CAPS

Mathematics

Grade

5
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L. Bowie • C. Gleeson-Baird • R. Jones

H. Morgan • K. Morrison • M. Smallbones
 1 Term 1

The abacus helps us to do calculations.

Platinum Maths Gr5_Term 1_CAPS.indd 2 11/02/13 10:39 AM

 Topics 1–9

Starting off
Throughout the ages, people used different
devices to help them do calculations. One
of the best known calculating devices is the
abacus.

The abacus has been in existence for more than

4 000 years!

Many ancient cultures had their own versions

of the abacus, for example the Babylonians,
the Egyptians, the Greeks, the Romans and
many others. People in some parts of the world,
for example in China, Japan, India and some
African countries still use the abacus.

Believe it or not, we can use an abacus for

Abacus 1 adding, subtracting, multiplying and dividing.
We can use it to work with decimal numbers as
well as whole numbers. We can even use it to
calculate square roots and cubic roots!

1 Abacus 1 shows the number 2 459 when

you read it from left to right. See if you can
work out what the value of the different
beads on abacus 1 mean.
2. What number is represented on abacus 2?

Content covered in Term 1

Topic 1: Count, order, compare and represent whole numbers, Topic 2: Number
sentences, Revision, Topic 3: Addition and subtraction, Topic 4: Numeric
patterns, Revision, Topic 5: Multiplication and division, Assignment, Topic
6: Time, Revision, Topic 7: Data handling, Topic 8: Properties of 2D shapes,
Abacus 2 Revision, Topic 9: Capacity and volume

Platinum Maths Gr5_Term 1_CAPS.indd 3 11/02/13 10:39 AM

 Topic Count, order, compare and
1 represent whole numbers
Maths ideas Place value
• Count forwards The value of a digit in a number depends on the place that it has
and backwards to
10 000.
in that number. You can also write a number in expanded form, by
adding the value of each digit.
• State the value of
any digit in whole
numbers up to Example
1 000. Use a place value table to find the value of the digit 4 in the
• Read, write and number 4 613.
order numbers up
to 10 000. Th H T U
4 6 1 3
• Round off to 10
and 100. The value of the 4 is four thousand or 4 000.
The place value of the 4 is a thousands (Th).
Key words
When you write a four-digit number, remember to leave a space
• place value − the between the thousands digit and the hundreds digit.
value of a digit
according to
its position in a ExErCiSE 1.1
number

1. Write each number in expanded form.

Challenge a ) 534 b ) 368 c ) 7 899 d ) 5 464

What number am I? 2. Write down the value of the digit 3 in each number.
• I am a four-digit
a ) 305 b ) 263 c ) 2 136 d ) 3 421
number.
3. Underline the hundreds digit in the numbers below.
• I am less than 5 000. a ) 7 394 b) 421 c ) 6 385 d) 736
• My hundreds digit
is double my units 4. Fill in the missing numbers.
digit. a ) 545 = □ hundreds, □ tens and □ units
• My tens digit is half b ) 6 491 = □ thousands, □ hundreds, □ tens and □ units
of my units digit. c ) 5 679 = □ thousands, □ hundreds, □ tens and □ units
• My thousands digit d ) 5 000 = □ thousands, □ hundreds, □ tens and □ units
is the same as my
units digit. 5. Write these numbers in digit form.
a ) 400 + 20 + 5
b ) 2 000 + 30 + 2
c ) 3 000 + 200 + 8

4 Term 1

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 read, write and round off numbers
Do you remember how to read whole numbers?

Example Key words

You read the number 398 as three hundred and ninety-eight. • round off −
You read the number 1 015 as one thousand and fifteen. a way of making a
number simpler to
You read the number 3 240 as three thousand, two hundred and forty. use, according to a
given place value
ExErCiSE 1.2

1. Read these numbers with a partner.

a ) 234 b ) 7 676 c ) 5 034 d ) 4 706
2. Write these numbers out in words.
a ) 420 b ) 4 563 c ) 7 589 d ) 8 999
3. Write down the following numbers in digits.
a ) five thousand, six hundred and nineteen
b ) seven thousand and twenty-three
c ) nine thousand and five hundred

You already know how to round off numbers. Here is a reminder.

Example
324 578

200 300 400 500 600 700

324 → 300 and 578 → 600, rounded to the nearest 100
3 850 5 376

2 000 3 000 4 000 5 000 6 000

3 850 → 4 000 and 5 376 → 5 000, rounded to the nearest 1 000

ExErCiSE 1.3

Round off each number to the nearest 10 and the nearest 100.

1. 9 328 2. 782
3. 3 456 4. 6 081

Topic 1: Count, order, compare and represent whole numbers 5

Platinum Maths Gr5_Term 1_CAPS.indd 5 11/02/13 10:39 AM

 Count forwards and backwards
Now you will count forwards and backwards to find the missing numbers.

ExErCiSE 1.4

Fill in the missing numbers on these number lines.

Count forwards or backwards to find the answers.

1.
245 □ 445 □ □ 745 845 □

2.
5 150 5 200 □ 5 300 □ □ 5 450 □ 5 550 □

3.
2 675 2 650 □ 2 600 □ 2 550 □ 2 500

4.
□ 7 996 7 993 □ □ 7 984 7 981 □ 7 975 □ 7 969

ExErCiSE 1.5

1. Write down the numbers that are 2 more than:

a ) 99 b ) 999
2. Write down the numbers that are 10 less than:
a ) 189 b ) 1 899
3. Write down the numbers that
Did you know?
are 50 more than:
The name of Seven is ‘Shiyagalombili’ ‘Shiyagalolunye’
this thumb is ‘Isikhombisa’ means ‘leave means ‘leave a ) 7 789 b ) 7 899
‘Isithupha’ in in Zulu. This out two fingers’ out one finger’
Zulu. ‘Isithupha’ finger is used to before ten. before ten. 4. Write down the numbers that
is also ‘six’. ‘point’, which is
‘khomba’ in Zulu.
are 5 less than:
4 8 a ) 4 704 b ) 4 902
3 7
9 5. Write down the numbers that
2
are 100 more than:
5 a ) 994 b ) 8 946
10
1 6 6. Write down the numbers that
6
are 100 less than:
a ) 5 553 b ) 8 005

6 Term 1

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 Compare and order numbers
To order whole numbers, follow these steps: Key words
Step 1: Count the number of digits in each number. The whole • ascending order
number with the most digits is the biggest number. − from smallest to
Step 2: What happens if the number of digits in each number is the greatest
same? Compare the first digits of the numbers (starting from • descending order
the left). − from greatest to
smallest
Step 3: What happens if the first digits are the same?
Look at the next digit to the right until the digits are different.

Example
Order these numbers from smallest to greatest (ascending order).

Th H T U
8 3 4 5
8 4 3 4
9 9 9

The number 999 is the smallest number because it only has 3 digits.
The numbers 8 345 and 8 434 have the same first digit:
8(thousands). The next digits are 3 and 4 (hundred). Four is larger
than 3, so the number 8 434 is larger than 8 345.
The order from the smallest to the greatest is 999; 8 345; 8 434.

Example
Remember that < means smaller than and > means greater than.
9 464 < 9 471 because 6 is smaller than 7
563 > 521 because 6 is bigger than 2

ExErCiSE 1.6

1. Order these numbers from smallest to greatest.

a ) 653; 154; 874; 112; 551 Challenge
b ) 6 134; 4 631; 6 431; 4 361; 699
Can you write all
c ) 1 345; 1 342; 1 543; 1 432; 1 600 the numbers in
Exercise 1.6 in
2. Use the symbols < or > to show which number is greater. descending order?
a ) 334 □ 343 b ) 2 091 □ 2 019 c ) 3 245 □ 789

Topic 1: Count, order, compare and represent whole numbers 7

Platinum Maths Gr5_Term 1_CAPS.indd 7 11/02/13 10:39 AM

 Topic

2 Number sentences

Maths ideas Addition and subtraction number

• Complete and
solve number
sentences
sentences. When you add or subtract, zero is a very special number as you will
• Use inverse see in the next exercise.
operations.
• Recognise ExErCiSE 2.1
equivalent number
sentences.
1. Complete each number sentence by filling in the missing number.
• Use order to a ) 47 − 47 = □ b ) 682 − □ = 682 c ) □ − 451 = 0
complete number
sentences. d ) 244 + 0 = □ e ) □ + 589 = 589 f ) 499 + □ = 499
• Use grouping to Write down what you notice about the number 0 in these number
complete number sentences.
sentences.
• Work with addition 2. Now complete these number sentences by filling in the missing
and subtraction numbers.
facts. a ) 85 − 6 + 6 = □ b ) 426 − 8 + 8 = □
c ) 743 + 10 − 10 = □ d ) □ +4 − 4 = 656
Key words e ) 59 + 8 − □ = 59 f ) 767 − □ + 3 = 767

• inverse − Write down what you notice in these calculations.

opposite
• operation −
addition, You have found that when the same number is +6
subtraction, used, subtraction cancels addition and addition
multiplication, cancels subtraction. Addition and subtraction are 38 44
division inverse operations.
−6
If 30 + 70 = 100, then 100 − 70 = 30, and
100 − 30 = 70.
You can use one operation to check or to find the answer of the other
operation.

ExErCiSE 2.2

Complete these number sentences. Then check each answer by using

the inverse operation.

1. 68 − 14 = □ 2. 312 + 145 = □ 3. 486 − 264 = □

4. 73 − □ = 12 5. 213 + □ = 325 6. 98 − 16 = □

8 Term 1

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 Division and multiplication number
sentences
Multiplication can undo division and division can undo multiplication
if the same number is used to multiply and divide.

Example
Look at this number sentence: 36 ÷ 4 = 9
×4
You can get back to 36 by multiplying 9 by 4:
9 × 4 = 36 9 36
So, you can check the answer to a division ÷4
sentence by using multiplication.

ExErCiSE 2.3

Complete these groups of equivalent number sentences.

1. 8 × 6 = □ □÷8=6 48 ÷ 6 = □
2. 23 × 3 = □ □ ÷ 23 = 3 69 ÷ 3 = □
3. 200 × 4 = □ □ ÷ 200 = 4 800 ÷ 4 = □

ExErCiSE 2.4

Complete these division number sentences. Then write a

multiplication sentence to check each answer.
1. 42 ÷ 7 = □ 2. 63 ÷ 9 = □ 3. 48 ÷ 2 = □
4. 64 ÷ 4 = □ 5. 1 000 ÷ 10 = □ 6. 60 ÷ 3 = □

The number 1 is very important when you multiply and divide, as you
will see in the next exercise.

ExErCiSE 2.5

1. Complete these number sentences.

a ) 37 × 1 = □ b ) 12 ÷ 12 = □ c ) 172 ÷ 172 = □
d ) 15 ÷ □ = 1 e ) 24 ÷ 6 × 6 = □ f ) □ ÷ 9 × 9 = 234
2. Write down three facts about the number 1 that you notice from
the number sentences in Question 1.

Topic 2: Number sentences 9

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 The order in a number sentence
It is important to know when you can change the order of the
numbers in a number sentence.

ExErCiSE 2.6

Copy and complete these addition number sentences.

1. 33 + 12 = □; 12 + 33 = □
2. 121 + 300 = □; 300 + 121 = □
3. 705 + 23 = □; 23 + 705 = □
What happened when you changed the order of addition?

In the above exercise you saw that you can change the order of addition
and still get the same answer. Is the same true for subtraction?

ExErCiSE 2.7

1. If 35 − 15 = 20, can you also say that 15 − 35 = 20? Explain.

2. If 50 − 10 = 40, can you also say that 10 − 50 = 40? Explain.
3. Is it true that 28 − 12 = 12 − 28? Explain.

From your work so far, you can see that the answer stays the same
when you change the order of addition, but is not the same when you
change the order of subtraction except if both numbers are the same.

ExErCiSE 2.8

State whether each sentence is true or false.

1. 302 + 123 = 123 + 302 2. 302 − 123 = 123 − 302

3. 45 + 45 = 0 4. 45 − 45 = 0
5. 16 + 32 − 32 = 16 6. 100 + 5 + 15 = 100 + 15 + 5

10 Term 1

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 Group numbers in different ways
When you add more than two numbers together, it is sometimes
easier if you change the order and group the numbers differently.
Look for additions that make multiples of 10 or 100.

Example
1. Look at this number sentence: (27 + 28) + 3 = □
You can add the numbers more easily if you change the grouping:
(27 + 3) + 28 = □ (30 + 28 = □, so the missing number is 58)
2. 489 + 23 = □ has the same answer as 489 + (11 + 12) = □
or (489 + 11) + 12 = □
This is 500 + 12 = □, so the missing number is 512.

ExErCiSE 2.9

Change the grouping in each of these number sentences to make

them easier to complete. Then write in the missing number.

1. (22 + 45) + 28 = □ 2. (29 + 12) + 18 = □

3. (355 + 37) + 45 = □ 4. (37 + 69) + 13 = □ Challenge
Get a friend to time
You can also break down numbers and then group them to find a you to see how
quickly you can add
missing number in a number sentence. these columns of
numbers together:
Example
Marie was asked to complete and solve this number sentence:
87 + 7 = □ + 5
Marie solved it like this: 7 = 2 + 5
So, 87 + 7 = 87 + (2 + 5) = (87 + 2) + 5 = 89 + 5
Check Marie’s answer: 87 + 7 = 94, and 89 + 5 = 94, so this is
correct.

ExErCiSE 2.10

Complete these number sentences.

1. 96 + 8 = □ + 5 2. 53 + 9 = □ + 4 3. 78 + □ − 5 = 80
4. 64 − 6 + □ = 66 5. 39 + 4 = □ + 6 6. 32 − 7 = □ + 7 − 7

Topic 2: Number sentences 11

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 Addition and subtraction facts
It is very useful to know which numbers add up to 10, 100 and 1 000.
You will practise working with these in the next exercises.

Example
1. 2 + 8 = 10. The inverse of this is: 10 − 8 = 2 or 10 − 2 = 8
2. 20 + 80 = 100. The inverse of this is: 100 − 80 = 20 or
Challenge
100 − 20 = 80
This dartboard Inverse operatons can be used to check addition and
shows multiples of subtraction answers.
5 from 5 to 95.
3. To find 100 − 54, you can break down the second number.
95
100 − 50 − 4 = (100 – 50) – 4 = 50 − 4 = 46, so 100 − 54 = 46
55 80
10 4. To complete the number sentence □ + 32 = 100, write the
85 35 15 90
45 20 sentence as:
5 25
70 50 30 50 □ = 100 − 32 = 100 – 30 − 2 = (100 – 30) – 2 = 70 − 2 = 68
40
60 75 The missing number is 68.
65
Check by adding: 68 + 32 = 60 + 30 + 8 + 2 = 90 + 10 = 100

ExErCiSE 2.11
1. Use the numbers
on the dartboard 1. Fill in the missing numbers in these number statements.
to write as many a ) 10 = 4 + □; 10 − 6 = □
additions as you
b ) 10 = □ + 3; □ − 7 = 3
can that add up to
100. For example, c ) 100 = 40 + □; 100 − 60 = □
45 + 55 = 100 d ) 100 = □ + 30; □ − 70 = 30
To calculate each 2. Fill in the missing numbers and then write each number sentence in
addition, use one a different way. Check your answer by using an inverse operation.
number from the a ) 100 − 56 = □ b ) 22 + □ = 100
outer ring and c ) □ + 25 = 100 d ) 65 + 35 = □
one number from
the inner ring.

2. Now write If you know number facts for 100, you can work out number facts for
as many 1 000. For example, if 40 + 60 = 100, then 400 + 600 = 1 000.
subtractions as
you can that start ExErCiSE 2.12
with 100.
Fill in the missing numbers, and write each number sentence in a
For example:
100 − 55 = 45.
different way. Check your answer by using an inverse operation.
1. 1 000 − 500 = □ 2. 200 + □ = 1 000
3. □ + 300 = 1 000 4. 650 + 350 = □

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 revision
1. Write down the numbers that are 10 less than each of the following:
a ) 909 (1)
b ) 4 003 (1)
c ) 9 002 (1)
2. Write down the numbers that are 100 more than the following:
a ) 947 (1)
b ) 8 896 (1)
c ) 9 906 (1)
3. Write down the value of each digit in this number: 7 064. (2)
4. Write this number in a place value table: 3 502. (2)
5. Order these numbers from smallest to greatest:
1 629 1 926 1 296 1 692 1 269 (2)
6. Solve these number sentences. Show how you get your answer.
a ) 47 + 7 = □ + 3 (1)
b ) 63 + □ − 7 = 60 (1)
c ) 86 + 5 = □ + 1 (1)
7. Complete these number sentences, then use an inverse operation to check each one. Show all
your working.
a ) 576 − 98 = □ (2)
b ) 381 + 67 = □ (2)
8. Complete these division number sentences, then write a multiplication sentence to check
your answer. Show all your working.
a ) 96 ÷ 12 = □ (2)
b ) 138 ÷ 6 = □ (2)
9. Change the grouping in each of these number sentences to make it easier to calculate and
then complete the sentence:
a ) (16 + 137) + 24 = □ (1)
b ) 47 + (132 + 13) = □ (1)
Total marks: 25

Revision 13

Platinum Maths Gr5_Term 1_CAPS.indd 13 11/02/13 10:39 AM

 Topic

3 Addition and subtraction

Maths ideas round off and estimate

• Estimate answers When you round off a whole number, digits less than 5 round down to
by rounding
zero, and digits 5 or larger round up to the next whole unit.
numbers.
• Add and subtract 5 or more − round up to the nearest 1, 10, 100 or 1 000
numbers with up
to 4 digits. 4 or less − round down to the nearest 1, 10, 100 or 1 000
• Solve multi-step
problems that
involve addition Example
and subtraction.
Round off the number 345.
• Use breaking
down and
• 345 rounded to the nearest 10 will be 350, because 5 rounds up.
compensation to • 345 rounded to the nearest 100 will be 300, because 4 tens is
add and subtract. less than 5 tens.
• Use inverse
operations to
check answers. Example
1. Estimate the answer to 34 + 85 by rounding off to the nearest
Key words 10. Look at the units digits to round up or down.
• estimate − an The approximate answer is 30 + 90 = 120.
approximate
calculation 2. Estimate the answer to 445 − 288 by rounding off to the
nearest 100. Look at the tens digits to round up or down.
The estimated answer is 400 - 300 = 100

ExErCiSE 3.1

1. Use rounding to the nearest 10 to estimate these answers.

a ) 29 + 44 + 12
b ) (28 + 62) − 18
c ) 43 − 11
2. Use rounding to the nearest 100 to estimate these answers.
a ) 765 − 335 b ) 688 + 367
c ) 221 + 245 d ) 655 + 211
e ) 612 + 783 + 389 f ) (765 + 923) − 239
g ) (956 − 323) − 440 h ) 543 + 841 + 999

14 Term 1

Platinum Maths Gr5_Term 1_CAPS.indd 14 11/02/13 10:39 AM

 Add whole numbers
You will use the same methods for adding as before. You will also use Key words
brackets for larger numbers when you break them up for addition.
• compensating −
Remember that any calculation inside the brackets must be done first. to add or subtract
numbers after
Example rounding off one
Method 1: Add by breaking down all numbers according to place of the numbers
value parts. when calculating

Calculate 1 362 + 7 486

= 1 000 + 300 + 60 + 2 + 7 000 + 400 + 80 + 6
= (1 000 + 7 000) + (300 + 400) + (60 + 80) + (2 + 6)
= 8 000 + 700 + 140 +8
= 8 848
Method 2: To calculate 5 362 + 2 486, break down the number to
be added.
Add the number 2 486 in parts: 2 000 then 400 then 80 then 6.
5 362 + 2 000 = 7 362 + 400 = 7 762 + 80 = 7 842 + 6 = 7 848
Method 3: Use rounding off and compensating to calculate
2 486 + 148. You add and subtract the same number when you
round off.
You can make 2 486 become 2 500 by adding 14, but you must also
subtract 14, because 14 − 14 = 0.
So, 2 486 + 148 = (2 486 + 14) + (148 − 14) = 2 500 + 134
= 2 500 + 100 + 34 = 2 634

ExErCiSE 3.2

First round the numbers to the nearest 100 to estimate each answer.
Then use any of the above methods to do these additions.
1. 213 + 962 2. 467 + 964 3. 612 + 490
4. 5 076 + 8 104 5. 8 476 + 9 817 6. 2 380 + 7 999
7. 5 233 + 3 122 8. 9 002 + 898 9. 3 695 + 5 791

ExErCiSE 3.3

Double each number by filling in the missing numbers:

1. 361 = 300 + □ + 1 = 600 + 120 + □ = □
2. 582 = □ + 80 + □ = □ + □ + 4 = □

Topic 3: Addition and subtraction 15

Platinum Maths Gr5_Term 1_CAPS.indd 15 11/02/13 10:39 AM

 inverse operations
Addition and subtraction are related. Addition is the inverse operation
of subtraction. And subtraction is the inverse operation of addition.
This means that you can use addition facts that you know to find
subtraction facts that you do not know.

34 17 Example
+ 17 + 34
51 Find related addition and subtraction facts.
51
34 + 17 = 51
The related addition and subtraction facts are:
17 + 34 = 51 and 51 − 34 = 17 and 51 − 17 = 34
This is a family of addition and subtraction facts of 34, 17 and 51.
51 51
− 34 − 17
17 34 ExErCiSE 3.4

Complete the family of four related facts.

1. 28 + 72 = 100 2. 100 − 56 = 44
3. 249 + 167 = 416 4. 725 − 248 = 477
5. 2 856 + 4 768 = 7 624 6. 9 375 − 2 618 = 6 757

You can find missing numbers by using families of related addition

and subtraction facts.

Example
Find the missing numbers. Use the family of related addition and
subtraction facts.
a) 78 − □ = 34, so 78 − 34 = □. So, □ = 44 ← Check 78 − 44 = 34
b) □ − 24 = 56, so 24 + 56 = □. So, □ = 80 ← Check 80 − 24 = 56

ExErCiSE 3.5

Find the missing numbers. Write down the addition or subtraction

fact that you used to check the calculation.
1. 23 + □ = 87 2. □ + 56 = 110
3. □ − 38 = 60 4. 125 − □ = 98
5. 68 − □ = 15 6. □ + 99 = 256
7. □ − 89 = 121 8. □ + 199 = 310

16 Term 1

Platinum Maths Gr5_Term 1_CAPS.indd 16 11/02/13 10:39 AM

 Subtract whole numbers
Here are two useful methods for subtracting whole numbers.

Example
Method 1: Breaking down both numbers according to place value
parts. If necessary, you can break down a number further to help
you subtract.
Calculate 8 743 − 5 684
8 743 − 5 684
= (8 000 + 700 + 40 + 3) − 5 000 − 600 − 80 − 4
= (8 000 + 600 + 130 + 13) − 5 000 − 600 − 80 − 4
(Break down 743 into 600 + 130 + 13)
= (8 000 − 5 000) + (600 − 600) + (130 − 80) + (13 − 4)
= 3 000 + 0 + 50 + 9
= 3 059
Method 2: Break down the number to be subtracted and then
subtract in parts.
Calculate 4 687 − 2 143. Subtract 2 143 by subtracting 2 000, then
100, then 40, then 3.
4 687 − 2 143 → 4 687 − 2 000 → 2 687 − 100 → 2 587 − 40
→ 2 547 − 3 = 2 544

ExErCiSE 3.6

First round each number to estimate the answer. Then do the

calculation and check the answer with an inverse calculation.
1. a ) 459 − 302 b ) 1 234 − 1 098 c ) 3 420 − 1 999
2. Find the sum of 7 098 and 1 754.
3. Find the difference between 8 472 and 4 097.
4. How much larger is 2 100 than 931?
5. By how much must you increase 1 618 to get 5 141?
6. In June, 3 580 people visited the museum. That was
86 more than the number of people who visited
the museum in April. How many people visited the
museum in April?
7. Double both numbers and then find the difference
between them. Finally halve that number to get to
the correct answer. 141 – 15 = □
The South African Museum

Topic 3: Addition and subtraction 17

Platinum Maths Gr5_Term 1_CAPS.indd 17 11/02/13 10:39 AM

 Topic

4 Numeric patterns

Maths ideas Patterns and flow diagrams

• Investigate A number sequence is a group of numbers that follow each other in a
numeric patterns. particular order. In some number sequences:
• Extend numeric • The same number is added or subtracted to get the next number
patterns.
• You multiply or divide by the same number to get the next number
• Describe observed
rules in own
words. Example
• Determine input These sequences each follow a different rule. Fill in the missing
and output values numbers in each sequence:
in flow diagrams. 1. 3; 5; 7; 9; □; □; □ 2. 2; 4; 8; 16; □; □; □
• Use flow diagrams
to describe rules Answers:
in mathematical 1. Add 2 to get the next number. missing numbers are 11; 13; 15.
operations. 2. Multiply by 2 to get the next number. Missing numbers are 32;
64; 128
Key words
• flow diagram − ExErCiSE 4.1
a diagram that
shows how Find the rule then fill in the missing numbers:
an operation 1. 1; 4; 7; □; □; □ 2. 20; 16; 12; □; □; □
is applied to a 3. 2; 6; 18; □; □; □ 4. 128; 64; 32; □; □; □
number to get an
answer
• input number − The flow diagrams in the next exercise will show an important rule
the number that about multiplication and division. You can also use a table to show
you start with in a input and output numbers.
flow diagram
• output number ExErCiSE 4.2
− the answer that
you get in a flow 1. Draw these flow diagrams and then fill in each output number:
diagram 1 9
• number sequence
3 27
− a group of
numbers that 6 x9 54 ÷9
follow each other
in a particular 8 72
order
9 81

18 Term 1

Platinum Maths Gr5_Term 1_CAPS.indd 18 11/02/13 10:39 AM

 2. Now complete the table below for the flow diagrams in Question 1.

Input number Rule 1 3 6 8 9

Output number ×9
Input number Rule 9 27 54 72 81
Output number ÷9

inverse operations
You have learnt that multiplication and division are inverse operations.
×9

ExErCiSE 4.3
8 72

1. Use what you have learnt so far to complete these flow diagrams. ÷9
Explain to a partner what method you used:
3 2 22

36

9 x6 4 x11 44

66

12 6 66

2. Complete these pairs of number sentences.

a ) 72 ÷ 6 = □ and □ × 6 = 72 b ) 54 ÷ 9 = □ and □ × 9 = 54
c ) 49 ÷ 7 = □ and □ × 7 = 49 d ) 60 ÷ 12 = □ and □ × 12 = 60

Order in multiplication
In the next exercise the order of the numbers has been changed.

ExErCiSE 4.4

1. Complete these flow diagrams and then write down what you
notice.
1 30
5 4
60 6
x5 x2 x2 x5
7 70
90 13
14 150

2. Now draw up two tables similar to those in Exercise 4.1. Enter the input
numbers and output numbers from the flow diagrams in Question 1.

Topic 4: Numeric patterns 19

Platinum Maths Gr5_Term 1_CAPS.indd 19 11/02/13 10:39 AM

 Discover more numeric patterns
Multiples of 100 or 1 000
You will discover an easy way to multiply by any multiple of 100, or
1 000 like 600, 800 and 3 000 in the next exercise.

ExErCiSE 4.5

1. First copy and complete these two flow diagrams:

3 1 200 3

5 2 000

x400 2 800 7 x4 x100

8 3 200

11 11

2. Write down, in your own words, an easy way to multiply by 400.

ExErCiSE 4.6

Use the method you discovered in Exercise 4.4 to complete these

number sentences:

1. 7 × 200 = □ 2. 6 × 7 000 = □ 3. 4 × 400 = □

4. 9 × 500 = □ 5. 5 × 9 000 = □ 6. 6 × □ = 2 400
7. 7 × □ = 63 000 8. 5 × □ = 2 000 9. 7 × □ = 4 200

Splitting other numbers

As you split 400 into 4 × 100 to make multiplication easier, you can split
other numbers. In this flow diagram, numbers are multiplied by 18.
4 72

ExErCiSE 4.7

6 x18 108 Complete this flow diagram and 4

explain how the flow diagram made 5
it easier for you to multiply by 18.
7 126 6 x9 x2

20 Term 1

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 revision
1. Round off these numbers to the nearest 10.
a ) 77
b ) 125 (2)
2. Write down an inverse addition or subtraction operation that you can
use to check these calculations.
a ) 386 + 3 752 = 4 138 (1)
b ) 1 947 − 465 = 1 482 (1)
3. In a National Park, there are 856 elephants and 543 giraffes.
Estimate, by rounding off to the nearest 100, how many
elephants and giraffes there are altogether. (2)

4. Use any method that you feel comfortable with to do the following calculations.
a ) 975 + 798 (1)
b ) 425 − 212 (1)
c ) 3 245 + 1 987 (1)
d ) 5 362 − 2 181 (1)
5. a ) Complete the following tables.
Rule: × 7 (2)
Input number 2 4 7 9 12
Output number

Rule: ÷ 7 (2)
Input number 14 28 49 63 84
Output number
b ) What conclusion you can draw from these tables? (2)
6. Find the rule in each of the following. Write each rule in words.
a ) Input number 2 4 5 20 100 (2)
Output number 6 12 15 60 300

b) Input number 1 6 8 40 96 (2)

Output number 5 10 12 44 100
Total marks: 20

Revision 21

Platinum Maths Gr5_Term 1_CAPS.indd 21 11/02/13 10:39 AM

 Topic

5 Multiplication and division

Maths ideas Find factors and multiples

• Work with When you multiply two numbers, you get a multiple. A number that
multiples and
can divide exactly into that number is called a factor.
factors.
• Round off to
estimate answers. Example
• Multiply two-digit 10 × 4 = 40, so 40 is a multiple of 10 and also a multiple of 4.
numbers by two- 10 and 4 are called factors of 40.
digit numbers.
10 = 5 × 2, so 5 and 2 are also factors of 40.
• Divide three-digit
numbers by single-
Check what all the factors of 40 are: 1, 2, 4, 5, 8, 10, 20 and 40.
digit numbers. You can write a number as a multiplication of a factor pair. Here are
• Check solutions. all the factor pairs for 40: 1 × 20; 4 × 10; 5 × 8.
• Solve problems
with multiplication ExErCiSE 5.1
and division.

1. a ) Write down the first 5 multiples of 7.

Key words b ) What are the multiples of 5 between 61 and 69?
• multiple − the 2. Write down all the factors of each number.
answer when
a ) 10 b ) 25 c ) 36 d ) 50 e ) 100
you multiply two
numbers 3. Write down two factor pairs for each number.
• factor − a number a) 6 b ) 12 c ) 18 d ) 20 e ) 80
that divides exactly
into another
number
You can use factors to help you to multiply. Look for multiples of 10
because it is easier. You can change the order when you multiply.

Challenge Example
Find 24 × 20
Can you predict what
happens when you Break down 20 into the factors 2 × 10
multiply or divide by 24 × 20 = 24 × 2 × 10 = 48 × 10 = 480
10 000, 100 000 or
1 000 000? Make up a
rule related to the ExErCiSE 5.2
numbers of zeros
when multiplying or Multiply by breaking down the multiple of 10 into two factors.
dividing.
1. 42 × 20 2. 21 × 60 3. 11 × 80 4. 32 × 30

22 Term 1

Platinum Maths Gr5_Term 1_CAPS.indd 22 11/02/13 10:39 AM

 Multiply two-digit numbers Challenge
In Grade 4 you used two methods to multiply numbers. You can make 1. What number
multiplication easier if you first break down one of the numbers. am I?
I am > 50 and < 70.
Example I am a multiple of 3.
I am not a multiple
Here is a group of 15 coins.
of 6 or 9.
You can move the coins to 2. What number am I?
make two groups of coins, I am > 80 and
with 9 coins and 6 coins. 3×5 3×3 + 3×2 < 100.
This means that you can I am a multiple of 4.
write 3 × 5 like this: I am not a multiple
of 6.
3 × 5 = 3 × (3 + 2) = (3 × 3) + (3 × 2) = 9 + 6 =15.

Example
37 × 65
= 37 × (60 + 5) (Break down one number.)
= (37 × 60) + (37 × 5)
?
= (37 × 2 × 3 × 10) + (30 × 5)+ (7 × 5)
= ( 74 × 3 x 10 ) + 150 + 35
= (222 × 10) + 185
= 2 220 + 185 = 2 405

Example
67 × 18 = 67 × 2 × 9 (Break down one of the numbers into factors.)
= (67 × 2 ) × 3 × 3
= (134 × 3 ) × 3
= (100 + 30 + 4) × 3 × 3
= (300 + 90 + 12) × 3
= (900 + 270 + 36) × 3
= 1 206

ExErCiSE 5.3

First estimate these answers and then use the method of breaking
down one of the numbers to find the exact answer. You can also use
factors to help you.

1. 57 × 34 2. 87 × 29 3. 45 × 66 4. 74 × 47 5. 23 × 35

Topic 5: Multiplication and division 23

Platinum Maths Gr5_Term 1_CAPS.indd 23 11/02/13 10:39 AM

 Key words Divide whole numbers
• inverse Remember that multiplication and division are inverse operations.
operations −
reverse or opposite This means that you can use multiplication facts to help you divide
operations numbers.
(for example,
multiplication
is the inverse of Example
division) Estimate and then use multiplication facts to find 407 ÷ 9.
• whole numbers An estimate is 400 ÷ 10 = 40.
− the numbers Now write down some simple multiplication facts for 9. This is
we use to count,
including 0. 0, 1, 2,
called a clue board.
3, … Clue Board
9 × 10 = 90
9 × 20 = 180
9 × 40 = 360
9 × 5 = 45

The closest multiplication to 407 is 360, so start with 9 × 40.

Multiply Subtract
9 × 40 = 360 407 − 360 = 47
9 × 5 = 45 47 − 45 = 2
407 ÷ 9 = 40 + 5 remainder 2 = 45 remainder 2.
The estimate was quite close! Finally check by multiplying:
9 × 45 plus remainder 2 = (9 × 40) + (9 × 5) + 2
= 360 + 45 + 2 = 407

ExErCiSE 5.4

1. Draw up your own multiplication clue boards to do these divisions.

a ) 654 ÷ 3 b ) 505 ÷ 4 c ) 722 ÷ 8
Challenge d ) 299 ÷ 7 e ) 190 ÷ 9 f ) 529 ÷ 6
Which numbers, from 2. Fill in the missing numbers.
2 to 9, will divide into
a) □ ÷ 7 = 6 b) □÷8=3
these numbers with
remainders? c ) 42 ÷ □ = 21 d) 81 ÷ □ = 9
a) 2 445 b) 2 616 e) □ ÷ 9 = 6 f ) □ ÷ 6 = 13
c) 2 128 g ) 72 ÷ □ = 8 h) 96 ÷ □ = 24

24 Term 1

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 Solve multiplication or division
problems
To solve a word problem, first write the information as a number
Challenge
sentence. You can then find the answers to the number sentence.
a) Find two five-
Example digit numbers
that are multiples
A water tank holds 75 litres of water. How many litres can 16 tanks
of 2 and 10.
hold?
This is a multiplication problem, because you have 75 litres of b) Find two five-
digit numbers
water 16 times.
that are multiples
The number sentence is 75 × 16 = □ of 5 and 4.
75 × 16 = 75 × 2 × 2 × 4 = 150 × 2 × 4 = 300 × 4 c) Find two five-
= 3 × 4 × 100 = 1 200 digit numbers
The tanks can hold 1 200 litres altogether. Use division to check that are multiples
that 1 200 ÷ 16 = 1 200 ÷ 4 ÷ 2 ÷ 2 = 300 ÷ 2 ÷ 2 of 2, 5, 10 and 4.
= 150 ÷ 2 = 75 litres.

ExErCiSE 5.5

1. A man is packing toys into boxes. He can fit 8 toys into each box.
He has 568 toys to pack. How many boxes will he fill?
2. One crate of pineapples has a mass of 45 kg. What will be the mass
of 18 crates of pineapples?
3. A minibus can carry 8 people. How many minibuses are needed to
take 152 people to a soccer match?
4. Look at these 3 containers of eggs. Which would be the
best buy? Show all your calculations.
5. Each bridesmaid needs 135 cm of ribbon for her pretty
dress. How much ribbon must the bride buy if she has
5 bridesmaids?
6. Forest Gate Railway Station is very busy. Every day
84 trains pass through the station. How many trains
will pass through the station in:
a ) 1 week? b ) 25 days?

Topic 5: Multiplication and division 25

Platinum Maths Gr5_Term 1_CAPS.indd 25 11/02/13 10:39 AM

 Assignment
345678
Find patterns
12
9
90

In this investigation, you will use a calculator to find number patterns.

012345

Practice using your calculator before you begin this investigation.

4

67
890123

345678
Work out 25 × 12 on your calculator. To do this multiplication, press
12
these keys:
9
90

012345

You should get an answer of 300.

4

67
890123
1. Copy these multiplications into your exercise book. Then multiply
3 45678
12 these numbers using your calculator.
9
90

a ) 25 × 12 b ) 25 × 22
012345

c ) 25 × 32 d ) 25 × 42 (4)
4

67
890123

345678
Can you see the pattern? Find 25 × 52 and 25 × 62 without
12 multiplying the numbers.
9
90

012345

2. Find the difference in these subtractions. Do you see the pattern?

a ) Subtract: 25 × 22 − 25 × 12. This is the same as saying 550 − 300.
4

67
890123

345678 b ) Subtract: 25 × 32 − 25 × 22
12
c ) Subtract: 25 × 42 − 25 × 32 (4)
9
90

012345

3. Look for patterns in these sequences. Use your calculator to

work out the first three multiplications in each sequence.
4

67
890123

12
345678 Find the differences between the answers. Then use addition
9

to find the missing multiplications.

90

012345

a ) 25 × 13; 25 × 23; 25 × 33; □; □; 25 × 63

b ) 25 × 14; 25 × 24; 25 × 34; □; □; 25 × 64
4

67
890123

12
345678 c ) 25 × 19; 25 × 29; 25 × 39; □; □; 25 × 69
9
90

What pattern do you see in the differences between the answers?

012345

Find the difference between 25 × 37 and 25 × 47. Use your

4

67
calculator to check if you are correct. (8)
890123

345678
12 4. Look at the pattern below.
9
90

012345

2 × 9 = 18 2 × 99 = 198 2 × 999 = 1 998

3 × 9 = 27 3 × 99 = 297 3 × 999 = 2 997
4

67
890123
4 × 9 = 36 4 × 99 = 396 4 × 999 = 3 996
345678
12
In your own words, explain how to find the answers to
9
90

012345

the second and third columns using the multiplication

facts in the first column. (4)
4

67
890123

345678
12
9
90

012345
4

67
890123

26 Term 1

Platinum Maths Gr5_Term 1_CAPS.indd 26 11/02/13 10:39 AM

 5. Use the pattern in Question 4 to predict the answers to the
following divisions:
a ) 495 ÷ 99 b ) 594 ÷ 99 c ) 693 ÷ 99
d ) 4 995 ÷ 999 e ) 7 992 ÷ 999 f ) 8 991 ÷ 999
Use your calculator to check your predictions. (6)
6. Look at the following pattern of 1×1
multiplications. How many 11 × 11
multiplications do you need to 111 × 111
do before you know the answer 1 111 × 1 111
without using your calculator? 11 111 × 11 111 (5)
7. Look at the following pattern of
multiplications. How many 25 × 11
multiplications do you need to 25 × 111
25 × 1 111
do before you know the answer 25 × 11 111
without using your calculator? 25 × 111 111
Explain the pattern in your own words. (5)
8. Find patterns in these multiplications. Use your calculator to
help you.
a ) 42 × 1 b ) 35 × 1 c ) 72 × 1
42 × 11 35 × 11 72 × 11
42 × 111 35 × 111 72 × 111
Guess the answers to 42 × 1 111, 35 × 1 111 and 72 × 1 111.
What do you notice about the repeating number in the answers?
Look carefully at the digits of the number you are multiplying.
Guess what the repeating numbers are in 23 × 1 111 and
43 × 11 111. Use your calculator to check if you are correct. (9)
Total marks: 45

Assignment 27

Platinum Maths Gr5_Term 1_CAPS.indd 27 11/02/13 10:39 AM

 Topic

6 Time

Maths ideas read and write time

• Time events There are 24 hours in a day. Midnight to midday (or noon) is called
with a watch or
‘before noon’. Midday to midnight is called ‘after noon’. You write
stopwatch.
‘before noon’ as a.m. and ‘after noon’ as p.m.
• Read and write
time on analogue
and digital clocks. Example 11 12 1
• Use a.m. and p.m. You can read or write the time as 10 2
notation to show 5.14 a.m. or as 14 minutes past 5 9 3
time of day. in the morning (before noon) or 8 4
7 6 5
• Convert units of as 05:14.
time.
Analogue clocks and watches have hands that turn to show the time.
• Understand
the difference Some analogue clocks show a second hand to indicate the seconds.
between 12-hour Digital clocks and watches use electronic digits (numbers) to show
time and 24-hour the time. On these clocks hours, minutes and seconds are separated
time.
by a :, for example: 18:22:10.
• Read and use
calendars.
• Calculate durations
Example 11 12 1
of time. The time on both clocks is 10 2
twenty-two minutes and 9 3
ten seconds past six o‘clock 8 4
Key words 7 6 5
in the evening
• analogue clock
− a clock that uses
hands to show the ExErCiSE 6.1
time
• a.m. (ante
Read the times on these clocks and write down each time in words.
meridian) − the (Hint: Use hours, minutes and seconds.)
time after midnight
1. 2. 11 12 1 3.
but before noon 10 2
• p.m. (post 9 3
meridian) − the 8 4
7 6 5
time past noon up
to midnight 11 12 1 11 12 1
10 2
• digital clock − a 4. 5. 6. 10 2
9 3 9 3
clock that shows 8 4 8 4
time using numbers 7 6 5 7 6 5
and a : separator

28 Term 1

Platinum Maths Gr5_Term 1_CAPS.indd 28 11/02/13 10:40 AM

 The 12-hour time system can be confusing if you don‘t know whether
a time is showing a.m. or p.m. To avoid this, we use the 24-hour system
Did you know?
of telling time. In this system times are not repeated. Instead, the
The sundial is the
hours are numbered from 00:00 hours (12 a.m.). Times before 12:00 oldest known
(12 noon) are the same as a.m. times. Times after noon are numbered instrument for
from 12:00 onwards. So 1 pm = 12:00 + 1 hour = 13:00. We read this as measuring time. As
13 hundred hours. the sun moves across
the sky, the shadow
on the sundial points
Example to different hours of
Write the following 12-hour times as 24-hour times. the day marked on
the sundial.
1. 3.22 a.m. 2. 11 a.m.
3. 3.22 p.m. 4. 11.00:30 p.m.
Remember to count on from 12 to show 24-hour times.
a) 3.22 a.m. is 03:22. ← Write the number of hours as a two-digit number.
b) 11 a.m. is 11:00. ← Write the number of minutes as a two-digit number.
c) 3.22 p.m. is 15:22. ← Remember to add 12 to the hour for p.m. time.
d) 11.00:30 p.m. is 23:00:30. ← Treat seconds the same way in 12-hour
time and 24-hour time.

ExErCiSE 6.2

1. Write the following 12-hour times as 24-hour times.

a ) 4.30 a.m. b ) 12 a.m.
c ) 11.15 p.m. d ) 12 p.m.
2. Write the following 24-hour times as 12-hour times.
a ) 16:45 b ) 20:48
c ) 00:15 d ) 12:27

Challenge
Betty starts reading. Betty stops reading
11 12 1 11 12 1
10 2 10 2
9 3 9 3
8 4 8 4
7 6 5 7 6 5

For how long did Betty read? Give your answer in hours and minutes.

Topic 6: Time 29

Platinum Maths Gr5_Term 1_CAPS.indd 29 11/02/13 10:40 AM

 Key words Convert units of time
• leap year − the In this section, you will learn how to work with different units of time.
name given to a
year that has 366
days in it and not Example 1 minute = 60 seconds
the usual 365 1 month = about 4 weeks
1. How many seconds are there in
• decade − a period 1 hour = 60 minutes
of 10 years 7 minutes?
7 × 60 s = 7 × 6 × 10 s = 420 s 1 year = 12 months or
• convert − to
There are 420 seconds in 365 days
change to
something else 7 minutes. 1 day = 24 hours
2. How many weeks in 84 days? 1 leap year = 366 days
84 ÷ 7 = 12 1 week = 7 days
There are 12 weeks in 84 days. 1 decade = 10 years

ExErCiSE 6.3

1. How many seconds are there in the following?

Did you know?
a ) 4 minutes b ) 11 minutes c ) 20 minutes
• It takes 365—14 days
for the Earth to 2. How many minutes are there in the following?
rotate once around a ) 60 seconds b ) 240 seconds c ) 720 seconds
the sun every year.
• In normal years,
we do not count Months have 30 or 31 days, so they do not have exactly four weeks.
the —14 of a day.
February is different because it has 28 days, but 29 days in leap years.
• So, every 4 years
we have an extra ExErCiSE 6.4
day. These years
are leap years.
Use the examples in each question to help you.
1. 15 weeks = 15 × 7 days = 105 days
How many days are there in:
a ) 5 weeks b ) 100 weeks c ) 35 weeks d ) 63 weeks?
2. 72 days = 72 ÷ 7 days = 10 weeks remainder 2 days
How many weeks are there in:
a ) 21 days b ) 63 days c ) 861 days d ) 396 days?
3. 11 years = 11 × 12 months = 11 × 2 × 2 × 3 = 132 months
How many months are there in:
a ) 25 years b ) 43 years c ) 102 years d ) 86 years?
4. 5 decades = 5 × 10 years = 50 years
How many years are there in:
a ) 8 decades b ) 12 decades c ) 17 decades d ) 23 decades?
30 Term 1

Platinum Maths Gr5_Term 1_CAPS.indd 30 11/02/13 10:40 AM

 Measure and calculate time
You can use clocks and stopwatches to find out how long events take.

Example
For how long did Sonja run?
Sonja starts running. Sonja stops running.

Calculate the seconds: From 30 seconds to 45 seconds = 15 seconds

Calculate the minutes: From 5 minutes to 8 minutes = 3 minutes
Calculate the hours: From 8 o’clock to 9 o’clock = 1 hour
Sonja ran for a total time of 1 hour 3 minutes and 15 seconds.

ExErCiSE 6.5 Key words

Use a stopwatch or watch with a second hand to answer these questions. • stopwatch − an
instrument that
1. Find the number of steps you can take in 2 minutes. you use to time the
duration of events
2. Find the number of times you can hop on one foot for 1 minute. very accurately

3. Find the number of times your heart beats in 1 minute.

A calendar gives you the date, month and year of a particular day. For
example, 5 May 2011 is a calendar date. You read this date as ‘the fifth
of May 2011’.

Example
How many days are there from 16 August to 6 September? Did you know?
A sand timer is a very
August September old instrument for
S M T SW T F S M T W T F S measuring time.
1 1 2 3 4 5
2 3 4 5 6 7 8 6 7 8 9 10 11 12
9 10 11 12 13 14 15 13 14 15 16 17 18 19
16 17 18 19 20 21 22 20 21 22 23 24 25 26
23 24 25 26 27 28 29 27 28 29 30
30 31

Number of days in August (until 31 August) = 16 days

Number of days in September (until 6 September) = 6 days
Total number of days from 16 August to 6 September = 22 days
Topic 6: Time 31

Platinum Maths Gr5_Term 1_CAPS.indd 31 11/02/13 10:40 AM

 ExErCiSE 6.6

1. It is ten minutes past 11 a.m. What time was it three hours and
45 minutes ago?
2. Katlego went to sleep at 9.35 p.m. She woke up at 6.15 a.m. For
how long did Katlego sleep?
3. Maria’s race time was 1 min 15 seconds, and Mona’s time was 55
seconds. By how many seconds did Mona beat Maria?
4. Look at each pair of clocks. Calculate the amount of time that has
passed.
a) 12
b) 12
c) 12
11 1 11 1 11 1
10 2 10 2 10 2
9 3 9 3 9 3
8 4 8 4 8 4
7 6 5 7 6 5 7 6 5

11 12 1 11 12 1 11 12 1
10 2 10 2 10 2
9 3 9 3 9 3
8 4 8 4 8 4
7 6 5 7 6 5 7 6 5
Challenge
5. How many days are there from 12 October to 19 November? Use a
1. For how long are calendar to check how many days in each month.
you at school in:
6. Safwat and his class organised a ‘stay awake’ marathon to raise
a) 1 day?
money for books for the school library. The class started the
b) 1 week? marathon at 6.30 a.m. on Saturday and they stayed awake until
c) February? 10.30 p.m. on the same day.
a ) For how long did the class stay awake?
d) this year? b ) Did the class reach their target of 24 hours?
2. For how long will c ) The class raised R10,00 for each hour that they stayed awake.
you sleep in: How much money did they raise?
a) 1 night? 7. Harry works in a factory. He starts work at 06:30. He works until
b) 1 week? 10:00. He has a break for 15 minutes and he then works until 13:00.
He has another break for 30 minutes and he then works until
c) 1 month? 16:30. How many hours does Harry work in 1 day?
d) 1 year?

32 Term 1

Platinum Maths Gr5_Term 1_CAPS.indd 32 11/02/13 10:40 AM

 revision
1. Do the following multiplication and division calculations.
a ) 10 × 45 (1)
b ) 33 × 60 (1)
c ) 210 ÷ 30 (1)
d ) 720 ÷ 60 (1)
2. Use any method to do the following multiplications.
a ) 45 × 14 (1)
b ) 71 × 52 (1)
3. Use the clue board method to do the following divisions.
a ) 442 ÷ 7 (1)
b ) 717 ÷ 6 (1)
4. Write down all the multiples of 6 that lie between 50 and 70. (2)
5. Write down all the factor pairs of 32. (3)
6. One box holds six eggs. If the farmer has 594 eggs,
how many boxes of eggs does he have? (2)
7. Arrange the following periods of time from the shortest to the longest.
day decade hour
leap year minute month
second week year (2)
8. Read the times on these clocks, then
write down the times. (3)
a) 11 12 1 b) c)
11 12 1
10 2 10 2
9 3 9 3
8 4 8 4
7 6 5 7 6 5

9. Complete these sentences.

a ) There are □ decades in 60 years. (1)
b ) There are □ seconds in 25 minutes. (1)
10. How many days from 12 November to 29 November? (1)
11. How much time has passed from 09:25 to 23:35? (2)
Total marks: 25

Revision 33

Platinum Maths Gr5_Term 1_CAPS.indd 33 11/02/13 10:40 AM

 Topic

7 Data handling

Maths ideas Collect, organise and display data

• Collect, organise You already know how to collect data and use tallies and tables to
and record data.
organise the data. You also know how to draw simple pictographs
• Draw pictographs and bar graphs to show the data.
and bar graphs to
show data.
• Order data and Example
find the mode of a A teacher asked a Grade 5 class how they learn about the news.
set of data. These are the results:
• Analyse and • 14 learners said they watch the news on TV.
interpret data
in tables, • 12 learners said they hear the news on the radio.
pictographs, bar • 10 learners said they read newspapers.
graphs and pie
graphs. • 6 learners said they read magazines.
a ) Organise this data into a tally table.
Key words b ) Draw a pictograph to show the data. Use the symbol to
show 2 learners.
• data − a collection
of facts, numbers Number Source of Number of
Source of
or measurements Tally of news learners
news
• tallies − marks learners TV
made to record TV 14
each item when Radio
you are counting Radio 12
Newspapers
• table − Newspapers 10
information Magazines
arranged in rows Magazines 6
and columns Key: = 2 learners
c ) Show this data as a bar graph.
• pictograph −
graph that uses TV
symbols (pictures)
to show data
Radio
Source of News

Newspapers

Magazines

0 2 4 6 8 10 12 14 16

34 Term 1

Platinum Maths Gr5_Term 1_CAPS.indd 34 11/02/13 10:40 AM

 When you draw bar graphs to show data you will often need to: Key words
Show the axes which are the vertical (up−down) axis and horizontal
• axis − one of
(left−right) axis fixed lines.
two fixed lines
Use a scale to show the data. A scale is the ratio between the actual in a graph; it can
measurements of the object and the measurements of the drawing. be either vertical
(up−down) or
ExErCiSE 7.1 horizontal (left−
right)

1. Pete chooses the symbol to show 4 learners. Draw the symbol

Challenge
Pete would use to show:
a ) 1 learner b ) 3 learners c ) 2 learners. a) Plan and carry out
an investigation
2. Shamila chooses this symbol to show 20 people. Draw the to find out what
symbol Shamila would use to show: colour is most
a ) 10 people b ) 15 people c ) 4 people. common in a
pack of coloured
3. This table shows information about the number of learners who sweets.
play different sports. Draw a pictograph to show this data. Use to
show two learners. b) Decide how you
will find out.
Sport Soccer Netball Basketball Cycling
c) Record and
Number of learners 10 6 7 5 organise the data.

4. Jabu collects 10c, 20c and 50c coins d) Draw a

in a jar. When Jabu counts the coins pictograph to
he collected this is what he had: show your results.
a ) Draw up a tally table to
organise this data.
b ) Draw a pictograph to show
the data. Use a symbol of to
show 3 coins.
c ) Draw a bar graph to show the same data. Use a scale of
1 cm = 5 coins on the vertical axis.
d ) Do your own investigation to find out what coins learners
have on them at school.
• Ask at least five learners.
• Record and organise the results.
• Draw a suitable graph to show the results.

5. Write down the first names of 10 learners in your class.

a ) Make a tally table to show how many letters there are in
each name.
b ) Draw a bar graph to show your data.

Topic 7: Data handling 35

Platinum Maths Gr5_Term 1_CAPS.indd 35 11/02/13 10:41 AM

 Key words Order data and find the mode
• mode − the data When you work with data it is sometimes useful to know which data
value that occurs
value is the smallest and which is the largest.
most often
• modal − relating It is also useful to know the mode of the data. The mode is the data
to the mode value that occurs most often.

Example
This table shows the number of learners in six Grade 5 classes.

Class A B C D E F
Number of learners 28 34 29 34 30 34

Here are the numbers written in order from smallest to largest:

28; 29; 30; 34; 34; 34
• You can see that the smallest number of learners is 28.
• The largest number of learners is 34.
• There are 3 classes that have 34 learners.
• 34 is the number that occurs most often. It is the mode of
the data.

ExErCiSE 7.2

1. A teacher counted the number of different coloured crayons in the

art classroom. This is how she recorded her results:
a ) Draw up a table to organise the results.
b ) Write the results in order from smallest to largest.
c ) What is the mode of this data?
Challenge 2. Some Grade 5 learners did an experiment to see how many
counters they could pick up in one hand. These are their results:
What do you think
the most common Lilia 14 Vusi 18 Pumla 18 Carol 17 Mandy 12 Palesa 11
shoe size is among
your friends? Paul 16 Tiny 16 Sihle 13 Jess 18 Josh 16 Nina 18
a) Collect data to Annika 12 Noni 15 Kobus 15 Peter 14 Simeon 18 Helene 17
find out. Bhusi 12 Petrus 17 Ziggy 18 Saul 16 Zanele 12 Julius 12
b) Order the data
and find the a) Arrange the results in order from smallest to largest.
mode. b) How many learners could hold less than 15 counters?
c) How well did c) How many learners could hold 16 or more counters?
you estimate the d) What is the modal number of counters?
mode? e) Which learners picked up the modal number of counters?

36 Term 1

Platinum Maths Gr5_Term 1_CAPS.indd 36 11/02/13 10:41 AM

 Work through a data cycle
Key words
Read this flow diagram to remind yourself what steps you need to
follow to complete a data cycle on your own. • data cycle
− process of
asking questions,
1. Ask a 2. Collect data 3. Record and collecting and
question to answer organise the organising data
question data and summarising
results

5. Interpret and 4. Represent

summarise the data
the data graphically

ExErCiSE 7.3

You are going to find out which of the following colour

combinations is the favourite for the Grade 5 learners at
your school. Black and White

1. Carry out your survey

Choose 20 Grade 5 learners to answer your questions. Blue and White
Try to choose a mixture of boys and girls.
2. Organise and record your data
Use a tally sheet to record the answer to each question Blue and Green
in your survey. Your tally sheet could look something
like this:

Colour combination Yes No Red and Yellow

3. Draw a bar graph to show how many learners chose Blue and Yellow
each colour combination.
4. Interpret your data
Write a short paragraph about what you found out during your
survey. Your paragraph should say which colour combination is
the favourite and which is the least favourite.

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Platinum Maths Gr5_Term 1_CAPS.indd 37 11/02/13 10:41 AM

 interpret and analyse data
Did you know?
Data is shown in many different ways. You already know how to read
When you interpret
a graph you should:
and interpret data in words, tables, pictographs, bar graphs and
pie charts.
• Read the heading.
• Check if there is a
key. Example
These three graphs show the same data in different ways.
• Read the labels
Floyd’s Day
and scale on the
10
axes. Floyd’s Day
Floyd’s Day 9
Sleeping
• Look at the 8
patterns in the Eating
7
data. Sleeping School
6
Playing
• Summarise the
Hours

5
data in a sentence
Eating rk School
Travelling
4
Ho or ia
m ewo paragraph. TV
ng
ll
ve 3
Tra Homework
r
he

TV
Playing 2
Ot

Other
1
Key: = 2 hours
0
Sleeping Eating School Playing Travelling TV Homework Other

Activity Floyd’s Day

10
Floyd’s Day 9

7
Sleeping
6

Hours
5
Eating rk School 4
ewo
Hom ling
l 3
ve
Tra
r
he

TV
Playing 2
Ot

0
Sleeping Eating School Playing Travelling TV Homework

All the graphs show how many hours Floyd spent on different Activity

activities:
• The bar graph has a vertical scale marked in hours. The length of
the bars shows how much time he spent on each activity.
• The pictograph uses a square to show two hours. Half a square
represents one hour, a quarter of a square is half an hour.
• The pie chart divides his day into fractions. The slices of the pie
show what fraction of the day he spent doing each activity.
From these graphs you can see that:
• Floyd spent most of the day sleeping.
• Floyd spent a quarter of his day at school (6 hours).
• Floyd spent the least time on ‘other’ activities.

38 Term 1

Platinum Maths Gr5_Term 1_CAPS.indd 38 11/02/13 10:41 AM

 ExErCiSE 7.4

1. Two game rangers were asked to count and record the number of
different types of animals they saw over a weekend. Sipho drew a
graph to show his data. Marius wrote a note.
Animals in a National Park

Buck

I went on five game drives this

weekend. We saw lots of buck, some
Type of animals seen

Rhinoceros elephants and rhinos and a large

pride of lions.
I’d estimate we saw about 50 buck in
different locations, a herd of about
Lion 24 elephants, 12 rhino and four prides
of lions (26 in total).

Elephant
0 10 20 30 40 50 60
Number of animals seen

a) Which data is easier to interpret? Why?

b) How many buck did Sipho see?
c) Which type of animal was seen most often?
d) Which type of animal was seen least often?
e) Draw a pictograph to show Marius’ data. Use a key of one circle
for every four animals seen.
2. Study this graph carefully. 7
a ) What type of graph is this? 6
b ) What does the graph show?
Number of Schools

5
c ) What scale is used on the vertical axis?
(Thousands)

d ) Which province has the most schools? 4

e ) Which province has the fewest schools? 3

f ) Which provinces have more or less the same 2
number of schools?
1
g ) Why do you think there are different
numbers of schools in different provinces? 0
Free State
Western Cape

Gauteng

Kwazulu-Natal

Limpopo

Mpumalanga

North West

Northern Cape

Eastern Cape

h ) Is it easy to work out exactly how many

schools there are in each province from this
graph? Explain why or why not.
i ) Write a sentence describing how your
province compares with the other provinces
in terms of the number of schools.

Topic 7: Data handling 39

Platinum Maths Gr5_Term 1_CAPS.indd 39 11/02/13 10:41 AM

 ExErCiSE 7.5

Key words 1. Study this pie chart carefully.

a ) What is the title of this graph?
• census − a b ) Approximately what fraction Traditional
government count Oth
dwellings

of the whole of learners live in formal er

population dwellings? Informal

dwellings
c ) Approximately what fraction
of learners live in informal
dwellings? Formal dwellings

Challenge
2. The data for the pie chart above
Study this was collected by Census at
pictograph.
Type of energy used for cooking
school. It included nearly 800 000
Electricity
learners. Say whether these statements are true or false.
Paraffin
a ) About 600 000 learners live in formal dwellings.
Wood
b ) Around 400 000 learners live in traditional homes.
Coal
c ) Less than 100 000 learners live in informal settlements.
Gas
d ) More than 20 000 learners live in ‘other’ dwellings.
Key: = 12 families 3. This pie chart shows the main Type of energy used for light
energy source that South African
a) Make up five families use for light in their

Paraffin
questions that homes.
can be answered a ) Complete these sentences
from the graph.
about the graph. Candles

b) Exchange • Almost □ of homes use Electricity

questions with electricity for light.

a partner. Try • Nearly □ of homes use
to answer each
candles for light.
other’s questions.
• Less than □ of homes use
c) Write a paragraph paraffin for light.
summarising b ) This data was collected in
what this graph
2007. Do you think the graph would be the same if the data
tells you.
was collected today? Give a reason for your answer.
4. The data in the pie chart in Question 3 is for the whole country.
Explain how and why the graph might be different if the data was
collected from the following sources:
a ) A large city
b ) A farming community in the North West
c ) An informal settlement in a poor area
d ) A very wealthy community

40 Term 1

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 Think about where data comes from
When you interpret data you have to think about: Key words
• the source − where does the data come from? • source − the
• the context − where and how was the data collected? people or places
that data comes
from
Example • context − where
Amina and David did a survey of 20 learners to find out how many and how data was
were sick at least once during the term. collected
• Amina’s results show that __14 of the learners were sick at least once. • biased − skewed
9 or distorted
• David’s results show that __
10
of the learners were sick at least once.

Why are their results so different?

• Amina asked boys and girls from different Grade 5 classes.
Only 5 learners said that they had been sick during the last term.
• David only asked learners who had been absent (away) from
school during the term. The source of his data was biased because
learners who were absent are more likely to have been sick.

Example
Josh draws a graph that shows that __45 of the learners in his class love watching the school team play
soccer. Pume disagrees and she asks Josh what the source of his data was and how it was collected.
Josh says he asked five of his friends after the school soccer team won by 4 goals to 0. Four friends
said they love watching the school team play soccer, so Josh drew a graph to show this.
The source of Josh’s data was his five friends. This is a small group and he also asked his friends
after a match when the school team won. This means that the context and source of Josh’s data
were biased.

ExErCiSE 7.6
Diepsloot (Soweto) Key: = 4 households
Study these two pictographs. House

Shack
1. What is the source of the data for each graph?
Backyard

2. How does the context in which each set of data Rural family
compound

was collected change the results? Lugangeni (Rural Eastern Cape) Key: = 4 households

3. What do you think the results would be if House

you did a similar survey in your community? Shack

Why? Backyard
Rural family
compound

Topic 7: Data handling 41

Platinum Maths Gr5_Term 1_CAPS.indd 41 11/02/13 10:41 AM

 Topic

8 Properties of 2D shapes

Maths ideas What is a 2D shape?

• Recognise and Two-dimensional (2D) shapes have two dimensions: length and
name two-
width (or breadth).
dimensional (2D)
shapes.
You live in a three-dimensional (3D) world, so everything that you
• Describe and see around you has three dimensions: length, width (or breadth) and
compare two-
dimensional (2D) height. However, if you were to take a photograph or draw a picture of
shapes. a 3D object, you would have a 2D view of that object.
• Draw two-
dimensional (2D)
You learn much about the world
shapes on grid around you from pictures, maps
paper. and diagrams. These are all
examples of 2D representations This banner has some curved
• Name two-
dimensional (2D) of 3D objects. sides and some straight sides
shapes.
• Some shapes have only curved
sides.
• Some shapes have curved and
straight sides.
• There are also shapes with only
straight sides. These shapes are A circle has only
Key words called polygons. curved sides polygon
• two-dimensional
(2D) − having two
dimensions: length We use little lines like the ones on the picture to
and width show that the sides of 2D shapes are equal in
• three-dimensional length. These little lines are very useful when we
(3D) − having have to identify 2D shapes.
three dimensions:
length, width and
height

ExErCiSE 8.1

Draw two examples of the following 2D shapes.

3D

• polygon − a 1. Shapes that have only curved sides, but are not circles.
2D shape that is
enclosed by three 2. Shapes with some curved sides and some straight sides.
or more straight
lines 3. Shapes that have only straight sides.

42 Term 1

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 identify polygons Key words

When a 2D shape has only straight sides, you count the number of • triangle − a
polygon with three
sides to name the shape.
sides
Naming polygons Some examples • quadrilateral − a
polygon with four
Three-sided polygons are called sides
triangles
• square − a
rectangle with
Four-sided polygons are called all sides equal in
quadrilaterals. Squares and length
rectangles are examples of
• rectangle − a
quadrilaterals
quadrilateral
where all the
Five-sided polygons are called angles are right
pentagons angles
• pentagon − a
polygon with five
Six-sided polygons are called sides
hexagons
• hexagon − a
polygon with six
sides
Seven-sided polygons are called
• heptagon or
heptagons or septagons
septagon − a
polygon with
seven sides
ExErCiSE 8.2

1. Study this picture with a friend.

a ) Identify and draw all the shapes
with only curved sides.
b ) Identify and draw all the shapes
with some curved and some
straight sides.
c ) Identify and draw all the
polygons in the picture.
d ) Name each polygon that you
drew.

2. Count how many polygons you can find in each of these sketches. Did you know?
Which polygons can you name? A ten-sided polygon
a) b) c) is called a decagon
in the same way as
10 years is called a
decade.

Topic 8: Properties of 2D shapes 43

Platinum Maths Gr5_Term 1_CAPS.indd 43 11/02/13 10:41 AM

 Key words Polygons and angles
• angle − the Polygons do not only have sides, they also have angles. The angle
amount of turn
between two sides that join is the amount of turn between the two sides.
between two
straight lines that
meet each other
• right angle − a
quarter of a full
turn angle

One important angle is a right angle. A right angle is one quarter of a

full turn. The corner of a page is a right angle.
A full turn A right angle (a quarter of a full turn)

The little square is the symbol for

a right angle.

You will also work with angles that are smaller than one quarter of a
full turn, and angles that are larger than one quarter of a full turn.

This angle is larger than a right angle.

ExErCiSE 8.3

1. Write down four examples of where you can see a right angle in
your classroom. If you need to check the angle, see if it is the same
shape as the corner of a sheet of paper.
2. Open a cupboard door to an angle less than a right angle; then
open the door to a right angle and lastly open the door to an
angle larger than a right angle. Get a friend to check and see if
they agree with you.
44 Term 1

Platinum Maths Gr5_Term 1_CAPS.indd 44 11/02/13 10:42 AM

 3. State which of the marked angles in these triangles are:
smaller than a right angle, a right angle, or larger than a right angle.
If you are unsure of the answer, use the corner of a page to
measure the size of the angle.
a) b) c)

A polygon can have all its sides equal and all its angles equal. Explore
this idea in the next exercise.

ExErCiSE 8.4

Matchsticks in a box of matches are all the same length.

1. Form a polygon with three matchsticks.
a ) What is this polygon called?
b ) Does this polygon have equal sides? Does it have equal angles?
Explain your answer.
c ) Classify the angles of this polygon as less than a right angle,
a right angle, or larger than a right angle.
Key words
2. Form a polygon with four matchsticks so that one angle is
a right angle. • composite − a 2D
a ) What is this polygon called? shape that is made
up of two or more
b ) Does this polygon have equal sides and angles? Explain. 2D shapes that are
3. Form a quadrilateral with matchsticks, so that two of the angles joined together
are smaller than right angles.
4. Use five matchsticks to make a house shape.
a ) What is this polygon called?
b ) Does this polygon have equal sides? Does it have equal angles?
c ) Classify the angles in this shape.
d ) This polygon is a composite shape, which is made up of two
other shapes. Use one more matchstick to separate it into two
smaller shapes. Name the two smaller shapes.
e ) Rearrange your first five matchsticks into a shape where all the
angles are the same size. Classify the angles in the shape.
5. Use your polygon in Question 4e, and make new polygons by
adding in one more matchstick each time. When the polygon has
more and more sides, what is the name of this shape?

Topic 8: Properties of 2D shapes 45

Platinum Maths Gr5_Term 1_CAPS.indd 45 11/02/13 10:42 AM

 Describe and draw 2D shapes
It is important to be able to compare different shapes. You need to say
what is the same and what is different about each shape.

Example
Look at the diagrams below.

In which ways are these shapes

the same? Both are 2D shapes.
Both are polygons. Both have all
their sides of equal length.

How are these shapes different?

The triangle has three sides and three angles. The square has four sides
and four right angles.

ExErCiSE 8.5

1. a ) On a sheet of square dotted grid paper, draw two different

rectangles and one square.
b ) Compare your rectangles. How are they the same and how are
they different?
c ) Count the number of blocks that form each side of one of your
rectangles. What do you notice?
d ) Count the number of blocks that form each side of your other
rectangle. What do you notice?
e ) In which ways is the square the same as the rectangles? How is
it different?
2. Look at these two composite shapes.
a ) Which shapes make up both composite shapes?
b ) Compare the rectangles used in Shape A and Shape B. What
A
do you notice?
c ) Compare the triangles in Shape A and Shape B. How are they
the same and how are they different?
d ) Pretend that the composite shapes are real fields that you can
walk around. How many sides would each field have?
B e ) On square dotted grid paper, draw any two composite
shapes made from the same basic shapes. Compare the two
composite shapes. How are they different and how are they
the same?

46 Term 1

Platinum Maths Gr5_Term 1_CAPS.indd 46 11/02/13 10:42 AM

 revision
1. Match each term with the correct definition. (10)

Term Definition
a) Bar graph A. A mark made to record one fact when counting
b) Table B. The axis that runs across the page from left to right
c) Categories C. A graph that uses bars to represent data
d) Data D. A graph that uses pictures to represent data
e) Graph E. Information arranged in rows and columns
f ) Horizontal axis F. The axis that runs up and down the page
g) Pictograph G. The different groups into which we can divide data
h) Tally H. A collection of facts, numbers or measurements
i) Vertical axis I. A diagram that represents data

2. a ) Represent the data in the table below in a bar graph. (4)

School Number of learners who cycle to school

A 40
B 25
C 50
D 30
E 25
F 50

b) What information is shown on the horizontal axis of your graph? (1)

c) What information is shown on the vertical axis of your graph? (1)
d) What is the mode of this data? (1)
e) How many learners cycle to school altogether? (1)
3. Which one is the odd one out in this list of 2D shapes: triangle; quadrilateral; circle;
square; polygon? Explain (2)
4. I am a polygon with four angles, all of which are right angles. What am I? (1)
5. A 2D shape has two dimensions. What do we call these dimensions? (2)
6. I am a 2D shape enclosed by a single curved line. All the points on the line are the same
distance from my centre. What am I? (1)
7. What fraction is a right angle of a full turn? (1)
Total marks: 25

Revision 47

Platinum Maths Gr5_Term 1_CAPS.indd 47 11/02/13 10:42 AM

 Topic

9 Capacity and volume

Maths ideas Estimate capacity

• Estimate, measure, You worked with capacity and volume in Grade 4. Do you remember
record, compare
the difference between them?
and order
capacities of • Capacity is the maximum amount of space inside a container; it
different objects. tells you how much the container can hold.
• Use measuring • Volume is the amount of space that something takes up.
instruments
correctly. Remember that containers are not always filled
• Understand and to the top. A bottle can have space for 1 litre
use different (a capacity of 1 litre), but it may only have half a
measuring scales.
litre inside it. In this case, we say the volume of
• Calculate and cooldrink in the bottle is __12 litre.
solve problems
involving millilitres
The capacity of larger containers is given in
and litres.
litres and the capacity of smaller containers is
given in millilitres. You should remember that
Key words there are 1 000 ml in 1 ℓ.
• capacity − the
ExErCiSE 9.1
maximum amount
an object can hold
1. State whether you would measure the following in litres
• volume − how
much space an or millilitres.
object takes up a ) a full tank of petrol b ) a baby’s bottle of milk
c ) the nail polish in a bottle d ) water in a bath
e ) paraffin in a drum f ) dish-washing liquid in a bottle
g ) medicine to give a baby h ) water in a rainwater tank
2. Look at these containers.

Did you know?

You may hear people
talk about a capacity
crowd at a sports
match. This means
that every seat is
filled, as the capacity
of a stadium is the
number of seats it
has. a ) Write the capacity of each container.
b ) Estimate the volume of liquid in each container.

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 Estimate,measure and record capacity
You can use a measuring jug to measure exact amounts. Do you
remember how to read the jug correctly?
The scale on measuring instruments is divided into spaces like a
number line. Each interval represents a fraction of the larger units.
Step 1: Put the jug on a
flat surface.
0 500 ml 1ℓ
Step 2: Put your eye level
The above scale is divided into intervals of 100 ml. Only the 500 ml with the top liquid in the
mark and the 1 ℓ mark are labelled. When you use a measuring jug jug.
you need to work out how much each interval represents. Step 3: Read the
numbered intervals
Example carefully.
How much liquid is in each of these 1 ℓ measuring jugs?

On this scale each line represents 250 ml On this scale each line represents 100 ml
or __14 of a litre. 1
or __
10
of a litre.
There is 500 ml in the jug. There is 700 ml in the jug.

ExErCiSE 9.2

1. Copy these scales into your book. Fill in all the missing measurements.
1ℓ 1 000 ml 1ℓ 1 000 ml 1 000 ml
ml ℓ
ml
ml
ml
ℓ ml 1 ℓ
2 ℓ
--
ml
250 ml ml
200 ml ℓ

0ℓ 0 ml 0ℓ 0ℓ 0ℓ

2. a ) What volume of liquid does each jug contain? Read the scales
carefully as they are all different.
b ) Write the measurements in order from smallest to greatest.

Topic 9: Capacity and volume 49

Platinum Maths Gr5_Term 1_CAPS.indd 49 11/02/13 10:42 AM

 Did you know? Compare, order and record capacities
Some of the The capacity of a container can be written in different ways:
containers you will
work with may have • In litres, it can be written as 2__12 ℓ
their capacity listed • In millilitres, it can be written as 2 500 ml.
in decimal form. For
example, you get • In litres and millilitres, it can be written as 2 ℓ and 500 ml
1,5 ℓ bottles of cold
drink. This means the It is easier to compare the capacities of containers when they are all
same as 1__12 litres. written in the same way.

Example
Look at these containers.
a ) Which has the greatest
capacity?
b ) Which holds the smallest
amount?
c ) List the capacities in order
from smallest to greatest.
Answer
a ) The oil drum has the greatest capacity. It can hold 220 litres.
b ) The teaspoon. It has a capacity of 5 ml.
c ) 5 ml; 400 ml; 1 ℓ 200 ml; 1,5 ℓ; 15 ℓ; 220 ℓ

ExErCiSE 9.3

1. Look at these containers.

E F
D

B
C
A
100 ml
of eye 500 ml of 250 ml of 1 ℓ of 1,5 ℓ of 5 ℓ of
drops juice yoghurt milk cola paraffin

a ) Which container has the greatest capacity?

b ) Which containers hold less than 1 ℓ?
c ) Rewrite the capacity of each container using different units.
2. Here are the capacities of eight different containers:
2 ℓ; 8 ℓ; 3 ℓ and 200 ml; 5__12 ℓ; 6__34 ℓ; 8__14 ℓ; 8 ℓ and 300 ml
a ) Write each measurement using millilitres only.
b ) List the capacities in order from greatest to smallest.
c ) Round each measurement to the nearest litre.

50 Term 1

Platinum Maths Gr5_Term 1_CAPS.indd 50 11/02/13 10:43 AM

 Convert units of capacity
When you do calculations and solve problems that involve capacity
you may need to covert measurements from one unit to another.

To convert from litres (the larger unit) to millilitres (the smaller unit)
you need to multiply by 1 000.

• 1 ℓ = 1 000 ml • __12 ℓ = 500 ml

1
• __ ℓ = 250 ml
4
• __34 ℓ = 750 ml

Example
How many millilitres are there A bucket contains 6__14 ℓ of water.
in 2 ℓ? How many millilitres is this?
1 ℓ = 1 000 ml 6__12 ℓ = 6 ℓ and 250 ml
2 ℓ = 2 × 1 000 ml = 2 000 ml 6 ℓ = 6 × 1 000 ml = 6 000 ml
6 000 ml + 250 ml = 6 250 ml

To convert from millilitres (the smaller unit) to litres (the bigger unit)
you need to divide by 1 000.

Challenge
Example
A jug holds 4 000 ml. How many litres is this? You should drink at
least 8 glasses of
4 000 ml = 4 000 × 1 000 ml = 4 ℓ
liquid a day. One
You can also think like this: 4 000 ml = 4 × 1 000 ml = 4 litres glass holds about
250 ml of liquid.

ExErCiSE 9.4 1. How many litres

of liquid are there
in 8 glasses?
1. Convert each of these litre capacities to millilitres.
a) 2 ℓ b ) 7ℓ c ) 3__12 ℓ d ) __14 ℓ e ) 5__34 ℓ 2. How many litres
of liquid would
2. Convert each of these millilitre capacities to litres. you drink in a
a ) 2 000 ml b ) 3 500 ml c ) 5 250 ml d ) 12 750 ml month, if you
drank this amount
3. Mrs Smit pours 25 cups of cold drink. Each cup holds 300 ml of each day?
juice. How many litres of juice did she pour?
3. How many
4. Kanye has 6__12 ℓ of juice. How many 250 ml containers can he fill millilitres is this?
with this?

Topic 9: Capacity and volume 51

Platinum Maths Gr5_Term 1_CAPS.indd 51 11/02/13 10:43 AM

 Calculate and solve problems that
involve capacity
Do you remember how to add, subtract, multiply and divide
capacities? Read through these examples to remind you.

• You can only add or subtract capacities if they are in the same
units. Convert the units before you start if they are different.
• Always write the correct units in your answer.

Example
Add: 4 ℓ and 450 ml + 3 ℓ and 750 ml
4 ℓ 450 ml
+ 3 ℓ 750 ml
7 ℓ 1 200 ml (1 200 ml = 1 ℓ and 200 ml, carry the 1 ℓ to
the litres column)
So, 4 ℓ 450 ml + 3 ℓ 750 ml = 8 ℓ and 200 ml

Example
Subtract: 12 ℓ 250 ml − 9 ℓ 780 ml
To subtract the millilitres, change 1 ℓ in the litre column to 1 000 ml
and move it to the millilitre column. This means that:
12 ℓ 250 ml = 11 ℓ 1 250 ml.
11 ℓ 1 250 ml
− 9 ℓ 780 ml
2 ℓ 470 ml
So, 12 ℓ 250 ml − 9 ℓ 780 ml = 2 ℓ and 470 ml

Example
Multiply: 25 ml × 15
25 ml × 15 = 2 500 ml + 125 ml = 2 ℓ and 675 ml

Example
Divide: 12 ℓ 450 ml ÷ 3 Divide: 34 ℓ ÷ 4
12 ℓ ÷ 3 = 4 ℓ 34 ℓ ÷ 4 = 8 ℓ remainder 2 ℓ
450 ml ÷ 3 = 150 ml 2 ℓ = 2 000 ml
So, 12 ℓ 450 ml ÷ 3 = 4 ℓ 2 000 ml ÷ 4 = 500 ml
and 150 ml So, 34 ℓ ÷ 4 = 8 ℓ and 500 ml

52 Term 1

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 ExErCiSE 9.5

1. Calculate.
a ) 65 ℓ 450 ml + 9 ℓ 550 ml b) 355 ℓ 580 ml + 49 ℓ 890 ml
c ) 69 ℓ 978 ml + 45 ℓ 750 ml d) 25 ℓ 700 ml + 4 900 ml
e ) 56 ℓ 250 ml − 25 ℓ 750 ml f ) 45 ℓ 205 ml − 12 ℓ 450 ml Challenge
g ) 125 ℓ 607 ml − 98 ℓ 855 ml h) 79 ℓ 5 ml − 35 ℓ 760 ml
These containers are
2. Calculate. Give your answers in litres and millilitres. all full of milk. Henry
a ) 31 ℓ × 17 b ) 85 ml × 12 c ) 2 ℓ 100 ml × 9 also has an empty
d ) 40 ℓ ÷ 4 e ) 380 ℓ ÷ 10 f ) 508 ℓ ÷ 9 container that has a
capacity of 2,75 ℓ. He
3. Solve these problems. Show all your working. wants to store the
a ) Janet waters her garden three times a week. Last week she milk in as few
containers as
used 39__12 ℓ, 56 ℓ and 300 ml and 38 000 ml. How much water possible. What
did Janet use altogether? combination of
b ) Nomhle has 12__12 ℓ of milk and she sells 8__14 ℓ. How much does containers must
Nomhle have left over? Henry use to store
the milk?
c ) Solly has seven containers and he pours three 250 ml bottles
of juice into each. How much juice does Solly need for this?
d ) Josh has 4 litres of fruit juice to share equally between six
friends. How much can each friend have?
4. Round each answer in Question 3 to the nearest litre.
5. A shopkeeper sells fresh orange juice at R12 per litre. People bring
their own containers of different sizes to be filled. How much must
she charge each of these people to fill their containers?
a ) Mrs Ratsoma brings a plastic can that has a capacity of 2,5 ℓ.
b ) Ayeesha brings a glass jar that has a capacity of 400 ml.
c ) John brings two bottles. Each bottle has a capacity of 1,5 ℓ.
d ) Annie brings four plastic cups each with a capacity of 200 ml.
6. A baby must get 5 ml of medicine three times a day for seven days.
If a full bottle of medicine contains 150 ml, how much medicine
will be left over?
7. Nina wants to make a pudding by mixing the pudding powder
with milk. The recipe says use 250 ml of milk per tablespoon of
pudding powder. How much milk does she need if she uses: 400 ml

a ) 4 tablespoons of pudding powder?

b ) 5__12 tablespoons of pudding powder?

Topic 9: Capacity and volume 53

Platinum Maths Gr5_Term 1_CAPS.indd 53 11/02/13 10:43 AM

 2 Term 2

Buildings can be decorated using colourful tiles.

Many of Russia’s churches have beautiful spires Traditional African buildings are decorated using
decorated in gold. different natural materials.
54

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 Topics 10–18

Starting off
People love to surround themselves with
decorative patterns. We wear clothes made
from patterned materials, we use patterned
cups, saucers and plates, and some of us even
decorate our buildings with different patterns.

In the photographs on the left, you will see

examples of buildings that people have
decorated in different styles.

1. Which pattern do you like most? Why?

2. Choose one of the photographs.
a ) What culture does it represent?
b ) Do you have a building like this in your
town or city?
c ) Would you expect to see a building like
Many traditional Chinese buildings are decorated this elsewhere in South Africa?
using colourful designs. d ) Does this building remind you of
another country? If so, which country?
3. Give an example of a building in the
photograph with the following:
a ) A 2D pattern
b ) A 3D pattern

Content covered in Term 2

Topic 10: Count, order, compare and represent whole numbers, Topic 11: Addition
and subtraction, Revision, Topic 12: Common fractions, Topic 13: Length,
Revision, Topic 14: Multiplication, Topic 15: Properties of 3D objects, Revision,
Topic 16: Geometric patterns, Topic 17: Symmetry, Revision,
Topic 18: Division
Religious buildings often have domed roofs that
look like giant umbrellas.
55

Platinum Maths Gr5_Term 2_CAPS.indd 55 07/02/13 3:46 PM

 Topic Count, order, compare and
10 represent whole numbers
Maths ideas Count, read and write numbers
• Read and write In this topic, you will practise working with larger numbers.
numbers up to
six digits.
• Count forwards Example
and backwards to You can show the number 321 456 in a place value table like this.
10 000.
Hundred Ten Thousands Hundreds Tens Units
• Round whole Thousands Thousands
numbers to the
3 2 1 4 5 6
nearest 10, 100 and
1 000. In expanded form: 300 000 + 20 000 + 1 000 + 400 + 50 + 6
• Compare and You read this in groups as: 3 2 1 4 5 6
order numbers. three hundred and four hundred and
twenty one thousand, fifty-six.

ExErCiSE 10.1

1. Write these numbers in digits.

a ) five hundred and fifteen thousand, six hundred and eighteen
b ) eighteen thousand, six hundred and two
c ) eight hundred thousand, three hundred and fifty-two
2. Write these numbers in expanded form and then in words.
a ) 47 561 b ) 386 276 c) 129 560 d) 50 600
3. Count forwards or backwards to complete these number sequences.
Read the numbers first to decide what the intervals are.
a ) 2 500; □; 2 600; 2 650; □; 2 750; □
b ) □; 9 055; □; 9 255; □; 9 455
c ) 1 483; 1 478; □; 1 468; 1 463; □; □
d ) 1 260; 1 310; □; 1 410; □; 1 510; □
4. Write down the number that is 2 more than each of these:
a ) 4 009 b ) 9 998
5. Write down the number that is 25 less than each of these:
a ) 7 000 b ) 6 405
6. Write down the numbers that are 100 more and 100 less than
each of these:
a ) 2 978 b ) 9 019

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 round off and compare whole
numbers
You already know that rounding numbers is useful when you need to
estimate an answer. When you round a number, look at the digit to the
right of the place you are rounding to. If the digit is 5 or more, round
up. If it is less than 5, round down.

Example
Round off 46 185.
• To the nearest 10: 46 185 becomes 46 190, because 5 rounds up.
• To the nearest 100: 46 185 becomes 46 200, because 8 rounds
up.
• To the nearest 1 000: 46 185 becomes 46 000, because 1 rounds
down.

ExErCiSE 10.2

1. Round each number to the nearest 10, 100 and 1 000:

a ) 3 873 b ) 7 147 c ) 4 719 d ) 35 762
e ) 14 625 f ) 28 411 g ) 56 043 h ) 49 938
2. There are 29 371 people living in Makgabana. Round this number
to the nearest 1 000.
3. 50 708 people visited the aquarium last month. Round this
number to the nearest 1 000.
Challenge

Remember that < means smaller than, and > means larger than. In 2005, the
population sizes of
some towns in South
ExErCiSE 10.3 Africa were as
follows:
1. Give the place value of each digit in the following numbers. Ceres: 22 302
a ) 215 873 b ) 850 147 c ) 40 719 Richards Bay: 69 482
Port Elizabeth: 737 658
2. Write these numbers in ascending order.
Welkom: 199 972
456 043; 458 411; 514 625; 549 938 Round each number
to the nearest 100
3. Use the symbols < and > to compare these numbers. and to the nearest
a ) 324 009 □ 329 999 b ) 189 000 □ 198 000 1 000.
c ) 298 880 □ 298 980 d ) 76 000 □ 67 405

Topic 10: Count, order, compare and represent whole numbers 57

Platinum Maths Gr5_Term 2_CAPS.indd 57 07/02/13 3:46 PM

 Topic

11 Addition and subtraction

Maths ideas Add whole numbers

• Round numbers to In Topic 3 you used brackets to organise numbers by place value when
estimate answers.
you add. In this topic, you will organise your numbers by writing them
• Use the inverse in expanded form in rows or in columns. You will also round off the
relationship of
addition and
numbers to estimate answers.
subtraction to
check answers Example
and find missing
numbers.
Calculate 56 423 + 18 269 + 21 899
• Solve multi-step
First estimate the answer by rounding off to the nearest 1 000.
problems that Look at the hundreds digit to round up or down:
involve addition 56 423 rounds down to 56 000 because 4 is less than 5.
and subtraction,
with totals to 18 269 rounds down to 18 000 because 2 is less than 5.
100 000. 21 899 rounds up to 22 000 because 8 is more than 5.
The estimate is 56 000 + (18 000 + 22 000) = 56 000 + 40 000 = 96 000.
To find the exact answer then using place values.
(50 000 + 6 000 + 400 + 20 + 3) + (10 000 + 8 000 + 200 + 60 + 9)
+ (20 000 + 1 000 + 800 + 90 + 9)
= (50 000 + 10 000 + 20 000) + (6 000 + 8 000 + 1 000) +
(400 + 200 + 800) + (20 + 60 + 90) + (3 + 9 + 9)
= 80 000 + 15 000 + 1 400 + 170 + 21
= 95 000 + 1 000 + 500 + 70 + 20 + 1
= 96 000 + 500 + 90 + 1
= 96 591
The estimate was quite accurate!

ExErCiSE 11.1

Follow the method in the example to add these numbers.

1. 15 356 + 18 790 2. 18 233 + 21 876 3. 24 965 + 21 454

4. 22 879 + 31 489 5. 35 212 + 27 705 6. 38 462 + 19 360

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 To add numbers, you can also write the expanded forms in columns. It
is important to write the same place values below each other. This is a
useful way to add large numbers.

Example
26 235 + 15 469 + 33 502
First estimate the answer by rounding off the numbers to the nearest 1 000.
The estimate is 26 000 + 15 000 + 34 000 = 15 000 + (26 000 + 34 000) = 15 000 + 60 000 = 75 000.
Now expand the numbers, and write the same place values below each other in columns.
26 235 = 20 000 + 6 000 + 200 + 30 + 5
15 469 = 10 000 + 5 000 + 400 + 60 + 9
33 502 = 30 000 + 3 000 + 500 + 0 + 2
Total 60 000 + 14 000 + 1 100 + 90 + 16
= 60 000 + 10 000 + 4 000 + 1 000 + 100 + 90 + 10 + 6
= 70 000 + 5 000 + 200 + 6 = 75 206

You can also use the adding on method when you add only two
numbers. Break down the second number and add it in parts.

Example
Find 20 415 + 13 425
20 415 + 13 000 □ 33 415 + 400 □ 33 815 + 20 □ 33 835 + 5 □ 33
840
Challenge

ExErCiSE 11.2 Find the missing

numbers. Write down
three different
1. First round off the numbers to the nearest 1 000 to estimate each answers for each
answer. Then write the expanded numbers in columns and work number sentence.
out the exact answers. The missing numbers
a ) 21 781 + 18 324 b ) 29 021 + 18 569 must be whole
numbers.
c ) 26 451 + 24 357 d ) 32 864 + 22 891
e ) 45 312 + 39 119 + 23 456 f ) 46 242 + 38 975 + 98 123 1. 120 − □ − □ = 56
g ) 63 274 + 41 802 + 28 282 h ) 55 323 + 49 461 + 19 987
2. 25 + □ + □ = 150
2. Use the adding on method to check your answers to Questions 1a)
to d). Break down the number that you are adding, and add it in 3. □ + □ − 45 = 200
parts.
3. Complete the following number sentences. Then write down what
you notice.
a ) 602 + 0 = □ b ) 0 + 4 119 = □ c ) □ + 786 = 786

Topic 11: Addition and subtraction 59

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 Subtract whole numbers
You can also subtract large numbers by writing them in expanded form.

Example
845 − 376
= (700 + 130 + 15) − 300 − 70 − 6
= (700 − 300) + (130 − 70) + (15 − 6)
= 400 + 60 + 9
= 469

Example
48 534 − 37 833
48 534 − 37 833 = 40 000 + 7 000 + 1 500 + 30 + 4
(Write 8 500 as 7 000 + 1 500 to subtract 800.)
− 30 000 + 7 000 + 800 + 30 + 3
Difference 10 000 + 0 + 700 + 0 + 1 = 10 701
This method helps you to keep track of all of your numbers.

Example
88 743 − 54 684
Break down 743 into 600 + 130 + 13 so that you can do the
subtractions.
88 743 − 54 684 = 80 000 + 8 000 + 600 + 130 + 13
− 50 000 + 4 000 + 600 + 80 + 4
Difference 30 000 + 4 000 + 0 + 50 + 9 = 34 059

ExErCiSE 11.3

First estimate each answer by rounding off the numbers to the nearest
1 000. Then expand the numbers in a row to find the exact answer.

1. 28 564 − 17 341 2. 32 685 − 21 241

3. 43 680 − 21 520 4. 54 936 − 31 914
5. 46 286 − 24 165 6. 61 356 − 41 242

60 Term 2

Platinum Maths Gr5_Term 2_CAPS.indd 60 07/02/13 3:46 PM

 You can also break down the second number and subtract in parts.

Example
Notice how you write the brackets.
25 746 − 14 582
= 25 746 − 10 000 − 4 000 − 500 − 80 − 2
= (15 746 − 4 000) − 500 − 80 − 2
= (11 746 − 500) − 80 − 2
= (11 246 − 80) − 2 Break down the number 246.
= 11 000 + 100 + 140 + 6 − 80 − 2
= 11 000 + 100 + 60 + 6 − 2
= 11 164

ExErCiSE 11.4

First estimate each answer by rounding off the numbers to the nearest
1 000. Then subtract as the example above. Finally, use addition to
check your answer.

1. 26 403 − 18 351 2. 31 786 − 19 694 3. 43 970 − 25 884

4. 49 034 − 29 556 5. 53 486 − 25 696 6. 58 003 − 38 426

Remember that addition and subtraction are inverse operations. You can
use one operation to check the answer of the other. In the above example,
25 746 - 14 582 = 11 164. You can check this by doing two addition
calculations: 11 164 + 14 582 = 25 746, or 11 164 + 25 746 = 14 582.

ExErCiSE 11.5

1. Estimate your answer, then use any method to complete these

subtraction sums. Check your answers by addition calculation.
a ) 21 390 − 15 285 b ) 36 345 − 19 278 c ) 39 598 − 27 389
d ) 52 167 − 37 191 e ) 61 290 − 42 181 f ) 80 000 − 49 866
2. Find these missing numbers. Write down the inverse statement for
checking each answer.
a ) 1 786 + □ = 1 645 b ) □ + 3 983 = 11 376
c ) 12 659 − □ = 8 732 d ) 31 548 − □ = 2 736
e ) 73 975 − □ = 51 864 f ) 46 434 = □ + 33 281

Topic 11: Addition and subtraction 61

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 Solve addition and subtraction
problems
Remember to show all your working when you solve a problem.

Example
Sipho is raising money for his school. He wants to raise a total of
R18 000. After four fundraising events, he has R9 725. How much
more money does he need to reach his target?
Find R18 000 − R9 725. Break down 18 000 until you can subtract
all the place values.
18 000 = 10 000 + 7 000 + 1 000 = 10 000 + 7 000 + 900 + 90 + 10
18 000 = 10 000 + 7 000 + 900 + 90 + 10
− 9 000 + 700 + 20 + 5
Answer 1 000 + 7 000 + 200 + 70 + 5
= R8 275
So, Sipho needs to raise R8 275 more.
Use addition to check your subtraction answer:
8 275 + 9 725 = (8 000 + 9 000) + (200 + 700) + (70 + 20) + (5 + 5)
= 17 000 + 900 + 90 + 10
= 17 000 + 1 000
= 18 000

Challenge ExErCiSE 11.6

Make up some more
word problems of 1. After reading three books during the holidays, I had read a total of
your own. Use 1 697 pages. If the first two books add up to a total of 948 pages,
five-digit whole how many pages does the third book have?
numbers. Work out
the answers to your 2. Find the difference between 28 404 cm and 19 212 cm.
problems.
3. Mpho’s father is saving up for a holiday overseas. The total amount of
money needed for the family of four is R58 950. He has managed to
save R31 920. How much more money does he need to save?
4. Kyle’s uncle is a farmer. He has collected 12 023 bags of wheat after
the harvest. If he sells 6 459 bags at the market and later another
2 772 bags to the bread mills, how many bags does he have left?
5. A tourist bus must make a journey of 25 500 km. In the first week it
travels 8 700 km and in the second week it travels 11 250 km. How
many kilometres must it still travel?

62 Term 2

Platinum Maths Gr5_Term 2_CAPS.indd 62 07/02/13 3:46 PM

 revision
1. Write down the next four numbers in each of the following. Read through the numbers to
work out what the intervals are.
a ) 23 405; 23 410; 23 415; □; □; □; □ (2)
b ) 75 334; 75 324; 75 314; □; □; □; □ (2)
2. Write down the numbers that are 7 less and 7 more than each of these numbers.
a ) 33 556 (1)
b ) 102 378 (1)
3. Write down the following number in digits, then write down the number that is 100 more
than this number.
one hundred and twenty six thousand, nine hundred and forty-nine. (2)
4. Complete the following table. Round off the numbers to the nearest 10, 100 and1 000. (3)

Town Population Nearest Nearest Nearest

size 10 100 1 000
Middlefort 65 785
Klawer 154 435

5. Find these totals, using any method.

a ) 18 456 + 23 154 (2)
b ) 37 344 + 25 467 + 30 452 (2)
6. Find the following differences using any method.
a ) 37 895 − 21 344 (1)
b ) 42 044 − 28 627 (1)
7. This year, 85 604 people visited Cape Point. This is 17 342 more than last year. How many
people visited Cape Point last year? Use an inverse operation to check your answer. (3)
Total marks: 20

Revision 63

Platinum Maths Gr5_Term 2_CAPS.indd 63 07/02/13 3:46 PM

 Topic

12 Common fractions

Maths ideas Name and recognise fractions

• Name and Fractions are numbers. They have a 3
__
4
recognise
specific place on the number line.
fractions.
0 1 2
• Count in fractions.
3
• Recognise
The number __ 4
is a common fraction. You can
3
__ 3
equivalent see 4 of a cake on the left. __
4
fractions. • The denominator in this fraction is 4. The
• Compare and cake is divided into 4 equal parts.
order fractions.
• The numerator in this fraction is 3. There
• Make fractions are 3 of the 4 pieces left. 1
__
through grouping 4
and sharing.
• Add fractions
with the same
denominator. ExErCiSE 12.1
• Solve problems
using fractions. 1. Copy these diagrams.

a ) What fraction is shaded in each diagram?

b ) Write the fractions in words.
Key words c ) What fraction of each diagram is not shaded?

• denominator − the 2. Fill in the missing words.

number below a In the fraction __38 , the whole has been divided into □ equal parts.
fraction line which The denominator is □ and the numerator is □.
shows how many
parts the whole 3. Fill in the missing numbers.
has been divided
□
into a ) 1 banana = 6 of the whole bunch.
• numerator − the
b ) □ bananas = __56 of the whole bunch.
number above
a fraction line □
c ) 6 bananas = 6 of the whole bunch.
showing the
number of parts of d ) □ bananas = __12 of the whole bunch.
the whole

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Platinum Maths Gr5_Term 2_CAPS.indd 64 07/02/13 3:46 PM

 Equivalent fractions
When a fraction is equal to another fraction, we say the fractions are
equivalent. This means that they have the same value.

ExErCiSE 12.2

1. Use fraction strips to help you answer the following.

a ) How many sixths do you need to make up a third?
b ) How many sixths make two-thirds?
c ) How many tenths make a fifth?
d ) How many tenths make a half?
e) How many ninths do two-thirds make?
2. Use the fraction wall to complete these equivalent fractions.
1 Key words
1
__ 1
__
2 2 • equivalent
1
__ 1
__ 1
__
fractions −
3 3 3 fractions that have
1
__ 1
__ 1
__ 1
__ the same value
4 4 4 4
1
__ 1
__ 1
__ 1
__ 1
__
5 5 5 5 5
1
__ 1
__ 1
__ 1
__ 1
__ 1
__
6 6 6 6 6 6

1
__ 1
__ 1
__ 1
__ 1
__ 1
__ 1
__
7 7 7 7 7 7 7

1
__ 1
__ 1
__ 1
__ 1
__ 1
__ 1
__ 1
__
8 8 8 8 8 8 8 8
1
__ 1
__ 1
__ 1
__ 1
__ 1
__ 1
__ 1
__ 1
__
9 9 9 9 9 9 9 9 9

1
___ 1
___ 1
___ 1
___ 1
___ 1
___ 1
___ 1
___ 1
___ 1
___
10 10 10 10 10 10 10 10 10 10
1
___ 1
___ 1
___ 1
___ 1
___ 1
___ 1
___ 1
___ 1
___ 1
___ 1
___
11 11 11 11 11 11 11 11 11 11 11
1
___ 1
___ 1
___ 1
___ 1
___ 1
___ 1
___ 1
___ 1
___ 1
___ 1
___ 1
___
12 12 12 12 12 12 12 12 12 12 12 12

□ □
a ) __12 = □
8
b ) __15 = 10 c ) __23 = 9 □
d ) __34 = 12
□ □ 5 □ 3 □
e ) __46 = 3 f ) __4
12
= 3 g ) __
10
= 2
h ) __
9
= 3
3. Look very carefully at the fraction wall. Try to find another fraction
1
that is equivalent to __
11
. Explain your answer.

Topic 12: Common fractions 65

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 Count, compare and order fractions
Fractions have a specific place on a number line, so you can count in
fractions like you did with whole numbers.

ExErCiSE 12.3

1. Use this number chain to count in:

3 + 1- + 1- +1
-
2 2 2
1
+-
2
+ 1- + 1- + -1
2 2 2
a ) halves b ) thirds c ) quarters
2. Write down your answers to Question 1.

You should be able to see which fractions are larger than others when
you use your fraction strips or the fraction wall. When you compare
fractions use these symbols: >; < or =

Remember that < means less than and > means greater than.

ExErCiSE 12.4

1. Which fraction is larger?

a ) __12 or __13 b ) __34 or __12 c ) __15 or __35 d ) __26 or __14
2. Write these fractions in ascending order: __36 ; __14 ; __78 ; __23 ; __15

2 metres 3. You have 2 m pieces of wood that have been

cut into equal pieces in different ways.
1 metre 1 metre
a) Name all the different fractions that the
1
_
2 metre 1
_
2 metre 1
_
2 metre 1
_
2 metre pieces of wood have been cut into.
b) Which piece in each pair is longer? Show
your answer by filling in < or >.
1
__ 1 1 5
i. 2
□ __
10
ii. __
5
□ __
10
5
iii. __
10
□ __24 iv. 1__15 □ __65

v. 1 □ __65 vi. __78 □ __35

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 Make fractions by sharing and
grouping
When you share something equally, you are actually dividing and
getting a fraction of the whole.

Example
If 4 learners share 12 sweets equally, how many sweets will each
learner get?
12 ÷ 4 = 3
So __14 of 12 = 3
Each learner will get 3 sweets

ExErCiSE 12.5

1. Look at this circle of balls.

a ) How many balls are there in the

circle altogether?
b ) What fraction of the whole do the
red balls represent?
c ) What fraction of the whole do the
blue balls represent?
d ) What fraction of the whole do the
green balls represent?
e ) What fraction of the whole do the
yellow balls represent?

2. Draw a picture to show how 3 friends can share

12 chocolate bars equally. How much chocolate
will they each get?
3. Draw a picture to show how 4 friends can share
20 apples equally. How many apples will they
each get?

Topic 12: Common fractions 67

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 Add fractions
It is easy to add fractions that have the same denominator.

Example
A cake is cut into 8 equal slices. If you eat 3 slices and then you eat
1 more slice, what fraction of the cake have you eaten?
The cake is cut into eighths, so each slice is __18 of the cake. You have
eaten a total of four slices.
You have eaten __18 + __38 of the cake.
When the denominators are both eighths, you can add the fractions.
1
__
8
+ __38 = __48
You have eaten __48 of the cake. Can you see that this is equivalent to
half of the cake?
4 __
__
8 2
=1

ExErCiSE 12.6

1. Copy this fraction chain into your book. Then complete the chain.
4
+ - + 5
- 2
+ -
6 6 6
1
+ 6-

+ 3- + -1 + 5
-
6 6 6
4
+ -6
2
+ - 2
+ - 1
6 6 +-
6
2
+-
6
+ 1
- 3
+ - + 2- 1-
6 6 6 6

2. Make your own fraction

- - chain in fifths for your friend to fill in.
3. Add these fractions.
a ) __25 + __25 b ) __29 + __59 2
c ) __
11
5
+ __
11
3
+ __
11
d ) __46 + __56 e ) __
10
1
+ __ 3
10
9
+ __
10
4
4. Sipho’s dad used __
11
of the pocket of oranges to make juice. The
4
next day he used another __
11
of the pocket of oranges.
a ) How many elevenths has he used?
b ) How many elevenths were left of the pocket of oranges?
5. If __12 of a loaf of brown bread costs R6, how much will:
a ) 2 halves cost b ) 4 halves cost?

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 Solve problems that involve fractions
When you have to solve word problems, read through each problem
very carefully. Then decide what the important facts are and how you
will solve the problem.
• Use the information in the word problem to write a number sentence.
• Do the calculation and finish with a sentence that explains your
answer.

Example
• Raeesa spends __15 of her homework time doing Maths, and __25 of the
time studying for a test. What fraction of her time has she used?
• She has used __15 + __25 = □
• She has used __35 of her time.

ExErCiSE 12.7

1. Mrs Rhada uses __27 of a block of cheese for sandwiches and __37 of the
cheese for making muffins. What fraction of the cheese has she used?
2. Mandla runs 7 km on Monday. If this is one-third of the distance he
ran on Sunday, what distance did he run on Sunday?
3. A painter paints __14 of a 300 metre wall. How much has he painted?
How much must he still paint?
4. After a class party, a teacher wants to know how much food is left
over. Work out what fractions of full packets, a jug and a plate are
left over.
a ) 3 packets of sweets each __14 full.
b ) 2 jugs of cool drink each __25 full.
c ) 4 plates of cake each __27 full.
1
d ) 6 packets of chips each __
10
full.
5. The Maho family uses a total of __13 of a litre of milk on their cereal
each morning. Answer these questions by drawing a picture to
work out your answers.
a ) How much milk will they use on their cereal in two mornings?
b ) How much milk will they use on their cereal in six mornings?
c ) If the Maho family use 5 ℓ of milk for breakfast, how many
mornings did they have cereal?

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 Topic

13 Length

Maths ideas Estimate and measure length

• Estimate, measure, To measure length, you use
compare and order
different units of measurement
lengths. a ruler
such as millimetres (mm),
• Check estimation
by measuring.
centimetres (cm), metres (m)
and kilometres (km).
• Read and write
lengths in a measuring tape
You also need to choose a
kilometres, metres
and centimetres. suitable measuring instrument.
Some examples of measuring
• Add, subtract,
multiply and instruments can be seen on
divide with units of the right. a trundle wheel
measurement.
• Convert between
different units of a metre rule
measurement.
• Solve problems 10 mm = 1 cm 100 cm = 1 m 1 000 m = 1 km
that involve
length. You can use a ruler to measure short lengths. It is useful to estimate
the length first.

Example
Find the length of Peter’s line.

Peter estimates that his line is about

60 mm. Use your ruler to measure
the line.
Count in millimetres from 50 mm
to the end of the line. There are
8 millimetres.
So, the line measures 50 mm +
8 mm = 58 mm or 5 cm 8 mm
(10 mm = 1 cm, so 50 mm = 5 cm)

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 Example
Sandra is measuring a line. First she estimates that her line is about
2 m or 200 cm long. She then measures the line with her metre
rule to the 2 m mark. From that point, there are four 10 cm spaces
to the end of the line.
So, the length of the line is 2 m + 40 cm
= 2 m 40 cm or 200 cm + 40 cm = 240 cm.

ExErCiSE 13.1

1. Choose the best unit of measurement from the ones in brackets.

a ) I use (centimetres; metres) to measure the length of my
classroom.
b ) I use (centimetres; metres) to measure the width of my
classroom door.
c ) I use (centimetres; metres; kilometres) to measure the length
of the school’s soccer field.
d ) I use (centimetres; metres) to measure the length of my arm.
e ) I use (centimetres; metres; kilometres) to measure the distance
from Durban to Cape Town.
2. Look at these lines:
B
A

a ) Estimate the length of each line in millimetres.

b ) Measure the length of each line in centimetres and
millimetres.
c ) Order the lengths from the shortest to the longest.
3. a) Estimate the length of your classroom.
b) Estimate the length of the board in your classroom.
c) Estimate the length of the school building.
d) Estimate the width of one of the windows in your classroom.
4. Use a metre stick or measuring tape to measure each object in
Question 3 in metres and centimetres. Order the lengths from
shortest to longest.

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 Convert units of length
When you solve problems, you will often work with different units
of measurement. This is why it is important that you know how to
convert units of measurement.
You can convert one unit of length to another unit of length
by multiplying or dividing by 10, 100 or 1 000.

× 1 000 × 100 × 10

km m cm mm

÷ 1 000 ÷ 100 ÷ 10

Example
Mbulelo needs 5 km of wire to make a fence. How many metres of
wire is this?
1 km = 1 000 m
A metre is a smaller unit of measurement than a kilometre, so you
should multiply.
5 km = (5 × 1 000) m = 5 000 m
Mbulelo needs 5 000 m of wire.

Example
Tau travelled 18 000 m on his bicycle. How many kilometres did
he travel?
1 000 m = 1 km. A kilometre is a larger unit than a metre, so you
should divide.
18 000 m = (18 000 ÷ 1 000) km = 18 km
Tau travelled 18 km on his bicycle.

ExErCiSE 13.2

Convert these units of measurement.

1. 780 mm = □ cm 2. 45 cm = □ mm
3. 25 000 cm = □ m 4. 8 m = □ cm
5. 7 km = □ m 6. 135 000 m = □ km
7. 0,5 cm = □ mm 8. 0,5 km = □ m
9. 6,5 cm = □ mm 10. 2,5 km = □ m

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 Calculate with units of length
You will practise doing calculations with units of length. Remember to
convert to the same unit before you calculate.

Example
Add 850 m, 2,5 km and 3 121 m. Write your answer in kilometres
and metres.
850 m = 800m + 50m
+ 2 500 m = 2 000m + 500m
+ 3 000 m = 3 000m + 100m + 20m + 1m
Total = 5 000m + 1 400m + 70m + 1m
The total distance is 6 471 m.
6 471 m = 6 000 m + 471 m = (6 000 ÷ 1 000) km + 471 m
= 6 km 471 m

ExErCiSE 13.3

1. Round off these lengths to the nearest 10 m and 100 m.

a ) 34 566 m b ) 135m c ) 2 408 m
2. Round off these lengths to the nearest 1 000 m.
a ) 3 500m b ) 34 567 m c ) 1 423 m
3. Do these calculations.
a ) 32 456 m + 12 123 m b ) 9 km − 7 367 m
c ) 34__12 cm + 12 cm + 500 mm d ) __18 m + __28 m
4. Do these calculations.
a ) 340 m × 12 b ) 224 km × 15
c ) 440 m ÷ 20 d ) 345 cm ÷ 5
5. How many quarters of a metre are there in 4__34 m?
6. Erin recorded the following distances from the odometers of the
cars of her aunts and uncles.
45 674 km; 25 135 km; 60 901 km; 78 345 km; 11 961 km
a ) Order the distances the cars have travelled from the shortest
to the longest distance.
b ) Estimate and then calculate the total distance that all the cars
have travelled.

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 Solve problems that involve length
Study the examples of how to solve problems that involve length.
Then do the exercise on your own.

Example
Ayesha has four pieces of material in these lengths: 400 cm;
700 cm; 13 m and 9 m. She needs 50 m of this material to make
shirts. How many more metres of material does Ayesha need?
First convert these lengths to the same units of measurement.
400 cm = (400 ÷ 100) m = 4 m
700 cm = (700 ÷ 100) m = 7 m
Ayesha has 4 m + 7 m + 13 m + 9 m = 33 m of material.
She still needs 50 m − 33 m = 17 m of material.

Example
Vusi is a salesman and he usually travels 95 km for his job each day.
How many kilometres does he travel in five working days?
95 × 5 = (100 − 5) × 5 = (100 × 5) − (5 × 5) = 500 − 25 = 475 km

ExErCiSE 13.4

1. The distance from Fatima’s house to her school is 2__12 km. She walks
to and from school each day.
a ) How many kilometres does she walk each day?
b ) How many kilometres does she walk in five school days?
2. Rhada must cut a string of 6__23 metres into lengths of __13 metre. How
many pieces of string will she have?
3. To make his fencing, a farmer uses 8 times more plain wire than
barbed wire. If he uses 320 m of plain wire, how much barbed wire
will he use?
4. Cephus is training to take part in a cycle race. On Day 1, he cycles
10 km 750m. On Day 2, he cycles 12,5 km. On Day 3, he cycles 9
km 250m. On Day 4, he cycles twice the distance he travelled on
Day 2.
a ) How far did Cephus cycle on Day 4?
b ) Calculate the total distance he cycled while in training.
c ) How much more must Cephus cycle to cover a total distance
of 50 km?

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 revision
1. Write the fractions shown by the shaded areas.
a) b) c)
(3)
2. Draw diagrams and shade the following fractions of your diagram
a ) __14 (1)
7
b ) __
10
(1)
3. Use the fraction wall on page 65 to complete these equivalent fractions.
4
a ) __
10
=□ (1)
5
2
__ □
b) 4 = 2 (1)
3
4. A painter has some paint left over in tins of the same size. The red tin is __ 11
full. The blue tin
3
__ 4
__
is 11 full and the yellow tin is 11 full. What fraction of a paint tin is left over in total? (2)
5. a ) Mark off a 10 m measurement in the school grounds. Use a metre stick,
measuring tape or trundle wheel to do this. (1)
b ) Use this 10 m length to make a 10 m long piece of string. Use this piece of string
to mark off a distance of 10 times the 10 m. What will this new length be? (2)
c ) Walk 10 times the 100 m length. What is the total distance that you walked? (2)
6. Mashadi needs 25 cm, 347 mm and 64 cm of string to finish her project.
a ) How many millimetres of string does she need? (2)
b ) She buys a ball of string that is 2 m long. How much string will she have left over? (1)
7. Below is a diagram of Asanda’s farm.
1 km
946 m
m
54
m
2k
m
65
28

3k
m
13
5m

a ) Calculate the total distance around her farm. Write your answer in metres. (2)
b ) Write your answer to Question 7. a) in kilometres. (1)
Total marks: 20

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 Topic

14 Multiplication

Maths ideas Work with factors and multiples

• Find multiples and Factors and multiples have an important relationship with each other.
factors of whole
For example, if a number is a multiple of 5, then 5 is also a factor of
numbers up to
100. that number.
• Multiply two-digit
numbers by two- Example
digit numbers.
• Round off to
1. You can divide 644 by 2 without remainder. You can say that:
estimate answers. • 2 is a factor of 644, because 644 ÷ 2 = 322. You can also say that
• Check solutions. • 644 is a multiple of 2, because 322 × 2 = 644.
• Solve problems 2. The first three multiples of 7 are 7 × 1 = 7, 7 × 2 = 14, and
that involve
multiplication. 7 × 3 = 21. This means that 7 is a factor of 7, 14 and 21.
• Work with rates.
To help you find factors, here are some useful rules of division.
RULES OF DIVISIBILITY
÷2 − the last digit must be an even number
÷3 − the sum of the digits must be a multiple of 3
÷4 − the last two digits must be divisible by 4
÷5 − the last digit must be 0 or 5
÷6 − the number must be divisible by 2 and by 3
÷8 − the last 3 digits must be a multiple of 8.
÷9 − the sum of the digits must be a multiple of 9
÷10 − the last digit must be zero.

Challenge
Example
If a number has 6 as a Is the number 4 014 divisible by 3, 9 or 4?
factor, it also has 2
and 3 as factors. This
Add the digits: 4 + 0 + 1 + 4 = 9. This is divisible by 3 and by 9, so
is because 2 × 3 = 6. 3 and 9 are both factors of 4 014.
If a number has the The last two digits form the number 14 which is not divisible by 4,
following factors, so 4 is not a factor of 4 014.
what other factors do
you know it will
have? Do not look at ExErCiSE 14.1
the tests for factors.
a) 10 b) 9 Make up a two-digit number that is a multiple of:
c) 8 d) 12 1. 3 and 6 2. 9 3. 3, 6 and 9 4. 2 and 3
e) 20 f) 24 5. Will the number in Question 2 also be a multiple of 6? Explain.

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 6. Can you share R745 equally among
9 people? Explain your answer.
70 71 72 73 74
7. Copy this grid and cross off: 75 76 77 78 79
a ) Multiples of 3 between 70 and 99.
b ) Multiples of 6 between 80 and 90. 80 81 82 83 84
c ) Multiples of 9 between 80 and 99. 85 86 87 88 89
d ) All even numbers.
90 91 92 93 94
e ) Any remaining numbers with 10 as
a factor. 95 96 97 98 99
f ) Any remaining numbers with 5 as
a factor.
g ) Find all the factors of all the numbers that are not crossed off
Challenge
on the grid.
Find the greatest and
smallest product
You can use factors to help you multiply numbers. Look for the possible. Use all the
factors 10 and 100, because it is easy to multiply by these numbers. digits 2, 3, 5 and 8
only once in each
Remember that you can multiply numbers in any order. First estimate calculation that you
the answer. try. Try □ □ □ × □ or
□ □ × □ □.
For example, try
Example 385 × 2 or 38 × 52
a ) Find 211 × 6
An estimate is 200 × 6 = 2 × 6 × 100 = 12 × 100 = 1 200.
211 × 6 = (211 × 2) × 3 = 422 × 3 = 1 266
b ) Find 65 × 80
An estimate is 70 × 80 = 5 600
65 × 80 = 65 × (2 × 2 × 2) × 10 = 130 × 2 × 2 × 10
= 260 × 2 × 10 =5 200

ExErCiSE 14.2

1. Fill in the missing numbers.

a ) 36 × 14 = 36 × □ × 2
b ) 24 × 18 = 24 × □ × □ × □
c ) 40 × 15 = □ × 2 × □ × 3 × 10
2. First estimate each answer. Then use factors to find the exact answer.
a ) 12 × 45 b ) 21 × 80 c ) 11 × 14 d ) 31 × 21
3. There are 30 eggs in 1 tray. How many eggs are there in 25 trays?
4. There are 35 buttons in 1 box. How many buttons are there in
16 boxes?

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 Multiply three-digit numbers by
two-digit numbers
You can break down a number to form different groups.

Example
Challenge Imagine a group of 150 coins
in thirty rows and five columns.
Find the missing
You can move the coins to … … …
numbers. Then, work
out the answer using
make two groups of coins, with
any method you 90 coins and 60 coins.
30 × 5 30 × 3 30 × 2
choose.
a) 28 × 56 This means that you can write 30 × 5 like this:
= (7 × □) 30 × 5 = 30 × (3 + 2) = (30 × 3) + (30 × 2) = 90 + 60 =150
× (4 × □ × □)
b) 240 × 48
ExErCiSE 14.3
= ( 60 × □ )
× (□ × 8)
1. Draw your own diagram to show that 3 × 6 = (3 × 4) + (3 × 2).
2. Fill in the missing numbers:
a ) 27 × 35 = (27 × □) + (□ × 5)
b ) 34 × □ = (34 × 50) + (34 × 6)
c ) □ × 19 = (16 × 10) + (16 × □)
d ) 240 × 48 = (240 × □) + (240 × 8)
e ) 345 × 82 = (345 × □) + (345 × □)
f ) 134 × □ = (134 × 70) + (□ × 2)

When you break down a number, you can multiply in steps.

Remember to estimate the answer first.

Example
Find 211 × 15
An estimate is 200 × 15 = 2 × 15 × 100 = 3 000.
211 × 15 = 211 × (10 + 5) = (211 × 10) + (211 × 5)
= 2 110 + 1 055 = 3 165

ExErCiSE 14.4

First estimate each answer. Then multiply by breaking down one number.

1. 312 × 13 2. 121 × 42 3. 250 × 23 4. 101 × 36

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 You may use all the methods that you know to multiply numbers.
Look for different ways to break down numbers to make the work
easier. Work through these examples carefully to help you with the
next exercise.

Example
Find 123 × 17
An estimate is 120 × 20 = 12 × 2 × 10 × 10 = 24 × 100 = 2 400.
123 × 17 = 123 × (20 − 3) (This is easier than writing 17 as 10 + 7.)
= (123 × 2 × 10) − (123 × 3) (Notice the subtraction sign.)
= 2 460 − 369
= 2 000 + 300 + 160 − 300 − 69
= 2 000 + 160 − 70 + 1 = 2 091

Example
Find 642 × 56.
An estimate is 600 × 60 = 36 000.
642 × (50 + 6)
= (642 × 50) + (642 × 6)
= (642 × 10 × 5) + (600 × 6) + (40 × 6) + (2 × 6)
= 32 100 + 3 600 + 240 + 12
= 35 952

ExErCiSE 14.5

1. Use any methods to work out the answers to these multiplication

sums. First estimate the answer.
a ) 142 × 16 b ) 261 × 25 c ) 328 × 43 d ) 308 × 66
e ) 578 × 73 f ) 478 × 32 g ) 521 × 54 h ) 858 × 92
2. Zubair thinks you need 570 chairs for 16 classes of 35 children
each. Mark thinks you need 560 chairs. Who is correct?
3. A new school library has been built at Langa Primary School. The
builders have put in 121 shelves. Each shelf holds 32 books. How
many books does the school need to fill the library?
4. Doubling is the inverse of halving. Double the following numbers.
a ) 410 b ) 808 c ) 4 143 d ) 2 755
5. Fill in the missing numbers. Write down what you notice.
a ) 12 × 1 = □ b ) 73 × 1 = □
c ) 1 × 852 = □ d ) 1 × 5 000 = □

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 Division is the inverse of multiplication
Multiplication and division are inverse operations. This means that you
can use division facts to check multiplication facts.

Example
Find the missing number: 50 × □ = 3 500
Use division: 3 500 ÷ 50 = □
3 500 ÷ 50 = 3 500 ÷ 10 ÷ 5 = 350 × 5 = 70
The missing number is 70.
Check: 50 × 70 = 5 × 7 × 10 × 10 = 35 × 100 = 3 500

Challenge ExErCiSE 14.6

1. You multiply an
even number by 1. Write down two related division facts for each multiplication.
an even number. a ) 333 × 87 = 28 971
Is the product b ) 419 × 35 = 14 665
always an even c ) 563 × 72 = 40 536
number?
2. Find the missing numbers.
2. You multiply an
odd number by a ) 15 × □ = 45, so 45 ÷ 15 = □
an odd number. b ) 220 × 4 = □, so □ ÷ 4 = 220
Is the product c ) 360 ÷ □ = 5, so 5 × □ = 360
also an odd d ) □ ÷ 30 = 5, so 30 × 5 = □
number?
3. Check these divisions by doing multiplication. Are all the answers
3. You multiply an correct? If not, then correct the largest number.
odd number by
a ) 9 720 ÷ 45 = 216
an even number.
Is the product an b ) 30 195 ÷ 99 = 305
odd number or c ) 12 584 ÷ 242 = 62
an even number? d ) 6 632 ÷ 510 = 13 remainder 2 (Hint: find 13 × 510 first)
4. Explain the 4. Calculate the missing number.
pattern you a ) □ ÷ 341 = 23
found. b ) □ ÷ 17 = 771
c ) □ ÷ 42 = 333
d ) □ ÷ 441 = 36
5. Halving is the inverse of doubling. Halve these numbers.
a ) 508 b ) 992 c ) 6 018 d ) 7 314
6. Explain why the following numbers may be difficult to halve.
a ) 885 b ) 4 131

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 Solve multiplication problems Key words

Many word problems involve multiplication. • average speed

− total distance
divided by total
Example time; the rate at
a ) Lerato is paid R12 an hour at the local shop. This means that which the distance
she is paid R12 for each hour that she works. If she works for is changing over
4 hours, she will earn 4 × R12 = R48. time. We normally
write speed in
b ) A car is travelling at a speed of 80 km an hour. If the car travels
km/hr. This means
at this speed for 30 minutes (half an hour), then it will travel kilometres per
1
__
2
of 80 km = 80 km ÷ 2 = 40 km. hour
c ) A bag of potatoes costs R8 a kilogram. If you buy __14 of a kg,
you will pay __14 × R8 = R8 ÷ 4 = R2.

ExErCiSE 14.7

1. A shop sells boxes of pens at R22 a box. How much will a teacher
pay if he buys 18 boxes?
2. Look at these pictures of fruit. Find the cost of:

R9 per kg R8 per sack R26 per kg R3 each

a ) 150 apples? b ) 2 kg of grapes?

c ) 215 sacks of oranges? d ) 6 kg of bananas?
3. An ice machine makes 128 ice cubes in 1 hour. The machine only
operates from 5 p.m. to 11 p.m.
a ) How many ice cubes can the ice machine make in 1 day?
b ) How many ice cubes can the ice machine make if it works on
all 31 days in January?
4. A family left for a holiday from Cape Town to the Kruger Park. The
total journey was 1 938 km.
a ) On the first day, they travelled 24 × 42 km. How far do they
still have to go?
b ) On the second day, they reached the Kruger Park gate after
travelling for 10 hours. How many kilometres an hour did the
family travel on average? (This is their average speed.)

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 Topic

15 Properties of 3D objects

Maths ideas recognise and name 3D objects

• Recognise and Solid objects are objects that you can see
name 3D objects.
around you, like books and tables. They are height
• Describe, sort
also called three-dimensional (3D) objects. face
and compare 3D
objects. An object has three dimensions when it has length
width

• Make 3D models. length, height and width. A flat surface of a

• Interpret diagrams solid is called a face of the solid.
of 3D objects. There are many different types of 3D objects. If you want to know
what type of 3D object you have, look at the number of faces and the
shapes of the faces.

Types of 3D objects
Key words A prism has two opposite faces identical (equal) polygon, with exactly
the same size and shape. All the other faces of a prism are rectangles.
• face − a flat surface
of an object
• prism − a 3D
object with two
identical end faces
(bases)
• pyramid − a 3D
object that has a
cube triangular prism rectangular prism
polygon base and
all its other faces as
All the faces of a cube are The two identical triangular The two identical, parallel
triangles equal squares. faces are parallel to each other. faces of a rectangular prism
• base − the face on are rectangles.
which the object
rests
A pyramid has a polygon as its base. The other faces of a pyramid
• identical −
are triangles, because the edges of a pyramid come to a single point
exactly the same above the base. The shape of the polygon base gives you the name of
the pyramid.

square-based
pyramid
A square-based pyramid has its base in the
shape of a square. Its other faces are triangles.

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 Some 3D objects do not have polygons as bases, such as cones, Key words
cylinders and spheres. These objects have curved surfaces.
• curved surface
− a surface of a 3D
object that is not
flat

cone cylinder sphere

Did you know?
The base of a cone The base of a cylinder A sphere does not have The Egyptians built
is a circle. is a circle. a base. pyramids as tombs
for their kings and
ExErCiSE 15.1 queens. They
believed that the
pyramid would allow
1. Draw and name each 3D object from the description. Use the the king or queen’s
drawings of 3D objects on the previous page to help you. soul to live forever.
a ) I am box-shaped and have rectangular faces.
b ) I am a prism. Two of my faces are triangles and three of my
faces are rectangles.
c ) I have a round base and come to a point at the top.
d ) I have the shape of a tube with circles at both ends.
e ) I have six equal square faces.
In 1100 AD, the Shona
f ) I am the shape of a round ball. people of Zimbabwe
g ) I have a square base and four of my faces are triangles. built stone structures.
The whole civilisation
2. Look at the objects in the lived in these
photograph on the right. structures. The ruins
a ) Write down the name of two of these structures are
known as Great
of the objects. Zimbabwe.
b ) What is the same about the
two objects?
c ) What is different about the
two objects?
3. Match the two halves that will complete the 3D objects below.

A B D
C

G H
E F

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 Construct models of 3D objects
Key words To make a model of a 3D object, you first cut out the correct shape of
each face. The dimensions of each face must be measured carefully,
• dimension − a so that the sides of the faces match each other exactly in length when
measurement of
length, breadth or you tape them together to make the solid.
height
Steps to construct a cube
Step 1: Count all the faces of a cube. There are six identical squares.
Step 2: Glue some square grid paper onto cardboard. Draw and cut
out six identical squares.
Step 3: Tape the squares together to form a cube.

Steps to construct a square-based pyramid

Step 1: Count all the faces of a square-based pyramid. There is one
square base, and four identical triangles.
Step 2: Glue some square grid paper onto cardboard. Copy the
triangle in the picture on the left onto your paper, and also
put in the writing.
Step 3: Draw three more triangles that are the same as the first one
and cut them out.
Step 4: Draw a square with the dimensions shown in the picture on
the left.
Step 5: Each triangle has one side marked with the word ‘bottom’.
Tape this side of each triangle to one side of the square. Now
tape the sides of the triangles together to make the pyramid.
Bottom
Notice that the other two sides of the triangles are equal in
length so that they can be taped together.

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 Steps to construct a triangular prism
Step 1: Draw three identical rectangles using the dimensions shown
in the picture. Cut them out.
These three rectangles will form the side/faces of the prism.
The shape on the end of this prism is a triangle.
Tape the longer sides of your rectangles together to form a
triangular shape at the two ends.
Step 2: Measure the length of the shorter side of your rectangle. This
is the length of each side of the base triangle.
On your grid paper, draw a line that is the exact length of the
base triangle, down the left of the page.
Step 3: Draw a line of symmetry from left to right, across the middle
of your first line.
Now place your ruler on one end of the first line you drew.
Measure the correct distance to the line of symmetry.
Draw the second side of the triangle.
Repeat this instruction from the other end of the line.
Step 4: Repeat Steps 2 and 3 to draw another equal triangle. Then
cut out your two triangles.
Step 5: Use sticky tape to construct your triangular-based prism.

ExErCiSE 15.2
Challenge
1. Use the steps for making a cube to construct a rectangular prism.
Could you construct
First draw six faces of the correct shapes. Think carefully about a cylinder in the
which lengths must be equal in each face so that you can tape same way by using
them together. only grid paper, a
ruler, a pair of
2. Look carefully at your models of the cube, the rectangular prism scissors, a pencil and
and the triangular prism. sticky tape? Explain
a ) What do you see that is the same in these solids? in your own words
how you would
b ) What do you see that is different in these solids? do this.

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 Work with diagrams of 3D objects
You can view a 3D object from different sides. You can look at the
object from the top, bottom, front, back or sides. Look at the different
views of a chair shown below.

The side view The top view The front view The view from the bottom

ExErCiSE 15.3

1. Look at photographs A to E. B
Identify all the 3D objects that
you can see in each photograph.
A How many faces are there in each
3D object?
2. What shapes are the top and
the side view of the house in
Photograph B?
3. What shapes are the top and
the side view of the tin in
Photograph A?

C D E

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 revision
1. Which one of these numbers is a factor 4. Use any method that you like to do these
of 27? multiplications.
a) 2 a ) 421 × 23 (1)
b) 3 b ) 588 × 36 (1)
c) 4
5. Calculate the missing costs, if cheddar
d) 5 (1)
cheese costs R65 for one kg. (5)
2. Which of these numbers are multiples
of 3 and also of 6? Number of 1 2 3 5 10 45
kilograms
45; 54; 99; 24 (2)
Cost R65
3. Write down a two-digit number that is a
multiple of 9. (1)

6. Copy and complete the table below: (9)

Name of a 3D object Description Drawing of the object

a) a 3D object with a flat
circular base and one
curved face that comes to a
point

b) cube

c) a 3D object with two

opposite circles as bases
and one curved face

d)

e) sphere

Total marks: 20

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 Topic

16 Geometric patterns

Maths ideas Describe and extend geometric patterns

• Identify geometric In this topic, you will look at different geometric shapes and try to find
patterns.
patterns made by the shapes. You will also try to find rules that will
• Extend geometric
help you to draw the next shape in a pattern.
patterns.
• Identify and Example
extend number
patterns. Here is a geometric pattern made with matchsticks.
• Identify a rule
that applies to a
pattern.
• Describe a rule in
different ways.
• Create your own
geometric pattern. 1 2 3

1. You can describe this pattern in different ways:

Key words • It is a pattern of squares, with each square bigger than the
• patterns one before.
− repeated • It is a pattern of squares, with each square using more
arrangements of matchsticks than the one before.
shapes, numbers,
colours or lines 2. You can explain how to get from one diagram to the next,
• geometric by saying:
patterns
• I add four matchsticks.
− repeated
arrangements of • I add one match to each side of the square.
shapes
3. Draw the next
two squares in
the pattern:

4 5
4. In a table, write the number of matchsticks used in each square.

Diagram number 1 2 3 4 5 6 8 12 35
Number of matchsticks 4 8 12 16 20

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 5. If the diagram number is the input, what rule can you use to
get the number of matchsticks as the output?
Rule: The number of matchsticks = 4 × the diagram number
of the square.
6. Draw a flow diagram with 1; 2; 3; 4 and 5 as input numbers.
Show the output numbers.
1 4
2 Rule 8
3 ? 12
4 16
5 20

7. How many matchsticks will you need for Diagrams 6, 8, 12 and 35?
Use the rule: 6 × 4 = 24; 8 × 4 = 32; 12 × 4 = 48 and
35 × 4 = 140

Now try these exercises yourself.

ExErCiSE 16.1

Look at this pattern of matchsticks:

1 2 3
Challenge

1. Draw the next three diagrams in the pattern.

2. In your own words, describe how you get from one diagram in the
Can you see 7
pattern to the next diagram. triangles in this
matchstick diagram?
3. Count the number of matchsticks in each diagram and then If you remove only 3
complete this table: matchsticks you can
change the diagram
Diagram number 1 2 3 4 7 11 to have only 3
Number of matchsticks triangles. How do
you do this?

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 ExErCiSE 16.2

Look at this pattern of squares:

1 2 3

1. Draw the next two diagrams in the pattern.

2. In your own words, describe how you get from one diagram in the
pattern to the next diagram.
3. Count the number of squares in each diagram. Then complete this
table for the first five diagrams.

Diagram number 1 2 3 4 5 7 9 10
Number of squares
4. If the diagram number is the input, what rule can you use to get
the number of squares as the output?
5. Complete this flow diagram. In the box write the rule that will
change the input numbers to output numbers.
1
2 Rule
3 ?
4
5

6. Use the rule to calculate the number of squares in Diagrams 7, 9

and 10. Write these in the table.

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 investigate geometric patterns Key words

You can write a number pattern as a sequence, or list, of numbers. The • sequence − a
group of numbers
pattern of a number sequence can help you to find rules and missing
or shapes that
numbers. follow each other
in a particular
order
Example
Describe this number sequence. Then find the next three numbers
in the pattern. 1; 4; 7; 10; …
This sequence follows the rule: Add 3 to the previous number.
+3 +3 +3
 
1; 4; 7; 10; …
So, the next three numbers in the sequence are 13; 16 and 19.
Here is a geometric pattern that might match the number sequence:

Example
Describe this number sequence. Then find the next three numbers.
101; 99; 96; 92; …
This sequence follows this rule: Subtract the next counting number
from the previous number in the sequence.
−2 −3 −4

101; 99; 96; 92; …
So, the next three numbers in the sequence are: 92 − 5 = 87;
87 − 6 = 81 and 81 − 7 = 74

ExErCiSE 16.3
Challenge
Describe the pattern in each number sequence. Then fill in the missing
numbers to complete the sequence. 1. Create your
own geometric
1. 1; 6; 11; 16; □; □; □ 2. 17; 27; 37; □; □; □ pattern.
3. 117; 219; 321; □; □; □ 4. 1 005; 955; 905; □; □; □ 2. Swop your
5. 270 000; 27 000; □; □; □ 6. 23; 29; 36; 44; □; □; □ patterns with
your partner.
7. 89; 82; □; 68; □; □; 47 8. 63; 51; □; □; 15; □
3. See if you can
9. 3; 6; 12; □; □; □; 192 10. 16; 8; □; □; □; __12 identify the rule
11. 2; 10; 50; □; □; □; 31 250 12. 4; 16; 64; □; □; □; 16 384 in the pattern
and then extend
the pattern.

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 Topic

17 Symmetry

Maths ideas Line symmetry

• Recognise lines of You already know that some shapes have line symmetry.
symmetry.
If a shape has line symmetry, this means that there is a line that
• Draw and describe
divides the shape into two identical halves that are mirror images of
lines of symmetry.
one another. This line is called a line of symmetry.
• Recognise
rotational Some shapes have no lines of symmetry; some have one line of
symmetry. symmetry and other shapes have more than one line of symmetry.
• Describe order
of rotational ExErCiSE 17.1
symmetry.
1. Look at these shapes:
a) b) c) d)

e) f)
g)

How many lines of symmetry does each shape have?

Key words
2. Here is a fun way to make your own shape that has line symmetry.
• line symmetry
− a shape has line a ) Take a piece of dotted grid paper.
symmetry if it can b ) Draw a vertical line down the middle of the piece of paper,
be folded in such a along one of the lines of dots.
way that one half c ) Put the point of a pencil on the line that you have drawn.
lies exactly on the
other half d ) Without lifting your pencil, draw any shape on the left hand
side of the piece of paper. Stop only when you have reached
• line of symmetry
− a line that the line again.
divides a shape e ) Now draw the mirror image of your shape on the right hand
into two identical side of the paper. Try to make sure that both halves of the
halves shape are exactly the same. Use the dots to help you.

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 rotational symmetry Key words

Another kind of symmetry is rotational symmetry. • rotational

symmetry
− a shape
If a shape has rotational symmetry, this means that the shape can be has rotational
rotated (turned) so that it looks exactly like the original shape at least symmetry if it can
once before completing a full turn. be rotated so that
it looks exactly
The number of times that a shape looks like the original while like the original
completing a full turn is called the order of rotational symmetry of shape at least once
before completing
the shape. a full turn
• order of
Example rotational
symmetry − the
1. Look at this square: number of times
that a shape looks
like the original
while completing a
full turn

Do you see that when you rotate a square through a full turn, it
looks exactly like the original four times? We say that a square
has rotational symmetry of order 4.
2. Look at this rectangle:

Do you see that when you rotate a rectangle through a full

turn, it looks exactly like the original only twice? We say that a
rectangle has rotational symmetry of order 2.

Did you know?

• A circle is the most perfect 2D shape that there is. It has an
infinite number of lines of symmetry, because any diameter
that you can draw in a circle is a line of symmetry of the circle.

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 Key words ExErCiSE 17.2
• infinite − never
Look at these shapes:
ending
a) b) c)

d) e)

What is the order of rotational symmetry of each shape?

Some shapes have only line symmetry or only rotational symmetry.

Some shapes have both, and other shapes have neither.

ExErCiSE 17.3

Look at these shapes:

a) b) c) d)

e) f) g) h)

1. Which shapes have line symmetry and rotational symmetry?

2. Which shapes have line symmetry, but not rotational symmetry?
3. Which shapes have rotational symmetry, but not line symmetry?
4. Which shapes do not have line symmetry or rotational symmetry?
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 revision
1. Look at this pattern that uses squares:
□□□ □□□□ □□□□□
□ □ □
□□□ □□□□ □□□□□
□ □ □
□□□ □□□□ □□□□□
1 2 3
a ) Draw the next diagram in the pattern. (1)
b ) In your own words, describe how you get from one diagram to the next diagram. (2)
c ) Count the number of squares in each diagram.
Copy this table and complete it for the first 4 diagrams. (2)
Diagram 1 2 3 4 5 9 10 21
number
Number
of squares
d ) If the ‘diagram number’ is the input, what rule can you use to get the ‘number
of squares’ as the output? (2)
e ) Use the rule to calculate the number of squares in diagrams 5, 9, 10 and 21.
Write these in the table. (4)
2. Describe the pattern in these number sequences. Then fill in the missing numbers
to complete them.
a ) 1; 8; 15; 22; □; □; □ (2)
b ) 89; 83; □; 71; □; □; 53 (2)
c ) 4 500 000; 450 000; 45 000; □; □; □ (2)
d ) 448; 224; 112; □; □; □ (2)
3. Write down the missing word in each of the following sentences about symmetry:
a ) A shape has _____ symmetry if it can be folded so that one half lies exactly on
the other half. (1)
b ) A line of symmetry divides a shape into ___ identical halves. (1)
c ) The _____ of rotational symmetry is the number of times that a shape looks like the
original while completing a full turn. (1)
d ) A regular _____ has six lines of symmetry. (1)
e ) A square has rotational symmetry of order _____. (1)
f ) A circle has an _____ number of lines of symmetry. (1)
Total marks: 25

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 Topic

18 Division

Maths ideas Work with factors and multiples

• Find multiples and Factors are very useful for dividing numbers. You can look back at the
factors of whole
division rules in Topic 14, to help you find factors.
numbers.
• Round off to When you find factors of a number, you can use factor pairs to help
estimate answers. you find all the factors.
• Divide a three-
digit number by a
two-digit number. Example
• Check answers The factors pairs of 12 are: The factors pairs of 15 are:
by inverse 12 = 1 × 12 15 = 1 × 15
operations.
12 = 2 × 6 15 = 3 × 5
• Express two
quantities with 12 = 3 × 4 15 is a multiple of 1, 3, 5 and 15.
different units as a 12 is a multiple of 1, 2, 3, 4, 6 and 12.
rate.
• Solve problems
using division. ExErCiSE 18.1

1. Decide whether each number is a multiple of 3; 4; 5 or 10.

a ) 24 b ) 95 c ) 42
d ) 204 e ) 730 f ) 420
g ) Is every multiple of 2 also divisible by 4? Explain your answer.
2. Write down a:
a ) three-digit number that is a multiple of 2
b ) two-digit number that is a multiple of 5 and 10
c ) two-digit number that is a factor of 100 and a multiple of 4.
3. Write down the multiples of:
a ) 3 from 21 to 30
b ) 9 between 35 and 55
c ) 6 that are smaller than 20.
4. Find all the factor pairs for these numbers:
a ) 20 b ) 32 c ) 36
d ) 42 e ) 80 f ) 100
5. Find a number between 50 and 60 that has:
a ) 3 as a factor b ) 4 as a factor c ) 6 and 9 as factors.

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 Use multiplication facts to divide
In Topic 5 you used multiplication facts and a clue board to divide
numbers. Do you remember how to use a clue board to help with
division?

Example Challenge

Estimate and then use multiplication facts to find 479 ÷ 8. I want to share a bag
of sweets equally
An estimate is 500 ÷ 10 = 50
among some
Now write down some simple multiplication facts for 8 in a children.
clue board.
If I share the sweets
8 × 10 = 80 between 2 children,
8 × 100 = 800 there are no sweets
8 × 50 = 400 left over.

8 × 9 = 72

The closest number to 479 is 400, so start with 8 × 50.

Multiply Subtract
50 × 8 = 400 479 − 400 = 79
9 × 8 = 72 79 − 72 = 7 If I share the sweets
between 5 or 6
479 ÷ 8 = 50 + 9 remainder 7 = 59 remainder 7. children, there are no
Check by multiplying: sweets left over.
8 × 59 plus remainder 7 = (8 × 50) + (8 × 9) + 7
= 400 + 72 + 7 = 479

ExErCiSE 18.2

1. Find the missing numbers. Use multiplication and division facts to How many sweets
help you. could there be in
a ) 28 ÷ □ = 7 b ) 49 ÷ □ = 7 c ) 54 ÷ □ = 9 the bag?
d ) □ ÷ 8 = 72 e ) □ ÷ 4 = 16 f ) □ ÷ 9 = 30
2. Use your own clue boards to divide these numbers. First estimate
the answer, and multiply to check your answer.
a ) 390 ÷ 5 b ) 810 ÷ 8 c ) 736 ÷ 7
d ) 468 ÷ 9 e ) 756 ÷ 6 f ) 928 ÷ 9

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 Division by a two-digit number
You can also use a clue board to divide by bigger numbers.

Example
Use a clue board to divide 665 by 19.
An estimate is 700 ÷ 20 = 70 ÷ 2 = 35.
First write down some easy multiplication facts for 19. Start with
Challenge 10 × 19, and then multiply and divide to find some more facts.
In how many ways Clue Board
can you make this
10 × 19 = 190
number sentence
correct? 20 × 19 = 380
30 × 19 = 570
120 ÷ ∙=∙ 5 × 19 = 95
One answer can be
2 × 19 = 38
4 × 19 = 76
120 ÷ 2 = 60.
The closest number to 665 is 570, so start with 30 × 19.
Multiply Subtract
30 × 19 = 570 665 − 570 = 95
4 × 19 = 76 95 − 76 = 19
1 × 19 = 19
So 665 ÷ 19 = 30 + 4 +1 = 35
Now check by multiplying: 19 × 35 = 19 × 5 × 7
= (20 − 1) × 5 × 7
= (100 − 5) × 7
= 95 × 7
= (90 × 7) + (5 × 7)
= 630 + 35 = 665

ExErCiSE 18.3

1. Find the missing numbers. Use multiplication and division facts to

help you.
a ) 280 ÷ □ = 7 b ) 490 ÷ □ = 70 c) 540 ÷ □ = 90
d ) □ ÷ 6 = 72 e ) □ ÷ 4 = 96 f ) □ ÷ 9 = 32
2. Use your own clue boards to divide these numbers. First estimate
the answer, and multiply to check your answer.
a ) 390 ÷ 15 b ) 810 ÷ 18 c ) 736 ÷ 23
d ) 468 ÷ 36 e ) 756 ÷ 42 f ) 928 ÷ 29

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 Division with remainders
You can use division to share amounts equally. Sometimes there may
be a remainder when you share objects.

Example
The Grade 5 learners in a school are digging rows of earth to plant
vegetables for the school kitchen. Together they must dig 830
metres. If there are 36 learners, how many metres must each one dig?
First find an estimate: 800 m ÷ 40 = 80 ÷ 4 = 20 metres
Use the clue board method with multiplication facts for 36.
10 × 36 = 360
20 × 36 = 720 (360 × 2)
5 × 36 =180 (360 ÷ 2)
2 × 36 = 72
4 × 36 = 144
The closest number to 830 is 720, so start with 20 × 36
Multiply Subtract
20 × 36 = 720 830 − 720 = 110
2 × 36 = 72 110 − 72 = 38
1 × 36 = 36 38 − 36 = 2
So 830 ÷ 36 = 20 + 2 +1 remainder 2 = 23 remainder 2
Each learner must dig 23 metres and there will be 2 m left over.
Multiply to check: 23 × 36 = 23 × 2 × 18 = 46 × 18
= 46 × (20 − 2)
= (46 × 2 × 10) − (46 × 2)
= 920 − 92 = 828
So 23 × 36 + remainder 2 = 828 + 2 = 830

ExErCiSE 18.4

1. Use your own clue boards to divide these numbers and find the
remainders. First estimate the answer and then multiply to check.
a ) 392 ÷ 15 b ) 815 ÷ 18 c ) 336 ÷ 23 d ) 469 ÷ 29
2. One school bus can carry 22 learners. How many school buses
do you need to carry 600 learners to a soccer game? How many
learners will be in the bus that is not full?
3. A teacher bought 805 coloured pens for 33 learners. How many
pens will each learner get? How many pens will be left over?

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 Challenge Compare two quantities by dividing
Lerato can read You can use division to compare two quantities.
100 words in
1 minute.
Example
Martin can read
2 pages in
Tebogo is paid R72 for working an 8 hour day in the local shop.
360 seconds. a ) His hourly rate of pay is R72 ÷ 8 = R72 ÷ 2 ÷ 4 = R9 an hour.
Mikateko can read b) In three hours he earns R9 × 3 = R27.
128 pages in 6 hours
and 24 minutes.
If there are 300 words Example
on 1 page, who is the A 3 kg bag of apples costs R24.
fastest reader?
a ) The price for one kilogram is R24 ÷ 3 = R8.
b) Five kilograms of apples costs R8 × 5 = R40.

ExErCiSE 18.5

1. A teacher buys 18 boxes of pens for R396.

R42 for 2 kg
a ) What is the price of one box of pens?
b ) How much will she pay for 16 boxes of pens?
2. Look at these pictures of fruit. Find the price for 1 kg of each fruit
3. Dan earns R20 for delivering 400 newspapers.
R96 for 8 kg a ) How much does he earn for delivering one newspaper?
b ) How much does he earn for delivering 200 newspapers?
4. What is the cost of one cabbage if 5 cabbages cost R25,50?
5. An aeroplane travels a distance of 600 km in 2 hours.
R33 for 6 kg a ) What is its speed in km per hour?
b ) If it continues to fly at this speed, how far will it travel in
1__12 hours?
6. Some bamboo plants can grow at the rate of 96 cm in one day.
a ) How many cm will they grow in one hour at this rate?
b ) How many cm will they grow in four hours at this rate?
7. A craft market sells candles in different gift packs. If a pack of
3 candles cost R12 and a pack of 5 candles costs R15,50, which
pack is the best value for money?
8. The mass of 12 ℓ of cold drink is 24 kg. What is the mass of 5 ℓ?

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 Solve problems that involve division
Use your knowledge of division methods to answer these questions.
Remember to first estimate your answer and then to check your
answer by multiplication.

ExErCiSE 18.6

1. Thelma has handed her work to you to be marked. If

Thelma has made a mistake, correct the answer for her.
a ) 240 ÷ 10 = 24 b ) 2 is a factor of 233
c ) 176 ÷ 21 = 3 remainder 8 d ) 24 × 16 = 384
e ) 32 × 23 = 436 f ) 80 × 90 = 720
What was Thelma’s final score out of 6?
2. Thiathu uses 25 beads to make one necklace.

a ) If Thiathu has 792 beads, how many necklaces can he make,

and how many beads will be left over?
b ) If Thiathu sells each necklace for R15 each, how much money
can he make?
3. A Grade 5 class of 32 learners plans an outing to Table Mountain. If
the bus hire costs R672, how much will they each have to pay?
4. An aeroplane flew a distance of 900 km in 180 minutes.
a ) How far did it fly in 1 minute?
b ) How far can the aeroplane fly in 2 hours at this speed?
5. If 16 boxes of shampoo cost R720, how much will 124 boxes of the
same shampoo cost?
6. 6 golf balls cost R125. What will 24 golf balls cost?

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 3 Term 3

The opening ceremony of the Olympic Games in 2008 in Beijing, China.

Drummers perform during the opening ceremony.

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 Starting off
The summer Olympic Games in Beijing were
held in August 2008. The opening ceremony
was a great show of fireworks and artistic
performances, such as dancing and singing.

More than 2 000 artists took part.

1. How many interlocking rings make up the

Olympic symbol?
2. What are the colours of the Olympic rings?
What do these colours represent?
3. Look at the picture of the drummers and
then answer these questions.
a ) Your friend says that the pattern is
formed by repeating a single picture
Children use their hands to form Olympic rings in of a drummer. The drummer faces a
front of a mirror. different direction in every second row.
Do you agree with this description?
Explain your answer.
b ) Another friend says that every second
row of drummers is a copy of the other.
Do you agree with this description?
Explain.

Content covered in Term 3

Topic 19: Common fractions, Topic 20: Mass, Revision, Topic 21: Count, order,
compare and represent whole numbers, Topic 22: Addition and subtraction,
Revision, Topic 23: Viewing objects, Topic 24: Properties of 2D shapes,
Revision, Topic 25: Transformations, Topic 26: Temperature, Revision,
Topic 27: Data handling, Project, Topic 28: Numeric patterns, Revision,
Each ring represents one of the five parts of the Topic 29: Multiplication
world that were joined together in the Olympic
movement: America, Africa, Asia, Australia
and Europe. : 103

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 Topic

19 Common fractions
Maths ideas Add and subtract common fractions
• Add and subtract In Topic 12, you learnt how to add fractions with the same
fractions with
the same
denominator:
4 1 3 8 8
denominators. __
10
+ __
10
+ __
10
= __
10
__
10
is eqivalent to __45
• Add and subtract
mixed numbers You can also subtract fractions when they have the same
with the same denominator.
denominators.
• Solve problems Example
with fractions.
1. Peter has an orange that he has cut
into fifths. He decides to give __25 to his
friend. How much orange does Peter
have left?
5 __
__
5 5
– 2 = __35
2. Shaye has __78 of his pizza left. For lunch he eats another __48 of his
pizza. How much of his pizza is left?
__
8 8
– 4 = __38
7 __

ExErCiSE 19.1

1. Draw a picture that shows a birthday cake that has been cut into
12 equal pieces. Alan has 7 friends at his birthday party. Everyone
gets 1 piece of cake. Show how much of the cake is left over after
the party if Alan also has a piece of cake.
2. Draw diagrams to show the answers to these sums.
a ) __78 – __48 = □ b ) __25 + __35 = □ c ) __34 – __14 = □ d ) __16 + __46 = □
Did you know?
More than 3. Do these calculations without drawing a picture.
680 000 000 a ) __47 – __27 = □ b ) __
11
2
+ __ 1
11
=□
(680 million) people
7 __ 3
live in Africa. This is a c ) __12 2
–1=□ d ) __
10
1
+ __
10
=□
very big number, but
this number makes 4. Fill in the missing fractions.
up only one-tenth of a ) __78 – □ = __18 b ) __45 – □ = __15
□ □
the world’s 6
c) □ + __14 = __24 d) □ – __
11
= __ 2
11
population. □ □

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 Mixed numbers Key words

Look at this number line. Each section is divided into thirds. • mixed number – a
whole number and
0 1 2 3 4 a fraction making
0
_ 1
_ 2
_ 3
_ 4
_ 5
_ 6
_ 7
_ 8
_ 9
_ 10
__ 11
__ 12
__ one number
3 3 3 3 3 3 3 3 3 3 3 3 3

On this line you are able to count up from 0 in thirds: __03 , __13 , __23 and __33 .
You know that __03 = 0; __33 = 1 whole; __63 = 2 wholes; __93 = 3 wholes and
1__23 = 4 wholes. Did you know?
If you redraw the number line, you can use whole numbers as well as • The ancient
fractions. 1
Egyptians used
_
3 unit fractions
to write all their
{

2
_ 4
_ 5
_ 7
_ 8
_ 10
__ 11
__ fractions. A unit
0 1 2 3 4
3 3 3 3 3 3 3
fraction always has
1 as its numerator.
Now look at the fraction __43 .
• They put a mouth
This is written as __43 = __33 + __13 = 1 __13 . picture above a
This new number is called a mixed number because it has a whole number to make it
number part and a fraction part. If you use these mixed numbers on into a unit fraction.
the number line, then the line will look like this: • The mouth picture
means ‘part’.
0 1
_
3
2
_
3 1 1_13 1_23 2 2_13 2_23 3 3_13 3_23 4 4_13 4_23 5 • They wrote other
fractions as the
sum of different
ExErCiSE 19.2 unit fractions.

1. Write in the missing numbers to show that you can count from 1
to 3 in thirds. 1; 1__13 ; □; 2; □; 2__23 ; □; □; □; 3
2. Fill in the missing numbers to show how you can count backwards
from 3 to 0 in halves. 3; □; 2; □; □; □; 0 1
__
5
3. Draw your own number line to show how you can count from:
a ) 0 to 4 in fifths b ) 4 to 7 in quarters.

Challenge
Write these fractions as the sum of unit fractions, which have a numerator
of 1. Use as few unit fractions as possible. For example:
3
__ 1 1 1
20
= __
20
+ __
20
+ __
20
2 1
= __
20
+ __
20
1 1
= __
10
+ __
20
13 99 7 41
a) __
20
b) __
10
c) __
17
d) __
45
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 Add and subtract mixed numbers
You can also do calculations with mixed numbers. Add or subtract the
whole numbers first.

Example
a) Calculate 1__13 + 5__13 .
1__13 + 5__13
1 1 2
= (1 + 5) + (__ 3
+ __ 3
) = 6 + __
3
= 6__23
b) Calculate 9__45 – 3__25 .
4 __
9 – 3 = 6 and __ – 2 = __
5 5
2
5
, so the answer is 6__25 .
c) Calculate 6__34 + 4__24 .
3 2
(6 + 4) + (__
4
+ __
4
)
5 4 1
= 10 + __
4
= 10 + __
4
+ __
4
= 10 + 1 + __14 = 11__14
d) Calculate 12__16 – 8__56 .
5
__
6
from __16 , so you should break down the number 12 to help you
subtract them.
12 __16 – 8 __56
1 6 1
= 11 + 1 + __
6
– 8__56 = 11 + __
6
+ __
6
– 8__56
= 11__76 – 8__56
Now you can subtract in the usual way:
11 – 8 = 3 and __
6 6
– 5 = __
7 __ 2
6
1
. So, 12__16 – 8__56 = 3__26 = 3__
3
.

ExErCiSE 19.3

Calculate these mixed number sums.

3 1 5 8
6 + 1. 6__
10
+ 10__ 10
2. 2__
12
+ 9__ 12
3. 1__16 + 2__26 + 3__16 4. 4__28 + 4__58 + 4__38
10
5. 8__34 – 2__14 6. 13__15 – 11__45
__
7. 7__37 – 5__47 4
8. 5__ 5 __
+ 1__ – 3
3
10
11 11 11

__
1
10

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 Solve problems that involve fractions
In this exercise, you will practise what you have learnt in this topic by
solving more fraction word problems.

ExErCiSE 19.4

1. Sandy finished __38 of her homework before supper and

another __48 after supper.
a ) What fraction of her homework did Sandy finish?
b ) What fraction of her homework will Sandy still have to do
before school the next day?
2. Hlengiwe has 2__58 bags of sweets and Craig has 3__78 bags of
sweets. If they combine their sweets, how many bags of sweets
will they have together? Write your answer as a mixed number.
5 6
3. Lucas spent __
12
of his salary on rent and another __12
of his salary
on food.
a ) What fraction of his salary did he use?
b ) What fraction of his salary was left over after these expenses?
4. A gardener collected 12__14 bags of raked leaves. After lunch, he
found that the dog had emptied out 5__34 of the bags. How many
bags were still full of leaves?

5. Moyo added 3__13 kg of mince to 2__23 kg of spaghetti. Later he also

added 1__13 kg of onion and tomato mix. What was the total mass of
all the ingredients for this meal?
6. Two planks of wood are laid out end to end and nailed together.
Their lengths are 4__24 m and 3__14 of a metre. The builder decides that
the planks are too long, so he saws off 2__14 m. How much wood is
left nailed together?

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 Topic

20 Mass

Maths ideas Estimate, measure and compare

• Measure, compare,
order and estimate
masses
mass. You measure the mass of an object to find out how much matter is in
• Calculate using the object. An object with more matter packed closely together will
units of mass. have a larger mass.
• Convert grams and
kilograms. The two units of mass that you will use are grams (g) and kilograms
• Solve problems
(kg). You use grams for the mass of lighter objects, and kilograms for
that involve mass. the mass of heavier objects.
It is useful to estimate the mass of everyday objects. To estimate the mass
Key words of an object, hold the object to see how heavy or light it is. Compare its
• mass – the ‘lightness’ or ‘heaviness’ with the mass of an object you do know.
amount of matter
in an object

A paperclip has a mass of about 1 g. A bunch of six bananas has a mass of

Small masses are measured in grams. about 1 kg. There are 1 000 g in 1 kg.

It is important to choose the correct unit of mass when you estimate

the mass of an object.

Example
Choose the most suitable unit of mass for each object below.
1. A television: The mass of a television is much greater than the
mass of a paperclip. The appropriate unit of mass is kilograms.
2. A tennis ball: The mass of a tennis ball is much less than the mass
of a bunch of six bananas. The correct unit of mass is grams.

ExErCiSE 20.1

Choose the most suitable unit of mass to measure these objects.

1. a pencil 2. your school bag with books
3. your empty school bag 4. your own mass
5. your desk 6. a large bag of flour

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 You often need to measure the mass of an object very accurately. To Key words
do this, you use a scale.
• scale – an
instrument used to
measure mass

A bathroom scale A kitchen scale A balance scale A digital scale

Example
What mass is shown on the scale?
The pointer is between 100 g and 200 g.
There are 4 equal spaces between 100 g and 200 g. Each space
represents 100 g ÷ 4 = 25 g.
The pointer is after the 1st space, so the mass = 100 g + 25 g = 125 g.

ExErCiSE 20.2

1. Look at the readings on the three scales below.

A B C

a ) Write down the mass shown on each scale in grams and kilograms.
b ) Order these masses from lightest to heaviest.
2. Complete this table. Use a scale to find the mass of each item.
Then order each actual mass from lightest to heaviest.

Unit of Type of Estimated Actual Difference

Object
mass to use scale mass mass in mass
A brick
A 500 ml bottle of water
1 litre of water
A soccer ball

Topic 20: Mass 109

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 Key words Convert units of mass
• kilo – means Sometimes measurements are given in units not suitable for you to
one thousand,
therefore kilogram work with. You can convert the measurement into units that you can
means 1 000 g work with.
To convert from a larger unit to a smaller unit, you need to multiply.
This means that to convert kilograms to grams you multiply by 1 000.

Example
5 kg = □ g
(5 × 1 000) g = 5 000 g ← (larger unit to a smaller unit)

To convert from a smaller unit to a larger unit, you need to divide. This
means that to convert grams to kilograms you divide by 1 000.

Example
33 400 g = □ kg
(33 000 ÷ 1 000) kg = 33 kg ← (smaller unit to a larger unit), and there are
400 grams left over, so 33 400 g = 33 kg 400g
There are 1 000 grams in
1 kilogram.
1 kg = 1 000 g Example
Convert __34 kg to grams.
1
__ 3
__
4
of 1 kg = 1 000 g ÷ 4 = 250 g 4
of 1 kg = 3 × 250 g = 750 g
Challenge
Have you seen a bag of sugar in the shops labelled ‘2,5 kg’? This is
1. Find a partner
to discuss this
the same as 2__12 kg. When you see 0,5 kg remember that this means
1
__
question, ‘Are 2
kg or 500 g.
bigger objects
always heavier ExErCiSE 20.3
than smaller
objects?’ 1. Convert each kilogram measurement to grams.
2. Find five small a ) 3 kg = □ g b) 10 kg = □ g c) 25 kg = □ g
1
__
objects and d ) 12 4 kg = □ g e) 2,5 kg = □ g f ) 83 kg = □ g
five big objects.
Compare their 2. Convert each gram measurement to kilograms.
masses. a ) 9 000 g = □ kg b) 18 000 g = □ kg
c ) 50 000 g = □ kg d) 8 500 g = □ kg □ g
3. Do you think
that a small e ) 12 700 g = □ kg □ g f ) 45 000 g = □ kg
object can be 3. How many grams are there in these amounts?
heavier than a
a ) __18 kg b ) 6__12 kg c ) 10 kg d ) 15__34 kg
large object?
Explain. 4. How many kilograms and grams are there in these amounts?
a ) 2 500 g b ) 5 500 g c ) 7 250 g d ) 12 500 g

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 Calculate with units of mass
You can only add and subtract masses if they are in the same units. Did you know?
The average mass of
Example a human brain is
Calculate: 3__12 kg + 500 g – 2__14 kg about 1,35 kg. The
1 average mass of an
__
2
of 1 kg is __12 of 1 000 g = 500 g and __14 of 1 kg is __14 of 1 000 g = 250 g elephant’s brain is
3__12 kg + 500 g – 2__14 kg 5,4 kg and that of a
sperm whale is 9 kg.
= 3 500 g + 500 g − 2 250 g
= 4 000 g − 2 250 g
= 1 750 g

If you have to multiply or divide a mass, use the methods you know.
Remember to write the unit of measurement in the answer.

Example
1. Calculate 515 g × 4.
515 g × 4 = 2 060 g = 2 000g + 60 g or 2 kg 60 g
2. Calculate 165 kg 33 g ÷ 11.
165 kg 33 g ÷ 11 = 165 kg ÷11 and 33 g ÷ 11 = 15 kg 3 g

ExErCiSE 20.4

1. Arrange these masses in descending order.

a ) 5 kg; 12,5 kg; 2__14 kg; 3 000 g; 10 000 g
b ) 150 g; 1 kg; 7 500 g; 2 kg; __12 kg
2. Round off each mass to the nearest 10 kg.
a ) 123 kg b ) 101 kg c ) 97 kg
3. Round off each mass to the nearest 1 000 g.
a ) 998 g b ) 1 201 g c ) 2 580 g.
4. Do these calculations.
a ) 34,5 kg + 32 kg – 4 kg 500 g
b ) 250 g × 6 (give your answer in kg and g)
c ) __23 of 1,5 kg (give your answer in g)
d ) 456 g × 24 (give your answer in kg)
e ) 495 kg ÷ 15 (give your answer in g)
f ) Find the difference between 1 kg 35 g and 5 kg 40 g.
g ) How much mass is needed to make up 9 kg from 5 kg 40 g?

Topic 20: Mass 111

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 Solve problems that involve mass
Did you know?
• Throughout Example
history, people Riaaz brought 340 g of clay to school for a project. He gave 110 g
have needed to
measure the mass
of the clay to Simon and 100 g of the clay to Vuyo. How many
of objects. grams of clay did Riaaz keep?
• One of the earliest Find how much Riaaz gave away altogether: 110 g + 100 g = 210 g
units of mass was Subtract this from what he started with: 340 g – 210 g = 130 g
a grain of wheat Riaaz kept 130 g of clay.
or a grain of barley
corn.
• They used this unit Example
to measure the Mrs Ndloku wants to put the same amount of food in eight chicken
masses of precious cages. She has 2 kg 600 g of food. How many grams of food will
metals, such as
silver and gold.
she put in each cage?
First convert 2 kg 600 g to grams: (2 × 1 000) g + 600 g = 2 600 g.
Divide 2 600 g by 8.
Challenge Use multiplication facts to help you:
Sammy needs to buy 8 × 100 = 800, 8 × 200 = 1 600, 8 × 300 = 2 400
rice. The shop 8 × 50 = 400, 8 × 25 = 200
advertises rice as
follows. The closest multiplication to 2 600 is 2 400, so start with 8 × 300.
Multiply Subtract
300 × 8 = 2 400 2 600 – 2 400 = 200

100 g 300 g 25 × 8 = 200 200 – 200 = 0

She will put 325 g in each cage.
R1,50 R9,00

ExErCiSE 20.5

1. A recipe for a chocolate cake uses 250 g of flour for every 3 eggs. If
1 kg 9 eggs are used, how much flour must be used?
2. An elephant eats 283 kg of plants each day. How many kilograms
R20 of plants does an elephant eat in one week?
1. Which packet 3. A lion has a mass of 248 kg, an elephant has a mass of 3 596 kg
of rice should and a rhinoceros has a mass of 1 298 kg.
Sammy buy to a ) What is the combined mass of these three animals?
get the best value b ) What is the difference in mass between the heaviest and the
for his money?
lightest animal?
2. Give a reason for
4. Calculate the total cost of buying 1__12 kg of nuts at R100 per
your answer.
kilogram, 2__14 kg of sweets at R36 per kilogram and 500 g of
potatoes at R2 per 100 grams.
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 revision
1. Do these calculations. 5. Convert these units of mass.
a ) __16 + __36 + __16 (1) a ) 2__12 kg to grams (1)
b ) 32 000 grams to kg (1)
b ) __47 + __27 − __37 (1)
6. Five friends have the following masses:
c ) 3__13 + 2__13 (1) 35 kg; 41 kg; 33 kg; 42 kg and 39 kg.
d ) 4__14 − 2__34 (1) A sign in the lift says that it can carry a
maximum of 11 people and a maximum
2
__ 2
__ 1
__
e ) 43 + 3 − 13 (2) mass of 600 kg.
2. Write down one equivalent fraction for each a ) How many more people are allowed
fraction. to get into the lift with the five
a ) __23 (1) friends? (1)
b ) What is the maximum combined
1
__
b) 2 (1) mass that the people in Question a)
c ) __6 (1) may have? (1)
9
3. James plants __38 of his tomato seeds Total marks: 20
on Thursday and __58 of the seeds
on Friday. What fraction of the seeds
does he still have to plant
on Saturday? (2)
4. Complete the table by writing in the
unit that you would use to measure
the mass of each object. (5)

Object Unit of mass

your pen
a cow
ruler
your friend
a potato

Revision 113

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 Topic Count, order, compare and
21 represent whole numbers
Maths ideas round off numbers
• Round whole You already know that rounding numbers is useful when you need to
numbers to the
estimate an answer. Up to now you have rounded off numbers to the
nearest 5, 10 , 100
and 1 000. nearest 10 or 100 or 1 000. Now you will also learn how to round off to
• Compare and
the nearest 5.
order whole When you round a number to the nearest 5, you must find which
numbers to multiple of 5 is closest to your number.
6 digits using <
and >.
• Work with place
Example
value. Round 18 to the nearest 5.
The multiples of 5 are 5, 10, 15, 20 and so on.
The multiples of 5 that are closest to 18 are 15 and 20.
18 – 15 = 3 20 – 18 = 2
18 is closest to 20.
So, 18 rounded to the nearest 5 is 20.

ExErCiSE 21.1

At a school sale, the prices are rounded to the nearest R5 so that no

one has to give change in smaller coins.

1. Round each price to the nearest R5.

a ) R3 b ) R36 c ) R29 d ) R21
e ) R9 f ) R19 g ) R11 h ) R12
2. If the stalls sell one of each item, will the school make more money
or less money by rounding the prices to the nearest R5?

ExErCiSE 21.2

1. Round the following numbers to the nearest 10 and then to the

nearest 100:
a ) 174 b ) 264 c ) 219 d ) 305
e ) 392 f ) 436 g ) 598 h ) 627
2. Round the following numbers to the nearest 1 000:
a ) 1 342 b ) 2 895 c ) 2 387 d ) 4 921
e ) 25 298 f ) 19 967 g ) 56 388 h ) 99 784
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 Expand and compare whole numbers
Did you know?
You write large numbers in expanded notation. This can help you to
Over 4 000 years ago,
compare large numbers. the ancient Egyptians
had their own way of
ExErCiSE 21.3 recording numbers.
They used these
symbols:
1. Write these numbers in expanded notation.
a ) 5 719 b ) 37 926 c ) 213 040 d ) 928 008 1 2 3
2. Write these expanded additions as whole numbers.
a ) 70 000 + 5 000 + 400 + 30 + 6 4 5 6
b ) 300 000 + 60 000 + 800 + 50 + 6

7 8 9
When you compare numbers, compare the digits starting on the left.
Remember that < means smaller than, and > means larger than.

76 574 > 76 386 means that 6 574 is bigger than 6 386. The hundreds 10 20
digit tells you which is the bigger number.
100 200
ExErCiSE 21.4

1. Compare each pair of numbers by writing in < or >.

a ) 7 142 □ 7 264 b ) 68 236 □ 68 223
c ) 174 679 □ 174 769 d ) 399 989 □ 399 998
2. Five schools have been raising money for a charity. The board
shows how much money each school raised.
Order the list of schools starting with the school that raised the
most money to the school that raised the least money.

Challenge
1. How do you think Egyptians wrote these numbers?
a ) 12 b) 17 c ) 24 d) 33 e ) 56
f ) 102 g) 122 h) 351 i ) 409
2. With a partner, make up a useful symbol for 1 000.
3. Use your symbol with the ancient Egyptian symbols to write:
a ) 1 206 b ) 4 587 c ) 5 005 d) 7 612

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 Topic

22 Addition and subtraction

Maths ideas Add numbers in columns

• Add and subtract You know that you can add numbers by expanding the numbers and
whole numbers
writing them in columns.
using the column
method.
In the column method you add in the same way, but to save time
• Solve multi-step you only write down the digits and not the zeros. Write digits with
problems that
involve addition the same place value in the same column, one under the other. Add
and subtraction, each column separately starting with the units column. If any column
with totals to adds up to 10 or more, write down that number in two parts: the ten
100 000. goes to the next column on the left. This is because in the place value
• Round off to system you multiply by 10 to get the next place value on the left.
estimate answers.
• Check answers
using inverse
Example
operations. Add: 42 345 + 24 478 Add: 45 678 + 7 680
TTh Th H T U TTh Th H T U
Game 4 2 1
3 4
1
5 1
4 1
5 1
6 7 8
+ 2 4 4 7 8 + 7 6 8 0
Play in pairs. Cut out 6 6 8 2 3 5 3 3 5 8
squares of paper. On
5 + 8 = 13 7 + 8 = 15
each write down one
number between 4 + 7 + 1 = 12 6 + 6 + 1 = 13
10 000 and 50 000. 5 + 7 + 1 = 13
Now each player
writes down the
number 10 000 on a ExErCiSE 22.1
separate piece of
paper. Take turns to 1. Add these numbers using the column method. First round off the
pick up a piece of
paper and add that to numbers to the nearest 1 000 and estimate the answer.
your number until all a ) 8 476 + 9 817 b ) 2 390 + 9 999 c ) 60 089 + 32 987
the papers have been d ) 4 056 + 29 476 e ) 19 099 + 79 011 f ) 12 323 + 7 890
used. The player with 2. Fill in the missing numbers. What do you notice?
highest number at the
end wins.
a ) 2 436 + 4 523 = 4 523 + □
b ) 11 246 + □ = 10 978 + 11 246
Key words c ) □ + 39 813 = □ + 52 169
3. Complete the following.
• column method – 12 369 + (2 500 + 17 101) = (12 369 + □) + 17 101
add and subtract by
writing digits with
the same value
below each other in
the same column

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 Subtract numbers in columns
You can also use the column method to subtract numbers. First revise
how to subtract in expanded form.

Example
Find 68 237 − 54 684.
Break down 8 237 so that you can do all the subtractions.
8 237 = 7 000 + 1 000 + 237 = 7 000 + 1 100 + 130 + 7.
68 237 − 54 684 = 60 000 + 7 000 + 1 100 + 130 + 7
50 000 + 4 000 + 600 + 80 + 4
Difference 10 000 + 3 000 + 500 + 50 + 3 = 13 553

Now you will do the same subtraction in columns without writing the
zeros. Remember that in the place value system, each place value is
10 times the place value on the right: 1 000 = 10 × 100, 100
= 10 × 10 and so on. This means that when you cannot subtract, you
can take a number from the column on the left and write it as 10 in
the column where you are subtracting.

Example
6 8 1
2 3
1
7 ← Write 200 as 100 + 100, or 100 + 10 tens.
− 5 4 6 8 4 ← Now you have 13 tens.
? 5 3
Next take 1 from the thousands column and give it to the
hundreds column.
6 7
8 11
2 3
1
7 ← Write 8 000 as 7 000 + 10 hundreds.
− 5 4 6 8 4 ← Now you have 11 hundreds.
1 3 5 5 3

ExErCiSE 22.2

First round off to estimate these answers and then subtract the numbers
in columns without expanding. Use addition to check your answers.

1. 6 742 – 3 458 2. 7 219 – 4 733 3. 3 856 – 1 976

4. 23 107 – 19 872 5. 56 122 – 28 001 6. 60 671 – 3 940

Topic 22: Count, order, compare and represent whole numbers 117

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 Solve addition and subtraction
problems
In this section, you will solve addition and subtraction problems. You
can use these ideas to help you:
• Write down the calculation that you need to do.
• Estimate the answer.
• Use the column method of addition to find totals.
• Use the column method of subtraction to find differences.
• Check your answer by using an inverse operation.

ExErCiSE 22.3

1. a ) In November, 21 946 people visited the National Park. In

December, there were 24 187 visitors. How many people visited
the National Park altogether in November and December?
b ) In January, 23 576 people visited the National Park. In
February, there were 19 289 visitors. How many more people
National
Park visited the National Park in January than in February?
entrance c ) The total number of visitors in January, February and March
fees
Adults:
was 68 092. How many people visited the park in March?
R28
Children: 2. The population of Higher Town is 80 936. The population of Lower
R14,50 Town is 43 486 less than the population of Higher Town. What is
the population of Lower Town?
3. Michelle’s mother has saved R41 550 for a house. Sindi’s mother
has saved R12 950 more than this.
a ) How much money has Sindi’s mother saved?
b ) If they put their money together, how much would they have
in total?
c ) How much more must each mother save to have R80 000?
4. On Saturday and Wednesday, 64 916 people went to soccer
Challenge matches. On Wednesday, 26 947 people went to the soccer match.
How many people went to the soccer match on Saturday?
Make up some more
word problems of 5. An explorer plans to travel a total distance of 85 000 km. In the first
your own. Use
five-digit whole
three weeks he travels 12 350 km, 18 048 km and 10 990 km.
numbers. Work out a ) How many kilometres did he travel in the first three weeks?
the answers to your b ) How many kilometres must he still travel?
problems.

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 revision
1. Write each of these numbers as expanded addition.
a ) 3 457 (1)
b ) 29 416 (1)
2. Write these expanded additions as whole numbers.
a ) 40 000 + 5 000 + 300 + 60 + 2 (1)
b ) 700 + 5 000 + 3 + 40 + 20 000 (1)
3. Compare these pairs of numbers by writing < or >.
a ) 23 978 □ 23 767 (1)
b ) 570 835 □ 571 893 (1)
4. Round these number to the nearest 5.
a ) 78 (1)
b ) 54 (1)
c ) 712 (1)
5. Last Saturday, 18 578 people went to watch City play a soccer match, On Wednesday, City
played another match and 16 442 people went to watch. Approximately how many people
watched the two matches altogether? Round off your answer to the nearest 100. (3)
6. Use any method to do these calculations.
a ) 53 456 + 12 943 (1)
b ) 64 129 + 11 978 (1)
c ) 24 160 + 42 974 (1)
d ) 17 935 + 28 887 (1)
7. Use the column method to do these calculations.
a ) 56 473 – 31 594 (1)
b ) 60 070 – 12 598 (1)
8. In June, 73 580 visited the Waterfront in Cape Town. This is 2 579 more than the number of
people who visited in April. How many people visited the Waterfront in April? (2)
Total marks: 20

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 Topic

23 Viewing objects

Maths ideas identify objects from different

• Identify objects
from different
viewpoints
viewpoints Objects look different depending on
• Match the views where you are standing when you
of objects with look at them.
the position of the
viewer. Look at these photographs of the
Nelson Mandela Stadium in Port
Elizabeth. Where do you think the
photographer was positioned for
each picture?

In the next exercise, you will match This photograph has been
This photograph taken by a photographer in
the view of an object with the
has been taken by a helicopter flying over the
a photographer at position of the person viewing the
stadium.
the entrance into the object.
stadium.
ExErCiSE 23.1

Write down the position the photographer was standing in to take the
following photographs.

1. a ) b) c)

This photograph
has been taken by a
photographer inside
the stadium.

2. a ) b)

3. a ) b)

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 Match the view with the position Key words

of the viewer • evacuation plan –

a plan of a building
In the next exercise, you will need to identify the viewpoint of that shows the
quickest way out
different objects. of the building to a
place of safety
ExErCiSE 23.2
• viewpoint –
position from
1. Look at this picture of a which you view an
garden shed. object

The pictures below show the

view if you:
• are standing on a ladder
looking down at the shed
• are standing in front of the
shed, or
• are standing at the side of
the shed.

Decide where you would be standing in each of these cases.

a) b) c)

2. Most big buildings that have many people working or living in

them will have an evacuation plan in every room. This plan shows
the quickest route out of the building to a place of safety.
a ) Check if your classroom has an evacuation plan. Make sure you
know your school’s evacuation plan.
b ) Draw a plan of your school building showing the quickest
route to the school’s sports field or playground from your
classroom.

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 Topic

24 Properties of 2D shapes
Maths ideas identify, describe and compare
• Recognise and
name two- 2D shapes
dimensional (2D)
shapes. You can use sides and angles to name 2D shapes.
• Describe and ExErCiSE 24.1
compare two-
dimensional (2D)
shapes. 1. Study the 2D shapes below and answer the questions that follow.
• Draw two- A B C D
dimensional (2D)
shapes.
• Identify two-
dimensional (2D)
shapes around us.
E F G H
Challenge
Samir says that he
has discovered a new
definition for a
rectangle:
I J K L
A rectangle is a
quadrilateral that has
two pairs of equal
sides.

1. Do you agree
a) Which shapes have only curved sides?
with Samir?
Explain your
b) Which shapes are polygons?
answer c) Name the polygons that you see.
d) Which polygons have all equal sides?
2. If you do not e) Which polygons have all equal angles?
agree with Samir,
f) Which polygons have all angles smaller than a right angle?
try to prove him
wrong. Draw g) Which polygons have only some right angles?
one or more h) Which polygons have all their angles as right angles?
quadrilaterals that
are not rectangles
2. Draw an example of:
but have two a ) a quadrilateral with exactly two right angles
pairs of equal b ) a pentagon with only one right angle.
sides.

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 ExErCiSE 24.2

1. Study this picture. Then answer the questions that follow.

a ) How many sides does Shape A have? A B
b ) How many sides does Shape B have?
c ) What is the name given to shapes that have the same number
of sides that Shape B has?
d ) Look at the corner of a page. What type of angle is formed by
the corner?
e ) Use the corner of the piece of paper to test the size of the
angles of both Shape A and Shape B. What do you notice?
2. Find the lengths of the sides of Shape A and Shape B, using the
square dotted paper. Mark the equal sides using markers as you
have been shown before.
3. Copy and complete each statement below using one of these
words: square; rectangle; quadrilaterals; right angles; four.
a ) Shape A and Shape B both have _________ sides. They can
therefore both be called _________.
b ) All the angles of both Shape A and Shape B are equal in size
and are called _________. A B
c ) Shape B has two pairs of opposite sides equal and is called a
_________.
d ) Shape A has all sides equal in length and all angles equal in
size. It is called a _________. A B C D
4. Here are some more 2D shapes.
a ) Which shapes, labelled A, B, C, D and E, have the same number
of sides?
b ) Which shapes have equal sides and equal angles? A B C D E
c ) Which shapes have one or more right angles?
d ) Which shapes are quadrilaterals?

A B C D E
Challenge
1. Take a 10 cm piece of string and tie the ends together.
A B C D E
2. What shape can you form with your loop of string? Remember, you
can also form shapes with curved sides.
3. Can you form a circle?

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 ExErCiSE 24.3

1. What shape is a piece of A4 paper?

• Place the paper horizontally, so that the longer side is on top.
• Fold the bottom left corner up to the top of the sheet so that
the edges of the paper line up. Press the fold with your thumb.
• Now cut off the extra piece of paper that does not form a part
of your triangle.

2. What is the shape of the piece that you cut off?

3. Unfold your triangle. What shape have you formed?
• Fold this shape to find all four lines of symmetry and press the
folds.
• Open up the shape and put it straight in front of you.
• Fold the top two corners inwards to the middle of the shape
and press the folds.

4. What shape do you have?

5. Describe the sizes of all the angles in the shape.
6. This shape has one line of symmetry. Fold the shape closed on its
line of symmetry. How many sides does your new shape have?
7. Name your new shape.
8. Think of your new shape as a composite shape. Which two shapes
is your composite shape made of?

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 Draw 2D shapes
ExErCiSE 24.4

Look at this picture of a pot plant. It is made up of 2D shapes.

1. Identify all the 2D shapes in the picture. Remember that some of

the shapes may be part of a larger shape that you can
also name.
2. Copy the picture onto square dotted grid paper.
3. Is the picture symmetrical?
4. What would you move to make the picture symmetrical?
5. Cut out each of the 2D shapes in your copied picture.
6. Put the parts back together in a different way to make the picture
symmetrical.
7. Now choose only the parts that form the leaves and the pot of the
pot plant.
a ) What shape is the complete leaf?
b ) What two shapes make up the leaf?
c ) What shape is the complete pot?
8. Remove the rectangle that forms the lip of the pot. What shape are
you left with?
9. Which shapes make up the pot?
10. Create your own picture on square dotted grid paper made of
2D shapes.

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 2D shapes in African art
Geometric (2D) shapes are used in many African patterns and art
works. These patterns often decorate buildings, beadwork and
basket work.

You can use these steps to create a small part of an African pattern on
square dotted grid paper.

Key words
• midpoint – the
point that divides a
line into two equal
Step 1: Draw a six block by four block rectangle.
parts Step 2: Find the middle of each side.
Step 3: Draw a line joining the middle of each side to the middle of
the next side.
Step 4: Draw a line through the midpoints of the longer sides.
Step 5: Repeat these rectangles three times next to each other to
create a pattern.
Step 6: Colour each different shape in a different colour.

ExErCiSE 24.5

1. Use square dotted grid paper to create your own pattern with
geometric shapes.
2. Identify the shapes you used in the pattern.
3. Colour each different shape in a different colour.
4. Look at a partner‘s pattern and copy it.

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 revision
1. Work in groups of 3 for this question.
a ) As a group, choose an object in your classroom. Each member of the group draws a
different view of the object. (2)
b ) Exchange your three pictures with each other. Work out where the person who
drew each view was standing in relation to the object that they drew. (3)
2. Write down the position the photographer was standing in to take each of these
photographs.
a) b) c)

(3)

3. Is a square also a rectangle? Explain your answer. (2)

4. Is a rectangle also a square? Explain your answer. (2)
5. Draw each of the following shapes on square dotted grid paper.
a ) A quadrilateral with four right angles and all sides equal. (1)
b ) A five-sided shape with two right angles. (1)
c ) A six-sided shape with at least one line of symmetry. (1)
d ) A seven-sided shape. (1)
6. Name each of the shapes described in Question 4. (4)
Total marks: 20

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 Topic

25 Transformations

Maths ideas Use transformations to describe

• Investigate
patterns in nature.
the movement of shapes
• Use
Translation, reflection and rotation are transformations that describe
transformations
to describe the the movement of shapes.
movement of • You can translate (slide) a shape.
shapes.
• You can reflect (flip) a shape.
• Make composite
shapes from • You can rotate (turn) a shape.
two-dimensional
shapes. Example
Key words Look at the shape on the right.

• transformation
– change in the We can translate (slide) it.
position and/or
the direction of a
We can reflect (flip) it.
shape
• translate – to
transform a shape We can rotate (turn) it.
by sliding it
• reflect – when you
flip a shape (as in a
mirror image) ExErCiSE 25.1
• rotate – to
transform a shape Look at the following pairs of shapes. In each case, say what you
by turning it would do to Shape A to get Shape B. Would you slide, turn or flip
Shape A? Give the correct mathematical name for the transformation
that you have chosen.

A
B

A B

A B

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 Use transformations to make Key words

composite shapes • tangram – an

Ancient Chinese
A tangram is an ancient Chinese puzzle consisting of geometrical puzzle consisting
of geometrical
shapes that can be combined to form different shapes. You will now pieces that fit
make a tangram like you did in Grade 4. together to make a
Step 1: Take the sleeve of a match box and flatten it. square
Step 2: Use a ruler to draw a line diagonally across the flattened box.
Step 3: Cut the line through both sides of the box to form two triangles.
Step 4: Cut on every fold to form the tangram pieces.

Example
Choose one of your tangram pieces to start your investigation with.
Trace around the shape and then perform the following steps.
Step 1: Shape A is translated.

A B
Step 2: Shape A is flipped over to form a reflection.

C D
Step 3: Shape A is turned to form a rotation. Turning
the shape four times completes the rotation. E F
The pictures on the right show of each type of
transformation.
G H
ExErCiSE 25.2

1. a) Use Shape A from the example to practise translating a shape

in a straight line at least four times.
b ) Use Shape A to translate the shape in a different way.
c ) Use Shape A to reflect the shape four times.
d ) Draw in any lines of symmetry that you see.
2. Look at this pattern.
a ) Find the tangram pieces that were used to create this pattern.
b ) Use your own tangram pieces to explain how the shapes were
transformed to create the pattern.
3. a ) Use any of your tangram pieces to create a pattern. Trace
around a shape to form a pattern.
b ) Describe the transformations you used in your pattern.

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 Topic

26 Temperature

Maths ideas Estimate temperature

• Read temperatures When you decide if you should wear a jacket, or if your food is cool
from different
enough to eat, you are estimating temperature. You are deciding how
thermometers.
hot or how cold something is.
• Estimate
temperature.
Water freezes at 0 °C and pure water boils at 100 °C.
• Order
temperatures. These two temperatures describe the freezing point and the
• Solve problems boiling point of water. Hot water and hot food are around
involving 60 °C to 70 °C.
temperature.
ExErCiSE 26.1
Key words
1. Use the temperatures given above to estimate the temperatures in
• freezing point
– temperature the following pictures.
at which liquid a) b) c) d)
turns to solid, for
example, water
freezes to form ice
• boiling point –
the temperature
at which liquid
turns to gas, for
example, water
boils to form
vapour
2. Look at the picture on the right and
answer the following questions:
Did you know? a ) Estimate the air temperature from the
To check if bath picture.
water is the right b ) Why is it useful to know what the
temperature for a temperature will be each day before
baby, put your elbow you go to school?
in the water. The
water must not feel 3. Gary’s mom baked a cake. The recipe
hot or cold to you.
It should be around
stated that the temperature of the oven
37 °C . should be 180 °C, but she set the oven at
225 °C. What was the difference between
the actual temperature and what the
recipe stated?

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 Measure temperature Key words

You use a thermometer to measure temperature in degrees Celsius • thermometer – an

instrument you
(°C). You can measure the temperature of water, food, the air, the use to measure
human body, an oven or a refrigerator. There are different kinds of temperature
thermometers, and you need to choose the correct thermometer for
its purpose.

The temperature of a healthy human being is 36,9 °C, which is

about 37 °C.

ExErCiSE 26.2

Study the weather forecasts and answer the following questions:

1. Study the world temperature chart and name three places that are
experiencing cold temperatures. A medical An oven
thermometer thermometer
2. What is the difference between the minimum temperature
and the maximum temperature in Johannesburg?
3. Find the difference between the minimum and maximum
temperatures in Geneva and in Durban.
4. According to this weather forecast, which city is the
coldest in South Africa?
5. Do you think it is summer or winter in South Africa?
A digital
thermometer An outdoor
thermometer
World temperatures
Temperature
City Weather
Min °C Max °C

Amsterdam 5 7 Rain

Beirut 16 23 P/Cloudy

Cairo 14 26 P/Cloudy

Geneva 0 3 Snow

London 5 11 Rain

New York 6 17 P/Cloudy

Perth 15 31 Clear

Tokyo 12 18 Clear

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 Key words read and order temperatures
• maximum On page 131 you saw pictures of different types of thermometers. In
temperature
– the highest this section, you will work with an outdoor thermometer.
temperature
reading recorded Example
• minimum The outdoor thermometer on the left shows the temperature as
temperature
25 degrees Celsius or 25 °C. This was the maximum temperature
– the lowest
temperature on (highest temperature) one day in Cape Town. A minimum
one day temperature is the lowest temperature reading on one day.

ExErCiSE 26.3

1. Show these temperatures on a drawing of an outdoor

thermometer.
a ) 18 °C b ) 31__12 °C c ) 23 °C d ) 24 °C
2. Read and write down the temperatures shown on the
thermometers below.
a) b) c)

3. Read the temperatures shown on the digital thermometers.

a)

b)

Did you know? c)

Temperatures below
0 °C are shown as
negative numbers.
These numbers have
a ‘–’ sign in front of 4. Order the temperatures in Questions 3 from lowest to highest.
them and are used to Calculate the difference between the highest and lowest
keep track of values
temperatures.
below a certain mark.

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 revision
1. Look at the pattern that has been created c ) Which method is healthier? Why? (1)
from 2D shapes. d ) How long is it going to take to bake
the fish? (2)
e ) What temperature do you need

H
to make sure that the fish is well
cooked in an oven? (1)
f ) How long is it going to take to
pan-fry the fish? (2)
g ) What would happen if you tried
to bake the fish at a temperature
a ) Are there any lines of symmetry in this of 300°C? (1)
pattern? (1) 4. Choose the most likely temperature
b ) If all the pentagons in the centre of the in each case.
pattern were in the same colour, would a ) your body temperature: 12 ºC, 36 ºC
the pattern have line symmetry? (1) or 56 ºC (1)
c ) Identify the type of transformation that b ) a pie taken out of the oven: 30 ºC,
is happening with the pentagons in 80 ºC or 300 ºC (1)
the middle of the pattern. (1) c ) iced water: 4 ºC, 28 ºC or 43 ºC (1)
d ) Find three examples of translation in d ) the air on a hot day: 18 ºC, 32 ºC or
the pattern and describe them. (3) 65 ºC (1)
2. a ) Draw a pattern that uses at least two e ) boiling water: 56 ºC, 98 ºC or 180 ºC (1)
different kinds of transformations. (2) 5. Read these temperatures on a digital
b ) Describe the kinds of transformations thermometer.
that you used to make your pattern. (2) a) (1)
3. Study the instructions on the packet in the
picture on how to cook the fish.
b) (1)

c) (1)

6. Order the temperatures in Question 5

from lowest to highest. Find the
difference between the highest and
lowest temperatures. (2)

a ) What are the two methods that you can Total marks: 30
use to cook this fish? (2)
b ) Which method is quicker? (1)

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 Topic

27 Data handling

Maths ideas Collect, organise and display data

• Collect, organise In Term 1 you collected data and organised it into tally tables. You also
and record data.
drew pictographs and bar graphs to show the data.
• Draw pictographs
and bar graphs to ExErCiSE 27.1
show data.
• Order data and
find the mode of a 1. A group of learners was given this set of shapes by their teacher.
dataset.
• Analyse and
interpret data.
• Answer questions
about data
and how it was
collected.
• Compare different a ) Copy and complete this tally table to show the number of
graphs on the
same topic.
each type of shape.
Shape Tally Total
Square
Triangle
Circle
Oval
Star
Total number of shapes
b ) Draw a bar graph to compare the number of ovals and circles
in this set of shapes. Label the vertical scale in intervals of 2.
c ) Draw a pictograph to compare the number of shapes with
straight sides with the number of shapes with curved sides.
Use the symbol ⊕ to show four shapes.
2. Ask 10 learners in your Maths class how many brothers and sisters
they have.
a ) Draw up a tally table to collect and record your results.
b ) Draw a bar graph to show the data you collected.
3. Use the table and the graph you drew in Question 2 to answer
these questions.
a ) What is the most common number of brothers and sisters?
b ) How many learners have three or more brothers and sisters?
c ) How many learners have no brothers and sisters?
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 ExErCiSE 27.2

1. This table shows the number of goals scored by 0 3 2 1 0 0 1 2 1 1

30 different soccer teams during a tournament. 4 3 2 2 2 1 1 0 1 2
a ) Draw up a tally table to organise the data. 0 5 2 2 5 1 3 1 0 0
b ) Draw a bar graph to show the data.
2. Use your graph from Question 1 to answer these questions.
a ) What was the highest number of goals scored?
b ) What was the lowest number of goals scored?
c ) How many teams scored 1 goal?
d ) How many teams did not score any goals at all?
e ) How many teams scored 3 or more goals?
f ) How many teams scored 1 or 2 goals?
3. Lillian and Abu did a survey to find out what flavour of chips was most
popular at the school tuck shop. These are their results for one week.
45 children chose plain a ) Draw a pictograph to show the data.
23 children chose salt and vinegar
Use a scale of = 4 children.
19 children chose cheese puffs
24 children chose hot chilli b ) How could this graph be useful to
18 children chose other flavours the people who own the tuck shop?

4. Carry out a short survey among the learners at your school to find
out what flavour of chips they like best.
a ) Draw up a table to collect and organise your data.
b ) Survey at least 12 learners.
c ) Combine your results with a partner.
d ) Decide which type of graph would be best to show the data
and draw it.
e ) Write a short paragraph explaining what your data shows and
how it compares to the data from Question 3.
5. Predict what you think the weather will be like for the next two weeks.
a ) Use a table like this to record your predictions.

Sunny days Overcast days Rainy days

b ) Draw a pictograph to show your weather predictions.

c ) Keep a record of the actual weather for the next two weeks.
How well did you predict the weather?

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 Key words Find the mode
• bimodal – a The mode is the data value that occurs most often. When two values
data set with two
modes occur most often, the data has two modes and we say it is bimodal.

ExErCiSE 27.3

1. Here is a list of the number of goals scored by different netball

players in one year.

Player Goals scored

Busi 4; 2; 0; 1; 1; 3; 4; 2; 3; 0; 1; 0
Anna 2; 1; 1; 3; 4; 4; 2; 3; 0; 1; 1; 0
Nomsa 1; 1; 2; 1; 3; 4; 1; 1; 0; 2; 1; 1
Parvati 0; 2; 3; 1; 1; 2; 2; 4; 2; 2; 1; 0
Jessica 0; 1; 0; 0; 0; 3; 3; 1; 0; 0; 3; 0
Marie 5; 3; 4; 3; 3; 1; 1; 1; 3; 1; 3; 0; 2
a ) Write each player’s scores in order from smallest to largest.
b ) Find the modal number of goals scored by each player.
c ) Which data set has two modes?
2. Three learners each toss a dice 15 times. These are their results:

a ) Complete this table to organise the scores.

Learner 1 2 3 4 5 6
Laila
Josh
Priya

b ) Who threw the most 6s?

c ) Who threw the most 3s?
d ) Find the modal score for each learner.
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 ExErCiSE 27.4

1. A school nurse recorded the heights of 10 boys and 10 girls in

Grade 5 in centimetres. These are her results rounded to the
nearest 10.

Boys 120 140 130 120 130 110 120 150 140 140
Girls 110 100 110 130 130 140 110 120 130 120

a) Write each set of heights in order from shortest to tallest.

b) What height is the mode for boys?
c) What height is the mode for girls?
d) Why do you think the mode for boys is different to the mode
for girls?
2. A shop that sells children’s shoes kept a record of the shoe sizes
sold on a Saturday morning. These are the results.

2 3 3__12 4 3 4__12 3 2__12 3 2__12

3 3__12 4__12 4 3 2__12 4 3 2__12 3

4__12 3 2 3__12 2__12 4 4__12 3 2__12 4

a ) Complete this table to organise the data.

Shoe size 2 2__12 3 3__12 4 4__12

Number of pairs sold

b ) What is the modal shoe size?

c ) What do you think the modal size would be in a shop that sells
adult women’s shoes? Why?
d ) What do you think the modal size would be in a shop that sells
adult men’s shoes? Why?
3. A farmer recorded the maximum temperature in
Sutherland each day for a month. These are her
results.
a ) List the temperature in order from lowest to
highest.
b ) What was the lowest temperature recorded?
c ) What was the highest temperature recorded?
d ) What is the mode of this data?
e ) In which month do you think this data was
recorded? Why?

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 Work through a data cycle
In Topic 7 you learnt that a data cycle is a process of asking questions,
collecting and organising data and summarising results.
In this exercise you are going to find out the shoe size of girls and
boys in Grade 5 at your school. Follow the steps in the exercise to carry
out your investigation.

ExErCiSE 27.5

1. Carry out your survey.

Choose at least 10 girls and 10 boys in Grade 5 to answer your
questions.
2. Organise and record your data
Use a table to record the data. Your table could look something
like this but you will need to think about what the smallest and
largest shoe sizes are likely to be.

Shoe size Girls Boys

3. Draw bar graphs to show your data

Challenge a ) Draw two separate bar graphs to show the data for boys
and girls.
A friend says that
taller learners have b ) Put the shoe sizes on the horizontal axis and the number of
larger feet than learners in intervals of 2 on the vertical axis.
shorter learners. c ) Don’t forget to give each graph a heading.
Write down what you
would do to find out 4. Interpret your data
if this is true or not
for learners in your Write a short paragraph about what you learnt from your survey.
class. Your paragraph should include
information about the modal
size for girls and the modal size
for boys. You must also talk
about the differences between
girls’ and boys’
shoe sizes.

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 interpret and analyse data
Data can be presented in many different ways – in words tables and in
graphs.

You have already learnt how to read and interpret data in words,
tables, pictographs, bar graphs and pie charts. You have also learnt
how to find the answers to questions by using the data you are given.

ExErCiSE 27.6

9
1. Study this graph carefully.

Number of people living

8
a ) What type of graph is this? 7
b ) What does this graph show you?

in the home
6
c ) How many people live alone? 5
d ) What is the largest number of people living in one home? 4
3
e ) How many homes have five or more people living there? 2
f ) What is the modal number of people per home? 1
g ) How many homes were surveyed to find this
information? Explain how you got your answer. 1 2 3 4 5 6 7 8 9
h ) Do you think this data was collected in a city or in a Number of homes
rural area? Why?
2. Redraw the graph above as a pictograph. Use a scale of
= 3 homes.
3. Vusi lives in a rural area in Limpopo. He collected data about
the number of people per household in his community. This
is Vusi’s data.

Number of people 3 4 5 6 7 8 9 10 11 12 or more

Number of households 2 2 4 7 7 5 12 11 9 6

a ) What is the fewest number of people in a Number of persons in each household

household in this community? 3 Key

b ) What is the greatest number of people in 4
= 3 households

a household in this community? 5

= 2 households
= 1 household
c ) What is the modal number of people per
6
household?
7
4. Vusi drew this pictograph to show his data. 8
Compare Vusi’s pictograph with the one you 9
drew in Question 2. Write a short paragraph 10
summarising the main differences between 11
the two graphs. >12
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 Compare graphs
Sometimes graphs that show the same data can look quite different.
Some reasons for this are that the data was collected:
• from different groups of people so their answers were different
• in different places so the results were different
• at different times so different things were happening
• in different ways so the results were different.

Example
Mandla and Elton counted how many cars, taxis and buses passed the gate of their school
during a 15 minute period. They drew these bar graphs to show their results.
Number of different types of Number of different types of
vehicles passing the school vehicles passing the school

Taxis Taxis

Buses Buses

Cars Cars

4 8 12 16 20 24 28 4 8 12 16 20 24 28
Number of vehicles Number of vehicles

If you compare the graphs you can see that Mandla recorded a much higher number of
vehicles than Elton.
• Mandla collected his data at 07:30 in the morning just before school started. This means
that there were lots of vehicles passing the school to drop off learners.
• Elton collected his data at 10:30 during first break. At that time the street outside the
school was not busy. So he counted far fewer vehicles than Mandla.

Example
Nina and Maria investigated how much time learners spent on homework each week. They
drew these pictographs to show their results.
Number of hours spent on homework each week Number of hours spent on homework each week

3 6
2 5
1 Key 4 Key
0 = 2 Learners 3 = 2 Learners

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 • If you look at Nina’s graph it seems like most learners spend 1 or 2 hours on homework
each week.
• If you look at Maria’s graph it seems like most learners spend 5 or 6 hours on homework
each week.
Looking at their data sources:
• Nina did her survey of 30 Grade 2 and 3 learners.
• Maria did her survey of 30 Grade 7 learners.
Grade 2s and 3s don’t get much homework but Grade 7s do. They asked different groups of
people and that is why they got different results.

ExErCiSE 27.7

1. Work with a partner. Discuss how the following investigations into Challenge
the same topic could give different results.
a ) Jabu and Peter want to know if people go to church regularly. 1. Combine the
data for boys
Jabu did his survey by asking people at a church on a Sunday
and girls shown
morning. Peter did his survey by asking people at a shopping on the graph in
mall on a Sunday morning. Question 2 of
b ) Samira and Hussein measure amount of rain that falls in their Exercise 27.2.
town each day in July.
2. Use the
Samira lives in Cape Town. combined data
Hussein lives in Durban. to draw one
c ) Nino and Themba want to know what type of car is most graph that
popular. shows the data
Nino collected his data by observing the cars that passed his for all learners in
school. the survey.
Themba collected his data by observing cars parked at a local 3. Give your graph
factory. a heading.
d ) Jessica and Simone want to know what TV programme is most
popular with the learners in their class.
Jessica asks 10 girls.
Simone asks 8 boys and 2 girls.
e ) Data about the facilities available at local schools is collected by:
Grade 5s at a school in a rural area.
Census at School from 2 500 schools spread across South Africa.

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 Favourite sports of boys Favourite sports of girls
2. These two bar graphs show the
Soccer Soccer
favourite sports of learners. The
No favourite sport No favourite sport data was collected from 2 500
schools during the 2009 Census
Netball Netball
at School.
Athletics Athletics a ) How are the graphs similar?
b ) How are the graphs
Rugby Rugby
different?
Cricket Cricket c ) Which sport is the favourite
among boys?
Tennis Tennis
d ) Which sport is the favourite
Vollyball Vollyball among girls?
0 1
__
5
2
__
5
3
__
5
0 1
__
5
2
__
5
3
__
5
e ) Which sports are not
Fraction of learners Fraction of learners
popular with boys or girls?
f ) Why do you think these two graphs look different even
though they show the same data and the data was collected
at the same time?

ExErCiSE 27.8

1. Study these two graphs carefully.

Fraction of learners above a certain age (2001) Fraction of learners above a certain age (2009)

Grade 3 Grade 3
10yrs & older 10yrs & older

Grade 7 Grade 7
14yrs & older 14yrs & older

0 1
__ 2
__ 3
__ 4
__ 0 1
__ 2
__
10 10 10 10 10 10
Data collected by Census at School Data collected by Census at School

a) What is the source of the data for these graphs?

b) Write a few sentences summarising what each graph tells you.
c) When was the data for the first graph collected?
d) When was the data for the second graph collected?
e) How has the number of older children in each grade changed
over time?

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 2. These two graphs show the Monthly precipitation in Monthly precipitation in
Springbok Bloemfontein
amount of rainfall (in mm) that
fell each month in Springbok Dec Dec

(Northern Cape) and Bloemfontein

Nov Nov
(Free State) during one year.
a ) Describe the rainfall pattern Oct Oct

for the year in Springbok.

Sep Sep
b ) Describe the rainfall pattern
for the year in Bloemfontein. Aug Aug

c ) Which three months have the

Jul Jul
highest rainfall in each place?
d ) Which three months have the Jun Jun

lowest rainfall in each place? May May

e ) What do the graphs tell you
about the rainy season in each Apr Apr

place? Mar Mar

f ) The horizontal scales on the
graphs are different. What Feb Feb

does this tell you about the

Jan Jan
amount of rain that falls in
each place? 0 15 mm 30 mm 0 20 mm 40 mm 60 mm 80 mm

g ) Estimate the total annual

rainfall for each town.
3. Durban in KwaZulu-Natal is in a summer rainfall region and it has
quite a high rainfall. Predict what the bar graph for Durban would
look like. Draw a rough sketch to show what you think the graph
would show.
4. Here is the rainfall data for each month of one year in Durban.

Month J F M A M J J A S O N D
Rainfall (mm) 160 140 110 60 20 15 20 20 40 90 115 125

a ) Use the data to draw a bar graph like the ones in Question 2.
b ) Write a short paragraph comparing the rainfall pattern of
Durban and Springbok.
c ) How is the rainfall pattern in Durban similar to that in
Bloemfontein? How is it different?

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 Project
Sources of water in our country
and our community
Everyone needs a supply of clean fresh water to be healthy and to
live well. However in our country, many people do not have access to
clean piped water in their homes.
In this project you are going to find out more about where people in
South Africa get their water. You are also going to do a local survey to
find out where people in your community get their water.

Part 1 – Sources of water in South Africa

This data was collected during a national census. It Water supply in Number of
includes all households in South Africa. The numbers South Africa households
have been rounded off to make it easier for you to Piped water in home 3 600 000
work with them. Piped water inside yard 3 300 000
Piped water in community
1. Answer these questions. • Less than 200 m away 1 200 000
a ) Which type of water supply is used by: • More than 200 m away 1 400 000
i. the greatest number of households? Borehole 300 000
ii. the least number of households (2) Spring 200 000
b ) How many households get water from Rain-water tank 75 000
Dam/pool/standing water 100 000
a piped source in the community? (2)
River/stream 700 000
2. Copy and complete this pictograph to show Water vendor 80 000
households who have a supply of piped water. (6) Other 300 000

Number of households with access to a piped water supply

In home Key
In yard = 200 000 households
Less than 200 m away
More than 200 m away
Your teacher will collect and mark your answers to Part 1.
Total marks for Part 1: 10

Part 2
You are going to work on your own to carry out a survey in your
community to find out where people get their water. You will need to
collect data, organise it in tally tables, display it as a pictograph and
analyse and summarise your findings.

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 Step 1: Choose your questions and then plan
• Write down which questions you will ask people in your survey.
• Decide how you will collect the data to answer the question.
• How will you record your data?
• Predict what your results will be. Write down your prediction.
Step 2: Conduct your survey
• Design a simple questionnaire or table in order to collect data.
• Decide who you will include in your survey and how many people you will collect data from.
• Collect the data.
• Make a list of the names of all the people you survey.
Step 3: Organise your data
• Draw up a neat tally table to summarise the data you have collected. Include totals
for each category.
Step 4: Draw a pictograph to represent the data
Draw one or more pictographs to represent and summarise your data.
Remember to:
• make sure you give each pictograph a heading
• include a key to show what the symbols mean.
Step 5: Summarise your findings and compare the data from your survey with the data for the
whole country
• Write down what you found out during your survey. You can make a list of your
findings or you can write a short paragraph summarising your findings.
Step 6: Make a poster to present your project
Your teacher will use your poster to assess your project, so you need to make sure that
your poster includes:
• your topic and the questions you asked
• the questionnaire or table you used in your survey
• details of who you included in your survey
• a completed tally table
• your pictograph(s)
• a paragraph summarising your findings.
You may decorate the poster in any way that you like. Be as creative as possible. (15)
Total marks for Part 2: 15
Total marks for project: 25

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 Topic

28 Numeric patterns

Maths ideas Create number patterns

• Recognise, Numeric patterns may have a rule that you can use to find the next
describe and
number in the pattern. The pattern may also have a rule that helps you to
continue number
sequences. find a number much further along the pattern, such as the 100th number.
• Construct number
sequences. Example
• Determine output Use the given rule to complete the row of output numbers:
numbers for given Rule: (Input number × 3) – 2
input numbers
using flow Input 1 3 5 7 9 11
diagrams. number
• Determine the Output (1 × 3) – 2 (3 × 3) – 2 (5 × 3) – 2 (7 × 3) – 2 (9 × 3) – 2 (11 × 3) – 2
rule that applies number =1 =7 = 13 = 19 = 25 = 31
to a given set of
input and output • You can describe the input number sequence in this way: To get the
numbers. next number you add 2 to the previous number. So, the next three
input numbers are: 11 + 2 = 13; 13 + 2 = 15 and 15 + 2 = 17.
• Now look at the output numbers: 1; 7; 13; 19; 25; 31. To get the
next number you add 6 to the previous number. So, the next
three output numbers are: 37; 43 and 49.

ExErCiSE 28.1

1. Use the given rule to complete the row of output numbers:

1 3 5
2 4 6 a ) Rule: (Input number + 2) × 4
Input number 1 2 3 4 5 6
Output number
b ) Rule: (Input number – 2) ÷ 3
Input number 5 8 11 14 17 20
Output number

2. Look at the input numbers in Question 1.

a ) Describe each number sequence.
b ) Write down the next three numbers in each sequence.
3. Look at the output numbers in Question 1.
a ) Describe each number sequence.
b ) Write down the next three numbers.
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 Find the rule for a number pattern
If you look at a given set of input numbers and output numbers that
are formed using a rule, you can find the rule.

Example
A special rule was used to form the pattern of output Input Output
1 9
numbers from the input numbers in the flow diagram. 3 19
You have been given part of the rule: 5
5
15 29
? 25 +4
6
input number → ? → number → +4 → output number. 30
40
34
8 55 44
The number in the middle helps you to find the rule for 11 59
the first box.
To find the first rule, choose a pair of input and output numbers, for example, 3 and 19. Now
try an operation:
Try ×3: (3 × 3) + 4 = 9 + 4 = 13 but this is too small.
Try ×6: (3 × 6) + 4 = 18 + 4 = 22 but this is too big.
Try ×5: (3 × 5) + 4 = 15 + 4 = 19.
Test on another input number: (5 × 5) + 4 = 25 + 4 =29.
You can also subtract 4 from the output number to get the middle number, for example, 59 –
4 = 55. Therefore, 55 ÷ 5 = 11 which is the input number.
So, the rule is: (input number × 5) + 4.

ExErCiSE 28.2

1. Look at these two flow diagramsand see if you can find the rule.
Input Output Input Output
2 4 1 8
4 5 3 12
6 6 5 16
÷? +3 9 8 +3 ×? 22
12
14 10 10 26
16 11 12 30

2. Look at these sets of input and output numbers. There are two
operations in each rule. Find the rule for each set.

Input numbers 1 3 5 7 9 11
Output numbers 10 26 42 58 74 90

Input numbers 2 4 6 8 10 12
Output numbers 9 15 21 27 33 39

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 investigate number sequences
You can work out what the next number in the sequence will be.

Some number sequences are easy to predict, for example:

• When you add or subtract the same number to get the next number.
• When you multiply or divide by the same number to get the next
number.

Other number sequences are more difficult to predict.

Example
a) Find the rule for this number sequence: 97; 96; 94; 91; 87; ___.
b) Find the next three numbers.
You will get the next number in the sequence by subtracting the
next counting number from the previous number in the sequence:
−1 −2 −3 −4

97; 96; 94; 91; 87; □

So, the next three numbers in the sequence must be: 87 – 5 = 82;
82 – 6 = 76 and 76 – 7 = 69.

ExErCiSE 28.3

For each of these questions describe the pattern in each number

sequence. Then fill in the missing numbers to complete the sequence.

1. a) 2; 4; 6; 8; □; □; □ b ) 1; 5; 9; 13; □; □; □
c) 27; 36; 45; 54; □; □; □ d ) 122; 223; 324; 425; □; □; □
e) 207; 198; 189; 190; □; □; □ f ) 105; 91; 77; 63; □ □ □
g) 11 777; 11 770; 11 763; 11 756; □; □; □
2. a) 67; 71; □; 79; 83; □; □ b ) 84; 72; □; □; 36; □; 12
c) 90; 83; □; 69; □; □; 48 d ) 990; 880; 770; □; □; □
3. a ) 3; 6; 12; 24; □; □; □ b ) 64; 32; 16; 8; □; □; □
c ) 972; 324; 108; □; □; □ d ) 20 000; 4 000; 800; □; □; □
4. a ) 4; 6; 9; 13; □; □; □ b ) 3; 5; 9; 15; □; □; □
c ) 2; 12; 21; 29; □; □; □ d ) 100; 98; 94; 88; □; □; □
e ) 3; 7; 12; 18; □; □; □ f ) 0; 2; 6; 14; 30; □; □; □

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 revision
1. During the 2012 Olympic Games in London, Pete did a survey to see which track and field
events the learners in his school liked to watch. He drew this graph to show his results:
Type of event Number of learners Key
= 4 learners
High jump

Sprinting

Javelin

Marathon

a) What type of graph is this? (1)

b) How many learners does one stick person represent? (1)
c) What is the most popular event? (1)
d) What is the least popular event? (1)
e) How many learners chose javelin? (1)
f) How many learners chose sprinting? (1)
g) Which event is the mode? (1)
2. The learners in Lima’s class want to raise Graph 1 Graph 2
money. The teacher asks the boys and the 16 18
14 16
girls in the class for their opinion about Number of boys
Number of girls

12 14
how to raise money. The following graphs 10 12
represent the results of her survey: 8
10
8
a ) What is the name for this type of graph? 6
6 (1)
b ) Explain what the graphs show you 4 4
2 2
about the opinions of the learners. (2)
0 0
Talent Soccer Bazaar Talent Soccer Bazaar
3. Describe the pattern in each of these contest contest
Event Event
number sequences. Write the next three
numbers in each sequence.
a ) 7; 13; 19; 25; □; □; □ (3)
b ) 100; 91; 83; 76; □; □; □ (3)
4. Use the given rule to complete each number sequence.
a ) Rule: Subtract 13 from the previous number.
260; □; □; □ (2)
b ) Rule: Multiply the previous number by 2 and add 4.
2; □; □; □ (2)
Total marks: 20

Revision 149

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 Topic

29 Multiplication

Maths ideas Multiples and factors

• Revise factors and Remember that a multiple is the answer you get when you multiply
multiples.
two numbers. A factor divides exactly into another number.
• Multiply by
multiples of 1 000. ExErCiSE 29.1
• Revise
multiplication by a 1. Say whether the following are true or false? Explain how you
2-digit number. know this.
• Solve problems a ) 102 is a multiple of 4. b ) 7 935 is a multiple of 5.
using c ) 999 is a multiple of 3. d ) 999 is a multiple of 6.
multiplication –
e ) 10 000 is a multiple of 2, 5 and 10.
including rate,
length and mass. f ) 645 is a multiple of 9.
2. What number am I?
a ) I am a multiple of 9. I have 5 as a factor. I am smaller than 50.
b ) I am an even number. I am a multiple of 6 and 9. I am bigger
than 50 but smaller than 60.

Do you remember what happens to numbers when you multiply

by 1 000? The number that you are multiplying becomes a 1 000
(thousand) times bigger. For example, 25 × 1 000 = 25 000. The 5 was
in the units column, but in the answer it is in the thousands column.
In 25, 2 was in the tens column, now it is in ten thousands column.
You5 can50use factors
500 when you multiply
5 000 by multiples of 1 000:
12 ×x103 000 x10
= 12 × 3 × x10
1 000 = 36 × 1 000 = 36 000.
5 50 500 5 000

x10 x10 x10

2 20 200 2 000 20 000

x10 x10 x10 x10

2 20 200 2 000 20 000

x10 x10 x10 x10

ExErCiSE 29.2

1. To multiply these numbers, first break down the multiple of 1 000

into two factors.
a ) 44 × 1 000 b ) 345 × 2 000 c ) 106 × 5 000
d ) 3 000 × 26 e ) 9 000 × 41 f ) 121 × 7 000
2. Fill in the missing numbers.
a ) 9 000 × □ = 18 000 b ) □ × 5 000 = 250 000
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 Multiply three-digit numbers by
two-digit numbers
In Topic 14, you learnt how to multiply three-digit by two-digit
numbers. You will now practise using those methods. Round off
numbers first to estimate your answer.

Example
Find 253 × 88.
An estimate is 250 × 100 = 25 000.
You can use factors to multiply: 253 × (2 × 2 × 2 × 11).
Or you can break down one of the numbers:
253 × (100 – 12) = (253 × 100) – (253 × 12)
= 25 300 – (253 × 10) – (253 × 2)
= 25 300 – 2 530 – 506
= 22 770 – 506 = 22 264
You can check your answer by showing that 22 264 × 88 = 253.

ExErCiSE 29.3

1. Fill in the missing numbers. Then calculate the answers.

a ) 561 × 67 = (561 × 70) – (561 × □)
b ) 236 × 79 = (236 × 80) – (236 × □)
c ) 452 × 58 = (452 × □) – (452 × □)
d ) 809 × 45 = (809 × □) + (809 × □)
2. Before you calculate each of these answers, round off and write
down an estimated answer.
a ) 634 × 73 b ) 711 × 94 c ) 808 × 41
d ) 532 × 69 e ) 74 × 812 f ) 17 × 619
g ) 91 × 353 h ) 274 × 82 i ) 321 × 29
3. Use your calculator and multiply each answer in number 2 by 1.
Write down what you notice. Compare your answers to your
partner’s answers.
4. Use multiplication as an inverse operation to check if these
calculations are correct. Correct any mistakes you find.
a ) 4 112 ÷ 36 = 114
b ) 989 ÷ 52 = 19
c ) 782 ÷ 45 = 17
d ) 5 005 ÷ 38 = 131 remainder 27
e ) 3 333 ÷ 99 = 33 remainder 70

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 Compare quantities
In Topic 14, you compared two quantities with different units of
measurement.

Example
a) If sweets cost R28 per kilogram, this means that you pay R28 for
one kg of the sweets. You can write this as R28/kg. If you buy
15 kg of these sweets, you will pay 15 × 28 = R240.
b) If you drive in a car at 60 km per hour, you can write this speed as
60 km/h. If you drive for __13 hour, you will travel __13 of 60 = 20 km.

ExErCiSE 29.4

Show how you work out the answers to these problems.

1. A recycling business pays you 34c for each newspaper that you
bring them. How much will you be paid if you bring them 669
newspapers?
2. An aeroplane is travelling at 595 km/h. How far will it fly in 13 hours?
3. A laser printer can print 26 pages per minute. How many pages
will it print in 1 hour and 15 minutes?
4. You are selling cabbages for your aunt. If she pays you 72 c for
each cabbage that you sell, how much will you earn if you sell
6 dozen cabbages? (Give your answer in rand, and remember
that 1 dozen = 12.)
5. At a busy airport, 145 planes take off each day. How many planes
will take off in 16 days?
6. In a sprint an athlete runs at the speed of 12 m/sec. How many
metres will he run in 2 minutes and 45 seconds if he keeps to
this speed?

Challenge
Fill in the squares on the sides of a triangle with even numbers, so that when
the numbers on each side are multiplied together the answer is 96.

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 Solve multiplication problems
In this exercise, you will practise what you learnt in this topic by
solving word problems.

ExErCiSE 29.5

1. To train for the Comrades Marathon, an athlete has to run

112 km/week.
a ) If he is in training for 6 months before the marathon,
how many kilometres does he run during training?
b ) The same athlete runs at the rate of about one
kilometre in 5 minutes. How much time does the
athlete spend running per week? Give your answer in
hours and minutes.
2. On the day of the marathon, the organisers must have
enough food and drink for the athletes.
a ) 784 bags of oranges are ordered. If there are
33 oranges in each bag, how many oranges are there
altogether?
b ) 600 boxes of bananas are ordered. What is the total number of
bananas if there are 55 in each box?
c ) 1 200 kg of chocolate is supplied. If each kilogram is made up
of 40 squares, how many squares of chocolate are available for
the runners?
3. At a festival a pizza hut sells large pieces of pizza for R11 each.
How much money do they make if they sell 320 pieces?
4. Super-Duper cleaning services pay their cleaners R23/hr. How
much can a cleaner earn if they work: Challenge
a ) an 8 hour day b ) a five-day week c ) a 21-day month?
I am ...
5. Jonah wants to put a new carpet in his lounge. Each metre of smaller than 173 × 2
carpet costs R85. He will need 14 metres of carpet. How much will bigger than
it cost Jonah for the carpet? (14 × 20) + (14 × 2)
a multiple of 5 and 2.
6. A manager wants to repaint the walls of her small hotel. She
buys 34 large tins of paint which cost R125 each, and 16 paint Choose the answer
from the box:
brushes at R34 each. How much will she spend in total at the
hardware shop? 345 315
340 500
426 311

Topic 29: Multiplication 153

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 4 Term 4

Trains are a great way to travel between cities. You can get to most destinations in South Africa by bus.

Johannesburg has the biggest airport in South Africa.

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 Topics 30 – 40

Starting off
The photographs on the left show different
kinds of transport that people use to get from
one place to another.

1. Write down the names of all the different

kinds of transport in the photographs.
2. Arrange your answers to Question 1 from
the slowest to the fastest.
3. Each of the different kinds of transport
shown in the photographs has a common,
very important feature. Use the clues below
to find out what this feature is.
a ) The first letter of the word is the 23rd
letter of the alphabet.
b ) The last letter of the word is the 12th
Bicycle rides are fun and an affordable way of getting around.
letter of the alphabet.
c ) The second letter of the word comes
just after G in the alphabet.
d ) The third and fourth letters of the word
are the same.
4. Think of at least three other kinds of
transport that do not have the feature in
Question 3. Write them down.

Content covered in Term 4

Topic 30: Count, order, compare and represent whole numbers, Topic 31: Addition
and subtraction, Revision, Topic 32: Properties of 3D objects, Topic 33: Common
fractions, Revision, Assignment, Topic 34: Division, Topic 35: Perimeter,
area and volume, Revision, Topic 36: Position and movement,
Topic 37: Transformations, Revision, Investigation, Topic 38: Geometric
Cars provide a convenient way of getting from one place patterns, Topic 39: Number sentences, Revision, Topic 40: Probability
to another.

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 Topic Count, order, compare and represent
30 whole numbers
Maths ideas Round off large numbers
• Round off whole You can round off large numbers to estimate answers.
numbers.
• Compare and
order whole Example
numbers. Look at the picture of United’s soccer stadium on the left. The seats
• Work with place
are colour-coded to show different prices.
value. • There are 11 942 red seats in the stadium.
• The number of yellow seats is three times the number of red seats.
• The number of blue seats is half the number of red seats.
• The number of green seats is double the number of red seats.

Estimate how many seats there are in total. Round 11 942 to

12 000. So, there are about 12 000 red seats.
• Yellow seats: 12 000 × 3 = 36 000
• Blue seats: 12 000 ÷ 2 = 6 000
• Green seats: 12 000 × 2 = 24 000
Estimated total number of seats:
12 000 + 36 000 + 6 000 + 24 000 = 78 000
United’s soccer stadium

Challenge ExERCiSE 30.1

The total number of Copy the table below into your exercise book.
seats in a soccer
stadium is 60 000. 1. Round off these numbers for three other stadiums, and write them
The seats are colour- in the table.
coded in the same • City: 253 blue seats (round to the nearest 10)
way as above. Find
how many seats of • Rovers: 15 146 yellow seats (round to the nearest 1 000)
each colour there • Town: 17 787 green seats (round to the nearest 1 000)
could be. Use the
numbers in the table 2. Use the information in the top row of the table to fill in the missing
to help you.
estimated numbers of seats.

Soccer Yellow seats Blue seats Green seats

Red seats Total seats
stadium (3 × red) (Half of red) (2 × red)
United 12 000 36 000 6 000 24 000 78 000
City 1 500
Rovers 10 000
Town 9 000

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 More practice with whole numbers
Place value and expanded form

Example
1. Write 145 648 in expanded form.
145 648 = 100 000 + 40 000 + 5 000 + 600 + 40 + 8
2. Write the number below in digits.
100 000 + 70 000 + 9 000 + 400 + 90 + 5 = 179 495

ExERCiSE 30.2

1. Write these numbers in expanded form. Give the place value of

the digit 8 in each number.
a ) 132 853 b ) 198 233
c ) 236 187 d ) 385 349
e ) 866 127 f ) 670 853
g ) 720 085 h ) 822 010
2. Write these expanded additions as whole numbers in digit form.
a ) 100 000 + 20 000 + 3 000 + 900 + 80 + 7
b ) 30 + 2 + 600 000 + 5 000 + 600 + 70 000
c ) 60 000 + 800 000 + 5

Order and compare numbers

ExERCiSE 30.3

1. Write the following numbers in ascending order.

a ) 132 498, 123 498, 312 984, 149 832, 314 849; 182 439
b ) 254 763, 245 763, 254 673, 254 367, 245 367, 234 567
2. Write the following numbers in descending order.
a ) 126 753, 175 623, 132 675, 125 753, 135 672, 152 673
b ) 486 291, 468 219, 486 912, 426 189, 412 896, 468 129
3. Use the symbols < and > to compare these pairs of numbers.
a ) 123 465 □ 123 654
b ) 167 930 □ 167 903
c ) 303 567 □ 330 657

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 Topic

31 Addition and subtraction

Maths ideas Add numbers in columns

• Add and subtract In Topic 22 you learnt how to add numbers using the column method.
two or more whole
Look at the example box on page 116 of Topic 22 to revise how to set
five-digit numbers
using the column this out.
method.
Remember to write the correct digits under each other according to
• Solve multi-step
problems that their place value. If you do not write the digits in the correct place, it is
involve addition difficult to get the correct answer.
and subtraction.
ExERCiSE 31.1

1. Use the column method to do these calculations.

a ) 36 027 + 50 378 b ) 46 366 + 72 472
c ) 30 432 + 58 930 d ) 57 038 + 70 484
e ) 79 000 + 10 091 f ) 60 072 + 42 519
2. Do these calculations involving three numbers.
a ) 37 037 + 13 587 + 19 997
b ) 25 589 + 13 706 + 38 896
c ) 21 456 + 19 786 + 33 874
d ) 20 307 + 57 463 + 17 564
e ) 68 237 + 27 855 + 14 099
3. Complete these number sentences to show inverse operations.
a ) 23 157 + □ = 55 788 So, 55 788 − 23 157 = □
b ) 36 424 + □ = 68 338 So, 68 338 − 36 424 = □
c ) 47 551 + □ = 77 990 So, 77 990 − 47 551 = □
d ) 51 467 + □ = 80 300 So, 80 300 − 51 467 = □
e ) 49 577 + □ = 90 009 So, 90 009 − 49 577 = □

Challenge 4. Use rounding and compensating (Method 3 on page 15)

to complete the following.
Add these sets of three a ) 17 394 + 15 352
numbers. Use any method b ) 25 575 + 21 739
of addition.
c ) 46 782 + 37 115
1. 38 673 + 38 562 + 28 564
d ) 80 369 + 13 571
2. 3 089 + 56 925 + 28 560
3. 609 + 28 565 + 27 599
4. 27 507 + 6 920 + 540

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 Subtract numbers in columns Key words

When you subtract a bigger number from a smaller number in a • exchange − break
column, you must break down a number from the column on the left. down a larger
number into
We say that you exchange a larger number for 10 smaller numbers. smaller units: 100
For example, you exchange 1 ten for 10 units, or you exchange is 10 tens; 1 000 is
1 hundred for 10 tens. 10 hundreds and
so on

Example
Subtract: 7 228 − 4 346
First approximate your answer: 7 200 − 4 300 = 2 900
Step 1: Th H T U Step 2: Th H T U
7 2 2 8 7 2
1 1
2 8
− 4 3 4 6 − 4 3 4 6
2 8 2
8−6=2 To subtract 4 tens from 2 tens, exchange
1 hundred for 10 tens. You now have 10
+ 2 = 12 tens. 12 − 4 = 8

Step 3: Th H T U Step 4: Th H T U
6
7 112 2
12
8 6
7 2
11 1
2 8
− 4 3 4 6 − 4 3 4 6
8 8 2 2 8 8 2
To subtract 3 hundreds from 6−4=2
1 hundred, exchange 1 thousand for
2 882 is very close to the
10 hundreds. 10 + 1 = 11 hundreds.
approximation of 2 900.
11 − 3 = 8

ExERCiSE 31.2

1. Find the difference between each pair of numbers.

a ) 13 542 − 11 971 b ) 27 998 − 15 078 c ) 61 100 − 28 964
d ) 44 000 − 18 346 e ) 50 348 − 24 771 f ) 78 001 − 45 882
2. Rewrite these subtractions in columns and fill in the missing digits.
a ) 16 531 − 11 □□9 = □ 55□ b ) 29 652 − □□ 493 = 10 □5□
c ) 3□ 718 − 21 □□1 = □8 71□ d ) 63 □□4 − □□ 824 = 25 40□

3. Complete these money calculations.

a ) R2 345 − R1 156 b ) R4 237 − R2 399 c ) R5 899 − R3 635
d ) R4 995 − R2 745 e ) R6 733 − R3 850 f ) R7 805 − R4 222

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 Solve addition and subtraction
problems
When solving problems, remember to set your work out carefully and
to show all your working. First estimate the answer and then check
your answer with an inverse operation.

Example
A shop has 12 950 magazines to sell. They sell 2 585 magazines
in the first week, 3 250 in the second week and 1 200 in the third
week. How many magazines are left?
This number sentence describes how to answer the question:
12 950 − (2 585 + 3 250 + 1 200) = □
An estimate is 13 000 − (2 600 + 3 300 + 1 200)
= 13 000 − 7 100 = 5 900
2 5 8 5 1 2 9 5 0
3 2 5 0 − 7 0 3 5
+ 1 2 0 0 5 9 1 5
7 0 3 5
Answer: There are 5 915 magazines left to sell.
Check: 5 915 + 7 035 = 12 950

ExERCiSE 31.3

1. A factory produced 2 340 cell phones on the first day, 2 885 on the
second day, 8 046 on the third and 9 556 on the fourth day. On the
fifth day 6 900 cell phones were produced, but 780 of these were
damaged. How many undamaged cell phones were produced?
2. Jabu’s mother saves R17 850 towards buying a house. Jabu’s dad
has saved R15 350. How much more must they save together to
have R50 000 deposit for a house?
3. The Animal Anti-Cruelty Society held a number of collections to
raise money. They collected R3 450 on Monday, R6 590 on Tuesday,
R8 540 on Friday and R7 548 on Saturday.
a ) What is the difference between Friday’s amount and Monday’s
amount?
b ) What was the total amount raised?
c ) How much more must they raise to meet the target of R50 000?

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 Revision
1. Round off these numbers to the nearest 10.
a ) 26 (1)
b ) 834 (1)
c ) 1 301 (1)
d ) 45 938 (1)
2. Round off these numbers to the nearest 100.
a ) 257 (1)
b ) 981 (1)
c ) 8 965 (1)
d ) 13 581 (1)
3. In each row, round off the bold number to the nearest thousand and then choose
the correct answer from the four options offered: (2)

Number Option A Option B Option C Option D

5 318 5 000 5 300 5 400 6 000
10 555 10 000 10 500 10 600 11 000

4. Write the following numbers in expanded notation.

a ) 64 891 (1)
b ) 37 023 (1)
5. Write the following separate values as whole numbers.
a ) 100 000 + 6 000 + 400 + 80 + 1 (1)
b ) 20 000 + 5 000 + 100 000 + 7 (1)
6. Use the column method to do the following calculations.
a ) 19 087 + 23 435 (1)
b ) 25 788 + 26 224 (1)
c ) 32 665 − 18 254 (1)
d ) 46 897 − 29 017 (1)
7. Complete the money calculations below.
a ) R4327 + R2756 (1)
b ) 7 560 c − 3 356 c (1)
8. Find the sum of 13 546 m and 27 499 m. (2)
9. Add the difference between 29 355 and 17 496 to the sum of 43 220 and 18 080. (3)
Total marks: 25

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 Topic

32 Properties of 3D objects

Maths ideas Recognise and name 3D objects

• Identify and name In Topic 15 you learnt about the properties of some 3D objects. You
3D objects.
also learnt how to construct models of some 3D objects. Now you will
• Cut open boxes to do more exercises on the properties of 3D objects.
form nets.
• Describe, sort ExERCiSE 32.1
and compare 3D
objects.
1. Below are pictures of 3D objects that are found in our
• Interpret diagrams
of 3D objects. environment. For each object do the following:
• Draw a picture of the front view.
• Draw a picture of the top view.
• Name all the faces of this 3D object.
• What type of 3D object is this?
a) b)

Table Mountain in Cape Town The Giant’s Causeway in

Northern Ireland

c) d)

Conical trees like the ones The Earth

you decorate at Christmas.

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 2. Below are pictures of some 3D objects. For each object do
the following:
• Draw a picture of the front view.
• Draw a picture of the top view.
• Name all the faces of this 3D object.
• What type of 3D object is this?
a) b)

Balls used in sport Houses

c) d)

Structures like The FNB Stadium in Soweto Structures like The Louvre pyramid in Paris

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 Sort and compare 3D objects
Some 3D objects may be new to you, but try to imagine what they
look like when you read about them.

Example
Which shape do you think is described below?
Description
Flat or curved It only has flat faces.
Faces
Number of faces It has seven faces.
Two opposite faces (the end faces) are identical
Shapes of faces pentagons. The other five faces are rectangles.
Type of 3D It is a prism with two identical end faces that are
pentagonal prism object pentagons.

The object described here is called a pentagonal prism because

two end faces are identical pentagons.

When you compare objects, you look at the faces of each object. You
then explain how the objects are the same or different.

rectangular prism Example

Rectangular prism Cube
Flat or curved It has only flat faces. It has only flat faces.
faces
Number of faces It has six faces. It has six faces.
All six faces are rectangles.
Shapes of faces The opposite faces are the Six equal square faces.
same.
It is a rectangular prism,
cube Type of 3D because the opposite It is a prism with identical
object faces are identical square faces.
rectangles.

What is the same? What is different?

• Both objects have only flat faces. • All the faces of rectangular prisms
• Both objects have six faces. are rectangles.
• Both are prisms. • All the faces of cubes are squares.
• Only the opposite faces of
rectangular prisms are identical.
• All the faces of cubes are identical.

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 ExERCiSE 32.2

Look at the square-based pyramid and triangular prism on the right.

1. Copy and complete the table for both pyramids.

Square-based Triangular prism

pyramid
Flat or curved It has only flat faces
faces
It has one □ face and
Shapes of faces
□ triangular faces
Number of faces It has □ faces
It is a pyramid, because it
Type of 3D has a square base and all
object
other faces are □

2. Explain in which ways these two objects are the same.

3. Explain in which ways these two objects are different.
Key words
• net − a flat
In Grade 4 you made nets of 3D objects. Do you remember how to do this? arrangement of
the 2D shapes
ExERCiSE 32.3 that make up a 3D
object
1. Look at these objects. Which of these objects have:
a ) curved faces b ) triangular faces
c ) six faces d ) five faces?

D G
A E
B F
C

2. Cut open a box and trace its net onto paper.

3. Find two other boxes with different shapes. Cut the boxes open
and trace their nets.

Net of cone Net of a square-based pyramid

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 Topic

33 Common fractions

Maths ideas Compare and order fractions

• Compare and When you compare fractions, you can use the fraction wall on page 65
order fractions.
of the Learner’s Book. If the numerator is 1, you can compare the
• Add and subtract denominators. A larger denominator makes a smaller fraction. For
mixed fractions
with the same
example, __14 is smaller than __12 .
denominator.
ExERCiSE 33.1
• Find fractions of
whole numbers
which result in 1. Write these fractions in descending order.
whole numbers.
1 __
• Solve problems
__ ; 1 ; __
1 __
; 1 ; __1 ; __1
8 5 12 10 2 3
with fractions. 2. Use the fraction wall on page 65 to find three fractions that are
larger than each fraction below.
3
a ) __18 b ) __
10
2
c ) __
11
4
d ) __
12
3. Use the fraction wall on page 65 to find three fractions that are
smaller than each fraction below.
a ) __34 b ) __12 c ) __56 8
d ) __
10
4. Use the fraction wall on page 65 to compare these fractions. Then
fill in <, > or =.
a ) __13 □ __12 b ) __12 □ __23 c ) __14 □ __26 d ) __25 □ __
4
10

e ) __28 □ __24 f ) __13 □ __39 g ) __52 □ __12 h ) __46 □ __23

5. Use the fraction wall to convert these fractions to twelfths. Then
order the fractions from smallest to largest.
__ , 2 , __3 , __2
1 __
2 3 4 6

Challenge
Pumle has a recipe for 8 pancakes. The recipe asks for: 2__12 cups of flour, 1__14
cups of milk, __13 teaspoon of salt and 2 eggs. How much of each item does
Pumle need to make 24 pancakes for her party?

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 Calculate fractions of whole numbers
You can use division to find a fraction of a whole number.

Example
Maria divides 20 sweets into four groups of five sweets each.
Each group is __14 of 20.
1
__
4
of 20 = 20 ÷ 4 = 5.
She then eats three of the groups.
She eats __34 of 20.
3
__
4
of 20 is three times __14 of 20.
3
__
4
of 20 = 3 × 5 = 15. Challenge
So, __34 of 20 = 15.
What is the answer to
this sum: __12 of (__21 of
Calculate __23 of 30 m. (__12 of 3 000))?
Divide 30 by 3 to find __13 of 30 m
30 m ÷ 3 = 10 m.
2
__
3
of 30 is double __13 of 30.
2
__
3
of 30 m = 10 × 2 = 20 m.
So, __23 of 30 m = 20 m.

ExERCiSE 33.2

1. Calculate these amounts.

a ) __13 of 15 b ) __15 of 30 c ) __12 of 18
d ) __19 of 27 e ) __27 of 14 f ) __25 of 25
g ) __38 of 24 h ) __46 of 12 6
i ) __
10
of 50
2. Calculate the fraction of each quantity.
a ) __34 of 20 g b ) __16 of 18 ml c ) __37 of 35 cm
4 1 9
d ) __
10
of 200 km e ) __
12
of 600 g f ) __
10
of 500 mm
4 7
g ) __
11
of R220 h ) __
12
of 96 kg i ) __78 of 248 m
3. 265 people watched a school play and __35 were learners. How many
learners were there?

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 Solve problems that involve fractions
Use your knowledge of fractions to answer these questions.

ExERCiSE 33.3

1. __13 of a bag of 24 oranges is rotten.

a ) How many oranges are rotten?
b ) How many oranges are not rotten?
7
2. Pumi’s brother ate __
12
of 48 pieces of chocolate. How many pieces
were left?
3
3. Solomon’s mother cooked __ 10
of a pocket of potatoes during the
2
__
week. She then gave 10 of the pocket to her friend.
a ) What fraction of the pocket of potatoes was left over?
b ) The pocket of potatoes had a mass of 20 kg when she bought
it. How many kilograms were left over?
4. Lukas earns R640 per week. If he spends __38 of his money on food
each week, how much money does he have left over?
5. David divides a packet of apples into three equal groups to share
with his friends. If each person gets 6 apples, how many apples are
there altogether?
6. For your birthday you get R50 as a present. If the R50 is equal
to __14 of the money that you had saved, how much money had you
already saved?
7. There are 36 learners in a Grade 5 class and __49 of the learners take
part in sport.
a ) How many learners take part in sport?
b ) How many learners do not take part in sport?
8. Thembi plays soccer for 2__14 hours on Monday, __34 of an hour on
1
Tuesday and 1__
4
hours on Wednesday.
a ) How many hours does Thembi play each week?
b ) Thembi wants to play for 8__14 hours each week. How many
more hours will she have to play over the weekend?
9. James bought shelving in the following lengths: 1__58 m; __48 m; 2__38 m
and 1__78 m. What length of wood did he buy altogether?
10. At a Grade 5 class party, __78 of the class of 40 were there. How many
learners did not go to the party?

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 Revision
1. Write down the name of each of these 3D objects. (6)

B C
A

E F
D

2. Use the nets below and grid paper to construct models of the 3D objects. (2)

A B

3. Look at the models you constructed in Question 2.

a ) Write down the name of each 3D object. (1)
b ) How many faces does each object have? (1)
c ) Describe the shapes of the faces of each object. (1)
4. Calculate each of the following:
a ) __49 of 360 (1)
7
b ) __
12
of 120 (1)
c ) __34 of 320 ml (1)
d ) __23 of R99 (1)
5. There are 45 biscuits on the baking tray. Joe eats __49 of them.
a ) What fraction of the biscuits did Joe leave? (1)
b ) How many biscuits did Joe eat? (1)
c ) How many biscuits are left? (1)
6. I have a packet of sweets. If __12 of the sweets is 6 sweets, how many sweets do I have
altogether? (1)
7. If __14 of Jabu’s money is R10, how much money does he have altogether? (1)
Total marks: 20

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 Assignment
Travelling times and distances
In this assignment, you will learn to work
with maps and tables. Use the map, Cairo
the table on this page and the table
on the next page, to answer
the questions.

1. What do the zeros in the

distance table mean? (1) Abuja

2. a ) Which city is furthest from Accra

Windhoek? Kampala
Nairobi
b ) Write down the distance from Windhoek
to the city furthest from it. Dar es Salaam
c ) Write down the place value of each digit
in your answer to Question 2b).
Lusaka
d ) Round your answer to Question 2b) to
the nearest 100 km. (4) Harare
Windhoek
Gaborone

Johannesburg

This table shows that the distance from Maseru

Harare to Gaborone is 962 km.

Dar es Salaam

Johannesburg

Windhoek
Gaborone

Kampala

Maseru

Nairobi
Lusaka
Harare
Abuja

Accra

Cairo

Abuja 0 869 3 409 3 977 4 287 4 021 2 963 3 591 4 804 3 483 4 494 3 694

Accra 869 0 4 240 4 548 4 369 4 307 3 622 3 872 4 849 4 135 4 662 3 626

Cairo 3 409 4 240 0 4 187 6 120 5 325 3 309 5 064 6 614 3 534 6 229 6 043

Dar es Salaam 3 977 4 548 4 187 0 2 451 1 489 1 099 1 535 2 793 672 2 453 2 953

Gaborone 4 287 4 369 6 120 2 451 0 962 2 874 1 067 531 2 860 278 930

Harare 4 021 4 307 5 325 1 489 962 0 2 021 436 1 341 1 939 977 1 591

Kampala 2 963 3 622 3 309 1 099 2 874 2 021 0 1 808 3 337 521 2 970 3 037

Lusaka 3 591 3 872 5 064 1 535 1 067 436 1 808 0 1 548 1 829 1 196 1 418

Maseru 4 804 4 849 6 614 2 793 531 1 341 3337 1 548 0 3 270 354 1 280

Nairobi 3 483 4 135 3 534 672 2 860 1 939 521 1 829 3 270 0 2 912 3 184

Johannesburg 4 494 4 662 6 229 2 453 278 977 2 970 1 196 354 2 912 0 1 186

Windhoek 3 694 3 626 6 043 2 953 930 1 591 3 037 1 418 1 280 3 184 1 186 0

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 3. a ) What is the distance in kilometres from Kampala to Lusaka?
b ) What is the distance in kilometres from Windhoek to Accra?
c ) You travel from Nairobi to Gaborone but you stop off at Dar es Salaam on the way. What is
the total distance of your trip? (3)
This table shows the average speed of four different types of transport.
Aeroplane Bus Bicycle Walking
750 km/h 80 km/h 20 km/h 6 km/h

4. a ) You travel in an aeroplane for 3 hours. What distance do you travel?

b ) How far can you travel in 4_12 hours on each type of transport?
c ) A bus travelled 2 240 km. For how long did it travel? (3)

5. You have an ‘around Africa’ air ticket. Your ticket allows you up to five flights, but you
cannot fly more than 10 000 km in total. Plan a trip that starts in Johannesburg
and finishes in Cairo. Try to use all five flights and as many of the 10 000 km as you can.
Calculate the duration of each flight to the nearest 30 minutes. Then, calculate your
total flying time. (9)
6. Plan three different bus trips. Each bus trip must be less than 1 000 km. Calculate the
duration of each bus trip to the nearest 30 minutes. (6)
7. A hiker must walk from Johannesburg to Gaborone. The hiker has one full week
to complete the trip. Plan how many kilometres the hiker should walk each day
to complete the trip in one week. The hiker should not walk more than 60 km
on any one day. Remember to plan times for him to rest, eat and sleep. Draw
up a timetable for each day of his trip. (7)
8. How many days would it take someone to cycle the same trip given in Question 6?
Draw up a new timetable to show this. (4)
9. Plan your own trip. Your trip must include at least one flight
and one bus ride. How far can you get in 12 hours? (3)
Total marks: 40

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 Topic

34 Division

Maths ideas Factors and multiples

• Find multiples and In Topic 18 you learnt how to use factors and multiples to help you to
factors of whole
divide three-digit numbers by two-digit numbers. You can use factor
numbers up to 100.
pairs to break down a number into its smallest factors.
• Divide three-digit
numbers by two- Example
digit numbers.
Write 36 as a multiplication of its smallest factors, excluding 1.
• Use inverses to
check answers. Start with one factor pair and then break down each factor into
smaller factors.
• Solve problems
using rate, ratio 36 = 9 × 4 = (3 × 3) × (2 × 2), so 36 = 2 × 2 × 3 × 3
and financial Or: 36 = 2 × 18 = 2 × (9 × 2) = 2 × (3 × 3 × 2) = 2 × 2 × 3 × 3
settings.

ExERCiSE 34.1

1. Find all of the factor pairs for each number.

a ) 45 b ) 62 c ) 39 d ) 78 e ) 100
f ) 88 g ) 42 h ) 50 i ) 66 j ) 96
k ) 36 l ) 56
2. Write each number in Question 1 as a multiplication of its smallest
factors.
3. List the factors for each number. Then circle the factors that are in
both numbers.
a ) 8 and 16 b ) 5 and 10 c ) 3 and 6
d ) 12 and 16 e ) 12 and 18 f ) 10 and 15
g ) 24 and 36 h ) 20 and 24 i ) 40 and 16
4. Find a multiple of 8 between 41 and 50.
5. Find a multiple of 9 between 60 and 70.
6. Find a number between 80 and 90 that has 7 as a factor.

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 inverse operations
Remember that multiplication and division are inverse operations.
This means that you can use one operation to check your answer to
the other operation.

Example
You can use division to check your answer when you multiply
9 × 5 = 45.
You can write the statement 50 × 4 = 200 in two different ways:
200 ÷ 50 = 4
200 ÷ 4 = 50

You can also use multiplication to check your answer when you divide.

Example
Divide 5 000 ÷ 250 and check your answer.
Remember how to divide by 10:
5 000 ÷ 250 = 5 000 ÷ 10 ÷ 25 = 500 ÷ 25 = 20
Check: 250 × 20 = (25 × 10) × (2 × 10) = (25 × 2) × (10 × 10)
= 50 × 100 = 5 000

ExERCiSE 34.2

1. Find the missing numbers.

a ) 25 × □ = 75 so 75 ÷ 25 = □
b ) 120 ÷ 10 = □ so □ × 10 = 120
c ) 110 × 3 = □ so □ ÷ 3 = □
d ) 440 ÷ 4 = □ so □ × 110 = 440
e ) 60 × 30 = □ so □ ÷ □ = 30
f ) □ ÷ 5 = □ so 12 × □ = 60
2. Find the missing number and use an inverse operation to check
your answer.
a ) 350 ÷ 50 = □ b ) 880 ÷ □ = 44
c ) 720 ÷ □ = 6 d ) □ ÷ 70 = 60
e ) □ ÷ 9 = 200 f ) □ ÷ 30 = 40

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 Use a clue board for division
In this section you will practise using a clue board to help you with
division of bigger numbers.

Round off the numbers to estimate the answer before you begin. Then
use multiplication to check your answer when you have finished.

Example
Estimate and then use multiplication facts to find 766 ÷ 24.
An estimate is 800 ÷ 20 = 40.
Write down some simple multiplication facts for 24 on a clue board.
Clue Board
24 × 10 = 240
24 × 20 = 480
24 × 30 = 720 (480 + 240)
The closest multiplication to 766 is 720, so start with 24 × 30.
Multiply Subtract
30 × 24 = 720 766 − 720 = 46
1 × 24 = 24 46 − 24 = 22

766 ÷ 24 = 30 + 1 remainder 22 = 31 remainder 22

Check by multiplying:
24 × 31 plus remainder 22 = (24 × 30) + (24 × 1) + 22
Challenge = 720 + 24 + 22 = 766
Make up two word
problems that ExERCiSE 34.3
involve division and
give it to a friend to
solve. You must also 1. Write down two division facts for each statement.
work out the answer! a ) 21 × 43 = 903 b ) 15 × 62 = 930 c ) 72 × 11 = 792
2. Check these multiplications by doing division.
a ) 12 × 34 = 408 b ) 18 × 26 = 468 c ) 22 × 17 = 374
3. First estimate each answer, and then use a clue board to do these
divisions. Show how you would check your answer.
a ) 735 ÷ 15 b ) 536 ÷ 53 c ) 710 ÷ 72
d ) 614 ÷ 61 e ) 439 ÷ 32 f ) 257 ÷ 47

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 Solve division problems
Use a clue board to help you find the answers in this exercise.
Remember to estimate the answer first, and to check the answer by
multiplying.

ExERCiSE 34.4

1. There are 44 learners in Grade 5C and each learner has 15 coins.

Sonto thinks that the learners have 660 coins altogether. Use
division to check if Sonto is correct.
2. There are 18 shelves in the library and each shelf has 28 books on
it. Kyle thinks that there are 502 books altogether. Use division to
check if Kyle is correct.
3. A car travels 693 km in 7 hours. What is the speed of the car per
hour? Write your answer in km/h.
4. The total mass of 14 bags of cement is 588 kg. What is the mass of
each bag?
5. Lillian collects stamps and sticks them into a scrapbook. She has
800 stamps and she sticks 32 on each page. How many pages of
her scrapbook will she use?
6. A builder mixes 4 kg of gravel with 1 kg of cement. How many
kilograms of cement must he put into the cement mixer together
with 156 kg of gravel?
7. Sam works at the local shop and gets paid R784. If he worked
seven times as long as his friend, how much was his friend paid?
8. Melanie buys 16 boxes of beads for R416 to make necklaces.
a ) What is the price of 1 box of beads?
b ) How much will she pay for 13 boxes of beads?

Challenge
1. How can you arrange 960 chairs in rows of equal length?

2. What would be the best layout for a school hall?

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 Topic

35 Perimeter, area and volume

Maths ideas Measure perimeter

• Measure and Perimeter is the distance around a shape. You find the perimeter of a
calculate perimeter
shape by measuring the lengths of its sides.
in standard units.
• Find area of shapes
using squares on a Example
grid. Use a ruler to measure the perimeter
• Find volume/ of your Maths textbook.
capacity of Give your answer in mm.
containers and
objects by counting
275 mm + 210 mm + 275 mm + 210 mm
cubes or blocks. = 970 mm

Key words
• perimeter − the It is not possible to measure the perimeter of a curved shape
total distance accurately using your ruler, but you can use string or wool to help you
around the outside
of a shape do this.

Example
Measure the perimeter of these two shapes using string.

Place a piece of string around the Place a piece of string around the Measure the pieces of string with a ruler.
edge of the circle. edge of the irregular shape.

ExERCiSE 35.1

Find the perimeter of each shape by measuring the sides. Give your
answers in millimetres.

A B C D E

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 Calculate perimeter
You can calculate perimeter when you are given the lengths of the
sides. To do this, you add all the lengths together. Your answer should
be in the same units as those given in the diagram.

Example
Calculate the perimeter of this soccer field.
90 m

50 m Did you know?

The word ‘perimeter’
comes from the
Greek words ‘peri’
meaning ‘around’
50 m + 90 m + 50 m + 90 m = 100 m + 180 m = 280 m and ‘meter’ meaning
‘measure’. So
’perimeter‘ means ‘to
ExERCiSE 35.2 measure around.’

1. Calculate the perimeter of each shape.

2 cm
27 mm 3,8 m
2,5 cm
2 cm C 12,4 cm
19 mm A 19 mm 6 cm 5,1 m 4,9 m 6,9 cm
D
B 3,5 cm
27 mm 68,2 cm
4 cm 3,5 cm
3,5 cm
2. Look at each shape below.
3m 4 cm 4,5 cm
3,5 m
2 m 700 cm 5 cm
270 cm 1,9 m 90 mm
5m 8 cm
A 3m B
310 cm 2,6 m C
10 m 2m
12 cm
a ) Find the measurement that is not in the same units as the
others. Convert it to make it the same.
b ) Calculate the perimeter of each shape.

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 Key words Area
• area − the The area of a shape can be measured by counting or working out the
amount of surface number of square units needed to cover it. You can find the area of a
that a shape covers
shape by counting the number of square units inside it. When there
are not an exact number of square units inside the shape you need
to estimate.

To estimate the area of shapes:

• Count all whole squares.
• Combine half squares to make whole squares.
• Count any parts that are bigger than half a square.
• Ignore any parts that are less than half a square.

Example
Estimate the area of this shape.
✓ ✓ ✓

✓ ✓ ✓

✓ ✓ ✓ ✓ ✗
✗
✓ ✓ ✓ ✓ ✓ ✓
✗
✓ ✓ ✓ ✓ ✓ ✓ ✗

✗ ✗
✓ ✓ ✓ ✓

• Count the whole squares. There are 14 (red ticks).

• Count the parts that are half a square or bigger. There are
12 (green ticks).
• Ignore the parts that are less than half a square (the crosses).
• The area is approximately 14 + 12 = 26 square units.

ExERCiSE 35.3

Find the area of each shape in square units.

A B E
C D

G H I
F J

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 ExERCiSE 35.4

1. Look at these shapes.

A
E
B C D

a ) Estimate the area of each shape by counting the squares on

the grid.
b ) Order the shapes from the one with the smallest area to the
one with the greatest area.
2. Look at these shapes.

D E
B
A

a ) Estimate the area of each shape by counting the squares on

the grid.
b ) Order the shapes from the one with the smallest area to the
one with the greatest area.

Challenge
Some of the blocks on these shapes have been accidentally rubbed out.

1. Find the area of each shape in square units.

2. Write down how you worked out how many square units were missing.

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 Volume
During Term 1 you worked with capacity of containers and the volume
of liquids they contained. Now you are going to find the volume of
solids which you will measure in cubes. Remember, volume is the
amount of space that an object takes up.

Look at the two different arrangements of cubes in the picture below.

Each arrangement uses 12 cubes. We can say each
shape has a volume of 12 cubes.

Sometimes you cannot see all the cubes in an arrangement. But, you
can still work out the volume of the object.

Example
What is the volume of this stack of cubes?
You can think of this as three layers of 8
cubes: 3 × 8 = 24.
Or, you can think of this as a front half
and a back half. The front half has
12 cubes and the back half has
12 cubes: 12 + 12 = 24.
The volume of this stack of cubes is 24 cubes.

ExERCiSE 35.5

Work out the volume of each of these stacks of cubes.

1. 2. 3.

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 ExERCiSE 35.6

1. What is the volume of each of these stacks of cubes?

a) b) c)

e) f)

d)

2. What is the volume of each of these stacks of cubes?

3. Three Grade 5 learners built these shapes with blocks. Find the
volume of each shape. Give your answer in blocks.

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 Find the volume of a container
Sometimes it is useful to know how
many objects can fit into a container.
You can work out how many cubes or
blocks can fit inside a box by finding
its volume. For example, you might
need to know how many big dice can
fit into a small purple box like the one
in the photograph.

Example
How many blocks will it take to fill this container?

Challenge This box is 4 blocks long and it is 3 blocks

wide. It will take 12 blocks to fill one layer.
Angelique has a
number of small
The box is 2 blocks high. So there will be
boxes like this. Each two layers of blocks. It will take 12 × 2 = 24
box has a volume of blocks to fill the container.
eight cubes.

ExERCiSE 35.7

1. Work out how many blocks you can fit into each of these
Angelique wants to containers. Build models with blocks if you need to.
pack the smaller
boxes into a big box
like the one below.

B
2. How many blocks with the
1. Work out how same volume as A could
many boxes will you pack into a box with the
fit in the big box. same volume as B? Build A
2. Tell a partner how
models with blocks if you
you worked out need to.
the answer.

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 Revision
1. Which of these numbers has 2, 5 and 10 as factors? (1)
2 334; 40 090; 299; 3 205
2. Find all the factor pairs for each of the following numbers.
a ) 35 (2)
b ) 99 (2)
3. Find these numbers.
a ) a multiple of 7 between14 and 24 (1)
b ) a factor of 18 less than 10 (1)
4. Find two numbers between 75 and 85 that have 6 as a factor. (1)
5. Estimate the area of each shape. Give your answers in square units. (4)

B C
A D

6. Measure the sides of shapes A and B on the grid above, then calculate the perimeter
of each shape. Give your answers in millimetres. (4)
7. Give the volume of each object below in cubes. (4)
a) b)

d)
c)

Total marks: 20

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 Topic

36 Position and movement

Maths ideas Locate positions on a grid

• Locate the When you use a grid to location position of objects, drawings or
position of objects,
symbols, you will use two new terms:
drawings and
symbols using An alpha-numeric grid is a grid with alphabet letters for the columns
alpha-numeric and numbers for the rows. This means that every position on the grid
references on grids
and maps. has a particular reference.
• Learners will be The grid reference position refers to a particular cell or coordinate in the
able to trace a path grid, for example, C2 is the position where Column C and Row 2 overlap.
between positions
on a map. Brian drew the grid below that shows part of the town in which he lives.
A B C D E F G

Key words 1
Seth’s
Mrs
Tambara’s
Shafik’s
Mr
Stewart’s
Julia’s Mr Meyer’s Lungi’s
house house house house house
house house
• alpha-numeric Dr
grid − a grid with 2
Jyoti’s Unathi’s Thembi’s Mpho’s
Green’s
Mr Vos’s
house house house Cathy’s house house
alphabet letters for house
house
the columns and 3
Bev’s Brian’s spaza Pete’s Mrs Sogiba’s Carla’s
house house shop house house house
numbers for the
rows Kurt’s Ken’s dentist’s
4 clinic
house House surgery
• grid reference sports
position − refers Mr Dr school fields
doctor’s
Dr
5 Nxawe’s Jeftha’s Moore’s
to a particular cell house house
surgery
house
or coordinate in
the grid 6
doctor’s
clinic church church hall
surgery
rose
• coordinate − a botanical gardens
garden
reference that is 7
town post
church-yard
rose
hall office garden
used to show the
exact location of public
objects 8
library
police station swings
market campsite
taxi jungle park
9
rank gym
fire station
Spaza
10 craft market pool
shop

Example
Brian’s house is in Row 3 of Column B. You say that the grid position
of Brian’s house is B3.
To get from Brian’s house to Seth’s house, you can go one grid
block left and two grid blocks up, or two grid blocks up and one
grid block left. The distance is three grid blocks either way.

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 ExERCiSE 36.1

Study Brian’s grid carefully and then answer these questions:

1. What do you find at the following grid positions?

a ) C2 b) F4 c ) F1 d) B8 e) D6 f ) A8
2. Write down the grid positions of each of the following:
a ) the pool b ) the taxi rank c ) the post office
d ) the jungle gym e ) the town hall f ) the church hall.
3. What are the grid positions of the spaza shops?
4. What do the school, the botanical gardens and the market have in
common? Challenge
5. The dentist lives right next door to his surgery. What is his name? Use the grid below to
answer the questions.
6. Who lives closest to:
A B C D E F
a ) the swings b ) the park 1 y z
c ) the public library d ) the pool? 2 s t u v w x
3 m n o p q r
7. Trace the shortest route and count the grid blocks from:
4 g h i j k l
a ) Lungi’s house to the school 5 a b c d e f
b ) Mr Nxawe’s house to the pool
c ) Julia’s house to the public library 1. Decode this word:
A4; E5; B3; C4; C2;
d ) The taxi rank to the dentist’s surgery
A2.
e ) Bev’s house to Carla’s house
f ) Mrs Tambara’s house to the swings 2. Write your name
using the code.

Game 3. Decode the

sentence below.
Divide into small groups.
F5; F3; C2; C4; B2/
• Take turns to call out a coordinate reference while the learner to your right B4; E5; F4; D3; A2/
finds the position on the grid.
A1; C3; C2/B2; C3/
• If the learner finds the position correctly, they get to call the next grid A2; B2; A5; A1/B4;
reference. E5; A5; F4; B2; B4;
• If the learner is incorrect, the learner to their right gets a turn to find the A1.
position.
• Mark off the grid references as they are called.
• The learner at the end of the game who marks off the last position wins the
game.

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 Locate positions on a map
Not all towns are neatly laid out in rectangular blocks. Some town
planners have to work around natural features such as dams, forests,
hills and streams. Look at the map of Ratanda in Gauteng.
A B C D E F G H I

5
School

Example
Grid positions make it easy to locate a position.
If you were just told to find Walter Sisulu Drive, you would have to
look at all the streets on the map, but if you know its grid position
you would know where to look. Walter Sisulu Drive is in B4 and C4.
Symbols are used to show different places of interest, schools,
clinics, libraries, police stations and places of worship on maps.
Here are some of the symbols used on the map above.

School Police station

L
Library
+
Medical facility Cemetry

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 Example N
NW
You can use the compass points that you NE

have been taught in Social Studies to

describe direction. W E

SW SE

ExERCiSE 36.2

Use the map of Ratanda to answer these questions:

1. What is the name of the school in I5?

2. Give the grid position of the library.
3. Give the direction of the sports ground from the library.
4. Give the grid position of the police station.
5. Calum lives in Tshungu Street in E3. He walks east to Malebane
Street in E3 and then turns north-east and continues walking until
he reaches his school.
a ) What is the name of Calum’s school?
b ) Calum’s school is going to play soccer against Boneha Primary
School in G3. Write directions for the players who need to walk
to Boneha Primary school. Use compass points as well as street
names.
6. Lindiwe lives in Dithako Street and attends Fountain Five Primary
school.
a ) Find the grid position of Lindiwe’s school.
b ) Next year Lindiwe will be going to secondary school, what is
the name of her closest secondary school?
7. Find the medical facility to the east of the library.
a ) What is the grid position of this facility?
b ) Which school is closest to this medical facility?
8. a ) Find the grid position for the cemetery.
b ) Which roads surround the cemetery?
9. a ) Do you see any shopping facilities or markets on the map?
b ) How do you think the people here buy food?

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 Topic

37 Transformations

Maths ideas Use transformations to create

• Build composite
shapes from
tessellations
2D shapes, You form a tiling or tessellating pattern by reflecting, rotating or
including
translating one shape without leaving any gaps.
some with line
symmetry.
• Pack out Example
2D shapes to • The shape below tessellates because there are no spaces in
make tessellating between the shapes.
patterns, including
some with line
symmetry.
• Describe patterns
in terms of the
lines of symmetry,
2D shapes,
3D objects from
real life.
• The shape below does not tessellate because there are spaces
between the shapes.

Example
Describe how this tessellating pattern was made.

Row 1

Row 2

The pattern was made by translating the hexagon to the right

to form the first row of the pattern. The first row is then reflected
downwards to form the second row.

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 ExERCiSE 37.1

1. Look at the pattern on the right.

a ) Describe the transformation that moved the triangle from
Position 1 to Position 2.
b ) Describe the transformation that moved the triangle from 1
4
3

Position 1 to Position 3. 5
c ) Describe the transformation that moved the triangle from 2

Position 4 to Position 5.
d ) Can the movement from Position 3 to Position 4 to Position 5
be described as a rotation? Explain your answer.
e ) Does the pattern that was formed have any lines of symmetry?
How many?
2. Look at the pattern on the right.
a ) Identify the shape that is tessellated. 1 5

b ) There are two possible transformations to move the shape 3

2 6
from Position 1 to Position 2. List both types of transformation. 4

c ) Describe the transformation that moves the shape from

Position 1 to Position 3.
d ) Look at the pattern from Position 1 to Position 6. Does this part
of the pattern have symmetry?
3. Look at these patterns.
a ) What transformations were used in Pattern A?
b ) What type of shape is transformed?
c ) Does Pattern A have any lines of symmetry?
d ) Look at Pattern B. The different colours show the different
layers of the tessellation. What order were the different layers A B
created in?
4. Use grid paper to draw a 2 cm by 3 cm rectangle; cut out your shape
and paste it on cardboard. Then cut out the shape on the cardboard.
a ) Use your shape to create these patterns on square grid
paper. The numbers on each pattern show the position of the
rectangle that you must draw at each
level of the pattern. 5
6
5

b ) Explain the type or types of 1

2
7 1 2 3 4 5 8
1 2
3
transformation you used to create 8
9
4 10
9
8
7 6 4 3 6

each pattern. 10 7

c ) Which of the patterns have straight- A B C

line symmetry?

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 Describe patterns around us
Patterns occur in nature, in art and in everyday life. Patterns can be
made from both 3D objects and 2D shapes.

ExERCiSE 37.2

1. Investigate the patterns made by these 3D objects, A to D.

A B C D

a) Which of the pictures show examples of rotation?

b) Which of the pictures show examples of reflection?
c) Which of the pictures show examples of translation?
d) Identify the 3D object that is used in Picture B and Picture C.
e) Identify the 3D object that is used in Picture A and Picture D.
f) Look at a honeycomb and say which 3D object is used and
how is the pattern formed?
2. Investigate these patterns.
A B C

a ) Draw the shape that is transformed.

b ) Draw in any lines of symmetry for your shape.
c ) Describe the transformation that is shown.

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 Revision
1. The grid in the picture below shows a piece b ) Does your pattern have
of parkland that has a stream running line symmetry? (1)
through it. The grid is a 6 cm by 6 cm c ) Use your pattern from Question a)
square. and reflect it downwards. (2)
d ) Does your new pattern have line
A B C D E F symmetry? (1)
e ) Start a new pattern by rotating your
1 rectangle four times to complete one
full turn. (2)
2
3. On 1 cm square grid paper draw the kite
3 as shown in the picture below, paste it on
cardboard and cut out the shape. Use the
4
cardboard kite to answer the following.
5

a ) Estimate the length of the stream in

centimetres. (1)
b ) Use a piece of string to measure the
length of the stream in centimetres. (1)
c ) Sally walks along the path. Through a ) Use your cardboard kite to recreate
which grid positions will she walk? (2) the pattern below. (2)
d ) There is a tree at A2. Draw three more
trees in the grid so that they fall in the Row 1
middle of an empty square. What are
the grid positions of your trees? (2) Row 2
e ) If you are in grid position F4, what is the
grid position of the tree that is closest Row 3
to you? (1)
b ) Describe this pattern using translation. (1)
2. On 1 cm square grid paper draw a rectangle
c ) Describe the pattern using reflection. (1)
4 cm by 2 cm, paste it on cardboard and cut
d ) Would it be possible to create this
it out. Use the cardboard rectangle to create
pattern using rotation? (1)
the following patterns on 1 cm square grid
paper. Total marks: 20
a ) Translate the rectangle six times in a
straight line. (2)

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 investigation
Palindromes
A palindrome is a number, a word, a phrase or even a sentence that reads the
same backwards as it does forwards. In other words, it reads the same from
right to left as it does from left to right.
Here are some examples of palindromes in the English language.
civic; deed; madam; radar; rotor
Here are some examples of palindromes in some of the other languages
spoken in South Africa.
Afrikaans: daad (deed); ewe (even); lepel (spoon); ses (six); soos (like)
Sesotho: ebe (then); ee (of ); efe (which); eme (stood)
isiXhosa: inani (numeral); uku (to)
isiZulu: inani (numeral)
Here are some examples of numbers that are
palindromes.
99; 121; 12 321; 601 106
The Madoko Dam in Zimbabwe is a real-life
example of a palindrome. This palindrome
consists of two words that together form the
palindrome. See if you can read it backwards.
Note: It is true, but not very interesting, to say
that any word consisting of a single letter is a
palindrome. The same goes for any number
that consists of a single digit. We will ignore
these basic palindromes in this investigation, and concentrate on more interesting examples.
1. Write down all the palindromes in the following sentence, excluding the word ‘a’.
Anna, Otto, Hannah, and Bob travelled by kayak on a level stretch of water in 1991. (7)
2. Write down all the palindromic years between the year 1 000 and the year 2 000. (10)
3. The palindromes 11, 22 and 33 are all multiples of 11. What is the smallest multiple
of 11 that is not a palindrome? (1)
4. Use as few digits as possible to make each of the following a palindrome.
a ) 567□ b) 34□ c) □867 d) 5□495 (4)
5. How many different three-digit palindromes can you make
using only the digits 1 and 2? Write them all down. (3)

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 6. How many different three-digit palindromes can you make
using only the digits 1, 2 and 3? Write them all down. (5)
7. Use your answers to Questions 5 and 6 to complete the following.
a ) Using two different digits, you can make 2 × 2 = □
different three-digit palindromes. (1)
b ) Using three different digits, you can make □ × □ = □
different three-digit palindromes. (2)
8. Pam says that, using 100 different digits, she can make
100 × 100 = 10 000 different three-digit palindromes.
Zareena says that this does not make any sense.
a ) Who is correct, Pam or Zareena? Why? (3)
b ) What is the maximum number of different three-digit
palindromes that you can make using any digits that you like? (2)
c ) What is the maximum number of different three-letter
palindromes that you can make using any letters of the
alphabet that you like? (3)
9. Zandi has to choose a pin code for his cellphone. The pin code
must consist of any three digits or letters of the alphabet. If Zandi
wants his code to be a palindrome, how many different choices
does he have? (4)

Note: When you solve a number of related mathematical

problems, it is often very useful to look for a pattern. In this
investigation, your answers to Questions 6 and 7 led to a
pattern that helped you to solve related questions without
having to write out, and then count, the different options
for each one. This is one of the reasons that patterns are so
important!

Total marks: 45

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 Topic

38 Geometric patterns

Maths ideas Extend a geometric pattern

• Extend geometric In Topic 16 you described geometric patterns and learnt how to draw
patterns.
the next diagrams to extend a pattern. In this topic you will be given
• Identify a more practice in working with geometric patterns.
sequence in a
geometric pattern.
ExERCiSE 38.1
• Find a rule in a
number sequence. Here is a geometric pattern that uses matchsticks.
• Use flow diagrams
to describe a
geometric pattern.
• Design a
geometric pattern
of your own.

1 2 3

1. Describe this geometric pattern in your own words.

2. Draw the next diagram in the pattern.
3. Count the number of matchsticks in each diagram. Then complete
this table for the first four diagrams.

Diagram number 1 2 3 4 5 7 47 134

Number of matchsticks
4. Look at the sequence of numbers in the bottom row of the table.
1 How do you get from one number to the next? Use this sequence
Rule rule to fill in the table for diagrams 5 and 7.
2
? 5. If the diagram number is the input, what rule can you use to get
the number of matchsticks as the output?
3
6. Complete this flow diagram. In the box write your rule that will
4
change the input numbers into output numbers.
7. Use the rule to calculate the number of squares in diagrams 47
and 134. Write these in the table.

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 Change the shape of a geometric
pattern
In Exercise 38.1, you made a shape larger by adding more matchsticks.
The rule was easy to find because in each diagram the number of
matchsticks was 8× the number of its diagram position.
In the next exercise, you will also add matchsticks to make a shape
larger, but the rule is not so easy to find.

ExERCiSE 38.2

Use matchsticks to make this pattern, and then answer the questions
that follow:

1 2 3

1. In your own words, describe this geometric pattern.

2. In your own words, describe how you get from Diagram 1 in
the pattern to Diagram 2, and how you get from Diagram 2 to
Diagram 3.
3. How many more matchsticks do you need to make Diagram 4?
Draw Diagram 4.
4. Count the number of matchsticks in each diagram. Then complete
this table for the first four diagrams.

Diagram number 1 2 3 4 5 7 27 150

Number of matchsticks
5. How do you get from one number to the next in this sequence?
Fill in the table for diagram numbers 5 and 7. 1
6. If the diagram number is the input, what rule can you use to get Rule
2
the number of matchsticks as the output? ?
7. Complete this flow diagram. In the box write your rule that will 3
change the input numbers into output numbers.
4
8. Use the rule to calculate the number of matchsticks in Diagrams
27 and 150. Write these in the table.

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 A different type of geometric pattern
See if you can find the rule for the next geometric pattern in this
exercise.

ExERCiSE 38.3

Look at this pattern made with matchsticks:

1 2 3

1. Copy Diagram 1 with matchsticks.

2. Now add matchsticks to copy Diagrams 2 and 3.
3. Now make Diagram 4 in the pattern.
4. Count the number of matchsticks in each diagram. Then complete
this table for the first four diagrams.

Diagram number 1 2 3 4 5 6 7
Number of matchsticks
5. Look at the sequence of numbers in the bottom row of the table.
How do you get from one number to the next? What rule can you
use to get the next number from the previous number?
6. Use the rule to calculate the number of matchsticks in Diagrams 5,
6 and 7. Write these in the table.

Challenge
Create your own geometric pattern.

a) Use matchsticks or counters to create your own geometric pattern.

b) Write questions (similar to those above) for your pattern.

c) Give your pattern to a partner to answer.

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 Another type of pattern
This next pattern is different to the ones that you worked with above.

ExERCiSE 38.4

Copy the pattern of dots into your workbook.

1 2 3 4 5

1. In your own words, describe this geometric pattern.

2. Count the number of dots in each diagram. Then complete this
table for the first five diagrams.

Diagram number 1 2 3 4 5 6 7 8
Number of dots
3. Look at the sequence of numbers in the bottom row of the table.
How do you get from one number to the next? What rule can you
use to get the next number from the previous number?
4. Use the rule to calculate the number of matchsticks in Diagrams 6,
7 and 8. Write these in the table.

Did you know?

• Leonardo Fibonacci was an Italian mathematician who lived between 1170 AD and 1240 AD. He found that
certain numbers appear again and again in patterns in nature. The pattern he found was: 1; 1; 2; 3; 5; 8; 13;
21; 34; …
• To get the next number in the pattern, you add the two previous numbers together. This pattern is called
the Fibonacci sequence.
• You can find these numbers in the way leaves and petals of flowers are arranged. You can also see these
numbers in the way sunflower seeds are arranged or inside the fruit of many plants.

This flower has 3 petals. This flower has 13 petals. This flower has 21 petals.

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 Topic

39 Number sentences

Maths ideas Use number sentences to solve

• Express ‘word
problems’ in the
problems
form of number When you solve word problems, remember to write the problem in
sentences.
the form of a number sentence. Then solve it by solving the number
• Solve and sentence.
complete number
sentences.
Example
Mr and Mrs Samsodien went camping in the Kruger National Park.
They are both senior citizens, so they paid a reduced rate. They
paid R72 less than the normal rate of R180 per night. How much
did they pay for the four nights in the Kruger National Park?
Answer
This problem is in two parts. You need to:
1. Calculate how much they paid per night.
2. Calculate how much they paid for 4 nights.
You can write these as word sentences:
1. Normal rate (R180) − reduction (R72) = rate paid per night
2. Rate paid per night (□) × number of nights (4) = total amount
paid (◇)
You can write these as number sentences:
1. 180 − 72 = □
2. □ × 4 = ◇
You can solve the number sentences to find the missing numbers:
1. 180 − 72 = 108
2. 108 × 4 = 432
So, they paid R432 for four nights.

ExERCiSE 39.1

For each of these problems, write a number sentence(s). Use □ or ◇

for the missing number(s). Solve the number sentences by finding the
missing number(s).

1. A school collected toys for children in an orphanage.

During August 172 toys were collected and during September
237 toys were collected. How many more toys were collected
during September than during August?
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 2. Tania has worked as a mechanical engineer for 4 years and
has saved enough money to buy a flat. She buys the flat for
R73 550 less than the price advertised in the newspaper. Tania
pays R450 700 for the flat. What was the price advertised in the
newspaper?
3. A truck delivers boxes of tomatoes to a supermarket. Each box
has 37 tomatoes in it. If there are 6 364 tomatoes on the truck
altogether, how many boxes are on the truck?
4. A shopkeeper sells 27 slabs of chocolate in January for a total of
R351. What is the cost of one slab of chocolate? If the shopkeeper
sells a further 395 slabs during the year for the same price, how
much money does he get for the whole year?
5. Sarah and Toni each collect stickers. Sarah has 472 stickers in her
collection. If Toni were to collect another 187 stickers she will have
the same number as Sarah. How many stickers does Toni have?
6. Hlahla used 9 120 bricks to build a wall around his house. This was
12 times more than the number of bricks that his neighbour used
for building a braai. How many bricks did his neighbour use?
7. Feroza and Margie both work at the local car wash over weekends.
Feroza works for 13 hours in March. Margie works for 11 hours in
March. If the car wash pays a total of R1 128 for their wages, what
is the hourly rate? How much do they each get?
8. Sophie is the shooter in her school
netball team. Gloria has scored a third
of the number of goals that Sophie has
scored. If Sophie has scored 411 goals
altogether, how many has goals has
Gloria scored?
9. Pumela uses __23 of an apple to bake one
apple pie. If she has 18 apples, how many
apple pies can she bake?
10. A recipe for making shortbread says that
for every 2 cups of sugar, __14 cup of butter
must be used. If a baker uses 40 cups of
sugar, how many cups of butter should
he use?

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 Key words Multiple choice questions
• multiple choice The questions in this exercise are multiple choice questions. You
− a question in
which you must will be given a number of answers and usually only one is correct.
choose the correct However, sometimes there can be more than one correct answer.
answer from a Always read the question carefully to see how many correct answers
number of possible you can find.
answers

Example
How much greater is 27 × 18 than 27 × 16?
a) 27 b ) 18 c ) 54 d ) 32
Answer
• There is no need to do the calculation. The number that
is the same in both expressions is 27. The first expression
has 18 twenty-sevens and the second expression has only
16 twenty-sevens. This means that the first expression is
2 twenty-sevens more than the second expression.
• The answer is 54 (2 × 27). So, choose answer c).

ExERCiSE 39.2

1. By how much is 15 × 14 less than 15 × 17?

a ) 15 b ) 14 c ) 45 d ) 51
2. Which of these pairs of numbers has the rule, ‘add three to the first
number, then multiply by 7 to get the second number’?
a ) 11 and 80 b ) 9 and 84 c ) 84 and 9 d ) 14 and 119
3. Which one of these statements is always true? In each statement
□ represents the same number.
a) 7 × □ = □ − 7 b) 7 × □ = □ × 7
c) 7+□=□−7 d) 7 × □ = 7 + □
4. Which of these statements are equivalent to 18 + (8 + 12)?
a ) 18(8 + 12) b ) (18 + 8) + 12
c ) (9 × 2) + 8 + (3 × 4) d ) 8 + (18 + 12)
5. Which of these statements is equivalent to (14 × 18) + (14 × 2)?
a ) 14 × 20 b ) 14 × 36 c ) 14 + 20 d ) 14 + 36
6. Which of these statements are equivalent to 12 × ( 8 × 9)?
a ) (8 × 12) × 9 b ) (12 × 8) + (12 × 9)
c ) (10 − 2) × (12 × 9) d) 6 × 2 × 2 × 2 × 2 × 3 × 3

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 Revision
1. Look at this geometric pattern:

1 2 3

a ) Count the squares and complete the table below for the first three diagrams. (1)

Diagram number 1 2 3 4 5 6 29 78

Number of squares

b ) For the sequence of numbers in the bottom row, write down how the next
number can be obtained from the previous number. (1)
c ) Use the rule that you found in Question b) to write the number of squares in
diagrams 4, 5 and 6 in the pattern. (3)
d ) If the ‘diagram number’ is the input and ‘number of squares’ is the output, write
down the rule that enables you to get the output for any input number. (2)
e ) Complete the table for diagrams 29 and 78. (2)
2. Write the rule that was used to find these sequences of output numbers and then use
the rule to find the missing output number.
a ) Input number 1 2 3 4 5 6 27 (2)

Output number 6 12 18 24 30 36

b) Input number 1 2 3 4 5 6 17 (2)

Output number 13 33 53 73 93 113

3. A school has collected empty cool drink bottles for recycling. 1 734 bottles have been
collected. Large plastic bags have also been collected for recycling. Learners pack
the bottles into the bags. 47 bottles fit into each bag.
a ) Write a number sentence to calculate how many bags are needed for all the bottles. (2)
b ) Solve the number sentence. (3)
c ) One bag will not be completely full. How many bottles are there in this bag? (2)
Total marks: 20

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 Topic

40 Probability

Maths ideas List possible outcomes of

• Perform simple
repeated
experiments
experiments with When you toss a coin a number of times you are performing an
coins, dice and
experiment. Each time you toss the coin you are doing a trial to see
spinners.
what the outcome will be.
• List the possible
outcomes There are only two possible outcomes when you toss a coin:
of events or • The coin can land heads up.
experiments.
• The coin can land tails up.
• Make tally tables tails
to record actual The picture shows you heads and tails on a R2
outcomes.
coin. The face with the value of the money is
• Count and called heads.
compare
frequency of Before you perform an experiment you need to head
outcomes. decide what the possible outcomes are and list
them.
Key words
Example
• experiment − What are the possible outcomes when you spin this spinner?
something you do
to find out what The spinner can land on any of the four colours. So the possible
will happen outcomes are:
• trial − the activity • Red
you do in an
experiment
• Blue
• outcome − a
• Green
result of a trial • Yellow

ExERCiSE 40.1

Here are four different spinners. List all the possible outcomes if you
spin each one.

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 Record outcomes of experiments
When you record the outcomes of a number of trials, it makes sense to Key words
list the possible outcomes in a table. • frequency − how
As you do each trial make a tally mark to show what the outcome was. often an outcome
Then add the tally marks to find the frequency of each outcome. occurs

Example
April did an experiment with this spinner. She did 20 trials and
recorded his results in this frequency table.
Possible outcomes Tallies Frequency
Red 5

Blue 4

Green 6

Yellow 5

Number of trials conducted 20

• Notice that April has listed the possible outcomes.

• Then April used tallies to record how often the spinner landed
on each colour.
• Finally, April added up the tallies to get the total number of times it
landed on each colour. This is the frequency of each colour.
When you add up the frequencies the total should come to 20, as
this was the total number of trials.

ExERCiSE 40.2

1. In pairs, toss a coin 20 times and record the outcomes.

a ) Draw up a table to record the outcomes of your experiment.
b ) Do the experiment and record your results in your table.
2. a ) List the possible outcomes when you toss a normal dice.
b ) Draw up a table to record the actual outcomes when you toss
a normal dice 20 times.
c ) Perform the experiment and record your results.
d ) Compare your results with those of another learner. Are they
the same? Try to explain why or why not.

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 Make your own spinner
You will need:
• a piece of paper and a piece of cardboard
• a round lid or a pair of compasses to draw
Step 1 a circle
• a pair of scissors and some glue
• a toothpick or small nail
• coloured pens or pencils.

Method
Step 2
Step 1: Draw a small circle on the piece of paper and cut it out. Your
circle should not be wider than 4 cm.
Step 2: Fold the paper in half. Then fold the half circle in half again to
make 4 equal parts.
Step 3 Step 4 Step 3: Open up the paper and make a dot in the centre of the circle.
Step 4: Colour each section a different colour.
Step 5: Stick the paper circle onto the cardboard and cut it out.
Step 6: Push the toothpick or small nail through the dot in the centre
of the circle to make your spinner.
Step 4 ExERCiSE 40.3

1. Use the spinner you made for this activity.

a ) List the possible outcomes when you spin your spinner.
b ) Choose one of the colours. Predict how many times your
Step 5 spinner will land on that colour if you spin it 20 times.
c ) Draw up a table to record the outcome of 20 trials.
d ) Carry out the experiment by spinning your spinner 20 times
and recording the outcomes.
e ) How well did you predict the outcomes?
Step 6
2. Look at these spinners.

A B C D E F G H
a ) List the possible outcomes for each spinner.
b ) Which spinner is most likely to land on blue? Why?

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 ExERCiSE 40.4

1. When you toss a dice, it can land on an odd number (1, 3 or 5) or

and even number (2, 4 or 6). Copy this table into your book.

Possible outcomes Tallies Frequency

An even number
An odd number
Number of trials conducted 20

2. Work in a group of four. You will each need a dice.

a ) Toss your dice 20 times. Record the actual outcomes in the table.
b ) Add up the tallies to find the frequency of odd and even numbers. 1
c ) Write each frequency as a fraction with a denominator of 20.
3. Compare your results with the other members of your group.
a ) Who got the highest frequency of odd numbers?
b ) Who got the highest frequency of even numbers?
3
4. Combine your totals to find the frequency of odd and even
numbers for 80 trials.
a ) What fraction of the total outcomes were odd?
b ) What fraction of the total outcomes were even?
c ) Write each total frequency as a fraction with a denominator
7
of 80.
d ) How does the total frequency compare with the frequency
that you got when you did the experiment on your own?
5. Angie has a six-sided dice with shapes on it. She tosses it 20 times
and records her results like this. 3
a ) Draw up a table to show the possible outcomes for this dice.
b ) Organise Angie’s results into the table.
c ) Which outcome occurred most frequently?
d ) Which outcome occurred least frequently?

Challenge 2

Conduct your own experiment to find the outcomes when you toss two coins at
the same time. Record your results in a table like this one. Perform 20 trials of
the experiment.
Possible outcomes Tallies Frequency
4

Number of trials conducted

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 Glossary
A census – a government count of the whole
a.m. (ante meridian) – the time after midnight population
but before noon page 40
page 28 column method – add and subtract by writing
alpha numeric grid – a grid with alphabet letters digits with the same place value below each
for the columns and numbers for the rows other in the same column
page 184 page 116
analogue clock – a clock that uses hands to compensating – to add or subtract numbers
show the time after rounding off one of the numbers when
page 28 calculating
angle – the amount of turn between two straight page 15
lines that meet each other composite – a 2D shape that is made up of two
page 44 or more 2D shapes that are joined together
area – the amount of space that a shape covers page 45
page 178 context – where and how data was collected
ascending order – from smallest to greatest page 41
page 7 convert – to change to something else
average speed – total distance divided by page 30
total time; the rate at which the distance is coordinate – a reference that is used to show the
changing over time. We normally write speed exact location of objects
in km/hr. This means kilometres per hour page 184
page 81 curved surface – a surface of a 3D object that is
axis – one of two fixed lines in a graph; it can be not flat
either vertical (up–down) or horizontal (left– page 83
right)
page 35 D
data – a collection of facts, numbers or
B measurements
base – the face on which the object rests page 34
page 82 data cycle – process of asking questions,
biased – skewed or distorted collecting and organising data and
page 41 summarising results
bimodal – a data set with two modes page 37
page 136 decade – a period of 10 years
boiling point – temperature at which liquid turns page 30
to gas for example, water boils to form vapour denominator – the number below a fraction line
page 130 which shows how many parts that the whole
has been divided into
C page 64
capacity – the maximum amount an object can descending order – from greatest to smallest
hold C page 7
page 48

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 digital clock – a clock that shows time using G
numbers and a : separator geometric patterns – repeated arrangements of
page 28 shapes
dimension – a measurement of length, breadth page 88
or height grid reference position – refers to a particular
page 84 cell or coordinate in the grid
page 184
E
equivalent fractions – fractions that have the H
same value heptagon or septagon – a polygon with seven
page 65 sides
estimate – an approximate answer page 43
page 14 hexagon – a polygon with six sides
evacuation plan – a plan of a building that page 43
shows the quickest way out of the building to
a place of safety I
page 121 identical – exactly the same
exchange – break down a large number into page 82
smaller units – 100 is 10 tens; 1 000 is 10 infinite – never ending
hundreds and so on page 94
page 159 input number – the number that you start with
experiment – something you do to find out what in a flow diagram
will happen page 18
page 202 inverse – opposite
page 8
F inverse operations – reverse or opposite
face – a surface of an object operations (for example, multiplication is the
page 82 inverse of division)
factor – a number that divides exactly into page 24
another number
page 22 K
flow diagram – a diagram that shows how an kilo – means one thousand, therefore kilogram
operation (for example, addition) is applied to means 1 000 g
numbers to get an answer page 110
page 18
freezing point – temperature at which liquid L
turns to solid, for example, water freezes to leap year – the name given to a year that has 366
form ice days in it and not the usual 365
page 130 page 30
frequency – how often an event or outcome line of symmetry – a line that divides a shape
occurs into two identical halves
page 203 page 92

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 line symmetry – a shape has line symmetry if it order of rotational symmetry – the number of
can be folded in such a way that one half lies times that a shape looks like the original while
exactly on the other half completing a full turn
page 92 page 93
outcome – a result of a trial
M page 202
mass – the amount of matter an object has output number – the answer that you get in a
page 108 flow diagram
maximum temperature – the highest page 18
temperature reading recorded
page 132 P
midpoint – the point that divides a line into two p.m. (post meridian) – the time past noon up to
equal parts midnight
page 126 page 28
minimum temperature – the lowest patterns – repeated arrangements of shapes,
temperature reading on one day numbers, colours or lines
page 132 page 88
mixed number – a whole number and a fraction pentagon – a shape with five sides
making one number page 43
page 105 perimeter – the total distance around the
modal – relating to the mode outside of a shape
page 36 page 176
mode – the data value that occurs most often pictograph – graph that uses symbols (pictures)
page 36 to show data
multiple – the answer when you multiply two page 34
numbers place value – the value of a digit in a number
page 22 according to the position of the digit within
multiple choice – a question in which you must the number
choose the correct answer from a number of page 4
possible answers polygon – a 2D shape that is enclosed by three
page 200 or more straight sides
page 42
N prism – a 3D object with two identical, parallel
net – a flat arrangement of the 2D shapes that end faces (bases)
make up a 3D object page 82
page 165 pyramid – a 3D object that has a polygon base
number sequence – a group of numbers that and all its other faces as triangles
follow each other in a particular order page 82
page 18
numerator – the number above the fraction line Q
showing the number of parts of the whole. quadrilateral – a polygon with four sides
page 64 page 43

O R
operation – addition, subtraction, multiplication, rectangle – a quadrilateral where all the angles
division are right angles
page 8 page 43

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 reflect – when you flip a shape ( as in a mirror tangram – an Ancient Chinese puzzle consisting
image) of geometrical pieces that fit together to make
page 128 a square
right angle – a quarter of a full turn page 129
page 44 thermometer – an instrument we use to
rotate – to transform a shape by turning it measure temperature
page 128 page 131
rotational symmetry – a shape has rotational three-dimensional (3D) – having three
symmetry if it can be rotated so that it looks dimensions: length, width and height
exactly like the original shape at least once page 42
before completing a full turn transformation – change in the position and/or
page 93 the direction of a shape
round off – a way of making a number simpler to page 128
use, according to a given place value translate – transform a shape by sliding it
page 5 page 128
trial – the activity you do in an experiment
S page 202
scale – an instrument used to measure mass triangle – a polygon with three sides
page 109 page 43
sequence – a group of numbers or shapes that two-dimensional (2D) – having two dimensions:
follow each other in a particular order length and width
page 91 page 42
source – the people or places that data comes
from V
page 41 viewpoint – position from which you view an
square – a rectangle with all the sides equal object
page 43 page 121
stopwatch – an instrument that you use to time volume – how much space an object takes up
the duration of events accurately page 48
page 31
W
T whole numbers – the numbers we use to count,
table – information arranged in rows and including 0. 0, 1, 2, 3, …
columns page 24
page 34
tallies – marks made to record each item when
you are counting
page 34

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 Useful resources

Mathematical symbols
Word Symbol Meaning
sum + add
difference – subtract
product × multiply
quotient ÷ divide

Rules for rounding

If the digit to the right of the place you are rounding to is less than 5, round down.
If the digit to the right of the place you are rounding to is 5 or more, round up.

Hundred square

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 Useful resources

Fraction wall

Principal units
kilo – thousand (Greek) milli – thousandth (Latin)
centi – hundredth (Latin) metre – measure (Latin)

Distance
1 km = 1 000 m 1 m = 100 cm 1 m = 0,001 km 1 cm = 0,01 m
1 km = 100 000 cm 1 m = 1 000 mm 1 cm = 0,00001 km 1 mm = 0,001 m
1 km = 1 000 000 mm 1 cm = 10 mm 1 mm = 0,000001 km 1 mm = 0,1 cm

Capacity
1 litre = 1 000 millilitres or 1 ℓ = 1 000 ml
1 millilitre = 0,001 litre or 1 ml = 0,001 ℓ
1 kilolitre = 1 000 litres or 1 kl = 1 000 ℓ
1 litre = 0,001 kilolitre or 1 ℓ = 0,001 kl

Useful resources 211

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 Maskew Miller Longman (Pty) Ltd
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All rights reserved. No part of this publication may be reproduced, stored in a retrieval system,
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First published in 2012
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77, 81, 83, 86, 100, 101, 103, 108, 107, 111, 120, 127, 130, 131, 138, 152, 153, 154, 155, 160–162,
171, 190, 193, 197, 199); Corbis/Greatstock (pp. 2, 54, 86, 111); David Pickett (pp. 50, 70, 71, 77,
83, 167); Dorling Kindersley (p. 25); Erika Gouws (pp. 132, 133, 137, 162); Getty Images (pp. 57, 86,
102, 103, 120, 130, 162); Heide Benser (p. 54); iStock (pp. 101, 107, 120, 127, 154, 155, 161, 162,
190); Mike Carelse/LCA Studios (pp. 35, 44, 48, 67, 69, 84, 104, 120, 129, 167); PictureNET (p. 199).
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