GR 4 MATH

MATHEMATICS
GRADE 4
Mathematics
Grade 4
Student Text Book
Chapter 1: Whole numbers up

to 1,000,000 and their order
1.1 Revision Whole numbers from to 10,000 Revision
1.2 Multiples of 1,000, 10,000 and
100,000 up to 1,000,000
1.3 Whole numbers up to 1,000,0000
1.4 Place value of 6-digit whole numbers
1.5 Comparing and Ordering Whole Numbers up to
1,000,000
1.6 Rounding numbers to their decimal places
1.7 Ethiopian numbers from one to one hundred
1.8 Chapter 1 Summary Exercises
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Whole numbers up to 1,000,000 and their sequence
Learning Outcomes: After students learn this chapter, they will be able to:
 Understand whole numbers up to 1,000,000.
 Compare whole numbers up to 1,000,000.
 Put whole numbers up to 1,000,000 in order.
 Solve word problems based on whole numbers up to 1,000,000

.
Introduction
In your third grade math lesson, you learned how to calculate,compare and order whole numbers up to 10,000;
and how to use it by connecting it to your daily activities. In this chapter, you will learn how to read whole
numbers up to 1,000,000, write them in order, compare them, and relate them to your social interactions.
1. Review of whole numbers from 1 to 10,000
Subtopic learning ability
 Review whole numbers up to 10,000
1.1.1. Whole numbers up to 10,000

Activity
1
1. Write the following whole numbers in figures.
a. Four thousand five hundred eighty c. Eight thousand nine hundred and ninety nine
b. Nine thousand three hundred and forty nine d. Seven thousand and seventy
2. Write the following whole numbers written in words.

A 1,001 b 3,037 c 5,468 d 2,777
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3. If the number of teenagers and young people who participated in summer volunteer service in Addis Ababa city
administration in 2013 is nine thousand and fifteen, write the number in word those participants who
participated in summer volunteer service.
Note: Whole numbers up to 1,000,000 are tabulated as follows.
1 million 100 thousand A place of 10 thousand a place of A place of 100, a place of 10 a place of 1
place place Thousand
Example 1:- Write whole numbers in letters and numbers using the number table given below.
No Thousands place
Hundreds Place Tens place One place
a 6 0 1
b 2 4 1 0
c 5 3 9 7
d 9 9 9 9
Solution:-
When we write in word form When written in
numbers
a. Six hundred and one 601
b. Two thousand four hundred and ten 2,410
c. Five thousand three hundred and ninety 5,397
seven 9,999
d. Nine thousand nine hundred and ninety nine
Example 3: Expand the following whole numbers
a. 482 b. 9,503
Solution:
Procedure
a. For 482
1. Identify the place value of the numbers 2 one place, 8 tenth place, 4 hundredth place
2. Multiply each number by the place value 4×100=400, 8×10=80, 2×1=2
3. Adding the result 482=400 +80+ 2
b. For 9,503:
9×1000=9000, 5×100=500, 0×10=0, 3×1=3
So 9,503=9000 +500+0+3
Example 4:
Write the digit that represents the whole number given below in expanded
form: 5×1,000+9×100+0×10+9×1
Solution: 5×1,000+ 9×100+0×10+9×1 =
5,000+900+0+9
=5,909
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Exercise 1
1. Write the following whole numbers in words and numbers using the number table given below.
No Ten thousands place Thousand place Hundreds place Tens place ones place
A 9 6 4 5
B 7 0 0 0
C 2 1 3 9
D 1 0 0 0 0
2. Write the expanded form of the numbers given below:
a. 4,983 b. 8,009
3. Write the number that represents the whole numbers written in the expanded form.
A. 7×1,000+0×100+0×10+8×1
b. 0×1,000+ 6×100+0×10+3×1
1.1.2 Compare and order whole numbers up to 10,000
Activity 2: Do the following question in groups

Discuss which is greater than 9482 and 9498 and how to compare.
Note:- 1. When we compare two numbers that have different digits, the one with more digits is greater
than the other number with less digit.
2. When comparing two whole numbers with the same number of digits, the number that has large
number starting from the left to right will be larger.
Example. 5:- Compare the pairs of whole numbers given below.

A 5,326 and 979 b 3,417 and 2,806 c 4,623 and 4,701
Solution:-
A. 5,326 > 979 because 4 digit number is greater than 3 digit number
b. They have the same digits, thus, we will compare 3 and 2.
Which is 3 >2. So, 3,417 > 2,806
c. They have the same digits, thus, we will compare 6 and 7.

Which is 6 < 7. So, 4623 < 4701
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Exercise 2
1. Compare the following pairs of whole numbers, by using “<”, “>” or “=” symbol.
a. 9,026 938
b. 8,462 7,829
4,999
c. 4,988
2. Write the whole numbers given below in order from smallest to largest.
A 6675, 5689, 7428, 3947, 4251
b. 2943, 2875, 2986, 2743, 2037
1.2 Multiples of 1,000, 10,000 and 100,000 up to 1,000,000

 Identify multiples of 1,000, 10,000 and 100,000 up to 1,000,000
1.2.1 Multiples of 1,000 up to 1,000,000

Activity 3
In a group, do the questions given below and take turns to share your answers with your classmates.
1. List all multiples of 1,000 that founds between 1,000 and 10,000.
2. Identify multiples of 1,000 among the whole numbers listed below.
a. 9,000 b. 800 c. 18,000 d. 7,200 e. 95,000
3. In the Addis Ababa city administration, if the number of residents involved in environmental cleaning and care
to maintain the cleanliness and beauty of the city is 65,000 in the 1st round, 64,500 in the 2nd round, write in
which round the number mentioned is a multiple of 1,000.
Note:-
~ If the values of 1, 10, and 100 place of a whole number are zero, then the whole number is
Multiple 1,000.
~ Multiplying a whole number by 1,000 means writing the first number and then adding three zeros
at the end.
~For a whole number to be a multiple of 1,000, at least the values of 1, 10, and 100 places
must bezero.
Example 6:
Identify the whole numbers listed below that are multiples of 1,000 and explain why?
a. 18,800 b. 36,000 c. 90,000 d. 39,700
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Solution:
 18,800 and 39,700 are not multiples of 1,000 because their 100th place is different from zero.
 36,000 and 90,000 are multiples of 1,000 because the values of 1, 10, and 100 place are zero.
Exercise 3
1. After reading the following questions, if the sentence is correct, then write true,If it is
not correct, write false.
a. A whole number can be a multiple of 1,000 if its 1's and 10's place are zero.
b. If the 1's, 10's, and 100's digits of a whole number are zero, the whole number can be a multiple of 1,000.
c. 9,300 is a multiple of 1,000.
d. 22×1,000=2,200
2. Which of the following numbers are multiples of 1,000?
a. 9,000 b. 800 c.18,000 d. 7,200 e. 95,000

Before this topic, you have learned multiples of 1,000 up to 1,000,000. Now you will learn multiples of
10,000up to 1,000,000.
Activity 4:
Discuss the following questions in pairs in your class and explain the answers to your classmates.
1. Explain how to identify whole numbers that are multiples of 10,000.
2. Our country, Ethiopia, is conducting a tree planting program in various areas to prevent climate change.
Therefore, if 90,000 samplings were planted in the 1st round, 95,000 in the 2nd round and 89,000 in
the 3rd round of the program in 2012. Identified which round is a multiple of 10,000.
Note:-
~ If the values of 1, 10, 100, and 1,000 place of a whole number are 0, then the whole
number is amultiple of 10,000.
~ Multiplying a whole number by 10,000 means writing the number first and
add four 0's at the end.
~ If a whole number is a multiple of 10,000, then the whole number can be a multiple of 10,
100, and 1,000.
Example 7: Identify the multiples of 10,000 among the following whole numbers.
Explain your reasoning.
a. 120,000 b. 93,000 c. 400,000 d. 485,000
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Solution:
120,000 and 400,000 are multiples of 10,000 because the values of 1, 10, 100, and 1,000 place are 0.
Exercise 4
1. Answer the following questions with True if the statement is true and false if it is false.
a. If a whole number value of 1, 10, 100, and 1,000
places is 0, then the whole number is a multiple of
10,000
b. A whole number that is a multiple of 1,000 cannot be a multiple of 10,000.
c. A whole number that is a multiple of 10,000 can be a multiple of 1,000.
2. Complete the following table.
× 10 30 70 100
10,000 500,000

Before this topic, you have learned multiples of 10,000 up to 1,000,000. Now
you will learn multiples of 100,000 up to 1,000,000.
Activity 5:
Discuss the following question in pairs in your class and explain the answers to your classmates.
How can you find whole numbers that are multiples of 100,000?
Note:-
 If the values of 1, 10, 100, 1,000, and 10,000 place of a whole number are zero, then
the whole number is a multiple of 100,000.
 Multiplying a whole number by 100,000 means writing the number first and adding
five zeros at the end.
 If a whole number is a multiple of 100,000, then the whole number can be a multiple
of 10, 100, 10,000, and 100,000.
Example 8 : Among the following whole numbers, identify the multiples of

100,000.Explain your reasoning.
a. 200,000 b. 89,000 c. 900,000 d. 486,000
Solution:
200,000 and 900,000 are multiples of 100,000 because the values of 1, 10, 100, 1,000, and 10,000 place
are 0.
Exercise 5
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1. Answer the following questions with True if the statement is true and False if the statement is false.
a. If the valuesof 1, 10, 100, and 1,000 place of a whole number are 0, then the number is a multiple of
100,000.
b. If the values of 1, 10, 100, 1,000, and 10,000 place of a whole number are 0, then the number is a multiple of 100,000.
c. A whole number that is a multiple of 100,000 will not be a multiple of 10,000.

× 2 4 6 10
100,000 800,000
1.3 Whole numbers up 1,000,000
~ Read and write whole numbers up to 1,000,000.

Activity 6:
1. Write the following whole numbers in word.
a. 15,762 b. 38,139 c. 420,685 d. 847,348
2. Write the following whole numbers in numeral.
a. Twenty eight thousand seven hundred and nineteen
b. Sixty-three thousand four hundred and thirty-eight
3. Individuals who save in a savings institution every year will save six hundred twelve thousand one hundred forty
seven Birr per year. Write this number in numerals and show it to your class teacher
Example 9: Write the whole numbers listed below in words.
a. 10,374 b. 45,629 c. 99,999 d. 346,821 e. 879,562
Solution:
a. Ten thousand three hundred seventy four
b. Forty five thousand six hundred twenty nine
c. Ninety nine thousand nine hundred ninety nine

d. . Three hundred forty six thousand eight hundred and twenty one
e. Eight hundred seventy nine thousand five hundred sixty two
Example 10 :- Write the whole numbers listed below in numerals.
a. Twelve thousand three hundred and seventy five
b. Fifty five thousand six hundred and twenty
c. Nine hundred ninety nine thousand nine hundred ninety nine
Solution:
a. 12,375 b. 55,620 c. 999,999

Example 11:- Write the expanded form of the following whole numbers listed below.
a. 93,268 b. 248,967 c. 864,000
Solution:
a. 9×10,000+ 3×1,000+2×100+6×10+8×1
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=90,000+3,000+200+60+8
b. 2×100,000+ 4×10,000+8×1,000+9×100+6×10+7×1
=200,000+40,000+8,000+900+60+7
C. 8×100,000+ 6×10,000+4×1,000+0×100+0×10+0×1
=800,000+60,000+4,000+0+0+0
Example 11:- Write the numbers that represents the whole numbers presented in expanded form.
a. 8×10,000+ 2×1,000+1×100+5×10+9×1
b. 3×100,000+ 5×10,000+6×1,000+7×100+2×10+0×1
c. 7×100,000+8×10,000+9×1,000+4×100+6×10+2×1
Solution:
A. 82,159 b. 356,720 c. 789,462
Example 12:
In 2012, the teachers and staff of a school agreed to buy a bond of one month's salary in order to provide financial support for
Ethiopia's Great Renaissance Dam. And the amount was nine hundred eighty-five thousand eight hundred sixty
Write down the amount in numeral which this was purchased.
Solution: When written in numbers, 985,860 Birr
Exercise 6
1. Write the whole numbers given below in words.

A. 843,976 b. 289,621 c. 999,901
2. Write the followingwhole numbers in figures.

A. Eighty two thousand four
b. One hundred fifty nine thousand two hundred thirty eight c.
Four hundred thousand and ten
d. Six hundred thirty two thousand five hundred seventy nine
3. Expand the following whole numbers.
A. 546,865 b. 368,509 c. 999,237 d. 218,132
4. Write the numbers that represents the whole numbers presented in
expanded form and also write in a number place value table.
A. 9×100,000+ 8×10,000+5×1,000+4×100+7×10+5×1
b. 3×100,000+ 4×10,000+6×1,000+4×100+6×10+8×1
1.4 Number place value in 6-digit whole numbers’
~ To put 6 digit whole numbers in their place values
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Activity 7:
1. Identify their place value of the following 6 digit whole numbers.
a. . 895,002 b. 125,34 c. 8. 58,695 d. 85,623
Note:-
~ To put whole numbers in their place value, from right to left you should put them in 1's, 10's,
100's, 1,000's, 10,000 and 100,000 places.
~ Place value table helps to understand easily and know the place value of the number.
~ Numbers written in different decimal places will have different decimal places.
Example 12:- Write the place value of each number of the six-digit whole numbers given below.
A. 128,645 b. 700,009
Solution:
A.
5×1
4×10
6×100
8×1000
2×10000
1×100000
b.
5×1
4×10
6×100
8×1000
2×10000
1×100000
Example 12:- How many hundred thousands, ten thousands, one thousands, hundreds, tens and ones are there in
the whole number 897,564?
Solution:
There are 8 hundreds of thousands, 9 tens of thousands, 7 thousands, 5 hundreds, 6 tens and 4ones.
Example 13:- put the following 6-digit whole numbers given below in their place value
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a. 569,437 b. 601,286
Solution:
b. 601,286
Exercise 7
1. For the following whole numbers, write how many place are worth the numbers given next to them.
a. What is the place value of 8 in the whole number 867,042?
b. What is the place value of 5 in the whole number 658,982?
c. What is the place value of 4 in the whole number 962,423?
2. Find the hundred thousandths, ten thousandths, thousands, hundreds, tens and
once place separately.
a.. 469,435 b. 301,238 c. 37,645
3. Place the six-digit whole numbers given below in
a table.
321,465 b. 702,386 c. Comparing and orderingwhole
numbers from 248,647 to 1,000,000
5 Compare and order whole numbers up to 1,000,000
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Activity 8 :Discuss the following questions as a

group. Compare the following pairs of whole
numbers.
a. 834,028 and 823,879 b. 734,028 and 734,079
Note:-
~ When comparing two whole numbers with different digits, the number that has more digits is lager
than the number that has less digits.
~ When comparing two whole numbers with the same number of digits, the number that has large
number starting from the left to right will be larger.
Example 14: Compare the following pairs of whole numbers

A. 94,005 and 940,879 c. 834,082 and 834,077
b. 642,859 and 642,859 d. 714,005 and 914,006
Solution:
a. 94,005 < 940,879 because 5 digit numbers are smaller than 6 digit numbers.
b. 642,859 =642,859
c. 834,082 > 834,077 because 8 > 7, looking at the 10th place value.
d. 714,005 < 914,006 because 7 < 9, looking at the 100,000th place value.
Example 15: Arrange the following whole numbers from smallest largest
a. 846,675, 568,489, 746,528, 823,947, 642,251
b. 946,674, 668,480, 546,529, 923,942, 442,258
Solution:
a. 568,489, 642,251, 746,528, 823,947, 846,675
b. 442, 258, 546,529, 668,480, 923,942, 946,674
Exercise 8
Compare using"<", “>” or “=” symbol.
1. For the following pairs of whole numbers,
a. 654,126 679,368
b. 900,008 900,004
c. 69,682 694,657
d. 328,414 328,413
e. 592,367 592,367
2. Find the largest and smallest number among the following whole numbers.
A. 646,674, 668,480, 646,529, 623,942, 642,258

b. 946,670, 946,484, 946,525, 946,948, 946,250
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3. Arrange and write the whole numbers below in order from smallest to largest.
a. 446,675, 568,489, 346,528, 523,947, 442,251
b. 846,674,768,480, 946,529, 923,842, 742,258
c. 546,875, 546,482, 546,528,546,247, 546,251

4. Arrange the numbers largest to smallest in the above question 3.
Write it down
1.6 Rounding numbers by their decimal value
~ Rounding whole numbers to their decimal places.

Activity 9:
Discuss the following questions in pairs and explain your answers to your classmates.
1. Write the given whole numbers identifying which multiples of 10, 100, and 1,000 are rounded to the nearest multiple.
a. 12, (10, 20) b. 270, (200,300) c. 6,990, (6,000, 7,000)

2. To keep the cleanliness of the class 4th gradestudents contribute Birr 149. Round the amount of
money to 10th and 100th decimal place.
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Note:-
1. “~” This is a sign of proximity. When it is read, it is read as it is closes or approaches.
2. To round a given whole number to 10 decimal place
~ If the one place number is less than 5, make the one place value 0 and Write the10 place
value as it is.
~ If the one place number is 5 or greater, make the one place value 0 and Write the 10 place
value by adding 1.
3. To round a given whole number to 100 decimal place
~ If the 10th place of the number is less than 5, make the 1st place and the 10th place 0 and
Write down the value of 100th place as it is.
~ If the 10th place of the number is 5 or more, make the 1st place and the 10th place 0 and
Write down the value of 100th place by adding 1.
4. To round a given whole number to 1000 places
~ if the 100th place of the number is less than 5, make the digit of
1, 10 and 100 place 0 and writing the 1,000th place value as it is.
~ If the 100th place is 5 or more, make the 1, 10 and 100 place 0 and
adding 1 to the of 1000 place.
5. To round a given whole number to 10,000th decimal place
~ if the 1000th place is less than 5, make the 1st, 10th, 100th and 1,000th place 0 .
and writing the 10,000 place value as it is.
~ If the 1000th place is 5 or higher, then make 0 the 1, 10, 100 and
1,000 place value and adding 1 to the 10,000th place.
6. To round a given whole number to 100,000 units ~ if the unit number of
10,000 place is less than 5, make 0 units of 1, 10, 100, 1,000 and 10,000th place and write the
value of 100,000 place as it is.
~ If the place value of 10,000 is 5 or more, make the place value of 1, 10, 100, 1,000 and
10,000th place 0 and add 1 to the 100,000th place.
Example 16: Round the following whole numbers to the nearest 10.
a. 83 b .47
Solution:
a. 83, the one place is 3. 3<5.Which means the first place will be 0.
So 83 rounded to the tenth place is 80. 83~80 when expressed in symbols
b. 47, Similarly 7>5, the value of 1st place is 0 and 4+1=5. So it will be
50. When marked 47~50
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Example 17:
Round the following whole numbers to nearest 100, 1,000, 10,000, and 100,000 place value.
a. 438,659 b. 867,421
Solution: It can be done based on the above notices.
Number Approximate place value
100 1,000 10,000 100,000
438,659 438,700 439,000 440,000 400,000
867,421 867,400 867,000 870,000 900,000
Exercise 9
1. Round the following whole numbers to 10 and 100 place value.

a. 6,839 b. 955 c. 8,462 d. 18,132
2. Round the following whole numbers to 1,000 and 10,000 place value.
a. 46,462 b. 68,308 c. 82,645 d. 28,657
3. Round the following whole numbers to the nearest 100,000 place value.
a. 446,067 b. 634,365 c. 978,564 d. 258,798
4. If the number of people participating in celebrating the Adwa Victory Day, which is the pride of the black
rd
people, is 153,602 in Ethiopia every year on February 23 . what will be this number if rounded to the
nearest 10,000 or 100,000 place?
1.7 Ethiopian numbers from one to one hundred (or ፩-፻).
~ Identify Ethiopian numbers from 1 to 100.

~ Writing Ethiopian numbers from 1 to 100.
~ Knowing Ethiopian numbers from 1 to 100.
Introduction
Our country Ethiopia has many different stories, cultures, languages, beliefs, traditions and many other
characteristics, its own alphabet, number, calendar, the birthplace of ancient mankind and the land of our
ancient heroic ancestors, the home of hardworking and honest people who live with each other and help each
other, the owner of a good and suitable climate.
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Even though Ethiopia has its own number, but it has not been used properly. Students do not have
enoughknowledge and understanding about these numbers. Therefore, in this sub-topic, you will learn
these historical Ethiopian numbers.
1.2.4 Basic Ethiopian numbers

Activity 10
Do the following questions as a group and explain your answers to your classmates.
1. Whose country's number is the number we are using now?
2. List 5 of the Ethiopian numbers you know.
3. Write the Ethiopian numbers given below.
a.፩ b. ፭ c. ፱ d. ፲ e. ፴ f.፻
Note:-
~ Among Ethiopian numbers, the basic numbers are 19(፲፱).
Geez ፩ ፪ ፫ ፬ ፭ ፮ ፯ ፰ ፱ ፲ ፳ ፴ ፵ ፶ ፷ ፸ ፹ ፺ ፻
Arabic 1 2 3 4 5 6 7 8 9 10 20 30 40 50 60 70 80 90 100
~ Using basic numbers we can easily read and write other numbers.
No Intervals Numbers that can be written using 10 place value
፩ 11 - 19 ፩,
፪ 21 – 29 ፪
፫ 31 – 39 ፫
፬ 41 – 49 ፬
፭ 51 – 59 ፭
፮ 61 – 69 ፮
፯ 71 - 79 ፯
፰ 81 – 89 ፰
፱ 91 - 99 ፱
Example18:- Write the following whole numbers given below in Ethiopian numerals.
a. 33 b.56 c. 74 d. 97
Solution:-
a. . To write 33 in Ethiopian numbers, first 10th place of 33 is ፴,
next the 1st place 33 is ፫. 33 becomes ፴፫.
b. To write 56 inEthiopian numbers, first 10th place of 56
is ፶ and first place is ፮ in the same way 56 will be ፶፮ .
c. similarly 74 will be ፸፬ and
6. 97 becomes ፺፯
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Example 19: Write the following Ethiopian numbers given below in word.
a. ፹፪ b. ፸፭ c.፷ ፫ d ፳፬
e.፺ ፭ f. ፳፩ g.፲፫ h. ፴፮
Solution:
a. Eighty-two. e. ninety five f.twenty
b.Seventy-five. one
e.
c.Sixty-three. g. Thirteen
d. Forty-four
g. Thirteen h. thirty six
Exercise 10
1. Write the following Ethiopian numbers in words:
a.፲፬ b. ፳፭ c. ፴፫ d. ፵፬ e. ፶፭
2. Write the following numbers in Ethiopian numbers

A. ninety one f. Forty five
g. Thirty one
b. Eighty two
h.Twenty three
c. Seventy three
d.Sixty four i. twelve
e. Fifty --------
3. If the young people living in the same area contribute ninety-eight birr every day to help a weak individual,
then write the amount of money the young volunteers contributed in one day in Ethiopian numbers.
Summary of chapter 1
~ When we read numbers from right to left one's place, ten's place, hundred's place
and will read up the end of the number.
~ Multiples of 1,000 are numbers with zeros in one's place, ten's place and hundred's
place (if the right three digits are zero).
~ Multiples of 10,000 are numbers with zeros in ones place, tens place, hundreds place
and thousands place (if the four digits on the right are zero).
~ Multiples of 1,000,000 are numbers with zeros in ones place, tens place, and
hundreds place, thousands place, and ten thousand place (if the five digits on the
right are zero).
~ To compare two whole numbers, we compare them starting from left to right.
If the digits are not equal, the one that has more digits is greater.
~ To round whole numbers, the letter to the right of the rounding place is rounded up if it is
five or more. If the number is less than five, it will be rounded down.
~ Among Ethiopian numbers, the basic numbers are (19). They are:
፩ ፪ ፫ ፬ ፭ ፮ ፯ ፰ ፱ ፲ ፳ ፴ ፵ ፶ ፷ ፸ ፹ ፺ ፻
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Chapter 1 Summary Exercise

1. Answer the following questions with True if it is correct and False if it is wrong.
a. A whole number that is a multiple of 100,000 is a multiple of 10,000 and 1,000.
b. Seventy-nine is ፸፱ when we write in Ethiopian numerals.
c. 936,846 is greater than 936,846.
d. In 845, 237 the number 4 is in the place value of 1,000.
e. The whole number represented by 7×100,000+
8×10,000+2×1,000+4×100+7×10+9×1 is 782,479.
f. 950,000 is a multiple of 100,000 that lies between 925,498 and 999,999.
g. ፳፬ is classified as one of the basic Ethiopian numbers.
2. List all the multiples of 1,000 between 12,640 and 18,308.
3. List all the numbersof 10,000 between 35,690 and 99,816.
4. List all the multiples of 100,000 between 237,320 and 635,629.

5. Write the following whole numbers listed below in words.
A. 25,809 b. 378,006 c. 846,908 d. 1,000,000
6. Write the following whole numbers in figures.
A. Nine hundred nine thousand three c. One hundred ten thousand one
b. Five hundred forty thousand sixty four d. Seven hundred thousand two
7. Write the following whole numbers using the place value
table a. 35,804 b. 278,153 c. 446,998 d. 100,012
8. Compare the following pairs of whole numbers using the <, > or = symbol.
A. 584,126 579,368 d. 828,414 828,414
b. 800,001 800,004 e. 792,466 792,366
c. 99,682 994,657
9. Write the whole numbers below in order from least to largest.
A. 246,675, 568,489, 346,525, 723,947, 442,253
b. 446,674, 868,480, 746,524, 923,842, 642,252
c. 746,878, 546,882, 946,528, 646,249, 346,255
d. 946,875, 946,481, 946,524, 946,247, 946,258
10. Arrange and write the whole numbers listed above in question 9 in order from largest to smallest.
11. Write the whole numbers written in numbers below in Ethiopian numerals.
a. 9 b. 16 c. 23 d. 38 e. 42 f. 57 g. 94 h. 81
12. Write the following Ethiopian numbers in letters.
a. ፬ b. ፲፭ c. ፴ ፭ d. ፳፬ f. ፸
g. ፷፫ h. ፹፯ i. ፶፰ j. ፺
18
Grade 4 Mathematics
Student Text Book
13. Round the following whole numbers to 10, 100, 1,000, 10,000, and 00,000 place value.
A. 8,849 c. 765 e. 68,462 s. 198,186
b. 4,397 d. 45,638 f. 582,745
14.Find the hundred thousandths, ten thousandths, one thousandths, hundreds, tens, ones place separately
A. 769,431 b.801,209 c. 937,645 d. 893 e. 1,897
15. Expand the followingwhole numbers.

A. 146,867 b. 428,506 c. 899,253 d. 918,532
16. Write the following expanded numbers in the place vale number table.
A. 8×10,000+ 7×1,000+7×100+4×10+3×1
b. 9×100,000+ 4×10,000+4×1,000+2×100+2×10+2×1
c. 7×100,000+ 8×10,000+2×1,000+4×100+7×10+9×1
d. 1×100,000+ 4×10,000+1×1,000+4×100+6×10+4×1
17. In 2012, the number of students who visited Unity Park in Addis Ababa city administration was 9,987
in the month of January and 9,898 in March, which month had the highest number of visitors?
19
Math Grade 4
Chapter Two
Addition of whole numbers up to 1,000,000
Unit – Outcomes
After completing this unit, the students will be able to:
 Know adding whole numbers up to 1,000,000;
 Know subtracting whole numbers up to 1,000,000;
 Understand properties of addition and subtraction;
 Develop skills in solving word problems related to addition, subtraction
2.1. Addition of whole numbers up to 1,000,000
2.1.1. Review adding whole numbers up to 10,000

Activity 1: Discuss the following questions in groups. Explain your answers to your classmates.
1. Solve the following numbers.
a) 1,472+200 b) 4,524+5,086
2. If the residents of an area donated 3,120 quintals of wheat and 4,980 quintals of teff to the
citizensaffected by the drought in Ethiopia, how many quintals of grain was supported in
total?
Example 1:- Add the following whole numbers.

a) 487+12 b) 6,743+234 c) 4,895+2,987
Solution:
First, write them downwards in their place value.
a) 487 b) 6,743 c) 4,895

+ 12 + 234 +2,987
499 6,977 7,882
20
Math Grade 4
Exercise: 2. 1
1. Solve the following whole numbers.

a) 643 + 940 b) 487+12 c) 895 + 987
d) 5487 + 398 e) 6,643 + 2,940 f) 7,895 + 1,989
2. 5,028 students of 1st level and 4,972 students of 2nd level continuously take care of the vegetables
planted in different streets and roadside areas to beautify them. What is the total number of
studentsinvolved in this good work?
The four basic mathematical operations are addition (+), subtraction ( ), multiplication ( ) and
division ( ).
When we add numbers, the numbers we are going to add are called addends and their result is
called the sum.
In grade 3 you learned how to add numbers up to 10,000, here we will add numbers up to 1,000,000. Let
us revise how to add 4-digit numbers
Lesson 2.1.1: Adding -3 or more Single Digit Numbers.

3
2 5 7 14

7
4
Examples: 3 4 b) 1
7
4 9 1 15
1
Exercise 2.2
Add
a b c d e f
4 3 6 7 9 4
1.
6 5 5 2 6 2
8 2 3 8 3 8
21
Math Grade 4
9 3 2 8 7 2
1 4 4 3 3 1
2.
2 7 5 9 7 3
3 2 8 2 4 9
Lesson 2.1.2: Adding Two Digits Numbers (with carrying).

1
1
52 52
Add 52
 29 29
29
81
add ones and
add tens.
carry 1.
Exercise 2.3
Add
a b c d f
1. 88 14 13 48 37
3  48  68  22  17
39 28 29 28 19
2.
 29  28  9  57  14
22
Math Grade 4
Lesson 2.1.3: Adding 3 or More Two Digits Numbers.
Add the ones and carry 2

Because Add the tens
6+8+6=20
2 2
26 26 26 Addend
Examples: a) 38 38 38 Addend
 56  56  56 Addend
0 120 sum
Add ones and carry 2

because 5+3+7+6=21
2 2
35 35 35
73 57 73 Adding the tens
b)
57 73 57
 66  66  66
1 231 sum
Exercise 2.4
Add
a b c d e f
77 81 53 75 38 92
99 19 78 69 57 89
 32  38  89  78  75  95
Lesson 2.1.4: Adding 3 Digit Numbers

Examples: Add Add the tens. Add the tens and carry 1. Add the hundreds.
256 256 256 256

 253  253  253 253
9 09 509
23
Math Grade 4
Exercise 2.5
Add.
a b c d e
1. 727 503 482 132 663
 182  247  107  127  125
733 543 317 199 904

2.
 156  123  226  188  396
Lesson 2.1.5: Adding 4 – Digit Numbers

Example: Add.
Add the ones Add the tens Add the hundreds Add the thousands
1564 1564 1564 1564 Addend

 4322  4322  4322  4322 Addend
6 86 886 5866 Sum
Exercise 2.6
Add.
a b c d e
1. 3309 5754 5732 2895 7311

 2190  3475  4260  1435  1695
7430 3552 3020 1448 8467

2.
 2670  4431  4070  1336  1452
24
Math Grade 4
Lesson 2.1.6: Adding 5 and 6 Digit Numbers.
Add.
1
532401 Addend
532404
 71242 Addend
 71542
603643 Sum
603643
Add the ones.
Add the tens.
Add the hundreds.
Add the hundreds.
Add the ten thousands and carry out
because 3+7=10 (write 0 and carry 1).
Exercise 2.7
Add.
a b c d e
1. 243011 23437 829210 74323 22478

 32467  14721  110101  28057  1274
734126 246721 472867 347281 426721

2.
 192832  213421  102161  181276  21210
72432 312180 542361 467213

 2142  423931  324999  37216
3.
Note: When adding whole numbers with carrying first we put the numbers vertically in their place value
and we should start adding from the right to left.
25
Math Grade 4
2.2 Subtraction of Whole Numbers up to 1,000,000.
2.2.1. Terms Related to Subtraction
1. Subtraction is the process of finding the difference between two numbers.

2. The minuend is the biggest number or the number written at the top when subtraction is
performed.
3. The subtrahend is the smallest number or the number written at the bottom when
subtraction is performed.
4. The result obtained in performing subtraction is called the difference.
minuend → 34 – 24 = 10 ← difference
Subtrahend ↑
Therefore, minuend  subtrahend = difference

34  24 = 10
minuend = difference + subtrahend
34 = 10 +24
subtrahend = minuend  difference
24 = 34  10
Exercise 2.2.1
Answer the following questions.
1. minuend = 500 Show your work here

subtrahend = 150
difference = ____
2. difference = 180
minuend = 340
subtrahend = ____
3. difference = 300
subtrahend = 192
minuend = _____
26
Math Grade 4
2.2.2. Subtracting 4- and 5- Digit Numbers
Subtract Subtract Rename and subtract Rename and subtract
the ones. the tens. the hundreds. the thousands.
2 15 0 12 15
135 4 6 135 4 6 135 4 6 135 4 6 minuend
 7643  7643  7643  7643 subtrahend
3 0 3 903 5903 difference
Exercise 2.2.2
Subtract:
a b c d e
1. 25625 73461 40305 15898 66859

 6510  3861  6307  4775  34437
2.3 Properties of Addition and Subtraction
A) Commutative Property of Addition and Subtraction
2+3 = 3+2 =5 3  2 = 1 and 2  3 cannot do
8+11=11+8=19 but 11  8 = 3 and 8  11 cannot do
20+30=30+20=50 30  20 =10 and 20  30 cannot do
From the above we can see that, for any two numbers x and y, x  y  y  x but x  y  y  x.
Therefore, addition is commutative (we can change numbers around) but subtraction is not commutative.

Exercise 2.3.A
a b a+b b+a a+b=b+a(Yes or No)

50 30 80 80 Yes
573 900
7800 2100
12000 15000
200000 300000
175000 25000
27
Math Grade 4
2. Find the missing values.
w k w+k k+w
760 1000
600 950
533 896
979 1179
450 1460
B) Associative Property of Addition and Subtraction

(3+2)+6 = 5+6 =11 (10+12)+18 = 22 +18 = 40
3+(2+6) = 3+8 = 11 10+(12+18) = 10 +30 = 40
(3+2)+6 = 3+(2+6) = 11 and (10+12)+18 = 10+(12+18) = 40
From the above we can see that, for any three numbers =
Therefore, Addition is associative (we can add numbers in any order). Subtraction is not associative.
Why?
More about Addition and Subtraction
Example:
34  24 = 10 (difference)
minuend
subtrahend
Therefore, minuend  subtrahend = difference

34  24 = 10
minuend = difference + subtrahend
34 = 10 +24
subtrahend = minuend  difference
24 = 34  10
28
Math Grade 4
Exercise 2.3.2
Answer the following questions.
1. minuend = 500 Show your wok hear

subtrahend = 150
difference = ____
2. difference = 180
minuend = 340
subtrahend = ____
3. difference = 300
subtrahend = 192
minuend = _____
4. minuend = 600
subtrahend = 600
difference = _____
5. subtrahend = 920
difference = 30
minuend = ______
Solving Simple Mathematical Equations
Example:
Solve a) x  13  50
x  50  13.... to make ' x' alone on one side of the equal sign move 13 to the side
of 50 and change the sign of 13 from + to  .
x  37 Check
37+13 = 50 (correct)
b) y  30  90 …….. to make ' y ' alone on one side of the equal sign move 30 to the
side of 90 and reverse the sign in front of 30 from  to +
y  90  30 Check
y  120 120  30 = 90 (correct)
29
Exercise: Solve the equations. Math Grade 4
Solve Check
1. y  26  60
2. 48  x  100
3. y  180  600
4. y  300  940
5. x  (300  80)  600
6. a  340  900
7. b  260  130
8. c  (240  100)  500
9. d  (200  30)  140
10. x  (36  20)  100
11. 120  y  340
12. 700  k  1900
Exercise: Solve the following word problems.
1. The Liberty football team is raising money for its new uniforms by running a car wash. They need to
wash 210 cars to raise all the money. If they have washed 98 cars already, how many more cars do
they need to wash?
They needs to wash more cars.
2. Ms. Yolanda Brooks’ science class is studying the environment around the school. The boys in the class
counted 57 different plants and the girls counted 25 different types of animals. How many plants and
animals did the class find together?
The class found plants and animals.
3. On a field trip, two sisters found frog eggs in a pond. Desiree found 82 eggs and Shanee found 118
eggs. How many frog eggs did the sisters find?
They found frog eggs.
4. At the bake sale, students brought in 115 different types of cupcakes, 95 types of brownies, and 85
types of cookies. How many different types of baked goods did the students bring in?
They brought in different types of baked goods.
30
Math Grade 4
2.4 Solving word problems based on addition and subtraction of whole numbers up to
1,000,000
Example:
1. Aaron bought two houses for $1668000 and $2454000. How much did he spend in all?
Cost of one house = $ 1 668 000
Cost of other house = + $ 2 454 000
Total cost of both houses = $ 4 122 000
Amount of money spent in all $ 4 122 000.
2. The sum of two numbers is 41482308. If one number is 3918695 then, find the other number.
Sum of two numbers = 41 482 308
One of the number = - 3 918 695
Second number = 37 563 613
Therefore, the other number is 37 563 613.
Exercise 2.1
1. 4280 birds flew north for the spring, while 3975 birds did not migrate. How many birds in total
were there?
2. A company made revenue of 10200 dollars last year and 9715 dollars this year. How much total
revenue did the company make in dollars in the two year period?
3. The difference between two numbers is 2,630 and the larger is 12,347. What is the smaller number?
4. The difference of two whole numbers is 15,984. The smallest whole number is 480,963. What is
thelargest whole number?
5. An organization received awareness training on how to implement effective use of electricity and
how to reduce it. If it paid 450,984 birr per year before training and 288,916birr after training,
how much birr did the company save per year after the training?
31
Math Grade 4
Summary of the Unit
 For any whole number a, b and c
If a+b = c, then a and b are said to be addends and c is called sum.
 Any whole number a plus 0 is the sum itself.

That is, a+0 = a
 For any whole numbers a ,b and c

If a-b = c, then a is Minuend b is Subtrahend and c is Difference.

a-b = c means a = b + c and a + b = c
means a =c - b, which are always true.

a +b = b +a, (Commutative property of addition)
(a+ b)+c = a+(b+ c), (associative property of addition)
b ≠ b-a, (subtraction is not commutative)

 To subtract whole numbers, first put the numbers in order of their place value, starting from the
right and moving to the left. if the number cannot be subtracted, borrow 1 from the next
place,We need to keep subtracting up to the end.
32
Math Grade 4
Chapter 2 Summary Exercise
1) Answer the following questions as true if the statement is correct and false if the statement is not
correct.
a) If 0 is added to any whole number, the sum is the number itself.
b) Any whole number minus 0, the difference is 0.
c) Subtraction has commutative properties on the set of whole numbers. .
d) Addition has an associative property on whole numbers
2) Find the sum of the following questions.
a) 413 + 157 b) 32,648 + 236
c) 978 + 215,895 d) 941,809 + 58, 191
3) Find the difference of the following questions.
a) 4,000 – 346 b) 247,365 – 132,151
c) 36,375 – 19,320 d) 996,370 – 293,478
4) Calculate the following problems.
a) 12842379 + 62213521 b) 56948720 + 23041231 c) 2,257,891 + 3,521,106
d) 7,380,780 + 4 million e) 27,234 + 95,201 f) 640,291 + 878,141
g) 76948 + 54132 + 7542 h) 30542 + 16224 + 131
5) To increase the production and productivity of the farmers, the agricultural sector is ready to distribute
200,000 quintals of fertilizers for 10 district equally. If 19, 897 quintals have left, how many quintals of
fertilizers were distributed to the districts?
33
Chapter Three
3. Multiply Whole numbers up to 1,000,000
Learning outcomes: After learning this chapter, students will be able to:
- Multiply whole numbers up to 1,000,000.

- Solve multiplication-based word problems.
Terms
In Relatedthe
multiplication, to Multiplication.
numbers we multiply to get the result are called factors
and the result of their multiplication is called the product.
Example: In 12 × 4 = 48, 12 and 4 are called factors and 48 is called the

product.
In your third grade math class, you have learned to multiply whole numbers up to 1000.
In this chapter you will learn how to multiply whole numbers up to 1,000,000.
Note: To multiply whole numbers, we always start with one and multiply to the left.
To multiply any non-whole number by 10, write the whole number and add 0
the right of the whole.
Whenever we multiply, we must start with the value of the ones place.
34
Exercise 1
Do the following problems.

1) Find the product of the following problems.
a) 20 × 4 b) 100 × 3 c) 450 × 2 d) 83 × 3
2) If a student has 3 egg-laying chickens at home and sell 18 eggs in a week, how
many eggs will be sell in 9 weeks?
3) A student studying in a school spends her free time outside of school hours by
Helping her parents and studying. If the student studies for 120 hours in one month
,.How many hours does she study in 10 months?
4) Fill the following Grid multiplication table.

X 1 2 3 4 5 6 7 8 9 10 11 12
10
11
12
35
Note: For any whole number a, b and c.
If a× b=c, a and b are called multiplier (factors), and c is called product

(multiple).
Multiplying whole numbers is a shorthand way of adding equal sums.
3.1 Multiplying 3 – Digit numbers by 1- Digit numbers (with carrying)
Multiply.
8  2  16
752
Example: To multiply, 1st you have to know in your mind 8  5  40
8
8  7  56
1
1st multiply 8 and 2.
752
8 2=1 6
8
Put 6 under the ones place below the line.
6 Put 1 above 5 and add it with the product of 8 5.
1 Multiply 8 and 5 and add 1 to the product

8 5=40+1 (adding the top 1)
752
= 41
8 Put 1 under tens place below the line.
16 Put 4 above 7 and add it to the product of 8 7 and finally
write the sum under the hundreds place.
4
752 8 7 = 56
 8 56 +4 = 60 write this as it is under the hundreds place.
60 1 6
Exercise: 1
Multiply.
a b c d e f
1. 118 305 2245 1529 20043 13787
 3  4  5  3  7  5
________ _______ _______ _______ ________ ______
36
3.2 Multiplying 2 – Digit numbers by 2 Digit numbers (without renaming)
71
Example 1: Multiply:
 23
. To multiply this:
71 1stMultiply 3 by 1 and write the product under the ones place.
 23 2ndMultiply 3 by 7 and write the product in front of 3 below the
213 line.
 142 3rdMultiply 2 by 1 and put the product under the tens place below
1633 t. 5th add
4thMultiply 2 by 7 and put the product in the hundreds place
below the line
Therefore, 71  23 = 1633
Exercise: 2
a b c d e
22 11 80 31 13
1.
 33  45  10  23  12
_______ _________ _________ ________ ______
_______ _________ _________ ________ ______
37
3.3 Multiplying 2 – Digit numbers by 2 – Digit numbers (with renaming)
24
Example 1:Multiply:
 45
1
2 Or
24 1st multiply 2nd multiply
 45 2 1
120 24 24
 96 5 4
1080 120 96
Therefore,
24
24
 45
 45
120
120 Result of ( 245 ) =120 (1st
 96
 96
1080 Result of = 96 (2nd product)
1080
product)
Exercise: 3
Multiply.
a b c d e f
63 52 28 77 88 90
1.
 24  48  25  30  22  20
______ _________ _________ _________ ______ _______

_______ _________ _________ _________ ______ _______
38
3.4. Multiplying 3 – Digit numbers by 2 – Digit numbers
2 To multiply 527
11  42
527 527 527
1st multiply 2nd multiply
 42  2  4
1054 Or 1 12
 2108
527 527
22134
 2  4
1054 (1st product) 2108 (2 nd product)
Therefore;
527
(1st product)
 42
Product of
1054
 2108
22134 Product of
(2nd product)
Exercise: 4
Multiply.
a b c d e
195 542 198 287 140
1.
 23  48  72  21  32
______ _________ _________ _ ________ ______

_______ _________ _________ _________ ______
39
3.5 Multiplying 4 – Digit numbers by 2 – Digit numbers
Multiply.
2484
To multiply 2484 by 25
 25 242
2484
1st multiply 2484 by 5
1  5
2 42
2484 12420 (1st product)
 25 1
2484
12420 or
 2
 2968 2nd multiply 2484 by 2
4968 (2 nd product)
62100
Therefore;
2484
(1st product)
 25
Product of
12420
 4968
Product of
62100 (2nd product)
Exercise: 5
I. Multiply.
a b c d e
2438 4350 6421 7242 1482
1.
 32  34  13  54  74
__________ _____________ ____________ ____________ __________
__________ _____________ _____________ ____________ ___________
40
Note:-
 Any number “ a” multiple of 1000 ,when we multiply by a single digit number, we
have to multiply the non-zeros number careful and we need to add three zero at
the end.
 When we multiply any multiple of 10,000 whole numbers “a” by a single digit,
we carefully multiply the non-zeros number and adding four zeros on the
right side.
 Every whole number that is a multiple of 10,000 is a multiple of 1,000.
 For any whole number a, b and c.
If a× b=c, a and b are called multiplier (factors), and c is called
product (multiple).
Multiplying whole numbers is a shorthand way of adding equal sums.
3.6 Properties of Multiplication
A) Commutative property of multiplication: for any two numbers „a‟ and „b‟
ab  b a .
Examples
23 = 32 = 6
4  10 = 10  4 = 40
6  4 = 4  6 = 24
12  11 = 11  12 = 132
B) Associative property of multiplication:
For any three whole number a, b and c ; (a× b) ×c= a× (b ×c)

Examples
(3  6)  4  18  4  72 and
3  (6  4)  3  (24)  72
Therefore, (3  6)  4  3x(6  4)  72.
Note: Multiplication is both commutative and associative.
Exercise: 6
1) Complete the following tables using the above properties.
a) b)
a b ab ba
41
5 13
9 72 a b c (a  b)  c a  (b  c)
6 54 8 7 6
9 10 900
15 100 1500
2) Use associative property of multiplication to compute the following and show

your steps on the horizontal line.
a) 3  5  7 = (3  5)  7 = 15  7 = 105 or 3  (5  7) = 3  35 = 105
b) 4  35  2 =
c) 15  6  7 =
d) 12  20  10 =
e) 15  10  4 =
f) 64  20  10 =
42
Summary of the Chapter
 For any whole number a, b and d a× b = d means a = d÷ b is true.

 For any whole number a, b and d
a× b = b× a (multiplicative commutative behavior)
(a× b)× d = a×(b× d) associative property
 To multiply any whole number by 10, take the multiplicand and add 10 to the right
side.
 When any whole number is multiplied by 0, the result is 0.
 Any multiple of 1,000 when multiplying the whole number by a one digit number,
we carefully multiply the non-zeros by the number and adding three zeros later.
 Any multiple of 10,000 when multiplying the whole number by a single digit
number, we carefully multiply the non-zeros by the number and adding four 0‟s
later.
 Every whole number that is a multiple of 10,000 is a multiple of 1,000 .
43
Summary Exercise of the chapter
1) Answer the following questions as true if the statement is true and false if the
statement is false.
a) When we multiply any whole number by 0, the product becomes the number itself.
b) To multiply any whole number except 0 by 10 the result
will be the number with add zero the right end.
c) Multiplication does not have a commutative property on set of whole numbers.
d) Multiplication has an integral property on whole numbers.
2) Multiply the following numbers by 10.

a) 3,615 ×10 c) 38,250 ×10
b) 100,000 ×10 d) 98,000 ×10
3) Multiply the following whole numbers.

a) 77,312×5 b) 64,613×6 c) 100,135×8 d) 303,275×3
4) Compute the following questions
a) 4×(10×9) b) (7×26)×8 c) (6×3,211)×2 d) 10×(3,471×10)
5) If 5 investors who focus on helping the citizens of Ethiopia give 200,000 birr each to the
Ethiopian Defense Forces who are guarding the borders of Ethiopia, who are giving
their lives for the country, how many birr would the investors give in total?
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Grade 4 Mathematics
UNIT 4
FRACTIONS AND DECIMALS
Learning outcomes
At the end of this unit, Students will be able to:
 Understand that fractions are parts of a whole.

 add and subtract fractions with same denominator( like fractions)
 apply fractions and decimals in real life to solve problems.
4.1. Fractions and parts of a whole

Activity 1
Make groups and Answer the following questions.
1. Identify the whole and portions of a whole from the figures.
2. Draw a rectangle and divide it in to 6 equal parts. Shade one part with pencil. What part of the
whole is this portion?
Note: Parts formed by dividing a whole in to two or equal sections are called fractions.
Definition: Fraction is part of a whole.
In any fraction, the number on top is the numerator and the number on the bottom is called the
denominator.
i) A whole divided in to 2 equal parts is denoted by
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ii) A whole divided in to 3 equal parts is denoted by
ii) Naming fractions
one half one third Two fifth
Example 1 Identify the figure that shows fraction
Solution
a) It is a fraction, because it is divided in to two equal parts.
b) It is a fraction, because it is divided in to four equal parts.
c) It is a whole circle. It is not subdivided. It has no parts.
d) It is a fraction. One part of the circle is cut from the four equal parts.
Example 2. Answer the following questions using the figure below.
a) How many equal parts does it have?
b) How many parts are not shaded?
c) How many parts are shaded?
d) What fraction of the whole triangle is shaded?
e) What fraction of the whole triangle is not shaded?
Solution
a) 4 parts
b) one part is not shaded
c) 3 parts shaded
d) 3 out of 4, in fraction
e) 1 out of 4, in fraction
Example 3 Answer the following questions using the figure below.
a) How many equal parts does the circle have?
b) How many parts are not shaded?
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c) How many parts are shaded?
d) What fraction of the whole circle is shaded?
e) What fraction of the whole circle is not shaded?
Solution
a) 6 equal parts
b) 2 parts are not shaded
c) 4 parts shaded
d) 4 out of 6, in fraction
e) 2 out of 6 not shaded , in fraction
Example 4 If Chaltu sold 10 eggs from the total of 25 eggs,
a) What fraction of eggs did Chaltu sell?.
Answer:
b) What fraction of eggs is left not sold?
Answer:
Exercise 1
1. Answer the following questions using the figure shown below
d) What fraction of the whole is shaded?
e) What fraction of the whole is not shaded?
2. Draw a circle on your exercise book.
a) Divide it in to 5 equal parts
b) Shade of the circle with pencil.
c) Shade of the circle with pen
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3. Write the following numeral fractions in words.
a) . b)
c) d) .
e) f)
4. Express the following in fractional numeral form.
a) Ten over seventeen . b) Six-ninths
c) Six-sevenths d) Ninety-three over fifty nine
5. Write a fraction for the shaded part of each set.
4.2. Fractions with like denominators

Look at the following fractions. These fractions have like denominators.
The denominators of each of these fractions are equal. They have like denominators.
The denominators of each of these fractions are different. They have no like denominators
4.2.1. Ordering fractions with like denominators

Learning Competency
 Ordering fractions with like denominators

 Comparing fractions with like denominators
Activity 2
Name the fractions given with numerator 1.
a) b) c) d)
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Note: Naming fractions with Numerator 1

𝟏
is read as one ath .
𝒂
𝟏 𝟏 𝟏
Example 𝒐𝒏𝒆 𝒉𝒂𝒍𝒇 𝒐𝒏𝒆 𝒕𝒉𝒊𝒓𝒅 𝒐𝒏𝒆 𝒆𝒗𝒆𝒏𝒕𝒉
𝟐 𝟑 𝟕
Example: 1.
1. Write the fractions from smallest to largest
a) , , , b) , ,
2. Write in the correct order of the regions shaded in blue shown below.
Solution
a) All of them have equal denominators, and we see the numerators and
So the correct order is , , ,
b) All of them have equal denominators, and we see the numerators and
So the correct order is , ,
2. a= , b= , c= d= , So the correct order is given below.
Note: Fractions with same denominator are called like fractions.
Example.2
Check whether the pairs of fractions are like or not.
a) b) c)
Solution
a) are like fractions because their denominator is 5
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b) are not like fractions because their denominators are different, 6 and 3.
c) are like fractions because their denominator is 10.
4.2.2. Comparing fractions with like denominators

Note: To compare like fractions, we only compare their numerators.
𝟓 𝟕 𝟓 𝟕
Example to compare and we see that 5 < 7 so, <
𝟗 𝟗 𝟗 𝟗
Example Compare and
Solution <
Exercise 4.2.2
1. Compare the following using <, > or = signs
a) b) c) d)
e) f)
2. Write fraction to each pair and compare them.
Fraction ___________ ____________
Fraction ___________ ____________
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Fraction ___________ ____________
4.3. Addition and Subtraction of fractions with like denominators

Activity 1
Consider the following figure
a) How many parts are shaded? What fraction?
b) How many sections are not shaded? What fraction?
c) Find the sum
4.3.1. Addition of fractions with like denominators

𝒂 𝒄
Note: Let 𝒃
and 𝒃
be like fractions, then their sum is done by taking one of the
denominators and directly adding the numerators.
𝒂 𝒄 𝒂 𝒄
+
𝒃 𝒃 𝒃
Example 1 Add the following
a) b) c)
Solution
a)
b)
c) =1 (Remember that for )
4.3.2. Subtraction of fractions with like denominators

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𝒂 𝒄
Note: Let 𝒃
and 𝒃
be like fractions, then their difference is done by
taking one of the denominators and directly subtracting the
numerators.
𝒂 𝒄 𝒂 𝒄
-
𝒃 𝒃 𝒃
Example 2. Subtract the following
a) b) c)
Solution
a)
b)
c)
Exercise 4.3
Find the sum or difference of each of the following.
a) b) c) d)
a) b) c) d)
4.4. Proper and Improper Fractions

Definition
Proper Fraction is a fraction whose numerator is less that its denominator.
Examples The fractions are proper fractions.
Improper Fraction is a fraction whose numerator is greater that its denominator.
Examples The fractions are improper fractions.
4.5. Mixed Fractions

Activity 1
Write the following fractions in words a) b) c)
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Definition
Mixed Number It is a number which is expressed as a whole number and a proper

fraction.
𝒃
It is represented in the form of 𝒂 𝒘𝒉𝒆𝒓𝒆 𝒂 𝒊𝒔 𝒘𝒉𝒐𝒍𝒆 𝒏𝒖𝒎𝒃𝒆𝒓 𝒂𝒏𝒅 𝒃 𝒄
𝒄
Example1 read as 1 and one half, ( three and four seventh)
Note:
 An improper fraction can be written as a mixed number and a mixed number as an improper
fraction.
 To change an improper fraction to a mixed number,
1) The denominator stays the same.
2) The numerator in the improper fraction is the denominator times the whole number, plus the
numerator in the mixed number.
Example 2 Change the following improper fractions in to mixed fractions
a) b) c) d)
Solution
a) it is obtained by long division.
b) Because
c) Because
d) Because
4.5.1 Improper Fraction and mixed fraction

Note that mixed fractions can be converted back in to improper fraction in the following way.
( changing mixed fraction to improper fraction)
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Example3 Convert the following in to Improper fraction.
a) b) c) d)
Solution
a) b)
c) d)
Exercise 4.5

1) Which pair of fractions have the same denominator?
a) ½ and 2/1 b) 2/5 and 5/5 c) 4/3 and 10/3
2) Consider: 3/5, 5/6, 7/6, 16/7, 20/7, 2/9, 1/100, and 100/100
a) Identify the fractions with the same denominator?
b) Identify those that are proper fractions.
a) Identify those that are improper fractions. Write them as mixed numbers.
1) Use >,<, or = to compare the following fractions.
3 2 7 8 5 7
a) 12 12 b) 15 15 c) 8 8
2) Arrange the following fractions in ascending order.
a) 2/3, 1/3, and 3/3. b) 10/9, 16/9, 4/9, 7/9, and 9/9.
3) Add or Subtract.
1 6 5 2 14 2
a) 2   b) 3  c)  1  _______
7 7 9 9 5 5
4. Solve each of the following word problems.

i) Three sisters were told to wash the family car. Mahlet washed the front 1/3 and Blen
washed the back 1/3 of the car. Their sister Liya didn’t show up to wash her part of the car.
How much of the car was washed?
3
ii) Ekram has 4 of a bag of apples to feed her horses. If she feeds 2/4 of the apples to her
favorite horse, how much of the bag is left to feed the other horses?
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iii) A person invests one fifth of his salary for house rent and two-fifths of his salary for
food.
a) What fraction of his salary is invested for food and house rent?
b) What fraction of his salary is left after he pays for food and house rent?
4.6. Equivalent Fractions

Consider the following equal figures. Let’s divide the figures into two, four and eight equal parts
respectively
1 2 4
 
The size of the shaded parts in each figure is the same. This implies that 2 4 8 . We call these
fractions equivalent fractions.
Definition:
 Fractions that are equal to each other, but have different numerators and
denominators, are called equivalent fractions.
 We can find equivalent fractions by multiplying or dividing both the numerator and
denominator of the fraction by the same number.
4.6.1. Finding equivalent fractions using multiplication

For a given fraction, to find an equivalent fraction, multiply both its numerator and denominator by the
same number.
Example: Find equivalent fractions for:

3 4
a) b)
5 7
3 3 2 6 Multiply the numerator by 2

Solution: a)  
5 5  2 10 Multiply the denominator by 2.
3 6 3 6
  , and are equivalent fractions.
5 10 5 10
b)
Multiply the numerator by 3
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Multiply the denominator by 3.
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4 4  3 12
 
7 7  3 21
4 12 4 12
  , and are equivalent fractions.
7 21 7 21
Exercise 4.6.1
1) Find an equivalent fraction by multiplying the fraction by the number in the circle.
3 3 2
a)  b)  c)5  3
4 4 6 10
2) Find each equivalent fraction using multiplication.

3 9 1 2
a)  b)  c) 
4 3 12 6 18
3) Find three equivalent fractions for each of the following using multiplication.
2 4 5 9
a) b) c) d)
3 7 11 10
_______ _______ _______ _______
_______ _______ _______ _______
_______ _______ _______ _______
4.6.2. Finding equivalent fractions using division

To find equivalent fractions, we divide both the numerator and the denominator by the same number.
We usually do this to have the smallest possible number in a fraction, in other words, to put the
fraction in its simplest form.
Example 1. Find equivalent fractions for:

4 9
a) b)
16 12
4 44 1 Divide the numerator by 4

Solution: a)  
16 16  4 4 Divide the denominator by 4.
4 1
and are equivalent fractions.
16 4
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9 93 3 Divide the numerator by 3

b)  
12 12  3 4 Divide the denominator by 3.
9 3
and are equivalent fractions.
12 4
10
Example 2. Write in its simplest form.
20
Solution: We can see that both the numerator and denominator can be divided by 10. Or we can divide
by 2, then by 5.
10 10  2 5 5 55 1
  ,  
20 20  2 10 10 10  5 2
10 5 1 1 10
, and are equivalent fractions, and is the simplest form of .
20 10 2 2 20
Example 3. Check whether the pairs of fractions are equivalent or not

a) b) c)
Solution
a) They are equivalent because
b) hey are not equivalent because the numerator and denominator are
not multiplied by the same number.
c) They are equivalent because
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Exercise 4.6.2
1) Find an equivalent fraction by dividing the fraction by the number in the circle.
6 12 12
a)  6 b)  3 c)  3
36 24 15
20 15 14
d)  4 e)  5 f)  7
24 45 28
2) Find the value of each variable.

24 30 3 w 15 3
a)  b)  c) 
y 10 21 7 25 x
3) Find two equivalent fractions for each of the following fractions using division.
12 15
a) = _____ = _______ = _______ b) = ______=_______=_______
18 30
8
c) = _______=________=_______
32
4) Find the simplest form of

4 20 55
a)  b)  c) 
8 30 110
4.7. Decimals
Illustration About the decimal point
The easier way of writing 12 Birr and 50 cents is 12.50 Birr. The point is called a decimal point, and
what follows it is a fraction of one Birr. Remember that 50 cents is less than a Birr, which is equal to
100 cents. So, when talking about Birr and cents, we are talking about Birr and hundredths of a Birr.
4.7.1 Tenths
Note: When we talk about tenths of something, it means we are dividing by ten.
1 5
1  10   0.1 5  10   0.5
10 10
Example 1: Fill in the table
Number in words Fraction Decimal
Three tenths
Seven tenths
Twenty-two tenths
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Answer
Number in words Fraction Decimal Decimal in words
Tthree tenths 0.3 Zero point three
Seven tenths 0.7 Zero point seven
Twenty-two tenths 2.2 Two point two
4.7.2 Hundredth
When talking about hundredths of something, we are dividing by one hundred.
1 50
1  100   0.01 50  100   0.50
100 100
3) And thousandths means that we are dividing by a thousand.
1 756
1  1000   0.001 756  1000   0.756
1000 1000
Example2: Fill in the table

Number in words Fraction Decimal
Nine hundreds
Fifty four hundreds
Eighty hundreds
Answer
Number in words Fraction Decimal Decimal in words
Nine hundreds 0.09 Zero point zero nine
Fifty four hundreds 0.54 Zero point five four
Eighty hundreds 0.80 Zero point eight zero
Example 3 Convert the decimals in to fraction

a) 0.5 b) 0.12 c) 0.08 d) 0.89
Solution
a) b)
c) d)
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Exercise
1. Change the following fractions to decimals.
6 13 55 453
a) b) c) d)
10 10 100 100
2. Change the following decimals to fractions.
a) 0.8 b) 1.7 c) 12.62 d) 2.03
4.7.3 Comparing and Ordering Decimals with one and two decimal places
We can give place values of decimal numbers before (ends with ‘s’) and after the decimal point.(ends
with ‘th’)
Example Consider the table below.
Number Hundreds Tens ones tenths hundredth

12.3 - 1 2 3 0
547.45 5 4 7 4 5
0.4 - - - 4 0
15.78 - 1 5 7 8
4.7.3.1 Comparing Decimals with one and two decimal places
When we compare decimals, we look at the number of digits before the decimal point. Then we look at
the size of each digit in each place value.
Example
Compare the numbers 1.46 and 1.43
Solution: Look at the number before the decimal point, which is (1) in each number. Pass to the
numbers in the tenths places and they are still the same,4 in both numbers. But the numbers in the
hundredths place are 6 and 3 respectively. We know that 3< 6
Therefore, 1.43 < 1.46
4.7.3.2 Ordering Decimals with one and two decimal places

Let us arrange the numbers 101,1,010, 10,011 and 110 in ascending order. We have two numbers with
three digits: 101 and 110. 101 is smaller (or 101 < 110)
The other numbers have four digits: 1,010 and 1,001. 1,001 is smaller (or 1,001 < 1,010)
So, in ascending order, we will have:
Example Arrange the following in an ascending order: .
Solution. Looking at the digits before the decimal points in each number, we get 13, 16, 0 and 1
respectively.
We know that Therefore, in ascending order, we have
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Exercise 4.7.3
1) Compare the following pairs of decimals using <, >, or =.
a) 1.31 1.30 b) 0.66 ___1.67 c) 1.32 1.23
d) 2.02 2.1 e) 1.4 1.38 f) 0.01 0.01
2) Arrange the following decimals in ascending order using ‘<’ sign.
a) 2.54, 3.2, 2.62, 2.543, and 3.18
b) 1.1, 1.72, 1.3, 0.6, 0.1, 1.71 and 1.8
c) 10.256, 9.993, 9.2, 10.3, and 11.02
3) Desalgn is 1.72m tall and Seifu is 1.84m tall. Who is shorter in height ?
4) Complete the missing parts in the table.
Number Hundreds Tens ones tenths hundredth

5 4 0 6 -
23.86
0.05 - - - 4 0
- 6 2 9 1
4.8. Addition and Subtraction of Decimals with one and two decimals
To add decimals, first align the decimal points in the addends in a straight line downward:
and put in zeros when you need digits to work with.
4.8.1 Adding Decimals with one and two decimal places
Example: Add the following decimals.
a) 32.7 + 4.3 b) 45.32 + 3.1
Solution Align decimal points Align decimal points

addend a) 32.7 b) addend 45.32
addend + 04.3 addend + 03.10
Sum = 37.0 Sum = 48.32
2) Add using Number line 0.3 +0.3
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3) Add using Number line 3.3 + 3.6
4) Find the sum
Solution
4.8.2 Subtracting Decimals with one and two decimal Places

Note: To subtract decimals, first align the decimal points in the minuend
and subtrahend down wards in a straight line. Then, subtract decimals like
whole numbers.
Example
1. Subtract the following.

a) – 11.5 b) 42.8 – 1.9
Solution
Let us align vertically keeping their place value.
a) b)
2. Subtract the following using number line.
a) 0.7 – 0.3
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b) 8.8 – 8.5
Exercise
1. Use number line to find the difference
a) 6.7 – 6.4 b) 7.9 – 7.6 c) 0.9 – 03
2) Subtract the following decimals. (Use vertical method to subtract the numbers)
a) 0.8 – 0.3 b) 0.87 – 0.59 c) 27.86 – 0.24
d) 36.77 – 23.06 e) 710.01 – 710.001 f) 1099.7 – 899.76
3) A school lunch costs Birr 26.55. Mulu has Birr 62.45. How much money will she have
left
after buying lunch?
4) Dawit is buying groceries for dinner. A coke costs Birr 7.25, salad costs Birr 3.15, and
bread costs Birr 1.35. How much do the groceries cost?
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Unit Summary
- Fraction is part of a whole.( = a over b or a out of b)
- In any fraction, the number on top is the numerator and the number on the bottom is called
the denominator.
- Fractions with same denominator are called like fractions.
- To compare like fractions, we only compare their numerators.
- Let and be like fractions, then their sum is done by taking one of the denominators
and directly adding the numerators. +
- Proper Fraction is a fraction whose numerator is less that its denominator.
- Improper Fraction is a fraction whose numerator is greater that its denominator.
- Mixed Number It is a number which is expressed as a whole number and a proper fraction.
- It is represented in the form of
- Fractions that are equal to each other, but have different numerators and denominators, are
called equivalent fractions.
- We can find equivalent fractions by multiplying or dividing both the numerator and
denominator of the fraction by the same number.
- When we talk about tenths of something, it means we are dividing by ten When talking about
hundredths of something, we are dividing by one hundred.
- When we compare decimals, we look at the number of digits before the decimal point. Then we
look at the size of each digit in each place value.
- To add decimals, first align the decimal points in the addends in a straight line downward: and
put in zeros when you need digits to work with.
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Unit 4 Exercise
Review Questions for Unit three
I. Write True or false

1. The fraction 5/7 can be read as fifth over seven.
2. 12/56 is an improper fraction.
3. The decimal form of 80/100 is 0.8.
4. The sum of 4.76 and 7.46 is 12.22.
5. 3/4 and 12/16 are equivalent fractions..
II. Choose the correct answer.
1. Which one of the following is an equivalent fraction of 5/6?
A. 10/12 B. 20/24 C. 25/30 D. all
2. What is the value of n in the fraction n/3 = 5/15?
A. 1 B.2 C. 3 D. 4
3. In the fraction 13/10, which number is the denominator?
A. 10 B. 1 C. 13 D. 3
4. The fractional form of 2.13 is
A. 21/100 B. 13/10 C. 213/10 D. 213/100
5. Which sign would correctly complete the equation 56/74 67/74?
A. < B. = C. >
III. Work out these questions. Show your work.
1. Write the following fractions in words and vice versa.
A. 12/10 =
B. Nineteen twelfths=
2. Convert the following fractions in to decimals and the decimals into fractions.
A. 6.34 = B. 12/100 =
3. Write the following fractions in their simplest form.

A. 10/15 = B. 20/40 =
4. Convert the following improper fractions to mixed fractions and vice versa..
A. 13/3 = B. 7 4/5 =
5. Compare the following numbers using < ,> or =
A. 5/12 ______ 9/12 B. 14/15 ____ 41/15
6. Compare the following decimals using < ,> or =
A. 23.45 ______ 32.45 B. 2.56 ___ 2.56
65
Grade 4 Math
Unit 5
Plane Figures and Solid Figures
Unit Outcomes:
At the end of this unit students will be able to:
 Understand the concept of angles and draw them.

 Understand the basic concepts of points, planes, straight lines and
planes.
 Find the area and perimeters of parallelograms.
 Understand simple solid shapes.
5.1 Plane Figures
A plane is a flat surface that keeps on going forever in all directions.
It has no thickness.
The flat figures you have learned about in grade 3, for example
rectangles and squares, are called plane figures because they are part
of a plane. Plane figures have definite boundaries that give them their
shape.
Polygons are closed plane figures. They have 3 or more straight sides.
Fanta MirindaCoca- Quadrilaterals
Triangles
ColaTriangle
3 sides
4 sides
Pentagon
Hexagon
5 sides 6 sides
Gibson School Systems Page 66

Exercise 5.1
Identify each plane figure as a triangle, quadrilateral, pentagon or hexagon.
a) b) c)
1)
2)
5.2 Points, Lines, and Rays

A point is an A line goes on A line segment A ray is a line A vertex is a
exact location infinitely in is a line with with one point where
in space. It both two endpoints. endpoint. It two rays
has no length directions. It It includes all continues on intersect.
or width. has no points and on in one
endpoints. between those direction.
endpoints.
Vertex
We can name a line by any two of its points, or we can use a single small letter
like  and call it line  .
Example: You can name the line below as line AB or line .
A B

Exercise 5.2
1) Follow the instructions (a to d) and do the given task in the space below.
a) Mark two different points and name them using letters P and Q.
b) Draw a line that passes through points P and Q.
c) What is the number of lines that can pass through points P and Q?
d) Name the line.
2) Based on the line given below, answer questions a to d.

E F
A B C D
a) What are the points on AD?
b) What are the points not located on AD?
c) What are the points located between points A and D?
d) What are the other names for line AD?
3) Identify the following figures.
a b c d
i)

1) Compare the following figures with examples at the top of the page.
Complete the figures.
ii) _______________
Line Ray Line segment Vertex
5.3 Types of angles

A figure which is formed by two rays or lines that shares a common endpoint is
called an angle.
An acute angle measures less than 90° at the vertex. An obtuse angle is
between 90° and 180°. A right angle precisely measures 90° at the vertex. An
angle measuring exactly 180° is a straight angle. An angle that measures
between 180o and 360o is called reflex angle. An angle that measures 360 o is
called full circle.
Exercise 5.3
Classify the following angles into full circle, reflex angle, acute, obtuse, right
and straight angle:
i) 35° vi) 360°
ii) 185° vii) 135°
iii) 90° viii) 235°
iv) 92° ix) 355°
v) 180° x) 360°

5.4 Parallel and Perpendicular Lines
Parallel lines never Perpendicular lines Intersecting lines cross

intersect. They are cross over each other, or over each other or
always the same intersect, to form right intersect.
distance apart. angles.
Exercise 5.4
Identify each pair of lines as parallel, perpendicular, or intersecting.
a b c d
1)
5.5 Triangles
A triangle is a closed, a geometric shape with 3 sides, 3 angles, and 3 vertices.

NOTE: The sum of the lengths of any two sides of a triangle is greater than
the length of the third side, the given sides can form a triangle.
Example: Let’s take a triangle
In figure, the measurements of sides of triangle are 3 cm, 4 cm and 5 cm.
3 cm+4 cm=7 cm>5 cm
4 cm+5 cm=9 cm>3 cm
5 cm+3 cm=8 cm>4 cm
So, the sides can form a triangle.
Exercise 5.5
Identify the following sides which can form a triangle.
i) 3cm, 3cm, 4cm
ii) 6m, 2m, 1m
iii) 4m, 5m, 1m
Types of triangles
Based on sides:
a) Equilateral Triangle: All the sides are equal and all the three angles
equal to 60°.
b) Isosceles Triangle: It has two equal sides. Also, the angles opposite
these equal sides are equal.
c) Scalene Triangle: All the sides and angles are unequal.
Based on angles:
d) Acute Angled Triangle: A triangle having all its angles less than 90°.
e) Right Angled Triangle: A triangle having one of the three angles exactly
90°.
f) Obtuse Angled Triangle: A triangle having one of the three angles more
than 90°.

5.6 Quadrilaterals
A quadrilateral is defined as a two-dimensional shape with four sides, four

vertices, and four angles.
Trapezium, Parallelograms, Squares, Rectangles, and Rhombuses are types of
quadrilateral.
Square, Rectangle, and Rhombus are also Parallelograms.
a) Trapezium
The trapezium is a quadrilateral with one pair of parallel opposite sides.
Properties of Trapezium
 The parallel sides of a trapezium are called bases.

 The non-parallel sides of a trapezium are called legs.
R S
In trapezium PQRS
i. RS ∥ QP
ii. RS  QP
Q P
b) Parallelogram
A parallelogram is a quadrilateral with two pairs of parallel sides.
Properties of Parallelogram
 The opposite sides of a parallelogram are parallel.

 The opposite sides of a parallelogram are equal in length.
 The opposite angles are equal in measure.
In parallelogram ABCD,
AB ∥ DC and AD ∥ BC.
The opposite sides of a parallelogram
Parallelogram ABCD are equal (i.e. AB=DC and AD=BC)
c) Rectangle
A rectangle is a type of quadrilateral, whose opposite sides are equal and
parallel.
Properties of rectangle
 It has 4 sides, 4 angles, and 4 corners (vertices).

 Every angle of a rectangle measures 90°.
 Opposite sides are equal and parallel.
In rectangle ABCD,
AD  DC and BC  DC
AB ∥ DC and AD ∥ BC
AB=DC and AD=BC
Rectangle ABCD

d) Square
A square is a quadrilateral which has it’s all sides equal in length and the
measure of the angles are 90 degrees.
Properties of square
 All four interior angles are equal to 90°.

 All four sides of the square are equal to each other.
 The opposite sides of the square are parallel to each other.
A B
In square ABCD,
AB CD and BD DC
AB∥DC and AC∥BD

AD BC
AB=BD=DC=AC
D C
Square ABCD
e) Rhombus
Rhombus is a quadrilateral with all equal sides.
 All sides of the rhombus are equal.
 The opposite sides of a rhombus are parallel.
 Opposite angles of a rhombus are equal.
Rhombus ABCD
Note: Parallelogram can be a trapezium.
Rectangle can be parallelogram.
Square can be a rectangle.

Exercise 5.6
Write true or false.
1. All rectangles are squares.
2. All rhombuses are parallelograms.
3. All parallelograms are trapeziums.
4. All squares are trapeziums.
5. A rectangle is a four-sided shape where every angle is a right angle.
5.7 Area of a Rectangle or Square

6m Area is the number of square units needed to cover
a surface. To calculate the area of a square or
rectangle, multiply the measure of the length by the
5m
measure of the width.
Example: The area of a rectangle 6 m in length and
5 m in width is 30 square meters.
Length: 6 m
Width: 5 m
Area = Length x Width
Area = 6 m x 5 m
Area = 30 sq. m
Exercise 5.7
Find the area of each rectangle or square.
a b c
5 cm
4m 10 m
3 cm
1)
1m
4m
sq. m sq. m
sq. cm
7 km
2)
8 cm 7 km 2m
3m
4 cm
sq. m
sq. cm sq. km
5.8 Perimeter of a Rectangle or a Square
The perimeter is the sum of the lengths of the sides of a figure.
To find the perimeter, add the length of the sides.

6 cm
6 6 x 2 = 12
5 cm
5 cm 5 or 5 x 2 = 10
6
6 cm
+ 5 12
22 + 10
22
The perimeter of the rectangle is 22 cm.
Exercise 5.8
Find the perimeter of each figure.
a b c
6 cm
8m 8m
1) 4 cm 7m 7m
4 cm
2m 2m 6m
6m
5m
6 cm
Perimeter = _______cm Perimeter = _______m Perimeter = _______m
4 4cm
6cm 6cm
2) 4
8m 9m
4
4 6cm 6cm
3m 4 cm
4
4
Perimeter = _______m Perimeter = _______cm Perimeter = _______cm

5.9 Solid Figures
Solid figures have 3 dimensions and they can appear hollow or solid.
Exercise 5.6
1) Identify these plane and solid figures.
a b c d
1)
2) Identify the plane figures.
________________ _________________ ______________
3) Identify the solid figures.

_________________ _______________ _______________________
4) Find the area of the following rectangles.
6 cm 7 cm
4 cm 5 cm
Area = __________ sq. cm Area = __________ sq. cm
5) Find the perimeter of the following figures.

Unit summary
A plane figure has only length and width. It has no depth.
A plane figure is a two dimensional figure.
Examples of plane figures are triangles, rectangles, polygons,
circles.
We have solid figures which have length, width, and depth.
Examples of solid figures are prism, sphere, cone, cube etc.
An angle is formed by two rays that have a common end point.
An angle can be acute, right, obtuse, straight, reflex or full
circle angle.
Review exercises
I. Write true or false.
a) An acute angle is a reflex angle.
b) A right angled triangle is a scalene triangle.
c) Any triangle is an equilateral triangle.
d) An equilateral triangle is an isosceles triangle.
e) A cube is a plane figure.
f) A circle is a solid figure.
g) Any rectangle is a square.
h) A plane figure which has all sides equal to each other is called a
parallelogram.
i) A ray is a line segment
II. Choose the correct answers.
1) A part of a line which has initial and end points is called:
A. Line segment B. Ray C. Line D. Circle
2) A polygon which has 6 sides is called:
A. Rectangle B. Pentagon C. Hexagon D. Triangle
3) A three sided polygon is:
A. Parallelogram B. Triangle C. Circle D. Square
4) Which of the following is an acute angle?
A. 176o B. 34o C. 278o D. 345o
5) Which of the following is a reflex angle?
A. 176o B. 34o C. 278o D. 345o
6) Which one is a solid angle?
A. Cube B. Rectangle C. Triangle D. Line

III. Give short answers.
a) Draw a ray and a line segment.
b) Draw a parallelogram.
c) Draw a cone.
d) Draw a rectangular prism.
e) Draw a cylinder.

IV. Find the perimeters of the following plane figures.
a) 5𝑐𝑚 d)
6𝑐𝑚
8𝑐𝑚 5𝑐𝑚 4𝑐𝑚
7𝑐𝑚
5𝑐𝑚
8𝑐𝑚 4𝑐𝑚
6𝑐𝑚
5𝑐𝑚
b) 4𝑐𝑚 e) 7𝑐𝑚
5𝑐𝑚
2𝑐𝑚 2𝑐𝑚
2𝑐𝑚 2𝑐𝑚 5𝑐𝑚
4𝑐𝑚
6𝑐𝑚 6𝑐𝑚
8𝑐𝑚
8𝑐𝑚
4𝑐𝑚 8𝑐𝑚
2𝑐𝑚 2𝑐𝑚
2𝑐𝑚 2𝑐𝑚
4𝑐𝑚 6𝑐𝑚
c) 10𝑐𝑚
2𝑐𝑚 2𝑐𝑚
7𝑐𝑚 7𝑐𝑚
8𝑐𝑚 8𝑐𝑚
12𝑐𝑚 12𝑐𝑚

Unit Six
Pattern
Unit Outcomes:
At the end of this unit students will be able to:
 Understand about patterns

 Understand the rules and regulation about patterns
A pattern is defined as a sequence of repeating objects, shapes or numbers.
If the set of numbers are related to each other in a specific rule, then the rule
or manner is called a pattern.
Sometimes, patterns are also known as a sequence. Patterns are finite or

infinite in numbers.
For example, in a sequence 2,4,6,8, each number is increasing by sequence 2.
An Element of pattern is the repetition of: LINES; FORMS; TEXTURES;

COLOUR.
The core is the shortest string of elements that repeats in a repeating pattern.
Example: Identify the elements and core of the following repeating patterns.
Elements Core

Note:
To identify elements of a pattern, the first and second elements must identify
and the relationship between them.
To identify unknown and recurring elements of a pattern, we must first identify

the core and sequence.
Example: Fill in the blanks.
a. 30 30 60 60 60 30 : 60
b. 3 2 10 3 2 3 10 3 10
Solution:
a. 30 30 60 60 60 are cores.
According to the sequence of cores there are two 30 and three 60.
The first element is 30 so the element should place in the first blank is
30 and then 60.
b. 3 2 10 are cores.
According to the sequence of cores there are 3 2 and 10.
Using this element should place in the blanks are 10 2 and 2.
Exercise 6.1
a) Identify the elements and cores of the following patterns.

b) Fill in the blanks.
Successor and Predecessor
Successor
Successor is a number that succeeds another number or comes after the given
number. In other words, the successor of a given number is 1 more than the
previous number.
For example,
The successor of 22 = 22 + 1 = 23
The successor of 100 = 100 + 1 = 101
The successor of 45= 45 + 1 = 46
Predecessor
Predecessor is a number that precedes another number or comes before the
given number. In other words, the predecessor of a given number is 1 less than
the given number.
For example,
The Predecessor of 22 = 22 - 1 = 21
The Predecessor of 100 = 100 - 1 = 99
The Predecessor of 45= 45 - 1 = 44
Note:
 Successor = Given number + 1

 Predecessor = Given number – 1

Exercise 6.2
a) Find the successor of the following numbers.
1) 12
2) -12
3) -84
4) 90
5) 150
b) Write the predecessor and successor of
1) 20
2) 1,997
3) 12,000
4) 49
5) 10,000
c) If the predecessor of a number is 99, what is the number?
Even and Odd numbers
An even number is a number that can be divided into two equal groups.
An odd number is a number that cannot be divided into two equal groups.
Even numbers end in 2, 4, 6, 8 and 0 regardless of how many digits they have
(we know the number 624 is even because it ends in a 4!).
Odd numbers end in 1, 3, 5, 7, 9.
Properties of Even and Odd Numbers
The following are the properties of even and odd numbers:
 The sum of two even numbers is an even number

 The sum of two odd numbers is an even number
 The sum of even and an odd number is an odd number
 Even number is divisible by 2, and leaves the remainder 0
 An odd number is not completely divisible by 2, and leaves the
remainder 1.
 An even number ends with 0, 2, 4, 6, and 8
 An odd number ends with 1, 3, 5, 7, and 9

Representation of Even and Odd Numbers
The sets of even and odd numbers can be expressed as follows,
 Even = 2n
 Odd = 2n + 1
A formal definition of an even number is an integer of the form n = 2k, where k

is an integer.
An odd number is defined as an integer of the form n = 2k + 1.
Example: Find the equations for the following odd and even numbers
a) 1, 3, 5, 7, 9
Therefore, the general term for the sequence 1, 3, 5, 7, 9, . . . is 2n - 1.

b) 2, 4, 6, 8,10
Therefore, the general term for the sequence 2, 4, 6, 8, 10, . . . is 2n .
Exercise 6.3
Find general term for the following sequence.
a) 3 9 15 21 27 33 39 45 …
b) 8 16 24 32 40 48 56 64 …
c) 7 9 11 13 15 17 19 …
d) 1 6 11 16 21 26 31 …

Note:
Sometimes math is called a science of pattern because mathematical word

problems have their own patterns.
Patterns have many uses for mathematics.
Uses of patterns
 For prediction
 To solve word problems
 To enhance creativity
 To develop thinking
Summary
 In Mathematics, a pattern is a repeated arrangement of numbers, shapes,
colours and so on.
 The Pattern can be related to any type of event or object.

 A type of pattern, in which the rule keeps repeating over and over is called
a repeating pattern
 The predecessor is known as before numbers (that appear just before) and
the successor is known as after numbers (that appear just after).
 An even number is a number that can be divided into two equal

groups. An odd number is a number that cannot be divided into two equal
groups.

Ful
lDat
e: Assi
gnment
:
Uni
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Measur
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7.2
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88
Ful
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:
Lengt
hist
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Uni
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Mi
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Exampl
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o:
a)met
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omet
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Sol
uti
on
a)4km +560m b)4km +560m
=4000m +560m =4km +0.

56km
=4,
560m =4.
56km
Exer
cise:7.
1
89
Ful
lDat
e: Assi
gnment
:
Compl
etet
hef
oll
owi
ng.
a b
1)4m =_
___
___
___
___
_cm 25m =_
___
___
___
_mm
2)21km =_
___
___
___
__m 25cm =_
___
___
___
mm
3)33m =_
___
___
___
___
cm 14km =_
___
___
___
_mm
4)15m =_
___
___
___
___
_cm 47m =_
___
___
___
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5)5km =_
___
___
___
___
__m 84cm =_
___
___
___
_mm
Comput
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s.
1)3,
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000cm
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Sol
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400m
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Sol
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90
Ful
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gnment
:
7.
2Mass
Massi
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Thest
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Uni
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Exampl
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o a.gr
ams b.ki
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Sol
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on:
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56kg
=4.
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45600g
Exer
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Completethef
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a. b. c.
1)6kg=_
___
___
___
_g 32g=_
___
___
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___
___
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___
___
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___
___
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g 9g=_
___
___
___
mg
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___
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___
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___
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Sol
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___
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91
Ful
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Exampl
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92 90
Ful
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Exer
cise7.
3
Compl
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___
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Sol
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__
_____
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91
93
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92
94
Ful
lDat
e: Assi
gnment
:
C.10m = weeks. D.1q= g.
2.Conv
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___
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3.Conv
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UNI
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Ful
lDat
e: Assi
gnment
:
Uni
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Att
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hisuni
t,st
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swi
llbeabl
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96
94
Ful
lDat
e: Assi
gnment
:
8.
1Readi
ngBar
Gr
aphs
Bargr
aphsar
eusedt
ocompar
edi
ff
erentcat
egor
iesofI
nfor
mat
ion.
Abargr
aphi
sther
epr
esent
ati
onofnumer
icaldat
abyr
ect
angl
es(
orbar
s)ofequalwi
dthandv
ary
ing
hei
ght
.Tal
l
ychar
tisat
abl
eusedt
orecor
dval
uesf
orav
ari
abl
einadat
aset
,byhand,
oft
enast
he
v
aluesar
ecol
l
ect
ed.
Exampl
e:Thedat
agi
venbel
owi
sthenumberofst
udent
sfoundi
nagr
ade4cl
ass.
Subj
ect
s Numberofst
udent
sint
all
y Numberofst
udent
sinnumber
s
Amhar
ic 7
Engl
i
sh 6
Mat
h 5
Env
ironment
alSci
ence 8
en
NumberofHalDogsEat
Fi
nal
ist
s
Thi
sbargr
aphcompar
est
heamountofhotdogseat
enbyt
hef
inal
i
sts.Thebarf
orAar
oni
sthel
ongest
becauseAar
onat
emor
ehotdogs,
(10)
,thant
heot
hert
wo.
95
97
Ful
lDat
e: Assi
gnment
:
St
udent
s’Past
imesFav
ori
te
NumberofSt
udent
s
Thisbargr
aphcomparesst
udent
s’f
avor
it
epast
imes.Thebarf
ormov
iesi
sthel
ongestbecausemor
e
thantheot
hergames.St
udent
sli
ketogotot
hemov i
es.
St
udent
s’Fav
ori
teSnacks
Y.
t
Numberofiems
Dat
a
Ty
pesofSnacks
Label
s
Thebargr
aphabov
erepr
esent
sel
ement
aryschool
’
ssur
veyoft
het
ypeofsnackf
oodsst
udent
spr
efer
.
TheXaxi
srepr
esent
sthet
ypeoff
ood.TheYaxi
srepr
esent
sthenumberofst
udent
swhopr
efert
he
snackf
ood.
Mean:t
heav
erageofadat
aset
,foundbyaddi
ngal
lnumber
stoget
herandt
hendi
vi
dingt
hesum oft
he
number
sbyt
henumberoft
henumber
s.
96
98
Ful
lDat
e: Assi
gnment
:
Exampl
e:wi
tht
hedat
aset
:8,
9,5,
6,7,
t
hemeani
s7,
as8+9+5+6+7=35,
35/
5=7.
Exer
cise8.
1
1.Answert
hef
oll
owi
ngquest
ionsf
rom t
hebargr
aphabov
e?
2. Whatar
ethedi
ff
erentt
ypesofsnackf
oodi
nthebargr
aph?
_
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
3.Howmanyst
udent
spr
efer
redsandwi
ches?_
___
___
___
___
__
4.Howmanyst
udent
schoseappl
es?_
___
___
___
___
__
5.Howmanyt
otal
student
schoseappl
esandor
anges?_
___
___
___
___
6.Howmanymor
est
udent
s?_
___
___
___
___
7.Whi
cht
wosnacksdi
dthesamenumberofst
udent
spr
efer
?__
___
___
___
___
8.Howmanyst
udent
swer
esur
vey
ed?_
___
___
___
__
2.Answert
hef
oll
owi
ngquest
ionsf
rom t
hebargr
aphbel
ow?
1)Whati
sthefav
ori
tel
unchshownby
St
udent
sFav
ori
teLunch
thegr
aph?
__
____
__ist
hefav
ori
telunch.
Ci
rcl
etr
ueorf
alseundereach
St
atement
.
s
udent
2)Student
sliketoeatmor
esalads
Numberofst
thanBurgers.
True Fal
se
3)Thi
rt
yst
udent
sli
ket
oeatbur
ger
s.
Tr
ue Fal
se
Lunches
4)Whati
sthemeanofpi
zzaand
bur
ger
?
3.Answert
hef
oll
owi
ngquest
ionsf
rom t
hebargr
aphbel
ow
99 97
Ful
lDat
e: Assi
gnment
:
1)Lookatt
hebargr
aph.Whatist
heanimal
mostoft
enseeni
nAlaskabytour
ist
s?
St
udent
s’Fav
ori
teMusic
Ani
mal
sSeenByTouri
smsinAlaska
The____
___
___i
stheani
mal
mostof
ten
seen.
Ci
rcl
etr
ueorf
alseundereachSt
atement
2)Mooseandmount
aingoat
sar
enotseen
ver
yoft
en.
Tr
ue Fal
se
3)Mooseandbear
sar
eseent
hemost
NumberofAni
mal
sseenperv
isi
t
Tr
ue Fal
se
4)Whati
sthemeanofseal
sandgoof
?
4.Answert
hef
oll
owi
ngquest
ionsf
rom t
hebargr
aphbel
ow?
Uset
hebargr
apht
oanswerquest
ions1-
4
1.Whattypeofmusi
cdomost
St
udent
sli
kethebest
?
c
pesofmusi
Mostst
udent
sli
ke_
___
___
and_
___
___t
hebest
.
Ty
Ci
rcl
etr
ueorf
alsef
oreachst
atement
.
2.Morestudent
sli
keoper
abet
tert
han
NumberofSt
udent
s
Soul
music.
Tr
ue Fal
se
3.Soul
ist
hef
avor
it
ety
peofmusic.
Tr
ue Fal
se
4.Thel
eastf
avor
it
ety
peofmusi
cisoper
a.
Tr
ue Fal
se
Tunesh’
sSt
ampCol
lect
ion
100 98
Ful
lDat
e: Assi
gnment
:
8.
2ReadingLi
ne
Graphs
Li
negr
aphsar
eusedt
oshow
s
Dol
a
udent
60-
←Y-Axi
s
50-
changesofquant
it
iesov
ert
ime.
NumberofSt
40-
30-
20-
Thehor
izont
alaxi
s(xaxi
s) Dol
a
10-
0-
r
epr
esent
scont
inuousdat
a,
usual
l
yti
me,
andt
hev
ert
ical
axi
s
XAxi
s
(
yaxi
s)showst
hechangesi
n
Quant
it
y.
I
nthi
sli
negr
aph,
thexaxi
sshows
t
hemont
hsf
rom Mayt
hrough
Oct
ober
.TheYaxi
sshowst
he
numberofst
ampscol
l
ect
edbyShanon.
Howmanyst
ampsdi
dTi
runeshcol
l
ecti
nJul
y?20
Howmanyst
ampsdi
dTi
runeshcol
l
ectdur
ingAugust
?30
Exer
cise8.
2
I
. Ref
ert
othel
inegr
aphabov
eandanswert
hef
oll
owi
ngquest
ions.
1. Howmanyst
ampsdi
dTi
runeshcol
l
ectdur
ingSept
ember
?__
___
___
___
___
___
_
2. Howmanyst
ampsdi
dTi
runeshcol
l
ectdur
ingSept
ember
?__
___
___
___
___
___
_
3. Whi
chmont
hsdi
dTi
runeshcol
l
ectt
hesamenumberofst
amps?_
___
___
___
___
4. I
nwhi
chmont
hdi
dTi
runeshcol
l
ect10st
amps?_
___
___
___
___
___
5. I
nwhi
chmont
hdi
dTi
runeshcol
l
ectt
hemostst
amps?_
___
___
___
___
___
_
6. Howmanymor
est
ampsdi
dShannoncol
l
ectf
rom Augustt
hroughOct
obert
hanf
rom Mayt
hrough
Jul
y?_
___
___
___
___
___
_
99
101
Ful
lDat
e: Assi
gnment
:
I
I. Studyt
heli
negraphbelow I
II
.St
udytheli
negraphbelow
andanswerthequest
ions. andanswerthequesti
ons
1. I
nwhatweekwer
ethemostf
rogs 1.Howmanyf
iel
dtr
ipsdi
dfour
th
Act
ive?_
___
___
___
___
__ gr
ader
shav
einJanuar
y?
2. Bet
weenwhi
ch2weekswas _
___
___
___
___
___
t
her
enochangei
nthenumber 2.Four
thgr
ader
shav
efi
eldt
ri
psi
nJanuar
y?
ofact
iveFr
ogs?_
___
___
___
_ ¬¬¬¬¬¬¬¬¬¬¬_
___
___
___
___
___
_
3. Four
thgr
ader
shadt
hef
ewest
f
iel
dtr
ipsi
nwhatmont
h?_
___
___
___
__
Goal
sScor
edbyFairmontHi
gh
Soccer
s
NumberofGoal
100
102
Ful
lDat
e: Assi
gnment
:
I
V.Uset
hel
inegr
apht
oanswerquest
ions1-
3
1. I
nwhi
chmont
hwast
hef
ewestnumberofgoal
sscor
ed?
Thef
ewestnumberofgoal
swasscor
edi
n._
___
___
___
_.
2. Thenumberofgoal
sscor
edi
ncr
easedbyhowmanyi
nSept
emberwhencompar
edt
oJune?
Thenumberofgoal
sincr
easedby
_
___
___
___
_fr
om Junet
oSept
ember
.
Ci
rcl
etr
ueorf
alseundert
hest
atement
.
3. Augustwast
hemont
hinwhi
cht
hehi
ghestnumberofgoal
swasscor
ed.
Tr
ue Fal
se
DuesCol
lect
edf
or
Rev
iewExer
cise
Nei
ghbor
hoodNewsl
ett
er
I
.Uset
hel
inegr
apht
oanswerquest
ions1–4.
1.Onwhi
chSundaywast
hesmal
l
estdol
l
ar TopPetSal
esi
nAugust
amountcol
l
ect
ed?
Thesmal
l
estdol
l
aramountwascol
l
ect
ed
s
NumberofGoal
ont
he_
___
___
___Sunday
.
2.Howmuchmoneywascol
l
ectont
he
Sundayi
nJune
four
thSunday
?
101
School
Absent
s
103
Ful
lDat
e: Assi
gnment
:
$___ _
_ _
___wascoll
ectedonthefourt
hSunday.
Ci
rcletrueorf
alseundereachstat
ement
3. Thebestt i
met ocoll
ectduesisatthebegi
nni
ngoft
hemont
h.
True Fal
se
4. Ov
er$12wascol
l
ect
edi
nthemont
hofJune
Tr
ue Fal
se
I
I. Uset
hebargr
apht
oanswerquest
ions5-
8.
5. Whi
cht
ypeofpethadt
hebestsal
esi
nAugust
?
_
___
___
_hadt
hebestsal
esi
nAugust
.
Ci
rcl
etr
ueorf
alseundereachst
atement
6. Thepetst
oresol
d5mor
eger
bil
sthanpuppi
esi
nAugust
.
Tr
ue Fal
se
7. Thepetst
oresol
dfewerpuppi
est
han
manyki
tt
ensorger
bil
s.Butt
her
ewas
Notmuchdi
ff
erencei
nthesal
esof
Ger
bil
s,puppi
es,
andki
tt
ens.
Tr
ue Fal
se
8.Thepetst
oresol
dal
mostaski
tt
ensaspuppi
esi
nAugust
.
Tr
ue Fal
se
103 102
104
Ful
lDat
e: Assi
gnment
:
UNI
T9
Et
hiopi
anTi
me
Uni
tOut
comes:
Att
heendoft
hisuni
tst
udent
swi
l
lbeabl
eto:
 Readandwr i
teti
mebyusingaclockwi
thhours,
hal
f-
hour
s,andquar
ter
-hour
s
 Fi
ndt heel
apsedti
mebetweentwotimes
 Tel
lthedate,
mont handy
earusi
ngacalendar
9.
1Ti
me
Thest
andar
dInt
ernat
ional
(SI
)uni
toft
imei
sthesecond.
o Eachar
rowi
scal
l
edahand.
o Theshor
thandi
sthehourhand.
o Thel
onghandi
sthemi
nut
ehand.
o Ther
ear
e60mi
nut
esi
nanhour
.
Thehourhandi
ndi
cat
esat3,
soi
tis3o’
cl
ock.
Basedont
hecl
ock:
103
105
Ful
lDat
e: Assi
gnment
:
I
fthemi
nut 1 ×5,
ehandshowat1, iti
s5mi
nut
es.
I
fthemi
nut
ehandshowat2,
2 ×5,
iti
s10mi
nut
es.
I
fthemi
nut 2 ×5,
ehandshowat3, iti
s15mi
nut
es.
Exer
cise9.
1
1) Wr
it
ethet
imei
nnumber
s.
1 2 3
2) Pr epar
eamodel ofcl
ockwhi
chshowst
hehandat2,
themi
nut
ehandat6and
thesecondhandat8.
104
106
Ful
lDat
e: Assi
gnment
:
Conv
ert
ingt
ime.
Uni
ts Shor
tfor
m Uni
tchange
Second S 1mi
n=60s
Mi
nut
e Mi
n h=60mi
n
Hour H 1day=24h
Day - 1week=7day
Week - 1y
ear=2day
sor1and52weeks
105
107
Ful
lDat
e: Assi
gnment
:
Mont
h - 1mont
h=28t
o31day
s(30i
ntheE.
C)
Year - 1y
ear=12mont
h(pl
usPagumei
ntheE.
C)
Exampl
e:
Howmanysecondsar
ether
einanhour
?
Sol
uti
on:
1hour=60mi
nand1mi
n=60s
=60x60s
=3,
600s
Exer
cise9.
2
I
. Compl
etet
hef
oll
owi
ngpr
obl
ems.
a b
1.2h=_
___
___
___
___
___
min 4.1week=_
___
___
___
___
__h
2.6mi
ns=_
___
___
___
___
_s 5.2weeks=_
___
___
___
___
min
3.1day=_
___
___
___
___
__h 6.1 day
s=_
___
___
___
___
_mi
n
108 106
Ful
lDat
e: Assi
gnment
:
I
I. Sol
vet
hef
oll
owi
ngpr
obl
ems.Showy
ourwor
k.
1.At
rai
nleav
esAddi
sAbbaf
orDi
reDawaat11o’
cl
ockatni
ght
,andar
ri
vest
her
eat8
o’
cl
ockt
henextmor
ning.Howl
ongi
sthej
our
ney
?
2.I
fAl
emi
tusl
eepsf
or10hour
sst
art
ingat9:
30P.
M,atwhatt
imedoesshewakeup?
3. Thedi
stancef
rom Addi
sAbabat
oDebr
eZei
tis45km.I
fAbebel
eav
esAddi
sAbabaat
8:
45a.
mri
dingabi
cycl
eatanav
eragespeedof20km/
h;
a)Forhowl
ongwoul
dhebet
rav
eli
ng?
b)Atwhatt
imewoul
dher
eachDebr
eZei
t?
c)Atwhatt
imewoul
dhear
ri
vebackt
oAddi
sAbabai
fhespentf
ourhour
sinDebr
e
Zei
t?
4. I
fZenbechdeci
dest
owor
kfi
veext
rami
nut
esperday
,howmuchext
rat
imewi
l
l
shewor
k
a)i
namont
hof30day
s?
b)i
noney
ear(
12mont
hs)
?
109 107
Ful
lDat
e: Assi
gnment
:
Not
e:Toaddv
aluesoft
imet
heuni
tsshoul
dbet
hesame.
Exampl
e:Add7hand6h.7h+6h=13h
Add6hand45mi
n
Fi
rstweshoul
dchangei
ntosameuni
t,6h=6 ×60mi
n=360mi
n
360mi
n+45mi
n=405mi
n.
Exer
cise9.
3
Comput
ethef
oll
owi
ng.
a)4h+8h
b)6h–4h
c) 90day
s–8weeks
d)3day
s+24h
e) 10h30mi
n+9h20mi
n
f
) 120day
s–9weeks
g)6mont
hs–20weeks
Compar
ingt
imegi
veni
ntwouni
ts.
Tocompar
etwot
imesf
ir
stweshoul
dchangei
ntot
hesameuni
t.
Exampl
e:Compar
e3,
600secand60mi
n.
60mi
n=60 ×60sec=3,
600sec
Ther
efor
e,3,
600sec=60mi
n.
Exer
cise9.
4
Fi
l
lint
hebl
anksusi
ng >,<,
and=si
gns.
a)3,
600sec 2h c)300mi
n 4h
b)180mi
n 3h d)6h 3,
600mi
n
Ar
ranget
hef
oll
owi
ngv
aluesoft
imei
nascendi
ngor
der
.
a)360mi
n,420mi
n,480mi
n,240mi
n,140mi
n
108
110
Ful
lDat
e: Assi
gnment
:
b)3h,
342mi
n,6h,
7h,
300mi
n
109
111

GR 4 MATH

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GR 4 MATH

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MATHEMATICS

Student Text Book

Chapter 1: Whole numbers up

Whole numbers up to 1,000,000 and their sequence

 Solve word problems based on whole numbers up to 1,000,000

1. Review of whole numbers from 1 to 10,000

Subtopic learning ability

 Review whole numbers up to 10,000

1.1.1. Whole numbers up to 10,000

2. Write the following whole numbers written in words.

Note: Whole numbers up to 1,000,000 are tabulated as follows.

3. Adding the result 482=400 +80+ 2

1.1.2 Compare and order whole numbers up to 10,000

Activity 2: Do the following question in groups

Example. 5:- Compare the pairs of whole numbers given below.

c. They have the same digits, thus, we will compare 6 and 7.

1.2 Multiples of 1,000, 10,000 and 100,000 up to 1,000,000

 Identify multiples of 1,000, 10,000 and 100,000 up to 1,000,000

1.2.1 Multiples of 1,000 up to 1,000,000

Student Text Book

a. 9,000 b. 800 c.18,000 d. 7,200 e. 95,000

1.2.2 Multiples of 10,000 up to 1,000,000

1.2.3 Multiples of 100,000 up to 1,000,000

Example 8 : Among the following whole numbers, identify the multiples of

c. A whole number that is a multiple of 100,000 will not be a multiple of 10,000.

1.3 Whole numbers up 1,000,000

Subtopic learning ability

~ Read and write whole numbers up to 1,000,000.

c. Ninety nine thousand nine hundred ninety nine

a. 12,375 b. 55,620 c. 999,999

A. 82,159 b. 356,720 c. 789,462

1. Write the whole numbers given below in words.

2. Write the followingwhole numbers in figures.

1.4 Number place value in 6-digit whole numbers’

Subtopic learning ability

~ To put 6 digit whole numbers in their place values

Subtopic learning ability

5 Compare and order whole numbers up to 1,000,000

Activity 8 :Discuss the following questions as a

Example 14: Compare the following pairs of whole numbers

A. 646,674, 668,480, 646,529, 623,942, 642,258

a. 446,675, 568,489, 346,528, 523,947, 442,251

b. 846,674,768,480, 946,529, 923,842, 742,258

c. 546,875, 546,482, 546,528,546,247, 546,251

1.6 Rounding numbers by their decimal value

Subtopic learning ability

~ Rounding whole numbers to their decimal places.

a. 12, (10, 20) b. 270, (200,300) c. 6,990, (6,000, 7,000)

1. Round the following whole numbers to 10 and 100 place value.

1.7 Ethiopian numbers from one to one hundred (or ፩-፻).

Subtopic learning ability

~ Identify Ethiopian numbers from 1 to 100.

1.2.4 Basic Ethiopian numbers

1. Write the following Ethiopian numbers in words:

2. Write the following numbers in Ethiopian numbers

Chapter 1 Summary Exercise

2. List all the multiples of 1,000 between 12,640 and 18,308.

3. List all the numbersof 10,000 between 35,690 and 99,816.

4. List all the multiples of 100,000 between 237,320 and 635,629.

15. Expand the followingwhole numbers.

2.1. Addition of whole numbers up to 1,000,000

2.1.1. Review adding whole numbers up to 10,000

Example 1:- Add the following whole numbers.