nd

Mathematics
Grade 3

Pupil's Book
Part 2
Professor Vassen NAËCK - Head Curriculum Implementation,
Textbook Development and Evaluation

THE MATHEMATICS PANEL

MAURITIUS INSTITUTE OF EDUCATION

Ms S. THAPERMALL-RAMASAWMY - Panel Coordinator, Lecturer
Dr R. NENDURADU - Senior Lecturer

MINISTRY OF EDUCATION AND HUMAN RESOURCES, TERTIARY EDUCATION AND SCIENTIFIC RESEARCH
Mr J. DESCUBES - Primary Educator
Ms T. CHEETAMUN - Primary Educator

SERVICE DIOCÉSAIN DE L'EDUCATION CATHOLIQUE

Mr M. JOLY - Deputy Head Master

Acknowledgements

VETTING TEAM

MINISTRY OF EDUCATION AND HUMAN RESOURCES, TERTIARY EDUCATION AND SCIENTIFIC RESEARCH
Mr R. BEEDASSY - School Inspector
Mr D. GOWRY - School Inspector
Mr D. MOHANGOO - School Inspector
Ms T. NATHOO - School Inspector
Mr N. NEERGGHEEN - School Inspector
Mr K. OOCHIT - School Inspector
Ms D. RUCHCHAN - School Inspector

MAURITIUS INSTITUTE OF EDUCATION

Mr R. Korlapu-Bungaree - Proof-reading, Lecturer, English Department

Illustration and layout

GRAPHIC DESIGNER
Mr Kunal SUMBHOO

REVIEW

MAURITIUS INSTITUTE OF EDUCATION

Dr Rajeev NENDURADU - Coordinator, Senior Lecturer

ISBN : 978-99949-40-23-3
© Mauritius Institute of Education (2021)
TABLE
TABLE OF
OF CONTENTS
CONTENTS

Page

Measure Capacity 1

Numbers Ordinal Numbers 19

Roman Numerals 33

Multiplication 41

Measure Length 67

Numbers Fractions 87

Measure Time 101

Numbers Division 120

Measure Money 142

i
 Learning Objectives

At the end of Grade 3 (Part 2), the child should be able to

• Perform the two arithmetic operations: Multiplication and Division

- Multiply a number (from 0 to 10) by 2, 3, 4 and 5

- Divide a number (multiples of 2, 3, 4 and 5) by 2, 3, 4 and 5 respectively

- Solve one-step routine and non-routine word problems involving the 2

operations

• Perform mental calculations involving the 2 operations (multiplication and

division)

• Recognise and use ordinal numbers (1st to 20th) and name the position of a
member in a queue up to 20th

• Recognise, read and write roman numerals up to 20

• Use unit fractions as part of a whole (e.g. ‘1 out of 4’ to describe a fraction)

• Read, write and represent simple fractions (e.g. 1 , 1 , 1 )

2 3 4
• Use fractions in real-life situations

• Measure length (m/cm) and capacity (L/cL) in real-life situations

• Solve simple word problems involving length and capacity

• Tell time to the hour/half hour/quarter hour and use of ‘a.m.’ and ‘p.m.’ in

real-life situations

• Recognise, name and decompose coins and notes up to Rs 1000

• Use coins and notes up to Rs 1000 in real-life situations

• Solve word problems involving money in real-life situations

ii
 Measure
Geometry
Capacity The pupils are organising a party in the classrooom.

1 Observe carefully and discuss the picture.

2 What can you see on the table?

Look at this
picture.
3 What are they used for?

1
 Let's work out

1. Tick ( ) the container which has a smaller capacity.

2. Colour the bowl with a greater capacity red.

3. Write more or less in the space below.

A
B

(a) Jar A has _____________ capacity than jar B.

(b) Jar B has _____________ capacity than jar A.

2
 Measure
Activity: Containers of different sizes

I observe
containers of
different sizes.

Activity: Arbitrary Units

A
B C

Fill bottle B using cup C

Number of cups C used to fill bottle B = _________

Fill jug A using cup C

Number of cups C used to fill jug A = _________

Fill jug A using bottle B

Number of bottles B used to fill jug A = _________

What do you observe?

3
 Activity: Litre

1L 1L

4. I ring '1 litre' or '1 L' containers.

1L 1L 1L
5 litres1 L

5. I make a list of liquids sold in containers of 1 litre.

For drinking For other use

4
 Measure
Activity: Using Litre-templates

2L
5L
1L

3L

Activity

Example:
5L=1L+1L+1L+1L+1L
or 5 L = 1 L + 2 L + 2 L
or 5 L = 2 L + 3 L

With the help of my teacher, I complete the following:

5L = ___ + ___ + ___ +___ + ___

___ = 2 L + 3 L
4L = 2 L + ___
___ = 1 L + 1 L +1 L
2L = ___ + ___

5L
= 2L +

5
6
 Measure
Examples

Example 1: Example 2:
14 L + 52 L = ____ L 65 L - 34 L = ____ L

tens units tens units

1 4 L 6 5 L
+ -
5 2 L 3 4 L

6 6 L 3 1 L

Let’s work out

6. Work out.

(a) 24 L + 33 L = ___ (b) 36 L + 28 L = ___

(c) 97 L - 45 L = ___ (d) 84 L - 36 L = ___

7
 7. Raj has 13 litres of apple juice and his sister Jane has 9 litres of
pear juice. How much juice do they have altogether?

13 L
9L

8. Find the total capacity of water in the tank and in the pail.

48 L
14 L

9. In a tank, there are 37 litres of water. Father uses 23 litres to water

the garden. How much water is there left in the tank?

10. Barrel A contains 125 L of oil.

The capacity of barrel B is 25 L less than barrel A.
What is the capacity of barrel B?

A B

8
 Measure
IT Corner

Using Ms Paint, with the help of your teacher, use the oval
'tool' to circle the container which holds more.

You can download an interactive game using this link:

http://www.abc.net.au/countusin/games/game15.htm

Tip: Less than 1 Litre

The cup is It can hold
too small. less than 1
litre of water.
1L
1L

1 litre = 100 centilitres

100
90
80
70
60
50
40
1 L = 100 cL
30
20

10

9
0
 Activity: Less than 1 litre

With the help of my teacher, I complete the following.

50 cL
25 cL
20 cL 10 cL
5 cL

Write down the capacity of each container starting with the smallest.
________ ________ ________ ________ ________

List down items having a capacity less than 1 L in the supermarket.

___________________________________________________
___________________________________________________

Try these

Let's complete with L or cL.

(a) A can of juice contains 60 _____ of liquid.

(b) A gallon of water contains 5 _____ of water.

(c) An aquarium can contain about 16 _____ of water.

(d) Soft drinks are sold in bottles of 1 _____ .

10
 Measure
Tip: Adding and subtracting using cL

Example 1: Example 2:
23 cL + 64 cL = ____ cL 97 cL - 42 cL = ____ cL

tens units tens units

2 3 cL 9 7 cL
+ -
6 4 cL 4 2 cL
8 7 cL 5 5 cL

Let’s work out

11. Work out.

(a) 36 cL + 42 cL = ___ (b) 47 cL + 38 cL = ___

(c) 86 cL - 34 cL = ___ (d) 92 cL - 56 cL = ___

12. Asha drinks 20 cL of pear juice and her brother Ram drinks 30 cL of
apple juice. How much juice do they drink in all?

30 cL 20 cL
11
 13. A bottle contains 60 cL of milk. Mother uses 45 cL of it to make
yoghurt. How much milk is left in the bottle?

Try these

1: 1 litre
Example = 100 centilitres
2 litres = _____ centilitres
= (100 cL + 100 cL)
= 200 cL

14. (a) 4 litres = _____ centilitres

(b) 5 L = _____ cL

(c) 9 L = _____ cL

Example 2: 2 L 50 cL = ………….. cL
= (200 cL +50 cL)
= 250 cL

15. (a) 6 L 25 cL = _____ cL

(b) 8 L 10 cL = _____ cL

(c) 7 L 70 cL = _____ cL

12
 Measure
Let’s work out

16. Let’s complete.

(a) 3 L = ________ cL

(b) 6 L = ________ cL

(c) 2 L 40 cL = ________ cL

(d) 9 L 55 cL = ________ cL

Example 1:

2 L + 45 cL = ________ cL

(2 L = 100 cL+ 100 cL =200 cL)

2 0 0 cL
200 cL + 45 cL + 4 5 cL

2 L + 45 cL = 2 4 5 cL

Example 2:

4 L – 200 cL = ________ cL

(4 L = 100 cL + 100 cL + 100 cL + 100 cL =400 cL)

4 0 0 cL
400 cL - 200 cL - 2 0 0 cL

4 L – 200 cL = 2 0 0 cL

13
 Let's work out

17. (a) 6 L + 200 cL = ________ cL

(b) 7 L + 25 cL = ________ cL

(c) 3 L + 76 cL = ________ cL

(d) 9 L - 300 cL = ________ cL

(e) 4 L - 150 cL = ________ cL

(f) 5 L - 225 cL = ________ cL

Tip: Conservation of Capacity

A B C

Observation:
Containers A, B and C have
the same capacity.

14
 Measure
Let's work out

18. Look at the containers below and complete.

A C
B D
100 cL 1L
35 cL 25 cL

(a) Which container has the least capacity?

(b) Which two containers have the same capacity?

(c) What is the total capacity of containers B and D? _______ cL

(d) Find the difference between the capacity of containers C and D.

_______ cL

15
 Continuous Assessment

1. Complete.

(a) 3 L = __________ cL (b) 4 L 40 cL = __________ cL

(c) 5 L 75 cL = _________ cL (d) 6 L 25 cL = __________ cL

2. Work out.

(a) 50 L + 14 L = _____ (b) 32 L + 69 L = _____

(c) 88 cL - 30 cL = ____ (d) 73 cL - 27 cL = ____

3. Maria gives 30 cL of juice to her brother and 40 cL of juice to her

father. How much juice does she give in all?

16
 Measure
4. A water tank contains 500 L of water. A worker uses 120 L of water.
How much water is left?

5. Look at the containers below and complete the activity.

A
B C D
100 cL 1L
20 cL 30 cL

(a) Which container has the least capacity? _________________

(b) Which two containers have the same capacity? ____________

(c) What is the total capacity of containers B and C? ________ cL

(d) Find the difference between the capacity of containers A and D.

___________ cL

17
 Profiling

Good Satisfactory Needs Improvement

Measure capacity
• in litres
• in centilitres

Perform simple
conversions from
• L to cL

Perform addition
involving capacity

Perform subtraction
involving capacity

Solve simple word

problems involving
capacity

Teacher's Remarks

18
 Numbers
Measure
Ordinal Numbers

Do you remember?

The animals are having a race in the farm.

1st

2nd

3rd 4th 5th 6th 7th

8th
9th
10th

1 Observe carefully and discuss the picture.

2 Who won the race?

19
 X
Try these

Circle the balloon at the fifth position.

Start here

Tick ( ) the railway carriage in the tenth position.

Start here

20
 Numbers
nd

Let's work out

1. Match up the numbers on the left to the words on the right.

4th fifth

1st seventh

9th sixth

7th first

2nd fourth

6th ninth

3rd second

10th eighth

8th third

5th tenth
21
 X
2. Tick ( ) the correct box.

(a) Which one is the first object?

(b) Which one is the fourth object?

(c) Which one is the seventh object?

(d) Which one is the tenth object?

22
 Numbers
nd

Activity

Discuss and work out the following with the help of your teacher.

There are four children in the line.

Alan is first, Amanda is next. Then
comes Akil followed by Doug.

Amanda is the ___________ one.

(second, third, fourth)

Mum is the first one in the line.

Amanda's little brother is next.
Then Amanda followed by Nadia.

Amanda is the ___________ one.

(second, third, fourth)

Kevin is 2nd in the line.

Alan is before Kevin.

Alan is the ___________ one.

(first, third, fourth)

23
 X
Activity: When is your birthday?

When is your It is on the

birthday? second of May.

My birthday is Oh, is it?

on the twelfth
of July.

When is your It is on the

birthday, Jay? first of April.

Ha! Ha! April Fool!

1 Observe carefully and discuss the pictures.

2 What are the children talking about?

3 When is your birthday?

24
 Numbers
nd

11th to 15th

11th 12th 13th 14th 15th

eleventh twelfth thirteenth fourteenth fifteenth

Let's work out

3. I complete.

1st 3rd 5th

7th

14th

25
 X
4. I copy.

11th Eleventh _____________________

12th Twelfth _____________________

13th Thirteenth _____________________

14th Fourteenth _____________________

15th Fifteenth _____________________

5. I complete with ordinal numbers.

1st

first

13th

last
26
 Numbers
nd

Activity: Let's count up to 20th

1st 2nd 3rd 4th 5th

first second third fourth fifth

6th 7th 8th 9th 10th

sixth seventh eighth ninth tenth

11th 12th 13th 14th 15th

eleventh twelfth thirteenth fourteenth fifteenth

16th 17th 18th 19th 20th

sixteenth seventeenth eighteenth nineteenth twentieth

Let's work out

6. I copy.

12th twelfth _____________________

_____________________

20th twentieth _____________________

_____________________

27
 X
7. I match.

16th eighteenth

17th nineteenth

18th seventeenth

19th sixteenth

8. I complete the sequence.

(a) 6th , 7th , 8th , _____ , _____ , _____ .

(b) _____ , _____ , _____ , 18th , 19th , 20th.

(c) 11th , 12th , 13th , _____ , _____ , _____ .

IT Corner

• Prepare a worksheet on Ms Paint with ordinal numbers ranging from 1st

to 20th in such a way that it looks scattered.
• Ask pupils to use the line tool to join the ordinal numbers in the correct
order.
• Links for online games.
https://www.studyladder.com/games/activity/ordinal-numbers-3646
http://www.turtlediary.com/kindergarten-games/math-games/ordi-
nal-numbers.html

28
 Numbers
nd

Activity

Look at the figure below.

1. Colour the fourth, eighteenth and twentieth square red.

2. Colour the nineteenth, thirteenth and fourteenth square blue.

3. Put a happy face in the first, sixth, eleventh and sixteenth square.

4. Put a red X in the fifteenth and seventeenth square.

5. Colour the second, third and fifth square green.

6. Put a red star in the seventh, ninth and twelfth square.

7. Put two happy faces in the eighth and tenth square.

1st

9th

20th

29
 X
Continuous Assessment

1. I tick ( ) the correct ordinal number.

1st 2nd 3rd 4th 5th 6th 7th 8th 9th 10th
First Second Third Fourth Fifth Sixth Seventh Eighth Ninth Tenth

5th 4th 1st

Fifth Fourth First

2nd 9th 8th

Second Ninth Eighth

3rd 6th 7th

Third Sixth Seventh

2. Write the ordinal number which shows the place of each item.

(a)

The is in the ______________ place.

(b)

The is in the ______________ place.

30
 Numbers
nd

3. Complete.

(a) Colour the 11th rabbit.

1st

20th

(b) Colour the 19th present.

1st

20th

Guess

1. What runs but cannot walk?

Hint: • T in the third • E in the fourth • W in the first
• A in the second • R in the fifth

_____ _____ _____ _____ _____

2. What has hands and a face but cannot touch or smile?

Hint: • C in the fifth • C in the second • L in the third
• K in the sixth • A in the first • O in the fourth

_____ _____ _____ _____ _____ _____

31
 X

Profiling

Good Satisfactory Needs Improvement

Recognise the
ordinal numbers –
1st to 20th

Write down the

name of the
ordinal numbers –
first to twentieth
Naming the
position of a
member in a set up
to 20th

Teacher's Remarks

32
 Numbers
nd

Romans usually use

Roman Numerals Roman Numerals to

denote numbers. Roman
Numerals are used in
real life situations.

Observe carefully and discuss the pictures.

33
 X
A clockface with roman numerals

Have you
ever seen
a clock like
this one ?

1 Look carefully at the clock.

2 What do you notice ?

3 What letters have replaced the numbers on the clock ?

34
 Numbers
nd

Activity: Corresponding values of roman numerals

1. Compare the clockface showed by your teacher with the one on page 34.
2. Fill in the table below with the correct numeral.

I II III IV V VI VII VIII IX X XI XII

5 10

Roman Look at the table on the left.

Numeral Number
What do you observe ?
I 1
When the same Roman Symbol is repeated,
II 2
it means ADD.
III 3 I and I put together as II means 1 + 1 = 2

Let's work out

1. Find the value of

(a) III = _______ + _______ + _______ = _______

(b) XX = _______ + _______ = _______

35
 X
Activity: Place value, position in Roman Numerals

Look at Table 1 below.

Complete Table 2 with the correct numeral.
Table 1 Table 2

V = 5 V = 5 =5

VI = 6 VI = 5 + __ = 6

VII = 7 VII = 5 + __ = 7

VIII = 8 VIII = 5 + __ = 8

What do you observe?

When a larger value symbol is placed BEFORE a smaller value symbol,

it means ADD.
Example :
VII = V + II = 5 + 2 = 7

Let's work out

2. Find the value of each of the Roman Numerals. The first one has been done for you.

(a) XVII = X + VII = 10 + 7 = 17

(b) VII = ________ = ________ = ____

(c) XV = ________ = ________ = ____

(d) VIII = ________ = ________ = ____

(e) XII = ________ = ________ = ____

(f) XIII = ________ = ________ = ____

36
 Numbers
nd

Activity

Observe the following.

IV = 4

Now fill in the box with + or - .

IV = 5 1 = 4

What do you observe?

When a larger value symbol is placed AFTER a smaller value symbol,

it means SUBTRACT.
Example
IV = 5 - 1 = 6

Let's work out

3. (a) IX = ____ - ____ = ____

(b) IV = ____ - ____ = ____

37
 X

Did you know?

No Roman Symbol is repeated more than three times.

e.g., IIII (not appropriate)

The symbol V is never repeated.

e.g., VV (not appropriate)

No Roman Symbol is repeated before a larger one.

e.g., IIX (not appropriate)

Let's work out

4. What is the value of the following numerals?

The first one has been done for you.

(a) VI = 5 + 1 = 6

(b) XIV = ____ + ____ = ____

(c) IX = ____ - ____ = ____

(d) XIX = ____ + ____ = ____

5. Write down the Roman Numeral for each number.

The first one has been done for you

(a) 16 = 10 + 6 = XVI

(b) 9 = ____ - ____ = _____

(c) 20 = ____ + ____ = _____

(d) 4 = ____ - ____ = _____

(e) 8 = ____ + ____ = _____

(f) 19 = ____ - ____ = _____

38
 Numbers
nd

Continuous Assessment

1. What is the value of the following Roman Numerals?

(a) IV = __________ (b) XVI = __________

(c) XI = __________ (d) XX = __________

(e) III = __________ (f) IX = __________

2. (a) What number is shown on the abacus?

________

(b) Write the same number in Roman Numeral.

T U
________

3. Complete with the correct Roman Numeral.

(a) 2 = __________ (f) 4 = __________

(b) 5 = __________ (g) 17 = __________

(c) 8 = __________ (h) 19 =__________

(d) 9 = __________ (i) 20 = __________

(e) 13 =__________ (j) 14 = __________

39
 X

Profiling

Good Satisfactory Needs Improvement

Recognise and read

Roman Numerals
up to 20

Write Roman
Numerals up to 20

Express numbers
in Roman Numerals
and vice versa

Teacher's Remarks

40
 Numbers
nd

Multiplication When you put

groups of items
altogether, you get
the amount in all.
Do you remember?

For example:

1 boy has 2 eyes 4 boys have 8 eyes

4 times 2 is equal to 8

How many eyes will 5 boys have?

Try this

Complete the following.

(a) 1 bird has 2 wings.

6 birds have wings.

6 times 2 =

41
 X
Do you remember?

1 motorcycle has 2 wheels.

4 motorcycles have 8 wheels.

It is important to
4
use the "x" sign to
groups of 2
multiply.
4 times 2 is equal to 8
we write, 4 x 2 = 8

Try this

Complete the following by writing the correct sign and correct numeral.

(a)

5 times 2 equals to 10.

5 2 ______.

(b)

6 times 2 equals to 12.

6 2 ______.
42
 Numbers
nd

Do you remember?

With the help of your teacher, choose one domino from a set
of domino strips. Draw the selected domino a certain number
of times. Count the number of dots. Write the number of dots
there are in all.

For example:

2 + 2 + 2
or 3 x 2 = 6

Try this

Complete the following by putting the correct number of dots and correct
numeral.

(a)

4 x 2 = _____

(b)

8 x 2 = _____

43
 X
Let's work out

1. Complete the following.

1 x 2 = _____
Complete your
multiplication
table of 2.

2 x 2 = _____

3 x 2 = _____

4 x 2 = _____
NOTE:
When you multiply any number
5 x 2 = _____
by zero, you get zero.
E.g. 2 x 0 = 0
6 x 2 = _____
When you multiply zero by any
number, you get zero.
7 x 2 = _____ E.g. 0 x 2 = 0

8 x 2 = _____

9 x 2 = _____

10 x 2 = _____

44
 Numbers
nd

Multiplication in column

When we carry out multiplication, we can also multiply in columns.

In a bag, there are 2 bananas. How many bananas do we have

in 6 bags?
6
6 bags with 2 bananas make 12.
x
6 times 2 make 12.
2

12

2. Complete the following.

(a) 4 (b) 7 (c) 9

x x x
2 2 2

4. In a bag, there are 2 marbles.

7 bags have _______ marbles.

x
2

45
 X

Multiplication by 3

An ice cream cone has 3 scoops. Ivy has to buy 4 cones. How many
scoops of ice cream will she get?

An ice cream
cone has 3
scoops.
4 ice cream cones 12 scoops.

4 x 3 = 12 scoops.

Try this

3 ice cream cones _____ scoops.

3 x 3 = ______ scoops.

5 ice cream cones _____ scoops.

5 x 3 = ______ scoops.

46
 Numbers
nd

Let's work out

5. Draw 3 on each cone and complete.

(a)

5 x 3 =

(b)

8 x 3 =

(c)

9 x 3 =

47
 X
Let's work out

6. Count in three's.

1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20

21 22 23 24 25 26 27 28 29 30

(a) Starting with 3, count in three's as shown above.

(b) Colour the squares as you count in three's.

(c) Complete the pattern.

3 , 6 , 9 , ___ , ___ , 18 , ___ , ___ , 27 , ___ .

7. In a class, there are 9 pupils. Each pupil has 3 pencils. How many
pencils do they have in all?

48
 Numbers
nd

Let's work out

Complete the following. Complete your

multiplication
table of 3.

1 x 3 = _____

2 x 3 = _____

3 x 3 = _____
NOTE:
When you multiply any number
4 x 3 = _____ by zero, you get zero.
E.g. 3 x 0 = 0

5 x 3 = _____
When you multiply zero by any
number, you get zero.
6 x 3 = _____ E.g. 0 x 3 = 0

7 x 3 = _____

8 x 3 = _____

9 x 3 = _____

10 x 3 = _____

49
 X
Let's work out

8. Complete the following.

(a) 4 (b) 7 (c) 9

x x x
3 3 3

9. In a basket, there are 3 apples.

6 baskets have _______ apples.

6
x
3

10. In a bag, there are 3 marbles.

7 bags have _______ marbles.

7
x
3

50
 Numbers
nd

Multiplication by 4

There are 4 cats on a wall. Each cat has 4 legs. How many legs do the
4 cats have in all?

4 cats 16 legs.

4 x 4 = 16 legs.

Try this

(a)

2 cats _____ legs.

2 x 4 = ______ legs.

(b)

5 cats _____ legs.

5 x 4 = ______ legs.

51
 X
Let's work out

11. Draw 4 legs on each cat and complete.

(a) 6 x 4 =

(b) 8 x 4 =

(c) 9 x 4 =

52
 Numbers
nd

Let's work out

12. Count in four's.

1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20

21 22 23 24 25 26 27 28 29 30

(a) Starting with 4, count in four's as shown above.

(b) Colour the squares as you count in four's.

(c) Complete the pattern.

4 , ___ , ___ , 16 , ___ , 24 , 28 , ___ , 36 , ___ .

13. In a car park, there are 7 cars. Each car has 4 wheels. How many
wheels do the cars have altogether?

53
 X
Let's work out

Complete the following.

Complete your
multiplication
table of 4.
1 x 4 = _____

2 x 4 = _____

3 x 4 = _____
NOTE:
4 x 4 = _____ When you multiply any number
by zero, you get zero.
E.g. 4 x 0 = 0
5 x 4 = _____
When you multiply zero by any
number, you get zero.
6 x 4 = _____
E.g. 0 x 4 = 0

7 x 4 = _____

8 x 4 = _____

9 x 4 = _____

10 x 4 = _____

54
 Numbers
nd

Let's work out

14. Complete the following.

(a) 2 (b) 5 (c) 9

x x x
4 4 4

15. A clover has 4 leaves.

3 clovers have _______ leaves.

3
x
4

16. On a jacket there are 4 buttons.

8 jackets have _______ buttons.

8
x
4

55
 X

Multiplication by 5

Noah shows his 2 hands. Each hand has 5 fingers. How many fingers
does he show in all?

2 hands 10 fingers.
2 x 5 = 10 fingers.

Try this

4 hands _____ fingers.

4 x 5 = ______ fingers.

7 hands _____ fingers.

7 x 5 = ______ fingers.

56
 Numbers
nd

Let's work out

17. Draw 5 fingers on each hand and complete.

(a) 6 x 5 =

(b) 8 x 5 =

(c) 9 x 5 =

57
 X
Let's work out

18. Count in five's.

1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20

21 22 23 24 25 26 27 28 29 30

31 32 33 34 35 36 37 38 39 40

41 42 43 44 45 46 47 48 49 50

(a) Starting with 5, count in five's as shown above.

(b) Colour the squares as you count in five's.

(c) Complete the pattern.

5 , ___ , ___ , 20 , ___ , 30 , 35 , ___ , ___ , 50 .

58
 Numbers
nd

Let's work out

Complete the following.

Complete your
multiplication
table of 5.
1 x 5 = _____

2 x 5 = _____

3 x 5 = _____ NOTE:
When you multiply any number
4 x 5 = _____ by zero, you get zero.
E.g. 5 x 0 = 0

5 x 5 = _____ When you multiply zero by any

number, you get zero.
E.g. 0 x 5 = 0
6 x 5 = _____

7 x 5 = _____

8 x 5 = _____

9 x 5 = _____

10 x 5 = _____

59
 X
Let's work out

19. Complete the following.

(a) 4 (b) 7 (c) 8

x x x
5 5 5

20. A flower has 5 petals.

3 flowers have _______ petals.

3
x
5

21. On a shirt there are 5 buttons.

8 shirts have _______ buttons.

8
x
5

60
 Numbers
nd

Tip: It is the same

It is important to know that multiplication works in either way.
For example: 5 times 2 is the same as 2 times 5.

2 times 5 fingers 10 fingers.

We write, 2 x 5 = 10

5 times 2 fingers 10 fingers.

We write, 5 x 2 = 10

Try this
22. Fill in the blanks with the correct number.

(a) If 2 x 4 = 8
Then 4 x 2 = _______________ ( 8 , 10 , 12 )

(b) If 5 x 3 = 15
Then 3 x 5 = _______________ ( 5 , 15 , 20 )

23. Complete.

(a) 5x = 10 (b) 6x = 18

2x = 10. 3x = 18.

61
 X
IT Corner

http://www.learnalberta.ca/content/me3us/flash/

With the help of your teacher, go to this website to

play this game.

Continuous Assessment

1. Work out the following.

3
(a) (b) 2
x x
2 3

(c) 4 (d) 5
x x
4 5

62
 Numbers
nd

2. Colour according to the code.

2x2

4x3 9x4

4x2
6x4
8x2
6x3

9x4
7x5 3x5

8x4 3x4
6x5

5x2

4, 10, 16 15, 30, 35

12, 18, 32 8, 24, 36

3. Jessica bought 7 pails of water of 2 litres each. How many litres

does she have in all?

1 pail = 2 litres

7 pails = ______ x ______ litres = ______ litres

Number of litres of water in all = ______

63
 X
4. Cross ( X ) the wrong answer.

(a) 4 x 5 = 20 (b) 6 x 3 = 28

(c) 10 x 4 = 40 (d) 7 x 5 = 35

(e) 9 x 3 = 37 (f) 2 x 4 = 10

5. A pack has 2 sandwiches. A caterer packed 10 such packs. How many

sandwiches did he pack in all?

Number of sandwiches = _______

64
 Numbers
nd

6. Jenna buys 10 bags of rice of 5 kg each.

How many kilograms of rice does she have in all?

7. If a brick of juice contains 2L, how many

litres of juice will you get in 7 such bricks?

8. Suzy has 9 packs of lollipops. Each pack

contains 4 lollipops. How many lollipops does
she have in all?

65
 X

Profiling

Good Satisfactory Needs Improvement

Multiply a number
(0 up to 10) by 2

Multiply a number
(0 up to 10) by 3

Multiply a number
(0 up to 10) by 4

Multiply a number
(0 up to 10) by 5

Solve simple word

problems involving
multiplication.

Teacher's Remarks

66
 Numbers
Measure
nd

Length Zara is comparing the length of the

objects in her school bag.

A B C D
1 Observe carefully and discuss the picture.

2 Consider the items in pairs. Identify which

item is longer (or shorter)?

longer

Let’s prepare
and complete our
“longer/ shorter”
book
shorter

67
 Let's work out

1. I tick ( ) the longer bread.

2. I ring the taller tree.

3. I colour the shorter carrot.

68
 Measure
Arbitrary Units

Activity

Objects Length

I estimate the
length of an
object.

69
 Activity: Measuring Objects

With the help of my teacher I use the 1 unit (paper clip) to find the
length of the strips.

1 paper clip

Strips Number of paper clips

70
 Measure
Try these

This is

paper clips

This is paper clips

This is

paper clips

This is paper clips

This is paper clips

71
 Let's work out

4. I count and match.

10

14

72
 Measure
The metre

With the help of my teacher I identify the objects.

73
 Let's work out

5. Circle metre or m.

6. Tick all the objects measured in metres.

74
 Measure
7. I match.

15 m

5m

1m

Measuring length

tailor's tape

measuring tape

ruler

75
 Graduated Metre Strip

1 cm

1 metre = 100 centimetres

1 m = 100 cm

With the help of my teacher, I measure the

length of the objects in centimetres / cm.

Objects Length

76
 Measure
Let’s work out

8. I use my metre strip and measure parts of my body.

Parts of your body Measurement

Around your head

From your neck to your shoulder

From your shoulder to your fingertips

From the base of your neck to your heel

From the top of your head to your waist

From the bottom of your neck to your waist

Examples

Example 1: Example 2:
13 m + 42 m = ____ m 94 m - 41 m = ____ m

tens units tens units

1 3 m 9 4 m
+ -
4 2 m 4 1 m

5 5 m 5 3 m

77
 Let’s work out

9. Work out.

(a) 35 m + 23 m = ___ (b) 47 m + 25 m = ___

(c) 86 m - 45 m = ___ (d) 95 m - 37 m = ___

10. Mary has 24 m of blue lace and her friend Shreena has 35 m of red
lace. What length of lace do they have altogether?

11. Mr Roy has 56 m of cloth. He sells 32 m of it. What length of cloth

has he left?

78
 Measure
Examples

Example 1: Example 2:
3 m x 2 = ____ m 5 m x 3 = ____ m

tens units tens units

3 m 5 m
X 2 X 3

6 m 1 5 m

Let’s work out

12. Work out.

(a) 4 m x 3 = ___ (b) 6 m x 4 = ___

13. Peter walks 4 times the length of a ladder. If the ladder is 5m long,
what length has he walked in all?

5m

79
 Activity

With the help of my teacher, I complete the following.

_____ cm

_____ cm

_____ cm

_____ cm

IT Corner

From the Sankore interactive tools, pupils can be given an

exercise where they can use the interactive ruler to measure
the length of a line.
Or a simple matching activity can be used on the following
website :
http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/
ks2/maths/measures/index.htm

80
 Measure
Examples

Example 1: Example 2:
24 cm + 57 cm = ____ cm 83 cm - 57 cm = ____ cm

tens units tens units

1 7 10
2 4 cm 8 3 cm
+ -
5 7 cm 5 7 cm

8 1 cm 2 6 cm

Let’s work out

14. Work out.

(a) 46cm + 32cm = ___ cm (b) 58cm + 36cm = ___ cm

(c) 79cm – 45cm = ___ cm (d) 85cm – 28cm = ___ cm

15. Mother has 35cm of red ribbon and her daughter Asha has 42cm of
blue ribbon. What length of ribbon do they have altogether?

16. Mr Robin has a string of 96cm. He cuts 45cm from it. What length of
string has he left?

81
 m to cm
(a) 1 m = 100 cm
3m = 100 cm + 100 cm + 100 cm
= 3 x 100 cm = 300 cm

(b) 1m 25 cm = 100 cm + 25 cm
= 125 cm

Let’s work out

17. Work out.

(a) 4 metres = _____ centimetres

(b) 9 m = _____ cm

(c) 2 metres 15 centimetres = _____ centimetres

(d) 6 m 75 cm = _____ cm

82
 Measure
Conservation of length

Jenny and Pooja are arguing whose set of building

blocks is longer.

With the help of your teacher, use your ruler to measure A, B and C.
What do you observe?

B
A

83
 Continuous Assessment

1. I measure.

_____ cm

2. Draw a pencil of length of 15 cm.

3. Complete

(a) 5 m = __________ cm (b) 1 m 10 cm = __________ cm

(c) 5 m 25 cm = _________ cm (d) 6 m 75 cm = __________ cm

84
 Measure
4. Work out the following:

(a) 52 m + 10 m = ____ m (b) 62 cm + 55 cm = ____ cm

(c) 78 cm – 30 cm = ____ cm (d) 58 cm x 3 = ____ cm

5. Maria gives 20 cm of ribbon to Sheila and 35 cm of ribbon to Linda.

How much ribbon did she give in all?

6. The length of a rope is 24 m. Ravi adds 32 m of rope.

What is the total length of the rope?

7. Anna is 1m 55 cm tall and Sarita is 36 cm shorter than Anna.

(a) How tall is Sarita?
(b) What is the total height of both girls?

85
 Profiling

Good Satisfactory Needs Improvement

Measure length
• in metres
• in centimetres
Draw line segments
of specific lengths

Add lengths

Subtract lengths

Multiply lengths

Solve simple word

problems involving
lengths

Convert m into cm

Teacher's Remarks

86
 Measure
Numbers
Fractions
Devi’s mother has a cake to share among four persons. The cake is divided
into 4 equal parts.

Out of one 1 2
whole cake, you
can get four
equal parts. I take one part.
How many parts
of the cake are
there left?

3 4
Mother takes Dad takes one
one part of part. Out of 4
the cake. How parts, there is
many parts are one part of the
there left? cake left.

1 Observe carefully and discuss the pictures.

2 How many parts of the cake are left?

87
 X

Did you know?

A fraction is a part of a whole.

E.g: 1 part of pizza

4 parts of pizza 1 part of pizza

Activity: From whole to part

With the help of

your teacher, fold
Bristol papers and
shade the
parts as per the
instructions.

1 Listen carefully to the instructions of your teacher.

2 Cut out the shapes on the next page.

3 Fold them accordingly and shade the parts as per your

teacher's instructions.

88
 Numbers
nd

Shapes to be cut out.

89
 X

90
 Numbers
nd

Let's work out

1. How many parts are coloured?

Tip: Writing a fraction

A fraction is written in a specific way. There are two important

words you need to know: Numerator and Denominator.

The number under the bar indicates the number of equal parts in
which the whole has been divided. It is called the denominator.

The number above the bar represents the number of parts shaded.
It is called the numerator.

The numerator is placed at the top and the denominator is placed at

the bottom.

1 Numerator This is how you

should write a

2
fraction.
Denominator

91
 X
Activity: Fractions with building blocks

With the help of

your teacher, use
building blocks to
form fractions.

1 Listen carefully to the instructions of your teacher.

2 Observe and use the building blocks to form fractions like

in the example above.

3 Record and draw your findings in the record sheet.

1 1 2 3
Fraction 1 2 4 4 4

Drawing

1 2
Fraction 1 3 3

Drawing

92
 Numbers
nd

Tip: Writing a fraction

1 one whole

2
two equal parts

One whole is divided

one half into two equal parts.
Each part is called
'a half'.

Let's work out

2. Colour one half of each shape.

(a) (b) (c)

(d) (e) (f)

93
 X
Do you remember? Numerator and denominator

The symbol for one half is 1 .

2
one coloured part

1 Numerator

2 Denominator

two equal parts

Let's work out

3. What fraction of each shape is shaded?

(a) (b) (c)

Tip: One third

1
3 one whole

three equal parts one third

94
 Numbers
nd

Let's work out

4. Colour one third of each shape.

(a) (b) (c)

Tip: Recognising one third

The symbol for one third is 1 .

3
one coloured part

1 Numerator

3 Denominator

1 2 3 three equal parts

3 3 3

5. Shade each figure to show the given fraction.

(a) (b) (c)

1 2 3
3 3 3

95
 X
Tip: One quarter

1
4 one whole

four equal parts one quarter

Let's work out

6. Colour one quarter of each shape.

(a) (b) (c)

Tip: Recognising one quarter

The symbol for one quarter is 1 .

4
one coloured part

1 Numerator

4 Denominator

1 2 3 4 four equal parts

4 4 4 4
96
 Numbers
nd

7. Shade each figure to show the given fraction.

(a) (b) (c)

2 3 4
4 4 4

Tip: Shaded and unshaded (not shaded) parts

What fraction is
not shaded here?

three parts not shaded

3 Numerator

4 Denominator
four equal parts

Try these
8. What fraction of each shape is not shaded?
(a) (b) (c)

97
 X
IT Corner

http://illuminations.nctm.org/activity.aspx?id=4148

Get some more

practice!

Continuous Assessment

1. Write down the shaded fraction for each of following figures.

(a) (b)

(c) (d)

98
 Numbers
nd

2. Shade each figure to show the given fraction.

(a)
(b)

1 2
2 4

(c) (d)

3 3
3 4

3. Write in words the given fractions.

1
(a) :
2 ______________________________________

1
(b) : ______________________________________
3

2
(c) : ______________________________________
3

3
(d) : ______________________________________
4

99
 Profiling

Good Satisfactory Needs Improvement

Identify the fraction
half and write its
symbol
Colour half of a
figure
Identify the fraction
one third
Write the symbol
for one third and
two thirds
1 2 3
Colour , ,
3 3 3

Identify the fraction

one quarter
Write the symbol
for one quarter,two
quarters and three
quarters
1 2 3 4
Colour , , ,
4 4 4 4

Teacher's Remarks

100
 Measure
Time

school

school

Look at these
pictures.

1 Observe carefully and discuss the pictures.

2 What are the activities you can see in the pictures?

101
 Clockface

I play with the

clockface to
find the correct
time.

Activity: I construct a clockface

With the help of your teacher, complete the drawing and

draw the minute hand on twelve and the hour hand on five.

102
 Measure
Let’s work out

1. Match the following.

Nine o'clock

Three o'clock

Ten o'clock

Four o'clock

2. Complete the clockface.

(a) (b) (c)

One o'clock Eight o'clock Five o'clock

103
 3. Write the time in words.

(a) (b) (c)

__________ __________ __________

4. Match the activities with the correct time.

I wake up at Nine o'clock

The morning assembly Three o'clock

is at

I go back home at Six o'clock

I take my dinner at Eight o'clock

I do my homework at Seven o'clock

104
 Measure
Half past

Recall your
multiplication
table of 5.

Activity

Half past two

With the help of my teacher, I draw the minute hand to

show half past.

105
 5. Match with the correct words.

Half past six

Half past four

6. Draw the hands.

(a) (b)

Half past eight Half past five

106
 Measure
Quarter past

The clock is
divided into 4
quarters.

Activity

Quarter past one

Draw the hands to show quarter past.

Quarter past eleven Quarter past six

107
 7. Match with the correct words.

Quarter past nine

Quarter past three

Quarter past four

108
 Measure
a.m. and p.m.

Activity: Activities I do before and after noon

Before noon After noon

With the help of your teacher, find what activities you do before
noon and after noon. 109
 8. I write in the morning or in the afternoon.

(a) You are getting ready for bed ______________

(b) You are listening to the headmaster in the assembly _________

(c) You are sleeping ______________

(d) You are walking to school ______________

(e) You are walking home from school ______________

a.m. and p.m.

The time from midnight to noon is called a.m.
The time from noon to midnight is called p.m.

a.m. is midnight to midday, and p.m. is midday to midnight.

Midnight Midnight
(beginning of Midday (end of the
the day) day)

12:00 1:00 2:00 3:00 4:00 5:00 6:00 7:00 8:00 9:00 10:00 11:00 12:00 1:00 2:00 3:00 4:00 5:00 6:00 7:00 8:00 9:00 10:00 11:00 12:00

a.m. p.m.

110
 Measure
9. Complete the table.

Activity Time Clock

Example:
Eat breakfast 7:30 a.m.

Get on bus stop 8:00 a.m.

Maths class 10:30 a.m.

Football 3:00 p.m.

Homework

Bedtime

111
 Days of the week
10. Write down the correct day of the week to complete the sequence.

Sunday Monday Tuesday Wednesday

Saturday Friday Thursday

(a) ________________ , Tuesday, Wednesday.

(b) Wednesday, ________________ , Friday.

(c) Friday, ________________ , Sunday.

11. Write down the days on which you normally go to school.

Monday

112
 Measure

Months of the year

With the help of your teacher, create a "month wheel".

January Fe
ber bru
cem ar
De y

2 1 2
1
r
be

Ma
em

rch
Nov

3 4 5
1

There are
October

April
12 months
1

in a year.
9
ber

M
m

6 7 8
a
te

y
ep
S

st Ju
gu ne
Au
July

113
 12. Complete each of the following calendar for the year 2018.

(a) January
Sunday Monday Tuesday Wednesday Thursday Friday Saturday

19

(b) March
Sunday Monday Tuesday Wednesday Thursday Friday Saturday

27

(c) June
Sunday Monday Tuesday Wednesday Thursday Friday Saturday

10

114
 Measure
Continuous Assessment

1. Write the correct time in words.

(a) (b)

(c) (d)

2. Complete the clockface.

(a) (b) (c)

Two o'clock Half past seven Quarter past two

115
 3. Complete.

(a) The first month of the year is ________________ .

(b) The 6th month of the year is ________________ .

(c) The last month of the year is ________________ .

(d) We are in the month of ________________ .

(e) Last month was ________________ .

(f) Next month will be ________________ .

4. Study the weather chart.

Monday Tuesday Wednesday Thursday Friday Saturday Sunday

rainy sunny windy cloudy

(a) It was sunny on ___________ and on ___________ .

(b) It was rainy on ___________ and on ___________ .

(c) It was windy on ___________ .

(d) It was cloudy on ___________ and on ___________ .

116
 Measure
Template to be cut out for pupils.

117
118
 Measure
Profiling

Good Satisfactory Needs Improvement

Read clockface and
identify the hour and
the minute hands
Show and
tell time
(a) To the hour
(b) Half past
(c) Quarter past
Differentiate
between a.m. and
p.m.
Name and write days
of the week

Read a weather
chart

Name, write and

order months of the
year

Teacher's Remarks

119
 X

Division When you put two

groups of items
altogether, you get
the amount in all.

Do you remember?

Mila and Zohra bought 10 apples and they shared the apples
equally among them. Each of them got 5 apples.

So we will
There are two
of us and we get five
will buy ten apples each.
apples.

Try these
Share the following equally.

(a)

Each boy gets balls.

120
 Numbers
nd

(b)

Each girl gets cakes.

(c)

Each dog gets bones.

(d)

Each fisherman gets fish.

121
 X

Do you remember?

Mila and Zohra share 10 apples.

Each of them gets 5 apples.

10 apples shared between 2 girls
gives 5 apples each.

We can also write:

10 ÷ 2 = 5

Try these

Share the following in two and write the correct numeral.

(a)

60 ÷ 2 = 3

(b)

60 ÷ 2 = 3

122
 Numbers
nd

Group in two's
Jenna is helping her mother. Jenna is asked to group 16 buttons
in two's. See how many groups she gets.

1 2

Try these

Group the following in two's.

(a)

Try to group
6 ÷ 2 = 3 in two's.

(b)

12 ÷ 2 = 3 123
 X
Let's work out

1. Group the following in two's.

(a)

8 ÷ 2 = 3

(b)

10 ÷ 2 = 3

(c)

16 ÷ 2 = 3

124
 Numbers
nd

2. Complete the following.

(a) 2 ÷ 2 = _______ (f) 12 ÷ 2 = _______

(b) 4 ÷ 2 = _______ (g) 14 ÷ 2 = _______

(c) 6 ÷ 2 = _______ (h) 16 ÷ 2 = _______

(d) 8 ÷ 2 = _______ (i) 18 ÷ 2 = _______

(e) 10 ÷ 2 = _______ (j) 20 ÷ 2 = _______

3. Ted has 14 chocolate bars. He wants to put them in 2 bags so that

there is the same number of chocolate bars in each bag. How many
chocolate bars should go in each bag?

Number of chocolate bars in each bag = __________

125
 X

Group in three's

A restaurant sells 3 slices of pizza in a pack. If they have baked

12 slices, how many packs will they get?

12 slices grouped in three's = 4 packs

Try these

Group the following in three's.

(a)

6 ÷ 3 = 3

(b)

9 ÷ 3 = 3
126
 Numbers
nd

Let's work out

4. Group the following in three's.

(a)

12 ÷ 3 = 3

(b)

15 ÷ 3 = 3

(c)

21 ÷ 3 = 3

127
 X
Let's work out

5. Complete the following.

(a) 3 ÷ 3 = _______ (f) 18 ÷ 3 = _______

(b) 6 ÷ 3 = _______ (g) 21 ÷ 3 = _______

(c) 9 ÷ 3 = _______ (h) 24 ÷ 3 = _______

(d) 12 ÷ 3 = _______ (i) 27 ÷ 3 = _______

(e) 15 ÷ 3 = _______ (j) 30 ÷ 3 = _______

6. A class of 15 pupils is going for an outing. Only 3 pupils can sit on each
seat in the school van. How many seats are there in the van?

Number of seats in the van = __________

128
 Numbers
nd

Group in four's

For the purpose of an activity, a teacher has to group his class of

16 pupils into groups of 4. How many groups will he get?

16 pupils grouped in four's = 4 groups

Try these

Group the following in four's.

(a)

8 ÷ 4 = 3

(b)

16 ÷ 4 = 3
129
 X
Let's work out

7. Group the following in four's.

(a)

20 ÷ 4 = 3

(b)

24 ÷ 4 = 3

(c)

32 ÷ 4 = 3

130
 Numbers
nd

8. Complete the following.

(a) 4 ÷ 4 = _______ (f) 24 ÷ 4 = _______

(b) 8 ÷ 4 = _______ (g) 28 ÷ 4 = _______

(c) 12 ÷ 4 = _______ (h) 32 ÷ 4 = _______

(d) 16 ÷ 4 = _______ (i) 36 ÷ 4 = _______

(e) 20 ÷ 4 = _______ (j) 40 ÷ 4 = _______

9. Jane collected 36 roses for making bouquets. If she plans to put

4 roses per bouquet, how many bouquets will she get?

Number of bouquets she will get = __________

131
 X

Group in five's

A fruit seller has 15 pears and he has to pack them in packs of

five. How many packs will he get?

15 pears grouped in five's = 3 packs

Try these

Group the following in five's.

(a)

10 ÷ 5 = 3
(b)

15 ÷ 5 = 3
132
 Numbers
nd

Let's work out

10. Group the following in five's.

(a) (b)

25 ÷ 5 = 3 20 ÷ 5 = 3

(c)

35 ÷ 5 = 3

133
 X
Let's work out

11. Complete the following.

(a) 5 ÷ 5 = _______ (f) 30 ÷ 5 = _______

(b) 10 ÷ 5 = _______ (g) 35 ÷ 5 = _______

(c) 15 ÷ 5 = _______ (h) 40 ÷ 5 = _______

(d) 20 ÷ 5 = _______ (i) 45 ÷ 5 = _______

(e) 25 ÷ 5 = _______ (j) 50 ÷ 5 = _______

12. Kiara packs 45 shirts in boxes. Each box can contain 5 shirts.
How many boxes will she get?

Number of boxes = __________

134
 Numbers
nd

Working out division problems

We can carry
out this division
problem in another
10 ÷ 5 = _____
way.

Divisor 5 10 Dividend

2 Quotient

Try these

2 14
(a) 14 ÷ 2 = _____

3 12
(b) 12 ÷ 3 = _____

(c) 24 ÷ 4 = _____
4 24

(d) 25 ÷ 5 = _____ 5 25

135
 X
Let's work out

13. A farmer has 50 hens on his farm. To keep them, he needs to build hen
coops. One coop can keep 5 hens. How many coops will he need in all?

Number of coops needed = _____

14. Complete.

(a) 16 ÷ 2 = _____
Note

Zero divided by any

other number is zero.
(b) 0 ÷ 3 = _____
E.g., 0 ÷ 2 = 0
0 ÷ 3 = 0
0 ÷ 4 = 0
(c) 12 ÷ 4 = _____
0 ÷ 5 = 0
0 ÷ 1000 = 0

(d) 30 ÷ 3 = _____

(e) 25 ÷ 5 = _____

(f) 0 ÷ 5 = _____

136
 Numbers
nd

IT Corner

With the help of your teacher, go to the following

website to play this game.

http://www.learnalberta.ca/content/me3us/flash/

Continuous Assessment

1. Work out the following.

(a) 10 ÷ 5 = _____

(b) 12 ÷ 3 = _____

(c) 16 ÷ 4 = _____

(d) 20 ÷ 2 = _____

137
 X
2. Work out the following.

(a) (b)
3 21 4 32

(c) (d)
2 20 5 45

3. Match the envelopes to the correct letterbox.

35 ÷ 5 12 ÷ 3 18 ÷ 2 24 ÷
4

6 9 7 4

138
 Numbers
nd

4. Jenna bought 12 litres of orange juice. She wants to share them

between Sara and Devi. How many litres of juice will each have?

12 ÷ 2 = _____

5. Tick ( ) the right answer.

(a) (b)
20 ÷ 5 = 4 16 ÷ 2 = 7

(c) (d)
12 ÷ 4 = 10 35 ÷ 5 = 35

(e) (f)
9 ÷ 3 = 8 36 ÷ 4 = 9

6. A baker needs 4 kg of flour to bake a cake.

How many cakes can he bake with 28 kg?

Number of cakes = _____

139
 X
7. John has 30 m of ribbon. He needs 5 m of ribbon to wrap a gift. How
many gifts will he be able to wrap with 30 m of ribbon?

Number of gifts = _____

8. A wholesaler has 45 L of fruit juice. He needs to pack it in bricks of 5 L.

How many bricks of juice will he be able to get from 45 L of juice?

Number of bricks = _____

9. A farmer has to put fences around his field. If he has 32 m and each
fence is 4 m long, how many fences will he have to put?

Number of fences = _____

140
 Numbers
nd

Profiling

Good Satisfactory Needs Improvement

Divide a number
(0 up to 20) by 2
– no remainder

Divide a number
(0 up to 30) by 3
– no remainder

Divide a number
(0 up to 40) by 4
– no remainder

Divide a number
(0 up to 50) by 5
– no remainder

Solve simple word

problems involving
division

Teacher's Remarks

141
 Money

Do you remember?

1 Observe the pictures carefully.

2 Write down the correct amount for each note.

142
 Measure
Let's work out

1. I match.

Rs 20

Rs 1

Rs 25

2. I write the correct value.

In all =
Rs ______

3. I match.

100 rupees

25 rupees

143
 Do you know?

1 Observe the pictures carefully.

2 Write down the correct amount for each note.

144
 Measure
Activity 1

I cut the notes on page 163.

I paste the correct note next to the amount.

(a)

Rs 500

(b)

Rs 200

(c)

Rs 1000

145
 Do you remember?

Activity 2

(a)
I decompose using 10-rupee coins only.

(b)
I decompose using 50-rupee notes only.

146
 Measure
Activity 3

I cut the notes on page 163.

I paste the correct note.

Example:

(a)

(b)

147
 Let's work out

1. Fill in the missing amount.

2. I find the total value.

The first one has been done for you.

(a)
Rs 1 0 0
+ Rs 50
Rs 1 5 0

(b) Rs
+ Rs
Rs

(c) Rs
+ Rs
Rs
Rs
148
 Measure

(d)
Rs
Rs
Rs
+
Rs
Rs
Rs

3. Work out the following:

(a) Rs 2 0 0 (a) Rs 2 5
+ Rs 1 5 0 + Rs 2 5
Rs Rs

(a) Rs 2 0 0 (a) Rs 1 0 0
- Rs 1 0 0 - Rs 50
Rs Rs

149
 4. Read and complete.

Mother has the following notes in her purse.

How much money does she have in all?

Rs
Rs
+
Rs
Rs
Rs

She gives Tom Rs 100.

How much money does she have left?

Rs
- Rs
Rs

150
 Measure
Activity 4

I cut the notes on pg 163.

I paste the correct note.

Example:

(a)

(b)

151
 Let's work out

5. I look at the price of each item and I complete.

Rs 150 Rs 25 Rs 300 Rs 100

Example:

I buy

I pay

Rs 300 Rs 150 Rs 450

(a) Tom buys

Tom pays

(b) Anna buys

Anna pays

152
 Measure
Activity 5

I cut the notes on pg 163.

I paste the correct note.

(a)

(b)

153
 Let's work out

6. How much money is there in the box?

There are Rs ___________ in all.

7. In Mira's purse, there are the following notes and coin.

Rs ________

She gives Rs 200 to Salim.

How much money is left? ________

8. Tony has Rs 900. He buys a book at Rs 350.

How much money does he have left?

154
 Measure
Consider the following example.

Decompose Rs 1000 using 500-rupee notes only.

9. Look at the above example to complete.

(a)
Use 50-rupee notes only.

(b)
Use 200-rupee notes and 100-rupee notes only.

155
 Activity: Complete the table

With the help of your teacher, work in groups to complete the table .

Number Notes Number Coins Total amount
of money

(a) 2 25-rupee note 10 1-rupee coin Rs

(b) 1 500-rupee note 20 5–rupee coin Rs

(c) 1 1000-rupee note 5 10-rupee coin Rs

(d) 4 50-rupee note 50 1-rupee coin Rs

(e) 5 100-rupee note 4 20-rupee coin Rs

IT Corner

Use MS Excel

Prepare a sheet as follows and help the pupils to find

out the different ways we can break down the different
amounts of money.

156
 Measure
Activity: Working with cents

Write the amount shown on each coin.

Work out the following.

+ =
+ =
+ =
+ =

Note

100 c = Rs 1

157
 Activity: Amount of money in all

How much money is there in all?

Group the rupees together. Group the coins together.

There are 21 rupees. There are 70 cents.

Thus, there are 21 rupees and 70 cents.

Another way to calculate how much money there is in all is as follows:

20 rupees 20 cents
+
1 rupee 50 cents
In all there are 21 rupees 70 cents

158
 Measure
Let's work out

10. Complete the following.

(a) 60 rupees 50 cents (b) 150 rupees 50 cents

+ +
35 rupees 20 cents 25 rupees

(c) 250 rupees 50 cents (d) 90 rupees 20 cents

- -
35 rupees 20 cents 50 rupees 5 cents

11. Ali has 25 rupees 50c and Sita has 10 rupees 25c.
How much money do they have in all?

Ali has ______ rupees ______ cents

Sita has ______ rupees ______ cents

Total ______ rupees ______ cents

12. Ruby has 425 rupees 60 cents in her purse.

She spends 170 rupees at the shop.
How much money does she have left?

159
 Continuous Assessment

1. Write the amount of the missing bank note to make up the larger amount.

2. Arrange the notes in order, starting with the note having the smallest value.

Start here

3. Work out the following.

(a) Rs 1 2 5 0 (b) Rs 500

+ Rs 155 - Rs 3 2 0
Rs Rs

160
 Measure
4. Ali has 160 rupees and Rama has 700 rupees.
How much money do they have ?

5. Rita has a 50-cent coin and gives 20 cents to her brother. How much
money does she have left?

6. Mona has the following notes in her purse:

• one 200-rupee note

• two 100-rupee notes

• two 50-rupee notes

How much money is there in all in her purse? Rs ________

7. Stephanie has 545 rupees and she spends 170 rupees at the shop.
How much money is left?

161
 Profiling

Good Satisfactory Needs Improvement

Identify and use
bank notes
• 200-rupee note
• 500-rupee note
• 1000-rupee note
Decompose
• 200-rupee note
• 500-rupee note
• 1000-rupee note
Identify and use
cents
Find the total value
of notes and coins
Add and Subtract
money
Solve simple word
problems involving
money

Teacher's Remarks

162
Activity 1
Measure

Activity 3

Activity 4

Activity 5

163
164