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Mathematics

Grade 3
Learner’s Book

Frank Sithole
 CONTENTS

TOPIC 1 :NUMBERS............................................................................ 1
Unit 1: Whole numbers............................................................................................. 2
Unit 2: Ordinal numbers........................................................................................... 13
Unit 3: Quantifying numbers.................................................................................. 17
Unit 4: Fractions.......................................................................................................... 21

TOPIC 2 : OPERATIONS.......................................................................... 29
Unit 5: Addition........................................................................................................... 30
Unit 6: Subtraction..................................................................................................... 39
Unit 7: Addition of proper fractions...................................................................... 47

Test 1 .............................................................................................................. 55

Unit 8: Subtraction of proper fractions............................................................... 60

Unit 9: Multiplication.................................................................................................. 66
Unit 10: Division of whole numbers..................................................................... 74
Unit 11: Multiplication of whole numbers by fractions.................................. 82

TOPIC 3 : MEASURES.............................................................................. 87
Unit 12: Money............................................................................................................ 88
Unit 13: Time................................................................................................................ 98
Unit 14: Mass............................................................................................................... 115

Test 2................................................................................................................ 122

Unit 15: Length ........................................................................................................... 126

Unit 16: Rate................................................................................................................ 132
Unit 17: Area..................... .......................................................................................... 136
Unit 18: Volume and capacity ............................................................................... 142
Unit 19: Direction angles and lines...................................................................... 149
Unit 20: Shapes........................................................................................................... 155

TOPIC 4 : RELATIONSHIPS.................................................................... 161

Unit 21: Data handling............................................................................................. 162

Test 3................................................................................................................ 172

 Unit WHOLE NUMBERS

1
Unit objectives
At the end of this unit, you should be able to:
(a) read and write numbers in words and in numerals.
(b) identify, read, write and count forward and backwards within the range.
(c) identify a number before and after a specified number.
(d) identify multiples of 2,3, 4,…,10.
(e) supply missing numbers on a number line.
(f) state the value of digits in a number within the range.
(g) expand numbers.
(h) round off numbers to the nearest ten and hundred.
(i) dentify, list, read and write even and odd numbers in the range.
(j) convert Roman numerals to Arabic numerals and vice versa in the range
(I to X).

Key Words
whole number Roman numerals Arabic numerals odd number
even number

Whole numbers
Whole numbers are numbers without any decimal or fractional parts. They
represent all of something.
A set of whole numbers is 0; 1 ; 2 ; 3 ; 4 ; 5 ; 6 ; 7; …

2
Numerals and words
Example 1
(a) 10 in words is ten.
(b) Fifteen in numerals is 15.

Activity 1

In groups, do the following;

Count the following things and write the numbers in words and numerals.

Write the following numbers in words: (a) 40 (b) 50 (c) 60.

Exercise 1

1. Write the following in numerals.

(a) three (b) five (c) seven (d) eighteen (e) twenty-one
2. Kuda bought nineteen books. What is this number in numerals?
3. A school has thirty-two teachers together. What is this number in numerals?
4. Mr Maseru bought 17 mangoes for her child. What is this number in words?
5. In January it rains for 16 days. What is this number in words?

Number sequence
A number sequence is a group of numbers following a pattern. It is a pattern
of numbers.
Example 2
1; 2; 3; 4; 5; 6; 7 and so on.
We get the next number by adding 1 to the previous number and so on.

3
 Activity 2
Find the missing number in the following sequences.
1. 2 ; 4 ; ; 8 ; 10 ; 12
2. 3 ; 6 ; ; 12 ; 15 ; 18
3. 4 ; 8 ; ; 16 ; 20 ; 24
4. 5 ; 10 ; ; 20 ; 25 ; 30
5. 10 ; 20 ; ; 40 ; 50 ; 60

Exercise 2
Write the next two numbers of the following sequences.
1. 3; 6; 9 ; 12; 15; 20; ;
2. 2; 4; 6; 8; 10; 12; ;
3. 3; 4 ; 5; 6; 7; 8; ;
4. 5; 7 ; 9; 11; 13 ; 15; ;
5. 2; 5 ; 8; 11; 14 ; 17; ;
6. 4; 7 ; 10; 13; 16; 19; ;

Counting forward
In counting forward numbers are counted starting with the least. This is
counting on.
Example 3
Count on in 3s.
0, 3, 6, 9, 12, 15, 18, 21 and so on.

Activity 3

1. Count on in 2s from 24 up to 36.

2. Count on in 3s from 3 up to 18.
3. Count on in 4s from 4 to 24.
4. Count on in 5s from 5 to 30.
5. Count on in 6s from 6 to 30.
6. Count on in 7s from 7 to 49.

4
Counting backwards
In counting backwards, we start with the greatest. This is counting back.
Example 4
Count back in 4s
20, 16, 12, 8, 4, 0.

Activity 4

1. Count back in 2s to complete the following;

30 28 22 14 12
2. Count back in 3s from 18 to 3.
3. Count back in 4s from 24 to 4.
4. Count back in 5s from 30 to 5.
5. Count back in 6s from 36 to 6.
Multiples
A multiple is a number which can be divided by a given number without
leaving a remainder. Multiples are greater or equal to the given number.
Example 5
Multiples of 2 are 2, 4, 6, 8, 10, 12 and so on.

Activity 5
1. Give 5 multiples of 3.
2. Give 5 multiples of 4.
3. Give 4 multiples of 5.
4. Give 3 multiples of 6.
5. Give 3 multiples of 8.

Exercise 3
1. Write down four multiples of 4?
2. Write down four multiples of 5?
3. Write down six multiples of 6?
4. Write down six multiples of 8?
5
Place value
A place value system uses 10 digits to represent numbers. The digits are 1, 2,
3, 4, 5, 6, 7, 8, 9 and 0.
Tens and Units
The unit place of a number is at the far right immediately before the decimal
comma and the tens place is to the left next to the units.
Example 6
The number 23 means 2 tens and 3 units.
Tens Units
2 3
Hundreds
The hundreds are on the left next to tens.
425 is 4 hundred, 2 tens and 5 units.
H T U
4 2 5

Activity 6

Fill in the correct information.

Hundreds Tens Units

254
302
235
954

6
Exercise 3
Write the numbers for the following;
1. (a) 3 tens 4 units (b) 6 tens 3 units (c) 7 tens 9 units
(d) 4 tens 3 units (e) 2 units 0 units
2. Write the value of the bold digits.
(a) 25 (b) 325 (c) 3258 (d) 324

Expanding numbers
Numbers are expanded by showing the value of each digit. There are two
ways.
1. The first way
Example 7
263 = 200 + 60 + 3
= 2 hundreds + 6 tens+ 3 units

Exercise 5
Expand the following as in example above.
1. 23 2. 35 3. 123 4. 248 5. 352
6. 364 7. 485 8. 324

2. The second way is shown below.

Example 8
263 = 2 100 + 610 + 31

Exercise 6

Expand the following numbers as in example above.

1. 15 2. 25 3. 45 4. 125 5. 321
6. 324 7. 423 8. 564 9. 623 10. 725

7
Approximation (rounding off)
To approximate is to make anything similar but not exact. A number is
approximated by rounding.
Rounding numbers to the nearest ten
Look at the digit in the tens column. Round up the previous digit if the digit to
the right is 5 or greater. Round it down if the right digit is less than 5.
Example 9
1. Write 58 to the nearest ten.
2. 5 is in tens column. 8 is greater than 5.
3. 58 becomes 60.
4. Round off 8 to the nearest ten. Using a number line.
0 1 2 3 4 5 6 7 8 9 10

5. 8 is nearer 10 than 0.
6. 8 becomes 10.

Activity 7
Round each of the following to the nearest 10. Using a number line.
(a) 59 (b) 33 (c) 108 (d) 210 (e) 413

Exercise 7
Express these to the nearest ten.
1. 25 2. 36 3. 8 4. 858 5. 654

Rounding numbers to the nearest hundred

Look at the digit in the hundreds column. If the digit to the right is 5 or greater
round it up and if less than 5 round it down.

Example 10
1. Round 254 to the nearest hundred.
2 is in the hundreds column. To the right is 5.
254 becomes 300.

8
2. Round 520 to the nearest hundred. Using a number line.
500 510 520 530 540 550 560 570 580 590 600
520 is nearer 500 than 600.
520 becomes 500.

Activity 8
Round off these numbers to the nearest hundred.
(a) 603 (b) 742 (c) 654 (d) 539 (e) 675

Exercise 8

The table shows part of the people who use different transport in town.
Complete the table.

Transport Passengers Nearest hundred

Car 235

Bus 548

bicycle 254

train 854

motorcycle 702

Even and odd numbers

Even numbers can be divided by 2 without leaving a remainder. Even numbers
end with digits 0; 2; 4; 6 and 8.
Example 11
2, 4, 6, 8, 10, 12, 14, 16, 18, 20 and so on.

Activity 9
Select the numbers that are even in the list below.
1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20

9
Exercise 9
Answer the following questions correctly with either (True or False).
1. 2 is an even number.
2. 3 is an even number.
3. 4 is an even number.
5. 7 is an even number.
6. 8 is an even number.
7. Write 8 even numbers that has a 0 at the end.
8. Write 6 even numbers between 10 and 20.

Odd numbers
These are numbers that leave a remainder of 1 when divided by 2. They end
with digits 1, 3, 5, 7 and 9.
Example 12
1, 3, 5, 7, 9, 11, 13, 15, 17, 19 and so on.

Activity 10
Select the numbers that are odd numbers in the list below.
1; 2; 3; 4; 5; 6; 7; 8; 9; 10; 11; 12; 13; 14; 15; 16; 17; 18; 19; 20

Numeration system
Roman and Arabic symbols
Roman numerals are formed from these three symbols.

English Roman numeral Arabic numeral

One I 1
Five V 5
Ten X 10
Forming Arabic numerals from Roman numerals
When a smaller number appears in front of the larger number, it gets added.

10
Example 13
XI = 11 obtained from 10 + 1
When a smaller number appear before a larger number it becomes smaller
by subtracting the smaller from the larger.
Example 14
IV = 4 obtained from 5 – 1.

English Arabic Roman

One 1 I
Two 2 II
Three 3 III
Four 4 IV
Five 5 V
Six 6 VI
Seven 7 VII
Eight 8 VIII
Nine 9 IX
Ten 10 X
Eleven 11 XI
Twelve 12 XII
Thirteen 13 XIII
Fourteen 14 XIV
Fifteen 15 XV
Sixteen 16 XVI
Seventeen 17 XVII
Eighteen 18 XVIII
Nineteen 19 XIX
Twenty 20 XX

11
Exercise 11
1. Write these numbers as Roman numerals.
(a) 4 (b) 6 (c) 7 (d) 9 (e) 11 (f) 12 (g) 13
2. Write the following as Arabic numerals.
(a) II (b) IV (c) V (d) VI (e) IX

Unit Revision Exercises

Multiple Choice Questions
1. Which number is 7 in words?
A. four B. six C. seven D. eight
2. Which one is a multiple of 2?
A. 3 B. 4 C. 5 D. 7
3. 2 in 42 is ________.
A. tens B. units C. two D. twenty
4. What is the value of 2 in 236?
A. 2 thousands B. 2 hundreds C. 2 tens D. 2 units
5. 241 to the nearest hundred is _______
A. 100 B. 2000 C. 300 D. 400

Structured Questions

1. Write the numbers in words: (a) 22 (b) 32 (c) 42 (d) 88

2. Find the missing number in the sequence: 3, 6, 9 ___, 15, 18
3. Round off 524 to the nearest hundred.
4. 19 in Roman numerals is _____.
5. What is the value of 3 in 135?

12
 Unit ORDNIAL NUMBERS

2
Unit objectives
At the end of this unit, you should be able to:
(a) tell position of an object in a row.
(b) arrange a set of numbers in order.

Key Words

cardinal ordinal

Ordinal numbers
These show positions of objects placed in order. They do not necessarily
show quantity of items.
Example 1
Here are some few ordinal numbers in numerals and in words.
Numeral Ordinal number
1st First
2nd Second
3rd Third
4th Fourth
5th Fifth
6th Sixth
7th Seventh
8th Eighth
9th Ninth
13
 10th Tenth
11th Eleventh
12th Twelfth
13th Thirteenth
14th Fourteenth
15th Fifteenth
Example 2

The ordinal positions of the shapes from left to right are;

1. Circle First
2. Rectangle Second
3. Triangle Third
4. Star Fourth

Exercise 1

Fill in the next two positions in the patterns below.

1. First, second, third, fourth ____, _____.
2. Eleventh, twelfth, thirteenth, _______, _____.
3. What is the ordinal number for 11?
4. Twenty students were in a marathon race. What position would be the
fastest runner?
5. Write the following ordinal numbers in numerals.
(a) Thirteenth.
(b) Fourteenth.
(c) Sixteenth.
(d) Fifteenth.

Odd number positions

These end with numbers 1; 3; 5; 7; and 9.

14
Example 3
1st; 3rd; 5th; 7th; 9th; 11th; 13th; 15th; 17th; 19th

Exercise 2

Red Brown White Yellow Black Green Purple

1. Write the ordinal odd positions from left to right for colors in the table.
2. Write the ordinal positions from right to the left for colors in the table.

Even number positions

These end with numbers 0; 2; 4; 6 and 8.
Example 4
2nd; 4th; 6th; 8th; 12th; 14th; 16th and so on.

Exercise 3
1. Write the ordinal even number in the table.
John Peter Sam Chipo Susan Nomater
Ist

A B C D E F G H I J K L
1st 2nd 3rd 4th 5th 6th 7th 8th 9th 10th 11th 12th
Give letters with ordinal odd number positions.
2. Give letters with ordinal even number positions.
3. Give the ordinal even number position of the letters in the table below.
M N O P Q R S T U V W X Y Z
13th 14th 15th 16th

4. Give the ordinal number of days of the week: Sunday; Monday; Tuesday;
Wednesday; Thursday; Friday and Saturday.
5. Give the ordinal positions of months of the year: January; February;
March; April; May; June; July; August; September; October; November and
December.

15
 Unit SUBTRACTION OF
PROPER FRACTIONS
8
Unit Objectives
At the end of this unit, you should be able to:
(a) subtract proper fractions with the same denominators.
(b) find missing values in the fraction sentences.

Key Words
proper fraction fraction sentence

Proper fractions with the same denominators

1. There are three steps to subtract fractions.
2. Make sure the denominators are the same for both fractions.
3. Subtract the top numbers (numerators) and put the answer over the same
denominator.
4. Simplify the fraction if possible.

Example 1
3 1
Subtract 4 – 4 =
Since the denominators are the same subtract the numerators and retain the
denominator. Simplify the answer.
3 1 2 1
4 – 4 = 4 = 2

60
 Activity 1
Subtract the following fractions.
2 1 3 2 3 2 5 3 5 3
1. (a) 3 – 3 = (b) 4 – 4 = (c) 5 – 5 = (d) 6 – 6 = (e ) 7 – 7 =
6 4 5 3 6 4 5 3 9 6
(f) 8 – 8 (g) 8 – 8 = (h) 8 – 8 = (i) 9 – 9 = (j) 10 – 10 =

Exercise 1
3 1
1. A man had to travel 4 of the distance. He run 4 of the distance and leave
the rest for walking. What fraction of distance is left for walking?
3 1
2. A woman bought 5 of mangoes and ate 5 of the mangoes. What fraction
of mangoes is left for her daughter?
8 5
3. A farmer had 10 hectares of land. He used 10 of land for cattle grazing.
What fraction of land is left for cultivation?
3 1
4. Chipo bought 5 piece of cloth for her uniform. She used 5 of it for a skirt.
What fraction is left for her blouse?
4 3
5. At a school 5 of the teachers were present. 5 of teachers were male.
What fraction of teachers are female?

Shaded diagrams to show subtraction of fractions

We can use shaded diagrams to show subtraction of fractions.
Example 2
3 1 2
4 – 4 = 4
2 1
4 can be simplified to 2 . This can be shown on the diagram below.

3 1 1
4 – 4 = 2

Activity 2
Subtract the fractions below.
1.
2 1
2 – 2 =

61
2.
3 2
4 – 4 =
3.
3 2
5 – 5 =
4.
4 3
5 – 5 =
5.

7 5
10 – 10 =

Exercise 2
Subtract the fractions below.
2 1 3 2 5 4 5 3 6 5
(a) 5 – 5 = (b) 5 – 5 = (c) 6 – 6 = (d) 7 – 7 = (e) 8 – 8 =
7 3 8 5 9 4 2 1 5 2
(f) 9 – 9 = (g) 10 – 10 = (h) 10 – 10 = (i) 4 – 4 = (j) 6 – 6 =
5 4 6 4 3 2 4 2 6 4
(k) 7 – 7 = (l) 8 – 8 = (m) 10 – 10 (n) 6 – 6 = (o) 7 – 7 =

Missing values in fraction sentences

Example 3
Fill in the missing number.
4 3
5 – 5 = 5 . The missing number is 1.

Activity 3
Find the missing number.
1 1 3 2 3 1 7 3 8 6
1. 2 – 2 = 2 2. 4 – 4 = 4 3. 5 – 5 = 5 4. 10 – 10 = 10 5. 10 – 10 = 10

Exercise 3
7 3
1. Subtract 10 – 10 = 10
8 5
2. Find the missing value; 10 – 10 = 10
6 4
3. Find 8 – 8 =
5 2
4. Subtract 6 – 6 =

62
 2 1
5. A girl has 3 of chocolate sweets. She eats 3 of the sweets. What fraction
of sweets is left?
4 3
6. Siphiso have 5 of brown crayons. He sell 5 of them. What fraction of the
crayons is left?

Subtracting measures
Subtraction of fractions can be done with everyday measures such as time,
length, volume and mass.
Example 4 1
3 1 2 2 1 5 8 7 1
4 hr - 4 h= 4 hr (b) Subtract kg – kg = kg 5 5 (c) 9 m – 9 m = 9 m

Activity 4
3 1 5 4 9 6 3 2
1. 4 sec – 4 sec = 2. 6 hr – 9 hr = 3. 10 g – 10 g = 4. 4 kg – 4 kg =
3 1 7 5 3 2
5. 6 m – 6 m = 6. 10 km – 10 km = 7. 4 ml – 4 ml

Exercise 4
5 4
1. Compute 9 min – 9 min.
2
2. Peter is allowed to play video games for 4 hours each day. He has already
1
played for 4 hours today. What fraction is left?
6 4
3. Find 10kg – 10kg =
6 2
4. Mr Kura bought 10 kg of meat and ate 10 kg. How many kg of meat were
left?
3 2
5. Tom bought a rope that was 5 metres long. He cut off a piece 5 metres
long. What fraction of rope was left?
2 1
6. A woman bought 3 m of cloth. If she uses 3 m of cloth, what fraction is left?
8 5
7. A farmer had 10 litres of water. He used 10 litres to irrigate. What fraction
of water is left?
2 1
8. In a hospital 5 ml of medicine is for a patient. If the patient uses 5 ml, what
fraction of medicine is left?

63
 Unit MULTIPLICATION

9
Unit Objectives
At the end of this unit, you should be able:
(a) demonstrate that multiplication is repeated addition.
(b) multiply any number by one-digit multiplier with or without carrying.
(c) recall multiplication facts mentally.
(d) identify factors of numbers within in the range o to 100.
(e) find missing values in multiplication sentences.

Key Words
multiplication multiplier

Multiplication of whole numbers

If two numbers are multiplied, we use the multiplication sign ( x ).
For example, 2 x 3 means 2 multiplied by 3.
The answer is called a product.
Example 1
2x3=6
2 is a multiplicand, 3 is a multiplier and 6 is a product.
So, remember this: MULTIPLICAND x MULTIPLIER = PRODUCT.

Activity 1
Find;
(a) 3 × 2 = (b) 4 × 2 = (c) 4 × 3 = (d) 3 × 6 = (e) 5 × 3 =
(f) 4 × 5 = (g) 3 × 6 = (h) 4 × 6 = (i) 5 × 6 = (j) 3 × 7 =

66
Exercise 1
1. 5 × 10 = 2. 6 × 3 = 3. 7 × 3 = 4. 8 × 5 = 5. 9 × 4 = 6. 3 × 8 =
7. 4 × 9 = 8. 7 × 9 = 9. 9 × 8 = 10. 7 × 9 =

Multiplication by repeated addition

2+2+2=6
This is the same as 2 × 3 = 6.

Activity 2
Multiply by repeated addition.
(a) 2 × 2 = (b) 3 × 2 = (c) 3 × 4 = (d) 5 × 3 = (e) 4 × 5 =
(f) 3 × 6 = (g) 4 × 6 = (h) 5 × 6 = (i) 5 × 8 = (j ) 5 × 9 =

Exercise 2
Find by repeated addition.
(a) 6 × 2 = (b) 3 × 3 = (c) 4 × 4 = (d) 5 × 7 = (e) 4 × 3 =
(f) 5 × 6 = (g) 9 × 6 = (h) 5 × 7 = (i) 4 × 8 = (j ) 3 × 9 =
In order to understand multiplication, we shall look at three different methods
of multiplying whole numbers.

Set method
Multiplication is a way of writing repeated addition. In repeated addition, we
are adding things in equal sets repeatedly. Equal sets contain same number
of things.
Example 2
2 × 5 = 2 sets of 5 stars.
Therefore 2 × 5 = 5 + 5 = 10
This is shown diagrammatically as follows;

5 + 5 = 10

67
 Activity 3
1. Use repeated addition to find;
(a) 2 × 3 = (b) 3 × 4 = (c) 4 × 5 = (d) 4 × 6 = (e) 5 × 4 =
2. Use multiplication to find;
(a) 2 + 2 + 2 = (b) 3 + 3 + 3 + 3 + 3 = (c) 5 + 5 + 5 + 5 + 5 =
(d) 6 + 6 + 6 + 6 + 6 + 6 = (e) 10 + 10 + 10 + 10 =

Exercise 3
1. 3 plates contain 4 apples each. How many apples are in the plates
altogether?
2. 4 classes have two prefects each. How many prefects are in the classes
altogether?
3. 5 chickens lay 8 eggs each. How many eggs are laid by the chickens
altogether?
4. There are 5 oranges in each basket. How many oranges altogether are in
4 baskets?
5. There are 5 piles of coins. Each pile has 7 coins. How many coins are in
the piles altogether?
6. 10 runners collected 3 points each. How many points were collected by
all the runners?

Number line method

Example 3
Multiply 3 × 5.
On the number line it can be seen that the arrows cover a distance of 5
units at a time. After 3 “skips” on the number line, the arrow ends at 15.

So, 3 x 5 = 15

68
 Activity 4
1. Find the product of the following;

3 jumps x 2 units per skip =

4 jumps x 2 units per skip =
5 jumps x 3 units per skip =
5 jumps x 4 units per skip =

Exercise 4
1. Where does Sam ends when he made 2 skips of 1 unit each?
2. Where does Chipo ends when she made 3 skips of 4 units each?
3. What is 4 jumps x 4 units per skip?
4. Find the product of 5 and 3.
5. Multiply 5 jumps x 2 units per skip.

Area method
Example 4
In multiplying 3 x 5 we make 3 rows of 5 things. The diagram below shows 3
rows of 5 things.

Therefore, 3 x 5 = 15

Exercise 5
1. Find the product of the following;
(a) 3 rows of 5 things each.
(b) 4 rows of 5 things each.
(c) 5 rows of 6 things each.

69
TEST 3
Paper 1: Multiple Choice Questions
Answer all the questions in this section.
1. A rectangle has __________.
A. 3 sides B. 4 sides C. 5 sides D. 6 sides
2. The shape below is a _____.

A. circle B. rectangular prism

C. cylinder D. rectangle
3. There are ________ cardinal points in the compass rose
A. 3 B. 4 C. 5 D. 6
4. Which animal is in the west direction?

Rat

Snake Bird

Chicken

A. Rat B. Bird C. Chicken D. Snake

5. A container has 2 litres of water. After putting a stone, the water rises to
5 litres. What is the volume of the stone?
A. 7 litres B. 3 litres C. 10 litres D. 15 litres
6. A container has 1 litre of water. The volume of the stone in the water is 3
litres. What is the new level of water?
A. 4 litres B. 3 litres C. 2 litres D. 1 litre

172
7. A floor tile is 5 cm in length and 3 cm in width. What is the area of the tile?
A. 8 cm2 B. 2 cm2 C. 15 cm2 D. 7 cm2
8. A shape is made up of 4 tiles of length 3cm by 2cm. What is the area of
the shape?
3cm
2cm

A. 6cm2 B. 9cm2 C. 4cm2 D. 12cm2

9. A rat eats 10 seeds per minute. The rate of eating of the rat is _____.
A. 10 seeds per minute B. 5 seeds per minute
C. 1 seed per minute D. 1 seed per 10 minutes
10. A car is travelling at a speed of 10km per hour. How many kilometres
does it cover per hour?
A. 1 km B. 5km C. 10 km D. 9km
11. A rectangle is measured 5cm by 5cm by 3cm by 3cm. What is its
perimeter? 5cm

3cm 3cm

5cm
A. 15cm B. 16cm C. 25cm D. 9cm
12. A triangle is measured 5cm by 6cm by 3cm. Its perimeter is ________.

6cm
3cm

5cm
A.
11cm B.
9cm C.
8cm D.
14cm

173
13. Which one is a plane shape?

A. B. C. D.
14. Which one is not a plane shape?
A. Circle B. Cylinder
C. Rectangular prism D. Rectangle
15. The tally marks IIII IIII III show is ______.
A. 5 B. 13 C. 15 D. 20
16. The table shows shoe sizes of children.
Shoe size 5 6 7 9
Number of
6 7 9 5
children
How many children wear shoe size 6?
A. 6 B. 7 C. 9 D. 5
17. Which shoe size is worn by highest number of children?
A. 56 B. 7 C. 9 D. 5
18. The diagram show balls in bags A, B, C and D.
7

0
Bag A Bag B Bag C Bag D

What name is given to the diagram?

A. Tally B. Bar graph C. Table D. Rectangle

174
19. How many balls are in bag A?
A. 2 B. 8 C. 10 D. 6
20. Which bag has the highest number of balls?
A. Bag D B. Bag A C. Bag B D. Bag C
21. Which bag has the least number of balls?
A. Bag B B. Bag C C. Bag D D. Bag A
22. A road is 3km in length. The length of the road in metres is _____.
A. 2 000 metres B. 3 000 metres C. 300 metres D. 3 metres
23. The directions on the compass are called ______.
A. points B. directions
C. cardinal points D. angles
24. Two hundred and fifty in numerals is ______.
A. 250 B. 2 050 C. 25 D. 350
25. When a balloon is full of air it is in the shape of a _____.
A. rectangle B. sphere C. circle D. cylinder

175
Paper 2: Structured Questions
Answer all the questions in this paper.
1. (a) Write 231 in expanded form.
(b) What is the value of 2 in 231?
(c) Arrange in ascending order: 43; 33; 23; 13; 53.

2. (a) Write 25 to the nearest ten.

(b) Write 254 to the nearest hundred.
(c) On a school there are 23 male teachers and 13 female teachers.
How many teachers are in the school altogether?

3. (a) A woman ordered 56 bags of maize. She sold 18 bags. How many
bags are left?
(b) A man got a prize of $256 in a competition. He gave half of the
money to her wife. What amount of money was he left with?
(c) A car travelled 23km on a 125km road. What is the remaining
distance to be covered by the car?

4. (a) Write down three multiples of 4.

(b) A bottle has 5 litres of cooking oil. How many litres of cooking oil are
in 4 such bottles?
(c) How many grams are in 8 kg of sugar?

5. Write down the Roman numerals for the following;

(a) 13 (b) 22

176
6. Look at the clock below.

11 12 1
10 2
9 3
8 4
7 6 5

(a) What is the time shown on the clock above?
(b) Write this time as digital clock.
7. (a) What is the sixth month of the year?
(b) A crocodile eats 20 pieces of meat per 5 minutes. How many pieces
does the crocodile ate per minute?
8. (a) Add 104 and 105 .
(b) Subtract 4
5
- 35 .
(c) Taku has 25 mangoes. He ate of the mangoes. How many mangoes
did he eat?
9. (a) How many 25 cents coins are in a $2 note.
(b) A shopkeeper bought a 50 kg bag of mealie meal for $25. He paid
$30. What is the shopkeeper’s change?
(c) 180 minutes in hours is ______.
10. (a) A bag weighs 5kg. What is this mass in grams?
(b) 3
 pieces of rope measures 50cm each. What is the total length of the
ropes?
(c) A rectangle measures 13cm by 5cm.
13cm

5cm 5cm

13cm
(d) What is the area of the rectangle?
177
11. (a) Write 33 in tally form.
The diagram below shows the hours spent by Chipo in class.
7

4
Hours

0
Monday Tuesday Wednesday Thursday Friday

ሺ„ሻŠƒ–ƒ‡‹•‰‹˜‡–‘–Š‹•†‹ƒ‰”ƒǫ
(b) What name is given to diagram above?
ሺ…ሻ‘™ƒ›Š‘—”•†‹†Š‹’‘•’‡–‹…Žƒ••‘‘†ƒ›ǫ

(c) How many hours did Chipo spent in class on Monday?

ሺ†ሻŠ‹…Š†ƒ›•†‹†Š‹’‘•’‡–‡“—ƒŽ—„‡”‘ˆŠ‘—”•‹…Žƒ••ǫ

ሺ‡ሻŠ‹…Š†ƒ›†‹†Š‹’‘•’‡–Š‹‰Š‡•–—„‡”‘ˆŠ‘—”•‹…Žƒ••ǫ
(d) Which days did Chipo spent equal number of hours in class?
(e) Which day did Chipo spent highest number of hours in class?

166

178