Mathematics

Grade 5
Learner’s Book

N. Matsunge T. Munzara
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PlusOne Mathematics | Grade 5 - Learner’s Book

ISBN: 978-0-7974-8062-9

First Published in 2020

Copyright © N. Matsunge T. Munzara

Editor in Chief: Munyaradzi Gunduza
Development Editor: Moreblessing Chigwaza
Text design and layout: Secondary Book Press
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Printed by: Secondary Book Press

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 CONTENTS
TOPIC 1 : NUMBER.............................................................................................................. 1
Unit 1 Whole numbers.........................................................................................................................2
Unit 2 Proper fractions........................................................................................................................10
Unit 3 Mixed numbers..........................................................................................................................17
Unit 4 Numeration systems................................................................................................................23
Unit 5 Decimals......................................................................................................................................28
Unit 6 Percentages...............................................................................................................................31

TOPIC 2 : OPERATIONS...................................................................................................... 37
Unit 7 Addition of whole numbers....................................................................................................38
Unit 8 Subtraction of whole numbers.............................................................................................44
Test 1 ........................................................................................................................................... 49
Unit 9 Multiplication of whole numbers.........................................................................................54
Unit 10 Division of whole numbers..................................................................................................60
Unit 11 Addition and subtraction of decimal numbers.............................................................65
Unit 12 Multiplication and division of decimal numbers...........................................................69
Unit 13 Addition and subtraction of fractions.............................................................................75
Unit 14 Multiplication of fractions....................................................................................................80
Unit 15 Percentages ............................................................................................................................83

TOPIC 3 : MEASURES.......................................................................................................... 87

Unit 16 Money .......................................................................................................................................88

Test 2 ........................................................................................................................................... 94

Unit 17 Time ..........................................................................................................................................99

Unit 18 Mass...........................................................................................................................................106
Unit 19 Length........................................................................................................................................110
Unit 20 Rate ...........................................................................................................................................117
Unit 21 Area ...........................................................................................................................................122
Unit 22 Volume and capacity ...........................................................................................................130
Unit 23 Direction, angles and lines .................................................................................................136
Unit 24 Shapes .....................................................................................................................................142

TOPIC 4 : RELATIONSHIPS................................................................................................ 147

Unit 25 Data handling ........................................................................................................................147

Test 3............................................................................................................................................. 158

 Topic

1
NUMBER

Introduction

A number is a mathematical object used to count, measure and label something.

Natural numbers include; 1, 2, 3, 4, 5, 6, 7, 8, 9, … Besides their practical uses, numbers play
an important role in our lives. Almost all the things we do involve numbers.

1
 Unit WHOLE NUMBERS

1
Unit objectives
At the end of this unit, you should be able to:
(a) identify, read and write numbers in words and numerals in the range.
(b) count in ascending and descending order.
(c) give values of digits in a number.
(d) arrange numbers in order of size.
(e) write number sequences.
(f) round off numbers to a degree of accuracy.
(g) apply approximation in life.
(h) express numbers in expanded notation or form.

Looking Back
In the previous grade you identified, read and wrote numbers in the range 0 to 100 000 in
words and numerals and also used abacuses to represent numbers. You also learnt how
to identify positions of objects in a row and reading and writing numbers in expanded
notation such as 5 620 = 5 000 + 600 + 20.

Key Words
Numerator – the part of a fraction that is above the line and signifies the number
to be divided by the denominator.
Denominator – the part of a fraction that is below the line.

Numerals and words

When writing numbers in words, you need to be able to know the words in which the
numbers should be written in.

Example 1
Write these numbers in words;
(a) 20 (b) 100 (c) 1 005 (d) 5 166 (d) 20 000 (e) 65 000 (f) 99 503
Solutions
1. Twenty = 20
2
2. Hundred = 100
3. One thousand and five = 1 005
4. Five thousand one hundred and sixty-six = 5 166
5. Twenty thousand = 20 000
6. Sixty-five thousand = 65 000
7. Ninety-nine thousand five hundred and three = 99 503

Activity 1
Count the numbers from 1 000 to 10 000.

Exercise 1
Write the following numerals in words.
1. 1 000 2. 2 500 3. 37 500 4. 89 000 5. 100 000
6. 66 534 7. 23 543 8. 33 222 9. 5 600 10. 3 499
Remember: A hyphen has to be put, for example, thirty-three.

Writing words into numerals

When writing numbers in words into numerals, you should take note of the following:
1. Know the words and be able to write them into numerals, for example, thirty-eight equals
38.
2. Where the number in words has a zero, for example, ten when writing in numerals they
must not say one zero but 10, three hundred equals to 300.

Example 2
1. Write 333 000 in words.

Solution
1. 333 000 is three hundred and thirty-three thousand.

Exercise 2

Write the following numbers in words into numerals.

1. Eleven thousand and five.
2. Thirteen thousand.
3. Twenty-nine thousand five hundred and sixty.
4. Sixty-five thousand.
5. One hundred and thirty-five.
6. One thousand and fifty.
7. Twenty-two thousand five hundred and forty-five.
8. One thousand and two.
9. Twenty thousand five hundred and twenty-two.
10. Five thousand and four.

3
Counting numbers in ascending and descending
Ascending means when writing numbers beginning with the smallest of the given
numbers to the highest of the number given. When numbers are arranged from the
smallest number to the largest number, then the numbers are arranged in ascending
order.

Example 3
10 000 20 000 30 000 40 000 50 000 60 000 70 000 80 000 90 000 100 000

Descending means when writing numbers starting with the biggest number to the
smallest. When numbers are arranged from the largest number to the smallest number
then the numbers are arranged in descending order.

Example 4
100 000, 90 000, 80 000, 70 000, 60 000, 50 000, 40 000, 30 000, 20 000, 10 000

Activity 2

Read out loud numbers from 100 to 10 000 in ascending and descending order.

Exercise 3
1. Write the following numbers is ascending order:
350, 456, 200, 23 456, 2 345, 10 000.
2. Arranging numbers in ascending order:
2 345, 6 345, 5 345, 7 345, 1 345, 834
3. Write in descending order:
10 345, 8 345, 3 345, 1 345, 9 345, 99 345, 35 345

Place value
Every digit on any number has a value. The place value chart indicates the position and
value of each digit. Zero is an important digit which acts as a place holder.

Example 5
Write the place value of 1 329.

Solution
In 1 329, the place values of the digits are given below:

1329
9 ones
2 tens
3 hundreds
2 thousands
4
The number shown on the picture in words is one thousand three hundred and twenty-
nine.
9 = 9 × 1 = 9 Ones = 9
2 = 2 × 10 = 2 Tens = 20
3 = 3 × 100 = 3 Hundreds = 300
1 = 1 × 1000 = 1 Thousands = 1 000
1329 = (1 × 100) + (3 × 100) + (2 × 10) + (9 × 1)

1 Thousand 3 Thousands 2 tens 9 ones

Exercise 4
What is the value of each digit underlined below?
1. 37 2. 65 3. 119 4. 9 056 5. 9 999
6. 1 453 7. 234 8. 6 785 9. 679 10. 3 564

Number sequence
A sequence is an order in which numbers are written or arranged. To get the number
missing in the sequence you subtract the smaller number from the bigger number, the
difference is the one which tells you by how many is the number which follows and add
it in to the number which follows.

Example 6
1. Find the missing number in the box.
2. 15, 20, 25, 30 40, 45

Solution
20 – 15 = 5
1. 5 is the number in which the number in the sequence is increasing (getting bigger).
2. Add the 5 to 30 to get the number missing that is: 30 + 5= 35.
3. That is the number missing in the box.

Exercise 5
Copy and complete these sequences.
1. 3 7 11 15 23
2. 10 20 30 40 60
3. 50 80 110 140 200
4. 200 300 400 500 700
5. 3 496 3 996 4 496 6 496

5
Rounding off numbers
When rounding off numbers to the nearest ten looks at the column for units. If the
number under units is below 5 or less than the half of 10 the number being looked at will
change to become ten, if the number under units column is 5 or above 5, which is half or
above. Half of ten, then the number being looked at will change to the next ten.
0 1 2 3 4 5
The number to be rounded off will move steps back to 0.
0, 1, 2, 3 and 4 to the nearest 10 is 0.
5 6 7 8 9 10
The number to be rounded off will move steps forward to 10.
5, 6, 7, 8 and 9 to the nearest 10 is 10.

Example 7
1. Round off 24 to the nearest 10.
2. Round off 47 to the nearest 10.
3. Write 825 to the nearest 100.
4. Write 5 825 to the nearest 1 000.
5. Write 80 625 to the nearest 10 000.

Solution
1. Tens Units

2 4

Look at the units’ column. 4 is below half of ten, so 2 will not change then 4 under the
units column becomes a zero.

Moving back to 20

20 21 22 23 24 25 26 27 28 29 30

24 rounds off to the nearest ten, look at the 4 which is the unit, it is, nearer to 20 than to
30 because of the unit digit which is below the half of ten.

1. Tens Units

4 7

6
Look at the units column, 7 is above the half of ten. Therefore, 4 tens will change to 5
tens and 0 units.

Moving forward to the next ten

40 41 42 43 44 45 46 47 48 49 50

• Move 3 steps forward to 50 (the next 10).

• 47 is nearer to 50 than 40.
• Therefore, 47 to the nearest ten is 50.

• 823 to the nearest 100 = 800

• 5 825 to the nearest 1 000 = 6 000
• 80 625 to the nearest 10 000 = 81 000

Exercise 6

1. Round off these numbers to the nearest 10.

(a) 7 (b) 13 (c) 20 (d) 94 (e) 99
2. Write 563 to the nearest (a) 10 (b) 100
3. Write 8 564 to the nearest (a) 10 (b) 100 (c) 1 000
4. Round off 83 564 to the nearest (a) 10 (b) 100 (c) 1 000 (d) 10 000

Comparing numbers
Example 8
(a) 1000 < 5000
This means that 1000 is less than 5000.
(b) 200 > 120
This means that 200 is greater than 120.
The sign < means less than.
The sign > means greater than.

7
Exercise 7
1. 2000 3000
2. 300 130
3. 8 000 4000
4. 2000 3000
5. 600 650

Expanding numbers
Example 8
6 9 3 4 = 6 000

900

30

= 6 000 + 900 + 30 + 4

Exercise 8

Write the following numbers in expanded notation.

1. 2 678 2. 5 674 3. 3 543 4. 1 222

5. 9 864 6. 3 453 7. 2 564 8. 3 967
9. 1 456 10. 9 234

Unit Revision Exercises

Multiple Choice Questions
1. 500 400 200 100 300 in descending order is _______.
A. 500 400 300 200 100
B. 100 200 300 400 500
C. 500 400 200 100 300
D. 200 100 300 500 400
2. 500 in words is ______.
A. five thousand
B. five hundred
C. fifty-five
D. fifty zero zero
3. Five thousand six hundred and ninety-two in numerals is _______.
A. 492 B. 4062 C. 5692 D. 4062

8
4. What number is shown on the abacus?

A. 53 202 B. 53 302 C. 5322 D. 5320

Copy and complete.
5. 4000 + 900 + + 2 = 4 922
A. 200 B. 20 C. 2000 D. 2
6. Write 367 in expanded form.
A. 300 + 70 + 6 B. 3000 + 70 + 6
C. 300 + 60 + 7 D. 30 + 7 + 6
7. Write in descending order: 8 443; 8 733; 8 732; 8 628; 8 638
A. 8443; 8 733; 8 732; 8 628;8 638 B. 8 443; 8 628; 8 638; 8 733
C. 8 733; 8 638; 8 628; 8 443 D. 8 733; 8 628; 8 638; 8 443
8. Write 5 999 correct to the nearest 100.
A. 5 900 B. 6 000 C. 5 990 D. 5 090
9. What is the place value of the underlined digit: 89 675?
A. Hundreds B. Thousandths C. Units D. Thousands
10. What is six hundred and ninety as a numerals?
A. 674 B. 690 C. 678 D. 619

Structured Questions

1. Write the following in words.

(a) 1 000
(b) 5 348
(c) 237
(d) 23 333
2. Write the following words in numerals.
(a) Five thousand and six.
(b) Twenty-two.
(c) Thirty-one thousand six hundred and twenty.
3. Write the following in ascending order.
(a) 2234 2232 2231 2235 2236
(b) 3000 3102 3105 3005 3001
4. Write the following in expanded form.
(a) 5 432
(b) 233
(c) 127 889

9
 Unit PROPER FRACTIONS

2
Unit objectives
At the end of this unit, you should able to:
(a) identify, read and write fractions with denominators in the given range.
(b) compare fractions.
(c) write fractions in their equivalent forms.
(c) reduce fractions to their lowest terms.
(d) arrange fractions in ascending or descending order.

Looking Back
In the last grade, we learnt that a fraction is a part of a whole, each part should be equal
to all parts. A fraction has two numbers, one written above the other, for example 34 . The
number written at the top is the numerator and the one at the bottom is the denominator.

Key Words
Equivalent – having the same amount or value.
Ascending – from smallest to highest.
Descending – from highest to smallest.

Proper fractions
A proper fraction is a fraction where the numerator is smaller than the denominator. Proper
fractions are also called simple fractions or common fractions.

Example 1
1
4 1
3

1
6

1
2

3 1
4 7

10
Exercise 1

Write the fractions of the shaded and unshaded parts.

1. 2. 3.

4. 5. 6.

Comparing fractions
When comparing fractions we use the signs or symbols >, = or <.
> means bigger than or greater than.
= means equal to.
< means smaller than or less than.

Example 2

>

3 5
5
8
> 8
4
10
10

Study this diagram below carefully. The first fraction is smaller than the second fraction.
2 < 1
5 2

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

The size of each box compared to the other boxes shows whether the fraction in that box is
bigger or smaller than the one in comparison.

Activity 1

Use the table above to help you answer the following. Which is the larger fraction?
1 1 1 1 1 1 1 1
1. 4
or 8
2. 6
or 10
3. 2
or 4
4. 5 or 10

4 7 3 3 5 4 9 9
5. 8
or 8
6. 5
or 4
7. 10
or 8
8. 10
or 15

Exercise 2

Copy and complete the following putting in the missing sign.

1 1 1 1 1 1 1 1
1. 2
 3
2. 4
 8
3. 8
 5
4. 5
 10

1 1 1 1 1 1 3 3
5. 2
 10
6. 6
 8
7. 3
 6
8. 10
 5

12
Equivalent fractions
Fractions which have the same value are called equivalent fractions. Equivalent fractions
have an equal sign (=) placed between the two fractions.

Example 3
1
2
= 10

Solution
1. Divide 10 by 2 and the answer is 5.
2. Multiply 5 by 1 (the numerator) and the answer is 5.
1 5
3. Therefore, 2 = 10

Working
1
2
= 10

Divide 10 by 2 to get 5 and then multiply by 1.

1 5
2
= 10

Exercise 3
1 1 1 1 1
1. 2
= 4
2. 4
= 8
3. 3
= 6
4. 5
= 10
5. 2
= 8

3 6 2 4 2 4 1 4 4 2
6. 4
= 7. 5
= 8. 3
or 9. 2
= 10. 4
=

Lowest terms
To reduce or to write a fraction to its lowest terms divide both the numerator and the
denominator by the highest number which will go into both numbers without leaving a
remainder. The number used to divide both into the numerator and the denominator is
called the Highest Common Factor (HCF).

Example 4
2 2 1 25 25 1 80 20 4
(a) 6
÷ 2
= 3
(b) 100 = 25
= 4
(c) 100 = 20
= 5

This is the (HCF) highest common factor.

To find the HCF use the factorisation method below.

2 2
1

13
 2 6
3 3
1

For example:
2=2×1
6=2×3
Take the number that is common and consider it as the HCF which in this case is 2. The
highest common factor of 2 and 6 is 2, then divide the numerator by 2 and the denominator
by 2.

HCF = 2

Exercise 4

Reduce the fractions into their lowest terms. Follow the example above.
2 2 3 2 6
1. 6
2. 8
3. 6
4. 10
5. 8

3 3 10 12 30
6. 9
7. 15
8. 20
9. 30
10. 40

50 80 10 90 30
11. 60
12. 90
13. 100
14. 100
15. 120

Arranging fractions in ascending and descending orders

Fractions can be arranged in ascending order, that is from lowest to the highest and in
descending order that is, from highest to lowest. When arranging in order, you check the
denominators and find the common denominators of the fractions given.

Example 5
Arrange these fractions in (a) ascending order (b) descending order
1 5 1
2 6 4

Solution
1 5 1
1. Find the common denominator for 2
; 6
; and 4
.
A common denominator is a number in which 2 or more factors can get into without
leaving a remainder. The common denominator is 12.
1 5 1
2. Find 2 ; 6 ; and 4 of 12 and arrange the numbers in order and start with the smallest
in ascending order and start with the biggest in descending order.

Working:
1 5 1
; 6 ; 4 = 6; 10; 3
2
12
1 5 1 1 1 5
(a) 2
; 6
; 4
in ascending order 4
; 2
; 6

14
 1 5 1 1 1 5
(b) 2
; 6
; 4
in descending order 4
; 2
; 6

Exercise 5

Arrange the following fractions in (a) ascending order (b) descending order.
1 3 1 5 3 1 2 5 3 5 2 7 1 1 1
1. 2
; 4
; 6
2. 8
; 4
; 2
3. 3
; 6
; 4
4. 6
; 3
; 9
5. 3
; 2
; 7

Unit Revision Exercises

Multiple Choice Questions
1. Compare using < = or >
1 1
2
 3
A. > B. = C. < D. mixed numbers
2. What fraction is shaded?

5 3 4 6
A. 10 B. 10 C. 6
D. 8
35
3. Write 45 in its lowest terms.
4 2 5 7
A. 9 B. 9 C. 9
D. 9
1 4 3
4. Arrange 2 , 5 and 10 in descending order.
4 7 1 7 4 1 1 7 4 4 1 3
A. 5
; 10
; 2
B. ;
10 5
; 2
C. 2
; ;
10 5
D. 5
; 2
; 10
9
5. 12
= 24
A. 12 B. 18 C. 8 D. 6
7
6. 8
= 64
A. 8 B. 48 C. 54 D. 56
7. How many sixths make 1 whole?
A. 2 B. 4 C. 5 D. 6
60
8. 100
reduced to its lowest terms is _______.
15 6 3 30
A. 30
B. 10
C. 5
D. 50
9. The bottom number of the fraction is called the __________.
A. denominator B. lowest term C. numerator D. equivalent
10. Arrange the following fractions in ascending order.
3 7 1 2 2 1 3 7 1 2 7 3 7 3 1 2
A. 4
; 8
; 2
; 5
B. 5
; 2
; 4
; 8
C. 2
; 5
; 8
; 4
D. 2
; 4
; 2
; 5

15
Structured Questions
1. Arrange the following fractions in (a) ascending orders (b) descending orders.
7 5 2 3 4 5 5 4 1 1 1 18 9 7 12
(i) 8
; 6
; 3
; 4
; 9
(ii) ;
12 9
; 6
; 3
; 2
; 4
(iii) ; ; ;
20 15 10 25

32
2. Write 100
in its lowest terms.

3. Solve the equivalent fractions below.

5 7 6 30
(i) 6
= 24
(ii) 9
= 27
(iii) 7
=
18
4. 64
in its lowest terms ______.
5. Use >, = or < to compares these fractions.
10 3
15
 5

16
 Unit MIXED NUMBERS

3
Unit objectives
At the end of this unit, you should be able to:
(a) identify mixed numbers
(b) convert mixed numbers to improper fractions and vice versa.
(c) compare mixed fractions.
(d) solve problems involving mixed numbers.

Looking Back
In the previous grade, you learnt to identify parts of a mixed numbers and write them
from diagrams. You also compared mixed numbers and arranged them in ascending and
descending order. In this unit, you are going to convert the mixed numbers into improper
fractions and compare them as well.

Key Words
Mixed number – are numbers which consists of a whole number and a fraction.
Improper fraction – a fraction in which the number below the line is smaller than the
number above it.

Mixed numbers
A mixed number is a number which is made up of a whole number and a proper fraction
3
put together, for example, 2 4 .

An improper fraction is a fraction with a numerator which is bigger than the denominator,
5
for example, 3 .
Example 1
1 whole

(a)

2
15
17
(b) Identify the following mixed number.

Solution
5 5
In the diagram above, 3 whole shapes are shaded = 3, plus 6
of 3 parts are shaded = 6
. In
5 5
total, there are 3 6 shaded. 3 6 is a mixed number.

Exercise 1
1.

2.

3.

4.

5.

18
6.

7.

8.

Changing mixed numbers to improper fractions

2
The mixed number is 2 3 (contains a whole number and a fraction).
14
The improper fraction is 3
(numerator is larger than denominator).

Step 1

Multiply the denominator and the whole number.

Step 2

Add this answer to the numerator; this becomes the new numerator.

Step 3

Carry the original denominator over.

Example 2
1
Convert 2 5 to an improper fraction.

Solution
1. Multiply the denominator by the whole number, that is, 5 by 2.
2. Add the answer (10) to the numerator 10 plus 1 to get 11.
3. Write the answer (11) over the denominator 5.
1 11
4. Therefore, 2 5 as an improper fraction is 5 .

19
Working
1
25 =5x2
10 + 1=11
11
= 5

To check whether the answer is correct, divide the numerator by the denominator so as
1
to get the same mixed number 2 5 . The equal sign between the mixed number and the
1 11
improper fraction means 2 5 has an equal value to 5 .

Exercise 2
Change these mixed numbers to improper fractions
1 3 1 5 1
1. 2 5 2. 3 4 3. 7 5 4. 8 6 5. 10 2
2 3 4 69 2
6. 13 4 7. 20 5 8. 15 6 9. 5 100 10. 15 7

Changing improper fractions to mixed numbers

To change an improper fraction to whole, or mixed numbers, we can divide the numerator
by the denominator. That will tell us how many whole numbers we can make up. If there
are any remainders, they will be the fractions that are left over:
13 1
6
=2 2

Example 3
8
3
=

Solution:
1. Divide the numerator by the denominator.
2. Write the whole number first.
3. Write the remainder over the denominator.

Working

8 8
3 2 3

8
3
= 2 remainder 2
2
=23

Take note: To check whether the answer is correct, multiply the denominator 3 by the
whole number 2 and then add 2 to get 8.

20
Exercise 3
Change the improper fractions to mixed numbers.
5 7 12 20 40
1. 2
2. 4
3. 5
4. 6
5. 7
27 29 65 93 120
6. 10
7. 6
8. 20
9. 10
10. 100

Comparing mixed numbers

Comparison is done using the following signs;

Example 3

and

5 1
1 8 1 8
5 1
1 8 is greater than 1 8
5 1
So, we write 1 8 > 1 8

Exercise 4

Compare these mixed numbers using the following signs, >, = or <.
1 1 5 5 3 4
1. 1 2  1 4 2. 1 8  1 6 3. 74  75
1 1 2 4
4. 6 2  6 3 5. 25  25

Unit Revision Exercises

Multiple Choice Questions
1. What number is represented by the picture below?

3 3 5 5
A. 4 B. 8 C. 3 8 D. 1 8
15
2. Convert 4 to a mixed number.
1 3 1 1
A. 2 4 B. 3 4 C. 3 4 D. 3 8

21
3. Use <, > or = to compare the fractions below.
1 3
27  17
A. > B. < C. + D. =
13
4. 2
as a mixed number is
1 1 1 1
A. 4 2 B. 5 2 C. 6 2 D. 3 2
5
5. Rudo is 12 6 years old. Write her age as an improper fraction.
77 7 72 23
A. 6 B. 6 C. 6 D. 6
3
6. Convert 4 6 to improper fraction.
37 27 37 47
A. 6 B. 6 C. 7 D. 6
7. Compare the following:

3 2 3 3 3 5 5 3
A. 4 > 4 B. 4 > 8 C. 4
< 8
D. 8
= 4
24
8. Convert 5 to a mixed number.
4 3 4 1
A. 2 5 B. 2 5 C. 4 5 D. 3 2
6
9. Change 5 7 to an improper fraction.
41 18 56 42
A. 7 B. 7 C. 7
D. 7
3 1
10. Compare the fractions 6 and 4 .
2 1 1 3 1 3 1 3
A. 6 = 4 B. 4 < 6 C. 4
> 6
D. 4
≠ 6

Structured Questions

1. Change these mixed numbers to improper fractions.

2 3 1 5 1
(a) 1 3 (b) 3 4 (c) 7 5 (d) 8 6 (e) 10 2
2. Change the improper fractions to mixed numbers.
5 7 12 20 40
(a) 2 (b) 4 (c) 5
(d) 6
(e) 7

22
 Unit NUMERATION SYSTEMS

4
Unit objectives
At the end of this unit, you should be able to:
(a) identify, read and write Roman numerals.
(b) convert Roman numerals to Arabic numerals and vice versa within the range.

Looking Back
In the previous grade you learnt how to read and write numbers in Roman and Arabic
numerals from I to L. You also converted numbers from Arabic to Roman numerals and
vice versa within the range of I to C. In this unit, you are going to read and write numbers
in Roman and Arabic numerals starting from I to C (1 to 100).

Key Words
Arabic numerals – these are numbers that are commonly used in Zimbabwe such
as 1, 2, 3, 4, 5….
Roman numerals – these are numbers used in Rome such as i, ii, iii, iv…

Arabic and Roman numerals

The numerals in use today are known as Arabic numerals. All numbers came from the
10-digit number line that is;

1 2 3 4 5 6 7 8 9

Roman numerals are used through the use of alphabetical letter. Each letter has got its
own value.

Roman numerals and Arabic chart

Arabic numeral Roman numeral Arabic numeral Roman numeral

1 I 51 LI
2 II 52 LII
3 III 53 LIII
4 IV 54 LIV
5 V 55 LV

23
 6 VI 56 LVI
7 VII 57 LVII
8 VII 58 LVIII
9 IX 59 LIX
10 X 60 LX
11 XI 61 LXI
12 XII 62 LXII
13 XIII 63 LXIII
14 XIV 64 LXIV
15 XV 65 LXV
16 XVI 66 LXVI
17 XVII 67 LXVII
18 XVIII 68 LXVIII
19 XIX 69 LXIX
20 XX 70 LXX
21 XXI 71 LXXI
22 XXII 72 LXXII
23 XXIII 73 LXXIII
24 XXIV 74 LXXIV
25 XXV 75 LXXV
26 XXVI 76 LXXVI
27 XXVII 77 LXXVII
28 XXVIII 78 LXXVIII
29 XXIX 79 LXXIX
30 XXX 80 LXXX
31 XXXI 81 LXXXI
32 XXXII 82 LXXXII
33 XXXIII 83 LXXXIII
34 XXXIV 84 LXXXIV
35 XXXV 85 LXXXV
36 XXXVI 86 LXXXVI
37 XXXVII 87 LXXXVII
38 XXXVIII 88 LXXXVIII
39 XXXIX 89 LXXXIX
40 XL 90 XC
41 XLI 91 XCI
42 XLII 92 XCII
43 XLIII 93 XCIII
44 XLIV 94 XCIV
45 XLV 95 XCV
46 XLVI 96 XCVI
47 XLVII 97 XCVII
48 XLVIII 98 XCVIII
49 XLIX 99 XCIX
50 L 100 C

24
Example 1
Look at these incomplete number sequences and fill in with the correct number.
(a) 10 20 30 40 60 70 80
(b) X XX XXX XL LX LXX LXXX

What numbers are missing in the sequences above? Complete the number sequences
using the Roman and Arabic numeral chart above.

Solution
(a) 10 20 30 40 50 60 70 80
(b) X XX XXX XL L LX LXX LXXX

Activity 1
Read aloud and write the Roman numerals from I to C.

Exercise 1
Read the following Roman numerals given in sequences. Identify missing numbers in the
sequences and complete the number sequences.
1. III IV V VI VII _____ IX _____
2. XI ______ XIII ___ XV XVI _____ XVII XVIII
3. XC ______ XCII XCIII _________ XCV
4. XL XLI __________ XLIII XLIV XLV ____________.
5. Write 100 in Roman numerals.
6. Write XLVIII in Arabic numerals.

Converting Roman numerals to Arabic numerals

Example 2
The first clock has its markings written in Arabic numerals. The second clock has markings
made in Roman numerals. Look at 6 in first clock and look at the Roman number written
at the same position in the second clock. There is VI in place of 6. It means that VI
written in Arabic numerals is 6.

25
Look again at X in the second clock. Which number matches with it in the first clock? X
written in Arabic numerals is 10.

Activity 2

Study the following clocks and work in pairs. Write them in Arabic numerals.
1. XII I
2. XII
3. XII I
XII XII I XII

X II X II
X II

IX III IX III
IX III

VIII IV VIII IV
VIII IV
V VII V
VII VI
VI
VII V
VI

4. 5.
XII
XII I XII I XII

X II II
X

IX III
IX III

VIII IV
VIII IV

VII V
VI VII V
VI

Exercise 2
Write the following numbers in Roman numerals.

1. 5 2. 9 3. 15 4. 28 5. 35
6. 56 7. 61 8. 72 9. 99 10. 100

Converting Arabic numbers to Roman numerals

Converting Arabic numerals to Roman is the opposite of what you did in the previous lesson.
Look at the following examples.
Example 3
Convert these Arabic numerals to Roman numerals.
(a) 10 (b) 20 (c) 48 (d) 50 (e) 75 (f) 100

Solutions
Arabic Roman
10 X
20 XX (X is 10 hence XX is 10 + 10 which is 20)
48 XLVIII (XXL is 40 and VIII is 8 hence XLVIII is 48)
50 L
75 LXXV (L is 50, XX is 20, V is 5 hence, LXXV is 75)
100 C
26
 Activity 3
Practice breaking down and re-joining numbers. For example, XLVIII = XL (40); VIII (8);
hence, XLVIII = 40 + 8 = 48. That will help you to read and write any number and convert
it from one form to another.
Work in pairs and break down the following;
(a) 56 (b) 28 (c) 99 (d) 32 (e) 47

Exercise 3
Convert these Arabic numerals to Roman numerals.
1. XIX 2. XL 3. LX 4. L 5. XLIII
6. XC 7. XCVI 8. XLIX 9.XLI 10. LIV

Unit Revision Exercises

Multiple Choice Questions
1. Write 37 in Roman numerals.
A. XXXIV B. XXVII C. XXXVII D. XLVII
2. What is the value of letter C?
A. 100 B. 90 C. 200 D. 70
3. Write 84 in Roman numerals.
A. XLXIV B. LXXXVI C. LXXXIV D. XXCIV
4. Compare the following numbers in Roman numerals XIX  XLI.
A. > B. < C. = D. XVI
5. XXVI in Arabic form is ________.
A. 26 B. 16 C. 36 D. 46
6. Half of century is represented by the letter __________ in Roman numerals.
A. L B. C C. XXV D. LX
7. XV written in Arabic numerals is _____.
A. 15 B. 25 C. 35 D. 55
8. 27 written in Roman numerals is ____.
A. XXXII B. XXII C. XXVI D. XXVII
9. On a clock face, which Roman numeral matches 10?
A. X B. XI C. XII D. IX
10. Write 50 in Roman numerals.
A. XXXXX B. L C. C D. XXL

Structured Questions

1. Converting the following numbers to Roman numerals.

(a) 5 (b) 7 (c) 10 (d) 25 (e) 45
2. X in Arabic numerals.
3. What is the value of LX in Arabic numerals?
4. Compare the following numbers using >, < or =.
(a) XI  IX

27
 Unit DECIMALS

5
Unit objectives
At the end of this unit, you should be able to:
(a) identify, read and write decimals.
(b) determine place value of a digit in a decimal.
(c) interpret diagrammatic representation of decimals.
(d) differentiate decimals.
(e) round off decimals.

Looking Back
In the previous grade, you learnt about identifying, reading and writing decimal numbers up
to two places and changing the decimal to proper fractions with the denominators 10 and
100. You also stated the value of digits represented on abacuses and representing decimal
numbers in expanded notation such as 3,62 = 3 + 0,6 + 0,02.

Key Words
Decimal number – a number with a decimal point in it, like these: 2,5; 5,6; 0,09.

Decimals
A decimal number is a number which has a comma that separates units from tenths,
hundredths and thousandths where there is no whole number to the left of the comma, a
zero (0) can be put as a place holder.
Reading decimals
Example 1
1 100
10
= 0,1 1000 = 0,1

When reading decimal numbers, we say, zero comma one (0,1).

Exercise 1
Convert the following fractions into decimals.
5 8 100 3 1
1. 10 2. 10 2. 1000 4. 10
5. 100

28
Place value
Each digit has a value on a decimal fraction.

Example 2
Units tenths hundredths thousandths
3 8 2 8 = 3, 828

Exercise 2
(a) (b) (c)

H T U tenth Tens Units tenth hundredth Ten Units tenth hundredth

(d) (e)

Units tenth hth hth tth Units tenth hundredth

2. Draw abacuses showing the following decimal numbers:

(a) 5,04 (b) 500, 000 (c) 40, 500 (d) 1,555

Comparing decimal numbers

Example 3
Compare the decimals using <, > or =
0,51 > 0,20

Exercise 3
1. 0,55  0,25 2. 2,35  3,45 3. 0,88  8,89
4. 5,05  9,99 5. 2,00  5,00

Rounding off decimal numbers to the nearest tenth

Example 4
Round off 8,42 to the nearest tenth.
U, T Hth
8, 4 2
The number is below 5 therefore, our answer is 8,4.
29
Exercise 4
Round off these numbers to the nearest tenth.
1. 7,42 2. 0,999 3. 0,067 4. 9,234 5. 0,95

Rounding off decimal numbers to the nearest hundredth

Example 5
0,785 to the nearest hundredth = 0,8

Exercise 5
Round off decimals to the nearest hundredth:
1. 0,674 2. 0,516 3. 89,002 4. 13.003 5. 0,243

Unit Revision Exercises

Multiple Choice Questions
10
1. 100
in decimal number is _______.
A. 0,1 B. 1.0 C. 0,01 D. 0,001
8
2. Convert 100 the into decimal.
A. 0,8 B. 0,08 C. 0,0008 D. 0,008
3. 0,05 as a fraction is _______.
5 5 5 5
A. 10 B. 100 C. 1000
D. 10000
4. Compare the following decimals.
0,65  0,25
A. < B. > C. = D. +
5. Round off 7,68 to the nearest tenth.
A. 7,7 B. 7,6 C. 8,0 D. 7,9

Structured Questions

1. Convert the following fractions into decimals.

6 8 800 4 7
(a) 10 (b) 1000 (c) 1000 (d) 10 (e) 10
2. Draw abacuses showing the following decimal numbers.
(a) 5,25 (b) 6, 250 (c) 0,654 (d) 7,03
3. Round off the following to the nearest 10.
(a) 0,897 (b) 1,35 (c) 6,23 (d) 5,47

30
 Unit PERCENTAGES

6
Unit objectives
At the end of this unit, you should be able to:

(a) express fractions as percentages and vice versa.

(b) change one quantity/amount as a percentage of another.
(c) compare percentages.
(d) show relationships between percentages and fractions.
(e) use the calculator to consolidate conversions of fractions as percentages.

Looking Back
In the previous grade, you learnt how to identify and write fractions with denominator 100 and
drawing diagrams representing percentages. In this unit, you will learn to express fractions
as percentages and versa, change one quantity/amount as a percentage of another as well
as comparing percentages.

Key Words
Percentage – a fraction out of one hundred.
Fraction – a part of a whole.

Percentage
Percent means out of 100. A percentage is a special type or kind of a fraction. The denominator
is always 100. Percentage is represented by a sign %. The sign means per hundred. 2 percent
2
is written as 2% which means expressed as a fraction is 100 .
40
40 percent is written as 40% which means expressed as a fraction is 100
.
100
100 percent is written as 100% which means 100
. That is to say, 100% is the whole of
anything.

Express fractions as percentages

Example 1
2
5 to a percentage.

31
Solution
1. The secret behind changing fractions to percentages is that of equivalent fractions.
2. Multiply the denominator of the fraction given by a number which will give the
denominator 100.
3. Multiply the numerator using the same number used for the denominator.
4. The answer found is written as a percentage.

Working:
2 2 20 40
5 = 5 × 20
= 100
= 40%

Activity 1

Change the following fractions to percentages.

1 3 1 3 9
1. 5 2. 4 3. 3 4. 10
5. 20

Exercise 1

Change the following fractions to percentages.

19 18 7 22 50
1. 20
2. 25
3. 25
4. 25
5. 100
4 13 11 55 75
6. 5 7. 20
8. 25
9. 100
10. 100

Express percentages as fractions

In expressing fractions as percentages, you multiplied the given fractions by 100. The
opposite of multiplication is division. Therefore, to express percentages as fractions you
need to divide by 100.

Example 2
10% as a fraction.

Working:
10 1
10% = 100
= 10

Exercise 2

Change the following percentages to fractions.

1. 80% 2. 40% 3. 20% 4. 95% 5. 35%
6. 26% 7. 85% 8. 50% 9. 15% 10. 68%

32
Changing one quantity or amount as a percentage of another

Example 3
Find 20% of 40.

Solution
20 40
1. Write the problem as 100 × 1
2. Divide by 10. 100 divided by 10 is equal to 10 and 40 divided by 10 is equal to 4.
3. Divide by 5. 5 into 20 is equal to 4, and 10 by 5 is equal to 2.
4. Divide by 2. 2 into 4 equals to 2 and 2 into 2 equals to 1.
5. Multiply 4 by 2 which is equal to 8.

Working:

20% of 40.
20 40
100
× 1
=8

Activity 2

Find;

1. 15% of 20 =
2. 5% of 40 =
3. 20% of 120 =
4. 30% of 300 =
5. 55% of 420 =

Exercise 3

Find;
1. 84% of 250 =
2. 45% of 920 =
3. 35% of 680 =
4. 58% of 850 =
5. 35% of 180 =
6. 25% of 200 =
7. 10% of 300 =
8. 35% of 400 =
9. 30% of 120 =
10. 80% of 800 =

33
Comparing of percentages
When comparing you use these signs; bigger than >, smaller than < and the equal sign =.

Example 4
0,6 8%

Solution
1. To compare decimal numbers with percentages, charge the decimal number to a common
fraction and then to a percentage.
2. Compare the two numbers.

Working:

0,6 8%
6
0,6 = 10
= 60%
Therefore, 0,6 8%
= 0,6 > 8%

Activity 3
1. 0,5 50% 2. 0,08 80% 3. 0,7 60%
4. 0,4 20% 5. 0,65 70%

Exercise 4
1. 0,9 75% 2. 0,7 83% 3. 0,75 75%
4. 0,48 40% 5. 70% 0,79

Equivalence
Showing relationship between percentages and fractions.

Example 5
Solution
3
4

1. To show equivalence between fractions and percentages, multiply thee fraction by

100.
2. When the fraction is multiplied by 100 it then becomes a percentage.

Working:
3 100
4 × 1
= 75%
3
Therefore, 4 as a percentage is 75%.
34
Exercise 5
6 9 14 18 40
1. 10
2. 10
3. 20
4. 25
5. 50

1 2 1 4 4
6. 2 7. 5 8. 4 9. 5 10. 8

Percentage stories
Example 5
You go to a shop where furniture is sold. You find a kitchen unit with a marked price of
$200.00 with a tag with the words ‘20% cash discount.’ What does that mean to you as
a customer?

Solution

20% cash discount on an item marked $200.00 means that the price of the item is $200.00
but when you want to buy that item would be at a price less by 20% of $200.00. Cash
discount of 20% on $200.00 is $40 hence, the item would be bought for $160.00.

Exercise 6

1. Tawananyasha spent 20% of 95 cents. How many cents has she left?
2. In a test Simba got 13 marks out of a possible of 25. What percentage was this?
3. A farmer had 70 animals, 30% of them were cattle the rest were goats. How many goats
did he have?
4. Emmanuel got 16 marks out of 20. What percentage score did he get?
5. Mother planted 100 maize seeds in a garden and 45 of the seeds germinated. What was
the percentage of the seeds which germinated?
6. Rudo bought goods at $2500.00 and later sold them for $5000.00. Calculate his
percentage profit.

Unit Revision Exercises

Multiple Choice Questions
1. What is 0,5 as a percentage?
A. 5% B. 50% C. 55% D. 35%
37
2. Write 100 as a percentage.
A. 37% B. 7% C. 73% D. 45%
3. Find 48% of 350.
A. 230 B. 268 C. 168 D. 178
2
4. What is 10 as a percentage?
A. 20% B. 2% C. 25% D. 10%

35
 36
5. Find 90 as a percentage.
A. 40% B. 54% C. 30% D. 90%
6. What is 0,02 as a percentage?
A. 20% B. 2% C. 30% D. 22%
7. Mrs Utete had $300,00. She used 20% of the money to buy grocery? How much was
used to buy grocery?
A. $70 B. $90 C. $80 D. $60
8. Find 0,5 of 250.
A. 65 B. 55 C. 125 D. 85
9. What is 21 out of 84 as a percentage?
A. 64% B. 21% C. 25% D. 84%
10. A farmer harvested 280 bags of beans. He sold 90% of the beans. How many bags
did he sell?
A. 182 B. 365 C. 230 D. 252

Structured Questions
1. Change 0,08 to a percentage.
2. Write 0,75 as a common fraction.
3. Compare using >, = or <
0,95 80%
4. What is 11% of 220?
3
5. What is 4 as a percentage

36
 Topic

2
OPERATIONS

Introduction

The four basic mathematical operations - addition, subtraction, multiplication, and division
-have application even in the most advanced mathematical theories. Thus, getting to know
how they are operational is one of the keys to progressing in an understanding of maths
and, specifically, of algebra.

37
 ADDITION OF WHOLE
Unit
NUMBERS

7
Unit objectives
At the end of this unit, you should be able to:
(a) demonstrate an understanding of basic addition facts.
(b) add with carrying.
(c) add measures.
(d) use the associative and commutative laws.

Looking Back
In the previous grades, you learnt how to add with carrying up to three times. You also
learnt to add measures. In this unit, you will advance your skills and learn to add whole
numbers using the associative and commutative laws.

Key Words
Altogether – to put together.

Addition
Addition is a basic mathematical operation which is used by everyone in our daily trade,
that is buying and selling.

It is an operation which involves joining two or more or items together so as to find

their total. The addition sign (+) is commonly used when adding. The words sum, total
altogether, put together, count on, plus and increase all mean add. The addition sign (+)
is the operation, so always remember to put it when adding numbers.

Example 1
First add from the bottom then check your answers by adding from the top.

Solution
H T U
4 3 2
2 3 3
6 6 5
38
Start by adding digits under units (2 + 3) to get 5. Insert 5 under 3.
Add digits under Tens column (3 + 3) to get 6. Insert 6 under 3.
Add 4 and 2 under Hundreds to get 6. Insert 6 under 2. Your answer is 665.

Exercise 1

1. Tth Th H T U 2. Tth Th H T U
2 4 3 5 2 9 2 3 5 2
+ 4 2 4 4 2 + 4 3 3 5

3. Th H T U 4. Tth Th H T U
4 4 4 3 5 2 6 5 2
+2 3 1 2 + 4 3 0 0

3. Th H T U
6 3 5 2
2 3 3 0
+ 2 1 2

Addition with carrying

Carrying from units to tens to hundreds, hundreds to thousands and thousands to ten
thousand.

Example 2

59 943 + 28 623 =

Working

59 943
+ 28 623
6

Step 1: Add the units (3 + 3 = 6). Write down 6 units.

Step 2: Add the tens (4 + 2 = 6). Put down the 6 tens.

59 943
+28 623
66

Step 3: Add the hundreds (9 + 6 = 15)

39
 15 hundred = 1 thousand and 5 hundred.
Put down 5 hundreds.

59 943
+ 28 623
566
1

Step 4: Add the thousands (9 + 8 = 17) plus 1 thousand from the hundreds = 10 thousands,
18 thousand = 1 ten thousand and 8 thousands. Put down 8 thousands and carry the
ten thousand.

59 943
+ 28 623
8 566
1

Step 5: Add the ten thousand (5 + 2 = 7) plus 1 ten thousand from the thousands = 8 ten
thousands. Put down 8 ten thousands.

59 943
+ 28 623
88 566
1 1

Exercise 2

1. 12 648 2. 1 657 3. 24 241 4. 11 789 5. 63 184

+ 3 159 + 3 986 + 32 699 + 54 164 + 2 438

Adding measures
Example 3
A loaf of bread cost $1,20 cents. Mother sends a child to the supermarket to buy one loaf
and a packet of 2kg sugar which cost $2,00. What is the cost of the goods altogether?

Working:

$2,00 + $1,20 = $3,20 or $ 2, 00

+ $ 1,20
$ 3,20

Altogether means you have to add and get a total or a sum, which in the above example
is $3,20.

40
 Activity 1
1. There are 25 male and 46 female teachers at a school. How many teachers are at
the school?
2. On a shelf in the supermarket there are 400 loaves of bread and 350 buns. How many
loaves of bread and buns are altogether?
3. 3 215 tickets were sold at the National Railway of Zimbabwe on Wednesday and 1
639 were sold on Thursday. How many tickets were sold altogether?
4. A farmer sold 2 345 oranges and 3 516 apples at the market on the same day. How
many fruits did he sell at market altogether?
5. Mr Murehwa paid $6 907 for a television set and $200 for the license. How many
dollars was it altogether?

Exercise 3
1. m cm 2. $ c 3. L ml 4. Km m
3 40 5 30 10 000 5 20
+ 2 20 +2 25 + 6 545 +8 55

5. $5,00 + $25,50 = 6. 500m + 200m + 300m =

7. When a motorist left Bulawayo his car’s odometer read 3 565. It travelled a distance
of 2 569km to Harare. What was the car’s new reading when it reached Harare?
8. There are 354 men, 489 women and 402 children in a village. How many people are
there altogether?
9. Mr Nkadlana used $6 500 to buy a new house and used $3 876 to buy a car. How
much did he use for the two assets?

Using the associative and the commutative laws in addition

(a) Associative law

Example 4
6 + (5 + 4) = 15
(6 + 5) + 4 = 15 therefore, 6 + (5 + 4) = (6 + 5) + 4

Working
With associative law, you will be working with the numbers inside the brackets first by
adding the two numbers and then add the one outside the bracket to find the total.

(b) Commutative law

Example 5
9+2 = 11 and 2 +9=11
Working
With commutative law the order in which the numbers are arranged does not change
the total to be found.
41
Exercise 4
Solve the following problems individually.
(a) Commutative law
1. 10 + 12 = 12 + _____
2. 15 + 3 = 3 + _____
3. 40 + 3 = ____ + 40
4. 20 + 14 = ____ + 20
5. 15 + 14 = 15 + _____

(b) Associative law

1. 7 + (4 + 10) = (7 + 4) + ___
2. (10 + 12) + 6 = ______ + (12 + 6)
3. 5 + (2 + 1) = (5 + 2) + _____
4. (2 + 4) + 8 = ____ + (4 + 8)
5. 30 + (10 + 12) = (30 + 10) + ____.

Unit Revision Exercises

Multiple Choice Questions
1. Find the sum of 34 992 and 26 743.
A. 61 735 B. 51 635 C. 8 349 D. 61 645
2. 26 734 plus 8 421 =
A. 35 155 B. 34 155 C. 36 155 D. 37 155
3. 51 028
+ 32 286

A. 83 304 B. 83 314 C. 83 213 D. 83 223

4. Increase 9 687 by 62 073.
A. 62 476 B. 71 760 C. 52 386 D. 53 497
5. 6 121
3 479
+ 5 903

A. 14 503 B. 15 503 C. 12 024 D. 9 382

6. Find the total of 3 325 and 525.
A. 3 750 B. 2 850 C. 3 850 D. 3 580
7. A shop bought 4 280 packets of sugar, 7 663 packets of rice and 5 951 packets of salt.
How many packets did the shop buy altogether?
A. 17 894 B. 14 894 C. 16 894 D. 13 614

42
8. L ml
5 349
+3 006

A. 7l 355ml B. 9l 355ml C. 10l 355ml D. 8l 355ml

9. 76 272
1 426
+ 12 676

A. 90 374 B. 91 374 C. 89 374 D. 93 074

10. A bakery baked 5 300 loaves of bread in the morning, 2 625 in the afternoon and
7 875 at night. How many loaves of bread were baked on this day?
A. 13 800 loaves B. 15 800 loaves C. 14 800 loaves D. 16 800 loaves

Structured Questions

1. 28 848 plus 9 004.

2. What is the sum of 2 802 and 7 587?
3. What is the total of 1 089, 6 975 and 786?
4. Increase 65 365 by 4 065.
5. 81 207
+ 47 312

43
 SUBTRACTION OF
Unit
WHOLE NUMBERS

8
Unit objectives
At the end of this unit, you should be able to:
(a) demonstrate subtraction.
(b) subtract by decomposition and or equal addition and verify answers using calculators.
subtract measures.

Looking Back
In grade 4, you learnt how to demonstrate subtraction of whole numbers from 0 up to 10
000. In this unit, you will learn to subtract whole numbers in the range 0 – 100 000.

Key Words

Subtraction – reducing numbers by taking away part of the number.

Subtraction
Subtraction is the taking away of a certain part from a given quantity or set of things.

The sign (–) is used when subtracting.

Words such as minus, decrease, take away, difference and subtract all means subtraction.

Example 1

342
– 137

The place value chart will help on how to arrange numbers.

The numerals of the same value should be in the same column.
The bigger the number should be written on top.
When subtracting, start from the right.
When the digit on top is smaller than the digit at the bottom remember to borrow from
the next digit. If you give at the top, also give at the bottom.

44
Solution
H T U
3 4 ¹2
- 1 ⁴3 7
2 0 5

Explanation:

In the Units column (U)

2 minus 7 is difficult. Therefore, borrow 1 ten from the Tens column (T) to make it 10 + 2
= 12.
Thereby, 12 minus 7 is equals to 5. Write 5.

In the Tens column (T)

Give 1 unit to the 3 representing tens and it becomes 4 and then subtract it from the 4
at the top on tens column to give 0.

In the Hundreds column (H)

Simply subtract the one under 3 on the hundreds column to get 2.

Activity 1
In groups, calculate the following:
(a) 245 – 79 (b) 368 – 289 (c) 800 − 356 (d) 83 263 – 24 355

Exercise 1

1. 4 813 2. 6 511 3. 7 899 4. 56 263

– 1 846 – 5 643 – 5 492 – 43 614

5. 80 402 6. 91 013
– 36 231 – 877

Subtraction by equal addition

Example 2:

TTH TH H T U
8 3 4 5 2
5 7 6 9 8

45
Working
8 ¹3 ¹4 ¹5 ¹2
6
5 87 76 109 8
2 5 7 5 4

Explanation
(a) 2 minus 8 is not possible. Borrow 1 ten from the tens column to make it 12. Therefore,
12 minus 8 is equals to 4.
(b) Give 1 unit to 9 to make it 10 and give 1 ten to 5 to make it 15 and subtract 10 from
15 to get 5.
(c) Give 1 ten to 4 to make it 14 and give 1 ten to 6 to become 7 and then subtract 7
from 14 to get 7.
(d) Give 1 ten to 3 as it is not possible for 3 to subtract 7 and it becomes 13 and give 1
unit to 7 to make it 8 and then subtract 8 from 13 to get 5.
(e) Give 1 unit to 5 to make it 6 and subtract 6 from 8 to get 2.

Activity 2

1. 4 552 6. 76 751 – 59 =
– 1 748

2. 7 847 7. 90 400 – 47 =
– 4 214

3. 13 206 8. 88 224 – 59 688 =

–4 317

4. 25 534
– 9 755

5. 55 648
– 17 875

Exercise 2

1. 15 446 2. 25 435 3. 80 005 4. 65 843

–9 487 – 18 676 – 8 798 – 27 266

5. 87 651 6. 93 333
– 78 440 – 84 776

46
Subtraction of measures
Example 3:

Take away 58kg from 150kg.

Working: 1 ¹5 ¹0 kg
– 1 65 8 kg
4 2 kg

Exercise 3
1. Kg g 2. Kg g 3. Kg g
4 552 5 245 8 769
–3 707 – 2 469 – 4 956

4. Kg g 5. Kg g
9 318 14 990
– 3 832 – 13 635

6. A fuel station received 45 238 litres of petrol in January and received 18 422 litres in
February. How much more fuel was received in January than in February?
7. Mr Masho used $75 000 to buy a new house and used $18 000 to buy a car. How
much more did he pay for the house than a car?
8. John bought a car for $38 567. He then sold it for $68 000. How much profit did he
make?

Unit Revision Exercises

Multiple Choice Questions
1. Take away 41 492 from 54 433.
A. 12 941 B. 86 959 C. 95 825 D. 13 041
2. What is the difference between 68 004 and 59 286?
A. 9 718 B. 127 290 C. 9 618 D. 8 718
3. 800 – 356 =
A. 544 B. 344 C. 444 D. 644
4. Decrease 18 601 by 9 885.
A. 8 716 B. 16 614 C. 15 714 D. 14 714
5. At a school the total number of pupils were 1479 and 675 transferred. How many
pupils are now at the school?
A. 704 B. 804 C. 604 D. 904
6. 100 000 – 92 464 =
A. 8 536 B. 7 536 C. 6 536 D. 9 536

47
7. From 7 300 take 4 019.
A. 4 381 B. 2 381 C. 5 381 D. 3 281
8. 72 403 – 62 514 =
A. 9 889 B. 8 889 C. 7 889 D. 6 889
9. Calculate the difference between 5 701 and 4 823.
A. 978 B. 778 C. 678 D. 878
10. 87 203 minus 59 487 is equals to _________.
A. 27 716 B. 29 716 C. 30 716 D. 28 716

Structured Questions

1. What is the difference between 9 105 and 5 786?

2. 8 013
– 2 944

3. A company made 92 850 freezits. If 89 925 freezits were delivered to the retailers,
how many freezits were left?
4. 67 606 minus 55 923 is equals to ________.
5. Decrease 99 999 by 101.
6. Petrol price is $5.00 per litre. The price is reduced by $2.00. Find the new price.
7. A fruit tree has 3 456. If 987 fruits are not ripe then find the number of ripe fruits.

48
TEST 1
Paper 1: Multiple Choice Questions
Answer all questions in this paper.
Choose the correct answer.

1. Six thousand and eight in figures is _____________.

A. 6 800 B. 6 008 C. 60 008 D. 608
2. What is the value of the underlined digit in 594?
A. Hundreds B. Units C. Tens D. Thousands
3. Which number comes first when they are arranged in their ascending order?
702 207 197 739
A. 197 B. 702 C. 739 D. 207
4. Compare the following numbers using >, < or =.
46 301 56 202
A. < B. > C. = D. smaller
5. 50 000 + 7 000 + 200 + 6 =
A. 57 206 B. 47 206 C. 57 026 D. 570 206
6. What is the missing number?
15 30 60 75
A. 50 B. 45 C. 25 D. 40
24
7. 30
reduced to the lowest terms.
6 3 4 4
A. 8
B. 4
C. 10
D. 5

8. Arrange the following fractions in their ascending order.

2 1 3
3 5 4
2 1 3 3 2 1 1 2 3 1 3 2
A. 3 5 4
B. 4 3 5
C. 5 3 4
D. 5 4 3
5
9. 8
is equivalent to ______.
25 25 25 25
A. 50 B. 40 C. 45
D. 60
19
10. 3
as a mixed number ______.
1 1 1 1
A. 5 3 B. 6 9 C. 9 3 D. 6 3
7
11. Change 3 10 to an improper fractions.
31 37 27 24
A. 8
B. 10
C. 10
D. 7

12. Use =, > and < to compare the fractions.

3 4
5 10
A. > B. < C. = D. ÷
13. On a fraction, the number at the top is called ______.
A. denominator B. numerator C. whole D. mixed

49
14. Compare the following number using <,> or =.
70 5
8
68
A. > B. < C. = D. smaller than
7 35
15. = 100

A. 10 B. 20 C. 50 D. 25
16. XL in Arabic numerals is _______.
A. 40 B. 60 C. 50 D. 45
17. What is 99 in Roman numerals?
A. CXIX B. CDIX C. XCIX D. CXLVI
18. L – XL
A. IX B. X C. XII D. XV
4
19. What is 5 as a percentage?
A. 60% B. 75% C. 80% D. 70%
20. What is 14 out of 20 as a percentage?
A. 80% B. 65% C. 90% D. 70%
21. Godknows got 13 marks out of 25 in a maths test. What was his mark as a percentage?
A. 62% B. 52% C. 42% D. 72%
22. 0.9 as a percentage is ________.
A. 90% B. 9% C. 99% D. 91%
23. Compare using <, > or =
0,65 70%
A. > B. < C. = D. ×
24. Find 0,5 of 300.
A. 130 B. 160 C. 150 D. 1 500
3
25. Write 10
as a decimal number.
A. 0,3 B. 0,03 C. 30 D. 3,0
26. 26 734 plus 8 421 equals to _______.
A. 36 155 B. 27 155 C. 34 155 D. 35 155
27. Find the sum of 3 609; 7 727 and 925.
A. 11 336 B. 12 261 C. 12 336 D. 11 621
28. Calculate to find the total of 3 325 and 525.
A. 3 850 B. 3 580 C. 3 750 D. 2 850
29. 15 486 + 25 754 =
A. 41 240 B. 41 230 C. 41 252 D. 41 530
30. l ml
3 900
+ 3 815

A. 9 715 B. 7 715 C. 8 715 D. 6 715

31. 8 720 pairs of shoes were manufactured in 2005 and 9 896 in 2006. How many pairs
of shoes were manufactured altogether?
A. 15 516 B. 17 616 C. 19 616 D. 18 616

50
32. Increase 900 by 100.
A. 800 B. 100 000 C. 1 100 D. 1 000
33. 90 000 + 6 000 + 500 + 80 + 4 =
A. 95 684 B. 96 584 C. 965 804 D. 906 584
34. What is the difference between 68 004 and 59 286?
A. 9 718 B. 127 290 C. 8 718 D. 9 618
35. 81 207
– 47 312

A. 43 985 B. 34 895 C. 33 598 D. 33 895

36. From 62 073 take away 9 687.
A. 62 476 B. 53 497 C. 52 386 D. 52 466
37. Decrease 18 601 by 9 885.
A. 8 176 B. 9 716 C. 8 761 D. 8 716
38. 7 901 minus 869.
A. 6 321 B. 7 032 C. 6 132 D. 6 231
39. Kg g
13 880
– 12 995

A. 885 B. 785 C. 858 D. 868

40. Tendai primary school has 1 695 pupils and Ruzivo Primary School has 987 pupils.
How many more pupils are there at Tendai Primary School?
A. 806 B. 608 C. 708 D. 908
41. A school buys 10 similar textbooks for $250. How much does each book cost?
A. $27, 50 B. $25,00 C. $17,50 D. $23,50
42. 1 548 × 6 =
A. 83 B. 803 C. 380 D. 9 288
43. What is the value of underlined digit in 7 534?
A. 500 B. 50 C. 5 D. 5 000
44. 2m = cm
A. 200cm B. 120cm C. 90cm D. 203cm
45. 0,12 ÷ 3 =
A. 40 B. 0,04 C. 0,4 D. 4
46. The difference between 2,05 and 0,87 is ___________.
A. 2,82 B. 2,92 C. 1,28 D. 1,18
47. The HCF of 12 and 20 is __________.
A. 4 B. 2 C. 5 D. 3
48. 90% of 75 =
A. 61,50 B. 66,75 C. 68,25 D. 67,50
49. Write 67 in Roman numerals.
A. LXVII B. LVII C. LXIX D. VIII
2
50. 5
as a decimal fraction is ___________.
A. 0,2 B. 0,3 C. 0,5 D. 0,4

51
Paper 2: Structured Questions
Instructions to candidates
(a) Answer all questions in section A.
(b) Section A carries 25 marks.
(c) There are 5 questions in section B. Answer any three questions.
(d) Section B carries 15 marks.
(e) Marks allocated to each questions will be shown in brackets [ ].
(f) To obtain full marks, all working must be shown where necessary.

Section A [25 marks]

Answer all the questions in this section.
There are 8 questions in this section. Answer all questions.
1. (a) What is the value of the digit underlined 7 265? [1]
(b) What is the sum of 4 791 and 689? [2]

2. (a) Find the difference between 152 and 3 214. [2]

(b) What is the product of 842 and 19. [2]

3. (a) Round off 2 383 to the nearest thousand. [1]

(b) What is the missing number in the sequence below.
15 30 60 75
24
4. 30
reduced to its lowest term is _________. [2]
2
5. (a) 5
is equivalent to _________. [2]
(b) What is XCIX in Arabic numerals? [1]

6. Compare the following numbers by using>, < or =.

2 7
5 10
[2]

7. (a) What is the product of 0,7 and 0,9? [2]

(b) 20% of 500. [2]

8. (a) 8,79 rounded off to the nearest tenth is _________. [2]

(b) Eighteen comma zero six is ____________. [1]

Section B [30 marks]

There are 6 questions in this section. Answer any three questions of your choice.
9. (a) John plants 7 rows of cabbages. There are 23 cabbages in each row. How many
cabbages is this altogether? [2]
(b) 9× = 63 [1]
(c) What is the product of 24 and 4? [2]

52
10. (a) What is the difference between 9 206 and 926? [2]
(b) A chicken farmer bought 5 000 chicks for chicken farming. After two weeks 385
chicks died. How many chicks were left? [2]
(c) Take away 37 from 60. [1]
18
11. (a) In a Mathematics test Simbarashe got 25
. What percentage is this? [2]
12
(b) 48
in its lowest term is _________.
(c) Out of 68 members of staff at a certain school only 17 were present at a school
on Friday. What fraction is this in the lowest terms? [2]
4
12. (a) 5
as a percentage is _________. [1]

(b) Find 70% of 100g. [2]

(c) 80% as a fraction is _________. [2]

13. (a) Mr Paswayi bought 200 chicks. Mrs Pwasayi bought another 150 chicks. The
friend bought 250 chicks for them. How many chicks did the family now have?
[2]
(b) 79, 63, 14 and 702 altogether make _________. [2]
(c) 201 plus 56 = [1]
13
14. (a) Change 6
to a mixed number. [2]
12
(b) 8
= 1 – is equal to 1 . [1]
3 1
(c) A builder mixed 3 5 of sand with 3 4 kg of cement. Which material was more
than the other in the mixture? [2]

53
 MULTIPLICATION OF
Unit
WHOLE NUMBERS

9
Unit objectives
At the end of this unit, you should be able to:
(a) demonstrate on understanding of basic multiplication.
(b) multiply by 1-digit number as well as by 2-digit numbers.
(c) multiply by multiples of 10 and 100.
(d) come up and generalise multiplication processes.
(e) find the Highest Common Factor (HCF) and the Lowest Common Multiple (LCM) of
two numbers.

Looking Back
In the previous grade, you learnt how to demonstrate multiplication of whole numbers whose
product is less than 10 000. You also identified factors of numbers within the range of 0 to
1 000. In this unit, you will learn to multiply whole numbers where the multiples are 2-digit
numbers made up of 0 to 5 and multiples of 10 up to 100.

Key Words

Multiplication – is repeated addition.

Multiplication
Multiplication is explained or given a meaning called repeated addition, for example,
3+3+3+3+3+3=18. We have added 3 six times. In multiplication, we can write it as 3 is the
multiplicand while 6 is the multiplier and 18 becomes the product.

3 + 3 + 3 + 3 + 3 + 3 = 18
3 × 6 = 18
3 (6) = 18
The diagram shows 6 sets of 3 parts each. It also shows one big set in which all the 6 sets
have been put together to make 18. This can be written as 3 6 = 18. It can then be said that;

54
3 + 3 + 3 + 3 + 3 + 3 = 18. It is shorter and easier to say 3 = 18 than to write all the 3s.
3x6

Exercise 1
1. 4 + 4 + 4 = 2. 8 + 8 + 8 + 8 + 8 + 8 + 8 =
4 × = 12 8 × 7 =
4 ( ) = 12 (7) = 56

3. 20 + 20 + 20 + 20 + 20 = 4. 56 + 56 + 56 + 56 =
56 × 4 =
20 (5) = 56 (4) =
5. 425 + 425 + 425 =
425 × 3=
425(3) =

Multiplying by a 1-digit number

You can multiply a number by a one-digit number. For example, suppose you are given 12.
Write like this;

T U
1 2
× 5
6 0

Example 1
12 × 5 = 60

1. Look at the 12 on the column.

2. Look at the 5 on the row.
3. Go down the column under 12 and then go across the row of 5 where the column meets.
The row is the answer which in multiplication is called a product. Therefore, the product
is 12.

Remember: Any number multiplied by 1 remains the same number. For example,
1 × 10 = 10

Any number multiplied by 0 is 0. For example, 5 × 0 = 0

Exercise 2

Use the multiplication chart to answer the following:

1. 58 × 2 = 2. 67 × 3 = 3. 93 × 4 = 4. 804 × 8 =
5. 1 724 × 4 = 6. 4 500 × 3 = 7. 2 300 × 8 = 8. 1 569 × 3 =

55
Multiplying by 2-digit numbers
Example 2

H T U
3 2 5
× 2 0

Method
The multiplicand and the multiplier should be arranged vertically to enable easy working.
1. First multiply 325 by 20. Write 0 as a placeholder for 20 and then multiply by 2. Multiply
5 by 2 to get 10. Write 0 and carry 1.
2. Multiply 2 by 2 it is equal to 4 and then add 1 to get 5. Write 5.
3. Multiply 3 by 2 it is equal to 6. Write 6. The product of 325
4. Second multiply 325.
5. Multiply 5 by 2 it is equal to 10 and add 2 to get 12. Write 2 and carry 1.
6. Multiply 5 by 3 it is equal to 15 and add 1 to get 16. Write 16.
7. The product of the second part of is 1 625.

Therefore, 325 × 5.

Working 325 = (6 500 + 1 625) = 8 125

Exercise 3
1. 43 2. 81 3. 215 4. 506 5 936
× 14 × 43 × 14 × 14 × 14

Multiplying by multiple of 10
Multiples of 10 are numbers which 10 can divide exactly without leaving a remainder, for
example,
20, 30, 40, 50, 60, 70, 80, 90 and 100.

Example 3
(i) 23 × 100
(ii) 55 × 30
Method
1. Write 0 as a place holder for tens.
2. Multiply 1 by 3 and the answer is 3.
3. Multiply 1 by 2 and the answer is 2.
4. Therefore, the answer for 23 × 100 = 230

56
Working

(i) 23 (ii) 55
× 10 × 30
230 1 650

Exercise 4

1. 39 2. 47 3. 152 4. 234 5. 657

× 20 × 20 × 40 × 50 × 80

6. 541 7. 728 8. 463 9. 709 10. 857

× 30 × 50 × 20 × 80 × 30

Multiples of 100
Multiples of 100 are numbers which 100 can divide exactly without leaving a remainder.
For example, 100, 200, 300, 400, 500, 600, 700, 800, 900 and 1000.

Example 4

184 × 100 =

Method:

1. Write two zeros for hundreds as place holders.

2. Multiply 1 by 4 equals 4. Write 4.
3. Multiply 1 by 8 equals 8. Write 8.
4. Multiply 1 by 1 equals 1. Write 1.
5. The answer for 184

Working: 184
×100
18400

Remember: Write two zeros as place holders for hundreds.

Exercise 5
1. 5 × 100 = 2. 15 × 300 = 3. 80 × 400 = 4. 163 × 500 =
5. 895 × 700 = 6. 927 × 800 = 7. 358 × 900 = 8. 489 × 600 =

Highest Common Factor (HCF) and Lowest Common Multiple (LCM)

Highest Common Factor is when you are given two numbers and then is asked to find
the highest common factor.

57
For example: Find the HCF of 10 and 30.

Method:

1. Find the highest number that can divide into 10 as well as 30.
2. In this example, 10 can divide into 10.
3. 10 can also divide into 30 three times.
4. The highest common factor for 10 and 30 is 10.

Working:
10
10
is equal to 1.
30
10
is equal to 3.

Lowest Common Multiple (LCM)

Lowest Common Multiple is found when you are given for example, two numbers and
then asked to find the smallest number which the two numbers given can divide into it.

Example: Find the LCM of 2 and 3.

Method
1. Find the smallest number which 2 and 3 can exactly divide into.
2. The lowest common multiple of 2 and 3 in this case is 6 because 2 can divide into 6, 3
times and 3 can divide into 6, 2 times.

Unit Revision Exercises

Multiple Choice Questions
1. × 10 = 110
A. 11 B. 5 C. 15 D. 25
2. 64 × 10 =
A. 526 B. 512 C. 492 D. 640
3. Mr Shava ordered 92 cartons of paint. Each carton had 10 packs. How many packs
of paint did he buy altogether?
A. 2 900 B. 8 400 C. 380 D. 920
4. 645 × 63 =
A. 47 730 B. 57 730 C. 40 735 D. 37 730
5. 77 × 500 =
A. 28 500 B. 48 50 C. 38 500 D. 38 600
6. 99 bags of rice can feed school pupils for a month. How many bags are needed to feed
pupils for 8 months?
A. 892 B. 792 C. 692 D. 992
7. 803 × 74 =
A. 48 180 B. 50 489 C. 50 589 D. 59 422

58
8. What is the lowest common multiple of 30 and 9?
A. 3 B. 18 C. 36 D. 72
9. Find the highest common factor of 18 and 24.
A. 6 B. 3 C. 2 D. 9
10. 1 934 × 32 =
A. 63 681 B. 61 888 C. 63 888 D. 51 888

Structured Questions

1. Find the product of 89 × 7

2. 264 × 30 =
3. 78 × 80 =
4. 680 chickens were killed everyday. Find the number of chickens that were killed in 150
days.
5. There are 32 mangoes in a sack. How many mangoes are there in 41 sacks?

59
 DIVISION OF
Unit
WHOLE NUMBERS

10
Unit objectives
At the end of this unit, you should be able to:
(a) demonstrate division as repeated subtraction.
(b) carry out division by one or two-digit division with or without a remainder.
(c) dividing numbers involving measures where whole numbers are involved using
calculators.

Looking Back
In grade 4, you learnt to divide whole numbers by one-digit number (1 to 10 000) and divide
measures by whole numbers.

Key Words
Division – is repeated subtraction.

Division of numbers
Division is finding out how many times a number can get into another number. When
you divide numbers, there is no remainder and sometimes there is a remainder.

Example 1
1. 24
24 is the dividend.
4 is the divisor.
6 is the quotient.
24
Working: 24 ÷ 6 = 6

= 6

Example 2
2. 84 ÷ 4 =

60
Method
1. Find the highest number that can divide into both the dividend and the divisor without
leaving a remainder.
2. Divide 4 by 8 the answer is 2.
3. Divide 84 by 4, the answer is 21.
4. Therefore, 84
84
Working 84 ÷ 4 = 4

= 21

Remember: Division can be written in the following ways.

(a) 24 ÷4 = 6
24
(b) 4 = 6
(c) 4 24
1 1
(d) To find 4 of 24. We divide by 4. 4
of 24 = 6.

Division of repeated subtraction

Example 3
15 ÷ 3 = 5
15 is the dividend.
3 is the divisor.
5 is the quotient.
Therefore, 15 – 3 =12 (First 3)
12 – 3 = 9 (Second 3)
9 – 3 = 6 (Third 3)
6 – 3 = 3 (Fourth 3)
3 – 3 = 0 (Fifth 3)

Division is the method used instead of repeated subtraction. It takes a long time when
working with dividends that are bigger than 2.

Activity 1
Demonstrate repeated subtraction of the following;
1. 18 ÷ 3 2. 24 ÷ 4 3. 30 ÷ 3

Exercise 1

Divide the following numbers;

1. 18 ÷ 2 2. 25 ÷ 5 3. 54 ÷ 6 4. 75 ÷ 5
5. 96 ÷ 8 6. 98 ÷ 7 7. 96 ÷ 4 8. 99 ÷ 9
9. 57 ÷ 3 10. 86 ÷ 2

61
Division by 2-digit divisor with and without remainders
Example 4

Method
1. Divide 18 into 5. It is not possible. Divide 18 into 57. It goes 3 times. Write the 3 above 7.
2. Multiply 3 by 18 to get 54. Write 54 below 57.
3. Subtract 54 from 57 and write 3. Bring down 6 to make it 36.
4. Divide 18 into 36 and it goes 2 times.
5. Multiply 2 by 18 to get 36. Write down 36 by 36 and subtract.
6. 36 minus 36 is equal to 0. Just place a dash to close the problem. So, 576 ÷ 18 = 36.

Working
32
18 576
54
36
-36
0

Example 5
396 ÷ 7

Working:
56 r 4
7 396
35
46
- 42
4

Activity 2
Find the solutions to the following problems.

1. 8 96 2. 6 360
3. 372 ÷ 12 4. 546 ÷ 14 5. 462 ÷ 11
6. 922 ÷ 9 7. 103 ÷ 2 8. 407 ÷ 7

Exercise 2
Solve the following problems.
1. 16 848 2. 23 966 3. 18 576 4. 323 ÷ 19
5. 533 ÷ 13 6. 825 ÷ 15 7. 540 ÷ 15 8. 6 7978
9. 7 7644 10. 9 8774

62
Dividing numbers by multiples of 10
Example 6
Eight hundred tablets were distributed among ten schools in Harare. How many tablets did
each school get?

Method
Divide by 10 on both the dividend and divisor so as to remain with 80.

Working
800
10
or 800 ÷ 10 = 80

Activity 3

1. Mr Dlomo harvested 340 oranges in his orchard. He distributed them amongst his 20
workers. How many oranges did each worker get?
2. 565 ÷ 80 3. 586 ÷ 60 4. 833 ÷ 90 5. 420 ÷ 30

Exercise 3
1. 520 ÷ 40 2. 960 ÷ 60 3. 950 ÷ 50
4. 720 ÷ 90 5. 960 ÷ 40

Dividing numbers by multiples of 100

Example 7
3 600 ÷ 300

Method
1. Divide by 100 on both the dividend and the divisor so as to remain with 36 and 3.
2. Divide 36 by 3 and the answer is 12.

Working
12
3600 = 12
300
¹
Exercise 4

1. 5 600 ÷ 200 2. 10 000 ÷ 100 3. 40 000 ÷ 200 4. 80 000 ÷ 400

5. 100 000 ÷ 200 6. 500 ÷ 20 7. 5 000 ÷ 25 8. 45 000 ÷ 20

63
Unit Revision Exercises
Multiple Choice Questions
1. 670 ÷ 10 =
A. 670 B. 6 700 C. 6 D. 67
2. 744 ÷ 6 =
A. 124 B. 132 C. 134 D. 122
3. Divide 605 by 5.
A. 103 B. 111 C. 121 D. 131
4. The dividend is 246 and the divisor is 6. What is the quotient?
A. 41 B. 31 C. 51 D. 61
5. 972 loaves of bread were packed into packs of 1 dozen. How many dozens were
packed?
A. 91 B. 84 C. 81 D. 93
6. The quotient is 9 and the dividend is 135. What is the divisor?
A. 5 B. 15 C. 25 D. 20
7. 767 ÷ 5 =
A. 163r2 B. 153r2 C. 143r2 D. 134r2
8. 832 ÷ 16 =
A. 52 B. 42 C. 51 D. 54
9. 9 485 ÷ 7 =
A. 1 355 B. 1 305 C. 1 365 D. 1 465
10. 72 children were vaccinated against cholera at a clinic one day. If 8 children came
from one village how many villages had children to be vaccinated?
A. 9 B. 8 C. 10 D. 19

Structured Questions
1. A storekeeper bought 7 bicycles for $ 644. What was the cost of one bicycle?
2. 5 880 ÷ 60 =
3. Share $94 685 among 5 clinics. Find share for each clinic.
4. There are 1 120 pupils at Tendayi Primary School. If there are 40 pupils per class,
what is the total number of classrooms at the school?
5. Mr Chihwape shared 344 eggs among 8 children. How many eggs did each child get?
6. What is 81 divided by 6?
10500
7. 5
=
8. Share 50 sweets among 15 children.

64
 Unit ADDITION AND SUBTRACTION

11
OF DECIMAL NUMBERS

Unit objectives
At the end of this unit, you should be able to:
(a) add and subtract decimal numbers.
(b) consolidate addition and subtraction of decimal numbers using calculators.

Looking Back
In the previous grade, you learnt how to add and subtract decimals up to two decimal
places and to add and subtract measures using calculators. In this unit, you will learn to
add and subtract decimals up to 3 decimal places.

Key Words
Decimal – a decimal is a fraction that is written in the form of a dot followed
by one or more numbers which represent tenths, hundredths, and so on.

Addition of decimal numbers

Decimal numbers have a comma (,) which separates whole numbers from tenths, hundredths,
thousandth and so on. When adding decimal numbers, it is important to always to take note
of the position of the decimal comma.

Example 1
145,15 + 11,5

Method
1. The place value chart will guide you on how to arrange the decimal numbers.
2. Arrange digits of the same value under the same column.
3. Write the figures from the right, observing the position of the comma.
4. The position of the comma must not be changed.
5. Add the digits starting from the right.
6. Always remember to put the comma on the correct position.

65
Working

H T U ,
1 4 5 , 1 5
+ 1 1 , 5 0
1 5 6 , 6 5

Activity 1

Find the sum of the following decimal numbers.

1. 0,35 and 1,42.
2. 4,00 and 64,79.
3. 275,63 and 10,79.
4. 375,55 and 84,47.
5. 135,75 and 25,09.

Exercise 1
1. 2711,40 2. 412,86 3. 756,33
+ 329,38 + 45,93 + 28,80

4. 4804,30 5. 5237,54
+ 565,60 + 2193,05

6. 2,01 + 0,243 + 0,33 =
7. 3,2 + 0,39 + 0,99 =
8. 0,04 + 0,01 + 0,005 =
9. 3,04 + 1,23 + 0,223 + 1,005 =

Subtraction of decimal numbers

Example 2
9 2, 6 1 5, 25
–7 3, 8 7 – 0, 25
1 8, 7 4 5, 00

Activity 2
1. 74,00 – 35,45 = 2. 3,42 – 1,20 =

3. 145,75 – 51,72 = 4. 402,32 – 98,75 =

Exercise 2

1. 234,12 2. 972,48 3. 175,31

– 40,76 – 51,72 – 29,60

66
4. 987,26 5. 656,33
–648,15 – 77,80

Addition and subtraction of measures

Example 3
$ 25,05 3,3cm
+ $ 8,78 – 2,4cm
$ 33,83 0,9cm

Activity 3

1. A farmer had $56,20. She spent $39,35 on fertiliser. How much is she left with?
2. What is the sum of 55 cm and 90 cm?
3. From 79,23 cents take away 55,04 cents.
4. What is the difference between 18,53m and 6,50m?
5. Mr Ndhlovu bought 500kgs of meat with a total of $61,44. His wife bought 86,92kgs of
meat at $1.34 per kg. How many kgs of meat do they have altogether?

Exercise 3

1. $174,51 2. 282,63 cents 3. 13,53 m

+ $228,36 + 244,26 cents + 9,76 m

4. $405,15 5. 773,27 cm 6. 50,34 km
– $182,57 – 558,69 cm – 17,95 km

Unit Revision Exercises

Multiple Choice Questions
1. 500,80 + 312,95 =
A. 713,75 B. 813,75 C. 913,75 D. 6,1375
2. Find the sum of 49,38 and 283,6.
A. 332,98 B. 33,298 C. 3329,8 D. 322,98
3. 71,813 – 9,924 =
A. 6,1889 B. 618,89 C. 61,889 D. 6188,9
4. 502,50 + 481,95 =
A. 578,53 B. 579,13 C. 658,65 D. 984,45
5. 9704,11 – 39,6 =
A. 9664,51 B. 9754,51 C. 9743,71 D. 9766,61
6. Two boxes of soap weighed 295,5kg and 283kg respectively. What was the total
mass of the boxes?
A. 295,5kg B. 478,5kg C. 578,5kg D. 875,5kg
67
7. 75,8 plus 9 plus 26,4 =
A. 111,2 B. 11,12 C. 1,112 D. 111,3
8. Find the difference between 28413,56 and 9007,1.
A. 19406,46 B. 19406 C. 37420,66 D. 19406,46
9. 304,1
– 196,3

A. 117,8 B. 11,78 C. 107,8 D. 1178,0
10.What must be added to 7,952 to make it 13,000?
A. 20,952 B. 50,48 C. 504,8 D. 5048,0

Structured Questions

1. Three men weighed 85,5kg, 73,9kg and 93,3kg. What was the total mass of the tree
men?
2. 5,210 km
+ 4,321 km

3. 349,3 + 27 + 51,78 =
4. Find the sum of 535,44 and 379,09.
5. What is the difference between 4316,43 and 279,22?
6. 90,50m – 1,25m.
7. 5,59kg – 2,56kg.
8. 45 + 45,60 =

68
 Unit MULTIPLICATION AND DIVISION

12
OF DECIMAL NUMBERS

Unit objectives
At the end of this unit, you should be able to:
(a) state the place value of a digit in a decimal number.
(b) multiply and divide decimal numbers.
(c) convert a fraction to a decimal number and vice-versa.
Looking Back
In this unit, you will learn basic multiplication facts. You will learn to multiply and divide
decimal numbers as well as converting fractions to decimal numbers.

Key Words
Decimals – are numbers with commas.
Proper fraction – a fraction whose top number (numerator) is less than the bottom
number (denominator).

Multiplication of decimals by a 1-digit number

Example 1
3,27 × 6
Method
1. Multiply as if the multiplying whole numbers, with no decimal commas in the working.
2. The product should have two places of decimals from the multiplicand.
3. Take note: the position to place the decimal comma on the product depends on the
number of digits to the right on the multiplicand and the multiplier after the decimal
comma.
Working
1 1
U, 10 100
3, 2 7
× 6
1 9, 6 2
1 4

Therefore, 3,27 × 6 is equal to a product of 19,62.

69
 Activity 1

1. 3,8 × 7 2. 8,7 × 9 3. 9,7 × 5

4. 26,6 × 5 5. 48,8 × 6

Exercise 1

1. 81,6 × 5 2. 165,3 × 4 3. 326,2 × 2 4. 521,3 × 7

5. 63,2 × 4 6. 6,56 × 6 7. 8,88 × 2 8. 376,7 × 5

Multiplying decimal numbers by multiples of 10

Example 2
(a) 21,14 × 10
(b) 41,36 × 40
Method
1. Use place value to arrange the numbers.
2. Multiply as if multiplying whole numbers, with no decimal commas in the working.
3. Place 0 as a place holder for tens.
4. Multiply starting from the right side.
5. The product should have two places of decimals from the multiplicand.
Working
(a) 21,14 (b) 41,36
× 10 × 40
211,40 1654,40

Activity 2

1. 14,75 × 10 2. 71,3 × 20 3. 1,575 × 30

4. 41,36 × 40 5. 6,38 × 20

Exercise 2

1. 7,14 2. 9,7 3. 7,34 4. 84,3 5. 402,49

× 80 × 20 × 40 × 80 × 10

Multiplying decimals by a 2-digit multiplier

Example 3
6,15
× 14

Method
1. Multiply as if multiplying whole numbers, with no decimal commas in the working.
2. The product should have two places of decimal from the multiplicand.
70
Working
6,15
× 14
6150
+ 2460
86,50
Solution
The product is equals to 86,10.
Activity 3

1. 1,03 2. 0,481 3. 12,34 4. 53,64

× 16 × 15 × 15 × 19

Exercise 3

1. 65,3 2. 127,3 3. 73,12 4. 23,4

× 14 × 17 × 54 × 76

5. 8,53 6. 156,4
× 16 × 40

Dividing decimal numbers by a 1 digit-number

Example 4
3,68 ÷ 4
Method
1. Divide 3 by 4. It is not possible. Divide 36 by 4. It goes 9 times. Write 9 above 6.
2. Put a comma (the position of the comma should never be changed).
3. Subtract 36 from 36 which is 0.
4. Divide 8 by 4. It goes 2 times. Write 2 above 8.
5. Multiply 2 by 4 and the answer is 8.
6. Write 8 below and subtract to get 0. Put a dash to close the working.
Working
9,2
4 3,68
- 36
0
8
-8

71
 Activity 4
1. 5,6 ÷ 7 2. 2,61 ÷ 9 3. 6,3 ÷ 7 4. 4,5 ÷ 3 5. 4,492 ÷ 7

Exercise 4

1. 6 32,10 2. 7 22,4 3. 5 49,90

4. 7 493,0 5. 5 80,725

Division of decimals by a 2-digit number

Example 5
24,14 ÷ 7
Method
1. Divide 24 by 71. It is not possible. Divide 71 by 241 as if there is no decimal comma.
It goes 3 times leaving 28.
2. Subtract 213 from 241 to get 28.
3. Insert the decimal comma after 3.
4. Bring down 28 to get 284. Divide 284 by 71. It goes 4 times.
5. Subtract 284 from 284 to get 0.
6. Do not write the 0. Just put a dash to close the working.
Working
3,4
4 24,14
-23
284
284
Solution
24,14 ÷ 71 is equal to a quotient of 3,4.

Activity 5
1. 64,4 ÷ 14 2. 9,5 ÷ 19 3. 46,65 ÷ 15
4. 14,72 ÷ 64 5. 78,11 ÷ 11

Exercise 5

1. 32,8 ÷ 41 2. 676,2 ÷ 21 3. 47,664 ÷ 36

4. 102,34 ÷ 34 5. 896,4 ÷ 27

72
Converting fractions to a decimal number and vice versa
Example 6
2
Convert 5
as a decimal number.
Method
1. Divide 2 by 5. It is not possible. Write a 0 and put a comma. Add a 0 to 2 becomes 20.
2. Divide 20 by 5. It goes 4 times.
2
3. So, 5 as a decimal number becomes 0,4.
4
4. 0,4 can be written as a common fraction as 10 that is converting a decimal number to a
fraction.
Working
20
5
= 0,4

Solution:
2
5
as a decimal number is equal to 0,4.
Example 7
Convert 0,5 as a fraction.
Working
5 1
0,5 = 10
= 2

Activity 6

Convert the following decimals into fractions.

1. 0,85 2. 0,4 3. 0,125 4. 0,6 5. 0,25 6. 0,25
7. 0,1 8. 0,01 9. 0,025 10. 0,5

Exercise 6
Convert the following fractions into decimals.
2 4 3 1 9 60
1. 5
2. 5
3. 10
4. 25
5. 10
6. 100

Unit Revision Exercises

Multiple Choice Questions
1. 9,455 × 10 =
A. 94,550 B. 9455,0 C. 9,4550 D. 945,50
2. 5,9 × 2,3 =
A. 13,57 B. 13,15 C. 13,46 D. 1,467
3. 43,8 × 100 =
A. 4,38 B. 4,380 C. 4380 D. 438

73
4. 9,204 ÷ 6 =
A. 1,446 B. 1,534 C. 2,453 D. 1,4563
5. 75,96 ÷ 36 =
A. 2,12 B. 3,21 C. 2,11 D. 2,23
6. 423,461 ÷ 10 =
A. 42,3461 B. 423,461 C. 4264,61 D. 4,2346
7. 172,7 × 34 =
A. 5208,8 B. 5782,8 C. 5882,8 D. 5871,8
8. 8 $176,16
A. $220,2 B. $2202 C. $20,02 D. $22,02
9. 0,007 × 0,7 =
A. 0,049 B. 0,0049 C. 0,49 D. 0,490
1
10. 10
as a decimal number is .
A. 0,1 B. 0,01 C. 0,001 D. 0,0001

Structured Questions

1. 7,4 × 4,9 =
2. 304,2 ÷ 13 =
3. A parcel weighed 6,8kg. What is the mass of 10 parcels?
4. 45,276 × 100 =
5. Mrs Matore, Mrs Jones and Mrs Ncube shared 18,6kg of sugar equally. Calculate the
number of kg each woman got.
6. A dress cost $50,25. What is the cost of 10 dresses?
4
7. 5
as a decimal is .
8. 0,8 as a fraction is .

74
 Unit ADDITION AND SUBTRACTION

13
OF FRACTIONS

Unit objectives
At the end of this unit, you should be able to:
(a) add and subtract proper fractions with same denominators.
(b) add and subtract proper fractions with different denominators.

Looking Back
In the previous grade you learnt to subtract proper fractions with the same denominators
and adding up to three proper fractions with the same denominator. In this unit, you will
learn to add and subtract proper fractions with the same and different denominators.

Key Words

Addition – is an operation that finds the total number when two or more numbers
are put together. In other words, addition is the process to find the sum
of two or more numbers symbolised by (+).
Subtraction – is a mathematical operation that tells us the difference between two
numbers it is symbolised by (–).

Addition of fractions with same denominator

When adding proper fractions with the same denominator, you add the numerators. The
denominators are not added but remains the same.

Example 1
3 1 5 9 5 1 6
(a) 10
+ 10
+ 10
= 10
(b) 7
+ 7
= 7

Activity 1
9 8 25 45 10 3 2 20 15 1 3 5
1. 10
+ 10
2. 100
+ 100
+ 100
3. 5
+ 5
4. 25
+ 25
5. 8
+ 8
+ 8

Exercise 1

Add the following fractions.

5 3 13 1 7 3 10 6 11 7
1. 9
+ 9
2. 15
+ 15
3. 12
+ 12
4. 17
+ 17
5. 20
+ 20

75
Subtraction of proper fractions with the same denominator
When subtracting fractions with the same denominator you subtract the numerators.
The denominators are not added, but remains the same.

Example 2
13 3 10
(a) 16
+ 16
= 16
27 12
(b) A group of 80 ladies are going to town, 80 are going on foot, 80 are going by a commuter
omnibus and the rest are going by bus. How many ladies are going by bus?

Solution
80
Total ladies going to town = 80
27
Ladies going on foot = 80
12
Ladies going by commuter = 80
80 27 12
So those going by bus = 80
– 80
– 80
41
= 80

Activity 2
10 4 3 1 7 2 3 2 75 25
1. 20
– 20
2. 4
– 4
3. 8
– 8
4. 6
– 6
5. 100
– 100

Exercise 2

1. Themba was given a cake for his birthday, he cut the cake into 10 pieces. He ate
3 pieces of the cake. He gave his mother 2 pieces and left the rest for his father.
What fraction of cake did Themba keep for his father?
15 7 2 40 15 80 20 15 10
2. 27
– 27
– 27
= 3. 50
– 50
= 4. 100
– 100
= 5. 50
– 50
=

Addition of proper fractions with different denominators

When adding these proper fractions, you have to find the lowest common denominator
that is the lowest common multiple of the denominators.
Divide the multiple with the denominators and multiply with the numerator. Lastly, add
the numerators.
Example 3
5 6
12
+ 8
=

76
Solution
1. The lowest common multiple of 12 and 8 is 24, therefore, the common denominator
is 24.
2. Divide 24 by 12 then multiply the answer by 5.
3. Divide 24 by 6 then multiply the answer by 6.
2×5 3×6 10 18
24
+ 24
= 24
+ 24
28
4. Add the numerators. 24

If the answer is an improper fraction, it must be simplified to its lowest terms.

28 4 1
For example, 24
= 1 24 = 1 6

Activity 3
1 4 3 1 3 4 2 1 10 9 8 1 5
1. 3
+ 12
2. 20
+ 2
+ 10
3. 5
+ 20
= 4 4. 5
+ 4
+ 5
5. 2
+ 4

Exercise 3
4 3 1 7 9
1. 14
+ 7
+ 2
= 2. 12
+ 6
=
1 1
3. Tendai gave Tinashe 2 of the sweets that she had was also given 9 of the sweets
1
that Paul had. On top of that Peter gave her 6 of what she had. Calculate the fraction
of sweets that Thandi was given.
4.

+ +

2 1
5. 3
of pupils in grade 1 are wearing jerseys, 6 of pupils in grade 7 are also wearing
jerseys. Calculate the fraction of pupils wearing if pupils in grade 1 and pupils in grade
7 are combined.
7 5
6. 12
+ 6
=

Subtraction of proper fractions with different denominators

1. When subtracting proper fractions with different denominators you have to find the
lowest common multiple of the denominators.
2. Divide the multiple with the denominators and multiply with the numerator.
3. Subtract the numerators.

Example 4
3 4
7
+ 14
=

Step 1: L
 owest common multiple of 7 and 14 = 14. Therefore, the lowest common
denominator = 14.

77
Step 2: Divide 14 by 7 then multiply the answer by 3.
Divide 14 by 14 and multiply the answer by 4.
2×2 1×4
14
+ 14
=
6 4
14
– 14
=

Step 3: Subtract the numerators.

6 4
14
– 14
=
2 1
14
= 7

Activity 4

In groups find the lowest common multiple of the following denominators.

3 9 7 2 3 6 1 3
1. 7
+ 14
2. 8
– 16
3. 9
+ 10
4. 3
– 8

Exercise 4

3 1
1. 5
– 3

6 1
2. 7
– 3

7 1
3. 10
– 2
3 1
4. A drum was 4 full of oil. Themba took 6 of it for use at his farm whilst Rufaro took
1
3
of it for his generator. What fraction of oil left in the drum?
3 1
5. Rumbidzai had 6 of his day to study, she spends 3 of the time studying Maths and
2
6
studying Science. Calculate time (as a fraction) that was left for Rumbidzai to
study English.

Unit Revision Exercises

Multiple Choice Questions
6 3
1. 10
+ 10
=
9 3 5 4
A. 10
B. 10
C. 10
D. 10
3 2
2. 7
+ 7
=
1 2 5 2
A. 7
B. 7
C. 7
D. 7
2 3
3. 5
+ 5
=
2 5 1 4
A. 5
B. 5
C. 5
D. 5

78
 7 6
4. 10
– 10
=
1 5 2 4
A. 10
B. 10
C. 10
D. 10
6 3
5. 7
– 7
=
4 3 9 2
A. 7
B. 7
C. 7
D. 7

Structured Questions
6 1
1. 9
– 3
=
5 14
2. 7
– 21
=
1 2 1
3. 2
is equivalent to 4
. Which fraction is equal to 3
?
7 2
4. Find the common lowest multiple 8
– 8
.
1 2
5. A loaf of bread was cut into four pieces. 4 was eaten in the morning and 4
in the
afternoon. Calculate the fraction of bread that was left.

79
 Unit MULTIPLICATION

14
OF FRACTIONS

Unit objectives
At the end of this unit, you should be able to:
(a) multiply proper fractions by whole numbers.

Looking Back
You have learnt to divide numerators using a common factor, for example, to its lowest
10 5 2
terms. The answer is 15 ÷ 6 = 3

Key Words
Product – result of multiplying numbers.
Multiply – a number is added to itself a number of times.

Multiplication of fractions
The number line is also used to multiply fractions.
Example 1
1 1 1 1 1 1 1 1
4
of 6 = 4
×6=4 + 4
+ 4
+ 4
+ 4
+ 4

1 2 3 1 2 3
0 4 4 4
1 14 14 14 2
1 2
According to the number line six leaps of a 4 can be written as 1 4

Example 2
2
What is 3
of 9?
Solution
2 2 9
3
of 9 = 3
× 1
2 3
= 1
× 1
6
= 1

= 6
80
 Activity 1
In groups, calculate the following using a number line.
1 1 1 3 7
(a) 4
× 6 (b) 6
of 30 (c) 9
of 45 (d) 7
of 50 (e) 9
of 90

Exercise 1
1 2 7 2
1. 2
of 25 2. 5 of 85 3. 15
of 45 4. 3
× 60
5. What is 35% of $100?
1 6
6. 3
of 8
3
7. What is 4 as a part of 25?

Fraction stories
Example 3
3 1
4
of a hundred hectare farm had wheat planted 4
on it whilst had maize. How many
hectares had maize?

Solution
1
4
× 100
1 100
4
× 1
= 25 hectares

Activity 2
As a group, calculate the following:
2
1. 3 of a class of 45 pupils are girls. How many girls are in the class?
1
2. A 20l jug is 2 . How many ml of water are in the jug?
1
3. A bag of 1000g of mealie meal. Sarah cooked 3 of the mealie meal for her visitors.
(a) How much mealie meal did she cook?
(b) How much mealie meal was left in the bag?

Exercise 2
3
1. Mrs Sithole had $99 to give to her four children. Jane’s share was 9
. Tendai’s share
1 2 3
was 9 . Thabiso’s share was 9 . Rudo’s share was 9 .
(a) How much was Thabiso’s share?
(b) How much was Tendai’s share?
(c) If you multiply Tendai’s share by 2, how much will be Tendai’s share?
(d) How much is Thabiso and Rudo’s share added together?
2
2. Father bought a bag with 210 seeds of maize. He grew 3 of the maize seeds in his
farm.
(a) How many seeds did he grow in his farm?
(b) How many seeds were left in the bag?

81
Unit Revision Exercises
Multiple Choice Questions
4
1. of 30 hours.
10
A. 4 B. 12 C. 30 D. 16
2
2. 5 × 25 =
A. 12 B. 4 C. 8 D. 10
7
3. 10 × 20 =
A. 7 B. 17 C. 14 D. 20
1
4. 7
of one week =
A. 1 day B. 7 days C. 3 days D. two weeks
3
5. There are 56 children in a class. If 7 of them registered to write. How many registered
to write Shona.
A. 24 B. 32 C. 40 D. 23
4
6. Find the product of 5 and 15
A. 15 B. 20 C. 12 D. 13
4
7. Find the product of 5 and 12
3 2 3 2
A. 8 5 B. 8 3 C. 9 5 D. 9 5
1
8. A motor cycle was travelling at 80km/h for 2 an hour. Calculate the distance it
travelled.
A. 40km B. 160km C. 80km D. 240km
1
9. 5
of 20 bananas =
A. 10 B. 4 C. 6 D. 5
1
10. What is 5 as a part of 4.
1 1 1 4
A. 3 3 B. 4 3 C. 3 D. 5

Structured Questions
4
1. 5
× 60 =
3
2. 4
of 16 =
4 70
3. 5
× 1
=
4. 10% of $150 =
3
5. Mr Dema’s farm has 500 domestic animals, 5 of them are chickens. How many
chickens are there?
3
6. A bag full of maize has a mass of 50kg. What is the mass of 4 of the bag?
3
7. If the school has 5 000 students, 4
are girls. How many boys are in the school?
2
8. A car park has cars amounting to 60. 3
of the cars are black in colour. How many black
cars are in the car park?

82
 Unit PERCENTAGES

15
Unit objectives
At the end of this unit, you should be able to:
(a) calculate percentages of measures.

Looking Back
In this unit, you will learn to calculate percentage measures.

Key Words
Percentages – out of hundred.
Measures – units of measurements such as litres, mm, cm, kgs amongst others.

Calculating percentages
Percentage means out of hundred. The symbol for percentage is %.
Example 1
Convert the following accordingly.
Solutions
1 8
(a) 5
as a percentage (b) 10
= %
1 1 100 100
(a) 5
× 100 = 5
× 1
= 5
= 20%
8 8 100 800
(b) 10
× 100 = 10
× 1
= 10
= 20%

Activity 1
Express as a percentage.
8 2 5 7 4
1. 10
2. 5
3. 10
4. 8
5. 5

Exercise 1
6 30 80 6 1
1. 8
2. 50
3. 100
4. 10
5. 5

83
Percentages
Example 2
(a) What is 75% of $50.
(b) What is 75% of 100cm.
(c) What is 75% of 1000 litres.

Solutions
75
(a) 75% of $50 = 100
× 50
75 $50
= 100
× 1

= $37,5
75
(b) 75% of 100cm = 100
× 100
75 100
= 100
× 1

= 75cm
75
(b) 75% of 1000 litres = 100
× 1000l
75 1000
= 100
× 1

= 75 litres

Use the calculator to multiply 75 and 1 000 and divide by 100.

Activity 2

Work in pairs:
(a) 25% of $180 (b) 40% of 1 000m (c) 75% of 20 000g
(d) 50% of 40 (e) 80% of 120c (f) 30% of 2kg

Exercise 2

1. Find 50% of $120.

2. Find 60% of 500cm.
3. Find 45% of 80m.
4. Find 75% of 1 000 litres.
5. What is 90% of 500kg.
6. Mr Moyo bought his shirt at 50% of the original price. If the original price was $300. At
what price did he buy the shirt?
7. John was given 100 litres of petrol to give Mr Moyo. Mr Moyo used 25% of the petrol
he was given. How much oil did he use?
8. The tailor needed 25 metres of clothing material. She later used 10% of the material.
How many metres did she use?

84
Unit Revision Exercises
Multiple Choice Questions
1
1. A class had 40 students. 10 were 13 years. 15 were 12 and the rest were 12 2 years.
Calculate the percentage of children that had 13 years.
A. 20% B. 25% C. 10% D. 30%
1
2. Calculate the percentage of children that had 12 2 years.
A. 37% B. 55% C. 38% D. 15%
3. How many children have 12 years?
A. 40 B. 25 C. 15 1
D. 12
4. Calculate the percentage of children with 12 and 12 2 years.
A. 15% B. 30% C. 75% D. 100%
5. 60% of children in a class of 100 pupils wearing white jersey. How many children are
wearing white jerseys?
A. 100 B. 40 C. 60 D. 0
6. 50% of 60 is ________.
A. 30 B. 20 C. 40 D. 50
7
7. 10
as a percentage
A. 70% B. 17% C. 7% D. 75%
8. What is 75% of $1000?
A. $75 B. $750 C. $850 D. $950
4
9. 5 as a percentage is_______.
A. 80% B. 90% C. 50% D. 40%
10. 60% as a fraction.
3 3 1 60
A. 5 B. 4 C. 5 D. 100

Structured Questions

1. Looking at the diagrams below. What is the percentage of the shaded part?
(a) (b)

(c)

85
 The pie chart below shows the number of people who work in the city.

9%
10%

58% Teachers
23% Nurses
Builders
Farmers

2. What fraction of the people are;

(a) teachers (b) farmers (c) nurses
3. Looking at the pie chart. If the total workers in a city are 400. How many are builders?
4. 40% as a fraction.
3
5. 5
as a percentage.
2
6. What is 5
of 150m of material?

86
 Topic

3
MEASURES

Introduction

Measurement helps describe our world using numbers. Measurement is important

because it helps us to quantify the world around us. We use numbers to describe simple
things like length, weight, and temperature, but also complex things such as pressure,
speed and brightness. Measurement tools and skills have a variety of uses in everyday
life. The ability to use measuring tools, rulers, thermometers, scales and to estimate with
these tools are necessary skills that enable us to quantify the world around us.

87
 Unit MONEY

16
Unit objectives
At the end of this unit, you should be able to:
(a) demonstrate relationship between coins and notes.
(b) calculate change.

Looking Back
In the previous grade, you to express money in decimal form and show money in expanded
form. You also converted cents to dollars and vice versa. In this unit, you will learn about the
relationship between coins and note and the calculation of change.

Key Words
Money – a means of payment in form of coins and notes.
Change – is the money given to someone who has bought goods and tendered
money that is more than the price of purchased goods.
Buyer – a person who buy goods.
Seller – a person who sells goods.

Notes and coins

Important notes

$1 = 100 cents – in every dollar there are one hundred cents.

In order to change dollars to cents you multiply the quantity given by 100.
In order to change cents to dollars you divide the quantity given by 100.

Example 1
1. Sihle had $2,50 that she was given by her aunt as pocket money. How much money did
she have in cents?
$2,50 × 100
100
= 250 cents

88
2. 10 kids have 100 cents each. How much do they all have in dollars?

Solution: 10 ×1000
100
= $100

3. Change 70 000 cents to dollars.

Solution: 70 000 cents

100
= $700

Exercise 1
Change the following cents to dollars.
(a) 3000 cents (b) 30 000 cents (c) 30 167 cents
(d) 21 492 cents (e) 2 143 cents (f) 5 000 cents (g) 4 500 cents

Relationship between notes and coins

2 dollar note 5 dollar note

$1 bond coin 25 cents, 10 cents, 5 cents and 1 cent

To find the quantity of coins in x dollars, you first multiply the number of dollars by 100
then divide number of cents in a coin.

Example 2
How many 25 cents are in a 2-dollar note?
Step 1: Multiply the numbers of dollars by 100.
2 × 100 = 200 cents
Step 2: Divide the answer in step 1 by the number of cents in the coin.
200 cents = 8 coins
25 cents

89
Therefore, there are ten 25 cents coins in a $2 note.
Calculate the number of 10 cents coins that are in a $5 note.

Solution:
Step 1: $5 × 100 = 500 cents
Step 2: 500 cents = 50 coins
10 cents

Therefore, there are 50 ten cents coins in a $5 note.

Activity 1

The money above is $5,75c

That is $5,00 + 0,75c in an expanded form.
In groups, expand the following;
1. $10,94
2. $563,32
3. $136,70
4. $737,43

Exercise 2
1.How many 50 cents coins are in a $1 note?
2.Rudaviro had a $2 note. Shamiso had $5,50 and Rumbidzo $6,50.
(a) Calculate the number of 50 cents coins that are in Shamiso and Rumbidzo’s
money combined.
(b) Shamiso gave $1,50 to Rudaviro
Calculate:
(i) How many 25 cents coins are in the money that Shamiso is left with?
(ii) How many 10 cents coins are in the money that Rudaviro now has taking into
consideration the $1,50 that he was given by Shamiso?

90
Change
Change is the money in excess of what the product or service is costing that must be given
back to the buyer by the seller.
When calculating change, you subtract the cost of a product from the amount given to the
seller by the buyer.

Example 3
1. Tawanda gave the receptionist a $100 note to pay fees costing $97. How much is
the change?
$100,00
– 97,00
$3,00
Rudo bought a jersey for $22,57. She gave the shopkeeper $25. How much was her
change?

Solution
$ C
2 5 ¹0 ¹0
2 3
2 6
5 7
2 4 3

2. Mr Tuesday want to build a house. He got into a shop to buy cement costing $109,
window frames for $98, door frames for $232,06 and window panes costing $62,37.
He gave the shop keeper $550.
(a) How much was the total bill?
(b) Calculate his change.

Solution
(a) Cement $109,00
Window frames $ 98,00
Door frames $232,06
Window panes $ 62,37
$501,43

(b) Change $550,00

– $501,43
48,57

Activity 2
In pairs, calculate the total bills for the following:
1. 10 packets of sugar 22,10
Tea leaves 5,60
Milk 11,28
91
2. Bread 12,00
Margarine 6,30
Jam 5,70

Exercise 3
1. Mr Wednesday was preparing for his 12 years old son to go to school. He bought
2 pairs of school uniforms costing $25,00 each. Shoes costing $23,00, jersey costing
$18,00, books costing $21,00 and a bike costing $230,00. He gave the shopkeeper
$500,00.
(a) What was his total bill?
(b) Calculate his change.
(c) Calculate the change if he is going to Buy one uniform.
(d) Calculate the total bill if he is going to buy one uniform.
2. A desk and chair set are costing $750,00. Mr Money paid $800,00.
(a) How much was his change?
(b) How much will be his change if he only buys a desk costing $550,00.

Unit Revision Exercises

Multiple Choice Questions
1. How many cents are in $50?
A. 50 B. 500 C. 5 000 D. 50 000
2. How many dollars are in 2 000 cents?
A. $2 B. $20 C. $200 D. $2 000
3. How many 25 cents are in a $5 note?
A. 20 B. 50 C. 5 D. 500
4. Expand $10,94.
A. $10,00 + 0,90c B. $10,00 + 0,94c
C. $10,00 D. $100 + 0,90c + 0,04c
5. Tawanda gave his mother $100 note to buy groceries costing $88. How much is the
change?
A. $10 B. $12 C. $15 D. $20
6. Janet bought 3 loaves of bread at $4.20 per loaf and bought 6 pens at $2.00 each.
Calculate her change from $50.00.
A. $1.80 B. $24.60 C. $25.40 D. $46.80
7. Father bought two bottles of drink at $2.35 per bottle. Calculate his change from
$10.00.
A. $7.65 B. $5.30 C. $4.70 D. $3.70
8. A shirt has a marked price of $42.99. What would be Peter’s change from $100.00?
A. $64,00 B. 57,01 C. 60,01 D. 67,01

92
Structured Questions

1. What change will be given to a man who buys 5 chairs at $12,50 each when he pays
with a $100 note?
2. A school buys 2 boxes of chalk at $6.30 each, 3 counter books at 21.00 each and 3 boxes
of staple pins at $4.75 each. How much change was given from $100?
3. A lady buys 3 buckets of paint for $37.00 each. She uses her change from $200.00 to buy
curtains for $36.00. How much change is she given after buying curtains?
4. What is the total bill for the following goods; maize $295,79, cooking oil $36,67 and salt
$20,42?
5. Expand the following; (a) $564,97 and (b) $23,45.

93
TEST 2
Paper 1: Multiple Choice Questions
Answer ALL questions.
Choose the correct answer.

1. Fifty-five thousand and seven in numerals is ______.

A. 557 B. 5 507 C. 55 007 D. 550 007
2. In 12 873 the value of 8 is _________.
A. 80 B. 80 000 C. 800 D. 8 000
3. 765 723 to the nearest thousand is _______.
A. 766 000 B. 770 000 C. 760 000 D. 765 000
4. Subtract 1 from 100 =
A. 999 B. 99 C. 1 101 D. 101
5. The number shown by the abacus is _______.

Tth Th H T U
A. 2 804 B. 20 804 C. 32 407 D. 200 407
6. Replace the box with the correct sign.
701 042  10 000 + 40 + 700 + 2
A. = B. > C. < D. ←
7. The missing number in the pattern is 2; 4; 8; ____; 32.
A. 16 B. 10 C. 20 D. 12
8. 30 ÷ 3 =
A. 30 B. 10 C. 60 D. 303
9. 140 ÷ 10
A. 14 B. 14,0 C. 401 D. 10,4
10. Round off 95 to the nearest ten.
A. 90 B. 100 C. 96 D. 900
11. The time shown on the clock face is ______.

A. nine past 5 B. nine to 5 C. quarter past 5 D. quarter to 5

12. 9kg in grammes is ______.
A. 9 B. 90 C. 900 D. 9 000

94
 1
13. A fraction equivalent to 4 is .
3 3 9 2
A. 6 B. 12 C. 12 D. 4
3
14. 6 =
6 4 6 8
A. 9 B. 9 C. 12 D. 9
5
15. On fraction 6 the numerator is .
A. 5 B. 1 C. 6 D. 13
16. Which of these shapes is a sphere?

A. B. C. D.
17. Which is the highest common factor of 12 and 15?
A. 2 B. 3 C. 6 D. 9
18. The total value of three $50 notes, four $10 and seven 1c coins is .
A. $ 60,07 B. $67,00 C. $190,07 D. $190,70
19. Lunch is taken at .
A. am B. morning C. midday D. pm
94
20. as a decimal is
100
.
A. 0,94 B. 0,094 C. 94,100 D. 0,0094
21. (6 × 4) + 8 =
A. 10 B. 28 C. 16 D. 32
3
22. 9
in its lowest terms is .
1 1 2 3
A. 2 B. 3 C. 3 D. 4
23. Write 18 April 1980 in S.I standard notation is .
A. 4/18/80 B. 18/04/80 C. 80/04/18 D. 80/18/04
24. 99mm expressed in centimeters is .
A. 0,9cm B. 0,09cm C. 9,9cm D. 90cm
25. Find the area of the triangle below.

7cm
4cm

3cm

A. 20cm² B. 6 cm² C. 31 D. 16 cm²

1
26. Express 2 as a percentage is .
A. 50% B. 500% C. 5% D. 5 000%
3
27. 4
of 76km is .
A. 54km B. 57km C. 27km D. 19km
28. Complete 4 × 12 = (1 × )
A. 4 B. 48 C. 3 D. 10

95
29. Decrease 178 by 87 is .
A. 265 B. 652 C. 81 D. 91
30. The perimeter of a rectangle = 24cm. Width of one side is 3cm. What is the length of
one side?
A. 9cm B. 20cm C. 12cm D. 8cm
31. 415 × 23 =
A. 8 545 B. 9 455 C. 9 545 D. 10 545
32. What part of a circle is B?

B
A C

A. Cord B. Radius C. Centre D. Diameter

33. 488 ÷ 2 =
A. 24 B. 44 C. 244 D. 422
34. 8 8=0
A. + B. – C. × D. ÷
35. The most reasonable length of a pencil is .
A. 16mm B. 16m C. 16ml D. 16cm
36. 36kg =
A. 3 600g B. 30 000g C. 3 000g D. 0,003g
37. John bought a suit for $45 and sold it for $57. What was his profit?
A. $102 B. $12 C. $51 D. $21
38. Susan is facing North. She turns 5 right angles in a clockwise direction. She is now
facing .
A. North B. South C. East D. West
39. What is the value of 3 in 12,3 kg?
A. 3kg B. 30g C. 300g D. 3g
40. A farmer produces 288 litres of milk. 98 litres was sold. The amount left was ___.
A. 1 901 B. 901 C. 281 D. 190
2
41. 3
of 1 hour is .
A. 20 minutes B. 30 minutes C. 40 minutes D. 60 minutes
42. What is the product of 5 and 9?
A. 25 B. 14 C. 4 D. 45
43. What is the difference between one week and 5 days?
A. 2 days B. 1 day C. 3 days D. 4 days
44. John, Mary and James shared 90 bananas equally. Each of them got .
A. 25 B. 30 C. 24 D. 20
45. A bus had 32 men, 16 women and 21 children. How many people were on the bus
altogether?
A. 79 B. 89 C. 69 D. 58

96
46. A shape with four equal sides is a .
A. hexagon B. square C. octagon D. rectangle
47. What is the perimeter of this shape?

B F 7cm G

4cm

A 3cm D

3cm

C 4cm E

A. 22cm B. 23cm C. 24cm D. 28cm

48. Mr Manheruse bought 30m of rope. How many 5m jump ropes can be cut out of this?
A. 4 B. 5 C. 6 D. 7
49. Which one is an odd number?
A. 24 B. 72 C. 53 D. 56
50. A lorry has 6 wheels. How many wheels do 6 lorries have?
A. 12 B. 24 C. 36 D. 42

PAPER 2
Instructions to candidates
(a) Answer all questions in section A.
(b) Section A carries 25 marks.
(c) There are 5 questions in section B. Answer any three questions.
(d) Section B carries 15 marks.
(e) Marks allocated to each questions will be shown in brackets [ ].
(f) To obtain full marks, all working must be shown where necessary.

SECTION A
Answer all questions in this section. [25 marks]
1. (a) $4,26 to the nearest 10 cents is . [1]
(b) Emmanuel bought a jacket for $30. He sold it for $33,50. What was his profit? [2]
2. Simplify the following;
(a) 413 × 13= [1]
(b) 805 ÷ 5 = [1]
3. Simplify the following;
(a) 2 475 + 997 = [1]
(b) 57 369 – 19 655 = [1]
4. (a) Find the LCF of 36 and 54. [3]
(b) Find the HCF of 9 and 12. [3]

97
5. (a) 0,75 as a proper fraction is . [2]
(b) The compass has __________ main points called the cardinal points. [1]
1
6. (a) There are 45 learners in a class. If only 5 of them play basketball, how many children
play basketball? [2]
(b) Express 0.2 as a percentage. [2]
7. (a) 1 – 0,02 = [1]
(b) The sum of 18,30 and 0,66 is . [2]
3 2
(c) 5 + 3 = [2]

SECTION B
Choose any three questions from this section.
8.
(a) There are 14 rows of fruit trees with 95 trees each. How many trees are there
altogether? [2]
(b) Mrs Gwata uses 2 litres of cooking oil per fortnight. How many litres of cooking
oil does she use per month? [3]
9. (a) Mr Magorimbo bought a suit for $350. How much change does he get if he used
four one hundred-dollar notes? [3]
(b) 694 cents in dollars is . [2]
3
10. Find 4 of 992. [2]
11. (a) Felix got 28 marks in an Agriculture test. If he scored 3 times more in a Maths test.
How much did he score in Maths? [3]
(b) There are 800 pupils at Northfield school. 45% are boys.
(i) What percentage are girls? [3]
(ii) How many boys are there? [2]
12. (a) Convert 0,6 to a proper fraction. [1]
(b) Mrs Mvundura uses $33,45 for the bus and lunch at work every day. How much
money does she need for seven days? [2]
(c) It costs $420,00 to hire a bus from Tendayi primary to Wedza. How much will
each pupil in a class of 40 have to pay to hire the bus for the trip? [2]
13. (a) Share $369,00 among 5 children. [2]
(b) 0,85 of 60 = [1]
1
(c) A car takes 2 hours to travel from Harare to Ruwa, and a bus takes 1 2 hours for
the same journey. Find the difference in time between the car and the bus. [2]

98
 Unit TIME

17
Unit objectives
At the end of this unit, you should be able to:
(a) tell time.
(b) measure time intervals of different actions and activities.
(c) estimate time from shadows and the position of the sun.
(d) convert units of time.
(e) construct clock faces.

Looking Back
In grade 4, you learnt to identify units of time such as a.m, p.m, midnight and fortnight. You
also learnt to tell time to the nearest 5 minutes. This time you are going to tell time, estimate
time from shadows and the position of the sun and convert units of time.

Key Words
a.m. – after night and before noon on the following day.
p.m. – afternoon and before midnight.

Units of time
Unit of time Equivalent to
Hour 60 minutes
Minute 60 seconds
Day 24 hours
Week 7 days

Example 1
(a) 5 hours = minutes (b) How many seconds are in 5 hours?
Solutions
(a) 1 hour = 60 minutes (b) 1 hour = 60
5 hours = 3 600
5 hours = 300 minutes 5 hours = 18 000 seconds
99
 Activity 1
Measure the time you take when you do the following things;
(a) Clap hands.
(b) Blink of an eye.
(c) Jump.

Exercise 1
Do the following;
1. 1 hour = seconds 2. 2 hours = minutes
3. 1 day = hours 4. 1 month = weeks
5. How many hours are in two days?

Telling time
Example 2
What is the time shown on the following clocks?

12 12 1
11 1 11

10 2 10 2

9 3 9 3

8 4 8 4

7 6 5 7 5
6

(a) (b)

Solutions
The time is 10 O’clock (b) The time is quarter to 2.

Exercise 2

Write the time shown by these clocks.

1. 2. 11
12 1
11
12 1

10 2 2
10

9 3 9 3

8 4 8 4

7 6 5 7 6 5

3. 4. 11
12 1 11
12 1

10 2 10 2

9 3 9 3

8 4 8 4

7 5 7 6 5
6

100
5. 6. 7.
11 12 1 11
12 1 11
12 1

10 2 10 2 2
10

9 3 3 9 3
9

8 4 4
8 4 8

7 6 5 5
7 5 7 6
6

8. 9. 10.
11
12 1 12
11
12 1
11 1
10 2
10 2
10 2

9 3
9 3 9 3

4 8 4
8 4 8

7 5 7 6 5
7 6 5 6

a.m means from midnight to noon, that is, after 12 o’clock midnight and 12 o’clock noon.

p.m means hours from noon to midnight, that is, after12 o’clock noon and 12 o’clock
midnight.

Example 3
12 1 12 1
11 11

10 2 10 2

3 9 3
9

8 4
8 4

7 6 5
7 6 5

(a) (b)

The time is 15 minutes to 10am. The time is 30 minutes past 10.

It can be written as 09:45am. It can be written as 10:30pm.

Activity 2
Long ago, people used shadows and the position of the sun to estimate the time. Can you
estimate what time is it by using your shadow and the position of the sun. Check your watch
to see if you are correct.

Exercise 3
Write the following in a.m and p.m.
Morning Afternoon
1. 16 past 4. 2. 10 past 11.
3. 3 minutes to 6. 4. 18 minutes to 3.
5. 5 minutes to 12. 6. 23 minutes to 7.
7. 27 minutes past 9. 8. 18 past 3.

101
Measuring time intervals
Example 4
When Thabiso went to town the time was quarter past 12. When he got back the clock was
5 minutes to 1.
So it took 40 minutes for Thabiso to go to town and come back.

Activity 4
Construct faces of the following time.
(a) 10 past 6 (b) half past 4 (c) Quarter to 12 (d) 10 minutes to 10

Exercise 4
Measure the time difference between those clocks.

1. 11 12 1 11
12 1

2 10 2
10

9 3 9 3

8 4 8 4

7 6 5 7 5
6

12 1 12
11 11 1

2. 10 2 10 2

9 3 9 3

8 4 8 4

7 5 7 6 5
6

12 12 1
11 1 11

3. 10 2 10 2

9 3
9 3

8 4
8 4

7 6 5
7 6 5

Converting time
1 minute = 60 seconds 2 weeks = fortnight = 14 days
1 year = 12 months 1 leap year = 366 and a day.
7 days = 1 week

Example 5
To convert minutes into seconds you multiply by 60.

(a) Convert 5 minutes to seconds.

102
Solution
5 × 60 =300 seconds
To convert seconds to minutes you divide by 60.
(b) John travelled for 2400seconds to the market. How many minutes did John take to
go the market?

Solution
2400
60
= 40
He travelled for 40 minutes.
To convert minutes to hours you divide by 60.
(c) Convert 90 minutes to hours.

Solution
90 1
60
=1 2
hours
To convert hours to minutes you multiply by 60.
1
(d) How many minutes are in 2 2
hours.

Solution
2,5 × 60 = 150 minutes

Exercise 5
1. 5 hours = seconds
2. 48 hours = days
3. 1 leap year = days
4. A fortnight = days
5. 2 hours = minutes

Unit Revision Exercises

Multiple Choice Questions
1. The time shown on the clock below is ______.

12 1
11

10 2

9 3

8 4

7 6 5

A. half past 9 B. half past 10 C. 6 past 9 D. 6 past 10

103
2. The time shown on the clock face is _______.

12 1
11

10 2

9 3

8 4

7 6 5

A. 20 to 7 B. 25 to 8 C. 20 past 8 D. 25 past 8
3. 60 seconds is equal to _______.
A. 1 hour B. minute C. second D. day
4. A fortnight = days
A. 24 B. 40 C. 14 D. 12
5. 6 hours = minutes
A. 360 B. 60 C. 120 D. 24
6. 1 year = months
A. 24 B. 10 C. 12 D. 52
7. What is the time shown in the morning?
12 1
11

10 2

9 3

8 4

7 6 5

A. 8:10pm B. 10:08 am C. 8:10 am D. 10:08pm

8. Write the following time in the afternoon? 15 minutes to 3.
A. 3:15pm B. 2:45pm C. 15:03pm D. 3:15am
9. 2 hours = minutes
A. 20 B. 60 C. 120 D. 100
10. A century has _______ years.
A. 10 B. 5 C. 1000 D. 100

Structured Questions
1. What is the time shown on the clock face?

12 1
11

10 2

9 3

8 4

7 6 5

104
2. Look at the clock face and write the time in the morning and afternoon time.

12 1
11

10 2

9 3

8 4

7 6 5

3. 48 hours = days.
4. Draw a clock showing 20 minutes past 12.
5. 90 seconds is equal to ____________.

105
 Unit MASS

18
Unit objectives
At the end of this unit, you should be able to:
(a) change grammes to kilogrammes and vice versa.
(b) compare mass of objects.
(c) approximate mass up to 100kg.

Looking Back
In the previous grade, you learnt to find the mass of different objects by weighing and
converted kilogrammes to grammes and vice versa. In this unit, you will compare mass of
objects and convert the grammes to kilogrammes and vice versa.

Key Words
Mass – the weight of anything (object).

Conversion of mass
Mass refers to the weight or heaviness of an object. Mass is measured to check if someone
or something is gaining or losing weight. Mass is a quantity that can be measured.
Mass is measured in kilogrammes (kg) or grammes (g).

Converting kilogrammes to grammes

We can change kilogrammes into grammes by multiplying by 1 000.
1kg = 1 000g

Example 1
Convert 50kg to grammes.

Solution: 1kg = 1 000g

50kg = 50 × 1 000g
50kg = 50 000g
106
 Activity 1
Convert the following to grammes.
1. 3kg 2. 4,5 kg 3. 10kg 4. 0,5kg 5. 65kg

Exercise 1
Convert the following Kilograms to grammes.
1. 76,4 kg 2. 36,7kg 3. 24,3kg 4. 37,2kg 5. 150kg

Converting grammes to kilogrammes

Grammes can be converted to kilogrammes. This can be done by dividing by 1000.

Example 2
(a) Convert 2 000g to kilogrammes.
(b) Convert 4 500g to kilogrammes.

Solutions
(a) 1kg = 1000g
1000g = 1kg
2000g = 2000 ÷ 1000kg
= 2kg
(b) 1kg = 1000g
1000g = 1kg
4500g = 4500 ÷ 1000kg
= 4,5kg

Activity 2
Convert the following to kilogrammes.
1. 66 000g 2. 54 300g 3. 74 530g 4. 26 000g

Exercise 2
Convert the following to kg.
1. 75g 2. 300g 3. 5 600g 4. 5 000g 5. 3 050g
6. 7 490g in kg is _____.
7. 6 800g in kg is _____.
8. 2 980g in kg is _____.
9. 4 596g in kg is _____.

Comparison of mass
Some objects weigh more than others. Mass can be found by weighing objects on a scale.
Objects might look the same but weighing differently for example, a pot that is full of water
weighs differently than a pot full of maize.
107
A 50kg bag of fertiliser is heavier than a 25kg of maize seeds.

50kg of fertiliser 25kg of maize seeds

When comparing masses, we use the following signs: < > or =

5kg sugar > 500g salt
5kg of sugar is greater than 500g of salt.

Exercise 3
1. 1,5kg of meat  1,45kg of sugar.
2. 1kg of oranges  1kg of tissue paper.
3. 950g of rice  950g of stones.
4. 50kg mealie meal  20kg of cement.
5. 9,50kg  95,0kg

Estimating mass of objects

We can estimate the mass of objects. When we estimate, we do not give the exact mass
of the object. Sometimes the estimated mass can be closer to the exact mass. When it
is closer, it is said to be accurate. The degree of accuracy is checked by weighing the
object on the scale.

Activity 3
Look for objects outside your classroom. Write the names of the objects down. Estimate and
write the mass of the objects. Check the degree of accuracy by weighing the objects on the
scale with your teacher. How many objects have estimated mass that are closer to the exact
mass?

Activity 4
With the help of your teacher, list the importance of knowing the masses of different
objects in life.

Exercise 4
Estimate the mass of the following objects.
1. A football 2. A stone 3. A brick 4. A piece of chalk 5. A pen
6. A textbook

108
Unit Revision Exercises
Multiple Choice Questions
1. The unit of mass is ______.
A. kg B. g C. m D. cm
2. 100kg converted to g is ______.
A. 20 000 B. 10 000 C. 100 000 D. 1 000
3. 500g is equal to _______.
A. 0,5kg B. 1,5kg C. 500kg D. 0,05kg
4. 1500g is less than ____.
A. 1 000g B. 1,5kg C. 2kg D. 0,5kg
5. If a bag full of stones weighs 50kg. The mass of stones is 49,5kg. What is the mass of
the bag?
A. 0,9kg B. 500g C. 350g D. 0,05kg
6. A packet of salt has a mass of 5kg. the total mass of 4 similar packets is _____.
A. 20kg B. 15kg C. 25kg D. 50kg
7. A bar of chocolate weighs 150g. Find the mass of 10 bars of chocolates.
A. 2500g B. 1500g C. 15000g D. 15kg
8. Find the total mass of the following; 2kg + 5kg + 5000g =
A. 20 000g B. 12 000g C. 7 500g D. 7,5kg
9. Add 2,5kg and 15,5kg.
A. 18,5kg B. 18kg C. 17,5kg D. 17kg
10. Convert 1000g into kg.
A. 10kg B. 1kg C. 0,1kg D. 0,01kg

Structured Questions
1. Convert the following into kg.
(a) 10 000g
(b) 63 000g
(c) 24 000g
2. Convert the following into grammes.
(a) 12kg
(b) 75kg
(c) 93kg
3. Compare the following masses by putting < > or =.
(a) 8000g  8kg
(b) 0,05g  0,005g
(c) 800g  8kg
4. Tendai bought a bag of mealie meal weighing 50kg, he gave 2500g to Rudaviro. What
mass was Tendai left with?
5. A box of bond paper weighs 10kg. 1500g was removed. Calculate the mass that was
left in the box.
6. Mother is carrying 500g salt, 2kg sugar, 5kg roller meal. What mass is she carrying
altogether?
109
 Unit LENGTH

19
Unit objectives
At the end of this unit, you should be able to:
(a) estimate and measure length using standard and non-standard units.
(b) find the perimeter of rectangle and square.

Looking Back
In the previous grade, you learnt how to estimate and measure length using spans and
paces. You also learnt to measure lengths to the nearest millimetres, centimetres or metre.
This year you are going to learn to measure length using standard and non-standard units.
You will also learn to find the perimeter of rectangle and square.

Key Words
Length – is a distance from one point to another.
Standard units – is a scientific measurement unit found in rulers, tape measures
which cannot be changed.
Non-Standard units – are units that do not use scientific measurement tools such as
a ruler, for example, a span and pace.
Perimeter – is distance round a shape.

Measurement of length
Length is the distance between two points. It can be measured metres (m), centimetres (cm),
millimetres (ml) and kilometres (km).

Measuring length using standard units

Standard units are used to measure length. They assist us to get accurate length of an
object. We can accurately measure length using standard units such as centimetres,
millimetres and metres. The standard international (SI) unit of length is a metre (m).

We use metre rulers to measure length. Shorter length can be measured by a 30cm ruler.

110
Example 1
1. = 12 cm

2. = 9,89 cm

3. = 4,15 cm

Activity 1
In pairs, use a ruler to measure the following;
1. The length of your pen.
2. The length of your table.
3. The length of your hand.
4. The height of your partner.
5. The length of the chalk board used by your teacher.
6. The length of your teacher’s table.

Exercise 1
Use a ruler to measure the following lines.

1.

2.

3.

4. 5.

When measuring curved lines, we can use a string and a ruler.

Example 2

(a) To measure this line, tie a knot on the string.

(b) Place the string on the line with the knot where the line starts.
(c) The string should follow the line up to the end.

111
(d) Remove the string.
(e) Put it on the ruler and take the measurements. The length you get of the string is the
length of the line.

Exercise 2
Use a string and a ruler to measure the following lines.

1. 2.

3.

4.

Measuring length using non-standard units

Length can be measured using non-standard units as well. They help us to get a nearly
correct measurement of an object. The use of non-standard units is not accurate. Non-
standard units involve the use of spans, paces and sticks to measure an object.

A span is the distance measured by a hand from the tip of the thumb to the tip of the
little finger. It is used to measure shorter length.

A boy using his hand to measure an object.

A pace is when a person uses his steps (or single step) to measure distance of an object.

A boy measuring the length of their classroom with his pace (steps).
112
Example 3
Let us look at these 2 examples.
(i) Lynn’s span is 8cm. She measured a line and got 5 spans. What is the actual length
of the line in cm?
(ii) Ronald’s pace in 50cm. He measured the length around his vegetable garden and
got 10 paces. What is the length around the garden?

Solution
(i) The length of the line is 8 x 5 = 40cm.
(ii) Ronald’s pace is 50 x 10 = 500cm or 5m.

Activity 2

In groups, use your paces and spans to measure various objects inside and outside the
classroom. Record the number of paces and spans for each measurement you make. Measure
the length of your spans and paces. Calculate the length of the measured distances.

Exercise 3

Use your pace to measure the length of the following things and write down the number of
paces.
1. The length of your classroom.
2. The length of your netball pitch.
3. The length of each bed in your school garden.
Use your span to measure the following things.
1. Your table.
2. Your teacher’s desk.

Perimeter of rectangle and square

Perimeter is the total distance of a shape. To find the perimeter of a rectangle you
use the formula 2 (Length + Width). Or you add the 2 lengths and the 2 widths of the
rectangle.

Example 3
15cm

10cm 10cm

15cm
Solution
Perimeter = 2 (L + W)
= 2 (15cm + 10cm)
= 50cm

113
To find the perimeter of a square you add the four side or you sue the formula 4. S
representing sides.

10cm

10cm 10cm

10cm

Example 4
Solution

(i) P = S + S + S + S (ii) 4 × side

= 10cm + 10cm + 10cm + 10cm or 4 × 10cm
= 40cm = 40cm

Exercise 4

Calculate the perimeter of the following shapes.

10cm 6m
(a) (b)
6m
6m
3cm

(c) (d)
12cm 3cm

3cm
3cm
7cm

3cm

Unit Revision Exercises

Multiple Choice Questions
1. Measure this line with a ruler.

A. 11cm B. 5cm C. 12cm D. 10cm

2. 1 km is equal to ________ metres.
A. 100 B. 1000 C. 10 000 D. 10
3. 1 metre is equal to _______ cm.
A. 100 B. 10 C. 1000 D. 1

114
4. Calculate the perimeter of the following rectangle.
30cm

16cm
16cm

30cm

A. 92cm B. 46cm C. 36cm D. 60cm

5. Calculate the perimeter of the following square.
20cm

20cm 20cm

20cm

A. 40cm B. 80cm C. 20cm D. 60cm

Structured Questions
1. Use a string to measure the length of the following.

(a)

(b)

(c)

2. Its 150km from Mutare to Rusape and 300km from Mutare to Birchenough Bridge.
Which distance is longer than the other?

115
3. Calculate the perimeter of the following shapes.
5m 20cm

5m
15cm

(a) (b)

116
 Unit RATE

20
Unit objectives
At the end of this unit, you should be able to:
(a) relate two quantities as rate.

Looking Back
In the previous grade you learnt to link two measures correctly to express rate such as
kilometres per hour and applying rate to measures such as mass, time and volume. This
year, you will link two measures as rate such as kilometre per hour and cents per litre. You
will also compare speeds of a person, car and aeroplane.

Key Words

Rate – is the number of times something happens.

Speed – is the pace at which something happens.
Distance – is the space between two places.

Rate
Rate is the comparison of two units in relation to each other.

Example 1
Sipho wrote 5 pages in 2 days.

(a) What is the rate? (b) What is the unit rate?

Solutions
(a) The rate is 5 pages per 2 days.
(b) The unit rate =

Activity 1

In groups, take turns to read a story and determine the time taken by each individual to finish
the story.

117
Exercise 1

Calculate the unit rate for the following:

1. A teacher managed to set 9 examinations from three modules. Calculate the unit rate.
2. A teacher taught 5 lessons in 10 hours. Calculate the unit rate.
3. 75 papers in 5 buses.
4. 250 oranges in 10 days.
5. 100 teachers in 5 schools.
6. Six men take 6 days to do a piece of work. How many days’ will 3 men take to
complete the same work?
7. It took John 4 months to read a book with 240 pages. How much time does he need
to read 60 pages of the same book?
8. It takes Musa 5 minutes to run around the school track. How long she takes to run around
the same track three times?

Speed
It is calculated by dividing distance by hours. Therefore, speed is distance over time.
Speed (S) = Distance (D) ÷ Time (T)

Example 2
A bus departed at 10:45 am to complete a 450km distance and arrived at 13:45am.
Calculate the speed.

Solution
Speed (S) = Distance (D) ÷ Time (T)

150
4¹50km
3 hours

The speed is 450km per 3 hours = 150km per hour.

Activity 2
Compare the speed you take from coming to school by bus, cycling or walking. Tell your
teacher the time you take and compare the speed.

Exercise 2
1. A train takes 15 hours to travel 450km, a bus takes 5 hours to travel the same distance
and a plane takes one hour to travel the same distance. Calculate the speed for (a) bus,
(b) train and (c) plane.
2. Sipho ran 25km in 5 hours. What was her speed?
3. A car travelled 60km in 45 minutes. What was its speed?
4. Rudo left school at 2.00pm travelling back home 10km away. She arrived at 5.00pm.
What is her speed?
118
Cost
It is the amount paid or charged for a good or service. Cost is expressed per unit.

Example 3
1. Njabulo bought 10 litres of fuel for $20. Calculate the cost per litre.
Cost = $20
10l
= $2 per litre
2. It costs $20 to travel 20km. Calculate the cost per km.
Cost per km = $20
20km
= $1 per km
Activity 3
In groups, do the following.
Chipo travels a lot. These are the costs she incurs when travelling different kilometres.

Kilometres Amount in $
10km 20
20km 40
30km 60
40km 80

1. What is the cost of travelling;

(a) 5km (b) 10km (c) 50km
2. How many kilometres does she pay for $80 and $100.

Exercise 3
Calculate the cost of the following:
1. It costs $50 to buy 2 books. Calculate the cost of buying 1 book.
2. It costs $30 to buy 10 packets of sugar. What is the cost per packet?
3. A pack of ten 2kgs of flour cost $30. How much does it cost to buy 3 packets?
4. A parent paid $400 for his 2 children’s fees. How much is the fee per child?
5. Buying a pack of 10 books costs $2. How much is it to buy 1 book?

119
Unit Revision Exercises
Multiple Choice Questions
1. Rudo bought her 2 dresses at $50,00. What is the cost per dress?
A. $5 B. 20 C. 25 D. 50
2. A motor cyclist cycled 20km in 1 hour. His speed is ________.
A. 20km/hr B. 25km/hr C. 20km D. 10km/hr
3. A train travelled 500 km in 10 hours. What was its speed?
A. 5km/hr B. 50km/hr C. 10km/hr D. 500km/hr
4. A plane travelled at 300km in 60 minutes. What was its speed?
A. 300km/hr B. 200km/hr C. 100km/hr D. 50km/hr
5. 100 bananas cost $10. Each banana cost ________.
A. $0.10 B. $5 C. $0,50 D. $1
6. Sam took 2hrs to write 2 pages. What is the rate?
A. 1hr per page B. 2 pages per hour
C. 1 page per 2hours D. 2 pages per day
7. Betty ran 12 rounds in 4 hours. What is her rate per hour?
A. 12hrs per round B. 3 rounds per hr
C. 4 rounds per hour D. 12 rounds per 4 hours
8. 50 books are in 5 boxes. How many books are in a box?
A. 5 books B. 10 books C. 15 books D. 20 books
9. A car travelled 60km used 5 litres of fuel. How far does it travel on 1 litre fuel?
A. 60km/l B. 15km/l C. 60km/l D. 12km/l
10. James left home to town at 10:00am travelling for 60km and arrived to town at
10:45am. What was the speed?
A. 60km/hr B. 50km/hr C. 45km/hr D. 55km/hr

Structured Questions

1. A class of 64 pupils must create 8 groups of pupils. Calculate the number of pupils to be
in each group.
2. Look at the table below.
A B C D
Distance 125km 200km 300km 150km
Time 1 hour 4 hours 5 hours 2 hours

Calculate the speed that was taken to complete journey A, B, C and D.

3. Take a look at the table below and answer the question.
Thabiso Rudo Peter
Number of pages 120 50 70
Time 60 minutes 100 minutes 140 minutes
Calculate the rate at which Thabiso, Rudo and Peter were reading their books.
120
4. An editor edits 3 pages in 20 minutes. How many pages can she edits in 60 minutes?
5. Study the table below and answer the questions that follow.
Product Costs
20kg mealie meal $40,00
15kg pocket of potatoes $30,00
2 litres cooking oil $4,00
5 litres orange juice $8,00
(a) Calculate the cost of buying 10 kg mealie meal.
(b) Mother has $10. How many kgs of potatoes can she buy?
(c) How much does Theresa need to buy 10 litres of orange juice and 1 litre cooking
oil?

121
 Unit AREA

21
Unit objectives
At the end of this unit, you should be able to:
(a) estimate the area of a square, rectangle and triangle using non-standard unit.
(b) calculate area of square, rectangle and triangle using formulae.

Looking Back
In grade 4, you learnt how to find the area of a square, rectangle and right-angled triangle.

Key Words

Area – is an amount of space covered by open space or a shape.

Estimating area
We can estimate area of a shape by using non-standard units. Area is measured in
square units.

Example 1
Find the area of the square below.

Each small square represents a square unit.

Number of squares = 100
Therefore, area of the square = 100 × 1 square unit
= 100 square units.
122
Example 2
Find the area of the triangle below.

Each full small square represents a square unit.

Number of full small squares =21
Number of half small squares = 7 = 3 full squares
Total number of small squares = 21 + 3
= 24 square units

Exercise 1

Find the area of the following shapes by counting squares.

1. 2. 3.

4. 5.

123
Area of a square
The formulae used to find the area of a square is side × side.
Square

Side

The area of the square is side2

Example 3
Calculate the area of the square below.

5cm

5cm

The area of a square s × s = A2

Activity 1
In groups, complete the following table using the formulae of a square.

Square side 12 16 20 24 6 4 8 5 3
in cm
Area in cm² 576

Exercise 2
Find the area of the following squares.
1.
6cm 7cm
2. 3. 8cm

6cm 7cm 8cm

6cm
4.

6cm

124
5. A square garden has a side of 10m. Calculate its area.
6. Mrs Nyathi bought a residential stand measuring 40m by 40m. Calculate the area of
the stand.
7. A square window pane measures 30cm by 30cm. Find its area.
8. A square measures 10cm by 10cm. Find the total area of 2 such squares.

Area of a rectangle
The formulae used to measure rectangle is length × width.

width

length
Example 4
What is the area of this rectangle?

4cm

8cm

Area of the rectangle = length × width

= 8cm × 4
= 32cm²

Activity 2
In groups, complete the following table using the formulae of a rectangle.

Length in cm 10 15 20 25 30 50 40 8 12
Width in cm 6 8 10 15 20 26 10 3 7
Area in cm² 400

Exercise 3

1. 2.

5cm 6cm

8cm 12cm
125
3. 4. 10cm

10cm 3cm

4cm
5.

3cm

5cm

Area of a triangle
The area of a triangle is measured using the formulae ½ base × height.

b
1 bh
Area = 2
×b×h= 2

Example 5

h =3cm

b =5cm

1 5 3
Area of a triangle = 2
× 1
× 1
15
= 2

= 7,5 cm²

Activity 3

In groups, complete the following table using the formulae of a triangle.

Height in cm 10 8 9 7 6 4 11 12 15
Base in cm 8 6 8 6 4 2 10 8 14
Area in cm² 55

126
Exercise 3
Find the area of the following triangle.

1. 2. 3.
3cm
6cm
8cm

4cm
6cm
5cm

4. 5.
5cm

5cm
2m
12cm

Unit Revision Exercises

Multiple Choice Questions
1. Find the area of the triangle below?

5cm

12cm

A. 17cm² B. 30cm² C. 25cm² D. 60cm²

2.

3cm

5cm

Find the area of the rectangle.

A. 8cm² B. 2cm² C. 7,5cm² D. 15cm²
3.

The
5cm area of this shape is .
A. 10cm B. 25cm
2 2

C. 100cm2 D. 10,5cm2
5cm

127
4.

10cm

3cm
Find the area of this shape.
A. 30cm² B. 13cm² C. 7cm² D. 35cm²
5. The area of a square with a 20cm side is _________.
A. 20cm² B. 40cm² C. 400cm² D. 20cm²
6. The area of a rectangle with length 10,5cm and width 3cm is ________.
A. 31,5cm² B. 30cm² C. 13,5cm² D. 7,5cm²
7.

6cm

5cm

The area of the shape above is __________.

A. 24cm² B. 15cm² C. 8cm² D. 10cm²
8. Study the triangle below.

8cm

4cm 4cm

The area of this triangle is ________.

A. 32cm² B. 12cm² C. 64cm² D. 16cm²
9. A triangle has a base of 10cm and a height of 15cm. The area of the triangle is
________.
A. 25cm² B. 75cm² C. 150cm² D. 5cm²
10. A square shape has sides with length of 5cm. The area of the square is ______.
A. 10cm² B. 25cm² C. 10,5cm² D. 5cm²

128
Structured Questions
1. Find the area of the shape below.

10cm

6cm 12cm

2. Calculate the area of the rectangle below.

5cm

8cm

3. A rectangular farm yard measures 100m by 20m. Calculate the area of the farm yard.
4. A piece of cloth is in the form of a triangle with each side measuring 20cm long. Find the
area of the piece of cloth, with a height of 20cm.
5. A school yard is in the form of a triangle with a base of 5m and a height of 20m. Find
the area of the school yard.

129
 Unit VOLUME AND CAPACITY

22
Unit objectives
At the end of this unit, you should be able to:
(a) calculate the volume of a cube and cuboid.

Looking Back
In the previous grade, you learnt to convert millilitres to litres and vice versa. In this unit, you
will also calculate volume of a cube and cuboid.

Key Words
Volume – amount of space covered by an object such as water and solid objects.
Capacity – the amount that can be contained.

Volume
Volume is the actual amount of something which covers a definite space. It is measured in
millilitres, litres, cubic centimetres and cubic metres.

Estimating volume
Water can be used to estimate the volume of an object.

Example 1

10 10

5 5

Put the brick in water.

When the brick was placed in water the water rose to 7 litres. This means that the volume
of the brick is 1cm³.
130
 Activity 1
In groups, use a marked bucket with water or bottle and estimate the volume of the following
objects.
1. Brick
2. Chalk board duster
3. Block

Calculating volume using formula

Volume of a cube
Volume of a cube is calculated using the formula length.

Example 2
3cm

3cm

3cm

Volume = 3cm × 3cm × 3cm

= 27cm3

Exercise 1

Calculate the volume of the following cubes.

2 10cm
5cm

5cm 2
5cm 2
10cm
10cm

6
1metre

4cm 6
1metre
1metre 4cm
4cm 6

Volume of a cuboid
Volume of a cuboid is calculated by the formula Length × Width × Height.

131
 volume = length x width x height

height

width
length

Example 2

2cm 6cm

3cm

Volume = 6cm × 3cm × 2cm = 36cm3

Exercise 2

Calculate the volume of the following cuboids.

1.

6cm 6cm

6cm

2. 3.

14cm

3cm 8cm
3cm
12cm
3cm

4. 5. 5.
10cm
4cm
30cm
2cm
20cm
6cm

132
Capacity
It is the potential amount of substance which an object is able to hold. It is measured in
metric unit such as litres and gallons.

Capacity is measured in millilitres (ml) and litles (l). 1l = 1000ml

Example 3

The capacity of the container above is 5 litres.

Activity 1
In groups, write down the capacity of the following objects;

Gas cylinder Water tank

133

Drink Milk

Unit Revision Exercises

Multiple Choice Questions
1. What is the volume of the cube below?
3cm

3cm

3cm
A. 9cm2 B. 25cm2 C. 27cm2 D. 27cm3
2. What is the volume of the following cuboid?

3cm

7cm

6cm

A. 140cm³ B. 136 C. 136cm³ D. 135cm³

3. Find the volume.

16cm

8cm
20cm

A. 1 000cm³ B. 1 500cm³ C. 2 560cm³ D. 1 760cm³

134
4. The formula for measuring volume of a cube is _________.
A. length × width × height B. length × width
C. side × 3 D. length + width + height
5. What is the formula of measuring volume of a cuboid?
A. Length × width × height
B. Length × width
C. Side × 3
D. Length + width + heightgth + width + height

Structured Questions

1. i. ii. iii.
2cm 2cm 4cm

6cm 3cm 6cm

7cm 4cm 10cm

iv. v. vi.

2cm 8.5cm 7.5cm

5cm 6cm
12cm 15cm 4.5cm
7.5cm

2. Themba threw a stone into a bucket that had 6 litres of water. The water rose to 7,5 litres.
What is the volume of the stone?
3. What is the capacity of the water in the jug below.

135
 DIRECTION, ANGLES
Unit
AND LINES

23
Unit objectives
At the end of this unit, you should be able to:
(a) name the eight cardinal points.
(b) use cardinal points to identify the position of an object.
(c) identify horizontal and vertical lines.
(d) illustrate quarter, half and complete revolution.

Looking Back
In the previous grade, you learnt about naming the eight cardinal points, using cardinal
points to identify the position of an object, identify horizontal and vertical lines and
illustrating quarter, half and complete revolution. In addition to what you learnt, in this
unit you will learn how to name the 8 cardinal points, identify the position of a point in
relation to another point or lines, identify horizontal and vertical lines.

Key Words
Cardinal points – the word cardinal means basic, key, central or important. Cardinal
points are directions such as North, North east, East, South east,
South, South west, West and North west.
Angles – space between two straight lines or surfaces that join each other
measured in degrees.
Horizontal – something horizontal is flat, level or parallel to the ground.
Vertical – anything vertical is one that stretches from the ground going
upwards or downwards. Something straight up.
Direction – it means a way or route.
Line – a long mark on a piece of paper or ground or another surface.

Eight cardinal points

We use the 8 cardinal points to tell direction of one place in relation to another. These cardinal
points include; North, North East, North West, South, South East, South West, East and
West. Whenever we draw compass points in a book, we always put north at the top. Let us
look at the first diagram on page 137;
136
 St Johns

North
North West
North East

Cherudo West East Happy Clinic

Primary

South East
South West
South

Shingisa Township

These are the 8 cardinal points. St Johns is in the North direction. Happy Clinic is in the East.
Cherudo Primary is in the west direction and Shingisa township is in the south. You can tell
the direction of an object or place by looking at the diagram shown above.

Example 1

Look at this diagram again and answer three questions.

Chegotsi Doro

North
North West
North East

West East
Dziva
Chiwa

South East
South West
South

Dapi

(a) What is the direction of Dapi from Doro?

(b) What is the direction of Dziva from Chiwa?
(c) What is the direction of Doro from Dziva?
Solution
1. Find Doro in the diagram. Stand at Doro and look for Dapi. Which cardinal point is next
to Dapi? There is South. Therefore, the direction of Dapi from Doro in South.
2. Stand at Chiwa. Look for Dziva. The movement from Chiwa to Dziva follows the East to
West direction in the diagram. Therefore, the direction of Dziva from Chiwa is West.

137
3. Stand at Dziva. Look at Doro. The direction of Dziva to Doro follows the South west to
North east direction. Therefore, the direction of Doro from Dziva is North East.

Activity 1
Go outside the classroom. Your teacher will help you to draw the 8 cardinal points on
the ground. Let one of you stand at each of the 8 points. Practice asking yourselves the
direction of any one of the eight in relation to other 7. Exchange directions and practice
telling directions again.

Exercise 1
Shops

Church School

Home

Use the diagram to answer the following:

(a) What is the direction of church from school?

(b) Identify the direction of home to shops.
(c) What is the direction of shops from home?
(d) What is the direction of church from shops?

Horizontal and vertical lines

Be reminded that a horizontal line is a line that is parallel to the ground. A vertical line
is a line that is straight up. Look at these lines;

A B Horizontal line

Vertical line

D
138
Horizontal lines are always parallel to the ground. For example, on your classroom
door frames there are lines which are parallel to the ground. Those are horizontal lines.
Horizontal and vertical lines can be seen in many shapes including letters of the alphabet.
Let us look at these examples;

Complete revolution

3600

It means turning around until you point in the same direction again. A full rotation is 360
degrees.

For example, the earth turns around the sun.

Sun
Earth

It takes about 365 days for the Earth to make one complete circle, or revolution, around
the sun.

Quarter revolution

start quarter turn

A quarter turn is a turn or rotation of one right angle. One right angle is equal to 90
degrees.
139
Half revolution

start half turn

A quarter turn is a turn or rotation of two right angles. Two right angles are equal to 180
degrees.

Activity 2
1. In groups of 5, show quarter, half and complete revolutions.
2. Identify objects in your classroom that are:
(a) horizontal.
(b) vertical.

Exercise 2
1. A full rotation is _______. (90º / 360º)
2. One right angle is equal to_________. (45º / 90º)
3. Two right angles are equal to _________. (45º / 90º / 180º)
4. What name is given to the following line?

Unit Revision Exercises

Multiple Choice Questions
1. A full revolution is __________.
A. 180 degrees B. 90 degrees C. 360 degrees D. 250 degrees
2. A quarter of a revolution is ________.
A. 180 degrees B. 90 degrees C. 270 degrees D. 270 degrees
3. Which one is a horizontal line?
A. B. C. D.

140
4. Which of the following lines is vertical?
A. B. C. D.

5. Two right angles are equal to ___________.

A. 90 degrees B. 45 degrees C. 180 degrees D. 270 degrees

Structured Questions

1. Identify the four major cardinal points.

2. Draw the eight cardinal points and label them.
3. What do we use cardinal points for?
4. 90 degrees represent _______________.
5. Draw a horizontal and vertical line.
6. Draw and label a complete and quarter revolution.

141
 Unit SHAPES

24
Unit objectives
At the end of this unit, you should be able to:
(a) classify shapes.
(b) name polygons with sides up to 10.

Looking Back
In the previous grade, you learnt about classification of shapes. You also named polygons
with sides up to ten. In this unit you will learn to draw and state the number of lines of
symmetry for different shapes and letters of the alphabet. You will also learn to name lines
and parts of a circle.

Key words
Shape – it means a form of an object.
Circle – is a plain shape that is round.

Solid and plane shapes

A shape represents an object. There are different kinds of shapes and these include solid
and plane shapes. A plane shape has two dimensions which are the length and width.
Examples of plane shapes are triangle, rectangle, circle and square. Plane shapes have
an area.

Plane shapes
A solid shape has three dimensions which are the length, width and height. Examples
of solid shapes include; cone, cylinder, cube, triangular prism, sphere and rectangular
prism. Solid shapes have volumes, which means they can contain something.

142
 Activity 1
Identify any plane and solid shape you know. Draw them and show your teacher.

Exercise 1
1. Looking at the objects below, what category does each of them fall into.

(a) (b) (c)

(d) (e)

2. A square is a plane shape which has equal sides. Draw a square and label 2cm on
every side.
3. Name the shapes below and classify them into solid or plane shapes.

(a) (b) (c) (d)

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Polygons
A polygon is a plane shape with three or more sides.

Types of polygons

Shape Number of sides Name of shape

A triangle 3 Triangle
A quadrilateral 4 Quadrilateral
A pentagon 5 Pentagon
A hexagon 6 Hexagon
A heptagon 7 Heptagon
An octagon 8 Octagon
A nonagon 9 Nonagon
A decagon 10 Decagon

Activity 2
Choose one polygon you would want to make.
(a) Draw it on a cardboard box.
(b) Use a scissors to cut the shape out.
(c) Show your teacher and your classmates your polygon.

Activity 3
Visit any heritage site suggested by your teacher so that you can identify different shapes
of objects.

Exercise 2
1. Using the diagrams below name each polygon according to the number of sides.

2. Draw diagrams of the following shapes.

(a) decagon (b) nonagon (c) quadrilateral

Unit Revision Exercises

Multiple Choice Questions
1. A triangle is a _________ shape.
A. plane B. solid C. vertical D. horizontal

144
2. How many edges does a cube have?
A. 6 B. 3 C. 8 D. 12
3. Which of the diagram below show a plane shape?

A. B.

C. D.
4. What makes plane shapes different from solid shapes?
A. They have two dimensions. B. They are big.
C. They have three dimensions. D. They have smaller edges.
5. What is the name of the shape below?

A. Decagon B. Square C. Nonagon D. Plane shape

6. What is a polygon?
A. A shape with 5 sides B. A plane shape
C. A rectangular prism D. A shape with 3 or more sides
7. How many sides does a nanogon have?
A. 9 B. 6 C. 5 D. 10
8. An 8 sided polygon is a _________.
A. nonagon B. octagon C. pentagon D. hexagon
9. The shape below is a _________.

A. pentagon B. decagon C. hexagon D. nonagon

10. A brick takes the shape of a __________.
A. sphere B. cube C. cylinder D. rectangular prism

145
Structured Questions
1. Benson bought his young brother a ball. What type of a shape is a ball?
2. What is the name of the shape with 7 sides?
3. Draw a rectangular prism and show the length, width and height.
4. Name the number of sides that a decagon has.
5. State a difference between a solid and plane shape.
6. Draw diagrams of the following shapes:
(a) Pentagon (b) Rectangular prism (c) Cuboid

146
 TOPIC 4 : RELATIONSHIPS
Unit
DATA HANDLING

25
Unit objectives
At the end of this unit, you should be able to:
(a) read data from tables.
(b) represent data collected in tables.
(c) collect statistical data.
(d) draw bar graphs, column graph, ready reckoners and pie charts to represent data.
(e) read and interpret data from different types of graphs.
(f) solve problems on measures using different graphs.

Looking Back
Graphs and tables are diagrams that we use to show the relationship between two or more
quantities. They are used to read and interpret information represented.

Key Words
Pie chart – a circular diagram which is divided into slices to illustrate numerical
proportion.

Tables
A table displays data or information given in tabular form with rows and columns named.
We use tables to record data that we have collected.

To read and interpret tables, the reader should follow the steps below:

Step 1:
Read the title or caption on the table to find out what content is being presented.

Step 2:
Read all the headings and labels in the table to determine what is being grouped and
presented in each column and row.

Step 3:
Read the information in the left-hand column, which is often organised alphabetically,
147
chronological, or geographically. The vertical columns to the right of the left-hand column
are the body of the chart/table.

Step 4:
Identify similarities, differences, and other relationships among the data between each
column heading and each row.

Step 5:
Compare the information being presented. Numerical data often can be ranked from
smallest to largest.

Example 1
The table below shows the temperatures recorded from Monday to Friday in Chivhu.

Day Temperature
Monday 25
Tuesday 37
Wednesday 28
Thursday 32
Friday 30

When interpreting the results, we notice that on Monday the temperature was 25, on Tuesday
it was 37 and on Thursday it was 32.

Example 2
Interpret the following table showing the methods of travelling used by children to go
to school.

Method of travelling Number of children

Walking 8
Car 9
Bus 4
Cycle 5
Train 1
Taxi 3

Solution
The table above shows that 8 children walked to school, 9 children travelled by car, 4
children travelled by bus, 5 children travelled by cycle, 1 child travelled by train and 3
children travelled by taxi.

148
 Activity 1
Find out what jobs your classmates would like to do when they are adults. Collect the data
and write the information in this table.

Job Number of children

Exercise 1

Destination Taxi 1 Taxi 2 Taxi 3 Taxi 4 Taxi 5

Waterfalls 0900 1000 1100 1200
Mabvuku 1015 1115 1215 1315
Epworth 1100 1200
Chitungwiza 1345 1445 1545
Borrowdale 1410 1510 1810

1. How long does it take to get from Waterfalls to Mabvuku?

2. How often does the bus arrive in Chitungwiza?
3. How long does it take to get from Borrowdale to Chitungwiza?
4. How often does the bus leave from Epworth?

Bar graphs
A bar graph or a bar chart is used to represent data visually using bars of different
heights or lengths. Data is either horizontally or vertically. Graphs allow you to compare
different values. Bar graphs are used to display all kinds of data. It is a graphical display
of data using bars of different heights.

Example 3
The table below shows the marks four students got in a Maths Test.

Name of student Chido Mbalenhle David Lihle

Marks out of 100 55 85 64 40

Draw a graph which shows the data collected in the table above.

149
Solution

Marks out of 100

Lihle
Names of students

David

Mbalenhle

Chido

0 10 20 30 40 50 60 70 80 90
Marks

Exercise 2

1. Charles and his classmates collected data on the subjects they liked best. The table below
shows the information they have recorded.

Table 1.1 Favourite subject

Mathematics Tonga Shona Ndebele English

25 8 5 12 20

(a) Draw a bar graph to show the information above.

Column graphs
A column graph, which is one type of a bar graph, uses vertical bars to display data.
Column graphs have the title, which explains what information the graph is showing.
Labels are displayed on each axis (both x and y) to tell us what each side is representing.

Sports Played Title

Scale
5

4
Categories
Football
3
Students

Swimming
Number

Soccer
of

Ice Hockey
2
Baseball

0
Sport
Labels

Parts of a column graph

150
Example 4
145 people were asked on their nicest fruits.

Fruit Apple Orange Banana Guava Mango Grapes

People 35 30 10 25 40 5

And here is the column graph:

40
Nicest Fruit
35
30
25
20
15
10
5
0

Activity 2
Make a list of marks you got in your previous maths exercise. Choose any 6 marks for 3
boys and 3 girls and make a table showing the name of the student and the marks. Use
the data you collected to draw a graph.

Exercise 3

In an end of week Mathematics test, students got these grades:

Grade A B C D
Students 5 12 10 4

Draw a column graph to show the information above and interpret it.
Mr Ncube is a farmer. He grows many crops. The graph below shows the profit he got after
selling his crops in 2019.
(a) How much did mr Ncube make from selling maize?
(b) Which crop made the biggest profit?
(c) Find the total number of profits he made.
(d) Which crop made the least profit?

151
 Mr Ncube’s profits
160

Amount of money received

140

120

100

80
60
40

20

0
Maize Cotton Tobacco Wheat Sunflower
Crops grown

Pie charts
A special chart that uses “pie slices” to show relative sizes of data. Imagine a survey is
carried out in a class to determine the favourite subjects of students.

Subject Mathematics English Shona ICT Agriculture

Number of students 7 5 3 6 4

This information can be shown on a pie chart:

Favourite subject of students

16%
10 % 28%
Mathematics

English

24% Shona
20%
ICT
12%
Agriculture

Pie charts show different sizes and it also makes it is easy to see favourite subjects of
students.

How to draw a pie chart

First, put your data into a table (like above), then add up all the values to get a total:

Subject Mathematics English Shona ICT Agriculture Total

Number of 7 5 3 6 4 25
students

152
 Table showing the most favourite type of movies
Comedy Action Romance Drama Sci-Fi TOTAL

4 5 6 1 4 20

Next, divide each value by the total and multiply by 100 to get a percent:

Subject Maths English Shona ICT Agriculture Total

Number of students 7 5 3 6 4 25
100%

Now to figure out how many degrees for each “pie slice.”

A full circle has 360 degrees, so we do this calculation:

Subject Maths English Shona ICT Agriculture Total

Number of students 7 5 3 6 4 25

28% 20% 12% 24% 16% 100%

360

Comedy Action Romance Drama Sci-Fi TOTAL

4 5 6 1 4 20

20% 25% 30% 5% 20% 100%

4 x 360 5 x 360 6 x 360 1 x 360 4 x 360 o
20 20 20 20 20 360
= 72o = 90o = 108o = 18o = 72o

Now you are ready to start drawing!

Draw a circle, then use your protractor to measure the degrees of each sector, as shown
below:

153
Exercise 4
1. This pie chart shows the favourite pets of students in a class.

Favourite pets
3%
7%

25% 65%

Cats Dogs Monkeys Tortoise

(a) What fractions of the pets are cats?

(b) How many children love monkeys?
(c) What percentage are dogs?
(d) What is the total number of cats and tortoise?

Ready reckoners
A book or table listing standard numerical calculations or other kinds of information
presented formulaically.
The following is a time table for multiplication mathematics.

1 2 3 4 5 6 7 8 9 10 11 12
1 1 2 3 4 5 6 7 8 9 10 11 12
2 2 4 6 8 10 12 14 16 18 20 22 24
3 3 6 9 12 15 18 21 24 27 30 33 36
4 4 8 12 16 20 24 28 32 36 40 44 48
5 5 10 15 20 25 30 35 40 45 50 55 60
6 6 12 18 24 30 36 42 48 54 60 66 72
7 7 14 21 28 35 42 49 56 63 70 77 84
8 8 16 24 32 40 48 56 64 72 80 88 96
9 9 18 27 36 45 54 63 72 81 90 99 108
10 10 20 30 40 50 60 70 80 90 100 110 120
11 11 22 33 44 55 66 77 88 99 110 121 132
12 12 24 36 48 56 72 84 96 108 120 132 144

154
Exercise 5
The table below shows a time table for a commuter omnibus that travels from Copacabana
to Waterfalls.

Copacabana Departure 6.00am

Mbare Arrival 6.30am
Departure 6.45am
Ardbennie Arrival 7.25am
Departure 7.45am
Waterfalls Arrival 8.15am

Answer the following using the time table above.

1. At what time does the commuter omnibus leave from Copacabana?
2. At what time does the commuter omnibus arrive in Ardbennie?
3. How long did the commuter omnibus stop in Mbare?
4. When does the commuter omnibus stop in Waterfalls?
5. How long did the commuter omnibus take from Copacabana to Waterfalls?

Unit Revision Exercises

Multiple Choice Questions
1. The bar graph shows the favourite colours of 20 students in a class.

7
Favourite colours of 20 students

0
Red Blue Green Yellow Orange Pink
Favourite colour

How many more of them like orange than those who like green?
A. 2 B. 3 C. 4 D. 5

155
2. The pie chart shows the amount of time each day that Chiedza spends on various
activities.

Time spent on
daily activities

Eat
8%
Sport 14%

Work 40%
TV 7%
Bathe
6%
Sleep 25%

How many percentages did she spent working?

A. 40 B. 25 C. 7 D. 8
3. How many percentages did Loice spent eating?
A. 25% B. 40% C. 8% D. 6%
4. If all students in the class voted, how many students are there in the class?

Favourite Kinds of Music in Dan Druff’s 3rd Grade Class

16
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
Hip hop Rock Pop Classical Soul

A. 42 B. 10 C. 16 D. 15
5. How many students like hip hop music?
A. 12 B. 13 C. 16 D. 15

156
Structured Questions
1. The graph shows the time in minutes the students took doing their homework.

35

30

25

20

15

10

0
Rudo Sheila Johnson Sibahle Bonile Daniel Chiedza

Names of students

(a) How many minutes did Rudo take to finish her homework?
(b) Who wrote the homework in the shortest time?
(c) Daniel and Sheila took how long to finish their homework?

157
TEST 3
Paper 1: Multiple Choice Questions
Answer all these questions. Choose the correct answer.

1. 7 882 in expanded notation is ____.

A. 700 + 800 + 80 +2 B. 7 000 + 800 + 80 + 2
C. 7 000 + 800 + 8 + 2 D. 7 000 + 80 + 800 + 2
2. What is the value of the underlined digit 85 432?
A. 4 units B. 4 hundred C. 4 tenths D. 4 tens
3. 7,9 to the nearest whole number is ____.
A. 8 B. 80 C. 7,10 D. 7
4. From 3 422 take away 99.
A. 3 323 B. 3 521 C. 3 433 D. 2 433
5. Find the product of 42 and 10.
A. 52 B. 420 C. 186 D. 10
5
6. Change to improper fraction. 1 7
25 21 12 14
A. 7 B. 7 C. 7 D. 7
7. What is the time?

A. 11:55 B. 11:10 C. 10:55 D. 10:11

122
8. 100
as a decimal.
A. 12,3 B. 1,23 C. 0,123 D. 1,22
9. 804 × 10 =
A. 8400 B. 80400 C. 8004 D. 8040
10. Express 10 cents in dollars.
A. $1,00 B. $10 C. $0,10 D. $100
11. 909 ÷ 9 =
A. 11 B. 10 C. 101 D. 100
12. How many days are there in a fortnight?
A. 40 B. 14 C. 49 D. 7
3
13. 5
km = metres
A. 6 000 B. 6 C. 60 D. 600
14. Six comma three.
A. 6,3 B. 6,03 C. 6,13 D. 6,310
15. Express 6m 5cm in centimetres.
A. 65cm B. 650cm C. 605cm D. 506cm

158
 7cm 5cm

6cm

16. Find the area of the shape above.

A. 15cm² B. 21cm² C. 30cm² D. 42cm²
17. 3 + 2,7 =
A. 3,27 B. 5,17 C. 5,170 D. 5,7
18. Name this shape.

A. Cone B. Triangle C. Circle D. Kite

19. This shape is __________.

A. right angled B. cone C. equilateral D. isosceles

20. A factor of 24 is _______.
A. 10 B. 4 C. 7 D. 82
21. Four $20 notes, three $10 notes, one $2 and six 5 cent coins.
A. $142 B. $112,30 C. $32,20 D. $92,05
22. How many 250 ml bottles of milk can fill one litre jug?
A. 250 B. 40 C. 4 D. 2
23. An angle has 360. It is called ________.
A. right angle B. reflex C. obtuse D. acute
24. Round of to the nearest ten 5 678.
A. 5 680 B. 6 000 C. 5 700 D. 5 670
25. A motorist took 5 hrs to travel a distance of 450 km. What is the average speed?
A. 60km/hr B. 90km/hr C. 70km/hr D. 80km/hr
5
26. 20
to its lowest term.
2 1 1 5
A. 10
B. 4
C. 5
D. 10

159
27. Volume of this shape is _________.
3m
8m
5m

A. 120m³ B. 116m³ C. 120m² D. 120m

28. Write 3 cents in dollars is ________.
A. $30,00 B. $0,30 C. $0,03 D. $3,00
29. Mrs Moyo had $500. She used $365 in one shop and $108 in another shop. How
much change does she have?
A. $473 B. $27 C. $135 D. $37
30. A square has an area of 36cm².
What is its perimeter?
A. 24cm B. 72cm C. 144cm D. 36cm
31. One bottle of water cost 25 cents.
What is cost of 13 bottles?
A. 305 cents B. $32,50 C. $3,25 D. $325
32. 72 hours is __________ days.
1
A. 6 B. 3 C. 2 2 D. 1
33. 0,3 as a percentage is ________.
1
A. 30% B. 3% C. 0,3% D. 10 %
34. Which of the following is used to measure mass?
A. Metres B. Kilometres C. Millimetres D. Grams
35. What number is this?
T U t h
3 6 4 2
A. 3,624 B. 3 624 C. 364,2 D. 36,42
36. In a Maths Test Thulani scored 17 out of 25. What was his mark as a percentage?
A. 34% B. 68% C. 85% D. 48%
5 2
37. 10
 5

A. > B. < C. = D. None

2
38. 5
of 40 =
A. 32 B. 8 C. 24 D. 16
39. How many days are there in February of a leap year?
A. 31 B. 29 C. 366 D. 30
40. 0,003 × 0,3 =
A. 0,006 B. 0,9 C. 9 D. 0,0009
41. A shape with seven sides is called a _________.
A. pentagon B. hexagon C. heptagon D. octagon
42. 97,1 × 8 =
A. 175,9 B. 776,8 C. 77,68 D. 767,8
43. Share 42 sweets in the ratio 2:1.
What is the biggest share?
A. 14 B. 28 C. 36 D. 42

160
 2
44. 5
of $120,20 = _________.
A. $9,76 B. $48,80 C. $47,35 D. $48,08
45. How much was paid?

Paid Cost Change

? $8,42 $1,58
A. $ 1,00 B. $6,84 C. $10,00 D. $7,84
46. 1 metre – 0,56m =
A. 0,44m B. 0,55m C. 0,54m D. 0,57m
7
47. 10
as a percentage is ___________.
A. 0,7% B. 0,07% C. 70% D. 7%
48. What is the area of this square?

7cm

A. 14cm² B. 7cm² C. 40cm² D. 49cm²

49. The distance around the circle is the __________.
A. circumference B. radius C. diameter D. centre
2
50. 5
is equivalent to ______.
2 2 4 3
A. 4
B. 8 C. 10 D. 15

161
PAPER 2
Instructions to candidates
(a) Answer all questions in section A.
(b) Section A carries 25 marks.
(c) There are 5 questions in section B. Answer any three questions.
(d) Section B carries 15 marks.
(e) Marks allocated to each questions will be shown in brackets [ ].
(f) To obtain full marks, all working must be shown where necessary.

SECTION A [25 marks]

Answer all questions in this section.

1. (a) A century is equal to __________ years. [1]

(b) Change 25kg to grams. [2]
2. (a) 0,5kg plus 0,15kg equals to __________. [2]
(b) Find the area of a triangle whose base is 6cm and a height of 4cm. [2]
3.(a) During a vaccination programme at a school where 1 400 pupils were vaccinated
against cholera. Each dose was 5ml. How many litres of serum was used? [3]
(b) Mr Shava left his home at 6:00am travelling to Masvingo 280km away. He
arrived at 10:00am.
(i) How much time did he spend travelling? [2]
(ii) What was his average speed? [2]
4. (a) A straight line drawn from West to East is called a ____________. [1]
(b) Study the diagram below.
North

West East

South

The diagram shows ____ degrees.

[1]
5. (a) The name given to a triangle with three equal sides is a _______________. [1]
(b) State the number of sides of a decagon. [1]

162
6. (a) From the diagram below, how many vehicles passed the school altogether? [2]
(b) Which vehicle do you think carried the most people altogether? [2]

car bike lorry bus motorbike

7. (a) Convert 3km to metres. [2]

(b) 500m changed to km is ___________. [1]

SECTION B [15 MARKS]

Answer any three questions from this section.
8. (a) A bus travelled 350km in 2 hours. What was its average speed? [3]
(b) The diameter of a circle is 140cm. Find its radius. [2]
9. (a) C  alculate the volume of a rectangular prism whose height 3cm, width 4cm and
length 10cm. [3]
How many faces has a rectangular prism? [2]
10. (a) Mrs Matore earns $800 as her salary. 20% of her salary she spends on bills and on
clothing and she saves $200.
How much does she spend on bills and on clothing? [2]
(b) What fraction of her money does she spend on her savings? [1]
11. (a) Write the name of the triangle below. [1]

16cm

6cm
(b) Calculate its area. [2]
(c) Name the triangle whose three sides are different. [1]
12. (a) Tyson is 7 years older than her sister Christy. Christy was born in 2002. In what
year was Tyson born? [3]
(b) 360 seconds is equal to ________ minutes. [2]

163