PRI

Mathematics
Pupil’s Book 4

©2018, THE REPUBLIC OF SOUTH SUDAN, MINISTRY OF GENERAL EDUCATION AND INSTRUCTION.
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 TABLE OF CONTENTS
TABLE OF CONTENTS ...................................................................... I
........................................................................... 1
1.1 Write, read, compare and order numbers up 5 digits.........................1
1.2 Rounding off numbers to the nearest thousands ................................9
1.3 Multiples and factors of whole numbers ...........................................13
1.4 Addition and subtraction of fractions ................................................18
1.5 Ratio ...................................................................................................22
1.6 Percentages (%) .................................................................................25
............................................................... 32
2.1 Length ................................................................................................32
2.2 Area ....................................................................................................35
2.3 Volume and Capacity .........................................................................44
2.4 Money ................................................................................................51
2.5 Time ...................................................................................................57
....................................................................... 60
3.1 Intersection lines ...............................................................................60
3.2 Perpendicular lines ............................................................................60
3.3 Parallel lines.......................................................................................61
3.4 Angles .................................................................................................62
3.5 Using a Protractor to measure angles ...............................................64
........................................................................... 70
4.1 Like and unlike terms ........................................................................70
4.2 Algebraic problems involving addition and subtraction ....................72
4.3 Formation and simplification of algebraic expressions .....................75
...................................................................... 79
5.1 Data collection ...................................................................................79
5.2 Methods of recording and representing data ....................................80

i
In book three, we studied numbers up to four digits. In this unit we shall
learn numbers up to five digits.

1.1 Write, read, compare and order numbers up 5 digits

Where do you use reading and writing numbers?

In pairs look at the picture below. Are you able to do what the learners
below are doing?

1
To write numbers in word you must compare the digits.

Each digit represents a specific order of number depending on its

position.

Example 1.
1. Write 3647 in words.

Using place values and total values.

Thousands hundreds tens ones

3 4 6 7

3467 = Three thousand, four hundred and sixty seven.

2. Write 23456 in words.

The place value of each digit is as follows:

Ten thousand thousands hundreds tens ones

2 3 4 5 6

23,456 = Twenty three thousand, four hundred and fifty six.

Note: Place value of a digit is from right to left.

Activity 1.
In groups of three, choose a number, write it in words, tell your partner
what the digits are. Choose a number and write it in words. Tell your
partner what the digits are.

(a) 645 (b) 89321 (c) 6450

(d) 21534 (e) 64500 (f) 48502

2
Example 2.
In the number 47892 you need to identify the different place values so as
to write it in words.

To identify which number is in the “ones” “tens” “hundreds” etc. start

from the digit in the furthest right side.

In this case: 47892

2 Ones.
9 Tens.
8 Hundreds.
7 Thousands.
4 Tens of thousands.

Write the figures below in words.

1. 325 = Three hundred and twenty five.

2. 3250 = Three thousand, two hundred and fifty.
3. 32500 = Thirty two thousand, five hundred.

3
EXERCISE 1.
Individually.

1. Write the following in words.

(a) 25810 (b) 32481 (c) 48362

2. From the sentences below write in numeral.

(a) Sixty seven thousand, eight hundred and twenty.

(b) Thirty six thousand, five hundred and fourteen.

(c) Eighty two thousand, three hundred and fifty six.

3. Write the following numbers in words

a) 2783 c) 32741
b) 13540

4. Write the place value of each digit in the numbers below

a) 1427 c) 25789
b) 30728 d) 15672

5. Determine the place value of the digits indicated in the brackets

a) 2654(4) c) 72346(4) e) 86542(5)

b) 98647(9) d) 83562(3)

Work in pairs

6. Read and write the place value of each digit in the following numbers.

a) 46231 b) 39654 c) 866 d) 80387

e) 74589 f) 70000 g) 25623 h) 99784

4
7. Read and write the place value of the digit 9 in the following numbers.

a) 57691 b) 79841 c) 1869 d) 50927

e) 94641 f) 59243 g) 6293 h) 69342

8. Read and write the place value of the underlined digit in each of the
numerals below.

a) 64516 b) 97201 c) 16037 d) 97165

e) 10000 f) 99999 g) 87923 h) 67245

9. Tell your partner the place value of the digit 7 in 79651.

10. Find the place value of the digit 0 in 56880. Explain why this is the
value of the digit.

11. Tell your partner the place value of the 4th digit in 6345?

12. Find the place value of the fifth digit in 53210.

13. What is the place value of the forth digit in 100000? Explain your
answer

14. What is the sum in the place value of the 4th and 2nd digits in 34261?
How would you work out this?

15. What is the difference in the place value of the 5th and 3rd digits in
82046? How would you work out this?

Compare and order numbers up to 5 digits

When you are comparing numbers up to 10,000 you need to look at the
value of the thousands digit (unless the number is 10,000).

The number with the larger thousands digit will be the bigger number.

If the numbers have the same thousands digit, then look at the hundreds
digit next and see which is more.

5
If the numbers have the same hundreds digit, then look at the tens digit
to find out which is bigger, and so on.

For Example:

4263 > 4193

The thousands digits are the same, but the 1st number has a bigger
hundreds digit.

7826 < 9014

The 1st number’s thousands digits is 7, the 2nd number’s is 9.

1407 < 1423

The thousands and hundreds digits are the same, but the 2nd number has
a higher tens digit.

Example 3.
1. Arrange 1, 5, 9, 3 to form four different numbers and then arrange
the formed numbers from the largest to the smallest (descending).

Solution

1359, 5931, 9531, 3951

So from the largest to the smallest.

9531, 5931, 3951, 1359

2. Use 8, 6, 5, 3 to form two different numbers then arrange them from

the smallest to largest (ascending).

Solution

86531, 13568
So from the smallest to the largest in the number formed.

13568, 86531

6
Activity 2.
In pairs, make zero to nine number cards.

How can you organize the numbers? Who can make the smallest
number? Who can make the largest number?

EXERCISE 2.
Work in pairs and discuss your reasoning;

1. Using the digits given below, form two different numerals of 5 digits
then arrange them from the smallest to the largest.

a) 3, 5, 2, 1, 0 b) 8, 3. 5, 9, 7 c) 1, 6, 4, 8, 2

d) 2, 9, 8, 1, 6 e) 7, 5, 6, 4, 1

2. Use the digits given to form three different numbers of 4 digits, then
arrange them from the largest to the smallest.

a) 7, 1, 3, 2, 0 b) 3, 0, 1, 4, 6 c) 8, 7, 3, 9, 2

d) 9, 5, 6, 7, 8 e) 8, 2, 1, 5, 4

3. Arrange the numbers below from the smallest to the largest.

Tell your partner what you would do first and why?

a) 88641, 71404, 88461, 88146

b) 76879, 76798, 76978, 76789

c) 67143, 67431, 67341, 67413

d) 56948, 56489, 56849, 56984

e) 94247, 94427, 94274, 94742

7
4. Arrange these numbers below from the largest to the smallest.

a) 72896, 72689, 72986, 72869

b) 75974, 75479, 75749, 75947

c) 84256, 84526, 84625, 84265

d) 97358, 97385, 97583, 97835

e) 91354, 91534, 91543, 91453

5. A maize miller produced 56849 bags of maize in January, 65948 in

February and 56894 in March. Arrange the production of the bags of
the maize meal from the smallest to the largest in the three months.
Tell tour partner how you would do this.

6. Western Bahr el Ghazal state has a population of 358692 people,

Lakes state has 782504, while Unity state has 645465. Arrange the
population of the three states from the largest to the smallest
population.

8
7. In South Sudan, learners planted 98649 trees in the year 2014, 96582
in the year 2015, 98846 in the year 2016 and 89813 in the year 2017.
Arrange the numbers of trees planted from the smallest to the largest.

8. In Juba, vehicle census record showed that there were 9798 cars,
9643 pick-ups, 9742 lorries and 9160 buses. Arrange the number of
vehicles from the largest to the smallest.

1.2 Rounding off numbers to the nearest thousands

Just like writing numbers in words to round off a number, you must
identify its specific place value.

When rounding off to the nearest thousand, you must identify the digit
in the thousands position.

9
How to round off numbers.

i) Decide the last digit to keep.

ii) Leave it the same if the next digit is less than 5 (i.e. rounding down).
iii) Increase by 1 if the next digit is 5 or more.(rounding up)

Example 4.
1. Round off 7421 to the nearest thousands.
Solution

We want to keep 7(it is in the thousands position).

The next digit is 4 which is less than 5, so no change is needed
to7.Therefore the answer is 7000. (Rounded down)

10
2. Round off 8697 to the nearest thousands.
Solution

We want to keep 8 (it is in the thousands position).

The next digit is 6, it is more than 5 so 8 increases by 1 = 9.
Hence the number is rounded up to 9000.

In the number 36178 the digit 6 is in the thousands position.

36178
8 Ones
7 Tens
1 Hundreds
6 Thousands
3 Tens of thousands
After identifying the different place values, check the number that comes
immediately after the thousands position.

In this case the number is one (1) so add a zero into the digit in the
thousands position.

If the number is between (0) and (4) add a zero (0) to the digit in the
thousands position.

If the number is (5) and above add one (1) to the digit in the thousands
position.

Example 5.
(a) 36178
36178 thus = 36000
In this case we add a zero (0) as one (1) is below five (5)
(b) 57812
57812 Thus =58000

11
 In example (b) add one (1) for eight (8) is above five (5)
(c) 96574
96574 Thus =97000

Activity 2.
In pairs, round off the following numbers to the nearest thousands.

(a) 87163 (b) 21875 (c) 74169

Visit a nearby market place and find out the prices of a bag of maize and
a bag of rice. Identify the place value of each digit.

EXERCISE 2.
1. Round off the following numbers to the nearest thousands.

(a) 58 712 (d) 15 062

(b) 72 162 (e) 90 762

2. Add the numbers below then round them off to the nearest
thousands. Explain how you would do this.

(A) 25 812+404 (D) 39 418+600

(B) 82 167+523 (E) 91 276+723

12
1.3 Multiples and factors of whole numbers

Multiples are what we get after multiplying a number by an integer.

Factors are numbers that we can multiply to get another number.

Example 6.
Identify the first five multiples of 7. Think of your multiplication facts.
7×1=7

7 × 2 = 14
The first five multiples of 7 are:
7 × 3 = 21

7 × 4 = 28
7, 14, 21, 28, 35
7 × 5 = 35

You can determine multiples of numbers by skip counting. Think of

multiplication facts to help you. Count up to find the multiples of
these numbers:

4 4, 8, 12, 16, 20, 24, 28

9 9, 18, 27, 36, 45, 54

12 12, 24, 36, 48, 60, 72, 84

EXERCISE 3.
Work in pairs; How are you going to work out these. Which methods
would you use? How would you check the answer?

1. The number 22 bus comes to James’ bus stop every 12 minutes.

The number 27 arrives every 8 minutes. In how many minutes will
both buses arrive at the stop together?

2. Bonnie rotates the tyres of her truck every 8000 km and changes the
oil every 5000 km. She will rotate the tyres and change the oil at
the same time after how many kilometres?

13
Factors of numbers
1 X 3 = 3 so 1 and 3 are factors of 3.
2 X 5 = 10, 2 and 5 are factors of 10

What are the factors of 12?

1 and 12 2 and 6 3 and 4
When you multiply all this pairs you get 12.

Note: A number can have many factors

In multiplication there several rules that applies.

(a) Multiplication property of zero (0)

Any number multiplied by zero (0) is always zero (0)

Example 7.
A) 2 × 0 = 0 this means 0 + 0 = 0

B) 5 × 0 = 0 or 0 + 0 + 0 + 0 + 0 = 0

C) 7 × 0 = 0 or 0 + 0 + 0 + 0 + 0 + 0 + 0 = 0

(b) Multiplication property of (1)

Any number multiplied by 1 is = to its self.

Example 8.
A) 1 × 1 = 1 C) 1 × 4 = 4 E) 1 × 7 = 7
B) 1 × 2 = 2 D) 1 × 5 = 5 F) 1 × 3 = 3

One (1) is also found in the first row of each multiplication table

1×1=1 1×4=4 1×7=7

1×2=2 1×5=5 1×8=8
1×3=3 1×6=6 1×9=9

14
(c) Multiplication of a number by ten (10)
When it comes to multiplication of numbers by 10 simply mean you add
or place one zero in the right side of the number.

Example 9.
(A) 3 × 10 (B) 15 × 10 (C) 70 × 10

3 × 10 = 30 15 × 10 = 150 70 × 10 = 700

Multiplication ×2, ×5, ×10

Complete the puzzles. In the first puzzle 2 × 6 has been done for you.

15
Write down the first 10 multiples of 2

2 4 _ _ _ _ _ _ _ _

Write down the first 10 multiples of 5

5 10 _ _ _ _ _ _ _ _

Write down the first 10 multiples of 10

10 20 _ _ _ _ _ _ _ _

16
 The tables below are to be used to answer questions in exercise 4.

Multiplication table of 1, 2, 3, 4 and 5

1×1=1 2×1=2 3×1=3 4×1=4 5×1=5

1×2=2 2×2=4 3×2=6 4×2=8 5×2=10
1×3=3 2×3=6 3×3=9 4×3=12 5×3=15
1×4=4 2×4=8 3×4=12 4×4=16 5×4=20
1×5=5 2×5=10 3×5=15 4×5=20 5×5=25
1×6=6 2×6=12 3×6=18 4×6=24 5×6=30
1×7=7 2×7=14 3×7=21 4×7=28 5×7=35
1×8=8 2×8=16 3×8=24 4×8=32 5×8=40
1×9=9 2×9=18 3×9=27 4×9=36 5×9=45
1×10=10 2×10=20 3×10=30 4×10=40 5×10=50

Multiplication table of 6, 7, 8 and 9

6×1=6 7×1=7 8×1=8 9×1=9

6×2=12 7×2=14 8×2=16 9×2=18
6×3=18 7×3=21 8×3=24 9×3=27
6×4=24 7×4=28 8×4=32 9×4=36
6×5=30 7×5=35 8×5=40 9×5=45
6×6=36 7×6=42 8×6=48 9×6=54
6×7=42 7×7=49 8×7=56 9×7=63
6×8=48 7×8=56 8×8=64 9×8=72
6×9=54 7×9=63 8×9=72 9×9=81
6×10=60 7×10=70 8×10=80 9×10=90

Activity 3.
In groups, randomly ask the multiples of numbers up to 9. One should
identify the correct multiple of each number as asked then move on to
the next.

(A) 7×6=42 (B) 4×8=32 (C) 6×6=36

17
EXERCISE 4.
1. Copy in your exercise book and fill in the correct numbers according
to their respective multiple.

9 54

8 7

9 36
2. John and his nine friends were each given five sweets, how many
sweets did they have in total? Discuss how you worked it out.

3. A teacher at St. Kizito Primary School asked the learners to contribute

ten SSP each, if the class has a population of nine learners in total,
how much was the total if all the learners brought their contributions?
How would you work out this question? Discuss your answer.

4. What is?
A) 44 × 100 = B) 59 × 10 = (C) 7 × 8 =

5. List the factors of these numbers. Discuss your answers. How can you
check if your answer is correct.
a) 36 b) 27 c) 50 d) 30

6. List the first ten multiples of these numbers and discuss how you
chose answer.
a) 6 b) 10 c) 25 d) 35

1.4 Addition and subtraction of fractions

A fraction is a part of a whole.

A fraction is a number which has a number on top called a numerator

and another at the bottom called a denominator.

18
Example 10.
Numerator
3
4
Denominator

It is used to represent a certain portion of a whole.

The rectangle has four parts.

One part is shaded. The fraction of the shaded part is ¼.

EXERCISE 5.
Work in pairs;

Ask your partner to name the numerator and the denominator of each
fraction.

2 1 7 2
1. 2. 3. 4.
3 7 9 4

Equivalent fractions
This divides a whole into equal parts.

In the above diagram the first image has been divided into three equal
parts while the same in image has been divided into six equal parts and
into twelve equal parts for the last image.
1 2 4
The fractions , and are equivalent fractions
3 6 12

To identify if a fraction is equivalent divide or multiple both the top and

the bottom with the same number.

19
You will notice, if the fraction is equivalent the numbers will retain their
value.

Example 11.
1 2 4
= =
2 4 8

1 2 4
2 4 8

= =

×2 ×2

1 2 4
= =
2 4 8

×2 ×2

When dividing make sure what you divide with gives you whole numbers
in both the bottom and top.

Only divide when both top and bottom stay as whole numbers.

÷2 ÷3

6 3 1
= =
12 6 2

÷2 ÷3

20
Activity 4.
In pairs, identify which fraction has the denominator 12 and is
2
equivalent to . Explain your working out.
3

8 11 9 12
A 12 C 12 B 12 D 18

Addition of fractions

Key Point
When adding fractions and the denominators are the same, just add the
numerators.

Example 12.

2 1
9 9
2 1 3
+ =
9 9 9

EXERCISE 6.
Add
2 3 1 1 1 1 1
a. + = b. + + = c. + =
7 7 8 8 8 4 4

2 5 1 3 1 1 1
d. + = e. + = f. + + =
9 9 6 6 5 5 5

1 5 1 4 2 1 1
g. + = h. + + = i. + = −𝑜𝑟 −
10 10 12 12 12 2 2

1 1 1 1 1 1 1 1
j. + + + = −𝑜𝑟 − k. + + + = −𝑜𝑟 −
4 4 4 4 4 4 4 4

1 2 4 2 3 4
l. + + = −𝑜𝑟 − m. + + = −𝑜𝑟 −
7 7 7 9 9 9

21
Subtraction of fractions

Key Point
In subtraction, when the denominator is the same, we just subtract the
numerator then divide by the denominator.

Example 13.
Subtract;
3 2 4 2 2 1 5 2 3 1
- 7 = 17 - 8=8=4 -9=9=3
7 8 9

EXERCISE 7.
1. Write the missing numbers to complete the fraction.
8 2 8 ? 8 1
a. 12 = c. 20 = 5 e. 24 =
? ?

16 ? 9 ?
b. 24 = 3 d. 21 = 7

2. Subtract the following fractions

7 2 8 7 12 3
a) - = c) - = e) - =
9 9 11 11 17 17

6 4 4 1 3 1
b) - 19 = d) -5= f) -4=
19 5 4

1.5 Ratio
We have looked at fractions. Ratios are not so different from fractions.

A ratio says how much of one there is compared to another thing.

In ratio a number is used to express the relation of another number.

It is used to show how much one thing is compared to another.

22
Example 14.
A student uses 3 cups of flour and 1 cup of water to prepare asida.

The ratio of flour to water is 3:1

The ratio of water to flour is 1:3

In a class, there are 2 boys and three girls. Therefore the ration of boys to
girls is 2:3

The ratio of girls to boys is 3:2

2
These ratios can be written as fraction i.e. 3
2
The ratio of boys to girls is 2:3 as a fraction is 3

The ratio of shaded to unshaded is 2:6.

What is the ratio of unshaded to shaded?

This ratio expressed as a fraction is 2/6. The fraction

of the shaded to whole part is 2/8.

Example 15.

There are three green mangoes to one yellow one thus the ratio of green
to yellow is 3:1

To separate the values in ratio you can use;

A) “:” 3:1

B) The word “to” 3 to 1

3
C) A fraction
1

23
Key note “in ratios always multiply or divide a number with the same
value.”
4:5 is the same as 4×2:5×2 = 8:10

Ratios can also be used in scaling, drawing up and down by multiplying

or dividing.

Activity 5.
1. In groups, what is the ratio of green to red in the
diagram below? Explain your answer.

2. During a rainy day, the total number of people that visited the
market was 36. If 14 had gumboots and the rest did not have what is
the ratio of those that did not have gumboots to those that did?

3. With the guidance of the teacher, identify the number of girls and
boys in your school, assuming that 12 boys and 7 girls are absent.
What is the ratio of girls to boys?

EXERCISE 8.
Work as a whole class;

1. A girl mixes 2 glasses of water with 3 cups of milk to make tea.

i) What is the ratio of milk to water?
ii) What is the ratio of water to milk?
iii) What is the fraction of milk in the mixture?

2. In a school, mathematics text books are 80 while English text books

are 70.
i) What is the ratio of the mathematics text books to English
text books?
ii) What is the fraction of the English text books in the school.

24
3. Out of 12 pens, 4pens are blue while the rest are black, what is the
ratio of the black to blue pens?

4. A class seven science teacher asked her students to go out and collect
samples of leaves and stems for their science project, out of 32
students 11 collected leaves, 9 did not collect anything while the rest
collected stems, what is the ratio of stems to leaves that were
collected?

5. Using the diagram below;

(A) What is the ratio of the brown to white squares?

(B) Write the answer as a fraction.

1.6 Percentages (%)

This is a part as represented per hundred.

100 percent is a representation of a whole 100.

1 20
1% means 20% means
100 100

40
40% means 100% means whole.
100

A student scored 70% in a math’s exam, it means he scored 70 out of

100 marks.

25
Example 16.
1

The table on the left has a

hundred small squares which
are all painted green thus the
diagram is 100% painted.

100

1
In this table, out of the a
hundred small squares half
of them are painted, this
50
means fifty are not painted
thus the representation in
percentage is 50%.

100

A percent can also be used to express a decimal or fraction.

A half can be written;

As a percentage 50%
As a decimal 0.5
1
As a fraction 2

26
Here is a table of commonly used values shown in Percent, Decimal and
Fraction form:

Percent Decimal Fraction

25% 0.25 1
4
50% 0.5 1
2
75% 3
4
100% 1

Example 17.

To convert from percent to decimal divide by 100 and remove the %

sign.

Convert 54% to a decimal

54% move the decimal point two places to the left thus 54 becomes 0.54.

To convert from decimal to percent multiple by 100 and add the % sign.

Convert 0.54 to percent

0.54 Just like in converting to decimals move the decimal point two
places but this time to the right thus it becomes 50%.

Calculate 25% of 80
25
25%= 100

25
× 80=20
100

So 25% of 80= 20

27
Activity 6.
In pairs, works out the following;

1. A farmer harvested 500 apples and 15% were bad. How many apples
could he take to the market to sell? How would you work this out? How
would you check your answer?

2. The price of a shirt dropped by 30% if the initial price was SSP 1500.
Find the new price.

EXERCISE 9.
Work individually;

1. What does each of the following mean?

a) 20% c) 10%
b) 8% d) 15%

2. What is 70% of 700 oranges?

3. 15 out of 45 books are mathematics books. What percentage of

mathematics books are there?

4. A student has 10 oranges. If 2 of the oranges are bad, what

percentage of the oranges are bad?

5. If 50% of 200 mangos are good, how many mangos are good?
6. Express the following fractions as percentages.

2 1 4 3 7
a) b) c) d) e)
3 8 5 4 10

7. Calculate 12% of 350.

28
Work in pairs;

8. In a science test a girl scored 48 out of 50. What percent did she
score? Present your explanation.

9. During an inter school competition class four scoped 24 points out of

30 in a particular game. What percent did they miss to attain the
complete score of a 100%? Present your explanation.

10. The population of a city in 2003 was 500,000. Over the following 5
years the population grew by 12%. What was the population of the
city in 2008? Present your explanation.

Percentages into fractions

To convert a percentage into a fraction, we divide the percentage by 10 0.

Example 18.
Express the following percentages as fractions

20% 15% 50% 67% 45%

Solution
20 1 15 3 50 1
20% = = 15% = = 50%= =
100 5 100 20 100 2

67 45 9
67% = 45% = =
100 100 20

29
EXERCISE 10.
Work individually;

1. Express the following percentages as fractions

a. 30% b. 75% c. 90% d. 62% e. 22%

f. 37% g. 25% h. 8% i. 12% j. 35%

k. 15% l. 2% m. 28% n. 17% o. 4%

p. 31% q. 40% r. 44% s. 33%

Percentages and ratios

Expressing a percentage as a ratio, we compare the given percentage to
100.

Example 19.
1. convert the following percentages into ratios

a. 60% b. 20% c. 52%

Solution
a) 60:100=6:10=3:5(on simplification)
b) 20:100=2:10=1:5 (on simplification)
c) 52:100=26:50=13:25 (on simplification)

2. Express the following ratios as percentages.

a. 1:4 b. 2:5 c. 1:2

Solution.
We write the given ratios as fractions then multiply by 100%
1
a) × 100% = 25%
4
2
b) × 100% = 40%
5
1
c) × 100% = 50%
2

30
EXERCISE 11.
Work individually;

1. Express the following percentages as ratios

a. 30% b. 90% c. 80% d. 72% e. 58%

2. Convert the percentages into decimals and the decimals to

percentages
a. 28% b. 0.2 c. 30% d. 0.25 e. 96%

3. Express the following ratios as percentages

a. 1:3 b. 2:3 c. 10:13 d. 1:4 e. 1:5

4. Express the following ratios as fractions

a. 2:5 b. 7:9 c. 10:17 d. 1:4 e. 1:3

31
Measurement is identifying a number that shows the size or amount of
something.

It can be classified under different aspects.

2.1 Length
This is the distance of something from one end to the other.

Length can be expressed in millimeters (mm), centimeters (cm), meters

(m) or kilometers (km).

Length is measured using a meter rule (100cm ruler, 50cm ruler, 30cm
ruler or 15 cm ruler) and also using a tape measure (tailors, carpenters,
surveyors).

Activity 1.

In groups, look at the

picture, what are they
doing?

32
When measuring length over a short distance you can even use a piece
of string, a rope or paper then translate the readings on an actual ruler to
identify the exact length.

Place the edge of the string or paper on the object to be measured and
then make a mark or tie a knot on the very end of the object then place it
on an actual ruler to record the units.

Length can be used to express a specific distance like in which an

individual covered by either foot or any other means of transport.

Types of length: Width, length, perimeter, circumference.

Conversion of units of length (cm and m)

Cm is smaller compared to m. therefore, converting cm into m, we divide
the value of the cm by 100.

Example 1.
Use a 1metre ruler to convert the following;
1. Convert 10 cm into m
Solution

100 cm =1m
1m
10cm=? 10cm × =0.1m
100cm

Note: we take the value in cm and divide it by 100cm.

2. Convert 70cm into m

Solution
100cm=1m
1m
70cm=? 70cm × 100cm = 0.7m
3. Convert 250cm into m.
Solution
100cm=1m
1m
250cm=? 250 × 100cm = 2.5m

33
Note: to convert from m into cm, we multiply the value in m by 100 cm.

1. Convert 100m into cm

Solution
100cm =1m
100cm
?=100m 100m × =10 000cm
1m
2. Convert 2.7 m into cm
Solution
100cm = 1m
100cm
? = 2.7m 2.7m × = 270cm.
1m

EXERCISE 1.
Work individually;

1. Convert from cm into m.

a) 20cm c) 57cm e) 500cm
b) 420cm d) 3 709cm f) 6 050cm

2. Convert into cm.

a) 2m c) 3.7m e) 1.4m
b) 5m d) 20m f) 400m

3. How many metres are there in 2 000 centimetres?

4. My sister walks 1 000cm every day. How many metres does she
walk in a day? How would you work out?

5. Electricity was connected to two houses. One at 102m and the

other 70m away. How long was the wire in metres?

6. A water pipe is branched into two houses. One is 10.5m and the
other is 7m long. How many centimetres are the two pipes?

34
Activity 2.
1. Estimate the length of your desk. Using your thirty-centimeter ruler,
measure the length of your desk. Compare your answer with your
partner.

2.2 Area

Area is the amount of space the shape takes.

In pairs, look at the picture below. Which areas in the school compound
or home can be measured? Explain why you choose those areas. Did you
notice different shapes in this picture.

35
It tells us the size of squares, rectangles, circles, triangles, other
polygons, or any enclosed figure.

Why is it important to knowing the area of a shape?

Knowing the area can be very important. Think of getting tiles fitted in a
room in your home.

Triangle Rectangle Square

Calculating Area

Area is measured in squares (or square units).

How many squares are in the rectangle below?

We can count the squares or we can take the length and width and use
multiplication. The rectangle above has an area of 15 square units.

The area of a rectangle is = length × width.

Examples of calculating the area of a rectangle.

36
 Area = Length x Width.

Area = 3 × 2 = 6 square units.

Area = Length x Width.

Area = 8 × 6 = 48 square units.

Area = Length x Width.

Area = 9 × 5 = 45 square units.

37
EXERCISE 2.
Tell your partner; How can you work out the area of these shapes? Work
out the area of each shape. Compare your answers with another pair and
explain how you worked it out.

a. b.

c. d.

e.

f.
g.

h.

38
i. j.

k.

l. m.

39
Units for measuring area

We measure area using squares. We use different sizes of squares

depending on how big or small an area is.

Example Length of side on Squares Unit

Size of piece of paper Centimeter cm2
Size of a room Meter m2

We write square sizes using a small 2 next to the unit. We write cm2, m2.

We can say “63 millimeters squared” or “63 square millimeters”

Area of a Square
A square is a four sided figure whose sides are all equal.

This figure is a shape of a square. All sides are

equal.

The area of a square is length of a side x length

of a side.

If each length is 4cm. Then the area of the square shall be;

A = length × length

4cm × 4cm =16cm2

NOTE: (CM × CM=CM2)

40
Example 2.
1. Determine the area of a square whose side is 2cm.

Solution

Area=length × length

A = 2cm × 2cm = 4cm2

2. Determine the area of a square of side 9cm.

Solution

AREA=length × length

A= 9cm × 9cm = 81cm2

EXERCISE 3.
Work individually;

1. Determine the area of a square of sides

a) 2cm b) 4cm c) 15cm d) 20cm
2. Determine the area of a square of sides
a) 7m b) 6m c) 5m d) 10m
3. Determine the area of a piece of land which is square in shape whose
side measures 25m.

4. The top of the stool is a square and one side is

30cm. what is the area of the top?

Tell your partner what you have learnt or now

know about area.

41
Area of a rectangle
A rectangle is a four sided figure having a length and a width. The
longest side is called a length and shortest the width.

In pairs, look at the picture below.

Can you identify different parts of a house that are rectangle or square?

Area of a rectangle =length × width

A=L×W

If measurements are in cm area will be in cm2

And if the measurements are in m area is in m2

42
Example 3.
1. Workout the area of a bench of length 70cm and width 50cm.

Solution

Area = length × width

A =70cm × 50cm = 3500cm2

2. Work out the area of a rectangular room which measures 4m by 6m

Solution

Area = length × width

A = 2m × 3m = 6m2

More Examples of Calculating Area of Rectangles

Area = Length × Width

Area = 7 cm × 6 cm = 42 cm2

Area = Length × Width

Area = 8 m × 2 m = 16 m2

43
EXERCISE 4.
1. Work out the area of a rectangle with sides;
a) Length 6cm, width 3cm.
b) Length 10cm, with 7cm.
c) Length 8cm, width 5cm.

2. Determine the area of a rectangular piece of plot of;

a) Length 20m, width 15m
b) Length 27m, width 20 m
c) Length 30 m, width 10m

Activity 2.
In groups, take a walk in the school environment.

1. Identify an object that is a rectangle

2. Tell your partner how you would work out the area.
3. Estimate the area
4. How can you check your estimation?

2.3 Volume and Capacity

Volume
Volume is the measure of the amount of space inside of a solid figure,
like a cube, ball, cylinder or pyramid.

The units are always “cubic”, that is, the number of little element cubes
that fit inside the figure.

To get the volume of an object, multiple the length by the width by the
height of the object.

44
 Volume= L× W× H

Example 4.

40

40

40

40
40

40

There are 6 layers of 40 cubes each.

40 + 40 + 40 + 40 + 40+40

= 240 cubic units

Volume = 40 × 11

= 440 cubic units.

45
EXERCISE 5.
1. Find the Volume of these figures. Explain to your partner how you
have worked it out.
a.) b.)

c.) d.)

e.) f.

g.

46
Capacity
This is the quantity a container can hold.

Capacity is measured in litres.

Activity 3.
1 1
In pairs, use litre, 4 litre, and 1 litre to fill the containers of 3litres and
2
5 litres.

1/2
1/4
litre
litre

1 litre

47
Estimate and then measure.
In pairs;
1
1. How many litre bottles can fill 1 litre bottle?
2
1 1
2. How many bottles can fill 2 litre bottle?
4

3. How many 1 litre bottles can fill 5 litres container?

1
4. How many 2 litre bottles can fill 5 litres container?

5. How many 14 litre bottles can fill 5 litre container?

In groups, look at the picture below.

Do you have water tanks at school or at home?

Compare the container learners want to use to collect water.

Approximate the amount of water does the containers hold.

48
EXERCISE 6.
Work individually;

1. How many ½litre bottles can fill a 10 litre container?

2. How many ¼litre bottles can fill a 20 litre container?

3. How many one litre of bottles can fill a 60litre drum?

4. How many litres are there in:-

a) 4 quarter litres.
b) 12 quarter litres.
c) 16 quarter litres.
d) 20 quarter litres.
e) 24 quarter litres.

5. How many litres are there in:-

a) 12 half litres. e) 16 half litres.
b) 18 half litres. f) 20 half litres.
c) 40 half litres. g) 8 half litres.
d) 4 half litres. h) 2 half litres.

Weight
Weight is how much matter an object holds.

The common units of measurement are:

Grams (g)

Kilograms (kg)

Grams are the smallest unit of measurement.

One kilogram = 1000 grams

A paperclip or a sewing needle weighs about 1 gram.

49
 1000 paper clips makes 1 kilogram.

Kilogram is the second unit of measuring

weight.

Things that can be lifted by people are

measured in kilograms.

Activity 4.
In groups, collect objects of different shapes and sizes like pencil, stone,
textbook, dictionary, cabbage, etc. Estimate the weight of each object
and record in the table below.

Name of the object Estimated weight

Which is the heaviest object?

Which is the lightest object?

Share and explain your table with another group. Explain to them how
you got your estimations.

50
2.4 Money

The official currency in our country is the South Sudanese Pound.

It is available in different denominations. Look at these six notes.

They are in (1, 5, 10, 20, 25, 50 and 100 pounds) and they are in the
form of banknotes.

Buying and selling

Money is used for buying items.
Buying is using money to acquire an item.
The one who buys is called a buyer.

51
 Buyer

Seller

Seller

Buyer

Selling is taking the money in exchange of an item. The one who gives
the item is called a seller.

If you have money and you need a pencil, you go to the shop to buy the
pencil, the shop keeper sells the pencil to you.

52
 EXERCISE 7.
Work individually; Show you working out

1. Makur had SSP 100. If he wanted a change of SSP 10 notes, how

many such notes did he get?

2. Emma had SSP 50 note. She required SSP 20 notes, how many notes
did she get?

3. John had 2 –100 notes. If he wanted SSP 25 notes, how many such
notes did he get?

4. Douglas had 5-one hundred South Sudanese Pound notes. How many
20 south Sudanese pound notes did he get?

5. Mary had 150 South Sudanese Pounds how many five South
Sudanese Pounds would she get?

6. How many 20 South Sudanese note can one get from a 500 South
Sudanese pounds note?

7. How many 10 South Sudanese Pound notes can one get from a 200
South Sudanese Pounds?

8. Teresia had 5- one hundred South Sudanese Pounds notes, how many
fifty notes did she get from getting change?

9. How many 50 notes can you get from 1000 South Sudanese Pounds?

10. Samson was sent by his mother to get change of 50 South Sudanese
Pound note. How many five South Sudanese Pound notes did he get?

53
Profit
This is when a person sells an item at a higher price than he bought it.

Example 4.
A trader bought an exercise book at SSP20 and later sold it at SSP30. In
this case SSP30 is the selling price while SSP20 is the buying price.

The trader has made a profit of SSP10 since the selling price is more
than the buying price.

Profit = selling price (S.P) – buying price (B.P).

= SSP30 – SSP20 = SSP10

Loss
This is when a person sells a commodity at a value less than he bought
the commodity at.

Example 5.
A saleswoman bought a radio at SSP1200 and later sold it at SSP1000. In
this case she made a loss of SSP200 since the selling price is less than
the buying price).

Loss = Buying Price (B.P) - selling price (S.P).

= SSP1200 - SSP1000 = SSP200

EXERCISE 8.
In pairs, determine whether the salesperson made a profit or a loss in
each case. State how much loss or profit and explain your answer.

i) Bought a car at SSP 800,000 and sold at SSP 950,000.

ii) Bought a gas cooker at SSP 6000 and sold at SSP 5000.
iii) Bought a book at SSP 750 and sold at SSP 790.

54
 iv) Bought a table at SSP 2400 and sold at 1800.

OUR SHOP
Set up a shop in class with the items or label different objects collected
from the surrounding to answer exercise 10.

PRICE LIST

SSP. 100 SSP. 80 SSP.250

SSP. 300 SSP. 280 SSP. 250

SSP. 140 SSP. 50 SSP. 240

55
EXERCISE 9.
Use the price list of the shop on the previous page role play the questions
below.

1. Joan bought 1 Kg packet of sugar, a packet of rice of 1kg. If she

gave the shopkeeper SSP 600, how much was she given as the
balance?

2. Ladu bought a loaf of bread and a packet of milk. If he paid with a

200 South Sudanese Pounds, how much was his balance?

3. A packet of sugar of 1 kg and 2 packets of milk will cost how

much?

4. Mama bought a blouse and soap. What was the cost? If she paid
with 400 South Sudanese Pounds, what balance did she get?

5. What will be the cost of maize flour (2 kilogram packet,) a kg

packet of sugar and a loaf of bread?

6. A learner bought a pen, a book and a packet of 1 kg of rice. What

was the total cost of the items?

7. How much balance would a person in question 6 above get if the

shopkeeper was paid with 600 South Sudanese Pounds?

56
2.5 Time

A clock or watch is used to identify the

duration of time that has passed.

A clock has three different types of

hands: the hour hand, minute hand,
and that of the seconds.

There are two main ways to show the

time: "24 Hour Clock" or "AM/PM".

24 Hour Clock: the time is shown as how many hours and minutes since
midnight.

AM/PM (or "12 Hour Clock"): the day is split into:

The 12 Hours running from Midnight to Noon (the AM hours), and

The other 12 Hours running from Noon to Midnight (the PM hours).

Converting 12 hour clock to 24 clock

Add 12 to any hour after Noon (and subtract 12 for the first hour of the
day):

(12 Midnight to 12:59 AM), subtract 12 Hours

12 Midnight = 0:00, 12:35 AM = 0:35

From 1:00 AM to 12:59 PM, no change

11:20 AM = 11:20

From 1:00 PM to 11:59 PM, add 12 Hours

Examples: 4:45 PM = 16:45, 11:50 PM = 23:50

57
Look at the picture below. What is she doing? Why is she doing so?

Converting 24 hour clock into 12 hour clock

For the first hour of the day (0:00 to 0:59), add 12 Hours, make it "AM"

0:10 = 12:10 AM

From 1:00 to 11:59, just make it "AM"

1:15 = 1:15 AM

From 12:00 to 12:59, just make it "PM"

12:10 = 12:10 PM

From 13:00 to 23:59, subtract 12 Hours, make it "PM"

14:55 = 2:55 PM.

58
In groups, look at the picture below. What is happening?

At what time do you go for break, lunch and going home? (AM/PM)

EXERCISE 10.
Convert these am and pm times to 24 hour clock times:

1) 1:24pm = 2) 2:56am = 3) 7:45pm =

4) 5:16am = 5) 3:56pm = 6) 12:25pm =
7) 11:27pm = 8) 8:13pm = 9) 12:42am =

Convert these 24 hour clock times to am and pm times:

1) 13:41 = 2) 17:50 = 3) 04:32 =

4) 12:36 = 5) 23:25 = 6) 08:53 =
7) 00:51 = 8) 19:08 = 9) 15:39 =

59
3.1 Intersection lines
Intersection lines is a single point where two lines meet or cross each
other and will not form right angles.

We would say that “point K is the intersection of line PQ and line AB.
Another way it may be said is that “the line segment PQ intersects AB at
point K.”

3.2 Perpendicular lines

Perpendicular lines means “at right angles”. A line meeting another
at a right angle, or 90° is said to be perpendicular to it.

In the figure above, the line AB is perpendicular to the line DF.

Note: Walls of houses are perpendicular to the ground.

What else in the school compound is Perpendicular?

60
EXERCISE 1.
1. Are these lines perpendicular? How do you know?

2. Are these lines perpendicular? How do you know?

3.3 Parallel lines

Parallel lines remain the same distance apart over their entire length.
No matter how far you extend them, they will never meet.

EXERCISE 2.

Which pair of lines are parallel?

Explain your answer.

61
3.4 Angles

An angle is the space between two lines that meet each other.
When two lines meet at a point, an angle is formed. The two lines are
called the arms of the angle.

TYPE OF ANGLE Diagram DESCRIPTION

Acute Angle is less than 90°

Right Angle is 90° exactly

Obtuse Angle is greater than 90° but

less than 180°

Straight Angle is 180° exactly

But the lines are the same, so when naming the angles make sure
that you know which angle is being asked for.

62
Activity 1.
1. In groups, draw right angles using corners of flat objects.
2. Look at the clocks below, discuss the angles formed by each clock.

Application of angles
In construction we need to follow angles so that everything is stable and
firm.

For example, the roof of a house has to be at least 39 degrees and at

maximum 48 degrees to prevent rain water and make sure rain can slide
off.

If the roof was a 180 degree angle or 0 degree angle, the water has no
place but to start leaking inside a house.

People use angles to build chairs and tables.

Activity 2.
Visit a nearby carpenter, ask and observe how angles help them in their
job.

63
3.5 Using a Protractor to measure angles
Do you see similarities between a half circle and the protractor?

Line up the line that points to zero.

Use the ruler on the curved edge to count the degrees until you reach
the other line in the angle.

Now that you understand how a protractor works, let us look at a couple
of angles and measure them:

Sometimes the angle will be smaller than the protractor. Use the straight
edge to extend the lines to make it easier to read the measurement.

The second line on this angle points to 45, so this is a 45° angle.

Lining up the vertex of the protractor with the crossed lines, and the first
line with the line pointing to zero.

64
We extend the second line to clearly see that it is pointing to 138. This
angle measures 138°.

Whatever number of one-degree curves in an angle, that number equals

the measurement of the angle.

Note: line up the protractor correctly so that we can get a correct

measurement.

Drawing Angles
A protractor can be used to draw angles.

1.Begin by using the protractor’s

straight edge to draw the first ray.

2.Line up the endpoint of the ray with

the crossed lines on the straight edge of
the protractor. Follow the numbers on
the curve and make a mark by the
number of the angle you want to draw.

65
3. Use the straight edge to connect
the mark with the endpoint of the
first ray.

4. Label the angle with the correct

measurement.

Recap
 Angles are sections of a circle.
 Angles are measured in degrees.
 There are 360° in a circle.
 Individual angles measure less than
360°
 A protractor is used to measure angles.
 A protractor can also be used to draw an angle.
 It is important to line up the protractor correctly.

66
EXERCISE 3.

1. Draw intersecting lines and ask your partner to work out the
angles between them using a protractor. Check they do this
correctly. Now your turn.

Measure each angle using a protractor. Identify the type.

67
Activity 3.
Read the map and answer the questions.

Ministries road

Buluk Avenue

Mary 2nd Street

Thompiny Road

Gudele Avenue
Teresa Road
Janet Street
Mary 1st Street

John Street

1. Write any two pairs of parallel streets.

2. Write whether Gudele Avenue is parallel or perpendicular to Mary 1st

Street.

3. Name the roads that are perpendicular to John Street.

4. How many streets and avenues are perpendicular to Terasa Road?

5. Is Janet Street parallel to Julie Street? How do you know?

68
EXERCISE 4.
Identify the highlighted pair of lines as parallel or perpendicular in each
object.

1) 2) 3)

4) 5) 6)

7) 8)

69
Algebra is about using letters in place of numbers. Sometimes it’s
possible to work out what the letter represents.

• If you were told that 𝑥 + 4 = 10, you can probably see straight away
that 𝑥 = 6.

• If you were told that 𝑦 − 7 = 5, you can probably see straight away
that 𝑦 = 12.

These are examples of linear equations and we’ll look at them in more
detail soon.

4.1 Like and unlike terms

The terms which have the same literal coefficients raised to the same
powers but may only differ in numerical coefficient are called similar or
like terms.

For example:

(i) 3m and –7m are like terms

2
(ii) z and z are like terms
3

The terms which do not have the same literal coefficients raised to the
same powers are called dissimilar or unlike terms.

For example:

(i) 9p and 9q are unlike terms

𝑥 𝑦
(ii) 3and are unlike terms.
3

70
Activity 1.
Look at the picture below, say what the boy is doing.

x + y, this is addition of unlike terms

x + x = 2x, this is addition of like terms
y + y = 2y, addition of like terms.

Important: We can only add or subtract like terms.

Why? Think of it like this. On a table we have 4 pencils and 2 books. We

cannot add the 4 pencils to the 2 books because they are not the same
kind of object.

We go get another 3 pencils and 6 books. Altogether we now have 7

pencils and 8 books. We cannot combine these quantities, since they are
different types of objects.

Next, our sister comes in and grabs 5 pencils. We are left with 2 pencils
and we still have the 8 books.

Similarly with algebra, we can only add (or subtract) similar "objects", or
those with the same letter raised to the same power.

71
4.2 Algebraic problems involving addition and subtraction
Algebra involves use of unknowns to represent information. We normally
use letters.

Example 1.
Akong bought x bananas and y oranges. How many fruits did Akong buy
altogether?

Solution.

We don’t know the exact number of bananas or oranges bought. But the
information given is enough for us to determine the total number of
fruits bought.

The total number of fruits she bought is x + y.

Like terms
These bottle tops are of cocacola which means they are the same.

They can be added as 1c+1c+1c=3c

1. Simplify by collecting the like terms together.

x + 2x + 3x
This is normal addition. We treat the unknown as an object.

(Say x is an orange = 1 orange, 2x = 2 oranges, 3x = 3 oranges,

how many oranges together = 6 oranges)

Therefore x + 2x + 3x = 6x.

2. Simplify 7x + 2 + 3x

72
 Here, we have two different terms, one with x and the other
without. Therefore on solving, we make sure that the ones which
are alike are added together then add the other part of the
question.
7x+3x+2=10x+2

3. Simplify 12x – 3 - 9x
Collect the like terms together.
12x - 9x -3 = 3x - 3

Unlike terms.
Unlike terms implies having different terms in a statement.
X + 2y (x and y are different terms).

These bottle tops are of cocacola and sprite which means they are not
the same (unlike).

They can be added as 1c+1s+1c+1s=2c+2s

We can only add like terms but we cannot add unlike terms.

Simplifying Expressions of Like and Unlike Terms

To simplify an algebraic expression that consists of both like and unlike
terms, we need to

Step 1: move the like terms together

Step 2: add or subtract their coefficients.

When moving the terms, we must remember to move the + or –

attached in front of them.

For example,

73
Example 2.
1. Abdo has x cows and y goats. How many animals does Abdo have
altogether?

Solution.
Because it has been specified that the number of cows are x and
goats are y.
Total = x + y animals.
2. Simplify 2x+7y+3x-2y
Solution
Collect the like terms together (x terms and y terms)
2x + 3x + 7y - 2y = 5x + 5y

3. Simplify 10w + 3z + 11w – z + y

Solution
Collect like terms
10w + 11w + 3z – z + y = 21w + 2z + y

EXERCISE 1.
1. Simplify the like and unlike terms in the following expressions.
a) x + 3x + y + y
b) 2p + q – p + 4q + p
c) 5a + a + b + 3b
d) x + y + y + x + x + w
e) 2x + w + y + x – y

2. Simplify the expression.

2x + 8y + x + 2y + x - 3y + 5

74
4.3 Formation and simplification of algebraic expressions

Writing an algebraic expression is like writing a sentence in mathematics

instead of English. You do this by assigning letters to numbers. An
algebraic expression is a set of instructions on how to perform a
calculation.

Example 3.
Write Five times a number minus three times another number as an
algebraic expression.

First I need to assign letters to the ‘unknown’ numbers. I will call the
first one ‘n’ and the second one ‘m’ so now I have:
Five times n minus three times m.
(Notice I have replaced the 1st and 2nd number with ‘n’ and ‘m’).

Next I replace the words with mathematics symbols so that I have:

5xn–3xm
5n – 3m This is our expression (notice that we don’t need the
multiplication sign as it is implied).

• A number plus 5 all multiplied by 3 can be written (𝒏 + 𝟓)𝟑

We usually put the number at the front so we could rewrite this as:

𝟑(𝒏 + 𝟓)

When writing algebraic expressions you can choose any letter but make
sure that different numbers are assigned different letters.

75
Look at the picture below.

Deng has one apple and Taban has one dog. We can form an equation by
saying an apple is represented by ‘a’ and a dog represented by ‘d’.

If we add what they have all together = 1𝑎 + 1𝑑

Example 4.
1. Kamal is twice as old as his sister. Find an expression for the sum of
their ages.

Solution.
Note: Sum means addition.
Let the age of the sister be x
Therefore Kamal = 2x (twice means two times)
Therefore sum of their ages = x + 2x = 3x

76
2. A man is 2 years older than his wife. What is the sum of their ages?

Solution.
Let the wife’s age be x
Man = x + 2
Sum of their ages = x + x + 2 = 2x + 2 years.

3. Our mathematics teacher is thrice as old as her daughter Debora.

What is the difference in their ages?

Solution
Note: difference means subtraction.
Let Debora’s age be y
Teacher = 3y
Difference in their age = 3y – y = 2y

4. Kariem is 7cm taller than Rachael. What is the sum of their height?

Solution
Let Mary be h cm tall.
Peter = (h + 7)cm
Sum of their height = h + h + 7 = (2h + 7)cm

5. Hillary is twice as old as Abraham and their brother Amon is three

years older than Abraham. Find an expression for the sum of their
ages.

Solution
Let Abraham’s age be x years.
Hillary = 2x
Amon = x + 3 years.
Sum = x + 2x + x + 3 = 4x + 3 years.

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EXERCISE 2.
Show your working out

1. Simplify, if possible.

a. 13x + 7y – 8x + 20y
b. 22x – 19 + 14x – 9x + 20
c. 2x + 18y – y + 2x
d. 2a + 5b + 19a
e. 3q + 20s – 9q + 2s – 34q
f. x + 7 + 6x + x – 3
g. 10x + 14 + 9x + 3 – 8x + 6
h. x + 4y – 10x + 7y – x

2. A farmer has y cows. The number of goats is 20 more than the

number of cows. What is the total number of animals the farmer
has?

3. The number of girls in a class is twice that of boys. What is the

difference in the number of students?
4. A student scored 15 marks less in geography than mathematics.
What was the total marks for the student?
(Hint: less means minus, more means add)

5. Anne is 5 years older than Vivian. Find the sum of their ages four
years ago?

6. Think of a number, square it and add 5. The result is 21. Find the
number.(square means multiply the number by itself)

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 Statistics involves the collection of data, recording of data, representation
of data, analyzing and interpretation of data.

Data- information in terms of measurements.

Types of data.
i) Primary data – This is raw data collected at a source.

When we go to the market and count the number of sellers in the

market, we call it primary data.

ii) Secondary data – This is data collected by someone other than the
user i.e. the data is already available and analyzed by someone else.
Common sources of secondary data include various published or
unpublished data, books, magazines, newspaper, and trade journals.

5.1 Data collection

Data collection is the systematic approach to gather and measure

information from a variety of sources to get a complete and accurate
picture of an area of interest.

Methods of collecting data

How do you collect information?

i) Observation method - collecting data by observing

ii) Interview method - involves verbal responses.
iii) Questionnaire - Is a set of specific typed questions which should be
answered by a respondent?

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 Before collecting data what do you need to do first? Make a poster and
present it to the class.

Essentials of a good questionnaire

 It should be simple and smart.

 Questions should be in a logical sequence.
 Hard words must be avoided.
 Enough space for answers must be provided.
 Brief directions with regard to filing up of questionnaire must
be provided.
 The physical appearances-quality of paper, color e.t.c must be
good to attract the attention of the respondent.

iv) Experimentation - this is a way of collecting data through doing

experiments.

Methods of recording data

i. Tallying-means counting
ii. Use of charts-recording the data on charts
iii. Tables –recording the data in table including relationship
between the variables
iv. Grouping –putting together data with same behavior
v. Listing responses- when interviewing, you can record the
feedback by listing the responses.

5.2 Methods of recording and representing data

Graphical method

Data can be represented using different types of graph;

a) Bar graph - it is a way of summarizing asset of categorical data.

It displays the data using a number of rectangles, of the same
width, each of which represents a particular category.

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Bar graphs can be displayed horizontally or vertically and are usually
drawn with a gap between the bar (rectangles)

Primary 4
42
Number of students who did exams

41
40
39
38
37
36
35
34
33
32
Mathematics English Social Science Religious
Studies Education
Subjects

b) Line graph - it is particularly useful when we want to show the

trend of a variable over time. Time is displayed on the
horizontal axis (x axis) and the variable is displayed on the
vertical axis (y axis).

Line graph showing number of bags cows eat.

16
14
Bags of animal feed

12
10
8
6
4
2
0
0 1 2 3 4 5 6 7
Number of cows

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 c) Pie chart - is used to display asset of categorical data. It is a
circle, which is divided into segments. Each segment
represents a particular category. The area of each segment is
proportional to the number of cases in that category.

Sales

Cows
Goats
Sheep
Pigs

Activity 2.
Car Colours
1. What colour of the car do you think is the most popular?
2. With the guidance of the teacher, Visit a nearby road and observe the
cars.

As I was walking to school last week 50 cars that come past. 15 cars were
red, 27 cars were white
Fill in the table below with the correct number of cars

Car Colour Number of cars

Red
White
Blue

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 3. Draw a bar graph of cars to represent the cars:
(a) How many blue cars did you see?

(b) Which colour car is the most popular in your area?

(c) Which colour car did you see the least?

3. The data below represents the number of vehicles that passed

through a certain highway in different days of a certain week.

Day Sun Mon Tue Wed Thur Fri Sat

No of 300 600 400 450 700 800 1000

vehicles

Represent the information on a bar graph.

EXERCISE 1.
When I Grow Up
1. What would you like to be when you grow up? Describe the job to
your group.

2. What do you think is the most popular job amongst your classmates?

You are going to conduct a survey to find out what jobs your classmates
would like to do when they are adults.

3. Collect the data and write the information in this table. You might
need to add some more rows.

Job Number of children

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4. Which is the most popular job? How many children would like to do
this job?

5. How many different jobs are shown in the table? Try to group those
jobs that are similar. For example, you could group nurses, doctors,
physiotherapists and paramedics as medical jobs.

6. Now use square paper to draw a bar graph using your new groups.
Remember to give your graph a title.

7. How many learners in your class use their right hand to write?

How many write with their left hands?

8. Sketch this information in a pie chart and complete the key to help
other people to interpret your pie-chart. Compare your pie chart
with that of a classmate.

KEY

How many of my classmates are right handed and left handed?

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 How Many People?

The number of people who live in a household can differ.

Example 1.
Mathews lives with his mother and his sister, so there are three people in
his household.

Siswe lives with his mother and father, two brothers, and his grandmother,
so there are six people in his household.

EXERCISE 2.
1. How many people live in your household?

2. Find out how many people live in your classmates’ households. Use a
table to record the data.

3. Fill in all the information in the table:

(a) What is the number of people in a household that occurs the most?

(b) How many children in your class have four people living in their
household?

(c) What is the smallest number of people in a household?

(d) What is the largest number of people in a household?

The city planners need to know how many people are in a household so
that they can plan how much water, electricity and other services an area
will need.

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