MATHEMATICS

Primary pupil’s book

P2

Version edited in 2023

 Copyright

© 2023 Rwanda Basic Education Board

All rights reserved.
This book is the property for the Government of Rwanda.
Credit should be given to REB when the content of this book
is quoted

ii
 FOREWORD
Dear Pupil,

Rwanda Basic Education Board is honored to present to you this

Mathematics book for Primary Two (P2) which serves as a guide to
competence-based teaching and learning to ensure consistency and
coherence in the learning of Mathematics subject.

The Rwandan educational philosophy is to ensure that you achieve full

potential at every level of education which will prepare you to be well
integrated in society and exploit employment opportunities.

The government of Rwanda emphasizes the importance of supporting

teaching and learning materials with the syllabus to facilitate your
learning process. Many factors influence what you learn, how well you
learn and the competences you acquire. Those factors include the
instructional materials available among others. In this book, special
attention was paid to the activities that facilitate the learning process
in which you can develop your ideas and make new discoveries during
concrete activities carried out individually or with peers.

In competence-based curriculum, learning is considered as a process

of active building and developing knowledge and meanings by
the learner where concepts are mainly introduced by an activity, a
situation or a scenario that helps the learner to construct knowledge,
develop skills and acquire positive attitudes and values.

For effective use of this textbook, your role is to:

• Work on given activities which lead to the development of skills;

• Share relevant information with other learners through
presenta¬tions, discussions, group work and other active learning
techniques such as role play, case studies, investigation and
research in the li-brary, on internet or outside;
• Participate and take responsibility for your own learning;
• Draw conclusions based on the findings from the learning activities.

iii
I wish to sincerely extend my appreciation to the people who contributed
towards the development and the editing of this textbook, particularly
REB staff who organized the whole process from its beginning. Special
gratitude goes to teachers, illustrators and designers who carefully
worked to successful completion of this text book. Any comment or
contribution would be welcome for the improvement of this textbook
for the next edition.

Dr. MBARUSHIMANA Nelson

Director General, REB

iv
 ACKNOWLEDGEMENT
I wish to sincerely extend my special appreciation to people who played
a major role in the development and editing of this Mathematics book
for Primary Two (P2). It would not have been successful without the
participation of different partners that I would like to express my deep
gratitude.

My thanks go to the Rwanda Basic Education Board leadership and

staff who were involved and supervised the whole activity of in-house
textbook Elaboration.

I also wish to extend my appreciation to teachers, lecturers, illustrators,

designers and different education experts for their valuable support.

Joan MURUNGI
Head of CTLR Department

v
 TABLE OF CONTENT

FOREWORD .....................................................................................III
ACKNOWLEDGEMENT .................................................................... V
TABLE OF CONTENT........................................................................ VI
UNIT 1: NUMBERS FROM 0 UP TO 200.............................................. 1

UNIT 2: NUMBERS UP TO 500.......................................................... 45

UNIT 3: NUMBERS UP TO 1000........................................................ 84

UNIT 4: FRACTIONS 1 , 1 AND 1 ........................................ 121

2 4 8
UNIT 5: LENGTH MEASUREMENT................................................... 133

UNIT 6: LITRE, THE STANDARD UNIT OF CAPACITY MEASUREMENTS .150

UNIT 7: KILOGRAM, THE STANDARD UNIT OF MASS ................... 164

UNIT 8: RWANDAN FRANCS UP TO 1000 FRW...................................181

UNIT 9: HOUR, MONTHS OF THE YEAR AND DAYS OF EACH MONTH.. 201

UNIT 10: TYPES OF LINES AND ANGLES...........................................215

UNIT 11: GRID ..................................................................................224

UNIT 12: SQUARE, RECTANGLE AND TRIANGLE..............................232

UNIT 13: MISSING NUMBERS IN ADDITION, SUBTRACTION,

MULTIPLICATION OR DIVISION........................................245

UNIT 14: PICTOGRAPHS...................................................................242

REFERENCE.......................................................................................263

vi
 Unit
NUMBERS FROM 0 UP
1 TO 200
1.0 Introductory activity:
Look at the pictures.

1) What do you see?

2) How many children do you see?
3) What are children in the first picture doing?
4) What are children in the second picture doing?
5) How can you count more than 100 counters? Can you
write their number?

1.1 Counting, reading and writing numbers up to 200

Activity 1.1.1
1) Look at the following pictures. Say the number of bundles/ sticks

All sticks are ….

1
 All sticks are ….

All sticks are ….

2) I take 100 beans.

• I add 1 bean, I have: 100 beans plus 1 bean are equal to
101 beans.
• I add 3 beans, I have: 100 beans plus 3 beans are equal
to ___beans

Activity 1.1. 2

Look at the table below. Copy and read the numbers

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

2
 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

Activity 1.1. 3

Count in tens and fill in the missing numbers

100 110 130

Activity 1.1. 4
Look at the picture below.
Read and write the number shown on the cards

Activity 1.1. 5

Fill the missing numbers in the table below:

200 199 190
150 145 140
110 100
170 168 160

3
 130 129 120
190 185 180
140 130
120 117 113 110
160 158 154 150
180 170

Application activity 1.1

1) Fill in the missing numbers.

2) Read all numbers.
a) 100 120 140 170

b)
100 102 104 106 108 110

c) 111 113 115 117 119

d) 122 124 126 128 130

1.2 Place value of each digit for numbers from 0 up to 200

Activity 1.2.1

Look at the bundles of sticks. Fill in the missing numbers.

H T O Place values
122: 1 hundred
2 tens 2 ones.

1 bundle of 2 bundles of 10 2 sticks

100 sticks sticks

4
 145: ___
hundred __tens
__ones

1 bundle of 4 bundles of 10 5 sticks

100 sticks sticks
__= ___
hundred __tens
__ones

1 bundle of
100 sticks
9 bundles of 10 9 sticks
sticks
200 = ___
hundred __tens
__ones
2 bundles of 0 (bundles of 10 0 (sticks)
100 sticks sticks)

Activity 1.2.2
Example: 146 H T O 146 = 1 hundred 4 tens 6 ones

Try these:
a) 28 b) 153 c) 200
1 4 6
1) Write the number shown on the abacus
H T O H T O H T O

a) b) c)

5
 Activity 1.2.3
Write the numbers in the place value table
Example: 135 Hundreds Tens Ones
(H) (T) (O)
1 3 5
135 = 1 hundred 3 tens 5 ones.
Try these: a) 169 b) 128 c) 180 d) 23

Activity 1.2.4

Find the place value of underlined digit

Example: Find the place value of 3 in 135.
3 is in the place value of tens.
Try these: a. 147 b. 147 c. 147

Application activity 1.2

Look at the example. Fill in with the correct numbers.

Example: 145 = 1 Hundred 4 Tens 5 Ones.
a) 113 = __Hundred__Ten__Ones
b) 124 = __Hundred __Tens___Ones
c) 135 = ___Hundred___Tens ___Ones
d) 146 =___Hundred__Tens __Ones
e) 157 = __Hundred __Tens __Ones

6
1.3 Writing numbers in words

Activity 1.3.1

Write numbers in words.

Example: 126 = 1 hundred 2 tens and 6 ones.
126 in words: One hundred and twenty-six.
143 = 1 hundred 4 tens 3 ones.
143 in words: One hundred and forty-three.
Try these:
1) Write numbers from 1 to 100
1: One 2: Two 3: Three 4: Four 5: Five
6: Six 7: Seven 8: eight 9: Nine 10: Ten
11: Eleven 12: Twelve 13: Thirteen 14: Fourteen 15: Fifteen
16: Sixteen 17: seventeen 18: eighteen 19: Nineteen 20: Twenty
21: Twenty-one 22: Twenty-two 23: ___ 24: ___ 25: ___
26: ___ 27: ___ 28: ___ 29: ___ 30: ___
31: Thirty-one 32: Thirty-two 33: ___ 34: ___ 35: ___
36: ___ 37: ___ 38: ___ 39: ___ 40: Forty
41: Forty-one 42: Forty-two 43: ___ 44: ___ 45: ___
46: ___ 47: ___ 48: ___ 49: ___ 50: ___
51: Fifty-one 52: Fifty-two 53: ___ 54: ___ 55: Fifty
56: ___ 57: ___ 58: ___ 59: ___ 60: ___
61: ___ 62: ___ 63: ___ 64: ___ 65: ___
66: ___ 67: ___ 68: ___ 69: ___ 70: ___

7
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: One
hundred

2) Write numbers above 100

125 199 157 180
--------------------- --------------------- --------------------- ---------------------

Activity 1.3.2

Read and write the following numbers in figures:

a) One hundred and thirty-five.
b) One hundred and twenty-three.
c) One hundred and eighty-four.
d) One hundred and fifty-seven.

Application activity 1.3

1) Write the following numbers in words

a) Write all of the numbers from 125 to 130, in figures and
in words.
b) Write all of the numbers from 170 to 175, in figures and
in words

8
2) Write the number in figures and in words
a) 1 hundred 1 ten 4 ones = c) 1 hundred 6 tens 2 ones =
b) 1 hundred 7 tens 6 ones = d) 1 hundred 4 tens 7 ones =

1.3 Comparing numbers up to 200

Activity 1.3.1

Use “is greater than” or “is less than” or “is equal to” to compare
numbers.
Example: 156 and 126
We can use abacus or base ten blocks (units, rods and flats) to
represent the numbers.
Number H T O
156

6 units.
1 flat with 100 5 rods, each one
units has 10 units
126

6 units
1 flat with 100 2 rods, each one
units has 10 units
156 is greater than 126.
Try these:
Use <, > or = to compare the numbers

9
 a) 130 <140 c) 155 ___ 135 e) 144 ___ 134
b) 179 = 179 d) 125 ___ 130 f) 160 ___ 160

Activity 1.3.2
1) Identify the marks of each pupil,
2) Compare the pupils’ marks:
3) Use “More or Less “ to state conclusion.
In an exam of P2, Kagabo gets 190, John gets 151, Martha gets
173, Kalisa gets 180 and Uwera gets 190.

Example:
Kagabo has 190; Martha has 173. 190 > 173. So Kagabo has
more. Or 173<190, so Martha has less marks than Kagabo
a) John and Martha
b) Kagabo and Uwera
c) Kalisa and martha
d) Kagabo and John
e) Kagabo and Kalisa

10
 Activity 1.3.4

Look at the picture. The classes are growing cabbages.

This table shows the number of cabbages for each class:

Class P1 P2 P3 P4 P5 P6
Number of cabbages 125 105 156 140 162 158

Use “has more than”, “has less than” or “has the same number
as” to compare the number of cabbages for the following
classes:
a) P1 has more than P2 d) P4 ___P5 g) P1 ___ P5
b) P2 __P3 e) P6 ___P5 h) P2 __ P4
c) P1 ___P3 f) P2 ____P5 i) P6 ___-P3

Application activity 1.3

Use <, > or = to compare numbers.

a) 118 ___ 185 c) 136 ___ 167
b) 127 ____ 127 d) 145___ 158

11
1.4. Arranging numbers in increasing and decreasing order
Arranging numbers in increasing order (from smallest to the
biggest)
Activity 1.4.1

Look at the number cards. Which order do you see? From

the smallest to the biggest number? From the biggest to the
smallest number?

88 97 100 101 102 103 104 105 106 107

Arrange the following numbers from the smallest number to

the biggest number (in increasing order):

150 , 100 , 180 , 170 , 200

Activity 1.4.2

Arrange numbers in increasing order

a) 125, 175, 103 b) 135, 184, 200 c) 197, 100, 151.

12
Arranging numbers in decreasing order (from the biggest to
the smallest number)

Activity 1.4.3

Look at the number cards. Which order do you see? From

the smallest to the biggest number? From the biggest to the
smallest number?

107 106 105 104 103 102 101 100 97

Arrange the following numbers: 115 , 195 , 200 , 155 , 170 from
the biggest to the smallest.

Activity 1.4.4

Arrange these numbers in decreasing order.

a) 142, 124, 138 b) 129, 192, 119 c) 138, 180, 100

Application activity 1.4

1) Arrange these numbers in increasing order

a) 138, 174, 183 b) 124, 137, 156 c) 190, 199, 173
2) Arrange these numbers in decreasing order.
a) 123,132,129 b) 172, 127,107 c) 146,106,164 d) 194,149,191

13
1.5 Addition of numbers whose sum does not exceed 200
1.5.1 Addition without carrying

Activity 1.5.1

Count the number of objects for two groups. Find the total.
a) 100 + 10 =

10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10

b) 10 + 10 = c) 20 + 10 =

14
d) 100 + 20 =

10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10

Activity 1.5.2
Add two numbers.
Example 2 sacks with bottle tops

There are two sacks.

• There are 123 bottle tops in the first sack.
• There are 74 bottle tops in the second
sack.
Find the total number of all the bottle tops.
To find the total number, we add 123 and 74.
Hundreds (H) Tens (T) Ones (O)
1 2 3
+ 7 4
1 9 7
The answer is 123+74 = 197

15
Try these:
a) H T O b) H T O c) H T O
1 4 5 1 2 7 1 0 8
+ 5 2 + 3 2 + 7 1

Activity 1.5.3

Example: 135 + 62 = ___ H T O

1 3 5
+ 6 2
1 9 7
Therefore, 135 + 62 =197
Try these:
a) 123 + 75 = d) 72 + 125 = g) 191 + 6 =
b) 147 + 51 = e) 135 + 62 = h) 61 + 135 =
c) 182 + 16 = f) 152 + 45 = i) 112 + 77 =

Activity 1.5.4

• Start by the number in the red colour and add all numbers.
• Write the answer in the empty circle.

a. 20 20 b.
...
20 20
20 ... 20 50 50
50 50
20 20
20 20

16
 Application activity 1.5.1

• Use the number cards in A, B and C and the cards with

+ , –
• Follow instructions and try the task below:
A 121 132 114 102 153 162
B 41 45 62 71 22 34
C 196 175 177 173 162 176
Instructions:
1. Take one number card from A ;
2. Put the card with + ;
3. Continue with a number card from B;
4. Put the card with the sign – ;
5. Then, find the answer from number cards in C.
Note that in all cases, the answers are found by adding
numbers of the A + B cards that are paired. The answer is the
one of the number card that suits in C.

Example: 121 + 41 = 162

1.5.2 Addition with carrying

Activity 1.5.5

Add the numbers

Example: 134 +28 = ___

17
We can add numbers using base ten blocks:
Base Ten blocks Number Addition
134 Hundreds Tens Ones
1 3 4
+ 2 8
100 30 4
1 6 2
Note that:
28 • 4 ones and 8 ones make 12.
• From 12, there is 1 ten and
2 ones.
• For better addition, 1 ten is
20 8
taken to the place value
of tens and 2 ones remain
in the place value of ones.

We can add numbers using a place value table:

Example: 134 + 28 =
Hundreds Tens Ones Add ones: 8 + 4=12. I write 2 in the
(H) (T) (O) place value of ones and I carry 1
1 to tens.
1 3 4 Add tens: 3+2=5, then 5+1= 6.
2 8 For hundreds: I copy 1.
+
Then, 134 + 28 = 162
1 6 2

To add 8 + 4, I can use counters as follows, then I write 2 in the

place value of ones and I carry 1 to the place value of tens:
8 + 4 = 12
OOOO OO OOOOO
OOOO OO OOOOO
OO
12 = 10 + 2

18
Look at the example. Try these:
a) Hundreds Tens Ones b) Hundreds Tens Ones
1 3 4 1 4 6
+ 4 8 + 2 9

c) Hundreds Tens Ones d) Hundreds Tens Ones

1 3 6 1 0 4
+ 4 2 + 6 4

e) 115 + 67= f) 126 + 72 =

Application activity 1.5.2

Add the following numbers

a) Hundreds Tens Ones b) Hundreds Tens Ones
1 0 5 1 3 9
+ 5 8 + 4 3

c) 77 + 96 = d) 85 + 46 = e) 137 + 26 =
f) 88 + 45 = g) 149 + 36 = h) 73 + 49 =

1.6 Word problems involving the addition of numbers whose

sum does not exceed 200
Activity 1.6
Read and find the answer
Example:
In the first week, the school receives 123 new pupils. In the
second week the school receives 54 more new pupils. Find the
total number of new pupils in the two weeks.
Solution:
Given: In the first week: 123

19
In the second week: 54
Question: The total or the sum =?
Operation: addition
Answer: 123 + 54 = 177.
The total number of new pupils in the two weeks is 177.
Look at the example. Then, try these:
1. Uwase has 120 marks in the first Given:
quiz. In the second quiz she Uwase marks on first quiz: ___
has 40 marks. Find the total
marks for Uwase. Marks on second quiz: ____
Question: The total or sum
(altogether)
Operation: _______
Answer:
2. Hirwa buys 100 cobs of maize. 3. Kagabo has only 65
The sister of Hirwa gives him 12 mathematics books.
more cobs. How many cobs Claudine has 95 books of
of maize does Hirwa have Mathematics. How many
altogether? books do they have
Cobs of maize altogether?
Books

Application activity 1.6

1. A farmer plants 112 trees on Monday Trees

morning. He plants 85 trees in the
afternoon. How many trees does the
farmer plant altogether?

20
2. There are 111 boys and 89 girls in P2. Boys and girls
Find the total number of pupils for P2.

3. Uwamahoro has 142 hens. Nkusi has Hens

32 hens. How many hens do they have
altogether?

1.7 Subtraction of numbers within 200

1.7.1 Subtraction without Borrowing
Activity 1.7.1

Use counters or beans to subtract numbers

Example: 200 -10 =
200
10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10

10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10

190
Then, 200 -10 = 190.

21
Look at the example. Try these:
a) 190 – 10 = d) 110 – 10 = g) 150 – 10 =
b) 180 – 10 = e) 100 – 10 = h) 140 – 10 =
c) 160 – 10 = f) 90 – 10 = i) 130 – 10 =

Activity 1.7.2

Use the blocks to subtract numbers

Example: 125 – 23 = ?
Before Subtraction After subtraction
Hundreds Tens Ones Hundreds Tens Ones

100 20 5 100 0 2
We take away 2 tens and 3 ones.
We have: 125 – 23 = 102

Look at the example. Try these

Hundreds Tens Ones Hundreds Tens Ones

189 – 16 =___ 196 – 56 =_____

22
 Activity 1.7.3

Use a table of place values to subtract numbers

Example: 174 - 23 =
Hundreds (H) Tens (T) Ones (O)
1 7 4
– 2 3
1 5 1
Then, 174 – 23 = 151.
Look at the example. Try these
a. 1 8 6 b. 1 8 7 c. 1 8 9
– 7 5 – 5 1 – 1 6

d) 165 – 62 = e) 156 – 45 =

Application activity 1.7

Subtract numbers
a) 196 – 56 = b) 189 – 77 = c) 164 – 22 =

1.7.2 Subtraction with borrowing

Activity 1.7.4
Subtract numbers Method 1:
Example: Find 25 - 9 =

25 – 9 = 16

23
Method 2: For ones: 5-9 is not possible because 5 is
less than 9; I borrow 1ten from 2. I find
Tens (T) Ones (O)
10 + 5 = 15.
1
Then 15-9 = 6
2 10 + 5 For the tens: I remained with 2 tens – 1ten
9 = 1 ten.
So, I bring 1 ten down.
1 6 Therefore, 25 – 9 = 16
Look at the example. Try these
a) 52 – 47 = b) 71 – 57 = c) 96 – 72 =

Activity 1.7.5

Subtract numbers
Example: 112 - 45 = ?
Hundreds (H) Tens (T) Ones (O)
0 10 + 0
1 1 10 + 2
– 4 5
0 6 7
Therefore, 112 - 45 = 67
Look at the example. Try these:
a. 1 5 2 b. 1 7 1 c. 1 9 6
– 4 7 – 5 7 – 1 6 4

d) 192 –164 = f) 143 – 48 = h) 131 – 129 =

e) 139 – 117 = g) 145 – 28 = i) 174 – 138 =

24
 Application activity 1.7.2

Subtract numbers
a) 105 – 58 = d) 85 – 46 = g) 146 – 39 =
b) 97 – 68 = e) 136 – 27 = h) 73 – 49 =
c) 193 – 34 = f) 105 – 86 = i) 87 – 29 =

1.8 Applying subtraction in real life situations

Activity 1.8
Examples: Solution:
1. Kariza has 125 avocados. Given: Number of all avocados is 125;
Kariza takes away 120 Number of avocados for selling is 120
avocados for selling. How Question: Number of the remaining
many avocados Kariza avocados is ….?
remains with?
Operation: Take away
The number of the remaining avocados
is 125- 120 = 5.

2. In the meeting of parents Solution:

at our school, 197 parents Given: Number of parents is 197;
are present. The number
Number of females is 88
of female parents is 88.
Find the number of male Question: Number of males is ….?
parents. Operation: Subtraction
The number of males = 197- 88 = 109.

Now, try these: Given: Number of cocks is …;

1. Our school has 200 cocks. Number of cocks to sell is ….
If the headmaster sells 50 Question: Number of remaining cocks
cocks, how
many cocks Operation: _______
remain? Answer:
Cocks

25
 2. Uwera has 170 eggs. 3. Before the rain, Mugisha has
Uwera is going to sell 60 200 bricks. After the rain 56 bricks
eggs. How are damaged. How
many eggs many bricks are not
will remain? damaged?
Eggs Bricks

Application activity 1.8

Do the following problem

Keza buys 178 cobs of maize. Keza gives 69 cobs of
maize to her visitors. How many cobs of maize does
Keza remain with? Cobs of maize

1.9 Multiplication of numbers by 2 and the multiples of 2

Activity 1.9.1
1) Form different groups of 2 objects (beans, bottle tops, small
stones etc).
2) Count the number of objects for 2 groups, 3 groups, etc.
3) Complete the total number of objects for groups in the
following table:
1 X 2= 2

2 X 2= 4

3 X 2= 6

4 X 2= 8

5X 2= 10

6X 2= 12

26
 7 X 2= 14

8 X 2= 16

9 X 2= 18

10 X 2= 20

4) Look at this picture. • Each group has 0 objects

• The total in all groups is 0
Do you accept that 0 x 2 = 0 ?

Activity 1.9.2

Multiply numbers. Fill in with the correct number

a) 4 x 2= ___ c) 7 x 2= ___ e) 8 x 2= ___
b) 5 x 2= ___ d) 2 x 2= ____ f) 10 x 2= ___

Activity1.9. 3
Fill in the missing numbers
a) 2=2 × d) 8= ×2 g) 14= 2 ×
b) 4=2 × e) 10= 2 × h) 16= ×2
c) 6= 2 × f) 12= ×2 i) 18= 2 ×

Application activity 1.9 1×2

10×2 2×2
Fill in the missing number in the
9×2 3×2
multiplication table by 2
8×2 4×2

7×2 5×2
6×2

27
1.10 Multiply a two-digits number by 2
Activity 1.10.1

Multiply by 2
Example 1: There are 2 groups of 10 matchsticks:

GROUP 1 GROUP 2

The total number of all matchsticks is 2 x 10 = 20

Example 2: We can multiply in a formal written method:
Tens (T) Ones (O) • Arrange numbers as per their
place values,
1 0
• Start multiplying ones by 2: 0 x 2 = 0
X 2
• Then, multiply tens by 2: 1 x 2 = 2
2 0 Therefore, 10 x 2 = 20
Refer to example and try these: a) 2 x 11= __ b) 2 x 13 = ___

Activity 1.10.2

Look at the example and make 2 groups of blocks:

a) b) c)

2 groups of 11 objects 2 groups of 12 objects 2 groups of 13 objects

Try these:
a) 11 x 2 = c) 13 x 2 = e) 20 x 2=
b) 12 x 2 = d) 14 x 2 = f) 21 x 1=

28
 Application activity 1.10

Multiply
a) 23 x 2= b) 30 x 2 = c) 31 x 2 =

1.11 Word problems involving the multiplication by 2

Activity 1.11
Read and find the answer
Example: Solution:
There were 42 desks in Given: Number of desks =42
the room. If 2 people sit Number of people on each desk =2
on each desk, what is Question: Total number of people in
the number of people in the room = ?
the room? Operation: Multiplication
Calculation: 42 x 2 =84
Answer: The number of people in the
room is 84.
Try these:
1) There are 30 pupils in P2. Every pupil brings 2 bottles of
water. How many bottles are there?
2) 34 pupils carry cabbages. Each pupil carries 2
cabbages. How many cabbages do all pupils carry?

Application activity 1.11

Multiply
The street of our Village has 33 trees on one
side.
If the road has two sides, how many trees are
along the street of our Village?

29
1.12 Multiplication of numbers by 3 and the multiples of 3
Activity 1.12.1
1) Form different groups of 2 objects (beans, bottle tops,
small stones etc).
2) Count the number of objects for 2 groups, 3 groups, etc.
3) Complete the total number of objects for groups in the
following table:
1 × 3= 3

2 × 3= 6

3 × 3= 9

4 × 3= 12

5 × 3= 15

6 × 3= 18

7 × 3= 21

8 × 3= 24

9 × 3= 27

10 × 3= 30

4) Look at this picture. • Each group has 0 objects

• The total in all groups is 0
Do you accept that 0 x 3 = 0 ?

30
 Activity 1.12.2

Fill in the missing numbers

a) 3= ×3 d) 12= ×3 g) 21= ×3
b) 6= ×3 e) 15= ×3 h) 24= ×3
c) 9= ×3 f) 18= ×3 i) 27= ×3

Activity 1.12.3

Look at the picture. Complete the number:

1) 3 × 2 = ___

2) 3 × 2 = ___
4) Complete by true or false 3 x 2= 2 x 3 = 6 ___
5) Complete: 4 x3 = 12, then, 3 x 4= ___

Application activity 1.12

Fill in the missing number in the multiplication table by 3

1 2 3 4 5 6 7 8 9 10
a) ×3
... ... ... ... ... ... ... ... ... ...

30 1×3
10×3 2×3
b)
9×3 3×3

8×3 4×3

7×3 5×3
6×3

31
1.13 Multiply a two-digit number by 3

Activity 1.13.1
Multiply the number by 3
Example 1: Let us se how to find 3 x 10 = __.
a) We can use 3 groups of 10 matchsticks:

GROUP 1 GROUP 2 GROUP 3

The total number of all matchsticks is 3 x 10 = 10 x 3 = 30

b) We can use a vertical multiplication in a place value table
or a formal written method:
Tens (T) Ones (O)
1 0
X 3
3 0
Then, 10 x 3 = 30
Example 2: Look at the groups of blocks.

3 groups of 11 objects 3 groups of 12 objects 3 groups of 13 objects

a) 3 x 11 = 22 b) 3 x 12 = 36 c) 3 x 13 = ___
Do the same and try these:
d) 3 x 20 = g) 3 x 23 = j) 3 x 32 =
e) 3 x 21 = h) 3 x 30 = k) 3 x 33 =
f) 3 x 22 = i) 3 x 31 = l) 3 x 41 =

32
 Activity 1.13.2

Multiply the number by 3.

Example: 31 x 3 = 3 1 Ones: 1x 3 = 3;
Tens: 3x 3 = 9;
× 3 Then,
9 3 31 x 3 = 93
Note that : 31 x 3 = 3 x 31 = 93
Look at the example. Try these:
a) 21 b) 22 c) 23 d) 30
×3 ×3 ×3 ×3

Application activity 1.13

Multiply the following numbers:

a) 41 b) 32 c) 33 d) 40
× 3 × 3 × 3 × 3

1.14 Word problems involving multiplication by 3

Activity 1.14
Read and find the answer
Example: Solution:
When planting trees, every Given:
pupil plants 3 trees. Find the The total number of pupils is 51
number of trees planted by Each pupil plants 3 trees.
Question: Number of trees planted
51 pupils.
by 51 pupils is… ?
Operation: Multiplication
Answer : The number of trees plant-
51 times 3 trees make ___trees ed by 51 pupils: 51 x 3 = 153
The number of trees planted by 51
pupils is 153.

33
Look at the example. Try these:
1. The school has 3 classrooms. Every classroom has 33 girls. Find the
total number of girls of the school.
2. I buy 50 pens per term: the first, the second and the
third term. Find the total number of pens at the end of
the 3 terms.
Pens
3. Butera buys 3 boxes of soap. Each box contains 32
bars of soap. Find the number of bars of soap in 3
boxes. Soaps

Application activity 1.14

Do the following problems.

1. Our garden has 3 lines of flowers. Each line 3 times 23

has 23 flowers. What is the number for all flowers make
flowers in the garden? __flowers
Flowers
2. Kamariza’s hens lay 40 eggs per day. 3 times 40
How many eggs do hens lay in 3 days? eggs make
___eggs
Eggs

3. In our church people sit in 3 parts. Every 3 times 43

part has 43 people. Find the number of people make
people who sit in the church. ___people

chairs

34
1.15 Division without a remainder of a two or three-digit
number by 2
Activity 1.15.1
1. Count the number of objects you have.
2. Group them equally in 2 groups.
3. Count and write down the number of objects for each group.
a) b)

20 :2 = 10 18 :2 = 9
There are 20 balls. There are 10 balls There are 18 leaves. There are 9
in each group. leaves in each group.

Look at the example. Try these:

tomatoes
c)
d)
bananas
:2 = :2 =

e)
hats
f) flowers

:2 = :2 =
g) pineapples
h) beans

:2 =
:2 =

Activity 1.15.2

1) Look at this example and fill in the division table

:2 2 4 6 8 10 12 14 16 18 20
1 ... ... ... 5 ... ... ... ... ...

35
 2) Divide the following correctly
a) 20 : 2 = c) 16 : 2 = e) 12 : 2 =
b) 18 : 2 = d) 14 : 2 = f) 10 : 2 =

3) Fill in the missing number

a) : 2 = 7 e) : 2=3
b) : 2 = 9 f) : 2=2
c) : 2 = 5 g) : 2 = 6
d) : 2 = 8 h) : 2 = 4

Activity 1.15.3
Divide numbers
Example:
Divide 64 ÷ 2= __
To divide 64 into 2 groups:
2 ones • You can divide the 6
bundles of tens into
2 groups and find 3
2 ones
bundles of ten,
• Then divide the 4 units
3 tens 3 tens into 2 and get 2 units.

64 : 2 = 32
32 Explanation:
2 6 4
Tens (T) Ones (O)
– 6
0 4 6 : 2=3 4 : 2=2
– 4 64 : 2= 32
00

36
Look at the example. Try these:
a) 2 22 d) 2 26 g) 2 28

b) 2 88 e) 2 78 h) 2 24

c) 2 38 f) 2 76 i) 2 98

Example 2: Divide and complete: 120 ÷ 2 = ___

1 : 2 It is now impossible
60 we take two digits (12)
2 120
– 12
000 12 : 2 = 6
– 0
0 0 : 2 = 0
Therefore, 120 ÷2 = 60
Look at the example. Try these:
a) 200 : 2 = c) 186 : 2 = e) 182 : 2 =
b) 188 : 2 = d) 184 : 2 = f) 180 : 2 =

Application activity 1.15

Follow the example below to divide numbers using long division

a) 48 : 2 = e) 66 : 2 = h) 82 : 2 = k) 168 : 2 =
b) 60 : 2 = f) 68 : 2 = i) 42 : 2 = l) 166 : 2 =
c) 62 : 2 = g) 80 : 2 = j) 46 : 2 = m) 164 : 2 =
d) 64 : 2 =

What have you learnt in this lesson?

37
1.16 Word problems involving the division of a number by 2
Activity 1.16
Read and find the answer
Example: Solution:
If 2 schools have 148 books Given:
to be equally shared, how Number of books = 148
many books can each Number of schools to share
school get? books = 2
Question:
Number of books for 1 school = ?
Operation: Division
The number of books for each
school: 148 ÷ 2 = 74
The number of books for each
school is 74.
Look at the example. Try this:
The teacher has 48 notebooks. The teacher shares the notebooks
equally to Kaneza and Keza. How many notebooks can each
get?

Application activity 1.16

Divide numbers
We put 80 chairs in two groups. Find the number of chairs for
each group.

38
1.17 Division without a Remainder of a two or three-digit
number by 3

Activity 1.17.1
1. Count the number of objects
2. Write their number
3. Group them equally in 3 groups.
4. Write down the number of objects for each group.
Example:

18 : 3 = 6

There are 18 cabbages. There are 6 cabbages in each group.

15 : 3 = 5

There are 15 jugs. There are 5 jugs in each group.

Look at the example. Try these:
tomatoes

: 3 =

Avocados

: 3 =

39
 Activity 1.17.2

Divide and complete the following tables:

: 3 3 6 9 12 15 18 21 24 27 30
×3
1 2 ... ... ... 6 ... ... ... 10

: 3 3 ... 9 ... 15 ... 21 ... 27 ...

×3
... 2 ... 4 ... 6 ... 8 ... 10

Activity 1.17.3

Divide by 3
Example: 126 ÷ 3 = ___

126 : 3 = 42

1 : 3 It is impossible
42
we take two digits (12)
3 126
– 12 12 : 3 = 4
006 copy down 6
– 6
6 : 3 = 2
0
Look at the example. Try these:
a) 3 189 b) 3 156 c) 3 123 d) 3 159

40
 What have you learnt in this lesson?

1.18 Word problems involving the division of a number by 3

ctivity 1.18
Read and find the answer
189 laptops
Nyanza district receives 189 school 1
laptops. These laptops must be
equally shared in 3 schools. How school 2

many laptops can each school

get? school 3

Solution:
Given:
Number of all laptops is 189
Number of schools to be given is 3
Question: Number of laptops for each school is…. ?
Operation: Division
Laptops to be shared to each school: 189 ÷ 3 = 63
The number of laptops for each school is 63.
Look at the example. Try these:
1. There are 36 notebooks. Share the notebooks equally
to 3 pupils. What is the number of notebooks for each
pupil?
2. In our school we have 69 flowers on 3 lines. If the lines
have equal number of flowers, find the number of
flowers on each line.

41
 3. The head teacher of our 186 textbooks Class 1
school has 186 text books.
He wants to share them Class 2
equally to 3 classes. How
many books can he give to Class 3
each class?

Application activity 1.18

Read the word problem on division. Find the answer.

1. The health centre in our village has 159 mosquito nets to
be shared equally among 3 villages. How many mosquito
nets can each village get?
2. The hens for Butera produce
the total of 180 eggs in 3 days. If
hens produce the same number
of eggs per day, How many
eggs do hens produce in one
day?
eggs

What have you learnt in this lesson?

42
 END UNIT ASSESSMENT

1. Write in words or in figures 2. Write the number

(a) 187: (a) 7 ones 1 hundreds 5 tens =
(b) One hundred and (b) 5 ones 1 hundreds 7 tens =
ninety-seven:
3. What is the place value for the digit underlined?
(a) 186 (b) 147 (c) 134 (d) 125

4. Use <, > and = to compare these numbers

a) 195 159 (b) 171 168 (c) 186 186
5. Arrange the following numbers in increasing order.
179, 189, 198, 187, 178, 197
6. Arrange the following numbers in decreasing order.
198, 187, 178, 107, 189, 199
7. Add:
(a) 143 + 53 = (c) 75 + 118 =
(b) 87 + 108 = (d) 166 + 33 =
8. Subtract the following:
(a) 195 – 172 = (c) 151 – 109 =
(b) 167 – 136 = (d) 132 – 78 =
9. Complete the following multiplication tables
0 ... 2 ... 4 ... 6 ... 8 ... 10
×2
... 2 ... 6 ... 10 ... 14 ... 18 ...

43
 ... 1 ... 3 ... 5 ... 7 ... 9 ...
×3
0 ... 6 ... 12 ... 18 ... 24 ... 30

10. Multiply:
(a) 43 (b)
23 (c)
34 (d)
32
× 2 × 3 × 2 × 2

11. Fill in the missing numbers

0 ... 4 ... 8 ... 12 ... 16 ... 20
×2
... 1 ... 3 ... 5 ... 7 ... 9 ...
... 3 ... 9 ... 15 ... 21 ... 27 ...
×3
0 ... 2 ... 4 ... 6 ... 8 ... 10

12. Work out the following division

(a) 86 : 2 = (b) 159 : 3 = (c) 180 : 2 =
(d) 126 : 3 = (e) 168 : 2 = (f) 126 : 3 =
13. Read and find the answer:
a) Gisa has 97 cows. His sister Keza has 98 cows. How
many cows do they have altogether?
b) Butera had 159 bananas. He sold 98 bananas. How
many bananas remained?
c) Kaneza has 2 boxes of biscuits. There are 64 biscuits
in each box. How many biscuits does Kaneza have
altogether?
d) Jabo has 196 cows. He wants to share them equally
between his 2 children. How many cows can each
child get?

44
 Unit
NUMBERS UP TO 500
2
2.0 Introductory activity
Look at the following picture.

100 201 219 317 489

1) What do you see?

2) How many children do you see in the picture?
3) How many cards do they have?
4) Can you read numbers on the cards?
5) What do you expect to learn in this unit?

2.1 Counting, reading and writing numbers up to 500

Activity 2.1.1
There are number cards with different numbers: 199, 200, 201,
210, 225 and 389.
Pick the number card. Read the number to your friends.
Activity 2.1.2

Copy and read the following numbers

200 210 220 230 240 250 260 270 280 290 300
300 310 320 330 340 350 360 370 380 390 400
400 410 420 430 440 450 460 470 480 490 500

45
 Activity 2.1.3

Read numbers you see on the sign posts.

Then, complete sentences:
KG: Kigali 1. There are 2 sign posts that
show KG. Complete their
numbers:
School
• One sign post shows
KG ____
• Another sign post
shows KG ____.
2. When you follow the road,
Teta Keza Manzi the school is at ___ metres.

Activity 2.1.4

1) Count in hundreds and fill in the missing numbers:

100 200 300

2) Fill in the missing numbers:

400 401
410
420 429
430 436
440
450 456
460 465
470 472
480 484
490 500

46
 Activity 2.1.5

Fill in the missing numbers

200 201 202 …. … … … 207 … … …
240 … …. …. … … … ….. … … …
260 … …. …. …. … … …. … … …
290 291 …. …. …. … … ….. … … …
320 … …. …. …. … … ….. … … …
350 … …. …. …. … … ….. … … …
370 … …. …. 374 … … ….. … … …
480 … …. …. …. … … ….. … … …
490 … …. 493 …. … … ….. … … 500

Activity 2.1.6
1. Look at the picture below. What do you see?
2. Copy and read numbers you see on number cards.

Application activity 2.1

1) Fill in the missing numbers:

a)
200 201 202 204 206 208 210

47
b)
210 220 230 250 270 290
c)
410 420 430 450 470 490
2) Say and complete the missing numbers:
a. 200 220 280 380

b. 310 320 330 350 370 390

c. 305 315 335 355 375 395

What have you learnt in this lesson?

2.2 Place values of numbers up to 500

Activity 2.2.1
1. Use the abacus to represent the number.
2. Complete the number in the place value table.
Example:
235 205 230

2 3 5 2 0 5 2 3 0

48
 Hundreds Tens Ones Hundreds Tens Ones Hundreds Tens Ones
(H) (T) (O) (H) (T) (O) (H) (T) (O)
2 3 5 2 0 5 2 3 0

235 = 2 hundreds 3 205 = 2 hundreds 0 230 = 2 hundreds 3

tens 5 ones tens 5 ones tens 0 ones

Look at the examples. Try these:

a) 235 b) 228 c) 445 d) 267 e) 378 f) 484

Activity 2.2.2

Use the place value table to group numbers into hundreds (H),
tens (T) and ones (O).
a) 231 = __ hundreds __ tens __ one
b) 214 = __ hundreds __ ten __ ones
c) 315 = __ hundreds __ ten __ ones
d) 461 = __ hundreds __ tens __ one
e) 417 = __ hundreds __ ten__ ones
f) 368 = __ hundreds __ tens __ ones

Activity 2.2.3

1) Write the numbers.

Example: 2 Hundreds 4 Tens 1 One = 241
a) 2 Hundreds 1 Ten 4 Ones = f) 2 Hundreds 6 Tens 8 Ones =
b) 3 Hundreds 6 Tens 2 Ones = g) 3 Hundreds 9 Tens 0 Ones =
c) 4 hundreds 7 tens 6 Ones = h) 4 Hundreds 0 Tens 8 Ones =
d) 2 Hundreds 4 Tens 7 Ones =
i) 3 Hundreds 0 Tens 2 Ones =
e) 3 Hundreds 5 Ones 8 Tens =

49
2) Use the abacus or base ten blocks to represent the number
by hundreds (H), tens (T) and ones (O).
Example:
Use bottle tops (green for hundreds, blue for tens and red for
ones) to fill the table below: (You can put the bottle tops on
top of each other to fit them in)
Hundreds (H) Tens (T) Ones (O)

165

475

Application activity 2.2

1) Write the following number in the place value table

a) 469 b) 427
2) Complete with the correct digits.
a) 298 =__hundreds ___tens ___ones
b) 347 =__hundreds ___tens ___ones

What have you learnt in this lesson?

2.3. Expanding numbers up to 500

Activity 2.3.1
Expand these numbers.
Examples: Solution:
1) Expand 246. Hundreds(H) Tens (T) Ones (O)
2 4 6

50
 246 = 2 hundreds 4 tens 6 ones
246 = 200 + 40 + 6 = (2x100) + (4x10) + (6x1)
2) Expand 383 Solution:
H T O
3 8 3

3 Hundreds 8 Tens 3 Ones

382 = 300 + 80 + 3 = (3x100) + (8x10) + (3x1).
Look at the examples. Try these:
Expand the numbers below:
a) 325 c) 312 e) 432
b) 429 d) 283

Activity 2.3.2

Find the expanded numbers.

Examples: Solution: Putting 4 hundreds and 6 tens
a) 400 + 60 + 9 and 9 ones together is 469
400 + 60 + 9 or 40 0
60
+ 9
469
b) 300 + 80 + 7 Solution: Putting 3 hundreds and 8 tens
and 7 ones together is 387
300 + 80 + 7 30 0
80
+ 7
387
1) 100 + 30 + 6 2) 300 + 40 + 9 3) 400 + 0 + 6

51
 Application activity 2.3

1) Expand the number:

a) 257 b) 492
2) Find the expanded number: 300 + 90 + 9

What have you learnt in this lesson?

2.4 Writing numbers in words

Activity 2.4.1

Write numbers in words.

Example: 382 Hundreds Tens Ones
3 8 2
382= 3 Hundreds 8 Tens 2 Ones = (3 x 100) + (8 x 10) + (2 x 1).
Therefore, 382= three hundred and eighty-two.
200: two hundred 203: two hundred and three
201: two hundred and one 204: two hundred and four
202: two hundred and two 205: two hundred and five

Then, use the example and try these:

Write numbers in words:
a) From 265 up to 270 d) From 471 to 490
b) From 345 up to 350 e) From 360 up to 365
c) From 295 up to 300

52
 Activity 2.4.2
Read and write these numbers in figures.
a) Two hundred and eighty.
b) Four hundred and thirty-seven.
c) Three hundred and five.

Application activity 2.3

Read and write these numbers in words

a) 325: b) 175 c) 298

What have you learnt in this lesson?

2.5 Comparing numbers up to 500

Activity 2.5.1

1. Get number cards. Represent the number on the abacus.

2. Compare numbers using < (less than) > (greater than) or =
(equal to)
Example: Compare 203 and 431
H T O H T O

2 0 3 < 4 3 1

Then, 203 < 431.

53
Try these
a) 315 235 c) 479 479

b) 388 381 d) 393 500

Activity 2.5.2

Use <, > or = to compare numbers

a) 469 469 d) 490 404 g) 222 222

b) 336 467 e) 318 285 h) 301 301
c) 363 431 f) 445 358

Activity 2.5.3
Read and find the answer
In the second term, P2 pupils do an exam. Butera has 351
marks, Mutoni has 473 marks, Kabarisa has 380 marks, Uwase
has 390 marks and Mukayiranga has 429 marks.

Compare marks for the pupils and say who has more or less marks.
a) Kabarisa and Mutoni f) Uwase and Butera
b) Butera and Kabarisa g) Kabarisa and Mukayiranga
c) Uwase and Mutoni h) Mukayiranga and Butera
d) Butera and Mutoni i) Uwase and Mukayiranga
e) Uwase and Kabarisa j) Mukayiranga and Mutoni

54
 Application activity 2.5

Compare numbers
Each class is growing carrots.

The number of carrots for each class is given in this table:

Class P1 P2 P3 P4 P5 P6
Number of carrots 158 261 356 398 434 497
Compare the number of carrots for the following classes:
Example: As 158 < 356, the number of carrots for P1 is less than
the number of carrots for P3.
a) P1 and P3 f) P2 and P5
b) P2 and P3 g) P6 and P1
c) P3 and P4 h) P4 and P2
d) P4 and P5 i) P5 and P3
e) P5 and P6

What have you learnt in this lesson?

55
2.6 Arrange numbers within 500 in increasing or
decreasing order
2.6.1 Arrange numbers from the smallest to the biggest.
Activity 2.6.1

Read and find the answer

Use bundles of sticks / Base ten blocks or counters. Form the
following numbers: 230, 200, 350, 300, 499 and 400.
Arrange these numbers from the smallest to the biggest
number.

Activity 2.6.2

Read and find the answer

Get the number cards and

arrange them from one
with the smallest number
to the one with the
biggest number. Read the
number.

56
 Activity 2.6.3
Arrange the following numbers from the smallest to the biggest
a) 425, 475, 303 e) 242, 473, 365 i) 394, 421, 275
b) 335, 284, 400 f) 409, 499, 337 j) 306, 360, 301
c) 497, 500, 251 g) 247, 479, 352 k) 415, 451,154
d) 345, 482, 223 h) 428, 500. 268 l) 226, 262, 215

2.6.2. Arranging numbers from the biggest to the smallest

Activity 2.6.4
Look at the number cards. Read and do the following.

235 278 298 324 365 395 415 434 478 490

1. How are they arranged? Read aloud the number on

each number card.
2. Arrange your number cards from the one with the
biggest to the one with the smallest number.

Application activity 2.6

Arrange the following numbers from the biggest to the smallest

number
a) 252, 475, 330 c) 479, 500, 315
b) 453, 248, 500 d) 254, 328, 432

What have you learnt in this lesson?

57
2.7 Addition of numbers whose sum does not
exceed 500
2.7.1 Addition without carrying
Activity 2.7.1

Read and do the following.

1) There are two groups of bundle of sticks/ base ten blocks or
counters (beans).
The first group has 200 beans. The second group has 40 beans.

Put all the beans together. What is the total number?

2) Think and give the sum of these numbers
a) 200 + 50 = c) 220 + 30 = e) 300 + 50 =
b) 200 + 20 = d) 250 + 50 = f) 350 + 50 =

Activity 2.7.2

Add and write the answer in the correct circle

a. b. 100
150 ... 50 ... 100

150 150 100 100 100

58
 d. c. 50 50
... 50 e. ...
50
50 ... 50
300 200 50 50 250 250
50 50

Activity 2.7.3
Read and fill in the missing number.
Form two groups of bundle of sticks/ base ten blocks or counters
(beans): the first group contains 225 objects; the second group
contains 163 objects. Put all the objects together. The total
number is 225 +163 =____

Activity 2.7.4

Add numbers.
Example: 223 + 274 = 497
Hundreds (H) Tens (T) Ones (O) - Add downwards;
2 2 3 - Start from the place
+2 7 4 of ones on your
4 9 7 right.
Look at the example. Try these:
a) 223 + 175 = d) 247 + 251 = g) 382 + 116 =
b) 335 + 162 = e) 352 + 145 = h) 291 + 206 =
c) 312 + 177 = f) 264 + 225 = i) 315 + 181 =

Application activity 2.7.1

Add numbers
1) Add: a) 272 + 225 = b) 361 + 135 = b) 226 + 272 =

59
2) Use the number cards in A, B and C and the cards with +
, = . Follow instructions and try the task below:
A. 221 214 253 262 281 235
B. 97 245 154 121 212 234
C. 318 469 407 383 459 493

1. Take one number card from A ;

2. Put the card with + .
3. Continue with a number card from B;
4. Put the card with the sign = .
5. Then, find the answer from number cards in C.
Note that in all cases, the answers are found by adding the A
+ B cards that are paired. The answer is the one of the number
card that suits in C.

Example: 221 + 97 = 318

2.7.2 Addition with carrying

Activity 2.7.7

Add numbers
Example: 268 + 154 = ?

a) We can use base ten blocks to add:

H T O

make

200 60 8

60
 make

100 50 4

400 20 2
Therefore,
268 + 154 = 422
b) We can add in the table of place value:
Hundreds (H) Tens (T) Ones (O)
1 1
2 6 8
+ 1 5 4
4 2 2
Therefore, 268 + 154 = 422
Use the example and try these:
a) 225 + 167 = d) 117 + 375 = g) 372+ 128 =
b) 334 + 148 = e) 154 + 228 = h) 185+ 315 =
c) 146 + 229 = f) 265 + 228 = i) 192+ 278 =

Application activity 2.7.2

Add numbers
a) 205 + 258 = c) 339 +1 43 = e) 337 + 126 =
b) 277+ 196 = d) 285+146 = f) 288 + 145 =

61
2.8 Word problems involving the addition of numbers
Activity 2.8

Read and find the answer

Example: Solution:
Nahimana has 225 marks Given: First term marks = 225
in the first term. In the Second term marks = 215
second term Nahimana Question: Total marks for two
has 215 marks. Find the terms = ?
total number of marks for
Operation: Addition
Nahimana in two terms.
Calculation: The total marks for
Nahimana: 225 + 215 = 440
The total marks for Nahimana is
440.

Try these:
Today the head teacher buys
265 books for Mathematics and
19 books for Kinyarwanda. How
many books does the head
teacher buy altogether?

Application activity 2.8

Read and find the answer

Kanyinya Village plants 312 trees on Umuganda. Muhima

Village plants 188 trees. How many trees are planted
altogether by the two Villages on the Umuganda day?

62
2.9 Subtraction of numbers within the range of 500
2.9.1 Subtraction without borrowing
Activity 2.9.1

Read and find the answer

Look at the pictures below. There are 10 books. Kamana gives
6 books to Erica. How many books can remain on the table?

Kamana gives 6 books to Erica

Activity 2.9.2

Find the answer.

a) 500 - 50 = d) 200 - 50 = g) 450- 50 =
b) 400 - 50 = e) 100 - 50 = h) 350 - 50 =
c) 300 - 50 = f) 50 - 50 =

Activity 2.9.3

Find the answer.

Get 345 counters. Take Hundreds Tens Ones
away 132 of them. Then
count the remaining
counters. Say and write
their number.

345 -132 = ___

63
 Activity 2.9.4

Subtract numbers.

Hundreds (H) Tens (T) Ones (O) - From ones: 6-3=3

4 9 6 - Tens: 9-2=7
- 2 2 3 - Hundreds: 4-2=2
2 7 3 Then, 496 - 223 = 273

Look at the example. Try these:

a) 486 - 275 = d) 487 - 351 = g) 382 - 216 =
b) 365 - 162 = e) 356 - 145 = h) 396 - 156 =
c) 289 - 177 = f) 464 - 252 = i) 485 - 473 =

Activity 2.9.5

Fill in the missing numbers.

a) 376= - 124 d) 250 = 475 - g) 287 - = 47
b) 420= - 78 e) 455 = 495 - h) 366 - = 140
c) 315= - 140 f) 330 = 478 - i) 474 - = 124

Application activity 2.9.1

• Use the number cards in A, B and C and the cards with

- , = ..
• Follow instructions and try the task below:
a. 324 232 414 282 353 444
b. 221 130 314 231 233 314
c. 100 120 130 103 51 102

64
 Use them to do the task below:
1. Take one number card from A;
2. Put the card with - .
3. Continue with a number card from B;
4. Put the card with the sign = .
67 cards in C.
5. Then, find the answer from number

Note that in all cases, the answers are found by adding the A
+ B cards that are paired. The answer is the one of the number
card that suits in C.
Example: 324 – 221 = 103

2.9.2 Subtraction with borrowing

Activity 2.9.6

Subtract numbers
Example: 462 – 245 = ___

a) We can use base ten blocks:

Hundreds Tens Ones

Therefore, 462 – 245 = 217

65
b) We can use the place value table or a standard written
method:
Hundreds Tens Ones For ones: 2-5 is now impossible.
(H) (T) (O) I borrow one tens equivalent to
10 ones and then
5
10 Ones + 2 ones = 12
4 6 10+2
Then, 12 - 5 = 7
-2 4 5
For tens: 5 - 4 = 1
2 1 7
For Hundreds: 4 - 2 = 2.

Therefore, 462 – 245 = 217

Look at the example. Try these:
a) 452 - 247 = c) 264 - 139 = e) 345 - 228 =
b) 343 - 148 = d) 471 - 357 = f) 465 - 258 =

Application activity 2.9.2

Subtract numbers
a) 400 - 358 = c) 493 - 334 = e) 336 - 327 =
b) 397- 268 = d) 485 - 346 = f) 485 - 248 =

2.10 Word problems involving subtraction

Activity 2.10

Read and find the answer

Example: Solution:
1. Keza has 127 Given: Total number of bananas is 127
bananas. Keza takes Number of bananas to sell is 100
away 100 bananas Question: Number of remaining
to sell. How many bananas is….?
bananas does Keza Operation: Subtraction
remain with? The number of remaining bananas is
127 -100 = 27.

66
Example: Solution:
2. Our school has 378 Given: Total number of pupils = 378
pupils. 132 pupils are Number of pupils in P6
in P6. How many Question: Number of pupils in other
pupils are in other classes than P6 = ?
classes than P6?
Operation: Subtraction
The number of pupils in other classes
is 378 -132 = 246.

Look at the examples. Try this:

Tito has got 170 eggs. In this morning 87 are broken.
How many eggs are remaining?

Application activity 2.10

Read and find the answer.

Makuza has 466 sacks of beans.
His Sister has 387 sacks of beans.
a) Who has more beans?
b) What is the difference between the
number of sacks of Makuza and his sister? sacks of beans

2.11 Multiplication of whole numbers by 4 and the

multiples of 4
Activity 2.11.1

1) Form different groups of 2 objects (beans, bottle tops, small

stones etc).
2) Count the number of objects for 2 groups, 3 groups, etc.
3) Complete the total number of objects for groups in the
following table:

67
 1× 4= 4
2 × 4= 8
3 ×4= 12
4 × 4= 16
5 × 4= 20
6 × 4= 24
7 × 4= 28
8 × 4= 32
9 × 4= 36
10 × 4= 40
Note that 0 x 4 = 0

Activity 2.11.2

Fill in the missing number in the empty box

a) 4 = ×4 d) 16 = 4 × g) 28 = ×4
b) 8 = ×4 e) 20 = ×4 i) 32 = 4 ×
c) 12 = ×4 f) 24 = 4 × k) 36 = ×4

Activity 2.11.3

Observe the figure and complete the number sentence:

1) 3 ×4 = ___

2) 4 ×3 = ___

3) Complete by true or false

3 ×4 = 4 ×3 = ___

68
 4) Complete: 12 x 4 = 48. Then, 4 x 12 = ___

Application activity 2.11

Use the multiplication by 4 to complete the missing number

1 2 3 4 5 6 7 8 9 10
a) X 4
... ... ... ... ... ... ... ... ... ...
...
40
1×4 ...
b) 10 × 4 2×4

... ...
9×4 3×4

... 8 × 4 4 × 4 ...

7×4 5×4
... 6×4 ...
...

2.12 Multiply a two-digit number by 4

Activity 2.12.1

Multiply numbers
Look at base ten blocks.
Then, complete.
Let us find 4 x 21= ___
21 x 4 = ___ 21 21 21 21

We can multiply using the formal written method:

69
Example: Tens (T) Ones (O)

2 1 2 1
× 4 × 4
84 8 4
Look at the example. Try these:
a) b)
Tens (T) Ones (O) Tens (T) Ones (O)
1 1 3 0
X 4 x 4

c) 12 × 4 = e) 20 × 4 = g) 32 × 4 =
d) 21 × 4 = f) 31 × 4 = h) 4 × 40 =

Activity 2.12 .2

Multiply numbers by 4:
Example: 5 2 a) 7 1 b) 7 2 C) 8 0 d) 9 2

× 4 × 4 × 4 × 4 × 4
208 ... ... ... ...

Application activity 2.12

Multiply and complete:

a) 4 × 41 = c) 4 × 51 =
b) 4 × 40 = d) 4 × 61 =

70
2.13 Word problems involving the multiplication of a
number by 4
Activity 2.13
Read and find the answer
Example: Solution:
We are 42 pupils in the Given:
classroom. Every pupil Number of pupils in the classroom = 42
has 4 books. Find the Number of books per pupil = 4
number of books we
Question: Number of books for all
have in our classroom.
pupils = ?
Operation: Multiplication
Total number of books: 42 × 4 = 168
The total number of books is 168

Look at the example. Ty these:

1) At our school we are 82 pupils. We are going to plant trees
so that every pupil plants 4 trees. How many trees can we
plant?
2) In the morning assembly the P3 pupils
stand on 4 lines in front of their classroom.
If there are 22 pupils on each line, find the
number of pupils in the morning assembly.
Pupils in front of the classrooms

Application activity 2.13

Read and do the following:

1) A car has 4 wheels. How many wheels are there on 35 cars?
2) A bus carries 36 people. How many people are carried by
4 such buses?

71
2.14 Division of a two or three-digit number by 4 without
a remainder
Activity 2.14.1
1. Count the number of objects you have.
2. Group them equally in 4 groups.
3. Count and write down the number of objects for each
group.
Example:

40 : 4 = 10

Tomatoes

Look at the example. Try these:

1) Count and write down the number of objects for each group.
a.
: 4 =

Avocadoes

b.
: 4 =

pencils

c. : 4 =

cups

72
 d.
: 4 =

cabbages
2) Use multiplication or division by 4 to fill in the missing numbers.

... 2 ... 4 ... 6 ... 8 ... 10

×4 : 4
4 ... 12 ... 20 ... 28 ... 36 ...

Activity 2.14.2

Divide by 4
Example:
8 4 : 4= 21
21 a) 4 44 b) 4 64 c) 4 76
4 8 4
– 8
d) 4 56 e) 4 84 f) 4 68
04
– 4
0
Look at the example. Try these:
a) 80 ÷ 4 = b) 64 ÷ 4 = c) 88 ÷ 4 = d) 92 ÷ 4 =

Activity 2.14.3

Divide a 3-digit number by 4:

Example: 120÷4 = ?
30 1 : 4 is now impossible
4 120 We take two digits (12)
– 12
00 0 12 : 4 = 3
– 0 0 : 4=0
0

73
Look at the example. Try these:
a) 500 : 4 = c) 492 : 4 = e) 284 : 4 = g) 376 : 4 =
b) 296 : 4 = d) 388 : 4 = f) 480 : 4 = h) 472 : 4 =

Application activity 2.14

Divide and write the answer

a) 96 ÷ 4 = c) 368 ÷ 4 = e) 260 ÷ 4 = g) 252 ÷4 =
b) 72 ÷ 4 = d) 464 ÷ 4 = f) 456 ÷ 4 = h) 448 ÷ 4 =

2.15 Word problems involving the division of a number by 4

Activity 2.15
Read and find the answer
Example: Solution:
The head teacher Given:
buys 488 books. Head There are 448 books
teacher shares the There are 4 classes
books equally to 4 Question: Number of books per class =?
classes. How many Operation: Division
books does each class Each class received: 488 ÷ 4 = 122
get? Each class got 122 books.

Look at the example. Try these:

1. We are 4 children at home.
Our Mum wants to share 144
notebooks equally. How many
notebooks does each child get?
2. There are 368 people in the main hall.
People sit in 4 equal columns. How many
people are in each column?
People sit in columns

74
 Application activity 2.15

Read and find the answer.

Head teacher has 320 pens. He shares them equally among 4
classes. How many pens does each class get?

2.16 Multiplication of numbers by 5

Activity 2.16.1
1) Form different groups of 5 counters (beans or bottle tops).
2) Count the number of counters for 2 groups, 3 groups, etc.
3) Complete the total number of counters for groups in the
following table:
1 × 5=5

2 × 5=10

3 × 5=15

4 × 5=20

5 × 5=25

6 × 5=30

7 × 5=35

8 × 5=40

9 × 5=45

10 × 5=50

75
 Activity 2.16.2

1) Fill in the missing number in the box.

Example: 15 = 3 × 5
a) 5= × 5 d) 20= 5 × g) 35= × 5
b) 10= × 5 e) 25= × 5 h) 40= × 5
c) 15= × 5 f) 30= × 5 i) 45= × 5
2) Fill in the missing number in the multiplication table by 5
1 2 3 4 5 6 7 8 9 10
a) ×5
... ... ... ... ... ... ... ... ... ...

b) ...
50
1×5 ...
10 × 5 2×5

... ...
9×5 3×5

... 8 × 5 4×5
...

7×5 5×5
... 6×5 ...
...

Application activity 2.16

Complete the multiplication table by 5

... 2 ... 4 ... 6 ... 8 ... 10
×5 :5
5 ... 15 ... 25 ... 30 ... 45 ...

76
2.17 Multiply a two-digit number by 5
Activity 2.17.1
Multiply by 5:
Example: 21 x 5 =
Hundreds (H) Tens (T) Ones (O)
2 1
× 5
1 0 5
Then, 21x 5 = 105
Look at the example. Try these:
a) 11 x 5 = c) 30 x 5 = g) 41 x 5 =
b) 20 x 5 = e) 31 x 5 = h) 50 x 5 =
c) 21 x 5 = f) 40 x 5 = i) 60 x 5 =

Activity 2.17 .2

Look at the example. Try these:

Example: 6 1 a) 8 1
v v b) 9 1 C) 8 0 d) 5 1

× 5 × 5 × 5 × 5 × 5
305 ... ... ... ...

Application activity 2.17

Multiply:

a) 63 x 5 = b) 48 x 5 = c) 25 x 5 = d) 17 x 5 =

77
2.18 Word problems involving the multiplication by 5
Activity 2.18
Read and find the answer
Example: Solution:
In the main hall of our Given: Number of columns = 5
school there are chairs Number of chairs per column = 91
arranged in 5 columns. Question: Number of chairs in the
If each column has 91 main hall = ?
chairs, find the total Operation: Multiplication
number of chairs in the The number of all chairs: 91 x 5 = 455
main hall. The number of all chairs is 455

Look at the example. Try these:

1. During the distribution of mosquito nets, each family
receives 5 mosquito nets. How many mosquito nets
are distributed to 81 families?

2. If there are 5 cups on each table, how many

cups are there on 41 tables?

3. There are 61 benches in the hall. How many

people can sit in the hall if 5 people can sit on
each bench?

Application activity 2.18

Read and do the following:

There are 40 bottles of water in each box. How
many bottles of water are in 5 boxes?

78
2.19 Division of a two or three-digit number by
5 without a remainder
Activity 2.19.1

1. Count the number of objects you have.

2. Write their number. Group them equally in 5 groups.
3. Count and write down the number of objects in the box.
Example:

50 : 5 = 10

5 groups of tomatoes Each group has 10 tomatoes

Look at the example. Try these:

1. Count and write down the number of objects in the box.

a)
: 5 =

Avocadoes

b)

: 5 =

pencils

79
 2. Complete the division table
1) : 5 5 10 15 20 25 30 35 40 45 50

2) 10 20 30 40 50 x 5
:5
1 3 5 7 9
3. Think and give the answer
a) 50 : 5 = d) 35 : 5 = g) 20 : 5 =
b) 45 : 5 = e) 30 : 5 = h) 15 : 5 =
c) 40 : 5 = f) 25 : 5 = i) 10 : 5 =

Activity 2.19.2

Divide by 5.
Example:
55 : 5 = 11 Tens (T) Ones (O)
11 5 : 5 = 1 5 : 5 = 1
3 55
– 5
05
– 5
0
Look at the example. Try these:
a) 5 60 b) 5 80 c) 5 90 d) 5 50

e) 5 65 f) 5 85 g) 5 95

Application activity 2.19

Divide and write the answer

a) 105 : 5 = c) 315 : 5 = e) 330 : 5 = g) 440 : 5 =
b) 210 : 5 = d) 220 : 5 = f) 135 : 5 = h) 145 : 5 =

80
2.20 Word problems involving the division of a two or
3-digit number by 5

Activity 2. 20
Read and find the answer
Example: Solution:
There are 65 oranges for 5 Given: Number of oranges = 65
people. Number of pupils = 5
They share oranges equally. Question: Number of oranges per
How many oranges each pupil = ?
person can get? Operation: division
One pupil can get: 65 ÷ 5 = 13
One pupil can get 13 oranges.

Look at the example. Try this:

There are 5 farmers in one Village of Nyagatare District. The
farmers have 495 cows in their farm. If they
share their cows equally, how many cows
can each farmer get?

Application activity 2.20

Read and do the following.

The Hospital has 385 mosquito nets to give equally to 5 villages.

Find the number of mosquito nets for each village.

81
 END UNIT ASSESSMENT

1. Write in words or in figures

(a) 497
(b) Three hundred and eighty-six.
2. Underline the correct answer
(a) 3 Ones 6Tens 4 Hundreds = 1) 364 2) 463 3) 346
(b) 3Hundreds 2 Ones 4Tens = 1) 324 2) 423 3) 342
3. Write the expanded number
(a) (4 × 100) + (8 × 10) + (7 × 1) =
(b) 300 + 70 + 6 =
4. Write each number in a place value table
(a) 268 (b) 475 (c) 473 (d) 352
5. Use <, > and = to compare the following numbers
(a) 295 295 (c) 478 467 (b) 458 378
6. Arrange the following numbers in increasing order (from
the smallest to the biggest)
439, 349, 493, 394,387 and 479
7. Arrange the following numbers in decreasing order (from
the biggest to the smallest)
293, 239, 387, 470, 389 and 499.
8. Add the following
(a) 234 + 253 = (c) 378 + 114 =
(b) 257 + 208 = (d) 369 + 128 =
9. Subtract the following:
(a) 459 – 327 = (b) 453 – 345 =
(c) 367 – 236 = (d) 381 – 274 =

82
10) Fill in the following tables
2 4 6 8 10
x4 :4
4 12 20 28 36
1 3 5 7 9
x5 :5
10 20 30 40 50
11. Multiply the following:
(a)
92 (c)
81 (e)
61 (g)
70
× 4 × 4 × 4 × 4

(b)
82 (d)
91 (f)
80 (h)
90
× 5 × 5 × 5 × 5
12. Find the missing numbers in the following tables
8 16 24 32 40
:4 X4
1 3 5 7 9
5 15 25 35 45
:5 X5
2 4 6 8 10
13. Try the following division by using long division method:
(a) 488 : 4 = (c) 465 : 5 = (e) 464 : 4 =
(b) 368 : 4 = (d) 450 : 5 = (f) 295 : 5 =
14. Read and find the answer
a) Our Village plants 256 trees. The neighbouring Village plants
239 trees. Find the total number of trees in the two villages.
b) Our school has 489 pupils. The number of boys is 297. Find the
number of girls.
c) Head Mistress gives 4 books to every pupil. How many books
does she give to 72 pupils?
d) Share 496 books equally among 4 classrooms. How many
books can each classroom get?

83
 Unit

3 NUMBERS UP TO 1000

3. 0 Introductory activity
Look at the pictures below. Tell your friend the number you
can read on the cards.
500 501 502 509 510 519 589 734 890 999

1) What do you see?

2) How many children do you see in the picture?
3) How many cards do they have?
4) Can you read the numbers written on the cards?
5) What do you expect to learn in this unit?

3.1 Count, read and write numbers from 0 up to 1000

Activity 3.1.
1) Look at the picture bellow. What is the number represented
below?
Hundreds Tens Ones

84
2) Write the number and read it
Hundreds Tens Ones

3) Look at the picture. How many times 100 is seen on the

picture?

Application activity 3.1

1) Count, and write the number

Place values Number
Hundreds Tens Ones 672

85
 Hundreds Tens Ones

2) Look at numbers. Copy and read aloud.

500 510 520 530 540 550 560 570 580 590 600
600 610 620 630 640 650 660 670 680 690 700
700 710 720 730 740 750 760 770 780 790 800
800 810 820 830 840 850 860 870 880 890 900
900 910 920 930 940 950 960 970 980 990 1000

What have you learnt in this lesson?

3.2 Read and write numbers up to 1000

Activity 3.2.1
Look at the table. Read and fill in the missing numbers.
500 501 510
550 551 553
600 601 606
650 651 652

86
 700 701 704
750 751 759
800 801 808
850 851 857
900 901 906
950 951 960
990 991 995 1000

Activity 3.2.2
You have a container with number cards.
647 729 836 975 564 697 786 859 918 999
Pick any number card from the container. Say the number in
words.

Activity 3.2.3

Count in hundreds. Complete with the correct numbers.

500 600 700 ... ... ...

Application activity 3.2

1) Fill in the missing numbers

a)
500 502 504 506 508 510

87
b)
610 630 650 670 690
c)
710 730 750 770 790

d)
810 830 850 870 890
e)
920 940 960 980 1000

f)
200 400 600 800 1000
g) 500 510 540 590

h) 710 730 750 770 790

i) 905 915 935 955 975 995

j) 804 844 884 924 964

2) Look at the picture. Read the numbers from 500 up to 1000.

88
 What have you learnt in this lesson?

3.4 Place value of each digit of numbers up to 999

Activity 3.4.1

Write the following numbers in the place value table.

Example: 523

Hundreds (H) Tens (T) Ones (O)

5 2 3
Therefore, 523= 5 hundreds 2 tens 3 ones.
Look at the example. Try these
a) 523 c) 745 e) 943 g) 933 i) 584 k) 769 m) 998
b) 822 d) 627 f) 837 h) 513 j) 649 l) 827 n) 734

Activity 3.4.2
Use the abacus and complete the place values
Example: 547

H T O
5 4 7 547= 5 hundreds 4 tens 7ones

89
1) Write the place value:
a) 487 = __ hundreds ___tens ___ones
b) 814 = __ hundreds ___ten ___ones
c) 715 = __ hundreds ___ten ___ones
d) 641 = __ hundreds ___tens ___one
e) 917 = __ hundreds ___ten ___ones
f) 868 = __ hundreds ___tens ___ones
2) Write down the correct number
a) 6 hundreds 4 tens 5 ones = __
b) 4 hundreds 0 tens 8ones = __
c) 5 hundreds 1ten 9 ones = __

Application activity 3.2

1) Complete the place values

a) 719 = __ hundreds ___ten ___ones
b) 680 = __ hundreds ___tens ___ones
c) 919 = __ hundreds ___ten ___ones
2) Write down the correct number
a) 1hundred 7 tens 3 ones =__
b) 8Hundreds 2 tens 5ones =___
c) 9 hundreds 5 tens 6 ones =__
d) 3 hundreds 8tens 2 ones =___
e) 5Ones 7Tens 2Hundreds= ___
f) 2 hundreds 7 hens 6 ones =___

What have you learnt in this lesson?

90
3.5 Expanding numbers up to 1000
Activity 3.5.1
Expand these numbers.
Examples: Solution:
1) 916 H T O
9 1 6
9 Hundreds 1 Ten 6 Ones.
916 = 900 + 10 + 6

Solution:
2) 567. H T O
5 6 7
5 Hundreds 6 Tens 7 Ones
567 = 500 + 60 + 7.
Look at the examples. Try these:
a) 452 b) 967 c) 888

Activity 3.5.2

Write the expanded numbers.

Examples: Solution:
1) 600 + 60 + 6 600 + 60 + 6 = 60 0
60
+ 6
666

2) 900 + 60 + 3 900 + 60 + 3 = 90 0
60
+ 3
963

91
Look at the examples. Try these:
a) 900 + 10 + 6= __ b) 300 + 30 + 3= __ c) 700 + 60 + 9= __

Application activity 3.5

Read and do the following.

i) Expand the number
a) 659 b) 344
ii) Write the number
a) 800 + 90 + 1= __ b) 500 + 20 + 6= __

What have you learnt in this lesson?

3.6 Writing the number up to 1000 in words

Activity 3.6.1

Read and Complete the table

Number Expanded form Number in words
Example; 800 + 70 + 5 Eight hundred and seventy-five.
875
725 700+20+5 ___
998 __ Nine hundred and ninety-eight
693 600+90+3 ___

92
 Activity 3.6.2

Write the following numbers in words

a) From 500 up to 510 d) From 846 up to 856
b) From 665 up to 675 e) From 968 up to 978
c) From 595 up to 605

Application activity 3.6

Read and write these numbers in words

a) 680 b) 830 c) 505 d) 995

What have you learnt in this lesson?

3.7 Comparing numbers within 1000

Activity 3.7.1
Use the abacus to compare numbers
Example: 625 ____753

H T O H T O
6 2 5 < 7 5 3

625 < 753

Look at the example. Try these:

a) 649 946 b) 836 967 c) 763 531

93
d) 790 604 f) 745 745 h) 501 601
e) 831 528 g) 922 627

Activity 3.7.2

1. Take number cards, refer to the example.

2. Compare the following numbers using >, < or =.
Example:

530 < 611

530 is less than 611
Look at the example. Try these:
a. 915 ... 835 c. 579 ... 579
b. 758 ... 681 d. 793 ... 900

Activity 3.7.3
Look at the picture below.

Pupils are harvesting sugar canes

The number of sugar canes for every class is in this table:

Class P1 P2 P3 P4 P5 P6
The number of sugar canes 625 700 810 697 800 950
Say the class who has less or more sugar canes

94
Example:
P1 has 625 sugar canes. P3 has 810 sugar canes. P1 has less
than P3.

Application activity 3.7

Complete with >, < or = to compare numbers

a) 742 627 c) 881 813

b) 654 849 d) 729 729

What have you learnt in this lesson?

3.8 Arranging numbers not more than 999 in increasing

or decreasing order

3.8.1 Arranging numbers in increasing order (from the

smallest to the biggest)
Activity 3.8.1

Read and find the answer

There are 5 bags that contain notebooks as follow: 515, 650,
720, 817 and 905.

Arrange the numbers from smallest to biggest. Explain how

you can do it.

95
 Activity 3.8.2

Look at the picture. Arrange the numbers from smallest to biggest.

Activity 3.8.3
Arrange the following numbers from the smallest to the biggest
a) 542, 745, 603 c) 947, 598, 612
b) 835, 784, 910 d) 756, 882, 623

Application activity 3.8.1

Arrange the following numbers from the smallest to the biggest

a) 777, 658, 831 b) 771, 717, 177

What have you learnt in this lesson?

3.8.2 Arranging numbers in decreasing order (from the

biggest to the smallest)
Activity 3.8.4
Read and find the answer
There are 5 bags that contain notebooks as
follow: 515, 650, 720, 847 and 905.

96
Arrange these bags from the one with the biggest number to
the one with the smallest number.

Explain how you can do it.

Activity 3.8.5

Arrange the following numbers from the biggest to the smallest

number

Activity 3.8.3
Arrange the following numbers from the smallest to the biggest
a) 522, 745, 830 c) 779, 500, 615. e) 524, 556, 637
b) 953, 848, 600 d) 854, 728, 932 f) 990, 799, 673.

Application activity 3.8.2

Arrange the following numbers from the biggest to the smallest

number
a) 612,621,672 c) 924,908,942 e) 672,607,627
b) 836,806,863 d) 739,709, 793 f) 549,509,594.

What have you learnt in this lesson?

97
3.9 Addition of numbers whose sum does not
exceed 999

3.9.1 Addition without carrying

Activity 3.9.1

Think and give the sum of these numbers

50

80

a) 500 + 50 = c) 720 + 30 = e) 800 + 50 =

b) 500 + 20 = d) 650 + 50 = f) 750 + 50 =

Activity 3.9.2

Add numbers. Write the answer in the correct circle

100 ...
100 100 100
100 330 330 100
330
100
... 100 ...
200 100
100 200
... 100
100 200 100
100 100
200

98
 Activity 3.9.3

Add numbers
Example: 535 + 462 = 997
1) Using place value table:
Hundreds (H) Tens (T) Ones (O)
5 3 5
+ 4 6 2
9 9 7
535
2) Adding vertically:
+ 462
997
Look at the examples. Try these:
a) 523 + 475 = c) 712 + 277 = e) 752 + 245 =
b) 635 + 262 = d) 347 + 551 = f) 664 + 325 =

Activity 3.9.4
• Use the number cards in A, B and C and the cards with
+ , = .
• Follow instructions and try the task below:
A. 875 964 787 649 584 938
B. 365 538 242 615 272 752
C. 34 312 426 186 510 545
Instructions:
• Take one number card from A ;
• Put the card with + ;
• Continue with a number card from B;

99
 • Put the card with the sign = ;
• Then, find the answer from number cards in C.
Note that in all cases, the answers are found by adding the A
+ B cards that are paired. The answer is the one of the number
card that suits in C.

Example: 521 + 425 = 946

Application activity 3.9.1

Add the numbers

a) 682 + 216 = b) 591+ 406 = c) 615 + 381 =

What have you learnt in this lesson?

3.9.2 Addition with carrying

Activity 3.9.6
Add numbers

A. Addition using base ten blocks.

Base Ten blocks Number Addition
524 Hundreds Tens Ones
5 2 4
+ 3 6 8
500 20 4 8 9 2
Note that:
• 4 ones and 8 ones make 12.
• From 12, there is 1 ten and 2
ones.

100
 368 • For better addition, 1 Ten is
taken to the place value of
tens and 2 ones remain in
300 60 8 the place value of ones.

B. Using place value table

When adding numbers, start by ones
Hundreds (H) Tens (T) Ones (O)
1
3 6 8
+ 5 2 4
8 9 2
For ones : 8 + 4 , We write 2 and carry 1 to the tens

Example 2: Adding vertically

617+145 = 762
1
6 1 7
+ 1 4 5
7 6 2 7 + 5 = 12.
We write 2 and carry 1 for tens

1 + 1 + 4 = 6.
To the tens we add 1 that was carried

Look at the example. Try these:

a) 625 + 167 = d) 617 + 175 = g) 376+ 128 =
b) 534 + 148 = e) 415 + 228 = h) 518+ 315 =
c) 446 + 229 = f) 523 + 228 =

101
 Application activity 3.9.2

Add numbers.
a) 520 + 258 = d) 685 + 146 = g) 449 + 336 =
b) 277 + 496 = e) 737 + 126 = h) 673 + 149 =
c) 539 + 143 = f) 588 + 145 =

What have you learnt in this lesson?

3.10 Word problems involving the addition of numbers

not more than 999
Activity 3.10
Read and find the answer
Example: Solution:
There were 567 kilograms Given: Number of kilograms of
of maize in the store maize = 567
yesterday. This morning Number of kilograms of maize
they added 312 added = 312
kilograms of maize. Find Question: Total number of
the total kilograms of kilograms of maize
maize that are in the
Operation: Addition
store.
The total kilograms of maize: 567
+ 312 = 879
There are 879 kilograms of maize.
Look at the example. Try these:
1) Pupils used 534 sheets of paper in mathematics exam.
They used 365 sheets of paper in Kinyarwanda exam. Find
the total number of sheets of paper used.

102
2) On Saturday party we served 450 mangoes. On Sunday
we used 539 mangoes. How many mangoes did we serve
altogether?

Application activity 3.10

Read and find the answer.

723 people came to the market in the morning. 276 more people
came to the market in the afternoon. How many people came
to the market altogether?

What have you learnt in this lesson?

3.11 Subtraction of numbers not more than 999

3.11.1 Subtraction without borrowing
Activity 3.11.1

Read and do quick calculations.

a) 800 - 50 = d) 600 - 50 = g) 850 - 150 =
b) 900 - 50 = e) 500 - 50 = h) 650 - 150 =
c) 700 - 50 = f) 950 - 150 = i) 450 - 50 =

Activity 3.11.2

Subtract:
Example: 995 - 463 = Hundreds Tens Ones
Using a place value table: 9 9 5
- 4 6 3
5 3 2
Then, 995 - 463 = 532

103
 995
Standard written method:
- 463
532
Look at the example. Try these
a) 986 – 275 = c) 789 – 177 = e) 648 – 145 =
b) 864 – 162 = d) 687 – 351= f) 763 – 252 =

Activity 3.11.3

• Use the number cards in A, B and C and the cards with

- , =

• Follow instructions and try the task below:

A. 875 964 787 649 584 938

B. 365 538 242 615 272 752

C. 34 312 426 186 510 545

Instructions:
1. Take one number card from A ;
2. Put the card with - ;
3. Continue with a number card from B;
4. Put the card with the sign = ;
5. Then, find the answer from number cards in C.
Note that in all cases, the answers are found by adding the A
+ B cards that are paired. The answer is the one of the number
card that suits in C.

Example: 875 — 365 = 510

104
 Application activity 3.11

Subtract numbers
a) 987 – 216 = b) 896 – 154 = c) 786 – 473 =

What have you learnt in this lesson?

3.11.2 Subtraction with Borrowing

Activity 3.11.4

Subtract numbers
Example: 651 — 245 =
Using the table of place values:
Hundreds (H) 651 Tens
- (T)
245 = 896 Ones (O)
4 10
10 + 1
6 5 1
– 2 4 5
4 0 6

651 – 245. When you subtract, start by ones . 4

1 – 5 is impossible. I borrow 1 tens from 5 this equals 6 5 1
to 10 ones, and 10 Ones + 1 Ones = 11Ones. - 245
then, 11- 5 = 6. For Tens: 4 - 4 = 0 406
For Tens 6 - 2 = 4

4 11 10 +1= 11
Subtracting vertically: 651 11 - 5 = 6
- 245
406

105
Look at the example. Try these:
a) 651 - 246 = d) 774 - 359= g) 577 - 228 =
b) 542 - 147 = e) 845 - 226 = h) 783 - 357 =
c) 463 - 138 = f) 966 - 257 = i) 694 - 389 =

Activity 3.11.5

Fill in the correct number

a) 30 + 30 6 x 10 e) 24 + 24 6x8
b) 15 + 15 6x5 f) 15 + 3 6x3
c) 30 + 24 6x9 g) 20 + 22 6x7
d) 10 + 14 6x4 h) 6 + 6 6x2

Application activity 3.11.2

Subtract numbers.
a) 785 - 356 = c) 693 - 339 = e) 836 - 327 =
b) 937 - 268 = d) 785 - 348 = f) 985 - 246 =

What have you learnt in this lesson?

3.12 Word problems involving subtraction in real life

Activity 3.12
Read and find the answer

Example:
There are 850 books in the library. If 615 are taken out, How
many books remain in the library?

106
Solution:
Given:
Number of books in library = 850
Number of books taken out = 615
Question: Number of books to remain in library =?
Operation: Subtraction
850 - 615 = 235
235 books remain in the library.

Look at the example. Try these:

1) The teacher buys 500 pens. She gives us 342 pens. How
many pens does the teacher remain with?
2) Butera has 837 sacks of sweet potatoes. His sister has 646
sacks of sweet potatoes.
a) Who has more sacks of sweet potatoes?
b) Find the difference of sacks between Butera and his sister.
3) Zigama has 954 shirts in his shop. He sells 719 shirts. How
many shirts does he remain with?

Application activity 3.12

Read and find answer.

1) Our Sector buys 960 bottles of Fanta for a party. They use
only 756 bottle of Fanta. How many bottles remain?
2) The government buys 942 cars. 749 cars are small. How
many cars are big?

What have you learnt in this lesson?

107
3.13 Multiplication of whole numbers by 6
Activity 3.13.1
1) Form different groups of 6 counters (beans or bottle tops).
2) Count the number of counters for 2 groups, 3 groups, etc.
3) Complete the total number of counters for groups in the
following table:
1 × 6= 6

2 × 6= 12

3 × 6= 18

4 × 6= 24

5 × 6= 30

6 × 6= 36

7 × 6= 42

8 × 6= 48

9 × 6= 54

10 × 6= 60

Activity 3.13.2

Fill in the missing numbers:

Example: 12 = 2 x6

108
 a) 6 = ×6 e) 30 = 6× i) 54 = ×6
b) 12 = x6 f) 36 = ×6 j) 60 = 6 ×
c) 18 = 6× g) 42 = 6×
d) 24 = x6 h) 48 = ×6

Activity 3.13.3

Compare the sum and the product

10 10 10 10 10 10 5 5 5

5 5 5
15 15
30 30 6 times
6 times
30 +30 = 6x 10 15 +15 = 6x5
60 = 60 30 = 30

Try these: Refer to example. Use =, > or < to compare expressions:

a) 30 + 24 6x9 e) 20 + 22 6x7
b) 10 + 14 6x4 f) 6 + 6 6x2
c) 24 + 24 6x8 g) 15 + 21 6X6
d) 15 + 3 6x3 h) 3 + 3 6x1

Application activity 3.13

Multiply and fill in the space

a) ×6 1 2 3 4 5 6 7 8 9 10
... ... ... ... ... ... ... ... ... ...

109
 b) 60 1×6
10 × 6 2×6

9×6 3×6

8×6 4× 6

7× 6 5×6
6×6

What have you learnt in this lesson?

3.14 Multiply a two or three-digit number by 6

Activity 3.14 .1

Multiply numbers by 6.
Example: Multiply: 21 x 6 =

- Using table of place value:

Hundreds (H) Tens (T) Ones (O)
2 1
× 6
1 2 6

21 x 6 = 126

110
- Use of vertical multiplication:
2 5
× 6
5 × 6 = 30.
15 0
We write 0 and carry the tens 3

2 × 6 = 12.
We add 3 that was carried: 3 + 12 = 15
25 x 6 = 150
Look at the example. Try these:
a) 11 x 6 = c) 21 x 6 = e) 31 x 6 =
b) 20 x 6 = d) 30 x 6 = f) 40 x 6 =

Activity 3.14 .2

Multiply by 6: 7 0
Example: 70 x 6 =
× 6
420
Look at the example. Try these
a) 81 b) 80 c) 90 d) 91
× 6 × 6 × 6 × 6
e) 71 f) 61 g) 51 h) 10
× 6 × 6 × 6 × 6

Application activity 3.14

Multiply numbers by 6:
a) 6 x 11 = c) 6 x 21 = e) 6 x 31 = g) 6 x 41 =
b) 6 x 20= c) 6 x 30 = f) 6 x 40 = h) 6 x 50 =

What have you learnt in this lesson?

111
3.15 Word problems involving the multiplication of a
number by 6
Activity 3.15
Read and find the answer
Example:
On Umuganda day, every student plants 6 trees. How many
trees are planted by 91 students?
Solution:
Given:
Number of planted trees per a student = 6
Number of all students = 91
Question: Number of all planted trees = 9 1
Operation: Multiplication
The number of trees: 91 × 6 = 546 × 6
The number of trees planted is 546 546
Look at the example. Try these:
1) In the church, 6 people sit on one bench. How many
people can sit on 51 benches?
2) Every pupil has 6 notebooks. Find the number of notebooks
for 41 pupils.

Application activity 3.15

Read and find answer.

1) In the morning assembly P5 pupils stand in 6 lines. If there
are 61 pupils on each line, find the number of P5 pupils.
2) The chairs of the main hall are arranged in 6 lines. Every line
has 95 chairs. Find the total number of chairs in the main hall.

What have you learnt in this lesson?

112
3.16 Division of a two or three-digit numbers by 6
without a remainder
Activity 3.16.1

1. Count the number of objects.

2. Group them equally in groups of 6 objects.
3. Count and write the missing numbers.

36 : 6 = 6

36 cabbages 6 groups Each group has 6 cabbages

Look at the example. Try these:

1. Count and fill in the missing numbers.
a)

: 6 =

Tomatoes

b)

: 6 =

Avocados

113
c)

: 6 =

birds
2. Complete the division tables
1) :6 6 12 18 24 30 36 42 48 54 60
... ... ... ... ... ... ... ... ... ...
2)
: 6 ... 12 ... 24 ... 36 ... 48 ... 60
x6
1 ... 3 ... 5 ... 7 ... 9 ...
3. Divide by 6. Fill in the correct number:
(a) 60 : 6 = (d) 54 : 6 = (g) 48 : 6 =
(b) 42 : 6 = (e) 36 : 6 = (h) 30 : 6 =
(c) 24 : 6 = (f) 18 : 6 = (i) 12 : 6 =

Activity 3.16.2

Divide by 6
Example:
66 : 6 = 11 Tens (T) Ones (O)
11 6 : 6=1 6 : 6=1
6 66 60 : 6 = 10
– 6
06
– 6
0

114
Look at the example. Try these
a) 6 72 b) 6 144 c) 6 78 d) 6 114

e) 6 720 f) 6 780 g) 6 204 h) 6 636

i) 6 666 j) 6 264 k) 6 930 l) 6 420

Application activity 3.16

Divide by 6.
a) 186 : 6= d) 300 : 6= g) 480 : 6 = j) 888 : 6 =
b) 198 : 6= e) 366 : 6= h) 600 : 6 = k) 570 : 6 =
c) 264 : 6= f) 396 : 6= i) 960 : 6 = l) 966 : 6 =

What have you learnt in this lesson?

3.17 Word problems involving the division of a number by 6

Activity 3.17
Read and find the answer
Example:
The district shares 984 books among 6 schools equally. How
many books does each school get?
Solution: 164
Given: 6 984
Number of books to be shared = 984 – 6
Number of schools to share books equally = 6 38
Question: Number of books for each school= ? – 36
Operation: Division 024
Each school gets: 984÷ 6 = 164 – 24
Each school gets 164 books. 00

115
Look at the example. Try these:
1. Share 246 notebooks among 6 pupils equally. How many
notebooks does each pupil get?
2. My cows produce 486 litres of milk in 6 days. Find the
number of litres they produce in one day.
3. Share 864 balls among 6 schools equally. How many balls
does each school get?

Application activity 3.17

Read and find the answer.

1. A box contains 126 mangoes. Share them among 6 children
equally. How many mangoes does each child get?
2. There are 990 hens to be shared by 6 families. How many
hens does each family get?

What have you learnt in this lesson?

3.18 Multiplication of numbers by 10 or by 100

Activity 3.18.1

1) Form different groups of 10 counters (Base ten blocks,

bundles of sticks, bottle tops or beans).
2) Count the number of counters for 2 groups, 3 groups, etc.
3) Complete the total number of counters for groups in the
following table:

116
 1× 10= 10

2 × 10= 20

3 × 10= 30

4× 10= 40

5 × 10= 50

6 × 10= 60

7 × 10= 70

8 × 10= 80

9 × 10= 90

10×10= 100
Note that 0 x 10 = 0

Activity 3.18.2

Example
a)10 x 23 = 230 b)10 x 60 = 600 c)10 x 99= 990
Look at the example. Try these:
a) 10 x 11 = d) 10 x 48 = g) 10 x 71 =
b) 10 x 22 = e) 10 x 53 = h) 10 x 86 =
c) 10 x 35 = f) 10 x 68 = i) 10 x 97 =

117
 Activity 3.18.3
Multiply by 100
Example
i) 100 x 1= 100 ii)100 x 2 = 200 iii)100x 3 = 300
Look at the example. Try these:
a) 10 x 100 = b) 100 x 4 = c) 100 x 5 =

Activity 3.18.4

Complete the multiplication by 10 or 100

a) x 97 = 970 e) x 7 = 700 i) 10 x =1000
b) x 64= 640 f) x 9 = 900 j) x 10 = 100
c) x 83 = 830 g) x 59 = 590 k) x 77 = 770
d) x 4 = 400 h) x 29 = 290 l) x 5 = 500

Application activity 3.18

Read and fill in with the correct answer

1) Complete the multiplication by 10 or 100
a) 8 x ___= 800 c) 9 x 100 = ___ e) 7 x __ = 700
b) 98 x 10 = ____ d) 98 x __ = 980 f) 58 x 10 = ___
2) Work out the multiplication
a) 70 x 10 = d) 63 x10 = g) 8 x 100 =
b) 80 x 10 = e) 71 x 10 = h) 21 x 10 =
c) 99 x 10 = f) 40 x 10 =

What have you learnt in this lesson?

118
 END UNIT ASSESSMENT

1. Write in words or in figures

(a) 976:
(b) Eight hundred and thirty-five
2. Underline the correct number
(a) 7 hundreds 6 tens 9 ones = .... 1) 976 2) 796 3) 769
(b) 9 hundreds 4 tens 8 ones = .... 1) 948 2) 849 3) 498
3. Write the expanded number
(a) (8 × 100) + (7 × 10) + (9 × 1) =
(b) 900 + 90 + 9 =
4. Expand these numbers:
a) 789 b) 999 c) 809
5. Write numbers in a place value table. Then, fill in the box with
<, > or = to compare numbers.
(a) 985 895 (c) 768 768
(b) 594 854 (d) 972 927
6. Arrange the following numbers from the smallest to the biggest
439, 349, 493, 394,387 and 479
7. Arrange the following numbers from the biggest to the smallest
793, 947, 986, 969, 678, 789 .
8. Add
(a) 534 + 453 = (c) 572 + 418 =
(b) 738 + 241 = (d) 693 + 289 =
9. Subtract
(a) 857 – 727 = (c) 935 – 798 =
(b) 967 – 856 = (d) 618 – 579 =

119
10) Complete the table
2 4 6 8 10
×6 : 6
6 18 30 42 54

11. Multiply
(a) 91 (c) 80 (e) 71 (g) 61
× 6 × 6 × 6 × 6

(b)
51 (d)
90 (f)
50 (h)
41
× 6 × 6 × 6 × 6
12. Multiply by 10 or by 100
(a) 9 × = 900 (c) × 98 = 980
(b) 89 × = 890 (d) × 8 = 800
13. Complete the table
12 24 36 48 60
: 6 ×6
1 3 5 7 9

14. Divide
(a) 966 : 6 = (d) 624 : 6 = (g) 774 : 6 =
(b) 684 : 6 = (e) 864 : 6 = (h) 954 : 6 =
(c) 564 : 6 = (f) 870 : 6 = (i) 978 : 6 =
15. Read and find the answer
a) Shema had 780 cows. This morning he sells 568 cows.
How many cows does Shema remain with?
b) There are 967 books in the library. If students take 765
books, how many books remain in the library?
c) Share 864 mosquito nets to 6 Villages equally. How
many mosquito nets does each village get?
d) There are 6 classrooms of P2 in our school. If every
classroom has 41 pupils, how many pupils are in P2?

120
 Unit 1
1 ,1
Fractions and
4 2 4 8
4.0 Introductory activity:
Follow the steps.
1) - Take a sheet of paper;
- Fold the paper in two equal parts.
- Unfold the paper.
- What is the number that represents one part compared to
the whole paper?
folding in half

2) - Take full sheet of paper.

- Fold the paper in 2 equal parts.
- Now fold again.
- Unfold the paper
- How many parts do you get?
- Are those parts equal?
- Can you write the number that represents each part?
in quarters

1
4.1 The fraction
2
a) Reading and writing the fraction 1 ( a half )
2
Activity 4.1.1

Shade and name a half.

• Take a full sheet of paper.

121
 • Fold the paper in 2 equal parts.
• Shade one part with green colour.
• Shade the second part with the blue colour.
• Is the blue part equal to the green part?

Activity 4.1.2

Follow the pictures. Complete by: whole or half

a)

1 whole orange 1 half 1 half This is a___ of the whole orange

b)

1 half of a 1 half of a
pawpaw pawpaw This is a ___of a whole pawpaw
1 whole pawpaw

c)

1 half of a 1 half of a
1 whole pineapple pineapple pineapple This is a ___ of a whole pineapple

Activity 4.1.3

Fill in with whole, half

1) A full orange is a ____.
2) If a full orange is cut into two equal parts, one of them is
a ____.
3) One out of two ( 1 ) is a ____.
2
4) 1 of an orange and another 1 of the orange make a
2 2
___ orange.

122
 Activity 4.1.4

Follow and practice how to write the fraction 1

2

b) Drawing and shading one half of an object

Activity 4.1.5

Draw and shade 1 (one half) on each shape

2
a. b. c.

Application activity 4.1

1) Draw a circle and shade 1 .

2
2) Shade the half

What have you learnt in this lesson?

123
 1
4.2 The fraction
4
(a) Reading and writing the fraction 1 (One- fourth or a
quarter) 4

Activity 4.2.1

Shade and name one-fourth.

• Take a full sheet of paper.
• Fold the paper in 4 equal parts.
• Shade one part.
• How do you name the shaded part?

Activity 4.2.2

Look at the pictures. Write the name of one part of the full object.
a)

This is ____of the whole

1 whole orange

b)

1 whole bar soap This is ____ of the whole

Activity 4.2.3
Fill in with whole, one- fourth or quarter
1) A full orange or a full soap makes a ___.
2) When a full orange is cut into 4 equal parts, one part is a
____. It is equal to 1 .
4
3) 1 is read as a ___ or one out of four or one fourth.
4

124
 Activity 4.2.4

Follow, read, write and practice the fraction 1

4

b) Drawing and shading a quarter of an object

Activity 4.2.5

Draw and shade 1 (one-fourth) of each picture

4
a. b.

Application activity 4.2

Read and give answer.

1) Draw a circle and shade 1 .
4
2) Shade a quarter
a.
b.

What have you learnt in this lesson?

125
 1
4.3 The fraction
8
1
a) Reading and writing the fraction
8
Activity 4.3.1

Shade and name 1

8
• Take a full sheet of paper.
• Fold the paper in 8 equal parts.
• Shade one part.
• How do you name the shaded part?

Activity 4.3.2

1) Look at the pictures. Write the name for one part of the full object.
a) b)
1 whole sugar cane

1 whole orange

2) Fill in with eighth, whole, one out of eight

a) A full orange makes a ____
b) When a full orange is cut into 8 equal parts, one part is
_____. We write it as 1 .
8
c) 1 is an____ or one out of eight.
8

126
 Activity 4.3.3
Read, write and find 1 of a whole.
8

b) Drawing and shading one eighth of an object

Activity 4.3.4

Draw and shade 1 on each shape

8
a. b.

c) Parts of a fraction
Activity 4.3 5

Read and find the answer

a) Read the parts of the fraction you see.

Fraction bar
1 Numerator
2 Denominator

b) Fill in with denominator, numerator, or fraction bar

• The number of a fraction above the fraction bar is called
a ___.

127
 • A line of a fraction between a numerator and denominator
is a ____.
• The number of a fraction under the fraction bar is called
a ___.
Note:
• The bottom number (denominator) is the total number of
parts in the whole,
• The top number (numerator) is the number of parts you
have or you shade.

Application activity 4.3

1) Draw a circle and shade 1 .

8
2) Shade the eighth
a.
b.

What have you learnt in this lesson?

4.4 Comparing fractions

Activity 4.5.1
• Look at the parts of the objects.
• Compare fractions. Which one is greater?

128
Complete by using <, > or =
1 1 1 1 1 1
a) 2 4 b) 2 8 c) 2 8

Activity 4.5.2

Look at the shaded parts. Use >, < or = to compare fractions.

Activity 4.5.3

Use ; < (less than), > (greater than) or = (equal to) to compare
fractions
Examples
1 1 1 1 1 1 2 8
2 > 4 2 > 8 4 < 2 2 = 8
1 1 1 2
2 2 4 2
1 1 1 8
4 8 2 8

129
 1 2 2 8 1 1
a) 2 2 d) 2 8 g) 4 8
2 4 1 1 1 1
b) 2 4 e) 8 2 h) 4 2
1 1 1 1
c) 8 8 f) 8 4

Application activity 4.5

Use >, < or = to compare fractions

1 4 2 1 4 1
1) 4 4 2) 2 8 3) 4 8
2) Write the fraction of the shaded part

What have you learnt in this lesson?

4.6 Putting fractions together to make a whole and importance

of fractions
Activity 4.6.1
Look at the picture. Tell your friend the number of parts to
make a whole.
1
We have 2 of a pineapple.
We need 2 halves of a pineapple to make
a whole pineapple.
How many do you need to make a whole?

130
 We need _____ halves of a pineapple to
make a whole pineapple.
We need _____ quarters of an orange to
make a whole orange.

We need ____ eighths of bar soap to

make a whole bar soap.

Activity 4.7.2

• Look at the picture.

• What is the mother doing?
• Why is it necessary to know fractions?

Application activity 4.7

Read and Answer by True or False

1
a) is greater than 1 : ____
2 8
b) We need 4 halves to make a whole. ____

What have you learnt in this lesson?

131
 END UNIT ASSESSMENT

1) Write in words and in figures the shaded fraction

a) ............
b) ............
c) ............
2) Draw a circle. Divide it into equal parts and shade the
following fraction:
1 1 1
a) 2 b) 4 c) 8
1
3) Shade 8 of the following picture
a) b) c)

4) Use >, < or = to compare the following fractions

1 8 4 1 1 1
a) 2 8 d) 4 2 g) 4 2
2 1 8 1 1 2
b) 2 4 e) 8 8 h) 8 2
1 1 4 1
c) 4 8 f) 4 8
5) Answer by “True” or “False”
a) In a fraction, the number above the fraction bar is
called numerator. ____.
1 1
b) of an object is greater than of that object. ___.
4 2
1
c) makes a whole ____
8
1 1
d) of an object is greater than of that object____
2 8
2 4
e) makes a whole as it is made by . ___
2 4

132
 Unit
LENGTH MEASUREMENT
5
5.0 Introductory activity
Look at the following picture.

– What do you see?

– What are pupils doing?
– What are they using to measure lengths?
– Do you think that the chalkboard and the teacher’s table
have the same lengths? Which is longer? Which is shorter?
– Which tool can be used to measure the length of the
chalkboard or the table?
– What do you expect to learn in this unit?

5.1 Measuring the length of objects using a meter ruler

Activity 5.1

1. Use a meter ruler

The distance of 2 meters (2m).

133
 1. Measure the distance with 5meters (5m).
2. Use a meter ruler and measure: the length of your
blackboard.

Application activity 5.1

Look at the counting stick from the school’s box. The length of
the whole stick is 1m.

Complete the gaps with the correct number:

1) The counting sticks has ____ sections.

2) Students measure the length of the wall using the counting
stick. They find the distance that is equal to 5 sticks. The wall
is _____ meters long.

5.2 Dividing a meter into 10 equal parts and a decimetre

in 10 equal parts
Activity 5.2.1
Look at the pictures.
Complete with the correct number.

134
1. Get sugar cane of 1m long. Divide this cane into 10 equal
parts.
If one part is 1dm, complete: 1m =___dm
2. Get a counting stick of 1m long. It has 10 equal parts.

If one part is 1dm, complete: 1m =___dm

Activity 5.2.2

Look at the picture.

Read and answer.
1) A stick of 1 m long is divided into 10 equal parts.

Answer by true or false.

• The length of one part is smaller than 1 m____
• The length of one part is greater than 1 m____
• The length of 1 part is 1dm. ___
• 1m is equal to 10dm ___
2) A stick of 1 dm long is divided into 10 equal parts.

Answer by true or false.

• The length of one part is smaller than 1 dm____
• The length of one part is greater than 1 dm____

135
 • The length of 1 part is 1cm. ___
• 1dm is equal to 10cm ___

Application activity 5.2

Look at the following image of 1m divided in 10 equal parts.

Complete:
a) The length of 2 parts equals ___dm
b) The length of 5 parts equals ___cm
c) The length of 10 parts equals ___dm
d) The length of 10 parts equals __cm

What have you learnt in this lesson?

5.3 Conversion of length measurements

Activity 5.3.1

Look at the picture.

Read and complete with the correct number.

The sugarcane is 1m. It is divided in 10 equal parts

Complete: 1m = __dm

136
 Activity 5.3.2

Use the conversion table to convert.

Example:
Meter (m) Decimeter (dm) centimeter (cm)
1 0
1 0 0
1 0
1 0
1 0 0
1m = 10dm 1m = 100 cm 1dm = 10 cm
10dm= 1m 100 cm = 1m 10 cm = 1dm

Look at the example. Try these:

a) 1m = …dm f) 2dm = …cm
b) 3dm = …cm g) 4 m =… dm
c) 5 dm = … cm h) 6m = …dm
d) 20dm = …cm i) 80 cm = …dm
e) 90dm = …m j) 7dm = …cm

Application activity 5.3

Convert and complete the following:

a) 6m = __cm c) 70dm = __cm
b) 40dm =__ m d) 900cm = __dm

What have you learnt in this lesson?

137
5.4 Comparing and arranging length measurements
Activity 5.4.1
Look at the pictures.
Read and answer.
9 Centimeters

17 Centimeters

a) Between the red pencil and the yellow pencil, which

pencil is shorter than the other?
b) Which pencil is longer than the other?
Activity 5.4.2

Convert the lengths in the small unit and complete the box
by >, < or =.
Example:
2m = 20 dm m dm cm
2 m = 20 dm 2 0

Look at the example. Try these:

a) 2 m = 20 dm d) 400 cm 4m
b) 50 cm 50 dm e) 50 cm 5 dm
c) 90 cm 9 dm f) 100 cm 10 dm

138
Arranging lengths of objects

Activity 5.4.3

Read and do the following.

1) Use a ruler and find a stick of 4cm, a stick of 6cm and a
stick of 8 cm.
a) Which one is longer than others?
b) Which one is shorter than others?
2) Look at the following picture

a) Draw the sticks of the same lengths in your notebook.

b) Complete by True or False:
• 4cm, 6cm, 8cm are arranged from the shortest to the
largest stick. ____
• 4cm, 6cm, 8cm are arranged from the longest to the
shortest stick. ____
• 8cm, 6cm, 4cm are arranged from the longest to the
shortest stick. ____

139
 Activity 5.4.4

• Look at the example.

• Arrange the following lengths starting from the shortest to
the longest
Example:
– Verify if lengths have
m dm cm
42 dm, 208 cm, 8 m the same unit.
4 2 0
Answer 2 0 8 – Compare them,
8 m, 42 dm, 208 cm 8 0 0 – Write them from the
smallest number to
the biggest number.
Try these:
a) 450 cm, 700cm, 350cm e) 125 cm, 450cm, 900cm
b) 79 dm, 30dm, 40dm f) 76 cm, 400cm, 576cm
c) 345 cm, 800cm, 650cm g) 127 cm, 450cm, 900cm
d) 700cm, 985 cm, 750cm h) 650cm, 900cm, 456 cm

Activity 5.4.5

• Look at the example.

• Arrange the following lengths starting from the longest to
the shortest.
Example: 400 dm, 720 cm, 829 m
– Verify if lengths have
m dm cm
Answer the same unit.
4 0 0
829cm, 720dm, 400cm 7 2 0 – Compare them.
8 2 9 – Write them from the
biggest number to
the smallest number.

140
Try these:
a) 245 cm, 700 cm, 350cm d) 5 cm, 540cm, 915cm
b) 79 cm, 300cm, 490cm e) 780cm, 895cm, 700cm
c) 450cm, 814 cm, 600cm f) 690cm, 780cm, 600cm

Application activity 5.4

1) Convert the lengths in the small unit. Use >, < or = to compare
a) 150dm = 150dm c) 14dm 100dm
b)130cm 130cm d) 975cm 900cm
2) Arrange from the smallest to the longest
270cm, 458cm, 900cm
3) Arrange from the longest to the smallest: 768cm, 490cm, 500cm.

What have you learnt in this lesson?

5.5 Addition of length measurements

Activity 5.5.1
• Look at the pictures.
• What is the total length of the two pencils?

141
 Activity 5.5.2

Add length measurements

Example: 80dm + 6dm = ___ dm. The required unit is dm

m dm cm – Verify the same unit

Required unit: dm
8 0 – Add numbers when
Answer: 80dm + 6dm 6 they are in the same
= 86dm 8 6 unit.

a) 100 cm + 77 cm = __cm d) 23 dm + 17 dm = __dm

b) 15 dm + 50 dm = ___dm e) 56 dm + 44dm =___dm
c) 45 cm + 150cm = __cm f) 7 m + 30m = ___m

Activity 5.5.3

Read and do the following activities:

1. Use a meter ruler and measure the total length around
your classroom.
2. Measure the length of 10 m in the play ground.

3. Use a meter ruler and measure the length around a

garden
4. Use a rope of 10 m to measure the length around the
basketball playground.

142
 30 Meters 30 Meters

Application activity 5.5

Read and do the following.

1) What is the total length of the 2 pencils?

2) Add and write the answer

a) 60 dm + 20dm = ___dm
b) 550cm + 8cm = ___cm

What have you learnt in this lesson?

143
5.6 Subtraction of units of lengths
Activity 5.6.1
Look at the picture. How long is the truck?

Activity 5.6.2

Look at the example. Subtract.

Example: 47 dm − 30 dm = ___ dm.
m dm cm
The required unit is cm – Subtract numbers
4 7
− 3 0
when they are in
Answer: 47 dm - 30 dm the same unit.
= 17 dm 1 7

Try these:
a) 123 cm –77 cm = …cm e) 120 cm –70 cm = …cm
b) 500 cm – 150 cm = …cm f) 600 cm –500 dm = ___cm = ___m
c) 40 dm –15 dm = …dm g) 56 dm –44 dm = …dm
d) 23 dm –17 dm = …dm h) 7 m –3 m = …m

Application activity 5.6

Subtract and write the answer.

a) 67 dm –13 dm = …dm c) 70 dm –20 dm = …dm
b) 55 dm –8 dm =... dm d) 600 cm –300 cm = ___cm = ___m.

What have you learnt in this lesson?

144
5.10 Multiplication of units of length by a whole number

Activity 5.10.1

Read and find the answer.

When measuring the length of a rope, Amanda uses a ruler of
10 cm. Amanda found 3 times the length of the ruler.

Complete: The total length of the rope is 3 x 10 cm = ____

Activity 5.10.2
Look at the example. Multiply by a number.
Example: 70 cm x 2
70 cm x 2 = 140 cm m dm cm
– Multiply,
7 0
x 2 – Write the answer in
the required unit.
1 4 0

a) 71 cm × 4 = …cm d) 90 cm × 5 = …cm g) 124 cm × 2 = …cm

b) 24 cm × 2 = …cm e) 51 cm × 6 = …cm h) 8 m × 4 = …m
c) 43 m × 2 = …m f) 11 dm × 3 = …dm i) 30 dm × 5 =… dm

Application activity 5.10

Multiply:
a) 22 dm × 4 = …dm c) 14 cm × 2 = …cm
b) 60 cm × 6 = …cm

What have you learnt in this lesson?

145
5.11 Division of length by a whole number

Activity 5. 11.1

Read and find the answer.

Mutoni has a rope with 55cm. Mutoni cuts the rope in 5 equal
parts.

55cm
Complete: Each part has the length of 55cm ÷ 5 = ___

Activity 5. 11.2
Look at the example.
Divide and write the answer in the required unit.

Example: 960 cm : 3 = ....cm

320
3 960
Solution: The required unit is cm – 9
– Divide the
960 cm : 3 = 320 cm 06
–6 length in the
960 cm : 3 = 32 dm 00 given unit.
–0
0

Try these:
a) 480 dm ÷ 4 = …dm e) 486 cm ÷ 2 = …cm
b) 126 cm ÷ 3 = …cm f) 128 dm ÷ 2 = …dm
c) 240 cm ÷ 2 = …cm g) 36 cm ÷ 6 = …cm
d) 720 dm ÷ 3 = …dm h) 25 cm ÷ 5 = …cm

146
 Application activity 5.11

Divide:
a) 20 cm÷ 5 = …cm c) 364 cm÷ 4 = …cm
b) 672 dm÷ 6 = …dm d) 864 m÷ 2 = …m

What have you learnt in this lesson?

5.12 Word problems involving units of length

Activity 5. 12.1
Read and find the answer
Example:
The length of the pencil of Mary is 45 cm. The length of the
pencil of Edna is 55 cm. Find the total length of the two
pencils when they are put together.
Solution:
Given: Pencil of Mary = 45cm
Pencil of Edna = 50cm
Question: Total length = ?
Operation: Addition m dm cm
Total length of pencils = 45cm + 50 cm = ? 4 5
45cm + 50 cm = 95cm. + 5 0
Total length of pencils is equal to 95cm. 9 5
Look at the example. Try these:
1. Last year I planted a tree with 50dm of height. Today, the
tree has 80dm. What is the difference in the height of this
tree?

147
2. A carpenter bought a piece of timber measuring
100cm. He cut it into 5 equal parts. How long is
each part?
3. Gatari bought a rope of 60 m. He wants to cut
it in 3 equal ropes. What would be the length
of each part?.

Activity 5.12.2
• Look at the pictures and read.
• Tell your friend where length measurements are used.

• We measure the length for: objects, sides of fields, roads,

height of houses, etc.
• We use: a meter ruler; Tape measure, a folding ruler or Yard stick.
• To measure the length around an object, measure the
length for each side, then add them altogether.

Application activity 5.12

Read and find answer.

1. Gatera has a field of 89 m of length. Munezero has a field
of 97 m of length.
a) Who has a field with longer length?
b) Complete: The difference between their fields is
97m - 89m = ___m = ___dm
2. The distance from home to school is 120 dm. The distance
from home to Kigali is 5 times the distance from home to
school. What is the distance from home to Kigali?

What have you learnt in this lesson?

148
 END UNIT ASSESSMENT
1. Convert:
(a) 7m = ....dm (f) 900 cm = ....dm
(b) 850 cm = ....dm (g) 9dm = ....cm
(c) 5 m = ....dm (h) 70dm = ....cm
(d) 600 cm =....dm (i) 400 cm = ....dm
(e) 70 dm = ...... m (j) 9m = ...dm
2. Use <, > or = to compare
(a) 60 cm 65 cm (d) 65cm 75cm
(b) 9 8dm 98dm (e) 689cm 700cm
(c) 650 cm 750cm (f) 900cm 678cm
3. Arrange from the shortest to the longest: 900cm, 750cm, 800cm.
4. Arrange from the longest to the shortest: 756 cm, 870cm, 967cm.
5. Complete:
(a) 60dm + 9 dm = … dm (e) 848 m÷ 4 = …m
(b) 500 cm + 800cm =… cm (f) 750 dm÷ 5 = ….dm
(c) 987 cm – 98cm = …cm (g) 90 cm × 5 = …cm
(d) 9 7dm – 7dm = …dm (h) 72 cm × 4 = …cm
6. Read and find the answer
a) Gisa walks on foot to go to visit his friend. He covers
a distance of 45m. Convert this distance in dm.
b) Keza buys a long cloth of 79 m. She sells 70 dm.
How long is the remaining piece of cloth?
c) Mucuruzi buys a cloth of 75m. He divids it in 5 equal
parts. Find the length for each part.
d) Gwiza runs a 100 m in one round. If Gwiza runs 6
rounds, find the total length he runs.

149
 Unit
LITRE, THE STANDARD UNIT OF
6 CAPACITY MEASUREMENTS
6.0 Introductory activity
Look at the following picture.

Water: 1 Milk:1 Fuel: 2 Juice: 1 Oil: 1 Beer: 1

– What do you see?

– What are the materials used for?
– What do you expect to learn in this unit?

6.1 Measuring liquids

Activity 6.1.1

Look at the bottles and jerry cans.

Read and answer questions.

Water: 1 Milk:1 Fuel: 2 Juice: 1 Oil: 1 Beer: 1

a) What is the quantity of each container?

b) What is the tool people use to measure the quantity of
liquids such as water, oil, juice, and fuel?

150
Look at the picture

a) What are the children doing?

b) Try to do the same activity
with your friends.

1
1
1

Activity 6.1. 2

Read and do the following:

Use bottles or jerry cans with different capacity: one for 5
and others with 1 .
Fill water in the jerry can of 5 .
Use this water to fill in different bottles of 1 .
How many bottles of 1 can be filled by a 5 jerry can?

1 5

Application activity 6.1.3

Read and do the following:

Take a jerry can of 20 . Use a bottle of 1 to fill water

in the jerry can. How many bottles of water do you use
to fill the jerry can?

151
6.2 Comparing measurements of capacity
Activity 6.2.1

Read and do the following:

Use “greater than 1 litre”, “less than 1 litre” or “exactly 1 litre”

to compare the capacity for containers.

Example:

a bucket is greater a bottle is less than It is greater than 1

than 1 litre 1 litre litre

Activity 6.2.2

• Look at the capacity of each container.

• Write the number and use <, > or = cards to compare
capacity measurements.

Example:

152
Look at the example. Try these:

Activity 6.2.3

Use <, > or = to compare the capacity measurements

a) 15 24 c) 345 453
b) 32 712 d) 750 697

Activity 6.2.4

Read and do the following.

1) Take five different sized containers. Arrange them from
the one with the smallest capacity to the one with the
biggest capacity.

153
 2) Arrange the following capacity measurements from
the smallest to the biggest
a) 15 , 20 , 12 , 10 d) 24 , 5 , 20 , 8
b) 12 , 2 , 18 , 5 e) 22 , 10 , 25 , 6
c) 13 , 20 , 7 15

Activity 6.2.5

Arrange the following capacity measurements from the

biggest to the smallest
Try these:
a) 51 , 20 , 21 , 12 d) 42 , 25 , 20 , 68
b) 21 , 28 , 81 , 52 e) 22 , 30 , 52 , 65
c) 31 , 20 , 75 ,15

Application activity 6.2

1) Complete by <, > or =

315 351
2) Arrange from the smallest to the biggest capacity
measurement
23 , 15 , 7 , 6
3) Arrange from the biggest to the smallest capacity
measurement
32 , 15 , 72 , 36 .

What have you learnt in this lesson?

154
6.3 Addition of capacity measurements
Activity 6.3.1

Read and find the answer

A small jerry can contains 5 . A bigger jerry
can contains 20 . If you pour these two
quantities of water in a small tank, how many
litters do you get in the tank?

Activity 6.3.2

• Look at the example.

• Add capacity measurements
Example:
1 11
172 + 124 = 172 152 172
152 + 38 = + 124 + 38 + 38
172 + 38 = 296 190 210

a) 18 + 12 = b) 33 + 28 = c) 281 + 169 =

Activity 6.3.3
Read and find the answer
I use a container of 15 to fetch water. My
brother uses a container of 24 . Find the
24
amount of water we fetch at once. 15

Application activity 6.3

Add
a) 615 + 204 = b) 186 + 512 =

What have you learnt in this lesson?

155
6.4 Subtraction of capacities measurements
Activity 6.4.1

Read and find the answer

Take a jerry can containing 5 of water. From
this water, pour 1 in a bottle. How much
water is remaining in the jerry can?

Activity 6.4.2

Look at the example. Subtract capacity measurements

Example:
11
723 - 312 = 411 723 423
423 - 309 = 114 - 312 - 309
411 114

Try these:
a) 45 - 29 = b) 112 - 89 = c) 234 - 197 =

Application activity 6.4

Subtract:
a) 678 - 178 = b) 975 - 485 = c) 125 - 95 =

What have you learnt in this lesson?

156
6.5 Word problems involving the addition or subtraction
of capacity measurements
Activity 6. 5

Read and find the answer

Example 1:
We have two tanks of water. The first contains 213 , the
second 378 . How many litres are in both tanks?
Solution:
Given:
The first tank: 213
The second tank: 378 .
Question: Total= ?
213
Operation: addition
+ 378
Both tanks: 213 + 378 =
Answer: There are 591 in the two tanks. 591

Example 2:
There is 225 of water in the tank. Today we used
75 of water from this tank. How much water is
left in the tank?

Solution:
Given:
Water in the tank = 225
water used = 75
Question: water left =?
Operation: Subtraction
In the tank there were: 225
11
We used : 75 225
There left: 225 -75 = - 75
Answer: There left 150 of water. 150

157
Look at the examples. Try these:
1) At home we organized a party and my parents
prepared 300 of juice. Our neighbours gave us 175
of juice. What is the total quantity of juice we had?
2) The oil seller has100 of oil. In this morning she sold 35 .
Find the amount of oil which left.

Application activity 6.5

Read and find the answer

1) The generator uses 195 of fuel in the morning and
205 in the afternoon. Find the amount of fuel the
generator uses per day.
2) There is 225 of water. We are going to use 24 of
water to wash our clothes. How much water is going
to remain?

What have you learnt in this lesson?

6.6 Multiplication of capacity measurements by a

whole number

Activity 6.6.1

Read and do the following.

Butera fetches 4 big bottles of water per day.

Each bottle contains 10 .

Complete: Each day, Butera fetches: 4 x 10 = ___

158
 Activity 6. 6.2

Look at the example. Multiply:

Example: 72
x 4
72 x 4 = 288 288
a) 24 x2= c) 31 x6=
b) 32 x4= d) 74 x2=

Application activity 6.6

Read and do the following.

1) One jerry can has 2 . Write the total quantity of

50 small jerry cans.

2) Multiply: a) 400 x2= b) 210 x3=

What have you learnt in this lesson?

6.7 Division of capacity measurements by a whole number

Activity 6.7.1

Read and find the answer

1) Take a big jerry can full of 20 of

water. Pour that water in 4 small jerry
cans of the same size.
Complete:
One small jerry can is going to contain
20 ÷ 4= ___

159
 Activity 6.7.2

Look at the example. Divide the capacity measurements

Example:
51
255 ÷ 5 = 51 5 255
– 25
005
–5
0

a) 68 ÷2= c) 159 ÷3=

b) 188 ÷2= d) 324 ÷6=

Application activity 6.7

Read and do the following.

1) Divide
a) 246 ÷2=
b) 648 ÷3=
2) Read and find the answer
Mugabo has 155 of fuel. Mugabo pours this fuel
equally in 5 vehicles

What is the quantity of fuel for each vehicle?

What have you learnt in this lesson?

160
6.8 Word problems involving multiplication or division
of capacities by a number
Activity 6. 8.1

Read and find the answer

Example 1:
Mugeni has 4 jerry cans of milk. Each jerry can contains 20 ,
How many litres does Mugeni have?
Solution:
Given: A jerry can = 20
Number of jerry cans = 4
Question: Capacity of 4 jerry cans = ?
Operation: Multiplication
One jerry can contains: 20
Number of jerry cans: 4 20
Total number of litres: 20 x 4 = x 4
Mugeni has 80 of water per day. 80
Example 2:
Dushime has 20 of water. He pours this water in different
small jerry cans of 5 . How many small jerry cans Dushime is
going to fill the water?
Solution:
Given: Capacity of big jerry can = 20
Capacity of small jerry can = 5
Question: Number of small jerry cans
Operation: Division
The big jerry can contains: 20 4
The small jerry can has: 5 20
5
The number small jerry cans: 20 ÷ 5 = – 20
The water will be pulled in 4 small jerry cans. 00

161
Look at the example. Try these:
1) We use 61 of water per day for washing the house. How
much water do we use in 5 days?
2) Five children had a birth day on the same day. Their parents
bought 50 of juice and shared it equally among their
children. Find the quantity of juice given to each child.

Activity 6.8.2

Look at the picture. Answer the question.

a b 5

What is the role of the litre?

Activity 6.8.3

Fill in with (litre, capacity, or meter)

1) The litre is the standard unit of ___ measurements
2) ____ is used to measure the quantity of liquids such as:
milk, water, cooking oil, fuel, petrol, juice, beer, etc.

Application activity 6. 9

Read and find the answer:

1. Share 186 equally among 6 milk collection centres.
How much milk will each centre get?
2. A Kind woman shared 72 of cooking oil equally to 3
families. How much oil does each family get?

What have you learnt in this lesson?

162
 END UNIT ASSESSMENT
1. Fill in with “True” or “False”
a) Litre is the standard unit of capacity measurements. ___
b) We use the litre to measure the length of a field. ____
c) Litter is used to measure the quantity of liquids such
as water. ____
2. Use <, > or = to compare
(a) 586 856 (c) 287 287
(b) 549 478 (d) 918 908
c) Complete by “is greater than”, “is less than” or “equals”

3. Arrange the capacity of measurements for objects from the

smallest to the biggest
785 , 758 , 857 , 875 , 578 , 587 .
4. Arrange the capacity measurements for objects from
the biggest to the smallest.
908 , 890 , 980 , 809 .
5. Find the answer
(a) 548 + 387 = (c) 978 - 789 =
(b) 81 x5 = (d) 720 ÷4=
6. Read and find the answer
a) There are 975 of water in a tank. If I use 789 to
wash clothes, how much water remains in the tank?
b) Kirabo has 20 of milk. She wants to keep it in small
jerry cans with the capacity of 5 each. How many
jerry cans will she use?
c) Our tank of water is filled by 6 drums. How much
water can fill the tank if each drum has 91 ?

163
 Unit KILOGRAM, THE STANDARD
7 UNIT OF MASS
7.0 Introductory activity
Observe the following picture.
a. b. c.

– What do you see?

– What are the following materials used for?
– Which material or tool can be used to find the mass of
objects?
– Can you use a balance to measure the mass of the big
sacks?

7.1 The Kilogram as the standard unit of mass

Activity 7.1

• Look at the objects.

• Write and say the mass for each envelop.

1kg 1kg

164
 Activity 7.1.2

Look at the objects. Estimate and match the mass label to the
picture

Application activity 7.1

Estimate the mass of the object and match:

What have you learnt in this lesson?

165
7.2 Measuring the mass using different types of balance

Activity 7.2.1

Compare objects. Lift different objects. Say which is lighter

and which is heavier.

Activity 7.2.2

Look at the balances. Observe different types of balances.

a. b. c.

Electronic Robeval String

Balance balance balance

Activity 7.2.2

Look at the picture.

Measure and read the mass of different objects on the balances
-I can read the mass of beans on the
balance
-I can read the mass of a cup on the
balance
-I can read the mass of a battle on the
balance
-I can read the mass of rice on the balance

166
Try the same and read the mass of different objects on the
balances:

167
 Activity 7.2.4

Follow instructions, and say the mass of objects.

– Lift an object,
– Estimate its mass,
– Use a balance to measure,
– Say the exact mass after measuring.

2 kg
3 kg

Example:
Objects Estimate Measure
irish potatoes I think that it is 2kg The balance shows that it is 3kg

Application activity 7.4

Look at the pictures.

Where do you find people using the balances?

in the shop at the market at the health center

168
Example: - When we buy beans, my parents ask the shop
keeper to use the balance.
- At the health centre, nurses use the balance.

What have you learnt in this lesson?

7.3 Comparing masses of objects

Activity 7.3.1

Write down the mass of each object.

Use of less than or greater than Use of lighter or heavier

2kg of bananas are less than 2kg of bananas are lighter
5 kg of pumpkin than 5kg of pumpkin
2kg < 5kg
5kg of pumpkin are great- 5kg of pumpkin are heavier
er than 2kg of bananas than 2kg of bananas.
5 kg > 2 kg
Complete by <, > or =
a) 2k ___ 5kg b) 5kg ___2kg

169
 Activity 7.3.2

Use <, > or = to compare capacity measurements

a) 51kg 42kg

b) 23kg 172kg

c) 354 kg 345kg

Activity 7.3.3

Arrange the following masses from the lightest to the heaviest

mass
a) 51 kg, 26 kg, 21kg d) 42kg, 25kg, 27kg
b) 21kg, 12kg, 81kg e) 28kg, 40kg, 52kg
c) 31kg, 24kg, 47kg f) 32kg, 51kg, 57kg

Activity 7.3.4

Arrange the following masses from the heavies to the lightest

mass
a) 15 kg, 27 kg, 12kg d) 24kg, 52kg, 29kg
b) 21kg, 82kg, 18kg e) 27kg, 37kg, 25kg
c) 31kg, 28kg, 75kg f) 23kg, 15kg, 72kg

Application activity 7.3

1) Use <, > or = to compare capacity measurements

a) 50kg ___ 54kg
b) 224kg ___220kg

170
 2) Observe the balance and complete by “heavier than” or
“lighter than”

1) 50kg are _____ 20kg

10kg 10kg
50kg
2) 20kg are _____ 50kg.

What have you learnt in this lesson?

7.6 Addition of masses in kilogram

Activity 7.6.1

Look at the balance. Complete with the correct mass

4kg 5kg

Complete:
2kg

1) 5kg = 4kg + ___

2) 40kg +10kg = ___kg

Activity 7.6.2

Add mass measurements

Example:
205 kg
205 kg + 414 kg = 619 kg + 414 kg
619 kg

171
Look at the example. Try these
a) 81 kg + 11 kg = ___ c) 128 kg + 196 kg = ___
b) 33 kg + 82 kg = ___ d) 73 kg + 36 kg = ___

Activity 7. 6.3

Read and find the answer

Example 2:
I weigh 32kg. My brother weighs 46kg. Find our total weight
Solution:
Given: My weight = 32 Kg
Weight of my brother= 46 Kg
Question: Total weight = ?
Operation: Addition
My mass: 32 Kg
The mass of my brother: 46Kg. 32 kg
The total mass: 32Kg + 46 Kg = + 46 kg
78 kg
Our total weight is 78Kg.

Look at the example. Try these:

1) Kamanzi keeps 12kg of cassava in the store. His brother
keeps 15 kg of cassava. How much cassava do they
have altogether?
2) Ishimwe sells 50kg of rice in the morning. In the
afternoon, he sells 25kg of rice. How much rice does
Ishimwe sell on the same day?

172
 Application activity 7.2

1) Add:
a) 167 kg + 87 kg = …
b) 234 kg + 85 kg = …
2) Read and find the answer
a) At home we cook 5kg of bananas in the morning. In
the evening we cook 4 kg of bananas. Find the mass of
bananas we cook per day.
b) Every day Mbabazi sells 15kg of sugar and 25kg of
sorghum flour. Find the total number of kg Mbabazi sells
per day.

What have you learnt in this lesson?

7.7 Subtraction of mass measurements

Activity 7. 8.1

Look at the balance. Complete with the correct answer.

What happens if we take away 10 kg from the second beam of

the balance?
Complete: 50kg – 10kg = ___kg

173
 Activity 7. 8.2

Subtract mass measurements

Example: 475 kg - 364 kg =
475 kg
475 kg - 364 kg = 111kg - 364 kg
111 kg
Try these:
a) 54 Kg – 29 Kg = ___ c) 121 Kg – 98 Kg = ___
b) 215 Kg – 59 Kg = ___ d) 217 Kg –191 Kg = ___

Activity 7.8.3
Read and find the answer
Example:
My sack weighs 59 kg of rice when full. I take 28 kg of rice from
it. How many kg remain in the sack?
Solution:
Given:
Total weight: 59 kg
Weight removed: 28 kg.
Question: Weight that remains = ?
Operation: Subtraction 59 kg
Weight remains : 59 kg - 28 kg = - 28 kg
There remains 31kg in the sack. 31 kg

Look at the example. Try this:

A businessman has 150kg of beans. He sells 75 Kg
from them. How many kilograms of beans does
he remain with?

174
 Application activity 7.8

1) Subtract:
a) 324 kg –179 kg =… b) 546 kg – 329 kg =…
2) Read and find the answer
Gisa has 247kg of rice. He gives her friend Queen 130 kg of
rice. How many kilograms of rice does Gisa remain with?

What have you learnt in this lesson?

7.9 Multiplication of mass measurements by a whole

number
Activity 7. 10.1

Look at 6 masses. Each one is 10kg.

What is their total mass?

10kg 10kg 10kg 10kg 10kg

The total mass is 10kg x 4 = ___kg

Activity 7.10.2

Look at the example. Multiply :

Example: 82 kg x 4 =
82 kg
82 kg x 4 = 328 kg x 4 kg
328 kg

175
 a) 42 kg × 3 =… kg c) 81 kg × 6 = … kg
b) 93 kg × 2 = …kg d) 53 kg × 4 =… kg

Activity 7. 10.3

Read and find the answer

My parents have 6 sacks of beans. Each

sack weighs 71kg. How many kilograms of
beans do my parents have?

Solution:
Given:
Number of sacks = 6
Weight of one sack = 71 kg
Question: Total number of kg = ?
Operation: Multiplication 71 kg

Total number of Kg: 71 kg x 6 = 426 Kg x 6 kg

426 kg
Parents have 426 kg of beans.
Now, try these:
1) At home we cook 6 kg of potatoes. How
many kg of potatoes do we cook in 5 days?

2) Mugabo carries 61 kg of bananas on the wheelbarrow.

How many kilograms will he have if he carries bananas 3
times?

176
 Application activity 7.10

1) Multiply:
a) 54 kg × 5 =… kg
b) 15 kg × 6 = …kg
2) Read and find the answer
When preparing breads, Muhizi uses 31kg of millet flour per day.
How many kilogram of millet flour can Muhizi use in 10 days?

What have you learnt in this lesson?

7.12 Division of mass measurements by a whole number

Activity 7.12.1

Read and find the answer

Look at the sack of potatoes. There are 36kg. Share them equally
in 6 buckets.

Complete: The mass of potatoes to be put in each bucket

36kg÷6 = ____kg

177
 Activity 7.12.2

Look at the example.

Divide mass measurements
Example: 75 kg ÷ 3 =
75 kg ÷ 3 = 25 kg 25 kg
3 75 kg
–6
15
–15
00
Look at the example. Try these:
a) 4 kg÷ 2 = … kg d) 95 kg ÷ 5 =… kg
b) 84 kg ÷ 4 =… kg e) 220 kg ÷ 4 = … kg
c) 75 kg ÷ 5 = … kg g) 864 kg ÷ 6 = … kg

Activity 7.12.3

Read and find the answer

Example:
Share 488Kg of maize flour to 4 families. How many kg will each
family get?
Solution:
Given: 122 kg
Quantity of maize flour: 488kg 4 488 kg
Number of families: 4 –4
Question: Number of kg per family =? 08
–8
Operation: Division
08
Number of kg per family: 488 kg ÷ 4 =
–8
Each family will get: 122kg 0

178
Look at the example. Try these:
1. Share 450 kg of rice equally among 5 people. How many
kilograms for each person?
2. Four people buy 328 kg of sugar to be
shared equally among them. Find the
share for each person.

3. There are 284 kg of beans to be shared equally in 4 sacks.

What is the mass for each sack?

Application activity 7.12

1) Read and do the following.

a) 624 kg ÷ 4 = … kg
b) 66 kg ÷ 6 = … kg
c) 99 kg ÷ 3 =… kg
2) Read and find the answer
a) During the harvesting of beans, a mother got 48kg. She
equally shared this harvest among 4 children. What was
the share of each child?
b) At home we use 30kg of potatoes in 5 days.
How many kilograms of potatoes do we use
per day?

What have you learnt in this lesson?

179
 END UNIT ASSESSMENT
1. Write True or False
a) Kg is the unit of mass measurements; ………………….
b) Kg is the unit of capacity measurements………….......
c) The litre is the unit of mass measurements………………
2. Give 3 types of balances
………………… ………………… …………………
3. Use <, > or = to compare masses
(a) 721kg 271 kg (d) 67 kg 76 kg
(b) 657 kg 756 kg (e) 582 kg 532 kg
(c) 74 kg 74 kg f) 659 kg 559 kg
4. Arrange the mass measurements from the smallest to the
biggest mass
478 kg, 874 kg, 487 kg, 784 kg, 847 kg, 748 kg.
5. Arrange the mass measurements from the biggest to the
smallest mass
836 kg, 368 kg, 638 kg, 863 kg, 386 kg, 683 kg.
6. Find the answer
(a) 645 kg + 294 kg = … kg (d) 696 kg – 467 kg = … kg
(b) 809 kg + 178 kg = … kg (e) 995 kg ÷ 5 = … kg
(c) 738 kg – 598 kg = … kg (f) 960 kg ÷ 6 =… kg
7. Read and find the answer
a) Abatoni buys 4 sacks of cement. If one sack weighs
50 kg, Find the number of kg she buys.
b) Rwema shared 85 kg of rice to his 5 children. Find the
mass of rice for each child.
c) In the first season we got 356 kg of rice. In the second
season we got 278 kg of rice and we got 319 kg of
rice in the third season. Find the total mass of rice we
got in these three seasons.

180
 Unit
RWANDAN FRANCS UP TO
8 1000 FRW
8.0 Introductory activity
Look at the picture or real money of Rwandan Francs.

– What do you see?

– How many coins and notes do you see?
– Have you ever seen Some Real Rwandan francs?
– Who can tell the class some characteristics of Rwandan
francs?
– What can you do with any coin or note of Rwandan francs?
– What do you expect to learn in this unit?

181
8.1 Characteristics and importance of Rwandan
Francs up to 1000 Frw

Activity 8.1.1

a) Tell your friends what you see on the Rwandan coins:

A coin of 50 francs
- Sliver color;
A coin of 1 francs - Maize;
- Coat of arm.

A coin of 5 francs

A coin of 50 francs
A coin of 10 francs

A coin of 20 francs
A coin of 100 francs

b) Tell your friends what you see on the Rwandan notes :

- Coat of arm,
- Bridge,
A 500 note - three pupils who
have laptops
- Brown color.

182
 Activity 8.1.2

Talk to your friend. What is the difference in features of a

Rwandan coin and Rwandan note?

Activity 8.1.3

Look at the pictures. What do you see?

Activity 8.1.4

Answer the following questions:

1) When you have 100 Frw, what can you buy?
2) When you have 500 Frw, what can you buy?
3) Can you buy a house with 1000 Frw only?

Application activity 8.1

Talk with your friends about the uses of money.

What have you learnt in this lesson?

183
8.2 Exchange of Rwandan currency from 1 Frw up to
1000 Frw

Activity 8.2

Find the sum equivalent to the given money:

Example: 10 Frw = 5 Frw + 5Frw
a) 20 Frw = … Frw + … Frw
b) 20 Frw = … Frw + … Frw + … Frw + … Frw
c) 50 Frw = … Frw + … Frw + … Frw
d) 100 Frw = … + …
e) 100 Frw = …Frw + …Frw +… Frw + … Frw + … Frw
f) 500 Frw = …Frw + … Frw + … Frw + … Frw +… Frw

Application activity 8.2

Fill in the blanks with the correct values.

a) e)
...Frw ...Frw
1000Frw
...Frw ...Frw

...Frw ...Frw ...Frw 500Frw ...Frw

...Frw ...Frw
b)
...Frw ...Frw
100Frw

...Frw ...Frw

184
 f)
c) ...Frw ...Frw

1000Frw ...Frw ...Frw

...Frw ...Frw ...Frw 100Frw ...Frw

...Frw ...Frw
...Frw ...Frw
...Frw ...Frw

d)
...Frw ...Frw

...Frw ...Frw g)
...Frw ...Frw
...Frw 1000Frw ...Frw
100Frw
...Frw ...Frw
...Frw ...Frw
...Frw ...Frw

What have you learnt in this lesson?

185
8.3 Comparing the amount of money up to 1000 Frw

Activity 8.3.1

a) Look at the pictures. Compare the value of money.

b) Use >, < or = to compare the following amount of money

a) 990 Frw 750 Frw d) 700 Frw 900 Frw
b) 900 Frw 100 Frw e) 600 Frw 600 Frw
c) 800 Frw 200 Frw f) 500 Frw 500 Frw

Activity 8.3.2

Arrange these amounts of money from the smallest to the biggest.

a) 100Frw, 250 Frw, 50 Frw d) F 450 Frw, F 300 Frw, F 150 Frw
b) 600 Frw, 800 Frw, 750 Frw e) 500 Frw, 750 Frw, 650 Frw
c) 900 Frw, 700 Frw, 600 Frw

186
 Application activity 8.3

Arrange these amounts of money from the biggest to the smallest

a) 250 Frw, 100 Frw, 200 Frw d) 150 Frw, 850 Frw, 450 Frw
b) 750 Frw, 620 Frw, 600 Frw e) 800 Frw, 350 Frw, 950 Frw
c) 700 Frw, 900 Frw, 800 Frw

What have you learnt in this lesson?

8.4 Addition and subtraction of Rwandan francs

Activity 8.4

1) Look at the picture. Talk about how to add or subtract

Rwandan Francs

2) Add or subtract the following amount of money

a) 150 Frw + 500 Frw = c) 800 Frw – 200 Frw =
b) 910 Frw – 500 Frw =

187
 Application activity 8.4

Add or subtract
a) 350 Frw + 450 Frw = b) 700 Frw – 600 Frw =
c) Uwamahoro buys bananas at 600Frw
300Frw

600Frw. She buys also one cabbage

at 300Frw. How much money does
she pay altogether? bananas
cabbage

What have you learnt in this lesson?

8.5 Word problems involving the addition or subtraction

of money

Activity 8.5

Read and find the answer

Example:
Butera has 750 Frw. He wants to buy a book which costs 950 Frw.
How much more money will he need to buy that book?
Solution:
Given:
The book costs : 950 Frw
Butera has: 750 Frw
Question: The money Butera needs = ?
Operation: Subtract
950
Butera needs: 950 Frw-750 Frw = 200 Frw — 750
Butera needs 200 Frw to buy that book. 200

188
Look at the example. Try these:
1) Mahoro buys a notebook at 350 Frw and pens at 200 Frw.
How much money does Mahoro pay?
2) Shema has a note of 500 Frw. He buys a bottle of water at
300 Frw. How much money does Shema remain with?
3) Manirakiza has 900 Frw. He buys juice and remains with
200 Frw. How much money does he pay for juice?

What have you learnt in this lesson?

8.6 Multiplication and division of an amount of money

by a number

Activity 8.6

1) Look at the example. Multiply or divide the amount of

money by a number

189
 2) Multiply or divide the amount of money by a number
a) 100Frw x 2 =…Frw c) 300 Frw ÷ 3 =… Frw
b) 80 Frw ÷ 4 = …Frw d) 120 Frw × 4 =…Frw

Application activity 8.6

Multiply or divide
a) 200 Frw × 3 =…Frw b) 100 Frw ÷ 5 =…Frw c) 65 Frw × 10 =…Frw

What have you learnt in this lesson?

8.7 Word problems involving the multiplication or division

of money by a number

Activity 8.7

Read and find the answer

Example:
One bottle of soda costs 400 Frw. Tom is sent to the shop to buy
two bottles of soda. How much money will he pay?
Solution:
Given:
One bottle of Fanta costs: 400 Frw
Number of bottles: 2
Question: The cost for 2 bottles
Operation: Multiplication 400 Frw
The cost for 2 bottles: 400 Frw x 2 = x 2
Tom will pay 800 Frw. 800 Frw

190
 Application activity 8.7

Read and do the following.

1) Peter has 800 Frw. If he shares it equally among 4 children,
how much money will each child get?
2) Share 900 Frw equally among 3 pupils.
3) One notebook costs 200 Frw. If I buy 2 notebooks, how
much money will I pay?

4) One pizza costs 100 Frw. How much money can

I use if I buy 10 pizzas for my friends?

5) Ishimwe wants to buy 6 books. If one book costs 100 Frw,

how much money will he pay?

8.8 Sources of money, the use of money and listing

down items before buying them

Activity 8.8.1

Look at the picture and say what you see:

Activity 8.8.2

Talk with your friends about where people get money from.

191
 Application activity 8.8

1. Read the list of different sources of money.

2. Select good and bad sources of money: Agriculture, farming,
salary, fraud, cheating, stealing, etc.
Good sources Bad sources
Example: Salary Example: Stealing
… …

What have you learnt in this lesson?

8.9 Buying and selling

Activity 8.9.1

Look at the pictures. Answer the questions.

Hygienic paper Orange Water Juice

300 Frw 150 Frw 300 Frw 700 Frw

Mango Bread Banana Maize

150 Frw 550 Frw 100 Frw 100 Frw

192
 a) Mutoni wants to buy an orange and a mango. How much
money does she pay?
b) Gisa buys a bottle of juice and one cob of maize. How
much money does she pay?
c) Kangabe sends Uwase to buy one toilet paper, a banana
and bread. How much money does she pay altogether?
d) Mahame asks Butera to buy one cob of maize and
one piece of bread. How much money does he pay
altogether?

Activity 8.9.2

1. Look at the picture below.

2. What do you see?
3. What is the importance of making a list of what you want to buy?

To make a list of items to buy helps

• To buy only what we want;
• To count our money well.
...

193
 Activity 8.9.3
Look at the picture. Write down things you can buy with 1000 Frw.
Mango Bread Banana Maize

150 Frw 550 Frw 100 Frw 100 Frw

Activity 8.9.4
The following is the shopping list for Gahima.
1. Onions = 200 Frw 3. Ground nuts = 200 Frw
2. Soap = 200 Frw 4. Irish potatoes= 300 Frw
Find the sum of money Gahima pays for all items.

Application activity 8.9

Look at the pictures. Answer questions.

Pen Pineaples Notebook Flour

100 Frw 600 Frw 200 Frw 550 Frw

Soap Pawpaw Sweet

500 Frw 400 Frw 50 Frw

a) Muhizi has 750 Frw. He buys a notebook and a soap.

Find the balance.
b) Ingabire has a note of 500 Frw. She buys one pawpaw
and a sweet. How much money does she remain with?

What have you learnt in this lesson?

194
8.10 Good use, management and saving of money

Activity 8.10.1

Choose the most important things to buy first. Explain why.

a. b. c.

Car Food Bicycle

d. e. f.

Biscuit Ball Motobike

g. h. i.

Dress

Computer Oranges

j. k. l.

Sweet Cap Book

195
 Activity 8.10.2
1. Look at the pictures. There are Doreen, Mike and their mother.
2. What are they doing?
3. Is it good to save money for the future? Explain.
a. b. c.

d. e. f.

Activity 8.10.3

Fill in with (spend, save)

– Rwandan money helps to solve problems in the future. It is
good to …… money.
– Rwandan money helps to buy things. We …………some
money when we buy things.

Application activity 8.10

1. Look at the pictures.

2. Tell what these people are doing?
3. Why do you think they are doing so?
4. How can we keep money safely?

196
 What have you learnt in this lesson?

8.11 Preparing small income generating projects

Activity 8.11

1. Look at the following pictures carefully. There is Kagabo and

his father.
2. What do you see?
3. Can you do the same?
4. Do you have an activity that can help you to get money?

a
b

Kagabo and his father Kagabo

197
 Buyer Kagabo and
Kagabo d his father
c

Application activity 8.11

Write 3 activities a primary pupil can do at home to get money.

What have you learnt in this lesson?

198
 END UNIT ASSESSMENT

1. Answer by True or False

a) Rwandan francs are coins only. ____
b) Rwandan francs are notes only. ____
c) Rwandan francs are made of different coins and
different notes.___
d) All Rwandan coins and notes have the coat of arm. ____
2. Fill in the blanks the missing value
a) 1000 Frw = 500 Frw + Frw
b) 100 Frw = 50 Frw + 20 Frw + Frw + 10 Frw
c) 50 Frw = 20 Frw + 10 Frw + Frw
3. Choose the good source of money
Salary, fishing, art-craft, farming, commerce, agriculture,
lying, stealing, playing football.
4. Compare amount of money using “greater than”, “less
than”, “equal to”
a) A note of 1000Frw is … 2 notes of 500 Frw
b) 300 Frw are … two coins of 100Frw
5. Arrange the following amount of money from the smallest
to the biggest
a) 650Frw, 900Frw, 750Frw, 800Frw
b) 400Frw, 700Frw, 650Frw, 300Frw
6. Arrange the following amounts of money from the biggest
to the smallest
a) 450Frw, 550 Frw, 350Frw, 250Frw, 650Frw.
b) 850 Frw, 250Frw, 500Frw, 950Frw, 400Frw.

199
7) Write the number of coins or notes in the boxes:
a) 1000Frw equals to notes of 500Frw
b) 500Frw equals to coins of 100Frw
c) 100Frw equals to coins of 50 Frw.
8) Read and find the answer
a) Muhizi has 900Frw. He buys 1kg of sugar at 850Frw.
How much money does he remain with?
b) Keza buys the bread at 500Frw, eggs at 200Frw and
one pizza at 200Frw. How much money does she pay?
c) Share 750Frw equally among 5 children. How much
money does each child get?
d) Masabo goes to school every day. If he pays 400Frw
per day, how much money does he pay in 2 days?
e) I have 950Frw. I want to buy 1 kg of rice at750Frw.
How much money can I remain with?

200
 Unit
HOUR, MONTHS OF THE YEAR
9 AND DAYS OF EACH MONTH
9.0. Introductory activity
Observe the following pictures.

• What do you see?

• What can you do with each material above?
• What do you expect to learn in this unit?

9.1 Parts of the day

Activity 9.1.1
1. Look at the picture. What do you see?
2. Is it in the morning? Is it in the evening? Is it at night? Is it at
midday?

201
 Activity 9.1.2

What are the main parts of a day?

Application activity 9.1

• What do you do in the morning?

• What do you do in the evening?

9.2 Reading and Telling Time on a clock face

(a) Reading exact time: An hour o’clock

Activity 9.2.1

1. Look at the picture.

2. What do you see? Tell your friends.
The long hand is the
minute hand.

The short hand is the

hour hand.

Activity 9.2.2

Look at the clock faces. Tell the time

It is Seven o'clock

202
 Activity 9.2.3

a) Look at the picture. What do you see?

What numbers do you see on the clock/ watch?

b) Look at the picture. What do you see?

• What does the first number show?
• What does the second number show?

203
 The first number shows Hours
The second number shows .....
It is ............

Activity 9.2.4
Read and tell the time:
Example:

It is 12 O' clock It is 12 O' clock

a b c d

It is It is It is It is

204
 a. b. c. d.

It is It is It is It is

Activity 9.2.5

Writing the time Reading the time

1 : 00 It is two o’clock
2 : 00 It is one o’clock.
3 : 00 It is five o’clock
4 : 00 It is six o’clock
5 : 00 It is three o’clock
6 : 00 It is four o’clock
7 : 00 It is eight o’clock
8 : 00 It is seven o’clock
9 : 00 It is Twelve o’clock/midnight/noon
10 : 00 It is ten o’clock
11 : 00 It is nine o’clock
12 : 00 It is eleven o’clock

Application activity 9.2.1

1) Read and tell the time:

a. b. c.

It is It is It is

205
2) Draw clock faces. Show the minute and hour hands correctly.
a) Twelve o’clock c) Eleven o’clock
b) Eight o’ clock d) Ten o’clock

b) Half past an hour

Activity 9.2.6
Read and tell the time
a. b. c.

Example: It is a half past 12 It is It is

a. b. c.

Example: It is a half past 12 It is It is

Activity 9.2.7

Draw clock faces. Show the minute hand and the hour hand.
a) 11 : 00 c) 10 : 30 e) 2 : 30
b) 8 : 30 d) 3 : 00 f) 5 : 00

Application activity 9.2.2

Read and tell the time:

a. b. c. d.

it is it is it is it is

206
 a. b. c. d.

it is it is it is it is

What have you learnt in this lesson?

9.3 The Calendar

Days of the week

Activity 9.3.1

Look at the calendar and answer the questions:

One week has 7 days.

S: Sunday
The first day of the week
is............ M: Monday
The last day of the week
is............ T: Tuesday

W: Wednesday

T: Thursday

F: Friday

S: Saturday

a) How many days make a week?

b) What is the first School day of the week?
c) What is the last day of the week?
d) How many working days does a week have?

207
 Application activity 9.3.1

Read and answer questions.

a) How many weekend days does a week have?
b) How many days do you go to school in a week?.
c) When do people go to the church?

What have you learnt in this lesson?

Months of the year

Activity 9.3.2

1) Look at the calendar. Count the number of months of the year.

208
 a) How many months are in a year?
b) List the months of the year
2) Look at the calendar. Count the number of days for each
month

a) Do all months have the same number of days?

b) List down the months which have 30 days.
c) List down the months which have 31 days
d) Which month of the year has fewer days?

Application activity 9.3.2

Write all months of the year and the number of days for each
month.
Example: January has 31 days.

What have you learnt in this lesson?

209
Weeks of the month and weeks of the year
Activity 9.3.3

Look at the calendar.

a) How many weeks are in a month?
b) How many weeks are in a year?
c) Which month has the least number of weeks?

Application activity 9.3.3

Make a calendar for the current month and hang it in the

classroom.

What have you learnt in this lesson?

210
9.4 Schools’ activities and timetable
Activity 9.4

Look at the pictures. Talk to your friends about what you see.
At which time is it done in your school?
a. b. c.

Morning assembly studying playing

d. e. f.

Entering in the classroom studying going home

Application activity 9.4

Look at the table. Talk to your friend about the time to do

each activity.
Activities
Arrive at school
School assembly
Start lessons
Break
Go home

What have you learnt in this lesson?

211
9.5 Preparing a daily activity plan

Activity 9.5

Read the following daily activities of Edna.

Time Activities
6:00 in the morning Waking up
6:00 – 6: 30 in the morning Washing the body
7: 00 in the morning Doing the homework
7:30 – 8: 00 in the morning Going to school
8:30 - 12:20 Studying
12:20 – 1: 30 Lunch
1:30 – 5: 00 Studying
5:00 – 5: 30 Returning home
5:30 – 6: 00 in the evening Discussing with parents, sisters
and brothers.
6: 00 in the evening Bathing
7:00 in the evening Revising the notes and doing
the homework
8:00 in the evening Supper
9:00 in the evening Sleeping

Application activity 9.5

Use the daily activities of Edna above and plan your daily
activities of tomorrow.

212
9.6 Preparing a weekly activity plan
Activity 9.6

1. Look at the weekly activity plan for Kagabo.

2. Prepare your own weekly activity plan.

Day Activity
Monday Go to school;
Wash home utensils.
Tuesday Go to school;
Mopping.
Wednesday Go to school;
Feeding hens.
Thursday Go to school;
Fetch water.
Friday Go to school;
Mopping.
Saturday Doing homework;
Washing clothes.
Sunday Go to church;
Preparing the room.

Application activity 9.6

Write 4 activities you do on Sunday. Start from the first to the

last activity:
1. __________________________
2. __________________________
3. __________________________
4. __________________________.

213
 END UNIT ASSESSMENT

1. Complete
(a) One year has months.
(b) The long hand of the clock face shows
(c) The short hand of the clock face shows
(d) One day has hours.
(e) One hour has minutes.
(f) A day has two main parts: the first is , the
second is
(g) Each part of the day has hours.
(h) one week has days.

2) Draw a clock face with hands showing:

(a) Ten o’clock.
(b) Ten o’clock.

3) Complete the table below

Months Days Months Days

January 31 July …
… 28 or 29 … 31
March … September …
… 30 … 31
May … November …
… 30 … 31

214
 Unit
TYPES OF LINES AND ANGLES
10
10.0 Introductory activity
Take 2 straight sticks or 2 matchsticks as in (1)

(1) (2)

– Form the figure as in in (2). How does it look like? Is it an angle?

– Use the 2 sticks to form other different angles. Do you know
their names?

10.1 Types of lines

(a) Straight lines

Activity 10.1.1
Look at the following pictures.
Which of the following objects is not vertically placed?

Vertical sticks

215
 A door in the A book lying on A cupboard in A glass filled
room the table the classroom with water

Activity 10.1.2

1. Look at the following lines.

2. Write their characteristics

Oblique straight Oblique

Vertical line Horizontal line. straight line
line towards
right towards left.

Activity 10.1.3

Use a ruler to draw:

a) Oblique straight line
b) Horizontal line.
c) Two vertical lines.
(b) Closed lines

Activity 10.1.4

1. Look at these lines.

2. Say their characteristics: are they open or closed?
a. b. c. d.

216
 e. f. g. h.

i. j. k. l.

Activity 10.1.5

Use a ruler to draw the following:

a) a zigzag closed line
b) a closed line
(c) Non straight open lines

Activity 10.1.6

Look at these lines. Talk about each of them to your friends.

a. b. c. d.

e. f. g. h.

Activity 10.1.7

Draw:
a) Left open line
b) Top open line

217
(d) Curved lines

Activity 10.1.8
1. Look at these lines.
2. Say the characteristics of each line
a. b.

c.

d.
e. f

Application activity 10.1

Name different lines

1) Give the name of the following line

a. b. c.

d. e. f.

2) Write the name of the following lines

a. b. c. d. e.

218
3) Look at the following picture
a) How many vertical lines are
there in the given picture?
b) How many horizontal lines
are there in the given
picture?
c) How many oblique lines are
there in the given picture?

What have you learnt in this lesson?

10.2 Types of angles

(a) Right angle

Activity 10.2 1

Use two sticks to make a right angle

a b

c d

219
 Activity 10.2.2

Draw a right angle.

(b) Acute angle

Activity 10.2.3

Use two sticks to make an acute angle.

a b c

Activity 10.2.4

Use small sticks or rulers to make an acute angle

(c) Obtuse angle

Activity 10. 2.5

Look at the picture and make an obtuse angle.
a. b. c.

220
 Activity 10. 2.6

Draw an obtuse angle made by:

a) Two oblique lines
b) Horizontal lines and an oblique line.

Application activities 10.2

1) Look around your classroom and mention the objects

with a right angle.
2) Write the name of each of the following angles:
a. b. c. d. e.

10.3 Comparing right angle, obtuse angle and the

acute angle

Activity 10.3

1) Look at the picture. Which angle is smaller than the other?

Obtu
se
te
Acu

Acute Angle Obtuse Angle Right angle

221
2) Look at the following angles. Fill in box by “is greater than,
is less than or is equal”

a)
is greater than

b)

c)

d)

Application activity 10.3

Fill in by “Less than the right angle”, “Greater than the right
angle” or “Equal to the right angle

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

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

222
 END UNIT ASSESSMENT

1) Write the name of the following lines and angles

(a) (b) (c)

(d)

(e) (f) (g)

(h)
(i) (j) (k) (l)

2) Complete by True or False:

(a) An obtuse angle is greater than a right angle.
(b) An obtuse angle is less than an acute angle.
(c) A right angle is greater than an acute angle.

3. Draw
(a) A right angle
(b) A closed line
(c) An oblique straight towards the right
(d) An obtuse angle
(e) A vertical straight line
(f) An acute angle
g) A horizontal straight line

223
 Unit
GRID
11
11.0 Introductory activity
Look at the diagram below.
11
A
10
9
8
7
6
5
4
3
2
1 C B
1 2 3 4 5 6 7 8 9 10 11

1) What can you obtain when you join A and B, B and C, C

and A?
2) What type of line that joins A and B?
3) Show the horizontal line that passes at the point A. Is it the
9th or the 10th horizontal line?
4) What are we going to learn in this unit?

224
11.1 Characteristics of a grid and construction of a grid
Activity 11.1.1

Use the square paper.

1) Draw the vertical lines and number them from the first:
Vertical lines

Complete:
a) The Vertical line B is the
vertical line number ___
b) The vertical line C is the
vertical line number ___

1 2 B 4 C 6 7 8 9 10

2) Draw the horizontal lines and name them from the first:
Horizontal lines
10
9
Complete:
C
B a) The letter B is at the
6 horizontal line number ___
5 b) The letter C is at the
4 horizontal line number ___
3
2
1

225
 Activity 11.1.2

Look at the grid below:

11
10
9
8
A
7
6
5
4
3
2
1
1 2 3 4 5 6 7 8 9 10 11

1) How many horizontal lines does the grid have?

2) How many vertical lines does the grid have?
3) Complete by true or false:
a) Horizontal lines are counted from left to right. ____
b) Vertical lines are counted from top to bottom. ____

226
 Activity 11.1.3

Look at this grid:

10
9
D C
8
7
B
6
5
4
A
3
2
1
1 2 3 4 5 6 7 8 9 10

The grid above is made by 10 Vertical lines and 10 horizontal

lines. Then, Complete:
a) The point A is at the vertical line number ___
b) The point B is at the horizontal line number ___
c) The point D is at the vertical line number ____ and the
horizontal line number ___

Application activity 11.1

Draw a grid with 8 vertical lines and 8 horizontal lines. Number

them.

What have you learnt in this lesson?

227
11.2 Putting a point on a grid

Activity 11.2.1

Look at points in a grid.

Vertical line
10
9
8
7
6
5
4
3
2 Horizontal line
1
1 2 3 4 5 6

Show the following point:

a) The point A is at the vertical line number 4 and the
horizontal line number 2.
b) The point B is at the vertical line number 3 and the
horizontal line number 9.
c) The point C is at the vertical line number 2 and the
horizontal line number 5.
d) The point D is at the vertical line number 5 and the
horizontal line number7.

228
 Application activity 11.2

Look at the grid

11
10
9
8
7
6
5
4
3
2
1
1 2 3 4 5 6 7 8 9 10 11
a) Put the point A at the crossing bar number 2 and the
post number 4.
b) Put the point B at the post number 5 and the crossing
bar number 3.

What have you learnt in this lesson?

229
11.3 Location of a point on a grid

Activity 11.3
Look at the following grid:
6 The point A is at the post number 4
B
C and crossing bar number, we write
5
A (4,6) .
D
4
The point B at the post number 5
A
3 and crossing bar number 6, we
2
P write B (5,6).

1
1 2 3 4 5 6

Now, explain the position of the following point:

a) The point P b) The point C c) The point D

Application activity 11.3

Read and do the following:

1. Draw a grid with 5 posts and 5 crossing bars. Put a point on:
a) The post number 3 and the crossing bar number 4
b) Post number 4 and the crossing bar number 5
c) Post number 2 and crossing bar number 3
2. Draw a grid with 8 posts and 8 crossing bars.
Show the point A located at the post number 5 and the
crossing bar number 4.
Put the point B at the post number 7 and the crossing bar
number 6.

230
 END UNIT ASSESSMENT

1. a. Draw a grid with 10 posts and 10 crossing bars.

b. Put the points on the grid:

A is at the post number 3 and the crossing bar number 7.

B is at the post number 10 and the crossing bar number 8
C is at the crossing bar number 5 and the post number 9.
D is at the crossing bar number 7 and the post number 8
E is at the crossing bar number 4 and the post number 6
F is the crossing bar number 6 and the post number 10.
2. What is the location of each point in the following grid?
A. B.
10
8 D
A 9
7 C
B C 8
6
D E 7
5 B
F 6
4
5
3
A
2 4
3
1
1 2 3 4 5 6 7 8 2
1
1 2 3 4 5

231
 Unit SQUARE, RECTANGLE AND
12 TRIANGLE
12.0 Introductory activity
Look at the following pictures.
b.
a.

– What do you see on the pictures?

– Take a ruler and measure the length of the sides
– Do you think that all 4 sides have the same length?
– What do you expect to learn in this unit?

12.1 Characteristics of a square

Activity 12.1.1

Look at the shapes. Choose shapes with 4 equal sides

232
 Activity 12.1.2
Look at the following pictures.
b.
a.

a square

1) Use a ruler to measure the lengths of sides and compare

them. Are sides with the same length?
2) What is the length of the side?
3) How are angles of the figure?
4) What is the name of the figure with 4 equal sides and 4
right angles?

Activity 12.1.3

Look at the following pictures. Which one is the square?

Explain why it is a square.
1 2 3 4 5 6

Application activity 12.1

Take a sheet of paper and a ruler.

Fold the sheet of paper to make a square of 10cm of side.
Cut that square and show it to your friends.

What have you learnt in this lesson?

233
12.2 Drawing a square

Activity 12.2.1

Look at the squared shape.

Take a rope and form a square on the table.

Activity 12.2.2

Use a set square and a ruler and draw a square with side of
10cm in your notebook.

Application activity 12.2

Draw a square with side of 20cm.

What have you learnt in this lesson?

12.3 Measuring and calculating the perimeter of a square

Activity 12.3.1

Read and do the following.

– Draw a square with side of 20cm.
– Put the rope around the square and write the total length
of the rope

234
 – Measure the length for each side and then add them and
write down the sum of 4 sides.
The total length of all sides of a square is called perimeter of
the square.
Complete by True or False:
The perimeter of a square = Side + Side + Side + Side = Side x 4.
_____

Activity 12.3.2

Find the perimeter of a square

Example: The side of the square has 23 cm.

Solution:
Perimeter = 23 cm + 23 cm + 23 cm + 23cm = 92 cm
Or Perimeter = 23 cm x 4 = 92 cm.

Look at the example. Try these:

1) Find the perimeter for a square with :
(a) 40cm of side (b) 60m of side (c) 50 dm of side.
2) Find the perimeter of a field which looks like a square with
30 m of side.

30 m

235
 Application activity 12.3

Find the perimeter of a window which has the form of a square.

Its side is 72 cm.

72 cm

What have you learnt in this lesson?

12.4 Characteristics of a rectangle

Activity 12.4.1

Look at the shape of this form.

C

A B

D
1) Use a ruler to measure the lengths of sides and compare
them. Which sides have the same length?
2) What is the length of the opposite sides?

236
 3) How are angles of the figure?
4) What is the name of the figure with 4 sides and 4 right
angles given that 2 opposite sides are equal?

Activity 12.4.2
Observe the shape. It is a rectangle.
Length

Width

Draw a same rectangle with width of 10 cm and length of 40 cm.

Activity 12.4.3
Look at the following shapes. Choose a rectangle from them.
Why is it a rectangle?
1 2 3 4 5 6

Application activity 12.4

Take a sheet of paper.

Fold it and make a rectangle. Cut that rectangle and show it

to your friends.

What have you learnt in this lesson?

237
12.5 Measuring and calculating the perimeter of a
rectangle
Activity 12.5.1
Look at the picture below.

– Make a rectangle with 30cm of length and 25cm of width.

– Tie a rope around the rectangle.
a) Measure the total length of the rope. How long is the rope?
b) Measure the length for each side of the rectangle. Add
them and write down the total length of 4 sides.
c) Compare the length of the rope and the sum of the lengths
of 4 sides. Are they equal?
d) The perimeter of a rectangle is equal to the total length of
the 4 sides, Complete by True or False:
i) The perimeter of a rectangle = length + width+ length +
width= (L+W)+L+W).____

ii) The Perimeter of a rectangle = (L+W) x 2. ___

238
 Activity 12.5.2

Find the perimeter of a rectangle

Example
The rectangle with the length of 8cm and the width of 4cm.

4 cm

8 cm
Solution:
Given:
Length=L=8 cm;
Width= W= 4cm.
Perimeter = (L+W) x 2
Perimeter = (8cm + 4cm) x2 = 12cm x 2= 24cm
The perimeter has 24cm.
Look at the example. Try this:
Find the perimeter of a rectangle with:
a) Length =12cm , Width = 7cm.
b) Length = 40cm, Width = 25cm
c) Length = 30cm, Width = 12cm.

Application activity 12.5

Find the perimeter of a rectangular

garden with 60m of length and 30m
of width.

What have you learnt in this lesson?

239
12.6 Characteristics of a triangle

Activity 12.6.1

Look at the following shapes and pictures.

How many sides and angles does each one have?

A A

Triangle
C B C B

Application activity 12.6

A triangle is a shape with 3 sides and 3 angles.

Choose a triangle from the following pictures.

1 2 3 4 5 6

What have you learnt in this lesson?

240
12.7 Measuring and calculating the perimeter of a triangle

Activity 12.7.1
Try the following activity and then tell your friends what you find:
– Make a triangle using sticks of length of sides 20 cm, 25 cm
and 30 cm.
– Use a rope around a triangle and measure the total length.
How long is the rope?
– Compare the length of the rope and the sum of the lengths
for 3 sides. What do you find?

Activity 12.7.2

Find the perimeter of a triangle.

Example:
The first side has 30cm; the second side has 25 cm and the
third side has 35cm.

241
 35 cm
25 cm

30 cm
Solution:
Given:
first side: 30cm;
the second side: 25 cm
the third side: 35cm.
Perimeter = Side + Side + Side
Perimeter = 30cm + 25 cm + 35cm = 90 cm
The perimeter has 90 cm.

Look at the example. Try this

Find the perimeter of the rectangle of the following sides:
a) 15cm, 15cm and 15cm.
b) 27dm, 60dm and 30dm.

Application activity 12.7

Find the perimeter of triangle whose sides are:

42cm, 24cm and 38 cm.

What have you learnt in this lesson?

242
 END UNIT ASSESSMENT

1) Name the following figures:

(a) (b) (c)

2) Comment by True or False

a) A square has 4 equal sides. _____

b) The short sides of a rectangle are called length (L). ____.
c) A rectangle has 4 right angles. ____.
d) A square has 4 acute angles. ____.
e) A rectangle has 3 sides. ____.
f) The long sides of a rectangle are called Width. ___.
g) A triangle has 4 sides and 3 angles. ____.

3. Find the perimeter of:

a) A square with the side of 12cm.
b) A rectangle with the length of 12cm and the width of
8cm.
c) A triangle which has: 7cm, 8cm and 9cm of sides.

243
4. Write 1 on a square, write 2 on a rectangle and write 3
on a triangle.

(a) (d) (g)

(b) (e) (h)

(f) (i)
(c)

5. Find the perimeter of a flower garden with the shape of:

(a) A square of 80m each side.
(b) A rectangle with 54m of length and 40m of width.
(c) A triangle with 25m, 27m and 30m of sides.
6. Find the perimeter of the following figures:

24 cm
13 cm 12 cm

24 cm 18 cm 16 cm

244
 Unit MISSING NUMBERS IN

13 ADDITION, SUBTRACTION,
MULTIPLICATION OR
DIVISION
13.0 Introductory activity
Look at the following diagram.

15 + = 19
– What do you see?
– Count the counters in the first box.
– Count the number of counters in the second and the third boxes.
– Are you able to tell the number of objects in the second box?
How many objects are there?
– Can you complete that missing number of the second box if
counters were not there?
– What do you expect to learn in this unit?

13.1 Finding the missing number in a number sentence

with addition or subtraction

Activity 13.1.1

Look at the question. Use counters or small stones to complete

the missing number.

Example: 15 + = 23

245
 15 + = 23
Answer: 15 + 8 = 23

Try these
a) 16 + = 23 d) 34 + = 55
b) 24 + = 40 e) 49 + = 60
c) 45 + = 79

Activity 13.1.2

Look at the question. Use counters or small stones to complete

the missing number.

Example: 30 - = 14

30 - = 14
Answer: 30 - 16 = 14

Look at the example. Try these:

a) 39 - = 19 d) 39 - = 11
b) 45 - = 30 e) 74 - = 24
c) 62 - = 38

246
 Activity 13.1.3

Use counters or small stones to find the missing number

Example: - 23 = 32

- 23 = 32

Answer:

55 - 23 = 32

55 - 23 = 32

Look at the example. Try these

a) - 39 = 61 c) - 64 = 27
b) - 54 = 87

Activity 13.1.4

Find the missing number in the vertical addition or subtraction

Example 1 Example 2
726 488
+1 7 3 -172 7+1=8
9-2=7
899 316

247
Look at the example. Try these:
a) 406 d) 9 9 g) 82
+ 37 - 662 + 917
779 327 99

b) 275 e) 997 h) 24
+ 5 4 – 76 + 662
779 421 986
c) 937 f) 342 i) 674
+ 8 6 + 35 - 3 2
101 777 372

Application activity 13.1

Find the missing number

a) 71 + = 99 b) 47 - = 27 c) - 72 = 90
d) 37 e) 314 f) 874
+ 625 + 49 - 65
997 809 221

What have you learnt in this lesson?

248
13. 2 Finding the missing number in a number sentence
with multiplication or division

Activity 13.2

Find the missing number

Example:
a) 3 x4 = 12 (12 ÷ 4 = 3)
b) 5 x 4 = 20 (20 ÷ 5 = 4)
c) 27 ÷ 3 =9 (9 x 3 = 27)
d) 15 ÷ 5 =3 (15 ÷3 = 5)

Look at the example. Try these:

a) ÷ 2 = 24 d) 4 × = 88 g) ÷ 3 = 33
b) 6 × = 48 e) × 3 = 99 h) 5 × = 55
c) ÷ 5 = 61 f) 69 ÷ = 23 i) ÷ 6 = 31

Application activity 13.2

Find the missing number

a) × 3 = 15 d) 4 × = 20 g) 6 × = 36
b) 3 × = 48 e) 4 × = 28 h) ÷6=6
c) ÷3=9 f) ÷4=8 i) ÷ 5 =7

What have you learnt in this lesson?

249
13.3. Finding the common difference in a number
pattern

Activity 13.3.1

Look at the following pictures

a)

b)

1) What is the number of beans for the two next piles?

2) The number of beans you add to the pile you have to
find the number of beans for the next pile is a common
difference.
What is the common difference for the pattern of yellow beans?
What is the common difference for the pattern of blue beans?
Finding the common difference in a number pattern

Activity 13.3.2

Read and do the following.

Example:
a) 45, 60, 75, 90
Common difference 60 – 45 = 15, 75 – 60= 15,
90 – 75 = 15.
The Common difference is 15

250
b) 165, 155, 145, 135
Common difference 165 – 155 = 10, 155 – 145 = 10,
145 – 135 = 10
The Common difference is 10
Try these:
a) 18, 20, 22. c) 12, 20, 28.
b) 35, 55, 75. d) 785, 892, 999.

Application activity 13.3

Read and do the following:

1) Find the common difference and complete the number
of bricks for the 2 next piles:

1 5 9 — —

2) Finding the common difference in a number pattern

250, 300, 350, …

What have you learnt in this lesson?

251
13.4 Completing the missing number in a number pattern

Activity 13.4.1

Fill in the missing number in the following number patterns.

Example
25, 40, 55, 70, __, __
The common difference is: 40 - 25= 15 or 70-55 = 15.
70+15 = 85, 85=15 = 100.
The pattern is: 25, 40, 55, 70, 85, 100.
Look at the example. Try these
a) 25, 35, 45, , 65 e) 11, 22, 33, , 55
b) 18, 25, 32, , 46 f) 60, 75, 90, ,
c) 25, 50, 75, , 125 g) 100, 85,70, ,
d) 10, 20, 30, , 50 h) 148, 140, 132, ,

Activity 13.4.2

Find the missing number in the following number patterns:

a) 200, 150, 100, , c) 150, 300, 450, ,
b) 800, 600, 400, , d) 225, 200, 175, ,

Application activity 13.4

Find the common difference. Then, complete the next number.

a) 100, 85, 70, 55, __. The common difference is ...
b) 22, 40, 58, 76, ___. The common difference is …

What have you learnt in this lesson?

252
 END UNIT ASSESSMENT

1. Complete the missing number

(a) + 950 = 999 (d) 935 – = 624

(b) 653 + = 785 (e) × 6 = 48
(c) – 357 = 421 (f) 5 × = 25
2. Find the common difference of the following number pattern:
(a) 25, 30, 35, 40, 45. (c) 95, 87, 79, 71, 63.
(b) 100,150, 200, 250, 300. (d) 125, 100, 75, 50, 25.
3. Fill in the missing number
(a) 4 6 (b) 98 (c) 6
+ 492 – 566 × 6
898 423 366

4. Find the missing number

(a) 48, 54, 60, , , 78
(b) 81, 72, 63, , 45 ,
(c) 95, 105, 115, , ,
(d) 900, 800, 700, , 500 ,
(e) 375, 400, 425, , 475 ,
(f) 675, 690, 705, , , 750
(g) 840, 820, 800, , 760 ,

253
 Unit
PICTOGRAPHS
14
14.0 Introductory activity
Look at the following picture.

10

9
Flower
8
Pineapple
7
Cap
6
Tomato
5
Ball
4

– What do you see?

– Count the number of objects? How many items are in
each column?
– Are the items for each column similar or not?
– Can you find a name of each item?

254
 – What do you expect to learn in this unit?
– What is the object with more items than others? How many
are they?

14.1 Grouping objects according to their types

Activity 14.1
Look at the following objects. There are tomatoes, flowers,
pineapples and balls.

1) Group objects according to their types?

2) How many objects are in each group?

255
 Application activity 14.1

Look at the following picture

10

a) How many types of objects are there?

b) What is the number of flowers?
c) What is the number of pineapples are there?
d) How do you get the number of objects for each
group?

What have you learnt in this lesson?

256
14.2 Observing a pictograph and identifying its
characteristics

Activity 14.2

Look at the following pictograph. There are leaves, books,

cars, sweets and oranges.

10

9
Leaf
8
Book
7
Car
6
Sweet
5
Orange
4

257
1) Match the number symbol to the number of similar objects.

Number Object 2) a) What is the object with a

bigger number?
2 b) What is the object with a smaller
number?
4 c) What are objects with the same
number?
8 d) How many types of objects are
there? How do you count them?
9 e) How do you get the number of
objects for one group (one type).
10

Application activity 14.2

Look at the pictograph

6 Leaf

5 Cup

Book
4
Tomato
3 Flower

2 Ball

258
1) Complete the following sentence with the correct number
a) There are ____ flowers.
b) There are ___leaves
c) There are ___cups

What have you learnt in this lesson?

14.3 Comparing the number of objects for different

types of a pictograph

Activity 14.3

Read and do the following.

6 Leaf

5 Cup

Book
4
Tomato
3 Flower

2 Ball

Complete by True or False

a) The number of books is greater than the number of cups. ___
b) The number of flowers is less than the number of tomatoes. ___

259
 Application activity 14.3

Look at the objects. There are cups, flowers, leaves and books.
Put them in the pictograph below:

6
5
4

3
2
1

What have you learnt in this lesson?

14.4 Drawing a pictograph with the given information

Activity 14.4 9
8
1. Look at the small cards with the
following objects. 7
2. Put them in the given pictograph 6
a) 6 pens 5
b) 9 bananas
4
c) 5 oranges
3
d) 3 trees.
2
1

260
 Application activity 14.4

Look at the following objects: There are flowers, pencils, balls,

leaves, pineapples, books, eye glasses

Leaf

Ball

Pineapple

Flower

Book

Pencil

eye glasses

a) Group them according to their type

b) Write the number of each type
c) Put them in the pictograph.

What have you learnt in this lesson?

261
 END UNIT ASSESSMENT

1) Look at the following pictograph

a) How many flowers are missing in order to have 4

flowers?
b) What is the number of pineapples?
c) How many tomatoes are on the pictograph?
2. Draw a pictograph with the following pictures: 1
notebook, 5 balls, 3 cups, 2 flowers and 6 leaves.

262
 REFERENCE
1. Rwanda Education Board (2015). Mathematics Syllabus for lower
primary P1-P3. Ministry of Education, Kigali.
2. Rwanda Basic Education Board (2020). Mathematics book for P2,
Pupil’s book. Ministry of Education, Kigali.
3. Allen R (2004). Intermediate Algebra for College Students, Pearson
Education, Inc, New Jersey.
4. Rwanda Basic Education Board (2020). TMP for Mathematics
teaching in TTC. Ministry of Education, Kigali.
5. Killen, R. (1998) Effective Teaching Strategies (2nd ed) Social
Science Press, Australia.
6. Schoenfeld, Alan H. (1985). Mathematical Problem Solving. New
York: Academic Press, Inc.
7. Ministry of Education, Singapore (2012).Curriculum planning and
development division, Learning Mathematics in a 21st century
necessity.
8. Jacques Douaire, Fabien Emprin. Teaching geometry to students
(from five to eight years old). Konrad Krainer; Naďa Vondrová.
CERME 9 - Ninth Congress of the European Society for Research
in Mathematics Education, Feb 2015, Prague, Czech Republic. PP
529-535,
9. Paper presented at ICME – 10 Copenhagen, Denmark; 2004
Teaching of Mathematics in Singapore Schools Berinderjeet Kaur
National Institute of Education, Singapore
10. Ministry of Education 2007, Curriculum Planning and Development
Division, “Primary Mathematics syllabus” Singapore
11. Sahid, Seameo Qitep in Mathematics Yogyakarta 2011,
Mathematics Problem Solving and Problem-Based Learning for
Joyful Learning in Primary Mathematics Instruction, Indonesia
12. NZABARIRWA, W. et al (2010). Theory and practice of teaching,
Kigali: KIE, module 2.
13. Reddy K. (2019). Teaching How to Teach: Microteaching (A Way
to Build up Teaching Skills), Gandaki Medical College & Tea.

263