Longhorn

Mathematics

Revision

Grade 5

Philip Obwoge

Leonard King’oo

Isaac Ochoo

Tonnia Masai

Published by

Longhorn Publishers PLC
Funzi Road, Industrial Area
P.O. Box 18033-00500 Nairobi, Kenya
Tel: +254 02 6532579/81, +254 02 558551,
+254 708 282 260, +254 722 204 608
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www.longhornpublishers.com

Longhorn Publishers (Uganda) Ltd
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Email: ug@longhornpublishers.com
www.longhornpublishers.com

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P.O. Box 5910 Kigali, Rwanda
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Email: rwanda@longhornpublishers.com
www.longhornpublishers.com

© P. Obwoge, L. King’oo, I. Ochoo, T. Masai, 2022

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or
transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise
without the prior written permission of the publisher.

First published 2022

ISBN 978-9966-64-359-9

Printed by Autolitho Ltd., Enterprise Road, Industrial Area,
P. O. Box 73476-00200, Nairobi, Kenya.

iii

Table of Contents

Term 1 Opener assessment ....................................................................................................

1

1 Numbers .................................................................................................. 3

Whole numbers....................................................................................................................................... 3

Addition .....................................................................................................................................................

17

Term 1 Mid term assessment ................................................................................................. 23

Subtraction ............................................................................................................................................... 25

Multiplication ........................................................................................................................................... 30

Division ...................................................................................................................................................... 35

Term 1 End term assessment .................................................................................................

4

0

Term 2 Opener assessment ....................................................................................................

41

Fractions ...................................................................................................................................................

43

Decimals ................................................................................................................................................... 52

Term 2 Mid term assessment ................................................................................................. 58

2 Measurement ........................................................................................... 60

Length ........................................................................................................................................................ 60

Area ........................................................................................................................................................... 67

Volume ....................................................................................................................................................... 73

Capacity .................................................................................................................................................... 77

Term 2 End term assessment ................................................................................................. 8

4

Term 3 Opener assessment .................................................................................................... 86

Mass ........................................................................................................................................................... 88

Time ...........................................................................................................................................................

96

Money ........................................................................................................................................................

102

3 Geometry.................................................................................................

1

05

Lines ...........................................................................................................................................................

105

Term 3 Mid term assessment ................................................................................................. 108

Angles ........................................................................................................................................................

110

3-D objects ...............................................................................................................................................

116

4

Data handling ..........................................................................................

11

8

Data representation ..............................................................................................................................

118

5

Algebra

....................................................................................................

1

25

Simple equation ......................................................................................................................................

125

Term 3 End term assessment .................................................................................................

1

28

Answers .....................................................................................................................................

1

30

iv

PB

1

TERM 1

TERM 1

OPENER ASSESSMENT

1

.

Write eight hundred and thirty-five in symbols.

2.

What is the place value of digit 6 in the number 6 032?

3.

Work out the total value of digit

4

in the number 3

4

62.

4

.

Arrange the following numbers in ascending order: 666, 606, 626, 662, 660

5.

Kirwa planted 567 tea bushes on his farm. How many tea bushes did he plant to the
nearest ten?

6.

Write the first four multiples of 7.

7.

Circle the odd numbers in the following set.

1

2,

1

9

, 3

4

,

4

7,

9

0, 53

8.

Write the next number in the pattern

4

5,

4

8, 53, 60, ______

9

.

A school has

4

56 boys and 327 girls. Determine the number of learners in this school.

1

0.

The government gave a sub-county

4

566 books in the first term and 3 258 in the

second term. Find the total number of books given to the school.

11

.

Find the value of

4

3 x

1

2.

1

2.

A hall has

4

6 benches. Each bench can sit

1

6 people. Calculate the total number of

people who can sit in the hall at one time.

1

3.

A teacher bought 27 sweets. The teacher shared the sweets equally among 8 learners
and took the sweets that remained. Find the number of sweets that remained.

1

4

.

Change 7

2
5

into an improper fraction.

1

5.

Write

4

3 hundredths as a decimal.

1

6.

What is the place value of digit 6 in the number 3.56?

1

7.

The length of a wire is 23

4

cm. Write the length of the wire in metre and centimetres.

1

8.

Calculate the perimeter of the shape below.

G

O

E

1

3 cm

1

4

cm

7 cm

2

1

9

.

Calculate the area of the shape below.

20.

How many quarter kilogramme masses can balance 3 kg?

2

1

.

Calculate the volume of the cube below.

22.

Work out the number of

1

-litre bottles that can be filled by 2

4

-quarter litre bottles.

23.

Salome woke up at 5.30 to go to school. State whether this time is a.m. or p.m.

2

4

.

How many hours and minutes are there in

1

66 minutes?

25.

Salim attended school for

1

4

weeks in a term. How many days did he attend school?

26.

How many notes of sh. 200 can be obtained as change from sh.

1

000 note?

27.

Draw a reflex angle.

28.

Name two objects that have the shape of a circle.

2

9

.

Draw the next two shapes in the pattern.

_____, _____

30.

Simplify:

1

5r –

4

r – 2r

3

Place value of digits up to hundreds of thousands

Activity

1

1.

Draw a place value chart.

2.

Write the number

4

62 3

9

5 in the place value chart you have drawn.

3.

Identify is the place value of digit 2?

4.

Write the place value of the other digits.

Using a place value chart, identify the place value of digit 3 in the number 370

1

62.

Working

Write the number 370

1

62 in the place value chart as shown below.

Hundreds of
thousands

Tens of thousands Thousands Hundreds Tens Ones

3

7

0

1

6

2

The place value of digit 3 is hundreds of thousands.

Example

1

Assessment Task

1

1.

Complete the place value chart below.

Number Hundreds of

thousands

Tens of
thousands

Thousands Hundreds Tens ones

(a)

67

4

4

3

9

(b)

57

4

20

(c)

7

0

2

8

5

3

(d)

1

4

2

9

83

2.

What is the place value of digit 7 in each of the following numbers?

(a)

327 682

(b)

7

4

3 002

(c)

4

73

9

2

1

(d)

7

4

326

(e)

3

4

1

4

73

(f)

67 32

1

3.

Write the place value of the underlined digits.

(a)

6

4

3 65

1

(b)

7

4

5

9

03

(c)

4

53 26

1

(d)

86

9

02

(e)

1

0 283

(f)

360

4

7

1

Numbers

Numbers

Whole Numbers

1

1

4

Further Assessment

1

1.

Identify the digit in the place value of tens of thousands in each of the following
numbers?

(a)

653 2

9

4

(d)

4

73 2

19

(b)

4

5 732

(e)

8

9

326

(c)

50

4

37

9

(f)

32

1

7

9

8

2.

Represent 65

4

32

9

in a place value chart.

3.

A constituency has

4

56 27

9

registered voters. Find the place value of digit 6 in the

number representing the voters.

Total value of digits up to hundreds of thousands

Activity 2

1.

Write

4

568 in expanded form.

2.

Use the expanded form of the number

4

568 to write the total value of each digit.

3.

Write down other numbers of your choice.

4.

Write the total value of each digit in the numbers you have written.

Determine the total value of digit 8 in the number 863 72

1

.

Working

The total value of each digit is given as follows:

1

x

1

=

1

2 x

1

0 = 20

7 x

1

00 = 700

3 x

1

000 = 3000

6 x

1

0000 = 60 000

8 x

1

00 000 = 800 000

The total value of digit 8 is 800 000.

Example

2

Assessment Task 2

1.

What is the total value of digit 2 in the following numbers?

(a)

4

2

9

5

1

3

(b)

2

4

5 67

1

(c)

9

72

9

(d)

3

4

52

(e)

32

1

36

(f)

8

9

2

4

5

1

2.

Write the total value of the coloured digits in each of the following numbers.

(a)

5

4

3 7

6

1

(b)

8

7

2

1

9

(c)

3

4

76

1

(d)

2

1

3

9

07

(e)

4

32

6

70

(f)

4

2

1

683

3.

The number of Grade five learners in a certain county is

4

5 782. Find the total value of

digit

4

in the number representing the total learners.

5

Further Assessment 2

1.

How many hundreds are in the total value of digit 2 in the number 567 283?

2.

Work out the difference between the total value of digit 3 and the total value of
digit

9

in the number 3

9

0

1

.

3.

Form a

4

-digit number with:

(a)

7 in the hundreds place value.

(b)

5 in the tens place value.

(c)

Write the total value of each digit in the numbers you formed.

Using numbers in symbols

Activity 3

1.

Think about the numbers you use every day.

2.

Write down where the numbers are used and give examples of the numbers used.

Assessment Task 3

Complete the following table to show where numbers are used in real life.

Place used

Number

(a)

In which year are we?

(b)

Which year were you born?

(c)

What is the population of the town near you?

Reading and writing numbers in symbols

Activity

4

4

1.

Make number cards like the ones shown below.

5

4

1

7

9

2.

Rearrange the number cards to make different five-digit numbers.

(a)

Write down the numbers that you have formed in symbols.

(b)

Read aloud the number that you formed.

Read the number:

4

2

9

58.

Working

Begin from the right and separate this number into two parts. Begin at the left and read

each part individually as shown.

4

2

Forty-two thousand

Thousand part

5

9

8

nine hundred fifty-eight

Hundreds part

4

2

9

58 is read as forty-two thousand nine hundred and fifty-eight.

Example

3

6

Assessment Task

4

4

1.

Write then read the largest four-digit number that can be formed using the digits 7,
5, 8, and 2.

2.

Complete the following table by writing the missing numbers.

(a)

8

9

50 8

9

5

1

8

9

52

8

9

5

4

8

9

55

8

9

57

(b)

703

705

708

80

1

(c)

56 000

56 003

(d)

87 708

87 7

1

3

3.

Write 3 - four-digit numbers using the following digits: 3, 6,

9

and

1.

4.

Find the number that comes immediately after

9 999

.

5.

Write the number that comes just before 37

4

2

9

.

6.

Use the digits 3, 5, 6,

9

, and 2 to form the smallest five-digit number that can be

formed from the numbers.

Reading and writing numbers in words

Activity

5

1.

Write

4

3 56

1

in expanded form.

(a)

4

3 56

1

=

4

0 000 + _______+ 500 +_______+

1

(b)

Write the number in words

2.

Read the number you have written in words.

Write 52 326 in words.

Working

Number

5

2

3

2

6

Expanded form

50 000

2 000

300

20

6

Number in words Fifty thousand Two thousand Three hundred

Twenty

Six

52 326 in words is fifty-two thousand three hundred and twenty-six.

Example

4

4

Assessment Task 5

1.

Write the following numbers in words.

(a)

4

3 002

(b)

9

026

(c)

2 003

(d)

4

5 67

9

(e)

55 555

(f)

70707

2.

There are 3

4

56 learners in Mare Primary School. Write the number of learners in

Mare Primary School in words.

3.

James planted

4

3 2

1

0 trees on his farm. How many trees did he plant in words?

4.

Which one of the following numbers is five thousand seven hundred and fifty-nine.

(a)

55

9

(b)

75

9

(c)

5 75

9

(d)

57

9

7

Further Assessment 3

1.

Match the numbers in words with their correct form in symbols.

Number in words

Number in symbols

(a)

Eighty thousand five hundred

and sixty-one

3

9

00

1

(b)

Sixty-one thousand seven

hundred and eight

3

9

1

00

(c)

Thirty-nine thousand one

hundred

80 56

1

(d)

Thirty-nine thousand and one

6

1

708

2.

During the school elections, the winner got one thousand two hundred twenty-
five votes while the learner
who came second, got three
hundred and three votes.

Write in symbols, the
number of votes that the
first and second learners
got.

3.

Eight hundred and twenty-
five people were vaccinated
at a vaccination station
against COVID-

1

9

. During

the

9

p.m. television news,

it was reported that
825 people had been
vaccinated at that station.
Was the reporting
correct?

Ordering numbers

Arranging numbers from the smallest to the largest

Activity 6

1.

Make number cards like the ones shown below.

56 23

1

65 32

4

50 23

4

56 702

2.

Arrange the numbers on the cards from the smallest to the largest.

8

Use a place value chart to arrange the following numbers from the smallest to the
largest. 56

4

32, 5

4

632,

4

6 523, 53 26

4

Working

Write the numbers in a place value chart.

Tens of thousands Thousands Hundreds Tens

Ones

5

6

4

3

2

5

4

6

3

2

4

6

5

2

3

5

3

2

6

4

Compare the values of the numbers starting with the tens of thousands column. Arranging

the numbers in an increasing order, we get:

4

6 523, 53 26

4

, 5

4

632, 56

4

32

Example

5

Assessment Task 6

1.

Arrange the following numbers from the smallest to the largest.

(a)

56 736, 57 736, 55 736, 5

4

736

(b)

4

02

4

,

4

03

4

,

4

1

35,

4

563

(c)

1

0 0

4

5,

1

0

4

05,

1

0 05

4

,

1

4

005

(d)

99

332,

9

8

4

33,

99

44

3,

99

5

44

2.

The number of bags of maize sold to the National Cereals Board in 5 months was
as follows:

4

3 567, 67 302, 57 82

1

, 60 73

4

and 3

4

5

4

3. Arrange the number of bags

sold in an ascending order.

Further Assessment

4

4

1.

Write the numbers;

4

0 057,

4

0 06

1

, 50 03

4

and

4

5 305 in ascending order.

2.

The following receipt shows the items that Megan bought from a wholesale shop
to go and sell in her shop.

(a)

What is the cost of the least

expensive items that she
bought?

(b)

Assuming she only had

sh.

1

5 000 with her and had

to return the most expensive
item, what should she return?

(c)

Arrange the cost of the items

from the least expensive to
the most expensive.

Receipt
Pamoja Supermarket
PO Box

1

2 Pamoja

Date: 02/

1

0/ 202

1

Description

Quantity

Amount (ksh)

Rice

20 kg

4

887

Sugar

20 kg

2 8

44

Pens

1

carton

2 662

Sweets

1

0 packets

500

Cooking oil

20 l

3

4

99

Exercise books

1

carton

4

608

Total

1

9

000

9

Arranging numbers from the largest to the smallest

Activity 7

Andrew wants to find the difference between the largest and smallest

4

- digit number

that can be formed using the digits

9

, 2, 8, and 0.

1.

Form the different

4

- digit numbers that can be formed by these digits.

2.

Arrange the numbers from the largest to the smallest.

3.

Find the difference between the largest and the smallest number you formed.

Arrange the following numbers from the largest to the smallest.
87

9

53, 86 35

9

, 87 35

9

, 86

4

5

9

Working

87

9

53, 87 35

9

, 86

4

5

9

, 86 35

9

Example

6

Assessment Task 7

1.

Arrange the following numbers from the largest to the smallest.

(a)

7 55

4

, 8 56

4

,

4

765,

4

856

(b)

30 0

4

5, 30 05

4

,

4

5

4

00, 3

4

500

(c)

56

4

36, 57

4

36, 56 337, 66 3

4

7

(d)

76 523, 75

4

1

2, 76 30

1

, 75 53

4

2.

The population of

4

sub-counties are 56 703, 57 8

9

4

, 62

4

58 and

9

3 02

1

. Arrange

the populations in a decreasing order.

3.

Write 65 733, 56 8

4

5, 5

4

376 and 65

4

65 in descending order.

Further Assessment 5

1.

John did a research and recorded in the following table the distance of flights from
Nairobi to other cities.

Nairobi – Kisumu Nairobi – Entebbe Nairobi – Eldoret Nairobi – Mombasa
27

9

km

52

1

km

268 km

4

22 km

Put the flight distances in order from farthest to the nearest.

2.

Leila and Eveline placed some numbers in descending order.

Who wrote the numbers correctly in descending order?

Leila

4

00

4

50

500

550 600

6

50

Eveline

650 600 550 500

4

50

4

00

10

Rounding off numbers

Rounding off numbers to the nearest hundred

Activity 8

1.

Make a number line like the one shown below.

7

9

0 800 8

1

0 820 830 8

4

0 850 860 870 880 8

9

0

9

00

2.

Mark the position of the following numbers using dots on the number line.

(a)

80

4

(b)

85

9

(c)

8

9

2

(d)

8

4

7

3.

Using the marked positions on the number line, round off the numbers to the nearest
hundred.

Learning point

If a number is below the midpoint it is rounded down to the nearest hundred. If a

number is at the midpoint or above, it is rounded up to the next hundred.

What is 3 567 rounded off to the nearest

1

00?

Working

Write multiples of

1

00 that are near the number.

3 500, 3600
Identify the midpoint of the numbers.
3 500,

3 550

, 3 600

3 567 is above the mid-point. It is therefore nearer to 3 600.
3 567 rounded off to the nearest hundred is 3 600.

Example

7

Round off 7

1

2 to the nearest hundred.

Working

Draw a number line as shown.

700

650

750

800

850

Mark on the number line, the position where 7

1

2 would be if it was put on the number

line.

700

650

750

7

1

2

800

850

7

1

2 is closer to 700 than to 800.

7

1

2 rounded off to the nearest hundred is 700.

Example

8

11

Assessment Task 8

1.

Round off the following numbers to the nearest

1

00.

(a)

567

(b)

6

4

327

(c)

4

578

(d)

4

5

(e)

38 0

9

2

(f)

8 05

4

2.

The learners who reported to school for third term in Maisha primary school were
3 62

1

. How many learners are these to the nearest hundred?

3.

The number of passengers transported by the standard gauge railway train in ten days is
8 73

4

. Write the number of passengers transported by the train to the nearest hundred.

Further Assessment 6

1.

A book publishing company sold

4

5 37

9

copies of a book. On the newspaper

report, the figure was rounded to the nearest

1

00. What was the figure published

in the newspaper?

2.

What is the smallest number that rounds off to 300 when rounded off to the
nearest hundred?

3.

Round off the following numbers to the nearest hundred. Use the answers to
complete the cross-number puzzle given.

a.

b.

f.

g.

c.

d.

h.

e.

Across: Down:

(a)

2 26

4

=

(e)

3 70

9

=

(b)

4

9

73 =

(f)

672 =

(c)

4

2

4

8 =

(g)

5 370 =

(d)

5

4

5 =

(h)

8 8

1

6 =

Rounding off numbers to the nearest thousand

Activity

99

Round off

1

3

4

0 and 3 700 to the nearest thousand.

1.

Write numbers in multiples of

1

000 starting from

1

000 to 5 000.

2 000

1

000

3 000

4

000

5 000

2.

Identify the midpoints between these numbers.

1

500

1

000

2 000

2 500

3 500

3 000

4

000

4

500

(a)

Is

1

3

4

0 near

1

000 or near 2 000?

(b)

Is 3 700 near 3

000 or near

4

000?

3.

(a)

1

3

4

0 rounded off to the nearest thousand becomes ________.

(b)

3 700 rounded off to the nearest thousand becomes ________.

12

Learning point

If a number is below the midpoint, it is rounded down to the nearest thousand. If a

number is at the midpoint or above, it is rounded up to the next thousand.

What is 5 73

4

rounded off to the nearest thousand?

Working

Write multiples of

1

000 that are near the numbers to be rounded off.

5 000, 6 000
Identify the midpoint
5 500, 5 500, 6000
5 73

4

is above the midpoint. It is, therefore, nearer to 6 000.

5 73

4

rounded off to the nearest

1

000 is 6 000.

Example

99

Assessment Task

99

1.

Round off the following numbers to the nearest thousand.

(a)

5

4

76

(b)

3

9

1

27

(c)

4

32

(d)

999

(e)

9

999

(f)

3

4

(g)

56 7

99

(h)

32

1

08

2.

There were

4

568 elephants in Tsavo National Park. What is the number of elephants

to the nearest thousands?

Further Assessment 7

1.

The schools in a certain sub-county were supplied with

4

5 673 Mathematics books.

Rewrite the number of books supplied to the sub-county to the nearest thousand.

2.

What is the biggest number that rounds off to

1

0 000 when rounded off to the

nearest thousand?

3.

Round off

4

567 and 6 708 to the nearest thousand and find the sum of the rouded off

numbers.

Divisibility of numbers

Divisibility test of 2

Activity

11

00

1.

Divide each of the following numbers by 2:

1

0,

1

2,

1

4

,

1

6,

1

8

2.

What do you notice?
Do they leave a remainder?

3.

Look at the last digit in each of the numbers.
What do you notice?

Learning point

A number is divisible by 2 if the digit in the ones place value is 0, 2,

4

, 6 or 8.

13

Using the divisibility test of 2, find out whether the following numbers are divisible by 2
or not.

(a)

26

(b)

53

(c)

4

0

Working

Check the digit in the ones place in each of the numbers.

(a)

The digit in the one’s place value is 6. Therefore, 26 is divisible by 2.

(b)

The digit in the one’s place value is 3. Therefore, 53 is not divisible by 2.

(c)

The digit in the one’s place value is 0. Therefore,

4

0 is divisible by 2.

Example

11

00

Assessment Task

11

0

1.

Use divisibility test of 2 to find out whether the following numbers are divisible by 2

(a)

9

4

(b)

4

1

(c)

1

00

(d)

28

(e)

1

5

4

(f)

77

(g)

28

(h)

444

(i)

200

(j)

223

Divisibility test of 5

Activity

11

11

1.

Divide each of the following numbers by 5:

1

0,

1

5,

1

00, and 35.

What do you notice?

2.

Look at the last digit in each of the numbers. What do you notice

Learning point

A number is divisible by 5 if the digit in the ones place value is 0 or 5.

Using the divisibility test of 5, find out whether the following numbers are divisible by 5

or not.

(a)

75

(b)

30

(c)

5

4

Working

Check the last digit in each of the numbers.

(a)

The digit in the ones place value in 75 is 5. Therefore, 75 is divisible by 5.

(b)

The digit in the ones place value in 30 is 0. Therefore, 30 is divisible by 5.

(c)

The digit in the ones place value in 5

4

is

4

. Therefore, 5

4

is not divisible by 5.

Example

11

11

Assessment Task

11

11

Use divisibility test of 5 to find out whether the following numbers are divisible by 5

(a)

60

(b)

4

5

(c)

1

25

(d)

56

(e)

28

(f)

9

0

(g)

85

(h)

235

(i)

4

50

(j)

55

1

14

Divisibility test of

1

0

Activity

11

11

1.

Divide the following numbers by

1

0: 20, 50, and 200.

What do you notice?

2.

Look at the last digit in each of the numbers. What do you notice?

Learning point

A number is divisible by

1

0 if the digit in the ones place value is 0.

Using the divisibility test of

1

0, find out whether the following numbers are divisible by

1

0.

(a)

80

(b)

35

(c)

1

30

Working

Check the last digit in each of the numbers.

(a)

The digit in the ones place value in 80 is 0. Therefore, 80 is divisible by

1

0.

(b)

The digit in the ones place value in 35 is 5. Therefore, 35 is not divisible by

1

0.

(c)

The digit in the ones place value in

1

30 is 0. Therefore,

1

30 is divisible by

1

0.

Example

1

1

2

Assessment Task

11

2

1.

Use the divisibility test of

1

0 to determine whether the following numbers are divisible

by

1

0 or not.

(a)

70

(b)

500

(c)

230

(d)

27

(e)

1

0

1

(f)

252

(g)

260

(h)

1

30

(i)

4

56

(j)

55

2.

The following numbers are divisible by

1

0 except?

(a)

2 0

1

5

(b)

3 000

(c)

4

1

70

(d)

8

99

0

Further Assessment 8

1.

Which of the following numbers are divisible by both 5 and

1

0?

(a)

4

5

(b)

80

(c)

35

(d)

50

2.

James harvested 5

4

0 bags of maize from his farm. Was the number of bags

harvested divisible by

1

0?

3.

Show that

4

0 and 35 are both divisible by 5.

4

.

What is the least number that can be added to 276 to make it divisible by

1

0?

Highest common factor (HCF)

Activity

11

3

1.

List down all numbers that you can multiply to get 6. What are the factors of 6?

2.

List down numbers that you can multiply to get

1

8. What are the factors of

1

8?

3.

Write the factors of 6 and

1

8 then identify the common factors.

Learning point

Factors are numbers that we multiply to get another number.

15

What is the highest common factor of

1

5 and 20?

Working

1

x

1

5 =

1

5

3 x 5 =

1

5

The factors of

1

5 are

1

, 3, 5 and

1

5.

1

x 20 = 20

2 x

1

0 = 20

4

x 5 = 20

The factors of 20 are

1

, 2,

4

, 5,

1

0 and 20.

The common factors of

1

5 and 20 are:

1

and 5.

The highest common factor (HCF) is 5.

Example

1

3

Find the greatest common divisor of

1

2 and 36?

Working

The divisors of

1

2 are;

1

, 2, 3,

4

, 6 and

1

2.

The divisors of 36 are:

1

, 2, 3,

4

, 6,

9

,

1

2,

1

8 and 36.

The common divisors are

1

, 2, 3,

4

, 6 and

1

2.

The greatest common divisor (GCD) of

1

2 and 36 is

1

2.

Example

1

4

Assessment Task

11

3

1.

List the factors of the following numbers:

(a)

1

6

(b)

36

(c)

60

(d)

72

2.

Write the divisors of the following numbers.

(a)

36

(b)

8

1

(c)

4

0

(d)

26

3.

List the common divisors of 2

1

and

4

2.

4

.

Work out the HCF of the following numbers.

(a)

9

and 36

(b)

1

8 and 5

4

(c)

27 and 8

1

(d)

60 and 72

5.

What is the GCD of the following numbers?

(a)

4

2 and 63

(b)

1

2,

1

5 and 30

(c)

1

6,

1

8 and

4

8

(d)

26, 52 and 78

Further Assessment

99

1.

Find out the greatest number that can divide

4

8 and 72 without a remainder.

2.

4

8 bananas and 8

4

oranges were to be shared equally among some learners. Calculate

to show the greatest number of learners that can share the fruits without a remainder.

3.

Katana had

1

2 oranges and

1

8 pears. He shared them equally among his children.

Calculate the largest possible number of his children.

4.

Calculate the biggest number that can divide

1

2 and 36 without a remainder.

5.

List the common divisors of 36,

4

8 and 72.

16

Least Common Multiple (LCM)

Activity

11

4

4

1.

Write down the numbers that you will get after multiplying

4

by:

(a)

1

(b)

2

(c)

3

2.

Write down the numbers that you will get after multiplying 5 by the numbers:

(a)

1

(b)

2

(c)

3

3.

What do we call the numbers that we get after multiplying numbers by other counting
numbers?

4

.

Are there some common answers?

What is the LCM of 6 and

9

?

Working

The multiples of 6 are

1,

6,

1

2,

1

8, 2

4

, 30, 36,

4

2…

The multiples of

9

are

1,

9

,

1

8, 27, 36,

4

5…

The common multiples of 6 and

9

are

1

8 and 36.

The least common multiple is

1

8.

The LCM of 6 and

9

is

1

8.

Example

1

5

Assessment Task

11

4

4

1.

Write the first 5 multiples of the following numbers.

(a)

5

(b)

7

(c)

11

(d)

2

(e)

1

4

2.

Work out the LCM of the following numbers?

(a)

1

8 and 27

(b)

7 and

1

4

(c)

20 and 30

(d)

1

5 and 20

(e)

6, 8 and

1

2

(f)

9

,

1

5 and

4

5

17

Addition

Addition without regrouping

Adding up to 2 six-digit numbers

Activity

11

Read the following number story and answer the questions that follow.

In the Fuzu Society Library, there are 338

4

5

4

books. An NGO that is championing for

growth in education donated 6

1

325 new books to the library.

(a)

Write an addition sentence for the number of books that will be in the library.

(b)

How many books will be there in the library?

Find the sum of: 5

1

9

0

1

0 and

4

80 736

Working

Example

1

H TH

T TH

T

H

T

O

5

1

9

0

1

0

+

4

8

0

7

3

6

9

9

9

7

4

6

Place the numbers in a place value chart

then add the digits in the same place value
starting from the ones.

5

1

9

0

1

0 +

4

80 736 =

999

7

4

6

Assessment Task

11

1.

Evaluate each of the following:

(a)

3

4

3

111

+

4

06 622 =

(b)

33

1

0

4

5 + 300 70

4

=

(c)

7

1

7 23

1

+ 2

4

2 737 =

2.

Find the sum of each of the following:

285 335
+

1

02 623

33

1 1

4

7

+

1

66 55

1

520 65

4

+ 2

11 1

3

1

4

1

3

4

32

+ 503 2

4

3

(a)

(b)

(c)

(d)

A company manufactured 523 500 shirts on Monday and 32

4

300 shirts on Tuesday.

Find the total number of shirts manufactured in those two days.

Example

2

Working

We add 523 500 to 32

4

300 to find the number of shirts manufactured in the two days.

Place the numbers in a place value chart then add the digits in the same place value

H TH T TH

T

H

T

O

5

2

3

5

0

0

+

3

2

4

3

0

0

8

4

7

8

0

0

starting from the ones place value.

Therefore, 8

4

7 800 shirts were

manufactured in the two days.

18

Further Assessment

11

1.

Michawl bought a vehicle for 580 325 shillings. He spent

1

8 652 shillings on repairs.

How much did the vehicle cost him?

2.

There were 302 08

9

wild beasts in an animal sanctuary. During the rainy season,

4

0

4

3

1

0 more wild beasts migrated into

the sanctuary. Find the number of wild
beasts in the sanctuary during the rainy
season.

3.

A call centre of a telecommunications
company received 3

1

9

262 calls in one

week and 380 535 calls in the next
week. Determine the number of calls
they received in the two weeks.

4

4

..

Adam bought an acoustic guitars worth

1

00

4

60 shillings and keyboards worth

2

99

520 shillings for his band. Work out the amount that Adam spent on the items.

Adding up to 3-six digit numbers

Activity 2

Read the following number story

and answer the questions that
follow.

In the census that was carried out in

20

1

9

, there were

4

05 633 men,

302 2

1

2 women and 3

1

2

1

4

1

children

in a town.

(a)

Write the addition sentence to show

the total population of the town.

(b)

Find the total population of the town.

19

Evaluate:

1

33 8

1

0 + 206

1

25 + 630 053

Working

Place the numbers in a place value chart then add the digits in the same place value.

H TH

T TH

T

H

T

O

1

3

3

8

1

0

2

0

6

1

2

5

+

6

3

0

0

5

3

9

6

9

9

8

8

Example

3

Maya withdrew 360 000 shillings from her bank account to pay for the land she had
recently bought. She also withdrew

1

02 065 shillings to buy goods to sell in her shop.

On checking her account balance, she found a balance of 26 532 shillings in her account.
What amount did Maya have in her account before the two withdrawals?

Example

4

H TH

T TH

T

H

T

O

3

6

0

0

0

0

1

0

2

0

6

5

+

2

6

5

3

2

4

8

8

5

9

7

Working

To get the total number amount Maya had

in her account, we add the amount she
withdrew and the balance in her account.

Put the numbers in a place value chart

and add.

Therefore, Maya had

4

88 5

9

7 shillings in her account.

Assessment Task 2

1.

Evaluate each of the following:

1

32 320

+

1

25 220

4

32

4

5

9

111

600

+

4

6

1

00

4

1

00 2

1

4

406 250
+ 482

44

5

11

1

00

(a)

(b)

(c)

2.

A shopping mall received

1

05

9

62 shoppers on the first week that it opened,

1

23 0

11

shoppers on the second week and 272 032 on the third week. Find the number of shoppers
who visited the shopping mall for the three weeks.

3.

During a football match,

11

0 200 people watched the match live at the stadium,

3

4

38

9

people watched the match from the screens erected across towns while

4

33

000 watched the match on their television. Determine the total number of people who
watched the match.

20

4

4

..

A farmer harvested mangoes from his three farms. From one farm, he harvested

4

35

111

mangoes. From the second farm, he harvested 230

4

50 mangoes and 333

4

20 mangoes

from the third farm. Find the total number of mangoes harvested from the three farms.

5.

There are 307 530 bags of maize, 38

4

1

20 bags of rice and 205 2

4

0 bags of wheat in a

store. Find the total number of bags in the store.

Addition with regrouping

Working

202 837
+ 7

9

4

077

99

6

9

1

4

1 1

Example

5

•

Add ones: (7 + 7 =

1

4

) ones.

•

Regroup

1

4

tens into

1

tens and

4

ones.

•

Add tens: (

1

+ 3 + 7 =

11

) tens.

•

Regroup

11

tens into

1

hundreds and

1

tens.

•

Add hundreds: (

1

+ 8 + 0 =

9

) hundreds.

•

Add thousands: (2 +

4

= 6) thousands.

•

Add ten thousands: (0 +

9

=

9

) ten thousands.

•

Add hundred thousands: (2 + 7=

9

) hundred thousands.

Work out 202 837 + 7

9

4

077

Assessment Task 3

1.

Work out each of the following:

2

1

8 870

+ 3

1

7 8

1

8

837 277
+ 2

9

4

9

1

532 63

4

+

11

9

830

(a)

(b)

(c)

2.

Gregory played a car game and scored

4

60

4

53 points in the first round and

526

1

73 points in the second round. The game was over after the second round.

Work out the total number of points he had at the end of the second game.

Further Assessment 2

1.

Evaluate each of the following:

(a)

207 23

4

+

1

9

5 20

1

=

(b)

1

9

1

1

9

1

+ 607

4

75 =

(c)

273

11

9

+

4

11

=

(d)

528 5

9

3 +

9

6

1

77 =

2.

In a grand musical show,

1

0

1

20

1

men and

1

0

1

38

9

women participated. What is the

total number of participants in the musical show?

3.

Five hundred and eighty-two people watched the finals of a football match live at a
stadium. Thirty-one thousand four hundred and seven more people watched the match
on their televisions. Find the total number of people who watched the football match.

Estimating sum by rounding off the addends to the nearest hundred

Activity 3

Estimate the sum of 362 and

1

5

9

by rounding off the numbers to the nearest hundred and

compare the answer to the actual sum.

21

Estimating addition through rounding off to the nearest hundred

Activity

4

4

1

.

What is 362 rounded off to the nearest hundred?

2.

What is

1

5

9

rounded off to the nearest hundred?

3.

Evaluate

4

00 + 200.

4

.

Evaluate 362 +

1

5

9

.

5.

Compare the answers you get.

Find the estimate sum and the actual sum of

4

3 38

9

and 606 535 by rounding off the

numbers to the nearest hundred.

Working

When rounded off to the nearest hundred:

4

3 38

9

becomes

4

3

4

00

606 535 becomes 606 500
Estimated sum

4

3

4

00 + 606 500 = 6

4

9

9

00

Actual sum

4

3 38

9

+ 606 535 = 6

4

9

9

2

4

Example

6

Assessment Task

4

1.

Estimate the sum of each of the following pair of numbers, by rounding off each numbers
to the nearest hundred:

(a)

5

4

6 and 3

4

2

(b)

4

280 and 50 2

9

5

(c)

25

4

230 and 2

4

1

0

2.

Estimate the sum

1

4

72 + 722 +

1

05

1

6

4

by rounding off each number to the nearest

hundred.

3.

Complete the following table by rounding off the given numbers to the nearest hundred.
Find the estimated and the actual sum.

Numbers

Estimate Sum Actual Sum

(a)

276 582 and

1

57

(b)

2

4

5 and

9

0

1

63

(c)

576 8

1

2 and

11

111

(d)

7

4

6 8

1

2 and

99

111

Further Assessment 3

1.

Limberia rounds off some sums to the nearest hundred. Does she round off correctly?
Choose Yes or No for each of the following.

(a)

1

03 273 + 365 is about

1

03 700. Yes or No

(b)

1

5

4

+

1

52 is about 300. Yes or No

(c)

4

5

4

2 + 2 338 is about 6 880. Yes or No

(d)

535 +

11

2 2

9

4

is about

11

2 800. Yes or No

2.

Jasmin had 20 236 shillings. Her dad added her

1

0 28

9

shillings. Does Jasmin have

more than 30 600 in all? Estimate the answer to the nearest hundred.

22

3.

Mwadime cycled 3 2

4

7 m to church, then 582 m to the market. He then cycled

1

63

4

m back to his house. Estimate the total distance he travelled by first rounding

off each distance to the nearest hundred.

Estimating sum by rounding off the addends to the nearest thousand

Activity 5

Read the following number story and answer the questions that follow.

In one month, a graphic designer earned sh.

1

23 5

9

0 for designing storybooks, sh. 26 0

99

for designing logos and sh.

4

9

1

75 for designing websites.

1.

What is the actual amount he earned in that month?

2.

Use a number line to round off each of the amounts the designer earned to the
nearest thousand.

3.

Find the sum of the rounded-off amounts.

Evaluate

4

2 505 +

1

27 807 + 2

1

3

9

7 by rounding off each number to the nearest thousand.

Working

4

2 505 rounded off to the nearest thousand becomes

4

3 000.

1

27 807 rounded off to the nearest thousand becomes

1

28 000.

2

1

3

9

7 rounded off to the nearest thousand becomes 2

1

000.

The sum of the rounded off numbers is

4

3 000 +

1

28 000 + 2

1

000 =

1

9

2 000.

Example

7

Assessment Task

4

4

1.

Estimate the sum of each of the following by rounding off to the nearest thousand.

(a)

3

4

2

1

25 + 35 637

(b)

50

4

837 +

1

4

1

35

4

(c)

33 23

1

+ 200 0

9

7

2.

Estimate the sum by rounding off to the nearest thousand. Compare the result to the
actual sum for each of the following.

(a)

There are

1

23

4

65 red roses,

11

0 250 white roses and

9

6 752 pink roses in a

garden. Estimate the total number of roses in the garden.

(b)

The population of Maendeleo village is 53 628 and that of Salama village is

78

4

26. Estimate the total population of the two villages.

Patterns involving addition

Activity 6

1.

Make different addition patterns.

2.

State the rule that you used to make the pattern.

3.

Use the rule to find the next number in the pattern.

23

Find the missing numbers marked A, B and C in the following pattern.
__A___, 50

1

30

1

, 502

4

0

1

, __B___, __C___, 505 70

1

Working

From the given numbers:
502

4

0

1

−50

1

30

1

=

11

00

So, the rule is to add

11

00 to get the next number to the right.

To find the missing number B, 502

4

0

1

+

11

00 = 503 50

1

To find the missing number C, 503 50

1

+

11

00 = 50

4

60

1

To get the number A, 50

1

30

1

−

11

00 = 500 20

1

.

The pattern is 500 20

1

, 50

1

30

1

, 502

4

0

1

, 503 50

1

, 50

4

60

1

, 505 70

1

+

1

1

00 +

1

1

00 +

1

1

00 +

1

1

00 +

1

1

00

Example

7

Assessment Task

5

5

1.

Write the next number in each of the following patterns.

(a)

76 52

4

, 77 666, 78 808, _______

(b)

4

556, 5 556, 6 556 ______

2.

A flower shop sells different number of roses every month. It sold

4

66 roses in

October, 566 roses in November and 666 roses in December. If this pattern continues,
how many roses will the flower shop sell in January of the following year?

3.

Rehema applied for a job. She got the job with a starting monthly salary of
sh. 80 000, with an annual increment of sh. 5 000 in her salary. Write an addition
pattern to show the salary she will be earning for the first

4

years.

Term 1

Term 1

Mid Term Assesment

1.

Write

4

5 300 in words.

2.

Use a place value chart to show the place value of digit 7 in the number 37 23

1

.

3.

Work out the total value of digit 5 in the number 53

4

5

1

.

4

.

Calculate the difference between the largest and the smallest numbers formed from
the following digits:

4

, 0,

1

, 2, 5.

5.

Arrange the following numbers from the smallest to the largest:

32 02

1

, 3

1

02

1

, 33

1

32, 32

1

32.

6.

Kirimi harvested 2 0

4

5 avocados from his farm. Write the number of avocados he

harvested to the nearest hundred.

7.

Simplify: b + 2b + 5b.

8.

Use divisibility tests of 5 and

1

0 to find out whether

9

0 is divisible by both 5 and

1

0.

24

9.

Work out the volume of the following cube.

10.

List all the divisors of 30.

11.

Which is the smallest number of fruits that can be shared by 6 boys and

1

5 girls

without a remainder?

12.

List the first 5 multiples of

1

3.

13.

Write 6

2
3

as an improper fraction.

1

4

.

Calculate the perimeter of the shape below.

1

7 cm

8 cm

20 cm

6 cm

15.

In a certain county, there are

1

6

4

5

4

6 women,

1

23 60

9

men and 20

4

1

28 children.

Calculate the total number of people in that county.

16.

Write

7

4

1

00

as a decimal.

17.

Round off

4

5 63

4

and 32 62

1

to the nearest hundred and find their sum.

18.

Arrange the following decimals in descending order: 8.02, 8.03, 8.

9

2, 8.82, 8.

9

8.

19.

Convert 678 cm into metres and centimetres.

20.

How many hours and minutes are in 32

4

minutes?

21.

What is the next number in the pattern? 3

4

500, 35 500, 36 500.

22.

Michael fell sick and stayed at home for 3

4

days. Calculate the number of weeks and

days he stayed home.

23.

The price of a packet of unga is sh.

9

4

. Write the cost in cents.

2

4

.

List two properties of a rectangle.

25.

Draw a reflex angle.

26.

Complete the table below

Fruits

Tally marks

Number

Mangoes

11

Oranges

9

27.

Find the number of half kilogrammes in 8 kg.

28.

Kimani divided

1

2 m

9

0 cm piece of rope into 3 equal pieces. What is the length of

each of the pieces?

29.

Write

1

9

in roman numbers.

30.

Sharon bought 6y books in the first term. She bought 5y more books in term three.
How many books did she buy altogether?

25

Subtraction

Subtraction of numbers without regrouping

Activity

11

Write any two three-digit numbers and subtract the smaller number from the greater

number.
What answer do you get?
Compare your answers.

The registered voters in a certain county are

4

56 23

4

. During the national election,

33

4

11

3 voted, how many voters did not vote?

Working

Start by subtracting the ones, tens, hundreds, thousands, tens of thousands and lastly

hundreds of thousands.

Hundreds of thousands Tens of thousands Thousands Hundreds Tens Ones

4

5

6

2

3

4

– 3

3

4

1

1

3

1

2

2

1

2

1

4

56 23

4

– 33

4

11

3 =

1

22

1

2

1

Example

1

Assessment Task

1

1.

Evaluate each of the following.

(a)

353 78

9

– 230 56

1

(c)

4

9

4

57

– 2 53

1

(b)

75 6

9

3

–

4

3 272

(d)

56 823

–

4

822

2.

Lamek’s ranch had 3

4

23

4

cattle in the year 20

11

. After a severe drought in 20

1

2,

the number of cattle reduced by 2

1

3. How many cattle did he have at the end of 20

1

2?

3.

The number of books bought by the government for Grade

4

and 5 learners in a

certain county was

9

78 5

4

6. If Grade

4

learners received

4

32

1

3

4

books, how many

books were received by Grade 5 learners?

26

Further Assessment

1

1.

Work out each of the following:

(a)

887

4

99

–

1

4

0 288

(b)

9

4

3

9

76

– 2

11

66

4

(c)

3

9

4

99

4

– 260

1

62

(d)

758 7

99

– 232 682

2.

Safi town recycled 385 3

4

5 kilograms of waste in January of 20

1

9

. It recycled 5

9

7

5

9

8 kilogrammes of waste in March

of 20

1

9

. How much more waste was

recycled in March than in January?

3.

A website had 5

9

5 760 visitors in

January of 202

1

and 6

1

5 355 visitors

in February of 202

1

. How many

more visitors visited the website in
February than January?

4

.

A shopping mall received

1

05

9

62

shoppers on the first week that it
opened,

1

23 0

11

and on the second

week. How many more shoppers
came into the mall in the second week than the first week?

Subtraction of numbers with double regrouping

Example

2

9

5 3 6 2

9

– 3

4

5 2

1

6

6 0 8

4

1

3

4

1

9

53 62

9

– 3

4

5 2

1

6 = 608

4

1

3

Mungai planted orange and mango trees on his farm. The number of orange trees was 3

4

5 2

1

6.

How many mango trees did he plant if the total fruit trees on the farm were

9

53 62

9

?

Working

1.

Subtract ones:

9

– 6 = 3 ones.

2.

Subtract tens: 2 –

1

=

1

tens.

3.

Subtract hundreds: 6 – 2 =

4

hundreds.

4.

To subtract thousands, regroup

1

ten thousands

and add it to 3 thousands then subtract.

1

3 – 5 = 8 thousands

5.

Subtract tens of thousands:

4

–

4

= 0 tens of thousands

6.

Subtract hundreds of thousands:

9

– 3 = 6 hundreds

of thousands.

Assessment Task 2

1.

Work out each of the following:

(a)

35

9

2

4

5

– 238

1

5

4

(b)

6

4

7 85

9

–

4

75 62

9

(c)

56 3

4

6

–

4

5

4

3

2.

A contractor bought

9

603 iron sheets to construct classrooms in two schools.

School A used

4

262 iron sheets and the rest were used to construct classrooms in

school B. How many iron sheets were used to build classrooms in school B?

3.

During the county athletics competition, 5

4

5

9

learners participated. If 3 285 of the

participants were boys, how many girls took part in the competition?

27

Further Assessment 2

1.

Evaluate each of the following:

(a)

68 73

1

– 2 83

1

(b)

8

9

732 – 67 82

1

(c)

4

6 8

4

5 – 37 632

2.

Selina worked out the difference between two numbers and got

1

307. If the larger

number was

9

577, find the smaller number.

3.

Samuel made a journey of 8

4

73 km. Out of this, he covered

4

253 km by train and the rest

of the journey by car. How many km did he cover by car?

4.

A company that sells cement had 8

4

36 bags of cement in their store. They sold

3 565 bags of cement. How many bags were left in the store?

Estimating differences by rounding off numbers to the nearest hundred

Activity 2

1.

Make number cards like the ones shown below.

56 735

2 5

4

3

3

4

56

72 5

4

7

2.

Pick any two number cards from the ones you have made.

3.

Round off the numbers to the nearest hundred.

4.

Get the difference between the two rounded off numbers.

A sub-county has 5

4

67

4

learners. If 23

4

57 are boys, what is the estimated number of girls

in the sub-county if the numbers are rounded off to the nearest hundred.

Working

5

4

67

4

rounded off to the nearest hundred becomes 5

4

700

23

4

57 rounded off to the nearest hundred becomes 23 500

Estimated number of girls: 5

4

700 – 23 500 = 3

1

200.

Example

3

Assessment Task 3

1.

Estimate the differences between the following numbers by first rounding off to the nearest
hundred.

(a)

5 6

4

5 and 353

(b)

4

7

9

1

5 and 25 56

1

(c)

5

4

783 and 3

1

6

4

0

2.

Samson delivered 3

4

56

1

litres of milk to a dairy in the month of July. He delivered 22

4

76 the following month of August. Use rounding off to the nearest hundred to estimate

the difference in the milk delivered in the two months.

Estimating difference by rounding off to the nearest thousand

Activity 3

Round off 5

4

320 and 2

1

4

32 to the nearest thousand.

What is the difference between the two numbers after rounding off?

28

A coffee factory processed

4

5 672 bags in 20

1

9

and a further

9

8 756 bags the following

year. What is the estimated increase in the number of bags processed by rounding off to
the nearest thousand?

Working

4

5 672 rounded off to the nearest thousand becomes

4

6 000.

9

8 756 rounded off to the nearest thousand becomes

99

000.

Estimated difference in processed bags:

99

000 –

4

6 000 = 53 000.

Example

4

4

Assessment Task

4

4

1.

Estimate the difference between the following numbers by first rounding them off to
the nearest thousand.

(a)

5

4

67

1

and 56

4

(b)

65

4

72 and

99

4

20

(c)

6 7

9

4

and 3

4

52

(d)

7

9

003 and 56 3

9

2

2.

Wanyama planted 66 73

4

cabbages in January and another 56 832 in the month of

March. Round off the number of cabbages planted in the two months to the nearest
thousand, then find the difference.

Combined operations involving addition and subtraction

Work out:

4

35 78

1

+

4

56 780 – 203

4

52

Working

Add:

4

35 78

1

+

4

56 780 = 8

9

2 56

1

Subtract: 8

9

2 56

1

– 203

4

52 = 68

9

1

0

9

Example

5

Learning point

When an operation involves addition and subtraction, always start with addition then

subtraction.

Assessment Task 5

1.

Evaluate each of the following.

(a)

56 803 +

4

0 322 – 22 00

1

(b)

9

8 8

1

2 +

1

0 03

4

– 3

4

5

1

2

(c)

4

56 – 23

4

+ 2

11

(d)

356 8

9

7 – 567 832 +

44

5

1

23

2.

Kantet had

4

556 goats. He sold 3 2

4

0 of the goats to raise money for his children’s school

fees. Later, he bought an additional 2

4

00 goats. How many goats did he have finally?

29

Further Assessment 3

1.

For each of the following find the value of the missing numbers marked with letters.

(a)

5

9

k 83k

–

4

56 728

1

4

0

1

0k

(b)

4

6m

99

4

– 222 83m
2

4

7

15

5

(c)

78n

1

65

– 26

9

1

4

7

5

1

6 0

1

8

2.

A mango processing factory received

4

5 32

1

6 mangoes on day one. 2 3

4

5 mangoes

were rejected and thrown away. On the second day, 6

4

9

3

1

7 mangoes were delivered

with no rejections. How many good mangoes were received in the two days?

Number patterns involving subtraction

Activity

4

4

1.

Make number cards like the ones shown below.

350 002

3

4

0 002

360 002

2.

Arrange the numbers from the biggest to the smallest.

3.

What criteria have you used to arrange the numbers?

What is the next number in the pattern below?
56 700, 5

4

700, 52 700, 50 700, _____

Working

Find what is being subtracted to get the next number in the pattern.
56 700 – 5

4

700 = 2 000

5

4

700 – 52 700 = 2 000

2 000 is the number being subtracted from the previous number in each instance.
Th next number will be: 50 700 – 2 000 =

4

8 700

Example

6

Assessment Task

4

4

1.

What is the next number in the patterns below?

(a)

30 23

4

, 2

9

23

4

, 28 23

4

, 27 23

4

, _______

(b)

7 6

9

2, 6 6

9

2, 5 6

9

2,

4

6

9

2, ________

(c)

23

4

00

1

, 233 00

1

, 232 00

1

, 23

1

00

1

, _______

(d)

67 83

4

, 67 7

1

4

, 67 5

9

4

, 67

4

7

4

, ___________

(e)

5 832, 5 682, 5 532, 5 382, _________

2.

A boarding school had 35 6

4

7 litres of water in their storage tank. 2

4

56 litres were

used every day. How many litres of water was in the tank after four days?

3.

Kimani had

4

50 000 shillings in his bank account. He started withdrawing 20 000

shillings every day to pay workers at a construction site. How much did he have in his
account at end of the third day?

30

Multiplication

Multiplication of up to 3-digit number by 2-digit number

Activity

11

1.

Make practice cards like the ones shown below.

1

26 x

1

5

332 x 20

1

88 x

1

8

2.

Pick one practice card at a time and work out the product of the numbers on the number card.

3.

Repeat this for all the cards.

Work out 2 7

4

x

1

5

Working

2

3

7

2

4

1

5

1

1

3

1

7 0

+ 2 7

4

0

4

1

1

0

Example

1

Add the products to get the final answer.

Multiply 27

4

by

10.

Multiply 27

4

by 5.

A lorry can carry 2

4

5 bags of cement in one trip. Determine the number of bags of

cement the lorry can carry in 26 trips.

Working

2

4

5

x 2 6

1

4

7 0 (6 x 2

4

5)

+

4

9

0 0 (20 x 2

4

5)

6 3 7 0 The lorry can carry 6 370 bags of cement in 26 trips.

Example

2

Assessment Task

11

1.

Evaluate each of the following.

(a)

2

1

5 x

1

4

(b)

111

x 25

(c)

222 x

4

6

(d)

444

x 3

4

(e)

4

1

3 x 2

1

2.

Work out each of the following.

(a)

2 5 6

x

1

2

(b)

3 3 2

x

1

2

(c)

3 8 8

x 2 2

(d)

6

1

9

x

1

1

(e)

5

1

2

x 3 0

3.

A movie theatre has a daily sitting capacity of 5

4

5 people. One time, a play ran for

1

4

days. Determine the maximum number of people that watched the play in the

1

4

days.

4

.

Brian is a boda boda rider and he saves sh. 350 per day in a Sacco. How much money
will he save in

1

8 days if he works every day?

31

Further Assessment

1

1.

Hassan, a maize farmer, harvested 523 bags of maize in one season. If one bag has
a mass of

9

0 kg, how many kilograms of maize did Hassan harvest that season?

2.

A chair costs

4

52 shillings and a table costs 750 shillings. An organisation bought

30 chairs and

1

5 tables. Which item cost more and by how much?

3.

A biscuit factory makes 7

1

8 boxes of biscuits daily. Each box carries a total of

1

5 biscuits. Determine the number of biscuits the factory makes in a day.

4

.

A warehouse restocked 25 cartons each of mass 725 kg. Determine the total mass
of the cartons that the warehouse restocked.

Estimation of products

Rounding off factors

Activity 2

1.

Make number cards like the ones shown below.

725 x

14

=

8

1

2 x 38 =

5

9

2 x 56 =

2.

Pick one number card at a time. Find the product of the numbers on the number card.

3.

Round off the factors on the number card to the nearest ten.

4.

Find the estimated product of the rounded-off numbers.

5.

Compare the estimate product and the actual product.What do you notice?

Work out the estimate product of 7

1

5

×

2

1

by first rounding off the factors to the nearest ten.

Working

Rounding off 7

1

5 to nearest ten = 720

Rounding off 2

1

to the nearest ten = 20

Therefore,

7 2 0

x 2 0

0 0 0 (0 x 720)
+

1

4

4

0 0 (20 x 720)

1

4

4

0 0

Multiply tens by 720.

Multiply ones by 720.

Example

3

The estimate product is

1

4

4

00.

A county has 385 primary schools. On average, each school has

4

6 Grade 5 learners. By

rounding off the factors to the nearest ten, determine the estimate number of Grade 5
learners in the county.

Working

385 rounded off to nearest ten = 3

9

0

4

6 rounded off to nearest ten = 50

Therefore,

Example

4

4

Multiply tens by 3

9

0.

Multiply ones by 3

9

0.

There are

1

9

500 Grade 5 learners in the county.

3

9

0

x 5 0

0 0 0 (0 x 3

9

0)

+

1

9

5 0 0 (50 x 3

9

0)

1

9

5 0 0

32

Assessment Task 2

1.

Estimate the product of each of the following by rounding off the factors to the
nearest ten.

(a)

772 x

1

2

(b)

4

55 x 2

9

(c)

3

1

4

x 7

4

(d)

9

1

6 x 22

(e)

867 x 33

2.

Estimate the product by rounding off the factors to the nearest ten

(a)

3

1

9

x 2

4

(b)

7 7 5

x

4

6

(c)

2 2 5

x 3 3

(d)

9

0 6

x

1

8

(e)

5

1

4

x 6

1

Further Assessment 2

1.

Grade 5 learners in Utu Bora Primary School use

4

1

5 litres of water every week.

If the learners stay in school for

1

4

weeks in a term, estimate by rounding off the

factors to the nearest ten, the amount of water in litres they use in one term.

2.

During a community-based programme in Mwangemi Primary School, Grade 5
learners planted tree seedlings in

4

1

5 rows and 58 columns. Estimate by rounding

off the factors to the nearest ten, the total number of seedlings they planted.

3.

During a read-aloud competition in Hekima Primary School, each Grade 5 learner
read

1

37 words. If there are

4

8 learners in Grade 5, estimate by rounding off the

factors to the nearest ten, the total number of words read by the Grade 5 learners
during the competition.

4.

A farmer transported tomatoes in

4

5 crates. Each crate carried 6

1

8 tomatoes. By

rounding off the factors to the nearest ten, estimate the total number of tomatoes
the farmer transported.

Other methods of multiplication

Activity 3

1.

Write down some numbers to multiply.

2.

Use any method such as multiplication charts to work out the multiplication of the numbers.

3.

Do the methods give the same answer?

4.

Which method is easier to work with?

Work out 7

4

6 x 22 by using compatible numbers.

Working

7

4

6 is approximately 7

4

5 and 22 is approximately 20

Therefore, 7

4

6 x 22 is approximately 7

4

5 x 20

7

4

5

x 2 0

0 0 0
+

1

4

9

0 0

1

4

9

0 0

Example

5

Multiply 7

4

5 by tens.

Multiply 7

4

5 by ones.

33

Work out the product of 78

9

x

4

9

by using the expanding method of addition

Working

78

9

= 700 + 80 +

9

4

9

=

4

0 +

9

Therefore,

(700 x

4

0) + (80

x

4

0)

+ (

9

x

4

0) + (700 x

9

)

+ (80 x

9

) + (

9

x

9

)

28 000 + 3 200 + 360 = 3

1

560

6 300 + 720 + 8

1

= 7

1

0

1

38 66

1

Therefore, 78

9

x

4

9

= 38 66

1.

Example

6

Assessment Task 3

1.

Estimate the product of the following using the compatible numbers method.

(a)

7

1

9

x 2

4

(b)

2

1

6 x 72

(c)

3

44

x

1

7

(d)

4

1

8 x 3

4

2.

Work out the product of the following by expanding method.

(a)

3

1

4

x 5 2

(b)

9

1

2

x

4

6

(c)

7 5 2

x

1

9

(d)

9

4

7

x 2 5

Further Assessment

3

3

1.

A bookshop sells

1

6

4

textbooks every week on average. Estimate the number of

textbooks sold in

1

4

weeks by using compatible numbers.

2.

A farmer bought 2

4

milking cans for his farm. If each can hold

1

06 litres of milk, what amount

of milk in litres does the farmer produce if all the can full? Use the expansion method.

3.

Heshima Primary School received 36 cartons of textbooks from the national
government. Each carton contained 2

4

textbooks. Using the expansion method, work

out the number of textbooks Heshima Primary received.

Patterns involving multiplication

Activity

4

4

1.

Alvin made and arranged number cards as shown below.

5

25

1

25

2.

What pattern do the cards form?

3.

What is the next number on the cards?

4

.

Predict the next three numbers on the cards.

34

What are the missing numbers in the number pattern below?

8

32

________

5

1

2

Working

The multiplication rule is multiplying the previous number by

4

.

The missing number is 32 x

4

=

128.

Example

8

4.

A librarian arranged textbooks on shelves such that the first shelf carried 25 textbooks,

the second shelf had 50 textbooks and the third shelf had

1

00 textbooks. If this pattern

continued, how many textbooks were arranged on the fifth shelf?

Working

25

50

1

00

________

________

Fourth shelf =

1

00 x 2 = 200

Fifth shelf = 200 x 2 =

4

4

00 textbooks

Example

99

Assessment Task

4

Complete the following number patterns.

1.

60

2

4

0

2.

25

75

675

3.

8

4

0

1

000

4

.

1

0

30

8

1

0

5.

11

22

88

Further Assessment

4

1.

Mr Waswa gives his daughter different amounts for pocket money each term as

follows, sh.

1

50 in term one and sh. 300 in term two. If this pattern continues, how

much money does he give his daughter in term three?

2.

Grade 3 learners in Sunshine Primary School went out to a shopping centre to

collect bottle tops. They collected 20 bottle tops on day one, 80 bottle tops on day

two and 320 bottle tops on day three. If this pattern continued, how many bottle

tops did they collect on day four and five?

3.

Abel, a Grade 5 learner typed 30 words on his tablet on day one,

9

0 words on day

two and 270 words on day three. If this pattern continued, how many words did he

type on days four and five?

4

.

In a street light decoration, lamps were placed at

1

2 m interval,

4

8 m internal then

1

9

2 m interval. If this pattern is retained, work out the next interval.

35

Division

Division of up to a 3-digit number by up to a two-digit number

Activity

11

Read the following number story and use it to answer the questions that follow.

Tom had a birthday party. His mother bought him a packet of sweets that had 2

1

6 sweets

inside. He wanted to share the sweets equally among his 2

4

friends who attended the

birthday party.

(a)

How can he share an equal number of sweets with his friends?

(b)

Find the number of sweets each friend will receive.

Divide

1

9

8 by 33.

Working

Using the relationship between multiplication and division:

33 x =

1

9

8

33 x 6 =

1

9

8

Therefore,

1

9

8 ÷ 33 = 6.

Example

1

Divide

1

2

4

by

1

3.

Working

Using multiples,

1.

Which number can you multiply by

1

3 to get

1

2

4

or a number close to it?

2.

Pick the multiple that is closest to

1

2

4

but is less.

3.

Take away the multiple from

1

2

4.

1

2

4

÷

1

3 =

9

remainder 7.

Example

2

Assessment Task

11

1.

Work out each of the following.

(a)

360 ÷

4

5 =

(b)

1

20 ÷ 60 =

(c)

4

20 ÷ 28 =

(d)

1

00 ÷

1

8 =

2.

Akinyi sells sukuma wiki in her estate. One time, she bought 500 leaves of Sukuma

wiki. If she tied them in bunches of

1

0 leaves, how many bunches did she make?

3.

Tom shared his 200 mango seedlings equally with his 20 friends. How many mango

seedlings did each of them get?

4.

Uncle Jerry picked

11

7 apple fruits from the tree. He shared them equally among

1

4

children in his plot. How many apples did each child get?

5.

A farmer planted

4

20 seedlings in 35 rows. How many seedlings were planted in

each row if each row had an equal number of seedlings?

36

Further Assessment

11

1.

A teacher shared 78

9

pencils equally among her

4

8 learners.

(a)

How many pencils did each learner get?

(b)

How many pencils remained?

2.

The government bought books from a publishing company and asked them to
distribute the books to schools. The publishing company packed nine hundred and
ninety-eight cartons of books in one of the distributing vehicles. The books were to
be distributed equally to 33 schools.

(a)

Determine the number of cartons of books each school got.

(b)

The remaining books were to be delivered to the county education office. How

many cartons were delivered to the county office?

3.

At a party, there were four hundred and sixty-six men and five hundred and fifty-
four women. If there were twenty minibuses to ferry them home and each bus was
to carry an equal number of people, how many people did each bus carry?

4

.

1

3 vans were used to transport learners on a trip to the Nairobi trade fair. If each

van carried 2

1

pupils and the total number of learners was 8

1

9

, how many trips did

each van make?

5.

What is 68

4

divided by

1

2?

Long division

Learners from Excel Primary School were requested to help in arranging chairs and

tables in the community hall. There are 80

9

chairs to

be arranged around tables. They were supposed to
arrange

1

2 chairs around each regular table and the

rest on the VIP.

(a)

Determine the number of regular tables needed.

(b)

How many chairs were arranged on the VIP table?

Working

(a)

To get the number of regular tables needed,

divide the total number of chairs by the number
of chairs needed around each table.

1

2 80

9

– 72 (

1

2 x 6)

8

9

8

4

(

1

2 x 7)

5

67 regular tables are needed.

67

(b)

The number of VIP chairs, are the

remaining chairs

There were 5 VIP chairs.

Steps

1

.

Divide 80 by

1

2 = 6 remainder 8

2.

Write 6 above 0

3.

Subtract 72 from 80 to get 8

4

.

Bring down

9

to get 8

9

5.

Divide 8

9

by

1

2 = 7 remainder 5.

6.

Write 7 above

9.

7.

Multiply

1

2 by 7 = 8

4

.

8.

Subtract 8

9

from 8

4

to get 5.

Example

3

37

Assessment Task 2

1.

Use the long method to work out the following.

(a)

1

9

2 ÷

1

5

(b)

33

1

÷ 3

1

(c)

280 ÷ 50

(d)

4

62 ÷ 22

(e)

2

4

2 ÷

1

3

2.

Divide 525 by 35.

3.

Kate had sh. 600. She bought loaves of bread each at sh. 55. How many loaves of bread
did she buy if she spent all the money she had?

4

.

Otieno made

1

0 baskets. If he wanted to get sh.

9

00 from them, how much did he sell

each basket?

Further Assessment 2

1.

Mrs Okeyo shared 32

1

counters equally to 32 learners in her class that they would

use for counting. How many counters did each learner get?

2.

You are to share 62

4

books equally among your 52 classmates. How many books

will each one of you get.

3.

In a game reserve, there are 2

1

0 elephants. The rangers vaccinated

1

4

elephants

every day. How many days did they take to vaccinate all the elephants?

4.

If packets of milk were shared among,

4

5 learners in a class where each learner

got 6 packets and

1

8 packets remained, how many packets of milk were there?

5.

A shopkeeper has seven packs of

1

2 pencils and two packs of 5

4

pencils. The

shopkeeper redistributes all these pencils into a pack of 8 pencils for sale. How
many pencils will be in each pack?

Relationship between multiplication and division

Activity 2

Play the game ‘THINK OF A NUMBER’.

1.

Think of a number and write it down.

2.

Multiply the number by

1

0.

3.

The answer is _____.

4

.

What is the number?

Learning point

Numbers in multiplication and division are related. We can say,
Multiplication is the reverse of division, or
Multiplication is the opposite of division.

x

1

0 =

1

20. x

1

0 = 330

1

2 =

12

0 ÷

1

0 33 =

330

÷

1

0

1

20 ÷

1

0 =

1

2 330 ÷

1

0 = 33

The number is

1

2. The number is 33.

Example

4

Example

5

38

Assessment Task 3

1.

I think of a number, I multiply it by

1

7 the answer is

1

53. What is the number?

2.

I think of a number, if I divide it by 225, the answer is 25. What is the number?

3.

Some sweets were shared among Grade 5 learners at Kari Primary School. If the

learners were

4

0 and each got

1

5 sweets, how many sweets were they in total?

4

.

Atieno bought 5 shirts for 600 shillings. How much money did each shirt cost.

Further Assessment 3

1.

Workout

1

2 x

1

5 and show its division sentence.

2.

Workout 200 ÷ 25 and show its multiplication sentence.

3.

Tom thought of a number, He multiplied the number by

1

6 and the result was

4

80.

(a)

What was the number?

(b)

Write the reverse of the question above using a division sentence. Let

1

6 be the

quotient.

4

.

Antonio makes

1

5 queen cakes in

1

hour. If she made a total of

1

65 queen cakes,

how long did she take?

5.

One umbrella is straightened up with 20 strings of wire. If

4

00 wires are used, how

many umbrellas are made? Fill in with the information given.

(a)

_ ×_ = _

(b)

_ ÷_ = _

6.

Fill in the blanks and come up with your questions from the following information.

(a)

How many desks are in your class?____

(b)

How many learners are on each desk? _____

(c)

What is the total number of learners? _____

Estimate quotients

Activity 3

1.

Write down a division sentence.

2.

Round off the dividend to the nearest

1

0.

3.

Round off the divisor to the nearest

1

0.

4

.

Work out the quotient of the rounded-off numbers.

5.

Divide the remaining numbers by simplifying.

Work out each of the following by rounding off the numbers to the nearest ten.

(a)

1

22 ÷

1

4

=

(b)

265 ÷ 33 =

Working

1

22 ÷

1

4

becomes

1

20 ÷

1

0 =

1

2

265 ÷ 33 becomes 270 ÷ 30 =

9

Example

6

39

Assessment Task

4

4

1.

Estimate the quotient of each of the following by rounding off the dividend and the

divisor to the nearest ten.

(a)

276 ÷

1

2 =

(b)

3

9

6 ÷

4

5

(c)

22 ÷ 78

(d)

6

44

÷ 2

1

2.

Mary drove her car for

4

78 km. She made a stop after every

4

3 km. Estimate how

many stops she made by rounding off the dividend and the divisor to the nearest

1

0.

3.

Use your method of estimation to work out the following.

(a)

A teacher asks the learners to arrange 36 chairs into rows of nine chairs. How

many rows will be there?

(b)

There are

4

25 boys and 387 girls in a school. During the thanksgiving service,

1

4

learners were required to sit on each bench. How many benches would be

enough for all the learners to be seated?

Combined operations involving addition, subtraction, multiplication and division

Activity

4

4

1.

Work out: 2 + 3 x 5 –

1

0

2.

How did you work out the question?

3.

What answer do you get?

Learning point

When dealing with problems that involve the four operations, we start by working out

division, followed by multiplication, addition and lastly subtraction.

5 – 3 +

4

= 6 +

1

2 ÷ (

1

0 – 7) = 38 – 5 x

1

5 ÷ 3 =

5 +

4

=

9

– 3 = 6

1

0 – 7 = 3

1

5 ÷ 3 = 5 x 5 = 25

Answer = 6

1

2 ÷ 3 =

4

38 – 25

6 +

4

=

1

0 Answer =

1

3.

Answer =

1

0.

Example

7

Example

8

Example

9

Assessment Task 5

1.

Work out each of the following.

(a)

8

9

x 32 ÷

1

6 =

(b)

36

9

+

1

4

2 –

1

9

8 =

(c)

57

9

– 830 + 3

4

6 =

(d)

20 +

4

8 ÷

4

x 2 ÷

9

+ 8=

2.

A primary school had

9

8

9

learners in the year 20

1

2, two hundred and thirteen

transitioned to junior secondary. At the beginning of 20

1

3, four hundred and thirty-

two more learners joined the school, how many learners were in the school in the
year 20

1

3?

40

Further Assessment

4

4

1.

A safari rally car covered

4

76 km on the first leg of the journey then 53

4

km on the

second leg, if it covered 2 02

4

km by the end of the competition, how long was the

fourth leg if it was half of the remaining distance?

2.

Talia had 20 sausages, she ate 3 and gave 2 to her mother. She shared the remaining
with her three siblings. How many sausages did each sibling get?

3.

A mother bought 3 packets of sweets for Maria’s birthday party, each packet had

4

0

sweets, the sweets were all shared among the 30 children who attended the party, how
many sweets did each child get?

4

.

Mumo has 3

4

pencils and Oki has 23 pencils, they put them together and shared

them equally among their 3 friends, how many pencils did each friend get?

Term

Term

11

End Term Assesment

1.

Write seventy-five thousand two hundred and thirty in symbols.

2.

Use a place value chart to show the place value of 6 in the number

4

6 78

9.

3.

Calculate the total value of digit 5 in the number

4

50 32

1.

4

.

Write the place value of digit

4

in the number 32.7

4

.

5.

Calculate the number of hours in 6 days.

6.

Round off 56 7

4

5 to the nearest thousand.

7.

Arrange the following numbers from the smallest to the largest:

52 78

1

, 5

1

67

1

, 50 782, 53 76

1

8.

Write 7.

4

1

in decimal notation.

9.

Find the LCM of 2

4

and 36.

10.

In a certain meeting, there are

4

53

1

36 adults. If 20

1

0

1

2 are women, how many men

were there in that meeting?

11.

Wanjala harvested 5 673 bags of maize. Write the number of bags harvested to the
nearest hundreds.

12.

Work out: 2

4

03

4

– 3

4

0

4

2 + 3

4

57

1

.

13.

Write 7 in roman numbers.

1

4

.

Find the next number in the pattern: 3

4

502, 33 502, 32 502, 3

1

502, _______.

15.

List all the divisors of 2

4

.

16.

Calculate the value of 232 x 6.

17.

A train has

1

5 coaches. There are

1

02 seats in each coach. Calculate the total number

of passengers the train can carry when full.

18.

Use the divisibility test to choose the numbers that are divisible by both 2 and 5 from
the following numbers. (

44

, 50, 75,

1

20, 76)

41

19.

Omondi planted

9

20 trees in

4

6 rows. Find the number of trees he planted in one row.

20.

Simplify

4

3z + 5z + z.

21.

Estimate the value of 323 ÷

1

8 by first rounding of the dividend and the divisor to the

nearest ten.

22.

Which is the greatest number that can divide by

1

5 and 20 without a remainder?

23.

Work out the value of

4

8 ÷

1

2 + 6 –

4

.

2

4

.

4

5 68

1

patients were treated in a certain hospital in the month of March. In the

month of April,

4

2 50

9

patients were treated. Calculate the total number of patients

treated in the two months.

25.

Calculate the perimeter of the square below.

1

00 m

26.

List the first three multiples of

1

5.

27.

How many half-kilogram packets can be obtained from 38 kilogrammes?

28.

The length of a building is 23 m

4

5 cm. Express its length in centimetres.

29.

Draw an acute angle.

30.

Name two objects in the classroom that have a shape similar to the one shown below.

Term 2

Term 2

Opener Assesment

1.

Write

9

4

562 in words.

2.

Musa travelled to Nairobi and stayed there for

4

days. Calculate the number of

hours he spent in Nairobi.

3.

Write the place value of digit 7 in 37.5

4

.

4

.

What is the total value of digit 3 in the number 356 702?

5.

Arrange the following numbers in descending order: 56 805, 5

4

805, 57 805, 53 805

6.

Find the GCD of 36 and

4

8.

7.

Kirwa harvested 3

4

567 bags of maize. Write the number of bags harvested to the

nearest thousand.

42

8.

Write

3

4

5

100

as a decimal.

9.

Write

9

in roman numbers.

10.

Work out

4

56 + 56 –

4

55.

11.

A certain sub-county has 5

4

68

4

learners in Grade 5. If there are 32

4

52 girls, how

many boys are there?

12.

List the first 5 multiples of

9

.

13.

Find the next number in the pattern: 72

4

32, 73

4

32, 7

4

4

32, 75

4

32, ______

1

4

.

A school has

4

56 learners. Each learner was given 6 exercise books. Calculate the

total number of books given to the learners.

15.

What is the least number that can be divided by

1

8 and 2

4

without leaving a remainder?

16.

Select the numbers that are divisible by both 5 and

1

0 from the given numbers in

brackets (55, 70,

4

5, 600).

17.

Name the type of angle shown below.

18.

The length of a rope is 5 m

1

2 cm. Write the length of the rope in centimetres only.

19.

How many quarter kilogramme packets can be obtained from 3 kilogrammes?

20.

List all the divisors of

1

8.

21.

Calculate the perimeter of the figure below.

9

cm

1

2 cm

22.

Simplify: 5w − w − 2w.

23.

Work out the value of

4

5 − 6 ÷ 3 + 5.

2

4

.

Estimate the value of

4

56 ÷ 23 by first rounding off the dividend and divisor to the

nearest

1

0.

25.

Change 6

2
5

into an improper fraction.

26.

Waswa has a piece of timber measuring 2 m 56 cm. He joined it with another piece
measuring 3 m

1

4

cm. Work out the length of the new piece of timber.

27.

Calculate the volume of the cube below.

43

28.

How many quarter litres are in 3 litres?

29.

Write a.m. or p.m. ; Mercy took supper at 8.30______

30.

The cost of a pencil is sh.

4

3. Write its cost in cents.

Fractions

Equivalent fractions

Activity

11

1.

Make a table of 6 rows.

2.

Divide the first row into two equal parts.

3.

Divide the second row into four equal parts.

4

.

Divide the third row into 6 equal parts.

5.

Divide the fourth row into 8 equal parts.

6.

Divide the fifth row into

1

0 equal parts.

7.

Divide the sixth row into

1

2 equal parts.

8.

Shade one half of each row and write down the fraction it makes.

What can you say about the fractions you have written?

Learning point

Fractions that have the same value, even though they may look different are called

equivalent fractions

. When all equivalent fractions are expressed in their simplest form,

they reduce to the same fraction.

The following shows an example of equivalent fractions.

1

2

1

2

1

4

1

4

1

4

1

4

1

2

2

4

4

8

1

8

1

8

1

8

1

8

1

8

1

8

1

8

1

8

=

=

Shade and complete the following to show equivalent fractions.

Example

1

1

2

4

=

=

1

2

2

4

Working

44

Activity 2

1.

Write any fraction down.

2.

Multiply both the numerator and denominator by the same number.

3.

Write down the answer.

4

.

Repeat the same with different numbers to make different fractions. What do you
note about the fractions formed?

Learning point

Multiplication can be used to make equivalent fractions. The numerator and the

denominator must both be multiplied by the same number.

Division can also be used to make equivalent fractions. The numerator and the denominator

must both be divided by the same number.

Find the first four equivalent fractions of

2

3

Working

2

×

2 =

4

2

×

3 = 6 2

×

4

= 8 2

×

5 =

1

0

3

×

2 = 6 3

×

3 =

9

3

×

4

=

1

2 3

×

5 =

1

5

Therefore, the first four equivalent fractions of

2

3

are

4

6

,

6

9

,

8

1

2

and

10

1

5

.

Example

2

Example

3

Write three equivalent fractions of

18

36

.

Working

1

8 ÷ 3 6 6 ÷ 3 2

2

÷ 2

1

36 ÷ 3

1

2

1

2 ÷ 3

4

4

÷

2

2

=

=

=

Therefore, the equivalent fractions of

1

8

36

are

6

1

2

,

2

4

and

1

2

.

Assessment Task

11

1.

Using circular cut-outs, show the first two equivalent fractions of

1
2

.

2.

Use rectangular cutouts to show two equivalent fractions of

1

4

.

3.

Write true or false for each of the following.

(a)

1

2

is equal to

3

4

(b)

4

8

is equal to

2

4

(c)

3

9

is same as

9

18

4

.

Make the first four equivalent fractions of each of the following.

(a)

1

3

(b)

1

5

(c)

1

7

5.

Identify two fractions that are equivalent:

2

10

,

1

3

,

1

2

,

5

10

,

1

4

45

Further Assessment

11

1.

The two fractions

3

5

and

9

x

are equivalent. Determine the value of x.

2.

Omar drew the following shape and said that one-third of this shape is shaded.
Is he correct? Why?

3.

Martha plans to bake a cake. How many pieces can she cut it into, for four children
to share the cake equally and eat two slices each?

4

.

Mary expected

1

2 guests at her party. She cut the watermelon into

1

2 pieces. If

only

4

guests came, how many pieces of the whole watermelon did one guest eat

if they still ate equal number of pieces?

Simplifying fractions

Activity 3

1.

Write down different fractions like

4

8

.

2.

Divide both the numerator and denominator with a number that can completely
divide both.

3.

What do you notice about the fraction formed?

Simplify the fraction

1

2

5

4

.

Working

÷ 2

÷ 2

÷ 3

÷ 3

1

2

5

4

6
27

2

9

=

=

Example

4

4

To get the simplest form, divide the denominator and

numerator with the same whole number until the numbers
cannot be divided any further.

Express

8

1

2 in their simplest form.

Working

÷

4

÷

4

8

1

2

2
3

=

8

1

2 expressed in its simplest form is

2

3 .

Example

5

Look for the largest number that divides 8 and

1

2 exactly.

That is the Greatest Common Factor of 8 and

1

2.

Greatest Common Factor of 8 and

1

2 is

4

.

Divide both numerator and denominator by

4

.

46

Mary has two children. She cut an orange into

4

pieces and gave each an equal number of

pieces. What fraction of the whole did each child eat? What is its simplest form?

Working

Now each child ate 2

4

of the whole orange.

÷ 2

÷ 2

2

4

1

2

=

Therefore,

2

4

in its simplest form is

1

2 .

Example

6

There are

4

pieces of an orange, there are 2 children who ate an

equal number of pieces.

Assessment Task 2

1.

Simplify each of the fractions.

(a)

3

6

(b)

9

12

(c)

7

1

4

(d)

5

10

2.

Use division to simplify the fractions.

(a)

4

12

(b)

12

2

4

(c)

5

20

(d)

16

2

4

Further Assessment 2

1.

Mama Mboga had

1

4

pineapples. She sold 7 of the pineapples. Write the fraction

that remained in its simplest form.

2.

A whole pizza was cut into

1

6 equal parts. If each person present ate four pieces of pizza:

(a)

How many people were present?

(b)

What fraction did each person eat?

(c)

Express the fractions in their simplest forms.

3.

Akinyi had a thermos of tea. She poured all the tea into

1

0 cups. She then drank 2

cups of tea; what fraction of the tea did she drink?

4

.

A farmer had 25 trees in his plot of land. He cut down 5 trees. What fraction of the
trees remained?

Comparing fractions

Activity

4

4

1.

Cut two rectangular strips of paper of equal length and width.

2.

On one strip, draw lines to divide it into 3 equal parts.

3.

On the other, draw lines to divide it into 5 equal parts.

4

.

Shade or colour

1

part of each one of them. Cut out the coloured parts and compare

them.

(a)

Which part of the fraction is big?

(b)

Which part is small?

5.

Use the answers you give to compare

1

3

and

1

5

.

47

Learning point

When the numeric fractions are the same, the smaller the denominator, the bigger the

fraction and vice-versa.

Compare the following fractions.

1

5

and

1

4

Working

1

4

1

5

1

4

4

is greater than

1

5

Example

7

Assessment Task 3

1.

Using different shapes cut-outs, show which fraction is bigger or greater.

(a)

1

2

or

2

3

(b)

3

4

or

3

5

(c)

1

4

or

2

5

(d)

2

6

or

1

4

2.

Use real objects to show which fraction is smaller or less.

(a)

1

10

or

1

9

(b)

4

8

or

1

4

(c)

12

13

or

13

12

(d)

1

7

or

2

10

Ordering fractions

Activity 5

1.

Using paper cut outs, make four strips of equal sizes.

2.

Shade each strip to represent the following fractions

1

4

,

1

3

,

1

5

,

1

7

.

3.

Compare the shaded fractions.

4

.

Use the shaded strips to arrange the fractions from the greatest to the smallest.

Use real objects to arrange from the greatest to the smallest.

2

3

,

2

6

,

1

5

,

3

5

Working

2
3

2
6

1
5

3
5

2

3

,

3

5

2

6

,

1

5

Example

8

48

Assessment Task

4

4

1.

Arrange from the largest to the smallest.

(a)

1

4

,

1

8

,

1

6

,

1

3

(b)

1

7

,

1

3

,

1

2

,

2

5

(c)

1

10

,

2

12

,

2

10

,

1

12

.

(d)

2

6

,

3

4

,

1

2

,

1

4

2.

A farmer gave napier grass to his cows. He gave

1

2

of a sack to the first,

3

4

of a sack

to the second and to the third he gave a

1

3

of the sack. Find out which cow ate the

greatest amount of nappier grass down to the one that ate the least.

3.

The following types of cake require different quantities of sugar as follows:

Lemon green,

1

3

kg

Black forest ,

2

7

kg

Strawberry,

2

4

kg

Vanilla,

1

2

kg

White forest cake

2

6

kg.

(a)

Which cake requires the least amount of sugar?

(b)

Which two cakes require the same amount of sugar?

(c)

Arrange the cakes in order from the one that requires the least amount of sugar

to the one that requires the highest amount of sugar.

Addition of fractions

Addition of fractions with the same denominator

Activity 6

Find the sum of

3

6

and

1

6

by following the steps below:

1.

Identify the numerators and add them together.

2.

Copy the denominator as it is. A denominator is never added.

3.

Simplify and write the answer in the simplest form.

4

.

Try working out sums of other fractions with the same denominator.

Work out the sum of each of the following.

(a)

6

8

+

1

8

=

(b)

2

8

+

2

8

=

(c)

3

5

+

4

5

=

Working

(a)

6

8

+

1

8

=

7

8

(b)

2

8

+

2

8

=

4

8

=

1

2

(c)

3

5

+

4

5

=

7

5

=

1

2

5

Example

9

Assessment Task 5

1.

Work out each of the following:

(a)

4

12

+

5

12

+

4

12

=

(b)

3

7

+

2

7

=

(c)

5

10

+

3

10

+

1

10

=

(d)

6

15

+

7

15

=

49

2.

A car used

2

7

of fuel in the fuel tank from Nairobi to Machakos. It remained with

3

7

in the

fuel tank. The driver then added

2

7

of fuel at a fuel station. How much fuel did the car had?

Further Assessment 3

1.

A cup holds

2

9

litres of tea. If Magdalene takes 3 such cups of tea, how many litres

will she have taken?

2.

Mumo fetched

10

18

litres of water on Monday,

9

18

litres on Tuesday and

2

18

litres on

Wednesday. How many litres of water did she fetch in the 3 days?

3.

A fifth and two-fifths makes?

4

.

Put together 3 eighths and

4

eighths. What answer do you get?

5.

A cow gives

8

12

of milk in the morning and

3

12

in the evening. How much milk does

the cow give daily?

Addition of fractions with one renaming

Activity 7

Follow the steps given to work out

1

8

+

1

4

.

1.

Check the fractions.

2.

Identify the fraction to be renamed.

3.

Rename the fraction by multiplying both its numerator and denominator by the

same whole number.

4

.

Add the fractions that you have renamed.

5.

Write and add more fractions of your choice.

Work out:

1

6

+

1

3

.

Working

1

6

1

6

1

x 2

3 x 2

1

6

2

6

1

2

+

+

=
= =

Example

1

0

Rename one fraction so that both fractions have
the same denominator.
Add the fractions with same denominator after
renaming.

Work out:

2

5

+

3

1

5

.

Working

3

1

5

6

1

5

3

1

5

9

1

5

3

5

2 x 3

5 x 3

+

+

=

=

=

Example

11

Rename one fraction so that both fractions have
the same denominator.
Add the fractions with same denominator after
renaming.
Simply the answer.

Assessment Task 6

1.

Evaluate the following.

(a)

5

20

+

2

4

=

(b)

2

10

+

2

5

+

3
10

=

(c)

1

2

+

1

2

+

1

8

=

(d)

4

10

+

1

2

=

(e)

2

7

+

7
21

=

(f)

5

7

+

7
1

4

=

50

2.

Tony put a half-litre of milk for his cat. The cat only drank an eighth of the milk. How
much milk remained?

3.

A shopkeeper had a

1

3

of rice remaining. He added a

1

12

of rice. What fraction of

rice did he have?

4

.

Put

5
11

and

4

22

together. What fraction do you get?

Subtraction of fractions

Subtraction of fractions with the same denominator

Activity 8

Follow the following steps to evaluate

8

9

–

5

9

.

1.

Identify the numerators and subtract.

2.

Copy the denominator as it is.

Work out each of the following.

(a)

7

10

–

3

10

(b)

4

6

–

2

6

Working

(a)

7

10

–

3

10

=

4

10

(b)

4

6

–

2

6

=

2

6

Example

1

2

Assessment Task 7

1.

Evaluate each of the following.

(a)

8
8

–

7
8

=

(b)

15
18

–

12
18

=

(c)

10

12

–

3

12

=

2.

Take away

6

9

from

8

9

3.

Maryann had a

9

17

kg of meat, she gave her brother

5
17

kg of meat, how many kg did

she remain with?

Further Assessment

4

4

1.

Subtract three tenths from eight tenths.

2.

A tailor cut half a piece of cloth from a whole cloth. What fraction of the cloth
remained?

3.

Tabby cooked 2 chapatis and ate

1

and a quarter chapati. What fraction of the

chapati remained?

4.

A loaf of bread has 2

1

slices. Okello’s mother ate

4

slices while Okello’s father ate

6 slices. Okello ate

4

slices while the ate baby 2 slices.

(a)

Show the fraction of bread eaten by:

(i)

Okello’s father

(ii)

Okello

(iii)

the baby

(iv)

Okello’s mother

(b)

Who ate the biggest portion?

(c)

What fraction of the bread remained?

51

Subtracting fractions with one re-naming

Activity

99

Follow the following steps to work out

2

4

–

2

8

.

1.

Check the fractions.

2.

Identify the fraction to be renamed.

3.

Multiply it by a whole fraction that equals the denominator of the other fraction.

4

.

Carry out the subtraction of the fractions with the same denominator.

Work out

3

6

–

1

3

.

Working

3

6

3

6

1

x 2

3 x 2

2

6

1

6

–

–

=

=

Example

13

Rename one fraction so that both fractions have
the same denominator.
Subtract the fractions with same denominator
after renaming.

Evaluate

2

4

–

3

1

2

in its simplest form.

Working

3

1

2

6

1

2

3

1

2

3

1

2

1

4

2 x 3

4

x 3

–

–

=

=
=

.

Example

1

4

Rename one fraction so that both fractions have the
same denominator.

Subtract the fractions with same denominator after renaming.
Simply the answer.

Assessment Task 8

1.

Evaluate each of the following.

(a)

3

4

–

9

2

4

=

(b)

20

30

–

5

1

0

=

(c)

1

2

–

1

4

=

(d)

1

–

2

5

=

2.

Tom received a

2

5

advance payment of his May salary. He spent

3

10

of the amount on

food. What fraction of the money remained?

Further Assessment 5

1.

During the class trip to the game park, learners were given water to drink. By
lunch, Peter had drunk

3

9

of his bottle of water while Mary had taken

2

3

of her

bottle of water.

(a)

Who had taken more water by lunch?

(b)

By what fraction was it more?

2.

A school bought

28

36

P.E uniforms for the learners.

4

9

of the uniforms were small and

needed to be returned. What fraction of the uniforms was fitting?

3.

A packet of biscuits has

3

5

biscuits, if

2

1

0

is removed. What fraction is left?

52

Decimals

Identifying a thousandth

Activity

11

1.

Make a place value chart up to three decimal places.

2.

Place various numbers on the place value chart.

3.

Identify the number in the thousandths place value.

Write the correct decimal form of the following fractions.

(a)

65

1

000

(b)

28

1

000

(c)

1

3

1

000

Working

(a)

65

1

000

= 0.065

(b)

28

1

000

= 0.028

(c)

1

3

1

000 = 0.0

1

3

Example

1

Write the following decimals and identify the number in the thousandths place value.

(a)

Three thousandths

(b)

Forty-four thousandths

Working

(a)

Three thousandths: 0.003, the value in the thousandths is 3.

(b)

Forty-four thousandths: 0.0

44

, the value in the thousandths is

4

.

Example

2

Assessment Task

11

1.

Identify the digit in the place value indicated for each of the following.

(a)

0.00

4

(thousandths)

(b)

0.03

4

(hundredths)

(c)

7.086 (thousandths)

(d)

6.807 (tenths)

(e)

0.

4

05 ( hundredths)

(f)

0.008 (tenths)

2.

Write the following decimals and identify the digit in the thousandths place value.

(a)

Fourteen thousandths

(b)

Fifty-nine thousandths

(c)

Sixty four thousandths

(d)

Two thousandths

(e)

Seventy-two thousandths

(f)

Six thousandths

53

Identifying place value of decimals up to thousandths

Activity 2

You will need bottle tops, nails and a piece of timber.

1.

Make an abacus that has decimal places up to thousandths as shown below.

Thousands

Ones

Hundreds

Tenths

•

Tens

Hundredths Thousandths

2.

Write down different decimal numbers.

3.

Choose one decimal number at a time.

4

.

Place bottle tops on the abacus to represent the decimal that you have chosen.

5.

Identify the number in each decimal place.

6.

Write down the number in the thousandths place each time.

Identify the place value of each digit of the number

1

0.0

4

6.

Working

Tens Ones Decimal point Tenths Hundredths Thousandths

1

0

.

0

4

6

Example

3

What is the place value of digit 8 in each of the following numbers?

(a)

1

2.3

4

8

(b)

3

4

.286

(c)

1

05.865

Working

(a)

Thousandths

(b)

Hundredths

(c)

Tenths

Example

4

4

Assessment Task 2

1.

Place the following decimals in a place value chart.

(a)

11

2.

4

56

(e)

3

4

.8

4

7

(b)

9

2.65

9

(f)

5

1

8.235

(c)

356.

44

8

(g)

556.

1

2

4

(d)

1

.56

4

(h)

0.03

4

2.

Identify the place value of digit 5 in the following numbers.

(a)

1

3.005

(d)

1

4

6.025

(g)

4

6.56

4

(b)

1

2.6

4

5

(e)

1

7.

11

5

(h)

4

2.75

1

(c)

1

44

.58

9

(f)

32.765

54

3.

Complete the following number puzzle. A decimal point takes its own square. The
first one has been done for you.

A

2 .

5

2

C

B

E

D

Across:

Down:

A. 2 ones and 52 hundredths

A. 2 tens and 76 thousandths

B.

4

2 thousandths

B. 7 thousandths

C. 8 and

1

tenth

C. 87and 56 thousandths

D. 5 and 5 tenths

E.

7 and 5

1

hundredths

Ordering decimals up to thousandths

Activity 3

1.

Make number cards like the ones shown below.

5.325

5.235

5.532

5.352

2.

Arrange the number cards to show the decimals arranged in:

(a)

Ascending order

(b)

Descending order

3.

Repeat this for various cards.

Order the following decimals from the smallest to the largest.
6

1

.087, 6

1

.807, 56.666, 56.606.

Working

1.

Write the decimals below each other.

2.

Compare the decimals, two at a time.

3.

Write the decimals starting with the smallest.

56.606, 56.666, 6

1

.087, 6

1

.807

Example

5

55

Arrange the following decimals in descending order.

1

.

4

02,

1

.

4

2,

1

.375, 2.2,

1

.85.

Working

Put the decimals on a table like the one shown below. You can make the decimals the same by

adding zeros.

Ones Decimal Point Tenths Hundredths Thousandths

1

.

4

0

2

1

.

4

2

0

1

.

3

7

5

2

.

2

0

0

1

.

8

5

0

Compare the decimals starting from the ones column.
The decimals in descending order are: 2.2,

1

.85,

1

.

4

2,

1

.

4

02,

1

.375.

Example

6

Assessment Task 3

1.

Order the following decimals in ascending order.

(a)

0.

99

, 0.

9

0

9

, 0.0

99

,

9

.00

9

(b)

3

4

5.

4

5

9

, 3

4

5.5

4

9

,

4

5.

9

8

9

,

4

5.

9

0

9

(c)

7.707, 7.077, 7.777,7.007

(d)

20.00

4

, 22.00

4

,20.

4

0

4

,20.0

44

2.

Arrange the following decimals in descending order.

(a)

4

8.672,

4

8.

9

,

4

8.67

1

,

4

8.72

1

(b)

0.7

9

3, 0.32

1

, 0.

9

80, 0.

9

7

9

(c)

6.008, 6.808, 6.8, 6.880

(d)

5.5

4

, 5.0

4

, 5.505, 5.

44

5

3.

Five friends measured their heights as

1

.566 cm,

1

.656 cm,

1

.567 cm,

1

.6057 cm and

1

.067 cm. Arrange this heights from the smallest to the largest.

Further Assessment

11

1.

During the school swimming competition, five swimmers took part in the finals.
Their finishing time were

9

.8 s,

9

.75 s,

9

.7

9

s,

9

.8

1

s and

9

.72 s.

(a)

Arrange the time from the one who came first to the one who came last in the finals.

(b)

What time did the winner take?

2.

Water containers were found to hold water in litres as follows: 3.3

4

3 l, 3.

4

3

4

l,

3.32

4

l, 3.32

4

l and 3.

4

23 l. Arrange this amounts in litres from the largest to the

smallest.

3.

Grade five learners shared sugarcane as follows: 5.5

4

5 cm, 5.

4

55 cm, 5.50

4

cm,

5.0

4

5 cm, 5.6

4

5 and 5.65

4

cm. Order these lengths from the largest to the smallest.

4

.

Four packets of maize flour were found to measure 2.756 kg, 2.567 kg, 2.657 kg
and 2.576 kg respectively. Order these masses in descending order.

56

Adding decimals up to thousandths

Activity

4

4

1.

Make number cards like the ones shown.

7.3

4

5

5.03

4

6.263

2.

Choose any two number cards from the ones you have made.

3.

Add the decimals on the number cards.

Work out 32.

4

1

+ 0.2

9

5.

Working

Line up the decimal points with respect to their place value.

3 2 .

4

1

0

+ 0 . 2

9

5

3 2 . 7 0 5

32.

4

1

+ 0.2

9

5 = 32.705

1

Add starting from thousandths, regrouping
where necessary.

Example

7

Assessment Task 3

1.

Work out each of the following:

(a)

1

0.

9

+ 2

1

.00

9

(b)

3

4

5.662 +

11

2.0

9

6

(c)

44

9

.28

1

+ 27.

1

3

4

2.

Evaluate each of the following.

3 .

4

5 6

+ 2 . 7

4

1

(a)

3 . 3 5 6
+ 8 .

9

7 2

(b)

1

8 . 7 7

4

+ 7 . 6 3

1

(c)

2 5 . 6 5

4

+

4

5 . 2 2

1

(d)

Three friends shared a piece of sugarcane as: 6.562 cm, 6.653 cm and 6. 5

4

6 cm. What is

the total length of sugarcane they shared?

Working

Add the length that each one got.
6.562 + 6.653 + 6. 5

4

6 =

1

9

.76

1

Example

8

Further Assessment 2

1.

A butcher sold

4

6.58

4

kg of meat on Saturday and 5

4

.355 kg of meat on Sunday.

Determine the total mass of meat the butcher sold for the two days.

57

2.

Massai donated cooking oil to the
flood victims. On the first day, his
team distributed 525.575 litres and on
the second day, 83

4

.576 litres were

distributed. Find the number of litres
they distributed in the two days.

3.

Grade five learners used 32.67

4

litres

of water on day one and

4

3.775 litres

on day two during their camping tour.
How much water was used by the
learners for the two days?

4.

A carton of mass

1

23.

4

56 kg has ten items. Six items of total mass

4

8.

9

4

5 kg were

added to the carton. Work out the new mass of the carton.

Subtracting decimals up to thousandths

Activity 5

1.

Make decimal number cards like the ones shown.

7.3

4

5

5.03

4

6.263

4

.786

2.

Pick any two number cards at a time.

3.

Work out the difference between the decimals numbers in the two number cards.

Evaluate each of the following.

(a)

0.78

4

– 0.02

(b)

4

1

.55

9

– 20.

4

1

5

Working

Subtract starting from the thousandths, regrouping where necessary.

(a)

0.78

4

– 0.02 = 0.76

4

(b)

4

1

.55

9

– 20.

4

1

5 = 2

1

.

1

44

Example

9

Assessment Task

4

1.

Work out each of the following.

(a)

3

4

5.

9

4

–

1

2

1

.3

1

9

(b)

26

4

.87 – 6

4

.028

(c)

2

9

.0

9

–

1

0.0

1

7

(d)

1

26.60

4

– 66.703

2.

Evaluate each of the following.

3

4

2.567

–

1

22.7

1

3

(a)

26.5

4

3

–

1

7.6

1

(b)

77.705
–

1

8.23

4

(c)

6

1

.235

– 30.22

1

(d)

58

Halima had 7.

4

56 cm of a piece of sugarcane. She gave a 2.

4

35 cm piece to Joshua and

3.

1

25 cm to Judith. What length of sugarcane did she remain with?

Working

Length she gave out = 3.

1

25 + 2.

4

35

= 5.560 cm
Length she remained with = 7.

4

56 – 5.560

=

1

.8

9

6 cm

Example

1

0

Further Assessment 3

1.

A tank has 88

4

.572 litres of water. After being used for one week, the water

reduced to

1

32.225 litres. How much water was used for the one week?

2.

A supermarket ordered 7

4

5.775 kg of meat then they sold

4

8.25

1

kg on that day.

Determine the amount of meat that remained.

3.

A farmer harvested

4

58.6

1

2 kg of tomatoes. 38.672 kg got spoilt before being sold

at the market. How many kilogrammes of tomatoes were sold?

4

.

A loaded vehicle had a mass of 2

4

55.0

9

8 kg. The vehicle offloaded two cartons of

total mass

1

25.

9

5

4

kg to a customer and then later offloaded five cartons of total

mass 375.672 kg to another customer. Work out the new mass of the vehicle.

Term 2

Term 2

Mid Term Assesment

1.

Write the place value of digit 7 in the number 78

4

52.

2.

Complete the chart below to show the total value of each digit in 68 05

4

.

Number

6

8

0

5

4

Total value

60 000

4

3.

Form the largest number from the following digits:

4

, 5, 7, 0,

9

.

4

.

Arrange the following numbers from the largest to the smallest.
3

4

560, 3

4

4

60, 3

4

9

60, 3

4

760

5.

Round off

4

7 070 to the nearest thousand.

6.

Identify the two numbers that are divisible by 2 from: (25, 68, 223, 3

4

6).

7.

Find the HCF of

4

8 and 36.

8.

Write twenty-three thousandths as a decimal.

9.

What is the perimeter of the shape alongside?

10.

Find the least number of fruits that can be equally shared
by

1

2 boys and

1

8 girls without a remainder.

1

5 cm

1

5 cm

59

11.

Work out: 526 056 + 333 830.

12.

What is the place value of digit 5 in the number 3

4

7.758?

13.

In a certain county, there are 232 537 learners in Grade

4

and 203 380 learners in

Grade 5. Calculate the number of learners in the two grades.

1

4

.

Work out: 3

8

+

1

3

.

15.

Estimate the sum of

44

836 and 65 367 by first rounding off the numbers to the

nearest hundred.

16.

What is the next number in the pattern 67 320, 66 320, 65 320, 6

4

320, _________?

17.

Samuel had 356 3

4

0 shillings. He used 230

11

0 shillings to buy two dairy cows. He

used the rest of the money to pay his workers on the farm. How much was used to
pay his workers?

18.

A tank contained 8 6

4

5.6 litres of water. A family used

1

25.32 litres in one day.

Calculate the amount of water in litres that remained.

19.

A family uses

1

2 litres of milk every day. Find the number of litres the family uses in

the month of April.

20.

Use the long division method to work out 85

4

÷

1

3.

21.

Arrange the following numbers from the smallest to the largest.
367.8

9

6,

4

36.28

9

, 367.

9

8,

4

36.

9.

22.

Calculate the value of

1

4

÷ 2 −

3

+ 2.

23.

Write the first two equivalent fractions of

2
5

.

2

4

.

Arrange the following fractions in an increasing order.

2
3

,

1

2

, 2

5

,

1

4

.

25.

Sarah bought

1

4

kg of sugar and

1

2

kg of salt. She wanted to send them home

using a courier that uses mass to calculate the cost of sending items. Calculate the
total mass the courier found when they weighed Sarah’s items.

26.

Work out 53.

11

3 +

9

4

5.5.

27.

Simplify 3 m + 5 m + 6 m.

28.

Complete the table below.

Sport

Number of learners Tally marks

Football

1

6

Hockey

9

Basketball

1

2

29.

How many quarter kilograms are there in 8 kg?

30.

Draw a cuboid.

60

Kilometre as a unit of measuring length

Activity

11

Look at the following picture and use it to answer the questions that follow.

(c)

Identify the units used to show distance in the picture.

(d)

How far is the school from the swimming pool?

(e)

Ochanda moved from the house to the supermarket and then to the swimming
pool. Determine the distance he covered.

Learning point

A kilometre is a unit of measuring length that is longer than a metre. It is written in short

as km and it is often used when measuring the distance between places.

Estimating and measuring length in kilometres

Activity 2

1.

Mention destinations you have travelled to before.

2.

How far do you think was the distance covered in kilometres?

Assessment Task

11

1.

Name three places near your school which are about

1

kilometre away.

2.

What is the estimate distance from your home to school?

3.

Identify and write the most reasonable unit to measure the distance from Nairobi
city to Kisumu city.

4

.

What is the estimate distance from your school to the nearest shopping centre?

Measurement

Measurement

Length

2

2

61

Relationship between kilometre and metre

Activity 3

Imagine that you and your friends have been on a nature walk in the forest for the whole

day. On your way back to town, you are all
very tired and you want to get home using the
shortest route. You come across a road sign on
the road, that shows two possible routes. One
is

1

000 metres. The other is

1

kilometre long.

1.

How can you know the shortest route to
take?

2.

Which one of the routes would you take?

3.

What is the relationship in distance
between the two routes?

Converting kilometres to metres

Activity

4

4

1.

Make flashcards like the ones shown below.

5 km

1

0 km

6.6 km

8.

1

km

2.

Pick one flashcard at a time.

3.

Convert the distance written on the flashcard to metres.

The distance from Mali Primary School to Mali shopping centre is 2 km 230 m. Express
this distance in metres.

Working

1

km =

1

000 m

Convert the km to m; 2 x

1

000 = 2 000 m

Add 230 m to 2 000 m: 2 000 + 230 = 2 230 m

Example

1

Assessment Task 2

1.

Convert the following measurements to metres.

(a)

1

2 km

(b)

8 km 3 m

(c)

5 km

(d)

1

8 km 36 m

(e)

5 km 200 m

(f)

56 km 7

4

0 m

(g)

3

4

km 780 m

(h)

4

3 km

999

m

2.

Express

4

2.88 kilometres in metres.

62

Further Assessment

1

1.

The distance between a church and a school is 5 km. Convert this distance to
metres.

2.

Karanja walked for 5 km 2

1

m to cast his vote during a general election. What

distance did he cover in metres only?

3.

Wambui’s family moved to a new house. Their old house is 3 km from the new
house. How many metres is the old house from the new house?

4

.

Benard ran a

4

2 km race during the Tokyo Olympics in a time of 2 hours. How

many metres did he cover in the whole race?

Converting metres to kilometres

Activity 5

1.

Make flashcards like the ones shown below.

1

000 m

6600 m

8

1

00 m

5000 m

2.

Pick one flashcard at a time.

3.

Convert the distance written on the flashcard to kilometres.

Convert 5 000 m into kilometres.

Working

1

000 m =

1

km

5 000 m = 5 000 ÷

1

000 = 5 km

Example

2

Express

4

2

1

0 m in kilometres and metres.

Working

Divide

4

2

1

0 by

1

000.

4

km

1

000

4

2

1

0 m.

4

000

2

1

0 m.

4

2

1

0 m =

4

km 2

1

0 m

Example

3

Assessment Task 3

1.

Convert the following measurements into km.

(a)

3 000 m

(b)

3

4

000 m

(c)

25 000 m

(d)

9

0 000 m

2.

Convert the following measurements into km and metres.

(a)

4

530 m

(b)

2 370 m

(c)

2 300 m

(d)

76 780 m

63

3.

Match the distance in metres to the correct distance in kilometres.

Distance in metres

Distance in kilometres

55 000 m

3

4

.06 km

5 005 m

34.006 km

3

4

006 m

5.005 km

3

4

060 m

55 km

Further Assessment 2

1.

The distance from Thika to Nairobi is 5

1

00 m. What is this distance in km?

2.

Madaraka express train covered 60 000 m in one hour. Express this distance in

kilometres?

3.

The fence around Bokono’s garden is 760 m long. How long is the fence in

kilometres?

4.

Stanley walks 2 000 metres a day. Determine the number of kilometres he walks

in two days.

Addition involving metres and kilometres

Activity 6

1.

Write measurements on the cards as shown below.

32 km 2

1

0 m

4

1

km 3

4

2 m

2.

Add the measurements on the cards.

Workout: 3 km 2

1

0 m + 5 km 873 m.

Working

Example

4

Add the metres; 2

1

0 m + 873 m =

1

083 m

Since

1

km =

1

000 m.

Regroup

1

083 m to

1

km 83 m.

Write 83 m on the column of metres.
Add the

1

km to the km column and write

9

km.

km m
3 2

1

0

+ 5 873

9

083

1

Assessment Task

4

1.

Work out each of the following.

km m
6

4

2

4

+ 2 302

(a)

km m
7

4

57

+

1

9

4

26

(b)

km m
78 886
+ 57 60

(c)

2.

Find the sum of each of the following.

(a)

5 km 670 m + 3 km 2

1

3 m

(b)

6 km

4

30 m +

4

km

4

00 m

(c)

23 km 3

44

m +

4

5 km 756 m

(d)

75 km

9

4

m + 2

1

km 8

9

0 m

64

Sabrina went on a journey to visit her grandmother. She used a train and travelled for a
distance of 65 km

1

4

6 m and then used the bus for the rest of the 2

9

km

9

50 m journey.

Determine the distance she covered on her journey.

Working

Add the two distances.

km

m

6 5

1

4

6

+ 2

9

9

5 0

9

5

0

9

6

Example

5

1

The total distance she travelled was

9

5 km

9

6 m.

Add the metres:

1

4

6 m +

9

50 m =

1

0

9

6 m.

Regroup the

1

0

9

6 m =

1

km and

9

6 m.

Add the kilometres: 65 + 2

9

+

1

=

9

5 km.

Further Assessment 3

1.

Sarah walked for 5 km

4

00 m to the market and a further 2 km 875 m to the

nearest hospital to visit a patient. What is the total distance that she covered?

2.

A county government contracted two companies to build two roads in the county.
One contractor constructed a road that was

4

7 km

1

72 m while the other

constructed a road that was 20 km 502 m long. Determine the total length of roads
constructed by the two companies.

CONSTRUCTION BY

COUNTY GOVERNMENT

3.

Tourists arrived at Mombasa Airport on a plane after travelling for 300 km 567
metres. They then took a tour bus to National Park covering a distance of

1

52

km

4

2 metres. Work out the total distance they covered.

Subtraction involving metres and kilometres

Work out 5 km 230 m – 2 km

11

5 m.

Working

Subtract the two distances.

km m
5 230
– 2

11

5

3

11

5

(a)

Example

6

Subtract the metres: 230 –

11

5 =

11

5 m

Subtract the km: 5 – 2 = 3 km

65

Assessment Task 5

1.

Subtract 75 km 3

4

5 m from 200 km 20 m.

2.

Becky and Kate were exercising using a treadmill. They each ran for exactly
20 minutes on the treadmill. Kate’s
treadmill recorded that she had
run for

1

km 500 metres. Becky’s

treadmill recorded that she had
run 2 kilometres. Who ran a longer
distance, and by how much?

3.

The distance between Safi town and
Unity town is 6

4

km

1

85 m. Peter

travelled from Safi town to Unity
town. He travelled

4

9

km 365 m by

bus and the rest by car. Determine the
distance peter travelled by car.

Multiplication of metres and kilometres by a whole number

Work out: 2

1

km 206 m x 6.

Working

Multiply the two distances.
km m
2

1

206

x 6

1

27 236

Example

7

Multiply the metres: 206 x 6 =

1

236 m

Regroup

1

236 m to get

1

km and 236 m.

Write 236 in the metres column.
Multiply km: 2

1

x 6 =

1

26 km

Add the

1

km you regrouped:

1

26 +

1

=

1

27 km.

1

Assessment Task 6

1.

Work out each of the following.

(a)

6 km 200 m x

4

(b)

23 km 3

4

2 m x 6

(c)

22 km

4

56 m x

4

(d)

9

km 620 m x 5

2.

Evaluate each of the following.

km m
6

1

30

x

1

2

(a)

km m
2

1

3

4

3

1

x

4

(b)

km m
5 2

99

x 3

(c)

3.

The distance around a circular athletics track is 3 km

4

50 m. Limo ran around the

track

4

times. What distance did he cover?

4

.

What is 3

4

km 3

4

5 m multiplied by 3?

66

Division of metres and kilometres by a whole number

Work out: 7 km 200 m ÷ 3.

Working

Example

8

Divide the km: 7 ÷ 3 = 2 km remainder

1

km

Convert the remaining

1

km to metres.

1

x

1

000 m =

1

000 m

Add

1

000 + 200 =

1

200 m

Divide

1

200 m by 3 =

4

00 m.

2

4

00

3 7 km 200 m
- 6 +

1

x

1

000 =

1

000

1

200

–

1

2

000
– 000
0

Assessment Task 7

1.

Work out each of the following.

(a)

9

km 600 m ÷ 3

(b)

67 km 200 ÷

1

2

(c)

44

km

4

00 m ÷

4

(d)

4

5 km

9

00 m ÷ 3

(e)

6

9

km

1

60 m ÷

1

3

2.

Evaluate each of the following.

(a)

4

1

4

km

4

00 m

(b)

6

1

3 km 2

4

2 m

(c)

14 1

4

72 km 800 m

(d)

4

9

km 2

4

0 m

Further Assessment

4

1.

A road 5

4

km 600 m was divided into 6 equal sections for different contractors.

What is the length of each section?

2.

A cyclist covered a distance of 53 km

4

00 m after going round a circular route

3 times. What was the distance covered in each round?

67

Area

Area

Using a square centimetre (cm

2

) as a unit of measurement

Activity

1

1.

Use a ruler to measure and draw a square of sides

1

cm on a manila paper.

1

cm

1

cm

2.

Cut out the square using a pair of scissors.

3.

What is the area of the square that you have cut out?

Learning point

Area is measured in square centimetres (cm

2

). A square of sides

1

cm has an area of

1

square centimetre, written in short as

1

cm

2

.

Find the area of the shaded part.

1

cm

1

cm

Working

The shaded part of the figure is made up of seven

1

cm by

1

cm small squares.

The area of each of the small

1

-cm squares is

1

cm

2

.

Therefore, the area of the shaded figure is 7 cm

2

.

Example

1

Assessment Task

1

1.

Evaluate the area of each of the shaded regions in each of the following shapes.

1

cm

1

cm

(a)

1

cm

1

cm

(b)

68

1

cm

1

cm

(c)

1

cm

1

cm

(d)

Working out the area of squares and rectangles in square centimetres by
counting the squares

Activity 2

1.

Draw

1

cm

2

grid on a manila paper.

2.

Carefully cut out the

1

cm

2

grid from the Manila paper.

3.

Draw different rectangular and squared shapes.

4

.

Place the square centimetre grids to fit the shapes that you have drawn.

4.

Count the number of squares that fit each shape.

5.

What is the area of each shape?

The following shape is made up of

1

cm

2

squares. Find its area by counting the squares.

Working

There are 30 squares.
Each square is made up of

1

cm

2

.

The area of the shape is 30 x

1

cm

2

= 30 cm

2

.

Example

2

69

Assessment Task 2

1.

The following shapes are made up of

1

cm

2

squares. Find their area by counting the squares.

Area =

(a)

Area =

(b)

Area =

(c)

Area =

(d)

2.

Eveline and Sonia are measuring the area of a rectangle. Eveline used circles and
Sonia used squares as shown to find the area.

Eveline

Sonia

(a)

Identify the one who used the correct method. Explain why.

(b)

What is the actual area of the rectangle?

3.

Festus drew the following shapes in his squared book that is made up of a

1

cm

2

grid.

Work out the area of each shape.

(a)

(b)

(c)

(d)

Working out area in square centimetres by multiplying length times width

Activity 3

1.

Use a ruler to draw a 3 cm by 6 cm rectangle on manilla paper.

Length = 6 cm

Width = 3 cm

2.

Multiply the size of the length by the size of the width and write down your answer.

70

3.

Draw grid lines that are

1

cm on the rectangle.

1

cm

1

cm

4

.

Count and write the number of squares along the length.

5.

Count and write the number of squares along the width.

6.

Find the area of the rectangle by multiplying the number of squares along the length
by the number of squares along the width.

7.

Compare the two areas that you got. What do you notice?

Learning point

Area of a rectangle = Length (l) × width (w). That is, A = l x w where

l

is the length

and

w

is the width of the rectangle.

A square is a special type of rectangle because its sides are equal.
So for squares, the area is given by multiplying side by side.
The formula we use is Area = side × side.

Find the area of each of the following if each of the squares has an area of

1

square

centimetre.

(a)

(b)

Working

(a)

Area of a rectangle = length × width

= 8 × 6

=

4

8

Each of the squares has an area of

1

square centimetre.

Therefore, the area is

4

8 cm

2

.

(b)

Area of a square =side × side

= 8 × 8

= 6

4

Each of the squares has an area of

1

square centimetre.

Therefore, the area is 6

4

cm

2

.

Example

3

71

Work out the area of the following figures.

7 cm

7 cm

3 cm

1

8 cm

(a)

(b)

Working

(a)

Area of a square = side × side

= 7 cm × 7 cm

=

4

9

cm

2

(b)

Area of a rectangle = length × width

= 3 cm ×

1

8 cm

= 5

4

cm

2

Example

4

Assessment Task 3

1.

Work out the area of each of the following shapes.

25 cm

25 cm

(d)

1

0 cm

8 cm

(e)

4

0 cm

4

0 cm

(f)

1

2 cm

7 cm

(a)

8 cm

8 cm

(b)

3

4

cm

28 cm

(c)

2.

A sheet of paper measures 2

9

.7 cm by 2

1

cm. Determine the area of the paper.

3.

Find the area of a rectangle if its length is 25 cm and width is

1

0 cm.

The cost of repairing a tiled floor is

1

0 shillings per square centimetre. Paloma repaired

a rectangular section of her tiled floor of length 80 cm and width 30 cm. How much did
Paloma spend to repair her floor?

Working

To find the total cost of repairing the floor, we multiply the area of the section of the

floor to be repaired by the cost of repairing one square centimetre (

1

cm

2

).

Area = l x w

= 80 cm x 30 cm = 2

4

00 cm

2

Cost of cementing = area x cost of cementing

= 2

4

00 cm

2

x

1

0 shillings per cm

2

= 2

4

000 shillings.

Example

5

72

A tailor cut a 25 cm by 6 cm cloth into 5 equal pieces to use in making pockets of

trousers that he was making.

25 cm

6 cm

Determine the area of each piece.

Working

The first step is to find the area of the whole cloth.

Area of the cloth = l x w

= 25 × 6

=

1

50 cm

2

To find the area of each piece:

=

1

50 ÷ 5

= 30 cm

2

The area of each piece is 30 cm

2

.

Example

6

Further Assessment

1

1.

A rectangular picture measures 75 cm by 32 cm. Find the cost of printing the picture
if the rate of printing is 2 shillings per 5 square centimetre.

2.

To keep the pedestrians safe as they walk along the road, the government tiled
footpaths using squared tiles. In one of the
parts,

1

00 tiles of length 2

4

cm and width

1

5 cm were used. What is the area of the

path the tiles covered?

3.

Determine the number of tiles of length
5 cm and width 2 cm that are required
to tile the floor of a room that measures

4

00 cm by

4

00 cm.

4.

Lilian loves collecting stamps. One day, she collected

9

square stamps of sides 3 cm

each. She glued them onto a card to form a bigger square as shown.

What area do the stamps

cover on the card?

73

What we have learnt

Area is measured in square centimetres (cm

2

). A square of sides

1

cm has an area of

1

square centimetre, written in short as

1

cm

2

.

Area of a rectangle = length × width that is, A = l x w where

l

is the length and

w

is the

width of the rectangle.
Area of a square = side × side.

Volume

Volume

Volume of cubes and cuboids

Cubic centimetre as a unit of measuring volume

Activity

1

Observe the following cube and use it to answer the questions that follow.

1.

Measure the side of the cube using a ruler.

2.

Work out the volume of the cube shown.

3.

What are the units of the cube that you have worked out?

Learning point

To find the volume of the cube, we multiply side by side by side. The units are also

multiplied the same way that is, cm x cm x cm = cm

3

.

Cubic centimetre (cm

3

) is the unit of measuring volume.

Finding the volume of cubes and cuboids in cubic centimetres

Activity 2

1.

Use a ruler to draw a cube and a cuboid made of

1

cm cubes.

1

cm

1

cm

1

cm

2.

Work out the volume of the cube and the cuboid you have drawn.

3.

What are the units for the volumes you have worked out?

74

The following shapes are made from

1

cm cubes. Find the volume of each shape:

(a)

(b)

Working

(a)

Volume = columns × rows × layers

= 3 × 3 × 3 =

27

Each smaller cube making the shape is a

1

cm

3

Therefore, the volume of the cube is

27

cm

3

.

(b)

Volume = columns × rows × layers

= 2 × 5 × 2 = 20

Each cube making the bigger cube is a

1

cm

3

.

Therefore, the volume of the cube is 20 cm

3

.

Example

1

Assessment Task

1

Each of the following is made from

1

cm cubes. Calculate the volume of each of them.

(a)

(c)

(b)

(d)

Formula for finding volume of cubes and cuboids

Activity 2

1.

Use a manila paper to make 36 cubes of the size

1

cm by

1

cm by

1

cm.

2.

Arrange the cubes in different ways to form different cubes and cuboids.

3.

Use the cubes and cuboids you form to complete a table like the one shown.

Cube or cuboid

Number of

1

cm

3

cube in the rows

Number of

1

cm

3

cube in the columns

Number of

1

cm

3

cube in the layers

Volume

4

.

What observation do you make about the volume of the cube or cuboid you make?

75

Learning point

The volume of each cuboid is equal to the product of its length, width and height.

Length

Width

Height

Volume of cuboid = l × w × h.

Volume of a cube = side × side × side.

Work out the volume of the following cuboid.

Working

Volume = l x w x h
=

1

2 cm x 5 cm x 3 cm

= 180 cm

3

Example

2

Find the volume of a cube of side

9

cm.

Working

Volume = side × side × side
=

9

cm x

9

cm x

9

cm

= 72

9

cm

3

Example

3

Assessment Task 2

1.

Copy and complete the following table.

l

w

h

Volume

(a)

6 cm

1

8 cm

4

cm

(b)

6 cm

6 cm

6 cm

(c)

1

2 cm

8 cm

576 cm

3

(d)

1

cm

1

7 cm

3 cm

(e)

7 cm

7 cm

3

4

3 cm

3

(f)

2

4

cm

3 cm

1

44

cm

3

76

2.

Work out the volume of each of the following shapes.

1

4

cm

1

2 cm

8 cm

(a)

8 cm

6 cm

6 cm

(b)

1

3 cm

1

3 cm

1

3 cm

(c)

3.

The following measurements show the measurement of different containers. Find the
volume of each of the container.

(a)

Length =

1

6 cm, width = 60 cm and height = 20 cm

(b)

Length = 22 cm, width = 22 cm and height =

1

.5 m

(c)

Length = 80 cm, width = 20 cm and height =

4

0 cm

Further Assessment

1

1

.

A container is

4

5 cm long,

1

5 cm wide and

1

0 cm high. What is its volume?

2.

A brick has a length of 20 cm, a width of

9

cm and a height of 5 cm. Determine the

volume of the brick.

3.

Gatweri’s cat food is sold in cubical tins of side 5 cm. What is the maximum volume
of food the tin can carry?

4

.

Calculate the volume of a cuboid-shaped crate that measures 30 cm by 20 m by

1

7 cm.

5.

The following picture shows the sizes of two boxes that a manufacturing company

wants to make.

4

0 cm

50 cm

60 cm

A

50 cm

50 cm

50 cm

B

Identify and explain the box that will require a lesser amount of material to make?

What we have learnt

The volume of a cuboid is calculated using the formula V= length × width × height.
The volume of a cube is calculated using the formula: V= side × side × side.

77

Capacity

Capacity

Millilitre as a unit of measuring capacity

Activity

1

1.

Collect different containers from your environment.

500 ml

1

00ml

250ml

300ml

2.

Check the units of measurement written on the containers.

2.

Identify the containers that have millimetres as a unit of measurement.

Learning point

Millilitre (ml) is a unit of measuring capacity.

Measuring capacity in millilitres

Activity 2

1.

Take a

1

0 ml bottle cap and use it to fill a bottle with water.

2.

How many

1

0 ml bottle caps fill the bottle?

3.

What is the capacity of the bottle in ml?

Fatuma used two-5 ml bottles to fill a container. What is the capacity of the container
in millilitres?

Working

The bottle is filled with two small bottles of capacity 5 ml. Its capacity is

1

0 ml.

Example

1

78

Assessment Task

1

1.

Three bottles of

1

0 ml each are used to fill a bigger bottle. What is the capacity of

the bigger bottle in millilitres?

2.

One bottle of a certain drug can hold thirteen

1

ml doses. What is the capacity of

the bottle in ml?

3.

A patient received 6 drops of

1

ml medicine into the eye. What capacity of the

medicine did the patient receive?

Measuring capacity in multiples of 5 millilitres

Activity 3

1.

Use a 5 ml container to fill a bigger container.

2.

How many of the 5 ml containers did you use to fill the bigger container?

3.

What is the capacity of the bigger container that you filled?

Angela used four 5 ml containers to fill a bottle. What is the capacity of the bottle?

Working

One small container = 5 ml

4

small containers = 5 + 5 + 5 + 5 = 20 ml or 5 x

4

= 20 ml

Example

2

Assessment Task 2

1.

How many 5 ml bottles can fill containers of the following capacities?

(a)

1

0 ml

(b)

50 ml

(c)

1

00 ml

(d)

75 ml

(e)

200 ml

2.

How many 5 ml spoons can be obtained from a

4

0 ml bottle of honey?

3.

What is the capacity of a container that can be filled with twelve 5 ml bottles?

4.

What is the capacity of a container that can be filled with ten 5 ml bottles?

Relationship between litres and millilitres

Activity

4

1.

Use a

1

-litre jug to fill

1

00 ml cups.

(a)

How many containers have you filled?

79

(b)

How many millilitres are those?

2.

Use the same

1

-litre bottle to fill 250 ml cups.

(a)

How many containers have you filled?

(b)

How many millilitres are those?

3.

What do you note about the number of millilitres filling the cups from the

1

-litre

bottle in each case?

Learning point

1

000 millilitres is equal to

1

litre.

Conversion of litres into millilitres

Convert 6 litres into millilitres.

Working

1

l =

1

000 ml

6 l = 6 x

1

000 ml

= 6 000 ml

Example

3

Convert 5 l 230 ml to millilitres.

Working

Convert the litres: 5 x

1

000 = 5 000 ml

Add: 5 000 + 230 = 5 230ml

Example

4

Assessment Task 3

1.

Convert the following to millilitres.

(a)

6 litres

(b)

3

4

litres

(c)

9

litrres

(d)

4

litres 3

4

0 ml

(e)

1

2 litres 23 ml

(f)

5 litres

4

50 ml.

2.

Kimani milked 30 litres from his cows in the evening. How many millilitres was the milk?

3.

A well produced 23 litres 367 ml every minute . Express the water produced in millilitres.

Conversion of millilitres to litres

Convert

9

000 ml into litres.

Working

1

000 ml =

1

litre

9

000 ml =

9

000 ÷

1

000

=

9

litres

Example

5

80

Express 3

4

56 ml in litres and ml.

Working

1

000 ml =

1

litre

3

4

56 ml = 3

4

56 ÷

1

000

= 3 remainder

4

56

= 3 litres

4

56 ml

Example

6

Assessment Task

4

1.

Convert into litres.

(a)

5 000 ml

(b)

4

000 ml

(c)

23 000 ml

(d)

5

4

000 ml

(e)

1

000 ml

2.

Convert to litres and millilitres.

(a)

7 600 ml

(b)

5

4

68 ml

(c)

3 2

4

0 ml

(d)

2300 ml

(e)

4

500 ml

3.

A farmer bought

9

600 ml of pesticide. How many litres and millilitres was the pesticide?

Addition involving litres and millilitres

Workout:
23 l 673 ml +

4

0 l

4

65 ml

L ml
23 673
+

4

0

4

65

6

4

1

38

23 l 673 ml +

4

0 l

4

65 ml = 6

4

l

1

38 ml

Example

7

1

Add ml: 673 +

4

56 =

11

38 ml

Regroup

11

38 ml =

1

l and

1

38 ml.

Add L:

1

+ 23 +

4

0 = 6

4

l

Assessment Task 5

1.

Evaluate each of the following:

(a)

53 l

4

56 ml + 23 l 3

4

0 ml

(b)

32 l 568 ml +

4

5 l 876 ml

(c)

56 l 768 ml + 3 l

4

5 ml

(d)

320 l 280 ml + 37 l

4

50 ml

2.

Work out each of the following.

L ml
78 600
+ 37 357

(a)

L ml

4

7

9

00

+ 2

1

2

11

(b)

L ml
60 30

1

+ 25 70

(c)

Further Assessment

1

1.

Karisa used

4

5 l 567 ml to wash clothes. He also used 3

4

5 l 785 ml to water her

animals. How much water did he use for the two activities?

2.

A community tank has 785 l 200 ml. 555 l

1

50 ml more water is pumped into the

tank. How much water is there in the tank?

81

3.

A school uses

4

6 l 320 ml of milk to prepare

1

0 o’clock tea and 20 l 830ml to

prepare

4

o’clock tea in a day. How much milk does the school use in a day?

4

.

Selina bought oil for three consecutive days measuring 6 l 500 ml, 3 l 200 ml, and

9

l 600 ml. How much oil was bought by Selina for the three days?

5.

After learning that it is healthy to drink enough water each day, Alexia drunk

1

5 l 2

4

0 ml of water in 2 days and 27 l 23 ml litres of water in the rest of the days

of the week. Determine the amount of water Alexia drunk that week.

Subtraction involving litres and millilitres

Working

Subtract 235 l

1

33 ml from 5

1

5 l 225 ml.

Working

L ml
5

1

5 225

− 235

1

33

280

9

2

Therefore, 5

1

5 l 225 ml − 235 l

1

33 ml = 280 l

9

2 ml.

Example

8

Arrange the numbers vertically.
Write the capacities to be subtracted in l and ml
as shown.
First, subtract millilitres from right and then
subtract the litres.

4

1

Assessment Task 6

1.

Work out:

L ml

4

5 5

4

8

− 8 7

4

5

(b)

L ml
7

4

75

4

− 38

4

58

(c)

L ml
57

4

35

− 2

1

1

23

(a)

2.

Work out:

(a)

5

4

l

4

56 ml – 28 l 332 l

(b)

67 l

444

ml – 32 l 76 ml

(c)

4

3 l 777 ml – 23 l

4

58 ml

(d)

5 l 303 ml – 2 l 606 ml

Maingi practises irrigation farming. One day, he had

4

56 l 386 ml of water in one

storage tank. He used

1

20 l 765 ml of water from the tank to irrigate his crops. How

much water remained in the tank?

Working

To get the amount of water that remained, we subtract the amount of water that was

used from the initial amount of water.

Example

9

82

The amount of water that remained was 335 l 62

1

ml.

L ml

4

56 386

–

1

20 765

335 62

1

Arrange the numbers vertically.
Write the capacities to be subtracted in l
and ml as shown.
First subtract millilitres from right and
then subtract the litres.

1

5

Further Assessment 2

1.

A baby swimming pool had 5

4

0 litres 200 ml of water. During cleaning,

1

20 l

1

00

ml was drained out. How much water remained in the swimming pool?

2.

A tank had 5 063 l

4

57 ml in the morning. At the end of the day, 8

9

l 5

9

8 ml had

been used. How much water was remaining in the tank at the end of that day?

3.

The full capacity of one of the fuel storage tanks at a petrol station is 626 l

1

3

4

ml.

One morning before refilling the tank, they measured its capacity and found that
there was

1

67 l 380 ml of fuel in the tank. Determine the maximum amount of fuel

that can be added to the tank.

4

.

A dairy factory processed 56 l 678 ml on the first day of its operation. On the
second day, it processed

4

9

l 60

1

ml. What was the drop in the amount of milk

processed in the two days?

Multiplication of litres and millilitres by a whole number

Workout: 2

1

0 l 3

4

ml x 6

Working

L ml

2

2

2

1

0 3

4

x 6

1

262 0

4

Arrange the numbers vertically as shown.
Multiply 3

4

ml by 6.

Multiply 2

1

0 by 6.

2

1

0 l 3

4

ml x 6 =

1

262 l

4

ml

Example

10

83

Assessment Task 7

1.

Work out each of the following.

L ml
75 32

4

x 7

(c)

L ml
3

4

00

x 2

(b)

L ml
3

4

4

00

x 2

(a)

2.

Evaluate each of the following.

(a)

70 l

4

00 ml x 5

(b)

4

5 l 23

4

ml x 7

(c)

67 l 5

4

3 ml x

9

(d)

9

3 l

4

35 ml x 3

A bus uses

4

5 l

4

56 ml of fuel in a day. How much fuel does the bus use in 5 days?

Working

L ml

2

4

5

4

56

x 5
227 280

Arrange the numbers vertically as shown.
Multiply

4

56 ml by 5

Multiply

4

5 by 5

The bus uses 227 litres 280 ml of fuel in five days.

Example

11

Further Assessment 3

1.

Sururu uses

1

20 l

4

00 ml of water for his animals every day. How much water does

he require for his animals for 7 days?

2.

A school uses

4

5 l 200 ml of water every day for cooking. How much water does

it need in one week?

3.

Gerry, the milkman delivers

1

0 l 250 ml of milk every day to Wasafi hotel. What

quantity of milk does he deliver to the hotel in a week?

Division of litres and millilitres by a whole number

Activity 5

1.

Fill a container with 20 l

4

00 ml.

2.

If you want to draw all the water in 5 equal amounts, how will you determine how
much water to draw at a time?

84

A certain bus uses 7

9

l 560 ml of fuel in 5 days. If the bus uses an equal amount of fuel

everyday, how many litres of fuel does the bus use in a day?

1

5 l

9

1

2 ml

5 7

9

l 560 ml

− 5
2

9

− 25

4

x

1

000 =

4

000

4

560

−

4

5

06
−5

1

0

–

1

0

0

7

9

l 560 ml ÷ 5 =

1

5 l

9

1

2 ml

Example

12

Divide the litres: 7

9

÷ 5 =

1

5 remainder

4

litres

Convert the

4

l to ml =

4

x

1

000 =

4

000 ml

Add

4

000 ml to 560 ml =

4

560 ml

Divide millilitres:

4

560 ÷ 5 =

9

1

2 ml

Assessment Task 8

1.

Work out the following.

(a)

50 l 65 ml ÷ 5

(b)

1

05 l

4

9

0 ml ÷ 7

(c)

4

1

l 200 ml ÷ 8

(d)

76 l 560 ml ÷ 3

(e)

9

6 l

4

80 ml ÷

4

2.

Evaluate each of the following.

9

1

08 l 8

1

0 ml

(a)

4

4

88 l 560 ml

(c)

8 65 l 200 ml

(b)

7 65 l

1

00 ml

(d)

3.

Samson had 2

1

litres

4

20 millilitres of mango juice. He packed it into 7 equal bottles.

What was the capacity of each bottle?

4

.

A tank holds 765 litres 200 millilitres of water. The water was transferred to 5 smaller
containers with equal capacity. Determine the capacity of each container.

5.

Shelly has 2 l 50 ml of oil. She wants to pack it equally into 50 ml bottles. Work out
the number of bottles she can be able to fill with the oil.

Term 2

Term 2

End Term Assesment

1.

Calculate the total value of digit 5 in the number 567 032.

2.

Write fifty-six thousand three hundred and thirty-five in symbols.

3.

Use a place value chart to write the place value of digit 6 in the number 67 8

4

3.

85

4

.

Calculate the GCD of

4

5 and 60.

5.

Hassan sold 26

1

chicken each day in the month of September. Write the number of

chickens he sold that month to the nearest hundred.

6.

A laptop has a length of

1

5 cm and a width of 6 cm. Calculate the area of the laptop

in square centimetres.

7.

Choose the numbers that are divisible by 5 from (3

4

6,

4

30,

4

55, 557)

8.

Write

4

6

100

as a decimal.

9.

Arrange the following numbers in ascending order.
56 087, 55 087, 5

4

087, 53 807

10.

Samson had 56 7

9

8 eggs on her farm. He sold 32

4

5

9

eggs. How many eggs remained?

11.

The distance from Maua’s home to the river is 5 km 200 m. What is the distance in metres?

12.

Work out:

2

5

+

1

3

.

13.

What is the value of

4

56

9

+ 3

4

02 – 2 022?

1

4

.

Calculate the perimetre of a rectangle with width 8 cm and length

1

0 cm.

15.

Identify the digit in the place value of hundredths in the number

4

5.8

9

2

16.

Which is the next number in the pattern

4

5 60

1

,

4

6 60

1

,

4

7 60

1

,

4

8 60

1

,__________

17.

Find the LCM of

1

8 and 27.

18.

Write the number of 5-millilitre bottles that can fill a 30-millilitre bottle.

19.

Calculate the value of 568 ÷

1

4

.

20.

Estimate the difference between

4

567 and 3 2

4

5 by first rounding off the numbers

to the nearest hundred.

21.

What is the volume of the cube below?

22.

Sanare’s cow produced 33 litres of milk every day. Write the amount of milk produced
by the cow in millilitres.

23.

Convert

2

5

1

into an improper fraction.

2

4

.

Calculate the number of

1

2

kg packets that can be obtained from

1

6 kg.

25.

Work out the value of

4

5.6

1

+ 23. 56.

86

26.

What is the name of the angle shown below?

27.

Kyla had

b

bananas. He bought 3

b

more bananas. How many bananas does he have

altogether?

28.

The length of a building is 765 cm. Write its length in metres and centimetres.

29.

Find the volume of the figure below.

5 cm

4

cm

3 cm

30.

Ndatho bought 3

4

.783 kg of sugar for sale in week one of March. He bought

1

2.

1

2 kg

more sugar in week two. What was the total amount of sugar he had brought to his
shop for sale in the two weeks?

Term 3

Term 3

Opener Assesment

1.

Identify the place value of each digit in

9

4

6.73 using a place value chart.

2.

Five learners in Grade 5 made the following number cards.

Tom 36 67

4

Mueni 35 67

4

Mary 23 76

4

Wambui

9

999

Akinyi 23 67

4

(a)

Whose card had the number with the least value?

(b)

If the children stood in a line from the one with the greatest number to the one
with the least, how would they follow each other?

3.

Mary had five hundred and two thousand and twenty-five goats. Write this number
of goats in symbols.

4

.

What is

3

4

in words?

5.

A farmer sold 5

4

9

44

litres of milk in the month of September. Round off the number

of litres of milk sold to the nearest hundred.

6.

After adding 57 8

4

3 to 2 3

4

9,

Tom placed the answer on a place value chart. What

was the total value of the first digit from the left?

7.

Complete the pattern below.

1

4

9

16

87

8.

A shopkeeper sold milk as follows in a week. Monday 678 l, Tuesday

1

20

1

l, Wednesay

999

l, Thursday 68

9

l. Arrange the litres sold in ascending order.

9

.

Identify the numbers that are divisible by 5 and find their sum. (3

4

52, 5 675, 2 020, 5 55

1

)

10.

Karuri is in Grade 5. He wanted to know how many bundles of ten could be made from
the number 2 3

4

0. How many bundles did he get?

11.

Akili sold

1

20 kg of sugar every day in the month of May. How many kilograms had

he sold by the

1

5

th

day of that month?

12.

List the first five multiples of 8.

13.

A children’s home received the sum of sh. 33

4

5

4

2, sh. 62 3

1

0 and sh. 5 78

4

as

donations in their account. How much money did they receive altogether?

1

4

.

Tamara shared 35

1

pencils among

1

5 learners. How many pencils remained?

15.

Akinyi had

1111

books to share among her

1

2 cousins. What is the estimated number

of books that each cousin would receive?

16.

Work out: 22 57

9

× 26 =

17.

Machuki and Mathu each had a full chapati. Machuki cut his in the middle to make
two pieces. Mathu cut his twice to make

4

equal pieces. If Mathu ate two of his pieces

and Machuki ate

1

of his, who ate a bigger piece?

18.

Find the area of the following figure if each small square has an area of

1

cm square.

1

9

.

Work out. 6 l 25 ml × 5 =

20.

Sonnia earned sh.

1

5 000 at the end of the month, after which she made the following budget.

Saving

1

000

Rent

4

000

Food, 5 000
Clothes

1

000

Fee 3 000
Is the money she earned enough for her budget?

21.

Find the value of two hundred and five multiplied by seven.

22.

Draw a cuboid with the measurements 8 cm by 6 cm by

4

cm and find its volume.

23.

Patricia gave Salim her son

3
5

of a cake. His aunt also gave him a

1
1

0

of her cake.

What fraction of cake did Salim have?

2

4

.

Dr Joygrace paid sh.

1

200 after buying two packets of facemasks for her patients.

Each pack costs sh. 575. How much balance was she given?

25.

Name the angle shown in the figure below.

Y

88

26.

The following data represents the ages of learners in Grade 5 at Raha Primary School.

11

,

1

3,

1

5,

11

,

11

1

0,

1

4

,

1

2,

11

,

1

3,

1

2,

11

,

11

,

11

,

1

5,

1

0,

1

2,

1

4

,

1

5,

11

,

1

2,

11

,

11

,

1

3,

1

4

,

11

,

1

2,

1

0,

11

,

1

3,

11

,

1

2,

1

2,

1

3,

11

,

11

,

1

5,

1

4

,

1

2,

1

4

,

1

4

,

11

,

1

4

,

11

,

1

3.

(a)

Represent the data on a table.

(b)

How many learners are in the class?

27.

Measure the angle formed at point k.

K

28.

Elsie saves sh.

1

5 every day from the pocket money given to her by her parents. How

much can she save in the month of April?

2

9

.

How many containers of B can be used to fill container A?

250 ml.

B

50 litres

A

30.

Estimate the weight of your Mathematics textbook.

Mass

Mass

Mass in grammes

Activity

1

1.

Collect different items majorly found at home and school.

Medicine

50g

500g

250g

Chalk

2.

List the items that can be measured in grammes.

3.

Group the items with more mass in grammes.

4

.

Group those items with less mass in grammes.

Learning point

Gramme is a unit of measuring mass that is smaller than a kilogramme.

89

Assessment Task

1

1.

List five items found at school whose mass can be measured in grammes.

2.

List five items found at home whose mass can be measured in grammes.

3.

List five items found at a marketplace whose mass can be measured in grammes.

Estimation and measurement of mass in grammes

Activity 2

1.

Collect items such as a packet of chalk, duster, pen, pencil or exercise book.

2.

Estimate the mass of each item you have collected.

3.

Using a weighing balance, measure the actual mass of the items and complete a
table like the one shown.

Item

Estimated mass

Actual mass

State the approximate mass of the following from the list provided.

(a)

Butterfly

(b)

Leaf

(c)

Toothbrush

Working

(a)

6 g

(b)

1

2 g

(c)

8 g

Example

1

List items found at school whose mass is approximately 50 g.

Working

Piece of chalk, pencil, pen and duster.

Example

2

Assessment Task 2

1.

Estimate the mass of each of the following.

(a)

(b)

(c)

(d)

2.

List items at home whose mass is measured in grammes.

3.

List items at school that can be measured in grammes.

90

Relationship between gramme and kilogramme

Activity 3

1.

Make number cards showing different masses in grammes and kilogrammes as shown.

2.

Group the cards with same masses in grammes and kilogrammes.

1

kg

500

g

0.5

kg

1000

g

3.

Use this to show the relationship between gramme and kilogramme.

Learning point

1

kilogramme =

1

000 grammes or

1

kg =

1

000 g

Conversion of kilogrammes to grammes

Convert the following mass in kilogrammes into grammes.

(a)

3.5 kg

(b)

8 kg

Working

1

kg =

1

000 g

8 kg = ?
= (8 kg x

1

000 g)

(

1

kg)

= 8 000 g

(b)

1

kg =

1

000 g

3.5 kg = ?
= (3.5 kg x

1

000 g)

(

1

kg)

= 3 500 g

(a)

Example

2

Conversion of kilogrammes to grammes

Convert the following masses in grammes into kilogrammes.

(a)

2 800 g

(b)

7 500 g

Working

(a)

1

kg =

1

000 g

? = 2 800 g

= (2800 g x

1

kg)

(

1

000 g)

= 2.8 kg

(b)

1

kg =

1

000 g

? = 7 500 g

= (7500 g x

1

kg)

(

1

000 g)

= 7.5 kg

Example

3

Assessment Task 3

1.

Convert the following mass in kilogrammes into grammes.

(a)

23 kg

(b)

1

7 kg

(c)

111

kg

(d)

25.2 kg

(e)

11

.3 kg

(f)

1

56 kg

(g)

2

4

.8 kg

(h)

4

8.

1

kg

(i)

3

11

.

4

kg

(j)

1

44

.8 kg

91

2.

Express the following masses in kilogrammes.

(a)

1

20 g

(b)

2

4

50 g

(c)

550 g

(d)

9

11

g

(e)

1

230 g

(f)

8

1

7 g

(g)

44

5 g

(h)

3

4

1

8 g

(i)

1

355 g

(j)

4

680 g

Addition of grammes and kilogrammes

Activity

4

1.

Make number cards like the ones shown below.

4

05 kg

1

27 g +

1

06 kg 203 g 2

9

4

kg

11

6 g +

1

80 kg

1

26 g 235 kg 502 g +

1

4

2 kg 326 g

2.

Pick one practice card at a time.

3.

Work out the sum of the mass written on the number card.

Work out 32 kg 75

1

g + 8 kg 2

1

3 g

Working

Kg g

3 2 7 5

1

+ 8 2

1

3

4

0

9

6

4

32 kg 75

1

g + 8 kg 2

1

3 g =

4

0 kg

9

6

4

g

Example

4

1

Add grammes: 75

1

+ 2

1

3 =

9

6

4

g

Kilogrammes: 32 + 8 =

4

0 kg

Assessment Task

4

1.

Work out the following.

(a)

1

23 kg 776 g +

4

1

3 kg 3

1

2 g

(b)

7

1

8 kg 2

1

8 g + 2

1

6 kg 5

1

4

g

(c)

2

1

5 kg

11

2 g + 2

1

9

kg 306 g

(d)

338 kg

4

1

4

g + 23

4

kg

11

4

g

2.

Evaluate each of the following.

Kg g
5 5 8

1

2

3

9

2

1

3

+ 1

6 3

1

7

(a)

Kg g

1

2 7

1

6

3 7 7 0

9

+

4

5 5

4

2

(c)

Kg g

9

1

2

1

6

8 3

4

5

+ 6 2

4

1

1

(b)

Kg g
6

1

9

1

2

2

1

2 2

1

+

1

1

6 5

9

(d)

Three Grade 5 learners in Elimu Bora primary school recorded their masses as

4

2 kg 8

11

g, 37 kg

11

9

g and 56 kg 2

1

5 g. What is their total mass?

Working

Kg g

4

2 8

11

37

11

9

+ 56 2

1

5

1

36 kg

1

4

5 g

The total mass of the learners is

1

36 kg

1

4

5 g.

Example

5

1 1

92

Further Assessment

1

1.

A fruit dealer recorded masses of fruits sold as Tomatoes: 23

4

kg 55

4

g, oranges:

11

2 kg 3

1

4

g and passion:

11

3 kg

4

06 g. Determine the total mass of the fruits sold.

2.

Jenifer bought 7 kg 200 g of sugar and

9

kg 3

9

5 g of rice. Calculate the total mass

Jenifer bought.

3.

A farmer loaded his truck with 352 kg

1

00 g of pumpkins and 207 kg

4

32 g of

watermelons to take to the market for sale. Find the total mass that the truck carried.

4

.

A farmer recorded the mass of eggs produced in his farm in week one as

4

8 kg 6

1

3 g, week two as

9

8 kg

44

5 g and week three as

1

06 kg

4

9

6 g. What is

the total mass of eggs produced?

5.

Four Grade 5 learners recorded their masses as

4

5 kg 7

1

5 g, 50 kg 886 g

4

5 kg

99

2 g

and 5

1

kg 2

11

g. Calculate the total mass of the learners.

Subtraction of grammes and kilogrammes

Activity 5

1.

Make practice cards like the ones shown.

44

5 kg

1

25 g –

1

26 kg

205

1

9

4

kg

1

6 g –

1

60 kg

4

6 g

230 kg 5

1

2 g –

1

32 kg 306 g

2.

Pick one practice card at a time and work out the difference in mass.

Work out

1

7 kg 8

1

2 g –

1

0 kg 60

1

g.

Working

Kg g

1

7 8

1

2

−

1

0 6 0

1

0 7 2

1

1

The answer is 7 kg 2

11

g.

Example

6

Assessment Task 5

1.

Work out:

(a)

530 kg 3

44

g –

11

4

kg

4

56 g

(b)

1

26 kg 6

4

0 g – 76 kg 7

1

8 g

(c)

1

32 kg 5

11

g –

1

06 kg 2

1

3 g

(d)

8

1

6 kg 20

4

g –

4

1

3 kg 625 g

2.

Evaluate each of the following:

Kg g
3

4

7 6 7 5

−

1

3 3

4

6 2

(a)

Kg g
8 2 5 5

1

3

− 3

1

1

2 7 5

(d)

Kg g
5

4

8 2 6 6

−

1

2 7

1

0 8

(b)

Kg g

9

1

2 7

1

7

− 6 0

9

4

1

9

(c)

93

Halima, James, Bahati and Barasa measured their mass and found that when they all

stand on the electronic balance, their total mass is

1

27 kg 675 g. When Bahati and Barasa

stepped out of the electronic balance, the machine indicated 75 kg 8

4

5 g. Determine the

mass of Bahati and Barasa.

Working

Kg g

1

2 7 6 7 5

− 7 5 8

4

5

5

1

8 3 0

The mass of Bahati and Barasa is 5

1

kg 830 g.

Example

7

Further Assessment 2

1.

Abel’s mass is

4

9

kg 357 g while Ronny’s mass is 32 kg

4

58 g. Whose mass is less

and by how much?

2.

In one season, Kiuna harvested 3

4

7 kg

9

1

8 g of tomatoes while Kipruto harvested

4

11

5 kg 3

1

3 g of tomatoes. Work out the difference in mass in their harvests.

3.

Grade five learners in Shikao Primary School recorded their masses as Haron:36 kg

9

1

8 g, Hesborn:

4

2 kg 5

1

6 g, Andrew: 38 kg 2

4

6 g and Beatrice: 36 kg 20

4

g. Calculate;

(a)

The difference between the mass of Andrew and Beatrice.

(b)

The difference in mass between Haron and Hesborn.

4

.

During a bullfighting community event, two farmers measured the mass of their
bulls as 7

1

8 kg

4

05 g and 6

9

6 kg

9

1

8 g. Determine which bull has more mass and by

how much?

Multiplication of grammes and kilogrammes by a whole number

Activity 6

1.

Make number cards like the ones shown.

1

25 kg

1

5 g x 5

1

9

0 kg

4

5 g x 6

1

55 kg 56 g x 7

2.

Pick one practice card at a time.

3.

Work out the product of the mass and the whole number on the number card.

Work out:

1

23 kg 6

1

5 g x 8.

Working

Kg g

1

2 3 6

1

5

x 8

9

8 8

9

2 0

The answer is

9

88 kg

9

20 g.

Example

8

1

2

1

4

4

Multiply

1

5 g by 8 =

4

9

20 g.

Regroup

4

9

20 as

4

kg

9

20 g.

Multiply

1

23 kg by 8 =

9

8

4

kg.

Add regrouped

4

kg to

9

8

4.

9

8

4

kg +

4

Kg =

9

88 kg.

94

Assessment Task 6

1.

Work out the following.

(a)

1

23 kg 2

11

g x

4

(b)

56 kg 3

4

5 g x

9

(c)

44

3 kg 3

1

2 g x 6

(d)

4

1

6 kg 206 g x 3

(e)

7

1

9

kg 2

1

6 g x 2

(f)

30

4

kg

4

11

g x 5

2.

Work out:

Kg g

1

0 5 2

1

1

x 5

(a)

Kg g

1

7 2 3 0

1

x

4

(c)

Kg g

4

1

1

2 0 6

x 3

(b)

Kg g
7

1

4

2 0 6

x 2

(d)

A transportation lorry carried textbooks in

9

cartons. If each carton has a mass of 582 kg

3

11

g, calculate the mass of the textbooks in the lorry?

Working

Kg g

7 2 2

5 8 2 3

1

1

x

9

5 2

4

0 7

9

9

The mass of the textbooks is 52

4

0 kg 7

99

g.

Example

99

Further Assessment 3

1.

Five Grade 5 learners measured their mass and found it to be equal. If each had a
mass of

4

5 kg 3

4

6 g, work out their total mass.

2.

One reference textbook has a mass of 3 kg

1

03 g. Determine the total mass of

1

2

such books.

3.

One sack of beans has a mass of

11

4

kg 788 g. A farmer harvested

9

such sacks.

Find the total mass of beans the farmer harvested.

Division of grammes and kilogrammes by a whole number

Activity 7

1.

Make practice cards like the ones shown.

25 kg 5 g ÷ 5

9

6 kg

4

8 g ÷

1

6

1

25 kg 50 g ÷ 5

2.

Pick one practice card at a time.

3.

Work out the quotient on the practice card you pick.

95

Work out: 38 kg 520 g ÷ 5

Working

7 70

4

5

3 8 kg 520 g

− 3 5 +
3 x

1

000 = 3000

3520
–35
02
− 0
20
20
0
The answer is 7 kg 70

4

g.

Example

1

0

Divide 38 kg by 5 to get 7 kg reminder 3.
Converts 3 kg to grammes.

3 x

1

000 = 3 000g

Add 3 000 g to 520 g + 3 520 g.
Divide 3 520 g by 5 to get 70

4.

Assessment Task 7

Work out the following:

1.

(a)

1

2 kg

4

8 g ÷

4

(b)

1

4

5 kg

1

50 g ÷ 5

(c)

2

1

3 kg

11

0 g ÷ 2

(d)

4

08 kg 3

9

6 g ÷ 6

(e)

3

1

5 kg

16

g ÷

4

(f)

444

kg 3

1

2 g ÷ 2

(g)

26

4

kg

4

1

6 g ÷ 8

(h)

8

1

kg 8

1

9

g ÷

9

2.

Work out:

4

2

1

2 kg 36 g

(a)

5 625 kg

1

75 g

(b)

9

9

1

8 kg 72 g

(c)

Grade 5 learners from Uzima primary school measured the mass of

9

watermelon and

found it to be 3

1

kg 8

1

5 g. If all the watermelons had the same mass, work out the mass

of one watermelon.

Working

3

535

9

3

1

kg 8

1

5 g

− 27 +

4

x

1

000 =

4

000

4

8

1

5

4

5

3

1

− 27

4

5

−

4

5

0
The mass of one watermelon was 3 kg 535 g.

Example

11

96

Further Assessment

4

1.

The School librarian at Utumishi Primary School recorded a total mass of

9

cartons

of Mathematics textbooks as

9

8

1

kg

44

1

g. Determine the mass of one carton of

Mathematics textbooks.

2.

Victims of floods received rice from donors. If a total of

1

6

1

8 kg 335 g of rice was

delivered by 3 vans each carring equal mass, calculate the mass each van was
carrying.

3.

Grade 5 learners at Heshima Primary School measured the mass of 5 sacks of rice
as 520 kg 320 g. If the sack had equal mass, what was the mass of one sack of rice?

What we have learnt

1

kilogramme =

1

000 grammes or

1

kg =

1

000 g.

To convert kilogrammes into grammes, we multiply the number of kilogrammes by

1

000.

To convert grammes into kilogrammes, we divide the number of grammes by

1

000.

Time

Time

Second as a unit of measuring time

Activity

1

1.

Go out of the class with a stopwatch or a digital watch. Get some space outside the
classroom.

2.

Start the stopwatch and jump 5 times.

How long did it take you to jump five times?

97

Learning point

The second is the basic or standard unit of measuring time.

Relationship between minutes and seconds

Activity 2

1.

Get a digital clock.

2.

Observe the digits showing minutes and seconds.

3.

How many seconds does it take before the minute number changes to the next number?

4

.

Use your observation to

write the relationship between seconds and minutes.

Learning point

1

minute is equal to 60 seconds.

Converting minutes to seconds

Convert

4

minutes to seconds.

Working

1

minute = 60 seconds

4

minutes =

4

x 60 seconds

= 2

4

0 seconds.

Example

1

Learning point

When converting minutes to seconds, multiply the number of minutes by 60 seconds.

Assessment Task

1

1.

Convert the following to seconds.

(a)

6 minutes

(b)

2 minutes

(c)

11

minutes

(d)

7 minutes

(e)

9

minutes

(d)

50

minutes

2.

Saruni took 30 minutes to walk from school to his home. How long did he take in
seconds?

Further Assessment

1

1.

Waswa took

4

2 minutes to complete his mathematics assignment. How long did

he take in seconds?

2.

Isabella was practising for a swimming competition. Her target is to complete
one swimming cycle in under 5 minutes. After making an attempt, it took her 3

1

9

seconds to complete one cycle. Explain if Isabella achieved her target.

3.

What is 3 minutes and

1

4

seconds in seconds?

98

Converting seconds to minutes

Convert 300 seconds to minutes.

Working

60 seconds =

1

minute

300 seconds = 300 ÷ 60
= 5 minutes.

Example

2

Learning point

To convert seconds to minutes, divide the number of seconds by 60.

Assessment Task 2

1.

How many seconds are there in each of the following minutes?

(a)

1

20 minutes

(b)

1

80 minutes

(c)

4

20 minutes

(d)

5

4

0 minutes

(e)

2

4

0 minutes

(f)

360 minutes

2.

How many seconds are there in 5 minutes and 37 seconds?

3.

Sheena took 8

4

0 seconds to finish a race. Express the time she took in minutes.

Further Assessment 2

1.

Rewrite three hundred and eighty-six minutes in minutes and seconds.

2.

A clubs session took

1

800 seconds. How long did the session take in minutes?

3.

Omondi took 660 seconds feeding the chicken. How long did he take to feed the
chicken in minutes?

4

.

Jay visited a gaming station with his mother. His mother allowed him to play games
for

1

20 minutes. Each game lasts

1

80 seconds. Determine the number of games

that Jay can play.

5.

Heston ran in a race during the interclass competitions. He finished in

4

20 seconds.

How many minutes did it take him to run the race?

Addition involving minutes and seconds

Work out: 1

2 minutes 20 seconds + 6 minutes

4

5 seconds

Working

Minutes Seconds

1

2 20

+ 6

4

5

1

9

05

1

Example

2

Add the seconds: 20 +

4

5 = 65 seconds.

Since

1

minute has 60 seconds, regroup 65

to

1

minute 5 seconds.

Add the minutes:

1

2 + 6 +

1

=

1

9

minutes.

99

Assessment Task 3

1.

Work out each of the following.

Minutes seconds
23

1

5

+ 3

4

4

0

(a)

Minutes seconds

4

2 36

+ 8 50

(b)

Minutes seconds
52

4

6

+

44

4

5

(c)

2.

Find the total time for each of the following:

(a)

1

8 minutes 38 seconds and

11

minutes 37 seconds.

(b)

2

9

minutes

4

0 seconds and 22 minutes

44

seconds.

(c)

7 minutes

1

9

seconds and 38 minutes 32 seconds.

(d)

33 minutes 5 seconds and 2

9

minutes 26 seconds.

3.

While going to his village, Romeo travelled for 7

4

minutes

4

0 seconds by train and

4

0 minutes 30 seconds by bus. Determine how long it took him to reach his village.

Subtraction involving minutes and seconds

Work out each of the following:

(a)

Minutes Seconds

45

5

4

−

1

2

1

3

Working

Example

3

(a)

Minutes Seconds

4

5 5

4

−

1

2

1

3

33

4

1

(b)

Minutes Seconds

56 27
−

1

2 38

4

3

4

9

Subtract the seconds: 5

4

–

1

3 =

4

1

seconds.

Subtract the minutes:

4

5 –

1

2 = 33 minutes.

Since 27 is less than 38, regroup

1

minute to 60 seconds

and add it to 27 seconds: 60 + 27 = 87 seconds.
Subtract 87 seconds – 38 seconds =

4

9

seconds.

Subtract 55 minutes –

1

2 minutes =

4

3 minutes.

(b)

Minutes Seconds

56

27

−

1

2 38

Assessment Task

4

1.

Find the difference between:

(a)

38 minutes 50 seconds and

1

3 minutes 33 seconds.

(b)

2

4

minutes

4

5 seconds and 8 minutes 56 seconds.

(c)

4

1

minutes 37 seconds and

1

9

minutes 38 seconds.

100

(d)

8 minutes 35 seconds and 3 minutes

4

6 seconds.

2.

Mwali took 35 minutes 25 seconds to cycle from town A to town B while Sambu
took 22 minutes

4

6 seconds to cycle the same distance. How much more time did

Sambu take to complete the journey?

Multiplication involving time in minutes and seconds by a whole number

A farmer takes

1

2 minutes

1

0 seconds to fetch one jerrycan of water from a well. How

long will it take to fetch 6 jerrycans of water?

Working

Minutes Seconds

1

2

1

0

x 6
73 00
The farmer took 73 minutes to fetch 6 jerrycans of water.

Example

4

1

Multiply the seconds by 6:

1

0 x 6 = 60 seconds.

Regroup the 60 seconds to

1

minute.

Multiply the minutes by 6:

1

2 x 6 = 72 minutes.

Add the

1

minute you regrouped: 72 +

1

= 73 minutes.

Assessment Task

5

1.

Evaluate each of the following.

Minutes seconds

11

1

3

x 6

(a)

Minutes seconds
2

4

30

x 8

(b)

Minutes seconds
36 23
x 5

(c)

2.

A mason takes 26 minutes

4

0 seconds to fix one window. How long will he take to

fix 7 windows?

3.

Kimani takes 32 minutes 2

4

seconds to load one lorry of potatoes. How long will it

take him to load

1

0 such lorries?

4

.

Tiffany takes

1

3 minutes 23 seconds to harvest avocados from one avocado tree.

How long will it take her to harvest avocados from 20 such avocado trees?

Division of time involving minutes and seconds

Activity 3

Musa took 30 minute 20 seconds to clean 5 rooms in a hotel. How much time did he take

to clean the room?

Discuss your answer with your friends.

101

It takes

4

3 minutes 36 seconds for 6 camels to take water from a dam in turns. If each

camel takes equal time to take water, how much time does one camel take to take water?

Working

7 minutes

1

6 seconds

6

4

3 minutes 36 seconds

−

4

2

1

x 60 = + 60 seconds

9

6

− 6
36
− 36
0
Time taken by each camel is 7 minutes

1

6 seconds.

Example

5

Divide minutes by 6:

4

3 ÷ 6 = 7 minutes remainder

1

minute.
Convert the

1

minute to seconds and add it to 30

seconds.

1

minute = 60 seconds + 36 seconds =

9

6 seconds.

Divide the seconds by 6:

9

6 ÷ 6 =

1

6 seconds.

Assessment Task 6

1.

Work out each of the following.

4

2

4

minutes 36 seconds

(a)

9

1

9

minutes

1

2 seconds

(c)

20 63 minutes 20 seconds

(e)

1

2 60 minutes

4

8 seconds

(b)

8

4

9

minutes

4

seconds

(d)

7

9

minutes 6 seconds

(f)

2.

Ndunge took 26 minutes 20 seconds to wash 5 jackets. How long did she take to
wash one jacket?

3.

A nurse took 36 minutes

4

8 seconds to vaccinate

1

2 children against measles. How

long did it take the nurse to vaccinate one child?

4

.

1

2 lorries took 37 minutes

1

2 seconds to cross a border checkpoint from Tanzania to

Kenya. How long did it take one lorry to cross the checkpoint if each took equal time?

Learning point

1

minute is eqaul to 60 seconds.

When converting minutes to seconds, multiply the number of minutes by 60 seconds.
To convert seconds to minutes, divide the number of seconds by 60.
When adding time in minutes and seconds, we add the seconds first then the minutes
regrouping where necessary.
When subtracting time in minutes and seconds, we subtract the seconds first then the
minutes regrouping where necessary.
When dividing time in minutes and seconds by a whole number, we divide the minutes
first then the seconds regrouping where necessary.

102

Money

Money

Budgeting

Activity

1

You have been given 500 shillings by your parent to spend before you go to a boarding school.

1.

Prepare a list of the items you can buy.

2.

Ask for the prices of the items that you have listed.

3.

Pick out the items that you can be able to spend on the 500 shillings that you have.

4

.

How can you identify the needs and the wants so that you decide on what to spend on?

Learning point

To plan on how you will spend money that you have is called budgeting. A budget is a
plan that shows how one will spend money wisely.
The budget helps us to make a decision on how to spend money on our needs and wants.

Assessment Task

1

1.

Explain what a budget is.

2.

Your agriculture group has been given

4

00 shillings to spend on some items that you

will need for your group farm. Prepare a budget including all the items you will need.

3.

What would you consider in order to make a good budget?

Importance of a budget

Activity 2

1.

Use a digital device to research from the internet on the importance of a budget.

2.

Make notes on your findings.

3.

State why it would be important for you to make a budget.

Assessment Task 2

1.

Salome owns a small grocery store in the village. One day, she earned

1

000 shillings

from the business. She made the following budget.

Saving

200

Food

4

00

Travelling

500

Paying debts

200

(a)

Is the money she earned enough for her budget?

(b)

Give a reason to explain if Salome’s budget is a good or bad budget.

2.

You and your friends want to start a small business. You need to make a budget for
the small business.

(a)

List what you will consider when making the budget.

103

(b)

Why is it important for you to make a budget before you start the business?

3.

Give three advantages of preparing a budget.

Tax

Activity 3

1.

Look at the following pictures and answer the questions that follow.

What are the people in the picture doing?

2.

Use a digital device to search for tax in Kenya.

3.

Make notes on your findings.

4

.

Talk about what tax is. Share your findings with other groups.

Learning point

Tax is money that people pay to the government to help support the government

facilitate its services to its citizens.

Everyone is always encouraged to pay his or her taxes faithfully and in time. If they do

not pay tax, the government will lack money to provide important services to the citizens.

Importance of tax to the government

Activity

4

Look at the following pictures and answer the questions that follow.

CONSTRUCTION BY

THE

GOVERNMENT

(a)

What is happening in each of the pictures?

(b)

Where does the government get the money to provide for the services?

(c)

Name other services that are provided by the government.

Learning point

In order to provide services, the government collects taxes from the citizens.
It is important for the citizens to pay taxes so that the government can get money to
pay for and provide services.

104

Assessment Task 3

1.

State why it is important for people to pay tax.

2.

How do people in your area pay their tax?

Banking and loan services

Activity 5

Look at the picture below and answer the questions that follow.

(a)

What are some of the services the people in the picture are getting at the bank?

(b)

Name other services that are offered in the bank.

(c)

What are some valuable items that needs to be kept in the bank?

Assessment Task

4

1.

Name the different services offered in banks.

2.

List three things of value, which you can keep in safe custody in a bank.

Saving money

Activity 6

1.

Talk to a resource person about the following:

(a)

Why do you need to save money?

(b)

What do you consider when you want to save money?

(c)

What are some of the ways you can save money?

2.

In pairs, ask your friend if he or she has ever saved any money at home in a home
bank.

3.

Share your findings about the savings with the rest of the class.

Assessment Task 5

1.

State the importance of saving money.

2.

What are some of the ways you can save money?

3.

Give reasons why it is important to keep money in the bank and not at home.

105

Geometry

Geometry

Lines

3

3

Identifying horizontal and vertical lines

Activity

1

1

.

Find different objects with straight lines in your environment.

2.

Identify horizontal and vertical lines in the objects.

Learning point

Vertical line

Horizontal line

Vertical lines are lines that run from top to

bottom as shown.

Horizontal lines are lines that run from

the left to the right as shown.

Assessment Task

1

1

.

Identify the vertical and thehorizontal line.

(a)

(b)

2.

How many horizontal lines do we have in a rectangle?

3.

Draw the vertical lines on the shape below.

Drawing horizontal and vertical lines

When drawing horizontal and vertical lines, use a ruler or a straight piece of wood.

Use a ruler to draw a shape made up of horizontal and vertical lines.

Working

The horizontal lines are in black while the vertical lines are in green.

Example

1

106

Assessment Task 2

1

.

Draw 3 horizontal lines of any measurement.

2.

Draw 3 vertical lines of any measurement.

3.

Draw three objects that have a horizontal line and a vertical line and show the lines.

4

.

Identify horizontal and vertical lines in the figure below.

Identifying and drawing perpendicular lines

Activity 2

1

.

Use a ruler to draw two lines intersecting at a right angle.

2.

What is the name of the lines you have drawn?

Learning point

Lines that intersect at right angles are called perpendicular lines.

Assessment Task 3

1

.

Draw 3 sets of perpendicular lines.

2.

Identify 3 objects in your environment that have perpendicular lines.

Identifying parallel lines

Activity 3

1

.

Look around the environment and identify objects with straight lines.

2.

Do these straight lines meet?

3.

Draw objects with lines like the ones shown below.

What is the name of the lines?

Learning point

Parallel lines are straight lines that do not meet.

Assessment Task

4

Identify pairs of parallel lines.

(a)

(b)

107

(c)

(d)

Drawing parallel lines

Activity

4

1

.

Use a ruler, pencil and a set square.

2.

Place a ruler and a set square,on a paper with the set square on the edge of the
ruler.

3.

Without moving the ruler or set square, use a pencil to draw a line as shown.

4

.

Slide the set square along the ruler and draw another line as shown below.

5.

Identify the lines you have drawn.

Assessment Task 5

1

.

Draw lines parallel to the following lines.

(a)
(b)

(c)

2.

Draw three pairs of parallel lines using a set square and a ruler.

108

Term 3

Term 3

Mid Term Assesment

1

.

A forest has 200 200 baobab trees. Write the number of baobab trees in the forest in words.

2.

What is the place value of digit 5 in the product of 32 and 8

1

?

3.

Write the number

4

6.02 in a place value chart.

4

.

Simplify the fraction

9

2

4

.

5.

A factory produced an average of

1

20 cotton bales every day. How many bales did

it produce in the month of March?

6.

Convert

1

2 minutes to seconds.

7.

Give four equivalent fractions of

2

4

.

8.

When a clocks, hour hand points at

1

2 and the minute hand points at

9

as shown,

what angle do the two hands make?

9

.

Mary subtracted 82 70

4

from 783

9

22. What was her answer?

1

0.

Matete sketched the following simple drawing of a house. He counted the horizontal
and vertical lines.

(a)

How many horizontal lines did he get?

(b)

How many vertical lines did he count?

11

.

Machuki had sh. 565 which she wanted to change into 20 shillings coins to reward
her class for performing well in the mid term assessment.

(a)

How many sh. 20 coins did he get?

(b)

How many shillings remained?

1

2.

Use digits 6,

4

, 0, 5 to form 5 numbers that are divisible by 2, 5 and

1

0. (Use each digit

once in a number.)

1

3.

Using factors, find the GCD of

1

2,

1

8 and 36.

109

1

4

.

Represent the times below on the clock faces.

(a)

1

2: 30

(b)

2 :

4

5

1

5.

Find the volume of the following cuboid.

1

6.

Work out.

Litres ml

1

5 200

×

8

________________

1

7.

Draw a vertical line C K and draw line M B parallel to it.

1

8.

Write

9

in roman numerals.

1

9

.

Circle the wants in the following items.

20.

What is the time shown on the clock?

2

1

.

Draw a shape that has 2 horizontal lines and two vertical lines.

22.

Draw two lines that are perpendicular to each other.

23.

Which one is heavier? 2 kg or 2 000 g?

2

4

.

Work out.

Minutes Seconds

1

5 25

+ 7

4

5

______________

110

25.

What fraction is unshaded?

26.

Find the sum of the vertical lines and the horizontal lines of a square.

27.

What is

1

6 kg 720 g ÷ 8?

28.

Measure the following angle using a protractor.

x

2

9

.

Karen had sh. 2 500. She bought a present for her teacher at sh. 2 005 and saved the
rest. How much did she save?

30.

Find the perimeter of the isosceles triangle below.

9

cm

7 cm

Angles

Angles

Relating turns and angles

Activity

1

1

.

Use a stick or piece of chalk to mark on the ground letters W, L and O as shown.

111

2.

Walk along each of the letters that you have drawn from the beginning of each
letter to the end.

(a)

How many turns are there in the model of each letter?

(b)

What do we form in the spaces between the turns?

Learning point

An angle is a measure of a turn between two lines.

Assessment Task

1

1

.

How many turns are there in each of the figures below?

(b)

(a)

2.

Identify the turns in each of the diagrams below.

(a)

(b)

(c)

3.

Count and record turns in the following diagrams.

(a)

(b)

112

Further Assessment

1

Complete each of the following sentences to show how each animal has moved.

(a)

The spider has made a ______ turn and
moved forward _______.

(b)

The butterfly has moved _____ and made a
quater turn.

(c)

The ant has made a __________ turn
clockwise and moved forward _______.

(d)

The ladybird has moved ______, made
a ______ turn and then moved forward
________.

Angles in the environment

Activity 2

1

.

Look at a wall clock in your school.

2.

Identify the turns made by the hands of the clock.

3.

Reset the clock to read various times.

4

.

Discuss the angle between the hour hand and minute hand when it indicates

1

2.30 pm

5.

Identify other areas in the environment where angles have been used.

Assessment Task 2

1

.

Identify, count and record angles in the following structures.

(a)

2.

Look at the following picture and answer the question that follows.

Mark the angles formed on the rooftop shown.

113

Angles and unit angle

Activity 3

1

.

Trace the following unit angle.

2.

Cut out the unit angle that you have traced.

3.

Use the unit angle to measure the different angles formed around you.

Assessment Task 3

1

.

Use the unit angle to measure the number of unit angles in each of the following figures.

(a)

(b)

(c)

(d)

2.

Fit and count how many times a unit angle fits into the following angles.

(a)

(b)

(c)

Degree as a unit of measuring angles

Activity

4

1

.

Trace the following

1

0˚ angle on plain paper and cut it out.

1

0

o

2.

Divide the angle you have drawn into ten equal parts.

3.

What is the size of each small part in degrees?

Learning point

Angles are measured using a protractor. The unit for measuring angles is called a

degree.

0

0

1

80

Protractor

3

0

1

5

0

1

80

114

Measuring angles in degrees

Activity 5

1

.

Draw any angle on a plain paper.

2.

Place the protractor on the angle to be measured, such that the midpoint of the protractor
lies where two lines forming the angle meet.

3.

Align one line forming the angle with the zero line of the protractor.

0

0

1

80

1

80

C

B

3

0

1

5

0

4

.

Read the degrees where the other side crosses the number scale.

What is the size of the angle that you have measured?

What is the value of the angle formed between the two of the following pair of scissors?

Working

Place the protractor such that the zero-mark line lies along one arm and measure the angle.

Angle formed = 60°

Example

1

Assessment Task

4

1

.

Measure the following angles using a protractor.

D

A

B

C

(a)

(i)

BAD

(ii)

BAC

(iii)

DAC

(b)

D

A

B

C

F

E

(i)

AFE

(ii)

AFC

(iii)

BFC

(iv)

EFD

115

2.

Identify the value of each of the following angles being measured.

(a)

(b)

(d)

(c)

Further Assessment 2

1

.

Use a protractor to measure each of the following angles.

(a)

(d)

(b)

(e)

(c)

(f)

2.

Measure angles ADC and DCB.

D

B

C

A

3.

Measure the angles shown in each of the following objects.

(a)

(d)

(c)

(b)

116

3 - D Objects in the environment

Activity

1

1

.

Collect different objects from your environment.

2.

Identify the shape from which each of the objects you collected is made of.

3.

Write down the shape and items you identified for each shape.

Assessment Task

1

1

.

Identify the 3-D shape of each of the following objects.

(a)

(b)

(c)

(d)

(e)

(f)

2.

Make models of the following 3-D objects using wires.

(a)

(b)

2-D Shapes in 3-D Objects

Activity 2

1

.

Join pieces of wire and manila cut out to
make different 3-D shapes.

2.

Identify the 2-D shapes in each of the
3-D shapes you have made.

3-D Objects

3-D Objects

117

Assessment Task 2

1

.

Identify the following 2-D shapes.

(a)

(b)

(c)

(d)

2.

Identify the 2-D shapes in each of the following 3–D objects.

(a)

(b)

(c)

(d)

Further Assessment

1

1

.

Juma, a Grade 5 learner walked around his school to identify various objects.

(a)

Draw five 3-D objects that he is likely to find in the school.

(b)

Name the 2-D shapes in the objects you have drawn.

2.

Study the following picture and use it to answer the questions that follows.

(a)

Identify 2–D shapes in the picture.

(b)

Identify 3–D objects in the picture.

118

Data Handling

Data Handling

Data Representation

4

4

Collecting and representing data

Activity

1

1

.

Make several number cards with numbers

1

to 6.

2.

Put the number cards upside down on a flat surface.

3.

Pick one number card at a time and use it to complete a tally table like the one
shown below.

Number

Number of times picked

1

2

3

4

5

6

4

.

Construct a frequency table to show the data you have collected.

(a)

Which is the most picked number?

(b)

How many times was the most picked number picked?

(c)

How many times did you pick the cards?

119

Learning point

We can follow the following steps when constructing a frequency table:

1.

Draw a table with three columns. Write down the data items that will be collected
in the first column.

2.

Complete the second column by placing one tally mark at the appropriate place
for every data value collected. When the fifth tally is reached for a mark, draw a
horizontal line through the first four tally marks. We continue this process until all
data values in the list are tallied.

3.

Count the number of tally marks for each data value and write it in the third column.

Example

1

The teacher awarded marks for a project that he had given to Grade five learners as follows:

6 7 5 7 7 8 7 6

9

7

4

1

0 6 8 8

9

5 6

4

8

(a)

Represent this information in a frequency table.

(b)

How many learners scored the highest mark?

(c)

What is the mark with the highest number of learners?

(d)

What is the mark with the lowest number of learners?

(e)

How many learners worked on the project?

Working

(a)

Mark

Tally

Frequency

4

5
6
7
8

9

1

0

2
2

4

5

4

2

1

(b)

1

learner

(c)

7 marks

(d)

1

0 marks

(e)

2 + 2 +

4

+ 5 +

4

+ 2 +

1

= 20

Assessment Task

1

1

.

Learners in Grade four have the following items; 20 pens, 30 pencils,

1

5 rubbers,

1

0 sharpeners and 20 rulers. Represent this information using a frequency table.

2.

Juanita maintains the record of the number of customers who take items on credit
from her shop each day. One week, she had the following record: Monday-

1

8,

Tuesday-

1

3, Wednesday-20, Thursday-

1

4

, Friday-2

1

, Saturday-27 and Sunday-26.

(a)

Represent the data using a frequency table.

(b)

How many people took items on credit on Tuesday?

(c)

On which day did she give out the items on credit to the highest number of people?

120

3

.

Learners visited the computer room to practise making spreadsheets that they had
learnt during the science lesson. The computer room assistant recorded the number
of times different groups of learners had visited the computer room for practice as
shown below.

Group number

1

2

3

4

5

Number of visits 7

5

5

6

4

(a)

Represent the data using a table.

(b)

How many more times did group

1

visit the lab than group 3?

(c)

Which group visited the computer room the most?

Representing data through piling

Activity 2

Read the following story and answer the questions that follow.

In April 2020, the COVID-

1

9

infections increased leading to schools getting closed and

children were advised to stay indoors all day. A local school conducted a survey on Grade 5
learners to asses how they spent their time during the week. They recorded the data they
got in the following table.

Activity

Online
classes

Sleeping

Self studies Digital

games

Other
things

Time
spent

4

hours

1

0 hours

2 hours

3 hours

5 hours

(a)

Represent this data by pilling items vertically.

(b)

How long did learners spend on digital games?

(c)

What was the total time spent by the learners on learning?

(d)

Write the numbers of hours the learners spent on other activities.

121

Sudi is a wholesale fruit vendor. One day one of his customer bought the following fruits.

1

0 kg lemons, 6 kg bananas, 8 kg apples and

1

3 kg oranges.

(a)

Pile matchboxes vertically to represent
this information.

(b)

Which fruits does the tallest pile
represent?

(c)

Which fruits does the shortest pile
represent?

Working

(a)

Lemons

Banana

Apples

Oranges

(b)

Oranges

(c)

Bananas

Example

2

Assessment Task 2

1

.

The following table shows the number of laptops sold by a laptop shop in the first 5
days of the month of February 202

1

.

Day

1

Day 2

Day 3

Day

4

4

Day 5

9

1

3

1

0

8

1

4

(a)

Arrange boxes or match boxes vertically to represent the data.

(b)

Which day forms the tallest pile?

(c)

On which day were the least number of laptops sold?

122

2.

During the blood donation exercise, a survey was conducted on the different blood
groups of people who donated blood.

Blood group

A

B

AB

O

Number of donors

1

4

1

0

6

1

0

(a)

Draw cubes arranged vertically to represent the data.

(b)

Which blood group forms the tallest pile?

(c)

Which blood groups form equal lengths of piles?

3.

A Grade

4

teacher researched on the different colours that the learners in class

liked.

1

5 learners liked red, 7 liked colour yellow, 8 liked colour blue and

1

0 liked

colour pink.

(a)

Represent this data by pilling objects vertically.

(b)

Which colour is the most liked?

(c)

How many learners are in the class?

Interpreting data represented by piles

Activity 3

Read the following story and answer the questions that follow.

A mobile phone selling company’s computer is programmed to pile cubes vertically for a
carton of each type of phone that is sold. At the end of one day, the computer showed the
following data for the different types of phones sold that day.

P20

P

4

0

X2

X7

X

9

(a)

Which phone made the most sales for the day?

(b)

Which phone made the least sales for the day?

(c)

How many cartons of phones were sold that day?

(d)

If each carton had 2

4

phones inside, calculate the number of phones sold that day.

123

Assessment Task 3

1

.

Wakine has four shop outlets that sell milk. The following piles show the number of
cartons of milk sold by the four outlets in a day. Use the piles to answer the questions
that follow.

Shop A

Shop B

Shop C

(a)

Which shop sold the highest number of cartons of milk?

(b)

Which shop sold the least number of cartons of milk?

(c)

If each carton had 2

4

packets, determine the number of packets of milk that

were sold by shop B.

(d)

What is the difference between the number of cartons of milk sold by shop B
and the number of cartons sold by shop C?

2.

Observe the following piles that show the pets kept by learners of Grade 3 in Shujaa

Primary School.

Cats

Dogs

Ducks

Rabbits

(a)

Which pet is kept by most learners?

(b)

How many learners keep cats as their pet?

124

3.

Lola asked her classmates the best mode of transport they have ever used. She

collected data and piled bottle tops to represent the data as shown below.

(a)

How many learners have train as their best mode of transport?

(b)

How many more learners have aeroplane as their best mode of transport than
a bus?

125

Forming simple equations

Activity

1

Jamal created a game of converting information into a simple equation. Read some of
the information he wrote for the game. Convert each of the information into a simple
equation.

Information

Simple equation

When 5 is added to

a

number, the answer is

9

.

When

1

4

is taken away from 8 times a number b the answer is 30.

2 multiplied by the sum of the number

y

and 7 is

1

3.

Twice a number less 22 is

4

8.

Jane spent

4

20 shillings on a pair of shoes. This was

14

0 shillings less than twice what

she spent for a dress. Form a simple equation to represent the amount Jane spent on
the dress.

Working

The price of the dress is unknown. You can let

x

represent the unknown amount.

The price of the pair of shoes is

4

20 shillings.

The price of the dress was

14

0 less twice the price of the pair of shoes.

Therefore, the equation for the price of the dress is: 2x –

14

0 =

4

20.

Example

1

Assessment Task

1

1

.

Kibori and Jane were coming home from school. They walked for some seconds
and then ran for 6 minutes. They walked
again for half the time they had walked
at the beginning. Their journey took

9

00 seconds. Write an expression to

represent this information.

2.

Peter’s mother is four times as old as Peter.
In four years, their combined ages will
be 5

4

years. Write a simple equation to

represent this information.

3.

Hadima added two numbers and got their
sum as 8

4

. One of the numbers was

1

2 more than the other. Express this information

as a simple equation.

Algebra

Algebra

Simple Equation

5

126

Solving simple equations

Activity 2

Read and talk about the following story then answer the questions that follows.

The government received COVID–

1

9

vaccines from Europe at the airport. They then

distributed the vaccines to different sub-
counties in the country. In one of the
sub-county, 8 000 vaccines were divided
among the 3 vaccination centres such
that the second centre had twice as
much as the first and the third had 500
less than the second.

(a)

Write an expression to show the
total number of vaccines that the 3
vaccination centres received.

(b)

Work out the number of vaccines
that each vaccination centre received.

Mwende spent 3 500 shillings at the market. This was seven hundred shillings less than
three times what she had spent at the shop.

(a)

Express this information as a simple equation.

(b)

How much did she spend at the market?

Working

(a)

Let the amount she spent at the shop be

p

.

This was 700 less than 3 times what she spent at the market.
She spent 3 500 shillings at the market.
Therefore, the simple equation is, 3 p − 700 = 3 500

(b)

To get how much she spent at the shop, solve the expression for the value of p:

3 p − 700 = 3 500
3 p – 700 + 700 = 3 500 + 700
3p =

4

200

3P
3

4

200

3

=

p =

1

4

00

She spent

1

4

00 shillings at the shop.

Example

2

127

Assessment Task 2

Find the value of

x

for each of the following:

1

.

x + 5 =

9

2.

x − 3 =

1

2

3.

5 x - 2 =

4

4

.

2 (x + 2) =

1

4

Salim added two consecutive numbers and found their sum to be 37. Find the two
numbers that she added.

Working

Let the first number be n.
Because the numbers she added are consecutive, then the other number is n +

1

.

The sum of the two numbers is 37
Therefore,
n + n +

1

= 37

2n +

1

−

1

= 37−

1

2n
2

36
2

=

n =

1

8

The other number is

1

8 +

1 = 1

9

The two numbers are

1

8 and

1

9

.

Example

3

Further Assessment

1

1

.

Abuga keeps goats and sheep on his farm. The total number of goats and sheep is

99

. There are

1

7 more goats than sheep. Find the number of:

(a)

Sheep that Abuga has.

(b)

Goats that Abuga has.

2.

Mwajuma used a barbed wire that was 300 m long to fence her rectangular piece
of land. The length of the piece of land was twice its width. Find the length and
width of the piece of land.

3.

A shopkeeper who owns two shops bought 50 books to sell in the two shops. He
divided the books for two shops such that one shop had eight fewer books than the
other. Calculate the number of books in each shop.

4

.

Job found the sum of 3 consecutive numbers to be

9

0. Find the 3 numbers that Job

added.

128

Term 3

Term 3

End Term Assesment

1

.

Write the following numbers in symbols.

(a)

777 707

(c)

707 707

(b)

700 777

(d)

777 700

2.

Joy had

3

4

of a piece of cake. Give 2 equivalent fractions of Joy’s piece of cake.

3.

Work out:

Q

÷

4

= 5.

4

.

Evaluate

1

2 x

d

=

4

8.

5.

Draw a cuboid and show the corners, lines and faces.

6.

Round off 6

999

to the nearest thousand.

7.

A candidate in a parliamentary election received

4

567 votes from a certain ward and

8 670 from another ward. How many votes did the candidate get from the two wards?

8.

Work out:

km m

4

32

4

×

6

9

.

In a class of 25 learners, each was given

1

2 exercise books. How many books did all

the learners receive?

1

0.

Convert 7 km 320 m into metres.

11

.

Kingatwa Primary School learners were identifying 3-D shapes. Which of these were
not 3-D shapes?

A

B

C

D

1

2.

Fill in the table below.

3-D object

Number of sides Number of lines Number of corners

Sphere

1

3.

The ________________ of a cube or cuboid are same whether closed or open.
(sides, corners , lines. )

1

4

.

Work out:

4

56 − ___ = 2

1

0.

1

5.

Fifty people attended a school parents meeting.

1

5 were men and the rest were

women. If

w

represents the number of women, form an equation that can be used to

find the value of

w

.

129

1

6.

Children from Pendo School gave their fruit preferences as follows:

Apple, orange, orange, mango, apple, apple, mango, pawpaw, grapes, pawpaw, mango,
apple, mango, orange, apple, mango, mango, apple pawpaw, grapes, apple, grapes, pawpaw,
mango, orange.

Represent the data on a frequency table.

1

7.

Tom had 20 pencils and Maria had

y

pencils. If the total number of pencils they had

was

4

3, form a simple equation that can be used to find the value of

y

.

1

8.

Salura took 23

4

litres of milk to the local dairy. How much milk in mililitres did he

deliver to the dairy.

1

9

.

Draw and name three types of fruits that have a spherical shape.

(a)

_________________

(b)

__________________

(c)

__________________

20.

Name the 2-D shapes that make each of the 3-D shapes below.

(a)

pyramid

(b)

sphere

(c)

cuboid

2

1

.

I am a four-sided 3–D shaped object with one sharp corner above the other three.
What am I?

22.

A biscuit company needs to pack 63 packets of biscuits in

9

cartons. If

b

represents

the number of packets in one carton, form an equation one can use to find the value
of

b

.

23.

A company party was attended by

1

20 of its employees, where 78 were female. How

many males were there?

2

4

.

The product of

p

and

1

5 is equal to 2

1

0. Find out the value of

p

and round it off to

the nearest

1

0.

25.

Solve for

h

in the equation 8

1

–

h

= 75.

26.

How many 200 millilitres can fill a container of 6 litres?

27.

Prepare a simple budget of the personal items you will need in class for the first term
for an amount not exceeding sh. 2 500.

28.

What is the smallest number of bananas that can be shared equally among

1

6 girls

and 2

4

boys without any banana remaining?

2

9

.

Arrange the following numbers in a descending order:

4

5678,

4

6567,

44

765,

4

5876.

30.

A school bus carried 66 learners. On a certain day, the girls were 3

9

and boys were

z

. How many boys were on the bus that day?

130

Term

1

opener

1

.

835

2.

Thousands

3.

4

00

4

.

606, 626, 660, 662, 666

5.

570

6.

7,

14

, 2

1

, 28

7.

1

2,

19

, 3

4

,

4

7 ,

9

0, 53

8.

6

9

9

.

783

1

0.

7 82

4

11

.

5

1

6

1

2.

736

1

3.

3

14

.

37

5

1

5.

0.

4

3

1

6.

Hundredths

1

7.

2 m 3

4

cm

1

8.

3

4

cm

19

.

25 square units

20.

1

2

2

1

.

8

22.

6

23.

a.m.

2

4

.

2 hours

4

6 minutess

25.

98 days

26.

5

27.

28.

Bottle top, basin, sufuria or bowel.

2

9

.

30.

9

r

1

. Numbers

1

. Numbers

Whole Numbers

Assessment Task

1

1

.

Number

Hundreds of

thousands

Tens of

thousands

Thousands Hundreds Tens Ones

(e)

67

4

4

3

9

6

7

4

4

3

9

(f)

57

4

20

5

7

4

2

0

(g)

702 853

7

0

2

8

5

3

(h)

14

2

9

83

1

4

2

9

8

3

2. (a)

thousands

(b)

hundred thousands

(c)

ten thousands

(d)

ten thousands

(e)

tens

(f)

thousands

3. (a)

tens

(b)

ten thousands

(c)

ones

(d)

ten thousands

(e)

hundreds

(f)

hundreds

Further Assessment

1

1

. (a)

5

(b)

4

(c)

0

(d)

7

(e)

8

(f)

2

2.

Number

Hundreds of

thousands

Tens of

thousands

Thousands Hundreds Tens Ones

65

4

32

9

6

5

4

3

2

9

Answers

Answers

131

3.

Thousands

Assessment Task 2

1

. (a)

20 000

(b)

200 000

(c)

20

(d)

2

(e)

2 000

(f)

2 000

2. (a)

60

(b)

7 000

(c)

1

(d)

200 000

(e)

600

(f)

4

00 000

3.

4

0 000

Further Assessment 2

1

.

Two

2.

2100

3. (a)

Varied answers

(b)

Varied answers

(c)

Varied answers

Assessment Task 3

Varied answers

Assessment Task

4

1

.

1

.8752

2.

(a)

8

9

50

8

9

5

1

8

9

52

8

9

53

8

9

5

4

8

9

55

8

9

56

8

9

57

8

9

58

(b)

703

70

4

705

706

707

708

70

9

7

1

0

7

11

7(c)

56 000

56 00

1

56 002

56 003

56 00

4

56 005 56 006 56 007 56 008

(d) 87 705 87 706 87 707

87 708

87 70

9

87 7

1

0 87 7

11

87 7

1

2

87 7

1

3

3.

9

6

1

3, 6

9

3

1

,

1

3

9

6, 3

1

6

9

,

1 9

63, ..

4

.

1

0 000

5.

37

4

28

6.

23 56

9

Assessment Task 5

1

. (a)

forty three thousand and two

(b)

nine thousand and twenty six

(c)

two thousand and three

(d)

forty five thousand six hundred
and seventy nine

(e)

fifty five thousand five hundred
and fifty five

(f)

seventy thousand seven hundred
and seven

2.

three thousand four hundred and
fifty six

3.

forty three thousand two hundred
and ten.

4

. (c)

Further Assessment 3

1

.

Number in
words

Number in
symbols

Eighty thousand
five hundred and
sixty-one

3

9

00

1

Sixty-one
thousand seven
hundred and
eight

3

9

1

00

Thirty-nine
thousand one
hundred

80 56

1

Thirty-nine
thousand and
one

6

1

708

2.

The first got

1

225 votes and the

second got 303 votes

3.

Eight hundred and twenty-five in
symbols is written as 825. So what
was reported in the news was
correct.

132

Assessment Task 6

1

. (a)

5

4

736, 55 736, 56 736, 57 736

(b)

4

02

4

,

4

03

4

,

4 1

35,

4

563

(c)

1

0 0

4

5,

1

0 05

4

,

1

0

4

05,

14

005

(d)

9

8

4

33,

99

332,

99 44

3,

99

5

44

2.

3

4

5

4

3,

4

3 567, 57 82

1

, 60 73

4

, 67 302

Further assessment

4

1

.

4

0 057,

4

0 06

1

,

4

5 305, 50 03

4

2. (a)

500

(b)

rice

(c)

500, 2 662, 2 8

44

, 3

499

,

4

608,

4

887

Assessment Task 7

1

. (a)

8 56

4

, 7 55

4

,

4

856,

4

765

(b)

4

5

4

00, 3

4

500, 30 05

4

, 30 0

4

5

(c)

66 3

4

7, 57

4

36, 56

4

36, 56337

(d)

76 523, 76 30

1

, 75 53

4

, 75

41

2

2.

9

3 02

1

, 62

4

58, 57 8

94

, 56 703

3.

65 733, 65

4

56, 56 8

4

5, 5

4

376

Further assessment 5

1

.

52

1

km,

4

22 km, 27

9

km, 268 km

2.

Eveline

Assessment Task 8

1

. (a)

600

(b)

6

4

300

(c)

4

600

(d)

0

(e)

38

1

00

(f)

8

1

00

2.

3 600

3.

8 700

Further assessment 6

1

.

4

5

4

00

2.

300

3. (a)

2 300

(b)

5 000

(c)

4

200

(d)

500

(e)

3 700

(f)

700

(g)

5

4

00

(h)

8 800

Assessment Task

9

1

. (a)

5 000

(b)

3

9

000

(c)

0

(d)

1

000

(e)

1

0 000

(f)

0

(g)

57 000

(h)

32 000

2.

5 000

Further assessment 7

1

.

4

6 000

2.

1

0

499

3.

1

2 000

Assessment Task

1

0

1

. (a)

divisible

(b)

not divisible

(c)

divisible

(d)

divisible

(e)

divisible

(f)

not divisible

(g)

divisible

(h)

divisible

(i)

divisible

(j)

not divisible

Assessment Task

11

(a)

Divisible

(b)

Divisible

(c)

Divisible

(d)

not divisible

(e)

not divisible

(f)

divisible

(g)

divisible

(h)

divisible

(i)

divisible

(j)

not divisible

Assessment Task

1

2

1

. (a)

Divisible

(b)

divisible

(c)

divisible

(d)

not divisible

(e)

not divisible

(f)

not divisible

(g)

divisible

(h)

divisible

(i)

not divisible

(j)

not divisible

2.

20

1

5

Further assessment 8

1

.

80, 50

2.

Yes

3.

A number is divisible by 5 if the last
digit is 5 or 0. Since the last digit in

4

0 is 0 and the last digit in 35 is 5,

then they are both divisible by 5.

4

.

4

Assessment Task

1

3

1

. (a)

1

, 2,

4

, 8,

1

6

(b)

1

, 2, 3,

4

, 6 ,

9

,

1

2,

1

8, 36

(c)

1

, 2, 3,

4

, 5, 6,

1

0,

1

2,

1

5, 20, 30, 60

(d)

1

, 2, 3,

4

, 6, 8,

9

,

1

2,

1

8, 2

4

, 36, 72

2. (a)

1

, 2, 3,

4

, 6 ,

9

,

1

2,

1

8, 36

133

(b)

1

, 3,

9

, 27, 8

1

(c)

1

, 2,

4

, 5, 8,

1

0, 20,

4

0

(d)

1

, 2,

1

3, 26

3.

1

, 3, 7, 2

1

4

. (a)

9

(b)

1

8

(c)

27

(d)

1

2

5. (a)

2

1

(b)

3

(c)

2

(d)

26

Further Assessment

9

1

.

2

4

2.

1

2

3.

6

4

.

1

2

5.

1

2

Assessment Task

14

1

. (a)

5,

1

0,

1

5, 20, 25

(b)

7,

14

, 2

1

, 28, 35

(c)

11

, 22, 33,

44

, 55

(d)

2,

4

, 6, 8,

1

0,

1

2

(e)

14

, 28,

4

2, 56, 70

2. (a)

5

4

(b)

14

(c)

60

(d)

60

(e)

2

4

(f)

4

5

Addition

Assessment Task

1

1

. (a)

7

49

733

(b)

63

1

7

49

(c)

9

5

9 9

68

2. (a)

387

9

58

(b)

49

7 6

9

8

(c)

73

1

785

(d)

91

6 675

Further assessment

1

1

.

5

9

8

9

77

2.

706 3

99

3.

6

99

7

9

7

4

.

3

99 9

80

Assessment Task 2

1

. (a)

68

999

(b)

672 8

1

8

(c)

8

99

7

9

5

2.

50

1

005

3.

577 58

9

4

.

99

8

9

8

1

5.

8

9

6 8

9

0

Assessment Task 3

1

. (a)

536 688

(b)

866 768

(c)

652

4

6

4

2.

9

86 626

Further assessment 2

1

. (a)

4

02

4

35

(b)

7

9

8 666

(c)

273 530

(d)

62

4

770

2.

202 5

9

0

3.

3

1 9

8

9

Assessment Task

4

1

. (a)

800

(b)

5

4

600

(c)

256 600

2.

1

07

4

00

3. (a)

276 800, 276 73

9

(b)

9

0

4

00,

9

0

4

08

(c)

587

9

00, 587

9

23

(d)

8

4

5

9

00, 8

4

5

9

23

Further assessment 3

1

. (a)

No

(b)

No

(c)

No

(d)

Yes

2.

No, 30 500

3.

5

4

00 m

Assessment Task

4

1

. (a)

378 000

(b)

6

4

6 000

(c)

233 000

2. (a)

Estimate = 330 000,

Actual = 330

4

67

(b)

Estimate =

1

32 000,

Actual =

1

32 05

4

Assessment Task 5

1

. (a)

7

9 9

50

(b)

7 556

2.

766

3.

80 000, 85 000,

9

0 000,

9

5 000

134

Term

1

, Mid Term Assessment

1

.

Forty five thousand three hundred.

2.

Hundred

thousands

Ten

thousands

Thousands Hundreds Tens Ones

3

7

2

3

1

Place value of 7 is

thousands

Subtraction

Assessment Task

1

1

. (a)

1

23 228

(b)

32

4

2

1

(c)

4

6

9

26

(d)

52 00

1

2.

3

4

02

1

3.

5

4

6

41

2

Further assessment

1

1

. (a)

7

4

7 2

11

(b)

732 3

1

2

(c)

1

3

4

832

(d)

526

11

7

2.

2

1

2 253

3.

19

5

9

5

4

.

1

7 0

49

Assessment Task 2

1

. (a)

1

2

1

0

91

(b)

1

72 230

(c)

5

1

803

2.

5 3

41

3.

2

1

7

4

Further assessment 2

1

. (a)

65

9

00

(b)

2

1 911

(c)

9

2

1

3

2.

8 270

3.

4

220

4

.

4

87

1

Assessment Task 3

1

. (a)

5 200

(b)

22 300

(c)

23 200

2.

1

2

1

00

Assessment Task

4

1

. (a)

5

4

000

(b)

3

4

000

(c)

4

000

(d)

23 000

2.

1

0 000

Assessment Task 5

1

. (a)

75

1

2

4

(b)

7

4

33

4

(c)

4

33

(d)

23

4 1

88

2.

3 7

1

6

Further assessment 3

1

. (a)

k=6

(b)

m =

9

(c)

n = 5

3.

50 000

4

.

4

3

9

65

5.

3

1

02

1

, 32 02

1

, 32

1

32, 33

1

32

6.

2 000

7.

8b

8.

A number is divisible by 5 if the last
digit is 0 or 5. A number is divisible by

1

0 if the last digit is 0.

9

0 is divisible

by 5 and

1

0

9

.

4

×

4

×

4

= 6

4

square units.

1

0.

1

, 2, 3, 5, 6,

1

0,

1

5, 30

11

.

30

1

2.

1

3, 26, 3

9

, 52, 65

1

3.

20

3

14

.

5

1

1

5.

49

2 283

1

6.

0.7

4

1

7.

78 200

1

8.

8.

9

8, 8.

9

2, 8.82, 8.03, 8.02

19

.

6 m 78 cm

20.

5 hours 2

4

mins

2

1

.

37 500

22.

4

weeks 6 days

23.

9 4

00 cts

2

4

.

All angles are equal =

9

00, it has

4

sides

25.

26.

Fruits

Tally marks Number

Mangoes

11

Oranges

9

27.

1

6

28.

4

m 30 cm

2

9

.

Xix

30.

11

y

135

2.

1 1

00

1

88

Assessment Task

4

1

. (a)

26 23

4

(b)

3 6

9

2

(c)

230 00

1

(d)

67 37

4

(e)

5 232

2.

25 823

3.

3

9

0 000

Multiplication

Assessment Task

1

1

. (a)

3 0

1

0

(b)

2 775

(c)

1

0 2

1

2

(d)

1

5 0

9

6

(e)

8 673

2. (a)

3 072

(b)

3

9

8

4

(c)

8 536

(d)

6 80

9

(e)

1

5 360

3.

7 630

4

.

6 300

Further assessment

1

1

.

4

7 070

2.

2 310

3.

1

0 770

4

.

1

8

1

25

Assessment Task 2

1

. (a)

7 700

(b)

1

3 800

(c)

2

1

700

(d)

1

8

4

00

(e)

26

1

00

2. (a)

6

4

00

(b)

3

9

000

(c)

6

9

00

(d)

1

8 200

(e)

30 600

Further assessment 2

1

.

4

200

2.

25 200

3.

7 000

4

.

3

1

000

Assessment Task 3

1

. (a)

1

8 000

(b)

1

5 050

(c)

6

9

00

(d)

14

700

2. (a)

1

6 328

(b)

41 9

52

(c)

14

288

(d)

23 675

Further assessment 3

1

.

1

650

2.

2 5

44

3.

8 6

4

Assessment Task 3

1

.

60

1

20

2

4

0

4

80

9

60

2.

25 75

225

675

2 025

3.

8

4

0

200

1

000

5 000

4

.

1

0

30

9

0

270

8

1

0

5.

11

22

44

88

1

76

Further assessment

4

1

.

Sh. 600

2.

1

280, 5

1

20

3.

8

1

0, 2

4

30

4

.

768

Division

Assessment Task

1

1

. (a)

8

(b)

2

(c)

1

5

(d)

5 remainder

1

0

2.

50

3.

10

4.

8 reminder 5

5.

12

Further assessment

1

1

. (a)

1

6

(b)

2

1

2. (a)

30

(b)

8

3.

5

1

4

.

39

5.

57

Assessment Task 2

1

. (a)

1

2 remainder

1

2

(b)

1

0 remainder 20

(c)

5 remainder 30

(d)

2

1

(e)

1

8

2.

1

5

3.

1

0 reminder 50

4

.

9

0

Further assessment 2

1.

1

0 reminder 1

2.

1

2

3.

1

5

4

.

288

5.

2

4

Assessment Task 3

1

.

9

2.

9

3.

600

4

.

1

20

136

Further assessment 3

1

.

1

2

×

1

5 =

1

80

Division sentence =

1

80 ÷

1

5 =

1

2 or

1

80 ÷

1

2 =

1

5

2.

200 ÷ 25 = 8
Multiplication sentence = 25

×

8

= 200

3. (a)

30

(b)

4

80 ÷ 30 =

1

6

4

.

11

hours

5. (a)

20 x 20 =

4

00

(b)

4

00 ÷ 20 = 20

6.

Varied answers

Assessment Task

4

1

. (a)

28

(b)

8

(c)

1

4

(d)

32

2.

1

2

3. (a)

4

(b)

58

Assessment Task 5

1

. (a)

1

78

(b)

3

1

3

(c)

9

5

(d)

30

2

3

2.

1

208

Further assessment

4

1

.

507 km

2.

5

3.

4

4

.

19

Term

1

, End Term Assessment

1

.

75 230

2.

Hundred
thousands

Ten
thousands

Thousands Hundreds Tens Ones

4

6

7

8

9

The place value of 6 is thousands.

3.

50 000

4

.

Hundredths

5.

144

hours

6.

57 000

7.

50 782, 5

1

67

1

, 52 78

1

, 53 76

1

8.

741

1

00

9

.

72

1

0.

252

1

2

4

11

.

5 700

1

2.

2

4

563

1

3.

Vii

14

.

30 502

1

5.

1

,2,3,

4

,6,8,

1

2,2

4

1

6.

1 41

6

1

7.

1

530

1

8.

50,

1

20

19

.

20

20.

49

z

2

1

.

1

6

22.

5

23.

6

2

4

.

88

19

0

25.

4

00m

26.

1

5, 30,

4

5

27.

76

28.

2 3

4

5 cm

2

9

.

accept any angle less than a
right angle

30.

Teachers table, exercise book,

mathematics learners book,

geometrical set.

Term 2 Opener Assessment

1

.

Ninety four thousand five hundred
and sixty two.

2.

9

6 hours

3.

Ones

4

.

300 000

5.

57 805, 56 805, 5

4

805, 53 805

6.

1

2

7.

35 000

8.

3.

4

5

9

.

ix

1

0.

57

11

.

22 232

1

2.

9

,

1

8, 27, 36

1

3.

76

4

32

14

.

2 736

1

5.

72

1

6.

70, 600

1

7.

Reflex angle

1

8.

5

1

2 cm

19

.

1

2

20.

1

, 2, 3, 6,

9

,

1

8

2

1

.

4

2 cm

22.

2w

23.

4

8

2

4

.

23

25.

32

5

26.

5 m 70 cm

27.

8 cubic units

28.

1

2

2

9

.

P.m.

30.

4

300 cts

137

Fractions

Assessment Task

1

1

.

2

4

3

6

2.

2

8

4

1

6

3. (a)

false

(b)

true

(c)

false

4

. (a)

2

6

,

3

9

,

4

1

2

,

5

1

5

(b)

2

1

0

,

3

1

5

,

4

20

,

5

25

(c)

2

14

,

3

2

1

,

4

28

,

5

35

5.

1

2

and

2

1

0

Further assessment

1

.

x =

1

5

2.

Because

2

6

is equivalent to

1

3

3.

8

4

.

3

Assessment Task 2

1

. (a)

1

2

(b)

3

4

(c)

1

2

(d)

1

2

2. (a)

1

3

(b)

1

2

(c)

1

4

(d)

2

3

Further assessment 2

1

.

1

2

2. (a)

4

(b)

4

1

6

(c)

1

4

3.

1

5

4

.

4

5

Assessment Task 3

1

. (a)

1

2

=

3

6

2

3

=

4

6

2

3

is bigger

(b)

1

2

=

3

6

2

3

=

4

6

3

4

is bigger

(c)

1

4

=

5

20

2

5

=

8

20

2

5

is bigger

2.

Different objects like pieces of wood
or fruits can be used.

Further assessment

4

1

. (a)

1

3

,

1

4

,

1

6

,

1

8

(b)

1

2

,

2

5

,

1

3

,

1

7

,

(c)

2

1

0

,

1

6

,

1

1

0

,

1

1

2

(d)

3

4

,

1

2

,

2

6

,

1

4

2.

3

4

,

1

2

,

1

3

138

3. (a)

Black forest

(b)

strawberry and vanilla

(c)

black forest, lemon green, vanilla

and strawberry.

Assessment Task 5

1

. (a)

1

1

1

2

(b)

5

7

(c)

9

1

0

(d)

1

3

1

5

2.

5

7

Further assessment 3

1

.

6

9

litres

2.

1

3

1

8

litres

3.

3

5

= three fifths

4

.

7

8

5.

11

1

2

Assessment Task 6

1

. (a)

15

20

or

3

4

(b)

9

1

0

(c)

1

1

8

(d)

9

10

(e)

1

3

21

(f)

1

7

14

or

1

3

14

2.

3

8

3.

5

12

4.

14

12

or

7

6

Assessment Task 7

1

. (a)

1

8

(b)

3

1

8

(c)

7

1

2

2.

2

9

3.

4

1

7

Further assessment

4

1

.

5

1

0

=

1

2

2.

1

2

3.

3

4

4

. (a)

(i)

6

2

1

(ii)

4

2

1

(iii)

2

2

1

(iv)

4

2

1

correction

(b)

Okello’s father

(c)

5

2

1

Assessment Task 8

1

. (a)

9

2

4

=

3

8

(b)

5

30

=

1

6

(c)

1

4

(d)

3

5

2.

1

1

0

Further assessment 5

1

. (a)

Mary

(b)

3

9

=

1

3

2.

1

2

36

3.

4

1

0

Decimals

Assessment Task

1

1

. (a)

4

(b)

3

(c)

6

(d)

8

(e)

0

(f)

0

2. (a)

0.0

14

,

4

(b)

0.05

9

,

9

(c)

0.06

4

,

4

(d)

0.002, 2

(e)

0.072, 2

(f)

0.006, 6

Assessment Task 2

1

.

Hundreds Tens Ones . Tenths Hundredths Thousandths

a

1

1

2

.

4

5

6

b

9

2

.

6

5

9

c

3

5

6

.

4

4

8

d

1

.

5

6

4

e

3

4

.

8

4

7

f

5

1

8

.

2

3

5

g

5

5

6

.

1

2

4

h

0

.

0

3

4

139

2. (a)

thousandths

(b)

thousandths

(c)

tenths

(d)

thousandths

(e)

thousandths

(f)

thousandths

(g)

tenths

(h)

hundredths

3.

A

2

.

5

2

C

8

.

1

0

7

B

0

.

0

4

2

.

E

7

.

0

0

.

0

7

D

5

5

0

6

6

1

7

Assessment Task 3

1

. (a)

0.0

99

, 0.

9

0

9

, 0.

99

,

9

.00

9

(b)

4

5.

9

0

9

,

4

5.

9

8

9

, 3

4

5.

4

5

9

, 3

4

5.5

49

(c)

7.007, 7.077, 7.707, 7.777

(d)

20.00

4

, 20.0

44

, 20.

4

0

4

, 22.00

4

2. (a)

4

8.

9

,

4

8.72

1

,

4

8.672,

4

8.67

1

(b)

0.

9

80, 0.

9

7

9

, 0.7

9

3, 0.32

1

(c)

6.880, 6.808, 6.8, 6.008

(d)

5.5

4

, 5.505, 5.

44

5, 5.0

4

3.

1

.067,

1

.566,

1

.567,

1

.6057,

1

.656

Further assessment

1

1

. (a)

9

.72 s,

9

.75 s,

9

.7

9

s,

9

.8 s,

9

.8

1

s

(b)

9

.72 s

2.

3.

4

3

4

l, 3.

4

23 l, 3.3

4

3 l, 3.32

4

l, 3.32

4

l

3.

5.65

4

cm, 5.6

4

5 cm, 5.5

4

5 cm,

5.50

4

cm, 5.

4

55 cm, 5.0

4

5 cm.

4

.

2.756 kg, 2.657 kg, 2.576 kg, 2.567 kg

Assessment Task 3

1

. (a)

3

1

.

9

0

9

(b)

4

57.758

(c)

4

76.

41

5

2. (a)

6.

19

7

(b)

1

2.328

(c)

26.

4

05

(d)

70.875

Further assessment 2

1

.

1

00.

9

3

9

kg

2.

1

360.

1

5

1

kg

3.

76.

449

kg

4

.

1

72.

4

0

1

kg

Assessment Task

4

1

. (a)

22

4

.62

1

(b)

200.8

4

2

(c)

19

.073

(d)

5

9

.

9

0

1

2. (a)

2

19

.85

4

(b)

8.

9

33

(c)

5

9

.

4

7

1

(d)

3

1

.0

14

Further assessment 3

1

.

752.3

4

7 litres

2.

6

9

7.524 kg

3.

419

.

94

4

.

19

53.

4

72 kg

Term 2 Midterm Assessment

1

.

Ten thousands

2

.

Number

6

8

0 5

4

Total value 60 000

8 000 0 50

4

3.

9

7 5

4

0

4

.

3

4 9

60, 3

4

760, 3

4

560, 3

4 4

60

5.

4

7 000

6.

68, 3

4

6

7.

1

2

8.

0.023

9

.

60cm

1

0.

36

11

.

85

9

886

1

2.

Hundredths

1

3.

4

35

91

7

14

.

1

7

2

4

1

5.

11

0 200

1

6.

63 320

1

7.

1

26 230

1

8.

8 520.28 litres

19

.

360

20.

65 remainder

9

2

1

.

367.8

9

6, 367.

9

8,

4

36.28

9

,

4

36.

9

22.

6

23.

4

1

0

,

6

1

5

2

4

.

1

4

,

2

5

,

1

2

,

2

3

25.

Spelling of courier –

3

4

,

26.

99

8.6

1

3

27.

14

m

28.

Football =

1

6

Hockey =

9

Basketball =

1

2

2

9

.

32

30.

140

Length

Assessment Task

1

Varied answers

Assessment Task 2

1

. (a)

1

2 000 m

(b)

8 003 m

(c)

5 000 m

(d)

1

8 036 m

(e)

5 200 m

(f)

56 7

4

0 m

(g)

3

4

780 m

(h)

4

3

999

m

2.

4

2 880 m

Further assessment

1

1

.

5 000 m

2.

502

1

m

3.

3 000 m

4

.

4

2 000 m

Assessment Task 3

1

. (a)

3 km

(b)

3

4

km

(c)

25 km

(d)

9

0 km

2. (a)

4

km 530 m

(b)

2 km 370 m

(c)

2 km 300 m

(d)

76 km 780 m

3.

Distance in
metres

Distance in
kilometres

55 000 m

3

4

.06 km

5 005 m

3

4

.006 km

3

4

006 m

5.005 km

3

4

060 m

55 km

Further assessment 2

1

.

5.

1

km

2.

60 km

3.

0.76 km

4

.

4

km

Assessment Task

4

1

. (a)

8 km 726 m

(b)

26 km 883 m

(c)

1

35 km

94

6 m

2. (a)

8 km 883 m

(b)

1

0 km 830 m

(c)

6

9

km

1

00 m

(d)

9

6 km

9

8

4

m

Further assessment 3

1

.

8 km 275 m

2.

67 km 67

4

m

3.

4

52 km 60

9

m

Assessment Task 5

1

.

1

2

4

km 675 m

2.

Becky, by 500 m

3.

14

km 820 m

Assessment Task 6

1

. (a)

2

4

km 800 m

(b)

14

0 km 52 m

(c)

8

9

km 82

4

m

(d)

4

8 km

1

00 m

2. (a)

732 km 360 m

(b)

853 km 72

4

m

(c)

1

5 km 8

9

7 m

3.

1

3 km 800 m

4

.

1

03 km 35 m

Assessment Task 7

1

. (a)

3 km 200 m

(b)

5 km 600 m

(c)

11

km

1

00 m

(d)

1

5 km 300 m

(e)

5 km 320 m

2. (a)

3 km 600 m

(b)

2 km 207 m

(c)

1

05 km 200 m

(d)

2 km 3

1

0m

Further assessment

4

1

.

9

km

1

00 m

2.

1

7 km 800 m

Area

Assessment Task

1

1

. (a)

8 cm

2

(b)

1

2 cm

2

(c)

6 cm

2

(d)

1

6cm

2

Assessment Task 2

1

. (a)

2

4

cm

2

(b)

1

5 cm

2

(c)

2

4

cm

2

(d)

36 cm

2

2 Measurement

2 Measurement

141

2. (a)

Sonia; the squares completely fit

in the rectangle while the circles
leave some spaces.

3. (b)

6 square units

4

. (a)

28 cm

2

(b)

1

6 cm

2

(c)

14

cm

2

(d)

1

6 cm

2

Assessment Task 3

1

. (a)

8

4

cm

2

(b)

6

4

cm

2

(c)

9

52 cm

2

(d)

625 cm

2

(e)

80 cm

2

(f)

1

600 cm

2

2.

623.7 cm

2

3.

250 cm

2

Further assessment

1

1

.

Sh

9

60

2.

36 000 cm

2

3.

1

6 000

4

.

8

1

cm

2

Volume

Assessment Task

1

1

. (a)

6

4

cm

3

(b)

4

8 cm

3

(c)

72 cm

3

(d)

1

25 cm

3

Assessment Task 2

1

. (a)

4

32 cm

3

(b)

2

1

6 cm

3

(c)

6 cm

(d)

5

1

cm

3

(e)

7 cm

(f)

2 cm

2. (a)

1

3

44

cm

3

(b)

288 cm

3

(c)

2

19

7 cm

3

3. (a)

19

200 cm

3

(b)

726 cm

3

(c)

6

4

000 cm

3

Further assessment

1

1

.

6 750 cm

3

2.

9

00 cm

3

3.

1

25 cm

3

4

.

1

0 200 cm

3

5.

Box A of volume

1

2 000 cm

3

Capacity

Assessment Task

1

1

.

30 ml

2.

1

3 ml

3.

6 ml

Assessment Task 2

1

. (a)

2

(b)

1

0

(c)

20

(d)

1

5

(e)

4

0

2.

8

3.

60 ml

4

.

50 ml

Assessment Task 3

1

. (a)

6 000 ml

(b)

3

4

000 ml

(c)

9

000 ml

(d)

4

3

4

0 ml

(e)

1

2 023 ml

(f)

5

4

50 ml

2.

30 000 ml

3.

23 367 ml

Assessment Task

4

1

. (a)

5 l

(b)

4

(c)

23

(d)

5

4

(e)

1

2. (a)

7 l 600ml

(b)

5l

4

68 ml

(c)

3 l 2

4

0 ml

(d)

2l 300ml

(e)

4

l 500ml

3.

9

l 600 ml

Assessment Task 5

1

. (a)

76 l 7

9

6 ml

(b)

78 l

444

ml

(c)

5

9

l 8

1

3 ml

(d)

357 l 730 ml

2. (a)

11

5 l

9

57 ml

(b)

6

9

l

111

ml

(c)

85 l 37

1

ml

Further assessment

1

1

.

3

91

l 352 ml

2.

1

3

4

0 l 350 ml

3.

67 l

1

50 ml

4

.

19

l 300 ml

5.

4

2 l 263 ml

Assessment Task 6

1

. (a)

36 l 3

1

2 ml

(b)

36 l 803 ml

142

(c)

36 l 2

9

6 ml

2. (a)

26 l

1

2

4

ml

(b)

35 l 368 ml

(c)

20 l 3

19

ml

(d)

2 l 6

9

7 ml

Further assessment 2

1

.

4

20 l

1

00 ml

2.

4 9

73 l 85

9

ml

3.

4

58 l 75

4

ml

4

.

7 l 77 ml

Assessment Task 7

1

. (a)

68 l 800 ml

(b)

68 l 00 ml

(c)

527 l 268 ml

2. (a)

352 l 00 ml

(b)

3

1

6 l 638 ml

(c)

607 l 887 ml

(d)

280 l 305 ml

Further assessment 3

1

.

8

4

2 l 800 ml

2.

3

1

6 l

4

00 ml

3.

7

1

l 750 ml

Assessment Task 8

1

. (a)

1

0 l

1

3 ml

(b)

1

5 l 70 ml

(c)

5 l

1

50 ml

(d)

25l 520ml

(e)

2

4

l

1

20 ml

2. (a)

1

2 l

9

0 ml

(b)

8 l

1

50 ml

(c)

1

22 l

14

0 ml

(d)

9

l 300 ml

3.

3 l 60 ml

4

.

1

53 l

4

0 ml

5.

41

Term 2 : End Term Assessment

1

.

500 000

2.

56 335

3.

Place value of digit 6 is tens of thousands

Number

Hundreds of
thousands

Tens of
thousands

Thousands Hundreds Tens Ones

67 8

4

3

6

7

8

4

3

4

.

1

5

5.

7 800

6.

9

0 cm

2

7.

4

30,

4

55

8.

0.

4

6

9

.

53 807, 5

4

087, 5

5

0

87

, 56 087

1

0.

2

4

339

11

.

5 200 m

1

2.

11

1

5

1

3.

5

949

14

.

36 cm

1

5.

9

1

6.

49

60

1

1

7.

5

4

6

1

8.

6

19

.

4

0

8

1

4

or 40

4

7

20.

27

2

1

.

33 000 ml

22.

7

5

23.

32

2

4

.

6

9

.

1

7

25.

Acute angle

26.

4

b

27.

7 m 65 cm

28.

60cm

3

2

9

.

4

6.

9

03kg

Term 3 Opener Assessment

1

.

Number Hundreds Tens Ones . Tenths hundredths

94

6.73

9

4

6

. 7

3

2. (a)

wambui

(b)

Tom, Mueni, Mary, Akinyi, Wambui

143

3.

502 025

4

.

Three quarters

5.

5

4 9

00

6.

60 000

7.

25, 36

8.

6 781, 6 891, 9 991, 12 011

9

.

(5 675, 2 020), 7 6

9

5

1

0.

23

4

11

.

1

800 kg

1

2.

8,

1

6, 2

4

, 32,

4

0

1

3.

4

02 636

14

.

6

1

5.

9

2

1

6.

587 05

4

1

7.

None

1

8.

1

8 cm

2

19

.

30 l

1

25 ml

20.

Yes

2

1

.

1 4

35

22.

19

2 cm

3

23.

7

1

0

2

4

.

Sh 50

25.

Obtuse angle

26. (a)

Age of

learners

Number of
learners

1

0

3

11

1

7

1

2

8

1

3

6

14

7

1

5

4

(b)

45

27.

9

0

28.

sh

4

50

2

9

.

200

30.

300 g

Mass

Assessment Task

1

Answers may vary

1

.

Pencils, pens, books and rulers.
Answers may vary

2.

Spoon and plate. Answers may vary

3.

Kales, spinach and fruits. Answers
may vary

Assessment Task 2

1

. (a)

1

kg

(b)

300 g

(c)

60 kg

(d)

4

kg.

Answers may vary

2.

Varied answers

3.

Varied answers

Assessment Task 3

1

. (a)

23 000 g

(b)

1

7 000 g

(c)

111

000 g

(d)

25 200 g

(e)

11

300 g

(f)

1

56 000 g

(g)

2

4

800 g

(h)

4

8

1

00 g

(i)

3

11 4

00 g

(j)

144

800 g

2. (a)

0.

1

2 kg

(b)

2.

4

5 kg

(c)

0.55 kg

(d)

0.

911

kg

(e)

1

.23 kg

(f)

0.8

1

7 kg

(g)

0.

44

5 kg

(h)

3.

41

8 kg

(i)

1

.355 kg

(j)

4

.68 kg

Assessment Task

4

1

. (a)

537 kg 88 g

(b)

9

3

4

kg 732 g

(c)

4

3

4

kg

41

8 g

(d)

572 kg 528 g

2. (a)

111

kg 3

4

2 g

(b)

1

6

1

kg

9

72 g

(c)

9

5 kg

9

67 g

(d)

94

kg 7

9

2 g

Further assessment

1

1

.

4

60 kg 27

4

g

2.

1

6 kg 5

9

5 g

3.

55

9

kg 532 g

4

.

253 kg 55

4

g

5.

19

3 kg 80

4

g

Assessment Task 5

1

. (a)

41

5 kg 888 g

(b)

49

kg

9

22 g

(c)

26 kg 2

9

8 g

(d)

4

02 kg 57

9

g

2. (a)

2

14

kg 2

1

3 g

(b)

4

2

1

kg

1

58 g

(c)

303 kg 2

9

8 g

(d)

5

14

kg 238 g

Further assessment 2

1

.

1

6 kg 8

99

g

144

2.

3 767 kg 3

9

5g

3. (a)

2 kg

4

2 g

(b)

5 kg 5

9

8 g

4

.

The bull that measures 7

1

8 kg

4

05 g

by 2

1

kg

4

87 g

Assessment Task 6

1

. (a)

49

2 kg 8

44

g

(b)

507 kg

1

05g

(c)

2 65

9

kg 872 g

(d)

1

2

4

8 kg 6

1

8 g

(e)

1 4

38 kg

4

32 g

(f)

1

522 kg 55 g

2. (a)

526 kg 55 g

(b)

1

233 kg 6

1

8 g

(c)

68

9

kg 20

4

g

(c)

1 4

28 kg

41

2 g

Further assessment 3

1

.

226 kg 730 g

2.

37 kg 236 g

3.

1

033 kg

9

2 g

Assessment Task 7

1

. (a)

3 kg

1

2 g

(b)

2

9

kg 30 g

(c)

1

06 kg 555 g

(d)

68 kg 66 g

(e)

78 kg 75

4

g

(f)

222 kg

1

56 g

(g)

33 kg 52 g

(h)

9

kg

91

g

2. (a)

53 kg

9

g

(b)

1

25 kg 35 g

(c)

1

02 kg 8 g

Further assessment

4

1

.

1

0

9

kg

49

g

2.

53

9

kg

44

5 g

3.

1

0

4

kg 6

4

g

Time

Assessment Task

1

1

. (a)

360 seconds

(b)

1

20 seconds

(c)

660 seconds

(d)

4

20 seconds

(e)

5

4

0 seconds

(f)

3 000 seconds

2.

1

800 seconds

Further assessment

1

1

.

2 520 seconds

2.

She did not achieve her target because she took 300 seconds, which was

11

seconds more than her intended time.

3.

194

second

Assessment Task 2

1

. (a)

7 200 seconds

(b)

10 800 seconds

(c)

25 200 seconds

(d)

32 400 seconds

(e)

14 400 seconds

(f)

21 600 seconds

2.

337 seconds

3.

14

minutes

Further assessment 2

1

.

6 minutes 26 seconds

2.

30 minutes

3.

11

minutes

4

.

4

0 games

5.

7 minutes

Assessment Task 3

1

. (a)

57 minutes 55 seconds

(b)

5

1

minutes 26 seconds

145

(c)

9

7 minutes 3

1

seconds

2. (a)

30 minutes

1

5 seconds

(b)

52 minutes 2

4

seconds

(c)

4

5 minutes 5

1

seconds

(d)

62 minutes 3

1

seconds

3.

11

5 minutes

1

0 seconds =

1

hour 55 minutes

1

0 seconds

Assessment Task

4

1

. (a)

25 minutes

1

7 seconds

(b)

1

5 minutes

49

seconds

(c)

2

1

minutes 5

9

seconds

(d)

4

hrs

49

seconds

2.

1

2 minutes 3

9

seconds

Assessment Task 5

1

. (a)

67 minutes

1

8 seconds

(b)

19

6 minutes

(c)

1

8

1

minutes 55 seconds

2.

1

86 minutes

4

0 seconds

3.

32

4

minutes

4

.

267 minutes

4

0 seconds

Assessment Task 6

1

. (a)

6 minutes

9

seconds

(b)

5 minutes

4

seconds

(c)

2 minutes 8 seconds

(d)

6 minutes 8 seconds

(e)

3 minutes

1

0 seconds

(f)

1

minute

1

8 seconds

2.

5 minutes

1

6 seconds

3.

3 minutes

4

seconds

4

.

3 minutes 6 seconds

Money

Assessment Task

1

1

.

A budget is a plan that shows how one will spend money wisely.

2.

Varied answers

3.

Varied answers

Assessment Task 2

4

. (a)

The money is not enough because the budget amounts to sh

1

300 but she only

has sh

1

000 to spend.

(b)

Her budget is a bad one because it is much more than the money she earned.

3. Geometry

3. Geometry

Lines

Assessment Task

1

1

. (a)

horizontal

(b)

vertical

2.

2

3.

146

Assessment Task 2

1

.

2.

3.

Horizontal lines

Vertical lines

4

.

Horizontal lines

Vertical lines

Assessment Task 3

1

. (a)

(b)

(c)

2.

Doors, Windows, Desks, Tables

Assessment Task

4

Parallel lines (b), (c)

Assessment Task 5

1

. (a)

(b)

(c)

2.

Check drawing and the use of the set
square and ruler.

Midterm 3 assessment

1

.

Two hundred thousand two hundred.

2.

Hundreds

3.

Tens Ones . Tenths Hundredths

4

6

. 0

2

4

.

3

8

5.

3 720

6.

720 sec

7.

4

8

,

6

1

2

,

8

1

6

,

1

0

20

8.

Right angle

9

.

70

1

2

1

8

1

0. (a)

8

(b)

8

11

. (a)

28

(b)

sh. 5

1

2.

4

0, 50, 60,

4

50, 6

4

0

1

3.

6

147

14

. (a)

(b)

1

5.

144

1

6.

1

2

1

l 600ml

1

7.

1

8.

ix

19

.

Wants : house, cake

20.

9

.

4

5

2

1

.

22.

23.

None

2

4

.

23 mins

1

0 sec

25.

5

8

26.

4

27.

2 kg

9

0 g

28.

11

8°

2

9

.

Sh

49

5

30.

23

ANGLES

Assessment Task

1

1

. (a)

3

(b)

2

2. (a)

3

(b)

4

(c)

5

3. (a)

7

(b)

1

2

Further Assessment 1

(a)

U, 2 steps

(b)

3 steps backward

(c)

9

0°,

1

step

(d)

2 steps forward,

9

0° anticlockwise,

1

step

Assessment Task

4

1

. (a)

(i)

BAD 23°

(ii)

BAC 25°

(iii)

DAC

4

8°

(b) (i)

AFE

9

5°

(ii)

AFC

4

2°

(iii)

BFC

1

7°

(iv)

EFD

1

85°

Further Assessment 2

(a)

70°

(b)

4

3°

(c)

1

2

9

°

(d)

111

°

(e)

1

6°

(f)

9

2°

3D Objects

Assessment Task

1

1

. (a)

Cylinder

(b)

circle

(c)

pyramid

(d)

cuboid

(e)

cylinder

(f)

ube

2.

Varied shapes

Assessment Task 2

1

. (a)

rectangle

(b)

circle

(c)

triangle

(d)

square

2. (a)

rectangle, triangle

3. (b)

Triangle

(c)

rectangle, triangle

(d)

Rectangle

Further assessment

1

. (a)

Varied 3-D objects: dustbin, desks,

school bus, cylindrical jerrycans,
bricks, ball

(b)

Varied answers

2. (a)

wall clock, table top, plate,

window

(b)

cupboard, ball, television, milk

packet, fruit

K

C

B

M

148

Data representation

Assessment Task

1

1

.

Items

Tally marks

Number of items

Pens

//// //// //// ////

20

Pencils

//// //// //// //// //// //// 30

Rubbers

//// //// ////

1

5

Sharpeners

//// ////

1

0

Rulers

//// //// //// ////

20

2. (a).

Days

Tally marks

Number of items

Monday

//// //// //// ///

1

8

Tuesday

//// //// ///

1

3

Wednesday //// //// //// ////

20

Thursday

//// //// ////

14

Friday

//// //// //// //// /

2

1

Saturday

//// //// //// //// //// // 27

Sunday

//// //// //// //// //// / 26

(b)

1

3

(c)

Saturday

3. (a).

Group number Tally marks

Number of items

1

//// //

7

2

////

5

3

////

5

4

//// /

6

5

////

4

(b)

2

(c)

1

Assessment Task 2

1

. (b)

day 5

(c)

day

4

2. (b)

A

(c)

B and O

3. (b)

red

(c)

4

0

Assessment Task 3

1

. (a)

shop B

(b)

shop C

(c)

4

08

(d)

5

2. (a)

Dog

(b)

7

3. (a)

8

(b)

4

149

Algebra

Assessment Task

1

1

.

x + 2

4

0 +

x

2

=

9

00

2.

5x + 8 = 54

3.

2x +

1

2 = 8

4

Assessment Task 2

1

.

4

2.

1

5

3.

6

5

or

1

1

5

4

.

x = 5

Further assessment

1

1

. (a)

41

(b)

58

2.

Length = 100 m, width =

5

0 m

3.

2

1

, 2

9

4

.

2

9

,30,3

1

End term 3 assessment

1

. (a)

seven hundred and seventy seven

thousand seven hundred and
seven.

(b)

seven hundred and seven thousand

seven hundred and seven.

(c)

seven hundred thousand seven

hundred and seventy seven.

(d)

seven hundred and seventy seven

thousand seven hundred.

2.

6

8

,

9

8

3.

Q= 20

4

.

d =

4

5.

Vartices

Edges

Faces

6.

7 000

7.

1

3 237

8.

25 km

944

m

9

.

300

1

0.

7 320 m

11

.

B and D

1

2.

3-D object Number

of sides

Number
of lines

Number
of corners

Sphere

0

0

0

1

3.

Corners and edges

14

.

2

4

6

1

5.

w +

1

5 = 50

1

6.

Type of fruit Tally marks Number of fruits
Apple

|||| ||

7

Orange

||||

4

Mango

|||| ||

7

pawpaw

||||

4

Grapes

|||

3

1

7.

y + 20 =

4

3

1

8.

23

4

000 ml

19

.

varied answers

20. (a)

triangles, squares, rectangles

(b)

circles

(c)

rectangles

150

2

1

.

triangular pyramid

22.

9

b = 63

23.

4

2

2

4

.

1

0

25.

6

26.

30

27.

answers will vary: sample; exercise
books = 500

Ink pen =

1

00

Ink bottle = 200

Pencil =

4

0

Rubber = 20
Geometrical set = 250
Story books =

4

00

28.

4

8

2

9

.

4

6 567,

4

5 876,

4

5 678,

44

765.

27

(d)

5

30. (a)

Dog

(b)

27 boys

3

1

. (a)

8

(b)

4