WEB Maths Ext Grade 7 Student's BK

MATHEMATICS
GRADE 7
PA R T 1
Student's Book
÷+
x 10 7
1
5 1000
2 hundreds tens units
Based on the National Curriculum Framework - Nine-Year Continuous Basic Education (2016)
Professor Vassen Naëck - Head, Curriculum Implementation,Textbook Development and Evaluation
MATHEMATICS PANEL
Rajeev Nenduradu - Coordinator, Associate Professor, MIE

Savila Thapermall-Ramasawmy - Senior Lecturer, MIE
Sooryadev Purdasseea - Lecturer, MIE
Dilshad Beebee Codobaccus - Educator
Joel Descubes - Educator
Zaheer Hissoob - Educator
Hanna Khodabocus - Educator
Annelise Lafrance - Educator
Vinayesingh Sookarah - Educator
Beeneswaree Sonah - Educator
Design
Nishi Manic - Graphic Designer, MIE
Kunal Sumbhoo - Graphic Designer, MIE
© Mauritius Institute of Education (2021)
ISBN: 9978-99949-53-29-5
Acknowledgements
The Mathematics textbook panel wishes to thank:

- Komal Reshma Gungapersand (Lecturer, MIE) for proof reading.
- Dr Khemduth Singh Angateeah (Lecturer, MIE) forvetting.
Consent from copyright owners has been sought. However, we extend our apologies to those we might have overlooked.
All materials should be used strictly for educational purposes.
FOREWORD
We are pleased to offer you a new series of textbooks for the first cohort to embark on the Extended
Programme for the Nine Year Continuous Basic Education (NYCBE). These textbooks have been designed
in line with the National Curriculum Framework (NCF) and syllabi for Grade 7 (the Foundation Year),
Grade 8, Grade 9 and the Extended Year. This set of textbooks aims at providing a smooth transition
from Grade 6 so that learners gradually get initiated into the requirements of secondary schooling.
The content has been adapted to the needs of the learners in the Extended Programme, designed to
allow learners to progress at their own pace and attain the objectives of the Nine Year Continuous Basic
Education. As per the philosophy propounded by the NCF, the content and pedagogical approach, as
well as the activities, have been crafted to allow for an incremental and continuous improvement of the
learners’cognitive skills, ensuring that all learners complete the four years of the Extended Programme.
The content is contextual and based on the needs of Mauritian learners. Care has been taken to provide
the basics that should help every student develop key competencies, knowledge, skills, attitudes and
values that would make him or her a successful learner for the grades beyond.
The comments and suggestions of a variety of stakeholders have been kept in mind while designing
these textbooks. We are especially appreciative of those made by Educators who have been part of our
validation panels, and whose suggestions emanate from long-standing experience and practice in the
field.
The production of this series of textbooks, within a relatively short period of time, has been a challenge
to the writers who have invested a considerable amount of time, effort and energy into the process. I
would, therefore, wish to thank all those who have been part of the whole process for the time they
devoted to it and for their perseverance. The panel coordinators are to be commended for their
leadership and insistence on maintaining the standard and quality of the textbooks, while ensuring
that the objectives of the National Curriculum Framework are translated in the content.
Every endeavour involves a number of dedicated, hardworking and able staff whose contribution
needs to be acknowledged. Professor Vassen Naëck, Head Curriculum Implementation and Textbook
Development and Evaluation, had the very demanding task of ensuring that all panel leaders are
adequately guided with respect to the objectives of the NYCBE, while ascertaining that the instructional
designs are appropriate for the age group being targeted.
I also have to acknowledge the efforts of the Graphic Artists and the Graphic Unit of the MIE for putting
in much hard work to ensure that MIE publications have a distinctive quality that singles them out.
My thanks go equally to the support staff who have worked hard to ensure that everyone receives the
necessary support within a work environment that is conducive to a creative endeavour. I am thankful to
all those who provided the support, both within and outside the MIE, and to the Ministry of Education,
Human Resources, Tertiary Education and Scientific Research for giving us the opportunity to be part of
the whole reform process.
Dr O Nath Varma
Director
Mauritius Institute of Education
i
PREFACE
The development of the Grade 7 Foundation Year Mathematics Educator’s Book and the Student’s
Book is in line with the philosophy underpinning the Nine-Year Continuous Basic Education
Extended Programme. The central focus of the Foundation Year is on numeracy and the curriculum
materials presented for this year aim at strengthening the basic mathematical knowledge and
skills acquired at primary level. It also ensures readiness for the subsequent grades of the Extended
Programme.
In the design of the Grade 7 Foundation Year (Extended) Mathematics books, the pedagogical
approaches are focused mainly on activity-based and student-centered learning. Emphasis is also
laid on mathematical proficiency and this is fostered through activities, explanations and exercises
presented in the books. The ‘Note to Teacher’ prior to different activities is meant to provide
guidelines to educators on how to conduct the activities in order to promote sense making,
problem solving skills and conceptual understanding of underlying mathematical concepts. The
activities may be adapted by educators according to their students’ needs.
Each Grade 7 Foundation Year (Extended) Mathematics book consists of two major components
namely: Basic and Intermediate. These two components have been developed to cater for different
students' abilities and needs. The Mathematics Educator's Book (Part 1) and the Student's Book (Part
1) consist of four units in each namely: Manipulating numbers (Unit 1), Working with shapes (Unit
2), Exploring diffe ent types of measure (Unit 3) and Representing and interpreting information (Unit
4). The contents embedded in each of the Units are meant to reinforce as well as to consolidate
students' knowledge of key mathematical concepts acquired at primary level. Educators have the
flexibili y to move from one unit to another according to their students’ abilities. Another feature
that is incorporated in the books is the link of fundamental mathematical concepts to real life
situations. Continuous Assessment has also been incorporated to assess students' understanding
of mathematical concepts pertaining to specific topics/sub-topics witin each Unit.
The Mathematics Panel sincerely hopes that educators will make optimal use of the Educator’s Book
while implementing the curriculum materials in the classroom. The panel also hopes that students
will benefit from the Student’s Book and will develop further interest in learning Mathematics as
they move from one grade to another.
The Mathematics Panel
ii
CONTENTS
BASIC
UNIT 1 1
Manipulating numbers
UNIT 2 31
Working with shapes
UNIT 3 43
Exploring different types of measures
UNIT 4 79
Representing and interpreting information
INTERMEDIATE
UNIT 1 87
Manipulating numbers
UNIT 2 123
Working with shapes
UNIT 3 135
Exploring different types of measures
UNIT 4 173
Representing and interpreting information
iii
ICONS
RECALL The recall icon reviews ideas and concepts already covered at primary level.
THINK ABOUT THIS This icon encourages you to pause and reason mathematically.
AN INTERESTING FACT This icon provides you with interesting mathematical facts.
CHECK THIS LINK This section provides you with links to online resources.
EXERCISE A list of questions is included to reinforce concepts learned.
ACTIVITY This icon provides you with active learning opportunities to better
understand the mathematical concepts you are learning.
iv
Unit 1 - Manipulating numbers
UNIT
BASIC
1 MANIPULATING
NUMBERS
+÷ 16
-x
tens u n it s
61 tens units
e to:
o u w i l l be abl .
o f t h i s unit y s f ro m 0 to 100
nd ber
By the e n d w rite num
t a .
• read, c
oun
e ve n n umbers in g numb
ers
d a n d v o lv
y od ns in
• identif m e t ic operatio
m arit h
• perfor o 12 .
th
g 1 0 0 . r s u p t
eedin mbe
not exc o rdinal nu es.
gn is e a nd u s e
s a n d s equenc
• reco ttern
u p n u mber pa
• build
This unit contains

:
• Numeration an
d notation 0 to 10
• Place value of 0
numbers 0 to 100
• Even and odd
numbers
• Ordinal numbe
rs up to 12th
• Number patter
ns and sequences
• Four basic op
erations
1
STAGE 1 - Unit 1 - Manipulating numbers
By the end of this topic, you should be able to:

• identify the use of numbers in daily life situations.
• identify numbers 0 to 100 in context.
• reproduce numbers 0 to 100.
• read, count and write numbers from 0 to 100.
Numbers around you
You can see numbers everywhere around you. Numbers are here to
help us count an amount and measure.
You come across numbers in supermarket pamphlets, calculators and

scales among others.
Some examples are found below:
Car speedometer The length of the

Tina weighs 45 kg
showing 100 km/h table is 2 metres
SPEED
LIMIT
60
Supermarket
Calculator Road signs
pamphlet
Where do you come across

numbers in your daily life?
Money
2
Counting items
Write the correct number of items. One example has been given.
Now write these numbers

in their correct order.
Number line
Fill in the missing numerals in the following number line.
0 1 5 8
3
Number names
Trace and write the number names for each of the numerals below.
0 Zero Zero
1 One One
2 Two Two
3 Three Three
4 Four Four
5 Five Five
6 Six Six
7 Seven Seven
8 Eight Eight
9 Nine Nine
10 Ten Ten
4
Making 10 - REAL LIFE EXAMPLE
10
+ =
7 3 10
7 3
7 and 3 make 10
Record the number of bottle

tops which are needed to fill
ACTIVITY - MAKING 10 in the ten frames.
Materials needed: ten-frames and counters
If your ten-frame can fit 10 bottle tops, find the

number of bottle tops needed to fill each frame.
10
6 and make 10
10
5 and make 10
10
2 and make 10
10
7 and make 10
10
1 and make 10
5
Connections between numbers
Numbers are connected to one another. Any number can be obtained by

connecting two or more numbers together.
For example, we can obtain “ten” through those number bonds shown below.
Use your ten-frame to complete the rest.
10 10 10
1 9 2 8 3 7
one and nine make two and eight make three and seven
ten ten make ten
10 10 10
4 5 0
four and _________ five and _________ zero and _________

make ten make ten make ten
EXERCISE
Try these on your own. How many are needed to make 7, 8 and 9?
7 8 9
4 3 1
6

• count on using different strategies.
• add two 1-digit numbers.
Use ten-frames/bars/paper strips to

Counting on find the sum of the following.
(a) 5 + 3 = 8 (b) 4 + 6 =
3+5 = 8 6 + 4 =
(c) 1 + 8 = (d) 9 + 0 =
8+1= 0+9=
Example: 2 + 3 = 5
+3
+1 +1 +1
1 2 3 4 5 6 7 8 9 10
(a) 1 + 6 =
1 2 3 4 5 6 7 8 9 10
(b) 4 + 5 =
1 2 3 4 5 6 7 8 9 10
7
Using number line, ten-frames/bars/paper strips, complete the table

below. Find the doubles (e.g., 3 + 3 = 6) and colour them green.
+ 0 1 2 3 4 5 6 7 8 9
3 6 7
4 7
8

• read and count numbers up to 100.
• illustrate the meaning of place value up to tens.
• illustrate the meaning of place value of a digit in a
given number.
Hundreds Chart
Complete the table below.
Encourage the students to make
use of the snakes and ladders
0 game to fill in the hundreds chart.
3 7 8
ten
11 12 13 15
twenty
23
thirty
31 33 34 36 37 38
42 45 46 47 48 49 50
52 55 58
63 65 66 70
seventy
71 72 75 79
83 84 90
91 95 97 99 100
9
Write the number names for each of the numerals below.
11 eleven
__________________________________ 16 __________________________________
12 __________________________________ 17 __________________________________
13 __________________________________ 18 __________________________________
14 __________________________________ 19 __________________________________
15 __________________________________ 20 __________________________________
Counting numbers from 50 to 60.
10 20 30 40 50 60 70 80 90
ten twenty thirty forty fifty sixty seventy eighty ninety
50 51 52 53 54 55 56 57 58 59 60
10

• read and count numbers up to 100.
• illustrate the meaning of place value up to tens.
• illustrate the meaning of place value of a digit in a given number.
Breaking down numbers
Consider the number 34.

34 can be split into 30 and 4.
Furthermore, 30 is 3 groups of 10 as shown below in the ten-frames.

34 is 3 groups of 10 and 4 units.
10 10 10 4
Use your ten-frame to break down

some numbers like 12, 55 and 63.
Have a closer look.

1 group of ten has 10 units and it is called 1 ten.
1 2 3 4 5 which can also be

6 7 8 9 10 represented by
So, 34 is 3 tens and 4 units

1 ten
Complete the following by drawing the missing number strips.
3 tens 4 units 7 tens 5 units 6 tens 8 units
34 75 68
11
A Number House is a fun activity whereby you place straws/sticks in

boxes or cups to represent place value of each digit in a number.
Let’s construct one.
ACTIVITY: NUMBER HOUSE
Materials needed: ten-frames template, strips of paper
Your teacher will guide you to construct a number house.

You need plastic cups, straws or sticks, marker, elastic bands and a piece of cardboard.
Pay attention to the

colours of the straws
for each place value.
tens u n it s
1 6
Keep in mind that:
1 green straw
represents 1 unit
10 green straws 1 bundle of 10 1 blue straw

10 units green straws represents 1 ten
12
Tick the right answer for each number house.

Then complete the abacus.
One example has been done for you.
16
tens u n it s
61 tens units
42
tens u n it s
24 tens units
76
tens u n it s
67 tens units
80
tens u n it s
81 tens units
13

• recognise odd and even numbers.
• distinguish between odd and even numbers.
ACTIVITY: TYPES OF NUMBERS
Materials needed: number chart, counters

For this activity you will have to use your number chart and counters.
Step 1: For numbers 1 to 20, place the correct amount of counters on each number.
1 2 3 4 5
one two three four five
6 7 8 9 10
six seven eight nine ten
11 12 13 14 15
eleven twelve thirteen fourteen fi teen
16 17 18 19 20
sixteen seventeen eighteen nineteen twenty
Step 2: Now identify the numbers which have paired number of counters.
Step 3: Write down the numbers which have paired number of counters.
All numbers ending with 0, 2, 4, 6 and 8 are called even numbers.

All numbers ending with 1, 3, 5, 7 and 9 are called odd numbers.
Even numbers can always be separated into two equal groups.
Odd numbers cannot be separated into two equal groups.
14
Circle the odd numbers.

Cross the even numbers.
1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
51 52 53 54 55 56 57 58 59 60
61 62 63 64 65 66 67 68 69 70
71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90
91 92 93 94 95 96 97 98 99 100
15
• identify number patterns and sequences.
ACTIVITY: SKIP COUNTING GAME
Material needed: number squares made out of bristol paper
For this game, you have to write some numbers (as instructed by your teacher) on the floor or
use a number mat. The purpose of the game is to skip count 5 times.
For example:
If you have to skip count by 5, you will have to jump on 5,
then on 10, then on 15, then on 20 and lastly on 25.
Try to skip count by:

2, 4, 5, 10.
EXERCISE
Put a tick on the numbers on which I should jump next if

I skip count by 10 (tens).
(i) 13 30
Start here 10 20 18
Do the same here. Pay attention

to the increasing pattern.
(ii)
75 90 65
80 70 Start here
16
Skip count
Skip count by twos. Colour the boxes yellow from 1 to 30.

Skip count by fours. Colour the boxes red from 31 to 60.
Skip count by fives. Colour the boxes green from 61 to 100.
1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
51 52 53 54 55 56 57 58 59 60
61 62 63 64 65 66 67 68 69 70
71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90
91 92 93 94 95 96 97 98 99 100
17

• identify ordinal numbers from 1st to 12th.
• recognise ordinal numbers from 1st to 12th.
• use ordinal numbers in a context.
5
6
7
3
Who won the race?
firs second third fourth fi th sixth seventh
Number shown on the athlete's short.

18
EXERCISE
Write down the names of the ordinal numbers correctly

in the space provided.
1st 2nd 3rd 4th
5th 6th 7th 8th
9th 10th 11th 12th
19

• add two numbers without carrying.
• subtract two numbers without borrowing.
Addition (Steps)
Try each step using your
Let’s work out: 34 + 15 paper strips.
Step 1: Add 4 units to 5 units

tens units
34 + 15
3 4
+
+ 1 5
4 units + 5 units 9 units
9
Step 2: Add 3 tens to 1 ten
34 + 15
tens units
3 4
+
+ 1 5
4
9
3 tens + 1 ten 4 tens
Let’s place them in order on the abacus.
T U
34 + 15 = 49
4 9
20
EXERCISE Use the tens and units columns to add.
tens units
(a) 68 + 21 =
6 8
+ 2 1
+ =
tens units
(b) 54 + 45 =
5 4
+ 4 5
tens units
(c) 37 + 52 =
3 7
+ 5 2
tens units
(d) 71 + 18 =
7 1
+ 1 8
tens units
(e) 25 + 44 =
2 5
+ 4 4
21
Subtraction (Steps)
Let’s work out: 59 – 27 paper strips.
Step 1: Subtract 7 units from 9 units

tens units
59 – 27
5 9
–
– 2 7
9 units – 7 units 2 units
2
Step 2: Subtract 2 tens from 5 tens
59 – 27
tens units
5 9
–
– 2 7
3
2
5 tens – 2 tens 3 tens
T U
59 – 27 = 32
3 2
22
EXERCISE Use the tens and units columns to subtract:
tens units
(a) 46 – 15 =
4 6
– 1 5
tens units
(b) 87 – 34 =
8 7
– 3 4
tens units
(c) 52 – 22 =
5 2
– 2 2
tens units
(d) 79 – 43 =
7 9
– 4 3
tens units
(e) 98 – 62 =
9 8
– 6 2
23
• multiply two numbers.

• divide two numbers.
Making arrays
Materials needed: multiplication cards (simple), playdough
For this game, you have to use playdough and multiplication cards.
The purpose of the game is to model the
multiplication operation on the card.
For example: If you get 5 x 2, you will have to model 5 pairs,
as shown in the picture.
Find the total number of squares.
2 rows with 5 squares in each row
Total number of squares = 10
row rows rows
squares in each row squares in each row squares in each row
Total number Total number Total number

of squares = of squares = of squares =
Draw the correct number of squares in the given number of rows. One example has been
done for you.
2 rows 3 rows 1 row
3 squares in each row 5 squares in each row 6 squares in each row
24
EXERCISE Complete the following.
(a) 4 (4 rows) (b) 9 (c) 3 2

(2 squares in
x 2 each row) x 2 x 2

8 (Total = 8 squares)
(d) 10 (e) 13 (f) 2 1
x 2 x 2 x 2
(g) 1 6 (h) 1 8 (i) 4 8
x 2 x 2 x 2
Complete the following.
(a) 6 x 2 =
(b) 11 x 2 =
25
ACTIVITY: MAKE GROUPS (MODELLING)
Use your bottle tops as counters and make

groups as per the instructions of your teacher.
Count the number of items. Count the number of items.

Make 3 groups. Make 8 groups.
Count the number of items. Count the number of items.

Make 6 groups. Make 7 groups.
Note: We can model the above using division.

For example: 12 (balls) ÷ 6 (groups) = 2 (balls)
Think about this
What is the total number of items in each group?
26
Working out division problems
10
10 ÷ 2 = (or )
2
Divisor 2 1 0 Dividend
5 Quotient
(a) 14 ÷ 2 = _____ (b) 20 ÷ 2 = _____ (c) 12 ÷ 2 = _____
2 1 4 2 2 0 2 1 2
(d) 16 ÷ 2 = _____ (e) 10 ÷ 2 = _____ (f) 22 ÷ 2 = _____
2 1 6 2 1 0 2 2 2
(g) 18 ÷ 2 = _____ (h) 24 ÷ 2 = _____
2 1 8 2 2 4
27
Continuous Assessment
1. Write in figures.
(a) seventy five
(b) ninety seven
(c) thirty three
2. Write in words.
(a) 12th
(b) 2nd
(c) 4th
3. Write in words.
(a) 24
(b) 78
(c) 58
4. Write the number names.
(a) 4 tens and 5 units

_____________________________________________________________
(b) 7 units and 9 tens

_____________________________________________________________
28
5. What is the place value of each of the following digits?
(a) 5 in 53

(b) 8 in 68
6. (a) Write down all the even numbers between 29 and 39.
_____________________________________________________________
(b) Write down all the odd numbers between 40 and 50.
_____________________________________________________________
7. Complete the following.
(a) T U (b) T U (c) T U
5 3 7 3 7 0
+ 1 2 + 2 5 + 9
(d) T U (e) T U (f) T U
6 9 5 4 6 3
– 3 8 – 3 2 – 3 1
29
(g) 5 (h) 1 9 (i) 2 8
x 2 x 2 x 2
(j) (k) (l)

2 2 4 2 1 4 2 5 2
30
STAGE 1 - Unit
Unit2 1- Working
- Manipulating
with shapes
numbers
UNIT
BASIC
2 WORKING
WITH SHAPES
e to:
w i l l be abl gle,
h i s u n it y o u
: c irc le , rectan
nd of t ape s
By the e d n a m e 2-D sh
a n
ise, draw and gre
en.
• recogn g le. y e ll o w
nd trian urs: red
, blue, e, colou
r,
square a e c o lo ., s h a p
nam e e.g
re co gn ise and to o n e attribut
• ding
t o b je c ts accor .
• sor
e e n v ir onment
in th
size.
m p a re shapes
y and co
• identif
This unit contains

:
• 2-D shapes
• Sorting of shap
es with one attrib
• Exploring shap ute
es in the environm
ent
31
STAGE 1 - Unit 2 - Working with shapes
In the living room
12 1
11
10 2
9 3
8 4
7 5
6
1. Observe carefully and discuss the picture.

2. Tick the objects which have the following shapes.
3. Can you identify similar shapes in your classroom?

4. Can you name these shapes?
32
• recognise, draw and name 2-D shapes: circle, rectangle, square and triangle.
• recognise and name colours: red, blue, yellow and green.
• sort objects according to one attribute, e.g., shape, colour, size.
• identify and compare shapes in the environment.
ACTIVITY: EXPLORING SHAPES IN THE CLASSROOM
Draw some objects you find in your classroom having the following shapes.
E.g. Whiteboard
33
EXERCISE
Match each object to its corresponding shape.
12 1
11
10 2
9 3
8 4
7 5
6
12 1
11
10 2
9 3
8 4
7 5
6
Trace around the shapes.
34
ACTIVITY: TRACING THE NAME OF 2-D SHAPES
Trace the name of the 2-D shapes below.
Name of 2-D shapes
triangle
rectangle
circle
square
35
ACTIVITY: SORTING OBJECTS ACCORDING TO COLOUR
Ring the objects which are of the same colour.

Colours
A red rose
A blue bag
A yellow umbrella
A green pencil sharpener
36
EXERCISE
Trace the colour name and the name of each shape.
a red square
a blue circle
a yellow rectangle
a green triangle
Tick ( ) the small squares.
Cross ( x ) the big triangles.
37
EXERCISE
Match each shape with its name.
triangle
rectangle
circle
square
Cross ( x ) all circles and tick ( ) all rectangles.
38
EXERCISE
Cross ( x ) the red squares and tick ( ) the blue squares.
Cross ( x ) the yellow triangles and tick ( ) the green triangles.
CHECK THIS LINK
This link will help you learn colours (red, blue, yellow, green):
http://www.sheppardsoftware.com/preschool/ngames/colors.swf
39
EXERCISE
Tick ( ) the triangles.
Cross ( x ) the circles and tick ( ) the rectangles.
40
1. Tick ( ) the triangles.
2. Cross ( x ) the yellow rectangles and tick ( ) the green rectangles.
41
3. Cross ( x ) the circle(s) and tick ( ) the square(s).
42
STAGE 1 - Unit 3 - Exploring Unit 1 - Manipulating
different types of measures
numbers
3
EXPLORING
DIFFERENT
UNIT TYPES OF
BASIC MEASURES
o:
w i l l b e able t
it you
n d o f this un e pts. f the yea
r.
t h e e c o n c t h s o
By time mon
u is h b etween f t h e w eek and
• disting n g e the da
ys o
0.
ra r. to Rs 10
n a m e and a r
e n e a r est hou o te s u p
• to th dn
a n d tell time p o s e coins an
• rea d deco m
me and ies. 00).
o g n is e , n a
o p p in g activit xc e e d ing Rs 1
• re c s for s h not e
s e c o r r ect coin a n d n o tes (sum n g /tall/sho
rt/
c h o o o in s if y lo
•
tal value
of c ident
t h e t o o o b je cts and
• find of tw
r e t h e lengths a n d perso
ns.
t / heavy, b
ig/
m p a c t s : li g h
• co er obje entify
e r / s h o rter/tall o b je c t s and id
long two
t h e m asses of m pty/full,
p a r e t if y : e
• com r. iden
h e a v ie r/lighte o n t a in ers and
small, two c capacity
.
p acity of e nits.
o m p a r et h e c a
ll e r o b je ct , s a m
s in g a r bitrary u
•c r/sma city u
r e / le s s, greate t h / m a ss/capa
mo ng
a n d m easure le
te
• estima
This unit contains

:
• Time
• Money
• Length
• Mass
• Capacity
43
STAGE 1 - Unit 3 - Exploring different types of measures
• distinguish between time concepts (day/night and morning/afternoon).

• name and arrange the days of the week.
• name and arrange the months of the year.
• read and tell time to the nearest hour.
Time
ACTIVITY: PICTURE EXPLORATION (NIGHT AND DAY)
1. Observe carefully and discuss the pictures.

2. Describe what is happening in the pictures.
3. In which picture is it day time?
4. Discuss some activities you do at night.
5. What activities do you do during the day?
EXERCISE
Try these.
1. Trace and write the words “night” and “day”.
night day
44
2. Stick some pictures showing day and night activities in the space provided below.
Day Night
45
ACTIVITY: PICTURE EXPLORATION(MORNING AND AFTERNOON)
1. Observe the pictures carefully.

2. Where is the woman going in the 1st picture? Is it in the morning or afternoon?
3. What is happening in the second picture?
EXERCISE
Try these.
1. Trace and write the words “morning” and “afternoon”
morning afternoon
2. Complete the following sentences using the given words: - morning, afternoon
I eat breakfast in the ……………. . I eat snack in the ……………. .
46
ACTIVITY: THE 7 DAYS OF THE WEEK
MONDAY
SUNDAY
TUESDAY
7 DAYS OF
THE WEEK
SATURDAY WEDNESDAY
THURSDAY
FRIDAY
With the help of your teacher, colour the above shapes as indicated below.
MONDAY red
TUESDAY yellow
WEDNESDAY green
THURSDAY pink
FRIDAY blue
SATURDAY orange
SUNDAY purple
47
EXERCISE
Try these.
1. Write the days of the week in the correct order.
Wednesday - Saturday - Monday - Friday - Tuesday - Sunday – Thursday
1. Monday
2. ……………………………………………………
3. ……………………………………………………
4. ……………………………………………………
5. ……………………………………………………
6. ……………………………………………………
7. ……………………………………………………
ACTIVITY: CALENDAR – MONTHS OF THE YEAR
With the help of your teacher, discuss the above calendar.

1. How many months are there in a year?
2. How many days are there in February?
3. State the months starting with the letter “J”.
4. On which day is the 1st of October?
48
EXERCISE
Try these (use the given calendar).
1. Write the name of the month in which the event is celebrated in the space provided below.
New Year
My Birthday
National Day
Christmas
2. Circle the correct answer.
(a) In July there are ______ days.
A. 30 B. 28 C. 31 D. 29
(b) 13th of November 2018 is a ______.
A. Monday B. Wednesday C. Friday D. Tuesday
(c) The number of days in February 2018 is ______ .
A. 29 B. 30 C. 28 D. 31
49
ACTIVITY: CREATING A CLOCK FACE AND READING TIME
Materials needed: a paper plate, glue, a cork and a pin, clock face template, hour hand, minute hand.
With the help of your teacher,

• cut out the template on the following page and glue it on the paper plate.
• then cut out the hour hand and the minute hand.
• make a small hole in the centre of the clock face.
• place the hands in the middle of the clock face.
• fix the 2 hands, the longer on top, to the centre of the clock face, with a pin.
• use the cork to cover the pointed end of the pin.
50
51
• Listen carefully to the instructions from your teacher to read time using o'clock.
• When the long hand is pointing to 12, the time is read by looking at the minute hand and
reading the number to which it is pointing.
EXERCISE
Try these.
1. Draw the hour hand in the correct position.
(a) (b)
4 o’clock 8 o’clock
2. Write the correct time.
(a) (b)
53
• recognise and name coins and notes up to Rs 100.

• decompose coins and notes up to Rs 100.
• choose correct coins for shopping activities.
• find the total value of coins and notes (sum not exceeding Rs 100).
Money
ACTIVITY: RECOGNISING MAURITIAN COINS
With the help of your teacher, answer the following

questions:
1. Do you recognise the coins shown in the picture?
2. What can you say about the shape and colour?
3. Can you see what is written on the coins?
EXERCISE
Try these.
1. Tick ( ) the 20-cent coin.
2. I match.
10-rupee coin
20-rupee coin
5-rupee coin
54
3. Draw the missing coin.
4. Draw the missing coins by using rubbing technique.
(a) Rs 5 + Rs 1 = ……………………. (b) Rs 10 + Rs 5 = ……………………
(c) 50 c + 50 c = …………………… (d) Rs 1 + Rs 5 + Rs 10 = …………
(e) Rs 5 + Rs 20 = ………………… (f) Rs 20 + Rs 10 + Rs 5 = ……….
6. Write the total value of the coins.
The total value = Rs……….
The total value = Rs…………
55
ACTIVITY: RECOGNISING NOTES UP TO RS 100
Observe carefully the following notes.
1. What is the colour of the different notes?

2. What is written on them?
3. Can you name the famous people who appear on the notes?
Key Note:
Rs 25 is read as twenty
EXERCISE
five rupees but not
rupees twenty five.
Even for 1 rupee we
Try these.
write Rs1 but not R1.
1. I match.
Note Figures and Words
Rs 100
Hundred rupees
Rs 50
Fifty rupees
Rs 25
Twenty five rupees
2. Write the name of the different coins and notes below in words and in figures.
(a) In Figures :
In Words :
(b)
In Figures :
In Words :
56
(c) In Figures :
In Words :
(d) In Figures :
In Words :
(e) In Figures :
In Words :
(f) In Figures :
In Words :
ACTIVITY: DECOMPOSING MONEY
Materials needed: coins and copies of notes.
My mum gave me Rs 25!
My mum gave me Rs 25 too!
Carry out this activity in pairs or in small groups,

• Find various ways of “composing” sums of money such at Rs 15, Rs 25, Rs 50 etc.
• Exchange the sums with smaller coins and notes but ensure that the value of money is
the same in the end.
• Find different ways of paying for the following articles:
- A pencil case at Rs 75
- A burger at Rs 100
A pencil case at Rs 75 A burger at Rs 100
57
Decomposing money
Below are 3 ways of decomposing Rs 50.

Can you think of other ways of decomposing Rs 50?
EXERCISE
Find different ways of decomposing the coins and notes below. You need to
complete the missing parts.
(a)
(b)
(c)
Let’s find out how much money we have altogether with the different
combinations of notes and coins! Two examples are given below:
Example: Find the sum of
(a) Rs 5 and Rs 1 (b) Rs 25 and Rs 50
Solution: Rs 5 Rs 25
+ +
Rs 1 Rs 50
Rs 6 Rs 75
58
EXERCISE
It's your turn now. Can you find the sum of money given below?
(a) (b)
(c) (d)
How would you pay for each item with the least amount of notes and coins?
The first one has been done for you.
(a) Solution:
Rs You will need
15
(b) (c) (d) Rs (e)

Rs 75 Rs 85 Rs 9
7
60
Solution: Solution: Solution: Solution:

You will need You will need You will need You will need
59
• compare the lengths of two objects and identify long/tall/short object/person.

• compare the lengths of two objects and identify: long/longer, short/shorter, tall/taller.
• estimate and measure lengths using arbitrary units.
Length
ACTIVITY: DISTINGUISH BETWEEN SHORT AND TALL
Kate and Akshay are checking their heights.
I am tall.
I am short.

2. What are Kate and Akshay talking about?
3. Who is tall?
4. Who is short?
5. Try to compare your height with that of a friend in your class. What do you observe?
(There may be two people who are of the same height.)
Key Note:
EXERCISE When we compare the
heights of people we
use tall or short instead
Try these. of long and short.
1. Colour the short building blue.
60
2. Tick the tall girl.
3. Look at the picture and write the correct word.
John
Jack
John is _________. ( tall , short )
Jack is __________. ( tall , short )
ACTIVITY: DISTINGUISH BETWEEN SHORT AND LONG
My ruler is long. My ruler is short.

2. What are Teena and Josh talking about?
3. Compare your ruler with that of a friend in class. What do you notice?
61
EXERCISE
Try these.
1. Colour the short pencil.
2. Tick the girl with long hair.
3. Observe the picture(s) and write the correct word.
Car A Car B
Car A is _________. ( long , short )
Car B is __________. ( long , short )
ACTIVITY: DISTINGUISH BETWEEN SHORTER AND LONGER
I have long hair I have longer hair

and a short skirt and a shorter skirt
Kathleen
Sasha
Observe the two girls.

1. Who is wearing a shorter skirt?
2. Who has longer hair?
3. Compare the length of your hair with that of a friend in class. What do you notice?
62
EXERCISE Try these.
1. Colour the longer ruler.
2. Circle the shorter man.
3. Tick the longer dress.
ACTIVITY: DISTINGUISH BETWEEN SHORTER AND TALLER
Mother is comparing the height of her two sons Ravi and Raj.
2. Who is taller: Raj or Ravi?
3. Compare your height with that of your friend in
Ravi
class. What do you observe?
Raj
63
EXERCISE
Try these.
1. Circle the taller building.
2. Draw a shorter spoon.
3. Colour the taller giraffe.
64
ACTIVITY: ESTIMATE AND MEASURE LENGTHS USING ARBITRARY UNITS
I got 12 steps.
I got 16 steps.
1. Observe the two children.

2. How is Ryad measuring the distance?
3. Why, according to you, the distance is not the same?
Different parts of the body can be used to measure objects.

For example, the digit, the handspan, the pace or the cubit.
EXERCISE
Try these.
1. (a)
The board is ______ long.
65
(b)
The goal post is ______ wide.
(c)
The white board is ______ high.
2. (a)
The rope is ______ long.
(b)
The table is ______ high.
66
• compare the masses of two objects and identify: light/heavy, big/small, heavier/
lighter object.
• estimate and measure mass using arbitrary units.
Mass
ACTIVITY: DISTINGUISH BETWEEN BIG AND SMALL
Anishta and Dan are visiting a garden and see some tomatoes and pumpkins.
These tomatoes are small!
This pumpkin is big!
1. Observe the picture above.

2. What are Anishta and Dan talking about?
3. Which vegetable is big?
EXERCISE
Try these.
1. Trace the words big and small.
big small
67
2. Colour the small item.
(a) (b)
(c) (d)
3. Tick the big object.
4. Draw a small watermelon.
68
ACTIVITY: DISTINGUISH BETWEEN HEAVY AND LIGHT
The grapes are light.

The pawpaw is heavy!

2. Which fruit is heavy?
3. Which fruit is light?
EXERCISE
Try these.
1. Tick the light animal.
2. Colour the heavy vegetable.
69
ACTIVITY: DISTINGUISH BETWEEN SMALLER AND BIGGER
Zubayr and Geeta are visiting a zoo.
The lion is big but the

elephant is bigger!
The penguins are small

but the parakeets are
smaller!

2. What are Zubayr and Geeta talking about?
EXERCISE
Try these.
1. Tick the bigger bird.
2. Circle the smaller guava.
70
ACTIVITY : DISTINGUISH BETWEEN HEAVIER AND LIGHTER
Joel and Hanna are at the market.
A pumpkin is heavier
than a carrot!
A chilli is lighter
than a tomato.

2. Which vegetable is lighter: a chilli or a tomato?
3. Which vegetable is heavier: a pumpkin or a carrot?
4. Compare the masses of objects around you and discuss which one is heavier or lighter.
EXERCISE
Try these.
1. Tick the lighter animal.
2. Circle the heavier animal.
71
3. Write heavier or lighter.
The elephant is ……………….than the mouse.
The mouse is ………………… than the elephant.
ACTIVITY : ESTIMATE AND MEASURE MASS USING ARBITRARY UNITS
Govind is measuring apples and bananas.
1 apple balances
two bananas.
Observe carefully and discuss the picture.
EXERCISE
Try these.
(a) _____ balances _____ (b) _____ balance _____
72
• compare the capacity of two containers and identify: empty/full, more/less,

greater/smaller object, same capacity.
• estimate and measure capacity using arbitrary units.
Capacity
Zayn, let’s put together what

we have brought for picnic.
Yes, let's do it.

A
My jug of juice is bigger
than yours Maya. Mine has
A
a bigger capacity.
A Yes Zayn, mine has a

smaller capacity.
= =
EXERCISE Key Note:

Bigger: more capacity.
Try these. Smaller: less capacity.
Same: equal capacity.
1. Circle the bottle with smaller capacity.
73
2. Put a tick ( ) if you think these picnic baskets are of the same capacity.
3. Draw a glass with bigger capacity.
4. Tick the container which is full.
5. Fill in the blanks.

greater, smaller, same
(a)
Bottle A Bottle B
Bottle A is of …………capacity than bottle B.
74
(b)
A B
Milk carton A is of……… capacity as milk carton B.
(c)
Cup A Cup B
Cup B is of ………………capacity than cup A.
6. State whether the statement is True or False.
Bowl A Bowl B CHECK THIS LINK
Bowl A has more capacity than bowl B. ------------------. The link below has
interactive games on
7. Work out. distinguishing between
tall/taller/long/longer/
heavier/lighter.
https://www.splash-
math.com/measure-
ment-games
(a) The jug holds ________ glasses of water.

(b) The bottle holds ________ glasses of water.
(c) Therefore the jug holds ________ ( less/more) water than the bottle.
(d) The bottle holds_______(less/more) water than the jug.
75
1. Complete the following with the given word.
afternoon, morning
I eat breakfast in the …………………….
I usually eat snack in the …………………….
2. Draw the hour hand to show 7 o’clock.
3. Draw the missing coin by using rubbing technique.

(a) Rs 6 + Rs 5 = ……………………. (b) Rs 20 + Rs 10 = ………
(c) 50 c + 25 c = …………………… (d) Rs 2 + Rs 10 + Rs 20 = …………
(e) Rs 20 + Rs 50 = ………………… (f ) Rs 20 + Rs 20 = ……….
76
5. Use the rubbing technique to draw the coins needed to pay for the following items.
Rs 10 Rs 15
6. I colour the shorter stick blue.
7. I draw a longer pencil.
77
8. Tick the bigger item.
(a) (b)
(c) (d)
9. Work out.
Bowl A Bowl B
(a) Bowl A holds ________ glasses of water.

(b) Bowl B holds ________ glasses of water.
(c) Therefore bowl A holds ________ (less/more) water than bowl B.
(d) Bowl B holds_______(less/more) water than Bowl A.
78
4
STAGE 1 - Unit 4 - Representing and
Unit 1 - Manipulating
Interpreting Information
numbers
UNIT REPRESENTING AND

INTERPRETING
BASIC INFORMATION
Carrot
40 Potato
30 Tomato
50 Beetroot
80
:
i l l b e able to
ou w rts.
d o f t h is unit y t io n u s ing cha
n rma
By the e te r pret info
d in
ent an ta on ch
arts.
• repres p re t d a
to inter
• use ICT
This unit contains

:
• Pictogram
79
STAGE 1 - Unit 4 - Representing and Interpreting Information
• represent information on a chart.

• use a chart.
Chart
ACTIVITY : GROUPING AND COUNTING
With the help of your teacher, carry out this activity.

• Place any one item (pencil, eraser, sharpener) from your pencil case on the teacher’s
table.
• Group together all the pencils, then the sharpeners and finally the erasers.
• Count the number of items in each group and discuss in class.
EXERCISE
Try these.
1. Observe the picture carefully and represent the information on the chart on the next page.
80
Use these pictures to represent the information.
Pencil
Eraser
Sharpener
2. (a) Observe the speed limit signs.
30 80 30
40 50 30
50
50 30 40 30
80 50 80
81
(b) Draw the speed signs in the chart below.
Thirty (30)
Forty (40)
Fifty (50)
Eighty (80)
(c) Count and write the number of speed signs showing:
(i) 30 ________________ (ii) 40 ________________
(iii) 50 _________________ (iv) 80 ________________
3. The chart shows cards of different shapes in a classroom.
Square
Rectangle
Circle
Triangle
Complete
(a) There are 5 squares.
(b) There are _________circles.
(c) There are _________ triangles.
(d) There are __________ rectangles.
82
4. Complete the chart by drawing the appropriate pictures. One example has been done for you.
3 pupils like Music.
7 pupils like Life Skills.
5 pupils like Visual Art.
6 pupils like ICT.
Music
Life Skills
Visual Art
ICT

5. The chart shows the number of vegetables in a basket.
Carrot
Potato
Tomato
Beetroot
Complete
(a) There are 2 potatoes in the basket.
(b) There are ______ tomatoes in the basket.
(c) There are _______ beetroots in the basket.
(d) How many carrots are there in the basket? ___________
83
1. The chart shows different seafoods in a fisherman’s bucket.
Fish
Crab
Octopus
Shrimp
Circle the correct answer. One example has been done for you.
(a) There are ____ fishes in the fisherman’s bucket.

A. 2 B. 4 C. 5 D. 6
(b) There are _________crabs in the fisherman’s bucket.

A. 2 B. 4 C. 5 D. 6
(c) There are _________ octopuses in the fisherman’s bucket.

A. 2 B. 4 C. 5 D. 6
(d) There are __________ shrimps in the fisherman’s bucket.

A. 2 B. 4 C. 5 D. 6
84
2. The chart shows the number of glasses of water taken by Kim, Devesh, Kirti and Lisa
everyday.
Kim
Devesh
Kirti
Lisa
(a) Kim drinks 4 glasses of water everyday.
(b) Devesh drinks _________ glasses of water everyday.
(c) Kirti drinks _________ glasses of water everyday.
(d) Lisa drinks _________ glass of water everyday.
85
86
1
UNIT MANIPULATING
INTERMEDIATE NUMBERS
hundreds tens u n it s
H T U
to:
u w i l l be able .
f t h i s unit y
o
ro m 0 to 1 000
nd o bers f
By the e n d w rite num
ount a .
• read, c e ve n n umbers in g numb
ers
a n d v o lv
y odd ns in
• identif m e t ic operatio
m arith
4 2 3 • perfor g 1 000
. es.
xc e e d in s a n d s equenc
not e ttern
u p n u mber pa .
• build
im p le f ractions
ise s
• recogn
This unit contains

:
• Numeration an
d notation 0 to 1
• Place value of 000
numbers 0 to 1 00
• Even and odd 0
numbers
• Number patter
ns and sequences
• Four basic op
erations
• Fractions
87

• identify numbers 0 to 1 000.
• recognise numbers 0 to 1 000.
• identify the place value of digits in a given number.
• read and write number names up to 1 000.
Number names
Write the number names for
each of the numerals below.
11 eleven
__________________________________
12 __________________________________ 27 __________________________________
13 __________________________________ 49 __________________________________
14 __________________________________ 55 __________________________________
15 __________________________________ 94 __________________________________
16 __________________________________ 68 __________________________________
17 __________________________________ 71 __________________________________
18 __________________________________ 17 __________________________________
19 __________________________________ 31 __________________________________
20 __________________________________ 83 __________________________________
88
A Number House is a fun activity whereby you place straws/sticks in

boxes or cups to represent place value of each digit in a number.
Let’s construct one.
ACTIVITY: NUMBER HOUSE
Your teacher will guide you to construct a number house.

You need plastic cups, straws or sticks, marker, elastic bands and a piece of cardboard.
The Number House

is showing
356 = 3 hundreds
5 tens
6 units
3 hundreds 5 tens 6 units 1 green straw

represents 1 unit
Pay attention to the colours of the

straws for each place value.
Note:
10 green straws 1 bundle of 10 1 blue straw

10 units green straws represents 1 ten
10 blue straws 1 bundle of 10 1 red straw

10 tens blue straws represents 1 hundred
89
EXERCISE
Tick the right answer for each Number House.

I have completed one for you.
321
231
2 hundreds 3 tens 1 unit
375
573
675
567
901
109
90
Every digit in a number has a place value. In this lesson, we will learn
what a place value is and how to find the place value of a specific
digit.
ACTIVITY: USING A PLACE VALUE MAT
Use the place value mat below together with the number cards and listen attentively to the
instructions.
Your teacher will tell a number and you will have to place the number cards on the place value
mat.
Hundreds Tens Units
Keep in mind that each digit has a specific value in a number.
For example, consider 423.
H T U In 423, we have:
4 times 100 = 400 = 4 hundreds
2 times 10 = 20 = 2 tens
3 times 1 = 3 = 3 units
4 2 3
91
EXERCISE
Write each number (in figures) correctly in the space provided.
(a) 3 hundreds, 4 tens and 9 units
(b) 9 hundreds, 1 ten and 2 units
(c) 7 tens and 5 units
(a) 531 fi e hundred and thirty one
(b) nine hundred and sixty five
(c) 823
(d) six hundred and four
92
Units, tens and hundreds
Using your paper strips, model 356.
Note:
1 unit 10 units
10 units 1 ten
10 tens 1 hundred
356 = 3 hundreds 5 tens 6 units
3 hundreds 5 tens 6 units
93
EXERCISE
Model the following numbers using paper strips.

An example has been done for you.
248
517
396
94
1. Write in words.
(a) 100
(b) 158
(c) 279
(d) 461
(e) 923
(f) 542
2. Write in figures.
(a) One hundred and fourteen
(b) Six hundred and ninety two
(c) Seven hundred
(d) Eight hundred and fifty one
(e) Two hundred and eight
(f) Nine hundred and thirty
95

• add two numbers without carrying.
• add two numbers with carrying.
• solve simple word problems involving addition.
Please enter your code

I need to move to the next level in my
favourite game. I need to find the code.
The hint is 324 + 135.
324 + 135
Using addition

Let’s work out: 324 + 135 paper strips.
Use your paper strips to model 324.

Let’s also model 135
1 hundred 3 tens 5 units

Now, add 135 to 324.
AN INTERESTING FACT
Addition means to add, find the sum of. Some of the key terms used
in addition are: add, altogether, the total of, the sum of, in all.
What you obtain is the sum.
96
Using addition
Let’s work out: 324 + 135 Try each step using your
paper strips.
Step 1: Adding 4 units to 5 units
324 + 135
4 units + 5 units 9 units
Step 2: Adding 2 tens to 3 tens
324 + 135
2 tens + 3 tens 5 tens
Step 3: Adding 3 hundreds to 1 hundred
324 + 135
3 hundreds + 1 hundred 4 hundreds

H T U
The code is 4 hundreds,

5 tens and 9 units or 459.
Answer: 459
4 5 9
97
EXERCISE
Complete the following using hundred flats, ten
strips and unit squares.
(a) 22 + 14 = (b) 45 + 21 =
tens ten tens tens

and and
units units units unit
tens and units = tens and units =
(c) 72 + 25 = (d) 48 + 31 =
tens tens tens tens

and and
units units units unit
tens and units = tens and units =
(e) 452 + 235 = (f) 671 + 303 =
(g) 543 + 410 =
98
Adding 3-digit numbers in columns
When you have to add in columns, don’t forget to

put the numerals in the right place.
For example:
Write 125 + 322 in columns

125 is 1 hundred, 2 tens and 5 units H T U
1 2 5
322 is 3 hundreds, 2 tens and 2 units
Then add the

H T U
two numbers.
1 2 5
+ 3 2 2
4 4 7
99
EXERCISE
Work out the following.
(a) 421 + 215 = ________ (b) 743 + 135 = ________
H T U H T U
4 2 1 7 4 3
+ 2 1 5 + 1 3 5
(c) 307 + 192 = ________ (d) 520 + 209 = ________
H T U H T U
3 0 7 5 2 0
+ 1 9 2 + 2 0 9
100
Addition with carrying
I am stuck at this level of my game (593 + 349).

I can’t find the answer. Can you please help me out?
Let’s try this out:
593 + 349
Add the units first
H T U 3 + 9 = 12
(12 units)
5 9 3
+ 3 4 9 12 units
2 1 ten 2 units
Send the 1 ten to

the tens column. H T U
Now let’s add in
the tens column: 1
1 + 9 + 4 = 14 5 9 3
(14 tens)
+ 3 4 9 14 tens
4 2 1 hundred 4 tens
Send the 1 hundred

to the hundreds
columns. Let’s H T U
add the hundreds
column. 1 1
1+5+3=9 5 9 3 The answer is
(9 hundreds) 942.
+ 3 4 9
9 4 2
101
EXERCISE
(a) 427 + 154 = ________ (b) 734 + 178 = ________
H T U H T U
4 2 7 7 3 4
+ 1 5 4 + 1 7 8
(c) 309 + 153 = ________ (d) 607 + 295 = ________
H T U H T U
3 0 9 6 0 7
+ 1 5 3 + 2 9 5
102
EXERCISE
CONSOLIDATION – TYPES OF NUMBERS
Circle the odd numbers.
(a) A. 145 B. 840 C. 222 D. 26
(b) A. 84 B. 393 C. 58 D. 240
(c) A. 186 B. 482 C. 300 D. 781
Cross the even numbers.
170 746 2 693 97
990 189 278 35 34
Tick all the odd numbers.
109 852 75 561 250 50 93 787
103
• subtract two numbers without borrowing.

• subtract two numbers with borrowing.
• solve simple word problems involving subtraction.
I need to move to the next level in my Please enter your unlock code
favourite game. I need to find the code.
The hint is 487 – 256.
487 - 256
Using subtraction
Let’s work out: 487 – 256
Use your paper strips to model 487.
Now, let’s subtract 256 from 487.
256 = 2 hundreds, 5 tens and 6 units
AN INTERESTING FACT
Minus means to subtract, remove, take away or reduce a certain amount from another.
What you obtain after subtracting is called the difference.
104
Subtraction with number strips
Let’s work out: 487 – 256 Try each step using your
paper strips.
Step 1: Subtracting 6 units from 7 units
487 – 256
7 units – 6 units 1 unit
Step 2: Subtracting 5 tens from 8 tens
487 – 256
8 tens – 5 tens 3 tens
Step 3: Subtracting 2 hundreds from 4 hundreds
487 – 256
4 hundreds – 2 hundreds 2 hundreds

H T U
The code is 2 hundreds,
3 tens and 1 unit or 231.
Answer: 231
2 3 1
105
EXERCISE
Complete the following using hundred-flats, ten-
strips and unit-squares.
(a) 35 – 12 = (b) 53 – 32 =
(c) 78 – 31 = (d) 88 – 52 =
(e) 235 – 131 = (f) 486 – 241 =
(g) 689 – 525 = (h) 892 – 692 =
106
Subtracting 3-digit numbers in columns
When you have to subtract, don’t forget to put the

numerals in the appropriate column.
For example:
Start with units.

Write 645 - 424 in columns
H T U
6 4 5
- 4
1
Then, subtract
the tens.
424 is 4 hundreds 2 tens and 4 units

H T U
6 4 5
- 2 4
2 1
Then, subtract
the hundreds.
H T U
6 4 5
- 4 2 4
2 2 1
107
EXERCISE
(a) 542 – 321 = ________ (b) 903 – 502 = ________
H T U H T U
5 4 2 9 0 3
- 3 2 1 - 5 0 2
(c) 307 – 5 = ________ (d) 459 – 30 = ________
H T U H T U
3 0 7 4 5 9
- 5 - 3 0
108
Subtraction with borrowing
When you have to subtract two numbers sometimes you need to “borrow” from other column(s).
Work out 394 - 268
H T U
We cannot subtract
8 from 4 (to obtain 3 9 4
a positive number).
- 2 6 8
We borrow 1 ten
from 9 tens and
we are left with 8 H T U
tens. 8 10
3 9 4
and
- 2 6 8
The 1 ten is
carried to the unit 2
6
column. Then we
get 14 units.
H T U 14 units subtract 8 units
8 10
Now, we can proceed.
3 9 4
14 units – 8 units = 6 units - 2 6 8

8 tens – 6 tens = 2 tens
1 2 6
3 hundreds – 2 hundreds
= 1 hundred
109
EXERCISE
Work out the following problems.
1. Work out.
(a) 683 – 457 = ________ (b) 971 – 485 = ________
2. (a) Jerry has 64 marbles. He gives 25 marbles to Jay. Find out how many marbles Jerry has left.
25 ?
64 marbles
(b) Varun has 837 stickers. Unfortunately he loses 449 of them. How many stickers are left?
449 stickers lost ? stickers left
837 stickers
Circle the correct answer.
(a) What number is obtained when we subtract 357 from 746?

A. 103 B. 401 C. 411 D. 389
(b) Subtract four hundred and six from nine hundred and fifteen.
A. 321 B. 509 C. 519 D. 309
CHECK THIS LINK
http://www.softschools.com/math/subtraction/3_digit_subtraction/3_digit_
subtraction_with_regrouping/
110
ACTIVITY: SKIP COUNTING GAME
For this game, you have to write some numbers (as instructed by your teacher) on the floor
or using a number mat. The purpose of the game is to skip count 5 times.
For example:
If you have to skip count by 5, you will have to
jump on 5, then on 10, then on 15, then on 20
and lastly on 25.
Using another number mat,

try to skip count by:
(a) 6
(b) 10
(c) 25
(d) 200
EXERCISE
Put a tick on the numbers on which I should jump next if

I skip count by: (i) 5 (five's)
(ii) 100 (hundred's)
(i) 13 20
Start here 10 15 21
Do the same here. Pay attention to the increasing pattern.
(ii)
185 250 150 Start here
350 275
111
EXERCISE
Write down the missing numbers.
(a) 100 , 200 , ___________ , 400 , ___________ .
(b) 200 , 300 , ___________ , ___________ , 600 .
(c) 525 , 524 , ___________ , ___________ , 521 .
Arrange in ascending order, starting with the smallest number.
(a) 384 , 697 , 258 , 126 .

_____________________________________________________
(b) 452 , 369 , 147 , 684 .

_____________________________________________________
Arrange in descending order, starting with the largest number.
(a) 123 , 454 , 763 , 855 , 391 .

_____________________________________________________
(b) 269 , 872 , 145 , 624 , 339 .

_____________________________________________________
112
• multiply two numbers.

• solve simple word problems involving multiplication.
Using multiplication
Jessen holds a pastry shop. On a day he sold 167 pastries at Rs 4 each. How much money
did he make that day?
Step 1 H T U Multiply the units first,

7 x 4 = 28 .
Pay attention to 1 6 7
the place value of
numbers as you
x 4
may encounter
carrying.

4 groups of 7
Step 2
2
1 6 7 You will have to
carry 2 tens.
x 4
2 tens and 8 units 8
Step 3
2 2
1 6 7 Multiply tens,
6 x 4 = 24, adding 2
gives you 26 tens or 2
x 4 hundreds and 6 tens.
Carry 2 to the hundreds
6 8 column.
Step 4
2 2
1 6 7 1 x 4 = 4, adding 2
gives you 6.
x 4
6 6 8
113
EXERCISE
(a) 4 3 (b) 1 6 (c) 5 7
x 2 x 3 x 4
(d) 2 8 4 (e) 1 9 5 (f) 3 4 1
x 4 x 6 x 5
Solve these simple word problems.
(a) On a table, there are 107 boxes of belts. Each box contains 8 belts. How many belts are
there in all?
(b) In a party, a caterer prepared 3 snacks for each guest. How many snacks did he prepare
if there were 226 guests?
CHECK THIS LINK
This link will help you practise multiplication:

http://www.softschools.com/math/multiplication/multiplication_riddles_game/
114
• divide two numbers.

• solve simple word problems involving division.
Using division
Alina distributes 186 sweets among her 3 children. How many sweets does each child receive?
Let’s use a division bracket to find out.
This is called a How many

3 1 8 6 groups of 3
division bracket. can you make
in 186?
First, let’s divide

3 1 8 6 the hundreds
column by 3. Let’s
divide 1 by 3.
We place the 1 is smaller than 3.

3 1 8 6 We cannot divide
answer 6 under
the tens column. 6 1 by 3. We send it
to the tens column.
We divide 18 tens
by 3 to get 6 tens.
We move to the
3 1 8 6 units column. We
6 2 can divide 6 by 3.
Each child get 62 sweets.
THINK ABOUT THIS
I have to share nine slices of cake equally among 3 friends, excluding me.
How many slices will each one get?
115
EXERCISE
(a) (b) (c)

4 3 6 7 6 3 9 8 1
(d) (e) (f)

5 9 3 5 3 2 7 9 8 1 6 0 8
Solve these simple word problems.

Circle the answer.
(a) Divide three thousand eight hundred and ninety two by seven.
A. 558 B. 555
C. 628 D. 556
(b) A textile store has 850 T-shirts to be packed. The T-shirts are to be packed in bags
of 10. How many bags will be there in all?
A. 85 B. 96
C. 83 D. 86
CHECK THIS LINK
This link will help you practise division:

http://www.softschools.com/math/division/division_riddles_game/
116
• identify simple fractions.

• recognise simple fractions.
• use simple fractions in a context.
• represent fractions on a number line.
We have cut the cake into four equal parts. I ate one part. How many parts out
of the four are left?
How many parts out of the four

I ate one part. How many parts out of
are left?
the four are left?
A fraction is part of a whole. It is less than 1, but more than zero.

We use fractions all the time in real life.
One part of a cake One slice of pizza Half of an apple
AN INTERESTING FACT
Fraction comes from the latin word “fractio” which means

to break.
117
A fraction is a part of a whole

A fraction is a part of a whole. It is used to describe how much of something is left.
For example: A pizza is cut into four equal slices.
Therefore we have four equal parts from a whole pizza.
If I eat 1 part of the pizza out of 4 parts, there are 3 parts left.
There is three quarter of the pizza left.
Writing a fraction
A fraction is written in a specific way. There are two important words you need to know:
numerator and denominator.
The number under the bar indicates the number of equal parts in which the whole has been
divided. It is called the denominator.
The number above the bar represents the number of parts out of the total. It is called the
numerator.
The numerator is placed at the top and the denominator is placed at the bottom.
1 Numerator
2 Denominator
118
ACTIVITY: IDENTIFYING COMMON FRACTIONS
There are some common fractions that you can

come across. Let’s find out through this activity.
Materials you will need: Bristol paper or

plain paper, pair of scissors and coloured pencils
1. Cut some strips out of the bristol paper.

2. Follow the instructions given by your teacher
on the number of times you will have to fold the strips.
3. For example, if you have folded your strips into two, colour one part.
Thus, you have coloured half of the strip.
Common fractions
After the activity, you will get strips that will look like those:
You have 1 coloured part out of 2. 1

This is one half. 2

This is one quarter. 4
You have 3 coloured parts out of 4. 3

This is three quarter. 4

This is one third. 3
You have 2 coloured parts out of 3. 2

This is two third. 3
119
EXERCISE
Circle the figures showing half and cross the ones showing one quarter.
Write the correct name of the fractions shown below.
CHECK THIS LINK
This link allows the students to drag and drop the correct fraction of pizza.
http://www.softschools.com/math/fractions/games/
120
This is the end of the unit. Now you can tackle these exercises.
1. Write the number names.
(a) 32
(b) 587
(c) 8 521
2. Complete the number sequence.
(a) 8 000 , 7 000 , ___________ , 5 000 , ___________ .
(b) 4 125 , 4 225 , ___________ , 4 425 , 4 525.
(c) 6 500 , 6 700 , 6 900 , ___________ , ___________ .
3. Tick the odd numbers and circle the even numbers.
1 235 4 589 3 048 781 9 734 856
4. With the digits 6, 7, 2 and 9:
(a) write the smallest 4-digit number that can be formed.
(b) write the largest 4-digit number that can be formed.
121
(a) Last year Sarah watched 138 comedy movies. Sam watched 253 horror movies.
How many movies did they watch in all?
A. 392 B. 391 C. 315 D. 389
(b) A car can carry 5 passengers. How many such cars will be needed to carry 625
passengers?
A. 125 B. 126 C. 127 D. 147
(c) A book has 163 pages. How many pages will 9 such books have in all?
A. 1 627 B. 1 427 C. 1 467 D. 1 827
6. Solve the following word problems.
(a) The population of a town is 6 200. 4 323 are men and the rest are women. Find
the number of women in the town.
(b) A car factory produces 3 200 cars in 5 days. How many cars will the factory
produce in one day?
7. What fraction of the following is shaded?
122
2
STAGE 2Unit
- Unit
1 -2Manipulating
- Working with
numbers
shapes
UNIT WORKING WITH

INTERMEDIATE SHAPES
side
vertex
side side
vertex vertex
side
to:
u w i l l be able ical,
o f t h i s unit y
o
o r iz o n tal, vert
nd es (h
By the e e a n d draw lin
y, nam pes
• identif p arallel). s if y 2-D sha
a n d c la s
inclined , describ
e and
gle).
y, n a m e nd trian
• identif re, c irc le a
le, squa
(rectang
This unit contains

:
• Lines
• 2-D shapes
123
ACTIVITY: IN OUR ROOM

2. What are the different types of lines that you notice?
3. What are the different shapes you can see?
124
• identify and name different types of lines: horizontal, vertical, inclined and parallel.
Lines
ACTIVITY: INTRODUCING LINES
Materials needed: ruler, sharp pencil
1. Using pencil and ruler, join points A to B, C to D, E to F and G to H.
C D
B
H
2. How will you describe AB, CD, EF and GH?

3. How is CD different from GH?
125
Types of lines
A line can be vertical, horizontal or inclined.
Types of lines Properties Examples in real life
Lamp post
Vertical
Horizon
Horizontal
Inclined ramp
Inclined
ACTIVITY: INVESTIGATING PAIRS OF LINES
Materials needed: ruler, sharp pencil
1. Consider the pairs of lines (1) and (2) given below. Using pencil and ruler, extend the lines
to the right.
(1) (2)
2. Which pair of lines (i) do not cross each other?

(ii) are the same distance apart?
3. Draw two lines that meet and two lines that do not meet.
126
Parallel lines
Lines which do not cross and are the same distance apart are called parallel lines.
Types of lines Properties Examples in real life
Fences
Vertical
and
parallel
Shelves
Horizontal
and
parallel
Ladder
Inclined
and
parallel
EXERCISE
Match Part A to Part B.
Part A Part B
Vertical
Inclined
Horizontal
127
EXERCISE
Fill in the blanks with the appropriate words: horizontal, vertical, inclined,
horizontal and parallel, vertical and parallel, inclined and parallel.
Using pencil and ruler, draw the following lines:
(a) A vertical line
(b) Two horizontal and parallel lines
(c) Three inclined and parallel lines
CHECK THIS LINK
This link for an online game lets you form horizontal, vertical and inclined lines:
https://www.coolmath-games.com/0-balllines
128
• identify, name, describe and classify 2-D shapes (rectangle, square, circle and triangle).
Shapes
ACTIVITY: IDENTIFYING AND NAMING 2-D SHAPES
1. Using a pencil and a ruler (where necessary) reproduce the following 2-D shapes.
2. Name them.
129
SIDES side
side side
side
A square has 4 sides.
A rectangle has 4 sides. A triangle has 3 sides.
VERTEX
vertex
Note: We say
one vertex but
vertex vertex
many vertices.
A triangle has 3 vertices.
A rectangle has 4 vertices. A square has 4 vertices.
130
EXERCISE
How many sides are there in each shape?
Count and write down the number of vertices in each shape.
CHECK THIS LINK
This link for an interactive exercise will help you identify sides and vertices:
https://www.mathgames.com/skill/3.3-compare-sides-and-corners
131
EXERCISE
Complete the following table.
Number of Number of
Shape Name
vertices sides
Fill in the blanks.
(a) A ____________________ has no side and no vertex.

(b) A ____________________ has 3 sides and 3 vertices.
(c) A ____________________ or a ____________________ has 4 sides and
4 vertices.
132
Answer all questions.
1. Count and write down the number of sides and vertices of each of the following shapes.
(a) A ____________________ has no side and no vertex.
A. square B. rectangle C. triangle D. circle
(b) A ____________________ has 3 sides and 3 vertices.
A. square B. rectangle C. triangle D. circle
3. Fill in the blanks.
A rectangle has ____ sides and ____ vertices.
4. Using pencil and ruler draw the following lines:
(a) A horizontal line

(b) Two vertical and parallel lines
(c) Three inclined and parallel lines
133
134
3
STAGE 2 - Unit 3 - Exploring
Unitdifferent
1 - Manipulating
types of measures
numbers
EXPLORING
UNIT DIFFERENT TYPES
INTERMEDIATE OF MEASURES
: he year.
i l l b e able to t h s o f t
ou w mon
d o f t h is unit y t h e w eek and
n days o f e.
By the e d w r ite lo c k f a c e.
n t h e c lock fac
n mac nd o st).
• name a e hour fro d hour ha q u arter pa
to t h d a n p a s t,
tell time te han half
• n d d ra w minu a ro u n d time ( p to Rs 1 0
00.
e a u la r y t e s u
• tell tim tional v
ocab
coins an
d no
p f u n c m p o s e
develo me and
deco xts.
•
c o g n is e , n a
re a l li fe conte li fe conte
xts.
re e s in re a l
• and not ms invo
lving
u se coins d p r o b le
• ple wor long/ta
ll. ).
s olve sim o n g s h o r t /
f le n g t h ( cm, m
• h am its o
d istinguis n g d iff erent un
• h amo
d istinguis n gth. l s ituation
s.
•
nv e r t u nit s o f le
e n t in pra c t ic a
g t h a n d mass.
co rem g le n
•
u n it s o f measu a t io n s involvin and ma
ss.
u se tic o p e r le n g t h
• arithme ing er.
p erform ro b le m s involv
a v ie r a nd light
dp t, he
• ple wor and ligh
s olve sim n h e a v y full,
•
g u is h betwee e r s a . e n t if y : empty/
distin ice v d id
1L 50 cL 50 cL
• t o g and v n t a iners an .
c onver t k g
a c it y o f tw o c o
s a m e capacity
• the cap and
c ompare / s m a ll e r object
ter
• ss, grea L). apacity.
more/le f c a p a city(L/c lv in g c
nits o s invo
c onvert u e t ic o peration in g capacity
.
• ar it h m s in v o lv
• perform o rd problem
ple w
• solve sim
This unit contains

:
• Time
• Money
• Length
• Mass
• Capacity
135
• name and write days of the week.

• name and write months of the year.
• tell time to the hour from a clock face.
• tell time and draw minute hand and hour hand on the clock face.
• develop functional vocabulary around time (half past, quarter past).
Time
EXERCISE
Recapitulate the days of the week.

Try these.
1.
1st day Wednesday
2nd day Monday
3rd day Friday
4th day Tuesday
5th day Thursday
(a) Monday, Tuesday, _____________, Thursday.
(b) Friday , _____________, Sunday.
(c) Wednesday, _____________, _____________, Saturday.
136
Months of the year
With the help of your teacher, discuss the following with your friends.
• How many months are there in a year?
• Ask your friend to point out and read the name of the months.
• How many public holidays are there in December?
• On which date is the public holiday in December and on which occasion?
• How many public holidays are there in February?
• How many Sundays are there in July?
• How many days are there in February?
There are 12 months in a year.
137
EXERCISE
Complete the following calendar.
1.
August 2018
Sunday Monday Tuesday Wednesday Thursday Friday Saturday
15
30
(a) How many days are there in this month?
(b) How many Sundays were there in August 2018?
(c) What day is the 24th of August 2018?
2. (a) List the name of months starting with the letter J.

______________________________________
(b) List the name of months starting with the letter M.

______________________________________
Use the given words below to complete the following.

December, March, February, June
3. (a) The second month of the year is ____________.
(b) The last month of the year is ___________.

(c) The sixth (6th) month is ___________.
(d) The month before the 4th month is __________.
138
ACTIVITY - USING CLOCK FACE TO SHOW TIME
• With the help of your teacher use your clock face to read time using “o’clock”.
• When the long hand is pointing to 12, the time is read by looking at the minute hand
and reading the figure to which it is pointing.
• Example: If the long hand points to 12, and the short hand points to 9, then the time is
read as 9 o’clock.
• Be careful not to turn any hand anticlockwise.

• Turn it 360° clockwise as many times as required but never in the anticlockwise direction.
CHECK THIS LINK
The link below has a fun and interactive game on the months of the year. This will help the
students to answer questions correctly and also cater for awareness of ordinal numbers.
http://www.abcya.com/months_of_the_year.htm
http://www.abcya.com/days_of_theweek.htm
EXERCISE
Try these.
1. Use your clock face and work in pairs or in groups to show the time
(a) Three o’clock (b) Eleven o’clock
(c) Five o’clock (d) Eight o’clock
139
EXERCISE
2. Match the following.
Nine o’clock
Three o’clock
Ten o’clock
3. Write down the times shown on each clock face.
In figures :
__________________
In words :
______________________________________________________
In figures :
__________________
In words :
______________________________________________________
140
ACTIVITY - WORKING WITH HALF PAST
Use your clock face or construct one if you do not have it.
• Draw a vertical line from 12 to 6.

• Fold the clock face along the line and observe that the clock face has been divided into two
halves.
• With the help of your teacher or your friends put the hour hand exactly on 2.
• Then put the minute hand exactly on 6.
• This time is read as half past the hour (here it is half past two).
• On a real clock, the hour hand will be exactly halfway between 2 and 3.
EXERCISE
Match the following.
Half past seven
Half past three
Half past nine
141
ACTIVITY - WORKING WITH QUARTER PAST THE HOUR
• Use your clock face in which you have already drawn

the vertical line.
• Now draw a horizontal dotted line from 9 to 3.
• Then fold the clock face along the horizontal line.
• Observe that your clock face has been divided into 4
equal parts.
• The time is read as “quarter past 2”.
• On a real clock, the hour hand will have moved a little
just after 2.
With the help of your teacher, show the following times on your clock face.
You may work in pairs.
(a) Quarter past four
(b) Quarter past nine
(c) Quarter past six
EXERCISE
Complete each clock face.
Half past one Half past eleven
Quarter past eight Quarter past seven
142
• recognise and name coins and notes up to Rs 1 000.

• decompose coins and notes up to Rs 1 000.
• use coins and notes in real life situations.
• solve simple word problems involving real life situations.
Money
EXERCISE
Try these.
1. Draw the missing coins.
1-rupee coin
50-cent coin
5-rupee coin
20-rupee coin
3. Complete the following

(a) Rs 6 + Rs 2 = ………………
(b) 50 c + 20 c = ………………
(c) Rs 20 + Rs 5 = ………………
143
ACTIVITY: RECOGNISING NOTES UP TO RS 100
Observe carefully the following notes.
1. Identify each note by its colour.

2. What is written on them?
3. Can you name all the famous people and the building/place
which appear on the notes?
These notes are used in Mauritius.
In Figures : Rs 25 In Figures : Rs 200
In Words : In Words :
Twenty five rupees Two hundred rupees
In Figures : Rs 50 In Figures : Rs 500
Fifty rupees Five hundred rupees
In Figures : Rs 100 In Figures : Rs 1 000
One hundred rupees One thousand rupees
AN INTERESTING FACT
The Mauritian Rupee (Rs) is the official currency of Mauritius. It was put into circulation in 1877
replacing the different currencies that were used at that time such as the Indian Rupee, the
Mauritian Dollar or the British Pound Sterling.
At that time, the Mauritian Dollar was equal to Rs 2.
144
EXERCISE
1. Match the note with its correct name in figures and in words.
Note Figures Words
Rs 200 Two hundred rupees
Rs 100 One hundred rupees
Rs 50 Fifty rupees
Rs 1 000 One thousand rupees
Rs 500 Five hundred rupees
Rs 25 Twenty five rupees
2. Write in words.
ACTIVITY: CREATING A MONEY BOX
You will create a money box with the help of your teacher.
Glue the photocopies of the different coins and notes on bristol
paper and cut them out.
Put them in a box. Write your name on the box and decorate it.
This is your money box.
145
ACTIVITY: DECOMPOSING MONEY
My mum gave me Rs 1 000!
My mum gave me Rs 1 000 too!
Carry out this activity in pairs or in small groups.

• Use the coins and notes from your money box and show amounts such as Rs 100, Rs 250,
Rs 500, etc.
• Find various ways of “composing” sums of money.
• Exchange the sums with smaller coins and notes but ensure that the value of money is
the same in the end.
Decomposing money
Below are 3 examples of ways of decomposing Rs 1 000.

Can you think of other ways of decomposing Rs 1 000?
146
EXERCISE
Decompose the coins and notes below by completing the missing parts.
(a)
(b)
(c)
(d)
Addition involving money
Let’s find out how much money we have altogether with the
different combinations of notes and coins.
Two examples are given below:
Example: Find the sum of
(a) (b)
Solution: Rs 20. 00 Rs 200

+ +
Rs 10. 00 Rs 50
Rs 30. 00 Rs 250
147
EXERCISE
Try these.
1. Can you find the sum of money given below?
(a) + (b) +
(c) (d)
+ +
(e) (f)
+ +
2. Using your money box, how would you pay for each item with the least
amount of notes and coins? The first one has been done for you.
(a) Solution:
Rs You will need
45
(b) (c) (d) Rs (e)

Rs 140 Rs 227 Rs 8
25
17
5
Solution: Solution: Solution: Solution:

You will need You will need You will need You will need
148
ACTIVITY: USING MONEY IN REAL LIFE CONTEXT
Your teacher will select 3 students at random to play the buyers and he/she will be the vegetable
seller. This activity is based on the prices displayed on the vegetables in the picture.
5.00 1 kg 12.00 1 kg
18.00
1 kg
15.00
1 kg
7.00 1 kg
1. Observe the picture and listen carefully to the instructions.

2. Take Rs 100 from your money box. If you buy 1 kg of carrots and 1 kg of chayote
(chouchou), how much will it cost altogether?
3. Take Rs 100 from your money box. If you buy 8 kg of ridge gourd (pipengaille), how much
money will be left?
4. Take Rs 100 from your money box. If you buy 2 kg of bottle gourd (calebasse), 2 kg of
carrots and a certain amount of pumpkin (giraumon) and you have Rs 45 left, how much
did you spend on pumpkin (giraumon)?
EXERCISE
Solve these simple word problems. The first two have

been done for you.
1. Anil buys 4 apples for Rs 32. What is the cost of 1 apple?
Solution:
4 apples cost Rs 32.
The cost of 1 apple is Rs 32 ÷ 4 = Rs 8
149
2. Jasmine has two Rs 200 notes, a Rs 50 and two Rs 20. How much money does Jasmine have
in all?
Solution:
Jasmine has two Rs 200 notes = 2 x Rs 200 = Rs 400.00
One Rs 50 note = Rs 50.00
Two 20-rupee coins = 2 x Rs 20 = Rs 40.00
Total Rs 490.00
Jasmine has Rs 490 in all.
3. Girish has the following notes in his purse

• One 500-rupee note
• Two 200-rupee notes
• One 50-rupee note
• Three 25-rupee notes
How much money is there in all in his purse?
4. Bhinee buys 3 bananas at Rs 6.00 each. Find the cost of 3 bananas.
5. Nisha buys 4 ice creams for her family at Rs 90. Find the cost of 1 ice cream.
Rs
90
6. Danielle shares Rs 200 equally among her five sons. How much does each one receive?
7. Zayn has Rs 1000 and he shares it equally among 8 friends. How much does each friend
receive?
150
• distinguish among short, long and tall.

• distinguish among different units of length (cm, m).
• convert units of length.
• use units of measurement in practical situations.
• perform arithmetic operations involving length.
• solve simple word problems involving length.
Length
EXERCISE
Try these.
1. Tick the tall girl.
2. Tick the girl with long hair.
3. Circle the shorter bottle.
151
Length can be defined as the distance between two points. The most common
units of length used are the millimetre (mm), the centimetre (cm), the metre (m)
and the kilometre (km).
Estimating and Measuring Length
You will work either pairwise or in groups. Follow the instructions from your
teacher carefully.
You will need a measuring tape.
• Estimate the following:

- the length around your waist
- the length of your right hand
- the length of your left leg
• Using a measuring tape, measure the following:

- the length around your waist
- the length of your right hand
- the length of your left leg
• What do you notice about the measurements?
• Which is the longest of the three body parts? Give its actual measurement.
• Which is the smallest of the three body parts? Give its actual measurement.
AN INTERESTING FACT
CHECK THIS LINK
The arm span is the distance stretched from Here’s an interactive game
one fingertip of the person’s arm to the other. on measurement:
The arms should be parallel to the ground http://mrnussbaum.com/
at the shoulder level. It is believed that on
sal/
average this distance might approximately be
the height of the person.
The terms ‘long’, ‘short’ and ‘tall’ refer to the length of objects.
'Long' is used to refer to horizontal distance while 'tall' is the term used for
vertical distance.
Example:
The queue at the bank is long.
The State Bank of Mauritius is a tall building in Port Louis.
Tanveer is short while Aisha is tall. (We do not say that Aisha is long.)
152
ACTIVITY: DISTINGUISH AMONG DIFFERENT UNITS OF LENGTH
With the help of your teacher, discuss on the following:
1. What do we need to measure things around us?

2. What units of length are you familiar with?
3. For each of the cases below, state which unit of length
you would use.
(a) Tessa wants to buy some cloth to make a dress for her
daughter. What must she do?
(b) I want to put a fence around my house. What must I do?
EXERCISE
Match each of the following length with its most appropriate unit to be used.
cm
Cloth used to
make a dress
m
Length of a pen
153
ACTIVITY: CONVERTING METRE INTO CENTIMETRE AND VICE-VERSA
With the help of your teacher and working in pairs, find the following:
• Measure 1 metre with the measuring tape.
• Find the corresponding measurement in centimetres.
• What do you notice?
• Find the number of centimetres in the following:

1 1 3
(a) m (b) m (c) m
2 4 4
• Find the number of metres in: (a) 50 cm (b) 150 cm.
• Find the number of centimetres in: (a) 2 m (b) 5 m (c) 6 1 m.

2
• What can you deduce?
To convert metre to centimetre and vice-versa, we do the following:
x 100
m cm
÷ 100
154
Convert into centimetres.
For example: 7 m = 7 × 100 cm

= 700 cm
Convert into metres, giving your answer as a fraction where necessary.
For example: 550 cm = 550 m

100
=5 1 m
2
EXERCISE
Try these.
1. Complete the table.
Metres 1 2 3 4 5 6
Centimetres 100 200
2. Convert the following into centimetres.
1
(a) 4m (b) 6 m
2
(c) 2 m 5 cm (d) 13 3 m
4
3. Convert the following into metres.
(a) 200 cm (b) 450 cm
(c) 775 cm (d) 125 cm
155
PERFORM ARITHMETIC OPERATIONS INVOLVING

LENGTH
Length can be added, subtracted, multiplied and divided.

Example
(a) 3 m + 5 m = 8 m (b) 46 m – 14 m = 32 m
(c) 15 m × 4 = 60 m (d) 30 m ÷ 2 = 15 m
EXERCISE
Try these.

(a) 12 m + 7 m =………………….. (b) 22 cm + 35 cm =…………..
(c) 16 m – 9 m = ……………………… (d) 38 cm – 24 cm =………………..
(e) 5 × 4 m = ………………………….. (f) 10 cm × 8 = ……………….
(g) 28 m ÷ 7 = …………………………. (h) 90 cm ÷ 5 = …………………..
2. Work out
(a) 6 m 50 cm (b) 4 m 35 cm (c) 15 m 80 cm (d) 20 m 12 cm
+ 2 m 25 cm + 3 m 15 cm - 7 m 40 cm - 8 m 48 cm
3. Work out
(a) 4 m 15 cm × 6 = …………….. (b) 10 m 25 cm × 4 = ……………..
Word Problems
Sophie has 48 m of blue ribbon and her friend Ram has 64 m of yellow ribbon.
What length of ribbon do they have altogether?
Step 1: Underline key details

Sophie has 48 m of blue ribbon and her friend Ram has 64 m of yellow ribbon.
156
Step 2: What is the question?

Step 3: What are the steps needed?

To perform addition of both 48 m and 64 m.
Step 4: Perform the calculation

1
48 m
+ 64 m
112 m
The length of the ribbon they have altogether = 112 m.
Step 5: Check if the answer is correct.

Re-read the question.
Check the workings.
You may also work backwards to verify the answer for example :
112 m – 64 m = 48 m or 112 m – 48 m = 64 m
EXERCISE
Try these.
1. Ria walks 5 times the length of a ladder . If the ladder is 6 m long, what distance has she
walked in all?
2. Rashid is 1 m 56 cm tall. His brother Ziad is 27 cm taller. What is the height of Ziad?
3. A stick is 2m 15 cm long. What is the total length of 6 such sticks?
4. Arav buys 12 m 50 cm of cloth. He cuts the cloth into five equal lengths to make curtains.
What is the length of one curtain?
5. John has 30 m of rope and Ann has 15 m. What is the total length of rope they have in all?
Give your answer in (a) Metre (b) Centimetre
6. A bamboo stick is 200 cm. Rajiv cuts 40 cm from it. What is the length of bamboo stick left?
157
• distinguish between different units of mass (g, kg).

• distinguish between heavy and light.
• convert kg to g and vice versa.
• perform arithmetic operations involving mass.
Mass
EXERCISE
Try these.
1. Colour the big animal red and the small animal green.
(a) (b)
2. Tick ( ) the heavy and cross out (X) the light objects.
3. Circle the smaller vehicle.
158
ACTIVITY: DISTINGUISH BETWEEN HEAVY AND LIGHT
Refer to the illustrations and discuss with your friends:
(a) Is the lion heavier or lighter than the ant? The mass of an object
(b) Is the lion heavier or lighter than the elephant? is a measure of how
heavy or how light
the object is.
EXERCISE
Try these.
1. Tick ( ) the heavier animal.
(a) (b)
2. Tick ( ) the lighter animal.
(a) (b)
159
ACTIVITY: CONVERT KG TO G AND VICE VERSA
Materials needed : one packet of 1 kg of tea and two empty 500 g packets
500 g 500 g
1 kg 500 g 500 g
Follow the instructions of the teacher.

• Feel the mass of 1 kg of tea.
• Fill one empty 500 g packet with some tea from the 1 kg packet.
• What do you observe?
• Now fill the rest of the tea in the second empty bag.
• What can you conclude?
From the above activity, we can conclude that

1 kg = 1 000 g.
To convert kilograms (kg) to grams (g) and vice-versa, we do the following:
x 1000
kg g
÷ 1000
CHECK THIS LINK
Check the link below to convert kilograms into grams.

http://www.kylesconverter.com/mass/kilograms-to-grams
160
1. Convert into grams.
For example: 5 kg = 5 x 1000 g

= 5 000 g
2. Convert into kilograms, giving your answer as a fraction where required.
For example: 4500 g = 4500 kg

1000
= 4 1 kg
2
EXERCISE
Try these.
1. Complete the table.
Kilograms 1 2 3 4 5 6
Grams 1 000 2 000
2. Convert the following into grams. 3

(a) 8 kg (b) 10 kg (c) 4 kg 200 g (d) 5 4 kg
3. Convert the following into kilograms.
(a) 2 000 g (b) 1 250 g (c) 4 500 g (d) 500 g
PERFORMING ARITHMETIC OPERATIONS INVOLVING MASS
Let me explain using an example.
Suppose that you want to find:

(a) 7 kg + 2 kg (b) 250 g – 60 g (c) 3 kg x 4 (d) 840 g ÷ 8
This is how you proceed:

10
(a)
7 kg (b) 1
250 g (c) 3 kg (d) 8 840 g
+ 2 kg – 60 g x 4 105 g
9 kg 190 g 12 kg
161
EXERCISE
Try these.
1. Find the value of the following:
(a) 3 kg + 5 kg (b) 24 kg – 13 kg (c) 8g × 6
(d) 1200 g ÷ 4 (e) 5 kg × 9 (f) 30 g + 15 g
2. Find the value of the following, giving your answer in kg and g.

Example: 2 kg 200 g + 1 kg 300 g
Solution: 2 kg 200 g
+ 1 kg 300 g
3 kg 500 g
(a) 2 kg 150 g + 5 kg 200 g (b) 4 kg 400 g – 2 kg 100 g
(c) 1 kg 200 g × 3 (d) 6 kg 300 g ÷ 3
3. Mother has 3 kg of rice. She buys 10 kg more to make briani for 80 persons.
How many kilograms of rice did she have in all?
4. A bag of flour weighs 1 kg 200 g. What is the total mass of 4 such bags?
5. Akshay weighs 55 kg 200 g. Zubeir is 3 kg lighter. What is the mass of Zubeir?
7. Prisha has 8 kg 265 g of flour. She uses 3 kg 425 g to make bread. How much
flour is left?
8. A birthday cake has a mass of 1 kg 400 g. If the cake is cut into 4 equal slices,
what is the mass of one such slice?
162
• compare the capacity of two containers and identify: empty/full, more/less,

greater/smaller object, same capacity.
• convert units of capacity(L/cL).
• perform arithmetic operations involving capacity.
• solve simple word problems involving capacity.
Capacity
EXERCISE
Try these.
1. Tick ( ) the empty container.
2. The two jars are of the same capacity. True or False?
Answer: ……………….
3. Draw a container with greater capacity.
4. Tick ( ) the container with greater capacity.

Please note that the
symbol used for:
• litre is L.
• centilitre is cL.
163
ACTIVITY: CONVERTING LITRE TO CENTILITRE
With the help of your teacher and friends work out this activity.
1L 50 cL 50 cL
You are provided with 1 litre of water and two empty 50 cL bottles.
• Fill the 1 L plastic bottle with water.
• Pour the water in one of the 50 cL plastic bottles.
• Pour the water left in the other 50 cL bottle.
= +
1L = 50 cL + 50 cL
• In 1 L of water we have two 50 cL of water.

That is 1 L = 50 cL + 50 cL
= 100 cL
Therefore, 1L = 100 cL
164
ACTIVITY: CONVERTING CENTILITRE TO LITRE
• Follow the instructions given by the teacher carefully.

• Your teacher will show you three bottles.
• One 1 L empty bottle and the two other bottles
each holding 50 cL of water.
• Remember that 1 L = 100 cL.
• Your teacher will transfer the water from the two 50 cL bottles
to the 1 L bottle.
1L = 50 cL + 50 cL
• We can thus say that
50 1
• 50 cL = 100 L = 2 L.
1
• Therefore, 2 × 50 cL = (2 × 2 ) L or 100 cL = 1L.
To convert litre to centilitre and vice versa, we do the following:
x 100
L cL
÷ 100
165
1. Convert 2 1 L into centilitres.

4
Solution
1 1
2 L=2L+ L
4 4
1
= (2 × 100) cL + ( 4 × 100) cL
= 200 cL + 25 cL
= 225 cL
2. Convert 475 cL into litres

Solution
475 cL = 400 cL + 75 cL = 400 L + 75 L

100 100
=4L+ 3 L
4
3
=4 L
4
EXERCISE
Try these.
1. Convert the following L to cL.

3 1 1
(a) 7 L (b) 5 4 L (c) 4 4 L (d) 8 2 L
2. Convert the following cL to L.
(a) 600 cL (b) 425 cL (c) 50 cL (d) 230 cL
166
Four Operations involving capacity
EXERCISE
Try these.
1. Work out.
(a) 3 L + 2 L = (b) 54 L + 129 L =
(c) 12 L + 7 L = (d) 300 L + 250 L =
2. Work out.
(a) 15 L – 9 L = (b) 67 L – 45 L =
(c) 125 L – 25 L = (d) 450 L – 230 L =
3. Work out.
(a) 5 L x 6 = (b) 25 L x 5 =
(c) 20 L x 4 = (d) 150 L x 3 =
4. Work out.
(a) 300 L ÷ 3 = (b) 500 L ÷ 5 =
5. Work out.
(a) 2 L 40 cL (b) 7 L 50 cL
+ 3 L 55 cL + 9 L 65 cL
(c) 11 L 40 cL (d) 13 L 76 cL
– 3 L 85 cL – 7 L 80 cL
167
Word Problems involving capacity
1 2
Joe creates a Super Fruit Smoothie. It contains 10 of a litre of apple juice, 5 of a litre of orange
1
juice and 2 of a litre of grape juice. Which jug is the most suitable for Joe to serve his smoothie
in? Explain why you have chosen this jug.
Jug 1 Jug 2 Jug 3

1 1
1 litre litre litre
2 4
Step 1: Read the question carefully.
Step 2: Underline key words in the problem.
1 2
Joe creates a Super Fruit Smoothie. It contains 10 of a litre of apple juice, 5 of a litre of orange
1
juice and 2 of a litre of grape juice. Which jug is the most suitable for Joe to serve his smoothie
in? Explain why you have chosen this jug.
Step 3: Identify the operation(s) to be carried out.
Calculate the total amount of juice required to make the smoothie. This operation is called
'addition'.
Step 4: Perform the operation(s) to solve the problem.
1 2 1
L+ L+ L=1L
10 5 2
Step 5: Verify your answer.
Jug 1 is most suitable to serve the smoothie because it will be able to contain the 1 Litre of
smoothie compared to jug 2 and jug 3 which are too small.
168
EXERCISE
1. My car has 30 L of petrol in the tank. I fill 15 L more. Find out how much petrol
there is in the tank.
2. A can contains 30 cL of soft drink. How much soft drink will there be in 12 such
cans?

cL
3. In a container there are 3 L 50 cL of water. How much water must be added to the
container to fill it up to 6 litres exactly?
4. Sophie buys 22 L 25 cL of refined oil on Monday and 38 L 75 cL of refined oil on

Saturday. How much oil does she buy in all?
5. A water tank contains 600 L of water. Ranjit uses 130 L of water to wash his house
and cars. How much water is left in the water tank? Give your answer in cL.
169
Answer all questions.
1. (a) List the name of the months starting with the letter J.
(b) List the name of the months starting with the letter M.
2. Write down the times shown on each clock face.
(a) (b)
In figures : __________________ In figures : __________________
In words : ___________________ In words : ___________________
Rs Rs
20 50
Rs
0 0
1
00
0
170
4. Jim has one Rs 500 note, one Rs 200 note, two Rs 25 notes and three Rs 5 coins.
How much money does Jim have in all? If Jim gives Rs 525 to Tom, how much money
does Jim have left?
5. Ashima buys 8 oranges at Rs 10 each. How much did she pay for the oranges?
6. Compare the pictures below and write long, tall or short in each box.
7. Convert the following into metres and centimetres.
(a) 328 cm = …………………….m ………………………cm
(b) 552 cm = …………………….m ………………………cm
(c) 609 cm = …………………….m ………………………cm
(d) 760 cm = …………………….m ………………………cm
8. Work out.
(a) 20 m 30 cm × 5 = ……… (b) 90 m 54 cm × 9 = ………
9. Jonathan has a mass of 64 kg 650 g. Sam weighs 3 200 g more than Jonathan.
What is the mass of Sam?
10. The total mass of eight identical bicycles is 88 kg 864 g. What is the mass of one such
bicycle?
11. Work out.

(a) 12 L + 7 L = (b) 300 L + 250 L =
12. Work out.
(a) 125 L – 25 L = (b) 450 L – 230 L =
13. Work out.
(a) 20 L x 4 = (b) 150 L x 3 =
171
172
4
STAGE 2 - Unit 4 - Representing
Unit
and1 interpreting
- Manipulating
information
numbers
UNIT REPRESENTING AND

INTERPRETING
INTERMEDIATE INFORMATION
80
70 Animals living in a farm.
60
Cow
50
Hen
40
Goat
30
Rabbit
20
10
0
60 meters 80 meters 120 meters 600 meters
le to:
y o u w ill be ab
is unit ams and
bar
y t h e e nd of th p ic to g r
B rpret
n s t r u c t and inte
• co .
a r t s . s a n d b ar charts
ch gram
IC T t o d raw picto
• use
Monday
This unit contains

:
• Pictogram
• Bar chart
173
STAGE 2 - Unit 4 - Representing and interpreting information
• represent given information in a pictogram.

• draw a pictogram.
• interpret a pictogram.
Pictogram
We learnt earlier that information can be represented on a chart.

Observe the chart below and complete the sentences.
Animals living in a farm.
Cow
Hen
Goat
Rabbit

(a) There are _________ cows in the farm.
(b) There are _________ hens in the farm.
(c) There are _________ goats in the farm.
(d) There are _________ rabbits in the farm.
ACTIVITY : ‘IN ALL’ OR ‘ALTOGETHER’
Mr Kapil wrote some letters on the board.

How many letters
‘B’ are there in all?
B B T P P P How many letters

‘T’ and letters ‘P’
can you see in all?
B T B P T T
B B P P B P P
174
EXERCISE
Try these.
The chart shows colours preferred by boys in Grade 7.
Red
Yellow
Green
Blue
Complete.
1. The colour yellow is preferred by _______ boys.

A 2 B 4 C 8 D 5
2. The colour preferred by the least number of boys is __________.

A blue B green C yellow D red
3. The two colours liked by an equal number of boys are ________________.

A blue and green B green and yellow
C yellow and red D red and yellow
4. There are ____________ grade 7 boys in all.

A 20 B 22 C 23 D 25
175
Market Scene
Monday

2. What do you observe in the picture?
3. How many pawpaws did the seller have on Monday?
4. How many were left on Friday?
5. How many bananas were sold during the week?
6. Now calculate the number of mangoes and pineapples sold during the week.
7. You can verify your answers by using a pictogram. Now, you will learn about a pictogram.
176
ACTIVITY: RECORDING YOUR BIRTH MONTH
Materials needed: bristol paper, pencil, ruler, eraser, felt pen, and scissors
1. Let us find out in which month each student in your class celebrates his/her birthday.
2. With the help of your teacher record the information obtained in the table below.
Month of Total Number

Name of students
the year of Students
January
February
March
April
May
June
July
August
September
October
November
December
3. Verify whether the total number of students in the table is the same as the number
of students in class.
4. How do you think this information on the birthdays can be displayed?
A pictogram is a chart that uses small pictures or symbols to show,

count and compare information. The pictogram also has a key.
The picture or symbol used to represent information is called

a ‘key’. The key tells us how many of each kind the symbol or
picture represents.
177
ACTIVITY: CONSTRUCTING A PICTOGRAM
1. Using the information on your birth month complete the pictogram below.
Use one sticker/symbol to represent one student
Month of the year Birth month of students
January
February
March
April
May
June
July
August
September
October
November
December
2. Answer the questions below.

(a) How many students celebrate their birthday in the month of March? ---------
(b) Is (Are) there any month(s) in which no student celebrates his/her birthday? ---------
Name the month/s. ______________________
(c) In which month were the most number of students born? -----------------------
(d) In which month was the least number of students born? ------------------------
(e) What is the total number of birthdays celebrated during the first six (6) months
of the year? ---------------
A pictogram:
• has a title.
• uses a key.
• represents information.
• is easy to read and interpret.
• helps to count and compare information easily.
Can you construct a pictogram for the Market Scene?

178
EXERCISE
Try these.
Mr Sham’s students prefer the following ice cream flavours.
Ice Cream Flavours Preferred by Students
Vanilla
Chocolate
Strawberry
Almond
Key: Each represents 1 student
Complete.
(a) Strawberry flavour is preferred by ______________ students.

A 5 B 9 C 6 D 4
(b) The two flavours preferred by an equal number of students are ________________.
A vanilla and strawberry B chocolate and strawberry
C vanilla and almond D chocolate and almond
(c) How many more students preferred chocolate ice cream to almond ice cream?
A 1 B 2 C 3 D 4
(d) Find the total number of students in the class.

A 25 B 24 C 20 D 18
179
EXERCISE
Try these.
The pictogram below shows the number of pets kept by staff members in an office.
Dog
Cat
Fish
Rabbit
Tortoise
Bird
Key: Each represents 1 staff member
Study the pictogram and answer the questions that follow.
1. The pet kept by most staff members is __________.
A rabbit B fish C dog D tortoise
2. Name the two pets that were kept by an equal number of staff members
________________ and ________________.
A rabbit and fish B fish and cat C cat and tortoise D cat and rabbit
3. How many more staff members kept rabbit to fish? _____________
4. There were 25 staff members in all.

(a) Find the number of staff members who kept bird as a pet. __________
(b) Represent the number of staff members who kept bird as a pet in the pictogram.
CHECK THIS LINK
This link for an online falling fruit game helps you to represent the fruits caught on a pictogram:
http//toytheater.com/fruitfall
180
• read a bar chart.

• interpret a bar chart.
Bar Chart
ACTIVITY: READING A BAR CHAR
Just like the pictogram, a bar chart is another way

to represent information.
The table below shows the number of fruits sold during a given day.
1. Study the information below.
Bananas Pawpaws Pineapples Mangoes

8 1 3 5
2. The above information is represented on the bar chart below.

Local fruits
0
Bananas Pawpaws Pineapples Mangoes
With the help of your teacher read the bar chart and then answer the questions.
(a) Which fruit was sold the least? --------------------------
(b) How many pineapples were sold during the day? -------------------
(c) Which fruit was sold the most? ------------------------
(d) How many fruits were sold altogether during the day? -----------------
181
EXERCISE
Try these.
The bar chart below shows the races chosen by students of Grade 7 Extended for
participation on Sports Day.
Races chosen by Grade 7 students for Sports Day
80
70
60
50
40
30
20
10
0
60 metres 80 metres 120 metres 600 metres
Read the bar chart and answer the questions below.

(a) How many students chose 120 metres race? -----------------------
(b) Which race was chosen by the least number of students? -------------------
(c) How many more students chose 120 metres to 80 metres? -----------------
(d) Calculate the total number of students who participated in both 60 metres
and 600 metres race. -------------------
182
EXERCISE
Try these.
The bar chart shows the vegetables planted in Mrs Jim’s garden.
Vegetables in Mrs Jim's garden
lettuces
cucumbers
cauliflowers
cabbages
0 1 2 3 4 5 6 7
Use the bar chart to find the correct answer.
1. Mrs Jim has planted ____________ cauliflowers.
A. 3 B. 6 C. 4 D. 2
2. The vegetable planted in the smallest amount is ___________.
A. cauliflower B. lettuce C. cucumber D. cabbage
3. Mrs Jim has planted ________ cabbages less than lettuces.
A. 1 B. 2 C. 3 D. 4
4. The vegetable planted in the largest amount is ______________.
A. cabbage B. lettuce C. cucumber D. cauliflower
5. Mrs Jim has planted ________ cauliflower(s) more than cabbages.
A. 4 B. 1 C. 2 D. 3
CHECK THIS LINK
This link will help you to interpret information on a bar chart.

https://mathsframe.co.uk/en/resources/resource/51/bar_charts
183
1.The chart below shows toy cars owned by a group of boys.
Toy cars owned by a group of boys
Ah-Tom
Ketan
Mason
Kishen
Chris
Key: equals 1 car
Answer the questions below.
1 The most number of toy cars was owned by ------------------.

A Mason B Ketan C Kishen D Chris
2 The least number of cars was owned by -----------------.

A Mason B Ketan C Ah-Tom D Kishen
3 Name the two boys who owned an equal number of cars. __________and ________
4 How many more car(s) does Ketan have than Chris? -----------------
5 How many cars do Ketan and Mason have altogether? ----------------
6 How many cars do the boys have in all? ------------------
184
2.The pictogram shows the number of strawberries collected in 1 hour by a group of friends.
Number of strawberries
Ramen
Gressy
Norman
Neela
Lenna
Key: equals to 1 strawberry

Complete below.
1. Norman collected ---------- strawberries.

A 3 B 6 C5 D 10
2. How many more strawberries did Norman collect than Neela? -------------------
A 8 B 5 C4 D 6
3. How many strawberries did Ramen and Gressy collect altogether? ------------------
A 12 B 14 C 16 D 18
4. If 30 strawberries were collected in 1 hour, how many strawberries did Lenna collect?
------------------
5. Use the same key to show the number of strawberries collected by Lenna in the last row.
6. Who collected the least number of strawberries? ------------------
7. Who collected the greatest number of strawberries? ---------------
185
3. The bar chart shows the number of trees in a park.
Trees in a park
12
10
0
Filao Flamboyant Coconut Mango
Answer the questions below.
1. How many coconut trees were there in the park? -------------------

A 8 B 10 C4 D 6
2. Which tree was fewest in number? ----------------

A mango B coconut C flamboyant D filao
3. Which tree was greatest in number? ----------------
4. The park had _______ trees in all.
5. How many more filao trees were there than mango trees?
186

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MATHEMATICS

Rajeev Nenduradu - Coordinator, Associate Professor, MIE

© Mauritius Institute of Education (2021)

The Mathematics textbook panel wishes to thank:

The Mathematics Panel

EXERCISE A list of questions is included to reinforce concepts learned.

This unit contains

By the end of this topic, you should be able to:

Numbers around you

You come across numbers in supermarket pamphlets, calculators and

Some examples are found below:

Car speedometer The length of the

Where do you come across

Now write these numbers

Fill in the missing numerals in the following number line.

Making 10 - REAL LIFE EXAMPLE

Record the number of bottle

Materials needed: ten-frames and counters

If your ten-frame can fit 10 bottle tops, find the

Connections between numbers

Numbers are connected to one another. Any number can be obtained by

Use your ten-frame to complete the rest.

four and _________ five and _________ zero and _________

By the end of this topic, you should be able to:

Use ten-frames/bars/paper strips to

Using number line, ten-frames/bars/paper strips, complete the table

By the end of this topic, you should be able to:

Write the number names for each of the numerals below.

Counting numbers from 50 to 60.

By the end of this topic, you should be able to:

Breaking down numbers

Consider the number 34.

Furthermore, 30 is 3 groups of 10 as shown below in the ten-frames.

Use your ten-frame to break down

Have a closer look.

1 2 3 4 5 which can also be

So, 34 is 3 tens and 4 units

Complete the following by drawing the missing number strips.

3 tens 4 units 7 tens 5 units 6 tens 8 units

A Number House is a fun activity whereby you place straws/sticks in

Let’s construct one.

ACTIVITY: NUMBER HOUSE

Materials needed: ten-frames template, strips of paper

Your teacher will guide you to construct a number house.

Pay attention to the

Keep in mind that:

10 green straws 1 bundle of 10 1 blue straw

Tick the right answer for each number house.

By the end of this topic, you should be able to:

ACTIVITY: TYPES OF NUMBERS

Materials needed: number chart, counters

All numbers ending with 0, 2, 4, 6 and 8 are called even numbers.

Even numbers can always be separated into two equal groups.

Odd numbers cannot be separated into two equal groups.

Circle the odd numbers.

By the end of this topic, you should be able to:

• identify number patterns and sequences.

ACTIVITY: SKIP COUNTING GAME

Material needed: number squares made out of bristol paper

Try to skip count by:

Put a tick on the numbers on which I should jump next if

Do the same here. Pay attention

Skip count by twos. Colour the boxes yellow from 1 to 30.

four and _____ five and _ zero and _____

(a) 14 ÷ 2 = ___ (b) 20 ÷ 2 = _ (c) 12 ÷ 2 = ___

(d) 16 ÷ 2 = ___ (e) 10 ÷ 2 = _ (f) 22 ÷ 2 = ___

(g) 18 ÷ 2 = _ (h) 24 ÷ 2 = _