GR 4 Term 4 2020 Tmu Maths Lab

MATHEMATICS
Grade 4
English
Learner
Activity
Book
2020 TERM 4
Gr 4 Term 4 2020 Maths Learner Activities English.indb 1 2020/08/23 10:20 AM

Introduction
This Learner Activity Book has numbered daily activities for classwork and homework for
all the lessons in Term 4. The activities correspond to the activities in the Lesson Plans.
Answers to the activities can be written in this book.
If learners work systematically through these mathematics activities, they will cover the
whole curriculum. These activities are planned as a fun way to help learners to acquire the
prescribed mathematics knowledge and skills.

Contents
Introduction iii
Lesson 1: Division 1
Lesson 2: Divide and solve problems 6
Lesson 3: Long division (1) 13
Lesson 4: Long division (2) 19
Lesson 5: Division and word problems 26
Lesson 6: Consolidation 34
Lesson 7: Telling time (1) 38
Lesson 8: Telling Time (2) 42
Lesson 9: Time passed 47
Lesson 10: How long? 54
Lesson 12: Units of length 63
Lesson 13: Measuring and drawing line segments 70
Lesson 14: Solving problems involving length (1) 76
Lesson 18: Measuring mass in grams 99
Lesson 19: Grams and kilograms 104
Lesson 20: Solving mass problems (1) 111
Lesson 21: Solving mass problems (2) 120
Lesson 23: Rectangular prisms and cubes 128
Lesson 24: Make rectangular prisms and cubes (1) 132
Lesson 26: Draw a rectangular prism and a cube 140
Lesson 28: Prisms, cylinders and spheres 147
Lesson 29: Making prisms from polygons 154

Lesson 30: Make prisms and cylinders 158
Lesson 31: Pyramids and cones 160
Lesson 32: Viewing objects 165

Lesson 1: Division
Lesson 1: Division
Mental maths
Answer Answer
1 14 ÷ 7 = 6 28 ÷ 7 =
2 35 ÷ 7 = 7 70 ÷ 7 =
3 49 ÷ 7 = 8 42 ÷ 7 =
4 7÷7= 9 63 ÷ 7 =
5 21 ÷ 7 = 10 56 ÷ 7 =
Link to Term 3
There are 32 apples.

Each person gets 5 apples.
How many people can get apples?
1 Underline the numbers and draw a wavy line under the question.
2 Write the number sentence: ________________________________
3 Do the calculation: __________________________________________________________
4 Which times table do you use to do this division? ____________
5 How do you know that there will be a remainder? ____________________________
__________________________________________________________________________________
6 What is the remainder? ___________________
7 What is the answer? _______ people can get 5 apples with _____________ left over.
Learner’s Activity Book 1

Lesson 1: Division
Activity 2
Work with your partner.
1 Calculate the following using expanded notation.

a 636 ÷ 6 = £
Write 636 in expanded notation: __________________________________________
Do the division:
636 ÷ 6 = ___________________________________________________________________
= ___________________________________________________________________
= ___________________________________________________________________
b 340 ÷ 5 = £
Write 340 in expanded notation: __________________________________________
Do the division:
340 ÷ 5 = ___________________________________________________________________
= ___________________________________________________________________
= ___________________________________________________________________
c 408 ÷ 4 = £
Write 408 in expanded notation: 408 = ____________________________________
Do the division:
408 ÷ 4 = ___________________________________________________________________
= ___________________________________________________________________
= ___________________________________________________________________
2 Grade 4 Mathematics

Lesson 1: Division
2 Calculate the following using expanded notation.

a 819 ÷ 4 = £
We can write 819 in expanded notation as follows: 819 = 800 + 19
Do the division:
819 = _______________________________________________________________________
= ___________________________________________________________________
= ___________________________________________________________________
b 734 ÷ 7 = £
Write 734 in expanded notation as follows: 734 = 700 + __________________
Do the division:
734 ÷ 7 = ___________________________________________________________________
= ___________________________________________________________________
= ___________________________________________________________________
Activity 3
Work on your own.
1 Calculate 426 ÷ 4 = £ using expanded notation
426 = ___________________________________________________________________________
408 ÷ 4 = _______________________________________________________________________
= _______________________________________________________________________
= _______________________________________________________________________

Lesson 1: Division
2 Calculate 255 ÷ 5 = £ using expanded notation
255 = ___________________________________________________________________________
255 ÷ 5 = ______________________________________________________________________
= ______________________________________________________________________
= ______________________________________________________________________
3. Calculate 632 ÷ 3 = £ using long division and then using expanded notation.
a. Using long division
H T O
b Using expanded notation
632 = _______________________________________________________________________
632 ÷ 3 = ___________________________________________________________________
= ___________________________________________________________________
= ___________________________________________________________________

Lesson 1: Division
HOMEWORK
Write in expanded notation and then calculate.
1 939 ÷ 3 = £
939 = ___________________________________________________________________________
939 ÷ 3 = ______________________________________________________________________
= ______________________________________________________________________
= ______________________________________________________________________
2 612 ÷ 3 = £
612 = ___________________________________________________________________________
612 ÷ 3 = ______________________________________________________________________
= ______________________________________________________________________
= ______________________________________________________________________

Lesson 2: Divide and solve problems
Lesson 2: Divide and solve

problems
Mental maths
Answer Answer
1 42 ÷ 7 = 6 56 ÷ 7 =
2 63 ÷ 7 = 7 14 ÷ 7 =
3 0÷7= 8 28 ÷ 7 =
4 70 ÷ 7 = 9 35 ÷ 7 =
5 49 ÷ 7 = 10 21 ÷ 7 =
Link to previous lesson
Calculate 464 ÷ 8 = £ using expanded notation
464 = _______________________________________________________________________________
464 ÷ 8 = ________________________________________________________________________
= ________________________________________________________________________
= ________________________________________________________________________

Activity 2
Work with a partner. Solve the following problems:
1 A car can transport 6 people.

How many cars are needed to transport 117 people?
a Underline the numbers and draw a wavy line under the question.
b Write the number sentence: _________________________________________________
c Use a clue board to help you work out the answer.
______________________________________________
______________________________________________
Clue board
______________________________________________ 10 × 6 = _______________________
______________________________________________ ________________________________
________________________________
______________________________________________
______________________________________________
d Use multiplication to check your answer:
______________________________________________________________________________
e Write the answer, giving a reason for your answer.
We need ____________ because ______________________________________________
______________________________________________________________________________

2 There are 8 apples in one packet.

How many packets can be made if there are 166 apples?
______________________________________________
______________________________________________
Clue board
______________________________________________ 10 × 8 = _______________________
______________________________________________ ________________________________
________________________________
______________________________________________
______________________________________________
______________________________________________________________________________
e Write the final answer.
______________________________________________________________________________

3. There are 122 sweets.

If 7 children got sweets, how many sweets did each child get?
______________________________________________ Clue board

______________________________________________ 10 × 7 = 70
______________________________________________ ________________________________
______________________________________________
6 × 7 = ________________________
______________________________________________ ________________________________
______________________________________________ ________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
e Write the final answer.
______________________________________________________________________________

Activity 3
Work on your own. Solve the following problems.
1 Nine tablespoons of sugar have a mass of 117 g.

What is the mass of one tablespoon of sugar?
a Underline the numbers and draw a wavy line

under the question.
b Write the number sentence: _______________________________________________
c Use a clue board to help you find the answer.

______________________________________________
______________________________________________
Clue board
______________________________________________
10 × 9 = ________________
______________________________________________ _________________________
______________________________________________
______________________________________________
d Use multiplication to check your answer: _________________________________
e Write the answer: __________________________________________________________

2 Sizwe ran 84 km in one week.

He ran the same distance each day.
How far did he run each day?
b Write the number sentence: _______________________________________________
c Use a clue board to help you find

the answer.
______________________________________________
______________________________________________
Clue board
______________________________________________ _______________________________
______________________________________________ _______________________________
_______________________________
______________________________________________
______________________________________________
d Use multiplication to check your answer: _________________________________
______________________________________________________________________________
e Write the answer: __________________________________________________________

HOMEWORK
Solve the word problem.
Azwindini is selling bags of marbles.

He packs 6 marbles in each bag.
He has 156 marbles.
How many bags will he have?
2 Write the number sentence: __________________________________________________
3 Use a clue board to help you find

the answer.
______________________________________________
______________________________________________
Clue board
______________________________________________ _______________________________
_______________________________
______________________________________________
_______________________________
______________________________________________
______________________________________________
4 Use multiplication to check your answer: _____________________________________
__________________________________________________________________________________
5 Write the answer: Azwindini will have _________________________________________

Lesson 3: Long division (1)

Mental maths
Answer Answer
1 16 ÷ 8 = 6 32 ÷ 8 =
2 40 ÷ 8 = 7 8÷8=
3 24 ÷ 8 = 8 80 ÷ 8 =
4 48 ÷ 8 = 9 64÷ 8 =
5 72 ÷ 8 = 10 56 ÷ 8 =


Solve the word problem.
178 apples are packed into bags
If there are 8 bags, how many apples in each bag?
2 Write the number sentence: _______________________________________________
3 Use a clue board to help you find the answer.
______________________________________________ Clue board

10 × 8 = _____________________
______________________________________________
_______________________________
______________________________________________ _______________________________
______________________________________________
2 × 8 = _____________________
______________________________________________ _______________________________
_______________________________
______________________________________________
4 Use multiplication to check your answer: _____________________________________
__________________________________________________________________________________
5 Give the answer: _______________________________________________________________

Activity 1
834 bricks are shared equally between 3 workers.
How many bricks will each worker get?
1 Underline the number and the question.
2 Write the number sentence here:
__________________________________________________________________________________
3 Use long division to find the answer.
H T O
3 8 3 4
4 What is the answer? __________________________________________________________

Activity 2
Work on your own.
1 Use long division to find the 2 Use long division to find the
answer to 384 ÷ 6 = . answer to 436 ÷ 4 = .
Which times table must Which times table must

you use for this division you use for this division
calculation? _________ calculation? _________
H T O H T O
Answer: ___________________________ Answer: ___________________________

Activity 3
Work on your own.

H T O H T O
Answer: ___________________________ Answer: ___________________________

HOMEWORK
Use long division to find the answer to 512 ÷ 4 = .
Which times table must you use for this division calculation? _________
H T O
Answer: ___________________________


Mental maths
Answer Answer
1 64 ÷ 8 = 6 48 ÷ 8 =
2 8÷8= 7 0÷8=
3 80 ÷ 8 = 8 56 ÷ 8 =
4 40 ÷ 8 = 9 72 ÷ 8 =
5 24 ÷ 8 = 10 32 ÷ 8 =
Which tables must you use for this division calculation? _________________________
H T O
Answer: ____________________________________________________________________________

Activity 1
255 marbles are shared equally between 6 children.
How many marbles will each child get?
1 Underline the numbers and the question.
2 Write the number sentence for this problem: ___________________________________
3 When we do the division, do you think there will be a remainder or no

remainder? Give a reason for your answer.
__________________________________________________________________________________
__________________________________________________________________________________
4 Use long division to find the answer to 255 ÷ 6 = £
H T O
5. Write down the answer: _______________________________________________________
__________________________________________________________________________________

Activity 2

H T O H T O
Answer: ___________________________ Answer: ___________________________


H T O H T O
Answer: ___________________________ Answer: ___________________________

Activity 3

H T O H T O
Answer: ___________________________ Answer: ___________________________


H T O H T O
Answer: ___________________________ Answer: ___________________________

HOMEWORK
Which times table must you use for this division calculation? ___________________
H T O
Answer: __________________________________________________________________________

Lesson 5: Division and word problems
Lesson 5: Division and word

problems
Mental maths
Answer Answer
1 18 ÷ 9 = 6 90 ÷ 9 =
2 54 ÷ 9 = 7 36 ÷ 9 =
3 72 ÷ 9 = 8 63 ÷ 9 =
4 9÷9= 9 45 ÷ 9 =
5 81 ÷ 9 = 10 27 ÷ 9 =
Bono was asked to calculate 346 ÷ 8 = £.
His answer was 346 ÷ 8 = 42 remainder 10
This is his calculation: 1 Explain what is wrong with the

calculation.
H T O ____________________________________
0 4 2 ____________________________________
8 3 4 6
____________________________________
– 3 2
____________________________________
2 6
____________________________________
– 1 6
____________________________________
1 0
____________________________________
Answer: ___________________________
____________________________________

2 Do the correct calculation here:
H T O
3 What should the answer have been?
__________________________________________________________________________________
__________________________________________________________________________________

Activity 1
Work on your own.
Find the answers and then check your answers.
1 Mother bought 4 m of dress material for R500.

How much did 1 metre cost?
a Underline the numbers and the question.
c Do the calculation:
H T O
d Write down the answer:
___________________________________________
e Check your answer H T O

2 The water truck carries 720 litres of water.

If each household gets 8 litres water, how many households can be supplied
with water?
c Do the calculation:
d Write down the answer: ______________________________________________________
e Check your answer: ___________________________________________________________

Activity 2
1 You have R80.

How many bags of chocolate bars can you buy if one bag costs R8?
Work with your partner. Discuss an operation you can use to answer the
question.
__________________________________________________________________________________
2 You have R80.

How many bags of apples can you buy if one bag costs R10?
question.
__________________________________________________________________________________
3 You have R80.

How many packets of sugar can you buy if one bag costs R20?
question.
__________________________________________________________________________________
Draw a diagram to show the problem.

4 You buy apples which cost R20 per bag

How many bags of apples can you buy if you have R120?
a Write the number sentence: ________________________________________________
b Do the calculation:
120 ÷ 20

12 ÷ 2
We know that 12 ÷ 2 = __________________
Then, 120 ÷ 20 = ____________________
c What is the answer? I would be able to buy ________________________________
d Check your answer: _________________________________________________________
5 A school skirt costs R80.

How many skirts can you buy if you have R240?
a Write the number sentence: ________________________________________________
240 ÷ 80

24 ÷ 8
We know that 24 ÷ 8 = __________________
Then, 240 ÷ 80 = ____________________
c What is the answer? _________________________________________________________
d Check your answer: _________________________________________________________

Activity 3
1 280 ÷ 70 = £
Because 28 ÷ 7 = _______ , we know that 280 ÷ 70 = __________
Check your answer: ____________________________________________________________
2 400 ÷ 80 = £
Because 40 ÷ 8 = _______ , we know that 400 ÷ 80 = __________
3 300 ÷ 40 = £
Because 30 ÷ ______ = ______ remainder ______
we know that 300 ÷ 40 = ______________________________
4 550 ÷ 60 = £
Because ________________________________________________________________________
we know that ________________________________________________

HOMEWORK
Calculate.
1 560 ÷ 70 = £
Because 56 ÷ 7 = _______________
we know that 560 ÷ 70 = ___________________
2 490 ÷ 50 = 9 remainder 40 because __________________________________________

Lesson 6: Consolidation
1 Calculate. Use expanded notation.
a 816 ÷ 4 = __________________________________________________________________
= __________________________________________________________________
= __________________________________________________________________
b 749 ÷ 7 = __________________________________________________________________
= __________________________________________________________________
= __________________________________________________________________
2 I have 39 mangoes.
I want to put 6 mangoes in a packet.
How many packets do I need?
a. Which times table will you use to do this division? ______________________
b. Write the number sentence: _____________________________________________
c Do the calculation: _______________________________________________________
d Write the answer: ________________________________________________________
e How do you know that there will be a remainder? ______________________
f What is the remainder? __________________________________________________

3 Use a clue board to solve the following problem:
A taxi can transport 9 people.
How many taxis are needed to transport 207 people?
a Write the number sentence for the problem: ________________________________
b Use the clue board to help you do the

calculation.
_______________________________________________
_______________________________________________
Clue board
_______________________________________________ _______________________________
_______________________________
_______________________________________________
_______________________________
_______________________________________________
_______________________________________________
c Give the answer: ___________________________________________________________
d Check your answer: ________________________________________________________
______________________________________________________________________________

4 Use long division to solve 627 ÷ 8 = £
a Which times table must you use for this long division calculation? _________
c What is the answer?
___________________________________________
5 A printing machine prints the same number of booklets every hour.

It takes 9 hours to print 720 booklets.
How many booklets are printed in an hour?
a Write the number sentence for the problem here: ___________________________
b. Do your working out here:
c What is the answer? ___________________________________________________________

6 Calculate:
a 120 ÷ 40 = £
Because 12 ÷ 4 = ________, we know that 120 ÷ 40 = ________
b 490 ÷ 70 = £
Because 49 ÷ ________ = ________, we know that 490 ÷ 70 = ________

Lesson 7: Telling time (1)

Mental maths
Question Answer
1 How many months in a year?
2 Name the months that have 30 days
Name the months that have more

3
than 30 days
How many days does February
4
have?
5 Which month is before June?
6 Which month is after February?
7 Which month is after December?
Which month is between August

8
and October?
Which months are between March
9
and June?
What do we call a year that has an
10
extra day in February?
Link to Grade 3
Complete the sentences
1 There are _________ minutes in an hour
2 There are _________ hours in a day and _________ days in a week.
3 There are approximately _________ weeks in a month.
4 There are approximately _________ weeks in a year.
5 There are _________ months in a year.
6 There are _________ days in a year.
7 There are _________ days in a leap year.

Activity 1
1 Look at the pictures of early clocks. Draw a line to match the picture of the
clock to the description.
Shadow stick clock

A stick is placed in the ground. The
length of the shadow changes as the
Sun moves across the sky. Time is
measured by the shadow as it moves
on the ground.
Water clock
Water drips at a constant rate from
one container to another through a
small hole. The water level shows how
many hours have passed since the
bucket was filled. Time is measured
in hours.
Sundial
The clock has a flat, round plate with
a pointer that makes a shadow. As the
Sun moves across the sky, the shadow
moves across the numbers, showing
the time.
Sand clock or hourglass

Sand runs from the top through a
narrow opening into the bottom. It is
like an egg timer which some people
still use today.
2 Why can’t a shadow clock be used at night?
____________________________________________________________________________________
3 Predict what will happen if a water clock is used outside in the rain.
____________________________________________________________________________________

Activity 2
Work on your own.
Fill in either the missing hands on the clock or the missing time in words.
Analogue clock Words

1
Quarter past eleven
Twenty to nine
Five past 11

Analogue clock Words

7
Quarter to 7
HOMEWORK
1 How many minutes and seconds are there?
a 80 seconds = _____ minute/s and _____ seconds.
b 95 seconds = _____ minute/s and _____ seconds.
c 120 seconds = _____ minute/s and _____ seconds.
2 How many seconds are there?
a 1 minute 10 seconds = _____ seconds + 10 seconds = _____ seconds
b 1 minute 50 seconds = _____ seconds + _____ seconds = _____ seconds
c 3 minutes 25 seconds = _____ seconds + 25 seconds = _____ seconds

Lesson 8: Telling Time (2)

Mental maths
Question Answer
1 How many days in a week?
2 Which days make up the weekend?
On which days of the week do you

3
go to school?
4 How many hours in a day?
5 How many minutes in an hour?
How many minutes in quarter of an

6
hour?
Which day is the day before
7
Monday?
8 Which day is 2 days after Monday?
9 Which day is 3 days after Thursday?
Which day is 3 days before

10
Thursday?
Convert to seconds
1 1 minute = ______ seconds
2 2 minutes = ______ seconds
3 4 minutes = ______ seconds
4 1 minute 7 seconds = _________ seconds
5 5 minutes 9 seconds = _________ seconds + 9 seconds = _________ seconds
6 6 minutes 25 seconds = _________ seconds + 25 seconds = _________ seconds

Activity 1
Work with your partner
1 Write the time shown on each analogue clock as a 24-hour digital time.
Analogue clock 24-hour digital time

a
In the morning
b
In the evening
c
In the morning
d
In the evening

2 Draw hands on the analogue clock to show the given 24-hour digital time.
24-hour digital time Analogue clock

a
11:10
19:00
13:30
07:45

Activity 2
Fill in the missing times.
Time in words a.m./ 24-hour

p.m. format digital time
Nine o ’ clock in the morning 9 a.m. 09:00
1 Seven o ’ clock in the evening
2 Quarter to ten in the morning
3 14:20
4 22:15
5 11.10 a.m.
6 1.50 p.m.
7 Midday
8 Midnight

HOMEWORK
Look at the diagram showing a.m. and p.m. periods of the day and answer the
questions.
a.m. and p.m.

Start school Go to bed
1 2 3 4 5 6 7 8 9 10 11 12
0 1 2 3 4 5 6 7 8 9 10 11 12 Mid-night
Mid-day
a.m. (before p.m. (after

mid-day) mid-day)
1 How many hours are there in a day? _________
2 In a day, how many hours are there before mid-day (the a.m. hours)? _______
3 In a day, how many hours are there after mid-day (the p.m. hours)? _________
4 What time does school start? Use a.m. or p.m. in your answer. ____________
5 What time is bedtime? Use a.m. or p.m. in your answer. _____________

Lesson 9: Time passed

Mental maths
Read the time on the analogue clock. Write the time on a 24-hour digital clock
Answer Answer
1 6
Morning a.m.
2 7
Night a.m.
3 8
Evening p.m.
4 9
Morning midnight
5 10
p.m. midday

Show each 24-hour digital time on an analogue clock and in a.m./p.m. format.
24-hour digital time Analogue clock Write the time using

a.m. or p.m.
1
03:26
15:04
Activity 1

1 School starts at 7.15 a.m.
School ends at 1.45 p.m.
How long are you at school?
Use the clock you made to find the answer.

2 Sipho takes 2–12 hours to clean the windows.

Sipho takes half that time to clean his car.
How long does it take Sipho to clean his car?
Break down the numbers to find the answer.
3 Azwi is taking driving lessons. The lesson started at 10:30 in the morning.
The lesson is 1 –43 hours long.
At what time will the lesson end?
Use the given number line to find the answer.
10:00 11:00 12:00 1:00

12-hour time o'clock
24-hour time 10:00 11:00 12:00 13:00 o'clock

a.m. p.m.
a How many minutes does a small interval show? ________

b Mark 10:30 on the number line and count on to find the answer to the
question.
c What time does the driving lesson end? It ends at ________

Activity 2
Work with your class to answer this question.

Look at the poster on the board and the clocks and number line in your LAB.
1 The mathematics lesson started at the time on Clock A and ended at the time
on Clock B.
How long was the mathematics lesson?
Clock A Clock B
10:00 11:00 12:00
a What is the 24-hour digital time on Clock A? _______
b What is the 24-hour digital time on Clock B? _______
c What is the interval on the number line below the clocks? _______
d Mark the times shown on Clock A and on Clock B on the number line below
the clocks.
e Use the number line to count the number of minutes from the time on
Clock A to the time on Clock B.
f Write the answer: The lesson was ____________________________________________

Work with your partner to answer this question:
2 Sizwe travelled by train from Johannesburg to Bloemfontein.

The clocks show the departure time (time it leaves) and arrival time.
Use the number line to answer the question: How long was the journey?
Depart from Johannesburg Arrive in Bloemfontein
a.m. p.m.
08:00 12:00
a Write the departure time in 24-hour digital time. _______
b Write the arrival time in 24-hour digital time. _______
c What is the interval on the number line? _______
d Use the number line to work out how long the journey was.
e Write your answer: Sizwe’s journey lasted ____________________________

Activity 3
Work on your own.
1 A shop is open for the following times.
Shop Opening Times

Monday to Friday Saturday and Sunday
Opens: 9:00 a.m. Opens: 9:30 a.m.
Closes: 6:00 p.m. Closes: 12:30 p.m.
09:00 ______ ______ 12:00 ______ ______ 15:00 ______ ______ 18:00 ______
a How long is the shop open on a Tuesday? __________________
b How long is the shop open on a Sunday? __________________
2 It takes Gogo 50 minutes to walk to the clinic. She arrived at the clinic at 08:10.
______ 07:00 ______ 09:00
8:10
Gogo arrived at the clinic
a How many minutes are there in each small interval? ______________
b Use the number line to work out what time Gogo leaves home.
c Write your answer as 24-hour digital time: Gogo left home at ___________

HOMEWORK
Sindi is training for a marathon.

She left home at 07:45 and arrived back home at 10:15.
How long did Sindi run for?
07:00 08:00 09:00 10:00
1 How many minutes are there in each interval? ___________
2 Use the number line to work out the answer.
3 Write your answer: Sindi ran for _____________________________

Lesson 10: How long?

Mental maths
Read the time given in 24-hour digital time. Write the time in words and as a.m. or
p.m. time.
24-hour a.m. or
In words
digital time p.m. time
1 09:23
2 16:40
3 12:00
4 01:15
5 20:59
6 00:00
7 13:35
8 22:15
9 08:15
10 14:45


It takes 20 minutes for Anna to walk from home to school.
What time should Anna leave home if she needs to be at school by quarter to
eight in the morning?
07:00 08:00
07:10 07:20 07:30 07:40 07:50
07:05 07:15 07:25 07:35 07:45 07:55
07:45
Anna arrives at school
1 Write quarter to eight as 24-hour digital time. ____________
2 What time Anna should leave home? ____________
3 Write the answer using a.m. or p.m. time. ____________

Activity 1
Read the timetable carefully and then answer the questions.
Thuto Pele Primary School

Grade 4: WEDNESDAY
Period Subject Start time
1 English 08:00
2 English 08:40
3 Tswana 09:20
Break 10:00
4 Mathematics 10:20
5 Mathematics 11:00
6 Social Sciences 11:40
Break 12:20
7 Natural Sciences and 12:50
Technology
8 Life Skills 13:30
School ends at 14:10
1 How long is one period at Thuto Pele school? ___________
2 How many minutes of English do the Grade 4 learners have on a Wednesday?
3 How many hours of Tswana do the learners have on a Wednesday?

4 What is the length of the two breaks altogether?
5 How long is the school day?

Give the answer in hours and minutes.
6 Show the start time of the Life Skills lesson on this analogue clock.

Activity 2
Work with a partner.
Use the calendar to help you answer the questions.
2021
January February March April
S M T W
F S T S M T W T F S S M T W T F S S M T W
T F S
1 2 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3
3 4 5 6 7 8 9 7 8 9 10 11 12 13 7 8 9 10 11 12 13 4 5 6 7 8 9 10
10 11 12 13 14 15 16 14 15 16 17 18 19 20 14 15 16 17 18 19 20 11 12 13 14 15 16 17
17 18 19 20 21 22 23 21 22 23 24 25 26 27 21 22 23 24 25 26 27 18 19 20 21 22 23 24
24 25 26 27 28 29 30 28 28 29 30 31 25 26 27 28 29 30
31
May June July August

S M T W S T F S M T W T F S S M T
T F SW S M T W T F S
1 1 2 3 4 5 1 2 3 1 2 3 4 5 6 7
2 3 4 5 6 7 8 6 7 8 9 10 11 12 4 5 6 7 8 9 10 8 9 10 11 12 13 14
9 10 11 12 13 14 15 13 14 15 16 17 18 19 11 12 13 14 15 16 17 15 16 17 18 19 20 21
16 17 18 19 20 21 22 20 21 22 23 24 25 26 18 19 20 21 22 23 24 22 23 24 25 26 27 28
23 24 25 26 27 28 29 27 28 29 30 25 26 27 28 29 30 31 29 30 31
30 31
September October November December

S M T
W T F S S M T W F S T S M T W T F S S M T
W T F S
1 2 3 4 1 2 1 2 3 4 5 6 1 2 3 4
5 6 7 8 9 10 11 3 4 5 6 7 8 9 7 8 9 10 11 12 13 5 6 7 8 9 10 11
12 13 14 15 16 17 18 10 11 12 13 14 15 16 14 15 16 17 18 19 20 12 13 14 15 16 17 18
19 20 21 22 23 24 25 17 18 19 20 21 22 23 21 22 23 24 25 26 27 19 20 21 22 23 24 25
26 27 28 29 30 24 25 26 27 28 29 30 28 29 30 26 27 28 29 30 31
31
Calendar Templates by Vertex42.com https://www.vertex42.com/calendars/2021.html © 2017 Vertex42 LLC. Free to Print.
1 How many days are there between 5th February to 12th February?
2 School opens on 13th January and Thato’s birthday is on 17th January.

How many days of school are there in the week of Thato’s birthday?
3 How many days are there between 24th January and 5th March?
4 How many days are there between 1st September and 7th November?

February March April
S M T W T F S S M T W T F S S M T W T F
1 2 3 4 5 6 1 2 3 4 5 6 Lesson 10: How long? 1 2
7 8 9 10 11 12 13 7 8 9 10 11 12 13 4 5 6 7 8 9
14 15 16 17 18 19 20
HOMEWORK 14 15 16 17 18 19 20 11 12 13 14 15 16
21 22 23 24 25 26 27 21 22 23 24 25 26 27 18 19 20 21 22 23
Prudie’s birthday party is on 17th July.
28 28 29 30 31 25 26 27 28 29 30
On Thursday 1st July she sent out invitations to her party
June July 2021

July August
S MT W T F S S M T W
T F S S M T W T F
1 2 3 4 5 1 2 3 1 2 3 4 5 6
6 7 8 9 10 11 12 4 5 6 7 8 9 10 8 9 10 11 12 13
13 14 15 16 17 18 19 11 12 13 14 15 16 17 15 16 17 18 19 20
20 21 22 23 24 25 26 18 19 20 21 22 23 24 22 23 24 25 26 27
27 28 29 30 25 26 27 28 29 30 31 29 30 31
1 How many days there are between Thursday 1st July and Prudie’s
birthday party.
October November December
S M T F S W T
S M T W T F S S M T W T F
1 2 1 2 3 4 5 6 1 2 3
3 4 5 6 7 8 9 7 8 9 10 11 12 13 5 6 7 8 9 10
2 Prudie’s school went on holiday on 2nd July, and the school started again on
10 11 12 13 14 2015
th 16 14 15 16 17 18 19 20
July. How long was the holiday?
12 13 14 15 16 17
17 18 19 20 21 22 23 21 22 23 24 25 26 27 19 20 21 22 23 24
24 25 26 27 28 29 30 28 29 30 26 27 28 29 30 31
31
3 How many school days are there between 12th July and 1st August?
https://www.vertex42.com/calendars/2021.html © 2017 Vertex42 LLC. Free to P


1 Change each time to 24-hour digital format.
a. 2:05 p.m. ________________________
b. 9:18 p.m. ________________________
c. 8:40 p.m. ________________________
d. 11:45 a.m. ________________________
2 a Write the time shown on these analogue clocks in two different ways on a
24-hour digital clock.
b. Look at your answers. Why it is better to show time in 24-hour format

rather than in 12-hour format?

3 The analogue clocks show the time Andile left home and the time he
got to town.
How long did it take Andile to get to town?
Write your answer in hours and minutes.
Andile left home Andile got to town
: :
09:00 10:00 11:00 12:00
Work out your answer
It took Andile ____________________ to get to town.
4 How much time has passed between the following times?

a 8:52 a.m. and 10:40 p.m.
b 12:00 and 23:45

5 It takes Mavis 45 minutes to get ready for school.

It takes 10 minutes to walk to the bus stop.
The bus she must catch leaves at 07:30.
What time must Mavis get up in the morning?
Write your answer: ______________________________________________________
6 Look at the calendar for December 2021.

a On the calendar, shade in the Day of Reconciliation (16th December) and
Christmas Day (25th December).
December 2021
SUN MON TUES WED THURS FRI SAT
1 2 3 4
5 6 7 8 9 10 11
12 13 14 15 16 17 18
Day of
Reconciliation
19 20 21 22 23 24 25
Christmas Day
26 27 28 29 30 31
b How many days are there between the Day of Reconciliation and
Christmas Day?
Write your answer: ______________________________________________________

Lesson 12: Units of length

Mental maths
What is the length of each line? Answer

A
1 cm
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
B
2 cm
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
C
3 cm
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
D
4 cm
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
5 E
0 10 cm 20 cm 30 cm 40 cm 50 cm 60 cm 70 cm 80 cm 90 cm 1 m 110 cm
6 F
7 G
8 H

Link to Grade 3
1 What unit of measurement would you use to

measure the length of your LAB?
2 What unit of measurement would you use to

measure the length of your classroom?
3 How many millimetres are there in a centimetre?
Activity 1
1. Study the ruler.
cm
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
a What unit of measurement do the long marks show? _____________________
b What is the short way of writing this unit? _________________________________
c How long is the distance between two long marks? _______________________
d Count on your ruler. How many small parts is 1 cm divided into? ________
e What unit of measurement do the short marks show? ___________________
f What is the short way of writing this unit? _________________________________
g Show your partner one thing that measures a millimetre.
h Show your partner one thing that measures a centimetre.

2. This is the actual size of a matchbox.
Matches
breadth
length
a Use your ruler to measure the length of the matchbox in centimetres and
millimetres.
_______________________________
Write this measurement in centimetres only using decimals. ______________
Write this measurement in millimetres only. ______________
b Use your ruler to measure the breadth of the matchbox in centimetres and
millimetres.
_______________________________
Write this measurement in centimetres only using decimals. ______________
Write this measurement in millimetres only. ______________

Activity 2
1 a Write all the measurements in millimetres.
18 mm = _______ mm
1–12 cm = _______ mm
1 cm = _______ mm
–12 cm = _______ mm
11 mm = _______ mm
b Write the measurements from shortest to longest.
______________________________________________________________________________
2 Complete the following
a 9 cm = _________ mm
b 100 mm = _________ cm
c 300 mm = _________ cm
d 125 cm = ____________ mm Remember:

1 cm = 10 mm
e 618 cm = ____________ mm 1 mm = 0,1 cm
f 4 750 mm = _________ cm
g 8 mm = _________ cm
h 6,5 cm = _________ mm

Activity 3
1 Do the following conversions
a 400 cm = _________ m
b 3 m = _________ cm
c 146 cm = _________ m
d 10 cm = _________ m Remember:
1 m = 100 cm
e 7 cm = _________ m 1 cm = –
100 m = 0,01 m
1
f 0,8 m = _________ cm
g 2,9 m = _________ cm
h –12 m = _________ cm

2 This map shows Gugu’s house and the school.
Gugu's
house
300 m 500 m 400 m School
a What is the distance, in metres, from Gugu’s house

Remember:
to school?
1 000 m = 1 km
Distance = _________ m + _________ m + _________ m = _________ m
b Write the distance from Gugu’s house to school in km and m.
Distance = ________________________________________
c Write the distance from Gugu’s house to school in km.
________________________________________
d The distance between Gugu’s house and the village is 3,5 km.
How many metres is this? _________

3 Complete:
a 4 km = _________ m
b 5 000 m = _________ km
c 7 300 m = _________ km _________ m
d 3 km 600 m = _________ m
e 8 km 200 m = _________ km
f 1,9 km = _________ km _________ m = _________ m
HOMEWORK
Complete:
1 10 mm = _________ cm
2 13 cm = _________ mm
3 100 cm = _________ m
4 1,6 m = _________ cm
5 1 000 m = _________ km
6 2,4 km = _________ m

Lesson 13: Measuring and drawing line segments
Lesson 13: Measuring and

drawing line segments
Mental maths
Write down the measurements Answer
1 _______ cm
cm
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
2 _______ mm
cm
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
3 cm _______ cm
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
4 _______ cm
cm
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
5 _______ mm
cm
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

6 _______ cm
cm
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
170 cm
165cm
160 cm
155 cm
Tsetsetso’s height 150 cm
145 cm
140 cm
135 cm
130 cm
7
125 cm
120 cm
115 cm
110 cm
105 cm
Mpumi’s height 100 cm
95 cm
90 cm
85 cm
a Mpumi’s height _______ m

b Tsetsetso’s height _______ m
Do the following conversions:
1 130 mm = _______ cm 2 20 cm = _______ mm
3 500 cm = _______ m 4 2 m 30 cm = _______ cm
5 2 000 m = _______ km 6 4,8 km = _______ m

Activity 1
1 Sibu measured the length of Line A:
A
cm
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
a Sibu says Line A is 4 cm long. Is Sibu correct? ________________
b If 4 cm is wrong, give the correct answer and explain to Sibu what he

did wrong.
______________________________________________________________________________
2 Lungile measured the length of Line B like this:
B
cm
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
a Lungile says Line B is 2,8 cm long. Is she correct? ________________
b Explain your answer.
______________________________________________________________________________
c Describe how you would measure the length of Line B accurately.
______________________________________________________________________________

3 What is the length of line C? ________________
C
cm
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
4 What is the length of Line D in centimetres? ________________
D
cm
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Explain how you found the answer.
__________________________________________________________________________________
5 What is the length of Line E in centimetres? ________________
E
cm
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
What is the length of Line E in millimetres? ________________
6 What is the length of Line F
a in centimetres and millimetres? _______________________________
b in millimetres? ________________
c in centimetres? ________________
F
cm
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

Activity 2
1 Use your ruler.

Measure and draw each of the following straight lines.
Label each line with its length.
a Line A: 10 cm.
b Line B: 13 cm and 6 mm long.
2 a Use your ruler.
Draw a straight line from dot A to each other dot.
This means that you should draw 6 straight lines altogether.
C
D E
B
A
G
b Which line is the longest? _______________
How long is it? ______________________________________

HOMEWORK
1 Use your ruler. Measure the length of Line A.
Line A
Line A is ________ cm long
Line A is ________ mm long
2 Use your ruler.
Draw a straight line that is 9 cm long.
Label it Line B.

Lesson 14: Solving problems involving length (1)
Lesson 14: Solving problems

involving length (1)
Mental maths
What length is measured on each ruler? Answer
A
1 _______ cm
30 1 2 3 4 5 6 7 8 cm 9 40 11 12 13 14 15
A
2 _______ mm
30 1 2 3 4 5 6 7 8 cm 9 40 11 12 13 14 15
B
3 _______ cm
50 1 2 3 4 5 6 7 8 cm 9 60 11 12 13 14 15
B
4 _______ mm
50 1 2 3 4 5 6 7 8 cm 9 60 11 12 13 14 15
C
5 _______ cm
50 1 2 3 4 5 6 7 8 cm 9 60 11 12 13 14 15
C
6 _______ mm
50 1 2 3 4 5 6 7 8 cm 9 60 11 12 13 14 15

D
7 _______ m
30 m 1 2 3 4 5 6 7 8 9 40 11 12 13 14 15
E
8 _______ m
0m 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

Use your ruler. Draw a straight line that is 8 cm and 4 mm long.

Activity 1
Four ants are running in a 100 mm race.

So far, they have reached the place you see in the diagram.
Zwel-ant
Bry-ant
START
Non-ant
Jo-ant
1 Measure the distance that each runner reached and give the answer in mm.
a How far has Zwe-lant run? Give your answer in cm. _______________________
b How far has Bry-ant run? Give your answer in mm. _______________________
c How far has Non-ant run? Give your answer in cm. _______________________
d How far has Jo-ant run? Give your answer in mm. _________________________

2 Complete the table:
Name of the ant Distance run in cm Distance run in mm

Zwel-ant
Bry-ant
Non-ant
Jo-ant
3 How much further does Bry-ant need to run to finish the race?
__________________________________________________________________________________
4 How much further has Bry-ant run than Non-ant?

__________________________________________________________________________________
5 How far have Zwe-lant and Non-ant run altogether?

__________________________________________________________________________________
6 How much further must Jo-ant run to finish the race?

Give your answer in both mm and in cm.
__________________________________________________________________________________
7 How much further has Jo-ant run than Non-ant?

Give your answer in both mm and cm.
__________________________________________________________________________________

Activity 2
1 Sindi could go to the shops in two different ways, Road A and Road B.
7,4
m km
6k A
A
Shop
Home
km
3,1 B
B
10,5 km
a Calculate the distance in kilometres between home and the shop

using Road A.
_______ km _______ km
Road A
Distance using Road A = ________ km + ________ km = ________ km.
b Calculate the distance in kilometres between home and the shop

using Road B.
_______ km _______ km
Road B
Distance using Road B = ________ km + ________ km = ________ km.
c What is the difference in distance between Road A and Road B?
Give your answer in km: ______________________________________________________
Give your answer in m: _______________________________________________________

d Which road do you recommend Sindi to choose? Give a reason for

your answer.
______________________________________________________________________________
______________________________________________________________________________
2 Mother is making curtains and cushions.

She needs 13,8 m of material for the curtains.
She needs 6,7 m for the cushions.
a How much material does mother need to

make one curtain and one cushion?
b At the shop, material is sold by the metre.

How many metres of material must mother buy?

HOMEWORK
Calculate: write the answer in three ways as mm, cm and mm and mm.
Answer is mm Answer Answer in Answer

in mm only cm and mm in cm only
1 4 cm 5 mm + 7 mm =
2 3 cm 8 mm + 49 mm =
3 5,1 cm – 5 mm =
4 6 cm 2 mm – 2 cm 1 mm =


Mental maths
Remember that 1 cm = 10 mm
Write in mm Answer Write in cm Answer

1 3 cm = 6 10 mm =
2 10 cm = 7 60 mm =
3 40 cm = 8 500 mm =
4 0,6 cm = 9 5 mm =
5 35 cm = 10 18 mm =
Draw a circle around the correct word in each sentence:
1 If 1 m = 100 cm, it means that 1 m is 100 times shorter/ longer than 1 cm.
2 If 1 cm = 10 mm, it means that 1 mm is 10 times shorter/ longer than 1 cm.

Activity 1
Mulalo wants to build a fence along the front of her stand.
She buys:
- 6 pieces of fence that are 5 m long.
- 2 pieces of fence that are 4 m 50 cm long
- 10 pieces of fence that are 2,1 m long.
1 What will the total length of the fence be if she joins all the pieces together?
Write the answer in metres.
a Convert all the measurements to metres.
______________________________________________________________________________
b Complete the table which can help you find the answer.
Number of Length Total length of fence for each

pieces of fence of the fence
6 5m
2 4,5 m
10 2,1 m
c Work out the total length of fence that Mulalo has.
Total length = _______________________________________________________________
______________________________________________________________________________
d Write your answer __________________________________________________________

2 Mulalo needs 62,3 m of fence. Does she have enough fence?

If she needs more fence, how much will she need?
Write a number sentence: _____________________________________________________
Do the calculation:
Write your answer. _____________________________________________________________

Activity 2
1 A skyscraper has 90 floors.
Each floor is 350 cm high.
How high is the building?
Give your answer in metres.
a Underline the numbers and

A skyscraper is a
the question.
very tall building
b Write a number sentence for the problem and work out the answer.
c Write your answer: _________________________________________________________
2 Mama Phatu bought 5 m of material with a width of 2 m.

She wants to make square serviettes with side length of 25 cm.
How many serviettes will she be able to make from that material?
b Write the measurements on the material and the serviette on the

sketches provided.

Size of
material for
1 serviette
c Write all the measurements in centimetres.

______________________________________________________________________________
______________________________________________________________________________
d Mama Phatu first works out how many serviettes can fit along the 5 m
length of the material.
Show how she can do this calculation.
______________________________________________________________________________
______________________________________________________________________________
e Mama Phatu then measures how many serviettes can fit along the 2 m
breadth of the material.
Show how she can do this calculation.
______________________________________________________________________________
______________________________________________________________________________
f Mama Phatu then multiplies the two numbers together to work out how
many serviettes can be cut from the material.
Show how she can do this.
______________________________________________________________________________
______________________________________________________________________________
g Write your answer:

Mama Phatu can make ________ serviettes out of the material.

HOMEWORK
How many 30 cm pieces of rope can Ephraim cut from a 1,5 m piece of rope?
Answer each question to find the answer.
1 Convert 1,5 m to cm: 1,5 m = _________________________________________________
2 Write a number sentence for the problem: ___________________________________
3 Do the working out:
4 Write the answer: ______________________________________________________________


Mental maths
Answer Answer
1 500 cm = …….. m 6 2–12 m = …….. cm
2 6 300 cm = …….. m 7 4 cm = …….. m
3 63 cm = …….. mm 8 19 m = …….. cm
4 4 500 cm = …….. m 9 6,4 m = …….. cm
5 13 cm = …….. m 10 2,1 cm = …….. mm
Four girls took part in a relay race at an

athletics meeting.
The total length of the race was 816 m, and each girl ran
the same distance.
How far did each girl run?
1 Write the number sentence for the problem?
__________________________________________________________________________________
2 Calculate the answer
3 Write your answer:
______________________________

Activity 1
Ben has four different ways (routes) that he Distances for each route
can take to school:
Route A: 1,25 km
Route B: 1,5 km
1 Write all distances in the same unit.
Think carefully about which unit is the Route C: 900 m
most suitable. Route D: 1 150 m
2 What is the difference in length between Route A and Route B?

Give your answer in metres.
3 What is the difference in length between Route C and Route D?
4 On Wednesday Ben took Route A when he walked to school.

He took Route D when he walked home from school.
How far did Ben walk altogether on Wednesday?
Give your answer in kilometres.

5 How far did Ben walk if he took Route C to and from school every day
for a week?
Give your answer in kilometres.
Write a number sentence: ______________________________________________________
Calculate the answer:
Why do you think Ben chose Route C rather than any of the other routes?
__________________________________________________________________________________

Activity 3
Sasah uses ribbon to decorate presents of exactly the
same size.
She uses 80 cm of ribbon per present.
1 Write the length of ribbon in metres.
_________________________________________
2 How many metres of ribbon will Sasah need to wrap 3 presents?

Write the number sentence and then answer the question in metres and
centimetres.
3 How many presents can Sasah decorate if she has 6 m of ribbon?

Write the number sentence and answer the question.
Write 6 m in cm: 6 m = _________________________________________________________
Write the number sentence: ___________________________________________________
Find the answer:
Sasah can decorate _______ presents

4 Sasah needs to decorate 12 presents with ribbon.

The ribbon is sold in 5 m rolls.
a How much ribbon will she need? Give the answer

in metres.
b How many rolls of ribbon must Sasah buy?
Sasah needs to buy ______ rolls of ribbon
c The ribbon costs R36 per roll.
Sasah will have to pay ______________
d How much change would Sasah get if she pays

with a R100 note?
Sasah should get ________ change

HOMEWORK
Mr Jabu needs to put a new fence around his vegetable garden.

The perimeter of the vegetable garden is 7,85 m.
He has a roll of fence that is 4 –12 m long.
How much more fence does Mr Jabu need to buy?
The shop sells fence by the metre.
1 Write each measurement in centimetres.
__________________________________________________________________________________
__________________________________________________________________________________
2 Do the calculation:
3. Give the answer in metres: Mr. Jabu needs to buy ________ of fence.


1 Complete the sentences:
a There are ______ m in 1 km. So ______ km = 1 000 m.
b There are ______ cm in 1 m. So 1 m = ______ cm, and 1 cm = ______ m
c There are ______ mm in 1 cm. So 1 cm = ______ mm, and 1 mm = ______ m
2 Convert
a 45 cm = ________ mm
b 1 250 m = ________ km
c 1 m 25 cm = ________ cm
d 2–12 km = ________ m
3 Use a ruler. Draw and label the following lines:
a Line A = 12,8 cm
b Line B = 87 mm

4 Use a ruler. Measure the length of each line.

Answer
___________ mm
A
___________ cm
___________ mm
B
___________ cm
___________ mm
C
___________ cm
5 Read and write the measurements shown on these two rulers:
Answer
a D
20 m 1 2 3 4 5 6 7 8 9 30 11 12 13 14 15
b E
50 1 2 3 4 5 6 7 8 cm 9 60 11 12 13 14 15
6 Eddie has a 1 m piece of wire.

He cuts 73 cm off the piece of wire.
How much wire is left?
Do your working out here:
Write the answer: Eddie has ____________ wire left

7 Jethro bought 6 pieces of rope.

Each piece of rope was 15 m long.
How much rope did Jethro buy altogether?
Jethro bought _____________ of rope.
8 Hloni used two pieces of ribbon to

decorate a room.
One piece of ribbon is 1 524 mm long.
The other piece of ribbon is 123,4 cm long.
a Write the two measurements using the

same units.
The two pieces of ribbon are _________________ and _________________ long.
b How long are the two pieces together?
The two pieces are ________________ long.
c What is the difference in length of the 2 pieces of the ribbon?
The longer piece of ribbon is ________________ longer than the shorter piece.

9 Zami makes bracelets.

Each bracelet has 12 beads and each bead is
15 mm wide.
a What is the length of the bracelet?

Give your answer in cm.
The bracelet is _________ long
b Zami wants to make a bracelet that is 27 cm long.
How much longer is the second bracelet than the first bracelet?
How many more beads will Zami need for the longer bracelet?
So Zami will need ______ more beads for this longer bracelet.

Lesson 18: Measuring mass in grams
Lesson 18: Measuring mass in

grams
Mental maths
Draw a line to match the item with the estimate of its mass
Item Estimated mass
1 R2 35 g
Packet
2 500 g
of biscuits
3 Small packet 1 000 g

of chips
4 Butter 6g
Big Bag of
5 200 g
mealie meal

Link to Grade 3
Match the name of the scale with the drawing.
Analogue kitchen scale
Digital kitchen scale
Balance scale
Digital bathroom scale
Analogue bathroom scale

Activity 1
Look at the analogue kitchen scale.

0
The kitchen scale has a circular number line. 900g 100g
800g 200g
700g 300g
600g 400g
500g
1 Discuss how you would work out how many grams are represented by each
small line between 0 and 100 g. Write down how you worked this out.
__________________________________________________________________________________
Answer: Each line represents ____________
2 What is the mass shown on the kitchen scale? ____________
3 Use an arrow to show a mass of 670 g

on the kitchen scale. 0
900g 1 kg 100g
800g 200g
700g 300g
600g 400g
500g

Activity 2
Read the mass of each object off the kitchen scales.
1 2
3 0 3 0
kg
kg 1 1
2 2
a How many grams are a. How many grams are

represented by each interval? represented by each interval?
_________________ _________________
b What is the mass of the coffee? b. What is the mass of the sugar?
_________________ _________________
3 4
3 0 0
kg 1 kg
1
500g
2
a. How many grams are a. How many grams are

represented by each interval? represented by each interval?
_________________ _________________
b. What is the mass of b. What is the mass of the cheese?

the bananas? _________________
_________________

Activity 3
Work on your own.
Draw an arrow to show the mass on each kitchen scale
1 The apples have a mass of 600 g 2 The rice has a mass of 1 000 g
3 0 3 0
kg 1 kg 1
2 2
3 The bread has a mass of 200 g 4 The flour has a mass of 250 g
3 0 3 0
kg 1 kg 1
2 2
HOMEWORK
Give the mass shown on each kitchen scale.
Scale 1 Scale 2 Scale 3
0 0 0
3 3 3
500g 500g 500g
kg kg kg
2 1 2 1 2 1
Answer: ____________ Answer: ____________ Answer: ____________

Lesson 19: Grams and kilograms

Mental maths
Draw a line to match the object with the closest estimate of its mass.
Question Answer
3 grams
3 kilograms
1 The mass of a small dog
30 grams
30 kilograms
6 grams
6 kilograms
2 The mass of a pencil
60 grams
60 kilograms
14 grams
14 kilograms
3 The mass of a fridge
140 grams
140 kilograms
15 grams
15 kilograms
4 The mass of a teacher’s table
150 grams
150 kilograms
700 kilograms
7 grams
5 The mass of a cow
70 kilograms
700 grams

1 What is the mass of the sugar being

measured?
____________________
1 3
2
kg
2 What is the mass of the potatoes being

measured?
____________________
3 What is the mass of the apples being

measured?
350 g
____________________

Activity 1
Look at the two scales below. Discuss how you can use the information on the
scales to work out how many grams there are in a kilogram.
0 0
900g 1 kg 100g 1800g 2 kg 200g
800g 200g 1600g 400g
700g 300g 1400g 600g
600g 400g 1200g 800g

500g 1kg
A B
1 Write down how you worked out how many grams there are in a kilogram.
2 Complete this clue card:
1 kg = _________ g

Activity 2
Work on your own.
1 Bongi measured her mass.

kg
a What measuring instrument

did she use?
___________________________________________
b How many intervals are there between 40

30 50
10 kg and 20 kg? 20
60
10 kg
___________________________________________
c What does each interval represent? __________________________________________
d What is Bongi’s mass? ___________________________________________

2 Four friends draw a bar graph of their masses:
Amos
Friends
Rose
Huli
Nale
20 22 24 26 28 30 32 34 36 38 40 42
Kilograms
Read the masses shown on the graph.
Write the mass next of the scale showing the measurement and the name of
the person who has that mass.
A B
40 50 60 40 50 60
30 30
kg 70 kg 70
20 20
Person: ______________ Person: ______________
Mass: ______________ Mass: ______________
C D
40 50 60 40 50 60
30 30
kg 70 kg 70
20 20
Person: ______________ Person: ______________
Mass: ______________ Mass: ______________

Activity 3
Work on your own
You may use the conversion table to help you.

The thick line shows the position of the decimal comma.
1 Write each mass in grams only.
Example: 1 kg and 300 g = 1 300 g kg g

a 3 kg =
b 6 kg and 500 g =
c 2 kg and 50 g =
d 1 kg and 5 g =
e 11 kg and 327 g =
2 Write each mass in kilograms and grams.
Example: 5 200 g = 5 kg and 200 g kg g

a 2 000 g =
b 1 500 g =
c 8 200 g =
d 15 000 g =
e 470 000 g =
3 Convert each mass.
Example: 3 300 g = 3,3 kg kg g

a 2 500 g =
b 7 200 g =
c 1,6 kg =
d 0,4 kg =
e 10 kg =
f 900 g =

HOMEWORK
Write each mass in kilograms.
1 4 000 g = ________________
2 2 000 g = ________________
3 6 000 g = ________________
4 10 000 g = ________________

Lesson 20: Solving mass problems (1)
Lesson 20: Solving mass

problems (1)
Mental maths
Question Answer
1 Convert 1,5 kg to g
3 Convert 10 kg to g
6 Convert 1000 g to kg
8 Convert 1 200 g to kg
9 Convert 2 500 g to kg


Tshidi wants to find out how many of the smaller mass pieces would add up to
the mass of the box, the packet and the book.
She wants to use as few smaller mass pieces as possible.
5kg
2kg 1kg 500g
50g
20g 10g
200g 100g
a Box Mass pieces with the same mass as the box

=
b Packet Mass pieces with the same mass as the packet

=
c Book Mass pieces with the same mass as the book

=

Activity 1
1 Look at the two scales.

Calculate the mass of the backpack with the bottle of water inside.
0 0
1800g 2 kg 200g 1800g 2 kg 200g
1600g 400g 1600g 400g
1400g 600g 1400g 600g
1200g 800g 1200g 800g

1kg 1kg
a What is the mass of the backpack? ___________________________________________
b What is the mass of the bottle of water? _____________________________________
c What is the mass of the backpack with the bottle of water inside?
d Write the answer in kilograms: The mass of the bag and the water is
______________________________________________________________________________

2 An empty bowl is put on a kitchen scale. Its mass is recorded and then fruit
was put in the bowl. The mass of the bowl when it is empty is 175 g.
What is the mass of the fruit in the bowl?
a Write the number sentence:
___________________________________
b Do the calculation.

c Write the answer: _______________________________________

Activity 2
1 a Gogo needs 2,8 kg of flour to bake bread.

She has 1,2 kg of white flour and 500 g brown flour.
How much more flour does Gogo need?
Write 500 g in kg: ________________________________
Amount of flour that Gogo has = _____________________________________________
Amount of flour that Gogo still needs = ______________________________________
Answer: ________________________________________________________________________
b The flour is sold in 500 g packets.

How many packets of flour must Gogo buy?
Write the answer to a in grams: _________________________
Answer:

2 Kedimo has a mass of 38 kg 600 g.

He is going to travel on an aeroplane.
His hand luggage (the luggage he can take on the
aeroplane) must have a mass of 7 kg or less.
He held his hand luggage in his hand and stood on a
bathroom scale.
The reading on the scale was 46 kg 200 g.
a Find the mass of the hand luggage.
Convert the measurements to grams:
______________________________________________________________________________
______________________________________________________________________________
Number sentence that describes the problem: __________________________
Do the calculation:
Give the answer: The mass of the hand luggage was ________________________
b Should Kedimo take some things out of his hand luggage? Give a reason
for your answer.

c If you answered yes to question b what mass should he take out of his
hand luggage?
Mass he must take out _______________________________________________________
Give the answer: ______________________________________________________________
Activity 3
Work on your own
Calculate the following and write your answers in kilograms.
1 3 kg 250 g + 18,5 kg 2 232 kg 350 g + 214 kg 900 g
Write the two masses in grams: Write the two masses in grams:
_____________________________________ _____________________________________
_____________________________________ _____________________________________
Answer: ____________________________ Answer: ____________________________

3 45 kg 360 g – 7,5 kg 4 16,5 kg – 9 kg 200 g =
_____________________________________ _____________________________________
_____________________________________ _____________________________________
Answer: ____________________________ Answer: ____________________________

HOMEWORK
1 Calculate 2 kg 250 g + 1,75 kg and 2 Calculate 6 kg 350 g – 2,6 kg and

write the answer in kilograms write the answer in kilograms.
_____________________________________ _____________________________________
_____________________________________ _____________________________________
Answer: ____________________________ Answer: ____________________________

Lesson 21: Solving mass problems

(2)
Mental maths
Question Answer Question Answer

Convert to grams Convert to kilograms and grams
1 2 kg 6 3 500 g
2 4,2 kg 7 9 999 g
3 10 kg 8 28 700 g
4 1–12 kg 9 6,2 kg
5 51,3 kg 10 74,1 kg
1 Calculate 4 kg 6 g + 6,5 kg 2 Calculate 14 kg 350 g – 11 kg 800 g

Write the answer in kg and g. Write the answer in kg and g.
Convert both amounts to grams: Convert both amounts to grams:
_____________________________________ _____________________________________
_____________________________________ _____________________________________
Answer: ____________________________ Answer: ____________________________

Activity 1
Fathima makes and sells these candles:
Candle A Candle B Candle C Candle D Candle E
Mass: 600 g Mass: 500 g Mass: 350 g Mass: 250 g Mass: 200 g
1 Which candle has half the mass of Candle B?
The mass of Candle _________ is half the mass of Candle B.
2 How many Candle Bs can Fathima make from 3 kg of wax?
Answer: Fathima can make _________ of Candle B.
3 The wax is sold in 1 kg packets.

Fathima has an order for 20 of Candle C.
How many kilograms of wax must she buy?
Write the number sentence: ___________________________________________________
Answer: _________________________________________________________________________

Activity 2
250 g flour is needed to make 20 biscuits
1 How much flour will Hendrik need to make

100 biscuits?
Flour needed _________________________________________
________________________________________________________
2 Flour is sold in 1 kg packets.

How many packets of will Hendrik need to buy to make 100 biscuits?
Hendrik needs to buy: _________________________________________
3 How much flour will Hendrik need to make 50 biscuits?
Hendrik needs __________________ to make 50 biscuits
4 Hendrik has 1,5 kg of flour. How many biscuits can he make?
Hendrik can make _________________________________________

Activity 3
Work on your own
1 The mass of one large building brick is 4 kg.

What is the mass of 25 bricks?
The mass of 25 bricks =
___________________________________________________
2 A box of matches has a mass of 8 g.

A packet of matches is made from 10 boxes
of matches.
a What is the mass of one packet of 10 boxes

Box of matches
of matches?
Mass of a packet of matches =
___________________________________________________
b How many packets of matches have a mass

of 1,6 kg?
Write 1,6 kg in grams: ___________________________
Number of packets of matches
= ___________________________________________________
Packet of matches
= ___________________________________________________
= ___________________________________________________

HOMEWORK
1 The mass of a bar of soap is 227 g.

What is the mass of 6 bars of soap?
Give the answer in kilograms and grams.
Write the number sentence: ________________________
Do the calculation:
Answer: The mass of 6 bars of soap is _________________________________________
2 The local shop sells 200 g cheese for R15.
a What is the cost of 1 kg cheese?

__________________________________________________________
__________________________________________________________
b What is the cost of 3 kg cheese?

__________________________________________________________
__________________________________________________________


1 Fill in the missing units:
a The mass of an egg is 55 _______
b The mass of a child is 32 _______
2 a How many grams in 1 kg? ___________
b How many grams in 4,5 kg? ___________
3 Draw a circle around the correct answer.
a The mass of a drawing pin is about:
2 kg 2g 200 g
b The mass of the man is about:
75 kg 75 g 750 g
4 Mpho bought the following items:

• 2 kg potatoes
• 1 000 g mince 1 litre bottle of water has a mass
• 1–12 kg sugar of about 1 kg.
• 2 litre bottle of water
What is the total mass of the items she has to carry?
__________________________________________________________________________________
__________________________________________________________________________________
Answer: ___________________________________________________________________________

5 Azwi needs 1 kg of nuts.

She has 250 g cashew nuts, 0,5 kg peanuts and
100 g walnuts.
How many grams of almond nuts must she buy?
Answer:
Mass of the nuts that Azwi has
= _____________________________________________
= _____________________________________________
= _____________________________________________
Mass of almond nuts that Azwi must buy
= _____________________________________________
= _____________________________________________
= _____________________________________________
Answer: Azwi must buy _______________ almond nuts

6 A tin of coffee has a mass of 375 g.

A box of tea has a mass of 250 g.
How many boxes of tea will have the same mass
as 8 tins of coffee?
Answer:
______________ boxes of tea will have the same mass as 8 tins of coffee.

Lesson 23: Rectangular prisms and cubes
Lesson 23: Rectangular prisms

and cubes
Mental maths
Round off to the nearest cm Answer

1 9,4 cm
2 4,8 cm
3 6,2 cm
4 5,5 cm
Round off to the nearest litre
5 16,9 ℓ
6 198,6 ℓ
7 23,1 ℓ
Round off to the nearest kg
8 132,4 kg
9 19,3 kg
10 19,7 kg
Link to Grade 3
3-D object Name of 3-D object Can it roll? Can it slide?

Activity 1
Work with your partner to answer the following questions.
vertex
edge
edge
face vertex
face
Rectangular Prism Square Prism or Cube
1 How many vertices do each of these 3-D shapes have? _________________________
2 How many faces do each of these 3-D shapes have? ____________________________
3 How many edges do each of these 3-D shapes have? ___________________________
Activity 2
1 • Use the first box your teacher has

given you.
• Work on the scrap paper your teacher

has given you.
• Trace each face of the box on a piece of

paper to find out how many faces of the
same shape your box has.
2 • Swap boxes with the other pair in your group.
• Work on the scrap paper your teacher gave you.
• Trace each face of the box on a piece of paper to find out how many faces
of the same shape your new box has.

Activity 3
Work in a group of 4
Look carefully at the poster and the 2 boxes your teacher gave you.
Complete the table by drawing a line to match the prism with the description.
Prism Description
Rectangular prism with 3 pairs of

different rectangular faces.
Each pair of rectangular faces is the
same size and shape.
4 cm 5 cm
Cube with 6 faces that are
2 cm identical squares
Rectangular prism with two square faces

1m that are the same size and 4 rectangular
1m faces that are the same size.
1m

HOMEWORK
Draw a rectangle around each rectangular prism and a circle around

each cube.
1 2
3 4
5 6

Lesson 24: Make rectangular prisms and cubes (1)
Lesson 24: Make rectangular

prisms and cubes (1)
Mental maths
Convert to litres Answer

1 1 000 mℓ
2 500 mℓ
3 250 mℓ
4 15 ℓ and 600 mℓ
5 13 ℓ and 40 mℓ
Convert to millilitres
6 3ℓ
7 –41 ℓ
8 2 ℓ 110 mℓ
9 6 ℓ 500 mℓ
10 6 ℓ 60 mℓ
A dice is a special rectangular prism because all the

faces are squares of exactly the same size.
1. Give another name for a special rectangular prism
which has faces that are squares of exactly the same size. _____________
2. What is the shape of each face of a dice? _____________
3. How many faces does a dice have? _____________
4. How many edges does a dice have? _____________
5. How many vertices does a dice have? _____________

Activity 1
Build a rectangular prism by following the following steps:
1 Use the faces of a rectangular prism you traced in Lesson 23.
OR
2 Carefully cut out each face.
3 Make the box by taping the faces together.

Activity 2
Work on your own.
Look at the three 2-D shapes shown:
A B
Name the 3-D object that you would build if you used:
1 two of shape A and four of shape B ______________________________________________
2 four of shape B and two of shape C______________________________________________
3 six of shape C _____________________________________________________________________
HOMEWORK
Build the cube and the rectangular prism from the two nets given at Lesson 24
at the back of your LAB.

Lesson 25: Make rectangular

prisms and cubes (2)
Mental maths
Convert Answer
1 5 cm = ________ mm
2 20 cm = ________ mm
3 460 mm = ________ cm
4 500 cm = ________ m
5 9 m = ________ cm
6 2,5 m = ________ cm
7 31 m = ________ cm
8 650 cm = ________ m
9 68 mm = ________ cm
10 1,4 cm = ________ mm

Thloriso has two cut-outs of each rectangle:
A C
B
He sticks the cut-outs together and ends up with

rectangular prism 1. A
C B
Rectangular prism 1
He then used the cut-outs to make two more rectangular prisms.
On each of these rectangular prisms, write down which cut-out was used for each
of the faces shown.
a b
Rectangular prism 2 Rectangular prism 3

Activity 1
You need 6 pieces of plastic straw that are 6 cm long and some balls of putty.
You also need the cube you made in the last lesson.
1 Use the straws and Bostik Prestik to build a cube with pieces of straw.
The completed cube should look

like this: 6 cm
6 cm
6 cm
2 Summarise what you used to build your cube by completing this table:
Answer
Length of each piece of straw
Number of pieces of straw needed
Number of balls of Bostik Prestik needed
3 Use the model of this cube and the cube you made in the last lesson to
complete the table.
Properties of a cube
Number of edges Number Number of faces Shape of faces
of vertices
4 Complete each sentence by circling the correct word:
a In my model, the straws represent the edges / faces / vertices of the cube.
b In my model, the balls of Bostik Prestik represent the edges / faces /

vertices of the cube.

Activity 2
You need 12 pieces of plastic straw (four that are 9 cm long; four that are 6 cm
long and four that are 4 cm long) and some balls of putty.
You also need the rectangular prism that you made in the last lesson.
1 Use the straws and Bostik Prestik to build a

4 cm
rectangular prism that looks like this:
6 cm
9 cm
2 Summarise what you used to build your rectangular prism by completing

this table:
Answer
Number of pieces of straw needed 4 × ____ cm; 4 × ____ cm; 4 × ____ cm
Number of balls of Bostik

Prestik needed ______
3 Use the model of this rectangular prism and the rectangular prism you made
in the last lesson to complete the table.
Properties of this rectangular prism

Number of edges Number Number of faces Shape of faces
of vertices
4 Compare the properties of a cube and a rectangular prism.
Properties
Number of Number of Number of Shape of faces
edges vertices faces
A cube
A rectangular
prism

HOMEWORK
Which drawings below show a rectangular prism?
1 2 3
4 5 6
7 8 9

Lesson 26: Draw a rectangular prism and a cube
Lesson 26: Draw a rectangular

prism and a cube
Mental maths
Convert Answer
1 3 kg = ______ g
2 20 kg = ______ g
3 4,5kg = ______ g
4 0,8 kg = ______ g
5 2 3/4 kg = ______ kg and ______ g
6 1 000 g = ______ kg
7 16 000 g = ______ kg
8 4 700 g = ______ kg and ______ g
9 8 500 g = ______kg
10 250 g = ______ kg
Work on your own
State whether the following are true or false.

If false, re-write the sentence to make it true.
1 A cube is a special type of rectangular prism. ____________________________________
2 All rectangular prisms have 12 flat faces. _________________________________________
3 Rectangular prisms have more edges than cubes have.
_____________________________________________________________________________________

Activity 1
Work on your own

Put your own rectangular prism in front of you to look at.
Follow the steps to draw a sketch of a rectangular prism
on the grid below. The front face is 3 cm by 2 cm.
Work with a sharp pencil. Draw light lines because you
need to change some of them to dotted lines later.
Step 1 Step 2 Step 3 Step 4

Draw the Draw the back Join the matching Use dotted lines
front face face the same size vertices of to show the faces
as the front face. the two faces that can’t be seen
Place it slightly to
the right (or left) of
the front face
Draw your rectangular prism here:

Activity 2
Work on your own

Put your own cube in front of you to look at.
Follow the steps to draw a sketch of a cube on the grid
paper below. The front face is 2 cm by 2 cm.
Work with a sharp pencil. Draw light lines because you
need to change some of them to dotted lines later.
Step 1 Step 2 Step 3 Step 4

Draw the Draw the back Join the matching Use dotted lines
front face face the same size vertices of to show the faces
as the front face. the two faces that can’t be seen
Place it slightly to
the right (or left) of
the front face
Draw your rectangular prism here:

HOMEWORK
Work on the grid paper.

Draw a cube that is 4 cm × 4 cm × 4 cm.
Write the measurement on the diagram.


1 Complete these two sentences:
a A 3-D object with faces that are rectangles or rectangles and squares is
called a _______________________________________________________________________.
b A 3-D object with faces that are all squares is called a ______________________.
2 Match the 3-D object with the correct name and the correct drawing of the
polygons which can be used to make the 3-D object.
3-D object Name Polygons which make

the 3-D object
rectangular prism
cube
3 Complete the table:
Number of Number of Number of

faces edges vertices
Rectangular
prism
Cube

4 Name the 3-D object that can be made from this net.
_______________________________________

5 Finish this sketch of a cube that is 6 cm by 6 cm by 6 cm..

Write the measurements on the sketch of the cube.

Lesson 28: Prisms, cylinders and spheres
Lesson 28: Prisms, cylinders and

spheres
Mental maths
What am I? Answer
1 I am a polygon with three straight sides
I am a quadrilateral with sides of the same
2
length and four right angles
3 I am a closed 2-D shape with five straight sides
4 I am a polygon with six straight sides

I am a polygon with five straight sides of equal
5
length and five equal angles
Norlan says that a cube is a special type of rectangular prism.
1 Do you agree? _____________________________________________________________________
2 Give a reason for your answer. ___________________________________________________
_____________________________________________________________________________________

Activity 1
1 Tshepo cut through a sphere in different positions.

He then dipped the flat faces of the part of the sphere marked by a letter and
then stamped on paper with them.
Draw the shape of Tshepo’s stamp each time.
Draw the shape you would see:
Cutting the sphere in half:
Cutting the sphere a

quarter of the way down:
Cutting the sphere an

eighth of the way up:

2 Which stamp made the largest circle? ____________________________________________
3 Is the following statement true or false?
The circle on the cut face of a sphere is largest when you cut the sphere in
half. ___________________________________
4 Complete the sentences:

A sphere is a 3-D object which looks like a ball when viewed from any angle.
When cut straight across you always see a _____________________________________
5 Draw a circle around the correct answer.
A sphere is a 3-D object which can slide / roll.

Activity 2
Work on your own.
1 a Separate the 3-D objects in question 2 into two groups.
Group 1: _________________________________________
Group 2: _________________________________________
b Explain why you grouped, or classified, the 3-D objects as you did.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2 Match the 3-D object with its name.
3-D object Name of 3-D

object
a
hexagonal prism
b
triangular prism
c
rectangular prism
d
cylinder

Activity 3
1 a Label the base, the top face and the curved

surface of this cylinder.
b Look at the base and top face of the cylinder.

Write down two correct statements about these
two faces.
______________________________________________________________________________
______________________________________________________________________________
c How many curved surfaces does this cylinder have? ___________________
d What is the shape of the polygon that makes the surface of this cylinder?
______________________________________________________________________________

2 a Label the base, top face and side face of these two prisms.
4 cm
4 cm
b. Look at the base and the top face of the prisms.

Write down two correct statements about the two faces of these prisms.
______________________________________________________________________________
______________________________________________________________________________
c How many side faces does each prism have? ________________________________
d What is the shape of the side faces of these prisms?
______________________________________________________________________________
e Remember that prisms are named according to the shape of the base.
Name these two prisms.
______________________________________________________________________________

HOMEWORK
Complete the table:
3-D object Number Number Shape of flat

of curved of flat faces
surfaces surfaces
cube
cylinders
rectangular
prisms
sphere

Lesson 29: Making prisms from polygons
Lesson 29: Making prisms from

polygons
Mental maths
What am I? Answer
1 I am a 2-D shape with one curved side.
I am a polygon with 6 sides of equal length and
2
six equal angles.
I am a 2-D shape with 5 sides of different
3
lengths.
4 I am a polygon with 4 sides.
I am a 2-D shape with 2 pairs of opposite sides
5
equal in length and 4 right angles.

Francina cut straight through the following 3-D objects:
a square-based rectangular prism, a cube, a cylinder and a sphere.
She then used each cut surface as a stamp. The stamps made these shapes.
Which cut 3-D object made the stamps?
This stamp could have been made using the cut surface of the
________________________ or the ________________________
This stamp could have been made using the cut surface of the
________________________ or the ____________________________________

Activity 1
Look at the 2-D shapes below.
1 Colour all the 2-D shapes you will need to make a triangular prism (a prism
with a base that is a triangle) in red
2 Colour all the 2-D shapes you will need to make a prism with a base that is a
regular pentagon in blue
3 Colour all the 2-D shapes you will need to make a prism with a base that is a
regular hexagon in green.

Activity 2
Work on your own.
Cut out the 2-D shapes given in Lesson 29 at the back of the LAB and use them to
make 3-D objects. If you need to, refer to your answers in Activity 1.
1 Name the 2-D shapes that you need to make a triangular prism:
__________________________________________________________________________________
Cut out the 2-D shapes and stick them together to make a triangular prism.
2 Name the 2-D shapes that you need to make a prim with a base that is a
regular pentagon:
__________________________________________________________________________________
Cut out the 2-D shapes and stick them together.
3 Name the 2-D shapes that you need to make a prism with a base that is a
regular hexagon:
__________________________________________________________________________________
Cut out the 2-D shapes and stick them together.
4 Display the 3-D objects you have made in your classroom.

HOMEWORK
Draw the 2-D shapes that make up each prism.
Prism 2-D shapes that make up the prism

Lesson 30: Make prisms and cylinders
Lesson 30: Make prisms and

cylinders
Mental maths
What 3-D object am I? Answer

I have two flat faces which are circles and
1
one curved surface
2 I have six square faces
3 I have two faces which are triangles and
three faces which are rectangles
4 I have a base which is a hexagon, a top
face which is a hexagon and six side faces
which are rectangles
3-D object Name of 3-D Draw the shapes that make up the
object object

Lesson 30: Make prisms and cylinders
Activity 1
Use the polygons and circles given in Lesson 30 at the back of the LAB.
1 Work with your partner.

Discuss how you find the necessary cut outs to make each 3-D object.
2 Work on your own.

a Use the cut outs to make each 3-D object.
Make Prism A (a prism with a rectangle as a base)
Make Prism B (a rectangle with a trapezium as a base)
Make the cylinder.
b Label each 3-D object and display it in the classroom.
HOMEWORK
Use the 3-D models you have made as you answer the questions.
1 How many flat faces in a rectangular prism? _________________________________
2 What is the shape of the base in a rectangular prism? _______________________
3 What is the shape of the side faces in a prism? _______________________________
4 How many flat faces in a cylinder? _________________________________
5 How many curved surfaces in a cylinder? _________________________________

Lesson 31: Pyramids and cones

Mental maths
What 3-D object am I? Answer

1 I have six rectangular faces.
2 I have a base and a top face which are

hexagons and all my side faces are rectangles.
3 I have a base which is a circle and a top face

which is a circle.
I have one curved surface.
4 I have two flat faces which are triangles.

My side faces are rectangles.


Look at the 3-D objects and then answer the questions.
A B C
D E F
1 Give two reasons why 3-D objects A, B, E and F can be sorted into one group.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
2 Give two reasons why 3-D objects C and D can be sorted into one group.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
3 Give one reason why 3-D objects C and F cannot be sorted into one group.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

Activity 1
1 This prism and this pyramid both have square bases.
Square-based prism Square-based pyramid
a Give two differences between a square-based prism and a square-based

pyramid.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
b Give one way in which a square-based prism and a square-based pyramid

are the same.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2 Draw the polygons you will need to make a square-based pyramid.

3 Turn to the polygons given for Lesson 31 Activity 1 at the back of the LAB.
Choose the polygons you need to make a square-based pyramid.
Hint: Use the answer to Question 2 as a guide.
Activity 2
1 This cylinder and this cone both

have bases which are circles.
Cylinder Cone
a Give one difference between a cylinder and a cone.
______________________________________________________________________________
______________________________________________________________________________
b Give one way in which a cylinder and a cone are the same.
______________________________________________________________________________
______________________________________________________________________________
2 Cut a cone into the base and the slanting surface. Then cut the slanting
surface and lie it flat. Draw the shapes that make a cone.

3 Turn to the shapes given for Lesson 31 Activity 2 at the back of the LAB.
Choose the shapes you need to make a cone.
Hint: Use the answer to Question 2 as a guide.
HOMEWORK
Decide whether these 3-D object are prisms, pyramids, cones, spheres or
cylinders.
Write the number of the object under the correct heading.
11 12 3
1 13
2
7
9
14
6
8
5
10
4
Prisms Pyramids Cones Spheres Cylinders

Lesson 32: Viewing objects

Mental maths
Name the 2-D shape Answer Name the 3-D object Answer
1 6
2 7
3 8
4 9
5 10
Look at the 3-D objects and then answer the questions.
A B C D E

F G H I J

1 What is the same about 3-D objects B, C, D and E?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
2 What is the same about the 3-D objects A and G?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
3 What is the same about the 3-D objects F, H, I and J?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
4 What is the difference between the 3-D objects F and H?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

Activity 1
Mpho and Sam each drew a teacup that was on the table between them.
This is what their drawings looked like:
Mpho’s drawing Sam’s drawing
1 Why do you think the drawings look different?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
2 Sam’s little sister saw a different view of

the teacup.
Where do you think the sister was when

she looked at the teacup?
Sam's little sister's drawing
Give a reason for your answer.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

Activity 2
Work on your own.
1 Neo, Norlan, Betty and Linda sat around a table. There was a teapot on
the table.
This is what the table and the teapot looked like from above.
We say that this is the top view or plan of the teapot and the table:
Neo
Norlan Betty
Linda
a Why are the legs of the table not shown in the plan view?
(You can’t see the legs from above the table. The legs are hidden under
the table.)
b Write the name of the person who drew each drawing:
_________________ _________________ _________________ _________________

drew drew drew drew
this picture this picture this picture this picture

2 Look at the plan (or top view) of the classroom.
KEY
cupboard stool
door
table
window
desk chalkboard
a How many windows are there in the classroom? ___________________________
b How many stools are there in the classroom? ___________________________
c How many learners sit at each desk? ___________________________
d If you enter the classroom through the door, what object will you see
directly in front of you? ___________________________

HOMEWORK
For each of the given objects, three views are given.

Say which view is the top view, which is the front view and which is the
side view.
1 top
front side
A car _______________ _______________ _____________
2 top
front side
A hut ______________ ______________ ______________


1 Draw a line to match the 3-D object with the group of polygons and circles
needed to make the 3-D object.

2 Look at the pictures.
the base is
the bottom
of the object
Traffic cones Box Tent
Use the words from the word box to fill in the names of the 3-D objects.
WORD BOX:
four five six cylinder rectangular prism
circle pyramid triangle triangular 
prism cone
a The shape of the base of the traffic cone is a ________________________.
b The traffic cone is made up of two 3-D objects – a ________________________

and a ________________________.
c The lid of the box has ________________________ faces.
d The open box has ________________________ faces.
e The box is a ________________________________________________.
f The tent is a ________________________________________________.

3 Look at the views of the house.
A back B C
left right
D E
front
a Which picture shows the floor plan of the house? ______(A)______
b Use the floor plan of the house to identify the view of the front, back, left
side and right side of the house.
The left side has been done for you.
Side Drawing
Front View
Back View C
Right View
Left View

RESOURCES
RESOURCES
Lesson 31: Pyramids and Cones 173
Lesson 30: Making prisms and cylinders 177
Lesson 29: Making prisms from polygons 183
Analogue clock 191

Lesson 31: Pyramids and Cones
Activity 2 Question 3




Lesson 30: Making prisms and cylinders
16 cm 8 cm
6 cm 6 cm
8 cm 8 cm
8 cm
16 cm
16 cm 8 cm
6 cm 6 cm
8 cm 8 cm
8 cm
16 cm
16 cm
6 cm 6 cm
PRISM A
16 cm
16 cm
6 cm 6 cm
16 cm


K C
I J G H
L A
E D
J G H I
F B
E D PRISM B
C
A
F B



stick circle along this side
A A
stick circle along this side


CYLINDER






Net of a cube


Net of a rectangular prism


quarter
past
past
o’clock
half
to
to
Analogue clock
quarter
Cut out the arrows representing the long hand and the short hand.
Use a split pin or paper clip and matchstick to attach the hands to the clock face.


GR 4 Term 4 2020 Tmu Maths Lab

Uploaded by

Copyright:

Available Formats

GR 4 Term 4 2020 Tmu Maths Lab

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

GR 4 Term 4 2020 Tmu Maths Lab

Uploaded by

Copyright:

Available Formats

MATHEMATICS

Gr 4 Term 4 2020 Maths Learner Activities English.indb 1 2020/08/23 10:20 AM

Answers to the activities can be written in this book.

Gr 4 Term 4 2020 Maths Learner Activities English.indb 3 2020/08/23 10:20 AM

Gr 4 Term 4 2020 Maths Learner Activities English.indb 5 2020/08/23 10:20 AM

Gr 4 Term 4 2020 Maths Learner Activities English.indb 6 2020/08/23 10:20 AM

There are 32 apples.

2 Write the number sentence: ________________________________

3 Do the calculation: __________________________________________________________

4 Which times table do you use to do this division? ____________

5 How do you know that there will be a remainder? ____________________________

6 What is the remainder? ___________________

Learner’s Activity Book 1

Gr 4 Term 4 2020 Maths Learner Activities English.indb 1 2020/08/23 10:20 AM

Work with your partner.

1 Calculate the following using expanded notation.

Gr 4 Term 4 2020 Maths Learner Activities English.indb 2 2020/08/23 10:20 AM

2 Calculate the following using expanded notation.

Work on your own.

1 Calculate 426 ÷ 4 = £ using expanded notation

Learner’s Activity Book 3

Gr 4 Term 4 2020 Maths Learner Activities English.indb 3 2020/08/23 10:20 AM

2 Calculate 255 ÷ 5 = £ using expanded notation

a. Using long division

b Using expanded notation

Gr 4 Term 4 2020 Maths Learner Activities English.indb 4 2020/08/23 10:20 AM

Write in expanded notation and then calculate.

Learner’s Activity Book 5

Gr 4 Term 4 2020 Maths Learner Activities English.indb 5 2020/08/23 10:20 AM

Lesson 2: Divide and solve

Link to previous lesson

Calculate 464 ÷ 8 = £ using expanded notation

Gr 4 Term 4 2020 Maths Learner Activities English.indb 6 2020/08/23 10:20 AM

Work with a partner. Solve the following problems:

1 A car can transport 6 people.

b Write the number sentence: _________________________________________________

c Use a clue board to help you work out the answer.

d Use multiplication to check your answer:

e Write the answer, giving a reason for your answer.

We need ____________ because ______________________________________________

Learner’s Activity Book 7

Gr 4 Term 4 2020 Maths Learner Activities English.indb 7 2020/08/23 10:20 AM

2 There are 8 apples in one packet.

b Write the number sentence: _________________________________________________

c Use a clue board to help you work out the answer.

d Use multiplication to check your answer:

e Write the final answer.

Gr 4 Term 4 2020 Maths Learner Activities English.indb 8 2020/08/23 10:20 AM

3. There are 122 sweets.

b Write the number sentence: _________________________________________________

c Use a clue board to help you work out the answer.

______________________________________________ Clue board

d Use multiplication to check your answer:

e Write the final answer.

Learner’s Activity Book 9

Gr 4 Term 4 2020 Maths Learner Activities English.indb 9 2020/08/23 10:20 AM

Work on your own. Solve the following problems.

1 Nine tablespoons of sugar have a mass of 117 g.

a Underline the numbers and draw a wavy line

We need because __________________________________

Answer: _ Answer: _

Answer: _ Answer: _

Answer: _ Answer: _

Answer: _ Answer: _

Answer: _ Answer: _