Math ENG Gr4 B1

COMMEMORATING 120 YEARS 8 9 1 2 3 4 5
OF NKOSI SIKELEL’ iAFRICA 6 7

s
Nkosi Sikelel’ iAfrica
d a nd
5
In 1897 Enoch Sontonga of the Mpinga clan of the is e
R ev a l i g ned
Nkosi, sikelel' iAfrika,
amaXhosa was inspired to write a hymn for Africa. Malupnakanyisw' udumo lwayo;
S
At the time he was 24 years old, a teacher, a
CA P
Yizwa imithandazo yethu
choirmaster, a lay minister in the Methodist church
Nkosi sikelela,
4 = 4
Thina lusapho lwayo
2
2+
and a photographer. At the time Mr Sontonga lived
in Nancefield near Johannesburg. Nkosi, sikelel' iAfrika,
MATHEMATICS IN ENGLISH – Grade 4 Book 1

Malupnakanyisw' udumo lwayo;
3
In 1899, this beautiful hymn, Nkosi Sikelel’ iAfrika, was sung Yizwa imithandazo yethu
1
Nkosi sikelela,
in public for the first time, at the ordination of Reverend
Thina lusapho lwayo
Boweni, a Methodist priest. It had a powerful effect on
everyone who heard it, and became so well loved that it was Woza Moya (woza, woza),
added to, translated, and sung all over the African continent. Woza Moya (woza, woza),
Woza Moya, Oyingcwele.
MATHEMATICS IN ENGLISH
A further seven verses were added to the hymn by poet SEK Usisikelele, Thina lusapho lwayo.
Mqhayi, and on 16 October 1923, Nkosi Sikelel’ iAfrika was
8
Morena boloka sechaba sa heso
4
recorded by Solomon T Plaatje, accompanied by Sylvia Colenso O fedise dintwa le matshwenyeho
3
on the piano. It was sung in churches and at political Morena boloka sechaba sa heso,
gatherings and in 1925, it became the official anthem of the O fedise dintwa le matshwenyeho.
African National Congress (ANC).
O se boloke, o se boloke,
Although his hymn was very well known, Sontonga was not O se boloke, o se boloke.
5
Sechaba sa heso, Sechaba sa heso.
famous in his lifetime. For many years, historians searched for
O se boloke morena se boloke,
information about this humble man’s life and death. O se boloke sechaba, se boloke.
Sechaba sa heso, sechaba sa Africa.
Enoch Sontonga died on 18 April 1905, at the age of 33.
2
His grave was discovered many years later in a cemetery in Ma kube njalo! Ma kube njalo!
Braamfontein in Johannesburg, after a long search by the Kude kube ngunaphakade.
Kude kube ngunaphakade!
National Monuments Council. In 1996, on Heritage Day,
24 September, President Mandela declared Sontonga’s grave
a national monument, and a memorial was later erected at
the gravesite.
4
For a while, in 1994 and 1995, South Africa had two official
national anthems: Nkosi Sikelel’ iAfrika and Die Stem, the
apartheid era anthem. Both anthems were sung in full, but it
took such a long time to sing them that the government held
open meetings to ask South Africans what they wanted for
their National Anthem. In the end, the government decided on
a compromise, which included the shortening of both anthems
Grade
and the creation of a harmonious musical bridge to join the
two songs together into a single anthem. Our national anthem,
which is sung in five different languages – isiXhosa, isiZulu,
Sesotho, Afrikaans and English – is unique and demonstrates
the ability of South Africans to compromise in the interest of
national unity and progress.
Name: Class:
ISBN 978-1-4315-0015-4
f
Nkosi Sikelel’ iAfrika became the first stanza of our new
National Anthem.
© Departmen National Archives and Records Services of South Africa
E. Sontonga, arr. M. Khumalo (Nkosi) M.L. de Villiers, arr. D. de Villiers (Die Stem)
Afrikaans words: C.J. Langenhoven Re-arrangement, music typesetting-Jeanne Z. Rudolph
English words: J.Z-Rudolph as per Anthem Committee
M A T H E M A T I CS I N E N G L IS H
G R A D E 4 – B O O K 1 • T E R M S 1 & 2
IS B N 9 7 8 -1 -4 3 1 5 -0 0 1 5 -4
T H IS B O O K M A Y N O T B E S O L D .
9 th E d i ti on
No. Title Pg. No. Title Pg.
R1a Base Ten Counting ii 23a Multiplication: 1-digit by 2-digit and 2-digit by 2-digit 68
R1b Base Ten Counting (continued) iv 23b Multiplication: 1-digit by 2-digit and 2-digit by 2 70
(continued)
R2 Numbers 0 to 1 000 vi
24a Grouping problems 72
R3 Addition and Subtraction to 999 viii
24b Grouping problems (continued) 74
R4 More Addition and Subtraction to 999 x
25 Numbers 0 to 2 000 76
R5 Multiplication xii
26 More numbers 0 to 2 000 78
R6 More Multiplication xiv
27 More rounding off to the nearest 10 80
R7 Number patterns xvi
28 More rounding off to the nea rest 100 82
R8 Fractions xviii
R9
R10
More Fractions
Money
xx
xxii
29
30a
More number sentences
Addition up to 4-digit numbers
84
86
8
30b Addition up to 4-digit numbers (continued) 88
R11 Length xxiv
31 Adding by filling in the tens 90
R12 Area xxvi
32a Subtraction up to 4-digit numbers 92
R13 Capacity xxiv
R14 2-D Shapes and 3-D Objects xxx
32b Subtraction up to 4-digit numbers (continued) 94 Mrs Angie Motshekga, Mr Enver Surty,
R15 Weight (Mass) xxxii
33 More subtraction up to 4-digit numbers 96 Minister of Deputy Minister of
R16 Data xxxiv
34 Compare and order common fractions 98 Basic Education Basic Education
35 Grouping and Sharing 100
1a Numbers 0 to 1 000 2
36 Fractions: halves to twelfths 102
1b Numbers to 0 to 1 000 (continued) 4 These workbooks have been developed for the children
Contents
37 Fractions and division 104

2 More numbers 0 to 1 000 6
38 Equivalent and Comparing Fractions 106
of South Africa under the leadership of the Minister of
3 Even more numbers 0 to 1 000 8
4 Rounding off to the nearest 10 10
39 Common fractions 108 Basic Education, Mrs Angie Motshekga, and the Deputy
5 Rounding off to the nearest 100 12
40 Length 110 Minister of Basic Education, Mr Enver Surty.
41 Estimate, measure and compare length 112
6a Number sentences 14 The Rainbow Workbooks form part of the Department
42 Length conversions 114
6b Number sentences (continued) 16
43 Multiples and rate 116
of Basic Education’s range of interventions aimed at
7a Addition up to 4 digits 18
44a Multiplication: 2-digits by 2-digits 118
improving the performance of South African learners
7b Addition up to 4 digits (continued) 20
8a Addition Pro blems 22
44b Multiplication: 2-digits by 2-digits 120 in the first six grades. As one of the priorities of the
8b Add ition Problems (continued) 24
(continued)
Government’s Plan of Action, this project has been
45a More multiplication: 2-digits by 2-digits 122
9a Subtraction 26 made possible by the generous funding of the National
45b Multiplication: 2-digits by 2-digits (continued) 124
9b Subtraction (continued) 28
46 Multiplication and approximation 126
Treasury. This has enabled the Department to make these
10a Subtraction Problems 30
47 Multiplication: 2-digits numbers by 2-digit 128
workbooks, in all the official languages, available at no cost.
10b Subtraction Problems (continued) 32 numbers
11a Addition and Subtraction (continued) 34 48 3-D Objects 130
We hope that teachers will find these workbooks useful
11b Addition and Subtraction (continued) 36 49 Faces 132
in their everyday teaching and in ensuring that their
12 Let’s talk about money 38 50 Describing and making models of 3-D objects 134 learners cover the curriculum. We have taken care to
13 Number patterns 40 51 Investigate geometric patterns 136 guide the teacher through each of the activities by the
14 Number patterns: flow diagrams and tables 42 52 Investigate and extend geometric patterns 138 inclusion of icons that indicate what it is that the learner
15 Multiplication: 2 × to 7 × tables 44 53 Symmetry 140 should do.
16 Multiplication: 8 × and 9 × tables 46 54 Lines of symmetry 142
17 Multiplication: 1 × and 10 × tables 48 55 Addition and subtraction 144
We sincerely hope that children will enjoy working
18a Time 50 56 Addition and subtraction up to 4-digit numbers 146 through the book as they grow and learn, and that you, the
18b Time (continued) 52 57 Addition of 4-digit numbers 148 teacher, will share their pleasure.
58 Pro blem solving: addition and subtraction 150
19a Calculation of time 54
We wish you and your learners every success in using
19b Calculation of time 56 59 Sharing and Grouping problems 152
20 Data 58 60 Rate 154
these workbooks.
21a Pictographs and bar graphs 60 61 Ratio 156
21b Pictographs and bar graphs (continued) 62 62 Division of 2-digit numbers by 1-digit numbers 158
22a 2-D shapes 64 63 Division of 3-digit numbers by 1-digit numbers 160 P u b l i sh e d b y t h e D e p a r t m e n t o f Ba si c E d u ca
2 2 2 St r u b e n St r e e t
tio n
ISBN 978-1-4315-0015-4
22b 2-D shapes (continued) 66 64 Division problems 162 P r e to r ia T h i s b ook m a y not b e sol d .
So u t h A f r i ca
T h e D e p a r t m e n t o f Ba si c E d u ac t i o n h a s m a d e e ve r y e f f o tr t o t r a ec oc p ry i g h t h o l d e r s b u t
© D e p a r t m e n t o f Ba si c E d u ca tio n i f a n y h a ve b e e n i n a d ve r t e n t l y o ve r l o o ke d t h e D e p a r t me n t w i l l b e p l e a es d t o m a ek t h e
Ni n t h e d i t i o n 2 019 n e ce sa r y a r r a n g e m e n t s a t t h e f i r st o p p o r t u n i t y.
Grade
4
h em a t i c s
at
M
Book 1
ENGLISH
1 Revision worksheets:R1 to R16
Key concepts from Grade 3
2 Worksheets:1 to 64
Book 2
3 Worksheets:65 to 144
Name:
The structure of a worksheet
Worksheet number Worksheet title
(Revision R1 to R16,
Ordinary 1 to 144)
31 Adding by filling the tens

Topic introduction
(Text and pictures to help you think about Which sum is easier to add? Why? In one minute, how many combinations
can you find that add up to ?
and discuss the topic of the worksheet.) 8+7= or 10 + 5 =
10 + 4 = or 7 + 7 =
9+2= or 10 + 1 =
10 + 2 = or 7 + 5 =
1. Fill up the tens.
3+7 = 10 8+2 = 10 Are there more combinations that
Term 2
Term indicator
will add up to ten?
2+8 = 10 9+1 = 10
________________________________
5+5 = 10 4+6 = 10 ________________________________
(There are forty worksheets per term.) 1+9 = 10 7+3 = 10
________________________________
________________________________
________________________________
6+4 = 10 0 + 10 = 10
a. 3 + = b. 5 + = c. 2 + =
Questions d. 6 + = e. 1 + = f. 7 + =
g. 8 + = h. 9 + = i. 4 + =
Example:
37 + 3 = 40 25 + 5 = 30 Find another five combinations

that will add up to 100.
14 + 6 = 20 68 + 2 = 70
________________________________
Colour code for content area 79 + 1
56 + 4
= 80
= 60
43 + 7
84 + 6
= 50
= 90
________________________________
________________________________
________________________________
Content Side bar colour

________________________________
92 + 8 = 100 36 + 4 = 40
Revision Purple
a. 32 + = b. 46 + = c. 54 + =
d. 72 + = e. 78 + = f. 68 + =
Number Turquoise 9 0
g. 15 + = h. 94 + = i. 83 + =
Patterns and
Electric blue
functions (algebra)
Space and shape
Orange Language colour code:
(geometry)
Afrikaans (Red), English (Blue)
Measurement Green
Data handling Red
3. Fill up the hundreds.

Example: 486
486 + 14 = 500
Example frame (in yellow)
a. 368 b. 371 c. 684
d. 519 e. 225 f. 568
g. 274 h. 479 i. 383
4. Calculate the following:

Example:
Calculate 2 486 + 48
2 486 + 48
= (2 486 + 14) – 14 + 48
= 2 500 + (48 – 14)
= 2 500 + 34
= 2 534
a. 3 526 + 97 = b. 6 537 + 84 = c. 4 833 + 95 =
Fun/challenge/problem solving activity

(This is an end of worksheet activity that may include
d. 1 789 + 39 = e. 2 786 + 56 = f. 8 976 + 41 =
fun or challenging activities that can also be shared
with parents or brothers and sisters at home.)
g. 4 324 + 98 = h. 8 159 + 62 = i. 6 847 + 73 =
Sign:
The concert
Teacher assessment rating,

Date:
7 894 people came to see a concert. There were 68 security guards. How many people were in the
stadium?
9 1
signature and date
Grade
4
h em a t i c s
at
M
ENGLISH
PART
1 Revision
Key con cep ts f r om Gr ad e 3
WORKSHEETS R1 TO R16
Book
Name: 1
The first 1 worksheets are
revision activities. They Revision
also summarise important
R1a Base Ten Counting concepts you need in

Grade 4.
How many beads are there? See how fast can you count them.
I wonder
what is the
fastest way to
count? Can
1. Write down how many beads you counted? you help me?
Term 1
a. b.
c.
ii
on
d.
e.
Sign:
Date:
continued ☛
iii
Revision
R1b Base Ten Counting continued
I made a
nice brooch
2. Write down how many beads there are. with my 111
beads.
a.
These blocks of beads have the same number in each as the block above. Write
down the total number of beads.
Term 1
b.
c.
iv
d.
on
d.
How quick are you?
What you need: What to do:

- Cut-out 1. - lay in pairs.
- Cut out the cards from Cut-out
sheet 1 at the back of the book.
- lace them face down on your
desk.
- ou choose five cards and your
partner chooses five.
- See who is first to give the total
number of beads on the cards.
- Check your partner s answer.
- Do the same with and
10 cards. Sign:
- The person with the most

correct answers is the winner. Date:
v
Revision
R2 Numbers 0 to 1 000
What number will these cards make?

325
3 0 0
In
words
it is
20 5
Three hundred and
twenty fi e
1. Match column A with column B.

Column A Column
a.
Term 1
3 0 0
b.
1 0 0
40
3
c.
4 0 0
10
2
2. Write the number in the correct column:
Number cards Hundreds Tens Units
a. 2 0 0 50 3 2 5 3
b. 4 0 0 0 5
c. 1 0 0 20 10
d. 3 0 0 10
e. 40 2 3 4 0 0
vi
on
3. omplete the following. We ha e done the first one to guide you.

a. 23 = hundreds 2 tens 3 units
b. 4 =
c. 521 =
d. 04 =
e. 230 =
. The first one is done for you. Write the other numbers also in e panded notation.
a. 54 = 00 50 4
b. 203 =
c. 45 =
d. 50 =
e. 05 =
f. 4 5 =
5. Write the following in words.
a. 54
b. 30
c. 4
What is the size of your number: Remember

zero is a
What you need: place holder.
What to do:
- Cut-out 2
– lay in pairs.
- Cut-out 3: Cut and fold
– Each player roles a hundreds dice (red, blue or orange dice), a tens
the dice (units to hundreds)
(green dice) and a units (yellow dice) dice.
1 10 100 – Each player makes his or her own 3-digit number with the number cards. Sign:
– The winner is the player with the greatest number.
1000
– Do the same activity five times.
10 000 Date:
vii
Revision
R3 Addition and Subtraction to 999
What do addition and subtraction mean?
+ What does – What does
+ –
mean? mean?
1. Complete the pattern:

100 100 100
Term 1
a. 200 300 400

– 20 – 20 – 20
b. 200 1 0 1 0
50 50 50
c. 50 100 150
30 30 30
d. 0 0 120
– 40 – 40 – 40
e. 500 4 0 420
amples
ample 612 + 56 ample 2 389 + 74
612 + 56 389 + 74
600 10 2 50 6 300 80 9 70 4
12 5 3 4
= 00 10 50 2 = 300 0 0 4
= 00 0 = 300 150 13
= = 300 100 50 10 3
= 400 0 3
= 4 3
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2. dd the following using the gi en e ample.

a. 124 35 b. 25
124 + 35 678 + 25
124 35 25
= 100 20 30 4 5 = 00 0 20 5
= =
=
=
=
amples
ample 356 - 3 ample 2 241 - 6
356 – 3 241 – 6
35 - 3 241 -
= 300 50 ( – 3) = 200 40 (1 – )
= 300 50 3 = 200 30 (11 – )
= 353 = 200 30 5
= 235
3. ubtract the following using the gi en e ample.

a. 5 – 5 b. 3 2 –
659 – 5 392 – 8
5 –5 3 2–
= 00 50 ( – 5) = 300 0 (2 – )
= = Sign:
=
Date:
=
=
ix
Revision
R4 More Addition and Subtraction to 999
How fast can you add the following?
100 2 10 2
100 2 10 2 10
200 10
300 100 20
20 2 2
2 30 2 2 2
amples
ample ample 2
212 45 124 3
Term 1
200 10 2 + 400 50 6 100 20 4 + 300 80 7

= 200 400 10 50 2 = 100 300 20 0 4
= 00 0 = 400 100 11
= = 500 10 1
= 511
. dd the following using the e amples abo e.
a. 234 3 2 b. 44 213
+ +
= 200 300 30 0 4 2
=
=
=
=
=
c. 3 145 d. 24 35
+ +
= 300 100 0 40 5
=
=
=
=
=
=
=
=
=
x
on
amples
ample ample 2
4 – 323 54 – 2
700 80 4 – 300 20 3 500 40 6 – 200 80 8

= ( 00 – 300) ( 0 – 20) (4 – 3 ) = (500 – 200) (40 – 0) ( – )
= 400 0 1 = 300 (30 – 0) (1 – )
= 4 1 = 200 (130 – 0) (1 – )
= 200 50
= 25
2. ubtract the following using the gi en e ample.

a. 4 – 214 b. – 453
– –
= (400 – 200) ( 0 – 10) ( – 4)
=
=
=
=
=
c. 3 4 – 2 d. 413 – 1
– –
= (300 – 200) ( 0 – 0) (4 – )
=
=
=
=
=
=
=
=
=
+ What is the size of your number: 132

423
What you need: What to do: 400
- se the 10s and100s - Roll the tens (green) dice. 675
dice made in the - Add the number landed on to the first number on 897
previous activity. the blue card. Write your addition sum on a piece of
- iece of paper.
-
paper.
Do the same with the ne t four numbers on the blue
card.
– Sign:
100 10 - Repeat the activity using both the 10s and 100s dice.
Repeat the
- earners check each other s addition sums. Date:
activity using
- The winner is the person with the most correct answers subtraction.
xi
Revision
R5 Multiplication
We have si beads repeated four times.
This is the same as
6+6+6+6 which is the same as:
1. Complete the patterns:
a. 2, 4, , , , , , , , ,
Term 1
b. 3, , , , , , , , , ,
c. 5, 10, 15, , , , , , , ,
d. 4, , 12, , , , , , , ,
e. 10 , 20 , 30 , , , , , , , ,
2. Complete the table:
Diagram Addition sum Words Multiplication sum
4 4 4
= 12
Four groups
of five
3 5 = 15
xii
on
3. Match the cats with the mice.
a. 9 3
b. 3 3
24
c. 21
d. 2
32
e. 10
4. Fill in the and = in the right places.
a. 3 1 b. 1 4 4 c. 2 4
d. 3 e. 12 3 4 f. 4
g. 1 2 h. 4 12 4 i. 54
j. 12 4 k. 50 5 10 l. 2 3
m 12 2 24 n. 1 o. 0 5 12
X In one minute I can …

- se the units and tens - Roll the units and tens dice. Multiply the two numbers. Write down the
dice made in the previous multiplication sum with its answer.
activity from Cut-out 3. - Repeat doing this until your teacher says stop after a minute.
- iece of paper. - Give your multiplication sum to your friend to mark.
- The winner is the person with the most correct answers. Sign:
100 10
Date:
xiii
Revision
R6 More Multiplication
See how many sums you can make by multiplying a number from the square by
a number in a circle.
1 2
1 2 3 3
4
4 5 5
1. Complete the table.

Term 1
1 2 3 4 5 6 7 8 9
1 1= 1 2= 1 3= 1 4= 1 5= 1 = 1 = 1 = 1 =
1
2 1= 2 2= 2 3= 2 4= 2 5= 2 = 2 = 2 = 2 =
2
3 1= 3 2= 3 3= 3 4= 3 5= 3 = 3 = 3 = 3 =
3
4 1= 4 2= 4 3= 4 4= 4 5= 4 = 4 = 4 = 4 =
4
5 1= 5 2= 5 3= 5 4= 5 5= 5 = 5 = 5 = 5 =
5
1= 2= 3= 4= 5= = = = =
6
1= 2= 3= 4= 5= = = = =
7
1= 2= 3= 4= 5= = = = =
8
1= 2= 3= 4= 5= = = = =
9
xiv
on
2. ol e the following problems. se the e ample to guide you.

ou will need e tra sheets of paper to sol e the problems.
ample
The problem: A parent gives nine bags of soccer balls to a school. Each bag contains soccer
balls. How many soccer balls does the parent give away?
What is the question? How many soccer balls does the parent give away?
What are the numbers? (bags) and (balls per bag)
What key words tell you which basic operation (+, –, x or ÷) to use? Each bag contains.
What operation must be used? Multiplication.
Draw a picture.
Write down a number sentence. =

Show the calculation. = 54
Answer: The parent gives 54 soccer balls away.
a. A farmer plants rows of apple trees.

There are apple trees in each row.
In one minute I can …
How many apples trees are there in
lay the previous game again.
total?
b. Ann s mother buys 5 pizzas. Each pizza X
is cut into four slices. How many slices 100 10 Sign:
are there altogether?

c. Mandla has three friends. Each of them
Date:
has twenty sweets. How many sweets

do they all have together?
xv
Revision
R7 Number patterns
Talk about the patterns in the table below.
1 2 3 4 5 10
11 12 13 14 15 1 1 1 1 20
21 22 23 24 25 2 2 2 2 30
31 32 33 34 35 3 3 3 3 40
41 42 43 44 45 4 4 4 4 50
51 52 53 54 55 5 5 5 5 0
1 2 3 4 5 0
1 2 3 4 5 0
1 2 3 4 5 0
Term 1
1 2 3 4 5 100
. What will the ne t number be?

a. 40, 45, 50, b. 5, 5, 105, , ,
c. 3 ,3 , 3 0, , , d. 405, 410, 415, , ,
e. 5 ,5 ,5 , , , f. 00, 10, 20, , ,
g. 5, 0, 5, , , h. 00, 02, 04, , ,
2. Complete the following patterns.
3 + 5 = 30 + 50 = 300 + 500 =
a.
4 + 2 = 40 + 20 = 400 + 200 =
b.
3 + 6 = 30 + 60 = 300 + 600 =
c.
5 + 1 = 50 + 10 = 500 + 100 =
d.
7 + 2 = 70 + 20 = 700 + 200 =
e.
xvi
on
3. What will you put in the place of the orange?
a. 4 3= 4 3 Pattern fun
How fast can you get the
answer?
b. 2= 2 11 15
c. 5 4= 5 4 12 22 30
1 33 45
d. 3=3 5
e. 2 = 2
f. 1=1
g. = 3
h. 0=
i. = 1
j. = 1
Coloured cards…
ook at the
cards. What do 4+3 5+6 4+5 3+4 3+9
you notice? 2+7
Sign:
8+1 7+2 5+4 6+5 1+8

9+3 Date:
xvii
Revision
R8 Fractions
Use fractions to describe the pictures.
1. Divide these shapes into:

Term 1
Halves
uarters
2. Colour in the following fractions.

2
a. two quarters ( )=
4
1
b. one quarter ( )=
4
2
c. two thirds ( )=
3
2
d. two halves ( )=
2
3
e. three thirds ( )=
3
xviii
on
3. Complete the table below.
Fraction circle Fraction that is green. Colour the same fraction

on this diagram.
a.
1
one quarter ( ) 1
4 one quarter ( ) is green
4
b.
c.
d.
e.
f.
g.
h.
Fractions dice and strips
Throw a dice.
Then take a fraction strip from Cut-out 4 that matches the fraction on the face of the dice. 1
If the face is
1 , take a quarter strip. If you are correct keep the fraction strip. 4
2 Sign:
2
4 3 4
At the end count your fraction strips.
Date:
The winner is the person with the most fractions strips.
xix
Revision
R9 More Fractions
Use fractions to describe the pictures.

= one quarter
= one quarter
= one quarter
= one quarter
Term 1
1. Share the sweets. What fraction will each child get?
Children Total number of What fraction will How many sweets

sweets each child get? will each child get?
xx
on
2. You divide 16 sweets between four children. What fraction will each
child get?
Continue on an e tra sheet of paper
3. You divide 18 sweets between two children. What fraction will each get?
1
4. Four children each get of 28 sweets. How many sweets does each child get?
4

Sign:
Fractions dice and strips Date:
lay this game again. See the previous lesson.
xxi
Revision
R10 Money
Identify all the coins and notes:
1. Tick the coins that are equal to the amount shown:

Term 1
a. R5,40 b. R3,20
c. R ,50 d. R ,45
2. Colour the blocks:

a. R2 = Green
b. R1 = lue
c. R5 = Red
d. R10 = urple
e. R20 = ellow
xxii
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3. Tick the correct change.

a. I bought sweets for R3,50. I paid with a R5.
b. I bought sweets for R4, . I paid with a R5,00.
c. I bought sweets for R , . I paid with R5, R2 and R2 coin.
d. I bought sweets for 10c. I paid with R10,00.
Coin rubbing and problem solving
a. Take some coins.

Make a coin rubbing by putting a coin under a piece of
paper and rubbing over the top with a crayon pencil.
Cut out the coins and make five of your own sums. Sign:
b. Grandmother gives alesa R12. alesa wants to save a third

of the money. How much money must she save? Date:
xxiii
Revision
R11 Length
How long is a metre? Can you take a step that is one metre long? How many 30
cm rulers will make 1 metre?
Term 1
1. If this worm is one metre long, what is the distance from the boy to the girl?
a.
b.
c.
d.
e.
2. Fill in the missing numbers on this measured line.
0 1m 2m 8m
xxiv
on
Length game
3. Use the game board to answer the questions:

100
A – space – a – metre
A B
90
80
C D E F
70
60
START
50
one metre
FINISH
40
30
20
10
cm 0
We have already rolled the dice for you. The length of the line is the number of spaces you moved.
We did the first two for you, E=1 and D = 2, so you are standing on square 3 now. Carry on. Colour the
blocks as you go. The first one to finish wins.
1
Spaces moved: Spaces moved:
E 1 F
metres moved: metres moved:
2+1
Spaces moved:
Spaces moved:
D 3
metres moved: B
metres moved:
Spaces moved:
A
metres moved: Spaces moved:
C
Spaces moved: metres moved:
C
metres moved:
Spaces moved:
Spaces moved: F
metres moved:
B
metres moved:
Spaces moved: Spaces moved:

Sign:
F A
metres moved: metres moved:
Date:
How many more spaces must you move to get to the finish?
xxv
Revision
R12 Area
Look at the kitchen floor.

How many tiles did I use to
tile the floor?
1. Answer the following questions:

Term 1
a. How many tiles did you use to tile the kitchen floor?
b. How many white tiles did you use to tile the kitchen floor?
c. How many black tiles did you use to tile the kitchen floor?
d. The girl takes one step per tile. How many steps will she take to go round the
edges of the room on the tiles?
2. a. How many tiles are used to tile these floors?

b. What is the distance in tiles around the edges of each floor?
a. b. a. b.
a. b. a. b.
xxvi
on
3. Use Cut-out 5. You also need glue and a pair of scissors.
Tile all the floors. Try and create a beautiful pattern with your tiles.
a. Total tiles:
Total distance (in

tiles) around the
floor:
b. Total tiles: c. Total tiles:

Total distance (in tiles) around Total distance (in tiles) around
the floor: the floor:
d. Total tiles:
Total distance (in tiles) around
the floor:
A4 page …
How many whole

tiles from Cut-out
tile
Sign:
5 will fit on a sheet
of A4 size paper?
Date:
xxvii
Revision
R13 Capacity
This bottle holds 1 litre.
Identify the objects in the kitchen

that can hold more or
less than 1 litre.
1. Answer the following questions:

Term 1
a. What can take more water than a cup? b. Is this container full or empty?
c. Is this bottle full or empty? d. Which container can take more water?
e. Is this container full or half full? f. Is this bottle full?
2. Use the bottle on the left, and estimate whether the container can take more or
less than a litre.
a. b. c. d.
1 litre
e. f. g. h.
xxviii
on
3. How many bottles of water did you take to fill each measuring jug?
The picture on the left will guide you.
a. b. c.
d. e. f.
4. If each jug takes 3 litres of water, how many litres of water are there in each jug?
a. b. c.
Capacity fun …
Sign:
Make a list of 10 things in your house that have a capacity of 1 litre.

Date:
xxix
Revision
R14 2-D Shapes and 3-D Objects
How many shapes and objects can you find?

Words that can help:
Rectangle Circle
Square Triangle
Box (Prism) Ball (Sphere)
Cylinder
1. Name the following shapes:

Term 1
a. b. c. d.
2. Name the following objects:

a. b. c.
3. Colour the correct word or words.

a. b.
Straight edges Curved edges Straight edges Curved edges
c. d.
Round surfaces Flat surfaces Round surfaces Flat surfaces
xxx
on
4. Draw a line of symmetry.

a. b. c.
5. Colour all the cylinders blue. Then write on each object if it can:
• Roll only (R) • Slide only (S) • Roll and Slide (RS)
Find pictures …
What to do:
– Go through a magazine, newspaper or an advertisement.
– Find pictures of five things that look like a:
– cylinder
– cube Which object was
– ball (sphere) the easiest to find?
Which object was Sign:
the most difficult to
find?
Date:
xxxi
Revision
R15 Weight (Mass)
Did you know that an

average pineapple
weighs 1 kg?
Identify the objects in the
kitchen that are
heavier or lighter
than a pineapple.
1. Answer the questions.

Term 1
a. What is lighter than a brick? b. What is heavier, a full or an empty

bag?
c. Is this bag heavier or lighter d. Are the biscuits heavier

than a pineapple? or lighter than the
handbag?
e. Is this bag heavy or light? f. Is this suitcase heavy or light?
2. Use the object on the left to estimate whether the object is heavier or lighter than a
kilogram.
a. feather b. shoes c. cupcake d. crayon
1 kg
e. school bag f. pencil case g. packet of chips
xxxii
on
3. Say if the object (or objects) weigh more, less or the same as 1 kilogram.
Mass fun …
What to do:
Sign:
– Make a list of 10 things in your house that weigh about 1 kilogram each.
Date:
xxxiii
Revision
R16 Data
Term 1
1. Sort the fruit using the circles below. Make drawings:
naartjies apples
bananas strawberries
a. How many naartjies are there?
b. How many apples are there?
c. How many bananas are there?
d. How many strawberries are there?

xxxiv
on
2. Draw a pictograph.
Our favourite fruit
a. Do children like bananas or apples more?
b. Do children like strawberries or naartjies more?
c. What is the most popular fruit?
d. What is the least popular fruit?
Find a graph
Search through a newspaper for

graphs. Bring one example of a Sign:
graph to the classroom.
Date:
xxxv
Revision
Notes
xxxvi
on
Grade
4
h em a t i c s
at
M
ENGLISH
PART
2
WORKSHEETS
1 to 64 Book
1
1a Numbers 0 to 1 000
How many cubes are there in total?
1. Count the cubes.

Term 1
a.
b.
2
2. How many cubes are there in total?
=1 = 10 = 100 = 1000
a.
How many of
b. the 100 blocks
will make a
1 000 block?
c.
Sign:
Date:
continued ☛
3
1b Numbers 0 to 1 000 continued
d.
Term 1
e.
4
3. Match column A with column B
A B
a. 1 0 0
b.
1
c.
1 0
d.
1 0 0 0

a. 1 0 + 1 = 1 01 = 11
1 10 0
0
b. 1 0 + 1 0 0 + 1 = 1 = 111
c. 1 0 0 + 1 0 0 + 1 0 0 + 1 0 + 1 0 + 1 0 + 1 + 1 =
d. 1 + 1 + 1 + 1 0 + 1 0 + 1 0 + 1 0 + 1 0 + 1 0 0 =
e. 1 0 + 1 0 + 1 0 + 1 0 0 + 1 0 0 +1 0 0 + 1 0 0 + 1 =
How quick are you?

- Cut-out 1. – Play in pairs.
– Cut out the cards from the back of your books.
– Place them face down on your desk.
– ou choose five cards and your partner chooses five.
– See who can give the total the quickest.
– Add 100 to your answer. Sign:
– Check your partner’s answer.

– Do the same with 6/7/8/9/10 cards. Remember to add 100. Date:
– The person with the most correct answers is the winner.
5
2 More numbers 0 to 1 000
What number will these cards make?
7 9
0 0
0 798
7 0 0 8
In words
9 0 8 it is
Seven hundred and
ninety-eight
Seven hundred and ninety-eight
1. Complete the following:

6 0 0 4 0 3 643
a. + + =
Term 1
3 0 0 8 0 5
b. + + =
4 0 0 1 0 9
c. + + =
1 0 0 2 0
d. + =
8 0 0 6
e. + =
a. 100 + 60 + 4 =
b. 200 + 10 + 8 =
c. 900 + 90 + 9 =
d. 600 + 20 =
e. 700 + 7 =
Hundreds Tens Units
a. 923 9 2 3
b. 113
c. 204
d. 580
e. 600
6
4. You need some coloured pencils do complete this question.
omplete the following using the first uestion to guide you.
a. 247 = 2 hundreds + 4 tens + 7 units
b. 892 =
c. 384 =
d. 566 =
e. 201 =
5. Complete the table below:
Expanded notation Words
a. 493
b. 900
c. 187
d. 349
e. 420
6. What is the value of the underlined digit?

a. 891 8 0 0
b. 320 9 0
1
c. 554
d. 632
e. 047
Find the number.
What to do: What you need:

– Bring a newspaper to class. - A newspaper
– Find five 3-digit numbers.
– Write them down.
– Share with the class what each number means.
Sign:
Date:
7
3 Even more numbers 0 to 1 000
Choose a colour on the left. Find the matching colour on the right. Choose
5 numbers smaller and 5 numbers bigger than the number (where possible).
235 235 10 235
361
487
599 985 701
145
1. Arrange the numbers from the smallest to the biggest.
a. 896, 689, 888, 698, 986

Term 1
b. 426, 626, 642, 264, 269

c. 735, 365, 373, 335, 533
d. 400, 404, 304, 340, 430
e. 999, 292, 922, 902, 920
2. Fill in < or >.

a. 623 263
b. 196 916
c. 505 500
d. 334 344
e. 829 892
Greater than >
< Less than
3. What is the value of the digit 4 in these numbers?
a. 964 b. 204 c. 468
d. 459 e. 341
8
8 2 5
a. se each digit once. Make the smallest 3-digit number:
b. se each digit once. Make the largest 3-digit number:
c. ou can use a digit twice. Make the smallest 3-digit number:
d. ou can use a digit twice. Make the largest 3-digit number:
1 ou tossed some stones on a game board. This were your

10
result. If you add the numbers, what is the total?
100
Who can get the largest number?
What you need:

– The game board on the right.
– Small stones.
1
What to do:
– Toss your stone on the board.
10
– Write down the number it lands on.
– Do this ten times.
– Add the numbers.
– The winner in a group is the person with
the biggest number.
100
Sign:
Date:
9
4 Rounding off to the nearest 10
Look at the symbols below and describe them. When we want to

write 8 rounded
When we want to off to the nearest
write 4 + 5 is equal 10 we use the
to 9, we use the symbol
symbol
=
=
Rounding off to the nearest ten.
Round off the numbers that end in a digit from 1 to 4 to the previous (lower) ten.
Example: 374 rounded off to the nearest ten would be 370.
Term 1
370 371 372 373 374 375 376 377 378 379 380
Round off numbers that end in a digit from 5 to 9 to the next (higher) ten.
Example: 377 rounded off to the nearest ten would be 380.
370 371 372 373 374 375 376 377 378 379 380
1. Round the following numbers off to the nearest ten using the number lines provided.
a.
0 1 2 3 4 5 6 7 8 9 10
b. 3
0 1 2 3 4 5 6 7 8 9 10
c. 2
0 1 2 3 4 5 6 7 8 9 10
d.
0 10
e. 4
0 10
10
2. Round the following numbers off to the nearest ten using the number lines
provided.
a. 35
30 31 32 33 34 35 36 37 38 39 40
b. 3
70 71 72 73 74 75 76 77 78 79 80
c.
90 91 92 93 94 95 96 97 98 99 100
3. Round the following numbers off to the nearest hundred using the number lines.
a. 530
500 600
b. 0
.
800 900
c. 3 0
300 400
Round up and down

Round off each of these to the nearest 10.
Flowers Blocks Marbles
Sign:
Date:
11
5 Rounding off to the nearest 100
Look at the symbols below and describe them. When we want to

write 60 rounded
When we want off to the nearest
to write 30 + 60 is 100 we use the
equal to 90, we symbol
use the symbol
=
=
Rounding off to the nearest hundred.
Round off the numbers that start with a digit from 1 to 4 to the previous (lower)
hundred. Example: 40 rounded off to the nearest hundred would be 0.
Term 1
0 10 20 30 40 50 60 70 80 90 100
Round off numbers that end in a digit from 5 to 9 to the next (higher) hundred.
Example: 70 rounded off to the nearest hundred would be 100.
0 10 20 30 40 50 60 70 80 90 100
1. Round the following numbers off to the nearest hundred using the number lines
provided.
a. 12 0
1200 1210 1220 1230 1240 1250 1260 1270 1280 1290 1300
b. 1 230
1200 1210 1220 1230 1240 1250 1260 1270 1280 1290 1300
c. 1240
1200 1210 1220 1230 1240 1250 1260 1270 1280 1290 1300
d. 1250
1200 1300
e. 125
1200 1300
12
2. Round the following numbers off to the nearest hundred using the
number lines provided.
a. 1550
1500 1510 1520 1530 1540 1550 1560 1570 1580 1590 1600
b. 1 30
1800 1810 1820 1830 1840 1850 1860 1870 1880 1890 1900
c. 4
900 910 920 930 940 950 960 970 980 990 1000
3. Round the following numbers off to the nearest hundred using the number lines
provided.
a. 1 30
1600 1700
b. 1 0
1700 1800
c. 13 0
1300 1400
Rounding off
– Round each off to the nearest 100.
Sign:
Date:
13
6a Number sentences
Here is one combination that will give you 20. How many more
combinations can you come up with? Write them down on an extra sheet
of paper.
3 + 17 =
0 2 4 6 8 10 12 14 16 18 20
1. Fill in the missing number.

Term 1
a. 3 + 7 = b. 8 + = 10
c. 3 + = 10 d. 10 – =4
a. 13 + 7 = b. 8 + = 20
c. 3 + = 20 d. 20 – =4
a. 230 + 70 = b. 240 + 60 =
c. 240 + = 300 d. 230 + = 300
a. 130 + 170 = b. 140 + = 300
c. 130 + = 300 d. 300 – = 160
14
Example: When you subtract

a number from itself
58 – 58 = 0 264 – 264 = 0 304 – 0 = 304 you get zero.
a. 46 – 46 = b. – =0 c. 165 – = 165
d. 37 – 4 + 4 = e. 27 + 6 – 6 =
6. Calculate and show on a number line.
Example: You can use

addition to check
7+5= 12 therefore 12 – 5 = 7 subtraction.
0 1 2 3 4 5 6 7 8 9 10 11 12
a. 8 + 3 = therefore 11 – 3 =
a. 47 + 22 = therefore – 22 =
b. 56 + 31 = therefore – =
Sign:
Date:
continued ☛
15
6b Number sentences continued
8. Complete the equations.
a. 13 + 46 = or 46 + 13 = b. 36 + 297 = or 297 + 36 =
c. 27 + 94 = or 94 + 27 = d. 12 + 15 = 15 +
e. +6= +7 f. 125 + 164 = 164 +

Term 1
g. 89 + 46 = 46 + h. + 49 = + 36
i. 174 + 132 = + j. 56 – 14 = + 42
a. (3 + 2) + 1 = is the same as 3 (2 1) =
b. (31 + 26) + 19 = is the same as 31 (2 1 )=
c. 51 + (13 + 49) = is the same as (51 13) 4 =
d. (4 + 3) + 2 = + (3 + 2)
e. (9 + 6) + 5 = 9 + ( + 5)
f. 4 + (2 + 7) = ( + ) +7
g. (8 + 1) + 4 = + (1 + 4)
h. 7 +(4 + 2) = ( + )+2
i. (11 + 3) + 2 = 11 + ( + 2)
16
10. Say if the following are true or false.
a. 9 + 8 = 8 + 9
True
b. 3 + 6 = 6 – 3
c. 7 – 4 = 4 – 7
d. 10 – 5 = 5 + 10
e. 8 + 3 = 3 – 8
f. 15 – 10 = 10 – 15
g. 4 + 6 = 6 + 4
h. 4 – 6 = 6 + 4
i. 4 – 6 = 6 – 4
j. 4 + 6 = 6 – 4
k. 2 + (4 + 6) = (2 + 4) + 6
Number problems
a. ou have 40 marbles in a bag. Write down all the number sentences that will give you an answer
of 40. ou should only add two numbers every time. Sign:
b. What will happen if I take any two numbers that are the same, and subtract the one from the Date:
other?
17
7a Addition up to 4 digits
What is the difference between the numbers?
1 2 3 4 5 6 7 8 9 10
11 21 31 41 51 61 71 81 91 101
110 120 130 140 150 160 170 180 190 200
100 200 300 400 500 600 700 800 900 1 000
90 190 290 390 490 590 690 790 890 990
1. What number comes next?

Term 1
a. 8, 9, 10,
b. 20, 30, 40,
c. 55, 65, 75,
d. 95, 195, 295,
e. 645, 745, 845,
f. 912, 922, 932
2. Complete the table: Add to the given number.
Number Add 100 Add 10 Add 1
233
98
478
399
862
18
3. Fill in the missing number:
a. 3 + = 10
b. 17 + = 20
c. 90 + = 100
d. 85 + = 100
e. 78 + = 100
f. 325 + = 350
g. 312 + = 400
h. 350 + = 525
i. 238 + = 400
j. 564 + = 800
Number Complete up to the next 10. Complete up to the next 100.
a. 35 5 65
35 + = 40 35 + = 100
b. 265
265 + = 270 265 + = 300
c. 342
342 + = 350 342 + = 400
d. 486
486 + = 490 486 + = 500
e. 964
964 + = 964 + = Sign:
Date:
continued ☛
19
7b Addition up to 4 digits continued
Examples:
Example 1: Example 2:
134 + 123 468 + 274
100 30 4 + 100 20 3 400 60 8 + 200 70 4

= 100 + 100 + 30 + 20 + 4 + 3 = 400 + 200 + 60 + 70 + 8 + 4
= 200 + 50 + 7 = 600 + 130 + 12
= 257 = 600 + 100 + 30 + 10 + 2
= 700 + 40 + 2
= 742
5. Use both methods above to calculate the following.

Term 1
a. 644 + 120
+
= 600 + 100 + 40 + 20 + 4
b. 143 + 152
+
=
20
c. 394 + 468
=
=
=
=
=
d. 1 268 + 324
=
=
=
=
=
e. 2 374 + 1 287
=
=
=
=
=
What is the size of your number?

+
What you need: What to do: 115
- Use the 10s, and 100s dice you – Individual game against a group or the 127
made before. class. 138
– Piece of paper. – Roll the 10s dice. 149
– Add the number landed on, to the first
number on the blue card. Write your
192 Sign:
10 100
addition sum on a piece of paper.
Date:
– Do the same with the 2nd to the 5th
number.
21
8a Addition problems
How fast can you answer this?

• Add 800 + 30 + 5. How did the
• What is the sum of 300 and 400? blue words
help you?
• How many do 100 and 500 make altogether ?
• What three numbers have a total of 200?
• Add 25 and 1 .
• What is the sum of 100 and 52? What word
will help you
• How many altogether are 42 and 59? to choose the
• Which three numbers have a total of 80? operation?
1. Solve the following problems. The pictures may guide you. Also use the blue
Term 1
word.
a. A juice company has 260 apples. They get another 250 apples. How many
apples do they have now?
and
200 + 200 + + 50
=
Try to form
= a picture in
your mind.
These are the
number of
= apples.
22
b. Mandla had 5 oranges. He bought another 155 oranges.
How many oranges does he have?
i. What picture do you see when you think about this problem? Draw it.
ii. What operation should you use?
iii. Solve the problem. Write it down in your writing book.
Continue on an extra sheet of paper.
c. ur class collected 421 empty plastic bottles to recycle. The other class
collected 3 5 bottles. How many empty plastic bottles did the two
classes collect altogether?
Sign:
Date:
continued ☛
23
8b Addition problems continued
2. Look at the pictures below and write an interesting addition word sum.
Term 1
24
3. Write an appropriate and interesting word sum for: 439 and 514. Solve it.
Counting houses …
There were 00 10 4 houses in E tension 4. Then
400 0 e tra houses were built in E tension 4. Sign:
Date:
How many houses are there now in E tension 4?
25
9a Subtraction
1 2 3 4 5 6 8 9 10
1 28 38 48 58 68 88 98 10
20 30 40 50 60 0 80 90 100 110
100 200 300 400 500 600 00 800 900 1 000
990 1 0 2 990 3 990 4 990 5 990 6 990 0 8 990 9 990

Term 1
a. 5, , ,
b. 10, 20, 30,
c. 135, 235, 335,
d. 284, 294, 304,
e. 41 , 51 , 1 ,
f. 5 4, 4, 4,
2. Complete the table: Subtract from the given number.
Number Subtract 1 Subtract 10 Subtract 100
1 5
124
51
893
26
3. Fill in the missing number:
a. 4 – =0
b. 13 – = 10
c. 5– = 0
d. 2– = 0
e. 113 – =100
f. 140 – = 100
g. 341 – = 300
h. 945 – = 800
i. 864 – = 800
j. 985 – = 850
Sign:
Date:
continued ☛
27
9b Subtraction continued
d. 2 683 – 1 241
Example:
This is a
913 – 458
problem! =
900 10 3 – 400 50 8 =
= (900 – 400) + (10 – 50) + (3 – 8)
= (500) + (0 – 50) + (13 – 8) =
= (400) + (100 – 50) + (13 – 8)
= 400 + 50 + 5
e. 4 384 – 3 872
= 455
4. Complete the following using the method above:

a. 798 – 164 =
=
= (700 – 100) + (90 – 60) + (8 – 4) =
Term 1
=
=
=
=
b. 929 – 174
=
=
= What is the size of your number?
= –
you need:
What yo What to do:
= 984
- Use the 10s and 100s dice – Individual game against a group or the
class. 421
c. 946 – 597 previously made.
– Roll the 10s dice. 843
– Piece of paper. – Subtract the number landed on, to the 577
first number on the blue card. Write your 659
subtraction sum on a piece of paper.
– Do the same with the 2nd to the 5th
= number.
– Repeat the activity with the 100s and
= 1 000s dice. Sign:
10 100 – Learners check each other’s subtraction
= sums.
Date:
– The winner is the person with the most
= correct answers.
=
28 29
10a Subtraction problems
b. Mpo is selling pencils. She had 800 pencils. She sold 257 pencils.
How many pencils does she have left?
How fast can you answer these?
i. What picture do you see when you think about this problem? Draw it.
• Subtract 7 000 from 8 000.
• What is the difference between 650 and 370? How did the
• Minus 700 and 85. blue words
help you?
• Decrease 100 000 by 10 000.
• Subtract 9 000 and 820.
• Reduce 755 by 102.
• Take 150 from 1 003.
• Take away 37 from 2 000.
1. Solve the following problems. The pictures may guide you. Also use the
blue word.
a. Our school bought 420 pencils. We used 180 pencils. How many pencils ii. What operation should you use?
are left?
Term 1
iii. Solve the problem. Write it down in your workbook.
What word
will help me
420 - 180 to choose the
operation?
=
left Sign:
=
= – Date:
= Continue on an extra sheet of paper.
continued ☛
30 31
10b Subtraction problems continued
3. Write an appropriate and interesting subtraction word sum for:
723 and 189. Solve it.
2. There were 785 apples at the fruit shop. They sold 453. How many apples were left?
Term 1
Your own story
Look at the picture and make your own subtraction story.
Sign:
Date:
32 33
11a Addition and subtraction problems
3. Calculate the following. Do the calculations in your workbook.
a. 452 + 336 = b. 289 + 574 =
Use the
How fast can you answer these?
this! colours to
+ help you to
• Add 500 and 90. solve the
• Subtract 70 from 300. word sums.
• 400 plus 46 is .....
• The sum of 350 and 420 is ....
-
• Take 500 from 800.
• Decrease 950 by 230.
• Increase 150 by 370.
• 225 and 385 are ....
1. Complete the table below:

Add 80 Subtract 40 Add 200 Subtract 300
c. 967 – 153 = d. 710 – 538 =
Term 1
420
510
690
730
555
2. Answer the following questions: 4. Check your answers for each of the above calculations, using the opposite
operation.
a. What is the opposite of +?
b. What is the opposite of – ?
Sign:
Date:

continued ☛
34 35
11b Addition and subtraction problems
continued ii. How many books were left after the sale?
5. Solve the following problems:

a. Thabo and his sisters were counting animals and birds at the zoo. Thabo
counted 234 animals, his sister, Susan counted 1 004 birds, and their younger
sister, Lindy, counted 538 animals.
i. How many animals and birds did they cou

ount
nt a
hey count oget
ogethe
her?
r?
allll ttogether?
ii. The guide told them that they could

ld
expect to see 2 000 animals and birds.
irds.
How many animals did they not see?e?
iii. If the bookshop sells another 500 books, how many books are left?
Term 1
b. The book store bought 1200 new
books and there were already 1250 0
on the shelves. They were all put on sale and 1 625 books were sold
sold.
i. How many books were on the Continue on an extra sheet of paper.

shelves before the sale?
Coloured numbers
What to do:
Play in pairs.
+ - – The first player will say: ‘Add green
numbers’
– The second player can take any two
green numbers and add them. If the
200 500 75 175 player is correct, he or she will get one
point.
10 450 800 20 – The second player will say: ‘Subtract
yellow numbers’. The first player makes
325 250 120 350 a subtraction sum with any two yellow Sign:
numbers.
15 150 700 400
– Carry on playing. The first person with a
Date:
score of 10 is the winner.
36 37
12 Let’s talk about money
3. How much money will I have left if I spend the following amounts:
Talk about money. Look at the picture and make your own story. a. R5 – R2 =
b. R15 – 50c =
c. 50 c – 2c =
d. R12 – R1,50c =
e. R5 – 0,70c =

1. Colour the combination that will give you:
a. R12 + R2 – R5 =
a.
R5 R1 R2 R2 R1
b. R2,50 + 50c – 20c =
b.
Term 1
R2 R1 50c R1 50c c. R15 + 5c – 20c =
c.
R1 20c 50c 20c 10c 10c 5c d. R5 + R 1 – R2 =
d. e. R7,25 – R1,05 + 20c =

R1,50 R1 R1 50c 50c
e. 5. How many combinations can you make to get R1,00 ?

R1,75 R1 R10 20c 50c 10c 5c
2. How much money will I have if I save the following amounts?
a. R2 + R1 =
b. R5 + R20 = Continue on an extra sheet of paper.
Big five …. What does it

c. R10 + 20c = mean if I pay with
What do the big five and money notes have in common? “buffaloes”?
d. R20 + 50c =
Sign:
e. R1 + 5c =
Date:
38 39
13 Number patterns 4. Patterns are shown here. Explain each one in words.
1 2 3 4 5 6 7 8 9
1 1 2 3 4 5 6 7 8 9
Describe the pattern.
2 2 4 6 8 10 12 14 16 18
3 3 6 9 12 15 18 21 24 27
4 4 8 12 16 20 24 28 32 36
5 5 10 15 20 25 30 35 40 45
6 6 12 18 24 30 36 42 48 54
7 7 14 21 28 35 42 49 56 63
Did you use words such as odd and even? 8 8 16 24 32 40 48 56 64 72
9 9 18 27 36 45 54 63 72 81
1. Complete the flow diagrams.
Input Output Input Output Input Output 5. i. Identify the pattern on each number board. ii. Extend each pattern by five
more numbers.
25 11 13 49
a. 1 2 3 4 5 6 7 8 9 10 b.
1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20 11 12 13 14 15 16 17 18 19 20
Term 1
Rule Rule Rule
71 83 85 58 21 22 23 24 25 26 27 28 29 30 21 22 23 24 25 26 27 28 29 30
+5 +10
31 32 33 34 35 36 37 38 39 40 31 32 33 34 35 36 37 38 39 40
63 61 63 92
41 42 43 44 45 46 47 48 49 50 41 42 43 44 45 46 47 48 49 50
38 75 77 31 51 52 53 54 55 56 57 58 59 60 51 52 53 54 55 56 57 58 59 60
61 62 63 64 65 66 67 68 69 70 61 62 63 64 65 66 67 68 69 70
2. Extend the following patterns: 71 72 73 74 75 76 77 78 79 80 71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90 81 82 83 84 85 86 87 88 89 90
a. 6, 8, 10, , , b. 12, 15, 18, , , 91 92 93 94 95 96 97 98 99 100 91 92 93 94 95 96 97 98 99 100
c. 30, 35, 40, , , d. 80, 70, 60, , ,
e. 4, 7, 10, , , f. 12, 18, 24, , ,
g. 31, 29, 27, , , h. 10, 14, 18, , , 6. i. Describe the pattern. ii. Extend the pattern by five more numbers.
i. 49, 44, 39, , , j. 29, 26, 23, , , Example: Look carefully

at the arrows
i. Count forwards in 2s ii. 121, 123, 125, 127, 129
3. Identify the rule in each case.
99 101 103 105 107 109 111 113 115 117 119
a. 44, 49, 54, 59
b. 67, 77, 87, 97 Sign:

146 151 156 161 166 171 176 181 186 191 196
i.
c. 65, 68, 71, 74 Date:
ii.
d. 92, 89, 86, 83
40 41
14 Number patterns: flow diagrams and 2. Complete and label the following tables:
tables Example:
Look at the robot. What is it telling us? Complete the table.
1 2 3 4 5 6 7 8 9 10
What
Rule
is my
rule? Input Output ×6 6 12 18 30 60
5 6 7 5 20
6 24
Input
7 28 Rule Output
Output 8
9 a. b.
20 24 28 10
1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10
Example 1: Example 2: ×9 ×8
Input Output Input Output
1 Rule
1 5
Term 1
3 3 Rule 13
5 ×3 5 ×4 +1 c. d.
7 25
1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10
9 8
11 45 ×4 ×3
1. Complete and label the flow diagrams.

a. b. c.
e. 1 2 3 4 5 6 7 8 9 10
× 20
2 1 2
4 3 4
6 ×5 5 ×4 6 ×9
8 7 8 f. 1 2 3 4 5 6 7 8 9 10
10 9 10 × 70
d. e. f.
2 1 1 Number pattern problems

4 3 18 Sign:
a. Write a number pattern for the following: I am counting in 3s. I start with an even number smaller than 3.
6 ×2 +5 5 ×5 +2 2 ×2 ×3 What is my pattern?
b. My input numbers are 1, 2, 3, 4 and 5. My rule is x 10. What will my output numbers be? Date:
8 7 4 c. My input numbers are 1, 3, 4, 5 and 7. My rule is x 10 x 8. What will my output numbers be?
10 9 30
42 43
15 Multiplication: 2 x to 7 x tables 2. Answer the following:
a. Four threes b. 7 groups of 5
How would you use this board? Show with your finger, how c. 4 tens d. Two groups of 6
you will use the number
× 1 2 3 4 5 6 7 8 9 10
board to show:
1 1 2 3 4 5 6 7 8 9 10 e. 5 packets of 5 f. Six bags of 3
2 2 4 6 8 10 12 14 16 18 20 • 3 x 4 = 12
• 4 x 3 = 12 3. Complete the sums and show the multiplication sum on the number line.
3 3 6 9 12 15 18 21 24 27 30
4 4 8 12 16 20 24 28 32 36 40 • 6 x 7 = 42
• 7 x 6 = 42 a. 4 × = 16 16 ÷ 4 =
5 5 10 15 20 25 30 35 40 45 50
6 6 12 18 24 30 36 42 48 54 60 • 4 x 5 = 20
7 7 14 21 28 35 42 49 56 63 70 • 5 x 4 = 20
0 4 9 12 16 20 24 29 32 36 40
8 8 16 24 32 40 48 56 64 72 80
b. 6 × = 24 24 ÷ 6 =
9 9 18 27 36 45 54 63 72 81 90
Term 1
10 10 20 30 40 50 60 70 80 90 100
0 6
1. Write down repeated addition, multiplication and division sums for the following:
a. b. Homework c. 5 × = 20 20 ÷ 5 =
c.
0 5
d. 3 × = 12 12 ÷ 3 =
i. rows of 0 3
4. Fill in the answer.
ii. Repeated addition: i. rows of

i. rows of a. 2 × 3 = b. 2 x 2 x 5 = c. Double 4 x 2 =
2+2+2=6 ii. Repeated addition:
ii. Repeated addition:
iii. Multiplication: d. 3 x 2 x 3 = e. 4 x 2 x 2 = f. Double 5 x 2 =

iii. Multiplication:
2x3=6 iii. Multiplication:
Sweets and scores
Sign:
iv. Division: iv. Division:
iv. Division:
a. My friend has 8 sweets. I have twice as many. How many sweets do I have?
6÷3=2 Date:
b. I scored five times more than my friend. My friend’s score was four. How much did I score?
44 45
16 Multiplication: 8 x and 9 x tables
2. Complete the sums and show the multiplication sum on the number line.
a. 4 × = 32 32 ÷ 4 =
If a is 3 groups of 8. What will b and c be? Write down repeated addition,
0 8 16 24 32 40 48 56 64 72 80
multiplication and division sums for the following:
a. b. Homework b. 6 × = 48 48 ÷ 6 =
0 6 12 18 24 30 36 42 48 54 60
c.
c. 9 × = 81 81 ÷ 9 =
0 9 18 27 36 45 54 63 72 81 90
i. ______ rows of ______ 3. Complete the table.
1 2 3 4 5 6 7 8 9 10
ii. Repeated addition: i. rows of
i. rows of
8 + 8 + 8 = 24 ii. Repeated addition: ×8 8 16 24 32
ii. Repeated addition:
4. Fill in the answer.
Term 1
8 x 3 = 24 iii. Multiplication: a. 2 × 8 = b. 7 × 9 = c. 3 × 2 × 9 =
iv. Division: iv. Division: d. 1 × 8 = e. 3 × 9 = f. 2 × 2 × 2 × 9 =

iv. Division:
24 ÷ 3 = 8
g. 3 × 3 × 8 = h. 5 × 8 = i. 2 × 2 × 9 =

j. 5 × 2 × 9 =
a. 1 × 8 = 2×8= 3×8= 4×8= 5×8=
5. Answer the following:
6×8= 7×8= 8×8= 9×8= 10 × 8 = a. Eight 3s b. Four groups of 9
16 ÷ 8 = 32 ÷ 8 = 56 ÷ 8 = 48 ÷ 8 = 72 ÷ 8 =
c. Nine 10s d. 7 groups of 8
24 ÷ 8 = 40 ÷ 8 = 8÷8= 64 ÷ 8 = 80 ÷ 8 =
b. 1 × 9 = 2×9= 3×9= 4×9= 5×9= e. Eight 9s f. Eight groups of 8
6×9= 7×9= 8×9= 9×9= 10 × 9 =

Sign:
18 ÷ 9 = 36 ÷ 9 = 54 ÷ 9 = 72 ÷ 9 = 81 ÷ 9 = Spiders on a wall
Date:
There are five spiders sitting on the wall. How many legs do they have altogether?
27 ÷ 9 = 45 ÷ 9 = 9÷9= 63 ÷ 9 = 90 ÷ 9 =
46 47
17 Multiplication: 1 x and 10 x table
3. Answer the questions:
a. How fast can you calculate the answers?

Identify the pattern. What do you think will happen when we multiply with 100?
1x1=1 1 x 10 = 10 1 × 10 = 7 × 10 =
2x1=2 2 x 10 = 20
If 3 x 1 = 3, then
6 × 10 = 2 × 10 =
3x1=3 3 x 10 = 30 3 x 10 = 30, and
3 x 100 = 300
4x1=4 4 x 10 = 40 9 × 10 = 5 × 10 =
5x1=5 5 x 10 = 50
6x1=6 6 x 10 = 60 3 × 10 = 10 × 10 =
7x1=7 7 x 10 = 70 9 × 10 = 4 × 10 =
8x1=8 8 x 10 = 80
9x1=9 9 x 10 = 90 b. Find the missing number:
1. Show the multiplication sum on the number lines. 2× =2 2× = 20 2× = 200
Term 1
a. 4 × 1 =
4× =8 4× = 80 2× = 800
0 1 2 3 4 5 6 7 8 9 10 9× = 27 9× = 270 9× = 2 700
b. 4 × 10 = c. What do you notice? ____________________________________________________

4. My father buys 60 bottles of juice at R6 each. How much did he pay
altogether for the juice?
0 10 20 30 40 50 60 70 80 90 100
Example:
2. Identify the patterns and describe each. My mother bought 50 chocolate at R9 each. I help her to calculate the total cost. This is what I did
in my head.
× 1 2 3 4 5 6 7 8 9 10
5 x R9 = R45 So 50 x R9 will
1 1 2 3 4 5 6 7 8 9 10 give me R450
2 2 4 6 8 10 12 14 16 18 20
3 3 6 9 12 15 18 21 24 27 30
4 4 8 12 16 20 24 28 32 36 40
5 5 10 15 20 25 30 35 40 45 50
6 6 12 18 24 30 36 42 48 54 60
7 7 14 21 28 35 42 49 56 63 70 Sign:
8 8 16 24 32 40 48 56 64 72 80 Loaves of bread
Date:
9 9 18 27 36 45 54 63 72 81 90 My mother bought 40 loaves of bread at R8 each. My father bought 20 loaves at R9 each. How much did they
pay altogether for the bread?
10 10 20 30 40 50 60 70 80 90 100
48 49
18a Time
3. Write down in words the times shown on the clock:
What is the time? Give your answer in hours and minutes.

10
60 intervals more
The hand
– one marks.
moved 5
for each marks.
minute in
an hour
a. b. c.
5 minutes later 10 minutes later d. e.

5:00 5:05 5:15
Term 1
1. Draw a line from the clock face to the digital clock with the same time.
a. b. c. d.
f. g. h.
6:50 7:15 7:05 6:45
2. Write the following as digital time.

a. b. c.
i. j.
Sign:
Date:
continued ☛
50 51
18b Time continued
5. What is the duration from clock 1 to clock 2?
4. Draw in the following times on the clocks: a.. b. c.
a. 1 o’clock b. 3 o’clock c. 8 o’clock

d. e. f.
Term 1
6. I left home at 06:45 and arrived at school at 07:25. How long did it take me to
d. 11 o’clock e. 3:45 f. 15:20
get there?
How many …
… hours do you sleep each night?
... hours do you go to school each day?

Sign:
g. 9:30 h. 10:40 i 22:10 … minutes do you take to eat your lunch?
Date:
… minutes do you take to get dressed in the morning?
52 53
19a More time
3. Complete the questions on days, weeks, months and years.
a. Complete the table below filling in the number of days in each month.
What is the time?
60 seconds = 1 minute 24 hours = 1 day
July
April
May
June
Month
March
August
January
October
February
November
December
September
1
365 4 = 1 year 12 months = 1 year Days
60 minutes = 1 hour
+/- 4 weeks = 1 month b. Will February always have the same number of days? Why or why not?
7 days = 1 week
1. Answer these questions on seconds, minutes and hours.

c. Complete the table and then answer the questions below.
a. The red hand on the clock shows us .
Term 1
b. It takes seconds to complete one circle.
July
April
May
Total
June
Month
March
August
c. seconds = 1 minute.
January
October
February
November
December
September
d. The green hand on the clock shows us . Days

e. It takes minutes to complete one circle.
f. minutes = 1 hour. Days
left
g. The blue hand on the clock shows us .
Note that the
h. It takes hours to complete one circle. i. How many months are there in a year? number of days left
1
depends on when
i. hours = one day, hours = 2 a day. you do this.
ii. How many days are there in a year?
j. If the red hand moves from 12 to 1, it moves seconds.
k. If the green hand moves from 12 to 2, it moves minutes. iii. Will we have the same number of days each year?
l. If the blue hand move from 12 to 5, it moves hours.
Why or why not?
Calendar art
a. Minutes 1 2 3 4
b. Hours 1 2 3 4
Make a calendar for the month of your birth.
Seconds 60 Minutes
Decorate it with a photograph or a drawing of yourself.
Sign:
Give it to someone special.
c.
Day 1 2 3 4 Date:
Hours
continued ☛
54 55
19b Calculation of time
2. Look at the December calendar and answer the questions.
a. On what day is New Year’s Day? December 2015

Look at the month of April and complete the table.
Sun Mon Tues Wed Thur Fri Sat
April 2015 Dates from __ to ___ Number of days
b. What happens in South Africa if a 1 2 3 4 5
Sun Mon Tues Wed Thurs Fri Sat 1 – 15 April public holiday is on a Sunday?
6 7 8 9 10 11 12
1 2 3 4 7 – 11 April
13 14 15 16 17 18 19
5 6 7 8 9 10 11 10 – 13 April
20 21 22 23 24 25 26
12 13 14 15 16 17 18 27 – 30 April c. How many days is it from Christmas
to New Year’s Day? 27 28 29 30 31
19 20 21 22 23 24 24 20 – 25 April
26 27 28 29 30
1. Use the June and July calendar to fill in the table below. d. On what day did the school start this year? How many days ago was it?
June 2015 July 2015
Term 1
Sun Mon Tues Wed Thur Fri Sat Sun Mon Tues Wed Thur Fri Sat
1 2 3 4 5 6 1 2 3 4 3. Complete the calendar for the month your birthday is in.
7 8 9 10 11 12 13 5 6 7 8 9 10 11
14 15 16 17 18 19 20 12 13 14 15 16 17 18
21 22 23 24 25 26 27 19 20 21 22 23 24 25
28 29 30 26 27 28 29 30 31
Sun Mon Tues Wed Thur Fri Sat
Dates Number of days Name of starting day What will the name of
the next day after the
last date be?
a. 25 June – 29 June
b. 27 June – 2 July
c. 24 June – 1 July
d. 30 June – 3 July
e. 16 June – 2 August
Sign:
Count the days
Date:
How many days will it be from 23 February to 12 July? Will it be the same for every year?
56 57
20 Data
3. Answer the questions using your tally.
a. How many children have 6 letters in their name?

Write your name as a code.
Decode. What is my
name? A B C D E F G H I J K L M
b. How many children have 4 letters in their name?
22 5 18 15 14 9 3 1 1 2 3 4 5 6 7 8 9 10 11 12 13
N O P Q R S T U V W X Y Z
14 15 16 17 18 19 20 21 22 23 24 25 26
c. How many children have 7 letters in their name?

d. How many children have 8 letters in their name?
a. Write down your name.
Term 1
b. How many letters do you have in your name? e. What number of letters in a name is the most popular?
c. Write down a friend’s name.
d. How many letters does her or his name have? f. Do you know a nine or more letter name? Write it down.
Names in my class
Peter Palesa Sue Thabo Jabu g. Who in your class uses a shortened version of his or her name?
Gugu Jonathan Ann Musa Zander
Liesel William Jolene Sipho Lucy
Veronica John Lee Sam Nomsa
h. Why do you think people sometimes rather use a 3 letter name like
Mpho Andile Steven Mbali Bongi
Sam and not Samantha?
2. Use the table above to complete this table.
Names with ____ letters Tally

Tally competition …
3
In pairs see who can count the tallies the fastest.
4
5
Sign:
6
Date:
7
58 59
21a Pictographs and bar graphs 3. Draw a pictograph to represent the following information.
In our science class, our task was to go and search for insects in
our gardens in order to see what insects there are at this time of year.
I found the following in a section of 2 square metres in my garden:10 rose
What is a pictograph? beetles, one ladybird, three bees, two fl ies, nine ants and six caterpillars.
A Pictograph is a way of showing data using pictures. Each picture is a symbol of
(a certain number of) the physical objects being counted.
1. In the pictograph below, what does each represent? How do you know?
4. Based on the above graph:

a. What time of year do you think it might be? (During which season(s) might
Term 1
2. Draw the key of this graph. certain insects be found generally?)
KEY:
Our class’s favorite food b. If I looked in a section of 4 square metres, more or less how many of each
kind of insect could I expect to find?
c. Do you think I was looking at a patch of lawn or a fl ower bed? Why?
5. Suggest some data that would be easy and interesting to see/read in a

pictograph (rather than in a bar graph).
6. Who might be interested in the graph you’ve suggested above, and why?
Sign:
Date:
Hamburgers Hotdogs Pizzas Pasta Cooked meal
60 61
21b Pictographs and bar graphs continued
9. Draw a bar graph of this information.
Our class voted for our class representative on the LRC, and the following learners
each got the following number of votes:
7. Every bar graph should have at least three labels. What are they? Sifiso: 8
Nontobeko: 17
Jannie: 5
Faith: 10
Shelly: 9
8. What is this a graph of? How do you know?
Term 1
10. According to your graph:
a. How many learners voted?
b. Who won?
c. Would you say that the winner won ‘by a landslide’ (by a big majority)? Explain
your answer.
Democracy in the classroom
You are the ‘manager’ of the class representative election winner. Make a poster for the classroom,
letting everyone know who won and by how much. Use a graph on the poster. It must be an eye-
catching poster that shows how proud the whole class are about having elected their new class
representative. Sign:
Evaluate each other’s posters. Look especially at how the graphs were used – were they used creatively
Date:
to help make the class and winner look really good?
62 63
22a 2-D shapes
5. Name the shape and give the number of sides it has.
a. b. c.
A polygon is a shape formed by three or more straight lines. Identify the polygons.
A regular polygon has all its angles equal and all its sides of equal length.
Rectangle (4)
Rectangle
Triangle Hexagon Square Pentagon d. e. f.
1. Draw a:
a. Straight line b. Curved line
2. Say if the sides are curved, straight or curved and straight.

g. h. i.
a. b. c.
Term 1
d. e. f. 6. Draw the following on the grid below:
a. Triangle
b. Quadrilateral
c. Pentagon
d. Hexagon
3. Draw the following on the grid below:

a. A shape with only curved sides.
b. A shape with straight and curved sides.
c. A shape with straight sides only.
Sign:
Date:
4. Can a shape have three straight sides and one curved side?
continued ☛
64 65
22b 2-D shapes continued
9. Draw the following shapes. Their sides must be unequal.
a. triangle b. octagon c. pentagon
7. Draw the following shapes. All their sides must be equal.
a. triangle b. square c. pentagon
Term 1
d. hexagon e. quadrilateral f. polygon of your choice
d. hexagon e. quadrilateral f. polygon of your choice
8. Draw a polygon with 10 equal sides.
Sign:
Date:
66 67
23a Multiplication: 1-digit by 2-digit and
2-digit by 2-digit 2. Find the multiples. The example below will help you to complete the
other tables.
Give the total of the numbers in each shape. Use multiplication.

Multiples of 2
on
n
go 5
t ag
on
nta 9 4 4 5 5 8
oc
8
ag
pe 8
x
4 5 5 5
he
9 9 4 4 8 8 8
9 4 5 5 5 5 8 8 8
9 9 4 4 4 5 5 8 8 2 4 6 8 10 12
square
square The multiples of 2 are 2, 4, 6, 8, 10, 12, , , , , ,
on
rectangle 10 10
90 ag
nt
tri
10 pe 50
an
90 50
gl
30 30 30 50 a.
e
90 50 Multiples of 3
Term 1
10 10 10
30 30 30 90 90 10 50 50
30 30 90 10 10
50
90 90 90 10
10

3
Number x 10 x 20 x 30 x 40 X 50
4
The multiples of 3 are 3, 6, 9, , , , , ,
5
b.
7
Multiples of 5
8
10
20
30
Sign:
40 The multiples of 5 are , , , , , , ,

Date:
50
continued ☛
68 69
Multiplication: 1-digit by 2-digit and
23b 2-digit by 2-digit continued 4. Use the method below to calculate the multiplication
sums. Write the steps in your workbook. a. 14 x 6
c. Example:
Multiples of 10
16 x 7
=
10 6 7
10 x 1 10 x 2 10 x 3 10 x 4 10 x 5 = (10 + 6) x 7 =
= (10 x 7) + (6 x 7)
=
= 70 + 42
= 70 + 40 + 2 =
10 20 30
= 110 +2
= 112 =
=
b. 25 x 3 c. 37 x 8
10 x 6 10 x 7 10 x 8 10 x 9 10 x 10
Term 1
= =
= =
= =
The multiples of 10 are , , , , ,
= =
3. Are these multiples of (extend the pattern): = =

= =
a. 10? 50, 60, 70, 80, How fast are you?
What to do: 30 80
– The aim is to see
b. 20? 260, 280, 300, 320, how fast you can fill 10 40
in the answers in the
white rectangles. 50 40
2 20 90
– Multiply each colour
c. 40? 160, 200, 240, 280, number on the 90 30
circle by the same
4 7 colour rectangle’s 50 50
to get your answer. 20 10
d. 100? 200, 300, 400, 500, Sign:
8 30 9
60 20
Date:
80 60
e. 90? 180, 270, 360, 450,
70 71
24a Grouping problems
2. Complete drawings and multiplication and division sums of the following:
Tell a story about the groups. 4 groups of each 5 groups of 2 each 6 groups of 2 each
Multiplication sum: Multiplication sum: Multiplication sum:

4x2=8
8 shared between 4 8 shared between 4 8 shared between 4
1. How many groups are there?
Term 1
groups groups groups groups
of of of of
Division sum: Division sum: Division sum:

8÷2=4
4 groups of 10 each 2 groups of 100 each 6 groups of 100 each
Addition sum: Addition sum: Addition sum: Multiplication sum: Multiplication sum: Multiplication sum:
Multiplication sum: Multiplication sum: Multiplication sum: 40 shared between 4 200 shared between 2 600 shared between 6
Addition sum:
Division sum: Division sum: Division sum:

Multiplication sum:
Sign:
Division sum: Division sum: Division sum: Division sum: Date:
continued ☛
72 73
24b Grouping problems continued
Example 2:
75 ÷ 4
Example 1: (70 + 5) ÷ 4
84 ÷ 4 = (70 ÷ 4) + (5 ÷ 4)
= (17 rem 2) + (5 ÷ 4)
Let us write it as 4 x = 84 = 17 + (7 ÷ 4)
You can say 4 x 20 = 80. You still need 4 = 17 + 1 rem 3
4 x 21 = 84 = 18 rem 3
So 84 ÷ 4 = 21
3. Calculate the following: a. 37 ÷ 3 = b. 98 ÷ 5 = c. 89 ÷ 4 =
a. 37 ÷ 3 = b. 98 ÷ 5 = c. 88 ÷ 4 =
Term 1
d. 67 ÷ 5 = e. 38 ÷ 3 = f. 79 ÷ 6 =
d. 65 ÷ 5 = e. 39 ÷ 3 = f. 78 ÷ 6 =
Sweet money …
Sign:
a. I have 97 sweets. I need to divide it amongst 5 children. How many sweets will be left over?
b. I have R95. How many cup cakes of R8 can I buy? Will I get any change?
c. My mother bought 80 metres of fabric to make scatter cushions for 9 people. How much fabric will Date:
she have for each person?
74 75
25 Numbers 0 to 2 000
3. Write the numbers in question 2 in words.
How many of these blocks do you need in order to get a total of 2 000 small cubes?

1593 1 000 500 90 3
a. 1 000 + 500 + 90 + 3 =
b. 1 000 + 900 + 10 + 6 = 1 000 900 10 6
Term 2
c. 1 000 + 200 + 9 = 1 000 200 9
d. 1 000 + 30 + 5 = 1 000 30 5
e. 1 000 + 2 = 1 000 2
4. Complete the following using the first question to guide you.

a. 1 456 = 1 thousand + 4 hundreds + 5 tens + 6 units
Thousands Hundreds Tens Units

b. 1 234 =
a. 1 234
b. 948 c. 1 845 =
c. 1 028
d. 1 304 =
d. 1 607
Sign:
e. 1 003 =
e. 1 060 Date:
76 77
26 More numbers 0 to 2 000
3. What is the value of the underlined digit?
a. 849 b. 1 954
1. Arrange the numbers from the smallest to the biggest.
c. 1 489 d. 1 777
a. 1 231 , 1 213 , 1 312 , 1 132 , 1 123,
b.1 945 , 1 549 , 1 559 , 1 954 , 1 459 , e. 1 841 f. 1 847
c. 1 436 , 1 346 , 1 634 , 1 364 , 1 654 ,

d. 1 050 , 1 005 , 1 500 , 1 505 , 1 055 ,
e. 1 414 , 1 441 , 1 411 , 1 144 , 1 444 ,
3 9 2 6
2. Fill in < or >.
Term 2
a. 589
< 598 a. Use each digit once, make the smallest 4-digit number:
b. 948 849
b. Use each digit once, make the largest 4-digit number:
c. 1 030 1 003
c. You can use one digit twice, make the smallest 4-digit number:
d. 1 540 1 504
d. You can use one digit twice, make the largest 4-digit number:
e. 1 418 1 518
f. 1 356 1 299 Find the matching card and colour it the same colour. We did the first one for you.
g. 1 988 1 898 tens units thousands units hundreds tens hundreds units thousands hundreds
h. 1 767 1 766 4 7 4 7 4 7 4 7 4 7
i. 1 847 1 784 Sign:
4 700 47 407 4 007 470

Date:
j. 1 414 1 441
78 79
27 More rounding off to the nearest 10
2. Round off each of the following numbers to the nearest 10:
Draw a: a) 15 b) 431 c) 9 672

• circle around the number that will help you to round off to the nearest ten.
• square around the number that will change when you round off to the nearest
ten.
3. Estimate the position of the arrow on the number line.
7 8 3 6 9
a)
2 4 1 5 What do you notice?

0 10
Why do you think we round off numbers?
1. Complete the sentences and round the numbers off to the nearest ten using the
number lines.
b)
Term 2
a. 56 is closer to 60 than 50. So 56 rounded off to the nearest ten is .
160 170
50 51 52 53 54 55 56 57 58 59 60
c)
b. 136 is closer to than . So 136 rounded off to the nearest ten is .
2 130 2 140
130 140
4. Circle the number which you look at when deciding whether to round up or down
c. 284 is closer to than . So 284 rounded off to the nearest ten is .
to the nearest 10. Underline the number which you look at to tell you what ten you
will round up or down to.
a) 59 b) 734 c) 1 665
Rounding off …
d. 1 799 is closer to than . So 1 799 rounded off to the nearest ten is . Sign:
Create a picture which explains to somebody who does not understand the concept of “rounding off”.
(For example, if you are walking from … to …, and it starts to rain, which place is closer?) Remember to Date:
show very carefully the point at which you start rounding off in the opposite direction.
80 81
28 More rounding off to the nearest 100
2. Round off each of the following numbers to the nearest 100:
Draw a: a) 679 b) 1 202 c) 1 681

• circle around the number that will help you to round off to the nearest hundred.
• square around the number that will change when you round off to the nearest
hundred.
3. Estimate the position of the arrow on the number line.
2 3 5 4 5 8 a)
2 329 What do you notice?

0 100
1. Complete the sentences and round the numbers off to the nearest hundred using
the number lines.
b)
Term 2
a. 137 is closer to 100 than 200. So 137 rounded off to the nearest hundred is .
300 400
100 110 120 130 140 150 160 170 180 190 200
b. 258 is closer to than . So 258 rounded off to the nearest hundred is c)
.
2 700 2 800
200 300
c. 8 457 is closer to than . So 8 457 rounded off to the nearest

4. Circle the number which you look at when deciding whether to round up or down
hundred is . to the nearest 100. Underline the number which you look at to tell you what ten you
will round up or down to.
a) 599 b) 2 743 c) 8 982
d. 2 199 is closer to than . So 2 199 rounded off to the nearest

More rounding off
Sign:
hundred is . What does it mean to round of to the nearest:

• rand Date:
• centimetre
82 83
29 More number sentences
a. 540 + = 600 b. 230 + = 500

Quick recall.
c. 650 + = 1 000 d. 320 + = 1000
28 + = 30 72 + = 80 56 + = 60 54 + = 60 e. 880 + = 1 000 f. 470 + = 800
42 + = 50 37 + = 40 91 + = 100 62 + = 80 g. 550 + = 1 000 h. 600 + = 850
95 + = 100 27 + = 50 51 + = 100 61 + = 90 i. 490 + = 1 000 j. 500 + = 890
36 + = 50 25 + = 50 38 + = 70 21 + = 50 5. Fill in the missing number.
17 + = 50 29 + = 80 55 + = 90 17 + = 100 a. 1 560 + = 1 700 b. 1 250 + = 1 500
1. Fill in the missing number. c. 1 380 + = 1 500 d. 1 820 + = 1 900

a. 46 + = 50 b. 15 + = 20 e. 1 190 + = 1 500 f. 1 080 + = 1 500
c. 23 + = 30 d. 29 + = 40
Term 2
g. 1 230 + = 1 800 h. 1 500 + = 1 980
e. 55 + = 60 f. 74 + = 80 i. 1 370 + = 1 500 j. 1 400 + = 2 000
g. 86 + = 90 h. 45 + = 60 6. Fill in the missing number.
i. 91 + = 100 j. 75 + = 100 a. 1 733 + = 1 800 b. 1 256 + = 1 500

c. 1 612 + = 1 800 d. 1 347 + = 1 400
a. 45 + = 100 b. 32 + = 50 e. 1 431 + = 1 600 f. 1 677 + = 2 000
c. 51 + = 80 d. 56 + = 90 g. 1 697 + = 2 000 h. 1 244 + = 2 000
e. 15 + = 50 f. 95 + = 120 i. 1 009 + = 1 500 j. 1 314 + = 2 000
g. 69 + = 100 h. 44 + = 150
Number card fun …. In this game we will
i. 75 + = 150 j. 31 + = 120 only play with the
1 000 fl ard card,
3. Fill in the missing number. What you need: What to do: not 2 000 to 9 000..
Number (fl ard) cards. – Play in pairs.
– The first player chooses a one thousand card and then one off each::
a. 122 + = 150 b. 102 + = 150 1 0 0 0 hundreds, tens and unit fl ard card, and displays them as a number.
c. 135 + = 180 d. 141 + = 200 6

6 0 0 1 06 5055 000
Sign:
e. 156 + = 200 f. 115 + = 200
5 0 – The first player that fills the number up to the nearest 2 000, gets a point.
– Do the same, but player two chooses the cards. Repeat five times. Date:
g. 120 + = 250 h. 200 + = 325 6 – The player with the highest score is the winner.
i. 215 + = 320 j. 250 + = 550

84 85
30a Addition up to 4-digit numbers
Example:
732 + 614
700 30 2 + 600 10 4
850 900 950 1 000 1 050 1 100 1 150 1 200 1 250 1 300 = 700 + 30 + 2 + 600 + 10 + 4
= 1 300 + 40 + 6
203 303 403 503 603 703 803 903 10 03 1103
= 1 000 + 300 + 40 + 6
1 050 1 080 1 110 1 140 1 170 1 200 1 230 1 260 1 290 1 320 = 1 346
3. Use both methods above to calculate the following. Write down the steps.
40 160 280 400 520 640 760 880 1 000 1 120
550 700 850 1 000 1 150 1 300 1 450 1 600 1750 1 900 a. 1 002 + 487 = b. 295 + 1 703 =
a. 1 000, 1 120, 1 240, b. 900, 950, 1 000,
Term 2
c. 150, 180, 210, d. 207, 307, 407, Continue on an extra sheet of paper.
2. Complete the table: c. 321 + 902 = d. 800 + 706 =
Number Add 10 Add 100 Add 1 000
808

32
e. 816 + 174 = f. 110 + 836 =

450
752
Sign:
990 Date:
continued ☛
86 87
30b Addition up to 4-digit numbers continued
5. Write an appropriate and interesting word sum for: 1 500 and 300. Solve it.
4. Solve the following word problems.
a. There were 1 450 spectators at the game. Another 325 arrived. What
was the total number of spectators who saw the game?
Term 2
b. Lindi walked 1 265 m on the first day. On the second day she was a bit
tired and walked 650 m? How far did she walk in two days?
+ What is the size of your number? 1 100

600
What
h t you need: What to do: 550
– Use the 100s dice you – Individual game against a group or the class. 1 250
made before (Cut-out
3). – Roll the 100s dice. 975
– Piece of paper. – Add the number landed on, to the first number on the Sign:
blue card. Write your sum on a piece of paper.
100 – Do the same with the 2nd to the 5th number. Date:
88 89
31 Adding by filling the tens
3. Fill up the hundreds.
Example: 486
Which sum is easier to add? Why? In one minute, how many combinations
486 + 14 = 500
can you find that add up to 50?
8+7= or 10 + 5 =
a. 368 b. 371 c. 684
10 + 4 = or 7 + 7 =
9+2= or 10 + 1 = d. 519 e. 225 f. 568
10 + 2 = or 7 + 5 =
g. 274 h. 479 i. 383
3+7 = 10 8+2 = 10 Are there more combinations that 4. Calculate the following:
will add up to ten?
2+8 = 10 9+1 = 10 Example:
________________________________
5+5 = 10 4+6 = 10 ________________________________ Calculate 2 486 + 48
Term 2
________________________________
1+9 = 10 7+3 = 10 ________________________________ 2 486 + 48
________________________________ = (2 486 + 14) – 14 + 48
6+4 = 10 0 + 10 = 10 = 2 500 + (48 – 14)
= 2 500 + 34
a. 3 + = b. 5 + = c. 2 + = = 2 534
a. 3 526 + 97 = b. 6 537 + 84 = c. 4 833 + 95 =

d. 6 + = e. 1 + = f. 7 + =
g. 8 + = h. 9 + = i. 4 + =
Example: d. 1 789 + 39 = e. 2 786 + 56 = f. 8 976 + 41 =
37 + 3 = 40 25 + 5 = 30 Find another five combinations
that will add up to 100.
14 + 6 = 20 68 + 2 = 70
________________________________
79 + 1 = 80 43 + 7 = 50 ________________________________
________________________________
g. 4 324 + 98 = h. 8 159 + 62 = i. 6 847 + 73 =
56 + 4 = 60 84 + 6 = 90 ________________________________
________________________________
92 + 8 = 100 36 + 4 = 40
Sign:
a. 32 + = b. 46 + = c. 54 + = The concert
d. 72 + = e. 78 + = f. 68 + = Date:
7 894 people came to see a concert. There were 68 security guards. How many people were in the
stadium?
g. 15 + = h. 94 + = i. 83 + =
90 91
32a Subtraction up to 4-digit numbers
Example 2:
1 642 – 1 268
What is the difference between the numbers? = (1 000 – 1 000) + (600 – 200) + ( 40 – 60) + (2 – 8)
= 0 + 400 + (40 – 60) + (2 – 8)
100 200 300 400 500 600 700 800 900 1 000 = 0 + 400 + (30 – 60) + (12 – 8)
= 0 + 300 + (130 -60) + (12 – 8)
208 308 408 508 608 708 808 908 1 008 1 108 = 0 + 300 + 70 + 4
= 374
1 050 1 150 1 250 1 350 1 450 1 550 1 650 1 750 1 850 1 950
3. Use both methods to solve the subtraction sums.
1 350 1 360 1 370 1 380 1 390 1 400 1 410 1 420 1 430 1 440
a. 1 953 – 641 b. 1 784 – 933
1 000 1 100 1 200 1 300 1 400 1 500 1 600 1 700 1 800 1 900
a. 1 350, 1 300, 1 250, b. 1 800, 1 700, 1 600,
Term 2
c. 1 060 , 1 050, 1 040, d. 990, 890, 790,
2. Complete the table:
Number Subtract 10 Subtract 100 Subtract 1 000
1 847
1 680
c. 1 988 – 1 259 d. 1 204 – 684 =
1 020
1 006
1 955
Examples: This is a
problem!
Example 1:
1 598 – 356
= (1 000) + (500 – 300) + (90 – 50) + (8 – 6)
= 1 000 + 200 + 40 + 2
= 1 242 Sign:
Date:

continued ☛
92 93
32b Subtraction up to 4-digit numbers
continued b. Thabo had 2 000 litres of milk. He sold 256 litres of milk in the first week and
193 litres in the second week. How many litres did he sell altogether?
e. 1 743 – 1 399
Term 2
4. Solve the following word problems.

a. There are 785 apples at the fruit shop. They sell 83 apples. How many
apples are left?
– What is the size of your number? 1 940

1 930
What
h t you need: What to do: 1 915
- Use the 100s dice made – Individual game against a group or the class. 1 936
before.
– Piece of paper. – Roll the 100s dice. 1 999
– Subtract the number the dice landed on, from the first Sign:
number on the blue card. Write your subtraction sum
100
on a piece of paper.
Date:
– Do the same with the 2nd to the 5th number.

94 95
33 More subtraction up to 4-digit numbers
3. Round off the numbers to 1 000 and subtract it. Subtract the given numbers
and compare the rounded off numbers answer with the given numbers answer.
If you want to subtract the units from the units, the tens from the tens, the hundreds
from the hundreds and the thousands from the thousands ,what will you do?
4 687 – 2 143 Calculate 4 687 – 2 143.
7 000 8 700 Rounded off: 4 687 – 2 143 = 4 000 + 600 + 80 + 7 – 2 000 – 100 – 40 – 3
5 000 – 2000 = (4 000 – 2 000) + (600 – 100) + (80 – 40) + (7 – 3)
3 000 = 2 000 + 500 + 40 + 4
40 30 2 000
= 2 544
200 1
a. 3 857 – 2 436 = b. 7 576 – 5 125 = c. 5 387 – 4 263 =

1. Subtract the following:
a. 60 – 20 = b. 5 – 2 = c. 800 – 400 =
d. 600 – 400 = e. 9 000 – 3 000 = f. 700 – 100 =
Term 2
g. 7 – 2 = h. 70 – 30 = i. 5 000 – 1 000 =
Example: Breaking down all the numbers to be added using compensation (counterbalance).
Example 1 Calculate: 8 743 – 5 684
8 743 – 5 684 = (8 000 + 700 + 40 + 3) – 5 000 – 600 – 80 – 4
320 – 180 = (8 000 + 600 + 130 + 13) – 5 000 – 600 – 80 – 4
= (8 000 – 5 000) + (600 – 600) + (130 – 80) + (13 – 4)
= (300 + 20) – 100 – 80
= 3 000 + 0 + 50 + 9
= 200 + 20 – 80
= 3 059
= 100 + 120 – 80
= 100 + 40
a. 3 568 – 1 689 = b. 7 485 – 3 597 = c. 5 883 – 3 995 =
= 140
a. 620 – 210 = b. 640 – 330 = c. 720 – 420 =
The cost of wheat Sign:
The price for a container of wheat is R8 231. Since some of the wheat is spoiled, the price is decreased Date:
by R3 789. What price does a shop owner pay for the container of wheat?
96 97
34 Compare and order common
fractions 2. Use the fraction circles to say if it is bigger than, smaller than or equal.
What fraction of the flowers is pink?
Fill in <,> or =
a. 4 3 b. 2 1 c. 1 3
5 > 4 5 4 2 4
d. 2 1 e. 4 4 f. 2 4
4 2 5 6 4 6
1. Complete the tables below. 3. Use the fraction strips to answer the questions. Fill in <,> or =
What What What What a. 4 1 b. 2 1
Fraction Fraction
fraction is fraction is fraction is fraction is 8 3 6 3
circle circle
red? green? red? green?
Term 2
a. e. c. 1 1 d. 2 4
3 2 6 8
1 1 e. 1 4 f. 3 4
2 8 4 8
2 2
4. Which fraction comes next if I count forwards?
a. 1 2 3 4 b. 1 2 3
b. f. 4 4 4 4 6 6 6
c. 2 3 4 d. 4 5 6
5 5 5 8 8 8
Fraction Dominoes
c. g.
– Use Cut-out 6.
– After shuffl ing the dominoes, each player draws tiles to

make up their hand. The number of tiles drawn depends on
the number of players.
– The player with the largest fraction starts. Play proceeds to

the left (clockwise). Each player adds a domino to an open
end of the layout, if possible.
d. h.
– A player who cannot make a move must pass. The game
ends when one player uses the last domino in his or her Sign:
hand, or when no more plays can be made. If all players still
1 1 have tiles in their hand, but no more moves can be made,
2 3 then the game is said to be “blocked”. Date:
98 99
35 Grouping and Sharing
2. Look at the pictures. All jobs are shared equally.
Look at the picture below. Each child got 1 slice of pizza. What fraction of a pizza a. How many window panes will each person wash?
did each child get?
b. What fraction of the window is this?
1. Look at the building and answer the questions. c. How many window panes will each person wash?
a. What fraction of the red window is:
Washed?
Term 2
Still dirty?
b. What fraction of the orange window is: d. What fraction of the windows is this?
Washed?
Still dirty?
c. What fraction of the green window is:
Washed? e. How much of the door will each person wash?

Still dirty?
d. What fraction of the purple window is:
Washed?
f. What fraction of the door is this?
Still dirty?
e. What fraction of the blue window is:
Washed?
Still dirty?
Fraction Dominoes Sign:
f. What fraction of the door is:
Date:
Washed? Play fraction dominoes.
Still dirty?
100 101
36 Fractions: halves to twelfths
3. Write the fractions on the fraction diagram. We have done two examples
for you.
How many triangles can you fit onto the orange shape?
1
3
1. Match the fraction strip with the 2. Find the fraction and colour in the
fraction circle on the left. following.
3 4 2 1 3 6 2
4 6 3 2 8 7 5
Term 2
8
4. Fill in <, >, or =. Use the fraction strips above to help you.
a. 1 1 b. 1 1 c. 1 1 d. 1 1
2 4 3 5 6 8 8 7
e. 1 2 f. 2 5 g. 3 3 h. 2 1
2 4 3 6 5 8 7 8
i. 4 2 j. 5 2 k. 3 1 l. 1 7
6 3 8 4 5 6 2 8
m. 3 2 n. 4 4 o. 4 1 p. 1 2
8 3 7 5 8 2 3 6
Fractions dice
– Use Cut-out 4.
– Throw the fraction dice.
1
– Then take a fraction strip that matches the fraction on the face of the dice. If the face is , take a quarter Sign:
4
strip.
– If you are correct keep the fraction strip.
Date:
– At the end count your fraction strips.
– The winner is the person with the most fractions strips.
102 103
37 Fractions and division
Quick recall. How fast can y

you answer the following? Fraction circle Fraction Division Division sum in words
This circle is divided

into 4 equal pieces. 1
I can also say
One circle divided by two equals
halves 1÷2=
1 divided by 4. 2 two halves.
I wonder how I
1÷4 can write these as
division sums?
1.
Fraction pieces. Make your Write a division

Fraction strip
own drawing. sum.
Term 2
1 1÷2=
2
1
3
1
4
1
5
1
6
Fraction hunt …
Find in magazines or draw fractions for:

1
7
Sign:
Date:
1
2÷8 3÷6 2 ÷ 12
8
104 105
38 Equivalent and Comparing Fractions
2. Look at the pictures and answer the questions.
Write a fraction on each part. = 250 ml
a. Four cups = ml.
1. Use the fraction strips. Answer the questions below.

b. Four cups = litre.
c. One cup is of a litre.
Term 2
1
1 3
a. What fraction is smaller than ?
2 d. Two cups are of a litre.
1
b. What fraction is bigger than ?
2
2 e. Three cups are of a litre.
c. What fractions are smaller than ?
3
f. Four cups are of a litre.
1 3. Fill in <, > or =

d. What fraction is smaller than ?
2 1
1 a. 3 cups 2 of a litre.
e. What fraction is bigger than ?
2
1 1
f. What fraction is equal ? 4 cups.
2 b. 4 of a litre
c. 4 cups 1 litre.
1
2 d. 1 cup 4 of a litre.
g. What fractions are smaller than ?
3
2
h. What fractions are bigger than ? e. 2 cups 500 ml
3 Fraction Dominoes Sign:
2 1
i. What fractions are smaller than ? f. 2 cups 4 of a litre. Date:
6 Play fraction dominoes.
1
j. What fraction is equal ?
3
106 107
39 Common fractions
3. What fraction of the sweets are orange and blue?
Discuss the following:

1 1 1 2
is green
4 4 + 4
= 4
1 1 2
4 4 is blue
4
1
1 1 is red
4
4 4 3
is blue and red. Why?
4
1. Add the coloured parts on the fraction strips.
1 1 2
a. 3
+ 3 = 3
1 1 1 1
b. 5+ 5 + 5 + 5
=
Term 2
c.
d.
e.
2. Add the red and green parts of the diagram.
a. b.
3 1 4. Add the following:

4 + 4
=
a. 1 1 b. 3 1
4 + 4
= 5 + 5
=
c. d.
c. 2 4 d. 2 + 3
6 + 6
= 4
= 4
e. 4 6 f. 1 11
e. f. 8 +
= 8 12 +
= 12
Sign:
Eating chocolate Date:
Susan eats two eights of a chocolate bar. How much is left over? Show your answer with a drawing.
108 109
40 Length
3. Complete the numbers on the ruler, measure the lines and
complete the table.
Length – using your ruler. Answer in mm Answer in cm

• The pencil starts at zero and measures 6 cm or 60 mm long.
• On the first ruler each cm is marked but there are unmarked divisions in between. What
are they?
• On the second ruler each mm is marked.
• Each 10 mm makes 1 cm.
1. Label the first ruler in cm and the second one in mm.
Term 2
4. Answer the following:
2. Measure each object and give your answer in cm and mm. Order the objects from Write your answers in mm and cm.
shortest to longest.
a. Which line is the longest?
a.
b. Which line is the shortest?

b.
c.
d.
One metre outing …
Find 10 things that are 1 metre long.

e. Sign:
Date:
f.
110 111
41 Estimate, measure and compare
length 4. What are the abbreviations for:
a. millimetre b. centimetre c. metre d. kilometre

Match the measuring instrument with the measuring unit
millimetres centimetres
es metres
mm cm m 5. Give examples of objects that you would measure in:
a. mm b. cm
c. m d. km
1. Estimate, measure
ure and compare in millimetres.
6. Compare the following: Remember to state the measurement unit.
Estimate Measure Difference between estimation a. Two pencils of different b. Two books of different c. Two books of different
and measurement lengths. lengths. widths.
a. Length of book
Term 2
b. Length of desk
c. Width of desk
d. Height of suitcase
e. Length of suitcase
d. The length of a sheet of e. The width of a sheet of f. The height and width of
2. Estimate, measure and compare in metres. paper with the length of paper with the width of the door.
a sheet of paper that is a sheet of paper that is
Estimate Measure Difference between estimation folded once. folded once.
and measurement
a. Length of class
b. Width of class
c. Length of
teacher’s desk g. The length and width of h. The length and width of i. The length and width of
your desk. the classroom. any outside area.
d. Height of
teacher’s desk
e. Length of any
outside area
3. If the object is shorter than 20 cm but longer than 10 cm, what could the object be?
Sign:
Length and width Date:
What is the difference between the length and the width of any room in your house?
112 113
42 Length conversions
5. Write the following as cm.
a. 1 m 42 cm b. 5 m 24 cm c. 4 m 69 cm
Read the statements. Say what you would measure with: centimetres, metres or
142 cm
kilometres.
d. 6 m 31 cm e. 2 m 13 cm f. 7 m 88 cm
Length of a staple Half length of a bed The height of a five year old
Waist height of an adult It will take 12 minutes to walk. g. 3 m 55 cm h. 9 m 76 cm i. 8 m 97 cm
Five steps up a staircase The thickness of a notebook

6. Write the following as km.
1. Convert the following to the other two measurement units. a. 3 500 m b. 7 500 m c. 8 900 m
a. 10 mm = b. 100 cm = 3 km 500 m
c. 1 000 mm = d. 1 000 m = d. 3 200 m e. 6 100 m f. 6 500 m
2. Write the following in cm and mm, and then as cm.
Term 2
Example: g. 8 500 m h. 4 200 m i. 3 800 m
1
35 mm = 3 cm and 5 mm or 3 cm
2
a. 75 mm = b. 65 mm = c. 35 mm = 7. Write the following as m.

1 1 c. 2 km 400 m
a. 4 2
km b. 9 2
km
d. 15 mm = e. 5 m = f. 85 mm =
4 500 m
d. 7 km 800 m 1 f. 6 km 300 m
e. 5 2
km
3. Write the following in mm.
Example:
1 1
3 1 cm = 35 mm g. 7 2
km h. 9 km 200 m i. 1 2
km
2
a. 4 cm and 3 mm 1 c. 7 cm and 8 mm
b. 6 2
cm
1 1
d. 9 cm e. 5 cm and 9 mm f. 18 cm Distances
2 2
1
a. I travelled 4 2 km. My friend travelled 4 700 m. Who travelled the furthest?
4. Write the following in m and cm.
b. I bought 5 700 mm of string and then 3 100 mm more. How much string did I buy? Write down your
Example: answer in mm and cm and then in m.
26 cm = 5 m and 26 cm
c. I bought 9 m of ribbon. I used 4 1 m. How much ribbon do I have left? Write your answer in m and cm.
2
a. 197 cm b. 521 cm c. 362 cm Sign:
d. My father’s desk is 2 200 mm long and mine measures 1 900 mm. How much longer is my father’s desk?
Write down your answer in mm and cm.
Date:
d. 418 cm e. 235 cm f. 756 cm e. I bought 20 m of wool. I used 11 1 m. How much wool do I have left? Write your answer in m and cm.
2
114 115
43 Multiples and rate
2. Solve the following by showing it on a number line.
a. How much will 600 g of cheese cost?
What are these number lines showing?
0 R5 R10 R15 R20 R25 R30 R35 R40 R45 R50
80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 0 100g 200g 300g 400g 500g 600g 700g 800g 900g 1 000g
R5/100 g
Number sentence: R5 x 6 = R30
30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50
b. How much will 900 g viennas cost?

1. Show the multiples on the number lines.
2 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50
R6/100 g
Term 2
3 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50
c. How much will 1 000 g chicken cost?

4 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50
5 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 R7/100 g
6 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50
d. How much will 12 apples cost?
7 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50
8 R2/apple
30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50
Sign:
Sugar
9 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50
Date:
The mass of 10 bags of sugar is 300 kg. What is the mass of 1 bag of sugar?
116 117
44a Multiplication: 2-digits by 2-digits
3. Use the method below to solve the multiplication sums on this and
the next page.
Give the total of the numbers in each shape. Use multiplication. Example:
hexagon 11 x 12
parallelogram
di
= (10 + 1) x (10 + 2)
a
le
m
rc 10 200 90 90 100 = (10 x 10) + (1 x 10) + (10 x 2) + (1 x 2)
10
on
ci 500
d
10 10 10 200 90 100 = 100 + 10 + 20 + 2
200 100
10 90 90 = 100 + 30 + 2
10 10 200 90
100 100 100
= 132
100 100
10 10 200 90 90
10 90 100 a. 12 x 13 =
Number x 10 x 20 x 30 x 40 X 50
10
Term 2
20
30
40
50
2. Are these multiples of (extend the pattern):
b. 10 x 21 =
a. 10? 50, 60, 70, 80,
b. 20? 260, 280, 300, 320,
c. 40? 160, 200, 240, 280,
d. 100? 200, 300, 400, 500,

Sign:
e. 90? 180, 270, 360, 450, Date:
Continue on an extra sheet of paper. .

continued ☛
118 119
44b Multiplication: 2-digits by 2-digits
continued 4. Solve the problem.
Each box has 42 apples. How many apples are there altogether in 12 boxes?
c. 22 x 14 =
Show all calculations.
Term 2
d. 23 x 17 =
Continue on an extra sheet of paper. How fast are you?
e. 19 x 22 = What to do: 30 80
– The aim is to see
how fast you can fill 10 40
9 200 90
– Multiply each colour
number on the 90 30
circle by the same
5 13 colour rectangle’s 50 50
to get your answer. 20 10
30 9 Sign:
3
60 20
Date:
80 60
120 121
45a More multiplication: 2-digits by 2-digits
3. Use the method below to solve the sums.
Example:
Give the total of the numbers in each shape. Use multiplication.
48 x 36
100 100 150 = (40 + 8) x (30 + 6)
100 150 150
100 125 125 50 = (40 x 30) + (8 x 30) + (40 x 6) + (8 x 6)
100 50 150 150 150
100 125 125 = 1 200+ 240 + 240 + 48
100 100 125 50 150 150 150
100 50 = 1 000 + 200 + 200 + 200 + 40 + 40 + 40 +8
100
125 125 125
50 50 150 150 150 = 1 000 + 600 + 120 + 8
100 150 150150
100 125 125 125 50 50 = 1 000 + 600 + 100 + 20 + 8
100 125 125 150
50 = 1 728
1. Complete the table below. a. 23 x 54 =

Number x 10 x 20 x 30 x 40 x 50 x 60 x 70 x 80 x 90
Term 2
10
12
15
20
2. These are multiples of (extend the pattern):

a. 20: 60, 80, 100, 120,
b. 28 x 62 =
b. 50: 150, 200, 250, 300,
c. 100: 500, 600, 700, 800,
d. 200: 200, 400, 600, 800,
e. 250: 0, 250, 500, 750,

Sign:
Date:

continued ☛
122 123
45b More multiplication: 2-digits by 2-digits
continued 4. There are 38 children in our class. Each child needs to pay R45 for their
stationery. How much money must your teacher collect?
c. 35 x 54 =
d. 33 x 39 =
Term 2

How fast are you…
e. 28 x 71 = What to do: 20 50
- The aim is to see
how fast you can fill 30 40
5 60 10
– Multiply each
number on the 10 10
circle by the same
7 12 colour rectangles to 90 70
get your answer. 90 80
50 40 Sign:
15
10 50
Date:
80 50
124 125
46 Multiplication and approximation Example 2:
47 x 45
47 × 45 = (40 + 7) x (40 + 5)
≈ 50 × 45 (by approximating one number) = (40 x 40) + (40 x 5) + (7 x 40) + (7 x 5)
≈ 50 × (40 + 5) = 1 600 + 200 + 280 + 35
Revise rounding off to the nearest 10. Look at the number lines and describe them. ≈ (50 × 40) + (50 × 5) = 1 000 + 600 + 200 + 200 + 80 + 30 + 5
Round 6 off to the nearest ten. ≈ 2 000 + 250 = 1 000 + 1 000 + 110+ 5
≈ 2 250 = 2 000 + 115
= 2 115
0 1 2 3 4 5 6 7 8 9 10
What will 1, 2, 3 and 4 be when we round it off to the nearest 10? a. 28 × 22 = b. 23 × 57=
0 1 2 3 4 5 6 7 8 9 10
It will be zero.
What will 5, 6, 7, 8 and 9 be when we round it off to the nearest 10?
Continue on an extra sheet of paper. Continue on an extra sheet of paper.
Term 2
c. 35 × 23 = d. 48 × 32=
0 1 2 3 4 5 6 7 8 9 10
It will be ten.
1. Round the following off to the nearest ten.
a. 13 b. 42 c. 35
d. 54 e. 21 f. 79 Continue on an extra sheet of paper. Continue on an extra sheet of paper.
g. 68 h. 97 i. 86 3. My answer is 1 440. What can the possible multiplicand and multiplier be?
2. Calculate these multiplication sums by approximating one or both of the numbers.

Then multiply the numbers without approximation and compare the answers.
Example 1:
47 × 45 47 x 45
≈ 50 × 40 (by approximating the numbers) = (40 + 7) x (40 + 5)
≈ 2 000 = (40 x 40) + (40 x 5) + (7 x 40) + (7 x 5)
= 1 600 + 200 + 280 + 35
Sign:
= 1 000 + 600 + 200 + 200 + 80 + 30 + 5
= 1 000 + 1 000 + 110 + 5 What is the approximate cost?
Date:
= 2 000 + 115
= 2 115 What is the approximate cost if my company wants to buy 52 pairs of shoes at R48 per pair?
126 127
47 Multiplication: 2-digit numbers by
2-digit numbers a. 24 × 6 b. 32 × 72 c. 27 × 36
Look at these examples. What do you notice?
6=2×3 45 = 3 × 3 × 5
12 = 2 × 2 × 3 30 = 2 × 3 × 5
36 = 2 × 2 × 3 × 3 10 = 2 × 5
18 = 2 × 3 × 3 60 = 2 × 2 × 3 × 5
72 = 2 × 2 × 2 × 3 × 3 50 = 2 × 5 × 5
4. Break down the multiplier by multiplying 2s, 3s and 5s.

1. Break down the number by multiplying 2s and 3s.
Example:
a. 6 b. 72 c. 108
53 × 45 = 53 × 9 × 5 I broke down the
second number into
9 and 5
= 53 × 3 × 3 × 5
Term 2
= 159 × 3 × 5 I can break it down
even further into 3, 3
and 5
2. Break down the number by multiplying 2s or 3s or 5s or a combination. = 477 × 5
a. 30 b. 60 c. 20
= (400 + 70 + 7) × 5
= 2 000 + 350 + 35
= 2 385
3. Break down the multiplier (the second number) by multiplying 2s and 3s.
a. 29 × 30 b. 44 × 4 c. 56 × 20
Example:
47 × 12 = 47 × 2 × 6 I broke down the
second number into
2 and 6
= 47 × 2 × 2 × 3
= 94 × 2 × 3 I can break it
down even further
into 2, 2 and 3
= 188 × 3
= (100 + 80 + 8) × 3
Sign:
= 300 + 240 + 24 An apple a day!
Date:
= 564 A teacher paid R2 per apple. She bought 45 apples per class. She had to buy for all 3 classes in the
grade. How much did she pay?
128 129
48 3-D Objects
2. Which of these are prisms? Write the names. Which of these are
pyramids? Write the names. Which one is the cylinder and sphere?
Look at the picture. Discuss it. Use words such as prisms, pyramids, spheres and cylinders.
pentagonal
pyramid
Term 2
Number madness
Shapes in a poster . . .
Three pictures of products which are packaged

in rectangular prisms.
1. Write the number of objects you see in the picture next to the word.
Which kind of prism is most appropriate for
Prisms Pyramids packaging books in? Why?
a. Triangular prism e. Triangular pyramid ___________________________________________
Three everyday objects which are spheres. Three everyday objects which are cylinders.
b. Rectangular prism f. Square pyramid
c. Pentagonal prism g. Pentagonal pyramid
Sign:
d. Hexagonal prism h. Hexagonal pyramid
Date:
Spheres Cylinders
130 131
49 Faces
b.
Do we see all the faces on the objects?
Name of object: Shapes of faces:
c.
1. Use Cut-out 7. Fold the nets (patterns) to make prisms and pyramids. Paste a different
coloured head on each face (flat side) of the prism or pyramid.
2. Name the shapes of the faces (sides) in these objects.
Term 2
Prism Shapes Pyramids Shapes Name of object: Shapes of faces:
a. Triangular prism Triangle e. Triangular pyramid
b. Cube f. Square pyramid d.
c. Pentagonal prism g. Pentagonal pyramid
d. Hexagonal prism h. Hexagonal pyramid
3. Name the object. Name the shapes of the faces.

Name of object: Shapes of faces:
a.
Everyday objects
Name the shapes

of the faces of
each object.
Sign:
Date:
Name of object: Shape of faces:
132 133
50 Describing and making models of 3-D
objects 3. Trace the nets to make the 3-D objects. Describe each object.
a. Rectangular prism
Look at these examples. What do you notice?
Describe the object by using words such as:
Spheres Cylinders Cones Rectangular Square-based • Surfaces (fl at and curved)
prisms pyramids • Shape of faces
__________________________________________
__________________________________________
__________________________________________
__________________________________________
curved fl at and fl at and
__________________________________________
surfaces curved curved
fl at surfaces fl at surfaces __________________________________________
surfaces surfaces
__________________________________________
__________________________________________
1. Complete the table
__________________________________________
3-D object Name the 3-D Number of faces Shape of shaded __________________________________________
object face of the 3-D __________________________________________
object
Term 2
__________________________________________
__________________________________________
b. Square-based pyramid
Describe the object by using words such as:
• Surfaces (fl at and curved)
• Shape of faces
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
2. Name the object these shapes are forming. __________________________________________
a. __________________________________________
Sign:
Box work
b.
Date:
Redesign your favourite box.
Choose a box that is a rectangular prism. Unfold it. Copy the pattern (net) and make a similar box.
134 135
51 Investigate geometric patterns
2. Extend the geometric pattern and complete the table. You may need
extra
ra paper for C and D.
Look and discuss
a.
Growing patterns of shape
What will the
next pattern
be? Pattern 1 2 3 4 5 6 10
How do
the patterns Number of blocks
differ?
Growing patterns of numbers
3 6 10 b.
Growing patterns of shape

What will the
next pattern
be?
Pattern 1 2 3 4 5 6 10
Number of blocks
Growing patterns of numbers
1 4 9
Term 2
c.
1. Extend the geometric pattern and write it as a number pattern.
a..
Pattern 1 2 3 4 5 6 10
Number of blocks
1 4 9 16 d.
b.
c. Pattern 1 2 3 4 5 6 10
Number of blocks
Patterns in a sequence
What is the tenth pattern? Use a table to show your answer.

Sign:
d.
Date:
136 137
52 Investigate and extend geometric
patterns d.
Let us do some practical activities.
Build the following using cool drink cans. What is the difference between the
patterns? What will the difference be between the fourth and the fifth pattern?
The difference between the first e.

and second pattern is 2, between
the second and the third pattern
is 3, and between the third and
fourth pattern is 4.
Build the following using bottle tops. What is the difference between the patterns? f.
What will the difference be between the fourth and the fifth pattern?
The difference between the first
Term 2
and second pattern is 3,
between the second and the third
pattern is 5, and between the third
and fourth pattern is 7.
2. Extend the patterns.
1. Extend each pattern. Say what is the difference between the patterns. Say if the a.
difference is the same or different between the patterns.
a.
1 + 1 + 1 +1 = 4 4 + 4 + 4 +4 = 16
b.
b.
Be creative
Extend this pattern. Make use of colour to make your pattern more interesting.
c.
Sign:
Date:
138 139
53 Symmetry
3. Draw a line of symmetry on these real life objects.
Do these two practical activities.
Make a symmetrical picture using Use paper to show the line of

paper and paint. Describe your symmetry. When the folded part
picture. Draw a line of symmetry. fits perfectly on top (all edges
matching), then the fold line is a line
of symmetry.
Why is this
not a line of
symmetry? Test 4. Colour the butterflies to show that 5. Which of these pictures have lines
it with a sheet of they are symmetrical. of symmetry?
paper.
Why is this a line

of symmetry?
Term 2
1. Are these the only lines of symmetry? How many more lines of symmetry can you
identify? Draw them in a different colour.
lines of symmetry lines of symmetry

6. How many more lines of symmetry can you identify? What is the total number?
a. b. c. d.
lines of symmetry lines of symmetry
2. Why do we have only one line of symmetry on this triangle?

lines of symmetry lines of symmetry lines of symmetry lines of symmetry
Sign:
How many? Date:
How many lines of symmetry will a regular octagon have?
140 141
54 Lines of symmetry
3. Answer these questions.
i. Does the shape have a line or lines of symmetry? Answer yes or no.
ii. How many lines of symmetry will the following shapes have? Show the lines of
Revise the following:
symmetry on the shapes that are symmetrical.
a. b. c.
three lines of four lines of five lines of six lines of

symmetry symmetry symmetry symmetry
i. yes or no i. yes or no i. yes or no
ii. _____ lines of symmetry ii. _____ lines of symmetry ii. _____ lines of symmetry
1. Show the lines of symmetry on the letters that are symmetrical.
d. e. f.
a. The letters that have lines of
symmetry are
Term 2
A B C D E F
GH I J K L
i. yes or no i. yes or no i. yes or no
MN O PQ R ii. _____ lines of symmetry ii. _____ lines of symmetry ii. _____ lines of symmetry
b. The letters that do not have g. h. i.

S T U VW X lines of symmetry are:
Y Z
2. We will find numbers like these on, for example, a digital clock. Write in the i. yes or no i. yes or no i. yes or no
block on the right-hand side the numbers that are symmetrical. Show the line of ii. _____ lines of symmetry ii. _____ lines of symmetry ii. _____ lines of symmetry
symmetry.
The flag
Is the South African fl ag symmetrical?
Sign:
Date:
142 143
55 Addition and subtraction
Example 2:
2 459 + 1 816 2 000 400 50 9 1 000 800 10 6
= 2 000 + 1 000 + 400 + 800 + 50 + 10 + 9 + 6
What is the difference between the numbers? Count forwards.
= 3 000 +1 200 + 60 + 15
= 3 000 + 1 000 + 200 + 60 + 10 + 5
1 000 2 000 3 000 4 000 5 000 = 4 000 + 200 + 70 + 5
= 4 275
2 600 2 700 2 800 2 900 3 000
500 1 500 2 500 3 500 4 500 3. Calculate these sums. Write the steps you use on a separate piece of paper.
109 1 109 2 109 3 109 4 109 a. 2 481 + 1 318 = b. 1 516 + 3 243 =

1 500 2 000 2 500 3 500 4 000
c. 3 265 + 1 329 = d. 2 548 + 1 264 =
Term 2
e. 1 458 + 1 258 = f. 1 786 + 2 547 =
What is the difference between the numbers? Count backwards. 4. Complete the word problems. Show your calculations.
1. What number comes next? a. There were 75 children in the music lesson, 15 went home early and 3 went to
soccer lessons. How many children were left in the music lesson?
a. 1 000, 2 000, 3 000, b. 3 300, 3 400, 3 500,
c. 689, 1 689, 2 689, d. 2 760, 3 760, 4 760,

Continue on an extra sheet of paper
2. Complete the table by adding or subtracting to or from the number in the first column.
Number Add 100 Subtract 100 Add 1 000 Subtract 1 000 b. Andile collects 2 283 cans for recycling in the first month. He collects 3 325 cans
in the second month. How many cans did he collect altogether?
3 212
2 910
3 106 Continue on an extra sheet of paper
1 069
2 989 I dropped my number puzzle.
Examples: 2 3
Example 1: I dropped my puzzle pieces. 7
Help me to fill the spaces so 8
1 256 + 1 323 1 000 200 50 6 1 000 300 20 3 that each row and column
adds up to 15. You can only 4 6
Sign:
= 1 000 + 1 000 + 200 + 300 + 50 + 20 + 6 + 3 use each number once.
1 9
= 2 000 + 500 + 70 + 9 5 Date:
= 2 579
144 145
56 Addition and subtraction up to c. 4 825 ⫹ 1 265 = d. 2 548 ⫹ 6 980 =
4-digit numbers
What is the difference between the numbers? Count forwards and backwards.

6 000 7 000 8 000 9 000 10 000 a. 9 471 – 49 = b. 7 958 – 394 =
3 070 4 070 5 070 6 070 7 070
3 600 4 600 5 600 6 600 7 600
5 900 6 900 7 900 8 900 9 900
5 998 6 098 6 198 6 298 6 398
c. 9 864 – 1 459 = d. 8 210 – 5 784 =
Term 2
a. 7 000, 8 000, 9 000, c. 6 989, 7 989, 8 989,

5. 3 500 people attended the first show of a concert.
d. 8 406, 8 906, 9 406, Another 2 425 booked tickets for the second show but 518 of them did not arrive.
b. 6 647, 6 747, 6 847,
How many people attended the second show?
Number Add 100 Subtract 100 Add 1 000 Subtract 1 000

7 416
How quick can you calculate?
8 896
Startstart
4 560
6 209 100 ⭴ 100 ⭴ 100 ⭴ 100 ⭴ 100 ⭴ 100 ⭴ 100 ⭴ 100
8 008
⭴
100 ⭴ 100 ⭴ 100 ⭴ 100 ⭴ 100 ⭴ 100 ⭴ 100 ⭴ 100

a. 7 568 ⫹ 64 = b. 8 721 ⫹ 657 = ⭴

End Sign:
100 ⭴ 100 ⭴ 100 ⭴ 100 ⭴ 100 ⭴ 100 ⭴ 100 ⵜ

Date:
end
146 147
57 Addition of 4-digit numbers
a. 8 743 + 1 246 = b. 1 726 + 6 484 = c. 1 234 + 7 689 =
Explain the following:
8 934 8 000 + 900 + 30 + 4
6 892 6 00 + 800 + 90 + 2
5 035 5 000 + 30 + 5
7 002 7 000 + 2

1. Complete the following, using the example provided.
Example: Calculate 5 362 + 2 486
Example 5 362 + 2 000 Ò 7 362 + 400 Ò 7 762 + 80 Ò 7 842 + 6 Ò 7 848
8+7= 15 = 10 + 5 a. 8 657 + 1 132 = b. 5 189 + 4 810 =
Term 2
80 + 70 = 150 = 100 + 50
800 + 700 = 1 500 = 1 000 + 500
a. 9 + 6 = 15 = 10 + 5
b. 5 + 6 = =
c. 4 610 + 5 379 = d. 7 944 + 2 476 =
90 + 60 = = 50 + 60 = =
900 + 600 = = 500 + 600 = =
e. 7 562 + 2 548 = f. 4 618 + 3 795 =

Example:
Calculate 5 362 + 2 486
5 362 + 2 486 2 + 6 =8
= 5 000 + 300 + 60 + 2 + 2 000 + 400 + 80 + 6 And 60 + 80 = 140
OR At the zoo Sign:
= 5 000 + 2 000 + 300 + 400 + 60 + 80 + 2 + 6 And 300 + 400 = 700
= 7 000 + 700 + 140 + 8 And 5 000 + 2 000 = 7 000 There were 3 562 people at the zoo during the first week of February. During the second week there Date:
= 7 848 5 362 + 2 486 = 7 848 were 3 649. How many people visited the zoo during the first two weeks of February?
148 149
58 Problem solving: addition and
subtraction e. Mandla and Thandi bought plane f. Shakira has to send out books to
tickets to visit their older brother in schools in each province. She still
Look at the pictures. How do you feel when you get a problem to solve? England. They paid R7 678 for one needs to send 2 895 copies to North-
How should you feel if you want to do well in mathematics? ticket. How much did the two tickets West and 4 678 copies to the Northern
cost together? Cape. How many copies have not
been delivered yet?
1. Solve the following problems:

a. Anandi bought an oven for R3 780 b. Susan earns R3 460 each month
and a dinner set for R6 560. How much cooking. How much does she earn in
did she pay altogether? two months?
Term 2
g. Lerato is getting married. She paid h. Wendy went to Durban. She paid
R2 578 for the fl owers and R4 243 for R3 584 to stay at a hotel for a week.
the food. How much did she have How much would she pay if she
to pay for the fl owers and the food wanted to stay for two weeks?
together?
c. I have R6 834 in my bank account. I d. Mark bought a computer and a

save R2 573. How much money do I computer program. He paid R9 470.
have now? The computer cost R7 435. How
much did he pay for the computer
program?
Sign:
Four-digit problems
Date:
Create your own interesting maths problem using two 4-digit numbers.
150 151
Describe the
picture you see
59 Sharing and Grouping problems when you do these
division sums. 3
2 20 ÷ 2 = 200 ÷ 2 = 30 ÷ 3 = 300 ÷ 3 =
Look at the two pictures below. Use the words ‘group’ and ‘share’ to describe it.
18 ÷ 2 = 180 ÷ 2 = 27 ÷ 3 = 270 ÷ 3 =
16 ÷ 2 = 160 ÷ 2 = 24 ÷ 3 = 240 ÷ 3 =
14 ÷ 2 = 140 ÷ 2 = 21 ÷ 3 = 210 ÷ 3 =
12 ÷ 2 = 120 ÷ 2 = 18 ÷ 3 = 180 ÷ 3 =
10 ÷ 2 = 100 ÷ 2 = 15 ÷ 3 = 150 ÷ 3 =
8÷2= 80 ÷ 2 = 12 ÷ 3 = 120 ÷ 3 =
1. Complete the table using the example in the first row to guide you:
6÷2= 60 ÷ 2 = 9÷3= 90 ÷ 3 =
Share Division sum
4÷2= 40 ÷ 2 = 6÷3= 60 ÷ 3 =
between
80 ÷ 8 = 4 40 ÷ 4 = 400 ÷ 4 = 5 50 ÷ 5 = 500 ÷ 5 =
8 36 ÷ 4 = 360 ÷ 4 = 45 ÷ 5 = 450 ÷ 5 =
0 10 20 30 40 50 60 70 80 32 ÷ 4 = 320 ÷ 4 = 40 ÷ 5 = 400 ÷ 5 =
28 ÷ 4 = 280 ÷ 4 = 35 ÷ 5 = 350 ÷ 5 =
24 ÷ 4 = 240 ÷ 4 = 30 ÷ 5 = 300 ÷ 5 =
5
0 10 20 30 40 50 20 ÷ 4 = 200 ÷ 4 = 25 ÷ 5 = 250 ÷ 5 =
16 ÷ 4 = 160 ÷ 4 = 20 ÷ 5 = 200 ÷ 5 =
12 ÷ 4 = 120 ÷ 4 = 15 ÷ 5 = 150 ÷ 5 =
3
0 100 200 300 8÷4= 80 ÷ 4 = 10 ÷ 5 = 100 ÷ 5 =
How fast are you?

Colour any two numbers that will give you an Colour any two numbers that will give you an
answer of 2. answer of 3.
4
0 100 200 300 400 2 5 22 3 23 9
13 12 12 13
8 4 8 33
20 30 2 9 30 10
6 3 6 5
Sign:
32 3 88
9 15
2 11 1 7 99 7 Date:
10 90
0 100 200 11 61
152 153
60 Rate
How much do these apples cost if one How much do these bananas cost if
apple costs R2? each banana costs R1,50?
Bag with 2 oranges.
I wonder how
much each
This bag of orange costs?
oranges costs R4

a. R6 d. R10
The milk costs R10/litre. How much does The chicken is on special for
this milk cost? R25/kg. How much will 2 kg cost?
Term 2
It is R per orange It is R per apple
b. R10 e.
R2
It is R per orange
It is R per banana
c. R5
The symbol we use for rate is /

It is R per apple Example: R2/orange.
2. Write questions 1 a, b, c, d and e, above, with the “/” symbol Quick counting …
a. R Quickly count the oranges in the bag. All of them cost R15.
How much does one orange cost?
b. R Remember: always do this activity when you go to a shop.

This will sharpen your mental maths skills.
c. R
d. R Sign:
e. R Date:
154 155
61 Ratio
2. Write
te a ratio for:
How many girls are there in each picture?

How many boys are there in each picture?
a. Blue and red shirts.
Term 2
b. Blue and yellow shirts.
c. Red and yellow shirts.
1. Complete the following: 3. Draw the following:

Red and yellow flowers Dogs and cats
Class Girls Boys We can write it as: 4:5 8:6
Yellow 6 4 6:4
White
Green
Boys and girls Apples and bananas
8:10 7:8
Orange
We write a
ratio like this I love my teacher …
You have written this message for your teacher. What will the ratios
6:4 be between:
– Red and blue jelly tots?

Ratio Sign:
– Green and black jelly tots?
symbol
– Oranges and blue jelly tots? Date:
156 157
62 Division of 2-digit numbers by 1-digit
numbers 3. Use the two examples to guide you to solve the division sums.
Example 1:
Reverse these division sums by giving a multiplication sum for each. We call this 500 ÷ 8
an inverse operation.
We can ask ourselves how many groups of 8 will give us 500.
14 ÷ 2 = 7 50 ÷ 5 = 10 9÷3=3 36 ÷ 9 = 4
We say: We write:
48 ÷ 6 = 8 15 ÷ 3 = 5 12 ÷ 2 = 6 24 ÷ 8 = 3
• 60 groups of 8 will give us 480
49 ÷ 7 = 7 64 ÷ 8 = 8 21 ÷ 3 = 7 35 ÷ 7 = 5 10 groups of 8 is 80 10 × 8 = 80
• 70 groups of 8 will give us 560
20 groups of 8 is 160 20 × 8 = 160
6÷3=2 25 ÷ 5 = 5 60 ÷ 6 = 10 40 ÷ 5 = 8 30 groups of 8 is 240 30 × 8 = 240 • 560 is too big, so we will choose 60 groups
40 groups of 8 is 320 40 × 8 = 320
12 ÷ 6 = 2 18 ÷ 2 = 9 14 ÷ 7 = 2 40 ÷ 8 = 5 50 groups of 8 is 400 50 × 8 = 400 Sixty groups of 8 will give me 480 with 20 left.
60 groups of 8 is 480 60 × 8 = 480
1. Give the inverse operation for the following. 70 groups of 8 is 560 70 × 8 = 560
a. 57 ÷ 3 = b. 56 ÷ 8 = c. 60 ÷ 5 =
d. 63 ÷ 9 = e. 68 ÷ 4 = f. 48 ÷ 2 =
Now we can ask ourselves how many groups of 8 will give us 20.
Term 2
g. 54 ÷ 6 = h. 45 ÷ 9 = i. 42 ÷ 7 =
We say: We write:
2 groups of 8 will give us 16
2. Use the two examples to guide you to solve the division sums.
1 group of 8 is 8 1×8=8 3 groups of 8 will give us 24
Example 1: 2 groups of 8 is 16 2 × 8 = 16 24 is too big, so we will choose 2 groups
You can also use the
50 ÷ 8 = 3 groups of 8 is 24 3 × 8 = 24
table to help you.
We can ask ourselves. How many groups of 8 will give us 50? Two groups of 8 will give me 16 with 4 left.
1×8=8 60 groups + 2 groups = 62 groups
Let us count 8 16 24 32 40 48 2 × 8 = 16 500 ÷ 8 = 62 rem 4
3 × 8 = 24
4 × 8 = 32 Example 2:
5 × 8 = 40
6 × 8 = 48 62 rem 4 60 groups
of 8 is 480
7 × 8 = 56 8 500
Example 2: 8 × 8 = 64 – 48
9 × 8 = 72 2 groups
50 ÷ 8 = 20
of 8 is 16
We can ask ourselves. If I share 50 between 8, how much will each get? – 16
4
Let us share
a. 650 ÷ 9 = b. 400 ÷ 9 = c. 301 ÷ 5 =
Sharing equally problems
a. How many groups of 4 can you make with 36 marbles?

b. How many groups of 8 can you make with 56 counters? Sign:
If we share 8 between 50 we will get 6 and two remainders.
c. How many groups of 6 can you make with 42 cards?
d. Share 54 counters amongst 8 children. Date:
a. 60 ÷ 8 = b. 40 ÷ 9 = c. 31 ÷ 5 = e. Share 47 marbles amongst 4 children.
f. Share 43 sweets amongst 6 children.
d. 43 ÷ 2 = e. 66 ÷ 7 = f. 49 ÷ 4 =
158 159
63 Division of 3-digit numbers by 1-digit
numbers a. 925 ÷ 2 = b. 457 ÷ 7 = c. 596 ÷ 3 =
Share the blocks between 2 children. Do you have any blocks left?
1. Calculate the following: d. 338 ÷ 8 = e. 767 ÷ 4 = f. 806 ÷ 9 =
Example 1:
375 ÷ 8 =
Let us break down them number 375 into (370 + 5).
Term 2
Let us ask ourselves how many groups of 8 will give us 37?
Tens × 8 Let us count

10 × 8 = 80
20 × 8 = 160 8 16 24 32 40 48
30 × 8 = 240
40 × 8 = 320
50 × 8 = 400
60 × 8 = 480
70 × 8 = 560
80 × 8 = 640 g. 649 ÷ 5 = h. 179 ÷ 8 = i. 285 ÷ 6 =
90 × 8 = 720 4 groups will give us 32 but 5 groups are too big. How many groups of
8 will give us 370.
40 groups will give us 320 but 50 groups will give us 400. We have 50
left plus 5.
How many groups of 8 will give us 55.

Units × 8
1×8=8 Let us count
2 × 8 = 16
3 × 8 = 24 8 16 24 32 40 48 56
4 × 8 = 32
5 × 8 = 40
6 × 8 = 48
7 × 8 = 56
8 × 8 = 64
9 × 8 = 72 Sign:
Sharing the money
6 groups will give us 48 but 7 groups is too big.
So we have 48 and 7 left over. Date:
We are four children in our family. My father gave us R350 to share. We each received the same
amount in full rands. How many rands remained?
The answer to 375 ÷ 8 is 46 remainder 7.
160 161
64 Division problems
e. My mother bought computer gadgets for f. I spent R600 on 6 computer games. How
R98 each. She bought 5 gadgets. How much did I pay for each game?
much did she pay altogether?
Here are some key words for division and multiplication. Can you add any
other words to the list?
i. ________________________________________ i. ________________________________________
Multiply by, multiply, groups of, product, lots of, times table, times, of
ii. ________________________________________ ii. ________________________________________
Divide by, share, share equally, divisible by, divide, divide into, group
iii. ________________________________________ iii. ________________________________________
1. Solve the following problems: iv. ________________________________________ iv. ________________________________________
a. I bought five sport t-shirts for R265. How b. A shoe shop sells all pairs of shoes for v. ________________________________________ v. ________________________________________
much did I pay per t-shirt? R82. My mother and sister bought 9 pairs
altogether. How much did they pay? vi. ________________________________________ vi. ________________________________________
i. What is the question? How much did I pay
per t-shirt?
i. ________________________________________
g. My mother went on a training course for g. I have R400. Computer games cost R75
ii. What are the numbers? R265 and 5
7 days. The lunch cost R75 per day. How each. How many games could I buy?
Term 2
ii. ________________________________________
much did she pay for her lunches?
iii. What is the key word? Per (per tells me to
divide) iii. ________________________________________
iv What is the number sentence? iv. ________________________________________ i. ________________________________________ i. ________________________________________

R265 ÷ 5 = F
v. ________________________________________ ii. ________________________________________ ii. ________________________________________
v. Solve it: R265 ÷ 5 = R53
vi. ________________________________________ iii. ________________________________________ iii. ________________________________________
vi. Write a sentence: I paid R53 for each
t-shirt. iv. ________________________________________ iv. ________________________________________
c. The bookshop sold 8 books for R500. How d. My teacher bought 7 story books for R69 v. ________________________________________ v. ________________________________________
much did each book cost? each. How much did she pay for all the
story books? vi. ________________________________________ vi. ________________________________________
i. ________________________________________ i. ________________________________________
Seating the guests
ii. ________________________________________ ii. ________________________________________
You need seats for 58 people at your party. You make one long table by joining a number of small
iii. ________________________________________ iii. ________________________________________ tables. Each small table can seat two persons, plus one at each end of the long table, e.g. the 4 small
tables below can seat 10 people. How many small tables do you need?
iv. ________________________________________ iv. ________________________________________

a. 28
b. 29
v. ________________________________________ Sign:
v. ________________________________________ c. 30
d. 32
vi. ________________________________________ vi. ________________________________________ e. 34 Date:
162 163
Notes
Mathematics Grade 4 Cut-out 1
Term 2
1 1 0 1 0 0 1 0 0 0
2 2 0 2 0 0 2 0 0 0
3 3 0 3 0 0 3 0 0 0
Mathematics Grade 4
4 4 0 4 0 0 4 0 0 0
5 5 0 5 0 0 5 0 0 0
6 6 0 6 0 0 6 0 0 0
7 7 0 7 0 0 7 0 0 0
8 8 0 8 0 0 8 0 0 0
Cut-out 2
9 9 0 9 0 0 9 0 0 0
Note: Make dice from these Cut-outs. After assembling the dice, keep them in a safe place
because you will use them throughout the year.
Hundreds
Units Tens
Hundreds
Hundreds
Fraction strips
Fraction dice
Mathematics Grade 4
Grade7 4 - Cutout 6
Cut-out

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COMMEMORATING 120 YEARS 8 9 1 2 3 4 5

OF NKOSI SIKELEL’ iAFRICA 6 7

MATHEMATICS IN ENGLISH – Grade 4 Book 1

37 Fractions and division 104

31 Adding by filling the tens

and discuss the topic of the worksheet.) 8+7= or 10 + 5 =

1. Fill up the tens.

3+7 = 10 8+2 = 10 Are there more combinations that

37 + 3 = 40 25 + 5 = 30 Find another ﬁve combinations

Colour code for content area 79 + 1

Content Side bar colour

3. Fill up the hundreds.

d. 519 e. 225 f. 568

g. 274 h. 479 i. 383

4. Calculate the following:

a. 3 526 + 97 = b. 6 537 + 84 = c. 4 833 + 95 =

Fun/challenge/problem solving activity

Teacher assessment rating,

R1a Base Ten Counting concepts you need in

How quick are you?

What you need: What to do:

- The person with the most

What number will these cards make?

1. Match column A with column B.

3. omplete the following. We ha e done the ﬁrst one to guide you.

What is the size of your number: Remember

What do addition and subtraction mean?

+ What does – What does

1. Complete the pattern:

a. 200 300 400

2. dd the following using the gi en e ample.

3. ubtract the following using the gi en e ample.

How fast can you add the following?

200 10 2 + 400 50 6 100 20 4 + 300 80 7

700 80 4 – 300 20 3 500 40 6 – 200 80 8

2. ubtract the following using the gi en e ample.

+ What is the size of your number: 132

We have si beads repeated four times.

This is the same as

6+6+6+6 which is the same as:

1. Complete the patterns:

2. Complete the table:

Diagram Addition sum Words Multiplication sum

3. Match the cats with the mice.

4. Fill in the and = in the right places.

X In one minute I can …

What you need: What to do:

1. Complete the table.

2. ol e the following problems. se the e ample to guide you.

Write down a number sentence. =

Answer: The parent gives 54 soccer balls away.

a. A farmer plants rows of apple trees.

are there altogether?

has twenty sweets. How many sweets

Talk about the patterns in the table below.

. What will the ne t number be?

c. 3 ,3 , 3 0, , , d. 405, 410, 415, , ,

e. 5 ,5 ,5 , , , f. 00, 10, 20, , ,

g. 5, 0, 5, , , h. 00, 02, 04, , ,