Solutions for all

Mathematics
Grade 6
Learner’s Book

Schools Development Unit

Kaashief Hassan
Connie Skelton
Sari Smit
 Solutions for all Mathematics Grade 6 Learner’s Book

© Schools Development Unit 2012

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Contents
Term 1 ................................................................................................................... 1
Unit 1 Counting whole numbers and number sentences ............................................. 1
Unit 2 Whole number addition and subtraction............................................................. 9
Unit 3 Common fractions ............................................................................................. 19
Unit 4 Time ................................................................................................................... 30
Unit 5 Getting to know 2-D shapes............................................................................... 38
Unit 6 Data handling 1.................................................................................................. 50
Unit 7 Data handling 2.................................................................................................. 59
Unit 8 Numeric patterns ............................................................................................... 68
Unit 9 Revision ............................................................................................................. 77

Term 2 ................................................................................................................... 86
Unit 1 Whole numbers and multiplication .................................................................... 86
Unit 2 Properties of 3-D objects.................................................................................... 96
Unit 3 Geometric patterns............................................................................................. 106
Unit 4 Symmetry........................................................................................................... 116
Unit 5 Whole number division ...................................................................................... 121
Unit 6 Decimal fractions ............................................................................................... 133
Unit 7 More decimal fractions....................................................................................... 143
Unit 8 Capacity and volume.......................................................................................... 151
Unit 9 Revision ............................................................................................................. 163

Term 3 ................................................................................................................... 173

Unit 1 Mass................................................................................................................... 173
Unit 2 Counting whole numbers, addition and subtraction............................................ 182
Unit 3 Viewing objects .................................................................................................. 191
Unit 4 Properties of 2-D shapes and transformation patterns....................................... 194
Unit 5 Temperature ...................................................................................................... 204
Unit 6 Decimals and percentages ................................................................................ 208
Unit 7 Data handling..................................................................................................... 218
Unit 8 Numeric patterns................................................................................................ 230
Unit 9 Distance and length ........................................................................................... 240
Unit 10 Revision.............................................................................................................. 250
Term 4 ................................................................................................................... 259
Unit 1 Counting whole numbers and multiplication ...................................................... 259
Unit 2 Fractions, percentages and decimals ................................................................ 266
Unit 3 Properties of 3-D objects ................................................................................... 277
Unit 4 Area, perimeter and volume............................................................................... 285
Unit 5 History of measurement..................................................................................... 297
Unit 6 Whole numbers and division ............................................................................. 299
Unit 7 Number sentences ............................................................................................ 308
Unit 8 Transformations ................................................................................................. 315
Unit 9 Location and directions....................................................................................... 320
Unit 10 Probability .......................................................................................................... 324
Unit 11 Revision ............................................................................................................. 328
Mental mathematics....................................................................................................... 339
 Term

1 Unit 1 Counting whole

numbers and
number sentences
In this unit you will:

• order, compare and represent numbers up to at least 9-digit numbers

• recognise the place value of digits in whole numbers to at least 9-digit
numbers
• round off to the nearest 5, 10, 100 and 1 000
• write number sentences to describe problem situations
• solve and complete number sentences.

Getting started Counting

1. Each bead on the string of beads represents the number 25.

a) Count in 25s. Find the total value represented by the string of beads.
b) Count the red beads. What is the total value of the red beads?
c) What is the total value of the blue beads?
d) How many more beads do you need to make 750?
e) How many more beads do you need to make 2 000?
2. Each bead on this string of beads represents 150. What value does the
string of beads represent?

Term 1  •  Unit 1 1
 Key ideas

Numbers in the millions follow the same place value pattern as numbers in the
thousands.
100 000 000 hundred millions
10 000 000 ten millions
1 000 000 millions
100 000 hundred thousands
10 000 ten thousands
1 000 thousands
100 hundreds
10 tens
1 ones

Activity 1 Think big

Use the table above to work with big numbers.

1. Say the numbers aloud:
a) 4 510 698 b) 75 355 260 c) 756 223 456
2. Write the numbers in the place value columns. The first one is done for you.
a) 509 432 061 b) 4 510 698 c) 75 344 260
d) 756 223 476 e) 909 808 500
hundred ten millions hundred ten thousands hundreds tens ones
millions millions thousands thousands
5 0 9 4 3 2 0 6 1

3. Look at the numbers in Question 2. What is the value of the digit 5 in

each number?
4. Write the number symbols for these numbers:
a) five hundred and twenty-one thousand four hundred and thirty-nine
b) nine million four thousand and fifty-two
c) one million one hundred and ten

2 Term 1  •  Unit 1
 Activity 2 Ordering, comparing and representing
large numbers

1. a) What is double 250 000? b) What is half of 250 000?

c) What is double 500 000? d) What is half of 500 000?
e) What is double 1 000 000? f) What is half of 1 000 000?
2. Match the numbers in the columns.

A. 250 000 a) 1 million

B. 500 000 b) 2,5 million
C. 750 000 c) 5 million
1
D. 1 000 000 d) ​ __ ​  million
4
1
E. 2 500 000 e) ​ __ ​  million
2
3
F. 5 000 000 f) ​ __ ​  million
4

3. What is the value of the underlined digit in each of the following numbers?
a) 835 092 b) 294 381
c) 9 349 290 d) 3 109 283
4. Arrange the following numbers from the smallest to the biggest:
a) 397 564;  346 759;  397 546;  346 957;  357 649;  375 649
b) 131 469;  649 131;  491 136;  131 649;  649 311;  491 163
5. Arrange the following numbers from the biggest to the smallest:
a) 1 248 367;  1 482 763;  2 163 782;  1 248 763;  1 482 376;  2 136 782
b) 34 681;  64 183;  18 463;  64 138;  34 861;  16 483
6. Round off the following numbers:
a) to the nearest 10
i) 345 892 ii) 63 678 iii) 999 999
b) to the nearest 100
i) 76 456 ii) 354 674 iii) 108 060
c) to the nearest 1 000
i) 97 899 ii) 9 876 iii) 9 499

Term 1  •  Unit 1 3
7. Complete the following number patterns. Fill in the missing numbers.
a)

b)

8. Fill in <, > or = between the following:

a) 23 053 261  23 053 260
b) 4 × 1 000 000 + 3 × 100 000 + 1 000 + 6 × 10  4 301 600
c) 6 767 676  6 766 677
d) 800 001  800 100

Exercise 1 Working with large numbers

1. The place value cards make a number.

a) Write the number in words.
b) Copy and complete:
527 132 489 = (5 × ) + (2 × ) + (7 × ) + (1 × ) + (3 × )
+ (2 × ) + (4 × ) + (8 × ) + (9 × 1)
c) The digit 1 in this number represents 100 000.
i) What number does the 5 represent?
ii) What number does the 7 represent?
iii) What number does the 3 represent?

4 Term 1  •  Unit 1
 d) Round the number off to the nearest 10.
e) Round the number off to the nearest 100.
f) Round the number off to the nearest 1 000.
2. Complete the following:
a) 9 349 295 =  + 300 000 +  + 9 000 +  + 90 + 
b) 369 456 789 =  +  +  + 400 000 +  +  + 700 +  + 9
3. Write down all the even numbers between 235 781 and 235 801.
4. Write down the largest odd number less than 1 234 896.
5. Arrange the following numbers from the biggest to the smallest.
675 480;  840 576;  485 067;  675 408;  804 765;  485 076
6. Arrange the following numbers from the smallest to the biggest.
765 439;  493 765;  934 567;  756 943;  493 756;  954 376
7. Fill in <, > or = between the following:
a) 234 876  243 675 b) 30 000  (30 × 1 000)
c) 987 231  (900 000 + 8 000 + 200 + 30 + 1)
d) (15 × 100)  15 000 e) 10 eights  eighty

Activity 3 Operating with numbers

Look at the two groups of counters.

Term 1  •  Unit 1 5
1. What do you notice about the two groups of counters?
2. Write a multiplication number sentence for each group of counters.
3. Write a division number sentence for each group of counters.
4. We can write four number sentences for the numbers 3, 5 and 15.
3 × 5 = 15   5 × 3 = 15   15 ÷ 3 = 5   15 ÷ 5 = 3
Write four numbers sentences using
a) 7, 8 and 56 b) 9, 3 and 27.
5. We know that 6 × 7 = 42.
a) What can we do to 42 to get an answer of 6?
b) Which two operations are inverse operations?
c) Explain what inverse operations means.
6. a) Copy and complete the following flow diagram.
2 10
rule
3
input 5 ×5 output
10

15

b) Explain how to use the flow diagram to find the output values.
c) Complete the following number sentences:
i) 2 × 5 = 
ii) 10 × 5 =  = (5 × 10) + (5 × )
iii) 15 × 5 =  = (10 × 5) + ( × 5) =  + 25
d) Copy and complete the following flow diagram.
2 2
rule
3
input 5 × 5 5 output
10
15 15

e) Explain how to use the flow diagram to find the output values.

6 Term 1  •  Unit 1
 f) Complete the following number sentences:
i) (2 × 5) ÷  = 2
ii) ( × 5) ÷ 5 = 10
iii) (15 × 5) ÷ 5 = (10 × 5 ÷ 5) + ( × 5 ÷ 5) = 10 +  = 

Check what you know

1. Fill in the missing numbers.

972 000 974 000 976 000 a) 980 000
b) 984 000 986 000 988 000 c)
992 000 994 000 d) 998 000 e)
1 002 000 1 004 000 1 006 000 1 008 000 1 010 000

2. Write the number symbols for these numbers:

a) Ten million, four hundred and twenty-seven thousand, six hundred and
twelve
b) Five hundred and fifty-five million, five hundred and fifty-five thousand,
five hundred and fifty-five
c) Seventeen million
d) Nine hundred thousand and three
e) Ten million and fourteen
3. Match the numbers in the columns.
A. 1 250 000 a) 600 000 + 50 000
3
B. 650 000 b) ​ __ ​  of a million
4
1
C. 6 500 c) 1 __ ​   ​  million
4
1
D. 750 000 d) 1 __ ​   ​  million
2
1
E. 1 500 000 e) 6 __ ​   ​  thousand
2

4. Break the numbers up into their place value parts:

a) 1 350 798 =  + 300 000 +  +  + 90 + 
b) 35 040 690 c) 9 949 994
d) 68 068 068 e) 7 654 321

Term 1  •  Unit 1 7
5. Look at the following numbers:
785 375;  250 947;  999 327;  785 735;  250 497;  999 732
a) Round off the each number to the nearest 1 000.
b) Write the rounded off numbers from the smallest to the biggest.
6. Fill in <, > or =
a) 80 000 + 3 476  80 000 + 3 000 + 400 + 80 + 6
b) 321 954  (3 × 100 000) + (22 × 1 000) + (95 × 10) + (4 × 1)
c) 1 000 000 + 359 000 + 754  1 000 000 + 368 000 + 927
d) (3 × 5 × 10)  (15 × 2 × 5)
e) Seventeen million  One hundred and seventy thousand
7. Copy and complete the following:
a) 4 × 7 = 7 ×  = 28 and  = 28 ÷ 4 or 4 = 28 ÷ 
b) 42 ÷ 6 =  or 6 =  ÷ 7 and 6 × 7 = 7 ×  = 
c) (2 × 3 × 8) = (6 × 2 × ) =  and 6 =  ÷ 8 or  ÷ 8 = 6
8. a) Copy and complete the following flow diagram. Find the output values.
Complete the rule.
14 14
rule
21
input 35 × 7 output
70

105 105

b) Write a number sentence for the input value of 70.

c) Write a number sentence for an input value of 700.
d) Is the following statement true? Explain.
(5 × 7) = (7 × 5) = 35 = (35 × 7 ÷ 7)

8 Term 1  •  Unit 1
 Term

1 Unit 2 Whole number

addition and
subtraction
In this unit you will:

• add and subtract numbers up to at least 9 digits

• check solutions to addition and subtraction problems
• estimate answers by rounding off to the nearest 1 000 and 10 000
• use doubling and halving as a strategy to calculate problems
• calculate addition and subtraction problems using column methods.

Getting started  Estimating answers

Andile and Gilbert both support soccer teams. They want to know which soccer
team has more supporters. Andile’s team has an average of 75 478 supporters
at each soccer game. Gilbert’s team has an average of 59 995 supporters at
each soccer game.
How many more supporters does Andile’s team have?
75 478 – 59 995 = 
Andile estimates the answer by rounding off the numbers.

I rounded off to the nearest 10 000. I can see on the number lines that
75 478 is closer to 80 000. I can see that 59 995 is closer to 60 000.

Term 1  •  Unit 2 9
So 75 478 − 59 995 ≈ 80 000 − 60 000 = 20 000
My soccer team has about 20 000 more supporters at the matches than Gilbert’s
team.
Gilbert is not happy with this estimation. He says that it is more accurate to
round off to the nearest 1 000.

On the number lines, I can see that 75 478 is closer to 75 000.

59 995 is closer to 60 000.
So 75 478 − 59 995 ≈ 75 000 − 60 000 = 15 000
So Andile’s soccer team only has 15 000 more supporters at matches than my team!

1. Estimate the answers to the following problems by rounding off to the

nearest 10 000:
a) 15 600 + 18 357 =  b) 37 463 − 19 867 = 
c) 13 960 + 65 501 =  d) 20 786 − 18 569 = 
2. Get a more accurate estimation by rounding off the problems in Question 1
to the nearest 1 000.
3. Which estimate is easier to work out?
4. Compare the estimates. What do you notice about the number of zeros in
the answers?
5. Write a sentence to explain why rounding to 1 000 is more accurate than
rounding to 10 000.

10 Term 1  •  Unit 2
 Activity 1 More estimation

At a local soccer tournament, there were 24 980 supporters on the first day. There
were 25 030 supporters on the second day. How many people supported the
soccer tournament altogether?
Tami works it out like this.

Both numbers are quite close to 25 000.

So the answer is close to 25 000 + 25 000 or double 25 000.
I can write:
24 980 + 25 030 ≈ double 25 000 = 50 000
So approximately 50 000 people supported the soccer tournament.

Estimate the answers to the following problems using doubling:

1. 39 867 + 40 495 =  2. 90 489 + 88 989 = 
3. 63 985 + 64 132 =  4. 21 003 + 19 897 = 

Exercise 1 Estimating before calculating

1. Plot the following numbers on the number lines. Then round off to the
nearest 1 000:
a) 36 485 ≈ 

b) 108 701 ≈ 

Term 1  •  Unit 2 11
 c) 325 095 ≈ 

d) 3 482 581 ≈ 

2. Plot the same numbers from Question 1 on the following number lines.
Then round off to the nearest 10 000:
a) 36 485 ≈ 

b) 108 701 ≈ 

c) 325 095 ≈ 

d) 3 482 581 ≈ 

3. Estimate the answers to the following problems by rounding off the
numbers to the nearest 10 000:
a) 48 671 + 18 957 =  b) 82 345 − 29 302 = 
c) 45 376 + 52 974 =  d) 54 875 − 14 762 = 
e) 7 040 + 36 488 + 47 659 = 
4. How can you estimate the answers in Question 3 more accurately?
5. Vusi plays a new video game. He scores 59 570 points on his first try.
He scores 61 020 points on his second try. How many points does Vusi
score altogether playing the video game? Use doubling to estimate
your answer.

12 Term 1  •  Unit 2
 Activity 2 Different ways to add

Three towns in a part of South Africa had the following population count in
the 2011 Census:
Town A: 80 553
Town B: 640
Town C: 3 084
Calculate the total population count in the three towns.

Kabelo
I used a method I learnt last year to add big numbers:
80 553 = 80 000 +500 +   50 + 3
+ 640 = 600 +   40
+ 3 084 = 3 000 +   80 + 4
80 000 + 3 000 + 1 100 + 170 + 7
I can write this as
80 000 + 3 000 + 1 000 + 100 + 100 + 70 + 7
= 80 000 + 4 000 + 200 + 70 + 7
= 84 277

1. Use Kabelo’s method to add the following:
a) 4 270 + 475 =  b) 7 760 + 1 836 = 
c) 36 540 + 3 261 + 468 =  d) 4 763 + 1 374 + 71 256 = 
Lumka remembered a different way of adding.

Lumka
I used the column method I learnt to add big numbers:
TTh Th H T O
8 1
0 5
1
5 3
3 0 8 4
+ 6 4 0
= 8 4 2 7 7

Term 1  •  Unit 2 13
2. What do you think Lumka meant when she wrote T Th, Th, H, T and O?
3. Calculate each of the problems in Question 1. Use Lumka’s method.
4. Which method was quicker to use? Explain.

Key ideas

• When you add in columns, first add the 1s, then the 10s, then the 100s, and
so on.
• Write the numbers in the correct columns. If you don’t, your answer will
be wrong.
• Write the parts of the answer in the correct columns too. Tens go into the
tens column and 10 tens are 100. So, you can put 1 in the hundreds column.
Also, 10 hundreds are 1 000. So, you can put 1 in the thousands column.

Activity 3 Different ways to subtract

A survey on energy use found that 8 769 out of

74 525 households use gas for heating.
How many households do not use gas for
heating? Compare your answer with Kabelo’s
answer.

60 000

13 000
110 15
1 400

74 525 = 70 000 + 4 000 + 500 + 20 + 5

− 8 769 = 8 000 + 700 + 60 + 9
60 000 + 5 000 + 700 + 50 + 6
So: 60 000 + 5 000 + 700 + 50 + 6 = 65 756

1. Why has Kabelo written 60 000 + 13 000 + 1 400 + 110 + 15 above the
numbers for 74 525?
2. Use Kabelo’s method. Subtract the following:
a) 37 674 − 26 585 =  b) 98 629 − 67 518 = 
c) 80 675 − 63 468 =  d) 78 121 − 48 324 = 

14 Term 1  •  Unit 2
 Lumka calculated the same problem using a different method.

TTh Th H T O 5 ones take away 9 ones.

7 4 5 2
1
5
1
I cannot do this. I’ll take ten from
– 8 7 6 9 the tens column and take it to the
= 6 ones column. So 9 ones from 15
ones is 6 ones.

TTh Th H T O I cannot take away 6 tens from

7 3
4 14
5 11
2 5 1 ten. So I take 1 hundred from
– 8 7 6 9 the hundreds column to the tens
= 7 5 6 column. There are 11 tens in the
tens column. 11 tens – 6 tens is
5 tens. Then in the 100s column,
4 hundreds – 7 hundreds I can’t
do. I take 1 thousand from the
thousands column to make 14
hundreds in the hundreds column.
14 hundreds – 7 hundreds = 7
hundreds.

TTh Th H T O I can’t subtract 8 thousands

6
7 13
4 14
5 11
2 5 from 3 thousands. I take 1 ten
– 8 7 6 9 thousand and add it to the
= 6 5 7 5 6 thousands. That makes 13
thousands – 8 thousands = 5
thousands.
There are 6 ten thousands left.

Term 1  •  Unit 2 15
3. Calculate the problems in Question 2. Use Lumka’s method.
4. Which method do you prefer? Explain.

Key ideas

• When you subtract in columns, you first subtract the ones, then the tens,
then the hundreds, then the thousands, and so on.
• If the tens and the ones you need to subtract are more than the tens and
ones you are subtracting from, then you can take 1 ten (or 10 ones) from the
tens column, and so on.
• If the hundreds you are subtracting are more than the hundreds you are
subtracting from, you can take 1 000 or 10 hundreds from the thousands
column, and so on.

Exercise 2 Combining methods to add and subtract

1. Use Lumka’s method. Complete the calculations. Also complete the
names of the place value columns.
a) _ Th _ _ _ b) _ _ H _ _
1 7 3 6 5 2 9 3 2 4
+ 1 0 2 1 6 7 1 2 4 0
+ 1 1 3 9

c) H _ _ d) _ _ T O
8 9 2 2 2 3 4
– 6 7 – 7 6 3

e) T Th Th _ _ O
4 1 5 9 0
– 9 1 8 5

16 Term 1  •  Unit 2
 2. Use any method. Add or subtract the following:
a) 636 + 425 + 729 =  b) 2 945 + 4 123 = 
c) 34 521 + 12 402 =  d) 879 − 327 = 
e) 1 116 − 672 =  f) 76 251 − 46 745 = 
3. What is the the same about all these groups of numbers? Answer these
questions in your head and write down the answer.
a) 325 + 1 175 =   325 +  = 1 500   + 1 175 = 1 500
b) 630 + 1 370 =   630 +  = 2 000    + 1 370 = 2 000
c) 2 500 − 850 =   2 500 –  = 1 650   − 850 = 1 650

Activity 4 Checking your solutions

Lumka calculates this problem: 36 142 + 69 575 = 

She gets 95 617 as an answer.
1. a) Estimate the solution to the problem by rounding off to the nearest 10 000.
b) Could Lumka’s answer be correct? Explain.
2. a) Calculate 95 617 − 69 575 =  to check Lumka’s solution.
b) Is Lumka’s answer correct? Explain.
c) Find the mistake in Lumka’s calculation:

TTh Th H T O
3 6 1 4 2
+ 6 9 5 7 5
9 5 6 1 7

d) Calculate the sum to check her answer.

Term 1  •  Unit 2 17
Check what you know

1. Estimate the answers by rounding the numbers off to the nearest 10 000.
a) 38 675 + 17 487 =  b) 62 403 − 24 812 = 
c) 22 849 + 39 016 = 
2. Calculate the solutions to Question 1. Use any method.
3. Check the solutions to Question 2 by using the inverse operation. Use the
column method to add or subtract.
4. Calculate the following. Use rounding off and doubling.
8 996 + 9 014 + 8 940 = 
5. The space shuttle travelled at 27 358 km per hour. The Concorde travelled
at 2 333 km per hour.

How much faster did the space shuttle travel than the Concorde?
a) Choose the correct number sentence to work this out.
A. 27 358 − 2 333 =  B. 2 333 + 27 358 = 
C. 2 333 − 27 358 = 
b) Calculate the answer.
6. Fill in the missing digits:
a) 82 4 b) 9 3 2 5 1
+ 3 0 04 – 4 6
8 8 2 2 8 8  4 1

18 Term 1  •  Unit 2
 Term

1 Unit 3  Common fractions

In this unit you will:

• solve problems involving fractions

• find equivalent fractions
• add and subtract fractions with the same denominators.

Getting started Fractions

1. What fraction of each of these shapes is shaded?

a) b)

c) d)
2. a) Show the following numbers on the number line:
1 1 3
1  1 __
​   ​    ​ __  ​   ​ __  ​ 
2 4 4

b) Write the missing fractions at A, B and C on the number line.

c) Write the missing fractions at A, B and C on the number line.

A B C

Term 1  •  Unit 3 19
 1
3. You can see __
​    ​ of this train.
3

How many carriages are there still in the tunnel?

Check your answer with Mpho’s answer.
Mpho
​ 1  ​ of the
I know that 3 thirds make up a whole thing. So I said 3 carriages is __
1  ​.  3
train. I drew the whole train with 3 carriages for each ​ __
3
__1 __1 1
​   ​   + ​   ​   + ​ __  ​ 
3 3 3

There are 9 carriages in the whole train. If I can see 3, then there are still 6
carriages in the tunnel.

20 Term 1  •  Unit 3
Exercise 1 Practice with fractions
1. Calculate the following:
a) Seven grapefruit are cut into halves. How many halves are there?
b) Five round cheeses are cut into quarters. How many quarters
are there?
c) Three sweet melons are cut into sixths. How many sixths are there?
2. Copy and complete the fractions:
2 3
a) 1 = __
​   ​  = __
​    ​ = __
​   ​  = ​ __ ​  = ​ __ ​  
2 3
8 20
b) 4 = __
​    ​ = ___
​   ​  = ​ ___  ​ = ​ ___  ​ = ​ ____
  ​ 
2 5 10 20 100
3. Write the following as a whole and a fraction:
11 29 41
a) ___
​   ​    b) ​ ___ ​    c) ___
​   ​   
9 3 5
60 33 72
d) ___
​   ​    e) ___
​   ​    f) ___
​   ​  
8 6 12
4. Find the value of .
1 2 1 __ 4
a) 3 +  = 3 __ ​    ​   b) __
​   ​  + __ ​    ​ + ​    ​ = 
3 9 9 9
1 2 4 2
c) 3 __
​    ​ + 2 __​    ​ =  d) 4 __ ​    ​ –  = 4 __ ​    ​  
6 6 5 5
1 4 10 7
e)  – 2 __ ​    ​ = 3 __ ​    ​   f) 7 ___ ​   ​  – 6 ​ ___  ​ = 
7 7 12 12

Term 1  •  Unit 3 21
 Key ideas

• You name fractions according to the number of equal parts there are and the
number of parts you are counting.
Number of parts shaded.
This is called the numerator.

Number of equal parts altogether.

This is called the denominator.
• When we add or subtract fractions with the same denominator, the
denominator does not change.
6 2 __ 4
Example: ​ __  ​ – __
​    ​ = ​    ​ 
7 7 7
• When we add or subtract wholes and fractions, we can first add or subtract
the whole numbers, then the fractions.
10 7 10 7 3
Example: 7 ​ ___ ​  – 6 ​ ___  ​ = 1 + ( ​ ___ ​  – ​ ___  ​ ) = 1 ​ ___  ​ 
11 12 12 12 12

Activity 1 Equivalent fractions

1. Use the fraction wall to complete each list of equivalent fractions.

2 3 __ 4
a) 1 = __ ​   ​  = __ ​    ​ = ​    ​ = __​   ​  = ​ __ ​  = ​ __ ​  = ​ __ ​  = ​ __ ​  = ​ __ ​  = ​ __ ​  = ​ __ ​  
2 3 4
1 2 __ 3
b) ​ __ ​  = __ ​    ​ = ​    ​ = __​   ​  = __​   ​  = ​ __ ​  
2 4 6 8
1 2 4 __ __
c) __
​   ​  = __​   ​  = __ ​   ​  = ​ __ ​    d) __ ​    ​ = __
​    ​ = ​   ​  = ​   ​  
3 6 3 6 9

22 Term 1  •  Unit 3
 4 3
e) __
​    ​ = __
​   ​    f) __
​    ​ = __
​   ​  
5 4
2. a) Arrange the fractions from the smallest to the biggest:
__1 1 1 1 1
​   ​    ​ __  ​   ​ ___  ​   ​ __  ​   ​ __  ​ 
2 5 10 3 7
b) What do you notice about the fractions as the denominator gets bigger?
3. Some of the following fractions are not part of the fraction wall. Find a way to
complete the equivalent fractions.
1 2 1 5
a) __​   ​  = __
​   ​    b) __​   ​  = __
​   ​    c) __
​    ​ = __
​    ​ 
2 8 3 9 4
6 1
d) __
​   ​  = ___ ​    ​   e) __
​    ​ = ____​    ​ 
5 10 4 100

Key ideas

• As the denominator of a fraction gets bigger, the fraction piece gets smaller.

• Fractions with different names can have the same value.
1 2 __ 3 4
Example:​ __ ​  = __
​    ​ = ​    ​ = ___
​    ​ 
3 6 9 12
• We call fractions with the same value equivalent fractions.

Activity 2 Tenths and hundredths

1. What fraction of each of the following grids has been shaded?

a) b) c) d) e)

2. Which fraction is the smallest?
3 5 1 6 2 8
​ ___  ​   ​ ___  ​   ​ ___  ​   ​ ___  ​   ​ ___  ​   ​ ___  ​ 
10 10 10 10 10 10

Term 1  •  Unit 3 23
3. Write the following fractions from the biggest to the smallest:
9 4 46 16 45
​ ____
   ​   ​ ____
   ​   ​ ____  ​   ​ ____  ​   ​ ____  ​ 
100 100 100 100 100
4. Write the following as fractions:
a) 3 tenths b) 3 hundredths c) 5 tenths
d) 50 hundredths e) 5 hundredths f) 55 hundredths
5. Complete the equivalent fractions:
5 1 6 3
a) ___
​    ​ = ​ __  ​ = ____
​    ​   b) ___
​    ​ = ​ __ ​  = ____
​    ​   c) ____
​    ​ = ​ __  ​ 
10 2 100 10 5 100 100 4

Activity 3 Adding fractions

Use your list of equivalent fractions or

your fraction wall. Answer the following
questions:
1. Thobile, Carol and Naomi ordered
a pizza to share. By the time that
Thobile came to the table, Carol had
1
eaten __​    ​ of the pizza and Naomi had
3
1
eaten ​ __  ​.  How much of the pizza did
6
they eat?
Compare your answer to Anastasia’s and Lundi’s answers.

Anastasia
I used the fraction wall to answer the question because my denominators were
not the same.

​ 1  ​ and saw that it was the same as __

I looked at __ ​ 2  ​ 
3 6
​ 2  ​ + __
So I changed my thirds into sixths because they are the same: __ ​ 1  ​ = __
​ 3  ​ 
6 6 6
Carol and Naomi ate __ ​ 3  ​ of the pizza.
6

24 Term 1  •  Unit 3
 Lundi
I used my list and saw that __ ​ 2  ​ 
​ 1  ​ = __
3 6
​ 2 ​  + __
Now I can add because the denominators are the same: __ ​ 1  ​ = __
​ 3  ​ 
6 6 6
Together they ate __​ 3 ​  of the pizza.
6

2. How much of the pizza is left for Thobile?

Key ideas

When we add fractions with different denominators, we can rewrite the one
fraction using equivalent fractions. This so to that the one fraction has the same
denominator as the other fraction.
1 1 2 1 __ 3
Example: We can write __ ​    ​ + __
​    ​ as __
​    ​ + __
​    ​ = ​    ​ 
3 6 6 6 6
So finding equivalent fractions can help us with addition of fractions.

Exercise 2 Adding fractions

1. Add the following fractions.
1 1 1 2 2 4
a) ​ __ ​  + __ ​    ​  b) ​ ___  ​ + ​ __  ​  c) ​ __  ​ + ___​    ​ 
3 9 10 5 3 12
1 1 4
= __ ​   ​  + __ ​    ​  = ___
​    ​ + ​ ___  ​  = ___​    ​ + ​ ___  ​ 
9 9 10 10 12 12
= __ ​   ​   = ___
​    ​  = ___ ​    ​ 
9 10 12
2. Copy and complete the following problems. Add the whole numbers. Then
add the fractions.
Wholes Fractions Answer
1 1 1 1 1 2 3
a) 2 ​ __  ​ + 1 ​ __ ​   2+1 __
​    ​ + __
​    ​  3 + ​ __  ​ + __
​    ​ = 3 ​ __ ​  
4 2 4 2 4 4 4
1 3
b) 3 ​ __  ​ + 4 ​ ___  ​ 
3 15

Term 1  •  Unit 3 25
 Wholes Fractions Answer
1 3
c) 1 ​ __  ​ + 2 ​ __ ​  
2 6
7 3
d) 5 ​ ___  ​ + 1 ​ ___  ​ 
10 20
2 4
e) 3 ​ __  ​ + 1 ​ ___  ​ 
5 15
2 3
f) 2 ​ __  ​ + 4 ​ __ ​  
4 8

3. Mrs Arendse made a pepper steak pie. She cut it into eight pieces.
3 1
Her son Eugene ate __​   ​  of the pie. His friend Rowan ate __
​    ​ of the pie.
8 4
a) How much pie did they eat altogether?
b) How much of the pie was left?

Activity 4 Subtracting fractions

Do the following subtraction problem. Use your fraction wall or your list of
7 2
equivalent fractions: __
​    ​ – __
​    ​ 
9 3
Compare your answers to Lundi’s and Anastasia’s answers.

Lundi
​ 2 ​  = __
I still find it easier to use my list. From the list I can see that __ ​ 6  ​ 
3 9
​ 2  ​ = __
__ ​ 4  ​ = __
​ 6  ​   So ​ __
7  ​ – __
​ 6  ​ = __
​ 1  ​ 
3 6 9 9 9 9

Anastasia
I used my fraction wall again.

I saw that __ ​ 2  ​ is equal to __

​ 6  ​.  Now that my denominators are the same I
3 9
can subtract.
​ 7  ​ – __
__ ​ 6  ​ = __
​ 1  ​ 
9 9 9

26 Term 1  •  Unit 3
 Key ideas

When we subtract fractions with different denominators we can rewrite the one
fraction using equivalent fractions. This is so that the one fraction has the same
denominator as the other fraction.
5 1
Example:​ __  ​ – __
​    ​ 
8 4
1 2
We can write __ ​    ​ as __
​    ​. 
4 8
5 2 __ 3
Now we can subtract: __ ​    ​ – __
​    ​ = ​    ​ 
8 8 8
Making equivalent fractions can help us when we subtract fractions.

Activity 5 Finding fractions of whole numbers

Find the following:

1 1 1
1. ​ __  ​ of 120 2. ​ __  ​ of 96 3. __​    ​ of 130
2 3 5
1 1 1
4. ​ __  ​ of 176 5. ​ ___  ​ of 190 6. ​ ___  ​ of 180
8 10 12
Now have a look at how Vicky worked them out.

Vicky
When you find __ ​ 1  ​ of 120 then you can also say 120 divided by 2.
2
It means the same. I know that 120 ÷ 2 = 60.
I also know that ​ __ 1  ​ of 120 = 60.

I know that ​ __ 1  ​ of 296 is the same as 96 ÷ 3 = 32.

3 2  ​ of 96.
I wanted to see if I could find ​ __
3
​ 1  ​ of 96 = 32 then __
If __ ​ 2  ​ of 96 = 32 + 32 = 2 × 32 = 64.
3 3

Key ideas
1
Finding __
​    ​ of a whole number is the same as dividing the whole number by 6.
6

Term 1  •  Unit 3 27
Exercise 3 Subtracting fractions
1. Complete:
8 1 3 1 7 1
a) ___
​    ​ – ​ __  ​  b) __
​    ​ – __ ​    ​  c) __
​    ​ – __ ​    ​ 
10 5 4 2 8 4
8 3 7
= ___
​    ​ – ​ ___  ​  = __ ​    ​ – __ ​   ​   = __ ​    ​ – __ ​   ​  
10 10 4 4 8 8

= ___
​    ​  = __
​   ​   = __
​   ​  
10 4 8
__6 2 1 2 10 2
d) ​    ​ – __
​    ​  e) 5 ​ __  ​ + 3 __
​    ​  f) 6 ​ ___ ​  – 5 ​ __ ​  
6 3 2 8 12 3
1
2. Jessica and Melissa shared 12 pieces of dried pears. Jessica ate __ ​    ​ of the
1 3
dried pears. Melissa ate __
​    ​.  How many pieces did they eat in all?
6
What fraction of the dried pears did they eat altogether?
3. Find:
1 1 1
a) __​   ​  of 138 b) __
​    ​ of 208 c) __​   ​  of 306
6 4 9
__ 1 __2 __ 3
d) ​   ​  of 136 e) ​    ​ of 208 f) ​   ​  of 306
4 4 9

Check what you know

1. What fraction of the following shapes is shaded?

a) b) c)

2. There were 15 children playing in the park. One third of the children went
home. How many children stayed in the park?
3. Write the missing fractions on the number line:
A B C

28 Term 1  •  Unit 3
4. Fill in >, <, or =.
3 2 2 3 2 12
a) __
​   ​  ​ __  ​   b) __​   ​  ​ ___  ​   c) __
​    ​ ​ ___ ​  
4 8 4 12 3 18
1 3 4 5 1 3
d) __​   ​  ​ ___  ​   e) __
​    ​ ​ ___  ​   f) __​    ​ ​ __  ​ 
5 15 7 14 2 6
5. a) You cut 8 lemons into quarters. How many quarters are there?
b) You cut 6 yellow cling peaches into halves. How many halves are there?
c) You cut 9 avocado pears into sixths. How many sixths are there?
6. a) You are offered money. Which amount will you choose?
Give a reason for your answer.
1 1 1
A. __​   ​  of R1 000 B. ​ __  ​ of R1 000 C. __​   ​  of R1 000
2 4 5
1 1 1
D. ___
​    ​ of R1 000 E. ​ ___  ​ of R1 000 F. ____
​     ​ of R1 000
10 20 100
b) What happens to the amount of money as the denominator gets bigger?
7. Lindikhaya gave Phetiwe 12 pencil crayons. Phetiwe lost 5 of the pencil
crayons. What fraction of pencil crayons were left?
8. Which is more:
1 2 2 2
a) __​   ​  of 24 or __
​    ​ of 24? b) ___
​    ​ of 200 or ​ __  ​ of 200?
4 6 10 5
1 1 1 4
c) __
​    ​ of 135 or __ ​    ​ of 135? d) __​    ​ of 400 or ____
​     ​ of 400?
9 3 2 100
9. Calculate the answers to the following:
2 1 3 1
a) __​   ​  + __
​    ​ =  b) __
​    ​ + ___ ​    ​ = 
4 8 6 12
2 2 4 2
c) 1 ​ __  ​ + 4 ​ __ ​  =  d) 3 ​ __  ​ + 2 ​ ___  ​ = 
6 3 5 10
10 1 7 1
e) ___
​   ​  – ​ __  ​   f) __​    ​ – __
​    ​ 
12 4 8 2
9 2 3 1
g) 5 ​ ___  ​ – 1 ​ __ ​    h) 6 ​ __  ​ – 1 ​ ___  ​ 
10 5 5 10

Term 1  •  Unit 3 29
 Term

1 Unit 4 Time
In this unit you will:

• read, tell and write time in 12-hour and 24-hour formats

• read calendars
• calculate and solve problems with time
• read time zone maps and do calculations
• learn about the history of time.

Getting started Time

1. Which of the following statements about time are true?

a) There are hands on a digital clock.
b) The a.m. time is from noon until midnight.
c) We write 3 p.m. as 13h00 in 24-hour time.
d) 45 minutes after 1:30 p.m. is 1:45 p.m.
e) There are always 365 days in a year.
2. Change the false statements in Question 1 to make true statements.
3. The year 1996 was a leap year. Write down the next four leap years
after 1996.

Key ideas

• We write 12-hour time using a.m. If the time is between midnight and midday
(noon). So 5 o’clock in the morning is 5 a.m.
• We write 12-hour time using p.m. if the time is between midday (noon) and
midnight. So 5 o’clock in the afternoon is 5 p.m.
• A digital clock does not have hands showing the hours and minutes. Digital
time is measured over 24 hours.
So 3 p.m. is 15h00 (12 hours + 3 hours).
• The Earth takes 365 days to move around the Sun. This is how we measure
a year.
• Every fourth year is a leap year. A leap year has an extra day in February.
There are 366 days in a leap year.

30 Term 1  •  Unit 4
 Activity 1 Read, tell and write time

1. Write the time shown on each of these clocks. Use 12-hour time.
a) afternoon b) morning c) afternoon

   
d) morning e) afternoon f) morning

   
g) evening h) morning i) night

   
One o’ clock can be 01:00 or 13:00 in 24-hour time, depending on whether
it is morning or afternoon. Write the times for each clock in Question 1 using
24-hour time.
2. Write the time in words for each of these 24-hour times.
a) 19:53 b) 13:41 c) 04:12
d) 08:35:57 e) 16:13:28

Term 1  •  Unit 4 31
 Activity 2 Reading calendars

1. Use Mpumalelo’s calendar to answer the questions.

MARCH 2013
S M T W T F S
1 2
Sleepover
party!
3 4 5 6 7 8 9
Band Civvies Day Swimming
practice with Sam
10 11 12 13 14 15 16
Buy dog Band Plant a tree
food practice
17 18 19 20 21 22 23
St. Patrick’s Call Granny Band Sally’s
Day practice birthday
24 25 26 27 28 29 30
Go on Get back
holiday
31

a) What is the month and the year on the calendar?

b) On what date must Mpumalelo buy dog food?
c) For how many days will Mpumalelo be on holiday?
d) On what day of the week is Sally’s birthday?
e) How many days are there in March?
f) What does Mpumalelo have planned for the 9th of March?
g) What must Mpumalelo do 10 days after he goes swimming?
h) What is the date 6 days after the second Wednesday?
i) What is the date 2 weeks and 6 days before 23rd of March?
2. Read about Galileo and answer the questions.

32 Term 1  •  Unit 4
 Galileo Galilei was an inventor born in 1564. He watched a lamp swinging from
the ceiling of the Pisa cathedral. He timed the lamp using his pulse. He realised
that the lamp always took the same time to complete a swing from one side to
the other. He later used a pendulum to measure time.
a) Describe how a pendulum clock measures time.
b) Galileo was 78 years old when he died. In what year did he die?
c) For how many decades did Galileo live?
d) How many years have passed since Galileo died?
e) About how many centuries have passed since Galileo died?

Key ideas

• There are 7 days in a week.

• There are approximately 52 weeks in a year.
• There are 12 months in a year.
• There are 10 years in a decade.
• There are 100 years in a century.

Activity 3 Conversions with time

1. Do the following conversions:

a) How many minutes are there in 3 hours 45 minutes?
b) How many seconds are there in 2 minutes 35 seconds?
c) How many days are there in 2 weeks 5 days?
d) 48 hours =  days
e) 2 days 16 hours =  hours
f) 23 days =  weeks  days
2. The time is shown on a digital clock.
a) 03:55 What will the time be 120 minutes later?
b) 15:15 What will the time be 100 minutes later?
c) 17:45 What will the time be 45 minutes later?

Term 1  •  Unit 4 33
3. Match the times in the two columns.

A. 12 days + 9 days a) 2 years

B. 35 seconds + 25 seconds b) 6 weeks
C. 11 months + 1 year and 1 month c) 5 weeks 2 days 16 hours
D. 8 weeks − 14 days d) 3 weeks
E. 6 weeks − 4 days 8 hours e) 6 weeks 1 day 4 hours
F. 4 weeks + 15 days + 4 hours f) 1 year 7 months
G. 11 months + 8 months g) 1 minute

Key ideas

• There are 60 seconds in a minute.

• There are 60 minutes in an hour.
• There are 24 hours in a day.

Activity 4 Calculate with time

1. Faisal’s class had an outing to the science museum. They left school at
10:00 a.m. It takes 30 minutes to drive to the museum. They stay there for
1
1 ​ __  ​ hours and drive back. What time do they get back to school?
2
2. Azibo goes camping with his family. They leave their house at 3:30 p.m.
1 1
It takes 1 __ ​    ​ hours to drive to the campground. They spend 1 __ ​    ​ hours setting
4 3 2
up the campsite and __ ​    ​ of an hour cooking dinner. What time does the family
4
eat dinner?
3. Edith went for a hike. The hike took 4 hours. Then she played volleyball for
30 minutes. It was 10:15 a.m. when Edith finished playing volleyball. What time
did she start her hike?

34 Term 1  •  Unit 4
 Activity 5 Time zones Summer in Northern
Hemisphere
Winter in Southern
We measure the time of day by Hemisphere
looking at the position of the Sun.
For example, we say that the Sun 23.5˚
North North
is at its highest point at 12 o’clock
midday. When we have the Sun’s Sun
light in South Africa, countries
South
on the opposite side of the globe
from us will have darkness. Every Winter in Northern South
24 hours, the earth completes a Hemisphere
rotation on its own axis as it travels Summer in Southern
Hemisphere
around the Sun.
Scientists came up with the idea of dividing the Earth into time zones. There
are 24 hours in a day, so there are 24 time zones. At a specific moment in time,
different parts of the world have different times on their clocks.
1. When it is 12 noon in London, it is 2 p.m. in Johannesburg. Find the time zones
for these places on the map.

2. The time in Kuala Lumpur in Malaysia is 8 hours ahead of London.

a) Find Malaysia on the map.
b) If it is 10 a.m. in South Africa, what is the time in Kuala Lumpur? And in
London?

Term 1  •  Unit 4 35
3. When it is 2 p.m. in South Africa, it is 5:30 p.m. in New Delhi, the capital of
India. How many hours is New Delhi ahead of South Africa?
4. The table shows the times in four cities. Use the map to complete the table.

Kuala Lumpur Johannesburg London New Delhi

Wednesday Tuesday Tuesday Tuesday
6:00 p.m.

5. a) How many hours behind Cape Town is Rio de Janeiro?

b) Which city is 1 hour behind Cape Town?
c) How many hours ahead of Cape Town is Sydney?
d) How many hours is Rome behind Singapore?
e) It is 8:15 p.m. on a Wednesday in Cape Town. What is the time and the day
in each of the following cities?
i) Sydney, Australia
ii) Rome, Italy
iii) Durban
iv) Rio de Janeiro, Brazil
v) New York, USA
6. Use the time zone map on page 35 to answer the following questions.
a) Rani in India is in the lunch line at her school at 12:00 p.m. Simone in
Ireland is just getting on the morning bus. What time is it in Ireland?
b) Bongani in Durban looks at his clock. It is 4:00 a.m. He calls his cousin
Jabulani in Wellington, New Zealand. Jabulani says he is having lunch.
What time is it in Wellington?

Key ideas

• The world map is divided into 24 time zones. At a particular moment, the
clock time is different in different time zones.
• In South Africa there is only one time zone. So the time is the same in all
parts of South Africa.

36 Term 1  •  Unit 4
Check what you know

1. Write down the time shown in 12-hour time. Then calculate the difference
between the two times:
a) b)

c)

2. Show the following times on a 12-hour clock face.

a) 03:47 b) 05:27 c) 17:27
d) 20:00 e) 00:00 f) 12:00
3. Suresh is a Fiji rugby supporter. His team is playing against South Africa
in the semi-finals of the Rugby World Cup. The game starts at 7:30 p.m. in
Wellington, New Zealand. Use the table to answer the following questions.
−12:00 Egypt, Turkey, South Africa
−08:00 Mauritius, Oman, Seychelles
−06:30 India, Sri Lanka
+00:00 Fiji, New Zealand

a) At what time must Suresh switch on his TV to see the start of the match?
b) Fatima is watching in South Africa. At what time must she switch on the
TV to watch the match?
4. Four children start and finish their homework at different times.
• Billy starts his homework at 3:45 p.m. and finishes at 4:05 p.m.
• Jamie starts at 4:30 p.m. and finishes at 5:37 p.m.
• Tapelo starts at 6:05 p.m. and finishes at 6:57 p.m.
• Eric starts at 5:45 and takes 1 hour and 3 minutes.
a) Work out how long they each take to do their homework.
b) Who takes the longest?
5. Paul walks to the cinema at 7:15 p.m. to watch a movie. He arrives
15 minutes later and the movie starts. The movie is 2 hours 5 minutes long.
He walks back home. What time does Paul arrive home?

Term 1  •  Unit 4 37
 Term

1 Unit 5 Getting to know

2-D shapes
In this unit you will:

• recognise and name the angles in 2-D shapes

• sort and compare shapes according to whether they have curved or straight
sides
• know and name different closed, straight-sided shapes (polygons) according
to the number of sides and type of angles
• sort and compare straight-sided shapes according to the number of sides
and angles they have
• draw different 2-D shapes on grid paper
• know different types of angles.

Getting started  Looking back on 2-D shapes

Use the letters of the shapes to answer the following questions:

1. Name the shapes that are closed with only curved sides.
2. Name the shapes that are closed with curved sides and straight sides.
3. Name the shapes that are polygons.
4. Name the quadrilaterals.

A B C D E

G I
F H J

K M
L N

Q
O R
P S

38 Term 1  •  Unit 5
 Key ideas

• Flat shapes that are closed, with only straight sides and no crossing lines are
called polygons.
• We call polygons with four sides quadrilaterals.

Activity 1 Same or different?

1. a) Which of Marie’s rectangles are exactly the same?

D E
B
A C F

H
G
I

b) Trace the rectangles. Write their letters on them. Cut the rectangles out.
The rectangles that you can fit exactly on top of each other are the same.
2. a) Which of Nomvu’s triangles are exactly the same?
B E G
C
A F
D

K
I
H
J

b) Trace the triangles. Label them. Cut them out. Fit them on top of each other
to check your answers.

Term 1  •  Unit 5 39
 Key ideas

• In mathematics we say that shapes are the same if the number and size of
their sides and corners (angles) are the same. It does not matter how the
shape is turned.
For example, all the following triangles are the same:

• We call shapes that are the same identical.
• To check whether shapes are identical you can trace them, cut them out and
try to place one exactly on top of the other.

Activity 2 Comparing shapes

1. What do you call flat shapes with four sides?

2. a) What makes these two rectangles the same?

b) What makes these two squares the same?

3. a) What is the same about these two shapes?

b) What makes these two shapes different?
c) Name both the shapes.
4. a) What is the same about these two shapes?
b) What makes these two shapes different?
c) Name both the shapes.

40 Term 1  •  Unit 5
 Key ideas

• We can sort quadrilaterals by the length of their sides and by how big the
angles are.
• A rectangle and a parallelogram are both kinds of quadrilaterals.

rectangle

parallelogram

• A rectangle and a parallelogram both have two pairs of equal and
parallel sides.
• The angles of a rectangle are all right angles.

Activity 3 Sorting triangles

Sort the following triangles into three groups by comparing the lengths of the sides:
Group 1: All three of their sides have the same length.
Group 2: Only two sides are the same length.
Group 3: All three of their sides have different lengths.

D
A C
E

B H

G I
F

Term 1  •  Unit 5 41
Key ideas

• Flat, closed shapes with three sides are called triangles.

• We can group triangles in different groups by comparing the lengths of
their sides.

Exercise 1 Comparing shapes

1. Name each of the following shapes.

A C
B
D

E F G

2. a) Make four different parallelograms on your geoboard or on dotted
square paper.
b) Compare your shapes with a friend’s shapes.
c) Write a sentence to describe your parallelograms.
3. a) Make four different rectangles on your geoboard or on dotted
square paper.
b) Thabelo made this shape. Is it a rectangle? Why do you say so?

c) Write a sentence to describe your four rectangles.

42 Term 1  •  Unit 5
 Activity 4 Shapes with many sides

1. Name the following shapes:

1 4
5 6
3 10
2 7
8
9 11 12
15 16
13
14 17
23
19 20
18 21 22
24

2. Copy and complete the table. Write the number and name of each shape in the
correct column.

Three-sided Four-sided Five-sided Six-sided Eight-sided

shapes shapes shapes shapes shapes
4 – isosceles 1 – rectangle
triangle
2–
parallelogram

Key ideas

• A pentagon is a flat shape with five straight sides. The sides don’t have to be
the same length.
• A hexagon is a flat shape with six straight sides. The sides don’t have to be
the same length.
• An octagon is a flat shape with eight straight sides. The sides don’t have to
be the same length.

Term 1  •  Unit 5 43
Activity 5 Making angles

a)

b)

c)

1. Copy and complete the sentences.

a) The clocks show the time has moved from 2 o’clock to quarter past 2. So
the minute hand has moved by a _____ turn.
b) The clocks show the time has moved from 3 o’clock to ____ past 3. So the
minute hand has moved by a _____ turn.
c) The clocks show the time has moved from 5 o’clock to ___ o’clock. So the
minute hand has moved by a _____ turn.

44 Term 1  •  Unit 5
2. Make a right angle by folding a piece of paper like this:

You can use your paper to measure angles to see if they are right angles. Use
your paper to find:
a) four things in the classroom that have a right angle.
b) two things or shapes that have angles less than a right angle.
c) two things or shapes that have angles greater than a right angle.

Key ideas

• When you turn around a complete circle, we call it a full turn. We call the
angle a revolution.
• When you turn halfway around a circle, we call it a half turn. We call the
angle a straight angle.
• When you turn a quarter of the way around a circle, we call it a quarter turn.
We call the angle a right angle.

Term 1  •  Unit 5 45
 • Some angles are smaller than a right angle. We call them acute angles.
• Some angles are bigger than a right angle, but smaller than a straight angle.
We call them obtuse angles.
• Some angles are bigger than a straight angle, but smaller than a revolution.
We call them reflex angles.
• We call the sides of an angle the arms of the angle.

Activity 6 Quarter turns and three quarter turns

1. Look at the following turns:

1 3
a) Which show __​   ​  turns? Which show __
​    ​ turns?
4 4
1 3
b) What shows the difference between the __ ​   ​  turns and the __​    ​ turns?
4 4
i) ii) iii)

iv) v) vi)

2. Match the following angles with the turners in Question 1.

a) b) c)

d) e) f)

46 Term 1  •  Unit 5
Exercise 2 Matching angles
1. Match each of the following angles with their names.
a) b) c) d) e)

A. acute: less than a right angle

B. a right angle
C. obtuse: more than a right angle, but less than a straight angle
D. a straight angle
E. reflex: more than a straight angle, but less than a revolution
2. Order the angles in Question 1 from the smallest to the biggest.
3. Draw each of the following angles and name them. Show the size of the
angle with the curved line:
a) less than a straight angle, but more than a right angle
3
b) more than a straight angle, but less than a __ ​   ​  turn angle
4
c) less than a right angle
3
d) more than a __​    ​ turn angle, but less than a revolution
4

Term 1  •  Unit 5 47
 Activity 7 Same or different angles

1. See how Tebogo checks if angles are the same size. First he traces over one
angle on tracing paper. Then he sees if the traced angle fits exactly on top of
the other angle.
2. Look at the following sets of angles. Say if the angles in each set are the same
size. If they are not the same size, order them from the biggest angle to the
smallest angle.
a) i) ii)

b) i) ii) iii)

c) i) ii) iii)

d) i) ii)

48 Term 1  •  Unit 5
3. Answer the following questions:
a) Does the direction that an angle faces affect its size?
b) Does the length of the arms of an angle affect its size?
c) Does the size of the curve showing the angle affect the size of the angle?

Word bank a b c

polygon: a closed shape made of only straight lines that do

not cross each other
triangle: a polygon with 3 sides and 3 angles
quadrilateral: a polygon with 4 sides and 4 angles
square: a quadrilateral with 4 equal sides and 4 right
angles
rectangle: a quadrilateral with 4 right angles and opposite
sides equal
parallelogram: a quadrilateral with opposite sides equal
pentagon: a 5-sided polygon
hexagon: a 6-sided polygon
heptagon: a 7-sided polygon
octagon: an 8-sided polygon
acute angle: an angle smaller than a right angle
obtuse angle: an angle bigger than a right angle, but smaller than
a straight angle
straight angle: an angle that makes a half turn between the arms
of the angle
reflex angle: an angle bigger than a straight angle, but smaller
than a revolution
revolution: an angle that is a full turn around a point

Term 1  •  Unit 5 49
 Term

1 Unit 6  Data handling 1

In this unit you will:

• read information from a map, tables, lists and bar graphs

• represent data on a pictograph with a many-to-one representation
• analyse and interpret data from words, tables, pictographs and bar graphs.

Getting started  Different ways to show information

1. Look at this map. It shows how many people are in each province in
South Africa.

a) Which province has the fewest people?
b) About how many people live in your province?
c) How many people does stand for?
d) How many people does stand for?
e) In which province do people have the most space per person?
f) Which province looks the most crowded?

50 Term 1  •  Unit 6
2. Copy and complete the table.
Population to the nearest
Province Population
half million
1
KwaZulu-Natal 9 450 000 9 __
​   ​  
2
Gauteng 8 100 000 8
Eastern Cape 7 200 000
Limpopo 5 400 000
Western Cape 4 500 000
1
North West 3 600 000 3 __
​   ​  
2
Mpumalanga 3 150 000
Free State 2 700 000
Northern Cape   900 000

a) Choose the best answer. About how many people live in South Africa?
i) 30 million ii) 40 million iii) 50 million
b) Which province has less than 1 million people?
c) How many more people does this province need to make a population of
1 million?
d) Which province has more people than Limpopo but fewer people than
Gauteng?
e) How many fewer people does this province have than Gauteng?
Compare your answer with Nadia’s and Serebola’s answers.
Nadia Serebola
900 000 people 1 million people

Why did Serebola and Nadia get different answers?
3. Draw a pictograph to show the number of people in each province.
a) How many people will you let each stand for?
b) Remember to write the following on your graph:
• Write the name of your graph.
• Label what you show down the side of your graph.
• Label what you show along the bottom of your graph.
• Write what each symbol stands for.

Term 1  •  Unit 6 51
4. Read the following information off your pictograph:
a) Which province has the most people?
b) Which province has the fewest people?
c) Which province has about double the population of North West?
d) The population of Gauteng is about how many times more than the
population of the Northern Cape?
5. a) What do you like best about the map?
b) What do you like best about the pictograph?

Key ideas

• We can represent information in a paragraph, a table, a picture, a map or

a graph.
• We call bits of information data.
• Sometimes you have too much data to show the exact numbers. Rounding
off the numbers can make them easier to read.
• Sometimes you have too much data to let one picture or space stand for one
piece of data. It helps to use one picture to represent many.
• On the map each person stands for about 1 million people. This makes it
easy to compare the information, but it hides the exact numbers.
• When you read a map or a graph, you need to know what the symbols stand
1
for. For example stands for 1 million people and stands for __
​    ​ million
2
people.

Exercise 1 Picturing growing numbers of people

By the year 2000, there were 6 000 million people
in the world. If all the people in the world stood
30 cm apart in a straight line, this line could make
a loop to the moon and back three times.

1. The following table shows the estimated population from the year 1000
to the year 2000. Copy and complete the table. Let each stand for
30 million people.

52 Term 1  •  Unit 6
 World population growth
Estimated number of How many to draw if
Year people in millions = 30 million people
1000 30 1
1100 60 2
1200 90 3
1300 120
1400 150
1500 180
1600 360
1700 750
1800 1 000 33
1900 2 000 67
2000 6 000 200

2. Write down some questions to ask your class about the information shown
in the table.
3. Write a story about the increasing world population. Use the information
shown in the table.
4. a) Let each stand for 60 million people. Now make a new column for
your table to show how many to draw for each year.
b) Let each stand for 15 million people. Now make a new column for
your table to show how many to draw for each year.

Activity 1 Recycling glass

In 2000, you could get paid the following amounts of money for reusable bottles:
• cooldrink bottles up to 500 ml: 50c
• 1 litre and 1,5 litre cooldrink bottles: R1,50
• 750 ml wine bottles: 17c
• 750 ml beer bottles: 50c
You could get about R50 for every 1 000 kg of glass you collected for recycling.
Winterveld S.P. School collected the following bottles and glass:
• 200 ml and 500 ml bottles: 1 230
• 1 litre and 1,5 litre cooldrink bottles: 988

Term 1  •  Unit 6 53
• 750 ml beer bottles: 1 546
• 750 ml wine bottles: 384.
The school also collected 2 500 kg of glass for recycling.
1. Why do you get more for returning reusable bottles than for recyclable glass?
2. Make a table. Show the numbers of bottles the learners collected.
3. Draw a pictograph to show the numbers of bottles the learners collected. Let
1 picture of a bottle represent 100 bottles. Label your columns. Give the graph
a heading. Show the number of bottles on the left of the graph. You will need to
round off some numbers.
4. Write a story about the numbers of bottles the learners collected.
5. Work out how much money the learners got from the bottles and the
other glass.

Activity 2 Reading bar graphs

Work with a friend. Read the graphs. Then answer the questions that follow.
Fastest times in Cape Argus Pick n Pay Cycle Tour
3h10
3h00
Time in 2h50
hours and 2h40
minutes 2h30
2h20
2h10
2h00
88
89
90

00
85
86
87

98
99
83
84

96
97
80
81
82

93
94
95
78
79

91
92
19
19
19
19
19

19
20
19
19
19

19
19
19
19
19

19
19
19
19
19

19
19
19

Years

1. How many years of the race are shown?

2. In which year was the fastest race cycled?
1
3. In which years did the winners take between 2 ​ __  ​ and 3 hours?
2
4. What was the difference between the winners’ times in 1978 and 1988?
5. a) Did the winner take less time in 1998 or in 2000?
b) What was the difference in time?

54 Term 1  •  Unit 6
 c) What pattern would you expect with the winning times over the years?
6. a) Did the winner take less time in 1993 or in 2000?
b) What was the difference in time?
7. a) What does the following graph show?
Cape Argus Pick n Pay Cycle Tour 2012

Number of
cyclists who
finished

Time
b) How is it different from the graph on page 54?
8. What was the most common time taken to complete the Cape Argus Pick n Pay
Cycle Tour 2012?
3
9. About how many people completed the race in less than 2 ​ __ ​  hours? Choose
4
from the following answers:
a) More than 500 b) About 250 c) Fewer than 100
3
10. About how many people took longer than 2 ​ __ ​  hours but less than 3 hours?
4
a) More than 500 b) About 400 c) About 100
11. About how many people in total completed the race in less than 3 hours?
a) About 500 b) About 1 000 c) More than 1 000
12. About how many people completed the race in more than 7 hours but less than
1
7 __
​   ​  hours?
2
a) About 250 b) About 500 c) About 1 000

Term 1  •  Unit 6 55
Check what you know

Read the table and the graph. Then answer the following questions.
Year Cyclists Fastest Year Cyclists Fastest
entering time entering time
1978 525 3:02:26 1990 14 427 2:40:29
1979 999 2:55:46 1991 15 593 2:28:46
1980 1 398 3:02:19 1992 17 274 2:49:42
1981 1 669 2:50:47 1993 18 659 2:16:40
1982 1 698 3:01:28 1994 20 964 2:23:22
1983 2 302 2:49:55 1995 25 313 2:22:56
1984 2 373 2:55:07 1996 28 711 2:41:47
1985 3 008 2:44:38 1997 28 875 2:38:27
1986 3 494 2:42:40 1998 34 162 2:39:25
1987 5 934 2:47:45 1999 36 153 2:31:26
1988 10 850 2:33:03 2000 39 864 2:39:35
1989 12 802 2:37:35

Cape Argus Pick n Pay Cycle Tour 2000

42 000
40 000
38 000
Number of people entering the race

36 000
34 000
32 000
30 000
28 000
26 000
24 000
22 000
20 000
18 000
16 000
14 000
12 000
10 000
8 000
6 000
4 000
2 000
0
78
79
80

91
81

92
82

93
83

94
84

95
85

96
86

97
87

98
88
89
90

99
00
19
19
19

19
19

19
19

19
19

19
19

19
19

19
19

19
19

19
19
19
19

19
20

56 Term 1  •  Unit 6
1. The Cape Argus Pick n Pay Cycle Tour is said to be South Africa’s biggest
sports event. Which of the following statements do you think is true?
A. It makes more money than any other sports event.
B. More people watch it on TV than any other sports event.
C. It has more live spectators than any other sports event.
D. More people take part in it than any other sports event.
2. In which years were there:
a) over 20 000 cyclists?
b) fewer than 10 000 cyclists?
c) over 30 000 cyclists?
3. About how many cyclists entered in the first race in 1978? Choose one of
the following answers:
A. About 2 000 B. About 1 000 C. About 500
4. About how many cyclists entered the race in 2000? Choose one of the
following answers:
A. About 20 000 B. About 30 000 C. About 40 000
5. a) About how many more people entered in 1989 than in 1988?
b) About how many times more people entered in 1990 than in 1987?
1
i) 1 __
​   ​    ii) 2 iii) 3
2
6. In which three years did the number of cyclists increase by more than
4 000?
1
7. In which years were there fewer than ___
​    ​ of the number of cyclists in 2000?
10
8. a) Exactly how many people entered the race in 2000?
b) Must you get this data from the graph or from the table?
c) What does this tell you about the way you are given the data in the
graph and the way you are given the data in the table?

Term 1  •  Unit 6 57
9. a) What does the following graph show?
Fastest time for each decade of the
Two Oceans Marathon in the last century
3:10
3:09
3:08
3:07
3:06
Times 3:05
3:04
3:03
3:02
3:01
3:00
1970s 1980s 1990s

Decades
b) What is the fastest time taken to run the Two Oceans Marathon?
c) In which decade was that?

Word bank a b c

pictograph: graph that uses pictures to represent one or many

of the data collected
bar graph: graph that uses the height of bars to represent the
data

58 Term 1  •  Unit 6
 Term

1 Unit 7  Data handling 2

In this unit you will:

• collect data using a questionnaire

• organise data in tally tables
• represent data in pictographs, bar graphs and double bar graphs
• analyse and interpret data in graphs
• analyse and interpret data using the mode and the median
• complete a data cycle and report on data.

Getting started  Asking questions

Work in groups of four.

1. Ask each member of the group the following questions. Write down their
answers in a table. Include your own answers.
a) How old are you in years and months?
b) What sport do you play after school?
c) How long do you take to get to school in the mornings?
d) How do you get to school?
Name: Name: Name: Name:
_________ _________ _________ _________
Your age in years
and months
The sport you play
after school
How long you take
to get to school
How you get to
school

2. In your groups, write down four more questions to ask your friends. Ask the
questions. Record the answers.
3. Record tallies or make graphs from the data you have collected.
4. Change the questions so that you can represent your data on a graph.

Term 1  •  Unit 7 59
 Key ideas

• We can collect data by asking questions and recording the answers.

• We need to have a question with a few set answers. This makes it easier to
group the answers and show them on a graph.

Activity 1 Organising data

1. Taliep asked his class what they like to do on the weekend. They had to choose
from five activities on his list. Copy and complete his tally table.

What do you like to do on the weekend?

Tally Number
1. Read //// //// //// 15
2. Watch TV //// //// //// //
3. Listen to music //// //
4. Play games ////
5. Exercise //

a) How many answers did Taliep record?
b) How many more learners like watching TV than reading?
c) How many learners do not like to watch TV?
d) What fraction of the learners like to read?
e) How many learners like to play games?
f) Do you think the tallies will be different for a Grade 3 class? Which activities
would be more popular? Which activities would be less popular?
2. Baruti and his class collect litter at their
school. They collected the following during
one break:
15 pieces of paper; 4 pencils; 7 boxes;
3 books; 12 sandwiches; 22 sweet wrappers;
17 apple cores; 6 banana peels.
Decide how to sort the data in a table. Draw
a table of the data. Keep your table for the
next activity.

60 Term 1  •  Unit 7
 Key ideas

• A tally is a way of counting and showing how many of something you have.
• We group tallies in fives. Draw every 5th tally across the last 4 tallies: ////
• You can use tally tables to record your data when you collect data.

Activity 2 Representing data in bar graphs and double bar

graphs

1. Follow these steps. Draw a bar graph of the litter data from Activity 1.
a) Work out how many bars you need. These must fit across your page.
b) Work out what numbers you need on the left of the graph. What is the
biggest number you need? Can you fit these on your page?
c) Draw the bars with a ruler. The bars should all be the same width. The
height shows how many pieces of litter are in that group.
d) Give the graph a heading.

1

2. Bart asked his class which of the Big Five animals in South Africa are their
favourites. He recorded the answers from girls in a separate column from the
boys. Bart recorded their answers like this:

Girls Boys
elephant 6 3
leopard 5 3
rhinoceros 2 6
buffalo 7 4
lion 3 3
  23 19

Term 1  •  Unit 7 61
 Bart starts making a double bar graph of his data.
7
6
5
4
3
2
1
0

s
ro
nt

ce
ha

lo
ar

no

ffa
op

on
ep

hi

Bu
Le

Li
El

a) Copy and complete all the bars on his graph.

b) Add a title or heading to your graph.
c) Add a label under the bars and a label on the left side to show what the
numbers represent.
d) Make a key to show which bars are for girls and which bars are for boys.

Key ideas

• In a bar graph, each bar represents a group or category of the data.

• The height of each bar shows the number of things in each group.
• Make the bars the same width. Put in spaces between the bars.
• Label the bars. Number and label the left side.
• Give the graph a title.
• Double bar graphs divide the data into two bars for each category of data.
For example, Bart separates the data about girls and boys for each category.
• Give a double bar graph a key. The key shows what the two bars in each
group of data represent. Bart’s graph has the key
Girls

Boys

62 Term 1  •  Unit 7
 Activity 3 Double bar graphs and pie charts

1. The following table shows the average temperatures for Johannesburg over a
year. They are divided into the maximum and the minimum temperatures.

Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec
26 °C 26 °C 25 °C 23 °C 20 °C 18 °C 18 °C 21 °C 25 °C 26 °C 26 °C 26 °C
14 °C 14 °C 13 °C 10 °C 6 °C 3 °C 3 °C 5 °C 9 °C 11 °C 12 °C 14 °C

a) Copy and complete the double bar graph.

b) Give the graph a title. Label the bars. Label the numbers on the left. Give
the graph a key.
28 °C
26 °C
24 °C
22 °C
20 °C
18 °C
16 °C
14 °C
12 °C
10 °C
8 °C
6 °C
4 °C
2 °C
0 °C
Jan Feb Mar Apr May June July Aug Sept Oct Nov Dec
c) Which months have the highest average maximum temperatures?
d) Which months have the lowest average minimum temperatures?
e) Use the temperatures. Say which four months are in summer. Say which
four months are in winter.
f) What is the difference between the maximum and the minimum averages in
September?

Term 1  •  Unit 7 63
2. Look at the following pie graph. It shows the different official languages and the
number of people who speak these languages. Each section of the pie graph
shows a fraction of the total population.
Afrikaans
English
IsiNdebele
IsiXhosa
IsiZulu
Sepedi
Southern Sotho
Setswana
siSwati
XiTsonga
TshiVenda
Other
a) Which language is spoken the most as the home language?
b) Which three languages are spoken the least as the home language?
c) Decide if the following statements are true or false:
i) About a quarter of the population speak isiZulu.
ii) There are more English home language speakers than Afrikaans home
language speakers.
iii) The total of the Setswana, Southern Sotho and Sepedi home language
speakers together is about a quarter of the population.
iv) The most common language used in books, on computers and in
business is not the most common home language.
d) What languages might be included in ‘Other’?
e) This pie graph shows the home languages of people. But, many people
communicate daily in another language. What language is used the most in
your school?

64 Term 1  •  Unit 7
 Activity 4 The middle number and the most
common number

1. Mr Bennett has marked the Grade 6 Maths tests. The learners got these marks
out of 100:
69 29 85 98 94 47 78 94 47 47 15  67 55
54 63 19 44 48  47 87 92 74 73 31 66 92
a) How many tests did Mr Bennett mark?
b) Arrange the marks from highest to lowest.
c) What is the highest mark? What was the lowest mark?
d) What is the mode of this data?
e) What is the mark exactly in the middle of the list? We call this mark the
median mark.
f) How many marks are lower than the median or middle number?
g) How many marks are higher than the median or middle number?
h) What does the median mark tell you about the class marks?
i) Explain why the mode and the median are different.
2. Ms Petersen also marked her Grade 6 Maths tests. The learners got these
marks out of 100:
79 100 84 38 94 74 96 39 68 48 20
71  
92 88 35 98 64 60 49 58 88 40 57
a) How many tests did Ms Petersen mark?
b) Arrange the marks from the highest to the lowest.
c) What is the median of Ms Petersen’s Maths test marks?
d) Which class has a higher median?
3. a) Look at your sorted list of Mr Bennett’s Maths test marks. What mark is the
most common?
b) How many learners got this mark?
c) What is the mode for Ms Petersen’s Maths test marks?

Term 1  •  Unit 7 65
Key ideas

• The middle number in a sorted list is the median.

• The median tells us that half of the list is lower than that number and the
other half is higher than that number.
• The mode is the number that appears most often.

Check what you know

Project for Term 1

In February 2007, a Community Survey was conducted in all provinces.
Data was recorded from 246 618 households.
In one of the survey questions, people were asked which household items they
own. The following table shows the results.

Household item Number of households Rounded off to

nearest 10 000
radio 188 909 190 000
television 161 781
computer 38 719
fridge 157 589
landline telephone 45 871
cellphone 179 785
[Source: Community Survey 2007 (www.statssa.gov.za)]

66 Term 1  •  Unit 7
1. Decide how to show the data on a pictograph. The numbers are very large.
It will be difficult to show them on a graph.
2. Round the numbers off to the nearest 10 000.
3. Decide what picture to use on your pictograph to represent households.
4. What number will each picture represent?
5. Work out how many pictures you need for each column of the graph.
6. Make the pictograph. Remember to label it.
7. Write four questions about your pictograph. Ask other learners to answer the
questions.
8. Present your table, graph, questions and conclusions to the class.

Term 1  •  Unit 7 67
 Term

1 Unit 8  Numeric patterns

In this unit you will:

• use number patterns for multiplication and division

• determine input values, output values and rules for patterns and relationships
using flow diagrams.

Getting started  Finding patterns

At a school fundraising event, the local stationery shop promises to donate

R4 for every R1 raised by the school.
Money raised by the
1 2 5 10 15 20 100
school in rands
Money donated by the
local stationary shop 4 12 40 200
in rands

1. Complete the table by filling in the missing values.

2. Explain how you calculated the missing values.
3. Write a rule for the pattern in the table.
4. Look at the following flow diagram. It shows the same relationship:
1 4
rule
3
input ×4 20 output

12 32

a) Is the money donated by the local stationery shop the input or
the output?
b) Copy and complete the flow diagram.
c) What rule can you use to find the output values?
d) What rule can you use to find the input values from the output values?
e) Write a sentence to explain how multiplication and division can
work together.

68 Term 1  •  Unit 8
 Activity 1 Patterns and rules

Copy and complete the following table:

Input 1 2 3 5 10 15 20 25 50
Row 1 10 20 30 100 150 250
Row 2 100 200 1 500 2 000 2 500 5 000
Row 3 1 000 3 000 10 000 25 000

1. Develop a rule for each row that gives you an output value for any input value.
2. a) Write a number sentence for the rule you used in Row 2 and an input
value of 1.
b) Copy and complete the flow diagram.
1 100
rule
3
input 5 × 10 × 10 output
10

c) Is the rule you wrote in Question 1 for Row 2 the same as the rule you used
in the flow diagram? Explain.
d) Use the flow diagram to complete the number sentences:
1 × 10 × 10 =     10 × 10 × 10 = 
3. a) Draw a flow diagram to show the relationship between the input values
and the output values in Row 3.
You can only use (× 10) in your rule. You may need to use (× 10)
more than once.
b) Copy and complete the following:
1 000 = (100 × ) = ( ×  × ) or
(1 × 1 000) = (1 ×  × 10) = (1 ×  × 10 × )

Term 1  •  Unit 8 69
Exercise 1 Tables and flow diagrams
1. Copy and complete the following table:
Input 1
Row 1 5 10 20 55
Row 2 10 20 40 110 300
Row 3 15 30 60 165 450 1 125

a) Calculate the missing input values.

b) Which output values did you use to find the input values?
c) What operation did you use to find the input values?
d) If the output value in Row 2 is 300, what is the input value?
e) If the output value in Row 3 is 1 125, what is the input value?
f) Write a rule for each row that will work for any input value.
2. Look at the following flow diagrams. Answer the questions.
i) 1 5
rule
3
input 5 ×5 25 output
10
2

ii)
1 10
rule
3
input 5 ×5 ×2 50 output
10
2

iii)
1 15
rule
3
input 5 ×5 ×3 75 output
10
2

70 Term 1  •  Unit 8