml

Mathematics Teacher’s Guide Grade 4  TERM 3 259

 e) 350 + 350 + 350 + 350 + 350 + 350
= 700 + 700 + 700
= (3 × 7) × 100
= 21 × 100
= 2 100 ml
f) 1 000 + 1 000 + 1 000 + 1 000 + 1 000 + 1 000
= 1 000 × 6
= 6 000 ml

Unit 13 Count, compare, represent numbers

and place values
MENTAL MATHS  Learner’s Book page 199

1. Assist the learners in understanding that they have to explore

different numbers that would fit the description.
2. Ask as many questions as you can to model the type of
questions the learners have to ask when it is their turn to find
a number. When you have found the number, ask the learners
to find a number you think of. They could also work in pairs
or groups to find someone’s number. Extend the exercise to
thinking of a number between 500 and 1 000 and follow the
same procedures.
3. Ask a few learners to count the number of dots on the strips
without counting in 1s. Focus on learners who may struggle
with some concepts to establish whether they can count the
groups of dots.
4. Ask the learners if they know the story of Jack and the
Beanstalk. If they do not know it, you could tell it to them
in a language lesson or ask the language teacher to tell it
to them. Also encourage them to get the book from the
library if possible. Jack did not know numbers as we do
today. Let them read Jack’s numbers aloud. They have to
work out which word Jack used for the number twenty by
linking his numbers to our natural or counting numbers. This
exercise gives learners the opportunity to make sense of the
development of the number system. You could ask them to
create an imaginary number system of their own.
Solutions
1. 140 104 401 410
230 203 302 320
2. Answers will differ.
3. Some learners may use repeated addition while others use
multiplication. Lead a discussion about counting strategies
so learners can convince each other that some strategies
(multiplication) are more effective than others (repeated
addition). We always try to use short cuts in mathematics.

260 Mathematics Teacher’s Guide Grade 4  TERM 3

 10 + 10 + 10 + 10 + 8 = 48
a)
4 × 10 + 8 = 48
10 + 10 + 10 + 10 + 10 + 3 = 53
b)
5 × 10 + 3 = 53
10 + 10 + 10 + 10 + 10 + 10 + 10 + 5 = 75
c)
7 × 10 + 5 = 75
4. fot → 5
feefot → 1 + 5 = 6
fiefot → 2 + 5 = 7
foefot → 3 + 5 = 8
fumfot → 4 + 5 = 9
fotfot → 5 + 5 = 10
13 → 3 + 10 → foefotfot
14 → 4 + 10 → fumfotfot
15 → 5 + 10 → fotfotfot
16 → 6 + 10 → feefotfot
17 → 7 + 10 → fiefotfot
18 → 8 + 10 → foefotfot
19 → 9 + 10 → fumfotfot
20 → 10 + 10 → fotfotfotfot (5 + 5 + 5 + 5)

Activity 13.1 Learner’s Book page 200

1. Learners can work in groups or you can work through the

activity with the whole class. They can make cards with the
numbers 1 to 4 and then make as many 4-digit numbers as
possible. Let them do this on their own first, but you might
want to encourage them to work systematically. You could
write the numbers 1 to 4 on the board and help learners work
systematically to create the numbers and order the digits. Let
them list these numbers in columns.
• They start with 1 234 and make combinations that start with
1 (1 243; 1 234; 1 324; 1 342; 1 423 and 1 432).
• They then make numbers that start with 2 (2 134; 2 143;
2 314; 2 341; 2 413 and 2 431, and so on).
The activity develops the concepts of ordering, place value and
data handling (organising digits systematically). Ask the learners
to find out how many even and odd numbers there are and what
the sum of the digits is. They will find that it is the same for
all the 4-digit numbers they make with the digits 1 to 4. Ask
each learner to select ten numbers from the list and write these
numbers in words.
2. Learners can identify and name the different intervals and the
multiples they count in.
4. The activity develops problem solving skills, knowledge of
representing numbers, division and multiplication.
5. Learners will have to remember the place value of the numbers.

Mathematics Teacher’s Guide Grade 4  TERM 3 261

 Solutions
1. a) 1 234; 1 243; 1 324; 1 342; 1 423; 1 432; 2 134; 2 143;
2 314; 2 341; 2 413; 2 431;
3 124; 3 142; 3 214; 3 241; 3 412; 3 421; 4 123; 4 132;
4 213; 4 231; 4 312; 4 321
b) 12
c) 12
d) 10
e) Ask the learners to select the numbers from the list and write
these numbers in words.
2. a) 3; 8; 13; 18; 23; 28; 33
(Count in intervals of 5.)
b) 1; 2; 4; 8; 16; 32; 64; 128
(Multiply by 2. The numbers are powers of 2.)
c) 81; 78; 75; 72; 69; 66; 63; 60
(Count back in multiples of 3.)
d) 10 000; 9 750; 9 500; 9 250; 9 000; 8 750; 8 500
(Count back in multiples of 250.)
e) 989; 990; 991; 992; 993; 994; 995; 996; 997; 998; 999;
1 000
(Count on in 1s.)
f) 6 004; 6 003; 6 002; 6 001; 6 000; 5 999; 5 998; 5 997;
5 996; 5 995
(Count back in 1s.)
g) 8 040; 8 030; 8 020; 8 010; 8 000; 7 990; 7980; 7 970;
7 960; 7 950
(Count back in 10s.)
h) 7 500; 8 000; 8 500; 9 000; 9 500; 10 000; 10 500; 11 000;
11 500; 12 000
(Count on in 50s.)
3. a) 137 → 30
b) 300 → 300
c) 13 → 3
d) 3 024 → 3 000
e) 31 546 → 30 000
f) 4 536 → 30
4. The learners multiply multiples of 10. Allow them to use their
own strategies to calculate the number of different coins and
notes in R200. You could share the strategy below with them
to illustrate a systematic approach to problem-solving. Ask
them to describe the patterns they observe in the calculations
and solutions. They should notice the process of halving in the
solutions.

262 Mathematics Teacher’s Guide Grade 4  TERM 3

 a) 5c 20 in R1 20 × 200 4 000 in R200
b) 10c 10 in R1 10 × 200 2 000 in R200
c) 20c 5 in R1 5 × 200 1 000 in R200
d) 50c 2 in R1 2 × 200 400 in R200
e) R1 200 in R1 1 × 200 200 in R200
f) R2 50 in R100 2 × 50 100 in R200
g) R5 20 in R100 2 × 20 40 in R200
h) R10 10 in R100 2 × 10 20 in R200
i) R20 5 in R100 2 × 5 10 in R200
j) R50 2 in R100 2 × 2 4 in R200
k) R100 1 in R100 1 × 2 2 in R200
l) R200 1 in R200 1 × 1 1 in R200
5. The learners add 1 100 to each number to observe how the
values of the digits increase and the place values change. They
get practise in working with 5-digit numbers. Some of your
learners might solve the problems mentally while others might
apply expanded notation.
a) 300 + 1 100 b) 900 + 1 100
= 1 000 + 300 + 100 = 1 000 + 900 + 100
= 1 400 = 2 100
c) 2 900 + 1 100 d) 9 800 + 1 100
= 3 000 + 900 + 100 = 10 000 + 800 + 100
= 4 000 = 10 900
e) 9 900 + 1 100 f) 7 900 + 1 100
= 10 000 + 900 + 100 = 8 000 + 900 + 100
= 11 000 = 9 000
g) 11 900 + 1 100 h) 19 900 + 1 100
= 12 000 + 900 + 100 = 20 000 + 900 + 100
= 13 000 = 21 000

Assessment task 3: Counting and place value

1. Learners solve problems that involve repeated addition and
doubling. Assess how well they use grouping to calculate the
numbers used in volume and capacity.
2. Learners complete the numbers on the number lines. These
involve counting in even numbers, intervals of 10 and 3,
counting on and back in 1s, 25s, 50s and 100s to bridge
multiples of 100, 1 000 and 10 000.
3. Learners identify the values of digits up to 5-digit numbers.
4. Learners identify the numbers represented by dots in the place
value tables and numbers represented by the Dienes blocks.

Mathematics Teacher’s Guide Grade 4  TERM 3 263

 Assessment task 3 Counting and place value
Work on your own.
1. Work out the answers.
a) 250 + 250 + 250 + 250 + 250 = n
b) 500 + 500 + 500 = n
c) 1 000 + 1 000 + 1 000 + 1 000 + 1 000 = n
d) 25 + 25 + 25 + 25 + 25 = n
e) 350 + 350 + 350 + 350 = n
2. Fill in the missing numbers on the number lines.
a)
2 ■ ■ 8 12 ■ ■
b)
4 14 ■ ■ ■ ■
c)
1 4 7 ■ ■ ■ ■
d)
960 ■ ■ 990 1 000 1 010

e)
1 005 1 004 ■ ■ ■ ■
f)
3 050 3 025 ■ ■ ■ ■
g)
9 850 9 900 ■ ■ ■ ■
h)
10 300 10 200 ■ ■ ■ ■
3. Give the value of the underlined digits.
a) 405
b) 7 777
c) 22 893
d) 9 085
e) 10 060
4. Write down the number represented in each place value table.
a) H T U
l l
l l
l
l
b) Th H T U
l l l
l l
l l

264 Mathematics Teacher’s Guide Grade 4  TERM 3

 c) Tth Th H T U
l l l
l l l
l l
l l
l
d) Tth Th H T U
l l l l
l l l
l l l
l l
l
l
e) Tth Th H T U
l l l
l l l
l l l
l l
l
f) Tth Th H T U
l l l
l l l
l l l
l
l
l 
5. Write down the numbers represented by the Dienes Blocks.
a) b)

c)

d)

e)




Mathematics Teacher’s Guide Grade 4  TERM 3 265

 Assessment task 3 Counting and place value Solutions
1. a) 250 + 250 + 250 + 250 + 250
= 500 + 500 + 250
= 1 250
b) 500 + 500 + 500 = 1 500
c) 1 000 + 1 000 + 1 000 + 1 000 + 1 000 = 5 000
d) 25 + 25 + 25 + 25 + 25
= 50 + 50 + 25
= 125
e) 350 + 350 + 350 + 350
= 700 + 700
= 1 400
2. a)
2 4 6 8 12 14 16

b)
4 14 24 34 44 54

c)
1 4 7 10 13 16 19

d)
960 970 980 990 1 000 1 010

e)
1 005 1 004 1 003 1 002 1 001 999

f)
3 050 3 025 3 000 2 975 2 950 2 925

g)
9 850 9 900 9 950 10 000 10 050 10 100

h)
10 300 10 200 10 100 10 000 9 900 9 800

3. a) 405 → 400 and 5 b) 7 777 → 7 000 and 70

c) 22 893 → 20 000 and 800 d) 9 085 → 9 000 and 5
e) 10 060 → 10 000 and 60
4. a) 400 + 2 = 402
b) 3 000 + 100 + 30 = 3 130
c) 2 000 + 40 + 5 = 2 045
d) 60 000 + 3 000 + 100 + 40 = 63 140
e) 50 000 + 300 + 40 = 50 340
f) 60 000 + 300 + 3 = 50 303
5. a) 200 + 10 = 210
b) 1 000 + 20 + 2 = 1 022
c) 1 000 + 200 + 10 + 3 = 1 213
d) 2 000 + 300 + 40 + 4 = 2 344
e) 3 000 + 200 + 6 = 3 206


266 Mathematics Teacher’s Guide Grade 4  TERM 3

 Unit 14 Addition and subtraction facts
Learners will work with addition and subtraction this week. They
will work with up to 4-digit numbers in calculations, but also
practise basic addition and subtraction facts in fun activities.
Learners write an assessment task at the end of the week.

MENTAL MATHS  Learner’s Book page 201

Game board Answer sheet Bingo!

5+5 0+6 6+6 15 + 7 7+9 10 6 12 22 16

8+8 6+7 17 + 9 9+9 5+8 16 13 28 18 13
5+6 8+9 5+9 15 + 5 6+8 11 17 14 20 14
7+7 16 6 18 + 8 5+7 19 + 9 14 22 26 12 28
15 + 6 18 + 9 16 + 7 7+0 0+8 21 27 23 7 8

Give each learner a copy of the answer sheet for Addition Bingo.
Learners use the calculation board for the game. You use the
board to select and pose the questions. Ask the questions in
random order (use the order given in the answers below). The
learners should complete as many questions as possible before
they have crossed out numbers in an entire row, column or
diagonal. They shout Bingo! when they have crossed out five
numbers in a row, column or diagonal. The game allows them to
practise the basic addition facts they need for calculations with
larger numbers.
Addition Bingo
1. 5 + 5 = n 2. 17 + 9 = n 3. 5 + 6 = n
4. 18 + 8 = n 5. 0 + 8 = n 6. 6 + 6 = n
7. 5 + 7 = n 8. 9 + 9 = n 9. 7 + 7 = n
10. 7 + 9 = n 11. 5 + 8 = n 12. 8 + 9 = n
13. 15 + 5 = n 14. 7 + 0 = n 15. 8 + 8 = n
16. 6 + 7 = n 17. 16 + 6 = n 18. 6 + 8 = n
19. 0 + 6 = n 20. 15 + 7 = n 21. 5 + 9 = n
22. 19 + 9 = n 23. 15 + 6 = n 24. 16 + 7 = n
25. 18 + 9 = n

Activity 14.1 Learner’s Book page 201

1. Remind the learners of the importance of looking for patterns

and relationships in numbers – this is what mathematicians do!
Learners should notice, for example, that 78 is 10 more than
68 and therefore the answer to 594 + 68 should be 10 more
than 672 (the solution to 594 + 78). Learners should not work
out the answers, but solve them by using the relationships or
connections.

Mathematics Teacher’s Guide Grade 4  TERM 3 267

 2. Ask the learners who has been to a fair or fun park. Let them
describe what one does at a fair. Learners practise adding three
numbers at a time.
3. Remind the learners that working with 10, 100 and 1 000 is
usually easy if they know the basic calculation facts. For this
question, they should realise, for example, that knowing that
4 + 8 = 12 allows them to solve the problem 4 000 + 8 000.
There are 12 ways to get 50:
10 + 14 + 26 = 50 10 + 17 + 23 = 50 10 + 19 + 21 = 50
11 + 18 + 21 = 50 12 + 15 + 23 = 50 12 + 17 + 21 = 50
13 + 14 + 23 = 50 13 + 18 + 19 = 50 11 + 13 + 26 = 50
14 + 15 + 21 = 50 14 + 17 + 19 = 50 15 + 17 + 18 = 50
Solutions
1. a) 594 + 78 = 672
594 + 68 = 662 (10 less)
594 + 88 = 682 (10 more)
594 + 28 = 622 (50 less)
b) 399 + 57 = 456
399 + 47 = 446 (10 less)
399 + 27 = 426 (30 less)
399 + 77 = 476 (20 more)
c) 745 – 67 = 678
745 – 77 = 668 (10 less)
745 – 57 = 688 (10 more)
745 – 87 = 658 (20 less)
d) 553 – 59 = 494
553 – 69 = 484 (10 less)
553 – 79 = 474 (20 less)
553 – 99 = 454 (40 less)
2. 10 + 14 + 26 = 50
10 + 17 + 23 = 50
10 + 19 + 21 = 50
11 + 13 + 26 = 50
11 + 18 + 21 = 50 12 + 15 + 23 = 50
12 + 17 + 21 = 50
13 + 14 + 23 = 50
13 + 18 + 19 = 50 14 + 15 + 21 = 50
14 + 17 + 19 = 50
15 + 17 + 18 = 50
3. You can write the solutions on the board as they are given
below. This will help learners realise that they are working with
place value.
a) 4 + 8 = 12 b) 5 + 7 = 12
40 + 80 = 120 50 + 70 = 120
400 + 800 = 1 200 500 + 700 = 1 200
4 000 + 8 000 = 12 000 5 000 + 7 000 = 12 000

268 Mathematics Teacher’s Guide Grade 4  TERM 3


c) 8 + 9 = 17 d) 12 – 7 = 5
80 + 90 = 170 120 – 70 = 50
800 + 900 = 1 700 1 200 – 700 = 500
8 000 + 9 000 = 17 000 12 000 – 7 000 = 5 000

e) 16 – 9 = 7 f) 14 – 8 = 6
160 – 90 = 70 140 – 80 = 60
1 600 – 900 = 700 1 400 – 800 = 600
16 000 – 9 000 = 7 000 14 000 – 8 000 = 6 000

Investigation Learner’s Book page 201

2 + 5 + 32 + 193 + 18 + 10 + 100 = 360

Unit 15 Problem-solving
MENTAL MATHS  Learner’s Book page 202

Subtraction Bingo is played in the same way as Addition Bingo.

Learners cross out the answers on the answer sheets as you pose the
subtraction questions and shout out Bingo! when they have crossed
out five numbers in a row, column or diagonal. Ask the questions
in random order. Use the order as in the number sentences with the
solutions below.
Subtraction Bingo
1. 10 – 5 = n 2. 10 – 0 = n 3. 10 – 6 = n
4. 10 – 8 = n 5. 13 – 9 = n 6. 17 – 9 = n
7. 13 – 5 = n 8. 12 – 9 = n 9. 16 – 6 = n
10. 16 – 0 = n 11. 12 – 5 = n 12. 13 – 8 = n
13. 13 – 4 = n 14. 20 – 8 = n 15. 16 – 7 = n
16. 15 – 6 = n 17. 20 – 9 = n 18. 17 – 8 = n
19. 15 – 8 = n 20. 18 – 9 = n 21. 17 – 7 = n
22. 10 – 9 = n 23. 15 – 9 = n 24. 15 – 7 = n
25. 20 – 7 = n

Activity 15.1 Learner’s Book page 202

1. The learners solve problems with small numbers. This exercise

is not about the numbers, but rather about understanding the
structure of the problem (about knowing how to manipulate the
numbers). Learners can use cubes, bottle-tops, counters, number
lines, and so on.
2. Learners write open number sentences to show their
understanding of the structure of the problems. Allow them
to use their own strategies and share strategies and solutions.
Below are strategies learners might use or that you could share
with the learners.
3. Learners make copies of the number triangles. The sum of two
numbers in the bottom row is written above the two numbers.
To work out what the two numbers below a number are, learners
need to do logical reasoning.

Mathematics Teacher’s Guide Grade 4  TERM 3 269

 Solutions
1. Some learners might think that the problems are very easy. They
will use what they learn in this exercise when working on the
next exercise where they work with 3- and 4-digit numbers.
a) 9 – 6 = n b) 9 – 3 = n
9 – 6 = 3 cubes left 9 – 3 = 6 cubes more
c) 9–6=n
9 – 6 = 3 cubes more
(9 + 9) – (6 + 7) = n
18 – 13 = 5 cubes more
d) 5 + n = 12 e) 9 + 8 = n
12 – 5 = 7 cubes added 9 + 8 = 17 cubes altogether
2. a) The numbers are broken up into place values and
decomposed to subtract the larger digits. Help learners who
struggle with decomposition by using smaller numbers such
as 43 – 39 and 324 – 157.
2 453 – 1 565 = n
2 453 → 2 000 + 400 + 50 + 3
– 1 565 → 1 000 + 500 + 60 + 5
1 300 + 140 + 13 (decompose 2 000,
– 500 + 60 + 5 400 and 50)
800 + 80 + 8
= 888
Farmer Brown has 888 chickens left.
Breaking up numbers and compensation are applied.
b)
2 675 – 889 = n
2 000 – 800 = 1 200
600 – 90 = 510
75 + 1 = 76
1 200 + 510 + 76 = 1 786
Farmer Nelson has 1 786 more cows than Farmer Louw.
The learners should perform multi-operations, such as
c)
addition and subtraction in one problem. They could break
down the numbers in place value parts to add. They could
also use counting on and compensation to subtract.
(756 + 467) – (678 + 489) = n
700 + 400 + 50 + 60 + 6 + 7 = 1 100 + 110 + 13
= 1 200 + 23
= 1 223
Farmer Anele’s workers picked 1 223 oranges
600 + 400 + 70 + 80 + 8 + 9 = 1 000 + 150 + 17
= 1 167
Farmer Andile’s workers picked 1 167 oranges

270 Mathematics Teacher’s Guide Grade 4  TERM 3

 1 223 – 1 167 = n
1 000 – 1 000 = 0
167 + 3 = 170
170 + 30 = 200
30 + 3 + 23 = 30 + 26
= 56
Farmer Anele’s workers picked 56 more apples.
They could use the inverse operation, work with the closest
d)
multiples of 100 and use compensation to subtract.
1 545 + n = 2 320
2 320 – 1 545 → 2 300 – 1 300 = 1 000
1 000 – 200 = 800
800 – 40 – 5 = 760 – 5
= 755
755 + 20 = 775
The farm workers picked 775 apples on Tuesday.
The learners could use breaking up numbers to perform
e)
addition.
1 205 + 1 415 = n
1 000 + 1 000 = 2 000
205 + 415 = 620
2 000 + 620 = 2 620
The chickens laid 2 620 eggs altogether.
3. a) b)
96 96 107 107 154 154
40 40
56 56 59 5948 48 75 7579 79
16 16 24 32
24 32 29 2930 30
18 18 34 34 41
41 38
6 10
6 10 14 14
18 18 11 12
11 18 18 126 6 15 15
19 2219 22
16
2 24 46 68 10 8 104 74 11 7 11 1 51 5 13 13
2 17 2 175

c)
96 107 154
0 56 59 48 75 79
24 32 29 30 18 34 41 38
0 14 18 11 18 12 6 15 19 22 16
6 8 10 4 7 11 1 5 13 2 17 5 11

Mathematics Teacher’s Guide Grade 4  TERM 3 271

 Unit 16 Double, halve and round off for
estimations and calculations
MENTAL MATHS  Learner’s Book page 203

1, 2. Learners solve number puzzles that involve doubling and

halving. They have to use inverse operations and/or trial
an improvement to solve the puzzles. Give them scraps
of paper to write number sentences and solve them to
prevent shouting out and give other learners time to think
for themselves. Let learners work in pairs. Learners show
the solutions after you have read a puzzle. Discuss the
strategies in the solutions below with them and show them
the substitution in the number sentences.
3. Ask different learners to demonstrate how they would
solve 67 + 18. They compare and justify their strategies
and negotiate which is the most effective. Let them
explore the calculation in the example. The learner in the
picture rounded off both numbers and then subtracted
(compensation). Ask the learners to compare their strategies
with this one.
4. Ask the learners to solve 36 + 49. Check whether they
use rounding off and compensation as in the example.
They explore John and Tom’s estimation strategies for the
problem. They should notice that John rounded off to the
nearest 5 and 10. Tom rounded off to the nearest 10 only.
Ask the learners to compare the estimates with the accurate
solution and explain which estimation strategy is more
effective.
Solutions
1,2 a) 2 × n – 3 = 15 b) n ÷ 2 + 7 = 27
15 + 3 = 18 27 – 7 = 20
18 ÷ 2 = 9 20 × 2 = 40
2 × 9 – 3 = 15 40 ÷ 2 + 7 = 27
c) n × 2 + 50 = 550 d) n ÷ 2 – 3 = 42
550 – 50 = 500 42 + 3 = 45
500 ÷ 2 = 250 45 × 2 = 90
250 × 2 + 50 = 550 90 ÷ 2 – 3 = 42
e) n × 2 + 4 = 70
70 – 4 = 66
66 ÷ 2 = 33
33 × 2 + 4 = 70
3. Learners explain their strategies.
4. 36 + 49 = 40 + 50
= 90
90 – 4 – 1 = 85

272 Mathematics Teacher’s Guide Grade 4  TERM 3

 5. John’s strategy is more effective than Tom’s. He rounded
36 off to the nearest 5 so that the estimate is the accurate
solution. He subtracted 1 and added 1 (+ 1 – 1 are additive
inverses) this does not influence the solution.

Activity 16.1 Learner’s Book page 204

The learners estimate the solutions to addition and subtraction

calculations with 3- and 4-digit numbers. They have to decide on
the best strategy – rounding off to nearest 10, 100 or 1 000. Some
learners may prefer to round off to the nearest 5. They use their own
strategies to calculate the accurate solutions and compare them with
their estimates. You could show them the estimates below if they
have not used them.
Solutions
1. a) 345 + 475 = 820 (round off to the nearest 5)
b) 570 + 425 = 1 000 (round off one number to the
nearest 10 and the other to the
nearest 5)
c) 910 + 600 = 1 510 (round off to the nearest 10 and
100)
d) 1 070 + 1 490 = 2 560 (round off to the nearest 10)
e) 2 420 + 1 590 = 4 010 (round off to the nearest 10)
f) 5 900 + 3 175 = 9 075 (round off to the nearest 10 or 100
and 5)
g) 720 – 460 = 260 (round off to the nearest 10)
h) 1 800 – 700 = 1 100 (round off to the nearest 100)
i) 4 340 – 2 290 = 2 050 (round off to the nearest 10)
j) 8 720 – 5 860 = 2 860 (round off to the nearest 10)
2. Accurate solutions are given below.
a) 343 + 476 = 819
b) 578 + 425 = 1 003
c) 912 + 594 = 1 506
d) 1 067 + 1 485 = 2 552
e) 2 423 + 1 589 = 4 012
f) 5 899 + 3 174 = 9 073
g) 721 – 456 = 265
h) 1 796 – 689 = 1 107
i) 4 343 – 2 287 = 2 056
j) 8 720 – 5 856 = 2 864
The differences between estimates and accurate solutions
depend on learners’ work.

Mathematics Teacher’s Guide Grade 4  TERM 3 273

 Unit 17 Different strategies for calculations
MENTAL MATHS  Learner’s Book page 204

1. Copy cards for the addition and subtraction game, I have ...
There are 40 cards. If there are fewer than 40 learners,
give some learners each two cards. If there are more than
40 learners, let some learners work in pairs. Take a card and
start the chain. Read the statement, for example, ‘I have 8.
Who has 4 more?’ The learner with the card who has the
answer to the question reads his or her statement next (I have
12. Who has half of this?), the chain continues. Tell learners
to concentrate and listen carefully, and speak loudly and
clearly. Discourage the shouting out of answers. The chain
ends when your original statement is the answer to the last
question (I have 8). Learners can play the game as often as
there is time. The game develops listening skills, mental
calculation skills and concepts such as more than, less
than, halving, doubling, plus and minus. It also encourages
learners to work together. All learners have to do the
calculations because they might have to answer next.

Activity 17.1 Learner’s Book page 204

1. The problems involve simple vertical column addition. Tell the

learners that they will use this calculation method in Grade 5
with large numbers. This activity introduces this method and
also looks for patterns and relationships. It develops or enhances
awareness or identification of unit digits in numbers with a sum
of 10 or 0 as the unit. They can use this knowledge to check
and justify solutions. Explain how to carry 10s. If they make
mistakes, use breaking up to help them understand (for example:
10 + 6; 20 + 4; 30 + 10 = 40).
3. Learners study Ann’s solutions and look at the units to explain
that the answers are wrong because adding the units should
result in 0 as a unit. They should discover that Ann subtracted
instead of adding the units.
4. Ask the learners to use Thami’s strategy to solve addition
problems with 4-digit numbers that involve carrying. Let them
use subtraction to check the solutions.
5. Learners use use Faizel’s method to subtract 4-digit numbers.
They use addition to check the solutions. Let them use methods
they prefer to do the inverse operation.
Solutions
1. a) 40 (all answers)
b) 21 (all answers)
c) 70 (all answers)
2. Learners discuss what they notice about the calculations.

274 Mathematics Teacher’s Guide Grade 4  TERM 3

3. The units are incorrect in Ann’s solutions. She subtracted the
units instead of adding them. The units in the solutions should
all be 0 because they add up to 10 in each calculation.
4. a) 2 567 2 000 + 500 + 60 + 7
3 984 + 3 000 + 900 + 80 + 4
5 000 + 1 400 + 140 + 11
= (5 000 + 1 000) + (400 + 100) + (40 + 10) + 1
= 6 551
4 738 4 000 + 700 + 30 + 8
b)
3 595 + 3 000 + 500 + 90 + 5
7 000 + 1 200 + 120 + 13
= (7 000 + 1 000) + (200 +100) +(20 + 10) + 3
= 8 333
5 149 5 000 + 100 + 40 + 9
c)
2 963 + 2 000 + 900 + 60 + 3
7 000 + 1 000 + 100 + 12
= (7 000 +1 000) + 100 + 10 + 2
= 8 112
8 376 8 000 + 300 + 70 + 6
d)
1 776 + 1 000 + 700 + 70 + 6
9 000 + 1 000 + 140 + 12
= (9 000 + 1 000) + 100 + (40 +10) + 2
= 10 000 + 100 + 50 + 2
= 10 152
7 927 7 000 + 900 + 20 + 7
e)
1 284 + 1 000 + 200 + 80 + 4
8 000 + 1 100 + 100 + 11
= (8 000 + 1 000) + (100 + 100) + 10 + 1
= 9 000 + 200 + 10 + 1
= 9 211
5. Faizel first built up numbers by adding 2 to both numbers. He
then counted on to solve the problem. Faizel used addition to
solve subtraction problems. Ask the learners to use Faizel’s
strategy to solve the 4-digit subtraction problems. Let them
check the solutions by doing the inverse operations using
strategies of their choice.
2 465 – 1 678 = n
2 467 – 1 680 → 1 680 + 20 = 1 700
1 700 + 300 = 2 000
2 000 + 467 = 2 467
467 + 20 + 300 = 787
2 465 – 1 678 = 787

Mathematics Teacher’s Guide Grade 4  TERM 3 275

 2 593 – 1 678 = n
a)
2 595 – 1 680 → 1 680 + 20 = 1 700
1 700 + 300 = 2 000
2 000 + 595 = 2 593
595 + 5 + 300 + 15 = 915
2 593 – 1 678 = 915
5 426 – 2 457 = n
b)
5 429 – 2 460 → 2 460 + 40 = 2 500
2 500 + 2 500 = 5 000
5 000 + 429 = 5 429
2 500 + 429 + 40 = 2 969
5 426 + 2 457 = 2 969
8 217 – 6 329 = n
c)
8 218 – 6 330 → 6 330 + 70 = 6 400
6 400 + 600 = 7 000
7 000 + 1 000 + 218 = 8 218
1 000 + 600 + 218 + 70 = 1 888
8 217 – 6 329 = 1 888
6. Allow learners to use their own strategies and find short cuts
or the easiest ways to do this. If they do not notice that they
can calculate the sum using a systematic method and a pattern,
show them this strategy. Add numbers in pairs starting with the
first number and the last number, then the second number and
the second-last numbers, and so on. This is called the Gauss
method, named after the famous mathematician who invented it.
a) 1; 2; 3; 4; 5; 6; 7
1 + 7 = 8; 2 + 6 = 8; 3 + 5 = 8; 4
3 × 8 + 4 = 28
b) 2; 4; 6; 8; 10; 12; 14
2 + 14 = 16; 4 + 12 = 16; 6 + 10 = 16; 8
3 × 16 = (3 × 10) + (3 × 6) + 8 = 30 + 18 + 8 = 56
c) 1; 3; 5; 7; 9; 11; 13
1 + 13 = 14; 3 + 11 = 14; 5 + 9 = 14; 7
3 × 14 = (3 × 10) + (3 × 4) = 30 + 12 + 7 = 49

276 Mathematics Teacher’s Guide Grade 4  TERM 3

 View objects
Learner’s Book page 206 Introduction
Learners start visualising single objects and then a bigger area or
a collection of objects from different points of view. First they
practise recognising top views of single items and then work with
plan views of areas such as classrooms and schools with which
learners are familiar. Include other examples that will be familiar
to the learners in your class. Examples can include a sports field, a
church, mosque or temple they see often.

Unit 18 Side views and top views

Let the learners look at a variety of items from the top. Create
distance so that they can view the items from good top positions,
such as standing on chairs, tables, ladders or from other outdoor
positions such as balconies.
MENTAL MATHS  Learner’s Book page 206

This is an activity for groups of players. The learners practise

reading with understanding. They develop problem-solving,
logical and critical reasoning skills. The activity promotes
communication and group dynamics and learners develop
effective co-operative learning skills. They also develop spatial
sense and the perspective skills they need for working with space
and shape. They interpret and describe the views of 3-D objects.
The activity helps the learners prepare for the concepts that are
developed in the main lesson.
Rules:
• Each group receives a pack of clue cards and a set of six
cubes: two yellow, two blue, one red and one green cube.
• Learners work together to determine the position of the cubes
in the tower.
• They have to read the clue cards carefully to find out exactly
where each cube goes.
Tell the learners that they have to construct (build) a tower with
the cubes. Learners should realise that they have to read all the
cards and work systematically. They should read with insight and
develop knowledge about position. They should also discover
that above does not imply that a cube must be immediately
above another. The learners cannot perform this task without a
set of cubes. Below is the order in which learners should read
and interpret the clues, from left to right. Do not give them this
order – they need to discover that the clues should be used in a
certain order.

Mathematics Teacher’s Guide Grade 4  TERM 3 277

 There are six In a set of cubes,
cubes in a tower there are two Each blue cubes
that is six cubes yellow, two blue, shares a face with
high. There is a one green and the green cube.
yellow cube on one red cube.
top of the tower.
   
One of the yellow
No two cubes of cubes is above The red cube is
the same colour the green cube. above the green
touch each other. The other yellow cube.
cube is below it.
   
Solutions
yellow
red
blue
green
blue
yellow

Investigation Learner’s Book page 207

Learners’ own work

Activity 18.1 Learner’s Book page 207

The learners should be able to draw fairly accurate shapes from both
the side and the top view. Remind them that they do not need to
include all the detail when they draw top views. They merely need
to show an accurate shape – the way something looks from above.
Solutions
A. 4
B. 3
C. 2
D. 5
E. 1

Suggested informal assessment questions to ask yourself

• Are the learners able to differentiate between a side view and a
top view?
• How easily can they match side views to top views of single
objects?

278 Mathematics Teacher’s Guide Grade 4  TERM 3

 Unit 19 Side views and plan views
Now that learners have had practice in recognising single objects
from different views, they can recognise a group of objects, first in a
classroom setting and then in a school setting.
Most learners will be able to move from viewing a single object
from the top to viewing a bigger area from the top. If they struggle
with this, increase the complexity gradually by having first two
objects, then three objects, and so on, arranged on a surface and
letting learners identify them from a top view.

Activity 19.1 Learner’s Book page 208

1. Let the learners point to the corresponding places and people in

the two views.
2. He or she was probably close to the door – let learners go and
stand at the classroom door to see what the person who made the
drawing would see from that position.
3. a) D
b) Y
4. front
5. L
6. Their seats are close to the windows.
7. The learners will need help with this activity. They could tackle
it as a class first before they attempt it on their own. Ask them
questions such as those below to help them, and fill in the
answers on a rectangle drawn on the board. (Erase the drawing
before learners work on their own on the activity.)
• Where is the board?
• Where is door and where are the windows?
• Where is the teacher’s table?
• Where are the desks?
• How much space is there between the desks?
• How far away from the board or door are the desks?

Activity 19.2 Learner’s Book page 209

1. Let the learners point to the places on the plan view.

2. the toilets
3. It is closer to the classrooms.
4. The learners engage further with reading the plan view of the
school by working with a partner. Let them take turns to write
questions and write answers.

Mathematics Teacher’s Guide Grade 4  TERM 3 279

 Suggested informal assessment questions to ask yourself
• How well are the learners able to recognise places on the plan
views?
• How well are they able to locate corresponding places or
people in the side views and the plan views?
• How good is the learners’ understanding of distance between
places shown on the plan views?

Remedial activities
• If learners struggle to read plan views, first do a few activities
in which you place a group of objects on the floor and let the
learners look at the whole group of objects from the top. Let them
practise identifying the objects and describing where each object
is in relation to other objects.
• Let the learners draw top views of different groups of objects by
looking at the groups of objects from the top.
• Draw simple plan views on the board, starting with two buildings
or areas of a school. Then let the learners slowly familiarise
themselves with the plan view. Add one building at a time, until
the learners are comfortable with looking at a plan view that
shows at least five different buildings or areas.

Extension activities
• Let the learners make a model of their school or classroom.
They need only show the main items in the classroom or main
buildings and areas in the school.
• Challenge the learners to draw a simple plan view of their school.
If the school is big, choose a section of the school for them to
draw.
• Let learners use the plan and explain in words how to get from
one place to another at the school.

Project
Draw a plan view of your school.
1. Look carefully to see which buildings you should show and
where these buildings are in relation to each other.
2. Take rough measurements to help you.
3. Notice the shapes of the buildings and what they would look
like from the top.
4. Draw a plan view of your school.
5. Fill in the names of the different buildings and areas.
6. Write four questions about your map and ask a partner to answer
them.
7. Answer a partner’s questions and check each other’s answers.

280 Mathematics Teacher’s Guide Grade 4  TERM 3

Assessment Project
Let the learners work in pairs or on their own.
Use the following rating scale to assess each learner’s skills.

Criteria 4 3 2 0–1
The learner places relevant
buildings and other areas on the
plan.
The learner places the buildings
and areas correctly in relation to
one another.
The learner uses relevant shapes
to represent the buildings and
other areas.
The learner fills in the names of
the different buildings and areas,
or provides a key.
The learner writes three
questions about the map.
The learner writes the answers to
the questions.
The learner answers a partner’s
questions correctly.
Totals
Add up the totals of the rating
scale to give the learners a mark
out of 25.

Mathematics Teacher’s Guide Grade 4  TERM 3 281

 Properties of 2-D shapes

Unit 20 Sort 2-D shapes

Learner’s Book page 210 The next three units revise and consolidate work that the learners
did on 2-D shapes in Term 1. They differentiate between different
shapes and investigate more aspects that are related to the properties
of 2-D shapes.
As in Term 1, the learners need many different opportunities to work
with 2-D shapes (including recognising shapes from cardboard cut-
outs; mathematical drawings; pictures; their surroundings; and they
work with shapes on cardboard cut-outs and geoboards; they draw
shapes on dotted paper or on blank paper, and trace around shapes).
Revise the differences between closed and open shapes, and shapes
with straight and/or curved sides.

MENTAL MATHS  Learner’s Book page 210

If learners struggle to name the groups, help them by suggesting

one kind of grouping. They should then be able to use the
suggestion to develop other sorting principles along the same
lines.
Solutions
1. a) Answers may differ.
Two obvious groups are open and closed shapes.
• open shapes: C, E, H, K
• closed shapes: A, B, D, F, G, I, J, L, M.
b, c) Answers will differ.
2. a) Answers may differ.
Three groups could be:
• shapes with curves only: D, E, K, L.
• shapes with straight lines only: B, C, F, G, H, J
• shapes with curves and straight sides: A, I, M.
b) Answers will differ.
3. Answers may differ.
a) Five groups would most likely be as follows:
• open shapes with curves only: E, K
• open shapes with straight sides only: C, H
• closed shapes with curves only: D, L
• closed shapes with straight sides only: B, G, F, J
• closed shapes with both curves and straight sides:
A, I, M.
b) Answers will differ.

282 Mathematics Teacher’s Guide Grade 4  TERM 3

 Activity 20.1 Learner’s Book page 210

1. Give the learners enough time to experiment with manipulating

the string or wool to make their chosen shapes. Try not to
skip over this activity as it will help the learners engage with
properties such as open and closed, and straight and curved in a
practical way. It also helps them to begin developing concepts of
shape size and perimeters or side lengths.
2. A: quadrilaterals B: triangles
C: pentagons D: hexagons

Suggested informal assessment questions to ask yourself

• How well are the learners able to identify open and closed
shapes?
• How well can they identify shapes with curved and/or straight
sides?
• How easily can they name the 2-D shapes?

Unit 21 Investigate circles

Learners have been exposed to circles from Grade R and so they
will be able to recognise a circle quite easily. In this unit, learners
practise recognising circles in objects in everyday life. They also
start to identify circles that are used in composite circular shapes.

Activity 21.1 Learner’s Book page 211

1. A: The centre of the daisy is circular. There is one circle.

B: T  he iris of the eye is circular, and so is the pupil inside it.
There are two circles.
C: The two wheels of the bicycle are circular, but so are the
front and rear chain rings on the bicycle. Learners may
identify four circles.
D: The outer rim of the CD creates one circle, then there are two
smaller circles towards the inside of the CD. There are three
circles altogether.
2. a) A: There are two circles next to each other. The broken lines
show where they overlap.
B: There are three circles that overlap. One circle is on
the left, another on the right, and a third circle is at the
bottom.
C: There are two circles that overlap. One circle is on the
left and a smaller one is on the right.
D: There are two circles that overlap. One is at the bottom
and a smaller one is at the top. In this shape, part of both
circles are not shown.
b) Shapes C and D consist of circles of different sizes.
c) Learners use circles to create composite shapes and patterns.

Mathematics Teacher’s Guide Grade 4  TERM 3 283

 Unit 22 Investigate polygons
In this unit, the learners investigate polygons as they use geoboards,
draw polygons on grid paper, and do an investigation about the
corners of a quadrilateral.
Remind the learners about the polygons they learnt about previously.

MENTAL MATHS  Learner’s Book page 212

1. Learners should realise that the number of sides (given

in ascending order) form consecutive counting or natural
numbers. Ask learners to find out what shapes with 9 and 10
sides are called (nonagons and decagons).
2. The learners will have learnt about prefixes in the language
class. Let learners explain what they think each prefix means.
They should relate the prefixes to the names of the polygons.
You can relate the prefixes to words used in everyday life
(such as tricycle, triathlon (a sport event consisting of three
activities), pentagram (a star with five points), Pentateuch (the
first five books in the Bible) and octopus).
3. Learners should realise that some shapes share sides. They
should use the associative property (grouping) to calculate the
number of sides in (a) easily. In (b) they could use repeated
addition or multiplication and brackets.
Solutions
1. Shape Number of sides
triangle 3
quadrilateral 4
pentagon 5
hexagon 6
heptagon 7
octagon 8
2. a) hepta-: seven b) tri-: three
c) hexa-: six d) quad-: four
e) octo-: eight f) penta-: five
3. a) 6 + 5 + 5 + 4 + 3 5
= (6 + 4) + (5 + 5) + 3 5 2 2 2
= 10 + 10 + 3 6 3 3 2 2
4
= 23 sides
b) 3 + (5 × 2) 5
= 3 + 10 5 2 2 2
6 3 3 2 2
= 13 sides 4

284 Mathematics Teacher’s Guide Grade 4  TERM 3

 Activity 22.1 Learner’s Book page 212

1–3. A triangle
B quadrilateral
C pentagon
D hexagon
E heptagon
F octagon

Activity 22.2 Learner’s Book page 213

Since they drew polygons in Term 1, learners have learnt about

symmetry – the activity incorporates this concept as well.
1. Practical exercise
2. Yes. A square has four lines of symmetry.
A rectangle has two lines of symmetry. A fold along the diagonal
of a rectangle is not a line of symmetry.

Suggested informal assessment questions to ask yourself

• How well can the learners describe 2-D shapes in terms of the
number of sides they have?
• How well can the learners draw 2-D shapes on grid or dotted
paper?

Investigation Learner’s Book page 213

A quadrilateral is a closed shape with four straight sides.

The learners do not need to know that the sum of the angles of any
quadrilateral equals 360°. However, the investigation is included to
provide enrichment work for learners and help start thinking about
the properties of 2-D shapes. The learners will find that the four
corners of any quadrilateral will always fit together around one point.

Unit 23 Patterns and pictures with 2-D shapes

The learners work with concrete shapes in this unit.

MENTAL MATHS  Learner’s Book page 214

Tell the learners that they have to visualise and name the
2-D shapes according to the descriptions. You could let them
draw the shapes to check their solutions. They also work out how
many triangles are in one shape and how many squares there are
in another shape. First let them give the solutions. If they did
not realise it, you should tell them that there are many shapes
embedded in the two shapes in question 7. They can work with
square numbers to find the number of squares in the shape in
question 7(b).

Mathematics Teacher’s Guide Grade 4  TERM 3 285

 Solutions
1. rectangle
2. triangles
3. A square can be divided into 4, 9, 16, 25 number of squares.
4. Yes, it could have more than one line of symmetry.
5. five
6. four
7. a) five triangles (four small ones and one big one)
b) nine 1 × 1 squares
four 2 × 2 squares
one 3 × 3 square
9 + 4 + 1
= 14 squares

Activity 23.1 Learner’s Book page 214

Make sure that the triangles are equilateral and have sides the same
length as the sides of the squares. This will help them to build
shapes more easily at this stage, when they mix the two shapes
together to form composite shapes.
Solutions
1. a) Learners use squares to build shapes.
b) A and 2; B and 4; C and 1; D and 3
c) 2 and 4
d) A has four sides; it is a quadrilateral (or rectangle).
B has eight sides; it is an octagon (but learners do not need
to be able to name octagons yet).
C has eight sides; it is an octagon (but learners do not need
to be able to name octagons yet).
D has 12 sides.
e) Learners to create their own composite symmetrical shapes.
2. a) Learners to build the shapes on their own or working with a
partner.
b) A and 1; B and 2; C and 3; D and 4
c) A, B and D are symmetrical.
d) A has three sides; it is a triangle.
B has four sides; it is a quadrilateral.
C has six sides; it is a hexagon.
D has six sides; it is a hexagon.
e) Learners to create three composite symmetrical shapes.
3. Let the learners experiment with creating hexagons and
pentagons.

286 Mathematics Teacher’s Guide Grade 4  TERM 3

 Suggested informal assessment questions to ask yourself
• How easily can the learners build bigger composite shapes
with smaller shapes?
• How well are learners able to make composite shapes that are
symmetrical?

Remedial activities
• If learners struggle with the work in this section, give them
problems similar to the ones they did in Term 1. The activities
in the Learner’s Book have been specifically designed to help
the learners work through concepts progressively. So follow the
format and sequence of the activities in this section, but adapt
the questions slightly so that the learners get more practice in
working with these concepts.
• Remember to let the learners work with concrete objects as
this will help them understand certain concepts easier. Drawing
shapes on blank or dotted paper will also be useful.

Extension activities
• As an extension of the investigation in this section, encourage the
learners to investigate whether the corners of a triangle also fit
around one point. (Of course, they will not fit around a point, but
they will form a straight line.)
• Encourage the learners to build more composite shapes that are
also symmetrical.

Mathematics Teacher’s Guide Grade 4  TERM 3 287

 Collect, organise and present data
Learner’s Book page 215 In Term 1, the learners collected, organised, represented and
analysed data. In this term, they continue to do so, but the level at
which they work increases slightly in complexity. Now learners
begin to think more critically about the data because, in most of the
activities, they are given two sets of data that they need to collect,
organise, represent or compare.

Unit 24 Use tally marks

Remind the learners about how to use tally marks and tables to
collect and organise data.
Work through the example in the Learner’s Book with the learners.
Point out that there are two sets of data in the list: one set for boys’
T-shirts and one set for girls’ T-shirts.

MENTAL MATHS  Learner’s Book page 215

1. Girls’ favourite subjects Tally marks Number

Social Sciences 3
Languages 4
Mathematics 5
Natural Sciences 4

Boys’ favourite subjects Tally marks Number

Social Sciences 2
Languages 4
Mathematics 4
Natural Sciences 5
2. a) Mathematics
b) Natural Sciences

Activities 24.1 and 24.2 Learner’s Book page 216

The learners should be able to collect data and organise data into
tables. They should also be able to answer questions about the data.
In Activity 24.2 help them choose movies that most of the children
in the class will have seen. Repeat these activities with different data
questions if the learners need more practice. Choose questions about
topics that interest the learners, for example, local sports teams and
weekend activities.

288 Mathematics Teacher’s Guide Grade 4  TERM 3

 Suggested informal assessment questions to ask yourself
• How well are the learners able to collect data?
• How accurately are they able to sort through and organise the
data?
• Do they present clear tables of data that make sense?

Unit 25 Show data on graphs

In this unit, the learners represent data in the form of pictographs
and bar graphs.

MENTAL MATHS  Learner’s Book page 216

This activity gives the opportunity to check learners’

understanding of the different kinds of graph they have learnt
about and worked with – pictographs, bar graphs and pie charts.
Solutions
1. B bars
2. B rectangle
3. B circle
4. C pictures
5. A pie chart

Pictographs
The learners should not have trouble understanding how to create
a pictograph. The only trouble some learners may experience is
deciding on the categories of data to present in each row.

Activity 25.1 Learner’s Book page 217

Although the questions in this activity do not give step-by-step

guidance for creating pictographs, learners should be able to work
out that they must start by using the data to draw up tables and then
they can present the data in the form of a pictograph. If learners
get stuck or struggle to solve the problem revise the steps to follow
when making a pictograph.
Solutions
1. Learners compare pictographs.
2. pies
3. cakes
4. chips
5. The learners may first want to create a table in which they add
together the snacks of the two classes.

Mathematics Teacher’s Guide Grade 4  TERM 3 289

 Snack Sifiso’s class Priya’s class Both classes
pies 7 9 16
samoosas 5 6 11
chips 8 6 14
cakes 6 4 10
The most popular snack in both classes is pies.

Bar graphs
Remind the learners that we can use a bar graph to compare the
amounts of different items in a set of data. We can get a general
overview or picture of a set of data by comparing the heights of
the bars.

Activity 25.2 Learner’s Book page 217

1, 2. Learners complete the bar graphs.

3. Area B has fewer services, because fewer schools have running
water and electricity than in area A.

Unit 26 Explain data

Learner’s Book page 218 Learners get further practice in analysing data in the form of words,
pictographs, bar graphs and pie charts. The main context of the data
is again awareness of social and environmental issues (recycling).
Ensure that the learners understand that data presented in lists of
words or in sentences and paragraphs are more easy to understand
when presented in the form of tables and graphs first.

MENTAL MATHS  Learner’s Book page 218

1. a) Items Hannelie collected:

Type of material Tally marks Number of items
Paper and cardboard 11
Plastic 5
Glass 1
Cans 10
paper and cardboard
b) c) glass
2. a) Items Daniel collected:
Type of material Tally marks Number of items
Paper and cardboard 8
Plastic 13
Glass 3
Cans 6
plastic
b) c) glass

290 Mathematics Teacher’s Guide Grade 4  TERM 3

 3. They collected similar items and amounts – they both collected
the fewest number of glass items. However, Hannelie collected
more paper and cardboard, and cans than Daniel and he collected
more plastic items than Hannelie.

Suggested informal assessment questions to ask yourself

• How easily are the learners able to change data from words
into the form of a table or graph?
• What areas do they struggle with?
• Do they need more practice in extracting data from words or
do they need practice in accurately representing the data in
another format?

Activity 26.1 Learner’s Book page 219

Learners clean up litter, record the litter they found, and do a

presentation.

Activity 26.2 Learner’s Book page 219

1. a) five
b) hot chocolate: five; tea: three; juice: eight; cool drink: 5;
water: 3
c) juice
2. a) hot chocolate
b) No.
c) In graph B, more children like tea; and fewer children like
juice and cool drink than in graph A.
d) Perhaps it was summer when the data were collected
for graph A and winter when the data were collected for
graph B. This may account for more children preferring
warmer drinks such as hot chocolate and tea in winter and
juice and cool drink in summer. Encourage the learners to
suggest many possible reasons and discuss whether they
agree with what other learners suggest.

Unit 27 More graphs

MENTAL MATHS  Learner’s Book page 221

1. a) four
b) ten
c) No, more bicycles than taxis drove past the school.
d) cars, bicycles, taxis, bakkies (or bakkies, taxis), buses
2. a) ten b) three c) eight
d) cars e) trucks f) bicycles
g) It could be Ibrahim’s school because there seems to be a
lot of trucks and bakkies that drove past his school.

Mathematics Teacher’s Guide Grade 4  TERM 3 291

 Activity 27.1 Learner’s Book page 221

1. a) They walk to school.

3
b) 4
or 86
c) The same number of children use both forms of transport.
2. a) by taxi
3
b) 8
c) fewer
d) Taxi, car, train, bus, walk and bicycle
3. There is no definite answer to this question. It is probable that
school A is in the small town, but there is no way to be sure of
this from the given data.
4. School A: The pie chart shows that most of the learners walk to
school. This makes up six-eighths of the learners. The rest go to
school by car, bus and taxi.
School B: The pie chart shows that most of the learners travel
to school by taxi and then next by car. The fewest number of
learners walk or ride bicycles to school.

Suggested informal assessment questions to ask yourself

• How well can the learners answer questions from pictographs,
bar graphs and pie charts? Can they find a particular fact (for
example, a fraction, or a number of items represented by
symbols on the pictograph)?
• Do learners need more practice in reading any of the types of
graph?
• Do learners make errors when reading the graphs or are their
fundamental problems with their understanding of the concept?
• Do they understand that information is shown in a symbolic
form on a graph, and that the symbols can be explained using
words and numbers?

Project Learner’s Book page 222

The learners should be able to work on their own to create a

pictograph.
Help learners who struggle by showing them the next step they need
to take. Set aside class time for each stage of the project:
• collecting data (give the learners a homework task if they need to
find information from people at home) (8)
• organise the data in the form of a table (5)
• draw the pictograph (8)
• write a summary of the information in the pictograph. (4)
 Total marks: 25

292 Mathematics Teacher’s Guide Grade 4  TERM 3

 Suggested informal assessment questions to ask yourself
• How well are the learners able to work on their own to collect,
organise and present data? Which parts of the process do they
find easiest, and most difficult? (Revise the activity elements
that some learners struggle with, such as deciding how many
pictograph symbols to draw.)
• How well are learners able to summarise data in words?

Remedial activities
If the learners find it difficult to read or analyse graphs, you may
want to give them similar graphs, but with topics that are easier
for them to relate to. For example, use more topics that relate to
personal data, such as number of family members, number of girls
and boys in class, favourite colours, sports, animals and food. Do
not worry too much if you seem to repeat topics. This will help
learners who struggle. When the learners understand how to read
the different kinds of graphs, they can work with topics such as the
suggested environmental and socio-economic topics.

Extension activities
Learners are meant to start considering data sources in Grade 5,
but if the learners are confident at working through the whole data
cycle at Grade 4 level, you may want to let them start thinking about
questions such as:
• Where did the data come from?
• When were the data collected?
• What factors can make a difference in the value of the data
collected? (For example, did people understand the question?
Did they answer the questioner honestly? How was the data
recorded?)

Mathematics Teacher’s Guide Grade 4  TERM 3 293

 Numeric patterns
Learner’s Book page 223 Remind the learners about their work with number patterns in
Term 1. This week they will learn more about number patterns
as they study sequences in number grids, bead work patterns and
a tiling pattern. They will work with flow diagrams and number
sentences to explore and create number sequences. They will also
perform an assessment task at the end of the week.

Unit 28 Patterns in number grids

MENTAL MATHS  Learner’s Book page 223

1. The learners work with two 100-grids. One has space for
numbers 1 to 100 and the other for numbers 0 to 99. The
learners should have seen these grids before. They have to
look for patterns and count to find the numbers that go in the
green and yellow squares. To find the second number in the
second row, for example, they should understand that 11 goes
below 1. The number next to it is 12. In the second grid, to
find the number below 9, they must add 10 to 9; the number
is thus 19. Ask them to explain how they found the numbers
that go in the coloured blocks.
1 10 0 9
12 10 19
28 24 27
35
50 43 48
57 55
64 61
71 77
83 89 83
96 100 90 99
2. Learners describe the patterns they see in the numbers in the
rows of counting numbers (0 is included). You can encourage
learners to use the term consecutive counting numbers. In
row 2, they could describe the numbers as consecutive natural
numbers because 0 is not included in this row. For example,
ask the to name the consecutive counting or natural numbers
from 70 to 79; the number that is 3 less than 81; and the
consecutive even numbers between 39 and 51. Praise learners
for identifying even simple patterns. The numbers in the
diagonals from the top right starting with 9 to the bottom left
are multiples of 9. Ask learners to explore the digits in the
numbers. The units decrease by 1 and the tens increase by 10.

294 Mathematics Teacher’s Guide Grade 4  TERM 3

 You could help learners notice that the sum of the digits in
these numbers is always 9. The difference between these
digits always gives an uneven number, and so on. The
diagonal from the top left starting with 0 to the bottom right
gives multiples of 11. The digits in the numbers are the same
(11; 22; 33; ...). If you add the digits in consecutive multiples
of 11, you will get a new sequence of even numbers (0; 2; 4;
6; ...) Revise multiplication by 11 (32 × 11 = 352 – split the
two digits and insert the sum of the digits between the other
digits).
3. The multiples of 6 are spread across the grid and not in
straight line as with the multiples of 9.
0 1 2 3 4 5 6 7 8 9
10 11 12 13 14 15 16 17 18 19
20 21 22 23 24 25 26 27 28 29
30 31 32 33 34 35 36 37 38 39
40 41 42 43 44 45 46 47 48 49
50 51 52 53 54 55 56 57 58 59
60 61 62 63 64 65 66 67 68 69
70 71 72 73 74 75 76 77 78 79
80 81 82 83 84 85 86 87 88 89
90 91 92 93 94 95 96 97 98 99

4. The multiples of 8 behave like the multiples of 9 – the units

decrease and the tens increase. If you subtract the digits in
the consecutive numbers, you will get a sequence of even
numbers. If you get the product of the digits you will get:
0; 7; 12; 15; 16; 15; 12; 7; 0. The digits are reversed after
44 (17 and 71; 26 and 62; 35 and 53 and 08 and 80). Ask
the learners to explore whether the same situation will occur
if they shade numbers with digits that have a sum of 7, 10
and 12. They should realise that exploring numbers in the
100-grid allows them to identify a wide variety of number
patterns.
6. Draw the square with the four numbers on the board.
Learners use addition, subtraction, multiplication and
division to explore relationships between the numbers (for
example, 4 + 10 = 14 and 5 + 10 = 15; 4 × 5 = 20 and 14 ×
15 = 210 (10 more); 4 × 15 = 60 and 5 × 14 = 70 (10 more);
15 ÷ 3 = 5 and 14 ÷ 2 = 7).

Mathematics Teacher’s Guide Grade 4  TERM 3 295

 7. The learners explore the numbers in the 100-grid with
numbers 1 to 100. They should notice that the numbers in
the rows and columns are multiples of the numbers 1 to 10.
Count in multiples of each number in the first column to find
the rest of the numbers in that column. Ask questions such as
which multiple of 5 is between 40 and 50, name a multiple
of 6 that is smaller than 60 but bigger than 50. Learners can
use the four basic operations to explore the patterns that are
formed by the digits in multiples. If you, for example, add
the digits in the multiples of 3, you get a new sequence:
3; 6; 9; 3; 6; 9; 3; 6; 9; 3. The following pattern is also
interesting:
3; 6; 9; 12; 15; 18; 21; 24; 30.
3 + 6 = 9 3 + 9 = 12
6 + 9 = 15 3 + 12 = 15
9 + 12 = 21 6 + 15 = 21, and so on
8. The learners should notice that the numbers in the two
shaded rows and columns form fractions that are equivalent
to 12 (so, 12 = 24 = 147 = 168 and so on). The numbers in the first
and the third row or column form fractions equivalent to 13
(so, 13 = 62 = 93 = 155 = 10
30
and so on). The numbers in the first
and the fourth row or column form fractions equivalent to 14
(so, 14 = 82 = 246 = 369 and so on). You could use this grid in the
units that teach common fractions to help learners explore
equivalent fractions.
9. Remind learners that patterns are not only created by adding
or subtracting numbers. They should also check whether
multiplication or division was used to create the term.
a) 10; 20; 40; ... Rule: add 10
b) 10 000; 1 000; 100; 10; 1 Rule: divide by 10
c) 50; 40; 30; 20; ... Rule: subtract 10
d) 20 000; 2 000; 200; 20; 2 Rule: divide by 10
e) 0; 1; 3; 6; 10; 15; ... Rule: add 1, then 2, then 3
and so on
f) 1; 4; 7; 10; 13; ... Rule: add 3
g) 1; 2; 4; 8; 32; ... Rule: multiply by 2
h) 1; 2; 4; 7; 11; 16; ... Rule: add 1, then 2, then 3
and so on

Activity 28.I Learner’s Book page 224

In some of the patterns the difference or ratio is no consistent, but

the learners should not have problems interpreting the relationships.
They explore the colours of the beads to investigate and complete
the flow diagrams.

296 Mathematics Teacher’s Guide Grade 4  TERM 3

Solutions
1. The number of black beads is odd numbers and the orange beads
are arranged in even numbers. They write a number sequence
for each bead string.
a) 1; 2; 3; 4; 5; ...
b) 2; 4; 2; 4; 2; ...
c) 1; 3; 1; 3; ...
d) 2; 6; 2; 6; 2; ...
e) 5; 3; 5; 3; ...
2. Learners should imagine that the bead patterns continue. In (a),
for example the last beads are 5 black beads. If the pattern
continues there will be 6 orange beads. They should also
visualise in (b), for example that if the pattern is extended and
there are 8 green beads, there will be 16 red beads. Ask the
learners to describe the input and output numbers in the flow
diagrams.
Black Orange b) Green
a) Red
beads beads beads beads
5     6 2     4
3     4 2     4
1     2 2     4
Rule for orange beads: + 1 Rule for red beads: × 2
Blue Yellow d) Brown
c) Blue
beads beads beads beads
1     3 2     6
1     3 2     6
1     3 2     6
Rule for yellow beads: × 3 Rule for blue beads: × 3
Purple Pink
e)
beads beads
5     3
5     3
5     3
Rule: Subtract consecutive even numbers
(5 – 2 = 3; 10 – 4 = 6 and 15 – 6 = 9)

Mathematics Teacher’s Guide Grade 4  TERM 3 297

 Unit 29 Finding rules
MENTAL MATHS  Learner’s Book page 226

1. Learners should notice that 3 is subtracted from a term to

find the next term. The next five terms in the sequence: 18;
15; 12; 9; 6.
2. Let them investigate the numbers in the flow diagram and
find the next two terms in the sequence: 53; 109
3. They explore the sequence 7; 15; 23 and find the rule is add
8. The next three terms: 31; 39; 47
4. The learners explore the function machines to find the rule
for creating the sequence 1; 3; ... They should find out which
operations they have to perform to 1 to get 3. They can do
this by eliminating possibilities. Rule A gives the output
values 1; 3; ... which are the first two terms of the sequence.
Input Rule A Output
1 ×2–1 1
2 3
3 5
4 7
Input Rule B Output
1 ×2+1 3
2 5
3 7
4 9
Input Rule C Output
1 ×4–3 1
2 5
3 9
4 13
5. Learners create two number sequences and flow diagrams to
show the rules for creating the terms in their sequences.

Activity 29.1 Learner’s Book page 226

1. The learners might look, for example, in (c) for the rule + 4
because 4 is added to create the next terms in the sequence
1; 5; 9; 13; 17; 21. This is correct. This should lead to a
discussion and you should tell them that there can be different
descriptions for the same sequence. The additional rule for the
sequence in (b): + 7 – 3.
3. Learners look at the number cards that Alex created and the flow
diagrams he constructed. They use the rules to create five flow
diagrams.

298 Mathematics Teacher’s Guide Grade 4  TERM 3

 Solutions
1. a) Rule: + 5 b) Rule: – 6
c) Rule: + 7 → – 3 d) Rule: × 2 → + 3
e) Rule: × 2 → – 1
2. a) 2; 7; 12; 17; 22; 27; 32; 37; 42
b) 64; 58; 52; 46; 40; 34; 28; 22; 16
c) 1; 5; 9; 13; 17; 21; 25; 29; 33
d) 5; 13; 29; 61; 125; 253; 509; 1 021; 2 045
e) 2; 3; 5; 9; 17; 33; 65; 129; 257
3. a) 1 ×2 2 +3 2 –1 2
b) 1 –1 9 ×2 1 +3 2
c) 1 –1 9 +3 1 ×2 2
d) 1 +3 1 ×2 2 –1 2
e) 1 +3 1 –1 1 ×2 2

Unit 30 Rules for number patterns

MENTAL MATHS  Learner’s Book page 226

Ask the learners to explore the relationships between the

numbers in the tiling pattern. (Tile patterns like this one are
also called tessellations. In a tessellation shapes are arranged so
that there are no gaps between them and they do not overlap.)
Learners should explore the numbers in the rows and columns
and also in the diagonals. Tell them to imagine that the pattern
continues and there are numbers that they cannot see.
Solutions
1. Count in intervals of 3 in the rows:
• first row: 1; 4; 7; ...;
• second row: 2; 5; 8; ...
• third row (multiples of 3): 3; 6; 9; ...
Odd numbers in intervals of 6 are on yellow tiles in rows:
1; 7; 13; 19; ...
Odd numbers in intervals of 4 are on diagonal tiles:
1; 5; 9; ...
Reading from bottom left, consecutive odd numbers are on
yellow diagonal tiles: 9; 11; 13; ...
Even numbers in intervals of 6 are on green tiles in the rows:
4; 10; 16; ...
Reading from the left on the middle row, consecutive even
numbers are on green tiles in diagonals: 2; 4; 6; 8; ...

Mathematics Teacher’s Guide Grade 4  TERM 3 299

 Reading from the left on the middle row, even numbers with
a difference of 4 are on alternative green tiles on diagonals:
2; 6; 10; 14; ...
Numbers in the columns are consecutive natural numbers.
2. multiples of 3: 24; 27; 30; 60; 90; 120
3. even numbers: 22; 28; 38; 52; 70; 90
4. multiples of 6: 24; 30; 42; 48; 60; 300

Activity 30.1 Learner’s Book page 227

1. Learners study the number pattern.

2. Assist them in understanding that the sequence is arranged in a
vertical order with the rule for creating each term next to each
term. They should understand that a sequence is a range of terms
in a horizontal structure. A series is a range of number sentences
with number sequences arranged vertically.
Solutions
1. a) 7; 9; 11; 13; 15; 17
b) consecutive odd numbers starting with 7
c) 7 = (1 × 2) + 5
9 = (2 × 2) + 5
11 = (3 × 2) + 5
13 = (4 × 2) + 5
3. a) 5; 9; 13; 17; 21
b) 5 = (1 × 4) + 1
9 = (2 × 4) + 1
13 = (3 × 4) + 1
17 = (4 × 4) + 1
21 = (5 × 4) + 1
25 = (6 × 4) + 1
29 = (7 × 4) + 1
33 = (8 × 4) + 1
37 = (9 × 4) + 1
41 = (10 × 4) + 1
4. 4 = (1 × 3) + 1
7 = (2 × 3) + 1
10 = (3 × 3) + 1
13 = (4 × 3) + 1
16 = (5 × 3) + 1
19 = (6 × 3) + 1
22 = (7 × 3) + 1
25 = (8 × 3) + 1
28 = (9 × 3) + 1
31 = (10 × 3) + 1
34 = (11 × 3) + 1
37 = (12 × 3) + 1

300 Mathematics Teacher’s Guide Grade 4  TERM 3

Assessment task 4 Number patterns
Learners complete this assessment task after Unit 31.
1. These are the tens digits in the 8 times and 9 times tables.
Fill in the missing unit digits.
1...; 2...; 3...; 4...; 5...; 6...; 7...; 8...
1...; 2...; 3...; 4...; 5...; 6...; 7...; 8... 
2. What is the rule for creating the numbers in each sequence?
a) 3; 9; 15; 21; 27; ...
b) 94; 74; 54; 34; 14; ...
c) 1; 5; 9; 13; 17; ...
d) 110; 99; 88; 77; ...
e) 7; 17; 27; 37; 47; ...
3. Complete each flow diagram.
a)
a)
a) 22 × 666
× –– 33
a)
a) 22 × –– 33
a)
b)
a)
b) 22 × 666
×
× ––– 333 21
b)
b) ×
× 66 –– 33 21
21
b)
b) × 666
× 21
c)
b)
c)
c) ×
× 66 ––– 333 21
27
21
27
c)
c) ×
× 6 –– 33 27
27
c)
d)
c) 66 ×
× 666 ––– 333 27
27
d)
d) 66 ×
× 6 –– 33
d)
d)
d) × 666
×
e)
d)
e)
e) 7766 ×
× 66 ––– 333
e) 77 ×
× 66 ––– 333
e)
f)
e)
e) 77 ×
× 66 –– 33 57
f)
f) × 66 57
f)
f)
×
× ––– 333 57
57
f)
f) × 66
× –3 57
57 
4. a) Write down the number pattern or sequence for these
numbers up to the 10th term.
5 = (1 × 6) – 1
11 = (2 × 6) – 1
17 = (3 × 6) – 1
23 = (4 × 6) – 1
... = ... – 1
What is the twelfth term in the sequence?
b)


Mathematics Teacher’s Guide Grade 4  TERM 3 301

 Assessment task 4 Number patterns Solutions
1. 16; 24; 32; 40 or 48; 56; 64; 72; 80
18; 27; 36; 45; 54; 63; 72; 81
2. a) Rule: + 6 3; 9; 15; 21; 27; ...
b) Rule: – 20 94; 74; 54; 34; 14; ...
c) Rule: + 4 1; 5; 9; 13; 17; ...
d) Rule: – 11 110; 99; 88; 77; ...
e) Rule: + 10 7; 17; 27; 37; 47; ...
a) 22
3. a)
a) ×
× 66 –– 33 99
a)
a) 22 ×
× 66 –– 33 99
a)
b)
a) 223 × 6 –– 33 21 99
b)
b)
b) 33 ×
×
× 666 –– 33 21
21
b)
b) 33 × 6 –– 33 21
c)
b)
c)
c) 4 34 × 666
×
× ––– 333
21
27
21
27
c)
c) 44 ×
× 66 –– 33 27
27
c)
d) 4 × 6 27
33
c)
d)
d) 6466 ×
×
× 666 ––– 333 27
33
33
d)
d)
d) 66 × 6 –– 33 33
33
e)
d)
e)
e) 7677 × 666
×
× ––– 333 39
33
39
e) 77 ×
× 66 –– 33 39
39
e)
f)
e) × 6 39
e)
f)
f) 9799 ×
×
× 666 ––– 333 57
39
57
57
f)
f) 99 × 6 –– 33 57
f)
f) 9 × 66
× –3 57
57 
4. a) 5 = (1 × 6) – 1
11 = (2 × 6) – 1
17 = (3 × 6) – 1
23 = (4 × 6) – 1
29 = (5 × 6) – 1
35 = (6 × 6) – 1
41 = (7 × 6) – 1
47 = (8 × 6) – 1
52 = (9 × 6) – 1
58 = (10 × 6) – 1 
twelfth term: 12 × 6 – 1 = 71
b)

302 Mathematics Teacher’s Guide Grade 4  TERM 3

Whole numbers: addition and subtraction

Unit 31 Quick calculations

MENTAL MATHS  Learner’s Book page 228

1. Make copies of the game cards for the addition and

subtraction game, I have ... The learners played the game
earlier this term and so they should know the rules. The game
allows the learners to practise basic addition and subtraction
facts.
2. Ask the learners to explore the shortcut strategies the learners
in the pictures use to add and subtract 9, 99 and 999. These
learners use compensation by building up to 10, 100 and
1 000.
If time permits, revise the short cut for multiplying by 11 and
show learners the short cuts for multiplying by 25 and 125.
Examples:
28 × 25 = 28 × 100 ÷ 4
= 2 800 ÷ 4
= 700
32 × 125 = 32 × 1 000 ÷ 8
= 32 000 ÷ 8
= 4 000
Solutions
1. Learners play I have ...
2. a) 67 + 9 b) 76 – 9
= 67 + 10 – 1 = 76 – 10 + 1
= 76 = 67
c) 148 – 9 d) 89 + 99
= 148 – 10 + 1 = 89 + 100 – 1
= 139 = 188
e) 137 – 99 f) 1 004 – 99
= 137 – 100 + 1 = 1 004 – 100 + 1
= 38 = 905
g) 88 + 999 h) 1 250 + 999
= 88 + 1 000 – 1 = 1 250 + 1 000 – 1
= 1 087 = 2 249
i) 2 000 – 999 j) 8 000 – 999
= 2 000 – 1 000 + 1 = 8 000 – 1 000 + 1
= 1 001 = 7 001

Mathematics Teacher’s Guide Grade 4  TERM 3 303

 Activity 31.1 Learner’s Book page 229

The learners practise short cuts to add and subtract 9, 99 and 999.
Explore the strategies with them. Refer to the strategies given with
the Mental maths solutions.
Solutions
1. 57 + 9 = 66 88 + 9 = 97
234 + 9 = 233 3 582 + 9 = 3 591
2. 74 – 9 = 63 96 – 9 = 85
157 – 9 = 148 1 743 – 9 = 1 734
3. 78 + 99 = 177 123 + 99 = 222
576 + 99 = 675 1 986 + 99 = 2 085
4. 140 – 99 = 41 444 – 99 = 345
986 – 99 = 887 2 421 – 99 = 2 322
5. 85 + 999 = 1 086 357 + 999 = 1 356
874 + 999 = 1 873 5 642 + 999 = 6 641
6. 1 540 – 999 = 541 2 127 – 999 = 1 128
7 605 – 999 = 6 606 9 304 – 999 = 8 305

Activity 31.2 Learner’s Book page 229

1. The learners should realise that the numbers in each calculation

have been reversed (such numbers are called palindromes).
They explore the solutions to find that in (a) the answers are
always 99. Ask learners to explain why they think this is so.
They should observe that both numbers in the calculations
are multiples of 9. In (b) the numbers are multiples of 8 and
solutions result in multiples of 11. In (c) the pattern is even
more interesting. Some solutions result in for example 444,
666, and so on, while others result in 484, 646, and so on. Ask
the learners to create more 3-digit numbers to find out how this
works.
2. You could also encourage them to experiment with 4-digit
numbers.
3. Let learners explore whether subtracting numbers with reversed
digits works in the same way. For subtraction learners have
to use a big number and reverse it, for example: 62 – 26 = 36;
84 – 48 = 36, and so on. This type of activity helps to create
excitement and experiencing mathematics as fun. The learners’
interest in mathematics will be enhanced and they will develop
an appreciation for numbers.
Solutions
1. a) 99 (All answers are 99.)
b) 77; 66; 121; 88; 99; 132; 55; 110 (All answers are multiples
of 11.)
c) 444; 484; 585; 666; 888; 545; 646
(Notice that the first and the last digits are the same.)
2. Class discussion

304 Mathematics Teacher’s Guide Grade 4  TERM 3

 3. 3 814
+ 4 183
7 997
The first and last digits are the same if the original number’s first
and last digit is smaller than 5.
4. 521 72 543
– 125 – 27 – 345
396 55 198
The pattern is not as strong as the addition problems.

Unit 32 Count, order and compare numbers

and place value
MENTAL MATHS  Learner’s Book page 229

1. Give the learners copies of the magic square. They worked

with magic squares in Term 2. The numbers in the rows,
columns and diagonals should add up to 33. Learners should
realise that they have to start with the row with two numbers
(add 10 and 19 and subtract the sum from 33) to find the
third number in that row.
2. You could let the learners do this activity when they work
with time. They explore the arrangements of numbers in a
calendar. The difference between the numbers in the rows
is 1, in the columns the difference is 7 and in the diagonals
the difference is 6. Let learners calculate the sums of the
numbers in the rows, columns and diagonals and look for
relationships.
3. When they have completed the activity, encourage learners
to create their own calendar squares and order the numbers
as they would appear on a calendar. Give them a calendar to
explore in which the month’s numbers are arranged as in the
squares they created.
Solutions
1. 18 3 12
5 11 17
10 19 4

2. This is not a magic square. 30 33 36

The middle row, middle column
3 4 5 12
and the two diagonals have a sum
of 33. All the sums are multiples 10 11 12 33
of 3.  17 18 19 54
33 33

Mathematics Teacher’s Guide Grade 4  TERM 3 305

 3. a) 12 13 13
12 14
12 14 14 15
13 15
b) 16 16
15 16
16 16 13
16 13 13 15
c) 15
14 14 14 15
19 21
19 20 19 21
20 21 22
20 21 22
21 23
21 23 23 20
22 20 21
20 22
21 22 21 22
26 27
26 27 26 28
28 27 28 28 30
28 29 29
28 30
29 27 27 28
30 28 27 19
19 28 19
4. The learners create their own calendar squares and explain
their processes. You could also ask them to create magic
squares. They should realise that the number in the centre
square should be one third of the magic number. In question
1, for example the magic number is 33 and the number in the
centre is 11; 11 is 13 of 33.

Activity 32.1 Learner’s Book page 230

This activity allows the learners to practise place value, addition and
subtraction. They can make their own cards and place value tables,
or give them copies of the cards. Learners need two sets of cards
marked 0 to 9.

Activity 32.2 Learner’s Book page 230

Learners follow the instructions in the Learner’s Book and play the
game 15.

Unit 33 Problem-solve with whole numbers

Activity 33.1 Learner’s Book page 231

The learners solve word problems involving 4-digit amounts of

money. They have to select the correct number sentences that show
how they would solve the problems.
Solutions
1. B R5 600 – R3 375 = R2 225
2. C R2 760 – R1 880 = R880
3. E R2 345 + R1 585 = R3 930
4. A R6 355 – R3 285 = R3 070
5. D R1 056 + R985 + R1 955 = R3 996

Assessment task 5: addition and subtraction

In this assessment task, learners use shortcuts to add and subtract
9, 99 and 999 by applying compensation. They solve 3- and
4-digit addition and subtraction calculations using their own
strategies. They solve word problems. They solve addition
and subtraction problems involving multiples of 10, 100 and
1 000. The learners solve basic calculations by filling in missing
numbers in the diagram. They should use effective mental
calculation strategies.

306 Mathematics Teacher’s Guide Grade 4  TERM 3

Assessment task 5 Addition and subtraction
1. Use shortcuts to calculate the answers.
a) 78 + 9 = n
b) 127 + 99 = n
c) 346 + 999 = n
d) 65 – 9 = n
e) 248 – 99 = n
f) 1 874 – 999 = n
2. Work out the answers.
a) 456 + 458 = n
b) 1 380 + 1 465 = n
c) 4 750 + 4 250 = n
d) 987 – 532 = n
e) 2 290 – 1 310 = n
f) 5 423 – 3 674 = n
3. Lerato and Lolly downloaded songs from the Internet.
a) Lerato downloaded 1 025 songs. Lolly downloaded
845 songs. How many more songs did Lerato download
thanLolly?
b) Then Lolly downloaded another 275 songs. How many
songs did she download altogether?
c) Then Lerato downloaded more songs. She now has
1 476 songs. How many more songs did she download?
4. Calculate the answers.
a) 6+9=n
60 + 90 = n
600 + 900 = n
6 000 + 9 000 = n
b) 8–3=n
80 – 30 = n
800 – 300 = n
8 000 – 3 000 = n
c) 14 – 5 = n
140 – 50 = n
1 400 – 500 = n
14 000 – 5 000 = n
5. Complete the diagrams.
a) b)

–5 – –105 – 710 –7 +5 ++85 ++48 +4

– 11 – 11 –53
53 9 –9 +6 + 6 + 67
67 10 + 10

–8 ––68 – –156 – 15 +9 ++39 ++73 +7




Mathematics Teacher’s Guide Grade 4  TERM 3 307

 Assessment task 5 Addition and subtraction Solutions
If the learners do not use the strategies suggested below, you should
discuss them with the learners.
1. a) 78 + 9
= 78 + 10 – 1 (compensation)
= 87
b) 127 + 99
= 127 + 100 – 1
= 226
c) 346 + 999
= 346 + 1 000 – 1
= 1 345
d) 65 – 9
= 65 – 10 + 1
= 56
e) 248 – 99
= 248 – 100 + 1
= 149
f) 1 874 – 999
= 1 874 – 1 000 + 1
= 875
2. a) 456 + 458
= 450 + 450 + 6 + 8 (using near doubles)
= 900 + 14
= 914
b) 1 380 + 1 465
= (1 300 + 1 400) + (80 + 20) + 45 (breaking down)
= 2 700 + 100 + 45
= 2 845
c) 4 750 + 4 250
= 8 000 + (750 + 250) (associative property)
= 9 000
d) 987 – 532
= (980 – 530) + (7 – 2) (breaking down)
= 450 + 5
= 455
e) 2 290 – 1 310
= 2 300 – 1 320 (add 10 to both numbers)
= 1 000 – 20
= 980
f) 5 423 5 000 + 400 + 20 + 3
– 3 674 3 000 + 600 + 70 + 4
4 000 + 1 300 + 110 + 13 (decomposition)
– 3 000 + 600 + 70 + 4
1 000 + 700 + 40 + 9
= 1 749

308 Mathematics Teacher’s Guide Grade 4  TERM 3

3. a) 1 025 – 845 = 180
b) 845 + 275 = 1 120
c) 1 476 – 1 025 = 451
4. a) 6 + 9 = 15
60 + 90 = 150
600 + 900 = 1 500
6 000 + 9 000 = 15 000

b) 8–3=5
80 – 30 = 50
800 – 300 = 500
8 000 – 3 000 = 5 000

c) 14 – 5 = 9
140 – 50 = 90
1 400 – 500 = 900
14 000 – 5 000 = 9 000

5. a) 48 48 43 43 46
46 b)
72 72 75 75 71 71

– 5 ––510 – 10
–7 –7 + 5 ++58 ++84 + 4

42 –4211 – 11
53 53
– 9 – 44
9 44 73 73
+ 6 +67
6 67
+ 10 + 10
77 77

– 8 ––86 ––615 – 15 + 9 ++93 ++37 + 7

45 45 47 47 38 38 76 76 70 70 74 74




Mathematics Teacher’s Guide Grade 4  TERM 3 309

 Whole numbers: multiplication
Learners use and build on the knowledge they acquired in Term 2.

Unit 34 Multiplication strategies

MENTAL MATHS  Learner’s Book page 232

1. Ask learners to explain how to use short cuts to multiply by

11, 99, 25 and 125. They should remember that, for example,
14 × 11 = 154. Separate the digits in 14 and write the sum
of the two digits between them: for example, for 3 × 99,
multiply 3 by 9 and write 9 between them: 3 × 99 = 297.
2. Learners play Multiplication Bingo in the same way as
Addition and Subtraction Bingo.

Activity 34.1 Learner’s Book page 233

Learners practise strategies to multiply easier and smarter. They use

the dot arrays to understand, for example, that 6 × 8 = (5 × 8) + 8;
9 × 6 = (10 × 6) – 9 and 3 × 24 = (3 × 20) + (3 × 4) use the
distributive property of numbers. The learners solve multiplication
with 1- and 2-digit numbers by exploring shorter ways to do so.
Encourage them to make arrays to show their understanding.
Solutions
1. a) 7 × 5 = (2 × 5) + (5 × 5) b) 9 × 6 = (3 × 6) + (6 × 6)
= 10 + 25 = 18 + 36
= 35 = 36 + 4 + 14
= 54
7 × 4 = (2 × 7) + (2 × 7) d) 3 × 13 = (3 × 10) + (3 × 3)
c)
= 14 + 14 = 30 + 9
= 28 = 39
4 × 23 = (4 × 20) + (4 × 3) f) 6 × 25 = (4 × 25) + (2 × 25)
e)
= 80 + 12 = 100 + 50
= 92 = 150
9 × 7 = (2 × 7) + (7 × 7) h) 4 × 8 = (2 × 8) + (2 × 8)
g)
= 14 + 49 = 16 + 16
= 49 + 1 + 13 = 32
= 63
2. a) 9 × 16 = (10 × 16) – 9 b) 9 × 27 = (10 × 27) – 9
= 160 – 9 = 270 – 9
= 151 = 261

310 Mathematics Teacher’s Guide Grade 4  TERM 3

 9 × 38 = (10 × 38) – 9
c) d) 9 × 42 = (10 × 42) – 9
= 380 – 9 = 420 – 9
= 371 = 411
5 × 34 = (10 × 34) ÷ 2
e) f) 5 × 42 = (10 × 42) ÷ 2
= 340 ÷ 2 = 420 ÷ 2
= 170 = 210
5 × 68 = (10 × 68) ÷ 2
g) h) 5 × 84 = (10 × 84) ÷ 2
= 680 ÷ 2 = 840 ÷ 2
= 340 = 420
i) 20 × 13 = (10 × 13) × 2 j) 20 × 15 = (10 × 15) × 2
= 130 × 2 = 150 × 2
= 260 = 300
20 × 24 = (10 × 24) × 2 l) 20 × 43 = (10 × 43) × 2
k)
= 240 × 2 = 430 × 2
= 480 = 860

Activity 34.2 Learner’s Book page 233

Explore the short cuts with the learners. By now they should have
realised that it is very easy to multiply by 10 or powers of 10 (100
and 1 000, for example). Let them use the strategies to solve the
problems.
Solutions
1. Learners discuss strategies.
2. You could add a step in the process for multiplying by 19 for
learners who struggle with subtraction. They subtract 20 instead
of 19 and then add 1 (so, they use compensation as in the
example below).
a) 19 × 14
= (20 × 14) – 19
= (14 × 2) × 10 – 19
= 280 – 20 + 1
= 261
b) 19 × 23 = 437 c) 19 × 24 = 456
d) 19 × 32 = 608 e) 19 × 44 = 836
f) 50 × 22
= (22 × 100) ÷ 2
= 2 200 ÷ 2
= 1 100
g) 50 × 24 = 1 200 h) 50 × 42 = 2 100
i) 50 × 44 = 2 200 j) 50 × 62 = 3 100
k) 25 × 16
= (16 × 100) ÷ 4
= 1 600 ÷ 4
= 400
l) 25 × 48 = 1 200 m) 25 × 28 = 700

Mathematics Teacher’s Guide Grade 4  TERM 3 311

 25 × 36 = 900
n) o) 25 × 32 = 800
125 × 16
p)
= (16 × 1 000) ÷ 8
= 16 000 ÷ 8
= 2 000
125 × 40 = 5 000
q) r) 125 × 48 = 6 000

Unit 35 Basic multiplication facts

MENTAL MATHS  Learner’s Book page 234

This activity will enhance learners’ fascination with numbers.

Tell them about the black hole described by astronomers.
They will work with number black holes to find out that they
mysteriously end the calculation procedure with the number
they started with. In Grade 5, they will find out exactly how the
number black hole works.
Draw the table on the board. Learners follow the instructions
for 7 and use their own numbers to find out that the answer is
always 4.

Activity 35.1 Learner’s Book page 234

The learners use their knowledge of basic multiplication facts to

solve the problems with multiples of 10 and multiples of powers
of 10.
1. 21 210 2 100 21 000
2. 32 320 3 200 32 000
3. 30 300 3 000 30 000
4. 48 480 4 800 48 000
5. 42 420 4 200 42 000
6. 56 560 5 600 56 000
7. 72 720 7 200 72 000
8. 63 630 6 300 63 000
9. 40 400 4 000 40 000
10. 54 540 5 400 54 000

Unit 36 Round off and solve problems

MENTAL MATHS  Learner’s Book page 235

1. Let the learners play I have ... to practice basic calculations.

2. Learners record their solutions on their Mental maths grids.
They multiply by multiples of 10 and determine unknowns
in different positions in number sentences. They could use
inverse operations but also solve the problems by inspection.

312 Mathematics Teacher’s Guide Grade 4  TERM 3

 For example, some might ask how many 20s there are in
120, what you have to multiply by 20 to get 120, or reason
that that there are five 20s in 100; so 120 = six 20s. Let them
explain their calculation strategies.
a) 20 × 6 = 120 120 ÷ 20 = 6
b) 3 × 50 = 150 150 ÷ 50 = 3
c) 10 × 52 = 520 520 ÷ 10 = 52
d) 5 × 99 = 495 5 × 9 = 45
e) 15 × 20 = 300 (15 × 2) × 10 = 300
f) 50 × 40 = 2 000 (5 × 4) × 100 = 2 000
g) 20 × 21 = 420 (21 × 2) × 10 = 420 2 × 10 = 20
h) 30 × 40 = 1 200 (3 × 4) × 100 = 1 200
i) 25 × 8 = 200 25 × 4 = 100 double 100 is 200
j) 33 × 11 = 363 3 + 3 = 6 between 33 in units and
hundreds

Activity 36.1 Learner’s Book page 235

1. The learners round off both numbers to estimate the solutions.

2. Learners compare the estimates with the accurate solutions.
Solutions
1. a) 33 × 21 ≈ 30 × 20 = 600
b) 38 × 19 ≈ 40 × 20 = 800
c) 16 × 32 ≈ 20 × 30 = 600
d) 54 × 45 ≈ 50 × 50 = 2 500
e) 76 × 28 ≈ 80 × 30 = 2 400
f) 21 × 18 ≈ 20 × 20 = 400
g) 48 × 34 ≈ 50 × 30 = 1 500
h) 25 × 35 ≈ 30 × 40 = 1 200
i) 43 × 39 ≈ 40 × 40 = 1 600
j) 23 × 27 ≈ 20 × 30 = 600
2. Accurate solutions Estimates Differences
a) 33 × 21 = 693 600 93
b) 38 × 19 = 722 800 78
c) 16 × 32 = 512 600 88
d) 54 × 45 = 2 430 2 500 70
e) 76 × 28 = 2 128 2 400 272
f) 21 × 18 = 378 400 22
g) 48 × 34 = 1 632 1 500 132
h) 25 × 35 = 875 1 200 325
i) 43 × 39 = 1 677 1 600 77
j) 23 × 27 = 621 600 21
You could now ask learners to make a generalisation about how
effective estimates are. They could conclude that estimates with
differences less than 100 are good, but those with a difference
of less than 50 are even more effective. They should notice that

Mathematics Teacher’s Guide Grade 4  TERM 3 313

 the biggest difference is 325 for the estimation 30 × 40. Ask
the learners why they think this estimate is not effective. They
should realise that there is a big difference between 25 and 30
and 35 and 40.

Activity 36.2 Learner’s Book page 235

1. CDs: 4 × R59,95 ≈ 4 × 60 = R240

2. Gift wrap: 8 × R11,75 ≈ 8 × 12
= (8 × 10) + (8 × 2)
= R96
3. Colour card: 20 × R4,55 ≈ 20 × 5 = R100
4. Paper: 15 × R39 ≈ 15 × 40
= (10 × 40) + (5 × 40)
= 400 + 200
= R600
5. Felt-tip pens: 25 × R24 ≈ 25 × 25
= (25 × 20) + (25 × 5)
= 500 + 125
= R625
6. 12 × R3 = R36
25 × R36 ≈ 25 × 40
= (25 × 40) + (25 × 10)
= 1 000 + 250
= R1 250
R1 250 – R625 = R325
The school saved about R325.
7. 8 boxes R40
16 boxes R80
24 boxes R40 + R80 = R120
8. Colouring pencils: 16 × 19 ≈ 20 × 20 = 400 pencils
9. Colouring pencils: 10 × R15 = R150
100 × R15 = R1 500
10. 50 × R15 = (15 × 100) ÷ 2
= 1 500 ÷ 2
= R750

314 Mathematics Teacher’s Guide Grade 4  TERM 3

 Number sentences
Remind the learners about the work they did with number sentences
in Term 1. They have also worked with number sentences when they
have solved problems. Ask learners for examples of problems where
they have used number sentences.

Unit 37 Write number sentences

MENTAL MATHS  Learner’s Book page 236

The learners have played I think of a number before. They

should realise that they have to use inverse operations to find the
original number. Ask them to write a number sentence for each
problem to help them solve it. It would be useful to start with the
unknown first and use a place holder for it, for example in (1):
n × 6 = 54 so 54 ÷ 6 = 9 is the number. You could ask them to
make up similar problems. To check solutions, they substitute the
solutions in the number sentences.
Solutions
1. n × 6 = 54 2. n × 2 – 5 = 65
54 ÷ 6 = 9 65 + 5 ÷ 2 = 35
9 × 6 = 54 35 × 2 – 5 = 65
3. n ÷ 2 × 3 = 75 4. n × 8 = 40
75 ÷ 3 × 2 = 50 40 ÷ 8 = 5
50 ÷ 2 × 3 = 75 5 × 8 = 40
5. n – 4 = 999 6. n × 6 = 120
999 + 4 = 1 003 120 ÷ 6 = 20
1 003 – 4 = 999 20 × 6 = 120

Activity 37.1 Learner’s Book page 236

1. Learners use their own methods to solve the problems. If some

of them still use repeated addition, let them compare methods
and also use multiplication. Encourage them to use brackets to
show which calculation is done first. They could, for example in
question 1, write the sentence as:
8 + 8 + 8 + 8 + 8 + 8 + 3 = (6 × 8) + 3 = 48 + 3 = 51.
2. Let learners explore the arrays and make sense of the number
sentences connected to each one. They should understand the
arrays that represent subtraction and division. Ask them to write
number sentences for the arrays in the exercise. Encourage
them to first write the number sentence with a place holder for

Mathematics Teacher’s Guide Grade 4  TERM 3 315

 the unknown before they solve it. They get practice in using
brackets, and should understand that the calculations in brackets
are performed first, or in the order in which they appear when
there are two sets of brackets.
Solutions
1. a) (6 × 8) + 3 = 24 + 3 b) (7 × 4) + 2 = 28 + 2
= 27 dots = 30 diamonds
c) (4 × 9) + 5 = 36 + 5 d) (3 × 0) + 4 = 0 + 4
= 41 butterflies = 4 cats
e) (5 × 7) + 3 = 35 + 3
= 38 flowers
2. a) 5 × 5 = n b) (4 × 9) ÷ 4 = n
5 × 5 = 25 36 ÷ 4 = 9
c) (6 × 3) + (3 × 4) = n d) 4 × 6 = n
18 + 12 = 30 4 × 6 = 24
e) 4 × 7 = n f) (4 × 8) – (1 × 8) = n
4 × 7 = 28 32 – 8 = 24
g) 5 × 0 = n h) (3 × 6) + (4 × 5) = n
5 × 0 = 0 18 + 20 = 38
3. a) 6 × 9 = 54 b) 100 – 39 = 61
c) 72 ÷ 8 = 9 d) 120 – 70 + 36 = 86
e) 8 × 7 + 6 = 62

Unit 38 Balance and inspect number sentences

MENTAL MATHS  Learner’s Book page 238

1. Write the number sentences on the board. Learners might

use various combinations with different numbers to get the
answers, for example in (a), 20 + 10 + 2 = 32. You should,
however, explain that they have to use the same number for
the same place holder (15 + 15 + 2 = 32). In this way they
get practice in creating doubles. This concept is important for
the development of algebraic thinking (which learners will
do in later grades).
Solutions
1. a) 15 + 15 + 2 = 32 b) 20 + 20 + 20 + 5 = 65
c) 14 + 14 + 14 = 42 d) 6 × 6 = 36
e) 125 ÷ 5 ÷ 5 = 25 f) 50 + 50 + 50 + 50 = 200
g) 25 + 25 + 25 = 75 h) 150 – 25 – 25 = 100
i) 250 ÷ 5 ÷ 5 = 10 j) 64 = 4 × 4 × 4
2. Answers will differ.

316 Mathematics Teacher’s Guide Grade 4  TERM 3

Activity 38.1 Learner’s Book page 239

FIn this lesson the learners solve number sentences through

inspection and substitution by using balancing scales as models.
They study the balancing scale and should understand that the mass
of the objects on one side and the masses on the other side of the
scale balance (they have the same mass). They should understand
that the total mass of the four boxes is 88 kg. They could solve this
through trial and improvement by reasoning that the boxes could
have different masses that give a sum of 88 kg, for example
40 + 30 + 10 + 8 = 88. The size of the boxes is, however, the same.
Some learners could argue that it depends on the mass of the content
of the boxes. You should encourage debates like these. The strategy
suggests that the boxes have the same mass. Help the learners
understand that n represents one box so that n + n + n + n
represents four boxes – this means that their mass is the same. Help
learners understand the procedure to find the mass of one box. By
now they should know that division is the inverse of multiplication.
Ask them to use the suggested strategy to solve the problems.
Solutions
1. n + n + n = 39
13 + 13 + 13 = 39
3 × 13 = 39
n = 13 kg
39 ÷ 3 = 13
2. n + n + n + n + n = 105
21 + 21 + 21 + 21 + 21 = 105
5 × 21 = 105
n = 21 kg
105 ÷ 5 = 21
3. n + n + n + n + n + n = 126
21 + 21 + 21 + 21 + 21 + 21 = 126
6 × 21 = 126
n = 21 kg
126 ÷ 6 = 21
4. n + n + n + n = 128
32 + 32 + 32 + 32 = 128
4 × 32 = 128
n = 32 kg
128 ÷ 4 = 32

Mathematics Teacher’s Guide Grade 4  TERM 3 317

 Unit 39 Equations and problem-solving
MENTAL MATHS  Learner’s Book page 239

The learners have to solve problems by substitution. They have to

find out for example, what they should multiply by 10 and 4 to get the
same values on both sides of the equal sign. They do this by trial and
improvement and find out that there could be more than one solution
in some cases.
Solutions
1. n + 18 = 4 × 5
2 + 18 = 4 × 5
20 = 20
2. n + 12 = 3 × n 0 + 12 = 3 × 4
3 + 12 = 3 × 5
6 + 12 = 3 × 6
9 + 12 = 3 × 7, and so on
12 = 12
3. 7 × n + 6 = 3 × n + 5 4. 5 × n – 1 = 3 × n + 3
7 × 2 + 6 = 3 × 5 + 5 5 × 2 – 1 = 3 × 2 + 3
20 = 20 9=9
5. 36 ÷ n + 4 = 10 ÷ n + 8
36 ÷ 4 + 4 = 10 ÷ 2 + 8
13 = 13
6. n + 15 = 5 × n 0 + 15 = 5 × 3
5 + 15 = 5 × 4
10 + 15 = 5 × 5, and so on
15 = 15
7. n × n = 4 × 9 n ÷ 3 = 16 ÷ 2
8.
6 × 6 = 4 × 9 24 ÷ 3 = 16 ÷ 2
36 = 36 8=8
9. 20 – n = 8 + n 20 – 10 = 8 + 2
20 – 11 = 8 + 1
20 – 0 = 8 + 12
20 – 12 = 8 + 0, and so on
10 = 10
10. 23 + n = 15 + n 23 + 1 = 15 + 9
23 + 2 = 15 + 10
23 + 0 = 15 + 8
23 + 3 = 15 + 11, and so on
24 = 24

318 Mathematics Teacher’s Guide Grade 4  TERM 3

Activity 39.1 Learner’s Book page 240

1. Make sure that learners understand the contexts. Work

systematically through the example with them to help them
understand the procedure. All the problems involve unknown
values at the start. Let learners use the strategy shown in the
Learner’s Book to solve the problems. This type of problem is
often solved by trial and improvement. You should help learners
understand that they should use inverse operations to find the
solutions. They will discover that there can be more than one
solution. Below are some of the solutions.
2. The input value is the same and the output value is the same.
Learners solved this type of number sentence in Mental
maths ealier this term. Learners should understand that
(n × 5) + 6 = (n × 6) + 1 and solve the number sentences by
trial and error. Encourage them to use inverse operations to
check their solutions, for example: (5 × 5) + 6 = 31 and
(31 – 6) ÷ 5 = 5; 5 × 6 + 1 = 31 and (31 – 1) ÷ 6 = 5.
3. Each flow diagram has two rules. The input values are given
and learners have to use substitution (replace the place holders
with the correct numbers). Ask them to write number sentences
to solve the problems. They start with the rule in which the
numbers are completed. There are various numbers that could
replace the place holders in (b). Encourage the learners to find as
many numbers as possible. Below are examples.
Solutions
1. a) n + 33 = 3 × n
33 ÷ 3 = 11
There were 11 cows in the field.
Later there were 33 + 11 = 44 cows in the field.
n + 30 = 6 × n
b)
6 + 30 = 6 × 6
36 = 36
n=6
There were 6 cars at the shopping centre.
36 is 6 times more than 6.
Later there were 36 + 6 = 42 cars at the shopping centre.
n + 45 = 5 × n
c)
45 ÷ 5 = n
n=9
There were 9 elephants at the water hole.
Later there were 9 + 45 = 54 elephants at the water hole.
n + 250 = 5 × n
d)
250 ÷ 5 = n
n = 50
There were 50 passengers on the ship.
Later there were 50 + 250 = 300 passengers on the ship.

Mathematics Teacher’s Guide Grade 4  TERM 3 319

 n + 440 = 4 × n
e)
440 ÷ 4 = n
n = 110
There were 110 people at the concert.
Later there were 440 + 110 = 550 people at the concert.
2. a) (n × 8) + 4 = (n × 3) + 9 b) (n × 4) + 3 = (n × 5) – 3
(4 × 8) + 4 = (9 × 3) + 9 (6 × 4) + 3 = (6 × 5) – 3
32 + 4 = 27 + 9 24 + 3 = 30 – 3
36 = 36 27 = 27
c) (n × 5) – 4 = (n × 4) + 5 d) (n ÷ 3) + 6 = (n ÷ 6) + 10
(9 × 5) – 4 = (9 × 4) + 5 (24 ÷ 3) + 6 = (24 ÷ 6) + 10
45 – 4 = 36 + 5 8 + 6 = 4 + 10
41 = 41 14 = 14
3. a) (◆ × n) + 10 = (◆ × 4) + 16 (◆ × n) + 10 = (◆ × 4) + 16
(2 × 7) + 10 = (2 × 4) + 16 (3 × 6) + 10 = (3 × 4) + 16
14 + 10 = 8 + 16 18 + 10 = 12 + 16
14 = 14 28 = 28
b) (n × 3) + 6 = (n × ◆) + n (n × 3) + 6 = (n × ◆) + n
(3 × 3) + 6 = (3 × 4) + 3 (4 × 3) + 6 = (4 × 2) + 10
9 + 6 = 12 + 3 12 + 6 = 8 + 10
15 = 15 18 = 18

Transformations
Learner’s Book page 242 In earlier work in the term, the learners started putting smaller
shapes together to make bigger composite shapes. Now they have
more opportunities to build composite shapes. The activities include
working with tangram puzzles, which are excellent to help learners
improve their understanding of shape, space and transformations.

Unit 40 Make new shapes

Give the learners cut-out shapes that they can use to experiment.

MENTAL MATHS  Learner’s Book page 242

1. two triangles or two squares or two smaller rectangles

2. two triangles or two rectangles
3. a square and a triangle
4. a rectangle or a square or a diamond
5. four

320 Mathematics Teacher’s Guide Grade 4  TERM 3

 Activity 40.1 Learner’s Book page 242

Before learners do this activity, let them build simpler shapes with
smaller triangles and squares.
When learners tackle this activity, they will also probably need cut
outs of the shapes if they cannot visualise how the shapes will fit
into the drawings. Learners who have more experience with similar
activities will find it easier to mentally fit the shapes together.
If the learners do not want to work with the concrete shapes, but
want to solve the problems mentally, let them work on scrap paper,
copy the drawings and shapes and then draw shapes and eliminate
shapes as they go along.
Solutions
1, 2. Learners discuss the solutions to the composite shapes.
3. Shapes A and C are symmetrical.
4. The learners can build any shape they wish as long as they use
all the smaller shapes. Encourage them to be creative.

Suggested informal assessment questions to ask yourself

• How well are the learners able to put together smaller shapes to
make bigger composite shapes?
• How well can they identify which composite shapes are
symmetrical and which are not?

Unit 41 Tangrams
Learner’s Book page 243 Tangrams are great fun and working with them can be very
challenging. They are excellent tools to help learners become
familiar with shape manipulation so that they can begin to visualise
moving shapes in space.

MENTAL MATHS  Learner’s Book page 243

Ask the learners to study the embedded shapes in the Chinese

tangram. They should imagine that the shapes are cut out. They
visualise and rotate shapes in their minds as they use smaller
shapes to make bigger shapes. There might be more than one
solution to the questions.
Solutions
1. triangles 3 and 5
2. triangles 3 and 5
3. triangles 3, 5 and 7
4. square 4 and triangles 3 and 5
5. triangles 3 and 5

Mathematics Teacher’s Guide Grade 4  TERM 3 321

 Activity 41.1 Learner’s Book page 243

The learners experiment with the tangram pieces. They have

manipulated the shapes mentally in Mental maths and now they
use the physical shapes to reconstruct the tangram square. They
construct the figure of the cat and use their imagination to create
figures of objects.

Activity 41.2 Learner’s Book page 244

Once they are familiar with the ways in which the shapes can be
manipulated, let learners continue with this activity, which is a more
focused activity in which they solve specific problems.
Solutions
1. Learners use combinations of shapes as indicated to construct
other shapes. They should realise, for example, that shapes 3 and
5 could be used to create a square or rhombus, a parallelogram 3
5
or a bigger triangle. 3 5
a) b) 3 3
55 3
33 553 3 3 5
3 55
3 3 5 5 35 5 5
7
4 3

c) d)
5 3 5
77 7
4 47 7 4 7 33 3
4 4 4 3
55 3 533 3 3 55 5 4
5 5 3 3 5 3 5 5 4 3
5 5 3
2. Examples are shown below.
55 5
55 44 44
53 3 45 5 3 5 4
5
4 4 43 4 3 34 3
5 5 4 4 3 3 5 3
3 3 3

4 55 5
3. They5use all seven4 tangram
5 33 5 pieces
4 to create different composite
4 shapes.
4 4 3
3 3 3

Suggested informal assessment questions to ask yourself

• How well are the learners able to put together tangram pieces
to make other tangram pieces?
• How well can they build the given tangram figures using the
tangram pieces?

Revision Learner’s Book page 244

1. a) two b) two
c) six d) four
2, 3. Learners build shapes.

322 Mathematics Teacher’s Guide Grade 4  TERM 3

Remedial activities
• Give the learners the outlines of shapes, together with shape
cut-outs. They must place the smaller shapes correctly inside
the bigger outline. Start with very simple shapes and build
progressively to more complex shapes.
• Let the learners use only two or three tangram pieces at a time to
build other shapes or pictures. Then let the learners gradually use
more and more pieces at a time.

Extension activities
• Have a class competition using tangram pieces. Let the learners
work in two or three teams and challenge them to put the tangram
pieces together to make various shapes. A learner from each team
can go to front of the classroom and build each shape as fast as
possible. The learner who finishes first scores a point for their
team.
• Ask the learners to make a class poster of tangram figures. They
can use black paper for the tangram figures and glue the pieces in
place on white cardboard. The contrast will give a striking finish
to the poster.

Assignment
Measure the heights of some friends and show the results in a table.
Group the heights like this:
less than 120 cm
120–125 cm
126–130 cm
131–135 cm
more than 135 cm.
• Draw a table to show how many learners belong in each height
group. Draw one row of the table for each height group.
• Write the tally marks and the total number of all the learners in
each height group.
Project
Work on your own to draw a pictograph and write about it.
1. Choose a question to ask your family, friends or classmates.
Here are some ideas:
• What is your favourite sport – soccer, cricket or swimming?
• What do you like to eat for breakfast – eggs, porridge, fruit or
bread?
• How do you get to school – car, taxi, walk, bus or train?
2. Collect your information. Use a table for tally marks.
3. Draw a pictograph to show your information.
4. Write down what your pictograph shows.

Mathematics Teacher’s Guide Grade 4  TERM 3 323

 4
TERM

Working with whole numbers Whole numbers: division

Unit 1 Revise rules for working with Unit 19 Basic division facts
numbers
Unit 20 Divide by 10 and 100
Unit 2 Represent numbers and place
Unit 21 Strategies for division
value
Perimeter, area and volume
Unit 3 Problem-solving
Unit 22 Perimeter
Unit 4 Inverse operations
Unit 23 Area
Unit 5 More calculations
Unit 24 Volume
Unit 6 Use estimating and
problem-solving Revision and consolidation

Mass Position and movement

Unit 7 Revision Unit 25 Work with grids

Unit 8 Estimate Unit 26 Grids on maps

Unit 9 More addition and subtraction More transformations

Unit 10 More multiplication and Unit 27 Tessellations

division Unit 28 Describe patterns

Unit 11 Problem-solving Geometric patterns
Properties of 3-D objects Unit 29 Geometric patterns
Unit 12 Recognise and compare Unit 30 Growing patterns
3-D objects
Whole numbers: addition
Unit 13 Faces and models of
and subtraction
3-D objects
Unit 31 Use place value to add
Unit 14 Statements about 3-D objects and subtract

Common fractions Unit 32 Use 10-strips to add

Unit 15 Order and compare fractions and subtract

Unit 16 Calculate with fractions Data handling

Unit 17 Fractions of whole numbers Unit 33 Probability

Unit 18 Problem-solving with Unit 34 Experiments and actual

fractions outcomes

Revision Revision

325
 Working with whole numbers

Unit 1 Revise rules for working with numbers

The learners revise knowledge of number properties they developed
in the first three terms.

MENTAL MATHS  Learner’s Book page 246

Learners use their knowledge of the commutative, associative

and the distributive properties as well as knowledge of the
properties of 0 and 1 to solve problems. Ask learners to explain
their solutions to the class. Learners do not have to use the terms
commutative, associative and the distributive properties in their
explanations.
Solutions
1. a) 9 + 25 = 36
b) 25 + 9 = 36 (commutative property)
c) 17 + 6 + 13 + 14 = 50
d) (17 + 13) + (14 + 6) = 50 (associative property)
e) 9 × 4 = (3 × 4) + (3 × 4) (distributive property)
f) 6 × 5 = (2 × 5) + (4 × 5)
g) 28 – 0 = 28 (subtract a number from
0 = the number)
h) 35 – 6 + 6 = 35 (0 as the additive inverse)
i) 67 × 1 = 67 (1 as an multiplicative inverse)
j) 100 ÷ 1 = 100 (1 as a multiplicative inverse)
2. Learners explain their solutions.

Activity 1.1 Learner’s Book page 246

1. Learners solve the number sentences or equations to justify

their answers. They work with the additive inverses of 0 and
1 and the multiplicative inverse of 1. Remember that 0 is not
a multiplicative inverse although, for example 7 × 0 = 0. Zero
(0) is the identity element for multiplication and addition (an
identity element does not have an influence on a number when
the commutative law is used). Encourage the learners to write
the equal signs below each other in solutions.
Solutions
1. a) 0 + 19 = 19 + 0 True
19 = 19
b) 23 – 0 = 0 – 23 False
23 ≠ 0 – 23
(Learners would probably say that you cannot subtract a big
number from a small number.)

326 Mathematics Teacher’s Guide Grade 4  TERM 4

 c) 12 × 1 = 1 × 12 True
12 = 12
d) 5 ÷ 1 = 1 ÷ 5 False
5 ≠ 1 ÷ 5
e) 9 + 3 – 3 = 12 False
9 + 0 ≠ 12
f) 18 – 6 + 6 = 18 – 0 True
18 – 0 = 18 – 0
18 = 18
g) 456 × 0 = 0 × 456 True
0=0
h) 39 + 1 = 39 False
40 ≠ 39
i) 10 × 9 × 2 × 0 = 180 False
180 × 0 ≠ 180
0 ≠ 180
j) 7 × 2 × 1 = 1 × 2 × 7 True
14 × 1= 2 × 7
14 = 14
2. Learners use the commutative, associative and distributive
laws and brackets to show the order in which they will perform
calculations.
a) 26 + 7 + 4 + 13 + 9 b) 4 × 7 × 2 × 1
= (26 + 4) + (13 + 7) + 9 = (4 × 2 × 1) × 7
= 30 + 20 + 9 =8×7
= 59 = 56
c) 108 ÷ 6 ÷ 2 d) 378 ÷ 9
= 108 ÷ 2 ÷ 6 = (360 ÷ 9) + (18 ÷ 9)
= 54 ÷ 6 = 40 + 2
= 9 = 42
e) 95 × 5 f) 315 – 75 – 15
= (90 × 5) + (5 × 5) = 315 – 15 – 75
= 450 + 25 = 300 – 75
= 475 = 225
g) 225 + 78 – 25 h) 67 – 10 = 77 – 20
= 225 – 25 + 78 57 = 57
= 200 + 78
= 278
i) 5 × 20 = 10 × 10 j) 9 × 5 = 15 × 3
100 = 100 45 = 45

Activity 1.2 Learner’s Book page 247

The learners use knowledge of doubling, halving, addition, division,

the distributive property, building up and breaking down numbers to
solve the problems.

Mathematics Teacher’s Guide Grade 4  TERM 4 327

 1, 2. Help learners understand the structure of the cross. Learners
should find that 9 is half of the sum of the numbers on the
opposite sides of the red square.
3. Learners must make sure that they skip numbers immediately
above, left, right and below the centre number. Tell learners
that some numbers appear more than once on the big square.
Solutions
1. double 9 = 18
2. 3 + 15 = 18 15 + 3 = 18
3. a) Expect different solutions for 24.
double 24 = 2 × 24 or 24 + 24 = 48
8 + 40 = 48
18 + 30 = 48
48 ÷ 2 = 24
24 is half of 48.
b) Expect different solutions for 32.
double 32 = 2 × 32 or 32 + 32 = 64
16 + 48 = 48 + 2 + 14 = 50 + 14 = 64
24 + 40 = 64
64 ÷ 2 = 32
32 is half of 64.
c) double 56 = 2 × 56
or 56 + 56 = (2 × 50) + (2 × 6) = 100 + 12 = 112
40 + 72 = 40 + 60 + 12= 112
42 + 70 = 30 + 70 + 12 = 112
112 ÷ 2 = 56
56 is half of 112.
d) double 64 = 64 + 64
= (60 + 60) + (4 + 4)
= 128
48 + 80 = 80 + 40 + 8
= 128
48 + 80 = 128
128 ÷ 2 = 64
64 is half of 128.
4. Learners’ give written descriptions of their observations.

Unit 2 Represent numbers and place value

MENTAL MATHS  Learner’s Book page 248

Tell learners that they will work with consecutive numbers. Ask
them to explain what they understand about consecutive numbers
and to look at the examples of consecutive counting, even and
odd numbers. Explain the difference between counting numbers
(which include 0) and natural numbers again.

328 Mathematics Teacher’s Guide Grade 4  TERM 4

 Whole numbers consist of natural and counting numbers.
Without 0, the numbers from 1 can be called natural or counting
numbers. Let learners give more examples of consecutive
numbers.
Learners have to look for three consecutive numbers that will
give the sums on the cards. Encourage them to use effective
strategies to find the sum of three numbers on the grid. For
example, for 25 + 26 + 27 they could add three 25s and add
the difference of 3: 25 + 25 + 25 + 1 + 2 = 78. Learners use the
closest multiples of 5 or 10 that make the calculations easier.
Solutions
1. 27 = 8 + 9 + 10
39 = 12 + 13 + 14
78 = 25 + 26 + 27
66 = 21 + 22 + 23
129 = 42 + 43 + 44
216 = 71 + 72 + 73
97 = 28 + 29 + 30
156 = 51 + 52 + 53
57 = 18 + 19 + 20
147 = 48 + 49 + 50
2. Divide the number by 3: that answer is the middle number of
the three consecutive numbers.

Activity 2.1 Learner’s Book page 248

1. You could make the number cards and give each pair of learners
a set to sort. Ask them to read the numbers aloud. You could also
ask them to write the numbers in words and in place value parts.
2. Ask learners to order the numbers from largest to smallest. They
can also write the numbers in words.
3. Learners write the numbers represented by the place value parts
in the expanded notations.
4. Learners write down the numbers represented on the place value
boards in expanded notation.
5. Learners can draw place value boards to represent the numbers.
They should notice that the numbers become bigger when they
multiply by powers of 10. For example, they should be able to
explain that 340 is 10 times more than 34 or ten 34s.
Solutions
1. Consecutive even numbers: 9 990; 9 992; 9 994; 9 996; 9 998;
10 000; 10 002; 10 004
Consecutive odd numbers: 9 991; 9 993; 9 995; 9 997; 9 999; 10
001; 10 003; 10 005
2. a) 1 + 1 + 1 + 1 + 1 = 5
5 × 1 = 5

Mathematics Teacher’s Guide Grade 4  TERM 4 329

 b) 10 + 10 + 10 + 10 + 10 = 50
5 × 10 = 50
c) 100 + 100 + 100 + 100 + 100 + 5
(5 × 100) + 5 = 505
d) (5 × 1 000) + (5 × 10) + (5 × 1) = 5 000 + 50 + 5
= 5 055
3. a) 600 + 60 + 6 = 666
b) 40 + 3 + 20 000 + 500 = 20 543
c) 8 + 400 + 10 000 + 3 000 = 13 408
d) 1 000 + 50 000 = 51 000
4. a) 10 000 + 1 000 + 600 + 70 + 8 = 11 678
b) 7 000 + 60 = 7 060
c) 10 000 + 400 + 20 + 4 = 10 424
d) 20 000 + 1 000 + 300 + 3 = 21 303
5. Tth Th H T U Number in words
a) 3 4 0 0 0 thirty-four thousand
b) 5 1 2 0 five thousand one hundred and
twenty
c) 6 1 0 0 six thousand one hundred
d) 2 0 1 0 0 twenty thousand one hundred

Activity 2.2 Learner’s Book page 249

The learners will solve these problems mainly by trial and

improvement. Let them battle with the problems before you provide
them with number lines or 100-squares to help them solve the
problems.
1. Extend the activity by asking learners to find four consecutive
even numbers that will give a certain sum.
2. a) The answer is the 2-digit odd number, 15. Revise the terms
sum, difference, product and quotient if you have not done
so before.
d) There are at least six possible solutions. Ask the learners to
explore all options. Odd 3-digit numbers with a difference
of 4 between the digits: 105; 501; 703; 307; 905; 509; and
so on. Ask the learners to think logically. You could give
learners a hint if they get stuck. Tell them to work out which
two odd numbers less than 10 have a difference of 4 (5 and
1; 7 and 3 and 9 and 5). They then have to include 0 and
use the digits in different positions in the numbers. Some
learners might reason that 611 and 161 are possible solutions
because 6 – 1 – 1 = 4. These are acceptable solutions.
Solutions
1. 5 + 7 + 9 + 11
2. a) 15 b) 25
c) 48 d) 951; 159; and so on

330 Mathematics Teacher’s Guide Grade 4  TERM 4

 Unit 3 Problem-solving
MENTAL MATHS  Learner’s Book page 250

Learners use the addition and subtraction cards, I have ... to

practise mental calculations. They have played the game before
so they should be familiar with the rules.

Activity 3.1 Learner’s Book page 250

1 2 3 4 5 6 7 8 9 10
Remind learners that they have
to do calculations in brackets
11 12 13 14 15 16 17 18 19 20 first. They practise concepts
such as doubling, halving,
21 22 23 24 25 26 27 28 29 30 less than, more than, and so
on, and write the expressions
31 32 33 34 35 36 37 38 39 40
in words, in numbers and
41 42 43 44 45 46 47 48 49 50 use effective strategies and
number properties to solve
51 52 53 54 55 56 57 58 59 60 the expressions. If they solve
the statements and shade the
61 62 63 64 65 66 67 68 69 70
solutions correctly, they will
71 72 73 74 75 76 77 78 79 80 see the hidden figure.

81 82 83 84 85 86 87 88 89 90

91 92 93 94 95 96 97 98 99 100

Solutions
1. double 39 2. (eight 10s plus 20) minus 12
39 + 39 = 30 + 30 + 9 + 9 8 + 20 – 12 = 20 – 12 + 8
= 60 + 10 + 8 = 16
= 78
3. six 10s 4. twelve 5s plus two 2s
6 × 10 = 60 (12 × 5) + (2 × 2) = 60 + 4
= 64
5. 5 less than 100
100 – 5 = 95
6. (12 divided by 3) plus seven 10s
(12 ÷ 3) + (7 × 10) = 4 + 70
= 74
7. double 38 8. nine 8s plus 5
2 × 38 = (2 × 30) + (2 × 8) (9 × 8) + 5 = 72 + 5
= 60 + 16 = 77
= 76
9. 5 less than 90 10. (4 times 20) + (18 ÷ 3)
90 – 5 = 85 (4 × 20) + 6 = 80 + 6
= 86

Mathematics Teacher’s Guide Grade 4  TERM 4 331

 11. 17 more than 70 12. half of 196
70 + 17 = 87 196 ÷ 2 = (180 ÷ 2) + (16 ÷ 2)
= 90 + 8
= 98
13. 100 minus 25 14. nine 7s plus 6
100 – 25 = 75 (9 × 7) + 6 = 63 + 6
= 69
15. double 35 plus 3
(2 × 35) + 3 = 70 + 3
= 73

Activity 3.2 Learner’s Book page 250

Ask the learners to work with their groups to solve the non-routine
problem. The learners should understand that they cannot solve
these kinds of problems by just performing the basic operations.
They have to apply logical and creative thinking skills and perform
investigations. You could suggest that the learners use the strategy
below after discussing options to solve the problem. They should
realise that there are four numbers on one page. Ask them to carry
on with the pattern series below to find the number of pages in
the book. They count backwards from 21 and forwards from 52
using pairs of numbers and should observe the patterns of even and
uneven numbers. The activity integrates with the content areas data
handling – sorting and recording data systematically and patterns,
functions and algebra.
Solution
22 and 51 21 and 52
20 and 53 19 and 54
18 and 55 17 and 56
16 and 57 15 and 58
14 and 59 13 and 60
12 and 61 11 and 62
10 and 63 9 and 64
8 and 65 7 and 66
6 and 67 5 and 68
4 and 69 3 and 70
2 and 71 1 and 72
The pages are numbered from 1 to 72, so there are 72 pages in the
book.

Unit 4 Inverse operations

MENTAL MATHS  Learner’s Book page 251

The learners solve vertical column addition and subtraction

problems without carrying mentally (they are expected to do
this in Grade 5). Learners should recognise the solutions without
doing serious calculations.

332 Mathematics Teacher’s Guide Grade 4  TERM 4

 Ask them to explain how they solve the problems.
Ask the learners to apply inverse operations to check the
solutions for question 2. They display knowledge of place value.
Solutions
1. a) 777 b) 416 c) 243 d) 7 583
e) 5 222 f) 6 897 g) 522 h) 3 333
i) 371 j) 9 100
2. Explanations will differ. (Learners should realise that they
added or subtracted in each column.)

Activity 4.1 Learner’s Book page 251

1. Ask the learners to explore the ancient Egyptian subtraction

calculation strategy of using addition to get the solution. The
problems do not involve carrying. Make sure they understand
the reasoning and use it to solve the problems.
2. The learners look at Aviwe and Alex’s reasoning. They should
realise that their procedures take place in their heads. You do not
add 1s but rather 10s and 100s.
3. Let them use the learners’ reasoning (knowledge of place value)
to solve the problems.
4. Learners work in groups to solve the non-routine problem. They
will start solving it by applying a trial and improvement strategy.
They should realise that the three girls ate different amounts of
sweets. There are four possible combinations.
Solutions
1. a) 1 + 4 = 5 785 b) 4 + 5 = 9
3 + 5 = 8 – 231 0 + 7 = 7 5 479
2 + 5 = 7 554 2 + 4 = 6 – 2 204
2 + 3 = 5 3 475
2 + 2 = 4
c) 894 d) 2 + 6 = 8
0 + 9 = 9 – 202 3 + 4 = 7 6 678
2 + 6 = 8 692 1 + 5 = 6 – 5 132
5 + 1 = 6 1 546
0 + 3 = 3
e)
0 + 4 = 4 9 743
2 + 5 = 7 – 7 200
7 + 2 = 9 2 543
2. Learners explain whether they agree with the boys’ reasoning.
3. a) 1 + 4 = 5 845
20 + 20 = 40 – 321
300 + 500 = 800 524
b) 0 + 9 = 9 769
0 + 60 = 60 – 400
400 + 300 = 700 369

Mathematics Teacher’s Guide Grade 4  TERM 4 333

 3+3=6
c)
10 + 40 = 50 1 856
400 + 400 = 800 –   413
0 + 1 000 = 1 000 1 443
2+5=7
d)
0 + 80 = 80 5 687
200 + 400 = 600 – 3 202
3 000 + 2 000 = 5 000 2 485
7+0=7
e)
70 + 0 = 70 9 777
0 + 700 = 700 – 6 077
6 000 + 3 000 = 9 000 3 700
4. Learners should work systematically to find combinations of
three different even numbers with a sum of 20. The activity
integrates with data handling
2 + 4 + 14 = 20
2 + 6 + 12 = 20
2 + 8 + 10 = 20
4 + 6 + 10 = 20

Unit 5 More calculations

MENTAL MATHS  Learner’s Book page 252

1. The learners do mental calculations and use small numbers to

find out how much less or more the big numbers are. These
problems need consistent practice because some learners
cannot solve them mentally. Encourage them to use counting
on or back or building up 100s and 1 000s (for example, add
1 to 999 and add 4 to 1 000 to get 1 004 for 5 + 999).
2. Learners solve basic addition and subtraction calculations
instantly, recalling the number facts and looking for
relationships between the numbers. For example, 10 + 7 is 1
more than 9 + 7.
Solutions
1. a) 5 more than 999 999 + 1 = 4 = 1 004
b) 3 less than 1 000 1 000 – 3 = 997
c) 4 less than 10 003 10 003 – 3 – 1 = 9 999
d) 8 less than 2 400 2 400 – 8 = 2 392
e) 12 more than 3 550 3 550 + 10 + 2 = 3 562
f) 9 more than 98 98 + 2 + 7 = 107
g) 8 less than 231 231 – 1 – 7 = 223
h) 6 more than 3 298 3 298 + 2 + 4 = 3 304
i) 7 less than 2 001 2 001 – 1 – 6 = 1 994
j) 2 more than 9 999 9 999 + 1 + 1 = 10 001

334 Mathematics Teacher’s Guide Grade 4  TERM 4

 2. a) 10 + 7 = 17 9 + 7 = 16
b) 8 + 7 = 15 9 + 8 = 17
c) 9 + 6 = 15 15 – 5 = 10
d) 14 – 5 = 9 14 – 6 = 8
e) 15 – 6 = 9 15 – 7 = 8
f) 10 + 6 = 16 9 + 6 = 15
g) 9 + 7 = 16 8 + 6 = 14
h) 8 + 7 = 15 30 – 10 = 20
i) 30 – 11 = 19 30 – 12 = 18
j) 30 – 13 = 17 30 – 14 = 16

Activity 5.1 Learner’s Book page 252

Ask the learners to use breaking up numbers into place value parts
to calculate the addition with carrying problems. Let them check
their solutions by using the inverse operation.
Solutions
1. Learners should realise that all the solutions are multiples of
1 000.
a) (300 + 700) + (40 + 50) + (6 + 4)
= 1 000 + 90 + 10
= 1 000 + 100
b) (1 000 + 0) + (200 + 700) + (30 + 60) + (3 + 7)
= 1 000 + 900 + 90 + 10
= 1 900 + 100
= 2 000
c) (2 000 + 0) + (100 + 800) + (20 + 70) + (1 + 9)
= 2 000 + 900 + 90 + 10
= 2 900 + 100
= 3 000
d) (4 000 + 2 000) + (600 + 300) + (40 + 50) + (5 + 5)
= 6 000 + 900 + 90 + 10
= 6 900 + 100
= 7 000
e) (3 000 + 1 000) + (900 + 0) + (50 + 40) + (8 + 2)
= 4 000 + 900 + 90 + 10
= 4 900 + 100
= 5 000
f) (4 000 + 2 000) + (200 + 700) + (60 + 30) + (9 + 1)
= 6 000 + 900 + 90 + 10
= 6 900 + 100
= 7 000
(2 000 + 1 000) + (500 + 400) + (30 + 60) + (2 + 8)
g)
= 3 000 + 900 + 90 + 10
= 3 900 + 100
= 4 000

Mathematics Teacher’s Guide Grade 4  TERM 4 335

 h) (6 000 + 2 000) + (400 + 500) + (70 + 20) + (7 + 3)
= 8 000 + 900 + 90 + 10
= 8 900 + 100
= 9 000
i) (5 000 + 3 000) + (200 + 700) + (50 + 40) + (4 + 6)
= 8 000 + 900 + 90 + 10
= 8 900 + 100
= 9 000
j) (4 000 + 4 000) + (600 + 300) + (60 + 30) + (5 + 5)
= 8 000 + 900 + 90 + 10
= 8 900 + 100
= 9 000
2. Learners use subtraction to check their solutions for question 1.

Activity 5.2 Learner’s Book page 253

1. The learners solve a multi-operation problem. Tell them to break

down the numbers into place value parts.
2. Learners investigate bonds of 4-digit numbers with a sum of
3 000. They can use trial and improvement. Allow them to use
their own strategies and tell them later that they could subtract
any 4-digit number smaller than 3 000 from 3 000 to get the
bonds. So, they would be using inverse operations. Check which
learners use multiples of 10, 100 and 1 000 – these learners
think at a higher level because it is the easiest way to solve the
problem. For example:
3 000 – 1 000 = 2 000 and 2 000 + 1 000 = 3 000
3 000 – 1 500 = 500 and 500 + 1 500 = 3 000
3 000 – 1 750 = 1 250 and 1 250 + 1 750 = 3 000
3. Learners use inverse operations to check solutions.
Solutions
1. 1 500 – 355 – 645 = 500
or, 1 500 – (300 + 645) = 1 500 – 1 000 = 500
500 more tickets were sold.
2. Solutions will differ.
3. Learners use inverse operations to check solutions.

Unit 6 Use estimating and problem-solving

MENTAL MATHS  Learner’s Book page 253

Ask the learners to instantly recall as many basic addition and

subtraction number facts as they can in one minute. Tell them
when to start and when to stop while you keep time. You could
have them perform this exercise frequently over a period of time
to see whether they improve their knowledge of basic number
facts. Learners can make copies of the table.

336 Mathematics Teacher’s Guide Grade 4  TERM 4

 Solutions
One-minute calculations
Addition Subtraction
1. 5 + 8 = 13 11. 15 – 8 = 7
2. 7 + 6 = 13 12. 14 – 6 = 8
3. 6 + 9 = 15 13. 12 – 5 = 7
4. 4 + 8 = 12 14. 16 – 9 = 7
5. 5 + 7 = 12 15. 17 – 8 = 9
6. 14 + 7 = 21 16. 21 – 7 = 14
7. 15 + 8 = 23 17. 25 – 8 = 17
8. 18 + 12 = 30 18. 23 – 7 = 16
9. 19 + 8 = 27 19. 24 – 9 = 15
10. 17 + 7 = 24 20. 26 – 7 = 19

Activity 6.1 Learner’s Book page 253

1. Remind the learners that they should round off effectively so

that their estimates are close to the accurate solutions. They
should decide whether rounding off to the nearest 10, 100 or
1 000 and even to the nearest 5 would be more effective, but
that could involve more complicated calculations. They should
realise that rounding off to the nearest 10 is more effective than
rounding off to the nearest 100 and 1 000.
2. Ask learners to use methods that they prefer to calculate the
accurate solutions. Let them compare the estimates to the
accurate solutions by finding the differences. Allow them to use
calculators to do this. (See the table below.) Below are strategies
that you could share with learners when discussing answers if
they have not used these strategies.
3. Learners use inverse operations to check solutions using
strategies that they are comfortable using.
Solutions
1. Example estimations where numbers are rounded off are given
in the table. In the table on the next page (below the calculations
of the answers), the estimates are compared with the accurate
solutions.
Addition Subtraction
a) 2 345 + 2 453 = n f) 2 454 – 1 134 = n
2 345 + 2 450 = 4 795 2 455 – 1 130 = 1 325
b) 1 764 + 1 764 = n g) 3 150 – 1 075 = n
1 760 + 1 760 = 3 520 3 150 – 1 080 = 2 070
c) 3 836 + 2 475 = n h) 4 236 – 2 677 = n
3 840 + 2 480 = 6 320 4 240 – 2 680 = 1 560
d) 3 078 + 2 906 = n i) 6 003 – 4 008 = n
3 080 + 2 910 = 5 990 6 000 – 4 010 = 1 990
e) 1 857 + 1 267 = n j) 5 500 – 3 432 = n
1 860 + 1 270 = 3 130 5 500 – 3 430 = 2 070

Mathematics Teacher’s Guide Grade 4  TERM 4 337

 2. a) 2 345 + 2 453 = n
2 300 + 2 400 = 4 700 (breaking down to nearest 100)
45 + 53 = + 98
4 798
1 764 + 1 764 = n
b)
1 700 + 1 700 = 3 400 (doubling)
60 + 60 = 120
4+4=+ 8
3 528
3 836 + 2 475 = n
c)
3 800 + 2 400 = 6 200 (breaking down)
36 + 4 + 71 = + 111 (building up)
6 311
3 078 + 2 906 = n
d)
3 000 + 2 900 = 5 900 (breaking down)
78 + 6 = + 84
5 984
1 857 + 1 267 = n
e)
1 800 + 1 200 = 3 000 (breaking down)
57 + 3 + 60 + 4 = + 124 (building up)
3 124
f) 2 454 – 1 134 = n
2 450 – 1 130 = 1 320 (breaking down)
4–4=– 0
1 320
3 150 – 1 075 = n
g)
3 000 – 1 000 = 2 000 (breaking down)
150 – 75 = – 75 (halving)
2 075
h) 4 236 – 2 677 = n
4 259 – 2 700 → 4 000 – 2 700 = 1 300 (add 23 to
256 – 0 = 259 both sides)
1 559
i) 6 003 – 4 008 = n
6 008 – 4 008 = 2 000 (compensation)
2 000 – 5 = 1 995
j) 5 500 – 3 432 = n
5 500 – 3 400 = 2 100 (breaking down)
2 100 – 32 = 2 068
Compare estimates with accurate solutions.
Accurate solution Estimate Difference
a) 4 798 4 795 3
b) 3 528 3 520 8
c) 6 311 6 320 9
d) 5 984 5 990 6

338 Mathematics Teacher’s Guide Grade 4  TERM 4

 e) 3 124 3 130 6
f) 1 320 1 325 5
g) 2 075 2 070 5
h) 1 559 1 560 1
i) 2 068 2 070 2
The learners could conclude that estimates with a difference
less than 10 are very effective.
3. The learners use inverse operations and strategies they prefer to
check the solutions for question 2.

Activity 6.2 Learner’s Book page 253

The learners work in their groups to solve the non-routine problem.

They should have realised by now that there are no fixed procedures
to use to solve this type of problem. They can start by trial and
improvement. They should assume a mass for one of the animals
and reason, for example that the rabbit weighs 5 kg. The rabbit and
cat weigh 23 kg together, so the cat should weigh 18 kg. The rabbit
and dog weigh 26 kg altogether, so the dog weighs 21 kg. The cat
and dog weigh 31 kg altogether. Below is an alternative solution.
Solutions
dog + cat = 31 kg
rabbit + cat = 23 kg
rabbit + dog = 26 kg
If the rabbit weighs 9 kg, the cat weighs 23 – 9 = 14 kg.
The dog weighs 26 – 9 = 17 kg.

Assessment task 1: whole number addition and subtraction

For this assessment task, learners write down numbers
represented by Dienes blocks and flard cards, practise doubling
and halving with 4-digit numbers, solve problems without
carrying and decomposing using vertical column calculations,
and use their own methods to solve problems with carrying and
decomposing.

Mathematics Teacher’s Guide Grade 4  TERM 4 339

 Assessment task 1 Whole number addition and subtraction
1. Write down the numbers that are represented by the Dienes
blocks.
a)

b)

c)

d)

2. Write the numbers that represented by the blocks in

question 1 in words.
3. Which numbers are represented by the flard cards?
33 000
000 50
50 66 300
300
a) 3 000 50 6 300

10
10 000 66
b) 40
40
40
000
10 000 6

c) 10
10 000
000 99 300
300 55 000
000
10 000 9 300 5 000
d) 77 77 000
000 70
70 
7 7 000 70
4. Work out the answers.
a) double 3 425
b) half of 6 486
c) double 2 875
d) half of 8 648

340 Mathematics Teacher’s Guide Grade 4  TERM 4

5. Work out the answers. Use vertical column calculations.
a) 4 364
+ 2 325
b) 6 574
– 2 320
5 429
c)
– 3 216
d) 3 215
+ 6 434
6. Use any method you prefer to work out the answers.
a) 7 254 + 1 867 = n
b) 8 445 – 5 678 = n


Mathematics Teacher’s Guide Grade 4  TERM 4 341

 Assessment task 1 Whole number addition and subtraction
 Solutions
1. a) 4 056
b) 2 034
c) 5 256
d) 1 601
2. a) four thousand and fifty-six
b) two thousand and thirty-four
c) five thousand two hundred and fifty-six
d) one thousand six hundred and one
3. a) 3 356
b) 10 046
c) 15 309
d) 7 707
4. a) double 3 425 → 3 425 × 2 = 6 850
b) half of 6 486 → 6 486 ÷ 2 = 3 243
c) double 2 875 → 2 875 × 2 = 5 750
d) half of 8 648 → 8 648 ÷ 2 = 4 324
5. a) 4 364
+ 2 325
6 689
6 574
b)
– 2 320
4 254
5 429
c)
– 3 216
2 213
d) 3 215
+ 6 434
9 649
6. a) 7 254 + 1 867 = 9 121
b) 8 445 – 5 678 = 2 767


342 Mathematics Teacher’s Guide Grade 4  TERM 4

 Mass

Unit 7 Revision
MENTAL MATHS  Learner’s Book page 254

The learners order and compare whole numbers and fractions,

they calculate fractions of whole numbers in preparation for the
number work they will do when working with mass. Ask them to
explain their solutions.
Solutions
1. a) 750; 1 500; 2 000; 2 750; 3 500
1 1 1 1 3 3
b) 10 ; 8 ; 3 ; 2 ; 5 ; 4
1 12 ; 1 43 ; 1 54 ; 1 78 ; 2 81 ; 2 14
c)

2. a) 101 of 100 = 100 ÷ 10 × 1 = 10

1
b) 5 of 20 = 20 ÷ 5 × 1 = 4
1
c) 20 of 100 = 100 ÷ 20 × 1 = 5
3
5 of 500 = 500 ÷ 5 × 3 = 300
d)
3
e) 20 of 60 = 60 ÷ 20 × 3 = 9
7
f) 10 of 1 000 = 1 000 ÷ 10 × 7 = 700

3. Learners explain their solutions.

Activity 7.1 Learner’s Book page 254

1. Ask the learners what they remember and understand about

mass and the units in which mass is measured. Let them name
some products that are measured in mass. They will estimate
and order mass and apply knowledge of fractions.
Learners collect their own items, estimate each item’s mass,
weigh the item and work out the difference.
2. 2,5 kg; 2 14 kg; 2 1
8 kg; 2 000 g
3. Lerato could weigh herself, get on the scale holding the dog,
then subtract the first mass from the second one. The difference
is the dog’s mass.
4. a) 200 g
b) 1 600 g or 1 kg 600 g
c) Learners explain their methods.

Mathematics Teacher’s Guide Grade 4  TERM 4 343

 Unit 8 Estimate
When we estimate the mass of an object, we usually round up or
down to the nearest kilogram.

MENTAL MATHS  Learner’s Book page 255

The learners estimate mass by rounding numbers up or down to

the nearest 1 kg, 10 g, 100 g and 1 000 g.
Solutions
1. a) 1 kg 350 g ≈ 1 kg b) 2 kg 999 g ≈ 3 kg
c) 499 g ≈ 0 kg d) 16 kg 872 g ≈ 17 kg
2. a) 160 g ≈ 160 g b) 1 234 g ≈ 1 230 g
c) 499 g ≈ 500 g d) 12 g ≈ 10 g
3. a) 160 g ≈ 200 g b) 1 234 g ≈ 1 200 g
c) 499 g ≈ 500 g d) 2 450 g ≈ 2 500 g
4. a) 1 600 g ≈ 2 000 g b) 1 234 g ≈ 1 000 g
c) 499 g ≈ 0 g d) 4 827 g ≈ 5 000 g
5. Explanations will differ.

Activity 8.1 Learner’s Book page 255

1. a) 240 g + 678 g = 240 + 640 + 38 (0 kg + 1 kg = 1 kg)

= 880 + 20 + 18
= 918 g
918 g ≈ 1 kg
b) 3 999 g – 2 541 g = 4 000 – 2 500 – 40 – 2 (4 kg – 3 kg = 1 kg)
= 1 500 – 40 – 2
= 1 458 g
1 458 g ≈ 1 kg
c) 1 499 g + 2 459 g = 1 500 + 2 460 – 2 (1 kg + 2 kg = 3 kg)
= 3 958 g
3 958 g ≈ 4 kg
15 426 g – 989 g → 15 000 – 900 = 14 100
d) (15 kg – 1 kg
14 100 – 89 = 14 011 = 14 kg)
14 011 + 426 = 14 437 g
14 437 g ≈ 14 kg
The two methods give the same estimates.
2. 275 g × 5 = (200 × 5) + (70 × 5) + (5 × 5)
= 1 000 + 350 + 25
= 1 375 g
1 375 g ≈ 1 kg

344 Mathematics Teacher’s Guide Grade 4  TERM 4

 Unit 9 More addition and subtraction
In this unit, learners will do calculations that involve the four basic
operations with mass.

MENTAL MATHS  Learner’s Book page 255

1 a) 245 kg + 73 kg = 318 kg
b) 1 kg 674 g + 3 kg 251 g = 4 kg 925 g
c) 7 kg 320 g + 799g = 8 kg 119 g
d) 8 563 g + 354 g = 8 kg 917 g
2. a) 3 846 g + 48 g + 890 g + 2145 g = 6 929 g = 6 kg 929 g
b) 4 304 g – 76 g = 4 228 g = 4 kg 228 g
3. Learners explained how they worked out the answers.

Activity 9.1 Learner’s Book page 256

1. Show the learners how to use inverse operations to work out the
answers. Examples are give below.
• 500 g + 450 g = 950 g
950 g – 550 g = 400 g
• 355 g + 25 g = 380 g
380 g – 285 g = 95 g
• 725 g – 250 g = 475 g
475 g – 35 g – 195 g = 245 g
It is important with calculations like these that the learners work
through the whole calculation after they have written down the
answer to make sure the number sentence is correct.
a) 500 g + 450 g = 550 g + 400 g
b) 285 g + 95 g = 25 g + 355 g
c) 195 g + 245 g + 35 g = 725 g – 250 g
2. Help learners use decomposition effectively. Below are
strategies you can share with learners when marking the answers
if they have not used them.
a) 973 kg – 389 kg
(900 + 70 + 3) – (300 + 80 + 9)
= (800 + 160 + 13) – (300 + 80 + 9)
= 500 + 80 + 4
= 584 kg
b) 7 kg 305 g – 2 kg 39 g
   7 305 g 7 000 + 300 +   0 +   5
– 2 039 g 2 000 + 30 +   9
7 000 + 200 + 90 + 15
– 2 000 + 30 +   9
5 000 + 200 + 60 +   6
5 266 g = 5 kg 266 g

Mathematics Teacher’s Guide Grade 4  TERM 4 345

 c) 7 kg – 1 kg 367 g = 7 000 g – 1 367 g
1 367 + 3 = 1 370
1 370 + 30 = 1 400
1 400 + 600 = 2 000
2 000 + 5 000 = 7 000
5 000 + 600 + 30 + 3 = 5 633 g
5 633 g = 5 kg 633 g
d) 3 267 g – 99 g
3 267 – 100 + 1 = 3 167 + 1
= 3 168 g
3 168 g = 3 kg 168 g
3. Revise the meaning of the following words before learners do
the problems in this question:
• the sum of = add
• the difference = subtract
• the product = multiply
• the quotient = divide.
a) 4 kg 300 g + 16 kg 700 g
= (4 + 16) kg + (300 + 700) g
= 20 kg + 1 000 g
= 20 kg + 1 kg
= 21 kg
b) 47 kg 800 g – 43 kg 750 g
= (47 – 43) kg + (800 – 750) g
= 4 kg 50 g
Maleeha is 4 kg 50 g lighter than Patrick.
1
c) 2 kg of chalk is needed to mark 1 lane
1 kg of chalk is needed to mark 2 lanes
2 kg of chalk is needed to mark 4 lanes
3 kg of chalk is needed to mark 6 lanes
7 kg – 3 kg = 4 kg
He will use 3 kg of chalk to mark 6 lanes and there will be
4 kg of chalk left.

Unit 10 More multiplication and division

MENTAL MATHS  Learner’s Book page 256

The learners solve problems involving multiplication and

division with whole numbers and multiples of 10. Encourage
them to use effective calculation strategies and number
properties. They break up multipliers and divisors into smaller
factors and use the distributive property. They should know the
rule for multiplying by 10 and 100.

346 Mathematics Teacher’s Guide Grade 4  TERM 4

 Solutions
1. a) 34 kg × 10 = 340 kg
b) 310 g × 20 c) 1 kg 200 g × 4
= 310 × 10 × 2 = (4 × 1) + (4 × 200)
= 3 100 × 2 = 4 kg 800 g
= 6 200 g
d) 42 g ÷ 7 = 6 g
e) 75 g ÷ 3 f) 750 g ÷ 50
= (60 ÷ 3) + (15 ÷ 3) = (750 ÷ 5) ÷ 10
= 20 + 5 = 150 ÷ 10
= 25 g = 15 g
g) 45 kg × 100 = 4 500 kg
h) 200 g × 30 i) 2 kg 346 g × 0 = 0 g
= (2 × 3) × 10 × 10
= 6 × 100
= 600 g
j) 250 g ÷ 5
= (25 ÷ 5) × 10
= 5 × 10
= 50 g
2. Learners explain how they worked out the answers.

Activity 10.1 Learner’s Book page 257

The learners solve problems in and out of context. Ask them to

convert the solutions to grams and kilograms. They use what they
learnt in working with numbers to solve these problems (particularly
multiplication and division by multiples and powers of 10). Below
are strategies that you could share with learners when you mark the
answers if they have not used them.
Solutions
1. Learners multiply and divide 3- and 4-digit numbers and use
different operations.
a) 375 g × 10 = 3 750 g
b) 250 g × 4
250 × 2 = 500
250 × 4 = 1 000 g
c) (500 g × 2) + (375 × 2)
1 000 + (300 × 2) + (75 × 2)
= 1 000 + 600 + 150
= 1 750 g
1 750 ÷ 1 000 = 1 remainder 750
1 750 g = 1 kg 750 g
Tell the learners that in future they should perform the
last two steps (conversions between grams and kilograms)
mentally.

Mathematics Teacher’s Guide Grade 4  TERM 4 347

 d) (250 g × 5) + (3 × 500 g)
= (200 × 5) + (50 × 5) + (3 × 5 × 100)
= 1 000 + 250 + 1 500
= 2 750 g
2 750 g = 2 kg 750 g
e) (2 × 375 g) ÷ 30
= (300 × 2) + (75 × 2) ÷ 30
= (600 + 150) ÷ 30
= (600 ÷ 3 ÷ 10) + (150 ÷ 3 ÷ 10)
= (200 ÷ 10) + (50 ÷ 10)
= 20 + 5
= 25 g
Each bag will weigh 25 g.
f) (500 × 3) ÷ 20
= 1 500 ÷ 20
= (1 500 ÷ 2) ÷ 10
= 750 ÷ 10
= 75 g
Each bag will weigh 75 g
g) 250 g + 375 g + 500 g
= 500 + 375 + 25 + 225
= 500 + 400 + 225
= 900 + 100 + 125
= 1 125 g
1 125 g = 1 kg 125 g
h) Both weigh the same. You could also ask the learners what
they think weighs more, 100 kg of feathers or a 100 kg of
stones.
2. Remind the learners that they should break up the numbers into
place value parts to calculate easier. They apply the distributive
and associative properties to calculate smartly.
a) 37 kg × 3 b) 320 g × 7
= (30 × 3) kg + (7 × 3) kg = (300 × 7) g + (20 × 7) g
= 90 kg + 21 kg = 2 100 g + 140 g
= 90 kg + 10 kg + 11 kg = 2 240 g
= 111 kg 2 240 g = 2 kg 240 g
c) 45 kg × 36
= (40 × 30) kg + (40 × 6) kg + (5 × 30) kg + (5 × 6) kg
= 1 200 kg + 240 kg + 150 kg + 30 kg
= (1 200 + 200 + 100) kg + (40 + 50 + 10) kg + 20 kg
= 1 500 kg + 100 kg + 20 kg
= 1 620 kg
1 620 × 1 000 = 162 000
1 620 kg = 162 000 g
Learners should do conversions (last two lines above)
mentally in future.

348 Mathematics Teacher’s Guide Grade 4  TERM 4

 In the next four problems, the learners divide 4-digit numbers.
Check whether their strategies are effective. They should work
with the closest multiples of the divisors.
d) 3 762 g ÷ 6
= (3 000 ÷ 6) g + (720 ÷ 6) g + (42 ÷ 6) g
= 500 g + 120 g + 7 g
= 627 g
e) 4 812 g ÷ 12 f) 6 000 g ÷ 20
= (4 800 + 12) g ÷ 12 = (6 000 ÷ 10) g ÷ 2
= 400 g + 1 g = 600 g ÷ 2
= 401 g = 300 g
g) 5 kg ÷ 25 g
= 5 000 g ÷ 25 g
= (50 ÷ 25) g × 100
= 2 g × 100
= 200 g

Unit 11 Problem-solving
MENTAL MATHS  Learner’s Book page 257

1. 30 ÷ 6 = 5 300 ÷60 = 5 3 000 ÷ 600 = 5

2. 24 ÷ 8 = 3 240 ÷ 8 = 30 2 400 ÷ 8 = 300
3. 25 × 9 = 225
4. 50 × 34 = 1 700
5. 125 × 16 = 2 000
6. 250 × 2 = 500 250 × 4 = 1 000 250 × 8 = 2 000
7. 2 000 ÷ 500 = 4 9 000 ÷ 300 = 30 8 000 ÷ 200 = 40
8. R9,99 × 6 9. R5,50 × 8
= R10,00 × 6 – R0,01 × 6 = R5 × 8 + R0,50 × 8
= R60,00 – R0,06 = R40 + R4
= R59,94 = R44
10. R8,50 × 9
= R8,50 × 10 – R8,50
= R85,00 – R8,50
= R76,50

Activity 11.1 Learner’s Book page 258

The learners solve problems in the context of money and

measurement. They have practiced skills and knowledge they
will apply in Mental maths. Below are some strategies that you
could share with the learners. Remind them about how to write
open number sentences to show how they will solve the problems
involving rate and the application of the four basic operations. You
could let them work in groups and make sure that learners with
reading problems understand the structure of the problems.

Mathematics Teacher’s Guide Grade 4  TERM 4 349

 Solutions
1. a) 42 × 1 = n
1 standard brick weighs 4 kg.
42 × 4 = 168 kg
Zolani must push 168 kg to the site.
b) (2 000 ÷ 200) × 5 = n
= (2 000 ÷ 100 ÷ 2) × 5
= 20 ÷ 2 × 5
= 10 × 5
= R50
Or:
200 g of cheese cost R5.
400 g of cheese cost R10.
800 g of cheese costs R20.
1 600 g of cheese costs R40.
1 600 g + 400 g
= 2 000 g
= 2 kg
R40 + R10 = R50
2 kg of cheese cost R50.
c) 2 340 g × 8 = n
(2 000 g × 8) + (300 g × 8) + (40 g × 8)
= 16 000 g + 2 400 g + 320 g
= 18 720 g
18 720 g = 18 kg 720 g
8 buckets of sand will weigh 18 kg 720 g.
d) 43 kg × 2 = n
double 43 = 86 kg
86 kg = 86 000 g
e) (8 × 375) = (n ÷ 250)
375 × 8 = (300 × 8) + (70 × 8) + (5 × 8)
= 2 400 + (560 + 40)
= 3 000 g
3 000 g = 3 kg
8 tins of coffee weighs 3 kg.
3 000 ÷ 250
1 000 = 250 × 4
3 000 = 4 × 3
= 12
Check:
250 × 12
= (250 × 10) + (250 × 2)
= 2 500 + 500
= 3 000 g
12 boxes of tea will have the same mass as 8 tins of coffee.

350 Mathematics Teacher’s Guide Grade 4  TERM 4

 f) 4 kg ÷ 200 g
= 4 000 g ÷ 200
= (4 000 ÷ 2) g ÷ 100
= 2 000 g ÷ 100
= 20 g
Twenty 200 g slabs of cheese have the same mass as 4 kg.
2. a) 2 kg + 1 kg + 1 12 kg + 2 kg = n
2 + 2 + 1 + 1 12 = 6 12 kg
Mr James carries 6 12 kg.
2 kg × R7,99 = n
b)
2 kg potatoes = R7,99
= (R8 × 2) – 2c
= R16 – 2c
= R15,98
1 kg mince = R42,99
1 12 sugar = (1 × R7,50) + ( 12 of R7,50)
= R7,50 + ( 12 of R7) + ( 12 of 50c)
= R7,50 + R3,50 + 25c
= R11,25
2 ℓ milk = R14,45/ℓ
= (2 × R14) + (2 × 45c)
= R28,90
Total for groceries
= R15,98 + R42,99 + R11,25 + R28,90
= R16 + R43 + R11 + R29 + 25 c – (2c + 1c + 10c)
= R29 + R11 + R43 + R7 + R9 + 12c
= R40 + R50 + R9,12
= R99,12
Mr James pays R99,12 for the groceries.
R50 + (2 × R20) + R5 + (2 × R2) + 10c + 2c
c)

Mathematics Teacher’s Guide Grade 4  TERM 4 351

 Properties of 3-D objects

Unit 12 Recognise and compare 3-D objects

Activity 12.1 Learner’s Book page 259

1. a) rectangular prism b) square-based pyramid

c) rectangular prism d) cone
e) square-based pyramid f) cylinder
g) cone h) sphere
i) cylinder j) sphere
2. A rectangular prism: matches
B cone: hat
C square-based pyramid: chocolate box
D cylinder: paper towel
E sphere: marbles
F square-based pyramid: cheese grater
G sphere: sponge ball
H rectangular prism: cereal box
I cone: ice cream cone
J cylinder: tuna tin

Activity 12.2 Learner’s Book page 260

1. Features Prism Cylinder

Number of surfaces 6 3
Number of curved surfaces 0 1
Number of flat faces 6 2
Shapes of flat face(s) rectangles circles
2. The shapes all have curved surfaces.
3. They all have straight edges and flat surfaces.
4. Below are some of the categories that learners might use to
group the objects.
Curved surfaces: cone, sphere and cylinder
Flat surfaces: rectangular prism and square-based pyramid
Flat and curved surfaces: cone and cylinder
Surfaces meeting at a point: cone, prism and pyramid

Unit 13 Faces and models of 3-D objects

Remind the learners what a polyhedron is. Show them examples
of models of polyhedra. Let them notice the flat shapes that make
up the sides of the models. Also let them mention the names of the
shapes of the faces.

352 Mathematics Teacher’s Guide Grade 4  TERM 4

 MENTAL MATHS  Learner’s Book page 261

1. D 2. E 3. C 4. H
5. F 6. A 7. F 8. B
9. B 10. G 11. H

Activity 13.1 Learner’s Book page 261

By now, the learners should have sufficient knowledge and skill to

identify the faces they need to make a polyhedron, draw and cut out
the shapes of the faces and then glue them together to make suitable
models.

Activity 13.2 Learner’s Book page 262

This activity gives the learners another perspective from which to

make 3-D models. It helps them broaden their understanding of the
structure of polyhedra, as the focus shifts to building the polyhedron
by creating its edges.
Display all the models and give the learners turns to talk about the
problems they experience when building the models.
If learners struggle with this work:
• Let them work in pairs so that they can exchange ideas and
support each other.
• Encourage them to try their ideas even if they do not work.
Through making errors in building their models, they will
learn important information about the properties of the models.
For example, if the straws are not the correct lengths, the
polyhedron’s shape will be distorted.

Suggested informal assessment questions to ask yourself

• How well are the learners able to identify and match the
2-D shapes with the faces of polyhedra?
• How well can learners choose suitable faces to build a
3-D model?
• How accurately do learners work when creating a 3-D model?

Unit 14 Statements about 3-D objects

MENTAL MATHS  Learner’s Book page 262

The learners visualise and name objects according to their

attributes. They answer true and false questions about attributes
of 2-D shapes and count and calculate faces, edges and vertices
of multiple 3-D objects. They should use doubling, repeated
addition and multiplication. Learners are not allowed to use
pictures or objects to answer the questions. Allow them to use
pictures and objects to check their solutions.

Mathematics Teacher’s Guide Grade 4  TERM 4 353

 Solutions
1. cone or cylinder
2. rectangular prism, cube or square-based pyramid
3. triangular prism or pyramid
4. a) false b) true c) false d) false
5. 6 + 6 = 12, or double 6 is 12 faces
6. 4 + 4 = 8, or double 4 is 8 edges
7. 8 + 8 + 8 = 3 × 8 = 24 vertices
8. 3 + 3 + 3 + 3 = 4 × 3 = 12 faces

Activity 14.1 Learner’s Book page 263

1. a) Yes. b) Yes.
c) No, it has six flat faces. d) Yes.
e) No, it has one curved surface and two flat surfaces.
f) Yes. g) Yes.
h) No, a pyramid has only flat faces while a cone has a curved
surface.
i) Yes. j) No, its base is a square.
2. They both have only flat faces that meet at the corners. The
rectangular prism only has rectangular faces while the pyramid
has some triangular faces and one rectangular (a square) face.
3. Learners choose objects to describe.
4. Learners find their examples of 3-D shapes in the environment.
5. rectangular prism: four rectangles and two squares
square-based prism: one square and four triangles

Remedial activities
• Help the learners memorise the names of the different shapes if
they struggle to remember them. Use word cards and play word–
picture matching games to help them. Talk about the shapes in
the learners’ home languages so that they can use familiar words
and sentence structures to describe the properties of each shape.
• Use models and other real objects to help learners differentiate
between curved and flat surfaces.
• Let learners take models of polyhedra apart to see which shapes
are used to make them. Then let them rebuild each object again.

Extension activities
• Let the learners use cylinders to build models. Tell them that an
object (a cylinder) is made up of two circles and a rectangle that
is rolled up. Challenge learners to build a cylinder and explain
how they did it.
• Challenge learners to build a hexagonal-based pyramid. If they
understand how a square-based pyramid is named, they should
be able to work out which shapes and how many shapes of each
shape are used to make a hexagonal-based pyramid.

354 Mathematics Teacher’s Guide Grade 4  TERM 4

 Common fractions

Unit 15 Order and compare fractions

Learner’s Book page 264 Ask learners what they remember about fractions from the work
they did last term. They will learn more about ordering, comparing
and representing fractions and work with equivalent fractions
again. They will find fractions of whole numbers, work with equal
sharing and add fractions. They will use different models and real-
life examples. They will complete an assessment task at the end of
the week.

MENTAL MATHS  Learner’s Book page 264

1–3. Learners use fraction strips to learn more about fractions

with different denominators that are equivalent. Let them
explore the fractions in the diagram. Ask them to name the
fraction parts that are shaded and not shaded. You could ask
them to give the sum of the shaded and unshaded parts of
the strips. Ask questions such as:
• How many sixths makes one whole?
• How many sevenths do you need to make two wholes?
• How many tenths do you need to make three halves?
4. Let learners use the fraction strips to determine whether the
statements that involve comparing fractions are true or false.
Find out which learners are able to do this without using
the fraction strips. Extend the activity by asking learners to
write the fraction names in ascending or descending order.
Ask them how the order will change if you add another two
shaded parts to each fraction part.
Solutions
1 1 1
1. A 1 whole B 2 C 3 D 4
1 1 1 1
E 5 F 6 G 7 H 8
I 91 J 1
10
2. Each shaded part shows one of the equal parts into which the
whole strip has been divided.
3. The white parts make up the remainder of the whole.
4. a) True. b) False. c) False. d) True.
e) False. f) False. g) False. h) False.
i) True. j) True. k) True. l) False.
m) False. n) True. o) True.

Mathematics Teacher’s Guide Grade 4  TERM 4 355

 Activity 15.1 Learner’s Book page 264

1. Learners should shade the parts roughly – they can do it neatly

for homework.
4. Although the learners are not expected to subtract fractions
formally in Grade 4, you could use the strips to develop
understanding of subtraction if learners have a good
understanding of addition of fractions with the same
denominators.
Solutions
1. Learners compare the fractions they shaded.
2. Discuss all fractions that are equivalent to 23 .
1
3. Learners can take turns to write fractions that are more than 2
on the board.
4. a) 14 + 1
4 + 1
4 = 43 b) 1
5 + 1
5 + 1
5 + 1
5 = 4
5
1 1 1 1 1 1
c) 9 + 9 + 9 + 9 + 9 = 95 d) 8 + 81 + 81 + 81 + 81 + 81 + 81 = 78
1 1 1 1
e) 3 + 3 + 3 = 1 f) 1 + 2 = 1 12
6
1+
g) 7 = 1 76 h) 2 + 4
6 = 2 64

Unit 16 Calculate with fractions

MENTAL MATHS  Learner’s Book page 265

1. Draw a table like the one below on the board. Ask the
learners to name the fractions from the list to write in each
column.
1 1
Less than 2 More than 2

2. As an example, ask learners what the difference is between

the whole numbers 2 and 5 and the fraction 52 . Learners
can make drawings to illustrate the difference. Below is an
example.

2
2 5 5
Solutions
1. Less than 12 : 13 ; 73 ; 82 ; 52 ; 14 ; 83 ; 94 ; 62 ; 81 ; 3
10

More than 12 : 54 ; 79 ; 43 ; 6 5 7 2 6 7 4 8
10 ; 6 ; 10 ; 3 ; 7 ; 8 ; 7 ; 9
4 5 2 6 7 8
2. 5; 6; 3; 7; 8; 9

356 Mathematics Teacher’s Guide Grade 4  TERM 4

 3. Examples:
2 2 1
8 + 8 = 4 = 12 1 1 2
4 + 4 = 4 =
1
2
3 1 4
8 + 8 = 8 = 12 2 1 3
6 + 6 = 6 =
1
2
1 3 4
8 + 8 = 8 = 12 3 2 5
10 + 10 = 10 = 1
2
4. Examples:
4 1 5 7 2 9 1 2 3
5 + 5 = 5 = 1 9 + 9 = 9 = 1 3 + 3 = 3 =1
3 1 4 3 4 7 2 6 8
4 + 4 = 4 = 1 7 + 7 = 7 = 1 8 + 8 = 8 =1
6 4 10 2 3 5 5 1 6
10 + 10 = 10 = 1 5 + 5 = 5 = 1 6 + 6 = 6 =1

Activity 16.1 Learner’s Book page 265

1. Let the learners look at the example. They add the fractions
by counting on (indicated by single jumps) to the first fraction
indicated by a long jump.
Notice what the learners do when they have to bridge wholes.
They could give either improper or mixed fractions as solutions.
Guide them to understand the relationship between these types
of fraction.
2. Learners represent the addition calculations on number lines and
solve the problems. Check who uses counting on and who does
straightforward addition. Encourage them to use both improper
and mixed fractions in their solutions.
3. Learners have to estimate the fraction parts that have been
eaten or drunk to decide how many parts were in the whole. In
question (c), for example, they should realise that there were
nine chocolates in each box.
Solutions
1. a) 62 + 1
6 + 1
6 + 1
6 = 65  or  62 + 3
6 = 5
6
4 3 7 5 6 11 4
b) 10 + 10 = 10 c) 7 + 7 = 7 = 17
12 7 5 6 2 2 6 4 2
d) 8 – 8 = 8 e) 3 – 3 – 3 = 3 – 3 = 3

2. a) 61 + 4
6 = 65 b) 3
5 + 1
5 = 4
5
3 6 9
c) 4 + 4 = 4 or 2 14 d) 1 12 + 1 74 = 3
1 43 + 1 43 = 2 64 or 3 12
e) f) 4
7 + 6
7 = 10
7 or 1 73
5 3
g) 9 + 9 = 89 h) 7
8 – 5
8 = 2
8
11 5 6
i) 9 – 9 = 9 j) 1 54 – 2
5= 1 52
2 3 5
3. a) Remainder of the pizza: 8 + 8 = 8
5 2 7
Remainder of the cupcakes:
b) 6 + 6 = 6 = 1 65
8 11 2 3
Remainder of the chocolates:
c) 9 +
9 = 19 9 =
Remainder of the
d) cool drink: + = 33 = 1
1
3
2
3
Remainder of the
e) cake: 43 + 43 = 46 = 1 24

Mathematics Teacher’s Guide Grade 4  TERM 4 357

 Unit 17 Fractions of whole numbers
MENTAL MATHS  Learner’s Book page 267

The learners practise finding fractions of whole numbers. They

identify the number of counters in the whole, the number of
equal parts it has been divided into and the number of counters
shaded to determine the fraction represented by the shaded
counters.
Learners should count the number of shaded dots in one segment
of the circles and multiply by 3 or 4 to get the whole number for
which they have to calculate a fraction.
You could use card board circles divided into 3 or 4 equal parts
to assist learners who still struggle to find fractions of whole
numbers. Let them use counters to represent the equal parts
and find the fractions of multiples of 3 and 4. In this way they
experience and practise the concept practically.
Solutions
1 2 1
1. 3 of 15 = 5 2. 3 of 18 = 12 3. 3 of 21 = 7
1 1 3
4. 3 of 24 = 8 5. 3 of 30 = 10 6. 4 of 12 = 9
1 2 1 3
7. 4 of 20 = 5 8. 4 or 2 of 8 = 4 9. 4 of 24 = 18
10. 14 of 32 = 8

Activity 17.1 Learner’s Book page 267

1. They have to overlook the shaded parts in the diagrams in

Mental maths when they refer to the diagrams for this question.
2. Do not tell the learners that the diagrams in the Mental maths
questions could help them solve these problems. Observe how
they solve the problems and which learners realise they could
use the diagrams. When you notice that they do not realise
the connection and that they struggle, encourage them to use
the diagrams. They should realise that 14 of R16 = R4 and
1
5 of R15 = R3, and then explain to which amount they prefer.
Last term, the learners learnt an informal strategy to calculate
fractions of whole numbers. Check which learners use this
strategy and which learners use the fraction circles in the Mental
maths for this unit.
3. Learners have to decide into how many equal sections to divide
a circle and how many counters to put into each section. They
should then shade the number of counters as indicated in the
problems.
Solutions
1. a) ( 13 of 9) + ( 13 of 9) = 3 + 3 = 6
( 13 of 18) + ( 23 of 18) = 6 + 12= 18
b)

358 Mathematics Teacher’s Guide Grade 4  TERM 4

 ( 13 of 24) + ( 13 of 24) = 8 + 8 = 16
c)
( 13 of 20) + ( 13 of 20) = 5 + 5 = 10
d)
( 13 of 24) + ( 24 of 24) = 6 + 12 = 18
e)
f) ( 43 of 32) + ( 43 of 32) = 24 + 24 = 48
2. a) 13 of R16 = R4
13 of R15 = R5 This gives more money.
1
b) 3 of R24 = R8
23 of R18 = R12 This gives more money.
3
c) 4 of R32 = R24 This gives more money.
23 of R30 = R20
d) 13 of R12 = R4
14 of R16 = R4 The amounts are the same.
e) 13 of R30 = R10
24 of R20 = R10 The amounts are the same.
1
3. a) 4 of 40 = 10 b) 23 of 27 = 18 c) 1
5 of 15 = 3

d) 52 of 20 = 8 e) 1
6 of 18 = 3 f) 5
6 of 12 = 10

Unit 18 Problem-solving with fractions

MENTAL MATHS  Learner’s Book page 268

The learners play Fraction Snap. Make copies of the cards,

enough for the number of pairs of learners in your class.
Learners shuffle the cards and place them face-down on their
desks. Each player gets a turn to draw a card. If a player draws
a card that makes a sum of 2 with a card that was drawn earlier,
the player puts the pair of cards aside. They carry on drawing
cards until all the cards in the pack have been used. If they have
cards left that they have not matched, they shuffle these cards
again and continue playing. The player who has the most pairs of
cards is the winner.

Mathematics Teacher’s Guide Grade 4  TERM 4 359

 Activity 18.1 Learner’s Book page 268

1. If possible give the learners multi-link cubes – learners can work

in pairs or in small groups. Learners break the rod in half and
explain what they notice (for example, there are two equal parts;
1
2 of 18 = 9; 9 + 9 = 18 and double 9 = 18). They put the rod
together and break the rod into thirds and sixths. They should
explore which other equal pieces they could break the rod into
(for example, 1s to get 18 one-eighteenths and in 9 equal pieces
to show that 91 of 18 = 2).
2. Learners can work in groups. Learners have not learnt how to
multiply fractions yet and so they should use repeated addition.
In (a), for example, they add fractions to find out how many
lemons are needed to make seven lemon tarts. They should not
have trouble adding mixed fractions repeatedly. Let the learners
explain their thinking and the strategies they use.
Solutions
1 1
1. a) 9 + 9 = 18 2 + 2 =1
12 of 18 = 9
1 1 1
6 + 6 + 6 = 18
b) 3 + 3 + 3 =1
13 of 18 = 6
1 1 1 1 1 1
3 + 3 + 3 + 3 + 3 + 3 = 18
c) 3 + 3 + 3 + 3 + 3 + 3 =1
61 of 18 = 3
18
18 × 1 = 18
d) 18 =1
181 of 18 = 1
9
9 × 2 = 18 9 =1
91 of 18 = 2
2. Below are different strategies that the learners might use at
a more advanced level. Check which learners use doubling.
These learners are thinking and reasoning at a higher level.
Share the strategies below with the whole class if learners have
not used them.
1 1 1 1 1 1 1 7 1
a) 2 + 2 + 2 + 2 + 2 + 2 + 2 = 2 = 3 2 lemons

or ( 12 + 1
2 ) + ( 12 + 12 ) + ( 12 + 12 ) + 12 = 3 12 lemons
1 1
or 1 tart needs 2 lemon; 1 half = 2 lemon
1 1
2 tarts need 2 + 2 lemons; 2 halves = 1 lemon
2 2
4 tarts need 2 + 2 lemons; 4 halves = 2 lemons
3 3
6 tarts need 2 + 2 lemons; 6 halves = 3 lemons
6 1
7 tarts need 2 + 2 lemons; 7 halves = 3 12 lemons

360 Mathematics Teacher’s Guide Grade 4  TERM 4

 b) 1 child eats 1 14 apples
2 children eat 1 14 + 1 14 = 2 12 apples
4 children eat 2 12 + 2 12 = 5 apples
5 children eat 5 + 1 14 = 6 14 apples
Or, (5 × 1) + ( 14 + 14 + 14 + 14 + 14 ) = 5 + 54
= 5 + 1 + 14
= 6 14 apples altogether
c) 3    +  3  +   3  +  3  = 12 oranges
14    +   14  +     14   +   14   =   1 orange
14    +   14  +     14   +  14   =   1 orange
14    +   14  +     14  +  14   =   1 orange
3 43 + 3 43 + 3 43 + 3 43 = 15 oranges
Or, 15 ÷ 4 = 3 remainder 3
= 3 43
Each child gets 3 43 of the oranges.
2 2 4 1
d) 3 + 3 = 3 = 1 and 3 m is used to wrap 2 gifts
23 + 23 = 43 = 1 and 13 m is used to wrap 2 gifts
23 m is needed to wrap 1 gift
1 and 13 + (1 and 13 + 23 ) = 3 and 13 m is needed to wrap 5 gifts
1 1 1 1
e) 4 + 4 + 4 + 4 = 1 ℓ is for 4 guests
2 ℓ is for 8 guests
4 ℓ is for 16 guests
6 ℓ is for 16 + 8 = 24 guests
24 guests can each get 14 ℓ of cool drink if there are 6 ℓ of
cold drink.

Activity 18.2 Learner’s Book page 268

You can use this activity as an assessment task to check learners’

understanding of fractions.
Solutions
1. Learners look at the number of panes in the two windows and
determine which fraction of the window panes is not visible
behind the curtains. Allow them to make drawings if they
struggle with the concepts. Also encourage learners to use
concepts such as doubling.
a) The open curtains in picture A shows the whole window. In
picture B 13 of the panes is visible.
1 1 2
b) 3 = 4 panes double 3 = 3
23 = 8 panes double 4 = 8
2. The learners have to find out which fraction of an iceberg is
under water if only 71 of it is visible above the water ( 77 – 71 = 6
7
or 71 + 76 = 77 ).

Mathematics Teacher’s Guide Grade 4  TERM 4 361

 3. a) There are 16 stakes in the fence. Eight of them are painted.
So, 12 of the fence is painted and 12 of it has not been painted.
b) There are 20 stakes in the fence and 8 stakes have been
painted. So, 52 of the fence is painted and 53 of the fence has
not been painted.
4. a) 12 ℓ = 250 ml + 250 ml = 500 ml = 2 glasses
3
b) 4 ℓ = 250 ml + 250 ml + 250 ml = 750 ml = 3 glasses
1
c) 4 ℓ = 250 ml = 1 glass
The learners should know that 14 of a litre fills one glass
(250 ml).
5. a) 83 of the circles have been shaded.
5
b) 8 of 24 = (24 ÷ 8) × 5
=3×5
= 15

Revision Learner’s Book page 270

1. Learners work in pairs or in groups to create the cube

construction with 20 cubes (5 layers of 4 cubes each).
2. Learners work on their own. They make drawings to illustrate
their thinking and reasoning. The learners should realise
that they first divide the whole number and then share the
remainder(s) equally. Allow learners who are still depended on
drawings to make drawings. Share the strategies below with
learners if they have not used them.
Solutions
1. a) 52 of 20 = (20 ÷ 5) × 2 b) 14 of 20 = (20 ÷ 4) × 1
= 8 yellow cubes = 5 green cubes
1
c) 5 of 20 = (20 ÷ 5) × 1 d) 101 of 20 = (20 ÷ 10) × 1
= 4 blue cubes = 2 orange cubes
1
e) 20 of 20 = (20 ÷ 20) × 1
= 1 brown cube
8 + 5 + 4 + 2 + 1 = 20 cubes
This is how they could shade the cubes.

yellow yellow yellow yellow

yellow yellow yellow yellow

green green blue orange

green green blue orange

green blue blue brown

362 Mathematics Teacher’s Guide Grade 4  TERM 4

2. Learners will need to use more abstract ways to calculate with
fractions in this question. Until now they used drawings and
repeated addition, but they should start working more effectively
with fractions. They will work with division with remainders
and should understand that the divisor is also the denominator in
the fraction.
a) 14 ÷ 6 = 2 remainder 2
= 2 62
Each child gets 2 and 62 of the pizzas.
You could let them check their solutions by letting them add
the equal parts.
2 62 + 2 62 + 2 62 + 2 62 + 2 62 + 2 62
= 12 126
= 12 + (12 ÷ 6)
= 12 + 2
= 14 pizzas
3
In 1 day, they use
b) 4 ℓ.
3 3 6
In 2 days, they use 4 + 4 = 4 = 1 12 ℓ.
In 4 days, they use 1 12 + 1 12 = 3 ℓ.
In 7 days, they use 3 + 1 12 + 3
4 =4+ 2
4 + 3
4 = 4 54 = 5 14 ℓ
They use 5 14 ℓ of milk in one week.

For 1 frame, he needs 13 m

c)
For 3 frames, he needs 33 = 1 m
For 6 frames, he needs 63 = 2 m
For 9 frames, he needs 93 = 3 m
He can make 9 photo frames with 3 m of a wooden rod.
From 1 sausage, she gets 12 + 12 = 2 halves
d)
From 30 sausages, she gets 30 × 2 = 60 halves.
She gets 60 half sausages if she has 30 sausages.
19 ÷ 5 = 3 remainder 4
e)
= 3 54
Each child gets 3 54 of the chocolate bars.

Mathematics Teacher’s Guide Grade 4  TERM 4 363

 Whole numbers: division

Unit 19 Basic division facts

Learner’s Book page 271 Although the learners last worked with division formally in Term 2,
they used division when working with multiplication and number
sentences last term. This term, learners will practise basic division
facts, solve division problems with remainders, divide by 10 and
100 and solve division with 3-digit numbers.

MENTAL MATHS  Learner’s Book page 271

Make copies of the Reach for the moon game. The learners play
in pairs. They throw a dice to decide who goes first. The one
with the higher score starts at 1 and the other at 2. They also use
the two calculations that give 1 and 2 as solutions. Each learner
uses a counter to make moves. They complete the calculations.
The answers determine the number of places they can move.
The smiley faces show how many moves to go forward and
landing-on-the-moon faces send a player spaces back. The player
who reaches Home first is the winner. The game helps learners
practise basic calculations.
You should allow learners to play games that will help them with
mathematics. They give opportunities to develop mathematical
communication, teamwork, honesty, tolerance, and so on. Allow
learners who finish work early to play games.

Activity 19.1 Learner’s Book page 271

1. Tell learners when to start and when to stop (at the end of one
minute). Learners can repeat this often to see how they progress.
2. For this question, learners revise and practise division with
remainders.
3. Ask learners to write a number sentence for each problem. They
do this in preparation for division with 3-digit numbers.
Solutions
1. One-minute division calculations
a) 24 ÷ 4 = 6 k) 72 ÷ 8 = 9
b) 32 ÷ 4 = 8 l) 48 ÷ 6 = 8
c) 18 ÷ 3 = 6 m) 25 ÷ 5 = 5
d) 21 ÷ 7 = 3 n) 64 ÷ 8 = 8
e) 35 ÷ 5 = 7 o) 0 ÷ 4 = 0
f) 40 ÷ 8 = 5 p) 45 ÷ 9 = 5
g) 56 ÷ 7 = 8 q) 54 ÷ 6 = 9
h) 63 ÷ 9 = 7 r) 27 ÷ 3 = 9
i) 36 ÷ 4 = 9 s) 35 ÷ 7 = 5
j) 42 ÷ 6 = 7 t) 81 ÷ 9 = 9

364 Mathematics Teacher’s Guide Grade 4  TERM 4

 2. a) 27 ÷ 5 = 5 remainder 2: × 5 + 2 = 27
b) 23 ÷ 3 = 7 remainder 2: 3 × 7 + 2 = 23
c) 47 ÷ 7 = 6 remainder 5: 7 × 6 + 5 = 47
d) 109 ÷ 10 = 10 remainder 9: 10 × 10 + 9 = 109
e) 79 ÷ 8 = 9 remainder 7: 8 × 9 + 7 = 79
3. Drawings to show the following.
a) 37 ÷ 6 = 6 remainder 1 b) 47 ÷ 7 = 6 remainder 5
c) 67 ÷ 8 = 8 remainder 3 d) 85 ÷ 9 = 9 remainder 4
e) 50 ÷ 6 = 8 remainder 2

Unit 20 Divide by 10 and 100

MENTAL MATHS  Learner’s Book page 272

The learners play Division Bingo. Make copies of the answer

sheets. Use the game board to pose the questions randomly to
prevent learners from finishing too soon.

Activity 20.1 Learner’s Book page 272

1–3. The learners have to use their understanding of place value

when dividing by 10 and 100. Ask them what happens when
you multiply by 10 and 100, and when you divide by 10 and
100. Let them discuss the reasoning of the learners in the
examples.
Learners solve the problems where the dividends are not
multiples of the divisors and solutions result in remainders.
Relate these exercises to the examples with the chocolate
boxes. Learners should understand that there are not enough
remainders to fill the boxes. Ask learners how many chocolates
are needed to fill boxes with one hundred chocolates for each
remainder. They can use multiplication to check their solutions.
Solutions
1. a) 480 ÷ 10 = 48 boxes b) 485 ÷ 10 = 48 remainder 5
They can fill 48 boxes.
2. a) 60 ÷ 10 = 6 b) 61 ÷ 10 = 6 remainder 1
c) 610 ÷ 10 = 61 d) 613 ÷ 10 = 61 remainder 3
e) 50 ÷ 10 = 5 f) 57 ÷ 10 = 5 remainder 7
g) 570 ÷ 10 = 57 h) 577 ÷ 10 = 57 remainder 7
i) 70 ÷ 10 = 7 j) 74 ÷ 10 = 7 remainder 4
k) 740 ÷ 10 = 74 l) 749 ÷ 10 = 74 remainder 9
m) 100 ÷ 10 = 10 n) 106 ÷ 10 = 10 remainder 6
o) 200 ÷ 10 = 20 p) 208 ÷ 10 = 20 remainder 8
3. a) 4 000 ÷ 100 = 40 boxes
b) 4 089 ÷ 100 = 40 remainder 89
40 boxes can be filled.

Mathematics Teacher’s Guide Grade 4  TERM 4 365

 4. a) 300 ÷ 100 = 3
b) 367 ÷ 100 = 36 remainder 7
c) 3 000 ÷ 100 = 30
d) 3 600 ÷ 100 = 36
e) 3 634 ÷ 100 = 36 remainder 34
f) 500 ÷ 100 = 5
g) 518 ÷ 100 = 5 remainder 18
h) 900 ÷ 100 = 9
i) 946 ÷ 100 = 9 remainder 46
j) 5 000 ÷ 100 = 50
k) 5 500 ÷ 100 = 55
l) 5 599 ÷ 100 = 55 remainder 99
m) 9 000 ÷ 100 = 9
n) 9 800 ÷ 100 = 98
o) 9 876 ÷ 100 = 98 remainder 76
5. Learners check their answers.

Activity 20.2 Learner’s Book page 273

Learners work in groups for this investigation. Let them struggle

with the problem before you give them any hints. They could
choose any multiple of 5 for the first and second numbers and add
3 to the first and 4 to the second numbers (for example, 15 + 3 = 18
and 25 + 4 = 29; 18 + 29 = 47; 47 ÷ 5 = 9 remainder 2). Ask learners
to work systematically to find other numbers to fit the descriptions.
They start with 5 + 3 = 8 and 10 + 4 = 14; 8 + 14 = 22; 22 ÷ 5 = 4
remainder 2, and so on.
28 ÷ 5 = 5 remainder 3
29 ÷ 5 = 5 remainder 4
43 ÷ 5 = 8 remainder 3
44 ÷ 5 = 8 remainder 4
28 + 29 = 57
43 + 44 = 87
57 ÷ 5 = 11 remainder 2
87 ÷ 5 = 17 remainder 2
The remainder is always 2, because 3 + 4 = 7 and 5 goes into 7 once
with a remainder of 2.

366 Mathematics Teacher’s Guide Grade 4  TERM 4

 Unit 21 Strategies for division
MENTAL MATHS  Learner’s Book page 273

Ask the learners to record their solutions on their Mental maths

grids.
1. 87 ÷ 10 = 8 remainder 7
2. 26 ÷ 5 = 5 remainder 1
3. 350 ÷ 10 = 35
4. 37 ÷ 9 = 4 remainder 1
5. 46 ÷ 10 = 4 remainder 6
6. 50 ÷ 8 = 6 remainder 2
7. 77 ÷ 10 = 7 remainder 7
8. 30 ÷ 7 = 4 remainder 2
9. 455 ÷ 10 = 45 remainder 5
10. 20 ÷ 3 = 6 remainder 2

Activity 21.1 Learner’s Book page 274

1. Ask the learners to explore the problem and the strategy that
involves breaking up of numbers into their place value parts.
They solve the problems using this strategy.
2. In preparation for division with dividends that are not multiples
of the divisors, explore and explain why 49 and 66 are or are not
multiples of 7 and 8.
3. Learners should look at the units to decide why a number is
a multiple of another number. 375 cannot be a multiple of 8
because no multiple of 8 ends in 5.
4. Learners look at the hundreds and tens in the numbers in
question 3 to find the closest multiples. They need this
knowledge to use the strategy shown in the example. Introduce
learners to the terms dividend, divisor and quotient if they do
not know them yet.
Solutions
1. The strategy learners should use is shown for the first two
solutions.
a) 135 ÷ 5 = n b) 448 ÷ 8 = n
100 ÷ 5 = 20 400 ÷ 8 = 50
30 ÷ 5 = 6 40 ÷ 8 = 5
5 ÷ 5 = 1 8 ÷ 8 = 1
27 56
366÷ 6 = 61
c) d) 108 ÷ 4 = 27
369 ÷ 3 = 123
e) f) 185 ÷ 5 = 37
848 ÷ 8 = 106
g) h) 606 ÷ 6 = 101
i) 777 ÷ 7 = 111 j) 428 ÷ 4 = 107
749 ÷ 7 = 107
k) l) 927 ÷ 9 = 103

Mathematics Teacher’s Guide Grade 4  TERM 4 367

 456 ÷ 8 = 57
m) n) 324 ÷ 6 = 54
545 ÷ 5 = 109
o)
2. John is right, because 7 × 7 = 49.
Peter is wrong, because 66 ÷ 8 = 8 remainder 2.
3. a) 375 ÷ 8 = 46 remainder 7; 375 is not a multiple of 8
b) 447 ÷ 6 = 74 remainder 3; 447 is not a multiple of 6
c) 536 ÷ 5 = 107 remainder 1; 536 is not a multiple if 5
d) 432 ÷ 9 = 48; 432 is a multiple of 9
4. a) 40 b) 42
c) 55 d) 45
5. a) 50 × 5 = 250 483 – 250 = 233
40 × 5 = 200 233 – 200 = 33
6 × 5 = 30 33 – 30 = 3
483 ÷ 5 = 96 remainder 3
40 × 6 = 240
b) 275 – 240 = 35
5 × 6 = 30 35 – 30 = 5
275 ÷ 6 = 45 remainder 5
40 × 4 = 160
c) 197 – 160 = 37
9 × 4 = 36 37 – 36 = 1
197 ÷ 4 = 49 remainder 1
50 × 8 = 400
d) 431 – 400 = 31
3 × 8 = 24 31 – 24 = 7
431 ÷ 8 = 53 remainder 7
60 × 6 = 360
e) 598 – 360 = 238
39 × 6 = 234 238 – 234 = 4
598 ÷ 6 = 99 remainder 4

Assessment task 2: division

The learners work on their own to show what they have learnt
about division during the last lessons and what they remember
from previous lessons. They solve 2-digit and 3-digit by 1-digit
division problems with and without remainders, division with 10
and 100 as divisors and dividends that are not multiples of 10 and
100, do inverse operations and solve word problems involving
grouping.

368 Mathematics Teacher’s Guide Grade 4  TERM 4

Assessment task 2 Division
1. Work out the answers.
a) 19 ÷ 4 = n
b) 29 ÷ 3 = n
c) 39 ÷ 6 = n
d) 50 ÷ 7 = n
e) 69 ÷ 8 = n
2. Write a multiplication number sentence for each problem
in question 1.
3. Make drawings to show your understanding of each
calculation.
a) 15 ÷ 4 = n
b) 23 ÷ 5 = n
c) 15 ÷ 3 = n
d) 19 ÷ 6 = n
e) 27 ÷ 8 = n
4. Work out the answers.
a) 57 ÷ 10 = n
b) 112 ÷ 10 = n
c) 634 ÷ 100 = n
d) 845 ÷ 10 = n
e) 1 324 ÷ 100 = n
5. Solve the problems.
a) How many bags with 10 tomatoes each can you fill if
you have 143 tomatoes?
b) How many bags with 100 sweets each can you fill if
you have 728 sweets?
c) How many bags with 9 butternuts each can you fill if
you have 459 butternuts?
d) A mini-bus takes 15 learners to school. How many
trips will the mini-bus make if it takes 150 learners to
the public library?
6. a) How many groups of 8 are there in 72?
b) How many groups of 7 are there in 749?


Mathematics Teacher’s Guide Grade 4  TERM 4 369

 Assessment task 2 Division Solutions
1. a) 19 ÷ 4 = 4 remainder 3
b) 29 ÷ 3 = 9 remainder 2
c) 39 ÷ 6 = 6 remainder 3
d) 50 ÷ 7 = 7 remainder 1
e) 69 ÷ 8 = 8 remainder 5
2. a) 4 × 4 + 3 = 19
b) 3 × 9 + 2 = 29
c) 6 × 6 + 3 = 39
d) 7 × 7 + 1 = 50
e) 8 × 8 + 5 = 69
3. Learners make drawings to show understanding of the
division calculations. They can do it as shown in
Activity 19.1.
a) 15 ÷ 4 = 3 remainder 3
b) 23 ÷ 5 = 4 remainder 3
c) 15 ÷ 3 = 5 remainder 0
d) 19 ÷ 6 = 3 remainder 1
e) 27 ÷ 8 = 3 remainder 3
4. a) 57 ÷ 10 = 5 remainder 7
b) 112 ÷ 10 = 11 remainder 2
c) 634 ÷ 100 = 64 remainder 4
d) 845 ÷ 10 = 84 remainder 5
e) 1 324 ÷ 100 = 132 remainder 4
5. a) 143 ÷ 10 = 14 bags with 3 tomatoes left.
b) 728 ÷ 100 = 7 bags with 28 sweets left.
c) 459 ÷ 9 = 51 bags zero butternuts left.
d) 150 ÷ 15 = 10 trips
6. a) 72 ÷ 8 = 9 groups
b) 749 ÷ 7 = 107 groups


370 Mathematics Teacher’s Guide Grade 4  TERM 4

 Perimeter, area and volume

Unit 22 Perimeter
Learner’s Book page 275 It is extremely important for learners to distinguish between area
and perimeter. Perimeter is the measurement of the outer edge of a
shape (for example, the wall of the room). They must understand
that perimeter is a line, not a surface. Use Activity 22.1 to remind
learners about their experience of real perimeters, and then to work
with the abstract concept of a perimeter by calculating the length
around a geometric shape.

MENTAL MATHS  Learner’s Book page 275

The learners calculate the perimeter of shapes mentally. They

should use repeated addition, multiplication and doubling. They
use the commutative, associative and distributive properties
to calculate smarter. Ask them to explain their strategies and
encourage them to use different strategies.
Solutions
1. Perimeter = 100 m + 100 m + 100 m + 100 m = 400 m
2–3. a) Perimeter = 30 mm + 30 mm + 30 mm = 90 mm
(double 30) + 30 = 60 + 30 = 90 mm
3 × 30 = 90 mm
b) Perimeter = 20 mm + 20 mm + 40 mm + 40 mm = 120 mm
(double 20) + (double 40) = 40 + 80 = 120 mm
(2 × 20) + (2 × 40) = 40 + 80 = 120 mm
c) Perimeter = 35 mm + 35 mm + 35 mm + 35 mm = 140 mm
(double 35) + (double 35) = 70 + 70 = 140 mm
(2 × 35) + (2 × 35) = 70 + 70 = 140 mm
4 × 35 = (4 × 30) + (4 × 5) = 120 + 20 = 140 mm
4. a,b) Perimeter of A = 4 + 3 + 4 + 3 = 14 cm = 140 mm
Perimeter of B = 3 + 8 + 4 + 5 + 1 + 3 = 24 cm = 240 mm
Perimeter of C = 4 + 4 + 4 + 4 = 16 cm (or 4 × 4)
= 160 mm
5. Perimeter of A = (2 × 3) + (2 × 4) = 6 + 8 = 14 cm
Perimeter of C = 4 × 4 = 16 cm
6. Perimeter of B = (2 × 3) + (2 × 1) + 5 + 3 + 8 = 6 + 2 + 5 + 3 + 8
= 24 cm

Mathematics Teacher’s Guide Grade 4  TERM 4 371

 Activity 22.1 Learner’s Book page 276

The learners engage in a practical activity to help them understand

perimeter better. Take them outside and ask them to measure the
distance around the quad, netball, rugby or soccer field in paces.
They could do this in teams of four so that each team measures
one side of each area. They compare the number of paces and
apply problem-solving skills if their distances differ. Let the whole
class work together to calculate the total perimeter of the surface
mentally.
Learners measure the perimeter or circumferences of circular shapes
practically with string or wool. They measure in millimetres and
centimetres. Explain how to measure the perimeter of a circle. Have
the following ready in class for the next assignment: tape measure
and lots of wool or string, glue and scissors. Allow all learners to
measure shape A and then compare their measurements. Help the
learners who do not have steady hands.

Activity 22.2 Learner’s Book page 276

Explain that shapes cannot always be drawn at their real size. In

other words, on some shapes measurements will be written that do
not represent the actual measurements of the object. Use examples
to explain this concept. For example, a small drawing of a person is
not life size, but you can write the real height of the person on the
drawing.
Learners will use their knowledge of fractions and whole numbers
to calculate the perimeter of regular and irregular shapes.
Solutions
1. Practical activity
2. Perimeter of A:
(2 12 cm + 2 12 cm) × 2
=5×2
= 10 cm
10 cm × 10 = 100 mm
Perimeter of B:
(4 × 12 cm) + (2 × 2 cm) + (3 × 1 cm)
=2+4+3
= 9 cm
9 cm × 10 = 90 mm
Perimeter of C:
(2 14 cm + 2 14 cm + 2 14 cm)
= (2 × 3) + ( 14 + 1
4 + 14 )
= 6 43 cm

372 Mathematics Teacher’s Guide Grade 4  TERM 4

 6 cm × 10 = 60 mm
3
4 cm × 10 = 30 ÷ 4
= 7 24
= 7 12 cm
60 + 7 12 = 67 12 mm
Perimeter of D:
(3 × 2 cm) + ( 13 cm + 1
3 cm) + 5 cm
2
=6+ 3 +5
= 11 23 cm
11 cm × 10 = 110 mm
2
3 cm × 10 = 20 ÷ 3
= 6 mm remainder 2 (discard the remainder)
11 23 cm ≈ 110 mm + 6 mm = 116 mm
Perimeter in millimetres and centimetres:
A a) 100 mm
b) 10 cm
B a) 90 mm
b) 9 cm
C a) 67 12 mm
b) 6 43 cm
D a) 116 23 mm
b) 11 23 cm
3. a) Perimeter = (3 12 m + 3 12 m) + 4 m
=7m+4m
= 11 m
Perimeter = (3 km × 2) + (5 km 350 m × 2)
b)
= 6 km + (2 × 5) + (2 × 350)
= 6 km + 10 km + 700 m
= 16 km 700 m
4. Learners will need trundle wheels, metre sticks, rulers, builder’s
tape measure (metal). Before measuring each item, they must
make sure they have selected the correct units.
5. a) P = (2 × 60) + (2 × 25) = 120 + 50 m = 170 m of wire
b) P = 3 × 170 = 510 m, so 510 m will be needed for three
strands of wire.
6. a) Perimeter = 320 m + 165 m + 90 m + 94 m + 131 m = 800 m
b) 3 × (187 + 90 +165 + 320) m
= 3 × 762 m
= 2 286 m or 2 km 286 m

Mathematics Teacher’s Guide Grade 4  TERM 4 373

 5 × (131 + 94 + 187) m
c)
= 5 × 412
= 2 060 m or 2 km 60 m
Total distance once = (90 + 165 + 320 + 187 + 131 + 94) m
d)
= 987 m
Total distance twice = 987 m + 987 m
= 1 974 m
= 1 km 974 m
7. Allow the learners to work this out in any way they like as long
as they can show their calculation.
JKNL = 800 m
She runs at:
200 m/minute
400 m/2 minutes
600 m/3 minutes
800 m/4 minutes or, 800 ÷ 200 = 4 minutes

Unit 23 Area
MENTAL MATHS  Learner’s Book page 278

Learners work with tiles in tessellations in preparation for

concepts they will learn about when working with area. Make
sure that they understand what tessellation means. Encourage
them to use effective mental calculation strategies. They could
use repeated addition, multiplication and properties of numbers
to count and calculate the number of tiles and find out which
pattern has the most and fewest tiles.
Solutions
A: 3 + 3 + 3 = 3 × 3 = 9 tiles
B: 3 + 3 + 2 + 2 = (2 × 3) + (2 × 2) = 10 tiles
C: 3 + 3 + 2 = 2 × 3 + 2 = 8 tiles
D: 3 + 3 + 1 = 2 × 3 + 1 = 7 tiles
1. Pattern B has the most tiles.
2. Pattern D has the fewest tiles.
3. Learners explain how they counted the tiles

Activity 23.1 Learner’s Book page 278

1. Give the learners copies of shapes C and D. They tessellate the

shapes to create patterns. Ask them to colour the patterns in for
homework.
2. Learners work with the tile shape.

374 Mathematics Teacher’s Guide Grade 4  TERM 4

 Activity 23.2 Learner’s Book page 279

1. a) 4 rows of 4 squares = 16 square units

b) 2 rows of 5 + 1 = 10 + 1 = 11 square units
c) 6 squares + 3 half squares = 7 12 square units
d) 8 squares + 5 half squares = 10 12 square units
2. When you count blocks the following rules apply. You count the
whole blocks first. Then you count the blocks that are half or
more within the shape. Add them to the whole blocks and throw
the rest away. Hand out a page of grid paper to all the learners
that they will have to use throughout the week when area and
perimeter is done.
Show learners how to cut the paper so that there is no waste of
paper.
3. a) kitchen: 8 square metres; bathroom: 10 square metres;
lounge: 50 square metres; passage: 6 square metres
b) 8 + 10 + 6 = 24 square metres
c) 24 square metres × 9 tiles = 216 tiles
d) R50 × 24 = R1 200
4. a) There are 24 blocks.
b) There are 6 blocks in the length and 4 blocks in the width.
c) 6 × 4 = 24 blocks

Unit 24 Volume
Learner’s Book page 280 It is important to start this section on volume with a practical
approach. Have different coloured cubes or Dienes blocks in class,
and containers into which the cubes can be packed. Start explaining
by packing one row with blocks, then packing two rows on top
of each other, and then packing blocks so that some blocks are
behind other blocks. Let learners use the blocks to fill containers of
different capacities, and compare the number of blocks needed to fill
each container.
Remind learners of the difference between volume and capacity.
Learners explored this with liquid volume and now they will
investigate solid shapes that have volume, and 3-D containers that
have capacity.

MENTAL MATHS  Learner’s Book page 280

1. three layers
2. four cubes
3. 12 cubes

Mathematics Teacher’s Guide Grade 4  TERM 4 375

 Activity 24.1 Learner’s Book page 281

1. A a) three cubes b) three cubes

B a) four cubes b) four cubes
C a) 12 cubes b) 12 cubes
2. C has the largest capacity.
3. A has the smallest capacity.

Revision and consolidation Learner’s Book page 281

1. 16 squares
2. a) 14 cm
b) 200 ml
3. Perimeter = 2 12 cm + 2 12 cm + 4 12 cm + 4 12 cm = 14 cm
4. 16 cubes

Extension activity
Work in a group and tile your classroom floor with paper tiles.
1. Mark out a section of the classroom floor that you will tile. Your
teacher will help you.
2. Measure the floor area.
3. Design a tessellation pattern to tile the floor. Draw your design
on paper.
4. Use A4 sheets of paper to make your paper tiles.
a) Colour or paint the paper and cut out your paper tiles.
b) Make enough tiles for your floor area.
5. Lay your tiles on the floor using adhesive putty to hold the tiles
in place.

How well are you able to do the following?

I can ... Yes, easily Most times Some­times I need help
explain what a
tessellation is
say if a pattern is
tessellating or non-
tessellating
copy tessellating
patterns
describe patterns
in nature,
from everyday
surroundings and
from our cultural
heritage.

376 Mathematics Teacher’s Guide Grade 4  TERM 4

Rubric to assess the activity
The learners can decide on their own shape or shapes that they will
use to tile the given floor space.
You can use the following rubric to assess learners’ skills.
5 3–4 2 0–1 Mark
Accurate Fairly accurate Not very Very poor
measurement measurement accurate measurement
of the floor of the floor measurement of the floor
space space of the floor space
space
Accurate Fairly accurate Poor Very poor
measurements measurement measurement measurement
and cut-outs and cut-outs and cut-outs and cut-outs
of the chosen of the tiles of the tiles of the tiles
tiles
Design of the Design of the Design of the Design of the
tiling on paper tiling on paper tiling on paper tiling on paper
to show ideas to show ideas to show ideas to show ideas
done well done fairly not done very done very
well well poorly
Tessellation Tessellation Tessellation Tessellation
done well and done fairly done fairly done poorly
pattern covers well and well, but it and it does not
the whole area covers whole does not cover cover whole
area whole area area
Overall Overall Overall Overall
look of the look of the look of the look of the
tessellations tessellations tessellations tessellations
very attractive fairly not very very
attractive attractive unattractive
Total (out of 25)

Mathematics Teacher’s Guide Grade 4  TERM 4 377

 Position and movement
Learner’s Book page 282 Introduction
In Term 3, the learners practised looking at plan views of items and
places. Now they will learn how grids help us to locate or describe
the positions of places more easily. They will practise reading a grid
and then using a grid on a map.

Unit 25 Work with grids

In Grade 4, learners work with simple alpha-numeric grids, where
rows are labelled A to E and columns are labelled 1 to 5.

MENTAL MATHS  Learner’s Book page 282

This activity helps learners understand the need for using grids to
help us locate items.
1. The learners will probably use words such as the following
to describe where the different items are: to the left of, to
the right of, below, above, further below, and next to. As a
further challenge, ask the learners to write down the position
of each item. Let learners use their home languages to
describe the positions, so that they understand the position
concepts well, and then help them use the relevant English
words as translations of the home language words.
2. Learners may point out that it is quite difficult to explain the
exact position of the shapes without a grid.
3. Learners use grid references to describe the position of objects.

Understanding grids
Learners worked with rows and columns in units in the section on
numbers. Revise references on a grid. If necessary ask learners to
draw small grids with a given number of rows and/or columns, to
familiarise them with the concepts.

Activity 25.1 Learner’s Book page 283

The learners should be able to understand the purpose or usefulness

of using an alpha-numeric grid in locating places or items.
Solutions
1. a) A1 b) B4 c) A3
2. a) cat b) chicken c) nothing
3. a) C3; no b) B3; no
4. The chicken is three blocks from the fish and the mouse is about
one and a half blocks from the fish.

378 Mathematics Teacher’s Guide Grade 4  TERM 4

 Suggested informal assessment questions to ask yourself
• How well are the learners able to name the blocks in an alpha-
numeric grid?
• How easily are learners able to find items in blocks when the
name of the block is given?

Unit 26 Grids on maps

Learner’s Book page 284 The map in this unit is not a direct top view, as the focus in this unit
is on understanding how grids work. Showing the map as an oblique
view rather than a top view of an area will help the learners to
identify the places more easily and focus on the concept of grids.

Activity 26.1 Learner’s Book page 284

1. a) sports field b) park c) house

2. a) D7 b) A1 and A2
c) D1 and D2, and E1 and E2
d) A5 e) E5 and E6
3. sports fields, factories, houses, park, clinic, library, church

Remedial activities
• Let the learners practise labelling empty grids. Let them label
the rows and columns, then let them label each block in the
grid. Start with a 3 × 3 grid, then move onto a 4 × 4 grid, and
eventually a 6 × 6 grid.
• Let the learners play a grid game outside. Draw a big 5 × 5 grid
on the ground. Label each row and column. Shout out the name
of a block in the grid and then the learners must run to it as fast
as they can. Once the learners get the hang of this, play the next
game. Let the first five learners to reach the block be safe while
the rest sit out the round. As you say a new block reference, only
four learners are safe, then only three, two and eventually one.
Play the game a few times, and let the learners play it in smaller
groups.

Extension activities
• Show the learners street maps of your local area from a street
atlas and let them find different places in different blocks of
the grid. Let them look for places they know from their own
experience.
• Let the learners use their pictures of a classroom or school that
they drew and draw and label their own grids over the pictures.
Then let them ask one another to find places on their maps using
the grid references.

Mathematics Teacher’s Guide Grade 4  TERM 4 379

 More transformations
Learner’s Book page 285 Introduction
Transformations were introduced last term where the focus was
on building composite shapes with smaller shapes. Now the focus
is on identifying and building patterns with shapes, focusing on
tessellation.
Make sure that you have shapes of different sizes in class. But
initially, have large cut-out shapes available and let the learners
use these big shapes when they investigate or manipulate them.
Let them use the floor as a surface to work on because they may run
out of desk space. For example, when doing tessellation patterns,
learners will have a lot of fun making beautiful patterns with their
cardboard shapes on the floor. These fun activities build the learners’
concepts of shape and space in important ways. You will find that
most learners will easily be able to transfer the same concepts to
a smaller area, such as the page of their notebook, once they have
grasped them.

Unit 27 Tessellations
Remind the learners what a tessellating pattern is.

MENTAL MATHS  Learner’s Book page 285

1. A, B and C: squares D, E and F: triangles

2. A, C, E, F 3. C and E 4. B and D

Activity 27.1 Learner’s Book page 286

1. A: rectangles; B: diamonds; C: hexagons; D: rectangles and

squares; E: octagons and squares; F: hexagons and triangles
2. Learners complete this question in pairs.
3. Patterns with line symmetry: B, C, E and F
4. Learners complete this question on their own.

Activity 27.2 Learner’s Book page 287

The learners will realise that some tiles will have to be cut in half in
order to completely fill the given space.

Suggested informal assessment questions to ask yourself

• How well can the learners explain what a tessellation is?
• How well can they identify tessellation patterns?
• How well can they tile an area in a tessellation pattern?

380 Mathematics Teacher’s Guide Grade 4  TERM 4

 Unit 28 Describe patterns
This unit focuses on recognising and describing patterns in nature,
patterns from learners’ surroundings and from our cultural heritage.

MENTAL MATHS  Learner’s Book page 286

The learners can choose to describe different patterns they see.

Examples:
• Bridge: straight lines in the bridge railings with triangular
patterns.
• Basketry: tessellating triangles; many circular lines.
• Honeycomb: a tessellating pattern of hexagons; the shapes are
symmetrical.
• Geometric tortoise: almost hexagon or pentagon shapes on the
shell; patterns are not strictly symmetrical, but some of the
shapes look symmetrical.
• Beadwork: quadrilaterals one below the other with corners
touching.
• Paving: tessellating rectangles, which are rectangular prisms.

Activity 28.1 Learner’s Book page 288

Learners complete this activity on their own. Make sure they are
able to identify lines of symmetry in the patterns.

Suggested informal assessment questions to ask yourself

• How well are the learners able to identify patterns they see in
nature, in their daily surroundings and in examples of their
cultural heritage?
• How well are they able to describe the patterns?
• How well are they able to copy relevant shapes and patterns?

Remedial activities
• Let the learners do tessellations with large shapes on the floor.
Let them start with single simple shapes, then use the same shape
in two different colours, then let them work with more complex
shapes.
• Let the learners practise finding and describing various patterns
on objects around them such as on clothing fabric, containers and
brick walls. Let learners look in books to find suitable pictures
and to describe the pictures by referring to the types of line
they see, whether the shapes are open or closed, whether they
recognise any polygons, whether there are gaps or overlapping
sections in the patterns, and whether the shapes tessellate.
• Let the learners copy simple patterns that they find and help them
to describe these patterns.

Mathematics Teacher’s Guide Grade 4  TERM 4 381

 Extension activities
• Let the learners create tessellations with more complex shapes
on the floor or on a wall. Provide large cardboard cut-outs for
learners to use.
• Let the learners copy interesting patterns and work in a group to
put the patterns together on a poster. Ask them to present their
patterns to the rest of the class by describing what the patterns are
and how they were made.

Geometric patterns

Unit 29 Geometric patterns

Learner’s Book page 289 Remind learners that they worked with geometric patterns in
Term 2 and in space and shape units that included transformations.
Ask them what they remember about the concepts involved in this
topic. Let them give examples of patterns in nature, culture and
everyday life.

MENTAL MATHS  Learner’s Book page 289

1. Ask the learners to study the pictures of a cushion, plant,

paving and the boy’s shirt. Let them describe the patterns
they observe by looking for regularity and repetition of
colours or shapes. Refresh their minds about the definition of
a pattern – regular forms that are displayed in the repetition
of shapes, objects or colours. Learners should, for example,
notice the repeating rhombi (diamonds) in the cushion,
the repeating rectangles and triangles on the shirt and the
arrangement of the leaves from small to big in the plant.
They should notice the transformation in the brick paving
that forms a tessellation (translation (slide) and rotation
(turn) and the translated rectangles and triangles on the shirt).
Allow the learners to use their own informal terminology
in their descriptions, but also use or introduce the formal
terminology and display the words on the board.
2. a) Learners should discover that the order of the shapes
alternates. In the second picture the triangle is second,
the circle third and the square first. In the third picture
the circle is first, the square second and the triangle
third and so on. The learners could also use the terms
beginning, middle, centre, last, end, start and so on.

382 Mathematics Teacher’s Guide Grade 4  TERM 4

 It is important that they use mathematical language to
describe the patterns. Encourage the learners to name the
shapes as they should follow and write the sequence on
the board: triangle, circle, square, square, triangle, circle,
circle, square, triangle, and so on.
The learners should look at the arrangement further on
b)
in the pattern to realise that two chickens and two ducks
form the repeating units. If the learners argue that they
see only one chicken at the beginning, tell them that
these are repeating patterns and they should imagine
that they continue to the left and right. Only sections
of the patterns are shown. Ask the learners to write the
sequence on the board: chicken, duck, duck, chicken,
chicken, duck, duck and so on.
The learners would notice the unit of three cars and
c)
think that the one motorbike is repeated. By inserting
two cars at the beginning, they will realise that the unit
of motorbikes include two of them so that the repeating
units are two motorbikes and three cars. They could
use numbers, words or circles to indicate the order for
example: 2; 3; 2; 3 or 3 cars; 2 motorbikes or drawings
such as n n   n n n.
The order of the objects in the repeating units changes
d)
so that the last object becomes the first one, etc. The
cylinder follows after the cone, then the cube, etc. Ask
the learners to name the repeating objects while you
record the words on the board: cone, cylinder, cube,
pyramid, pyramid, cone, cylinder, cube and so on.
3. Encourage the learners to use shapes or objects to create
repeating patterns. Give them concrete objects such as
counters, bottle tops, 3-D objects such as cubes and pyramids
or cut-out pictures to experiment and then make drawings of
the objects in the sequence. Let them first create the whole
pattern and then decide which elements they want to remove
so that a partner or another group investigate and extend their
patterns. Display learners’ work in the classroom.

Activity 29.1 Learner’s Book page 289

Learners will now work with patterns that repeat but also grow in
numbers (growing patterns).
1. Learners investigate the brown and green tile arrangements
– they are not allowed to count the brown tiles, but should
use the number of green tiles indicated and do calculations to
calculate the number of brown tiles by looking for a relationship
between the two colours of tiles. In (a), for example, they should
reason that 6 + 6 + 2 = 14 tiles altogether or double 6 + 2 = 14
or (2 × 6) + 2 = 12 + 2 = 14. Encourage learners to identify and

Mathematics Teacher’s Guide Grade 4  TERM 4 383

 express the rule, multiply the number of green tiles by 1 plus 2
to get the number of brown tiles (× 1 + 2 or simply number of
green tiles + 2 = number of brown tiles).
Solutions
1. The number of green tiles + 2 = number of brown tiles.
a) 6 + 2 = 8 b) 4 + 2 = 6 c) 8 + 2 = 10
d) 12 + 2 = 14 e) 7 + 2 = 9 f) 22 + 2 = 24
2. Learners use the rule or relationship to find the number of brown
tiles for each number of green tiles in the table.
Green tiles 4 5 6 7 8 10 12 22 25 50
Brown tiles 6 7 8 9 10 12 14 24 27 52
3. The learners complete the flow diagrams to find the number of
brown tiles for the given number of green tiles.
green brown
a) 2 ×1 +2 4
green brown
b) 9 ×1 +2 11
green brown
c) 11 ×1 +2 13
green brown
d) 19 ×1 +2 21
green brown
e) 23 ×1 +2 25
green brown
f) 99 ×1 +2 101

4. The learners should realise that they have to use the inverse
operations to calculate the number of green tiles for the given
number of brown tiles. The flow diagrams are reversed. Check
whether some learners argue that you could only subtract 2 and
not have to divide by 1.
green brown
a) 28 ÷1 –2 30
green brown
b) 50 ÷1 –2 52
green brown
c) 72 ÷1 –2 74
green brown
d) 104 ÷1 –2 106
green brown
e) 100 ÷1 –2 102
green brown
f) 260 ÷1 –2 262

384 Mathematics Teacher’s Guide Grade 4  TERM 4

 Unit 30 Growing patterns
MENTAL MATHS  Learner’s Book page 291

1. Learners investigate and explain how to calculate the number

of pink tiles if the number of black tiles is given. Multiply
the number of black tiles by 2 and add 3 to get the number
of pink tiles. The rule is × 2 + 3. Let learners calculate the
number of pink tiles for each figure (for example, in the first
diagram it is (5 × 2) + 3 = 10 + 3 = 13 pink tiles).
2. Learners to use the rule they have discovered in question
1 to complete the flow diagrams. To get the number of
black tiles if the number of pink tiles are given, they use
inverse operations. Let the learners explore the numbers in
the solutions to describe the number sequences and extend
the patterns and fill in the missing number in the number
sequences that involve uneven and natural or counting
numbers.
Solutions
1. a) 5 black tiles; so, (2 × 5) + 3 = 13 pink tiles
b) 2 black tiles; so, (2 × 2) + 3 = 7 pink tiles
c) 7 black tiles; so, (2 × 7) + 3 = 17 pink tiles
d) 3 black tiles; so, (2 × 3) + 3 = 9 pink tiles
e) 6 black tiles; so, (2 × 6) + 3 = 15 pink tiles
2. black tiles pink tiles black tiles pink tiles
2 7 9 21
3 9 10 23
4 11 11 25
5 13 10 31
6 15 20 43
7 17 23 49
8 19 53 53
(Rule: black × 2 + 3) (Rule: pink – 3 ÷ 2)

Activity 30.1 Learner’s Book page 291

1. Learners look at the relationship between the brown and yellow

tiles in each pattern. Learners count the number of tiles in the
rows and columns and multiply the numbers – they should
realise that they are working with square numbers. Remind
them that we call them square numbers because they are used
to create perfect squares (the number of shapes or objects in the
rows and columns is the same as in the sides of a square).
Check if there are still learners who count in 1s. Let the learners
compare strategies to find the most effective way to find the
number of squares.

Mathematics Teacher’s Guide Grade 4  TERM 4 385

 They can use these rules to calculated the number of squares:
• Pattern 1: 3 × 3 = 9
• Pattern 2: 5 × 5 = 25
• Pattern 3: 7 × 7 = 49
The number of rows and columns increases by 2.
The number of tiles on a side in pattern 4 is an odd number
(2 + 7 = 9) and so there are 9 × 9 = 81 tiles.
The learners investigate the number of brown tiles in each
pattern. They should find the following sequence, 5; 9; 13 and
realise that the number of brown tiles increases by 4 for each
pattern.
Let them investigate the number of yellow tiles:
• Pattern 1: 4 × 1 = 4 yellow tiles
• Pattern 2: (4 × 1) + (4 × 3) = 16 yellow tiles
• Pattern 3: (4 × 1) + (4 × 3) + (4 × 5) = 4 + 12 + 20 = 36
yellow tiles.
The number sequence for the number of yellow tiles is 4; 16; 36.
which involves the even square numbers (2 × 2 = 4; 4 × 4 = 16
and 6 × 6 = 36). The next number in the sequence is, therefore,
8 × 8 = 64 and the next number would be 10 × 10 = 100. The
sequence is 4; 16; 36; 64.
2. Learners use the rules they discovered for calculating the total
number of tiles (multiply the number of rows by itself), the
number of brown tiles (add 4) and the number of yellow tiles
(4 + 4 × the number of squares on one side of the square in each
pattern).

Pattern Number of Pattern Number of Pattern Number

number tiles number brown tiles number of yellow
tiles
1 9 1 5 1 4
2 25 2 9 2 16
3 49 3 13 3 36
4 81 4 17 4 64
5 121 5 21 5 100
6 169 6 25 6 144

3. The learners use the rules and create new tiling patterns. Let
them display their patterns and explain how they created them.

386 Mathematics Teacher’s Guide Grade 4  TERM 4

Whole numbers: addition and subtraction

Unit 31 Use place value to add and subtract

MENTAL MATHS  Learner’s Book page 293

Give the learners copies of Addition Bingo answer sheets and let
them play the game again.

Activity 31.1 Learner’s Book page 293

Learners should note the way to carry values and explain how they
think this strategy works. The subtraction calculations involve
decomposing.
Solutions
1. a) 369 + 481 = 850 b) 3 544 + 2 878 = 6 422
2. Learners pack out flard cards to show the addition calculations
with carrying. Ask them to do the written calculations in their
workbooks. They break up numbers in place value parts. Show
them one of the calculations below.
a) 574 + 398 = n
500 + 70 + 4
300 + 90 + 8
800 + 60 + 2 (4 + 8 = 12; 70 + 90 = 160)
100 + 10    (carry 10 and 100)
900 + 70 + 2
= 972
b) 2 856 + 3 764 = n
2 000 + 800 + 50 + 6
3 000 + 700 + 60 + 4
5 000 + 500 + 10 + 0 (6 + 4 = 10; 50 + 60 = 110;
800 + 700 = 1 500)
1 000 + 100 + 10    (carry 10; 100 and 1 000)
6 000 + 600 + 20 + 0
= 6 620
c) 4 979 + 4 251 = n
4 000 + 900 + 70 + 9
4 000 + 200 + 50 + 1
8 000 + 100 + 20 + 0 (9 + 1 = 10; 70 + 50 = 120;
900 + 200 = 1 100)
1 000 + 100 + 10    (carry 10; 100 and 1 000)
9 000 + 200 + 30 + 0
= 9 230

Mathematics Teacher’s Guide Grade 4  TERM 4 387

 5 186 + 2 948 = n
d)
5 000 + 100 + 80 + 6
2 000 + 900 + 40 + 8
7 000 +     0 + 20 + 4 (8 + 4 = 12; 80 + 40 = 120;
100 + 900 = 1 000)
1 000 + 100 + 10    (carry 10; 100 and 1 000)
8 000 + 100 + 30 + 4
= 8 134
6 234 + 2 876 = n
e)
6 000 + 200 + 30 + 4
2 000 + 800 + 70 + 6
8 000 +     0 +   0 + 0 (4 + 6 = 10; 30 + 70 = 100;
200 + 800 = 1 000)
1 000 + 100 + 10    (carry 10; 100 and 1 000)
9 000 + 100 + 10 + 0
= 9 110
3. Answers will differ.
4. Learners pack out flard cards to show how to use decomposition
when subtracting. They break up numbers in place value parts.
Show them one of the strategies below.
a) 673 – 486 = n
600 +   70 +      3
400 +   80 +      6
500 + 160 + 13 (Take away 100 from 600
400 +   80 +      6 and 10 from 70.)
100 +   80 +      7
= 187
b) 3 142 – 1 363 = n
3 000 + 100 + 40 + 2
1 000 + 300 + 60 + 3
2 000 + 1 000 + 130 + 12 (Take away 1 000 from 3 000;
1 000 + 300 + 60 + 3 100 from 100 and 10 from 40.)
1 000 + 700 + 70 + 9
= 1 779
c) 2 536 – 1 787 = n
2 000 +    500 +   30 +      6
1 000 +    700 +   80 +      7
1 000 + 1 400 + 120 + 16 (Take away 1 000 from 2 000;
1 000 +    700 +   80 +      7 100 from 500; 10 from 30.)
     700 +   40 +      9
= 749
d) 3 005 – 2 659 = n
3 000 +     0 +   0 +      5
2 000 + 600 + 50 +      9
2 000 + 900 + 90 + 15 (Take away 1 000 from 3 000;
2 000 + 600 + 50 +      9 100 from 1 000; 10 from 100.)
    300 + 40 +      6
= 346

388 Mathematics Teacher’s Guide Grade 4  TERM 4

 5 300 – 3 843 = n
e)
5 000 +    300 +   0 +      0
3 000 +    800 + 40 +      3 (Take away 1 000 from 3 000;
4 000 + 1 200 + 90 + 10 100 from 300 and 10 from 100.)
3 000 +    800 + 40 +      3
1 000 +    400 + 50 +      7
= 1 457

Unit 32 Use 10-strips to add and subtract

MENTAL MATHS  Learner’s Book page 294

1. Both strategies involve breaking down and building up

multiples of 10 and compensation, while the subtraction
strategy also uses inverse operations, and the associative
and distributive properties. The strategy helps learners
make sense of addition with carrying and subtraction with
decomposition. Ask the learners to discuss and explain the
strategies. Learners can shade the strips.
2. Tell learners that the blue and red strips represent addition
and the yellow and green strips represent subtraction.
3. Learners use the strategies and number properties that are
used in the illustrations.
Solutions
1. a) 46 + 39 = n b) 57 – 28 = n
40 + 40 + 5 = 85 (40 + 17) – (20 + 8)
= (40 – 20) + (17 – 8)
= 29
2. a) 38 + 29 = n b) 72 + 49 = n
30 + 30 + 7 = 67 70 + 50 + 1 = 121
59 + 66 = n
c) d) 64 – 38 = n
50 + 70 + 5 = 125 (50 + 14) – (30 + 8)
= (50 – 30) + (14 – 8)
= 20 + 6
= 26
53 – 37 = n
e) f) 80 – 39 = n
(40 + 13) – (30 + 7) (70 + 10) – (30 + 9)
= (40 – 30) + (13 – 7) = (70 – 30) + (10 – 9)
= 10 + 6 = 40 + 1
= 16 = 41
3. a) 45 + 38 b) 72 – 47
= 40 + 40 + 3 = (60 + 12) – (40 + 7)
= 38 = (60 – 40) + (12 – 7)
= 25

Mathematics Teacher’s Guide Grade 4  TERM 4 389

 58 + 67
c) d) 84 + 39
= 60 + 60 + 5 = 80 + 40 + 3
= 125 = 123
83 – 46
e) f) 96 – 68
= (70 + 13) – (40 + 6) = (80 + 16) – (60 + 8)
= (70 – 40) + (13 – 6) = (80 – 60) + (16 – 8)
= 37 = 28
67 + 38
g) h) 88 + 29
= 70 + 30 + 5 = 90 + 20 + 7
= 105 = 117

Activity 32.1 Learner’s Book page 295

Make copies of the strips using the template. Ask the learners
to shade the strips in two colours of their choice. Let them use
the strips to represent and solve the 2-digit number addition and
subtraction involving carrying and decomposing.
Solutions
1. 49 + 87 2. 99 + 76
= 50 + 80 + 6 = 100 + 70 + 5
= 136 = 175
3. 98 – 59 4. 72 – 29
= (80 + 18) – (50 + 9) = (60 + 12) – (20 + 9)
= (80 – 50) + (18 – 9) = (60 – 20) + (12 – 9)
= 39 = 43
5. 86 + 57 6. 57 + 48
= 90 + 50 + 3 = 60 + 40 + 5
= 143 = 105
7. 76 + 65 8. 70 – 47
= 80 + 60 + 1 = (60 + 10) – (40 + 7)
= 141 = (60 – 40) + (10 – 7)
= 23
9. 60 – 29 10. 69 + 69
= (50 + 10) – (20 + 9) = 70 + 60 + 8
= (50 – 20) + (10 – 9) = 138
= 31

Activity 32.2 Learner’s Book page 295

This is an investigation. Let the learners work in their groups

to solve the non-routine problem. If there is no time to do these
investigations during the lesson, ask the learners to do them for
homework. You should have a class discussion first so that they
understand the context and structure. Doing the problems for
homework could promote family involvement as parents and
siblings assist learners in solving the problems.

390 Mathematics Teacher’s Guide Grade 4  TERM 4

 Solutions
There are 32 eyes altogether; so, there are 32 ÷ 2 = 16 animals.
There are 13 tails altogether; so, there are 13 mermaids and dolphins
altogether.
Octopuses do not have tails; so, there must be 16 – 13 = 3
octopuses.
There are 38 arms altogether and the octopuses have 8 arms each;
so, there are 3 octopuses (3 × 8 = 24).
The remaining arms (38 – 24 = 14) must be for the mermaids; so,
there are7 mermaids (14 ÷ 2 = 7) (dolphins do not have arms).
There are 16 – 7 – 3 = 6 dolphins.
There are 3 octopuses, 7 mermaids and 6 dolphins.

Data handling

Unit 33 Probability
Learner’s Book page 296 The concept of probability is quite complex for Grade 4 learners.
In order to understand it, learners need an understanding of the
possible outcomes of an event and then what percentage any
possible outcome is of the total number of possible outcomes. So,
learners in Grade 4 do not work with probability as such, but they
are introduced to it by doing trials where they list outcomes. The
main work in Grade 4 deals with possible and actual outcomes, as
an introduction to the complex concept of probability.
If necessary, provide home language support for the terms likely,
possible and certain outcomes so that the learners can understand
what the terms mean. Let them talk about situations in their own
lives where an outcome is likely, possible or certain, for example:
• It is certain that I will not go to school on Saturday.
• It is likely that I will see my teacher at school tomorrow.
• It is possible that it will be warm tomorrow.
Make sure that the learners know the difference between tails and
heads on a coin – on South African coins, heads is the side with the
South African coat of arms and South Africa, and tails is the side
with the value of the coin and a picture of an indigenous plant or a
wild animal.
For practical experience, you will need items such as coins, dice,
balls, cubes and counters in a bag or box and spinners.

Mathematics Teacher’s Guide Grade 4  TERM 4 391

 MENTAL MATHS  Learner’s Book page 296

Give each pair of learners a dice. Ask them what the chances are
that they will throw a six. They should realise that they have a
chance of one in six. Learners write their names in copies they
make of the table and take turns to throw the dice. They have
to count the number of throws they make before they throw a
six. Let them make tally marks to count their throws. Ask them
to study the tally marks to find out if there is a pattern in the
number of throws.

Activity 33.1 Learner’s Book page 297

1. There are only two possible ways that a drawing pin could land:
• It could land right side up.
• It could land upside down.
2. There are only two possible outcomes:
• a black ball
• a white ball.
3. The spinner could land on three numbers – 1, 2 or 3.

Suggested informal assessment questions to ask yourself

• How well can the learners explain what possible outcomes are?
• How well are learners able to list possible outcomes of the
events given?

Unit 32 Experiments and actual outcomes

Learner’s Book page 297 By now, the learners should have a good idea about various possible
outcomes of events. In this unit, they will use a coin and a dice
to list possible outcomes and then do experiments to list actual
outcomes.
The examples take the learners through the steps that they will need
to follow in the activities. Make sure they understand the steps.
Before learners tackle the experiments, do one or two experiments
with the class and record the outcomes on the board. Then discuss
the outcomes with the class.

MENTAL MATHS  Learner’s Book page 297

The learners apply the concept of multiplication to practise

possible and actual outcomes. They can work in pairs or in
groups if you do not have enough dice. (Learners could use the
nets of cubes and make their own dice.) Learners take turns to
roll two dice.

392 Mathematics Teacher’s Guide Grade 4  TERM 4

 They multiply the two numbers and write number sentences to
show the multiplicand, multiplier and product for each throw.
They determine after how many throws they can write the
number sentences 6 × 6 = 36 and how often they can write this
number sentence. They should realise that they have a 1 out of
21 chance of throwing 6 × 6.
The possible outcomes they could get are listed below:
1 × 1 = 1 2 × 2 = 4 3×3=9
1 × 2 = 2 2 × 3 = 6 3 × 4 = 12
1 × 3 = 3 2 × 4 = 8 3 × 5 = 12
1 × 4 = 4 2 × 5 = 10 3 × 6 = 18
1 × 5 = 5 2 × 6 = 12
1×6=6
4 × 4 = 16 5 × 5 = 25 6 × 6 = 36
4 × 5 = 20 5 × 6 = 30
4 × 6 = 24

Activity 34.1 Learner’s Book page 297

When the learners compare their results or repeat the experiment,

and compare their own sets of results, they start thinking about
probability. This will lead many learners to start thinking about
which possible outcomes seem to be actual outcomes more often
than other outcomes, and then they may try to predict what the
actual outcomes will be.

Activity 34.2 Learner’s Book page 298

This question guides learners to start thinking about or predicting

probable results. Their answers will be based on what the most
frequent actual outcomes were in their previous experiments.

Activity 34.3 Learner’s Book page 298

1–2. As with the coin-tossing experiments in Activity 34.1, rolling

the dice experiments help learners start to think about the
concept of probability. This time, the possible and actual
outcomes are on a bigger scale, so the learners have to keep
careful records of their results.
3. Learners may multiply each actual outcomes by 2 or 4 to help
them predict their outcomes for rolling the dice two or four
times more than in the first experiment. Their results will,
however, not be exactly the same as their predictions, and
they may even find that their results look nothing like their
predictions.

Mathematics Teacher’s Guide Grade 4  TERM 4 393

 Suggested informal assessment questions to ask yourself
• How well can the learners list possible outcomes of their
experiments?
• How well can learners accurately record the results or actual
outcomes of their experiments?
• How well can learners summarise or analyse their results?
• How good are learners’ predictions for further experiments
based on their actual results of a previous experiment, or are
they merely doing guesswork?

Revision Learner’s Book page 299

1. a) 7 b) 9 c) 16
2. a) The table should take the following form.
Possible Tally marks Number of actual
outcomes outcomes
Heads
Tails
The learners should state which outcome was the most
b)
frequent – did the coin land more often on heads or on tails?
3. a) twice
b) three times
c) twice
d) five
e) 12 times
4. a) Possible Tally marks Number of actual
outcomes outcomes
One 2
Two 3
Three 3
Four 2
Five 1
Six 1
two and three
b)
five and six
c)
Megan doubled the outcomes of her first experiment. She
d)
reasoned that if she doubled the number of times she rolled
the dice, then she would double each outcome she got the
previous time. Learners may argue that the outcomes of
the second 12 throws would not be the same as the first
12 outcomes – so the results cannot simply be doubled.
This is a good argument. In practice, we cannot predict the
outcomes of future throws based on past throws – each time
Megan throws the dice, all six outcomes are possible.

394 Mathematics Teacher’s Guide Grade 4  TERM 4

Remedial activities
• Ensure that the learners know how to use tally marks. They will
need this skill to record the actual outcomes of their experiments.
• Let the learners work in pairs to do a number of coin-tossing
experiments only. This limits the number of possible outcomes
and, therefore, simplifies the activities. The learners can take
turns to toss the coin and together decide on where and how to
record the outcome in the table.
• Let the learners explain their own and others’ tables of outcomes,
stating what was done and what the outcomes were. For example,
the table shows that a coin was tossed 10 times; it landed on
tails 6 times and on heads 4 times. Once the learners are fairly
confident tossing coins and reading data from the tables, they can
do experiments where they roll dice.

Extension activities
Let the learners experiment by rolling a dice 20 to 30 times and
recording the outcomes. Then let them indicate the number of times
each outcome occurred. They can then compare the frequency
of outcomes with a partner’s results, and then with the results
of another three or four learners. Ask learners to summarise and
describe the results of their experiments.

Mathematics Teacher’s Guide Grade 4  TERM 4 395

5. Resources
Mental maths grid  398
Number lines  399
Flow charts  400, 401
Number chains, calculation diagrams, strips  402
Fraction walls  403
Fraction circles  404
Flard cards  405, 406
Dienes blocks  407
Place value boards, answer grid and multiplication grid  408
Number grid: 200 grid  409
Number grids: 99 grid, 100 grid, 109 grid  410
Shapes (1)  411
Shapes (2)  412
Square, triangle, pentagon and hexagon  413
Hexagons  414
Build shapes (Learner’s Book pages 242 and 243)  415
Square grid  416
Dotted grid  417
Triangle on dotted grid  418
Squares and rectangles on dotted grid  419
Symmetry: complete shapes  420
3-D objects (1)  421
3-D objects (2)  422
Six nets for a cube  423
Net for a cube  424
Net for a rectangular prism  425
I have .    .    . (1)  426
I have .    .    . (2)  427
Fraction snap  428
Fraction dominoes  429
Reach for the moon game board  430
Place value scatter board  431
Bingo games and answer sheets  432
Tangram  433

397
Mental maths grid
Mental calculations
Name:
Task 1 Task 2 Task 3 Task 4 Task 5 Task 6 Task 7
Number

Shade the blocks below to show your progress.

10
9
8
7
6
5
4
3
2
1

Reflection
What do I do well?
.................................................................................................................................................................
.................................................................................................................................................................
.................................................................................................................................................................

What can I do better next time?

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

398 Mathematics Grade 4 Teacher’s Guide RESOURCES This page may be photocopied.

Number lines

• • • • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • • • •

This page may be photocopied. Mathematics Grade 4 Teacher’s Guide RESOURCES 399

Flow charts
Input Output

400 Mathematics Grade 4 Teacher’s Guide RESOURCES This page may be photocopied.

Flow charts

144444424444443

144444424444443

... ...
... ...
... ...
... ...
... ...
... ...
... ...
... ...
This page may be photocopied. Mathematics Grade 4 Teacher’s Guide RESOURCES 401
Number chains, calculation diagrams, strips

Addition and subtraction strips

402 Mathematics Grade 4 Teacher’s Guide RESOURCES This page may be photocopied.

Fraction walls

This page may be photocopied. Mathematics Grade 4 Teacher’s Guide RESOURCES 403

Fraction circles

404 Mathematics Grade 4 Teacher’s Guide RESOURCES This page may be photocopied.

Flard cards

10000 1000
20000 2000
30000 3000
40000 4000
50000 5000
60000 6000
70000 7000
80000 8000
90000 9000
This page may be photocopied. Mathematics Grade 4 Teacher’s Guide RESOURCES 405
Flard cards

100 10 1
200 20 2
300 30 3
400 40 4
500 50 5
600 60 6
700 70 7
800 80 8
900 90 9
406 Mathematics Grade 4 Teacher’s Guide RESOURCES This page may be photocopied.
Dienes blocks

This page may be photocopied. Mathematics Grade 4 Teacher’s Guide RESOURCES 407

 Place value boards, answer grid and
multiplication grid
3 3 1 2 5 3 1 2 7 3
1 8 6 8 3 1 1 4 1 3 2
1 0 2 9 1 2 5 3 1 8
7 5 3 0 4 6 9 8 3 0
4 3 9 3 4 2 2 8 0 5
1 7 3 7 4 2 9 0 7 5
1 3 7 9 0 5 1 8 2 3
1 2 9 0 8 3 6 0 0 9
1 7 4 2 9 1 8 2 3 8 H T U Th
3 6 3 2 3 1 1 4 1 3

0 2 4 12 18

0 3 6 12 21 27

0 4 8 12 20 36

0 5 10 20 40 50

0 6 12 24 48
H T U Th
0 7 14 35 56

0 8 16 32 64

0 9 18 36 63

0 20 50 70 90

Last unit of multiplier

H T U Th H T U Tth T
× 0 1 2 3 4 5 6 7 8 9
0
1
Last unit of multiplicand

2
3
4
5
6
7
8
H9 T U Th H T U Tth Th H T U

408 Mathematics Grade 4 Teacher’s Guide RESOURCES This page may be photocopied.

Number grid
200 grid

1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20

21 22 23 24 25 26 27 28 29 30

31 32 33 34 35 36 37 38 39 40

41 42 43 44 45 46 47 48 49 50

51 52 53 54 55 56 57 58 59 60

61 62 63 64 65 66 67 68 69 70

71 72 73 74 75 76 77 78 79 80

81 82 83 84 85 86 87 88 89 90

91 92 93 94 95 96 97 98 99 100

101 102 103 104 105 106 107 108 109 110

111 112 113 114 115 116 117 118 119 120

121 122 123 124 125 126 127 128 129 130

131 132 133 134 135 136 137 138 139 140

141 142 143 144 145 146 147 148 149 150

151 152 153 154 155 156 157 158 159 160

161 162 163 164 165 166 167 168 169 170

171 172 173 174 175 176 177 178 179 180

181 182 183 184 185 186 187 188 189 190

191 192 193 194 195 196 197 198 199 200

This page may be photocopied. Mathematics Grade 4 Teacher’s Guide RESOURCES 409

 Number grids
99 grid 100 grid
0 1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9 10

10 11 12 13 14 15 16 17 18 19 11 12 13 14 15 16 17 18 19 20

20 21 22 23 24 25 26 27 28 29 21 22 23 24 25 26 27 28 29 30

30 31 32 33 34 35 36 37 38 39 31 32 33 34 35 36 37 38 39 40

40 41 42 43 44 45 46 47 48 49 41 42 43 44 45 46 47 48 49 50

50 51 52 53 54 55 56 57 58 59 51 52 53 54 55 56 57 58 59 60

60 61 62 63 64 65 66 67 68 69 61 62 63 64 65 66 67 68 69 70

70 71 72 73 74 75 76 77 78 79 71 72 73 74 75 76 77 78 79 80

80 81 82 83 84 85 86 87 88 89 81 82 83 84 85 86 87 88 89 90

90 91 92 93 94 95 96 97 98 99 91 92 93 94 95 96 97 98 99 100

109-grid
0 1 2 3 4 5 6 7 8 9

10 11 12 13 14 15 16 17 18 19

20 21 22 23 24 25 26 27 28 29

30 31 32 33 34 35 36 37 38 39

40 41 42 43 44 45 46 47 48 49

50 51 52 53 54 55 56 57 58 59

60 61 62 63 64 65 66 67 68 69

70 71 72 73 74 75 76 77 78 79

80 81 82 83 84 85 86 87 88 89

90 91 92 93 94 95 96 97 98 99

100 101 102 103 104 105 106 107 108 109

410 Mathematics Grade 4 Teacher’s Guide RESOURCES This page may be photocopied.

Shapes (1)

This page may be photocopied. Mathematics Grade 4 Teacher’s Guide RESOURCES 411

Shapes (2)

412 Mathematics Grade 4 Teacher’s Guide RESOURCES This page may be photocopied.

Square, triangle, pentagon and hexagon

Square

Triangle

Pentagon

Hexagon

This page may be photocopied. Mathematics Grade 4 Teacher’s Guide RESOURCES 413

Hexagons

414 Mathematics Grade 4 Teacher’s Guide RESOURCES This page may be photocopied.

Build shapes (Learner’s Book pages 242 and 243)

This page may be photocopied. Mathematics Grade 4 Teacher’s Guide RESOURCES 415

Square grid

416 Mathematics Grade 4 Teacher’s Guide RESOURCES This page may be photocopied.

 Dotted grid
• • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • •
This page may be photocopied. Mathematics Grade 4 Teacher’s Guide RESOURCES 417
• • • • • • • • • • • • • • • • • •
Triangle on dotted grid
• • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • •
418 Mathematics Grade 4 Teacher’s Guide RESOURCES This page may be photocopied.
• • • • • • • • • • • • • • • • • •
 Squares and rectangles on dotted grid

• • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • •

• This
• • may•be photocopied.
• • • • • • • • • • • • • •
page Mathematics Grade 4 Teacher’s Guide RESOURCES 419
• • • • • • • • • • • • • • • • • •
Symmetry: complete shapes
• • • A • • • • • • • • • • B • • • • •

• • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • •

• • • C• • • • • • • • • • • • • • •

• • • • • • • • • • • • • • D • • • •

• • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • •
F
• • • E • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • •

420 Mathematics Grade 4 Teacher’s Guide RESOURCES This page may be photocopied.

• • • • • • • • • • • • • • • • • •
3-D objects (1)

This page may be photocopied. Mathematics Grade 4 Teacher’s Guide RESOURCES 421

3-D objects (2)
• • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • •

• • • • • • • • • • • • • • • • • •

422
• • • •
Mathematics•Grade• 4 Teacher’s
• • Guide RESOURCES
• • • • • • This•page may
• be photocopied.
• •

• • • • • • • • • • • • • • • • • •
Six nets for a cube

A B

This page may be photocopied. Mathematics Grade 4 Teacher’s Guide RESOURCES 423

Net for a cube

424 Mathematics Grade 4 Teacher’s Guide RESOURCES This page may be photocopied.

Net for a rectangular prism

This page may be photocopied. Mathematics Grade 4 Teacher’s Guide RESOURCES 425

 I have 8. I have 20.Who I have 60. I have 0.

426
Who has 4 more? has double this plus 1? Who has this minus 15? Who has 19 more?

I have 12. I have 41. I have 45. I have 19. Who has this
Who has half of this? Who as 2 fewer? Who has this plus 13? plus 1 multiplied by 2?
I have .      .      . (1)

I have 6. Who as 1 fewer, I have 39. I have 13. I have 40.

divided by 5? Who has 5 fewer? Who has double this? Who has 10 fewer?

I have 1. Who has I have 34. I have 26. I have 54.

this multiplied by 9? Who has 1 more? Who has 10 more? Who has this plus 6?

I have 9. Who has this I have 35. I have 36. Who has half I have 10.
learners can play in pairs and share a card. The
each two cards. If there are too few cards, some
Distribute the pack of cards in the class. If there
are more cards than learners, give some learners

plus 3, divided by 4? Who has this minus 2? of this plus 6? Who has 17 more?

I have 3. Who has I have 33. I have 24. I have 14. Who has half
double this plus 4? Who has twice as much? Who has double this? of this multiplied by 3?

Mathematics Grade 4 Teacher’s Guide RESOURCES

I have 10. I have 66. Who has I have 48. I have 21.
Who has a dozen more? this minus 60, plus 5? Who has this minus 9? Who has 10 more?

I have 22. Who has I have 11. I have 37. I have 30. Who has
this divided by 11? Who has 6 more? Who has 9 more? this divided by 6?

I have 2. Who has this I have 17. I have 46. Who has I have 27.
minus 2, multiplied by 6? Who has 3 fewer? 1 fewer divided by 5? Who has double this?

I have 9. Who has I have 31. Who has this I have 18. I have 5. Who has this
has the card with the answer, reads his or her
card. The game continues until the chain ends
with the first player answering the last question.

87 more divided by 2? minus 1, divided by 3? Who has 2 more? plus 1, multiplied by 3?

first player reads his or her card. The learner who

This page may be photocopied.

 I have 8. I have 12. I have 45. I have 18.
Who has 4 more? Who has half of this? Who has 8 more? Who has 7 more?

I have 6.Who has I have 10. I have 53. I have 51.

1 fewer, plus 5? Who has double this? Who has 7 fewer? Who has 2 fewer?
I have .      .     . (2)

I have 20. Who has I have 17. I have 46. Who has I have 25. Who has

This page may be photocopied.

this, plus 3, minus 6? Who has this plus 10? half of this plus 6? double this plus 1?

I have 27. I have 22. I have 29. I have 49.

Who has 5 fewer? Who has double this? Who has 40 more? Who has 7 fewer?

I have 44. I have 48. I have 69. I have 140.

Who has this, plus 4? Who has half of this? Who has this minus 10? Who has this minus 50?

I have 24. I have 16. I have 59. I have 90.

Who has this minus 8? Who has 9 fewer? Who has 11 more? Who has this minus 15?

I have 7. I have 15. Who has I have 70. I have 75.

Who has this plus 8? double this minus 12? Who has double this? Who has 40 fewer?

I have 42. I have 50. I have 62. I have 100. Who has
Who has 20 more? Who has twice as much? Who has this minus 12? this, minus 60, plus 5?

I have 35. I have 23. I have 14. I have 28.

Who has this minus 12? Who has 9 fewer? Who has double this? Who has 9 fewer?

Mathematics Grade 4 Teacher’s Guide RESOURCES

I have 19. I have 9. I have 13. I have 26. Who has
Who has this minus 10? Who has 4 more? Who has double this? half of this minus 5?

427
Fraction snap

1
2 1 1 1
2
1
4
3
4

1 2
3
1
3 1 2
4
2
4

2
2
3
3 1 1 2
6
4
6

4
4
5
5 1 3
5
2
5

1 3
6
3
6 1 3
8
5
8

1
428
1
7
6
7 1
Mathematics Grade 4 Teacher’s Guide RESOURCES
7
10
3
10
This page may be photocopied.
Fraction dominoes: Enlarge and copy onto stiff card
This game is for two, three, four or more players. fifths to the diagram next to two-sevenths. If the
Play it like dominoes that you play with 28 cards. next player does not have the matching card, he
Each players gets the same number of cards or she knocks and loses a round. The first player
(seven each if there are four players). The player who has played all his or her cards, wins. The rest
who has two-sevenths starts playing. The next of the players continue playing until they have
player has to match the fraction symbol four- played all their cards.

1 4 4 3
2 5 6 4
6 1 1 2
9 2 4 5
1 2 4 1
10 3 8 6
2 6 2 5
8 8 6 10
1 2 3 4
9 4 7 7
1 3 1 3
3 6 7 9
5 2 1 1
6 10 5 8
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 This page may be photocopied.
Reach for Home Go back Go back
six three
the moon 7÷7 9÷9 spaces 18 ÷ 6 spaces
35 34 33 32 31
Go seven Go two
spaces spaces
10 × 4 ÷ 20 5 × 9 – 40 forward 0×1+1 14 – 11 + 0 forward
25 26 27 28 29 30
Go two Go back Go back
spaces ten two
100 ÷ 5 ÷ 5 112 + 1 12 15 + 16 – 25

Mathematics Grade 4 Teacher’s Guide RESOURCES

spaces spaces
Reach for the moon game board

forward
24 23 22 21 20 19
Start
Throw a dice
or choose 9×4÷6 8÷8×1 1×1×2 43 – 39 36 ÷ 9 + 2 8×3÷6
a calculation
and make
13 14 15 16 17 18
your move. Go two Go back Go six Go back
spaces seven spaces three
forward spaces forward spaces 27 ÷ 9 4×6÷8
12 11 10 9 8 7
Go five
spaces
3 × 4 + 12 21 – 19 21 ÷ 7 forward 7 + 8 – 12 4×4÷4 13 + 14 – 21
3×4÷6 1 2 3 4 5 6

430
Place value scatter board

1
10
1 000

10 000
1
100

100
10

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Bingo games and answer sheets
Addition Bingo Addition Bingo answer sheet
5+5 0+6 6+6 15 + 7 7+9 10 6 12 22 16
8+8 6+7 17 + 9 9+9 5+8 16 13 28 18 13
5+6 8+9 5+9 15 + 5 6+8 11 17 14 20 14
7+7 16 6 18 + 8 5+7 19 + 9 14 22 26 12 28
15 + 6 18 + 9 16 + 7 7+0 0+8 21 27 23 7 8

Subtraction Bingo Subtraction Bingo answer sheet

10 – 5 16 – 0 13 – 5 15 – 6 17 – 7 5 16 8 9 10
15 – 8 17 – 9 20 – 9 12 – 5 10 – 9 7 8 11 7 1
16 – 7 13 – 4 10 – 6 15 – 9 13 – 9 9 9 4 6 4
10 – 8 15 – 7 20 – 8 17 – 8 16 – 6 2 8 12 9 10
20 – 7 18 – 9 12 – 9 13 – 8 10 – 0 13 9 3 5 10

Multiplication Bingo Multiplication Bingo answer sheet

10 × 6 7×8 3×9 4×8 5×7 60 56 27 32 35
7×7 9×6 8×5 10 × 4 3×8 49 54 40 40 24
4×5 8×9 6×7 3×5 9×9 20 72 42 15 81
3×6 5×4 0×8 6×6 9×7 18 20 0 36 63
4×0 1×6 6×4 8×8 9×5 0 6 24 64 45

Division Bingo Division Bingo answer sheet

5÷5 50 ÷ 10 24 ÷ 6 27 ÷ 9 44 ÷ 11 1 5 4 3 4
48 ÷ 8 56 ÷ 7 36 ÷ 6 121 ÷ 11 28 ÷ 9 6 8 6 11 4
44 ÷ 4 18 ÷ 6 12 ÷ 12 66 ÷ 11 72 ÷ 8 11 3 1 6 9
35 ÷ 7 64 ÷ 8 90 ÷ 10 42 ÷ 7 45 ÷ 5 5 8 9 6 9
14 ÷ 2 12 ÷ 4 84 ÷ 12 63 ÷ 7 108 ÷ 9 7 3 7 9 12

432 Mathematics Grade 4 Teacher’s Guide RESOURCES This page may be photocopied.

Tangram

2 4

6 7

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6. Documents
Add your own documents and notes, for example the CAPS document for Intermediate Phase
Mathematics, here.

Mathematics Grade 4 Teacher’s Guide 435