Mathematics

Grade 4
Teacher's Book
Part 2
Professor Vassen NAËCK - Head Curriculum Implementation,
Textbook Development and Evaluation

THE MATHEMATICS PANEL

MAURITIUS INSTITUTE OF EDUCATION

Dr. K. S. ANGATEEAH - Panel Coordinator, Lecturer
Mr S. PURDASSEEA - Lecturer
Dr. A. BHOLOA - Senior Lecturer

MINISTRY OF EDUCATION AND HUMAN RESOURCES, TERTIARY EDUCATION AND SCIENTIFIC RESEARCH
Mr J. DESCUBES - Primary Educator
Mrs D. OOGARAH - School Inspector
Mrs J. APPADOO - School Inspector

SERVICE DIOCÉSAIN DE L'ÉDUCATION CATHOLIQUE (SDEC)

Mr M. JOLY - Deputy Head Master

Acknowledgements

VETTING TEAM

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

Illustration and layout

GRAPHIC DESIGNER
Mr Kunal SUMBHOO

REVIEW

MAURITIUS INSTITUTE OF EDUCATION

Dr Rajeev NENDURADU - Coordinator, Senior Lecturer

ISBN : 978-99949-44-31-6
© Mauritius Institute of Education (2021)
TABLE OF CONTENTS

Page

Unit 1 Lines 1

Unit 2 Angles 13

Unit 3 2-D Shapes 22

Unit 4 3-D Shapes 29

Unit 5 Time 41

Unit 6 Length 57

Unit 7 Capacity 73

Unit 8 Mass 91

Unit 9 Graphs 105

Revision Sheet 119

i
 Learning Objectives

At the end of Grade 4 (Part 2), learners should be able to:

• Recognise parallel, horizontal, vertical and inclined lines

• Recognise, name and compare angles

• Identify, name and describe 2-D shapes

• Identify and name 3-D shapes (cube, cuboid, cone, cylinder and sphere)

• Tell time and draw minute-hand and hour-hand on a clock face to show

time

• Convert units of: length (m to cm), capacity (L to cL) and mass (kg to g),

and vice versa

• Solve simple word problems involving length, mass, capacity and money

• Collect, organise, represent and interpret data (pictogram and bar chart)

• Use ICT in the learning of mathematics

ii
UNIT 1
Lines
Observe the following pictures.

A Stall marking at
the market place

Football pitch

Road markings

D Ladder

Note to Teacher

• Initiate discussion about lines.

• Ask pupils to observe the
pictures and state where they
1 Observe carefully and discuss the pictures. see lines.

2 What can you see in common in the pictures?

1
 UNIT 1
Activity 1
Join points A to B, C to D, E to F and G to H.

(a) Using a pencil only (b) Using a pencil and a ruler

A B A B

D D

F F

E E
C C

G G

H H

What do you observe when you joined the points:

(a) using a pencil only?

(b) using a pencil and a ruler?

Note to Teacher
• This activity is meant to show
the difference between freehand
drawing and lines drawn by a ruler.
• Stress on the difference between
the lines obtained (e.g., straight).

2
 Lines

Observe the drawing on the right.

It is similar to what you have drawn in Activity 1

part (b), but without the points and the letters of

the alphabet.

They are called lines.

Lines:
(i) are straight
Note to Teacher
(ii) have no thickness, and
Note that the terms 'lines' and
(iii) can be drawn in both directions without end. 'line segments' are being used
interchangeably in Grade 4.

Since we cannot draw lines without end in our copybook, we draw only a part of a line.
Lines can be drawn in different orientations.

Some examples of lines are given below:

We can also name lines. For example, the part of the line below, which joins point A to point

B is called AB .

A B

3
 UNIT 1
Activity 2
Using your pencil and ruler, draw some lines and label them.

Note to Teacher
• Encourage pupils to draw lines in
different orientations and having
different lengths.
Try these • Label AB, CD, EF, etc

Observe the pairs of lines, (1) and (2), below and extend the lines using a ruler.

(1)

Note to Teacher
(2)
• This activity is meant to illustrate
that lines can be parallel or can
intersect.
• Guide pupils about how to place
their ruler to extend the lines.

What do you observe?

__________________________________________________________________________

4
 Lines
Fill in the blanks with Yes or No.

Pair of lines (1) Pair of lines (2)

(a) Will the lines meet one another? _______ _______

(b) Are the two lines the same distance apart? _______ _______

Repeat the same activity for the pairs of lines (3) and (4).

(3) (4)

Fill in the blanks with Yes or No.

Pair of lines (3) Pair of lines (4)

(a) Will the lines meet one another? _______ _______

(b) Are the two lines the same distance apart? _______ _______

5
 UNIT 1
Repeat the same activity for the pairs of lines (5) and (6).
(5) (6)

Fill in the blanks with Yes or No.

Pair of lines (5) Pair of lines (6)

(a) Will the lines meet one another? _______ _______

(b) Are the two lines the same distance apart? _______ _______

Observation
Lines that are at the same distance apart are called parallel lines.
They never meet each other.

Let's work out

A B
1. Tick the parallel lines.

C D

Activity
Activity34

Identify objects having parallel sides (lines) in and outside the classroom.

An example is given below.

whiteboard

6
 Lines
Let's work out

2. Observe the lines below and answer the following questions:

B D Note to Teacher
H F • Encourage pupils to explain
why lines are parallel or not.

• E.g., the distance between

E them are the same/not the
same everywhere, and they
G meet/never meet.
A C

(a) Are AB and CD parallel? ____________

(b) Explain why. (i) _______________________________

(ii) _______________________________

(c) Are EF and HG parallel? ____________

(d) Explain why. (i) _______________________________

(ii) _______________________________

3. Observe the lines below and complete with 'parallel' or 'not parallel'.

A C E G I K M

N
B D H F J O P

(a) AB and CD are (b) EF and GH are (c) IJ and KL are (d) MN and OP are

_____________ _____________ _____________ _____________

7
 UNIT 1
Horizontal Lines
Observe the following picture.

The horizon forms an imaginary line where the sea appears to meet the sky.

All lines parallel to the horizon are called horizontal lines.

horizon

Draw two lines parallel to the horizon on the picture (use your ruler).

Vertical Lines
(a) Observe the flag post in the picture on the right.

The flag post forms a line which is said to be vertical.

(b) Draw two lines parallel to the flag post (use your ruler).

8
 Lines
Let's work out
4. Fill in the blanks with 'vertical' or 'horizontal'.

(a) The line shown is (b) The sign post is

_________________ _________________

Inclined Lines
Observe the picture on the right.

The ground is horizontal and the tree is vertical.

Now answer the following questions:

ladder
(a) Is the ladder horizontal ? ____________

(b) Is the ladder vertical ? ____________

tree

We say that the ladder is inclined.

The ladder is inclined upward from left to right.

ground

An inclined line is neither horizontal nor vertical.

A line can be inclined upward or inclined downward from left to right.

Examples of inclined lines:

Inclined upward Inclined downward

9
 UNIT 1
Let's work out

5. Write 'horizontal', 'vertical' or 'inclined' in the space provided.

10
 Lines

Continuous Assessment

1. (i) Tick 2 lines which are parallel.

(ii) Cross 2 lines which are not parallel.

(iii) Circle a line which is inclined.

2. In the space provided, use your ruler to draw a horizontal line, a vertical line and
an inclined line and label them AB, CD and EF respectively.

3. Match Part A to Part B.

Part A Part B

Vertical

Horizontal

Inclined

11
 UNIT 1
4. Draw a pair of:

(i) parallel lines (ii) lines which are not parallel

5. Draw 2 lines in each of the following.

(i) Horizontal lines (ii) Vertical lines

(iii) Inclined downward (iv) Inclined upward

6. Study the shapes below and fill in the blanks.

(a) A B (b)
P

R
D C S

(i) AB and _____ are parallel. (i) PS and _____ are parallel.

(ii) DA and _____ are not parallel. (ii) _____ and PQ are not parallel.

12
 UNIT 2
Angles
The diagram shows four positions (A, B, C and D) of an arm.

A B C D

The arcs represent the amount of turn of the arm.

Note to Teacher

• Encourage pupils to move

their arms as shown in the
Activity 1 Angle above diagram.
• Emphasise on the amount
Stretch your arm, starting from position A to position D. of turn.

Compare the amount of turns at positions A and C.

An angle is a measure of the amount of turn.

An angle is formed when 2 lines meet at a point as shown below.

A B C D

Activity 2 Angle Maker

Note to Teacher
Angles can be formed using an Angle Maker.
Materials needed:
Two strips of Bristol paper of different
Angle Maker colours (red and blue), a thumb pin
and a piece of cork.

• Place pupils in groups of 4 to 6.

• Guide pupils to construct the
'Angle Maker'.
• Each pupil should make one
angle maker for himself/herself for
future use.

13
 UNIT 2
Activity 3 Drawing angles
Open the Angle Maker at three different positions and trace the angles formed.

Note to Teacher
Focus on the interior angle of
the Angle Maker.

Activity 4 Labelling angles

Line

angle a

a
Vertex

Line

An angle is formed when two lines meet.

The two lines meet at a point called a vertex.

An arc is usually used to represent the angle.

We can label the angle by a letter (e.g. a, b, c, ….)

Let's work out

1. Refer to Activity 3. Label all the angles that you have formed.

14
 Angles

Activity 5 Comparing angles

An angle represents an amount of turn.

We can compare angles to find out which one has made a larger turn.

Observe angle a and angle b below.

a
b

Picture 1 Picture 2

Open the Angle Maker to form angle a as shown in Picture 1.

Without changing the size of angle a on your Angle Maker, place it on Picture 2 such that its

blue strip lies on the blue line. Then compare the two angles.

We can observe that:

Angle a is smaller than angle b.

Or

Angle b is greater than angle a.

15
 UNIT 2
Let's work out

2. Compare each pair of angles below and fill in the boxes with the appropriate letter.
(You may use your Angle Maker).

(a)

b
a

Angle is smaller than angle .

(b)

Angle is greater than angle .

(c)

y
x

Angle is greater than angle .

(d)

Angle is smaller than angle .

16
 Angles

Activity 6 Sorting angles

Observe the following angles.

b
c

a d

Using the Angle Maker, copy and arrange the above angles, starting with the smallest.

17
 UNIT 2
Activity 7 Right Angle

1. Use a mug or a bowl to draw a circle on a sheet of paper. Cut out the circle.

2. Fold the circle into two equal parts.

Note to Teacher
Materials needed:
- A mug or a bowl
- A4 size paper.

• Provide each pupil

with a sheet of paper
3. Fold it again into quarters. and help them to
construct the paper
right angle as per the
instructions given.
• Ensure that folding is
done properly.

4. A small square is drawn where the two lines meet. This square represents an angle
which is called a right angle.

right angle

A right angle is one which is equal to 900 or one quarter of a full revolution
(turn).

18
 Angles

Activity 8

Use your paper right angle to find objects in the classroom which have right angles and list

them down. An example is given.

Corner of a whiteboard

__________________________

__________________________

__________________________

__________________________

__________________________

Let's work out

3. Identify the right angles and draw a small square where appropriate. You may use your
paper right angle.

4. Use your paper right angle to find out which of the following angles, p, q or r, is:

(a) greater than a right angle? _______________

(b) smaller than a right angle? _______________

(c) a right angle? _______________

r
q

19
 UNIT 2
Continuous Assessment

1. Using your Angle Maker, copy and rearrange the following angles, starting with the
smallest.

d
c
a

2. Draw small squares where appropriate inside each of the following shapes to represent
right angles. (You may use your paper right angle.)

(i) (ii)

20
 Angles

3. Use your paper right angle to compare the following angles and choose the correct
answer.

(a) (b)

r s

Angle r is _________________ Angle s is _________________

A a right angle A a right angle
B smaller than a right angle B smaller than a right angle
C greater than a right angle C greater than a right angle

(c) (d)
t

Angle t is _________________ Angle u is _________________

A a right angle A a right angle
B smaller than a right angle B smaller than a right angle
C greater than a right angle C greater than a right angle

4. Draw:

(i) a right angle (ii) an angle smaller (iii) an angle greater

than a right angle than a right angle

21
 UNIT 3
school
2-D Shapes P

school
Note to Teacher
Lay emphasis on the basic
shapes, namely, square, circle,
triangle and rectangle.
1 Observe carefully and discuss the picture.

2 Write down the names of four shapes that you can see in the picture.

(a) (c)

(b) (d)

Try these
Match each shape to its name.

Triangle

Circle

Rectangle

Square

22
 2-D Shapes

Note to Teacher
Activity 1 Properties of a triangle
• Place pupils in groups of
5 or 6.
1. Use the shape given by your teacher for this activity. • Provide each group with
triangles of at least 10 cm
2. Run your finger along its sides. in length.
• Stress on the fact that a
3. Are the sides straight? __________ triangle is a closed figure.
4. How many sides does it have? __________

5. Touch a corner where any two sides meet.

Note: Plural of vertex is vertices.
This is called a __________ .

6. A triangle has _________ sides, ________ angles and ________ vertices.

Let's work out

1. Tick the triangles in the following:

2. Use your ruler to draw 3 triangles in the space provided. Note to Teacher
Encourage pupils to draw
triangles of different sizes
and orientations.

Summary vertex

A triangle has:
• 3 straight sides side
• 3 angles
• 3 vertices
angle
and is a closed figure.

23
 UNIT 3
Activity 2 Properties of a square Note to Teacher
Provide pupils with squares
1. Use the shape given by your teacher for this activity. of sides 10 cm.
2. Run your finger along its sides.

3. How many sides does it have? ___________

4. Are all the sides of equal length? __________

5. How many pairs of opposite and parallel sides does it have? ___________

6. Touch a corner where any two sides meet.

This is called a __________ .

7. A square has _________ sides, ________ vertices and ________ angles.

8. Each angle of a square is a __________ angle.

Let's work out

3. Tick the squares in the following:

4. Use your ruler to draw 3 squares in the space provided.

Note to Teacher
• Lay emphasis on how to
represent equal sides on a
square.
• Encourage pupils to draw
squares of different sizes and
orientation.

vertex
Summary
A square has:
• 4 equal sides side
• 4 right angles
• 2 pairs of opposite and parallel sides right angle
• 4 vertices
and is a closed figure.

24
 2-D Shapes

Activity 3 Properties of a rectangle Note to Teacher

Provide pupils with
1. Use the shape given by your teacher for this activity. rectangles of dimension
10 cm x 15 cm.
2. Run your finger along its sides.

3 How many sides does it have ? ___________

4. Are all the sides of equal length ? __________

5. Are the opposite and parallel sides equal in length? ___________

6. Touch a corner where any two sides meet.

This is called a __________ .

7. A rectangle has _________ sides, ________ vertices and ________ angles.

8. Each angle of a rectangle is a __________ angle.

Let's work out

5. Tick the rectangles in the following:

6. Use your ruler to draw 3 rectangles in the space provided.

Note to Teacher
• Lay emphasis on how to
represent equal sides on a
rectangle.
• Encourage pupils to draw
rectangles of different sizes
and orientation.

Summary
A rectangle has: vertex
• 4 vertices
• 4 right angles
• 2 pairs of equal, opposite and parallel sides right
angle
and is a closed figure.

25
 UNIT 3
Activity 4 Properties of a circle
Note to Teacher
1. Use the shape given by your teacher for this activity. Provide pupils with circles
of radius 7 cm.
2. Run your finger along the side.

3. Is it straight or curved ? ___________

4. Can you use a ruler to draw the shape? _______

Why ? _____________________ .

5. Does the shape have a vertex ? __________

6. This shape is called a ______________

Let's work out

7. Tick the circles in the following:

8. Draw 3 circles in the space provided.

Note to Teacher
Encourage drawings of
different sizes.

Summary
A circle:
• is curved,
• has no vertices
and is a closed figure.

26
 2-D Shapes

Did you know?

1-Dimension
Observe the lines below. We can use a ruler to draw the lines.
A line has length. (You will learn more about length in Unit 6.)

length

length

th
leng

A line has only length. We say it has only one dimension (1-D).

2-Dimension
Now look at the rectangle shown below.

It has two pairs of equal and parallel sides.

The longer sides are usually called the lengths of the rectangle.

The shorter sides are usually called the breadths or widths of the rectangle.

length

breadth breadth

length

Unlike a line, the rectangle has length and breadth.

We say it has two dimensions (2-D). This is why a rectangle is referred to as a 2-D shape.

A 2-D shape is thin and flat, for example, a rectangular card.

Similarly, a triangle, a circle and a square are 2-D shapes. 27

 UNIT 3
Continuous Assessment

1. Write 'true' or 'false' in the boxes.

(a) A rectangle has 4 equal sides.

(b) A triangle has 3 vertices.

(c) A circle has no vertices.

(d) A square has 4 equal sides.

2. What am I?

I have four equal sides, 4 right angles and 4 vertices. I am a __________________ .

I have three sides and three vertices. I am a ___________________ .

I have no vertices and I am round. I am a ___________________ .

I have four sides, not all equal. My opposite sides are equal and parallel. I have

4 vertices and 4 right angles. I am a ___________________ .

3. Draw the following:

(a) Circle (b) Rectangle

(c) Triangle (d) Square

28
 UNIT 4
3-D Shapes
length
Observe the card shown.

The card is rectangular, thin and flat.

It has a length and a breadth . breadth

It is a 2-D shape.

Activity 1
Place 20 or more cards one by one exactly on top of one another as shown.

length
Note to Teacher
• Place pupils in groups
breadth of 5 or 6.
• Provide each group
with at least 20 cards.
• You may use Bristol
paper cuttings instead of
cards.

From the pile of cards, we can identify another side apart from the length and the breadth.

Apart from the length and breadth, the pile of cards has a third side known as the height.

length length

breadth
breadth

height height

The shape now has a length, a breadth and a height. We say that it has three dimensions
(3-D). We refer to such a shape as a 3-D shape.

29
 UNIT 4
Identifying 3-D shapes
Note to Teacher
In unit 3, we learned that a 2-D shape is thin and flat. • Highlight that a 3D shape
may be open or closed.
A 3-D shape has thickness or height. E.g., open cylinder, open
cone, open box...

Some examples of 3-D shapes are shown below:

Let's work out

1. Tick ( ) the 3-D shapes.

30
 3-D Shapes

Activity 2 Cube Note to Teacher

• Help pupils to
For this activity, use Template 1 given on page 37. construct a cube using
the template provided
1. Stick Template 1 on a Bristol paper. on page 37.
• Encourage pupils to
2. Cut it out and fold it as indicated. manipulate the cube
3. With the help of your teacher, construct a 3D shape out of it. and understand the
difference between the
4. Follow the instructions of your teacher to explore the shape, then edge, vertex and face.
• The flat part is called
answer the questions that follow. a face . Where two
faces meet, an edge
is formed. Where three
(a) How many faces does it have? _______ faces meet, a vertex is
formed.
• Now ask pupils to run
(b) How many edges does it have? _______ their finger along the
edges and count them.
(c) How many vertices does it have? _______ • Ask them to touch
the vertices and count
(d) What is the shape of the faces? _______ them.
• Ask them to touch the
This shape is called a cube. faces and count them.

A cube has _____ square faces, _____ edges and _____ vertices.

Let's work out

2. Use your ruler to join the dots in ascending order 2 3

starting with 1, 2, 3,..., 8 and then join the following pairs:
(a) 1 and 4 1 4
(b) 1 and 8
(c) 2 and 7
(d) 3 and 6 7 6

(e) 5 and 8

8 5
What shape is formed?
Note to Teacher
___________________________________________________
Is it a 2-D or 3-D shape? • Ask pupils to join the dots
using a ruler and a pencil
___________________________________________________
(not freehand).
Why ? • Encourage them to explain
their answer by stating
___________________________________________________
that the shape has length,
breadth and height. The
shape is a cube.
31
 UNIT 4
Activity 3 Cuboid

For this activity, use Template 2 given on page 39.

1. Stick Template 2 on a Bristol paper.
2. Cut it out and fold it as indicated.
3. With the help of your teacher, construct a 3-D shape out of it.
4. Follow the instructions of your teacher to explore this shape, then answer
the questions that follow. Note to Teacher
• Follow the same
(a) How many faces does it have? _______ procedure as in the
previous activity.
• Encourage the pupils
(b) How many edges does it have ? _______ to manipulate the
cuboid and discover
(c) How many vertices does it have? _______ that it has eight
vertices, twelve edges
and six faces.
(d) Are all the faces of the same size? _______ • Help them to discover
that the cuboid does
This shape is called a cuboid. not have six square
faces, unlike the cube.

A cuboid has _____ faces, _____ edges and _____ vertices.

Activity 4 Cylinder

1. Use the 3-D shape provided by your teacher for this activity.

2. Follow the instructions of your teacher and answer the following questions.

Note to Teacher

Materials needed: 4 to 6 cans

(a) Does it have any vertices? _______
(tomatoes, peas etc)

(b) How many flat faces does it have? _______ • Place pupils in groups of 4
to 6.
(c) Does it have a curved surface? _______ • Give each group a can
and let them manipulate,
observe and find out that it
This shape is called a cylinder.
has one curved surface and
two flat round faces.

A cylinder has _____ flat faces, _____ curved surface and _____ vertices.

32
 3-D Shapes

Activity 5 Sphere

1. Use the 3-D shape provided by your teacher for this activity.

2. Follow the instructions of your teacher and answer the following questions.

Note to Teacher

List some objects that have the same shape. Materials needed: 4 to 6
balls, for example tennis
balls.
__________________________________
• Place pupils in groups of
__________________________________ 4 to 6.
• Give each group a ball
This shape is called a sphere. and let them manipulate,
observe and examine
it. Then ask them to give
examples of spheres in real
life.
A sphere is a 3D shape which is ___________ .
• A sphere is round.

Activity 6 Cone

1. Use the 3-D shape provided by your teacher for this activity.

2. Follow the instructions of your teacher and answer the following questions.

Note to Teacher
(a) How many vertices does it have ? _______ Materials needed: 4 to 6 ice
cream cones or any other
(b) How many flat faces does it have? _______ cones.

(c) Does it have a curved surface? _______ • Place pupils in groups of 4 to 6.

• Give each group a cone and
(d) Where can you see such shapes? let them manipulate, observe
and examine it.
• Ask where they can see such
________________________________________
shapes. You may suggest ice
cream cones, old castles like in
________________________________________ cartoons or films etc.
• A cone has a curved surface,
This shape is called a cone. one vertex and a flat face.

A cone has _____ flat face, _____ curved surface and _____ vertex.

33
 UNIT 4
Let's work out

3.(a) Complete the table below.

Cube Cuboid

Number of faces

Number of edges

Number of vertices

(b) Write 'true' or 'false' in the box.

All faces of a cube are squares.

There are four faces in a cuboid.

4. Match column A to column B.

A B

Cone

Sphere

Cube

Cuboid

Cylinder

34
 3-D Shapes

Continuous Assessment

1. What am I?

(a) I have no vertices, one curved surface and two flat faces.

I am a __________________________

(b) All my 6 faces are square and I have 8 vertices and 12 edges.

I am a __________________________

(c) I have 3 pairs of equal and opposite faces, 8 vertices and 12 edges but I am not a cube.

I am a __________________________

(d) I have only one vertex , one curved surface and a flat face.

I am a __________________________

(e) I am a 3-D object and I am round.

I am a __________________________

(f) I have two flat round faces, one curved surface and no vertices.

I am a __________________________

2. Write 'true' or 'false' in the boxes.

(a) A 2-D shape has thickness.

(b) A square is a 3-D shape.

(c) A cuboid has 3 dimensions.

(d) A sphere is a 3-D shape which is round.

35
 UNIT 4

36
 3-D Shapes

Template 1: Cube

Instructions
• Cut the solid line.
• Fold the dotted lines.

37
 UNIT 4

38
 3-D Shapes

Template 2: Cuboid

Instructions
• Cut the solid line.
• Fold the dotted lines.

39
 UNIT 4

40
UNIT 5 : Time
Wake up, Vedesh. You
have to get ready for
school. You have a test
today, haven’t you?

Yes I have a
Mathematics Test
at 9 o’clock.

1 Observe carefully and discuss the picture.

2 At what time does mother wake up Vedesh?

3 At what time does Vedesh have a test? Show the time on the clockface below.

Note to Teacher
• Ask pupils questions to
make them realise the
importance of time in
our everyday life.

41
 UNIT 5
Do you remember?

What time is shown on the clockfaces?

(a) (b)

It is _____________________________ It is _____________________________

Note to Teacher
• Ask pupils to construct a clockface using the
Activity 1 Showing time template given on page 55. Help pupils show the
time on the clockface.

1. Use the template provided on page 55 to construct your clockface.

2. Use your clockface to show the following times:

(a) three o’clock (b) eight o’clock (c) twelve o’clock (d) four o’clock

3. Now show the times in question 1 on the clockfaces below.

(a) (b)

(c) (d)

42
 Time
Note to Teacher

Clockwise and Anticlockwise • Explain to the pupils the direction

in which the hands of the clock
move is called clockwise and
the opposite way is called
Use your clockface to show the time in Fig. 1. anticlockwise.
• Ask pupils to stand up and rotate
clockwise and then anticlockwise.

It is nine o’clock.

Fig. 1

Now move the minute hand on your clockface, from 12 to 6 as shown in Fig. 2.

clockwise

Fig. 2

The direction indicated above by the circular arrow is called 'clockwise'.

The opposite of clockwise is 'anticlockwise' as shown in Fig. 3.

anticlockwise

Fig. 3

43
 UNIT 5
Half past
Show nine o'clock on your clockface. Then move the minute hand in the clockwise
direction until it reaches six.

After 1 hour
2

It is nine o'clock. It is half past nine.

1
While moving from 12 to 6 clockwise, the minute hand moves half ( 2 ) turn.
The time is now half past nine.
Note to Teacher
Note that the hour hand also moves towards 10.
• Explain to pupils that the
hour hand also moves halfway
towards 10.
Let’s work out • Demonstrate with a real
clock how the hour hand
moves as the minute hand moves.
1. Write down the times shown on the clockfaces.

(a) (b) (c)

It is half past eight It is __________________ It is __________________

2. Show the corresponding times on the clockfaces below.

(a) (b) (c)

Half past three Half past seven Half past ten

44
 Time
Quarter past

Show ten o’clock on your clockface. Then move the minute hand in a clockwise direction
until it reaches three.

1
After hour
4

It is ten o'clock. It is quarter past ten.

While moving from 12 to 3 clockwise, the minute hand makes one quarter ( 1 ) turn.
4
The time is quarter past ten.
Note to Teacher
Note that the hour hand also
moves a quarter way towards 11.
Let’s work out
3. Write down the times shown on the clockfaces.

(a) (b) (c)

It is quarter past two . It is __________________ It is __________________

4. Show the given times on the clockfaces below.

(a) (b) (c)

Quarter past six Quarter past eight Quarter past eleven

45
 UNIT 5
Quarter to

1
After hour
4

It is quarter to eleven. It is eleven o'clock.

1
After one quarter ( ) turn, the minute hand will move from 9 to 12.
4

The time changes from quarter to eleven to eleven o'clock.

Let’s work out

5. Write down the times shown on the clockfaces.

(a) (b) (c)

It is quarter to eight . It is __________________ It is __________________

6. Show the given times on the clockfaces below.

(a) (b) (c)

Quarter to three Quarter to seven Quarter to six

46
 Time

Let’s work out

7. In each of the following clockfaces, draw the minute hand to show the given times.

(a) (b)

Quarter past seven Quarter to seven

(c) (d)

Half past three Quarter past ten

(e) (f)

Quarter to three Half past twelve

(g) (h)

Quarter to eleven Quarter past eleven

47
 UNIT 5
Note to Teacher

Activity 2 Digital time • Link the digital time to

the subdivision on the
clockface.
Read the time on the clockface and write it in the digital form. • Recall a.m. and p.m.
from Grade 3.

(a) (b)

9 : 00 a.m. 9 : 05 a.m.

(c) (d)

9 : 10 a.m.

(e) (f)

48
 Time
(g) (h)

(i) (j)

(k) (l)

(m)

49
 UNIT 5

Five minutes interval

Observe the clockface below. Count and verify the number of subdivisions from 12.

1 hour
60 minutes
55 minutes 5 minutes

50 minutes 10 minutes

45 minutes 15 minutes

40 minutes 20 minutes

35 minutes 25 minutes
30 minutes

Note: 1 hour = 60 minutes

50
 Time

Reading Time (Five minutes intervals)

Example:

(i)
20 minutes (ii)

20 minutes

1 : 20 a.m. We say twenty minutes past one. 1 : 40 a.m. We say twenty minutes to two.

Let’s work out

8. Write down the times shown on the clockfaces. Part (a) and (b) have been done for you.

(a) (b)

Note to Teacher

• The time can be a.m.

or p.m..
• The emphasis here is
on reading time from a
clockface.

(i) 9 : 10 p.m. (i) 5 : 50 p.m.

(ii) Ten minutes past nine (ii) Ten minutes to six

(c) (d)

(i) _____________________ (i) _____________________

(ii) _______________________________ (ii) ___________________________

51
 UNIT 5
9. Draw the hour and minute hands to show the given times.

(i) 6 : 25 a.m. (ii) 4 : 55 p.m.

(iii) 10 :10 p.m. (iv) 12 : 35 a.m.

10. Draw the hour and minute hands to indicate the given times.

(i) Ten minutes to twelve (ii) Twenty five minutes past two

(iii) Twenty minutes to seven (iv) Five minutes past eleven

52
 Time

Continuous Assessment

1. Write down the times shown on each clockfaces.

(a) (b)

(i) In figures ____________ (i) In figures ____________

(ii) In words ______________________ (ii) In words ______________________

(c) (d)

(i) In figures ____________ (i) In figures ____________

(ii) In words ______________________ (ii) In words ______________________

2. Draw the hands of the clockfaces to show the times.

(a) (b) (c)

Twenty past five Ten to six Five past nine

53
 UNIT 5
3. What time is shown on the clockfaces?

(a) (b)

It is ___________________ It is ___________________

(c) (d)

It is ___________________ It is ___________________

4. Draw the minute and hour hands to show the given times.

(a) (b)

Twenty minutes past nine Five minutes past twelve

5. Draw the hour and minute hands to show the given times.

(a) (b) (c)

Quarter to eleven Quarter past seven Half past six

54
 Time
Appendix

Constructing a clockface. Note:

You need a cork, a pin and
Use the template below to make a clockface. bristol paper.

Hour hand

Minute hand

55
 UNIT 5

56
UNIT 6 Length
Note to Teacher

Length • This activity is meant to show that

non-standard units are not reliable.

During a class, the teacher measures the length of the whiteboard using his hand span.
He asks one pupil to do the same.

Teacher Pupil

1 Observe carefully and discuss the pictures.

2 Do you think the teacher and the pupil will get the same number of hand spans? Why?

Activity 1 Measuring length using an arbitrary unit

Carry out the above activity and record the results in the table below.

Number of hand spans Note to Teacher

Teacher • After the activity, let the

pupils deduce that it is not
Pupil 1 convenient to use hand
spans to measure length
Pupil 2 as the number of hand
spans may differ.
Pupil 3

Pupil 4

Are the number of hand spans equal for all (teacher and pupils)?

What can you conclude?

________________________________________

________________________________________
57
 UNIT 6
Did you know?

A draper uses a ruler to measure cloth.

Note to Teacher

• Bring a metre rule in

0
10

90

80

class so that the pupils

70

60

50

40

can observe and use it to

30

20

10

measure length.

Note: A draper sells cloth.

Observe the picture carefully. Is the draper using the same ruler as yours?

_______________________________________

The metre
Note: The metre rule shown below
The draper uses a special ruler called a metre rule. is not to scale.

The metre is the standard unit of length. The symbol for metre is m.

cm
1 metre or 1 m
Note to Teacher
The metre is used to measure the length or height of objects.
• Lay emphasis on the
metre rule.
• The unit cm will be
considered on page 60.

3m

4m
a wall a car
The wall is 3 metres (3 m) high. The car is 4 metres long.

58
 Length

Activity 2 The metre

With the help of your teacher, estimate whether the following lengths are less than or
greater than one metre.

Objects Less than / greater than

Pencil

Blackboard

Book

Whale

Bus

Working with length

We can add, subtract, multiply and divide the lengths of objects.

Example: Work out the following.

(a) 9 m + 3 m (b) 25 m - 12 m (c) 14 m x 2 (d) 45 m ÷ 5

9m 25 m 14 m
4
+ 3m - 12 m x2 5 45 m

12 m 13 m 28 m 09 m =9m

Try These
1. Work out the following.

(a) 2 m + 5 m = ___________ m (b) 7 m + 8 m = _______ m

(c) 12 m – 3 m = ___________ m (d) 9 m – 2 m = _______ m

(e) 3 x 2 m = ___________ m (f) 5 x 4 m = _______ m

(g) 15 m 3 = ___________ m (h) 30 m 6 = _______ m

59
 UNIT 6
Activity 3 The centimetre, cm

To measure the length of small objects, a smaller unit is used.

A smaller unit is the centimetre.

The symbol for centimetre is cm. Note to Teacher

The ruler used in class has the unit cm. Materials needed: 30 cm
ruler, or shorter.
Some objects are less
than 30 cm in length,
e.g.,copybook, books,
pencil case.

1 cm

Now, use your ruler to measure and record the lengths of some objects in the table below.

Object
Objects Length in cm
Mathematics book

Copybook

Pencil

Pencil case

Eraser

Try These

2. Use your ruler to draw lines of the following lengths.

(a) 3 cm

(b) 8 cm

(c) 5 cm

60
 Length

Activity 4 Converting metres to centimetres

Observe the metre rule provided by your teacher.

Count the number of cm on the metre rule. Note: The metre rule shown below
is not to scale.

cm

What do you observe?

Note to Teacher
1 metre contains 100 centimetres.
Help pupils count the
1 m contains 100 cm. number of cm in 1 m.

1 m = 100 cm

Converting metres to centimetres

1m 1 x 100 cm = 100 cm 100 cm

2m 2 x 100 cm = 200 cm 200 cm

3m 3 x 100 cm = 300 cm 300 cm

4m 4 x 100 cm = 400 cm 400 cm

5m 5 x 100 cm = 500 cm 500 cm

6m 6 x 100 cm = 600 cm 600 cm

61
 UNIT 6
Let’s work out

3. Convert the following.

(a) 8 m = ______________ cm (b) 7 m = ______________ cm

(c) 9 m = ______________ cm (d) 12 m = ______________ cm

Converting centimetres to metres

100 cm
1 m = 100 cm 1m

100 cm 100 cm

2 m = 2 x 100 cm 2m

To convert cm into m, we find out how many times we have 100 cm.

Example 1: Convert 300 cm into m.

300 cm = 3 x 100 cm x 100
=3x1m
=3m 1m 100 cm
OR using division
300 ÷ 100
300 cm = m
100
=3m

Example 2: Convert 50 cm into m.

50 cm = 1 m
2
Note

1m 1m 3m
Example 3: Convert 350 cm into m. 0m 4 2 4 1m

350 cm = 300 cm + 50 cm
0 cm 25 cm 50 cm 75 cm 100 cm
1
=3m+ m
2
= 3 1 m
2
62
 Length

Let’s work out

4. Convert the following into metres.

(a) 200 cm = ______________ m (b) 450 cm = ______________ m

(c) 1500 cm = ______________ m (d) 2400 cm = ______________ m

(e) 5200 cm = ______________ m (f) 50 cm = ______________ m

(g) 175 cm = ______________ m (h) 225 cm = ______________ m

Conversion into centimetres

Convert (i) 4 m 30 cm into cm (ii) 5 m 3 cm into cm

4 m 30 cm = 4 m + 30 cm 5 m 3 cm = 5 m + 3 cm

= (4 x 100) cm + 30 cm = (5 x 100) cm + 3 cm

= 400 cm + 30 cm = 500 cm + 3 cm

= 430 cm = 503 cm

Let’s work out

5. Convert the following into centimetres.

(a) 3 m 45 cm = _____________ cm

(b) 4 m 50 cm = _____________ cm

(c) 5 m 60 cm = _____________ cm

(d) 2 m 5 cm = _____________ cm

63
 UNIT 6
Conversion into metres and centimetres

Convert 345 cm into m and cm.

345 cm = 300 cm + 45 cm
= 3 m + 45 cm
= 3 m 45 cm

Let’s work out

6. Convert the following into m and cm.

(a) 325 cm = _____ m ______ cm (b) 456 cm = _____ m ______ cm

(c) 645 cm = _____ m ______ cm (d) 280 cm = _____ m ______ cm

(e) 790 cm = _____ m ______ cm (f) 509 cm = _____ m ______ cm

Addition involving length

Example 1:
Work out the following.

(a) 57 cm + 25 cm (b) 1150 cm + 375 cm

1 1
57 cm 1 150 cm
+ +
25 cm 375 cm
82 cm 1525 cm 1525 cm = 1500 cm + 25 cm

= 15 m + 25 cm

= 15 m 25 cm

64
 Length
Example 2:
Work out the following.
(a) 6 m 35 cm + 21 cm
m cm
6 m 35 cm 6 35
+ OR +
21 cm 21
6 m 56 cm 6 56

6 m 35 cm + 21 cm = 6 m 56 cm

(b) 3 m 22 cm + 1 m 95 cm
m cm
1 1
3 m 22 cm 3 22
+ 1 m 95 cm + 22 cm + 95 cm = 117 cm
1 95
117 cm = 100 cm + 17 cm
5 m 17 cm 5 17
= 1 m + 17 cm

3 m 22 cm + 1 m 95 cm = 5 m 17 cm We carry 1 m to the m column as shown.

Let’s work out

7. Work out the following.

(a) 45 cm + 38 cm (b) 92 cm + 53 cm (c) 450 cm + 25 cm
(d) 375 cm + 243 cm (e) 530 cm + 106 cm (f) 650 cm + 375 cm

8. Work out the following.

(a) 3 m 79 cm (b) 3 m 72 cm (c) 12 m 31 cm

+ + +
__________
90 cm __________
2 m 47 cm __________
3 m 60 cm
__________ __________ __________

9. Work out the following.

(a) 12 m 40 cm + 6 m 19 cm (b) 8 m 50 cm + 5 m 7 cm

65
 UNIT 6

Subtraction involving length

Work out the following.

(a) 3 m 45 cm - 57 cm
2 100 m cm
3 m 45 cm 2 100
- -
3 45 57 cm cannot be subtracted from 45 cm.
57 cm
57 We borrow 1 m = 100 cm from 3 m.
2 m 88 cm
2 88

(b) 7 m 35 cm - 1m 60 cm

6 100
7 m 35 cm m cm
- 6 100
1 m 60 cm 7 35 60 cm cannot be subtracted from 35 cm.
-
5 m 75 cm 1 60 We borrow 1 m = 100 cm from 7 m.
5 75

Let’s work out

10. Work out the following.

(a) 62 cm (b) 6 m 85 cm (c) 8 m 26 cm

- - -
27 cm 2 m 23 cm 5 m 43 cm

11. Work out the following.

(a) 63 cm - 21 cm (b) 6 m 32 cm - 2 m 44 cm (c) 7 m 68 cm - 4 m 5 cm

66
 Length

Multiplication involving length

Work out the following.

(a) 63 cm x 3
63 cm 63 cm 63 cm

6 3 cm
x 3 x 63 cm
3
1 8 9 cm

(b) 3 m 46 cm x 6

2 3 2 3
3 m 46 cm 346 cm 2076 cm = 2000 cm + 76 cm
OR x 6
x 6 = 20 m + 76 cm
20 m 7 6 cm 2076 cm = 20 m 76 cm

Let’s work out

12. Work out the following. Give your answers in m and cm.

(a) 5 m 32 cm (b) 2 m 45 cm (c) 5 m 60 cm

x
7
x x
8 3

13. Work out the following. Give your answers in m and cm.

(a) 4 m 30 cm x 3 (b) 3 m 45 cm x 2 (c) 5 m 2 cm x 6

67
 UNIT 6

Division involving length

Work out the following.

(a) 96 cm ÷ 8 96 cm

1
8 96 cm
12 cm ? 96 = 12 cm
8

(b) 1 m 64 cm ÷ 4
1 m 64 cm = 164 cm
1 OR 1
4 1 m 64 cm 4 164 cm

0 m 41 cm = 41 cm 041 cm = 41 cm

Let’s work out

14. Work out the following.

(a) 3 90 m (b) 6 612 cm (c) 5 42 m 60 cm

15. Work out the following.

(a) 14 m 70 cm ÷ 2 (b) 27 m 9 cm ÷ 3 (c) 26 m 12 cm ÷ 4

68
 Length

Word Problem

Mala buys 2 m 60 cm of blue ribbon and 6 m 45 cm of red ribbon. What is the total length
of ribbon she buys?
Read and understand the question.
Underline the key details.
Mala buys 2 m 60 cm of blue ribbon and 6 m 45 cm of red ribbon. What is the total length
of ribbon she buys?

What is the question ?

What is the total length of ribbon Mala buys?
Show the relationship. (You can also use a diagram)
blue ribbon red ribbon
2 m 60 cm 6 m 45 cm

total length?
What steps are needed?
To add 2 m 60 cm to 6 m 45 cm.
Perform the calculation:
12 m 60 cm
+
6 m 45 cm
__________
9 m 05 cm
__________

The total length of the ribbon is 9 m 5 cm.

Check if the answer is correct.

Re-read the question.
Check the representation.
Check the workings.
You may also work backwards, for e.g.,verify whether 9 m 5 cm - 2 m 60 cm = 6 m 45 cm.

69
 UNIT 6
Let’s work out
1. The distance between a tree and a pole is 3 m 85 cm and the distance between the
pole and a car is 5 m 40 cm. Find the distance between the tree and the car.

3 m 85 cm 5 m 40 cm

2. Ashley is 1 m 40 cm tall. His brother Ashvin is 25 cm taller. What is the height of Ashvin?

3. Melanie bought 1 m 50 cm of ribbon to wrap a gift. After wrapping the gift, 60 cm of

ribbon were left. What length of ribbon did she use?

4. Ameerah is 1 m 50 cm tall. Her friend Vinesha is 45 cm shorter than her. What is the
height of Vinesha?

5. A stick is 1 m 10 cm long. What is the total length of 5 such sticks?

6. Sheila cut a metal rod into 3 equal pieces each of length 1 m 20 cm. How long was the
rod before she cut it?

7. Vimla buys 12 m 50 cm of cloth. She cuts the cloth into five equal lengths to make
curtains. What is the length of one curtain?

8. Mrs Sania used 4 m 50 cm of cloth to make 3 identical dresses. What length of cloth
did she use for one dress?

IT Corner

[Link]
[Link]

70
 Length

Continuous Assessment

1. Complete the following conversions.

(a) 5m = _________________ cm

(b) 12 m = _________________ cm

(c) 460 cm = ______ m ________ cm

2. Complete the following.

(a) 800 cm = _____ m (b) 650 cm = ______m (c) 25 cm = ______m

3. Work out the following.

(a) 4 m 35 cm = _____ cm (b) 3 m 80 cm = ____ cm (c) 2 m 9 cm = ____ cm

4. Complete the following.

(a) (b)
2 m 40 cm 6 m 55 cm
+ +
3 m 27 cm 4 m 60 cm

(c) 4 m 49 cm + 2 m 75 cm (d) 4 m 40 cm - 2 m 5 cm

71
 UNIT 6
5. Work out the following.

(a) 75 cm (b) (c) 2 m 43 cm (d)

x 3 5 85 cm x 4 12 m 42 cm
_________ _________ 3

_________ _________

6. Khem bought a rope of length 40 m 25 cm and Javed bought a rope of length 16 m 37

cm. What is the total length of the ropes bought?

7. John is 1 m 95 cm tall and Kevin is 172 cm tall. How much taller is John than Kevin?

8. A tailor cut a piece of cloth into 3 equal lengths of 1 m 45 cm each. How long was the
piece of cloth before he cut it?

9. Mr Deep cuts a metal rod of length 6 m 25 cm into 5 equal parts. What is the length of
one part?

72
UNIT 7 Capacity

Capacity
Vassen has many bottles containing the same amount of liquid. He fills three different

containers -- a cup, a jug and a pail.

Half a bottle
Two bottles Five bottles
fills the cup.
fill the jug. fill the pail.

1 Observe carefully and discuss the pictures. Note to Teacher

2 • Lay emphasis on on the

What can you say about the amount of liquid that the definition of 'capacity'.
• Ask pupils which
different containers can hold when full? container has the
greatest capacity.

Did you know?

The capacity of a container is the amount of liquid it can hold when full.

73
 UNIT 7
Activity 1 Fill it in

With the help of your teacher, investigate the capacity of a plastic bottle using
different containers as arbitrary units. (e.g., a plastic cup, a drinking glass, ...)

Note to Teacher
• Use different containers (e.g., plastic cup,
drinking glass, etc.) as arbitrary units.
• Use relatively low capacity containers (e.g.,
1L bottle) so that the activity is achievable for
the pupils.
• Ask the pupils to give an estimate before
the activity.
• Additional examples may be used if needed.
• Ensure that pupils understand that arbitrary
Your record sheet units are not reliable.

Arbitrary unit Estimate Exact Measure

(containers) (number of containers) (actual number of
(before pouring) containers)

plastic cup

drinking glass

What can you say about the use of arbitrary units to measure capacity?

74
 Capacity

The standard unit

Remember, in Unit 6 we used a standard unit to measure length.

Similarly, a standard unit is needed to measure the capacity of containers.

The standard unit of capacity is called the litre. The symbol is L.

Capacity in our daily life Each object

around us has a
specific capacity.

ice cream bottle measuring jug

1L 1L 1L

Note to Teacher
Containers exist in different
capacities.

Water Bottle of water Barrel Water tank

2L 5L 160 L 1000 L

1 What do you observe about the capacity of the different containers?

2 Name some other containers having capacity in litres.

75
 UNIT 7
Activity 2 Capacity in daily life

With the help of your teacher, find out

some containers (e.g., brick of juice,
oil bottle, pail, jug, etc) and record their
corresponding capacities in table below.

Container Capacity

76
 Capacity

Activity 3 Capacity of containers

How many 1 L bottles will be needed to fill this 5 L container?

5L

1L

5x1L=5L

5L

5 bottles are needed.

Try these
1. The solar water tank, water storage tank and barrel are to be filled with the 5L containers
as shown. Work out the capacity of each of them,

(a) (b) (c)

solar water tank water storage tank barrel

5L 5L 5L
40 x 200 x 32 x

77
 UNIT 7
The centilitre (cL)
A smaller unit is used to measure an amount less than one litre.
One such unit is the centilitre (cL). 1 L bottle
Consider a bottle containing 1 L of water.
Pour the water into a beaker. 100 cL
Observe the level of water on the scale.
What do you notice?
50 cL

1 litre contains 100 centilitres.

1 litre = 100 centilitres
1 L = 100 cL Note to Teacher
For this demonstration, use a beaker/
measuring cylinder having 100 cL
marking.
Use of cL in real life.

tablespoon teaspoon can test tube

1
1 cL 2 cL 33 cL 5 cL

Try these

2. Rank the different containers, starting with the greatest capacity.

Note to Teacher
• Explain the importance of cL to measure small amount of liquid, e.g medicine.
• Explain why it is not convenient to use cL for containers having large capacities.

78
 Capacity

Activity 4 Equal capacity Note to Teacher

• Before the lesson,
Consider three empty containers which have different shapes. gather 3 containers of
the different shapes, with
2 containers having the
same capacity.
• Let pupils observe the
containers. Let them
estimate which container

A
has the greater capacity.
• Make use of a 4th
B C
container which has
a larger capacity and
which is transparent.
• Fill container A with
water and pour it in the
In groups, determine which two containers may have the same capacity. 4th container. Mark the
level of water. Empty the
4th container and repeat
the activity for containers
B and C.
• Using the marks, let
pupils determine which 2
containers have the same
Activity 5 Using a measuring jug/cylinder capacity.

With the help of your teacher, use the measuring

jug to measure the capacity of some containers
(e.g., can of juice, yoghurt cup, etc.).

Record the capacities in the table below.

Note to Teacher
Container Capacity in cL
• Before the lesson, gather a
measuring jug/cylinder, test
can of juice tube, small cup, etc…
• Let pupils observe the
yoghurt cup markings on the measuring
jug/cylinder. You may draw
one on the board so that the
pupils can get a better view
of the markings.
• Ask the pupils to fill the
containers with water and
pour into the measuring jug/
cylinder and record their
capacities.

79
 UNIT 7

Conversion between L and cL

In the table below, we show the conversion of litre to centilitres.

1L 1 L = 100 cL

100 cL

4L=4x1L
1L 1L 1L 1L = 4 x 100 cL
Thus, 4 L = 400 cL
100 cL 100 cL 100 cL 100 cL

1L 1 x 100 cL = 100 cL 100 cL 4L 4 x 100 cL = 400 cL 400 cL

2L 2 x 100 cL = 200 cL 200 cL 5L 5 x 100 cL = 500 cL 500 cL

3L 3 x 100 cL = 300 cL 300 cL 6L 6 x 100 cL = 600 cL 600 cL

Let’s work out

3. Convert the following into centilitres.

(a) 3 L = ______________ cL (b) 7 L = ______________ cL

(c) 8 L = ______________ cL (d) 9 L = ______________ cL

80
 Capacity

Converting centilitres to litres

We know that 1 L contains 100 cL. 1 L = 100 cL

Example 1: Convert 300 cL into L.

300 cL = 3 x 100 cL = 3 L

100 cL 100 cL 100 cL

OR
1L + 1L + 1 L = 3 L.
300 cL
300
300 cL = L=3L Note to Teacher
100
Thus 300 cL = 3 L
• Recapitulate division by
100.
• Use the conversion line
Example 2: Convert 50 cL into L to convert 25 cL, 50 cL, 75
cL into L.
1
50 cL = 50 L = L
100 2 1L 1 L
2
Therefore, 50 cL = 1 L 100 cL 50 cL
2 Conversion line

1L 1L 3L
0 4 2 4 1L

Example 3: Convert 350 cL into L

0 cL 25 cL 50 cL 75 cL 100 cL

350 cL = 300 cL + 50 cL
1
=3L+ L
2
1
=3 L 100 cL 100 cL 100 cL 50 cL
2 1 1
1L + 1L + 1L + L =3 L
350 cL 2 2

Let’s work out

4. Convert the following capacities into litres (L).

(a) 700 cL = ______________ L (b) 325 cL = ______________ L

(c) 650 cL = ______________ L (d) 875 cL = ______________ L

81
 UNIT 7

Addition involving capacity

Example 1: Work out the following.

(i). 30 cL + 20 cL

30 cL
+ 20 cL
20 cL
50 cL
50 cL 30 cL

(ii). 85 cL + 45 cL
1
8 5 cL
130 cL = 100 cL + 30 cL
+ 4 5 cL
130 cL = 1 L 30 cL
1 3 0 cL

15 cL

100 cL
85 cL
85 cL
45 cL
30 cL

100 cL

100 cL + 30 cL = 1 L + 30 cL
= 1 L 30 cL
(iii). 250 cL + 75 cL

1
2 5 0 cL 325 cL = 300 cL + 25 cL
+ 7 5 cL = 3 L + 25 cL
3 2 5 cL 325 cL = 3 L 25 cL

50 cL

100 cL 100 cL 50 cL 75 cL 100 cL 100 cL 100 cL 25 cL

1L + 1L + 1L + 25 cL
250 cL
= 3 L 25 cL

82
 Capacity

Example 2: Work out the following.

(i). 1 L 75 cL + 50 cL
1 L cL
1 L 7 5 cL 1
1 75
75 cL + 50 cL = 125 cL
+ 5 0 cL + 50
125 cL = 1 L + 25 cL

2 L 2 5 cL 2 25
Note to Teacher
• Make the connection
(ii). 3 L 40 cL+ 2 L 75 cL with addition involving
carrying.
1 L cL
3 L 4 0 cL 40 cL + 75 cL = 115 cL.
1
+ 2 L 7 5 cL 3 40 115 cL = 1 L + 15 cL
+2 75 .
6 L 1 5 cL
6 15

Let’s work out

5. Work out the following. Give your answers in L and cL.

(a) 65 cL + 87 cL (b) 125 cL + 50 cL

(c) 276 cL + 45 cL (d) 325 cL + 280 cL

6. Work out the following. Give your answers in L and cL.

(a) 2 L 46 cL + 5 L 37 cL (b) 5 L 35 cL + 7 L 61 cL

(c) 6 L 75 cL + 4 L 68 cL (d) 4 L 32 cL + 7 L 85 cL

83
 UNIT 7
Subtraction involving capacity

Example 1: Work out the following.

85 cL - 25 cL

8 5 cL 60 cL
remove
25 cL

- 2 5 cL 85 cL

6 0 cL 25 cL

Activity 6

Work out the following 2 L 25 cL - 50 cL.

Note to Teacher
• This activity is meant
to allow pupils to apply
borrowing in capacity.
• The Think-Pair-Share
strategy can being used.
• The teacher introduces
the problem to the
pupils and asks them to
come up with their own
strategies.
• Then, the pupils share
their strategies with the
whole class by displaying
these on the board.
• Teacher highlights the
borrowing strategy given
below.

100 L cL
1
2 L 2 5 cL 1 100 cL
2 25 50 cL cannot be subtracted from 25 cL.
- 5 0 cL - We borrow 1 L = 100 cL from 2 L.
50
100 cL + 25 cL = 125 cL
1 L 7 5 cL 125 cL - 50 cL = 75 cL
1 75 cL

84
 Capacity
Let’s work out
7. Work out.
(a)
3 L 45 cL (b) (c) (d)
5 L 23 cL 7 L 32 cL 5 L 46 cL
- 1 L 60 cL - 2 L 10 cL - 3 L 47 cL - 3 L 87 cL

8. Work out the following.

(a) 93 cL - 38 cL (b) 5 L 46 cL - 3 L 87 cL (c) 9 L 80 cL - 4 L 9 cL

Multiplication involving capacity

2 1 cL
x 3

6 3 cL 21 cL 21 cL 21 cL 63 cL

(ii). 35 cL x 4
2
3 5 cL
x 4

1 4 0 cL 35 cL 35 cL 35 cL 35 cL 140 cL 1L 40 cL

140 cL = 100 cL + 40 cL
= 1 L 40 cL

(iii). 2 L 45 cL x 3
2 L 45 cL = 245 cL
1
2 L14 5 cL OR
1 1
2 4 5 cL 735 cL = 700 cL + 35 cL
x 3 x 3 = 7 L + 35 cL

7 L 3 5 cL 7 3 5 cL = 7 L 35 cL

85
 UNIT 7
Let’s work out

9. Work out the following.

32 cL
(a) 55 cL
(b) 2 L 55 cL
(c) 5 L 92 cL
(d)
x x 4 x x
4 8 7

Division involving capacity

Example: Work out the following.

(i) 72 cL ÷ 3

1
3 7 2 cL 72 cL ÷ 3 = 24 cL
2 4 cL
72 cL 24 cL 24 cL 24 cL

(ii) 1 L 50 cL ÷ 6 1 L 50 cL = 150 cL Note to Teacher

• Ensure that pupils
1
6 1 L 5 0 cL OR 6 1
1 5 0 cL understand the concept.
• Consolidate with
0 L 2 5 cL = 25 cL 0 2 5 cL = 25 cL adequate examples.

1L 50 cL

1 L 50 cL ÷ 6 = 25 cL

25 cL 25 cL 25 cL 25 cL 25 cL 25 cL

Let’s work out

10. Work out the following.

(a) (b) (c)

3 9 cL 4 28 L 92 cL 6 32 L 4 cL

86
 Capacity

Word problem

A bucket contains 5 L 25 cL of water. When Jenita adds 2 L 85 cL of water, the

bucket is full. Find the capacity of the bucket.

Read and understand the question.

Underline the key details.

A bucket contains 5 L 25 cL of water. When Jenita adds 2 L 85 cL of water, the bucket is

full. Find the capacity of the bucket.

What is the question?

Find the capacity of the bucket.

Show the relationship. (You can also use a diagram)

5 L 25 cL 2 L 85 cL
2 L 85 cL

?
?
What steps are needed? 5 L 25 cL

To add 5 L 25 cL to 2 L 85 cL.

Perform the calculation:

1
1
5 L 25 cL
+ 2 L 85 cL

8 L 10 cL

The capacity of the bucket is 8 L 10 cL.

Check if the answer is correct.

Re-read the question.

Check the representation.
Check the workings.
You may also work backwards, for e.g., verify whether 8 L 10 cL – 2 L 85 cL = 5 L 25 cL.

87
 UNIT 7
Let’s work out

[Link] cars used 2 L 50 cL, 450 cL and 3 L of fuel respectively. What is the total amount
of fuel used?

2. A red container holds 3 L 75 cL of liquid. A blue one holds 125 cL more. How much liquid
does the blue container hold? Red 3 L 75 cL

Blue 125 cL

3. There are 7 L 26 cL of water in a pail. Kunal uses 3 L 42 cL of it to wash his shoes. How
much water is left?
7 L 26 cL

3 L 42cL ?

Kunal has ____ L ____ cL of water left. used left

4. A pail contains 4 L 35 cL of milk. Yesha uses 2 L 60 cL of it to make yoghurt. Find the

amount of milk left in the pail.

[Link] is the total capacity of 5 such containers of water?

3 L 25 cL 3 L 25 cL 3 L 25 cL 3 L 25 cL 3 L 25 cL

?
3 L 25 cL

Capacity of 5 such containers = ____ L ____ cL

6. Atish drinks 33 cL of apple juice every day. How much apple juice will he drink during a
school week? Give your answer in L and cL.

88
 Capacity

7. A jug contains 2 L 25 cL of orange juice. If Ahad drinks 75 cL of it, how much juice is left?
Give your answer in L and cL.

8. The capacity of a barrel is equal to the capacity of 6 identical pails. If the capacity of the
barrel is 24 L 48 cL, what is the capacity of one pail?
24 L 48 cL

24 L 48cL
?

9. The capacity of a container is 56 L 96 cL. It can fill exactly 8 identical pails, what is the
capacity of one such pail?

IT Corner

[Link]
[Link]

89
 UNIT 7

Continuous Assessment

1. Complete the following conversions.

(a) 6 L = _________________ cL

(b) 3 L 5 cL = ______________ cL

(c) 760 cL = _________________ L ______________ cL

(d) 850 cL = _________________ L

2. Work out the following.

(a)
3 L 25 cL (b)
14 L 38 cL (c)
7 L 37 cL (d)
4 48 L 80 cL
+ 2 L 50 cL - 9 L 19 cL x 5

3. James used 2 L 25 cL of oil to cook food for the month of March.

Ravi used 1 L 95 cL more than James for the same month.

(a) How much oil did Ravi use for the month of March?

(b) How much oil did both James and Ravi use for the month?

4. A bucket contains 4 L 35 cL of water. Mrs Lin used 2 L 60 cL of it. Find the amount of

water left in the bucket.

5. Jenny had 5 L 85 cL of juice. She gave 25 cL to each of her 5 children. What amount of

juice is left? Give your answer in cL.

6. To make a cup of tea, Kiran uses 5 cL of milk. How many cups of tea can she make

with 1 L of milk?

90
UNIT 8 Mass

Mass
Can you tell me
which one is
heavier, Isha?

Look mum, I have

an orange and a
marble.

1 Observe carefully and discuss the pictures.

2 Can you help Isha decide which is heavier?

3 How do we know whether an object is heavy or light?

Activity 1: Heavier or lighter

1 Consider the two objects: a marble and an orange.

2 Hold the two objects to compare their mass.

Answer the following:

The orange is _____________ than the marble.
The marble is _____________ than the orange.

91
 UNIT 8
Note to Teacher

Do you know? • This activity is meant to

introduce conservation of mass.
• Each pupil must use a fixed
Every object around us has a mass. amount of clay for the different
items such as sphere, block.
An object can be heavy or light. • Pupils must compare mass of
each item formed.
• Lay emphasis on the
conservation of mass irrespective
of shape.
Activity 2: Equal mass
For this activity you will be provided with a piece of modelling clay.

1 Using the same piece of clay to form different shapes (e.g., cube, cuboid,
sphere) of different sizes.
2 Draw the shapes that you made in the space provided below.

Do you know?

The mass of an object does not depend on its shape or size.

Objects with different shapes or sizes can have the same mass.

92
 Mass

Note to Teacher
Activity 3: Arbitrary units
• This activity is meant to
show that arbitrary units are
Consider a can. not appropriate to measure
Let us estimate its mass using different objects mass.
(e.g., apples or oranges). Materials needed: beam
balance, can (e.g., bean
or tomato) and some items
(e.g., apples, oranges) to be
used as arbitrary units.
• Let the pupils handle the
can and other items to feel
their mass.
• Then ask them to estimate
the mass of the can in terms
of apples, oranges.
• Finally, ask the pupils
measure the mass of the
can in terms of arbitrary units
Record your findings below. using a beam balance.

Items Estimate number Exact number of

(arbitrary units) of units units

Discuss whether it is appropriate to measure the mass of a given object

using arbitrary units (e.g., apples or oranges).

Do you know?

We can measure the mass of an object using a standard unit.

93
 UNIT 8

The kilogram Note to Teacher

• Recapitulate the use of
kg as a common unit to
Study the following pictures. measure mass.
• Ask pupils to name
other items and state
their mass in kg.

What is common in the three pictures?

The standard unit

As you learned in UNIT 6 and UNIT 7, we use a standard unit to

measure length (m) and capacity (L).

In the same way, to measure the mass of objects, a standard unit is

needed.

The standard unit of mass is called the kilogram. The symbol is kg.

We can measure mass using scales as shown below.

9 0 1 900
0 100
kg
8 2 200
800

7 3 700 300

6 4 600 400
5 500

94
 Mass

Activity 4: The gram

Do you know what is the mass of a paper clip?

To measure the mass of an object which is less than 1 kg,

we use a smaller unit. 1 kg
One smaller unit is the gram. The symbol for gram is g.
1000 g
You can use a scale to verify that:
1 kilogram contains 1000 grams (g).
1 kg = 1000 g
Note to Teacher
The mass of a paper clip is 1 g. Let pupils investigate the
relationship 1 kg =1000 g.

Try these
1. Draw a needle on the scale and record the correct mass in grams.

(a) (b)
2 kg
400 g

900
0 100
9 0 1
800 200
kg
8 2

7 Mass: _______ kg
700 300
Mass: _______ g
3 600 400
500
6 4
5

(c)
(d)
5 kg
200 g
100 g

9 0 1 900
0 100
kg 200
8 2 800

7 3 Mass: _______ kg 700 300

Mass: _______ g
6 4 600 400
5 500

95
 UNIT 8
Conversion between kg and g

We know that 1 kg of flour contains 1000 g of flour.

What will be the mass of 5 such packets of flour?

1 kg

5 kg = 5 x 1000 g
1 kg 1 kg 1 kg 1 kg 1 kg
= 5000 g
1000 g 1000 g 1000 g 1000 g 1000 g

Conversion
1 kg 1 x 1000 g = 1000 g 1000 g

2 kg 2 x 1000 g = 2000 g 2000 g

3 kg 3 x 1000 g = 3000 g 3000 g

4 kg 4 x 1000 g = 4000 g 4000 g

5 kg 5 x 1000 g = 5000 g 5000 g

6 kg 6 x 1000 g = 6000 g 6000 g

Let’s work out

2. Convert into grams.

(a) 7 kg = ______________ g (b) 8 kg = ______________ g

(c) 9 kg = ______________ g (d) 10 kg = ______________ g

96
 Mass

Division by 1000

Remember, we learned about division by 10 and 100 earlier in part 1 of the textbook.
30 200
Example (i) 30 ÷ 10 = = 3 (ii) 200 ÷ 100 = =2
10 100

Division by 1000 is an extension of division by 10 and 100.

Example: 3000 ÷ 1000

How many thousands are there in 3000? (How many thousands are there in 3000?)
3000 = 3 thousands
3000 = 3
3000 = 3 x 1000
1000
So, 3000 ÷ 1000 = 3
3 thousands

Conversion of grams to kilograms Note to Teacher

• Recapitulate division by
Example 1: Convert 4000 g into kg 10 and 100, and extend
to 1000.
4000 g = 4 x 1000 g
x 1000
= 4 x 1 kg = 4 kg
4
OR 4000 g = 4000 kg = 4 kg 1 kg 1000 g
1 1000

Therefore, 4000 g = 4kg ÷ 1000

Conversion line
Example 2: Convert 250 g into kg.
1 kg 1 kg 3 kg
From the conversion line, 0 kg 4 2 4 1 kg
250 g = 1 kg
4
0 250 g 500 g 750 g 1000 g

Example 3: Convert 3250 g into kg.

3250 g = 3000 g + 250 g
= 3 kg + 1 kg
4
= 3 1 kg
4

97
 UNIT 8
Let’s work out
3. Convert the following into kilograms.
(a) 2000 g = ______________ kg (b) 4250 g = ______________ kg
(c) 8000 g = ______________ kg (d) 7500 g = ______________ kg

Addition involving mass

Example 1: Work out the following.

(i). 67 kg + 35 kg
1
67 kg
+ 35 kg
102 kg

(ii). 1260 g + 150 g

1
1260 g
+ 150 g
1410 g
Adding 150 g

1410 g = 1000 g + 410 g 1260 g 1410 g

1410 g = 1 kg 410 g

Let’s work out

4. Find the sum of the following masses.
Give your answers in kg and g whenever possible.

(a) 75 kg and 87 kg (b) 698 g and 534 g

(c) 1350 g and 745 g (d) 1070 g and 3005 g

98
 Mass

Example 2: Work out the following.

(i). 5 kg 250 g + 125 g

kg g
5 kg 250 g
5 250
+ 125 g + 125
5 kg 375 g 5 375

5 kg 250 g + 125 g = 5 kg 375 g

(ii). 3 kg 225 g + 2 kg 950 g

1
3 kg 225 g kg g
13 225 225 g + 950 g = 1175 g
+ 2 kg 950 g +2 1175 g = 1000 g + 175 g
950
6 kg 175 g = 1 kg + 175 g
6 175
.

3 kg 225 g + 2 kg 950 g = 6 kg 175 g

Let’s work out

5. Find the sum of:

(a) 2 kg 179 g (b) 4 kg 720 g

+ 4 kg 690 g + 6 kg 470 g

(c) 9 kg 80 g + 6 kg 250 g (d) 3 kg 20 g + 750 g

99
 UNIT 8
Subtraction involving mass

Example: Work out the following.

(i). 168 g - 52 g

168 g
- 52 g
116 g

(ii). 4 kg 450 g - 1 kg 600 g

3 1000g
4 kg 450 g kg g
3 1000g
- 1 kg 600 g 4 450
2 kg 850 g - 1 600
2 850

Let’s work out

6. Work out.

(a) 5 kg 850 g (b) 7 kg 460 g (c) 4 kg 125 g

- 2 kg 123 g - 4 kg 370 g - 2 kg 270 g

7. Work out the following.

(a) 105 g - 75 g (b) 6 kg 644 g - 4 kg 320 g (c) 7 kg 168 g - 3 kg 234 g

100
 Mass

Multiplication involving mass

Work out the following.

(i). 32 kg x 3 (ii). 280 g x 5

4
32 kg 280 g 1400 g = 1000 g + 400 g
x3 x 5 1400 g = 1 kg 400 g
96 kg 1400 g

(iii). 2 kg 450 g x 3
2 kg 450 g = 2450 g
1 1 11
2 kg 450 g 2450 g 7 350 g = 7 000 g + 350 g
x 3 OR = 7 kg + 350 g
x 3
7 kg 350 g 7350 g = 7 kg 350 g

Let’s work out

8. Work out the following.
(a). 6 kg 140 g (b). 2 kg 325 g (c). 5 kg 60 g
x 2 x 4 x 8

Division involving mass

Work out the following.

(i). 85 g ÷ 5 (ii). 5 kg 624 g ÷ 4

5 kg 624 g = 5624 g
3 1 2 1 2
5 85 g 4 5 kg 624 g OR 4 5624 g
17 g 1 kg 406 g 1406 g

Let’s work out

9. Work out the following.

(a). 3 9 kg 60 g (b). 8 24 kg 152 g (c). 5 42 kg 150 g

101
 UNIT 8

.Word problems involving mass

Example 1 : A dumbbell has a mass of 1 kg 500 g. John increases the mass by

2 kg 750 g. Find the new mass of the dumbbell.

Read and understand the question.

Underline the key details.

A dumbbell has a mass of 1 kg 500 g. John increases the mass by 2 kg 750 g. Find the
new mass of the dumbbell.

What is the question?

Find the new mass of the dumbbell.

Show the relationship. (You can also use a diagram)

1 kg 500 g 2 kg 750 g

?
What steps are needed?

To add 1 kg 500 g to 2 kg 750 g.

Perform the calculation:

1
1 kg 500 g
+ 2 kg 750 g
4 kg 250 g

The new mass of the dumbbell is 4 kg 250 g

Check if the answer is correct.

Re-read the question.

Check the representation.
Check the workings.
You may also work backwards.

102
UNIT 8 Mass
Let’s work out
1. Aditi has 5 kg of flour. She uses 2 kg of flour to bake a cake. How much flour does she
have left?
(i) Give your answer in kilograms.
(ii) Give your answer in grams.

2. Robert has 8 kg 265 g of flour. He uses 3 kg 425 g to make bread. How much flour is
left?

3. A bag contains 4 kg 200 g of flour. What is the total mass of 6 such bags of flour?

4. The mass of 5 identical chocolates is 1 kg 650 g. Find the mass of one such chocolate.
1 kg 650 g

5. A watermelon of mass 2 kg 250 g is placed in a basket of mass 780 g. What is the total
mass of the watermelon and the basket? Give your answer in kg and g.

6. A toy has a mass of 525 g. What is the total mass of 7 such toys?

7. A cake has mass 1 kg 200 g. If the cake is cut into 6 equal slices, what is the mass of one
such slice?

8. A shopkeeper had 10 kg of dried fruits. He sold 6 kg 800 g of it. He then packed the
remaining fruits into 8 packets of equal mass. What is the mass of each packet?

IT Corner
[Link]
[Link]

103
 UNIT 8

Continuous Assessment

1. Complete.

(a) 8 kg = _________________ g

(b) 9000 g = _________________ kg

(c) 500 g = _________________ kg

(d) 2350 g = ____ kg _________ g

2. Work out the following.

(a)
4 kg 389 g (b)
1 kg 748 g (c) 7 15 kg 57 g
+ 1 kg 745 g x 5

3. Work out the following: 9 kg 785 g - 3 kg 16 g.

4. A packet of dried fruits weighs 450 g and a pot of jam weighs 1 kg 120 g. What is the total
mass of both the packet and the pot of jam?

5. Cedric has a mass of 53 kg 550 g. Vimi weighs 4200 g less than Cedric. What is the mass of
Vimi?

6. A sweet has a mass of 25 g. A packet contains 100 such sweets. What is the mass of the
packet of sweets? Give your answer: (i) in g, and (ii) in kg.

7. The total mass of eight identical books is 7 kg 280 g. What is the mass of one such book?

104
UNIT 9 Graphs

Graphs - Charts
In Grade 3, we learned that data can be represented in a pictogram, as shown below.

Note: Data mean observations.

For e.g., Number of people living
in your house.
Note to Teacher
• This activity is meant
to initiate pupils to data
collection and data
representation.
Key: represent 1 pupil • Ask the pupils about
their favourite colour
The pictogram shows how pupils in a class come to school on a given day. from those in the flag of
Mauritius.
• Allow the pupils to
record their name and
Activity 1 Collecting Data favourite colour in the
table.
What is your favourite colour from those in the flag of Mauritus?

Record the colour for all the pupils in your class in the table below.

Name of Pupils Favourite Colour Name of Pupils Favourite Colour

Table 1
105
 UNIT 9
We can represent the same information in another table as shown below.

Refer to Table 1. Count the number of pupils preferring the different colours and record your
answer below.

Colour Number of pupils Note to Teacher

Highlight that organised
Red data are easier to read
and interpret.

Blue

Yellow

Green

The data on favourite colour can also be represented in a pictogram as you learned in Grade 3.

Use to represent 1 pupil and complete the following pictogram.

Colour Number of pupils

Red

Blue

Yellow

Green

How many pupils preferred Red? ___________________________

What is the most preferred colour? ___________________________

What is the least preferred colour? ___________________________

What is the total number of pupils in the class? ___________________________

106
 Graphs
Let's work out
1. Mrs Rekha asks her pupils to tell which pet they have at home.
The data obtained are represented in the pictogram.

Dog

Cat

Bird

Fish

Key: represents 1 pupil.

(a) How many pupils have cats? _____________

(b) Which pet is kept by the smallest number of pupils? _____________

(c) How many pupils have fish? _____________

(d) How many more pupils have dogs than cats? _____________

(e) How many children in all responded to Mrs Rekha’s question? _____________

2. The pictogram below shows the colours preferred by all the pupils in a class.

Red

Blue

Green

Purple

Pink

represents 1 pupil.

107
 UNIT 9
(a) How many pupils prefer purple? _____________

(b) Which two colours are preferred by the same number of pupils? _____________

(c) How many more pupils prefer blue to green? _____________

(d) Which colour is preferred by the greatest number of pupils? _____________

(e) How many pupils are there in the class? _____________

3. The pictogram shows the means of transport by which pupils in a class come to school.

Bus

Car

Van

On foot

represents 1 pupil.

Answer the following questions:

(a) How many pupils come by car? _____________

(b) How many more pupils come by van than by bus? _____________

(c) How do the least number of pupils come to school? _____________

(d) How many pupils are there in the class? _____________

108
 Graphs

Bar Chart
Each pupil selects his/her preferred coloured card and sticks it in the appropriate column on
the board. Note to Teacher
Materials needed: 5 cm
by 5 cm squares, made
of bristol paper, in 4
different colours: red,
blue, yellow and green
(30 each).
• Write the 4 colours
in a row on the board
and ask pupils to stick
their coloured card in
the coloumn as shown
in the picture
Red Blue Yellow Green
• Highlight that the
diagram obtained is a
barchart.
The above representation of the data is used to draw a Bar Chart. • Ask the pupils to copy
the bar chart in their
copybook.
• Explain the features of
a bar chart.

Let's work out

4. The table below shows the different pets kept by the pupils of Mrs Usha.
Pets Number of pupils
Dog 10
Cat 5
Bird 3
Fish 4

A bar chart is drawn to represent this information.

Pets kept by pupils Note to Teacher

10

10 • Lay emphasis on the

9
basic features of the
9 bar chart, namely:
8

8 (i) the title

Number of pupils

7 (ii) the axes

6 (iii) the label
6
5

5
4

4
3

3
2

2
1

1
Dog Cat Bird Fish
109
 UNIT 9
Use the bar chart to answer the questions that follow.

(a) How many pupils keep birds as pet? _____________

(b) Which pet is kept by the greatest number of pupils? _____________

(c) How many more pupils keep cats than fish? _____________

Let's work out

5. On a given day, Mrs Radha asks her pupils about their preferred fruits. The answers
obtained are presented in the table below.

Apples

Pears

Kiwis

Oranges

Peaches

Key: Each fruit represents 1 child.

The same information can be represented on a bar chart as follows.

12

1211
1110
109
9 8
Number of pupils

8 7
7 6
6 5
5 4
4 3
3 2
2 1
1
Apples Pears Kiwis Oranges Peaches

Answer the following questions:

(a) Draw the bar to represent the number of pupils who prefer oranges.
(b) Which fruit is preferred by the greatest number of pupils? _____________
(c) How many pupils prefer peaches? _____________
(d) Which two fruits are preferred by the same number of pupils? _____________
(e) How many more pupils prefer apples to pears? _____________
110
 Graphs

6. The bar chart represents the type of food that a group of pupils prefer.

Foods preferred by a group of pupils

12

11

10

7
Number of pupils

Sandwich Pizza Panini Chips Noodles

Answer the following questions.

(a) Which food is preferred by the least number of pupils? _____________

(b) How many more pupils prefer chips to sandwich? _____________

(c) Which food is prefered by the same number of pupils? _____________

(d) How many more pupils prefer noodles to panini? _____________

(e) How many pupils are there altogether in the group? _____________

111
 UNIT 9
7. The bar chart below shows the animals kept in a farm.

Animals on a farm

Goats

Cattle

Hens

Pigs

Horses
01

1 2 3 4 5 6 7 8 9 10
1

Number of animals

Answer the following questions:

(a) If there are four pigs on the farm, draw the bar for pigs on the chart.

(b) Which animal is most popular on the farm? _____________

(c) How many hens are kept on the farm? _____________

(d) Which two animals are present in the same number on the farm? _____________

(e) How many more goats are there than horses? _____________

(f) How many animals are there on the farm? _____________

112
 Graphs
8. The bar chart below shows the different flavours of ice-cream preferred by a group of children.

Ice- cream flavours

13
13
12
12
11
11
10
10
9
9
8
8
7
Number of pupils

7
6
6
5
5
4
4
3
3
2
2
1
1

Vanilla Chocolate Peach Strawberry Almond

Answer the following questions:

(a) Given that 5 children prefer almond, draw the bar for almond.

(b) Which flavour is preferred by the least number of children? _____________

(c) ___________ and ___________ are preferred by the same number of children.

(d) How many children prefer chocolate? _____________

(e) How many more children prefer strawberry to peach? _____________

(f) How many more children prefer chocolate to vanilla? _____________

113
 UNIT 9
Continuous Assessment

1. The pictogram below shows the amount of rainfall received in five places in Mauritius
on a given day.

Amount of rainfall

Curepipe

Port Louis

Vacoas

Grand Bois

Rose Hill

represents 1 mm of rainfall.

(a) Which place received the smallest amount of rainfall? _____________

(b) Which place received 8 mm of rainfall? _____________

(c) How much rain did Grand Bois and Vacoas receive together? _____________

(d) How much more rain did Curepipe receive than Rose Hill? _____________

(e) Find the total amount of rain that fell in the five places on that day. ___________

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 Graphs
2. The table below represents the number of marbles won by 4 friends in a game:

Name Ronav Ishita Isha Vihaan

Number of 7 10 4 3
marbles

represents 1 marble.

Draw a pictogram to represent the above information.

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 UNIT 9
3. The bar chart below shows the different vegetables preferred by a group of children.

Favourite Vegetable
8

8
7

7
6

6
Number of children

5
4

4
3

3
2

2
1

Carrots Potatoes Broccoli Peas

(a) Which vegetable is preferred by the least number of children? _____________

(b) How many children prefer carrots? _____________

(c) How many more children prefer potatoes to peas? _____________

(d) How many more children prefer carrots to broccoli? _____________

(e) How many children are there in the group? _____________

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 Graphs

4.. The bar chart below shows the games played by all the pupils of a class during recess.

Games played by pupils

Hide & Seek

Race

Football

Rope Skipping

1 1 2 2 3 3 4 4 5 5 6 6 7 7 8 8

Number of pupils

(a) Which game is played by the largest number of pupils? _____________

(b) How many more pupils play football than rope skipping? _____________

(c) How many pupils take part in a race? _____________

(d) How many more pupils played rope skipping than hide and seek? _____________

(e) How many pupils are there in all in the class? _____________

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 UNIT 9
5. Draw a bar chart to represent the pets shown below.

6
6
5
5
4
4
3
3
2
2
1
1

Dog Rabbit Chick Fish Cat

(a) How many rabbits are there? _____________

(b) How many more fish are there than chicks? _____________

(c) Which animal is found most in the group? _____________

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 Revision Sheet
1. Fill in the blanks with the appropriate words:
horizontal, vertical, inclined, parallel

2. The diagram below shows a sailing boat.

E

A D
G F
B C
Identify and name

(i) a line inclined upward ________________

(ii) a line inclined downward ________________

(iii) a pair of parallel lines ______ and ______

(iv) a pair of lines which are not parallel ______ and ______

3. Identify and label (using a, b, c, …) all the angles inside the diagram below.

4. Tick the smaller angle.

a b

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 Revision Sheet
5. Draw the following 2-D shapes.
(i) triangle (ii) square

(iii) rectangle (iv) circle

6. Complete the following.

(i) A triangle has ________ sides, ________ angles and ________ vertices.

(ii) A square has 4 ________ sides, ________ right angles and ________ vertices.

(iii) A rectangle has ________ pairs of parallel sides.

(iv) A ________ has no straight sides.

7. Identify and name the following 3-D shapes.

(i) ________ (ii) ________ (iii) ________ (iv) ________ (v) ________

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 Revision Sheet
8. Fill in the blanks.

(i) A cone has ________ vertex, one flat ________ and one ________ surface.

(ii) A cylinder has two ________ faces and one ________ surface.

(iii) A cuboid has ________ faces and ________ vertices.

9. Write down the times shown on the clockfaces.

It is ___________ It is ___________ It is ___________

10. Show the corresponding time on the clockfaces.

five o’clock twenty five past one twenty to six

11. Convert the following.

(a) 6m = ________ cm

(b) 240 cm = ________ m________ cm

(c) 350 cm = ________ m

(d) 4 m 25 cm = ________ cm

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 Revision Sheet
12. Convert the following.

(a) 3L = ________ cL

(b) 235 cL = ________ L________ cL

(c) 575 cL = ________ L

(d) 3 L 65 cL = ________ cL

13. Convert the following.

(a) 2 kg = ________ g

(b) 3055 g = ________ kg ________ g

(c) 4250 g = ________ kg

(d) 5 kg 125 g = ________ g

14. Prema is 1 m 63 cm in height. Jay is 25 cm taller than her. What is the height of Jay?

15. A jug contains 1 L 250 cL of juice. Laxmi drinks 300 cL of it. How much juice is left?

16. A cup has a capacity of 25 cL. What is the total capacity of 6 such cups?

17. A birthday cake has a mass of 1 kg 500 g. The cake is cut into 6 equal slices.

What is the mass of each slice?

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 Revision Sheet
18. The pictogram shows which meals the pupils of a class brought to school on a
particular day.

Farata

Bread

Sandwich

Pasta

Rice

represents 1 pupil.

(a) How many pupils brought faratas on that day?

(b) How many more pupils brought bread than sandwich on that day?

(c) How many pupils are there in all in the class?

19. The bar chart shows the fruits brought by the pupils of a Grade 4 class.

8
Number of pupils

7
6

6
5

5
4

4
3

3
2

2
1

1
Apples Mangoes Oranges Bananas

(a) What is the number of pupils who brought bananas?

(b) If 7 pupils brought mangoes, draw the bar corresponding to mangoes.

(c) How many fruits did the pupils bring in all?

123