MINISTRY OF EDUCATION

PRIMARY ENGAGEMENT PROGRAMME

GRADE FIVE WORKSHEET
SUBJECT: MATHEMATICS
LESSON: 1 WEEK 1
TOPIC: NUMBER SEQUENCE
Name: ________________________________ Date: _____________________

FACT/TIP:
Look around you, can you see a pattern? A pattern is an
arrangement of shapes, numbers or colours formed according to a
rule. Patterns are everywhere; you can find them in nature, art,
music and even in dance! Patterns can grow or be repeated
depending on the rule.
PRACTICE EXAMPLE1

PRACTICE EXAMPLE 2

Here the pattern rule is adding 5. The pattern rule varies from pattern
to pattern.
PRACTICE EXAMPLE 3

ON YOUR OWN
Look at these repeating patterns. Draw the next two shapes.

Draw the shape that should come next in this growing pattern.

Completing and describing patterns

Number patterns do not always begin at zero. Some patterns start at
any given number.
HOMEWORK
Patterns in skip counting
There are many skip counting patterns to discover on a hundreds
chart. Let’s take a look!

Can you find any other skip counting pattern? If you can, colour
them in different colours.
 MINISTRY OF EDUCATION
PRIMARY ENGAGEMENT PROGRAMME
GRADE FOUR WORKSHEET
SUBJECT: MATHEMATICS
LESSON: 2 WEEK 1
TOPIC: PREDICTING PATTERNS

Name: ________________________________ Date: _____________________

FACT/TIP:
When we use number patterns in tables, they can help us to predict
what comes next.

PRACTICE EXAMPLE 1
Look at the table below and how we can use it to predict the total
number of sweets needed for any number of children at a party.
PRACTICE EXAMPLE 2

ON YOUR OWN

Can you predict the number pattern for the problems below?
HOMEWORK
Home Project

Make a poster showing growing patterns using materials such as

matchsticks, toothpicks, popsicle sticks, straws, etc.

Write two questions based on the pattern you have created.

Based on the pattern created, can you predict how many objects
will be needed for the 20th shape?
 MINISTRY OF EDUCATION
PRIMARY ENGAGEMENT PROGRAMME
GRADE FIVE WORKSHEET
SUBJECT: MATHEMATICS
LESSON: 3 WEEK 1
TOPIC: PATTERNS and FUNCTIONS
Name: ________________________________ Date: _____________________
FACT/TIP:
Below is a function machine. It shows numbers going in, have a rule
applied and coming out again.
PRACTICE EXAMPLE 1
In the machine below the rule is x3. The number comes in and the
number that comes out is three times greater.

PRACTICE EXAMPLE 2
ON YOUR OWN
HOMEWORK
 MINISTRY OF EDUCATION
PRIMARY ENGAGEMENT PROGRAMME
GRADE FIVE WORKSHEET
SUBJECT: MATHEMATICS
LESSON: 4 WEEK 1
TOPIC: Patterns and Functions

Name: ________________________________ Date: _____________________

FACT/TIP
Function tables with addition and subtraction
Remember: The function machine showed us that when a number
goes in, it comes out changed by the rule or function. There are
many function patterns in real life.

PRACTICE EXAMPLE 1
Function Tables with Multiplication
PRACTICE EXAMPLE 2

ON YOUR OWN
Complete the function table for the total cost of a day out at a fun
park. You must pay an entry fee of $12 and purchase a wrist band
for the amount of rides that you would want to go on.
Home Work

At Home Project
Try solving this real life function at home.

A very popular wedding reception venue has a strict policy in the

way they put the tables and chairs together. Below is a bird’s eye
view of this arrangement. They must only be arranged in this
sequence to allow room for their famous ice sculptures in the centre
of each table arrangement.
Look carefully at the diagram of the floor plan above.
(a) Complete the table below.
(b) Write the rule in the table for the number of tables needed if
you know the table and chair arrangement number.
(c) Write the rule in the table for the number of chairs needed if
you know the table and chairs arrangement.
(d) Draw what the table and chair arrangement 4 would look
like in the grid at the bottom of this page.
 MINISTRY OF EDUCATION
PRIMARY ENGAGEMENT PROGRAMME
GRADE FIVE WORKSHEET
SUBJECT: MATHEMATICS
LESSON: REVIEW WEEK 1
TOPIC: NUMBER SEQUENCE PATTERNS AND FUNCTION

Name: ________________________________ Date: _____________________

Complete all the activities.
1. Fill in the missing number.

2. Figure out the missing number in each pattern and write the
rule.
3. Complete these sequences according to the rule.

4. Complete the following number patterns and write the rule as 2

operations in the diamond shapes and describe it underneath.

5. Here is part of a number sequence. Write these numbers in the

table provided. This will help you to answer the questions
below.
6. Complete the table below for the sequence of the matchstick
shapes. Use the function rule to find the number of matchsticks
needed for each shape including the 50th shape.

7. What number comes out of these function machines?

8. Study the pattern below then answer the question.

(a) What will shape number 16 look like? Draw it.

9. Complete the function table for the real life scenario below.
10. A flower has 7 petals. How many petals are there in a
bunch of 10 flowers? Complete the table below.
 MINISTRY OF EDUCATION
PRIMARY ENGAGEMENT PROGRAMME
GRADE FIVE WORKSHEET
SUBJECT: MATHEMATICS
LESSON: 1 WEEK 2
TOPIC: READ AND WRITES NUMBERS UP TO 1 000 000

Name: ________________________________ Date: _____________________

FACT/TIP:
We read and write numbers from left to right.
PRACTICE EXAMPLE 1

When reading and writing large numbers it is easier to read and write
them in groups of three. Each group is called a Period.
PRACTICE EXAMPLE 2

When writing numbers, we leave a space/gap after each period. For

example, ninety- five thousand four hundred twelve - 95 412
ON YOUR OWN
Express the following in numerals. Remember to leave a space after
each period.
(a)Thirty-two thousand four hundred one __________________
(b)Ninety thousand twelve __________________
(c) Sixty-five thousand eight hundred ten __________________
(d) One hundred thousand __________________

Write the following in words.

(a) 34 567 __________________________________________________
(b) 87 900 ____________________________________________________
(c) 90 101 ____________________________________________________
(d) 76 089_________________________________________________
Look at the numbers carefully below. Some numbers are written
incorrectly. Rewrite the numbers correctly.
(a) 56 908 _______________
(b) 67893 _______________
(c) 10000 _______________
(d) 99999 ______________
HOMEWORK
Read the statements below and complete the table by writing
the number and its name.
Statements Numeral Words
600 less than 14 000

10 more than 23 897

Half of 100 000

1000 more than 98 000

 MINISTRY OF EDUCATION
PRIMARY ENGAGEMENT PROGRAMME
GRADE FIVE WORKSHEET
SUBJECT: MATHEMATICS
LESSON: 2 WEEK 2
TOPIC: FACTORS
Name: ________________________________ Date: _____________________

FACT/TIP:
“Factors" are the numbers we can multiply together to get another
number. The two numbers multiplied together give the product.

Some numbers may have more than two factors. The diagram below
shows the factors of 12.
Each pair of numbers can be multiplied to give the product 12.
One and the number itself are always factors of the number.

PRACTICE EXAMPLES
1. Listing factors using a rainbow
2. Listing factors using arrays.
We can display these pairs of factors by writing 12 dots in all possible
rectangular arrays. The arrays show the factors of the number 12.

Look at the factors of 10

Factors of 10 = 1 ×10 = 10
2 × 5 = 10
Arrays showing factors of 10

ON YOUR OWN
Use the rainbow factors and arrays to show the factors of the
numbers below:
(a) 8 (b) 15 (c) 20
HOMEWORK
Circle the number that is NOT a factor of the given number.
(a) Factors of 14 = 1, 2 , 4, 7, 14

(b) Factors of 16 = 1, 2, 4, 6, 8, 16

(c) Factors of 21= 1, 3, 7, 14, 21

 MINISTRY OF EDUCATION
PRIMARY ENGAGEMENT PROGRAMME
GRADE FIVE WORKSHEET
SUBJECT: MATHEMATICS
LESSON: 3 WEEK 2
TOPIC: FACTORS

Name: ________________________________ Date: _____________________

FACT/TIP:
Remember: Factors are numbers you multiply to get another
number. The factors will also divide evenly into that number.
We can use multiplication factsto list the factors of a number and
use division facts to check whether the number is actually a factor.

PRACTICE EXAMPLE
Factors of 6 = 1, 2, 3, 6
We know that 2 × 3 = 6
And that 6 ÷ 2 = 3; 6÷3=2
Therefore 2 and 3 are factors of 6.

ON YOUR OWN
Is 12 a factor of 24?
Ask yourself: What number can I multiply 12 by to get 24?
24 divided by what number will give 12.
____________________________________________________________
Try this other one:
Is 10 a factor of 30? How do you know?
___________________________________________________________

Insert the missing factor in each below.

HOMEWORK
Mrs. Paul has 40 books to donate to classrooms at school. How many
books will each classroom get if there are?
(a) 2 classrooms ________________
(b) 4 classrooms ________________
(c) 5 classrooms ________________
(d) 8 classrooms ________________
(e) 10 classrooms _______________
(f) 20 classrooms _______________
Write the factors for the number shown on each rainbow below.
Draw a line to connect the pairs of factors.
 MINISTRY OF EDUCATION
PRIMARY ENGAGEMENT PROGRAMME
GRADE FIVE WORKSHEET
SUBJECT: MATHEMATICS
LESSON: 4 WEEK 2
TOPIC: HIGHEST COMMON FACTOR

Name: ________________________________ Date: _____________________

FACT/TIP:
The Highest Common Factor (HFC) of two numbers is the largest
number that can divide both numbers without leaving a remainder.

Steps in finding the HCF:

1. List the factors of both numbers.
2. Circle the factors that are common to both numbers.
3. Highlight/choose the highest/largest number.

PRACTICE EXAMPLE 1
Find the HCF of 12 and 15.
Factors of 12 = 1, 2, 3, 4, 6, 12
Factors of 15 = 1, 2, 3, 5, 15
Common factors:

HCF = 3 (this is the largest of the three common factors)

PRACTICE EXAMPLE 2
List the HCF of 10 and 16
Factors of 10 = 1, 2, 5, 10
Factors of 16 = 1, 2, 4, 8, 16
Common factors =

HCF = 2

ON YOUR OWN
List the HCF of 18 and 20
Factors of 18 ___________________________
Factors of 20 __________________________
Common factors _____________________
HCF of 18 & 20 = _____________________

We can use a Venn diagram to easily identify the HCF.

PRACTICE EXAMPLE 3
The Venn diagram below shows the HCF of 14 and 21.

Find the HCF of 30 and 40.

ON YOUR OWN:
Use the Venn diagram below; insert the factors of 24 and 28 and find
the HCF.

HOMEWORK
Problems involving HCF
Mommy made sandwiches for the class picnic. She made 30 cheese
sandwiches, 18 tuna sandwiches and 24 egg sandwiches. If every
child should get all three, what is the greatest number of children
who will get all three sandwiches?
First list the factors of 30, 24 and 18.
Factors of 18 = 1, 2, 3, 6, 9, 18
Factors of 24 = 1, 2, 3, 4, 6, 8, 12, 24
Factors of 30 = 1, 2, 3, 5, 6, 10, 15, 30
Common factors are: 1, 2, 3, and 6
HCF = 6
Therefore, only 6 children will be able to get all three of the
sandwiches.
Solve this problem.
Farmer T plants oranges. He has them in bags of 21, 27 and 42. He
wants to divide them equally in small parcels to sell. What is the
highest number of oranges he can place in each parcel?
Remember you can use the listing method or the Venn diagram to
find the HCF.
 MINISTRY OF EDUCATION
PRIMARY ENGAGEMENT PROGRAMME
GRADE FIVE WORKSHEET
SUBJECT: MATHEMATICS
LESSON: REVIEW WEEK 2

TOPIC:WRITING NUMERALS AND NAMES, FACTORS AND HIGHEST COMMON FACTOR

Name: ________________________________ Date: _____________________

Complete all the activities.
1. The number below is written incorrectly. Rewrite the number
correctly.
978 92 _______________________

2. Forty-one thousand twelve written in figures is _______________

3. Match the numeral with its correct name.

Twenty thousand four hundred 16 201

Sixteen thousand two hundred one 91 611

Forty-five thousand twenty-seven 45 027

Ninety-one thousand six hundred eleven 20 400

4. In the number 49 810, the number in the tens place is
exchanged with the number in the ten thousands place and a
new number is formed.
Write the new number __________________________________
Write the new number in words
__________________________________________________________

5. Insert the missing factors on the rainbow factor below.

6. The array below shows two factors of a number. Show the

remaining factors of the number using arrays.

7. Insert the missing factors of 32 below.

8. Circle the number that does not belong in the box below. Write
the missing factors.

FACTORS

1 2 3 48

7 12
6

9. List the HCF of 18 and 27.

Factors of 18 ____________________________
Factors of 27 ____________________________
Common Factors ________________________
HCF of 18 & 27 ___________________________
10. Complete the Venn diagram below by inserting the factors of
42 and 36. State the HCF of the two numbers.
 MINISTRY OF EDUCATION
PRIMARY ENGAGEMENT PROGRAMME
GRADE FIVE WORKSHEET
SUBJECT: MATHEMATICS
LESSON: 1WEEK 3
TOPIC: MULTIPLES

Name: ________________________________ Date: _____________________

FACT/TIP:
A multiple is a number formed by multiplying it by a natural number.
Multiples go on to infinity, that is, they never end and we can list
them on, and on and on.
PRACTICE EXAMPLE
To list the multiples of a number we can use multiplication facts. E.g.
the first 6 multiples of 4 are

ON YOUR OWN
List the first 8 multiples of 5 using your multiplication facts.
5 × 1 ____________
5 × 2 ____________
5 × 3 ____________
5 × 4 ____________
5 × 5 ____________
5 × 6 ____________
5 × 7 ____________
5 × 8 ____________
____________________________________________ are multiples of 5

PRACTICE EXAMPLE 2
We can also use skip counting to list multiples of a number.
Remember when we skip count we keep adding the previous
number to the next number.

Multiples of 3
3, 6, 9, 12, 15, 18, 21 …

ON YOUR OWN
List the first 5 multiples of each number below.
6

10
HOMEWORK
On the hundred chart below, colour the multiples of the following
numbers.
8-- red 9 --blue 10 --orange 12 --green

Is there any number that has the same multiple?

 MINISTRY OF EDUCATION
PRIMARY ENGAGEMENT PROGRAMME
GRADE FIVE WORKSHEET
SUBJECT: MATHEMATICS
LESSON: 2 WEEK 3
TOPIC:LOWEST COMMON MULTIPLE (LCM)

Name: ________________________________ Date: _____________________

FACT/TIP:
To find the lowest common multiples of two or more numbers we first
need to:
Steps
1. List some of the multiples of both numbers.

2. Circle the multiples that are common to both numbers.

3. Choose the lowest common multiple between the two
numbers.

PRACTICE EXAMPLE 1
Find the LCM of 3 and 4.
Multiples of 3 = 3, 6, 9, 12, 16 … (use skip counting or multiplication facts)
Multiples of 4= 4, 8, 12, 16, 20 …
Common multiples:
LCM of 3 and 4 = 12 (this is the smaller of the two numbers)
PRACTICE EXAMPLE 2
List the LCM of 5 and 10.
Multiples of 5 = 5, 10, 15, 20, 25 …
Multiples of 10 = 10, 20, 30 ….
Common multiples:

LCM of 5 and 10 = 10
ON YOUR OWN
(a) State the LCM of 4 and 8.
Multiples of 4 =
Multiples of 8 =
Common multiples:
LCM of 4 and 8 =
(b) State the LCM of 6 and 12.
Multiples of 6 =
Multiples of 12 =
Common multiples:
LCM of 6 and 12 =
HOMEWORK
Complete the table below by inserting the first 6 multiples of each
number. The first one is done for you.

Use the table and state the:

(a) LCM of 6 and 15. _____________
(b) LCM of 4 and 20. _____________

Colour the group of numbers below that shows multiples of 5.

 MINISTRY OF EDUCATION
PRIMARY ENGAGEMENT PROGRAMME
GRADE FIVE WORKSHEET
SUBJECT: MATHEMATICS
LESSON: 3 WEEK 3
TOPIC:LOWEST COMMON MULTIPLE (LCM)

Name: ________________________________ Date: _____________________

FACT/TIP:
Remember: A multiple is a number formed by multiplying it by a
natural number. Multiples go on to infinity, that is, they never end
and we can list them on, and on and on.

Using aVenn diagram to list and find the LCM.

PRACTICE EXAMPLE 1

Note: the more multiples you list the more common multiples you will
have. However, you can only have one lowest common multiple.

Question: Can you think of another common multiple of 4 and 6?

PRACTICE EXAMPLE 1

To find the LCM we can use division.

Step 1 – Draw a t-chart and write both numbers on the right hand
side.

Step 2- Divide the numbers starting with the smallest factor as your
divisor. Write your divisor on the left hand side.

Step 3- Continue to divide until you get 1.

Step 4- Multiply all the numbers on the left hand side of your chart.
(All the divisors used)
ON YOUR OWN

Insert the numbers on the correct place on the Venn diagram

below.

Write two other common multiples of 5 and 6 in the intersection.

Using repeated division to find the LCM.

Find the LCM of 5 and 15 using repeated division.

HOMEWORK

Solve this riddle. Explain your answers.

 MINISTRY OF EDUCATION
PRIMARY ENGAGEMENT PROGRAMME
GRADE FIVE WORKSHEET
SUBJECT: MATHEMATICS
LESSON: 4 WEEK 3
TOPIC: LOWEST COMMON MULTIPLE (LCM)

Name: ________________________________ Date: _____________________

FACT/TIP:
We can use L.C.M to solve problems. L.C.M is used to find the least
number of items we want to put into groups or the smallest number
that is divisible by another number. Either way L.C.M. is used in our
everyday life.

PRACTICE EXAMPLE
Find the lowest number which is exactly divisible by 18 and 24.

To find the lowest number that is exactly divisible by 18 and 24 we

find the L.C.M.

L.C.M. = 2 × 2 × 2 × 3 × 3 = 72

Therefore, the lowest number that is divisible by 18 and 24 is 72.

PRACTICE EXAMPLE 2

A shopkeeper sells candles in packets of 15 and candle stands in

packets of 9. What is the least number of candles and candle stands
the shopkeeper should buy so that there will be one candle for each
candle stand?

Multiples of 15 = 15, 30, 45, 60…

Multiples of 9 = 9, 18, 27, 36, 45…..

Common multiple = 45

L.C.M = 45

Therefore, the least number of candles and candle stands that the
shopkeeper should buy is 45.

ON YOUR OWN

1. Find the lowest number that is divisible by 14 and 28.

2. Kiara baked 30 oatmeal cookies and 48 chocolate chip cookies
to package in plastic containers for her friends at school. She wants
to divide the cookies into identical containers so that each
container has the same number of each kind of cookie. If she wants
each container to have the least number of cookies possible, how
many plastic containers does she need?

HOMEWORK

Solve to find the answer.

Colton has 16 blue marbles and 8 white ones. If he wants to place

them in identical groups without any marbles left over, what is the
greatest number of groups Colton can make?
 MINISTRY OF EDUCATION
PRIMARY ENGAGEMENT PROGRAMME
GRADE FIVE WORKSHEET
SUBJECT: MATHEMATICS
LESSON: REVIEW WEEK 3
TOPIC:LOWEST COMMON MULTIPLE (LCM)

Name: ________________________________ Date: _____________________

Complete all the activities.

1. Circle the numbers that are multiples of 7.

2. List the first 5 multiples of 25.

________, _________, ________, ________, _________

3. The pattern below shows the multiples of 9. Fill in the blank

spaces to complete the pattern.
27, 36, ____, _____, 63, ______...

4. List two multiples of 6 between 40 and 50. _______ and _______

5. Mark X on the group(s) below that show (s) multiples of 3.

6. Write the:
(a) 5th multiple of 8 _______________
(b) 6th multiple of 9 ______________
(c) 12th multiple of 3_____________
(d) 100th multiple of 7 _____________

7. Find the L.C.M of 3 and 4

8. State the L.C.M. of 7 and 8 using the repeated division strategy.

 9. Put the numbers in the correct place on the Venn diagram
below.

Write two other common multiples of 3 and 7.

________ and ________

10. Miley and Khole baked biscuits for the community fair. Miley
made them in batches of 8 biscuits and Khole made them in
batches of 12 biscuits. What is the smallest number of biscuits each
must have baked?
 MINISTRY OF EDUCATION
PRIMARY ENGAGEMENT PROGRAMME
GRADE FIVE WORKSHEET
SUBJECT: MATHEMATICS
LESSON: 1 WEEK 4
TOPIC:PRIME AND COMPOSITE NUMBERS

Name: ________________________________ Date: _____________________

PIC: Prime and Composite Numbers

FACT/TIP:
Natural numbers are the set of numbers we use when we count e.g.
{1, 2, 3, 4, 5, 6, 7, …}

Prime Numbers
- A prime number is a natural number that can be divided by
one and itself without leaving any remainder.
- A prime number has only two factors, one and itself.
- For example, 5 can be divided, without a remainder, only by 5
and 1. 5 has exactly two natural number factors, 5 and 1.
5 is a prime number.

Composite Numbers
- A composite number is a natural number that can be divided
by a number without leaving any remainder.
Composite numbers have more than one factor.
 - For example, 8 can be divided by 1, 2, 4, and 8.
1× 8 = 8
2× 4 = 8
- 8 is a composite number

Remember: Factors are the numbers we can multiply together to get

another number. The two numbers multiplied together give the
product.

We can use our understanding of factors to help us determine

whether a number is prime or composite.
PRACTICE EXAMPLE
Number Factors Prime Composite
2 1, 2 ✔
3 1, 3 ✔
4 1,2,4 ✔
5 1,5 ✔
6 1,2,3,6 ✔

From the table we can see that:

⮚ The factors of each number are listed.
⮚ Numbers with only two factors are Prime.
⮚ Numbers with more than two factors are Composite.
ON YOUR OWN
Complete the table below by:
(i) Listing the factors for the given numbers.
(ii) Placing a tick to show whether the number is prime or
composite.
Number Factors Prime Composite
9
11
14
21
24
27
30

HOMEWORK
Write two differences between prime and composite numbers.

Have you observed any similarities between prime and

composite numbers?
 MINISTRY OF EDUCATION
PRIMARY ENGAGEMENT PROGRAMME
GRADE FIVE WORKSHEET
SUBJECT: MATHEMATICS
LESSON: 2 WEEK 4
TOPIC:PRIME FACTORS
Name: ________________________________ Date: _____________________

FACT/TIP:
We can use rectangular arrays to model prime and composite
numbers. The arrays displayed will show us the factors of the number.
We can then use this to determine whether the number is prime or
composite.
PRACTICE EXAMPLE 1
Prime Numbers
The number 3 is shown using arrays. The arrays can only be arranged
to show 1× 3 or 3 × 1. The arrangements can be done vertically or
horizontally but will result in the same two factors.

Therefore, 3 is a prime number since it has only two factors: 1 and 3.

PRACTICE EXAMPLE 2
 The factors of 7 are 1 and 7. 7 is a prime number.

Interesting Fact: There is exactly one even prime number. It is also the
smallest prime number. Do you know what it is?
Yes! the number 2 is the smallest prime number.

Composite numbers
PRACTICE EXAMPLE 1
The number 6 can be represented in two different ways using arrays.

We can see that the factors of

6 are 1, 2, 3, 6, therefore, 6 is a
composite number.

PRACTICE EXAMPLE 2

12 is shown below. Look at the arrangements. Can you identify the

factors of 12?

The factors of 12 are 1, 2, 3, 4,

6 and 12. Therefore 12 is a
composite number.
ON YOUR OWN
Use arrays to model the factors of these numbers. State whether the
numbers are prime or composite.
(a) 10 (b) 15 (c) 16 (d) 18

HOMEWORK
1. The rectangular array shown below represents a number. Study
it then answer the questions.

(a) What is the number?

(b) Draw the remaining arrays to show all the factors of the
number.
(c) Determine whether the number is prime or composite.
2. In the hundred grid below colour all the prime numbers yellow
and all the composite numbers pink.
 MINISTRY OF EDUCATION
PRIMARY ENGAGEMENT PROGRAMME
GRADE FIVE WORKSHEET
SUBJECT: MATHEMATICS
LESSON: 3 WEEK 4
TOPIC:PRIME FACTORIZATION

Name: ________________________________ Date: _____________________

FACT/TIP:
Prime factorization is the process of breaking a number up into
smaller numbers (prime numbers). The number is broken down until
we get prime numbers.
When we multiply all the prime numbers together we will get back
the original number.
To find the prime factors of a number we can use a factor tree.
What is a factor tree?
A factor tree is a diagram that shows how a number is broken down
into prime factors.
Factor trees have several rules:

⮚ you cannot use the number 1 in a factor tree (or the tree just
goes on forever)

⮚ the two numbers underneath each rectangle must multiply

together to make the number in the rectangle above.

⮚ The number in the top rectangle is the number we are trying to

find the factors for.

⮚ The numbers in the circles are the prime factors that multiply
together to give the number above.

⮚ The numbers in the other rectangles are composite numbers

that we still need to find the factors for.

PRACTICE EXAMPLE 1
PRACTICE EXAMPLE 2

ON YOUR OWN

Complete the factor trees below.

HOMEWORK

Solve to find the prime factors of 60.

60 = ___ X ____X ___ x ___

 MINISTRY OF EDUCATION
PRIMARY ENGAGEMENT PROGRAMME
GRADE FIVE WORKSHEET
SUBJECT: MATHEMATICS
LESSON: 4 WEEK 4
TOPIC:PRIME FACTORIZATION

Name: ________________________________ Date: _____________________

FACT/TIP:
Prime factorization is the process of breaking a number up into
smaller numbers (prime factors). We can do this using a factor tree.

The prime factors of a number can also be written in index form.

The index of a number says how many times to use the number in a
multiplication. It is written as a small number to the right and above
the base number e.g.

Instead of writing 5 x 5 x 5 we can write 53

The plural of index is indices. Other names for index are exponent or
power.
PRACTICE EXAMPLE 1
Write 12 as a product of prime factors in index form.

PRACTICE EXAMPLE 2
Write 27 as a product of prime factors in index form.
ON YOUR OWN
Complete the factor trees below. Write each number as a product
of prime factors in index form.

HOMEWORK
Write two numbers of your choice and:
(i) Represent each number using a factor tree in at least two
different ways.
(ii) Write the prime factors in index form.
 MINISTRY OF EDUCATION
PRIMARY ENGAGEMENT PROGRAMME
GRADE FIVE WORKSHEET
SUBJECT: MATHEMATICS
LESSON: REVIEW WEEK 4
TOPIC: PRIME AND COMPOSITE NUMBERS AND PRIME FACTORIZATION

Name: ________________________________ Date: _____________________

Complete all the activities

1. 2 is to smallest prime number as ____ is to smallest composite

number.

2. Mark X on the number below that has only two factors.

3. The prime numbers between 10 and 20 are:

(a) 11, 13, 15, 17, 19 (c) 11, 13, 17
(b) 11, 13, 17, 19 (d) 11, 12, 13, 17, 19
4. Study the rectangular arrays then answer the questions.

(i) The number demonstrated above is ______________.

(ii) It is a (prime/composite) number. _____________________

5. Write TRUE or False at the end of each statement.

(a) All prime numbers are odd. ________________
(b) All composite numbers are divisible by 2. ____________
(c) The number of prime numbers between 0 and 10 is 4. _____
(d) The smallest composite number is an even number. _______

6. Give one reason why the number 23 is a prime number.

____________________________________________________

7. Draw rectangular arrays to show the factors of the number 15.

8. State ONE reason why 1 is not used on the factor tree.

______________________________________________________

9. Complete the factor tree below to show the prime factorization

of 40.
10. 23 × 3 written in index form represents the product of the prime
factors of a number. What is that number? ________________