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- P2: Mathematics SB File Uploaded 31/07/22, 07:56
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Unit 1: Whole numbers from 0 up to 200
1.1 Count, read and write whole numbers from 0 up to 200
Activity 1.1.1
Activity 1.1.2
Activity 1.1.3
Activity 1.1.4
Activity 1.1.5
Activity 1.1.6
Activity 1.1.7
Activity 1.1.8
Activity 1.1.9
Activity 1.1.10
Activity 1.1.11
Activity 1.1.13
1.2 Place value of each digit for numbers from 0 up to 200
Activity 1.2.1
Activity 1.2.2
Activity 1.2.3
591.3. Comparison of numbers from 0 up to 200
Activity 1.3.1
Activity 1.3.2
Activity 1.3.3
Activity 1.3.4
1.4 Arranging numbers within 200 in ascending and descending order
1.4.1 Arranging numbers from smallest to the largest.
Activity 1.4.1
Activity 1.4.2
1.4.2 Arranging numbers in descending order
Activity 1.4.3
Activity 1.4.4
Activity 1.4.5
1.5 Addition of numbers whose sum does not exceed 200
1.5.1 Mental calculation
Activity 1.5.1
Activity 1.5.2
Activity 1.5.3
1.5.2 Addition without carrying
Activity 1.5.4
Activity 1.5.5
Activity 1.5.6
Activity 1.5.7
1.5.2 Addition with carrying
Activity 1.5.8
1.6 Word problems involving numbers whose sum does not exceed 200
Activity 1.6.1
Example:
In the first week our school enrolled 123 new pupils. In the second week the school received other 54 new pupils. Find the total number of new pupils in this two weeks.
Solution:
Given:
In the first week: 123
In the second week: 54
Question: The total or the sum
Answer: 123 + 54 = 177.
The total number of new pupils in this two weeks is 177.
Note: To solve a problem, make up a number sentence from a given number story.
123 + 54 = 177 is a number sentence.
Solve the following problems:
1.7 Subtraction within the range of 200
1.7.1 Mental work
Activity 1.7.1
261.7.2 Subtraction without Borrowing
Activity 1.7.2
Activity 1.7.3
Activity 1.7.4
Activity 1.7.5
1.7.3 Subtraction with Borrowing
Activity 1.7.6
Activity 1.7.7Hundreds
1.8 Solve problems involving subtraction in real life situations
Activity 1.8.1
Example:
Solution:
Note
Solve the following problems:
1. Our school has 200 cocks. If the headmaster sells 50 cocks, how many cocks will remain?
2. Uwera had 170 eggs. In this morning uwera sold 60 eggs. How many eggs left?
3. In the exam, Mugisha scored 156. If the pass mark is 200 marks. How many marks does he need to get the pass mark?
4. Shimwa produced 166 sacks of rice. Shema produced 187 sacks of rice. Find the difference between their sacks.
5. The family of Keza bought 178 cobs of maize. At the evening, they gave 69 cobs of maize to their visitors. How many cobs of
maize were left?
6. Kayiranga took 195 pineapples to the market. People bought 139 pineapples only. How many pineapples did he bring back
home?
7. Our village has 187 families. 149 families have cows, How many families do not have cows in our village?
8. Muhizi had 187 sacks of cement. If 39 sacks will be used during the construction of the walls of his house, how many sacks of
cement will remain?
9. Bwiza Village has 172 families. If only 148 families of this village have health insurance , How many families of Bwiza village are
not insured?
1.9 Multiplication of whole numbers by 2 and the multiples of 2
Activity 1.9.1
Note
Activity 1.9.2
1. Complete the multiplication table by 2.
2. Fill in the missing number in the multiplication table
1.10 Multiply a two-digit number by 2
Activity 1.10 .1
I have learnt that:
1.11 Word problems involving the multiplication by 2
Activity 1.11
Solution:
The number of people : 42 x 2 = 84
The number of people is 84.
1.12 Division without a Remainder of a two or three-digit number by 2
Activity 1.12.1
Activity 1.12.2
I have learnt that:
Activity 1.12.3
I have learnt:
1.13 Word problems involving the division of a number by 2
Example:
If the sector shares 148 books between 2 schools equally. How many books will each school get?
Solution:
The number of books for each school: 148 : 2 = 74
The number of books for each school is 74.
Then solve the following problens:
1.14 Multiplication of whole numbers by 3 and the multiples of 3
Activity 1.14.1
Note
Activity 1.14.2
1.15 Multiply a two-digit number by 3
Activity 1.15 .1
I have learnt:
Activity 1.15 .2
31.16 Word problems involving the multiplication by 3
Activity 1.16
Example:
Work out the following problems:
1.17 Division without a Remainder of a two or three-digit number by 3
Activity 1.17.1
Activity 1.17.2
Activity 1.17.3
1.18 Word problems involving the division of a number by 3
Activity 1.18
Example:
Solution:
Laptops to be shared to each school: 189 : 3 = 63
The number of Laptops to be shared to each school is 63.
Solve the following problens:
END UNIT ASSESSMENT 1
Files: 3URLs: 6UNIT 2: Whole numbers from 0 up 2 to 500
2.1 Count, read and write whole numbers from 0 up to 500
Activity 2.1.1
Study the picture and tell your friend the numbers you have see on it
Activity 2.1.2
Read loudly numbers on a), b), c) and d) using number names
Activity 2.1.3
Read numbers you see on the sign posts
Activity 2.1.4
Study the following numbers and read them in a loud voice
Activity 2.1.5
Count in hundreds and complete the following number line
Activity 2.1.6
Fill in the missing numbers
Activity 2.1.7
Fill in the missing numbers
Activity 2.1.8
2.1.7You have a container with number cards for the following numbers: 242, 318, 425, 499 and 384.
Pick randomly one number card from the container and tell your collegue the number you have picked.
Activity 2.1.9
Take 10 number cards with successive numbers between 200 and 500.
Arrange them from the smallest to largest.
Activity 2.1.1
Study the following pictures. What do you see ?
Using your own number cards, arrange numbers from 200 up to 500.
Activity 2.1.11
Fill in the missing numbers on the following number lines:
Activity 2.1.12
Fill in the missing numbers on the following number lines.
Activity 2.1.13
Write numbers in words:
Activity 2.1.14
Activity 2.1.15
Read and write these numbers in words
Activity 2.1.16
2.2 Place values of numbers from 0 up to 500
Activity 2.2.1
Use the example and write the numbers that follow in the table of place values
Activity 2.2.2
Use the table of place values to group numbers into hundreds (H), tens (T) and ones (O).
Activity 2.2.3
2.3 Comparing numbers from 0 up to 500
Activity 2.3.1
Activity 2.3.2
Put them on a table and use cards symbol <, > or = to compare the numbers.
Activity 2.3.3
Activity 2.3.4
The number of carrots produced by each class is given in this table:
Compare the harvest for the following classes:
2.4 Arrange numbers within 500 in ascending or descending order
2.4.1 Arrange numbers from the smallest to the largest.
Activity 2.4.1
Activity 2.4.2
Activity 2.4.3
2.4.2 Arranging numbers from the largest to the smallest.
Activity 2.4.3
Activity 2.4.4
Do the same and arrange your number cards from the largest to the smallest number.
Arrange the following numbers from the largest to the smallest number
2.5 Addition of numbers whose sum does not exceed 500
2.5.1 Mental calculation
Activity 2.5.1
Activity 2.5.2
2.5.2 Addition without carrying
Activity 2.5.3
Tell the activity taking place in the pictures below
Activity 2.5.4
2.5.5
Activity 2.5.6
Activity 2.5.7
Activity 2.5.8
2.6 Word problems involving the addition of numbers whose highest sum is 500
Example:
Solution
The total marks for Nahimana: 225 + 215 = 440
The total marks for Nahimana is 440.
Questions:
1. Today the school leader buys 265 books for Mathematics and 19 books for Kinyarwanda. How many books does he
buy altogether?
2. Kanyinya Village planted 312 trees during Umuganda.
Kinyinya Village also planted 188 trees. How many trees were planted altogether?
2.7 Subtraction of numbers within the range of 500
2.7.1 Mental calculation
Activity 2.7.1
2.7. 2 Subtraction without borrowing
Activity 2.7.3
Activity 2.7.4
Activity 2.7.5
Then, 496 - 223 = 273
Work out :
2.7.3 Subtraction with Borrowing
Activity 2.7.6
2.8 Solve problems involving subtraction in real life situations
Activity 2.8
Example:
Our school has 378 as the total number of pupils. However, 132 pupils are in P6. How many pupils will remain after the departure of P6 pupils ?
Solution:
There will remain: 378 - 132 = 246
1. Tito has got 170 eggs. In this morning 87 were broken. How many eggs are left?
2. Makuza has 466 sacks of beans. His Sister has 387 sacks of beans.
a) Who has more beans ?
b) What is the difference between the sacks of the two people ?
2.9 Multiplication of whole numbers by 4 and the multiples of 4
Activity 2.9.1
Note
The multiplication by 4 looks like the repeated addition of fours.
Activity 2.9.2
Use the multiplication by 4 to complete the missing number
2.10 Multiply a two-digit number by 4
Activity 2.10 .1
Activity 2.10 .2
2.11 Word problems involving the multiplication of a number by 4
Activity 2.11
Study the worked out example below:
We are 42 pupils in the classroom. Every pupil has 4 books.
Find the total number of books we have in our classroom.
Solution:
Total number of books: 42 × 4 = 168
The total number of books is 168
Solve the following problems:
1. At our school we are 82 pupils. We are going to plant trees so that every pupil plants 4 trees. How many trees
shall we plant altogether?
2. In the morning assemble the P3 pupils stand in rows in front of their classroom. If there are 22 pupils on each
row, find the total number of pupils in the assembly.
2.12 Division of a number by 4
Activity 2.12.1
2.13 Division of a two or three-digit numbers by 4 without a Remainder
Activity 2.13.1
Activity 2.13.2
2.14 Word problems involving the division of a number by 4
Activity 2.14
Example:
The head teacher bought 488 books. These books were shared equally to 4 classes.
How many books did each class get?
Solution:
Each class received: 488 : 4 = 122
Each class got 122 books.
Solve the following problems:
1. We are 4 children at home. Our Mum wants us to share 144 notebooks equally. How many notebooks does each child get?
2. There are 368 people in the conference hall. People sit in 4 equal columns. How many people are in each column?
2.15 Multiplication of whole numbers by 5 and the multiples of 5
Activity 2.15.1
Note
Activity 1.15.2
Fill in the missing number in the multiplication table by 5
2.16 Multiply a two-digit number by 5
Activity 2.16 .1
Then, 21 x 5 = 105
Find the answer by using the table of place values:
Activity 2.16.2
2.17 Word problems involving the multiplication by 5
Solution:
The number of all chairs: 91 x 5 = 455
The number of all chairs is 455
Solve the following word problems:
1. During the distribution of mosquito nets, each family received 5 mosquito nets. How many nets were given to 81 families ?
2. If there are 5 cups on each tray, how many cups are there on 41 trays ?
3. There are 61 benches in the conference hall. How manypeople can sit in the conference hall if only 5 can sit on each
bench ?
4. One family has 5 people. How many people are in 31 families ?
5. There are 40 bottles of water in each box. How many bottles of water are in 5 boxes ?
2.18 Division of a two or three-digit number by 5 without a remainder
Activity 2.18.1
Activity 2.18.2
Activity 2.18.3
2.19 Word problems involving the division of a two or 3 digit number by 5
Activity 2.19
Example:
You have 65 oranges. If you share them equally among 5
pupils, how many oranges will each pupil get?
Solution:
One pupil can get: 65 : 5 = 13
One pupil can get 13 oranges.
Then solve the following problems:
1. The cooperative of 5 farmers has 495 cows. If they share their cows equally, how many cows will each farmer get?
2. The health Center has 385 mosquito nets to be distributed equally to 5 villages in our Cell. Find the number of mosquito nets for each village.
END UNIT ASSESSMENT 2
1. Write in words or in figures
(a) 497
(b) Three hundred eighty six.
2. Underline the correct answer
(a) 3Ones 6Tens 4Hundreds = 1) 364 2) 463 3) 346
(b) 3Hundreds 2Ones 4Tens = 1) 324 2) 423 3) 342
3. Write the expanded number
(a) (4 × 100) + (8 × 10) + (7 × 1) =
(b) 300 + 70 + 6 =
4. Write each number in the table of place values
(a) 268 (b) 475 (c) 473 (d) 352
6. Arrange the following numbers in ascending order
(from the smallest to the largest)
439, 349, 493, 394, 387, 479
7. Arrange the following numbers in descending order
(from the largest to the smallest)
293, 239, 387, 470, 389, 499
8. Work out the following:
(a) 234 + 253 = (c) 378 + 114 =
(b) 257 + 208 = (d) 369 + 128 =
Find the difference:
(a) 459 – 327 = (c) 367 – 236 =
(b) 453 – 345 = (d) 381 – 274 =
10. Complete the following multiplication or division table:
11. Work out the following product:
12. Find the missing numbers in the following multiplication table:
13. Work out the following division by using the standard written form.
14. Word problems
a) Our Village planted 256 trees. The neighboring Village also planted 239 trees. Find the total number of trees planted
by the two villages.
b) Our school has 489 pupils. The number of boys is 297. Find the number of girls.
c) Head Mistress gave 4 books to every pupil. How many books did she give to 72 pupils?
d) Shared 496 books equally among 4 classrooms. How many books can each classroom get?
e) Chose the right answer:
Gisa shared equally 450 pineapples to 5 shops. Each shop got:
(i) 450 – 5 = 445 pineapples
(ii) 450 + 5 = 455 pineapples
(iii) 450 : 5 = 90 pineapples
f) Muhoza has 196 sweets. He wants to share them equally
among his 5friends . How many sweets will one each get?
Unit3:Whole numbers from 0 up to 1000Unit3
3.1 Count, read and write whole numbers from 0 up to 1000
Activity 3.1.1
Activity 3.1.2
Activity 3.1.3
Activity 3.1.4
Activity 3.1.5
Activity 3.1.6
Activity 3.1.7
You have a container with number cards.
Pick randomly one number card from the container and tell your friend the number in words
Activity 3.1.8
Go to the classrooms of P1, P2 and P3. Ask them the number of pupils who are in each classroom.
Write these numbers and go back to your classroom. Read to your friend the numbers you wrote.
Activity 3.1.9
Study the pictures carefully and arrange numbers from 500 up to 1000.
Activity 3.1.10
Activity 3.1.11
Activity 3.1.12
Activity 3.1.13
Activity 3.1.15
3.2 Place value of each digit of numbers from 0 up to 999
Activity 3.2.1
Activity 3.2.2
Activity 3.2.3
3.3 Comparing numbers from 0 up to 999
Activity 3.3.1
Activity 3.3.3
Activity 3.3.4
The number of sugar canes harvested by every class is given in this table:
3.4 Arranging numbers within 999 in ascending or descending order
3.4.1 Arranging numbers in ascending order (from the smallest to the largest)
Activity 3.4.1
Activity 3.4.2
Activity 2.4.3
3.4.2 Arranging numbers in descending order (from the largest to the smallest)
Activity 3.4.4
Activity 3.4.5
Do the same and arrange your number cards from the largest to the smallest number.
Activity 3.4.6
3.5 Addition of numbers whose sum does not exceed 999
3.5.1 Mental work .
Activity 3.5.1
Activity 3.5.2
3.5.2 Addition without carrying
Activity 3.5.3
Activity 3.5.4
Activity 3.5.5
3.5.3 Addition with carrying
Activity 3.5.6
3.6 Word problems involving the addition of numbers with the highest sum of 999
Activity 3.6
1. During exams, pupils used 534 sheets of paper in mathematics and 365 in Kinyarwanda. Find the total number of paper used.
2. On Saturday party we served 450 mangoes. On Sunday we used 539 mangoes. How many mangoes did we serve altogether?
3. In the morning there were 723 people in the market and 276 more people came in the afternoon.
How many people came in the market altogether?
3.7 Subtraction of numbers within the range of 999
3.7.1 Mental work
3.7. 2 Subtraction without Borrowing
Activity 3.7.2
Activity 3.7.3
Use them to do the task below:
Activity 3.7.5
3.7.3 Subtraction with Borrowing
Activity 3.7.6
3.8 Solve problems involving subtraction in real life situations
Activity 3.8
Study this example carefully :
Example
There were 850 reading books in the library. If 615 were taken to the classroom, How many books remained in the library?
Solution:
The library remained with: 850 - 615 = 235
The library remained with 235 books
Solve the following problems:
1. Our teacher bought 500 pens. She gave us 342 pens. How many pens did she remain with ?
2. Butera harvested 646 sacks of sweet potatoes. His sister harvested 837 sacks
a) Who had more sacks of sweet potatoes?
b) Find the difference between Butera and his sister’s harvest.
3. Last year Zigama had 954 shirts in his shop. He sold 719 of them. How many shirts remained?
4. Our Sector bought 960 bottles of soda for a party.
Only 756 people attended the party and every person took one bottle of soda. How many bottles remained?
5. The government bought 942 cars. If 749 cars are small, how many big cars did the government buy?
3.9 Multiplication of whole numbers by 6 and the multiples.
Activity 3.9.1
Form different groups of 6 counters. Count the number of groups and the number of counters for those groups.
Do it in the following way:
1 group, 2 groups, 3 groups, 4 groups, 5 groups, 6 groups, 7 groups 8 groups, 9 groups and 10 groups.
Write the number sentences of the following: The number of counters for 5 groups is ...,
The number of counters for 9 groups is..., etc.
Note
The multiplication by 6 looks like the repeated addition of sixes.
Activity 3.9.2
Use the multiplication by 6 and complete the missing number
3.10 Multiply a two or three-digit number by 6
Activity 3.10 .1
Calculate:
Activity 3.10 .2
70 x 6 =
3.11 Word problems involving the multiplication of a number by 6
Activity 3.11
Example:
During Umuganda for last month every person planted 6 trees. How many trees were planted by 91 people
Solve the following word problems:
1. In the church, 6 people sit on one bench. How many people can sit on 51 benches?
2. Every pupil has 6 notebooks. Find the total number of notebooks for 41 pupils.
3. A flat building in Kigali city center has 31 floors. If each floor has 6 rooms, find the total number of rooms in flat building.
4. In the morning assemble P5 pupils stood in 6 rows. If there are 61 pupils on each row, find the total number of pupils
who were in the assembly.
5. Chairs for the conference hall are arranged in 6 columns. If every column has 95 chairs, find the total number of
chairs in the conference hall.
6. A Carpenter has 6 big trees. If he cuts 50 pieces of timber from each tree.
Find the total number of pieces of timber he can cut from his trees.
3.12 Division of a number by 6
Activity 3.12
3.13 Division of a two or three-digit numbers by 6 without a Remainder
Activity 3.13
3.14 Word problems involving the division of a number by 6
Activity 3.14
The District shared 984 books equally among 6 schools. How many books does each school get?
Solve the following problems:
1. Share 246 notebooks equally among 6 pupils. What does each pupil get?
2. Musoni’s cows produce 486 liters of milk in 6 days. If the daily production is the same,
find the number of litters they produce in one day.
3. Share 864 balls equally among 6 schools. How many balls does each school get?
3.15 Multiplication of whole numbers by 10 or by 100
Activity 3.15.1
Note
The multiplication by 10 looks like the repeated addition of tens.
Activity 3.15.2
1) Complete the multiplication by 10 or by 100
2) Complete this multiplication table
3) Work out the multiplication
END UNIT ASSESSMENT 3
1. Write in words or in figures
(a) 976 :
(b) Eight hundred thirty five
2. Underline the correct number
3. Write the expanded number
(a) (8 × 100) + (7 × 10) + (9 × 1) =
(b) 900 + 90 + 9 =
4. Write these numbers in a place value table
(a) 896 (b) 759 (c) 837 (d) 925
5. Use <, > and = to compare numbers
6. Arrange the following numbers from the smallest to the largest.
793, 947, 986, 969, 678, 789
7. Arrange the following numbers from the largest to the smallest.
972, 984, 837, 749, 839, 949
8. Carry out the addition
(a) 534 + 453 = (b) 738 + 241 =
(c) 572 + 418 = (d) 693 + 289 =
9. Carry out the subtraction
(a) 857 – 727 = (b) 967 – 856 =
(c) 935 – 798 = (d) 618 – 579 =
10. Complete the following multiplication or division table
11. Carry out the multiplication
12. Complete the multiplication by 10 or by 100
13. Complete the missing numbers in the following division or multiplication table
14. Divide the following numbers by 6
(a) 966 : 6 = (f) 870 : 6 =
(b) 684 : 6 = (g) 774 : 6 =
(c) 564 : 6 =
954 : 6 =
(d) 624 : 6 = (i) 978 : 6 =
(e) 864 : 6 = (j) 786 : 6 =
15. Word problems
(a) Shema had 78 cows. This morning he sold 568 cows. How many cows remained?
(b) What number can you add to 567 to get 999?
(c) There were 967 books in the library. If students borrowed 765 books,
how many books were left in the library?
(d) What number can you subtract from 987 to get 556?
(e) Which number can you add to 568 to get 879?
(f) Bumanzi Village has 235 men, 262 women and 302 children.
How many people are there altogether in Bumanzi village?
(g) Share 864 mosquito nets equally among 6 Villages. How many mosquito nets does each village get?
(i) Ntwari has 186 bottles of water. He wants to park these bottles equally in 6 boxes.
How many bottles of water will be in one box?
Unit 4: Fractions 1/2 , 1/4 , and 1/8
Activity 4.1.1
Activity 4.1.2
Activity 4.1.3
Activity 4.1.3
(b) Drawing and shading one half of an object
Activity 4.1.4
Activity 4.1.5
Activity 4.2.1
Activity 4.2.2
Activity 4.2.3
Activity 4.2.4
Activity 4.2.5
Activity 4.2.6
Activity 4.3.1
Activity 4.3.2
Activity 4.3.3
Activity 4.3.4
Activity 4.3.5
Activity 4.3.6
4.4 Parts of a fraction
Activity 4.4
4.5 Comparing fractions
Activity 4.5.1
Compare using < > =
Activity 4.5.2
Activity 4.5.3
4.6 Putting fractions together to make a whole
Activity 4.6
4.7 Importance of fractions
Activity 4.7
END UNIT ASSESSMENT 4
1. Write in words and in figures the fraction related to the shaded parts
2. Draw a circle, divide it into fractions and shade the part equivalent to:
4. Use >,< or = to compare the following fractions
5. Answer by “Yes” or “No”
Unit 5 : Length measurements
5. 0 Preliminary activities
Activity 5.0.1
Activity 5.0.2
Activity 5.0.3
Activity 5.0.4
Activity 5.0.5
Solve word problems
1. The chalkboard of our classroom has the length of 8m.
The chalkboard of the neighboring classroom has the length of 6m. Find the total length of the two chalkboards.
2. Kaneza’s garden has a length of 20 m. The garden of Mitari measures 18m. What is the total length for the two gardens?3. On Monday, Mariza bought 14m of pieces of clothe. On Tuesday, she bought 13 m of the same cloth.
The next day she bought 12m. Find the total length for the pieces of clothes she bought.
4. Mayira has a rope of 10m. His brother’s rope has 19 dm. What is the total length for the two ropes?
5. Nshuti made a mat of 20 dm. Her sister Mutesi made a mat of 17 dm. What is the difference in the length of the two mats?
6. I made a rope of 72m. My father cut 12m from it to tie the banana plant and protect it against strong wind.
What is the length of the remaing rope?
7. Munezero has a timber of 12m. Kagabo’s timber measures 8 m. What is the total length for the two timbers?
5.1 Measuring the length of objects using a meter ruler
Activity 5.1
Do the following activity in groups :
1. Use a meter ruler and measure:
(a) The length of your desk
(b) The length of teacher’s table
2. Use a meter ruler and measure:
(a) The width of the teacher’s cupboard
(b) The width or the height of your blackboard
3. Use a meter ruler and measure: the perimeter of your classroom.
4. Use a meter ruler and measure:
(a) The width of your classroom door .
(b) The total length of two sides (length) of your classroom
5. Use a 30cm ruler and measure the length of notebooks and books, and other objects in your classrooms.
5.2 Dividing a meter into 10 equal parts
Activity 5.2
Do the following activities:
1. Get sugar cane of 1m long. Divide this cane in 10 equal parts.
2. Get a rope of 1m long. Cut it in 10 equal parts.
3. Get a thread of 1m long. Divide it in 10 parts of the same length.
4. Get a cloth measuring 1m long. Cut it in 10 equal parts.
5.3 Dividing a decimeter into 10 equal parts
Activity 5.3
In your groups do the following activities:
1. Take a rope of 1dm. Cut it in 10 equal parts.
2. Take a small tree of 1m. Divide it in 10 parts of the same length.
5.4 Conversion of Units of length
Activity 5.4.1
5.5 Comparing lengths
Activity 5.5
5.6 Measuring the length round objects
Activity 5.6
1. Use a meter ruler and measure the total length round your classroom.
2. Measure the length of 10 m in the playground.
3. Use a meter ruler and measure the length round a garden
4. Use a rope of 10 m to measure the length round the football pitch.
5.7 Arranging lengths of objects
Activity 5.7.1
Activity 5.7.2
5.8 Addition of lengths
Activity 5.8
5.9 Subtraction of units of lengths
Activity 5.9
5.10 Multiplication of units of length per a whole number
Activity 5. 10
5.11 Division of length by a whole number
Activity 5. 11
5.12 Word problems involving units of length
Activity 5. 12
Study this example on the word problem:
Example:
The distance between our classroom and the office of Headteacher is 45 dm. The distance between the office and
the play ground is 55dm. Find the total distance in meters between our classroom and the playground.
Solution:
Distance between our classroom and the office of Headteacher: 45 dm
Distance between the office and the play ground : 55 dm
The distance between our classroom and the play ground is 10 m.
Solve problems:
1. Last year I planted a tree with 50 dm of height. Today, the tree has 80dm.
What is the difference in the height of this tree?
2. A carpenter bought a piece of timber measuring 100cm. He cut it into 5 equal parts. How long is each part?
3. Gatari bought a rope of 60 m. He wants to cut it in 3 equal ropes. What would be the length of each part.
4. Gatera had a field of 89m of length. Munezero’s field had 97 m of length.
(a) Between them, who had a longer field?
(b) Find the difference between their fields?
5. The distance from our home to school is 420 dm. Convert this distance in m.
5.13 The uses of units of length
Activity 5.13.1
Note:
Activity 5.13.2
Activity 5.13.3
5. 14 END UNIT ASSESSMENT 5
1. Comment by Yes or No
(a) The length for my class table is 100 cm ….....…...
(b) The meter is the standard unit of length measurement….........................
(c) We use the tape meter to measure the length of a cloth. ……………………….
(d) Units of length help us to find the measurement of length for objects………………..
(e) I use a meter ruler to measure the length for my notebook. ……………………..
(f) The units of length vary from one the next in the multiple of ten…………………..
2 Use a conversion table to convert
3. Use <, > or = to compare lengths
4. Arrange the lengths for objects from the shortest to the longest: 9 m, 75 dm, 8 m, 85 dm.
5. Arrange the lengths for objects from the longest to the shortest: 756 cm, 87 dm, 967 cm, 68 dm.
6.Work out:
7.Word problems
(a) Gisa walks on foot to go to visit his friend. He covers a distance of 45m. Convert this distance in dm.
(b) Keza bought a long cloth of 79m. She sold 70 dm from it. How long is the remaing piece of cloth cloth?
(c) Mucuruzi bought a cloth of 75m. He divided it in 5 equal parts. Find the length for each part.
(d) During the running race, the competitor Gwiza made 100m in 6 consecutive periods.
Find the total length covered by Gwiza.
Unit 6:Litre, the standard unit of capacity measurements
6.1 The litre as a measuring tool
Activity 6.1
6.2 Measuring liquids
Activity 6.2 1
Activity 6.2 2
Activity 6.2 3
6.3 Comparing containers of liquids
Activity 6.3.1
Activity 6.3.2
Activity 6.3.3
Activity 6.3.4
6.4 Addition of capacities in litres
Activity 6.4.1
6.5 Word problems involving the addition of capacity measurements
Activity 6.5
Example:
Solution:
Solve the following problems:
6.6 Subtraction or difference of capacities in litres
Activity 6. 6.1
Solve the following problems:
6.9 Word problems involving multiplication of capacities per a number of times
Activity 6. 9
Example:
Solution:
Solve the following problems:
6.10 Division of capacity measurements by a whole number
Activity 6.10
6.11 Word problems involving the division of capacity measurements by a whole number
Activity 6. 11
Example:
Solution:
Solve the following problems:
6.12 Importance of capacity measurements
Activity 6.12.1
List and explain where liters are used in real life.
Activity 6.12.2
Activity 6.12.3
END UNIT ASSESSMENT 6
61. Comment by Yes or No
(a) Liter is the standard unit of measuring the capacity of liquids…..............
(b) We use the liter to measure the length of a field…..
(c) Liter is used to measure the quantity of liquids such as water……..
2. Use <, > or = to compare
3. Arrange the capacity of measurements for objects from the lightest to the heaviest
4. Arrange the capacity measurements for objects from the heaviest to the lightest.
5. Find the answer
6. Problems
Unit 7:Kilogram, the standard unit of mass
7.1 The Kilogram as the standard unit of mass
Activity 7.1
We measure mass in kilograms (Kg).
Give another way of measuring mass.
7.2 Balances and their types
Activity 7.2
7.3 Measuring masses of objects in Kg
Activity 7.3.1
Activity 7.3.2
Do the same and read the mass of different objects in Kilograms and record masses on a balance.
Activity 7.3.3
Activity 7.3.4
7.4 Importance of Kilogram (Kg)
Activity 7.4.1
7.4.1Activity 7.4.2
Activity 7.4.3
7.5 Comparing masses of objects
Activity 7.5.1
Activity 7.5.2
Activity 7.5.3
Activity 7.5.4
Activity 7.5.5
7.6 Addition of masses in kilogram
Activity 7. 6
Example: 205 kg + 414 kg =
7.7 Word problems involving the addition of mass measurements
Activity 7. 7
Look at the worked out example below:
Example:
I weigh 32Kg; my brother weighs 46Kg. Find our total weight?
Solution:
Solve the following problems:
1. Last month Kamanzi kept 12Kg of cassava in the store.
His brother kept15 Kg of cassava. How much cassava did they save altogether?
2. One day, Rukundo sold 50Kg of rice in the morning. In the afternoon, he sold 25Kg of rice.
How much rice did Rukundo sell on the same day?
3. At home we cook 5Kg of bananas in the morning. In the evening we cooked 4 Kg of bananas.
Find the mass of bananas we cook per day.
4. Every day Mbabazi sells 15Kg of sugar and 25Kg of sorghum flour. Find the total number of Kg Mbabazi sells
per day.
7.8 Subtraction of units of mass in Kg
Activity 7. 8
Example: 475 kg - 364 kg =
7.9 Word problems on the subtraction of units of mass
Activity 7. 9
Study the worked out example below:
Example:
I poured 28Kg of rice in a sack that requires 59 Kg to be filled. How many Kg are needed to fill the sack?
Solution:
Solve the following problems:
1. A businessman had 150Kg of beans. He sold 75 Kg from them.
How many kilograms of beans did he remain with?
2. Gisa harvested 247Kg of rice. He gave his neighbors 130 Kg of rice.
How many kilogram of rice did he remain with?
7.10 Multiplication of mass measurements by a whole number
Activity 7. 10
Example: 82 kg x 4 =
7.11 Word problems involving multiplication of mass measurements by a whole number
Activity 7. 11
Study the example below:
Example:
My parents harvested 6 sacks of beans. Each sack weighs 71Kg. How many kilograms of beans did my they harvest?
Solution:
Solve the following problems:
1) At home we cook 6 Kg of potatoes. How much potatoes do we cook in 3 days?
2) Mugabo carries 61 Kg of bananas on the wheelbarrow. How many kilograms will he have if he caries bananas 3 times?
3) When preparing breads, Muhizi uses 31Kg of millet flour per day. How many kilogram of millet flour will he use in 10 days?
7.12 Division of mass measurements by a whole number
Activity 7. 12
7.13 Word problems involving the division of mass mea-surements by a whole number
Activity 7. 13
Discuss the example below:
Example:
Solve the following problems:
1. Share 450 Kg of rice equally among 5 people. How many kilograms will each person get?
2. Four people bought 328 Kg of sugar to be shared equally among them. Find the share for each person?
3. There are 284 Kg of beans to be shared equally in 4 sacks. What is the mass for each sack?
4. During the harvesting of beans, a mother got 48Kg. She equally shared this harvest among 4 children.
What was the share of each child?
5. At home we use 30Kg of potatoes in 5 days. How many kilograms of potatoes do we use in one day?
END UNIT ASSESSMENT 7
1. Comment by Yes or No
(a) Kg is the standard unit of mass measurements........
(b) Kg is used to measure the capacity of objects……
2. Give 3 types of balances.
3. Use <, > or = to compare masses =
4. Arrange the mass measurements for objects from the lightest to the heaviest mass
478 kg, 874 kg, 487 kg, 784 kg, 847 kg, 748 kg
5. Arrange the mass measurements for objects from the heaviest to the lightest mass
836 kg, 368 kg, 638 kg, 863 kg, 386 kg, 683 kg
6. Find the answer
7. Solve word problems
(a) Abatoni bought 6 sacks of cement. If one sack weighs 50Kg, Find the number of Kg she bought.
(b) During the beginning of season B of Agriculture, Rwema shared 85Kg equally to his 5 children.
Find the quantity for each child.
(c) In the first season of farming we got a harvest of 356 kg of rice.
In the second season we got 278 Kg and we got 319 Kg in the third season.
Find the total harvest we got in these three seasons.
(d) The store of our school had 895Kg of beans.
If the school used 547 Kg of beans for students’ meal, find the quantity of beans which remained in the store.
(e) Last year I got 21Kg of rice as a harvest. In this year I got 185 Kg of rice.
Find my total harvest for these two years.
(f) Share 472 Kg of sugar equally to 4 families; How much sugar will each family get?
(g) Kamana weighs 45Kg. His sister weighs 55Kg. Find the total weight for Kamana and his sister.
Unit 8: Rwandan currency from 1Frw up to 1000Frw
8.0 Preliminary activities
Activity 8.0.1
Activity 8.0.2
Activity 8.0.3
Activity 8.0.4
Activity 8.0.5
1. Kariza had a coin of 100Frw. She bought a sweet at 50 Frw. What was her balance?
2. Keza was given 80Frw by her parents. If she got 20Frw more. How much money did she get?
3. Kayitare was given 100Frw . He bought a pen at 50Frw and a banana at 40Frw. How much money did he remain with?
4. Peter bought a pencil at 20Frw and a mango at 50Frw. How much money did he use altogether?
5. Mutesi had 100Frw. She bought a pen and paid 50Frw. How much money was left?
8.1 Features of Rwandan currency from 1Frw to 1000Frw
Get different coins and notes (denominations of the Rwandan currency), group them according to their colors and values.
Say the denominations of the Rwandan currency from the smallest to the largest.
Activity 8.1.2
8.2 Importance of money
Activity 8.2.1
Activity 8.2.2
1) When you have 100Frw, what can you buy?
2) When you have 500Frw, what can you buy?
3) When you have 1000 Frw, can you buy a house?
Activity 8.2.3
8.3 Sources of money
Activity 8.3.1
Activity 8.3.2
Activity 8.3.3
8.4 Buying and selling
Activity 8.4.1
a) Mutoni wants to buy an orange and a mango. How much money will she pay?
b) Gisa bought a bottle of juice and one cob of maize. How much money did she pay?
c) Kangabe sent Uwase to buy one toilet paper, a banana and a loaf of bread. How much money did she pay altogether?
d) Mahame asked Butera to buy one cob of maize and a loaf of bread. How much money will he Pay altogether?
Activity 8.4.2
a) Muhizi has 750 Frw. If he buys a notebook and a bar of soap, what will be his balance?
b) Ingabire has a note of 500Frw. If she buys one pawpaw and a sweet, how much money will she remain with?
8.5 Exchange of Rwandan currency from 1Frw up to 1000Frw
Activity 8.5.1
Activity 8.5.2
8.6 List down items needed before buying
Activity 8.6.1
Activity 8.6.2
Activity 8.6.3
Find the sum of money he will pay for the items.
1. Onions = 200 Frw 3. Ground nuts = 200 Frw
2. Soap = 200 Frw 4. Irish potatoes= 300 Frw
8.7 Good use and management of money
Activity 8.7. 1
Activity 8.7.2
Tell what these people are doing?
Why do you think they are do so?
How can we keep money safely?
8.8 The habit of saving money
Activity 8.1
Is it good to save money in order to use in the future?
8.9 Starting a small income generating projects
Activity 8.9
Do you have an activity which can help you to get money? …......
8.10 Comparing the amount of money that does not exceed 1000Frw
Activity 8.10.1
Activity 8.10.2
Activity 8.10.3
8.11 Addition and subtraction of Rwandan currency with the sum not exceeding 1000Frw
Activity 8.11
8.12 Multiplication and division of an amount of money by a whole number
Activity 8.12
8.13 Word problems involving the addition or subtraction of money
Activity 8.13
Carefully study the example below:
Example:
Butera has 750Frw. He wants to buy a book which costs 950Frw.
How much more money will he need to buy that book?
Solution:
Solve the following problems:
1. Mahoro bought a notebook at 350frw and pens that cost 200Frw. How much money did Mahoro pay?
2. Shema had a note of 500Frw. He went to buy a bottle of water at 300Frw. What was the balance.
3. Manirakiza was paid 900Frw. He bought juice and remained with 200Frw. How much money did he use to buy juice?
4. Gasore had 900Frw. He went to buy bread and he remained with 250Frw. How much money did he pay on the bread?
5. Uwamahoro bought bananas at 600Frw. She bought also one cabbage at 300Frw. How much money did she pay
altogether?
8.14 Word problems involving the multiplication or division of money by a number
Activity 8.14
Study these example below:
Example:
One bottle of soda costs 400Frw. Tom is sent to the shop to buy two bottles of soda.
How much money will he pay?
Solution:
Solve the following problems:
1 . Peter has 800Frw. If he shares it equally among 4 children. How much money will each child get?
2 . Share 900Frw equally among 3 pupils.
3 . One notebook costs 200Frw. If I buy 2 notebooks, how much money will I pay?
4 . One pizza costs 100Frw. How much money can I use if I buy 10 pizzas for my friends?
5 . Ishimwe wants to buy 6 books. If one book costs 100Frw, how much money will he pay?
END UNIT ASSESSMENT 8
1. Answer by Yes or Not
(a) Rwandan currency is made of different coins only...….….
(b) Rwandan currency is made of different notes only ……
(c) Rwandan currency is made of different coins and different notes...............…
(d) All Rwandan coins and notes have the coat of arm…….
2. Fill in correctly
3. Underline the source of money for your parents
Salary fishing art-craft farming commerce agriculture
4. Use >, < or = to compare amount of money
5. Arrange the following amount of money from the smallest to the largest
(a) 650Frw, 900Frw, 750Frw, 800Frw
(b) 400Frw, 700Frw, 650Frw, 300Frw
6. Arrange the following amount of money from the largest to the smallest
(a) 450Frw, 550Frw, 350Frw, 250Frw, 650Frw.
(b) F 850, F 250, F 500, F 950, F 400.
7. Write the number of coins or notes in the boxes:
8 Word problems
(a) Muhizi had 900Frw and he went to buy 1Kg of sugar. If the price of the sugar is 850Frw per Kg, how much money left?
(b) Keza bought the bread at 500Frw, eggs of 200Frw and one pizza of 200Frw. How much did she pay?
(c) Share 750Frw equally among 5 cyclists. How much money can each cyclist get?
(d) Masabo goes to school every day. If he pays 400Frw per day. How much money does he pay in 2 days?
(e) When I had 950Frw, I bought rice at 1 750Frw. How much money did I remain with?
Unit 9:Hour, months of the year and days of each month
9.1 Reading and Telling Time shown by a clock face
(a) Reading exact time: An hour o’clock
Activity 9.1.1
Activity 9.1.2
I have leant that:
(a) A clock face has two or three handsHour hand: It is the short hand of the clock, It tells time in hours. If it rotates once round the clock face, then the time taken is 12 hours
Minute hand: The long hand of the clock, it tells time in minutes. One full rotation equals 60 minutes
Second hand: The thinnest hand of the clock. it rotates the fastest. Its full rotation equals 60 seconds •
In the clock face we have:
- Numbers from 1 to 12;
- From one number to another there is 1 hour.
(b) Digital watch with numbers and a colon:
- The first number before the colon indicates hours;
- The number after the colon indicates minutes
- One hour is equivalent to 60minutes
- One day is equivalent to 24hours.
(c) A day
- A whole day has 2 main parts:
- A whole day has 2 main parts: Day and night
- Every part has 12 hours.
- The first part is divided in two: Before noon (morning) and after noon.
Activity 9.1.3
Activity 9.1.4
Reading and telling the time
Activity 9.1.5
I have learnt that:
On the watch with hands: When the hour hand reaches a number and the minute hand reaches the number 12,
it is a complete hour. Read the number followed by o’clock.
On the watch with numbers and a colon: When the first number is followed by two zeros after the colon,
it is a complete hour. Example: 7: 00 it is 7 o’clock.
Application activity
b) Half past an hour
Activity 9.1.6
I have leant that:
On the watch with hands: When the hour hand reaches the point half of the interval between two numbers and
the minute hand reaches the number 6, it is a half hour. Read “a half past ….(the previous number)”.
On the watch with numbers and a colon: When the first number is followed by 30 after the colon,
it is that hour past 30 or a half past that hour. Example: 9:30; it is “a half past nine”.
Activity 9.1.7
Application activity 9.1.7
9.2 The Calendar
Activity 9.2.1
Questions:
a) How many days make a week?
b) What is the first day of the week?
c) What is the last day of the week?
d) How many working days does a week have?
e) How many weekend days does a week have?
I have learnt that:
7 days make a week.
The week starts at the first day (Sunday), it ends at the seventh day (Saturday).
1. How many days do you come to school in a week?
2. When do you go to the church with your family members?
3. On which day of the week do we do marriage parties?
4. Why do we have working days and weekend days?
Activity 9.2.2
Questions:
(a) How many months are in a year?
(b) Do all months have the same number of days?
(c) List down of months which have 30 days.
(d) Which month the year has fewer days?
(e) How many weeks are in a month?
(f) How many weeks are in a year?
I have learnt that:
One year has 12 months.
- The second month “February” is the month with few
days. It has 28 or 29 days.
-One month has 4 weeks.
- One year has 52 weeks;
- A common year has 365 days. When the month of
February has 29 days, the year has 366 days.
Activity 9.2.3
9.3 Schools’ activities and timetable
Activity 9.3.1
I have learnt that:
An example of a time table showing school activities.
9.4 Preparing a weekly activity plan
Activity 9.4.1
I have learnt that:
- The weekly plan helps us to meet the deadline.
We decide to:
- To respect the timetable;
- Avoid being late at school;
- Meet the existing timeline for activities.
Activity 9.4.2
1. What is the time?
2. Complete the following sentence correctly
3. Write down a list of months with:
a) 31days b) 30 days.
END UNIT ASSESSMENT 9
1. Complete
2. Draw
(a) A clock face with hands showing “ten o’clock”.
(b) A clock face with hands showing “one o’clock”.
3. Complete the table below
Unit 10: 208Types of lines and angles
10.0 Preliminary activities
Activity 10.0.1
Activity 10.0.3
Activity 10.0.1
10.1 Straight lines
(a) Straight and non closed lines
Activity 10.0.1
Activity 10.1.2
(a) Oblique straight line
(b) Horizontal line.
(c) Two vertical lines.
I have learnt that:
There are 4 types of lines:
• The horizontal straight line
• The vertical straight line
• Oblique straight line towards right
• Oblique straight line towards left.
Activity 10.1.3
(b) Closed lines
Activity 10.1.4
Activity 10.1.5
a) a zigzag closed line
b) a closed line
I have learnt that:
A closed line is a line which is not open.
(c) Non straight open lines
Activity 10.1.6
Activity 10.1.7
a) Left open line
b) Top open line
I have learnt:
An open line is a non closed line
Application activity 10.1
(d) Curved lines
Activity 10.1.8
Activity 10.1.9
a) A zigzag line
b)A curved down open line
Activity 10.1.10
I have learnt that:
– Curved lines are non straight lines.
– Zigzag lines are lines made by line segments of different directions.
10.2 Types of angles
(a) Right angle
Activity 10.2 1
Activity 10.2.2
I have learnt that:
A right angle is an angle formed by two intersecting straight lines: the horizontal and the vertical lines
Activity 10.2.3
(b) Acute angle
Activity 10.2.4
I have learnt that:
An acute angle is an angle made by two intersecting straight lines; one of them is oblique and this angle is less than the right angle.
Activity 10.2.5
(c) Obtuse angle
Activity 10. 2.6
Activity 10. 2.7
a) Two oblique lines
b) Horizontal lines and an oblique line.
I have learnt that:
An obtuse angle is greater than a right angle, it is made of:
- Two oblique lines or
- A vertical line and an oblique line
- A horizontal line and an oblique line
Activity 10. 2.8
Application activities 10.2
(d) Comparing right angle, obtuse angle and the acute angle
Activity 10.2.9
I have learnt that:
– A right angle is greater than an acute angle
– An obtuse angle is greater than a right angle
– An obtuse angle is greater than an acute angle
– An acute angle is less that a right angle
– An acute angle is less than an obtuse angle.
END UNIT ASSESSMENT 10
2. Answer by Yes or No
(a) An obtuse angle is greater than a right angle
(b) An obtuse angle is less than an acute angle
(c) A right angle is greater than an acute angle
3. Draw
(a) A right angle
(b) A closed line
(c) An oblique straight towards the right
(d) An obtuse angle
(e) A vertical straight line
(f) An acute angle
g) A horizontal straight line
Unit 11: Grid
11.0 Preliminary activities
Study this grid carefully.
2) Study this grid carefully.
11.1 Characteristics of a grid
Activity 11.1
I have learnt that:
A grid is formed by vertical and horizontal lines.
Vertical lines are called posts and horizontal lines are called crossing bars.
11.2 Construction of a grid
Activity 11.2
11.3 Putting a point on a grid
Activity 11.3
Activity 11.4
a) The point A is the intersecting point of the crossing bar number 2 and the post number 4 .
b) The point B is the intersecting point of the post number 5 and the crossing bar number 3.
11.4 Location of a point on a grid
Activity 11.5
– Count and number all posts from the first by using numbers: 1, 2, 3, 4, 5, 6.
– Count and number all crossing bars from the first by using numbers: 1, 2, 3, 4, 5, 6.
Then;
- Show a point A at the intersection of post number 4 and crossing bar number 3.
- Show a point B at the intersection of post number 5 and crossing bar number 6.
The answer is on this grid.
I have learnt that:
When locating a point on a grid, we start by the number of posts and then the number of crossing bars.
Example:
The point A is located at the intersection of post number 4 and the crossing bar number 3.
Activity 11.6
1 . Draw a grid with 5 posts and 5 crossing bars.
2. Put a point on:
a) The post number 3 and the crossing bar number 4
b) Post number 4 and the crossing bar number 5 c) Post number 2 and crossing bar number 3
3. Draw a grid with 7 posts and 7 crossing bars.
4. Draw a grid with 8 posts and 8 crossing bars.
Show the point A located at the post number 5 and the crossing bar number 4.
Put the point B at the post number 7 and the crossing bar number 6.
END UNIT ASSESSMENT 11
1. a. Construct a grid with 10 posts and 10 crossing bars.
b. Put the points on the grid at:
(a) Post number 3 and the crossing bar number 7.
(b) Post number 10 and the crossing bar number 8
(c) The crossing bar number 5 and the post number 9.
(d) Crossing bar number 7 and the post number 8
(e) Crossing bar number 4 and the post number 6
(f) Crossing bar number 6 and the post number 10.
2. Locate the position of each point in the given grids
Unit 12: Square, Rectangle and Triangle
12.1 The Square
(a) Properties of a square
Activity 12.1.1
I have learnt that:
Activity 12.1.2
Activity 12.1.3
(b) Perimeter of a square
Activity 12.1.4
Activity 12.1.5
I have learnt that:
Example:
Activity 12.1.6
12.2 The Rectangle
(a) Properties of a rectangle
Activity 12.2.1
I have learnt that:
Activity 12.1.6
Activity 12.2.3
(b) Perimeter of a rectangle
Activity 12.2.4
Activity 12.2.5
Activity 12.2.6
Example:
Solution:
12.3 The Triangle
(a) Properties of a triangle
Activity 12.3.1
Activity 12.3.2
Activity 12.3.3
(b) Perimeter of a triangle
Activity 12.3.4
Activity 12.3.5
END UNIT ASSESSMENT 12
1. Name the following figures:
2. Answer by YES or NO
(a) A square has 4 equal sides………………
(b) The short sides of a rectangle are called length (L).….
(c) A rectangle has 4 right angles………………….……..
(d) A square has 4 acute angles………………………….
(e) A rectangle has 3 sides, for which 2 are parallel and equal……………..
(f) The long sides of a rectangle are called Width. …….….
(g) A triangle has 4 sides and 3 angles……………………..
3. Find the perimeter of:
(a) A square with the side of 12cm.
(b) A rectangle with the length of 12cm and the width of 8cm.
(c) A triangle which has: 7cm, 8cm and 9cm of sides.
4. Write 1 on a square, write 2 on a rectangle and write 3 on a triangle.
5. Find the perimeter of a flower gardens with the form of:
(a) A square of 80m of side.
(b) A rectangle with 54m of length and 40m of width.
(c) A triangle with 25m, 27m and 30m of sides.
6. Find the perimeter of the following figures:
Unit 13: Missing numbers in addition, subtraction, multiplication or division
13.1 Discover the unknown number by quick addition or subtraction
Activity 13.1.1
\
Activity 13.1.2
Activity 13.1.3
Activity 13.1.4
Activity 13.1.5
Activity 13.1.6
I have learnt that:
Activity 13.1.7
13.2 Finding the missing number in a number sentence with multiplication or division
Activity 13.2
I have learnt that:
13.3. Number pattern
(a) Finding the common difference in a number pattern
Activity 13.3.1
(b) Finding the missing number in the number pattern
Activity 13.3.2
END UNIT ASSESSMENT 13
Unit 14: Pictographs
14.1 Making groups of objects and showing them on a pictograph
Activity 14.1
14.2 Describing and interpreting various pictographs showing the number of objects.
Activity 14.2
1. Carefully study the following pictures of objects. Group them by putting together the similar objects.
Count the similar objects and tell their number.
2. Draw a pictograph with the following objects:
a) 6 pens
b) 9 bananas
c) 5 oranges
d) 3 trees.
END UNIT ASSESSMENT 14
1. Carefully study the following pictograph and answer to the following questions
a) How many flowers are missing in order to have a number of flowers that match with the number 4?
b) Which number that matches with the pineapples?
c) How many tomatoes are on the pictograph?
2. Draw a pictograph with the following pictures: 1 notebook,
5 balls, 3 cups, 2 flowers, and 6 leaves.
END OF YEAR ASSESSMENT
1. Write in figures or in words
(a) Four hundred ninety five.
(b) 979:
(c) Five hundred seventy nine
(d) 793:
2. Partition these numbers in hundreds, Tens and ones.
(a) 395: … (b) 921: …
3. Complete with the required number
(a) 6H 9O 4T = (b) 9O 9H 7T = (c) 3O 5T 9H =
4. Use <, > or = to compare the following numbers:
5. Arrange these numbers from the smallest to the biggest number.
(a) 251, 125, 215, 152 (b) 309, 930, 390, 903
6. Arrange these numbers from the biggest to the smallest number.
(a) 571, 175, 517,157 (b) 923, 293, 932, 239
7. Add and write the answer
(a) 123 + 456 = (b) 799 + 102 =
(c) 345 + 567 = (d) 524 + 415 =
8. Subtract and write the answer
(a) 997 – 654 = (c) 934 – 912 =
(b) 756 – 699 = (d) 543 – 497 =
9. Multiply and write the answer
10. Divide these numbers
(a) 996 : 2 = (c) 975 : 5 =
(b) 792 : 3 = (d) 648 : 4 =
11. Complete by 10 or 100
12. Complete the missing numbers
13. Complete the following multiplication tables
14. Find the perimeter of the following geometric figures
15. Name the following angles
16. Work out the following
17. Use >, < or = to compare the following measurements
18. Study the calendar and answer the following questions:
(a) How many days are in this month?
(b) How many Mondays are in this month?
(c) How many Tuesdays are in this month?
(d) How many weekends does this month have?
(e) What is the last day on this month?
19. Read and tell the time?
20. Word problems
(a) The total number of pupils of our school is 985. If 512 of them are girls, find the number of boys.
(b) Last year Karisa planted 432trees. This year he planted 515 trees. Find the total number of trees planted.
(c) Kayiranga has 1000Frw. If he buys 1Kg of sugar at 800Frw, how much money will he remain with?
(d) Butera has 500Frw. He needs to buy a book costing 900Frw. How much more money does he need to buy the book?
(e) Last year, Uwamahoro bought 492hens. In this year he bought 508 more hens.
Find the total number of hens bought by Uwamahoro in two years.
(f) There are 5 rows of chairs in the church. If each row has 101 chairs, find the number of chairs in the church.
(g) Gato paid 800Frw to buy sugar and 100Frw for the bread. How much money did he pay?
Find the quantity of rice I remained with.
(i) We have a tank containing 550 of water. If we use 350 to wash clothes, how much water can we remain with?
(j) Carefully study the picture below showing my way from home to school.
(1) Find the distance from home to school.
(2) Find the distance from home to the market.
(3) Find the distance from the market to school.