Math ENG Gr7 B1

WHAT SHOULD YOU DO
IF YOU ARE RAPED OR is e d and

Rev aligned
SEXUALLY ASSAULTED? CAP
S
MATHEMATICS IN ENGLISH –– Grade

1. Go to a safe place where you can get help
2. Tell someone you trust what happened as ,REMEMBER,
soon as possible IT S NEVER THE
FAULT OF THE P
MATHEMATICS IN ENGLISH
3. Do not throw away your clothes or
ERSON
wash yourself WHO WAS RAP
ED,
4. Put the clothes you were wearing in a
ABUSED, VIOLA
paper bag or wrap them in newspaper TED
5. Go to a hospital as soon as possible
OR HARASSED!
6. It is advisable to report the rape to the police
7. Tell the police if you are threatened by the
Grade 77 Book 1
perpetrator at any time
8. Get treatment and medication within 72 hours to
prevent HIV, other sexually transmitted infections
and pregnancy
7
GET HELP AND SUPPORT
If you or someone you know is being sexually harassed or
abused, get help to stop the abuse. Speak to someone you trust,
tell your school, go to your local police station or phone one of
the following national numbers:
Grade
086 0010 111 ACT
NST
SAPS Crime Stop:
SAPS Emergency Number: 10111 AGAI E
Childline: 0800 055 555 ABUS Name: Class:
ISBN
ISBN 978-1-4315-0218-9
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ISBN 978-1-4315-0218-9
ISBN: 978-1-4315-0218-9
MATHEMATICS IN ENGLISH
The Department GRADE 7 – BOOK
of Basic Education 1 • effort
has made every TERMS 1&2
to trace
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copyright holders but if anyISBN 978-1-4315-0218-9
have been inadvertently overlooked, the
9th Edition Department will be pleased to make the necessary arrangements at the
first opportunity.
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12th Edition
No. Title Pg.
R1 Represent nine-digit numbers ii
Contents
R2a Compare and order whole numbers iv
R2b Compare and order whole numbers vi
R3 Prime numbers
R4 Rounding off to the nearest 5, 10, 100 and 1 000 x
R5a Calculating whole numbers xii
R5b Calculating whole numbers xiv
No. Title Pg.
R6 Factors and multiples xvi
25a Construct angles and a triangle 58
R7a Fractions xviii
25b Construct angles and a triangle (continued) 60
R7b Fractions xx
26 Circles 62
R8a Decimals xxii
27a Triangles 64
R8b Decimals xxiv
27b Triangles (continued) 66
R9a Patterns xxvi
28a Polygons 6
R9b Patterns xxviii
28b Polygons (continued) 70
R10a 2-D shapes and 3-D objects xxx
29 Congruent and similar shapes 72
R10b 2-D shapes and 3-D objects xxxii
30 Fractions 74
Mrs Angie Motshekga, Dr Reginah Mhaule
R11a Transformations xxxiv
31 Equivalent fractions 76 Minister of Deputy Minister of
R11b Transformations xxxvi
R12 Area, perimeter and volume xxxviii
32 Simplest form 78 Basic Education Basic Education
33 Add common fractions with the same and different 80
R13 Time xl denominators
R14a Temperature, length, mass and capacity xlii 34 Multiply unit fractions by unit fractions 82 These workbooks have been developed for the children
R14b Temperature, length, mass and capacity xliv 35 Multiply common fractions by common fractions with
the same and different denominators 84 of South Africa under the leadership of the Minister of
R15 Probability xlvi
36 Multiply whole numbers by common fractions 86 Basic Education, Mrs Angie Motshekga, and the Deputy
R16 Data xlviii
1 Commutative property of addition and multiplication 2
37 Multiply common fractions and simplify 88 Minister of Basic Education, Dr Reginah Mhaule.
38 Solve fraction problems 90
2 Associative property of addition and multiplication 4
39 Solve more fraction problems 92
The Rainbow Workbooks form part of the Department
3 Distributive property of multiplication over addition 6
40 Fractions, decimals and percentages 94 of Basic Education’s range of interventions aimed at
4 Zero as the identity of addition, one as the identity of
multiplication, and other properties of numbers 8 41 Percentage increase and decrease 96 improving the performance of South African learners
5 Multiples 10 42 Place value, and ordering and comparing decimals 98 in the first six grades. As one of the priorities of the
6 Divisibility and factors 12 43 Writing common fractions as decimals 100
Government’s Plan of Action, this project has been
7 Ratio 14 44 Decimal fractions 102
8 Rate 16 45 Addition and subtraction with decimal fractions 104
made possible by the generous funding of the National
9 Money in South Africa 18 46 Multiplication of decimal fractions 106 Treasury. This has enabled the Department to make these
10 Finances – Profit, loss and discount 20 47 Division, rounding off and flow diagrams 108 workbooks, in all the official languages, available at no cost.
11 Finances – Budget 22 48 Flow diagrams 110
12 Finances – Loans and Interest 24 49 More flow diagrams 112
We hope that teachers will find these workbooks useful
13 Finances 26 50 Tables 114 in their everyday teaching and in ensuring that their
14a Square and cube numbers 28 51 Input and output values 116 learners cover the curriculum. We have taken care to
14b Square and cube numbers (continued) 30 52 Perimeter and area 118 guide the teacher through each of the activities by the
15a Square and cube roots 32 53 Area of triangles 120 inclusion of icons that indicate what it is that the learner
15b Square and cube roots (continued) 34 54 More area of triangles 122
16 Exponential notation 36 55 Area conversion 124
should do.
17 Estimate and calculate exponents 38 56 Understanding the volume of cubes 126 We sincerely hope that children will enjoy working
18 Estimate and calculate more exponents 40 57a Volume of cubes 128 through the book as they grow and learn, and that you, the
19 Numbers in exponential form 42 57b Volume of cubes (continued) 130
20 Construction of geometric figures 44 58 Volume of rectangular prisms 132
teacher, will share their pleasure.
21a Angles and sides 46 59 Volume of rectangular prisms again 134 We wish you and your learners every success in using
21b Angles and sides (continued) 48 60 Volume problems 136 these workbooks.
22a Size of angles 50 61 Volume and capacity 138
22b Size of angles (continued) 52 62 Surface area of a cube 140
23 Using a protractor 54 63 Surface area of rectangular prisms 142
24 Parallel and perpendicular lines 56 64 Surface area problem solving 144 Published by the Department of Basic Education
222 Struben Street
ISBN 978-1-4315-0218-9
Pretoria This book may not be sold.
South Africa
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 © Department of Basic Education
The Department of Basic Education has made every effort to trace copyright holders but
if any have been inadvertently overlooked the Department will be pleased to make the
Twelfth edition 2022 necessary arrangements at the first opportunity.
Grade
7
h em a t i c s
at
M
Book 1
ENGLISH
1 Revision worksheets:R1 to R16
Key concepts from Grade 6
2 Worksheets:1 to 64
Book 2
3 Worksheets:65 to 144
Book
Name: 1
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 50?
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 + =
2. Fill up the tens.
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
7
h em a t i c s
at
M
ENGLISH
PART
1 Revision
Key con cep ts f r om Gr ad e 6
WORKSHEETS R1 to R16
Book
Name: 1
Revision
R1 Represent nine–digit numbers
Type a nine–digit number into your calculator. Do not use zeros. Then, one by
one, change each of the following to zero, the:
h ndred tho sands
nits
mi ions I wonder how many
ten tho sands digits a cellphone
tens calculator can
ten mi ions
h ndreds
take?
tho sands
1. What is the value of the underlined digit? Say how many

Term 1
digits each
Example: 7 63 104 number has.
60 000
a. 340 784 b. 512 973 715 c. 1 517 451
d. 476 123 000 e. 451 783 215 f. 998 999 999
2. Write the following in expanded notation:
Example: 942 576

= 900 000 + 40 000 + 2 000 + 500 + 70 + 6
a. 154 798 105
b. 592 562
c. 4 978 879
d. 77 666
e. 549 327
f. 4 000 009
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on
3. What is the value of 5 in each of the following numbers?
Example: 532 789

500 000
a. 154 289 b. 5 834 974 c. 45 869
d. 413 978 950 e. 563 008 f. 8 382 705
4. Complete the following:
Example: 297 654 – 50 = 297 604
a. 378 457 ____ = 308 457 b. 421 873 ____ = 401 873 c. 887 114 ____ = 887 100
d. 316 522 ____ = 96 522 e. 124 893 ____ = 100 893 f. 737 896 ____ = 732 096
5 o p t th ta ay add and u t act o th nu n n th fi t

column.
Add Subtract Add Subtract Add Subtract Add
10 10 100 100 1 000 1 000 10 000
a. 475 021
b. 835 296
c. 789 123
d. 336 294
e. 428 178
f. 164 228
Problem solving
Find numbers with four or more digits in a newspaper. Write each number in
expanded notation. Write down what the number was measuring or used for.
Sign:
Date:
iii
Revision
R2a Compare and order whole numbers
What is an
Things to know and to discuss! interva
What do the following symbols mean?
I wonder if I
> < = can use these
symbols in an
sms?
ive an e am e o each sin n mbers
1. Arrange these numbers in ascending order on the number line:

17 235, 17 347, 18 212, 17 922, 17 211, 17 678.
Term 1
17 211 18 212
a. What is the difference between the fourth and sixth number on the number
line?
b hat is ha a bet een the third and fi th interva on the n mber ine
c. Write a whole n mber bi er than the o rth n mber b t sma er than the fi th
number.
d. Which is the smallest number?
e. Which is the biggest number?
2. Arrange these numbers in ascending order on this number line:

1 782, 2 342, 1 699, 1 571, 2 102, 1 999
a. What is the smallest number?
b. What is the biggest number?
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on
c. What is the difference between the two numbers?
d ive one ho e n mber sma er than the sma est n mber
e ive one ho e n mber bi er than the bi est n mber
f. What is the sum of the second number and the fourth number on this number
line?
3. Arrange these numbers in ascending order on the number line:

34 289, 34 288, 34 287, 34 286, 34 285, 34 284
a. What is the smallest number?

b. What is the biggest number?
c, What is the difference between the biggest and smallest numbers?
d ive one ho e n mber sma er than the sma est n mber
e ive one ho e n mber bi er than the bi est n mber
f. What is the sum of the third number and the fourth number on this number line?
4. Fill in the missing numbers:

30 000
37 000
45 000 Sign:
52 000
Date:
70 000
continued ☛
v
Revision
R2b Compare and order whole numbers
continued
5. Which number is halfway?
Example:
471 340 471 345 471 350
a.
21 208 21 224
Term 1
b.
318 970 319 070
c.
12 897 13 897
6. Which number comes next?
Example: 593 485, 593 486, 593 487, 593 488, 593 489
299 999, 299 998, 299 997,
a. 331 344; 331 345; 331 346; 331 347; 331 348;
b. 549 327; 549 326; 549 325; 549 324;
c. 508 609; 508 610; 508 611; 508 612; 508 613;
7. Write in ascending order: What is

ascending
order?
Example: 289 541, 289 540, 289 539, 289 542, 289 538
289 538, 289 539, 289 540, 289 541, 289 542
a. 421 178; 421 182; 421 180; 421 183; 421 179; 421 181
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on
b. 543 688; 543 691; 543 689; 543 690; 543 687
c. 903 675; 903 678; 903 676; 930 679; 903 677
8. Write in descending order: What is

descending
order?
Example: 289 541; 289 540; 289 539; 289 542; 289 538
289 542; 289 541; 289 540; 289 539; 289 538
a. 564 743; 564 747; 564 745; 564 744; 564 746
b. 907 569; 907 566; 907 570; 907 568; 907 567
c. 352 701; 352 699; 352 703; 352 700; 352 702
9. Fill in >, < or =:

Example: 375 894 < 375 984
a. 564 746 751 023 b. 191 756 460 207

c. 697 059 699 059 d. 979 509 939 509
e. 563 435 560 640 f. 925 860 925 680
10. Fill in >, < or =:
Example: 300 000 + 5 < 300 500
a. 75 001 + 9 75 100 b. 3 838 3 888 – 50

c. 2 800 – 800 2 008 d. 50 000 + 3 50 300
e. 5 556 5 655 – 100 f. 200 000 + 50 200 050 + 50
Problem solving
Use each of the following digits only once to make the biggest eight–digit number possible, and then the
smallest eight–digit number possible.
Sign:
9 3
1 6
5 2 8 7 Date:
vii
Revision
R3 Prime numbers
Which numbers smaller than 100 can only be

divided by one or by the number itself?
A prime number can be divided even on b or

itself. It has two, and only two, factors – 1 and itself. A
prime number must be greater than 1.
1. Use drawings to show that the following numbers are not prime numbers but
composite numbers.
Term 1
Example: can be divided b and
1×8
2×4
a. 9 b. 18
c. 155 d. 57
e. 39 f. 68
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2. Identify all the prime numbers from 1–100.
3. How would you write the following numbers as a product of prime numbers?
Example: 12
The number 12 can be made by multiplying using the prime numbers 2 and 3.
12 = 2 × 2 × 3
(2 and 3 are prime numbers because 2 = 2 × 1 and 3 = 3 × 1)
a. 36 b. 60
c. 105 d. 420
e. 48 f. 1 800
4. What numbers are these? Why?

2 3 5 7 11 13 17 19 23 29 31 37 41 43 47 53 59 61 67
71 73 79 83 89 97 101 103 107 109 113 127 131 137 139 149 151 157 163
167 173 179 181 191 193 197 199 211 223 227 229 233 239 241 251 257 263 269
271 277 281 283 293 307 311 313 317 331 337 347 349 353 359 367 373 379 383
389 397 401 409 419 421 431 433 439 443 449 457 461 463 467 479 487 491 499
503 509 521 523 541 547 557 563 569 571 577 587 593 599 601 607 613 617 619
631 641 643 647 653 659 661 673 677 683 691 701 709 719 727 733 739 743 751
757 761 769 773 787 797 809 811 821 823 827 829 839 853 857 859 863 877 881
883 887 907 911 919 929 937 941 947 953 967 971 977 983 991 997
Problem solving Sign:
Date:
How many three–digit prime numbers are there less than 1 000.
ix
Revision
R4 Rounding off to the nearest 5, 10, 100
and 1 000
Your friend missed the lesson on rounding off. Use the number lines to explain how
to round off these pairs of numbers.
Round off
To the nearest 10
4 528 4 523
4 520 4 530
To the nearest 100
6 891 6 828
To the nearest 1 000

2 189 2 620
To the nearest 5
643 649
Term 1
1. What symbol do we use for approximation? ________
2. Round off to the nearest 10.

Example:
a. 7 b. 4 c. 78
d. 61 e. 328 f. 451
3. Round off to the nearest 100.

Example:
a. 3 b. 54 c. 28
d. 765 e. 938 f. 1 764
4. Round off to the nearest 1 000.

Example:
a. 176 b. 324 c. 1 924
d. 8 639 e. 14 342 f. 67 285

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on
5. Complete the table.

Round off to the nearest Round off to the nearest Round off to the nearest
10 100 1 000
a. 7 632
b. 8 471
c. 9 848
d. 5 737
e. 9 090
ound o to th n a tfi
Example:
a. 7 b. 3 c. 472
d. 589 e. 2 372 f. 3 469

Round off to the nearest Round off to the nearest Round off to the nearest
10 100 1 000
a. 2
b. 7
c. 48
d. 781
e. 345
f. 2 897
hy do ound o ? fi a p o yday h ound o
am e rom ever da ie
Problem solving
Sign:
a o have a five di it n mber ter o ro nd it o to the nearest tho sand o et a si di it

n mber hat n mber co d o r first n mber have been
Date:
b o have a o r di it n mber ter o ro nd it o to the nearest five o et hat as o r
original number?
xi
Revision
R5a Calculating whole numbers
What are the four basic operations in maths? One common method used
to multiply two large numbers
+ – X ÷
together is to write the numbers
vertica ith the ar er n mber
being multiplied by the smaller
number below, which is called
One common method used to add or the multiplier. Do you know other
subtract large numbers is to list them methods?
in columns. Then, column by column,
you add or subtract only those digits o o d o divide ar e n mbers
that have the same place value. Do
you know other methods? e ive o some
examples but you
can use a method
1. Solve the sums. You can use the method of your choice. of your own choice.
Example 1:
Term 1
278 467 + 197 539

= 200 000 + 100 000 + 70 000 + 90 000 + 8 000 + 7 000 + 400 + 500 + 60 + 30 + 7 + 9
= 300 000 + 160 000 + 15 000 + 900 + 90 + 16
= 300 000 + 100 000 + 60 000 + 10 000 + 5 000 + 900 + 90 + 10 + 6
= 400 000 + 70 000 + 5 000 + 900 + 100 + 6
= 400 000 + 70 000 + 5 000 + 1 000 + 6
= 400 000 + 70 000 + 6 000 + 6
= 476 006
Example 2: Example 3:
2 7 8 4 6 7 1 1 1 1 1
+ 1 9 7 5 3 9 2 7 8 4 6 7
1 6 (7 + 9) + 1 9 7 5 3 9
9 0 (60 + 30) 4 7 6 0 0 6
9 0 0 (400 + 500)
1 5 0 0 0 (8 000 + 7 000)
1 6 0 0 0 0 (70 000 + 90 000)
3 0 0 0 0 0 (200 000 + 100 000)
4 7 6 0 0 6
a. 87 382 + 12 213 = b. 65 479 + 32 599 =
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on
c. 178 673 + 145 568 = d. 237 634 + 199 999 =
2. Calculate the sums. You can use a method of your own choice.
4 7 6 0 0 6 3 16 15 9 9 1
– 1 9 7 5 3 9 4 7 6 1
0 1
0 6
7 (16 – 9) + 1 9 7 5 3 9
6 0 (90 – 30) 2 7 8 4 6 7
4 0 0 (900 – 500)
8 0 0 0 (15 000 – 7 000)
7 0 0 0 0 (16 000 – 9 000)
+ 2 0 0 0 0 0 (300 000 – 100 000)
2 7 8 4 6 7
a. 68 763 –29 552 = b. 83 254 – 25 368 =
c. 426 371 – 231 528 = d. 532 764 – 299 999 =
Sign:
Date:
continued ☛
xiii
Revision
R5b Calculating whole numbers continued
3. Solve the sums. You can use the method of your own choice.
Example 1:
543 × 798
= (500 × 700) + (500 × 90) + (500 × 8) + (40 × 700) + (40 × 90) + (40 × 8) + (3 × 700) + (3 × 90) + (3 × 8)
= 350 000 + 45 000 + 4 000 + 28 000 + 3 600 + 320 + 2 100 + 270 + 24= 300 000 + 50 000 + 40 000 +
5 000 + 4 000 + 20 000 + 8 000 + 3 000 + 2 000 + 600 + 300 + 100 + 200 + 20 + 70 + 20 + 4
= 300 000 + 90 000 + 9 000 + 20 000 + 13 000 + 1 200 + 110 + 4
= 300 000 + 110 000 + 9 000 + 10 000 + 3 000 + 1 000 + 200 + 100 + 10 + 4
= 300 000 + 100 000 + 10 000 + 10 000 + 13 000 + 300 + 10 + 4
= 400 000 + 30 000 + 3 000 + 300 + 10 + 4
= 433 314
Term 1
5 4 3 3 2
× 7 9 8 5 4 3
2 4 (3 × 8) × 7 9 8
2 7 0 (3 × 90) 4 3 4 4
2 1 0 0 (3 × 700) 4 8 8 7 0
3 2 0 (40 × 8) + 3 8 0 1 0 0
3 6 0 0 (40 × 90) 4 3 3 3 1 4
2 8 0 0 0 (40 × 700)
4 0 0 0 (500 × 8)
4 5 0 0 0 (500 × 90)
3 5 0 0 0 0 (500 × 700)
4 3 3 3 1 4
a. 243 × 89 = b. 579 × 73 =
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on
c. 241 × 137 = d. 896 × 476 =
4. Solve the sums.
26 26 rem 4
25 650 25 654
– 500 25 × 20 – 500 25 × 20
150 154
– 150 25 × 6 – 150 25 × 6
0 4
a. 2 2 254 b. 12 1 407 c. 25 2 890
Problem solving
e c c ed m on the first da and m on the second da o man i ometres did e

trave
Sign:
2. I jogged 1 550 m and my friend jogged 2 275 m. How much further did my friend jog than I did?
3. The bakery bakes 2 450 biscuits on one day. How many did they bake in four weeks? Note that they
only bake six days of the week. Date:
mother bo ht m o strin he has to divide it into ieces o on is each iece
xv
Revision
R6 Factors and multiples
cu th and fi o a p o ach
Multiple: A number that is the Prime numbers have on t o di erent
result of multiplying together two factors. The one factor is 1. The other
other numbers, e.g. 3 × 2 = 6. Six factor is the prime number itself. 2 is a
is a multiple of 2 and 3. Examples prime number, e.g. 1 × 13 = 13. There
of multiples of six are 6, 12, 18, 24. are only two factors: 1 and 13.
Factors: Factors are the numbers Composite numbers have three or more
you multiply together to get different factors, e.g. 21 is composite.
another number, e.g. 3 and 4 are 1 × 21 = 21, 3 × 7 = 21.
factors of 12, because 3 × 4 = 12. So 21 has four factors: 1, 21, 3 and 7.
t do n th fi t utp o th o o n nu and c c th utp

shared by the two numbers.
Term 1
a. 2
6
b. 3
9
c. 4
7
d. 5
8
e. 4
5
2. Look at the examples above. What is the lowest common multiple for each pair of
numbers?
a. b. c. d. e.
We use the
abbreviation
for the lowest
common multiple.
xvi
on
3. Write down the factors for the following, and circle the common factors
for each pair of numbers.
a. 12
24
b. 28
21
c. 15
18
d. 24
60
e. 18
81
4. Look at your answers above. What is the highest common factor for the each pair
of numbers?
a. b. c. d. e.
Number Factors How many factors? Prime or composite
a. 12 1, 2, 3, 4, 6, 12 6 om osite
b. 41
c. 63
d. 77
e. 33
f. 121
6. Express each of the following odd numbers as the sum of 3 prime numbers:
a. 29 3 + 7 + 19 b. 83
c. 55 d. 53
e. 99
Sign:
Problem solving
Date:
Which number or numbers between 1 and 100 has the most factors?
xvii
Revision
R7a Fractions
Fractions are used every day by people who don’t even realise that they are using
fractions. Name ten examples.
ad th d fin t on Why do we need
to no hat
The numerator is the top number Equivalent fractions are is when we add
in a common fraction. It shows ractions hich have the fractions?
ho man arts e have same va e even tho h
they may look different.
The denominator is the bottom
number in a common fraction. It
shows how many equal parts the
item is divided into
1. Complete the fractions to make them equal.

Term 1
a. 2 ×2 4 b. 3 You need to explain

= =
4 ×2 8 5 10 your answers to
a brother, sister
or friend. Use
c. 2 d. 6 diagrams to explain
= = the answers.
6 12 7 21
e. 2 f. 9
= =
4 2 15 5
g. 5 h. 7
= =
6 18 9 18
i. 6 j. 20
= =
22 11 25 100
2. What happens to the numerator and denominator? Extend the pattern by writing
down three more equivalent fractions.
1 ×2 2 ×2 4 ×2 8 ×2
a. = = =
3 ×2 6 ×2 12 × 2 24 × 2
b. 1 3 9 27
= = =
5 15 45 135
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3. Complete the pattern.

5 ×2 10 × 2 20 × 2
a. = = = = =
6 ×2 12 × 2 24 × 2
eed
3 9 27
b. = = = = =
add 4 12 36
You can use a

9 18 36 calculator.
c. = = = = =
11 22 44
1 5 25
d. = = = = =
7 35 175
4. Fill in the empty boxes.

1 1 2 1 2 1 6
a. + = + = b. + = +
2 4 4 4 4 6 2 12 12
5. Complete the fraction sums using the diagrams on the right.

3 1
a. = + =
4 8
4 1
b. = + =
6 3
6. Complete the sums.
1 1 1 1
a. = + = b. = + =
2 8 2 14
7. Add and then subtract to test your answer.

5×2 2 7 1
a. + Test: b. + Test:
7 × 2 14 9 27
Sign:
= =
Date:
= =
continued ☛
xix
Revision
R7b Fractions continued

a. 1 + 3 b. 4 + 1
3 4 5 6
Multiples of 3: Multiples of 5:
__________________________________ __________________________________
Multiples of 4: Multiples of 6:
__________________________________ __________________________________
Term 1
__________________________________ __________________________________
__________________________________ __________________________________
a. 2 1 + 5 2 b. 71 – 3
4 4 8
a. 5 1 + 1 2 b. 43 – 3 4
3 4 8 6
xx
on
11. 1,2 million goods are sold per annum (each year).
a. What is the total amount of goods sold per year?

2
b. What is 12 of the total amount?
6
c. What is 12 of the total amount?
d. What is 9 of the total amount?

12
e. What is 11 of the total amount?
12
12. What percentage of the circle is red?
a. b.
c. d.
Problem solving
I had 1 of the cake.

12
1
My friend had 4 of the cake.
Sign:
o m ch ca e did e have a to ether

Date:
xxi
Revision
R8a Decimals
How are the following linked?

Give an example. When in everyday life do we use:
ommon ractions
ommon ecima ractions
fractions ercenta es
Decimal
fractions
ercenta es
1. Complete the number lines below, using decimal fractions.

Term 1
a.
0 1
i. What comes after 0 on the number line?
ii. What comes before 1 on the number line?
iii. What is half way between 0 and 1 on the number line?
b.
0,1 0,2
i. What comes after 0,2 on the number line?
ii. What comes before 0,1 on the number line?
iii. What is half way between 0,1 and 0,2 on the number line?
xxii
on
c.
0,01 0,02
In South Africa we use the
decimal comma, e.g. 5,25.
i. What comes after 0,02 on the number line? Note that in many other
countries and in some South
African texts the decimal
point is used, e.g. 5.25.
ii. What comes before 0,01 on the number line?
How do you
enter one
iii. What is half way between 0,01 and 0,02 on the half on a
cellphone?
number line?
2. Complete the table below by adding to or subtracting from the number given in
th fi t co u n
Number Add Add Add Subtract Subtract Subtract
0,1 0,01 0,001 0,1 0,01 0,001
a. 0,657 0,757
b. 232,232
3. Fill in the missing number:
a. 32,4 + = 32,9
b. 8,452 + = 8,492
4. Write the following in expanded notation:
a. 15,342 = 10 + 5 + 0,3 +
Sign:
b. 456, 321 = Date:
continued ☛
xxiii
Revision
R8b Decimals continued
5. Calculate the following using any method.
a. 5,326 + 4,542 = b. 4,349 + 1,874 =

Term 1
c. 32,24 + 19,387 = d. 7,63 – 4,476 =
6. Complete the table:
Decimal fraction Common fraction

a. 5,879
b. 18,005
xxiv
on
7. Answer the following:

a. What is 50% of R1,00?
b. What is 0,5 of R1,00?
1
c. What is 2 of R1,00?
d. What is 25% of R1,00?
e. What is 0,25 of R1,00?
1
f. What is 4 of R1,00?
8. Look at the diagram and answer the following:

0 20 40 60 80 100 120 140 160 180 200
10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
What is 40% of 200?
Sign:
Problem solving
Date:
I bought trousers for R150 and then got 25% discount. What did I pay for my trousers?
xxv
Revision
R9a Patterns
hat happ n do th th n ? fi a p o ach

If I subtract If I add If I If I add
the same t o even multiply five to a
number numbers. a number number. divide
from a by 1. an even
number. If I add number
or subtract by an odd
0 from a If I multiply number.
If I subtract
number. a number
If I add an odd number
two prime rom an even by 4 and
numbers. number. divide it
by 2.
Term 1
a. 4– =0
b. + 15 = 15
c. 100 000 × = 100 000
d. – 299 999 = 0
e. × 1 = 84 934
2. Replace each shape with a number.
a. – =0
b. ×1 =
c. +0 =
d. – =0
e. ×1 =
xxvi
on
o p t th o da a
Input Rule Output Input Rule Output
a. 98 342
b. 8
8 99
Subtract
the same Add zero to
201 005 number from 387 342 the number.
the given
number.
1 1
4 8
0,75 0,75 0,75
at you o n o da a u n th u
a. Add nine and multiply by two.
b ivide b three and s btract one
Sign:
Date:
continued ☛
xxvii
Revision
R9b Patterns continued
5. What is the value of ✗?

a. ✗ + 23 = 23 + 5 ✗ =
b. 8 × 2,5 = ✗×8 ✗ =
c. (90 + 10 ) × 0,2 = 90 × ✗ + 10 × ✗ ✗ =
d. 999 999 + 0 = ✗ + 999 999 ✗ =
e. 2,5 + ✗ = 4,5 + 2,5 ✗ =

Term 1
6. If a = 2, b = 3, and c = 10, complete and calculate the sums.
a. a + b = , b+a =
Is a + b = b + a? Yes/No
b. a × b = , b×a =
Is a × b = b × a? Yes/No
c. (a × b) × c = , a × (b × c) =
Is a × b × c = c × b × a? Yes/No
d. (a + b) × c = , a×c+b×c=
Is (a + b) × c = a × c + b × c? Yes/No
e. c × 1 = , 1×c =
Is c × 1 = 1 × c? Yes/No
7. Follow the order of operation to calculate each of the following:
BODMAS stands for:

B brackets
O other (power and square roots)
D division and
}
M multiplication (left–to–right)
A addition and
S subtraction (left–to–right)
The order in which we carry out a calculation is important.
xxviii
on
a. 7 – 3 + 6 =
b. 16 + 29 – 87 =
c. (96 ÷ 16) × 2 =
d. 35 ÷ 5 + (18 – 16) =
e. 14 ÷ (36 – 29) + 11=
th p op t o nu to find th p t o ach ctan
5 cm 6,1 cm
2,5 cm
2,5 cm
3 cm
3 cm
5 cm
6,1 cm
Problem solving
2 7 9 Sudoku fun
here are ro s and co mns in a do e ver ro and
8 2 4 9 3 column must contain the numbers 1, 2, 3, 4, 5, 6, 7, 8 and 9. There
3 1 5 7 2 may not be any duplicate numbers in any row or column.
9 8 1 A region is a 3 x 3 box like the green one shown to the left. There are
re ions in a traditiona e i e the do r es or ro s and
6 5 8 4 co mns ever re ion m st a so contain the n mbers
4 7 2 7, 8, and 9. Duplicate numbers are not allowed in any region.
Sign:
9 3 1 6 5
5 8 6 2 7
Date:
8 6 3 2
xxix
Revision
R10a 2–D shapes and 3–D objects
What is a 2–D shape?

What is a 3–D object?
Use the words below to guide you. What is a 1–D shape?
length vo me
length
area
height sha es have on en th he on
sha e is a ine even a av one
width
1. Complete the following table:

Term 1
2–D shape within Name the 3–D Draw the net Number of Number of Number of
the 3–D object object faces vertices edges
2 triangles Triangular
prism
xxx
on
2. Name the polygons below. Tick all the quadrilaterals.
3. Name the quadrilateral and say whether the size of the angles equal 90º, is less
than 90º or more than 90º.
e f i j m n
a b
o p
c d g h k l
a. b. c.
d. e. f.
g. h. i.
j. k. l.
m. n. o.
Sign:
Date:
p.
continued ☛
xxxi
Revision
R10b 2–D shapes and 3–D objects continued
4. Make a tick in the correct answer column.
This shape can 1 right angle 2 right angles 3 or more right No right angles
have: angles
Square
Rhombus
Triangle
Hexagon
Trapezium
Quadrilateral
Rectangle
Octagon
Term 1
5. Answer the following questions:

You know the lengths of 3 sides of a parallelogram: 12,5 cm, 7,5 cm and 7,5 cm.
Is that enough information to work out the length of the 4th side? If so, what is it?
Make a drawing to support your answer.
6. You know the lengths of 4 sides of a pentagon: 2,5 cm, 4,2 cm, 3,5 cm and 6 cm.
What will the 5th side be? Measure it. Make a drawing to support your answer.
xxxii
on
7. Draw the following:
a. A rectangle with sides of 5,5 cm and b. A square with sides of 6,1 cm.
145 mm.
c. An irregular pentagon with one side that d. An irregular hexagon with all sides of
is equal to15 mm. different length.
Problem solving
Magazine or newspaper search

Find the o o in sha es in a ma a ine adri atera trian e and he a on aste them here and
describe their angles and sides.
Sign:
Date:
xxxiii
Revision
R11a Transformations
What does it mean when something transforms? A transformation is a

a re ection is a trans ormation hich has the same e ect change in form or shape
as a mirror, what effect will the following have? according to certain
rules. Common kinds of
rotation
geometric transformations
trans ation Think out of are re ections rotations
en ar ement translations and
the box. Be enlargements.
creative!
1. Answer the following questions:

Purple rectangle:
Term 1
2 cm
1 cm
a. The length =
b. The width =
6 cm
Green rectangle:
c. The length =
3 cm
d. The width =
e. The purple rectangle is enlarged times to
make the green rectangle.
2. Complete the table. Make drawings if needed.
Rectangle Perimeter Area Enlarge by: Perimeter Area
Length: 4 cm 2 times Length:

a.
Width: 2 cm Width:

b.
Width: 2 cm Width:

c.
Width: 4 cm Width:

d.
Width: 3 cm Width:

e.
Width: 6 cm Width:
xxxiv
on
d th fi u ht up
ot th coo d nat 5 5 and conn ct th po nt n o d h n

d do n and 5 t and d a th fi u at th n coo d nat
Sign:
Date:
continued ☛
xxxv
Revision
R11b Transformations continued
5 ct th fi u
Term 1
a a t an th coo d nat 5 h nda t ct on ac o

a ct on n th coo d nat 5 5 t th coo d nat o th n
triangle.
xxxvi
on
otat th fi u y a ua t o a o ut on a ound th po nt 5 5
a a ha tu n a o th fi u an 55 5 t do n th n
coordinates.
h n ct otat o t an at a hap do th o th hap chan ?
0 o th o th hap chan n na nt and duct on?
Sign:
o o n
Date:
ra a trans ormation sin re ection rotation and trans ation on one ra h sho in the movement
rom one fi re to the ne t
xxxvii
Revision
R12 Area, perimeter and volume
Talk about the following.

o or
ca c atin
teacher the area o a
is con sin rectan e can
me o can sa the
t means the sa erimeter o a
same en th breadth rectan e is
or en th
h en th idth breadth or idth
esterda she es and or

said idth and vo me en th
toda breadth breadth hei ht
1. Calculate the perimeter and area of the following polygons.

Term 1
cm
a hat i o do ith the fi re be ore
cm
o ca c ate the erimeter and area

cm
_______________________________________
_______________________________________
_______________________________________
cm _______________________________________
_______________________________________
b erimeter c rea
__________________ _________________
__________________ _________________
__________________ _________________
__________________ _________________
2. Calculate the perimeter and area of the following rectangles.

a en th cm idth cm b en th cm idth cm
erimeter rea erimeter rea

__________________ _________________ __________________ _________________
__________________ _________________ __________________ _________________
__________________ _________________ __________________ _________________
__________________ _________________ __________________ _________________
xxxviii
on
you ha a ctan th th o o n a a hat cou d t n th

and breadth be? What is the perimeter?
Area = 210 m2
Length Breadth Perimeter
pho and h ath a u dn ad c cau th o d on too a h

odd c a 5 h ya o n to dou th d n on o th
d c h y n d to no ho uch a n and pa nt to uy hat th
perimeter and area of the new deck? Show the calculations on a separate piece
of paper.
5 a ctan u a p ha a o u o cu c un t hat ht th
a. Height? b. Width? c. Length?

o p t th o o n ta
Length Width Height Short way to calculate Volume
6 cm
Length × width × height
2 cm
3 cm
6 cm × 3 cm × 2 cm ___ cm3
8 cm
3 cm
2,5 cm
you ha a ctan u a p th th o o n ou hat cou d

th n th adth and h ht ? ou 00 3.
Length Breadth Height

_________________________ _________________________ _________________________
_________________________ _________________________ _________________________
_________________________ _________________________ _________________________
_________________________ _________________________ _________________________
o o n
n t at
How many different ways can you draw a square and rectangles covering 64
Now try a similar Sign:
square units? Show them.
activity with an
o a o the above sha es have the same area object of 64 cubic Date:
o the a have the same erimeter units.
xxxix
Revision
R13 Time
y po tant to th a a out t Decimals show fractions of tenths,

hundredths, thousandths and so on.
0,5 hours = 30 minutes, But minutes are measured in
not 50 minutes. 1
sixtieths of an hour. So a 4 of an
1
hour is 15 minutes and 10 hour is 6
minutes.
h ho on too to co p t y ath ho o th p to
complete this table.
Term 1
Maths I started my
Hours Minutes Seconds hh:mm:ss fin h d t at
homework homework at:
Monday 1 30 1 01:30:01 15:00
Tuesday 01:15:25 15:30
Wednesday 1 27 17 16:30
Thursday 0 55 45 17:45
Friday 01:15:09 14:50
t d y and oth o th nd n atu day a d at h hou at

05 0 t on unday at 5 05 o on a y t to y and oth ?

Weeks 1 5 2 5 3 5 5 5 5 7
Days 7
Hours 168
Minutes
xl
on
on ty a to and day
a. 5 years = to weeks and days

1
b. 25 2 years = to weeks and days
5 on t c ntu to y a
1
a. 10 centuries b. 5 centuries
4
on
a. How many time zones are there in the world?
How do you know?
b. Name two other countries in the same time zone as South Africa.
c. Name two other countries in a different time zone to South Africa.
o o n
Sign:
It took Sam 3 hours to travel 100 km. How many kilometres per hour did he travel? How long will it take
him to travel 120 km? Give your answer in hours and minutes. What do you think he was travelling on at Date:
this speed?
xl i
Revision
R14a Temperature, length, mass and
capacity
fi yday a p o hy and h u th o o n
1. Write down each temperature.

Term 1
a. b. c. d. e.
f. Which temperature is the coldest?
g. Which temperature is the warmest?
h. A temperature of –5º C is colder than –3º C as it is 2º C less than .
i. A temperature of –9º C is colder than –8º C as it is less than .
2. What is the difference in temperature shown in question 1 between:

a. a and b b. b and c c. d and b
d. e and d e. e and a
xl ii
on
3. Answer the following questions about length.
a. How many mm are there in a cm?
b. How many cm are there in a m?
c. How many mm are there in a m?
d. How many m are there in a km?
e. Convert the following in this table:
mm cm m km
i. c
ii. 3m
iii. 2 km
iv. 05
v. 00
man trave ed m on the first da and m on the second da he

third da he trave ed do b e the distance he trave ed on the first da n
the fourth day he reached his destination, which was 2 500 km from his starting
point.
How far did he travel on the fourth day?
Sign:
Date:
xl iii
Revision
R14b Temperature, length, mass and
capacity continued
n th o o n u t on a out a
a. How many g are there in a kilogram?

A tonne is equal
b. How many kg are there in a tonne? to 1 000 kg.
c. How many mg are there in a gram?
d. How many mg are there in a kilogram?
e. Convert the following:

Term 1
mg g kg t
i. 500
ii. 2 kg
iii. 5
iv. 3t
v. 5 000 000
f. An object weighs a quarter of a kilogram. I add one half of a kilogram to the

object. I take 200 g off. I double the mass of the object. I add one tonne to
the object and then half it. What is the mass of the object?
xl iv
on
5 n th o o n u t on on capac ty
a. How many ml are in a litre?
b. How many ℓ are in a kl?
c. How many ml are in a kl?
d. Convert the following:
ml ℓ kl
i. 5 50
ii. 5ℓ
iii. 3 kl
iv.
v. 5ℓ
e. A swimming pool has the following dimensions: length 25 metres, width 10 metres
and depth 1,5 metres. The capacity is 25 m × 10 m × 1,5 m = 375 cubic metres.
ne c bic metre is e a to itres
Therefore the capacity of the swimming pool is .
How many kilolitres is this?
o o n
ive five e am es o ho these ords are sed in o r ho se
rature ma What is the
e
difference
ss/
temp
between
we capacity and
igh volume?
ity leng t
apac th
Sign:
c Date:
xl v
Revision
R15 Probability
oo at th o o n p ctu and a you hat th p o a ty that th

happen today?”
a and a th t o n t on ca d oa d cut o d and t c th to a

Term 1
two dice.
c c
e a b f e a b f
d d
2. Roll these two dice a 100 times and write down each time the same two letters
occur. Use tallies to record your answers in the table below.
Letters on the dice and d on th co nat on

aa
bb
cc
dd
ee
ff
3. Compare your answers with those of a friend. Are they the same? Why?
xl vi
on
ou n d to p pa
You need an empty bag.
y m m
You need to make a set of 10 cards using
cardboard or paper. Each card should be a a a a b k
square 4 cm by 4 cm. Cut the ten cards and
place them in the bag.
5 a a ca d o th a and co d t o ac th ca d ac nto th a
o th 00 t
Letter on the card and d on th tt
m
a
b
k
o pa you an th tho o you nd th y th a ? hy?
a n a nu ca d o th a ha a p o a ty o out o 0 can
1
write it as .
10
What is the probability of drawing card y? , card z? , card m? ,
card a? , card b? , and card k?
o o n
Card fun: Do a similar activity but use the

following quadrilateral cards. What is the Sign:
probabitlity of drawing a card with a square?
Date:
xl vii
Revision
R16 Data
Look at this data-handling cycle and describe it.
Start with a
n
to question Co
u a lle
d c
n ns da t the
n t a tio ta
d c ques
p ew
an
ata hand n cyc
Inte
rpr d
the et an
gra Represent the n a ta
a d
ph data in ord
a graph rec
1. Answer the question about the pictograph.

Key
Term 1
Cars sold
in 2013 = 100 000 cars
= 50 000 cars
1st 2nd 3rd 4th

quarter of quarter of quarter of quarter of
the year the year the year the year
a. Complete the table. How many cars were sold in each quarter?
1st quarter 2nd quarter 3rd quarter th
quarter
Jan – March April – June July – September cto c
b. Why do you think more cars were sold during the 4th quarter?
c. Look at the data-handling cycle. What steps of the data handling cycle had
to happen before the pictograph could be drawn? What steps still need to
happen to complete the data handling cycle?
xl viii
on
2. Sort the data using the

frequency table below. I collected data from children about their
favourite colour. I recorded their answers by
making tally marks on a piece of paper.
o p t th u ncy ta o u n th data a o
Colour a y Frequency
Red
th no at on o th u ncy ta to d a and a th p cha t
o o n Sign:
Collect data about cell phone usage in your class and draw a bar chart of your results. Explain what
Date:
you need to do.
xl ix
Notes
l
Grade
7
h em a t i c s
at
M
ENGLISH
PART
2
WORKSHEETS
1 to 64 Book
1
1 Commutative property of addition and
multiplication
o utat p op ty o add t on and u t p cat on
The co utat p op ty o add t on and
Are the following true or false? multiplication says that you can swap numbers
around and still get the same answer when you
add or multiply. The order in which you move the
numbers around does not matter.
An equation says that two things are the same

using an equal sign (=), e.g. 7 + 4 = 12 – 1
What do you notice?
th co utat p op ty o add t on o u t p cat on to a th uat on

true.
a p 5 + 1 = 1 + 5 (addition) and 5 × 1 = 1 × 5 (multiplication)
Term 1
a. 13 + 2 = b. 62 + 31 =
13 + 2 = 2 + 13
c. 4 × 5 = d. 7 × 9 =
e. =8×9 f. = 15 × 12
g. Make your own equations using the commutative property of addition and
multiplication.
th co utat p op ty o add t on o u t p cat on to a th uat on

true.
a p f + e = e + f (addition) and f × e = e × f (multiplication)
a. a + b = b. c × d =
c. m ×n = d. =g +h
e. =p ×2 f. s × t =
g. Make your own equations using the commutative property of addition and
multiplication.
2
ho that th n uat on a ua h n you u t tut
a b 5 and c
a p a + b = b + a (addition) a × b = b × a (multiplication)
a + b = 2 + 5 and b + a = 5 + 2 a × b = 2 × 5 and b × a = 5 × 2
=7 =7 = 10 = 10
a+b=b+a a×b=b×a
a. c + a = c + a b. c × a = c × a
c. b × a = a × b d. b + a = a + b
e. b × c = c × b f. b + c = c + b
t an uat on to ho ho ach d a a u t at th co utat p op ty

of multiplication.
a. b.
c. d.
o o n Sign:
If a = 20 and b = 15, write an a oc at p op ty o add t on and u t p cat on statement and Date:
solve it.
3
2 Associative property of addition and
multiplication
Are the following true or false?
5 + (3 + 2) = (5 + 3) + 2
The a oc at p op ty o add t on and
9 × (2 × 3) = (2 × 3) × 9 multiplication says that it doesn’t matter how you
(12 + 14) + 13 = 12 + (14 + 13) group numbers when you add or multiply.
(11 × 2) × 4 = 11 × (2 × 4)
What do you notice?
th a oc at p op ty o add t on o u t p cat on to a th tat nt

true.
a p (5 + 1) + 3 = 5 + (1 + 3) (addition)
(5 × 1) × 3 = 5 × (1 × 3) (multiplication)
Term 1
a. (6 + 2) + 4 = Solve it: b. (7 + 3) + 1 =
(6 + 2) + 4 = 6 + (2 + 4) 12 = 12
c. 8 × (10 × 4) = d. 4 × (5 × 2) =
e. (11 × 3) × 2 = f. (12 × 2) × 4 =
th a oc at p op ty o add t on o u t p cat on to a th tat nt

true.
a p f + (g + h ) = (f + g ) + h (addition)
f × (g × h ) = (f × g ) × h (multiplication)
a. (a + b) + c = b. (m +n )+c= c. (g × h ) × i =
a + (b + c)
d. (c × d ) × f = e. (k × z ) × d = f. (a + d ) + v =
g. (a × c) × d = h. (k × l ) × m = i. (v + c) + r =
4
o a b and c ho that th a oc at
properties hold and calculate the answers.
a p a + (b + c) = (a + b) + c a × (b × c) = (a × b) × c
2 + (4 + 3) = (2 + 4) + 3 2 × (4 × 3) = (2 × 4) × 3
2+7=6+3 2 × 12 = 8 × 3
9=9 24 = 24
a + (b + c) = (a + b) + c a × (b × c) = (a × b) × c
a. (c + a) + b = c + (a + b) b. (b × a) × c = a × (b × c)
c. b × (c × a)= c × (b × a) d. b + (c + a) = (b + c) + a
m n and q ho that th p on a ua
a. (q + m ) + n = q + (m +n ) b. (n × m ) × q = m × (n × q )
c. n × (q × m )= q × (n × m ) d. n + (q + m ) = (n + q ) + m
o o n Sign:
If a = 25, b = 30 and c = 10, write an a oc at p op ty o add t on and u t p cat on statement and Date:
solve it.
5
3 Distributive property of multiplication
over addition
The distributive property lets you multiply a single number
and each of two or more numbers between brackets
2(3) 3(9) 4(100) (the products of which you then add together).
You will get the same answer when you multiply a group
of numbers added together as when you do each
4(6) 7(8) multiplication separately and then add them together.
2(3 + 2) = 2 (5) = 10
What do the brackets mean?
2(3 + 2) = (2 × 3) + (2 × 2) = 6 + 4 = 10
Look at this statement: Usually we follow the rule that anything in brackets must
2(3 + 2). be done first n this e am e it o d have been ver
easy to do this, 2(3+2) = 2(5) = 10. But the distributive
How do you think I will property becomes very useful when what is inside the
calculate this? brackets is more complicated.
th d t ut p op ty to t a u o ach d a a o that you can

calculate the total number of blocks in each drawing.
Term 1
a p a.
3 5
2 2
3+5
2(3 + 5)
2×3+2×5
c.
2 (3 + 5)
b.
d. Draw a diagram for:

i. 5(2 + 3) ii. 6(1 + 4)
6
th d t ut p op ty o u t p cat on to a th tat nt t u
a p 4(5 + 9) = 4 × 5 + 4 × 9 (4 × 5) + (4 × 9)
a. 3(4 + 2) = Calculate it: 3 4 2

12 + 6 = 18
b. 10(2 + 3) =
+ =
c. 5(3 + 1) = + =
th d t ut p op ty o u t p cat on to a th tat nt t u
a p 4 × 5 + 4 × 3 = (4 × 5) + (4 × 3) = 4(5 + 3)
a. 3 × 2 + 3 × 5 = Calculate it: 3 2 5
6 + 15 = 21
b. 6 × 1 + 6 × 4 =
+ =
c. 3 × 2 – 3 × 1= + =
a b and c ca cu at th o o n
a p a(b + c) = a × b + a × c
3(2 + 4) = 3 × 2 + 3 × 4
3(6) = 6 + 12
18 = 18
a. b(a + c) b. c(b + a) c. a(c + b)
Sign:
o o n
Date:
If a = 5, b = 9 and c = 11, write a distributive property statement and calculate the answer.
7
Zero as the identity of addition, one
4 as the identity of multiplication, and
other properties of numbers
What do you notice?
3+0= 5+0= 100 + 0 = 3×1= 5×1= 100 × 1 =

0 + 16 = 0 + 250 = 72 + 0 = 1 × 16 = 1 × 250 = 1 × 72 =
Zero as the identify of addition: n a th d nt y o u t p cat on

The sum of zero and any number is the The product of 1 and any number is always
number itself. The answer will always be the number itself. The answer will always be
the number that o is added to. the number that one is multiplied by.
o a th d nt ty o add t on o on a th d nt ty o u t p cat on to t
a sum for the following:
Term 1
Zero as the identity of addition n a th d nt ty o u t p cat on
a. 5 5+0=5 5×1=5
b. 7
c. 9
d. 100
e. 34
f. 2,5
g. 0,1
o a th d nt ty o add t on o on a th d nt ty o u t p cat on to o
the following:
a. b + 0 = b. d × =d c. e × 1 =
b×1 = d + =d e+ 0=
hoo th co ct p op ty o nu to t and u a nt tat nt to

complete the equation.
a. 4 + 5 = b. 2(3 + 9) = c. 3 + (4 + 8) =
4+5=5+4
d. 5(9 – 8) = e. 9 + 12 = f. (2 × 5) × 11 =
8
ay h th th o o n a tu o a t a pan hy t a
a. 9 + 2 = 2 + 9 b. 5 – 4 = 4 – 5 c. 4(2 + 1) = 4 × 2 + 4 × 1
d. 3 + 0 = 3 e. 8 – (3 – 2) = (8 – 3) – 2 f. 2(5 – 4) = 2 × 5 – 2 × 4
5 a b 5 c o th o o n
a p b+a=a+b
5+2=2+5
7=7
a. a + c = c + a b. b + (c + a) = (b + c) + a c. a + 0 =
d. b(a + c) e. a(c – b) f. b × 1 =
atch co u n th co u n
ou n ou n
Associative property of numbers a×1=a
Commutative property of numbers (a + b) + c = a + (b + c)
Distributive property of numbers a+0=a
Zero as the identity of addition a+b=b+a
ne as the identit o m ti ication a(b + c) = a × b + a × c
o o n
hat sho d add to a n mber so that the ans er i be the same as the n mber Sign:
hat sho d m ti a n mber so that the ans er i be the same as the n mber
rite five statements that are tr e sin the ro erties o n mber
Date:
rite five statements that are a se sin the ro erties o n mber ain o r ans er
9
5 Multiples
o ast can o ive me the first ×

m ti es o s s s s s s s s
and s
How did
the n mber
board he
o
1. Use the number board to complete the following:

Term 1
Example: he m ti es o are or
e can rite it as m ti es o
a ti es o
b ti es o
c ti es o
d ti es o
e ti es o
ti es o
t do n th fi t utp o th nu o c a th co on
utp and d nt y th o t co on utp
Example: Multiples of
Multiples of
he is
10
a ti es o
ti es o
b ti es o
ti es o
c ti es o
ti es o
hat th o th o o n ?
Example: ti es o and m ti es o
ti es o
ti es o
a ti es o and m ti es o b ti es o and m ti es o
c ti es o and m ti es o d ti es o and m ti es o
e ti es o and m ti es o ti es o and m ti es
o
n o r homes there are vario s thin s that come in m ti es ive five e am es o m ti es rom o r Date:
home
11
6 Divisibility and factors
o r itt e brother messed o r notes Find the missin in ormation

n mber is divisib e b i the n mber ormed b the ast three di its is divisib e b
n mber is divisib e b i the s m o the di its is divisib e b
n mber is divisib e b i the ast di it is
n mber is divisib e b i the ast di it is either or
n mber is divisib e b i the n mber ormed b the ast t o di its is divisib e b
n mber is divisib e b i the s m o the di its is divisib e b
n mber is divisib e b i the ast di it is or
n mber is divisib e b i it is divisib e b and it is divisib e b
1. Tick whether the numbers are divisible by 2, 3, 4, 5 or 10. You can have more
than one answer.
Term 1
2 3 4 5 10
a
b
c
d
e
h o o n nu a d y?
Example: 6 is divisible by 1, 2, 3 and 6.
a b c d e
h ch t o nu h n utp d you th nu ?
Example: 6 = 2 × 3, 6 = 1 × 6
a b c d e
hat do you not c you co pa th an to u t on and ?
12
5. For each of the numbers given below, write down:
i the ossib e m ti ication s ms sin on t o n mbers
that i ive o this n mber ii the n mbers sed in these m ti ication
s ms in ascendin order b t do not re eat a n mber iii om ete the
sentence hese are the actors o iv om ete the sentence
Factors o
Example: i
ii
iii hese are the actors o
iv Factors o
a b c
i 18: i 25: i 36:
ii ii ii
iii iii iii
iv Factors o iv F iv F
o p t th o o n u n th a p to u d you
he abbreviation
Example: i Factors o are and or hi hest
Factors o are and common actor
is F
ii he common actors are
iii he hi hest common actor is
a Factors o b Factors o c Factors o
Factors o Factors o Factors o
(i) (i) (i)
(ii) (ii) (ii)

(iii) (iii) (iii)
o p t th ta
Words Factors o on acto
Factors o and
a and
Factors o
b and
c and
d and
Sign:
Find out!
Date:
hen in ever da i e do e se F
13
7 Ratio
emember that a ratio is a com arison bet een t o n mbers

isc ss the o o in
here is bo and are boys 0,25 are boys 25% are boys
ir s in the room o
co d rite the ratio
as are girls 0,75 are girls 75% are girls
1. Write the following ratios as fractions. Use boys:girls for all your ratios.
Example: bo s ir s is the same as are bo s and are ir s

Term 1
a b c
d e
2. Write the following ratios as percentages.

Example:
is the same as and
and
and
a b c
o tr these o need to thin care to rite each one as a ercenta e
d e
14
3. Solve the problems.
a here ere c c ists ith red mo ntain bi es and ith reen mo ntain bi es
at the race hat as the ratio o red to reen mo ntain bi es rite o r
ans er as a common raction a decima raction and a ercenta e
b the en th o the side o a s are is do b ed hat is the ratio o the area o

the ori ina s are to the area o the ne s are so rite o ans ers as a
common raction a decima raction and a ercenta e
Sign:
Problem solving
Date:
here are i s in a schoo he ratio o bo s to ir s in this schoo is o man ir s and ho
man bo s are in this schoo
15
8 Rate
Look at the ratio and rate examples. Give another

5 real–life examples. ratio that com ares
ratio com ares the antities o different types
o meas rement nits that
atio and rate is sed or so vin si e or ma nit de
o t o n mbers of are re ated to each other is
man ever da rob ems that ca ed a rate
the same kind.
invo ve com arin di erent
n mbers
bo s to ir s er
nd th un t at th un t at d c ho any un t o th fi t typ o
uant ty co pond to on un t o th cond typ o uant ty
Example: hamb r ers in da s 5 hamb r ers per da
a orders in da s orders er da ain ho o ot

the ans er each
time
b c ca es in bo es c ca es er bo
c ne s a ers in i es ne s a ers er i e
d s ices rom ca es s ices er ca e
e a es in da s a es er da
2. Find the unit rate for each.
i ometres i ometres
Example: i ometres itre
itres itre
a
i o ram
metre
b
seconds
c
itres
i ometre
d
min tes
16
3. Solve the following. Show all calculations.
a t mn started and over a eriod o ho rs b eter drove a tota o m and sed
eaves e rom a tree t this rate ho itres o etro hat is this rate in i ometres
man eaves e in one ho r er itre
c aheeda scored oa s in netba matches d imbin a mo ntain ichard ascended

t this rate abo t ho man oa s did she metres ever ho r t this rate ho
score in each ame man metres i he ascend in ho rs
u at on a da y a fi a p and th n t ach on a a
unit rate.
Rate daily example Unit rate
a e trave ed m to schoo and it too s

min tes
Problem solving
Sign:
ater tan that ho ds itres is ea in at a rate o itres min o on i it ta e to aste itres

at this rate Date:
17
9 Money in South Africa
The rand si n R code ZAR is the c rrenc o o th

rica t ta es its name rom the it atersrand the
rid e on hich ohannesb r is b i t and here Find o t hat as the
most o o th rica s o d de osits ere o nd c rrenc be ore and
he rand has the s mbo and is e a to and cents
cents s mbo c
The Earning and Spending Game!!

Term 1
You buy How to play:

You sell t each a er s to en on the tart s are
some
some a e it in t rns to thro a dice to see ho man s ares o can
oods move to the ri ht
oods
Move one hen o move to the ne t ro move to the e t as o can
Move one see rom the n mbered s ares
ro do n
ro and hen o and on a mone note o co ect that va e o note
and pay hen o and on a tro e se o move one ro and a so earn
earn
hen o and on a tro e b o move one ro do n and a
o do not have o move one ro do n and ose
the ne t t rn
he erson ho ends ith the most mone ins
18
1. If these were the results of the numbers your dice landed on, how much
money do you have at the end of these throws. After each result use a number
sentence or word sum to describe what happened.
Number on dice Number sentence or word sum.
arns
Sign:
Problem solving
a e o r o n dice and se t o stones as to ens a this ame ith a ami member Date:
19
10 Finances – Profit, loss and discount
o you no th an n o p ofit o and d count? Remember rofit and oss do

not on a to b sinesses
b t a so to o r ersona
ofit is the s r s remainin a ter tota costs are income
ded cted rom tota reven e
Loss is the e cess o e endit re over income
Discount is the amo nt ded cted rom the as in
rice be ore a ment
you a n a p ofit o a o n th a p ? o uch p ofit o o ?

irc e the correct ans er and ca c ate the amo nt
Term 1
a o are b in s eets or c each and se in them or c each

I made a rofit oss o amo nt er s eet
b o are b in enci s or each and se in them or

each to o r riends o mana e to se enci s made
a rofit oss o amo nt
c n at rda s o hire a sta at the oca ea mar et or o are

b in ice or each and se in them or each ast
at rda it as co d and o on mana ed to se made a
rofit oss o amo nt
d o are b in s eets in ar e ac ets o or er ac et

o are se in to o r riends or c er s eet rin the first brea
o mana e to se s eets made a rofit oss o
amo nt
e o are b in r it direct rom the mar et and se in it to o r nei hbo rs

riends and ami ast ee end o bo ht bo es o bananas
ach bo contained b nches o bananas each ach bo cost
o o mana ed to se o the bananas at c each be ore
the rest ere too ri e to se and o had to thro them a a made a
rofit oss o amo nt
20
ofit can be ca c ated in di erent a s orma hen e ta abo t rofit
e ca c ate it on the cost rice e sometimes a so re er to a mar
he orm a or the ercenta e rofit is
rofit e in rice ost rice ×
ost rice
For e am e i so d a ootba hich cost me or ma e a rofit
o uch u t t o?
a o are b in s eets or c each and o ant to ma e a rofit o
m ch m st o se them or amo nt
b o are b in ens or each and o ant to ma e a

rofit o m ch m st o se them or amo nt
c n at rda s o hire a sta at the oca ea mar et or o b ice

or er bo and o norma se nits er at rda o ant to
ma e a rofit a ter a in or the sta ho m ch m st o as er r it
ice amo nt
t a a p ofit t th d count?
irc e the correct ans er and ca c ate the amo nt
a o are b in s eets in ar e ac ets o or er ac et o
are se in to o r riends or c er s eet the b s eets or more
at a time o ive them a disco nt rin the first brea o so d
oose s eets and s eets at disco nted rice hat i o r rofit
be amo nt
b o are b in r it direct rom the mar et and se it to o r nei hbo rs

riends and ami ast ee end o bo ht bo es o bananas ach bo
contained b nches o bananas each ach bo cost o o
mana ed to se o the bananas at c each he rest o the bananas
ot too ri e and o so d them at a disco nt o made a rofit oss o
amo nt
Sign:
Problem solving
o bo ht o r bic c e or and o are se in it or hat ercenta e disco nt on Date:
se in rice can o ive o r riend ho ants to b o r bic c e and sti ma e rofit
21
11 Finances – Budget
o you no hat a ud t ? Budget is i e a sca e here

o tr to ba ance o r
an ha y o n ud t o t on y o adu t ? income and o r e enses
m ortant o r income
sho d a a s o t ei h o r
e enses
Budget is the estimate o cost and reven es over
a s ecified eriod
reatin a b d et is the most im ortant ste in contro in o r mone he first

r e o b d etin spend less than you earn!
Term 1
Example: o received a o ance oc et mone er month and another

or o r birthda o cannot s end more than or the entire month
Structuring your budget

1. Determine your income
a e a ist o a o r ossib e income and estimate the amo nt o i earn
d rin the ne t month
Income Estimated amount
Estimated total income
2. Estimate your expenses

a e a ist o a o r ossib e e enses and estimate the amo nt o i s end
d rin the ne t month
Expenses Estimated amount
Spend less than you earn !

stimated tota e enses
22
Net income is i e rofit the s r s remainin a ter a costs are ded cted rom
tota or gross reven e the e enses e ceed the income e ca it a shortage
a n a u pu ?
ed ct o r tota e enses rom o r tota income to determine i o are oin
to ma e a s r s or shorta e
Estimated amount
Total income
ota enses
Net Income
hat can do th y u p u ?
It is always a bright idea to
a e a ist o hat o can do ith o r s r s save for a rainy day !
5. Savings
mana e to save ever month ho on m st save to b m se a ne
com ter ame at
months
6. Track your budget
sin the tab e be o dra a b d et in o r ritin boo om ete o r
b d et and trac o r act a e enses or the ne t month
Income Actual amount Estimated amount Difference
Estimated total income

Expenses
Estimated total expenses

Net Income
Sign:
Problem solving
Date:
escribe in o r o n ords hat o thin o this sa in b d et te s s hat e can t a ord b t it
doesn t ee s rom b in it
23
12 Finances – Loans and Interest
hat a oan? hat nt t? t is never a ood idea to

borro mone ather save
nti o can a ord to b
A loan is a s m o mone that an individ a or a somethin
com an ends to an individ a or com an ith
the ob ective o ainin rofits rom interest hen
the mone is aid bac
Interest is the ee char ed b a ender to a

borro er or the se o borro ed mone s a
e ressed as an ann a ercenta e o the
amo nt borro ed a so ca ed interest rate
hen someone ends mone to someone e se the borro er s a a s a ee

Term 1
to the ender his ee is ca ed interest here are t o inds o interest simple

and ‘compound’ ‘Simple’ or at at interest is s a aid each ear as a fi ed
ercenta e o the amo nt borro ed or ent at the start ith com o nd interest
o a so a interest on the interest
The simple interest orm a is as o o s
nterest rinci a ate ime
here
‘Interest’ is the tota amo nt o interest aid
‘Principal’ is the amo nt ent or borro ed
‘Rate’ is the ercenta e o the rinci a char ed as interest each ear
‘Time’ is the time in ears to a bac the oan
a cu at n th nt t a ount
ant to b a ne bic c e to de iver ne s a ers do not have eno h mone
b t a riend o ers to end me the mone a ree to re a the mone a ter ear
ith interest o er ear borro
a o m ch interest m st a
b hat i be the tota amo nt that need to re a to m riend
c decide to re a him ee hat i m ee insta ment be
d the interest rate as instead o ho m ch more o d have to

a or m bic c e
24
a cu at n th nt t at
borro rom the ban to b a hee chair or m sic brother he
contract sti ates that have to re a the ban a ter ears
a o m ch interest m st a the ban er ear
b hat is the interest rate have to a
c decide to re a the ban ee hat i m ee insta ment be
d re a the oan a ter one ear the ban i on char e me hat

i the interest rate be i re a them a ter one ear
a cu at n th pay nt p od
a the orm a or ca c atin interest is nterest rinci a ate ime hat
i the orm a be or ca c atin the oan eriod
b borro ed rom the ban and the char e me sim e interest er

ear he tota amo nt have to re a is o on i it ta e me to
re a the oan
c he interest rate chan es to and the tota re a ment amo nt to

hat i the re a ment eriod or the oan be
d he tota interest i have to a on a oan o is and the interest

rate am a in is o man ears i it ta e me to re a the oan
Problem solving
Sign:
am re a in er month on m oan he interest rate the ban char ed me as sim e

interest have to re a m oan over months ca c ated that the tota amo nt o interest am Date:
a in over the months is hat as the ori ina amo nt borro ed at the ban
25
13 Finances
tu th financ a t
ofit is the s r s remainin a ter tota costs are ded cted rom tota
reven e
Loss is the e cess o e endit re over income
Discount is the amo nt ded cted rom the as in rice be ore
a ment
Budget is the estimate o costs and reven es over a s ecified eriod
A loan is s m o mone that an individ a or a com an ends to an

individ a or com an ith the ob ective o ainin rofits hen the
mone is aid bac
Term 1
Interest is the ee char ed b a ender to a borro er or the se o

borro ed mone s a e ressed as an ann a ercenta e o the
amo nt borro ed a so ca ed interest rate
1. You are starting your own lemonade stall.

o can et emons rom the nei hbo r at c er emon and s ar at the oca
sho at er ac et he a er c s i cost o c each and o r brother
is i in to se the emonade or c commission er c o r reci e needs
emons ha a ac et o s ar and ater to ma e c s o emonade o
thin o can se one c o emonade or
a om ete the b d et be o to ca c ate i o i be ab e to ma e a rofit
i o se c s a ee
Income Estimated amount

Lemonade sold
Estimated total income et s or
it o t or
Expenses cups
Lemons
ar
Cups
ommission brother
Estimated total expenses
Net Income
b re o ma in a rofit or a oss
26
c hat ercenta e rofit or oss do o ma e on the cost
d o decide to increase o r rofit b hat o d o r ne se in

rice have to be
e o r brother does not ant to se the emonade an more and o have to

se it o rse hat i the e ect on o r rofit be
t on y th you onad ta and you a t a n 00 p ofit

on the cost of 30 cups a week sold at R2,50 a cup and your brother continues to
help you. You decide to buy a lemonade maker.
he emonade ma er i cost o and o as ed o r ami to end o
the mone he a ree to end o the mone at sim e interest er ear
o have to re a them ithin one ear ith the emonade ma er o i be
ab e to se c s er month i o sti be rofitab e hat ercenta e
rofit or oss i o ma e
Problem solving
Sign:
o are b in dried r it in bi ba s and re ac in them into sma er ba s bi ba o mi ed dried

r it cost o and o can re ac it into sma ba s he tri to the mar et cost o and the Date:
sma ba s c each For ho m ch m st o se the sma ba s o dried r it to ma e a rofit
27
14a Square and cube numbers
Look at the following pattern:
e have one c be in the first attern ei ht

e have one circ e in the first attern
c bes in the second attern and t ent seven
o r circ es in the second attern and nine
c bes in the third attern o man c bes
circ es in the third attern ho man circ es
i e have in the o rth attern o did o
i e have in the tenth attern o did
or o t o r ans er
o or o t o r ans er
1. The numbers above are called and numbers.

Term 1
2. Write the following as square numbers:

his is the exponent e
Example: sa s ared or to
the o er o
a b c
d e
3. Write the following as multiplication sentences:
Example:
a b c
d e
28
4. For 32, identify : a. the base number. b. the exponent.
5 o ou a th ua nu on th u t p cat on oa d
hat patt n do you ?
×
6. Arrange these numbers in ascending order:
7. Arrange the above numbers in descending order:
8. Fill in <, > or =
a b
c d
e Sign:
Date:
9. Numbers which have an exponent of 2 are called numbers.
continued ☛
29
14b Square and cube numbers continued
10. Write the following as cube numbers:
Example:
a b c
11. Write the following as multiplication sums:
Example:
a b c
Term 1
12. Explain in your own words what a cube number is.
13. Identify: a. the base number

b. the exponent 43
14. State the number of cubes in each of the diagrams below using exponents. Then
arrange these numbers written in exponential form in ascending order
d
a
b
c
15. Arrange these numbers in ascending order:
30
16. Fill in <, > or = :
a b
c d
17. First estimate and then calculate the answers.
Example:
a b c
Example:
a b c

a b c
Problem solving
Sign:
dd the sma est s are n mber and the ar est s are n mber that is sma er than o the same
ith c be n mbers Date:
31
15a Square and cube roots
hat do you th n th da a p nt?
so the s are root o is so the c be root o is

hat ua nu and oot do th d a a o p nt?
Term 1
Example: a. so the s are n mber is and the s are root o is

a b c
( ) ( )
2. Write the following using the symbol for square root:

a he s are root o b he s are root o
a cu at th ua oot
Example:
a b c
d e
4. Write the following in ascending order:
32
6. Write the following in descending order:
7. Fill in <, > or =
a b c
d e
hat th cu oot o th cu o ?
Example: so the c be root o is
a b c d
a so the c be root o is
b
c
d
9. Write the following using the symbol for cube root:
a he c be root o
Sign:
Date:
b he c be root o
continued ☛
33
15b Square and cube roots continued
0 a cu at th cu oot
Example: ince
a b c

Term 1
12. Write the following in descending order:
14. Fill in <, > or =

a b c
d e
a cu at
Example:
a b
c d
34
a cu at
Example:
a b
c d
a cu at
Example:
a b
c d
a cu at
Example:
a b
c d
Problem solving
Square and cube fun

a rite do n a the t o di it s are n mbers Sign:
b rite do n a the three di it c be n mbers
c rite do n the s are roots o a the t o di it s are n mbers Date:
d rite do n the c be roots o a the t o di it and three di it c be n mbers
35
16 Exponential notation
In science, we deal with numbers that are sometimes extremely large or extremely
small.
here are ater
mo ec es in rams o ater shorter a o How do you
ritin the same n mber is e onentia notation thin do e
to sho a those eros as a n mber to the o er rite as a
o ten n mber
is the shorter a o re resentin the
n mber o a those mo ec es ch a n mber
can be read as i comma ero t o to the
o er o t ent three
o a t can you ca cu at th o o n ?
Example:
Term 1
o p t th ta
Exponential hec o r
Sum Answer
format ans ers sin
a scientific
a ² ca c ator
b
c
d
e
ot e o can t e ten
Then use the xy b tton and t e
he res t sho d be ten tho sand
36
3. Identify the base number and the exponent: 108.
atch co u n th co u n
A B
a ten to the o er o nine
b ten to the o er o seven
c ten to the o er o five
d ten to the o er o ei ht
e ten to the o er o three
5. Write the following in exponential form.

Example:
6. Expand the following statements:

Example:
a b c
d e
ou cou n ot th nh ath oo 0 5 hat do th an?
8. Give some practical examples of where exponential notation is used.
Date:
rite one bi ion in e onentia notation
37
17 Estimate and calculate exponents
Which multiplication sums will give you an answer of 104?
1. Write in exponential form.
Example:
Term 1
e
2. Write in expanded form.
Example:
a b c
d e
a cu at
Example:
a b c
38
a cu at
Example:
a b × c
5 a cu at
Example:
a b c
a cu at
Example:
a b
c d a e o r o n n mber
sentence and ca c ate it
a c ate ten to the o er o three s ten to the o er o t o s three times ten to the o er o Date:
one
39
18 Estimate and calculate more
exponents
atch th od th th p ctu and p a n you an to a nd
o er o
are ten
n mbers
mbers to the o er
o ten can be se or
ritin ver bi n mbers
n mber to
For e am e the tota
the o er o
What does this vo me o ater stored on
Cube mean earth is m
n mbers e can a so rite this as
m
a cu at
Term 1
Example:
a b c
d e
a cu at
Example:
a b
c d
o a t can you ca cu at th o o n ?
a b c
d e
h i
40
a cu at
Example:
a b
c d
5 at you o n nu nt nc and ca cu at th an
a dd three c be n mbers b dd three s are n mbers c dd t o c be n mbers and

one s are n mber
d btract a s are n mber e he s m o t o c be and he s m o three to the o er

rom a c be n mber t o s are n mbers o t o and three c be
n mbers
se m ti o erations on three h se m ti o erations on o r i dd a di it c be n mber to

c be n mbers s are n mbers a di it s are n mber
Sign:
Problem solving
Date:
hat is o r to the o er o three min s one to the o er o one s one h ndred to the o er o one
hec o r ans er sin a ca c ator
41
19 Numbers in exponential form
If:
s are n mbers are
be n mbers are
can rite
as can rite the
c be n mber
as
o can t t n pon nt a o ?
t nd th patt n anoth t up th po o 5
a b c
Term 1
d e
2. Expand the exponential notation and use your calculator to calculate the answer.
Example:
a b c
d e
42
3. Extend the pattern one more time.
a a a b b b c m m
a×a a b×b b m×m m
d r r e k k n n
r×r r k×k k n×n n
4. Expand.
Example: m
m×m×m×m
a a b b c r
d m e p p
5 a cu at th an o u t on and
a b m r k n p
o i need additiona a er to do these ca c ations
Problem solving
Sign:
have fi t o r to the o er o one and sevent nine to the o er o one hat i the tota be i add
these t o n mbers Date:
43
20 Construction of geometric figures
What do we use a protractor for?

rotractor is sed or
measuring an angle.
n an e is meas red in
degrees.
circ e has
1. How do you measure angles using a protractor?

Fill in the missing words. These words can help you (you can use a word more than
Term 1
once): angle, sides, curved, centre, zero
a. Find the ___________hole above the straight b ace the ho e over the verte o the
ed e o the rotractor __________ you wish to measure.
c ine the on the strai ht ed e o d Find the oint here the second o
the rotractor ith one o the o the the an e intersects the ed e o the
angle. protractor.
2. Name four professions where people use protractors.
a. b.
c. d.
44
3. Measure each angle (you can extend the rays to help measure).
a. b.
c.
d.
e.
h.
g.
i.
j.
4. Draw an angle.
a ma er than de rees eas re it b i er than de rees eas re it
o meas re an an e that is bet een and ho bi co d the an e be here in nat re do Date:

e find an an e o that si e
45
21a Angles and sides
denti a the an es the an es sma er than and the

an es bi er than
1. What is an angle?
Term 1
2. Match column A with column B:
A: Name of angle B: Degrees

c te an e
Right angle
Obtuse angle ess than
Straight angle et een and
e e an e et een and
Revolution
3. What is a protractor?
46
4. Label this protractor.
5. Measure and name each angle.

a.
b.
c te an e
c.
d.
e.
Sign:
Date:
continued ☛
47
21b Angles and sides continued
6. What is a side (or ray)?

Term 1
7. Look at the pictures of the protractors.

rite do n the si e o the interior an e bein meas red each time and a so se
o r r er to meas re the en th o the sides o each sha e
a. b.
n e n e
en th o sides mm en th o sides
c. d.
n e n e
en th o sides en th o sides
48
8. Name the angles.
Angle size Name of angle

acute
9. How many angles can you see in this picture? What kind are they?
Expanded opportunity
Less than competent learner
More than competent learner
Problem solving
a dd the an es that are sho n on the dia ram
b.
a.
c.
d.
Sign:
Date:
b have an an e that is not an ac te an e and is sma er than hat t e o an e is it
49
22a Size of angles
What is an angle? Make three drawings of angles that you can see in your home.
1. Find angles in these pictures and measure them using your protractor. (Note: the
angles in the pictures will not be all the same as they are on real objects because
of perspective in the pictures).
Term 1
5 0
2. Fill in the degrees on the protractors.
a. b.
a u th an and fi th n on th hap ?
a.
b.
c.
Sign:
Date:
continued ☛
5 1
22b Size of angles continued
4a. The angle measured below is 290º. Is it possible to get a polygon with an interior
angle of 290º? Explain your answer.
0°
270° 90°
Term 1
180°
b. What is the size of the angle? Draw a polygon that has the same interior angle.
0°
270° 90°
180°
5 2
5. Mark 3 angles on each picture and measure them.
a.
b.
Problem solving
Sign:
hat are the most common an es o i find in o r home

hat an es are the most common in motor vehic es Date:
5 3
23 Using a protractor
Look at the pictures. What are these people using their protractors for?
1. The step-by-step instructions below show how to draw a 45ª angle. Follow these
instructions to draw the angles given in the questions.
Term 1
Step 1: ra a ine se ment abe it ra a an e
A B
Step 2: Place the protractor so

that the origin (small hole) is over
the oint otate the rotractor
so that the base line is exactly
a on the ine A B
Step 3: Using (in this case) the
inner sca e find the an e
desired n it is
ra a an e
Step 4: a e a mar at this

angle, and remove
the protractor.
Step 5: ith the

protractor or a ruler ra a an e
draw a straight line C
rom to the
mar o st made
abe this oint
Step 6: he ine dra n ma es an C

an e ith a meas re o
A B
5 4
a u and a p ot acto to d a and a o t cfi u
Write down the steps you go through to construct each one.
a an e
b trian e ith an es inc din a an e and a an e
c adri atera ith an es inc din a an e and a an e

adri atera has o r sides
Sign:
Problem solving
Date:
ra a o on ith si sides here one an e is
5 5
24 Parallel and perpendicular lines
Look at the structures. Identify the parallel, perpendicular and line segments.
1. What mathematical instrument is a compass? Draw a picture of a compass.

Term 1
2. Match column A with column B.
Column A Column
Line segment
Parallel lines
Perpendicular lines
3. Draw the following line segments with a ruler.

a cm b cm
c mm d mm
e cm
5 6
4. Revision: Construct a perpendicular line to bisect a given line.
Use the guidelines to help you
Step 1 Step 2 Step 3 Step 4
ra a ine and mar Leaving the compass ith the com asses idth the Draw a line through
oints and on it t oint on dra an same, move the compass point oints and bisectin
the com ass oint on arc with the compass to and dra another arc hich the ine at
and open it so that the approximately two thirds crosses the first arc at t o oints
enci to ches oint o o the ine en th abe these oints and C
you have “measured” the
en th o ith the air o C
compasses.)
E
A B
A B
A B
A B D D
eas re an e and to chec ho acc rate o r constr ction is
5. What symbols do we use to show:
ines that are er endic ar
ides that are e a
ides that are ara e
Problem solving
In reality are these lines and pillars

ara e or not a h or h not
Sign:
Date:
5 7
25a Construct angles and a triangle
Identify the triangles and estimate the

size of the angles.
1. Construct a 45º angle. Use the guidelines to help you.
Step 1 Step 2 Step 3

Term 1
Follow the steps to draw a eavin the com ass oint on dra ar it as and dra the ine
er endic ar ine on a e an arc ith the com ass ro h ha hich creates t o an es
a bet een and hen ace the
x com ass oint on and dra an arc x
crossin the first one xD
) )
x
o constr ct a an e o bisect a an e
fi yday a p o h find 5 an
5 8
3. Construct an equilateral triangle. Follow the steps and construct
your triangle below.
Step 1 Step 2 Step 3
ra a ine a ea t the com ass oint on eavin the com ass oint on
mar in on it and open it so that the pencil draw an arc with the compass
to ches o o have ro h here o thin the other
meas red the en th o verte corner o the trian e is
ith the air o com asses oin to be he distance rom
to this oint is oin to be the
same as the en th o
)
A B
Step 4 Step 5
Do not adjust the compass. Now ince the en ths o and
move the com ass oint to and are both e a to the en th o
draw another arc which crosses the we have three points all the same
first abe it distance rom each other e oin
them e there ore have an
e i atera trian e ith each an e
e a to
C C
B B
A B
Sign:
Date:
eas re the an es to determine ho acc rate o r constr ction is
continued ☛
5 9
25b Construct angles and a triangle
continued
4. Construct a triangle with one angle of 90º and one angle of 60º without using a
protractor.
Term 1
60
5. Construct a 30º angle. Use the guidelines below.
Fo o ste to constr ct a an e as in estion on a e and then
o o ste s and be o
Step 1
Step 2
Step 3
o constr ct a an e o bisect a an e
Date:
onstr ct an fi re ith at east one and one an e
61
26 Circles
What do all these pictures have in common?
1. Label the circle.

se the o o in ords chord diameter radi s and centre
b. c.
a.
Term 1
2. What is a circle?
3. Measure the diameter of each circle. What is the radius of each circle?
a. Underneath each circle write its radius.
b. Draw any chord on each circle and measure it.
(i). (ii). (iii).
Radius: _____ Radius: _____ Radius: _____

hord hord hord
How to draw a circle
i n the enci ead
with the compass
To draw a circle point.
accurately, use a
air o com asses
62
et the com ass to the radi s o the circ e he radi s is
i hten the ho d or the distance bet een the centre and the circ m erence it
the pencil so it also is ha the diameter
does not slip.
a e s re that the Press down the

hinge at the top compass point and
o the com ass is t rn the nob at the
tightened so that it to o the com ass
does not slip. to draw a circle.
4. Draw these circles.

a circ e ith a diameter o cm b circ e ith a diameter o mm
c circ e ith a diameter o cm d circ e ith a diameter o mm
ra a circ e ith a radi s o mm ontin e dra in circ es ith cm radii to fi a se arate sheet o Date:
paper with circle patterns.
63
27a Triangles
What do these triangular road signs mean? Draw another two.
1. Measure each of these triangles:

a eas re the sides
Term 1
b hat do o notice
c eas re the an es o the trian es
d. Label each triangle.
2. A triangle called an equilateral triangle has three equal sides and three equal
angles. Draw three different equilateral triangles. Label each.
64
a eas re the sides
b hat do o notice
c eas re the an es o the trian es
d. Label each triangle.
4. A triangle is called an isosceles triangle if it has two sides of equal length. The
angles opposite these two side will also be equal. Draw three different isosceles
triangles.
Sign:
Date:
continued ☛
65
27b Triangles continued

a. Measure the sides.
b. What do you notice?
c. Measure the angles of the triangles.
d. What do you notice?
e. Label each triangle.
Term 1
6. A scalene triangle has three sides of different lengths. Draw three different scalene
triangles.
66
a. Measure the sides.
b. What do you notice?
c. Measure the angles of the triangles.
e. Label each triangle.
8. Draw three triangles of different size each with a right angle (90°).
Problem solving
Sign:
Create your own gift wrapping by drawing triangles on a sheet of paper. You should use all the types of
triangles you have learned about. Date:
67
28a Polygons
Use the diagrams below to make your own Chinese puzzle, the tangram.
h do o thin
we call a tangram a
dissectiona e
1. Complete this table.

Term 1
Polygon
Number of
sides
Angle size
Total sum of
angles
eas re a the Test your answers using the

other an es hat orm a or ca c atin the
do o notice an es o a o on
n mber o sides
hat th ? h ou d you find t? hat po y on can you d nt y?

b.
a.
68
hat o t cfi u do you ?
a. b.
4. Identify, name and describe the polygons in these pictures.

a. b.
Sign:
Date:
continued ☛
69
28b Polygons continued
5. The tangram in Cut–out 1 is a dissection puzzle. It consists of seven pieces, called

tan h ch fit to th to o a hap o o ot h o ct to o a
p c fic hap th np c h hap ha to conta n a th p c h ch
may not overlap.
a ne o the sha es is a s are b a e a rectan e ith a the
i d a ar e s are ith a the ieces a e a dra in o it
tan ram ieces and then ma e
a dra in o it
Term 1
c a e a ara e o ram ith a d a e a tra e i m ith a the

the ieces a e a dra in o ieces a e a dra in o it
it.
e a e a trian e ith a the a e an other o on ith

ieces a e a dra in the tan ram ieces a ea
drawing.
70
6. Say whether each of the following is a quadrilateral or not.
Give reasons for your answers.
a. b.
c. d.
e.
Problem solving
hat raction o the tan ram is this s are
Sign:
Date:
71
29 Congruent and similar shapes
Congruent shapes have Similar shapes have the same shape

exactly the same size and an es b t di erent si es
shape and angles.
hich trian es are con r ent

hich trian es are simi ar
1. What do you notice about these pictures?

Term 1
2. What do you notice about these pictures?
3. Which of the following shapes are congruent?
E
D
A B C
I
F
H
G
J K L
4. Draw a set of four similar shapes (one in each box).
72
5. Are these shapes congruent? Give reasons for your answer.
a. b. c.
6. All these triangles are congruent. Write down what is the same in both triangles.
Make a drawing similar to on t an ha don th fi t on o you
se the co o rs to he o so se side and an e

a. SSS three
side corresponding
sides are
side
e a
side
b.
80º 80º
c.
d.
Date:
here in nat re i e see simi arit and con r enc ra a ict re to i strate o r ans er
73
30 Fractions
What is this?
A fraction is written with the bottom part
(the denominator) telling you how many
3 numerator
4
parts the whole is divided into, and the
top part (the numerator) telling how denominator
many of those parts you have.
1
1
2
1
3
1
4
1
5
1
6
1
7
Term 2
1
8
1
9
1
10
1
11
1
12

Where in daily
a. 1 ; 2 ; …1 b. 1 ; 2 ; 3 ; …1 c. 1 ; 2 ; 3 ; … 1 life do we need
4 4 9 9 9 11 11 11 to know about
fractions and
number lines?
d. 1 2 3 e. 1 2 3 f. 1 2 3
; ; ;…1 ; ; ; …1 ; ; ;…1
5 5 5 6 6 6 8 8 8
2. Complete the number lines.

a.
0 1
b.
0 1
c.
0 1
d.
0 1
e.
0 1
74
3. Count from:
a. two tenths to four tenths.
b. one twentieth to nine twentieths.
c o r fi teenths to ten fi teenths
d. one hundredth to eight hundredths.
e ten fi tieths to t e ve fi tieths
4. Complete the number lines:

a.
0 1
b.
0 1
c.
0 1
d.
0 1
e.
aily 0 1
need
bout
nd f. How do these number lines differ from the ones in question 2?
es?
5. Say whether it is a proper or improper fraction, or a mixed number:

a. 2 b. 6 c. 1 1
4 2 2
d. 8 e. 1 f. 7
5 5 4
6. Write down:
a. Five proper fractions.
b. Five improper fractions.
c. Five mixed numbers.
Sign:
Problem solving
Date:
ame five ractions that are bet een one arter and t o arters
75
31 Equivalent fractions
4. Write down three equivalent fractions for each mixed number and
make a drawing.
Fill in the correct fraction at each of the coloured marks on the number lines below.
What do the fractions at the red colour marks have in common? What about the Example: 1 2 3 4 What happened to
fractions at the blue, green and yellow marks? 1 =1 =1 =1 the denominators and
3 6 9 12
Eq
Equivalent fractions numerators? Always start with
have the same
h
0 1 value, even though
va the given number.
they look different.
th
1 2
1 ×2 = 2
0 1 Example: 2 and 4 are
1+ 1
3 ×2 6
equivalent, because
they are both ‘half’.
0 1 1 ×3 = 3
1
1+
1. What fraction equals ___? Draw a diagram to show that the two fractions are equivalent. 3 ×3 9
Example: 1 2 1 ×4 = 4
1+ 1
3 ×4 12
3 = 6
a. 1 b. 1 c. 1 a. 1 1 b. 3 2 c. 4 1
How can you use these 2 3 2
2 7 6 measuring spoons to
explain equivalent fractions
Term 2
to a friend?
d. 1 e. 1 f. 1
10 12 3
d. 6 1 e. 2 3 f. 2 4
3 4 5
2. Write the next or previous equivalent fraction for:
One third is
Example: 1 2 3 4 equivalent to two
sixths, this again
3 = 6 = 9 = 12 is equivalent to
1 three ninths, and
3
1
this again to four
6 twelfths.
1 Problem solving
9
1
12 What have music notes and equivalent fractions in common? Fill in the answers.
a. 2 = b. 3 = c. 4
=
4 4 14
4
d. 8 = e. = f. 4 =
10 10 5
Sign:
3. What happened to the numerator and denominator in question 2?
Date:
a. b. c. d. e. f.
76 77
32 Simplest form
The HCF is
2. Write in the simplest form.
sometimes also
called the Greatest Example: 12
8 1 Common Factor 16
Are and the same?
16 2 (GCF) or the 12 4
Hig
Highest common factor (HCF) HCF:
Greatest Common = ÷
What happened to the numerator from the first
st T highest number that
The Divisor (GCD). 16 4
divides exactly into two or
div Factors of 12: {1, 2, 3, 4, 5, 6, 12}
to the second fractions? 3
more numbers. = Factors of 16 : {1, 2, 4, 8, 16}
If you find all the factors of 4
What happened to the denominator? two or more numbers, and
you find some factors are a. 6 b. 15
Why do you think we need to know how to use the same (“common”), then 18 25
the HCF? the largest of those common
factors is the Highest Common
Factor.
1. What is the highest common factor?
Example: c. 3 d. 7
Highest common factor (HCF) 9 21
Factors of 4: {1, 2, 4}
Factors of 6: {1, 2, 3, 6}
Term 2
HCF = 2
So 2 is the biggest number that can divide into 4 and 6.
e. 4 f. 18
36 36
a. Factors of 3 and of 4 b. Factors of 5 and of 6
3. Fill in the missing words.

(common factor, numerator, denominator)
c. Factors of 6 and of 12 d. Factors of 3 and of 9 a. Fractions can be simplified when the and
have a in them.
b. Give five examples of fractions that can be simplified.
e. Factors of 7 and of 8 f. Factors of 11 and of 10
Sign:
Problem solving
Date:
324
What is in its simplest form?
414
78 79
33 Add common fractions with the same 2. Calculate and simplify if necessary.
and different denominators Remember when
Example: 1 × 2 + 1 we add fractions the
2 ×2 4 denominators should Multiples of: {2, 4, 6, 8, …}
M Note that in this case
Give five fractions where the denominators are the same. be the same. the denominators are
2 1 To make the FFactors of : {4, 8, 12, 16, …}
Give five fractions where the denominators are different. Sometimes we = + multiples of each other
need to change 4 4 denominators the (2 is a multiple of 4).
proper fractions to 3 same we need to find
Proper Improper Mixed improper fractions = the Lowest Common
or vice versa. 4 Multiple (LCM)
fraction fraction number
3 5 1 a. 1
3 Mixed Improper
1 b. 1 1
4 4 2
number ion
fraction 4 + 2 = 5 + 10 =
Improper fraction
Mixed number to an 1 5 to a mixed number:
improper fraction: 1
1 5 (numerator) ÷ 4
4 4
(whole number) × 4 (denominator) = 1
(denominator) + 1 remainder 1
(numerator) = 5.
c. 1 1 d. 1 1
3 + 6 = 8 + 4 =
1. Add the following, write it as a mixed number, and simplify if necessary.
Term 2
Example: 1 4
When we add
3 + 3 fractions the
= 5 denominators
should be the
3 same. e. 1 f.
= 12 1 1 1
3 5 + 4 = 2 + 3 =
a. 2 4 b. 5 6
5 + 5 = 9 + 9 =
3. In your own words write down how you would add:
Fractions with the same denominators. Fractions with denominators that are
multiples of each other.
c. 3 2 d. 7 5
4 – 4 = 10 + 10 =
e. 5 3 f. 5 6
6 + 6 = 7 + 7 = Sign:
Problem solving
Date:
5 3
What is + in its simplest form?
10 10
80 81
34 Multiply unit fractions by unit fractions
2. Calculate.
Example: 1 1 1
Compare
p the two calculations on the right. What do you notice? 2 × 3 × 4 Why do you think
it is so important to
1 know your times
A unit (or unitary) 1 1 1 1 = 24 tables?
ffraction is a fraction with + ×
a numerator of 1. 2 4 2 4
E.g. LCM = 4 1 a. 1 1 1 b. 1 1 1
= 8
1 2 1 2 × 3 × 2 = 4 × 5 × 2 =
+
4 4 4 When you are multiplying fractions
3 you simply multiply the
numerators with each other, and
= 4
the denominators with each other. In
this example the multiplication sum
means 12 OF 14 which is 18 . c. 1 1 1 d. 1 1 1
3 × 2 × 4 = 3 × 6 × 2 =
1. First add and then multiply the two fractions.
Example: 1 , 1 Addition Multiplication

n I see that when multiplying proper fractions
2 3 the answer gets smaller. The denominator
1 1 1 1 1 1
of the answer gets bigger. So 6 is less than 2
Term 2
1
2 +3 2 ×3 and less than 3 .
LCM = 6
3 2 = 1
6 That is true. Think about it. If I multiply a six e. 1 1 1 f. 1 1 1
pack of juice by 2 then I get twelve juices.
6 +6 1 3 × 5 × 2 = 2 × 5 × 9 =
But if I take half ( 2 ) of a six pack of juice I
= 5 get three.
6
a. 1 1 b. 1 1
2 ; 12 2 ; 11
1
3. What two fractions, when multiplied together, will give you the answer of 32 ?
What three fractions, when multiplied together, will give you the same answer?
c. 1 1 d. 1 1
3; 3 4; 5
4. What do you notice when you extend this fraction pattern?

1 1 1 1 1 1 1 1
× , × , × , × …
2 2 3 3 4 4 5 5
e. 1 1 f. 1 1 Problem solving
4 ; 10 5; 6 Sign:
Can two unit (or unitary) fractions give you a single unit fraction with a numerator of 1 if you:
• add them together? Date:
• multiply them?
82 83
Multiply common fractions by common
35 fractions with the same and different
2. Write down two different multiplication sums that will give the fraction shown
denominators as the answer. State what kind of fractions you have multiplied together.
Look at the fractions and compare the two blocks. What differs between the Example: 12
numbers in the two blocks? ___ × ___ = 18
A proper fraction ×
A whole number ×
an improper fraction.
1 1 1 2 3 5 a proper fraction.
A unit fraction
4 1 4 5 nominator is always 1 3 12 12
3 4 8 7 =1
3 × 4 2 × 6
5 6 and a non-unit fraction 3 = 18 = 18
1 1 2 3 nominator is always 3 6 9 2
1 1 2 3 more than one.
2 2 8 4
4 6 7 6
4 8
a. ___ × ___ = 9 b. ___ × ___ = 4
Multiply the numbers of the same colour in each block together. Compare the two
sets of calculations.
× = × = What happens with
the denominators if
you multiply them?
× = × = Remember:
• If you multiply unit
(unitary) fractions, 6 12
× = × = the product is a unit
Term 2
c. ___ × ___ = 8 d. ___ × ___ = 16
fraction.
• If you multiply
× = × = non–unit fractions
together, or a non–
unit fraction with
a unit fraction, the
1. Calculate: product is a non–
unit fraction.
Example 1: 6 5 Example 2: 6 5
7 × 7 7 × 6 10 9
e. ___ × ___ = 64 f. ___ × ___ = 12
30 30
= 49 = 42
a. 1 2 b. 2 1
× =
3 3 4 × 4 =
3. What is one quarter of a half? Use diagrams to show your calculation.

c. 1 d. 1 4
× 3 =
6 7 2 × 6 =
e. 7 2 f. 8 4 Sign:
8 × 4 = 5 × 5 = Problem solving
Date:
42
What two fractions can you multiply to get the answer ?
99
84 85
36 Multiply whole numbers by common
2. What multiplication sums, using a whole number and a fraction,
fractions will give you the following answers?
Example: ___ ___ 2

Look at the following and discuss it with a friend. × = 3
So we can write the 1
8 whole number = 2 ×
8÷1=8 =8 8 3
8 as the fraction
1 1
2 1
= 1 × 3
How would I write the following whole numbers as fractions?
2 78 356 1 245 23 432 978 323 4 9

a. ___ × ___ = 6 b. ___ × ___ = 10
Example: 1
8 × 4
8 × 1 8
= 4 3 15
1 4
Term 2
c. ___ × ___ = 8 d. ___ × ___ = 50
8 =8÷4
=
4 =2
= 2
a. 2 × 3 = b. 4 × 5 =
5 6 7 6
e. ___ × ___ = 21 f. ___ × ___ = 24
c. 3 d. 1
11 × = 9 × = 3. One fifth of 15 cell phones were sold on a special. What fraction were not sold?
10 2
e. 2 f. 6
2 = 8 × =
3 × 7
Sign:
Problem solving
Date:
8
If ___ (whole number) × __ fraction = 12 , how many possible solutions are there for this multiplication sum?
86 87
37 Multiply common fractions and simplify
3. Simplify the improper fracton if necessary and then write it as a mixed number.
Example: 14 7 1
4 = 2 = 32
Simplifying fractions
Explain this:
Show a friend or
means to make the family member how ÷2 ÷2 ÷3
fraction as simple as this fraction was
possible. Why say four simplified. a. 19 b. 21 c. 20
= = =
eighths ( 48 ) when you 3 5 6
1
really mean half ( 2 ) ?
÷2 ÷2 ÷3
d. 22 e. 10 f. 21
1. Simplify the following:
7 8 9
Example: 15
20
15 ÷ 5
=
20 5
Term 2
4. Multiply and simplify.
= 3
4
Example: 6 5
a. 4 b. 8 c. 5 4 × 2
12 16 20 = 30
8
HCF is 2
24 6
d. 16 e. 7 f. = 3
24 21 64 8
3
= 3
4
2. Multiply and simplify if possible.
Example: 1 4
a. 3 × 7 = b. 6 × 6 = c. 8 × 6 =
3 × 8 2 6 3 5 7 4
4 4 ÷ 4
= =
24 24 4
1
=
6
d. 5 × 9 = e. 6 × 9 = f. 9 × 6 =
a. 1 × 4 = b. 7 × 3 = c. 8 × 10 = 4 8 5 8 7 3
2 8 7 6 10 12
d. 1 × 5 = e. 1 × 3 = f. 1 × 2 =
16 2
3 5 2 4 2 7 a. What is 20
× 4
in its simplest form? Date:
b. Multiply any two improper fractions and simplify your answer if necessary.
88 89
38 Solve fraction problems 2. A number of children had R150 to spend. How much of
the R150 did they have left?
1
Example: You have R150. a. John spent
2
Complete this conversation about why
y we should solve problems in mathematics. If you spent 15 of it, how much
1
money would you have left? b. Veronica spent 6
Why should I
solve problems in Which word 1
mathematics?
1
of R150 tells you it is a c. Mary spent 10
5 multiplication
sum? (of)
1 × R150
It is a life skill! = 1
5 1 d. Mandla spent
8
R150 (R150 ÷ 5)
= 1
5
e. Susan spent 4
= R30
1. Calculate the following. You may need extra paper to do your calculations.
= R150 – R30 1
Example 1: One half of an hour a. One half of a You have R120 left. f. Gugu spent 3
1 week.
= of 60 minutes
2
1 b. One quarter of a
Term 2
= × 60 day.
2
Which word
1 60 tells you it is a c. One fifth of a
= × multiplication
2 1 decade.
sum?
= 60
2 d. One third of an
= 30 minutes hour.
e. One half of a
century.
Example 2: What fraction of one
day is six hours? 3. You have R120 to spend on clothing. You can get discounts at different stores.
f. One half of a Work out how much discount you can get at each.
6 millennium.
24 Example: You bought clothing 1
g. What fraction is 2 a.
to the value of R120. You got a 2
Factors of 6 = {1, 2, 3, 6 } days of 9 weeks?
discount of 13 off. How many 1
Factors of 24 = {1, 2, 3, 4,, 6, 8, 12, 24} h. What fraction rands was your discount worth? b.
8
6 6 is 3 months of 9 1
= ÷ × R120
24 6 years? 3 c. 1
1 1 × R120 12
= i. What fraction is =
4 3 1 1
15 minutes of an d.
=
R120 (R120 ÷ 3) 4
hour? 3
1 Sign:
= R40 e.
6
You got R40 discount. Date:
1
f.
5
90 91
39 Solve more fraction problems 4. Solve: What is _______ of a kg? 1
a. of a kg
2
Example: What is a quarter of a 1
kilogram? b. 4 of a kg
1. Solve these measurement of 1 1
distance problems. a. of a kilometre of a kilogram
2 4 c. 1 of a kg
Example: What is one half of a 1 5
1 = of 1 000 g
metre? b. of a kilometre 4 1
4 d. of a kg
1 1 1 000 g 10
of a metre = × 1
2 1 4 1 e. of a kg
c. of a centimetre 8
1 4 1 000 (1 000 ÷ 4)
= of a 1 000 mm = g
2 1 4 f. 1 of a kg
1 × 1 000 mm d. of a kilometre = 250 g 100
= 5
2 1
1 5. Solve: How many grams of the 150 g of food did I eat?
1 000 mm e. of a metre
= (1 000 ÷ 2) 1 1
2 4 Example: I ate 5 of my 150 grams a.
= 500 mm of food. How many grams did I 8
1
f. of a centimetre eat?
2 1
1 b.
2. Solve these travel distance problems. If I completed ___ of the distance of 500 km, = of 150 grams 2
Term 2
5
how far do I still have to travel?
1 c. 1
1 = × 150 grams 4
Example: I completed one fifth of 5
a.
my 200 km journey. How far do I 10 1 × 150 grams 1
= d.
still need to travel? 5 1 6
1
1 b. 150 grams
= × 200 km 12 = 1
5 5 e.
10
1 200 km c. 1 = 30 grams
= × 2 = I ate 30 grams 1
5 1 f.
1 20
=
200 km (200 ÷ 5) d.
5 3 6. Solve: How many mililitres did I drink?
1
= 40 km 1 a. of a litre
Example: What is two fifths of a 2
I still need to travel 160 km. e.
4 litre? 1
(200 km – 40 km) b. 4 of a litre
1 2
f. of a litre
6 5
2 1 000 ml c. 2 of a litre
3. My friends and I competed in a cycling race of 120 km. We had to finish the race = × 4
5 1 4
in eight hours. After five hours, we still needed to travel the remaining quarter of 2 000 ml d. of a litre
= (2 000 ÷ 5) 5
the distance. How far did we still need to go to the finishing line? Did we finish the
5 3
race in time? e. of a litre
= 400 ml 8
3
f. of a litre Sign:
10
Problem solving Date:
Write your own word problem on a separate piece of paper, using capacity and fractions. Use the
previous questions to guide you.
92 93
40 Fractions, decimals and percentages
3. Calculate.
Example: 18% of R20
18 R20
= ×
Explain the following: Quick quiz: What does 100 1
the following mean: R360
• Cent?
=
100
• Century?
• Centipede?
= R3,60
34
= 0,34 = 34% • Percentage?
100 a. 20% of R24 b. 70% of R15 c. 60% of R95
10 0
1. Write the following as a fraction and a decimal fraction: d. 80% of R74 e. 30% of R90 f. 50% of R65
If possible write the fraction

Example: 18% or 18 or 0,18 in the simplest form.
100
9 18 9
Term 2
100 Simplified is 50
= 50
4. Calculate.
a. 37% b. 25% c. 83% Example: 60% of R150 60
I can write 60% as 100 or
60 R150 9 000
× =
100 1 60 6 3
100
3 R150 100 simplified is 10 = 5
= × = R90
5 1
R450
=
5
d. 90% e. 55% f. 3% = R90
a. 30% of R1,80 b. 80% of R1,60 c. 90% of R8,10
2. Write the following as a fraction in its simplest form:

d. 20% of R4,60 e. 60% of R5,40 f. 20% of R6,40
Percentage 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Fraction
Simplest form
Sign:
Describe the pattern.
Problem solving
Date:
I bought a pair of shoes for R150. I got 25% discount. How much did I pay for it?
94 95
41 Percentage increase and decrease 3. Calculate the percentage decrease.
Example: Calculate the percentage decrease if the price of petrol goes down
from 20 cents a litre to 18 cents.
What do increase and decrease mean? 2 Then, to work out
ations × 100 It was decreased 2
five situ 20 1 We first need to say the percentage
Name five situations by 2c because 20 is the
Name five situations ations Name ou would
y by how much the decrease in decrease, we
five situ where you would 200 18c + 2c gives you
where you would Name ou would where ething not to
m = petrol price was price. multiply 2 by 100.
y like something not to 20c. 20
like something to be where ething to be like so se.
a 20 decreased.
m increase. decre ____
increased. like so sed. ______
a ____ ______ = 10%
decre ______ ______________________ ______ _ _ _ _ _ ______
______________________ ______ _____
______ _ _ _ _ ____ ______________________ ______ _____
______________________ __ ______
______ _ ____ _ _ _ _ ______ ____ a. R20 to R15 b. R50 to R45 c. R18 to R15
______ ____ _ ______________________ _ ____ _ _
______________________ ______ ______
______ _ _ _ _ _ _____ ______________________ ______ _ _ _ _ _ _____
______________________ ______ ______ Price decrease: _____ Price decrease: _____ Price decrease: _____
______ ____ ______________________ ______
______________________ ______
_ _ _ _ _ ______
_
1. Calculate the percentage increase.
Example: Calculate the percentage increase if the price of a bus ticket of R60 is d. R24 to R18 e. R90 to R80 f. R28 to R21
increased to R84.
Term 2
Price decrease: _____ Price decrease: _____ Price decrease: _____
24 24
It was increased 60 is the price
× 100 We first need to ask To work out the
60 1 by R24 because increase.
by how much the percentage
R84 minus R60
240 bus ticket price increase we
= is R24.
was increased. multiply by 100.
60
= 40%
4. What item do you want to be decreased in price? What does it cost? If the price is
a. R50 to R70 b. R80 to R120 c. R15 to R18 decreased by 20% what will the new price be?
Price increase: _____ Price increase: _____ Price increase: _____
d. R25 to R30 e. R100 to R120 f. R36 to R54
Price increase: _____ Price increase: _____ Price increase: _____
2. Name an item which you really like, the price of which was increased recently.
What was the percentage increase?
Sign:
Problem solving
Date:
Calculate the percentage decrease if the price of petrol goes down from 960 cents to 840 cents per
litre.
96 97
42 Place value, and ordering and
3. Write the following in the correct column:
comparing decimals thousands hundreds tens units tenths hundredths thousandths
a. 4,765 4 , 7 6 5
Look at the following and explain it.
b. 18,346 ,
4 32 655 c. 19,005 ,
= 0,4 = 0,32 = 0,655
10 100 1 000 d. 231,04 ,
e. 7685,2 ,
0 1 4. Write down the value of the underlined digit:

0 0,01
0 0,1
Example: 3,784
1. Write the following in expanded notation: = 0,08 or 8 hundredths
Example: 3,785 a. 6,357 b. 4,32 c. 5,809
= 3 + 0,7 + 0,08 + 0,005
Term 2
a. 4,378 b. 5,213 c. 14,678
d. 8,999 e. 88,080 f. 34,002
d. 5,036 e. 8,305 f. 9,006

a. 0,04; 0,4; 0,004
b. 0,1; 0,11; 0,011

2. Write the following in words:
c. 0,99; 0,9; 0,999
Example: 4,326
= 4 units + 3 tenths + 2 hundredths + 6 thousandths d. 0,753; 0,8; 0,82
e. 0,67; 0,007; 0,06

a. 5,376 6. Fill in <, >, =
b. 8,291 a. 0,4 0,04 b. 0,05 0,005 c. 0,1 0,10
c. 3,589 d. 0,62 0,26 e. 0,58 0,85 f. 0,37 0,73 Sign:
d. 7,036 g. 0,123 0,321 h. 0,2 0,20 i. 0,4 0,40 Date:
e. 8,005 j. 0,05 0,050

98 99
43 Writing common fractions as decimals
3. Write as a decimal fraction.
Example: 45
Look at the table 1 1 1 1 10
and explain it.
1 10 100 1 000 = 4,5
1 0,1 0,01 0,001 a. 36 b. 6 705 c. 88

10 100 10
1. Write as a decimal fraction: d. 3 200 e. 765 f. 9 347

100 10 100
Example: 5
100
= 0,05 4. Write as a common fraction.
a. 6 b. 7 c. 8 Example: 5,7
10 10 1 000 57
=
10
Term 2
a. 9,5 b. 15,15 c. 8,934
d. 4 e. 5 f. 3
10 1 000 1 000 d. 3,76 e. 32,004 f. 7,6
5. Write the following as a decimal fraction.

2. Write as a decimal fraction:
Examples: 2 4 1 4
= = 0,4 = = 0,04
Example: 23 5 10 25 100
100
a. 1 b. 1 c. 1
= 0,23 4 2
5
a. 45 b. 76 c. 98
100 100 100 2 7
d. 3 e. f.
5 4 25
d. 36 e. 476 f. 75 Problem solving

Sign:
100 100 1 000 [You can use a calculator if you want to.]
a. What would you do to change the decimal fraction 7,345 to 7,305? Date:
b. Then to change it to 7,005 and then to 7?
c. If the tenths digit is nine and the units digit is five, what should I do to get an answer of 5,932?
100 101
44 Decimal fractions
c. 2,173; 2,174; 2,175;
d. 5,4; 5,5; 5,6;

How fast can you count from:
e. 9,6; 9,5; 9,4;
0,2 to 1,3 0,2; 0,3; 0,4; _______________________________
1,2 is the same as f. 3,874; 3,873; 3,872;
1,20.
1,12 to 1,2 1,12; 1,13; 1,14; _____________________________
4. Round off to the nearest unit.
1,26 is the same as
1,251 to 1,26 1,260.
1,251; 1,252; 1,253; __________________________
Example: 7,8
How does this link to decimal fractions: kg, m, ml, cm, etc.? Rounded off to 8 7 8
1. Complete the number lines.

a. a. 3,1 b. 2,8 c. 5,27
0 0,1 0,2 1
b. d. 5,3 e. 3,9 f. 6,89
Term 2
0,1 0,11 0,12 0,2
5. Round off to the nearest tenth.
c.
Example: 3,745
0,01 0,011 0,012 0,02 Rounded off to 3,7 3,7 3,8

a. 6,14 b. 3,578 c. 5,63
Example: 0,34; 0,35; 0,36; ____; ____; 0,39

= 0,34; 0,35; 0,36; 0,37; 0,38; 0,39 d. 68,467 e. 7,223 f. 4,32
a. 0,1; 0,2; 0,3; ____; 0,5; 0,6; 0,7; 0,8; 0,9 6. Round off to the nearest unit and tenth.
Unit Tenth
b. 0,21; 0,22; 0,23; _____; 0,25; 0,26; 0,27; 0,28; 0,29 a. 3,84
b. 3,89
c. 14,27
c. 0,31; 0,32; 0,33; ____; ____; 0,36; 0,37; 0,38; 0,39
d. 999,31
e. 4,09
3. Extend the pattern by five decimal fractions:
f. 51,781
Example: 5,36; 5,37; 5,38; …
= 5,36; 5,37; 5,38; 5,39; 5,4; 5,41; 5,42; 5,43 Problem solving Sign:
a. Give five examples of decimal fractions that will be between 0,08 and 0,09. Date:
a. 7,7; 7,8; 7,9;
b. Give five examples of numbers you could have rounded off to 5.
b. 3,64; 3,65; 3,66;
102 103
45 Addition and subtraction with decimal
fractions 2. Calculate using both methods.
Example 1: 2,37 + 4,53 – 3,88 Example 2: Make sure the

Look at the following pictures. Make up your own addition and/or subtraction sums. = (2 + 4 – 3) + (0,3 + 0,5 – 0,8) + (0,07 + 0,03 – 0,08) 2,37 commas are
under each other.
= 3 + 0 + 0,02 + 4,53
= 3,02 6,90
– 3,88
3,02
a. 1,15 + 2,21 – 1,21 = b. 2,34 + 3,42 – 2,34 =

1. Calculate using both methods. Check your answer. Make sure the
commas are
Example 1: 2,37 + 4,53 Example 2: 2,37 under each other.
= (2 + 4) + (0,3 + 0,5) + (0,07 + 0,03) + 4,53 Note that 6,9

= 6 + 0,8 + 0,1 6,90 and 6,90 are the
same.
Term 2
= 6,9
a. 3,12 + 4, 57 = b. 5,34 + 2,26 = c. 3,24 + 3,35 – 5,36 = d. 4,76 + 6,11 – 3,52 =

You can check
your answer
using the inverse
operation of
addition, that is
subtraction.
c. 1,46 + 2,28 = d. 3,45 + 4,67 = e. 2,36 + 5,42 – 3,47 = f. 6,89 + 9,10 – 5,19 =
e. 6,58 + 5,78 = f. 9,99 + 9,97 =

3. Make five different number sentences using the following decimals. Solve them.
2,56; 1,99 and 3,47. Calculate the answers.
Sign:
Problem solving
My friend went on a diet and lost 2,5 kg the first week, and 1,25 kg the second week. He gained 0,75 kg Date:
the third week and lost 0,5 kg the fourth week. How much did he lose in the four weeks? (Remember it is
not healthy to lose too much weight in a short period of time.)
104 105
46 Multiplication of decimal fractions
d. 0,6 × 0,03 × 100 = e. 0,5 × 0,2 × 100 = f. 0,7 × 0,01 × 100 =
Look at the following pictures. Make up your own addition, subtraction and
multiplication sum for each.
4. Calculate. (Check your answers using a calculator.)
Example: 5,276 × 30
= (5 × 30) + (0,2 × 30) + (0,07 × 30) + (0,006 × 30)
= 150 + 6 + 2,1 + 0,18
= 150 + 6 + 2 + 0,1 + 0,1 + 0,08
1. Calculate. (Check your answers using a calculator.) = 158 + 0,2 + 0,08
= 158,28
Example:
Do you notice the
• 0,2 × 0,3 = 0,06 pattern? a. 1,123 × 10 = b. 4,886 × 30 = c. 2,932 × 40 =
Describe it.
• 0,02 × 0,3 = 0,006
Term 2
• 0,02 × 0,03 = 0,0006
a. 0,4 × 0,2 = b. 0,3 × 0,1 = c. 0,4 × 0,5 =

d. 7,457 × 60 = e. 8,234 × 20 = f. 6,568 × 80 =
d. 0,6 × 0,7 = e. 0,04 × 0,02 = f. 0,05 × 0,1 =
Example 1: 0,2 × 4 Example 2: 0,02 × 4 Example 3: 0,4 × 3

g. Take your answers from a to f and write them down in ascending order.
= 0,8 = 0,08 = 1,2
a. 0,5 × 3 = b. 0,8 × 3 = c. 0,6 × 4 =
d. 0,02 × 9 = e. 0,07 × 6 = f. 0,003 × 8 =

Example 1: 0,3 × 0,2 × 100 Example 2: 0,3 × 0,2 × 10

= 0,06 × 100 = 0,06 × 10
5. Now redo the problem in question 4 using the column method to do all the
=6 = 0,6
multiplications. Use a separate sheet of paper.
a. 0,4 × 0,2 × 10 = b. 0,5 × 0,02 × 10 = c. 0,3 × 0,3 × 100 =
Sign:
Problem solving
Multiply the number that is exactly between 1,15 and 1,16 by the number that is equal to ten times Date:
three.
106 107
47 Division, rounding off and flow diagrams
5. Complete these fl ow diagrams. Round off to the nearest whole number.
a. b. c.
Look at the following two patterns and describe them. R0,50 2m 5,4 kg
800 ÷ 4 = 200 80 ÷ 4 = 20 8÷4=2 0,8 ÷ 4 = 0,2 0,08 ÷ 4 = 0,02
150 ÷ 3 = 50 15 ÷ 3= 5 1,5 ÷ 3 = 0,5 0,15 ÷ 3 = 0,05 0,015 ÷ 3 = 0,005

Divide by 2 Divide by 8 Divide by 9
Explain to a friend what rounding off to the nearest whole number or to a tenth
means if you work with decimals.
Round off to Round off to Round off to
the nearest the nearest the nearest
1. Calculate the following: rand metre kilogram
Example: 0,4 ÷ 2 0,2 rounded off to the

= 0,2 nearest whole number is 0.
0 1
Term 2
a. 0,8 ÷ 4 = b. 0,6 ÷ 3 = c. 0,6 ÷ 2 =
d. e. f.
d. 0,8 ÷ 2 = e. 1,8 ÷ 3 = f. 2,4 ÷ 8 = R3,75 2,5 ℓ 1,44 kg
2. Now round off your answers to question 1 to the nearest whole number.
Divide by 25 Divide by 5 Divide by 12
a. b. c. d. e. f.
Round off to Round off to Round off to

the nearest the nearest the nearest
Example: 0,25 ÷ 5 0,05 rounded off to the
rand litre kilogram
= 0,05 nearest tenth is 0,1.
0 0,1
a. . 0,81 ÷ 9 = b. 0,35 ÷ 7 = c. 0,63 ÷ 7 =
Problem solving
d. 0,54 ÷ 6 = e. 0,12 ÷ 4 = f. 0,85 ÷ 5 =
• You need seven equal pieces from 28,7 m of rope. How long will each piece be?
Sign:
• I have R45,75. I have to divide it by five. What will my answer be?
4. Now round off your answers to question 3 to the nearest tenth.
Date:
• My mother bought 12,8 m of string. She has to divide it into four pieces. How long will each piece be?
a. b. c. d. e. f.
108 109
48 Flow diagrams
2. Use the given rule to calculate the value of b.
Look at the pictures. Describe them using words such as recycling, plastic, input, Example:
output and process. a b
b=a×4
3 • 3 × 4 = 12
2 •2×4=8
5 b=a×4 • 5 × 4 = 20
7 • 7 × 4 = 28
4 • 4 × 4 = 16
a b a b
a. b.
4 2
Find out what the 5 12
seven stands for. 6 b=a×6 10 b = a × 10
This is why it is
1. How fast can you complete the fl ow diagrams? important to know
2 11
your times tables.
Term 2
3 15
a. Input Rule Output b. Input Rule Output
The rule is . The rule is .
1 3 x y r s
c. d.
5 6 2 4
7 ×6 8 ×4 1 7
9 4 y=x –9 3 9 s = r +11
12 5 11 20
91 5
The rule is x6. The rule is .
c. d. The rule is . The rule is .
96 3 a b
88 10 m n f.
e. 3 13
×8 72 12 5
×9 7 17
48 9 7
100 110
40 8 9 n =m –4
5 15
10
8 18
The rule is . The rule is . 15
4 14
e. f.
7 2 10 The rule is . The rule is .
10 4 20
6 ×7 8 ×5 40 3. Prepare to present any fl ow diagram done in this lesson in a future lesson period.
Sign:
4 9 45 Problem solving
Date:
3 3 15
Draw a fl ow diagram where a = b + 7.

110 111
49 More flow diagrams
y x n m
c. d.
12 7
Let us look at Input and Output again. What do you think this is?
8 8
x=y×2+4 24 12 m=n+7×2
10 4
18 9
1. Complete the spider diagrams. Show all your calculations.
Example: b = 4 × 2 + 3 = 11
a b
a is the input b = 6 × 2 + 3 = 15
4 11
Term 2
b is the output
6 15 b = a × 2 + 3 is the rule b = 7 × 2 + 3 = 17
7 b=a×2+3 17 b c q p
8 19 b = 8 × 2 + 3 = 19 e. f.
6 22
9 21 4 30
b = 9 × 2 + 3 = 21
11 c=b×2–3 p=p×2+6 16
b a h g 5 10
a. b. 1 28
2 56
6 30
1 a=b×3+1 g = h × 2 + 10 28 The rule is . The rule is .
10 24
11 26
2. Prepare a fl ow diagram to present to the class. Change the fl ow diagram to an

“input” and “output” device. Sign:
Problem solving Date:
Draw your own fl ow diagram where a = b × 2 + 11.
112 113
50 Tables
d. z = x × 2
x 2 3 4 5 6 7
Complete the following: z
The rule: b = a × 2 + 3
a b
4 × 2 + 3 = 11
4 11 6 × 2 + 3 = 15
6 15 7 × 2 + 3 = 17
7 b=a×2+3 17 8 × 2 + 3 = 19
8 19 9 × 2 + 3 = 21
9 21 a 4 6 7 8 9
b 11 15 17 19 21
1. Complete the tables and show your calculations. e. y = 2x – 1

x 1 2 3 4 5 6
a. y = x + 2
y
x 2 4 6 8 10 20 4=2+2
y 4
Term 2
b. b = a + 7 f. n = 3m + 2
a 1 2 3 4 5 10 m 1 5 10 20 25 100
b n
c. n = m + 4
m 4 5 6 7 10 100
2. Prepare a similar table to share with the class.
n
Date:
If x = 2y + 4 and y = 2, 3, 4, 5, 6, draw a table to show it.
114 115
51 Input and output values
c. x 1 2 3 4 10 15 m
y 5 10 15 20 50 n 90
I got these notes from two of my
£=r+7 m? n?
friends. Compare them. y=x+7
8=1+7 £=8 Rule:
8=8 r=1
y=8 8=1+7
x=1 8=8
d. x 1 2 3 4 7 m
46
y 13 14 15 16 19 24 n
1. Determine the rule and solve m and n. m? n?

Rule:
Example:
Determine the rule:
x 1 2 3 4 18 m
51
y=x+7
Term 2
y 8 9 10 11 25 39 n
m? n?
y=x+7 e. x 1 2 3 4 6 10 m
x = m and x = 39
y=x+7 y = 51 + 7 y 3 6 9 12 18 n 60
39 = m + 7 y = 58 m? n?
39 – 7 = m + 7 – 7 n is 58 Rule:
32 = m
m = 32
a. x 1 2 3 4 25 m 51
y 10 11 12 13 n 39 60
f. x 1 2 3 4 m 41 70
m? n?
y 11 12 13 14 28 n 80
Rule:
m? n?
Rule:
b. x 1 2 3 4 m 30 60
y 2 4 6 8 22 n 120
m? n?
Rule: Problem solving Sign:
Date:
What is the10th pattern for 3 × 4: 4 × 4: 5 × 4: . . .
116 117
52 Perimeter and area
3. If the area is _______, what could the perimeter be?
a. 36 cm2 b. 12 cm2 c. 100 cm2
Look at the pictures and say what the perimeters are. What will the area of each
shape be? You can use a calculator.
, d. 125 cm2 e. 30 cm2 f. 18 cm2
, 4. Measure the perimeter and calculate the area of each shape. Give your answer in
1m mm and cm.
Draw these on grid paper where:
1m
1 cm represents 1 m a.
Perimeter:
1. Calculate the perimeter and the area of the following polygons:
Example: Perimeter Example: Area
Perimeter of a rectangle: 2 × length + 2 × breadth Perimeter of a square: 4 × length Area:
Term 2
Area of a rectangle: length × breadth Area of a square: length × length
Double 4,5 cm + double 2,2 cm or 4,5 cm × 2,2 cm
(2 × 4,5 cm) + (2 × 2,2 cm) = 9,9 cm2
= 9 cm + 4,4 cm b.
= 13,4 cm Perimeter:
a. 4,5 cm b. 2,9 cm c. 1,5 cm
A
Area:
B 1,4 cm C 1,5 cm
2,2 cm
c.
Perimeter:
Area:
2. Using the polygons A, B, C above, Do your drawings like this:

draw in each set of polygons in two a. Polygons A and B
different ways so that when joined b. Polygons A and C Problem solving
together, they have: c. Polygons B and C Sign:
• the shortest possible perimeter a. Draw a square and a rectangle each of which has a perimeter of 9 cm.
d. Polygons A, B and C b. If the perimeter of a square is 22 cm, what is the length of each side?
• the largest possible perimeter c. What is the perimeter of a regular octagon if the length of each side is 17 cm? Date:
d. What is the perimeter of a square if its area is 225 cm2?

USE EXTRA PAPER FOR YOUR DRAWINGS
118 119
53 Area of triangles
Area:
b. height
4 cm
What will you do to these quadrilaterals to change them to triangles?
breadth
4 cm
2. What is the area of the triangles? Before calculating the area

of the triangles, explain to
a friend what the half in the
1 formula means.
1. What is the area of these triangles? Use both methods to solve this. The area of a triangle is: base × (vertical) height
2 ×
Example: The triangle is half of the square.
length2
2 cm Method 1 Method 2
= (2 cm)2 1 a. b.
2 of 4 cm2 4 cm2 ÷ 2
Term 2
= 2 cm × 2 cm 1 3 cm
2 cm = 2 × 4 cm2 = 2 cm2 2,5 cm
= 4 cm2
1 4
= 2 × 1 cm2 5 cm 4 cm
4
= 2 cm2
Area: Area:
= 2 cm2
a.
Area:
3 cm
6 cm 8 cm
c. d.
3 cm 5 cm 4 cm
Area: Area:
Sign:
Problem solving
Date:
What is the area of a triangle if the base is 8 cm and the height is 3 cm?
120 121
54 More area of triangles
c. Height 2,5 cm
Area
Base 8 cm
Look at these triangles. Compare them.
4. Measure and calculate the area. Give your answer in cm² and mm².
a.
1. Draw a perpendicular line showing the height of the triangle. Perpendicular lines are
lines that are at right
a. b. c. angles (90°) to each
other. b.
Term 2
right angle
2. Calculate the area of the triangles.
a. b. c. c.
2 cm
2,1 cm
2,5 cm
2 cm 4,2 cm 4,4 cm
3. Draw a triangle with the given measurements and then calculate the area. d.
a. Height 2 cm Area
Base 6 cm
e.
b. Height 3,5 cm f.
Base 10 cm Area
Sign:
Problem solving
Date:
What is the area of a triangle if the base equals 3,5 cm and the height equals 1,5cm?
122 123
55 Area conversion 2. Given the area of a rectangle, find a possible length and
breadth in cm and m. You may want to draw sketches on a separate
piece of paper.
Example: If the area is 9 000 000 mm2, what is the length and breadth in cm and m?
Convert the following: 1 cm = 10 mm Possible answer:
1 cm2 (1 cm × 1 cm) = 6 000 mm × 1 500 mm
Revision se answers?
How did we get these = 100 mm2 (10 mm × 10 mm)
= 600 cm × 150 cm
cm² = 100 mm² 1 m = 1 000 mm = 6 m × 1,5 m
1 000 mm = ___m
1 m2 (1 m × 1 m)
___cm = 1 m = 1 000 000 mm2 (1 000 mm × 1 000 mm)
length = 600 cm = 6 m
___m = 1 km m² = 1 000 000 mm²
breadth = 150 cm = 1,5 m
1 km = 1 000 m
km² = 1 000 000 m² 1 km2 (1 km × 1 km)
a. 15 000 000 mm2 b. 63 000 000 mm2 c. 27 000 000 mm2
= 1 000 000 m2 (1 000 m × 1 000 m
1. Work out the area and give your answer iin m2, cm2 and
d mm2. Calculation: Calculation: Calculation:
Example: Length = 2 m, breadth = 1m

2m
l×b l×b l×b
=2m×1m = 200 cm × 100 cm = 2 000 mm × 1 000 mm
1m
=2 m2 =20 000 cm2 =2 000 000 mm2
Term 2
a. Length = 5 m, breadth = 3 m Possible drawing
5m
m2 cm2 mm2 3m
b. Length = 3 m, breadth = 1,5 m

d. 28 000 000 mm2 e. 36 000 000 mm2 f. 16 000 000 mm2
Calculation: Calculation: Calculation:
c. Length = 6 m, breadth = 3,2 m
d. Length = 4,5 m, breadth = 2,1 m
e. Length = 7,2 m, breadth = 5 m Problem solving Sign:
If the base of a triangle is 4 m and the height 3 m, calculate the area and give your answer in m2, cm2 Date:
and mm2.
124 125
56 Understanding the volume of cubes
3. Calculate the volume of the buildings. Show your calculations.
a. b.
How many containers are on the truck?
How many
cubes do you
count in this
block?
c. d.
1. Label the diagram. Count the cubes. Write the number of cubes in exponential form.
Example 2m
e.
2m
2 × 2 × 2 = 23
Term 2
=2m×2m×2m
2m = 8 m3
4. Make a drawing and calculate the following:

a. 2 cm × 2 cm × 2 cm b. 4 cm × 4 cm × 4 cm
2. Write down a sum in exponential form for each diagram and then calculate the
total number of blocks used. c. 5 cm × 5 cm × 5 cm d. 3 cm × 3 cm × 3 cm
Example:
23 blocks + 53 blocks
= 8 blocks + 125 blocks
= 133 blocks
a. b. e. 1 cm × 1 cm × 1 cm f. 7 cm × 7 cm × 7 cm
Sign:
Problem solving
Date:
If a block has 1 728 cubic units, what will its dimensions be?
126 127
57a Volume of cubes
d. 1 cm3 e. 216 cm3
What is the difference between volume and capacity?
Th volume of a solid is the amount of

The
sspace it occupies.
sp 10 cm × 10 cm × 10 cm
= 1 000 cm3
= 1000 ml
Ca
Capacity
C is the amount of space, a liquid, 3. Use the example to guide you in completing the volume calculations for these
other substance, a container can hold.
or o =1ℓ cubes:
10 cm
Example:
1. Use a formula to calculate the volume of water that will fill each cube.
Example: 2 cm × 2 cm × 2 cm
The formula for the = 8 cm3
= 8 ml 2m 200 cm 2 000 mm
Term 2
volume of a cube is ℓ3
= 0,008 ℓ 2m×2m×2m 200 cm × 200 cm × 200 cm 2 000 mm × 2 000 mm × 2 000 mm
2 cm
3 3
=8m = 8 000 000 cm = 8 000 000 000 mm3
a. b. c. a..
3 cm 5 cm 4 cm
4 m cm mm
m3 cm3 mm3
2. What will the dimensions of a cube be if its volume is ___?
b..
Example:
8 cm3 = 2 cm × 2 cm × 2 cm
a. 27 cm3 b. 64 cm3 c. 125 cm3
3 m cm mm
Sign:
Date:
m3 cm3 mm3
continued ☛
128 129
57b Volume of cubes continued
b. 343 000 000 000 000 mm3
c..
500 m cm 5 000 mm
m3 cm3 mm3 c. 512 000 000 cm3
d..
Term 2
m 100 cm 5 000 mm
m3 cm3 mm3
d. 125 000 000 000 mm3
4. Look at the example showing how to calculate the dimensions of a cube with a
particular volume. Re-write all the volumes below showing the dimensions of the
cubes in mm, cm and m.
Example:
8 000 000 000 mm3 = 2 000 mm × 2 000 mm × 2 000 mm
8 000 000 cm3 = 200 cm × 200 cm × 200 cm
8 m3 = 2 m × 2 m × 2 m
a. 216 m3
Problem solving
Sign:
a. If the volume of a cube is 125 cm3, what are its dimensions in mm and m?
Date:
b. With a family member think of five everyday objects that are cubes.
130 131
58 Volume of rectangular prisms
3. Calculate the volume of each of these buildings. Show your calculations.
a. b.
How many cubes are in the

large container?
c. d.
1. Write a multiplication sum to calculate the number of cubes making up each

rectangular object.
Example:
e.
4 × 2 × 2 = 16 cubes
Term 2
a. b.
4. Calculate the volume of retangular prisms with the following dimensions and
make a drawing of each rectangular prism showing the dimensions:
a. 3 cm × 2 cm × 1 cm b. 4 cm × 2 cm × 2 cm
2. Write multiplication sums to calculate the number cubes in each pair of
rectangular objects.
Example:
(4 × 1 × 2) + (10 × 5 × 5)
= 8 + 250
= 258 cubes c. 5 cm × 4 cm × 3 cm d. 4 cm × 2 cm × 2 cm
a. b.
Sign:
Problem solving
Date:
If a rectangular prism has 384 cubic units, what will its dimensions be?
132 133
59 Volume of rectangular prisms again
c.
5m
How many small containers will fit in the large container? How did you work it out?
Why do we know the large container can hold 8 000 litres?
2m
We know that 2m
10 cm × 10 cm × 10 cm
1m = 1000 cm3
= 1000 ml
1m This container =1ℓ
will take
1m 8 000 litres. d
5m
1. Calculate the volume of the following and give your answer in m3, cm3 and mm3.
Also say what the capacity of each container is when filled with water.
3m
Example: This contaimer will hold 30 000 000 ml or 9m
30 000 ℓ of water.
Term 2
e.
m3 cm3 mm3 7m
l×b×h l×b×h l×b×h
=5m×2m×3m = 500 cm × 200 cm × 300 cm = 5 000 mm × 2 000 mm × 3 000 mm
= 30 m3 = 30 000 000 cm3 = 30 000 000 000 mm3
a. 2m
2m
3m
1m f.
6m
6m
b.
2m
9m 4m
Problem solving
Sign:
• What is the volume if the dimensions of a rectangular prism are the following: length = 2,4 cm,
breadth = 3 m and height = 10cm? What type of geometric object is it? Date:
1m
• With a family member think of five everyday objects that are rectangular prisms.
2m
134 135
60 Volume problems
2. A swimming pool is 8 m long, 6 m wide and 1,5 m deep.
The water resistant paint needed for the pool costs R50 per square metre.
a. How much will it cost to paint the interior surfaces of the pool?
It doesn`t matter
Why do we solve
who you are, you
problems in maths?
will face problems.
Problem solving is I think the way we deal with

one of the most problems will determine how
important skills in life. successful we are in life.
Oh, I understand now.

and this is one of the Solving problems in maths
skills maths is teaching will give us skills in solving
b. How many litres of water will be needed to fill the pool?
us. problems in everyday life.
Term 2
1. Calculate the volume (in cubic centimetres) of a retangular prism that is 5 m long,
40 cm wide and 2 500 mm high. Make a drawing.
3. At a factory they are trying to store boxes in a storage room with a length of 5 m,
width of 3 m and height of 2 m. How many boxes can fit in this space if each box
is 10 cm long, 6 cm wide and 4 cm high?
Problem solving
Solve this with a family member or members. Imagine our waste didn’t go to the
• Assume we each create a cube of 30 cm × 30 cm × 30 cm landfills but to school classrooms.
of waste per day. Sign:
Do you know that we will then fill all
• We have a classroom with dimensions of 5,1m × 4,5m × 3 m. 28 000 school classrooms in South
• We are 30 children in the class. Africa about 6 times a year with Date:
How long will we take to fill the class with waste? waste.
136 137
61 Volume and capacity
2. Attack the problem.
Write down everything you know to prove that the statements are true. Show
patterns and relationships. Make a sensible guess or conjecture and then see if
This person needs to collect information. What do you notice? you can prove it.
1. Show that the following statements are true:

1 cm3 = 1 millilitre
1 000 cm3 = 1 litre
1 m3 = 1 000 litre
Term 2
A possible way to look for the solution to this problem.
Start –– What is the actual problem?
Ask yourself the following questions:

What do I know?
3. Come to a conclusion that is convincing.
• What are millilitres and litres?
• What is cm3?
• What is m3?
• What examples do I know?
What do I need to prove?

• cm3 = 1 millilitre
• 1 000 cm3 = 1 litre
• 1 m3 = 1 000 litres
What do I need to know?

Possibly:
• What is volume?
• What is capacity? Sign:
Problem solving
Date:
Note that sometimes we think of something later on; we don’t always think of Share this process step by step with a friend or a family member.
everything at the beginning. Add anything else.
138 139
62 Surface area of a cube
2. Calculate the surface area of the following cubes.
Example: The surface area of a cube is length × length × total number of faces.
What do you see?
= l2 × total faces
= (4cm)2 × total faces
= 16 cm2 × 6
= 96 cm2
4 cm
a. b.
3 cm 2 cm
1. Revision: Calculate the volume of these cubes.
cm cm3 mm3 Make a drawing of the net. Describe in
Term 2
words the geometric figures (2–D shapes) in
the net.
a. 4 cm × 4 cm × 4 cm c. d.
4,5 cm 1,8 cm
3. You want to make a gift box in the shape of a cube. The gift is 15 cm high and 9
wide. How much cardboard do you need to make a cube gift box.
b. 2,5 cm × 2,5 cm × 2,5 cm
Sign:
Problem solving
Date:
If a cube’s surface area is 150 cm2, what will the dimensions of the cube be?
140 141
63 Surface area of rectangular prisms
2. Calculate the surface area of the following rectangular prisms:
Area of this rectangle:

What do you see? What will the net look like? 4 cm × 2,5 cm =10 cm2
2 × 10 cm2 = 20 cm2
3 cm
Area of this rectangle:
cm 4 cm × 3 cm = 12 cm2
2 ,5 2,5 cm
4 cm 2 × 12 cm2 = 24 cm2
3 cm
Surface area of a rectangular prism Area of this rectangle:
= (2 × Length × Width) + (2 × Length 2,5 cm × 3 cm = 7,5 cm2
× Height) + 2 × Width × Height) 2 × 7.5 cm2 = 15 cm2
4 cm
20 cm2 + 24 cm2 + 15 cm2
1. Revision: Calculate the volume of these rectangular
l prisms.
i
= 59 cm2
cm cm3 mm3 Make a drawing of the net. Describe in

words the geometric figures (2–d shapes) in a. b.
the net.
Term 2 – Week 1
2,4 cm
1,8 cm
a. 3 cm × 2 cm × 1 cm
3,1 cm 2,2 cm
5 cm 7 cm
c. d.
3,7 cm
2,3 cm
4,5 cm 1,8 cm
b. 3 cm × 2,5 cm × 1,5 cm 6 cm 4 cm
Sign:
Problem solving
Date:
If the surface area of a rectangular prism is 52 cm2, what could its dimensions be?
142 143
64 Surface area problem solving
2. Four cubes of ice with side lengths of 4 cm each are left to melt in a
square box with sides 8 cm long. How high will the water rise when
all of them have melted?
Before solving the problems, make notes on how you will solve a problem.
Revise the formulas for surface area.
Write them down. What is this problem all about?
Cube:
Rectangular prism:
What do I know?
1. How many square tiles (20 cm × 20 cm) are needed to cover the sides and base of
a pool that is 10 m long, 6 m wide and 3 m deep?
What is this problem all about?

What do I need to know more about?
Term 2
To calculate the volume, I need to
know:
To calculate the area of a
Area of the base of the box = l × w
square, I need to know:
Height: h
Area = length × width (l × w)
Volume = Area × Height (l × w × h)
What do I know?
Tackle the problem:
What do I need to know more about?
Tackle the problem:
Sign:
Problem solving
Date:
You are a great problem solver. Share with a family member why you are a great problem solver. Why is
maths helping you to become such a problem solver?
144 145
Mathematics Grade 7 Cut-out 1
Notes
Sign:
Date:
147
148

Math ENG Gr7 B1

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WHAT SHOULD YOU DO

IF YOU ARE RAPED OR is e d and

MATHEMATICS IN ENGLISH –– Grade

Lifeline: 011 781 2337/0861 322 322

Department of Basic Education National Hotline: 0800 20 29 33

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,

1. What is the value of the underlined digit? Say how many

a. 340 784 b. 512 973 715 c. 1 517 451

d. 476 123 000 e. 451 783 215 f. 998 999 999

2. Write the following in expanded notation:

Example: 942 576

a. 154 798 105

3. What is the value of 5 in each of the following numbers?

Example: 532 789

d. 413 978 950 e. 563 008 f. 8 382 705

4. Complete the following:

Example: 297 654 – 50 = 297 604

5 o p t th ta ay add and u t act o th nu n n th ﬁ t

What do the following symbols mean?

1. Arrange these numbers in ascending order on the number line:

d. Which is the smallest number?

e. Which is the biggest number?

2. Arrange these numbers in ascending order on this number line:

a. What is the smallest number?

b. What is the biggest number?

c. What is the difference between the two numbers?

d ive one ho e n mber sma er than the sma est n mber

e ive one ho e n mber bi er than the bi est n mber

3. Arrange these numbers in ascending order on the number line:

a. What is the smallest number?

d ive one ho e n mber sma er than the sma est n mber

e ive one ho e n mber bi er than the bi est n mber

4. Fill in the missing numbers:

5. Which number is halfway?

471 340 471 345 471 350

6. Which number comes next?

299 999, 299 998, 299 997,

7. Write in ascending order: What is

8. Write in descending order: What is

9. Fill in >, < or =:

a. 564 746 751 023 b. 191 756 460 207

a. 75 001 + 9 75 100 b. 3 838 3 888 – 50

Which numbers smaller than 100 can only be

A prime number can be divided even on b or

Example: can be divided b and

4. What numbers are these? Why?

Problem solving Sign:

To the nearest 1 000

1. What symbol do we use for approximation? ________

2. Round off to the nearest 10.