TEACHER GUIDE MATHEMATICS GRADE 5

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Mathematics
Grade 5
Teacher Guide

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Contents
Term 1
Unit 1: Whole numbers ........................................................................................ 3
Unit 2: Number sentences .................................................................................... 14
Unit 3: Whole numbers: Addition and subtraction ............................................... 23
Unit 4: Numeric patterns ...................................................................................... 48
Unit 5: Whole numbers: Multiplication and division ............................................. 59
Unit 6: Time ......................................................................................................... 74
Unit 7: Data handling ........................................................................................... 87
Unit 8: Properties of two-dimensional shapes ....................................................... 98
Unit 9: Capacity and volume ................................................................................ 112

Term 2
Unit 1: Whole numbers ........................................................................................ 123
Unit 2: Whole numbers: Addition and subtraction ............................................... 130
Unit 3: Common fractions .................................................................................... 140
Unit 4: Length ...................................................................................................... 155
Unit 5: Whole numbers: Multiplication ................................................................ 170
Unit 6: Properties of three-dimensional objects .................................................... 181
Unit 7: Geometric patterns ................................................................................... 191
Unit 8: Symmetry ................................................................................................. 197
Unit 9: Whole numbers: Division .......................................................................... 204
Term 3
Unit 1: Common fractions .................................................................................... 217
Unit 2: Mass ......................................................................................................... 230
Unit 3: Whole numbers ........................................................................................ 238
Unit 4: Whole numbers: Addition and subtraction ............................................... 244
Unit 5: Viewing objects ........................................................................................ 255
Unit 6: Properties of two-dimensional shapes ....................................................... 259
Unit 7: Transformations ........................................................................................ 266
Unit 8: Temperature ............................................................................................. 277
Unit 9: Data handling ........................................................................................... 283
Unit 10: Numeric patterns ...................................................................................... 291
Unit 11: Whole numbers: Multiplication ................................................................ 297

Term 4
Unit 1: Whole numbers ........................................................................................ 311
Unit 2: Whole numbers: Addition and subtraction ............................................... 316
Unit 3: Properties of three-dimensional objects .................................................... 326
Unit 4: Common fractions .................................................................................... 336
Unit 5: Whole numbers: Division .......................................................................... 346
Unit 6: Perimeter, area and volume ...................................................................... 355
Unit 7: Position and movement ............................................................................ 369
Unit 8: Transformations ........................................................................................ 372
Unit 9: Geometric patterns ................................................................................... 378
Unit 10: Number sentences .................................................................................... 383
Unit 11: Probability ................................................................................................ 388

Addendum .............................................................................................................. 393

Term 1
Unit 1: Whole numbers ................................................................................ 3
1.1 Counting .............................................................................................................. 4
1.2 Place value ........................................................................................................... 10
1.3 Counting, ordering and comparing numbers ....................................................... 12
Unit 2: Number sentences ............................................................................ 14
2.1 State addition and subtraction facts ...................................................................... 15
2.2 Solve and complete number sentences ................................................................ 19
2.3 Equivalence .......................................................................................................... 22
Unit 3: Whole numbers: Addition and subtraction ...................................... 23
3.1 Addition and subtraction facts .............................................................................. 24
3.2 Addition, subtraction and doubling ...................................................................... 27
3.3 Doubling and other ways to make facts ................................................................ 31
3.4 Add and subtract multiples of 100 and 1 000 ....................................................... 36
3.5 Rounding off and compensating .......................................................................... 38
3.6 Use brackets to describe your thinking .................................................................. 40
3.7 Add and subtract 4-digit numbers ........................................................................ 43
3.8 Round off, estimate and solve problems ............................................................... 45
Unit 4: Numeric patterns ............................................................................. 48
4.1 Patterns in the tables ............................................................................................ 50
4.2 Equivalent flow diagrams ..................................................................................... 52
4.3 Sequences of non-multiples ................................................................................. 55
4.4 Flow diagrams and rules ....................................................................................... 58
Unit 5: Whole numbers: Multiplication and division .................................... 59
5.1 What is multiplication? ......................................................................................... 60
5.2 Multiplication facts ............................................................................................... 63
5.3 Double, double and double again ........................................................................ 64
5.4 Multiply by building up from known parts ........................................................... 66
5.5 Strengthen your knowledge of multiplication facts ............................................... 67
5.6 Practise multiplication and solve problems ........................................................... 69

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 1] 1

5.7 Multiples, factors and products ............................................................................ 70
5.8 Division ................................................................................................................ 72
Unit 6: Time ................................................................................................. 74
6.1 A little history ....................................................................................................... 75
6.2 Daytime hours and night-time hours .................................................................... 76
6.3 Read, tell and write time ....................................................................................... 77
6.4 Intervals of time .................................................................................................... 80
6.5 Calendar time ....................................................................................................... 84
6.6 Years and decades ................................................................................................ 86
Unit 7: Data handling .................................................................................. 87
7.1 Asking questions about a situation ....................................................................... 88
7.2 Drawing and interpreting graphs ......................................................................... 90
7.3 Summarising and analysing data .......................................................................... 93
7.4 Project .................................................................................................................. 97
Unit 8: Properties of two-dimensional shapes .............................................. 98
8.1 Curved and straight lines ...................................................................................... 99
8.2 Figures with different shapes ................................................................................ 102
8.3 Angles .................................................................................................................. 105
8.4 Right angles around us ......................................................................................... 107
8.5 Angles and sides in two-dimensional figures ......................................................... 109
Unit 9: Capacity and volume ........................................................................ 112
9.1 Capacity and volume ............................................................................................ 113
9.2 Make a measuring jug .......................................................................................... 116
9.3 Litre and millilitre .................................................................................................. 117
9.4 Calculations and problem solving ........................................................................ 119

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 1] 2

Grade 5 Term 1 Unit 1 Whole numbers
Learner Book Overview
Sections in this unit Content Pages in Learner Book
1.1 Counting Counting in groups 3 to 8
1.2 Place value Representing numbers with place value cards, and in other ways 9 to 10
1.3 Counting, ordering and comparing numbers Arranging numbers from smallest to biggest, and the other way round 11 to 12

CAPS time allocation 2 hours

CAPS page references 13 to 15 and 125 to 126

Mathematical background
Although a number symbol such as 357 is formed by writing the three digits 3, 5 and 7, the number represented by the symbol 357 is not “three five seven” or
“3 and 5 and 7”, but 300 + 50 + 7. This is what is meant by “understanding place value”. It should be made clear from the outset and emphasised whenever
possible. Language constructions such as “break down a number into its place value parts” and learning aids such as place value cards were invented and are
prescribed to promote understanding of place value.
There is a difference between number symbols, which are composed of digits, and the numbers as ideas, which are composed of units, tens, hundreds,
etc. Probably the most dangerous misconception that learners can form about whole numbers is that numbers are composed of digits, for example that the
number 357 is made up of the digits 3, 5 and 7.
A distinction can be made between the “face value” of a digit in a number symbol, the “numerical value” or number (place value part) represented by the
digit, and the place value of the position occupied by the digit. For example, in 357 the face value of the symbol “5” is 5. However, the symbol “5” represents
the number 50, hence its numerical value is 50. The symbol “5” is in the tens position, a fact that is sometimes expressed by saying that the place value of
the digit (actually the place value of the position it occupies) is tens (note the plural).

Resources
Two resources are absolutely critical for the work in this unit:
• Counting apparatus: wooden or plastic cubes and rods, or sticks and stick bundles
• Place value cards, all of the same colour, for units, tens, hundreds and thousands, and preferably for ten thousands too.

Each learner should have their own set of counters (cubes/rods or sticks/bundles) and their own set of place value cards.
In addition, you should have a set of large place value cards for demonstration purposes.

Master copies for place value cards are provided in the Addendum at the back of this Teacher Guide (see pages 394 to 411).

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 1] 3

1.1 Counting
Critical knowledge and skills
There is a huge difference between
A. saying the number names in sequence: “one, two, three, four, five, six,
seven, eight …”, and
B. establishing how many objects there are in a given collection.

However, the ability to say the number names in sequence is a prerequisite for establishing
the number of objects in a collection.
It is critical that learners understand counting not only as counting objects one by one,
but also as structured counting in groups of ten, hundred, thousand, and so on.
Counting structured collections such as those on pages 4 to 7 (and similar pages in the
Grade 4 and 6 Learner Books) can promote understanding of the base-ten positional
number system (place value).

Teaching guidelines
Observe how learners approach question 1. Learners who try to count one by one need
support, such as that described on the next page. Suggest to learners that they should
consider how many stripes there are in each of the columns, and how many columns
there are.

Notes on questions
Questions 3 to 5 are specifically designed to promote structured counting.

Answers
1. 100
2. 3
3. (a) 30 (b) 300 (c) 100 (d) 3 000
4. 6 000
5. (a) 10 000 (b) 100 (c) 1 000
6. 9 000

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 1] 4

Teaching guidelines
Learners may fail to notice the structure of the array: that it consists of columns of 10
stripes each, with 10 such columns in a row (i.e. 100 stripes in a row), and 10 such rows
from top to bottom.
One way in which you can help learners is to ask them to find a group of 10 stripes that
are close together anywhere on the page. Ask them to point at such a group with a finger.
Then ask them to point out another group of 10 stripes. Then ask how many such groups
there are on the page as a whole.
It may also help learners if you introduce the ideas of rows and columns. You could
make a drawing such as the one below on the board to serve as a reference for this.

Explain to learners that you have drawn three rows of 10 lines each. To help them to pay
attention to what you have explained, ask them to make a drawing with four rows of
six lines each in their exercise books. Monitor their work.
Use your drawing on the board to show learners what a column is. Ask them how many
lines there are in each of the columns on the board (three). Ask them how many lines there
are in each of the columns in the drawing they have made (four). You may also ask them
how many columns of three lines each you have drawn on the board (ten).

Additional questions you may ask

1. How many stripes would there be on two pages like this?
2. How many stripes would there be on five pages like this?
3. How many stripes would there be on ten pages like this?
4. How many stripes would there be on 134 pages like this?

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 1] 5

Teaching guidelines
In Array B the stripes are grouped in 30s with ten groups in one row.
Some learners may still feel safer to count in 10s, while others may try to count in 30s.
Learners with a well-developed number concept will be able to see almost immediately
that there are 3 000 stripes on the page.
The stripes in Array C on the next page are arranged in 60s and again there are ten groups
in a row. If learners reason about the situation, they should realise that Array C has exactly
double the number of stripes as Array B.

Additional questions you may ask

1. How many stripes would there be on two pages like this?
2. How many stripes are there in six of the ten rows?
3. How many stripes are there in six of the ten columns?
4. How many stripes would there be on three pages like this?
5. How many stripes would there be on 125 pages like this?

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 1] 6

Additional questions you may ask
1. How many stripes are there in two of the ten rows?
2. How many stripes are there in three of the ten columns?
3. How many stripes would there be on two pages like this?
4. How many stripes would there be on 135 pages like this?
5. An array consists of 100 groups of 500 stripes each. How many groups of 250 stripes
each will be the same number of stripes in total?

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 1] 7

Additional questions you may ask
Learners can subtract mentally or count backwards in multiples to find the answers.
1. How many stripes will there be if three rows of stripes are removed from the array?
2. How many stripes will there be if four columns are removed?
3. How many stripes will there be if ten groups of 100 stripes are removed?
4. How many stripes will there be if four groups of 100 stripes are removed?
5. How many stripes will there be if five stripes are removed?

Additional counting activities

1. Count the stripes on this page by counting in 100s.
2. Count the stripes on this page by counting aloud in 200s.
3. Count backwards from 10 000 to 0 in 1 000s.
4. Count backwards from 1 000 to 0 in 500s.

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 1] 8

Answers
7. (a) 4 264
(b) 736

Additional questions you may ask

1. How many more stripes are needed to fill this page up to 8 000?
2. How many more stripes are needed to fill this page up to 10 000?
3. How many more stripes are needed to fill this page up to 7 500?

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 1] 9

1.2 Place value
Teaching guidelines
Although pictures of place value cards are provided on many pages of the Learner Book, it
is critical that each learner has their own set of place value cards like those given in the
Addendum on pages 394 to 397. They also need place value apparatus such as wooden or
plastic cubes and rods, or sticks and bundles of sticks. These concrete materials are
indispensable supports for the development of number concept, and contribute to the
understanding of place value.
Although a number symbol such as 357 is written (formed) by writing the three digits
3, 5 and 7, the number represented by the symbol 357 is not “three five seven”, but
300 + 50 + 7. This should be made clear from the outset and emphasised whenever
possible. Numbers are ideas; number symbols and number names are marks on
paper or words and sounds. The reading of a number symbol by saying the digits
should be discouraged: numbers should be read by saying the full number names. A simple
but powerful classroom activity is to write a number symbol on the board and ask learners
to read it aloud. Such oral work may be extended by asking questions such as: “How many
tens are in 67?”, “How many hundreds are in 368?”
Place value cards are an indispensable tool to help learners to distinguish, in their own
minds, between number symbols and the numbers themselves. It is important to use place
value cards correctly. The basic place value card activity is to ask learners to “show” a
number with cards. When learners are asked to show a number, for example 357, they
should select and hold up the 300, 50 and 7 cards, not the 3, 5 and 7 cards.

Answers
1. (a) 7 948 (b) 6 853 (c) 1 045
(d) 3 975 (e) 4 008
2. (a) 1 000, 200, 70, 3 (b) 6 000, 500, 20, 5
(c) 3 000, 300, 50, 7 (d) 2 000, 10, 5
(e) 5 000, 40, 2 (f) 1 000, 500, 80, 9

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 1] 10

Possible misconceptions
A major purpose of using place value cards is to protect learners against forming the
misconception that a number itself is composed of the single-digit numbers represented by
the digits when used separately. The 5 in 57 is something else than the 5 in 35 or in 5. The
5 in 57 represents 50, not 5. You should consistently keep in mind that there is a difference
between number symbols, which are composed of digits, and the numbers as ideas, which
are composed of units, tens, hundreds, etc. This is what is meant by “understanding place
value”.

Teaching guidelines
Place value cards can be used to demonstrate the relationship between expanded notation
and number symbols. The number 627 can be represented in two ways with place value
cards, namely

as
600 20 7
and as
207
600
These two ways of arranging the place value cards correspond to the expanded notation
and the number symbol.

Answers
3. (a) 1 000 + 200 + 70 + 3 (b) 6 000 + 500 + 20 + 5
(c) 2 000 + 10 + 5
4. (a) 6 (b) 4
5. (a) 4 (b) 8
6. (a) 3 758 (b) 1 376
(c) 8 206 (d) 8 026
(e) 6 040 (f) 6 004

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 1] 11

1.3 Counting, ordering and comparing numbers
Teaching guidelines
As a “warm-up” for the activities in this section, you may ask learners to softly count
(individually) in 500s from 500 up to 5 000 and write the number symbols as they go
along.
You may also ask some of the following similar questions:
1. Count softly in 400s by yourself, starting at 0 and going up to 4 000.
Write the number symbols as you go along.
2. Count softly in 400s by yourself, starting at 100 and going up to 4 100.
Write the number symbols as you go along.
3. Count softly in 400s by yourself, starting at 200 and going up to 4 200.
Write the number symbols as you go along.
4. Count softly in 400s by yourself, starting at 300 and going up to 4 300.
Write the number symbols as you go along.

Answers
1. (a) 4 800 (b) 3 090 (c) 4 088
(d) 4 008 (e) 3 200 (f) 3 150
Arranged from smallest to biggest: 3 090 3 150 3 200 4 008 4 088 4 800
2.
5 900 6 100 6 200 6 400 6 600 6 800

3.
6 310 6 320 6 330 6 350 6 370 6 380 6 390

4. (a) 3 250 3 255 3 260 3 265 3 270 3 275 3 280 3 285 3 290
3 295 3 300
(b) 3 250 3 275 3 300 3 325 3 350 3 375 3 400 3 425 3 450
(c) 3 250 3 300 3 350 3 400 3 450
(d) 2 158 2 163 2 168 2 173 2 178 2 183 2 188
(e) 2 133 2 183 2 233 2 283 2 333
(f) 2 127 2 152 2 177 2 202 2 227 2 252 2 277 2 302 2 327

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 1] 12

Answers
5. (a) 3 250 3 240 3 230 3 220 3 210 3 200 3 190 3 180
3 170 3 160 3 150

(b) 3 254 3 244 3 234 3 224 3 214 3 204 3 194 3 184

3 174 3 164 3 154 3 144

(c) 3 250 3 245 3 240 3 235 3 230 3 225 3 220 3 215

3 210 3 205 3 200

(d) 3 227 3 222 3 217 3 212 3 207 3 202 3 197 3 192

3 187 3 182 3 177

(e) 3 250 3 225 3 200 3 175 3 150 3 125 3 100

(f) 3 250 3 200 3 150 3 100 3 050 3 000

6. (a) 2 600 (b) 3 200 (c) 3 800 (d) 4 400

(e) 5 000 (f) 5 600 (g) 6 200 (h) 6 800
(i) 7 400 (j) 8 000

7. (a) 3 492 < 9 002 (b) 6 768 < 6 879

(c) 2 901 > 2 899 (d) 5 536 < 6 355

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 1] 13

Grade 5 Term 1 Unit 2 Number sentences
Learner Book Overview
Sections in this unit Content Pages in Learner Book
2.1 State addition and subtraction facts The concept of equivalence and conventions for writing calculation plans 13 to 16
2.2 Solve and complete number sentences Open and closed sentences, and Mental Mathematics 17 to 19
2.3 Equivalence Properties of operations 20

CAPS time allocation 3 hours

CAPS page references 20 and 127 to 131

While providing opportunities to develop understanding of number sentences, the following questions also address the content specified in the Mental
Mathematics section of the CAPS:
• question 5 in Section 2.1
• questions 9 to 12 in Section 2.2
• question 4 in Section 2.3.

Questions 11 and 12 of Section 2.2 may be regarded as enrichment. Learners who complete questions 1 to 10 faster than others can also engage with
questions 11 and 12.

Mathematical background
A number sentence is a statement about numbers, for example 3 × 12 + 5 × 12 = 8 × 12.
A number sentence is a sentence; the verb is =, “equals”, “is equal to” or “is equivalent to”.

3 × 12 + 5 × 12 is an expression. It can be called a calculation plan, a description of the intention to perform certain calculations.

A number sentence with expressions on both sides of the equal sign, for example 3 × 12 + 5 × 12 = 8 × 12, is a statement of equivalence.
It states that the two different calculation plans will produce the same number, which in this case is 96.

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 1] 14

2.1 State addition and subtraction facts
Mathematical notes
This section is about the concept of equivalence, and the conventions that are to be
followed when writing and interpreting the calculation plans that form the building
blocks of a symbolic statement of equivalence.
The fact that two different sets of calculations (calculation plans) with the same numbers
produce the same answer can be expressed in the form of a number sentence. For example,
the fact that 3 × 40 + 3 × 8 and 3 × (40 + 8) give the same answer can be expressed with the
number sentence
3 × (40 + 8) = 3 × 40 + 3 × 8
Such a number sentence is called a statement of equivalence.
Number sentences can be true or false, for example
5 × (3 + 4) = 5 × 3 + 4 is false, but
5 × (3 + 4) = 5 × 3 + 5 × 4 is true.

Teaching guidelines
You may use the tinted passage on page 13 of the Learner Book as a guideline for a
presentation to explain what a statement of equivalence is.
Questions 1 and 2 are questions for learning, and are hence critical.
Question 1 provides learners with an opportunity to write statements of equivalence.
Question 2 alerts learners to the difference between true and false statements.

Answers
1. (a) 5 + 5 + 5 + 5 + 5 + 5 + 5 + 5 + 5 + 5 + 5 + 5 + 5 + 5 + 5 + 5 + 5 + 5 + 5 + 5 =
10 + 10 + 10 + 10 + 10 + 10 + 10 + 10 + 10 + 10
(b) 25 × 8 = 4 × 50
(c) 970 − 930 = 470 − 430
2. (a) False (b) True (c) True
(d) True (e) True (f) False

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 1] 15

Teaching guidelines
To be able to write and interpret statements of equivalence, learners need to know certain
basic conventions about order of operations that are used in calculation plans.
Without adhering to these conventions, different people may interpret the same
calculation in different ways and confusion will result. This danger of confusion is
demonstrated in the tinted passage.
You may do a presentation similar to the one in the tinted passage, or you could direct
learners to read the tinted passage in their books, for example by asking: “Why do Richard
and Thandi look so confused?” If learners have difficulties in reading the text, you may
explain on the board why the two characters are so confused.
You may announce that while doing questions 3 to 7, they will learn about the
agreements people have made to prevent such confusion. These five questions are
interrelated and form a critical learning sequence. Ensure that learners read and
understand the statements describing the different conventions, and illustrate these with
more examples on the board.

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 1] 16

Possible misconceptions
Poor understanding of the meaning of brackets can cause confusion and misconceptions.
Brackets are used in calculation plans to indicate that if you follow the given calculation
plan, you should do the calculations inside the brackets first.
For example, if you execute the calculation plan 45 × (10 + 5 + 2), you first calculate
10 + 5 + 2, get the answer 17, and then multiply this by 45.
But if you have to find out how much 45 × (10 + 5 + 2) is, you are free to replace it
with the equivalent calculation plan 45 × 10 + 45 × 5 + 45 × 2, which gives
450 + 225 + 90 = 765. Of course 45 × 17 gives the same answer.

Answers
3. (a) 12 (b) 13 (c) 39 (d) 27
4. False:
(a) 100 − 50 + 30 ≠ 100 − 80
(b) 3 × 10 + 5 × 2 ≠ 70
(d) 3 × 3 + 5 × 3 ≠ 8 × 6
5. False:
(a) 12 − (3 + 5) − 2 ≠ 12 − 3 + 5 − 2
(b) 3 × 30 + 5 × 30 ≠ 3 × (30 + 5) × 30
(d) 5 × (20 + 3) ≠ 5 × 20 + 3

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 1] 17

Teaching guidelines
The associative property of addition forms the logical foundation for the statements of
equivalence used in addition and subtraction, and you may alert learners to this at this
stage. (Unit 3, which follows the current unit, is about addition and subtraction.)

Answers
6. None are false.
7. False:
(c) 500 + 300 − 200 ≠ 500 + 200 − 300
(f) (60 − 7) + (10 − 3) ≠ (60 − 10) + (7 − 3)
8. The first, third and last actions produce the same result:
6 × 1 000 = 60 × 100
60 × 100 = 600 × 10
600 × 10 = 6 × 1 000
9. The following actions will produce the correct answer, which is 2 000:
(a) 20 × 100
(b) 20 × 60 + 20 × 3 + 20 × 30 + 20 × 7
(d) 20 × 60 + 20 × 40
Action (c) 20 × 80 × 3 + 20 × 50 × 7 will not.

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 1] 18

2.2 Solve and complete number sentences
Mathematical notes
Number sentences can be open or closed. The number sentence 3 × (7 + 4) = 3 × 7 + 3 × 4
is a closed number sentence; all the numbers are given.
73 + . . . = 100 or 73 + c = 100 is an open number sentence; it is incomplete. It contains
an unknown. In algebra this is normally called an equation.
It is actually a question: 73 + ? = 100. (Also see the “Mathematical notes” about symbols
for unknowns on the next page of this Teacher Guide.)
A number sentence can also have only a number on one side of the equal sign, for
example 3 × 12 + 5 × 12 = 96 or 8 × 12 = 96. Number sentences like these are used to state
number facts, for example 4 + 5 = 9, and the answers for calculations that were done,
for example 256 + 322 = 578.

Teaching guidelines
This section starts by introducing the idea of open number sentences, and completing
them by finding the missing number. Learners may engage with questions 1 and 2
straightaway, without any introduction from you.
Question 3 is about the use of number sentences to describe addition facts, and it
provides opportunities for practice.

Answers
1. 19
2. (a) 20 (b) 19 (c) 18 (d) 15
(e) 30 (f) 40 (g) 20 (h) 20
(i) 60 (j) 50 (k) 70 (l) 80
(m) 75 (n) 25 (o) 35 (p) 12
3. There are numerous possibilities and only a few examples are given below. All learners’
answers should be considered.
(a) 80 + 20 = 100 75 + 25 = 100 91 + 9 = 100
(b) 65 + 35 = 100 78 + 22 = 100 40 + 60 = 100
(c) 56 + 44 = 100 85 + 15 = 100 71 + 29 = 100
(d) 100 + 200 = 300 150 + 150 = 300 250 + 50 = 300
(e) 500 + 200 = 700 450 + 250 = 700 145 + 555 = 700

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 1] 19

Teaching guidelines
Apart from relating number sentences to the number line, questions 5 to 7 are about using
number sentences to articulate the idea of addition and subtraction as inverse operations.
It may be necessary to do question 6 as a demonstration on the board.
Questions 4 to 8 are questions for learning and hence critical.

Answers
4. The number behind the blue stickers is 85, because 85 + 3 = 88.
So, when adding 5 to the number behind the blue stickers the answer will be 90.
5. (a) Yes (b) Yes
6. (a) 120 − 62 = 58 (b) 120 − 58 = 62
7. (a) 78 (b) 35
8. 35 + 85 = 120
120 − 85 = 35
120 − 35 = 85

Mathematical notes
In algebra a letter symbol, for example x, is normally used to represent an unknown
constant, for example 73 + x = 100.
Symbols used to represent unknown constants (or variables), such as . . . or ? or
c or x, are called placeholders.
Instead of a symbol, the phrase a number or the number can also be used. The open
number sentence 73 + c = 100 can thus also be written as 73 + a number = 100.

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 1] 20

Notes on questions
Questions 9 to 12 are intended as practice of addition and subtraction bonds (Mental
Mathematics).

Answers
9. There are numerous possibilities, for example:
80 + 10 = 90 90 − 10 = 80 90 − 80 = 10
65 + 25 = 90 90 − 25 = 65 90 − 65 = 25
81 + 9 = 90 90 − 9 = 81 90 − 81 = 9
35 + 55 = 90 90 − 55 = 35 90 − 35 = 55
10. There are numerous possibilities, for example:
580 + 420 = 1 000 1 000 − 420 = 580 1 000 − 580 = 420
475 + 525 = 1 000 1 000 − 525 = 475 1 000 − 475 = 525
891 + 19 = 1 000 1 000 − 19 = 891 1 000 − 891 = 19
450 + 550 = 1 000 1 000 − 550 = 450 1 000 − 450 = 550
11. There are numerous possibilities, for example:
(a) 250 + 150 + 200 = 600 175 + 125 + 300 = 600
450 + 125 + 25 = 600 130 + 370 + 100 = 600
(b) 400 + 250 + 150 = 800 555 + 125 + 120 = 800
300 + 450 + 50 = 800 345 + 105 + 350 = 800
(c) 750 + 150 + 100 = 1 000 480 + 220 + 300 = 1 000
505 + 245 + 250 = 1 000 870 + 115 + 15 = 1 000
12. There are numerous possibilities, for example:
(a) 35 + 65 − 50 = 50 28 + 33 − 11 = 50
250 + 45 − 245 = 50 2 + 53 − 5 = 50
(b) 400 + 467 − 667 = 200 55 + 315 − 170 = 200
900 + 11 − 711 = 200 45 + 165 − 10 = 200
(c) 350 + 300 − 250 = 400 390 + 230 − 220 = 400
457 + 13 − 70 = 400 985 + 15 − 600 = 400

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 1] 21

2.3 Equivalence
Teaching guidelines
The purpose of this section is to develop the use of number sentences to make general
statements of equivalence, specifically of the distributive property of multiplication.
Note that learners need not know the names of the properties of multiplication (e.g.
distributive property) in Grade 5.
The coloured stickers provide a way of making statements equivalent to
x × (y + z) = x × y + x × z without using algebraic letter symbols.
Questions 1 and 2 may form the substance of an interactive whole-class discussion,
whereafter learners do questions 3 and 4 individually. Questions 1 to 3 are critical
questions for learning.

Answers
1. (a) Learners choose their own numbers, therefore their answers will vary.
(b) Yes
2. (a) No (b) Yes
3. (a) Yes (b) Yes (c) Yes (d) No
4. (a) False (b) True (c) True
(d) True (e) True

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 1] 22

Grade 5 Term 1 Unit 3 Whole numbers: Addition and subtraction
Learner Book Overview
Sections in this unit Content Pages in Learner Book
3.1 Addition and subtraction facts Mental Mathematics activities 21 to 23
3.2 Addition, subtraction and doubling Mental Mathematics activities 24 to 27
3.3 Doubling and other ways to make facts Mental Mathematics activities 28 to 32
3.4 Add and subtract multiples of 100 and 1 000 Mental Mathematics activities 33 to34
3.5 Rounding off and compensating Using rounding off and compensation to subtract 35 to 37
3.6 Use brackets to describe your thinking Rearranging numbers to simplify addition and subtraction 37 to 39
3.7 Add and subtract 4-digit numbers Calculate by breaking numbers down and building the answers up 40 to 41
3.8 Round off, estimate and solve problems Rounding off to the nearest 100 and 1 000; solving word problems 42 to 44

CAPS time allocation 5 hours

CAPS page references 13 to 15 and 132 to 135

Mathematical background
Calculations with multi-digit numbers are done by breaking the task down into separate smaller tasks. For example, the single task 254 + 538 can be broken
down into smaller tasks, as follows:
Single task: 254 + 538 = (200 + 50 + 4) + (500 + 30 + 8) (The numbers are broken down into their place value parts.)
Three separate tasks: = (200 + 500) + (50 + 30) + (4 + 8) (The rearrangement can be done because addition is commutative and
associative.)
Learners can only use “break down, rearrange and build up” methods effectively if they know the addition and subtraction bonds for units, and for multiples
of 10 and 100 well, or can quickly reconstruct these facts. The core strategy of replacing a given computational task by a combination of separate tasks can
only work if the separate tasks are simpler, and in fact easy to do for learners. This can only be the case if learners are not challenged by tasks such as
200 + 500, 50 + 30 and 4 + 8: the answers to such calculations should be readily available in learners’ minds, or learners should be able to find the answers
quickly and easily. Unfortunately the majority of learners have inadequate knowledge of addition and subtraction bonds, and can only reconstruct addition
and subtraction facts by drawing stripes and counting. In fact, it seems that many learners do not even try to remember addition facts like 5 + 7 = 12, and adopt
the habit to simply draw stripes and count. To overcome this habit, learners need to learn basic number facts and acquire skills to reconstruct basic number
facts. Sections 3.1 to 3.4 provide for this.

Resources
A set of place value cards for each learner and five sets of large place value cards for teaching purposes (see Addendum, pages 394 to 411)

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 1] 23

3.1 Addition and subtraction facts
Teaching guidelines
Questions 1, 8, 9 and 10 provide learners with opportunities to relate addition and
subtraction to real-life situations. If learners find these questions challenging, suggest that
they quickly make rough copies of the drawings so that they can fill in distances on the
drawing to support their thinking. If learners make drawings, ensure that they do not
waste time on trying to make the drawings accurate and realistic – the drawings should be
done quickly since they only serve the purpose of supporting learners’ thinking about the
situation.
Even learners who know that 70 + 30 = 100 may be challenged by question 1(a) if they
fail to visualise the situation clearly in their minds. You may support learners by making
a copy of the drawing on the board and stating the given information and questions
verbally, and by annotating the drawing.

? 30 m

100 m
If learners are challenged by question 1(b), it may help to point out that they need to use
the answer to question 1(a).
Questions 2 and 3 provide for practice in Mental Mathematics.

Answers
1. (a) 70 m (b) 270 m (c) 300 m
2. (a) 40 + 60 = 100 (b) 80 + 20 = 100 (c) 50 + 50 = 100
(d) 10 + 90 = 100 (e) 100 − 50 = 50 (f) 100 − 80 = 20
(g) 100 − 60 = 40 (h) 100 − 70 = 30 (i) 100 − 90 = 10
(j) 30 + 70 = 100 (k) 100 − 30 = 70 (l) 100 − 40 = 60
(m) 400 − 30 = 370 (n) 700 − 40 = 660
3. (a) 60 (b) 60 (c) 40
(d) 60 (e) 440 (f) 60

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 1] 24

Notes on questions
The number lines are given as suggestions that learners may think about positions,
distances and movements on the number lines when they do calculations. However,
learners should not feel compelled to think in terms of number lines: If learners can do the
calculations and solve the number sentences easily without thinking of number lines, they should
do so.

Answers
4. (a) 1 000 (b) 1 000 (c) 1 000 (d) 1 000
5. (a) 700 (b) 700 (c) 300 (d) 300
(e) 300 (f) 300 (g) 3 700 (h) 3 700
6. (a) 300 (b) 300 (c) 5 700 (d) 5 700
7. (a) 10 000 (b) 2 000 (c) 10 000 (d) 8 000
(e) 10 000 (f) 7 000 (g) 10 000 (h) 4 000
(i) 10 000 (j) 5 000 (k) 7 000 (l) 3 000
(m) 8 000 (n) 3 000

Mathematical notes
To support thinking about the number sentence 300 + c = 1 000, one may think of 300
and 1 000 as positions on the number line, and ask oneself how far one has to move from
300 to get to 1 000.

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 1] 25

Teaching guidelines
Suggest to learners that if they have any difficulties with question 8, they could quickly
make a rough drawing to help themselves to understand the situation. They should show
the given distances on their drawings.
Some learners may indicate distances with arrows:

Other learners may mark the distances at specific points:

Note that drawings like these provide learners with an introduction to the number line.

Answers
8. (a) Approximately 120 m
(b) Approximately 180 m
(c) 300 m
(d) 200 m
9. (a) 1 800 m
(b) 2 600 m
(c) 2 200 m
10. (a) 3 500 units
(b) 4 600 units
(c) 8 100 units

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 1] 26

3.2 Addition, subtraction and doubling
Teaching guidelines
To help learners to read and make sense of the tinted passage, you may illustrate the ideas
of sum and difference with drawings on the board, for example:
3 200 4 600
Sum:

3 200 + 4 600
4 600
Difference:
3 200 4 600 − 3 200
Note that in questions 1(a) and (b) learners have to calculate a sum and a difference
respectively. Their responses to these questions can be used to assess the effectiveness of
the introductory discussion.

Mathematical notes
Question 1 involves different meanings of subtraction.
In 1(b) subtraction is used to establish the difference between two amounts.
6 800
In 1(c) subtraction is used
to establish a shortfall. 3 400 6 800 − 3 400

In 1(d) subtraction is used to establish how much is left over after some money was
taken away from a given amount.
While learners usually know that they have to subtract in a situation like 1(d), they often
do not realise that subtraction can be used in situations like 1(b) and 1(c). It is quite
acceptable if learners do 1(c) like this:
3 400 + 600 ® 4 000 + 2 800 = 6 800, so he needs another R600 + R2 800 = R3 400.

Notes on questions
Questions 1 and 2 are intended to make learners aware of how important it is that they
have good knowledge of basic addition and subtraction facts for units and multiples of 10,
100 and 1 000. Discuss this in class to motivate learners for the work that follows.

Answers
1. (a) R9 100 (b) R2 300 (c) R3 400 (d) R2 300
2. 1 128 chickens

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 1] 27

Notes on questions
Learners are generally used to only doing calculations with, or stating facts about, numbers
that are given to them. In question 3 they are required to state facts without any numbers
given to them. Learners may need some encouragement and prompting to get started on
this.
It is critical that learners acquire the habit of trying to be smart and to avoid doing unnecessary
work. Question 4 provides an opportunity for this. Some learners may be inclined to
answer the three questions by doing the full calculations. For example, they may do the
following for question 4(a):
(400 + 30 + 2) + (100 + 60 + 8) = (400 + 100) + (30 + 60) + (2 + 8)
= 500 + 90 + 10
= 600
If learners do this, demonstrate on the board that if you know that 432 + 165 = 597, the
answer for 432 + 168 can quickly and easily be found by adding 3 to 597, because 168 is
3 more than 165. Use this as an opportunity to encourage learners to try to be smart when
they do calculations, and challenge them to be smart when they do questions 4(b) and (c).
Also impress on learners that they need to be able to do calculations with small numbers quickly
in order to make good progress in Mathematics. The questions that follow will give them
opportunities to strengthen their knowledge and skills for adding and subtracting
multiples of 10, 100 and 1 000.

Answers
3. Learners write down ten different addition facts as well as two subtraction facts
together with each addition fact, for example:
3+5=8 8−3=5 8−5=3
40 + 20 = 60 60 − 20 = 40 60 − 40 = 20
4. (a) 600
(b) 566
(c) 710
5. (a) 50 tins
(b) 500 sausages

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 1] 28

Teaching guidelines
Point out to learners that each row of the picture represents several number facts.

The above picture shows that 2 boxes + 2 boxes = 4 boxes, i.e. that 2 + 2 = 4.
It also shows that 20 tins + 20 tins = 40 tins, i.e. that 20 + 20 = 40.
If each tin contains 10 sausages, the picture also shows that
200 sausages + 200 sausages = 400 sausages.

Answers
6. (a) 20 tins (b) 40 tins (c) 60 tins (d) 80 tins
7. 3+3=6 30 + 30 = 60 300 + 300 = 600
4+4=8 40 + 40 = 80 400 + 400 = 800
5 + 5 = 10 50 + 50 = 100 500 + 500 = 1 000
6 + 6 = 12 60 + 60 = 120 600 + 600 = 1 200
7 + 7 = 14 70 + 70 = 140 700 + 700 = 1 400
8 + 8 = 16 80 + 80 = 160 800 + 800 = 1 600
9 + 9 = 18 90 + 90 = 180 900 + 900 = 1 800
10 + 10 = 20 100 + 100 = 200 1 000 + 1 000 = 2 000
11 + 11 = 22 110 + 110 = 220 1 100 + 1 100 = 2 200
8. (a) 350 (b) 400 (c) 500
(d) 250 (e) 125 (f) 150
9. (a) 200 sausages (b) 400 sausages (c) 600 sausages (d) 800 sausages

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 1] 29

Answers
10. (a) 200 tins
(b) 2 000 sausages
11. 10 + 12 + 14 + 16 + 20 = 72 boxes ® 720 tins ® 7 200 sausages
12. (a) 70 (b) 60 (c) 80 (d) 90 (e) 40
(f) 50 (g) 80 (h) 70 (i) 60 (j) 90

Possibilities for extension

Doubles can be used as starting points for making other number facts, as suggested by the
pictures below.

4 + 4 = 8 (boxes)
40 + 40 = 80 (tins)
400 + 400 = 800 (sausages)

40 − 10 + 40 = 30 + 40 80 − 10 = 70
3+4=7
30 + 40 = 70
300 + 400 = 700

3+5=8
30 + 50 = 80
300 + 500 = 800

Suppose each sausage contains 10 g protein.

How much protein is in a tin of 10 sausages?
How much protein is in a box of 10 tins?

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 1] 30

3.3 Doubling and other ways to make facts
Critical knowledge and skills
It is critical that learners acquire skills to reconstitute basic addition and subtraction facts
that they may have forgotten, and not rely on drawing stripes and counting.
Doubling numbers and extending from doubles is a powerful way of forming addition
facts. For example, if you know that 60 + 60 = 120, it is easy to form other facts by
performing easy additions or subtractions on both sides of the equal sign:
60 + 60 + 10 = 120 + 10, hence 60 + 70 = 130
60 + 60 − 10 = 120 − 10, hence 60 + 50 = 110

Answers
1. (a) 11 (b) 17 (c) 18
(d) 21 (e) 18 (f) 15
2. 600 1 200 800
1 000 1 600 400
1 400 1 800 2 000
50 150 70
3. (Learners may phrase their explanations in different ways.)
60 + 60 = 120, and 90 is 30 more than 60.
So 60 + 90 is 120 + 30, which is 150.
4. (a) 75 + 75 + 4 ® 150 + 4 = 154 (or phrased like above)
(b) 400 + 400 + 300 ® 800 + 300 = 1 100
(c) 60 + 60 + 30 ® 120 + 30 = 150
(d) 50 + 50 + 40 ® 100 + 40 = 140

Teaching guidelines
It may be valuable to share the following idea with learners:

What to do when you do not know an addition fact

Suppose you do not know how much 30 + 50 is.
You can double the smaller number: 30 + 30 = 60
Can this help you to know how much 30 + 50 is?

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 1] 31

Teaching guidelines
Like all the other work in this section, question 5 is a Mental Mathematics activity. It
provides learners with an opportunity to self-assess their knowledge of simple addition
and subtraction facts. Learners have to identify the number sentences for which they
cannot give the answers quickly and easily, and write them down. Tell learners that the
activities that follow may help them to learn how to find the answers quickly and easily.
They will then revisit these number sentences when they do question 7 on page 31 of the
Learner Book.

Answers
5.
9 + 6 = 15 7 + 6 = 13 7 + 8 = 15

900 + 600 = 1 500 700 + 600 = 1 300 700 + 800 = 1 500

1 500 − 600 = 900 1 300 − 700 = 600 1 500 − 800 = 700

60 + 60 = 120 80 + 50 = 130 700 + 700 = 1 400

50 + 80 = 130 40 + 90 = 130 30 + 100 = 130

130 − 50 = 80 130 − 40 = 90 1 300 − 300 = 1 000

13 − 8 = 5 13 − 9 = 4 12 − 3 = 9

170 − 60 = 110 18 − 6 = 12 13 − 6 = 7

15 − 8 = 7 150 − 70 = 80 110 − 60 = 50

16 − 8 = 8 16 − 7 = 9 1 100 − 500 = 600

180 − 90 = 90 18 − 8 = 10 140 − 60 = 80

17 − 8 = 9 600 + 900 = 1 500 170 − 90 = 80

9 + 8 = 17 7 + 9 = 16 70 + 40 = 110

900 + 800 = 1 700 700 + 900 = 1 600 700 + 400 = 1 100

1 700 − 600 = 1 100 1 600 − 700 = 900 1 100 − 400 = 700

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 1] 32

Mathematical notes
The tinted passage is not just about different ways of representing subtraction on the
number line. The passage describes three ways of thinking about subtraction (three
“meanings” of subtraction):
• subtraction as finding the difference between two numbers
• subtraction as filling up a gap between two quantities (addressing a shortfall)
• subtraction as taking something away from a given quantity.

When learners have to engage with an “abstract” subtraction question (no context) such as
“How much is 1 500 − 700?”, they can interpret the question in any of the three ways – it
becomes a choice between three methods of subtraction.

Answers
6. (a) 50 + 80 = 130 130 − 50 = 80 130 − 80 = 50
(b) 500 + 800 = 1 300 1 300 − 800 = 500 1 300 − 500 = 800
(c) 7 + 7 = 14 14 − 7 = 7
(d) 70 + 70 = 140 140 − 70 = 70

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 1] 33

Teaching guidelines
Ensure that learners feel free to use any method they prefer when they do question 8. They
should not feel obliged to use the number line. Ideally, they should be able to write most of
the answers straightaway without even thinking about it.

Answers
7. Refer to question 5, two pages back.
8. (a) 150 (b) 1 500 (c) 70 (d) 80
(e) 800 (f) 700 (g) 90 (h) 900
(i) 9 000 (j) 9 000 (k) 130 (l) 1 300
(m) 600 (n) 1 500 (o) 1 400 (p) 600
(q) 600 (r) 2 200
9. (a) 350 + 80 = 430 430 − 80 = 350 430 − 350 = 80
(b) 550 + 80 = 630 630 − 80 = 550 630 − 550 = 80
(c) 1 350 + 80 = 1 430 1 430 − 80 = 1 350 1 430 − 1 350 = 80
(d) 6 950 + 80 = 7 030 7 030 − 80 = 6 950 7 030 − 6 950 = 80
(e) 6 500 + 800 = 7 300 7 300 − 800 = 6 500 7 300 − 6 500 = 800
(f) 3 930 + 90 = 4 020 4 020 − 90 = 3 930 4 020 − 3 930 = 90

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 1] 34

Answers
10. and 11.
160 − 100 = 60 160 − 40 = 120 160 − 30 = 130
100 − 80 = 20 180 − 50 = 130 180 − 70 = 110
180 − 90 = 90 180 − 80 = 100 180 − 60 = 120
180 − 100 = 80 80 − 40 = 40 80 − 30 = 50
100 − 30 = 70 130 − 80 = 50 130 − 70 = 60
130 − 90 = 40 130 − 30 = 100 130 − 60 = 70
130 − 100 = 30 130 − 40 = 90 130 − 50 = 80
100 − 20 = 80 120 − 80 = 40 120 − 70 = 50
120 − 90 = 30 120 − 20 = 100 120 − 60 = 60
120 − 100 = 20 120 − 40 = 80 120 − 30 = 90
100 − 50 = 50 150 − 80 = 70 150 − 70 = 80
150 − 90 = 60 150 − 50 = 100 150 − 60 = 90
150 − 100 = 50 150 − 40 = 110 50 − 30 = 20
100 − 70 = 30 170 − 80 = 90 170 − 90 = 80
90 − 70 = 20 170 − 70 = 100 170 − 60 = 110
170 − 100 = 70 70 − 40 = 30 70 − 30 = 40
100 − 40 = 60 140 − 80 = 60 140 − 70 = 70
140 − 90 = 50 140 − 40 = 100 140 − 60 = 80
140 − 100 = 40 140 − 90 = 50 140 − 30 = 110
100 − 90 = 10 190 − 80 = 110 190 − 70 = 120
190 − 90 = 100 190 − 20 = 170 190 − 60 = 130
190 − 100 = 90 190 − 40 = 150 190 − 30 = 160
100 − 60 = 40 160 − 80 = 80 160 − 70 = 90
160 − 90 = 70 160 − 60 = 100 160 − 50 = 110

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 1] 35

3.4 Add and subtract multiples of 100 and 1 000
Teaching guidelines
Work through the tinted passage with learners. Make them aware that filling up to the
nearest 100 or 1 000 makes the subtraction calculations simpler and easier.

Answers
1. (a) 3 600 + 400 ® 4 000 + 1 300 = 5 300
5 300 − 1 700 = 3 600 and 5 300 − 3 600 = 1 700
(b) 3 800 + 200 ® 4 000 + 400 = 4 400
4 400 − 600 = 3 800 and 4 400 − 3 800 = 600
(c) 3 500 + 500 ® 4 000 + 400 = 4 400
4 400 − 900 = 3 500 and 4 400 − 3 500 = 900
(d) 3 700 + 300 ® 4 000 + 1 300 = 5 300
5 300 − 1 600 = 3 700 and 5 300 − 3 700 = 1 600
2. 3 700 + 300 ® 4 000 + 4 200 = 8 200
8 200 − 3 700 = 4 500 (from 300 + 4 200)
3. 2 700 + 300 ® 3 000 + 3 500 = 6 500
So, 6 500 − 2 700 = 3 800 (from 300 + 3 500)
and 3 800 + 200 ® 4 000 + 2 500 = 6 500
So, 6 500 − 3 800 = 2 700 (from 200 + 2 500)

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 1] 36

Answers
4. (a) 5 000
(b) 5 000
(c) 5 000
5. Learners check and correct their answers.
6. Learners copy the number sentences for which they cannot find the answers quickly.
7. Learners complete their copied number sentences in any way they prefer.
360 − 80 = 280 360 + 90 = 450 760 − 670 = 90
560 − 480 = 80 680 + 70 = 750 430 − 270 = 160
380 − 90 = 290 780 + 80 = 860 780 − 60 = 720
720 − 50 = 670 770 + 40 = 810 940 − 70 = 870
810 − 730 = 80 330 + 80 = 410 670 − 90 = 580

3 200 − 900 = 2 300 2 300 + 900 = 3 200

6 700 − 500 = 6 200 3 500 + 800 = 4 300
4 500 − 900 = 3 600 3 600 + 900 = 4 500
8 400 + 800 = 9 200 9 200 − 800 = 8 400
9 200 − 8 400 = 800 5 500 + 700 = 6 200
6 200 − 700 = 5 500 6 200 − 5 500 = 700
7 200 − 700 = 6 500 7 200 − 800 = 6 400
7 300 − 800 = 6 500 7 400 − 900 = 6 500

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 1] 37

3.5 Rounding off and compensating
Teaching guidelines
Use the tinted passages to make learners aware of various ways to do subtraction. You can
do some more examples with different numbers on the board.

Answers
1. Any one of the following:
3 756 + 244 ® 4 000 + 1 254 = 5 254
So, 5 254 − 3 756 ® 244 + 1 254 = 1 498
or
3 756 + 44 ® 3 800 + 200 ® 4 000 + 1 254 = 5 254
So, 5 254 − 3 756 ® 44 + 200 + 1 254 = 1 498
or
3 756 + 4 ® 3 760 + 40 ® 3 800 + 200 ® 4 000 + 1 254 = 5 254
So, 5 254 − 3 756 ® 4 + 40 + 200 + 1 254 = 1 498
2. (a) 3 643
(b) 4 628
(c) 3 694
(d) 5 326
3. (a) 8 000 − 3 000 = 5 000
800 − 200 = 600
50 − 40 = 10
6−3=3
5 000 + 600 + 10 + 3 = 5 613
So, 8 856 − 3 243 = 5 613
(b) 6 000 − 1 000 = 5 000
800 − 500 = 300
70 − 40 = 30
6−2=4
5 000 + 300 + 30 + 4 = 5 334
So, 6 876 − 1 542 = 5 334

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 1] 38

Notes on questions
Question 4 is intended to prepare learners for the explanation in the tinted passage.

Teaching guidelines
Two closely related methods of subtraction are described in the two tinted passages – the
underlying strategy in both methods is to replace the place value expansion of the bigger
number with a different decomposition of the number.
Emphasise replacement as the underlying strategy when you do examples of both
methods on the board.

Answers
4. (a) 543
(b) 544
5. (a) 6 000 − 2 000 = 4 000
900 − 800 = 100
90 − 60 = 30
9−6=3
So, 6 999 − 2 866 = 4 000 + 100 + 30 + 3 = 4 133
(b) Add 544; 7 543 − 2 866 = 4 133 + 544 = 4 677
(c) 4 677 + 2 866 = 7 543
6. (a) 3 648
(b) 4 486
7. Yes, it is.
8. 13 − 6 = 7
130 − 60 = 70
1 400 − 800 = 600
6 000 − 2 000 = 4 000
So, 7 543 − 2 866 = 4 000 + 600 + 70 + 7 = 4 677

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 1] 39

Mathematical notes
“Transfer” as mentioned in the tinted passage was traditionally referred to as “borrowing”.

Teaching guidelines
Note that learners are not required to perform any subtractions in question 9. The aim
is to focus their attention on the step prior to actually subtracting (as they will do in
question 10), namely the replacement.

Answers
9. (a) 8 000 + 400 + 30 + 2 ® 7 000 + 1 300 + 120 + 12
(b) 9 000 + 10 + 4 ® 8 000 + 900 + 100 + 14
(c) 7 000 + 500 + 60 + 6 ® 6 000 + 1 400 + 150 + 16
(d) 8 000 + 100 + 40 + 1 ® 7 000 + 1 000 + 130 + 11
10. (a) 2 534 (b) 3 116 (c) 1 668 (d) 2 243

3.6 Use brackets to describe your thinking

Teaching guidelines
Learners need to access the information recorded in this step of the calculation in the
tinted passage, but may be challenged by what the brackets actually mean here:
(7 000 + 1 000) + (100 + 100) + (20 + 10) + 5
= 7 000 + (1 000 + 100) + (100 + 20) + (10 + 5)
The different placing of the brackets in the two lines is the conventional mathematical way
of indicating two different orders in performing additions, which are possible because of
the associative property of addition. In words:
“Instead of doing (7 000 + 1 000) + (100 + 100) + (20 + 10) + 5 by doing the calculations inside
brackets first, one may do 7 000 + (1 000 + 100) + (100 + 20) + (10 + 5) by doing the calculations
inside brackets first.”
Using horizontal curly brackets is a different way to represent the same rearrangement,
and may help learners to understand more quickly:

= 7 000 + 1 000 + 100 + 100 + 20 + 10 + 5

Use the example in the tinted passage to explain the rearrangement of the order of
additions, and how this may be represented in two ways: with ordinary brackets and with
horizontal curly brackets.

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 1] 40

Mathematical notes
The associative property of addition provides the logical basis for replacing the place value
expansion of a number with a different expansion. The associative property means that
when you have to add a collection of numbers, you can group (associate) them in any way
you like. Using brackets is one of a variety of ways to show a particular choice of what
numbers are grouped together for the purposes of addition. Questions 1 and 2 are about
subtraction; then the focus shifts to addition.
The replacement of 6 000 + 400 + 20 + 5 with 5 000 + 1 300 + 110 + 15 in question 2
involves the associative property only, but the replacement of (5 000 + 200 + 30 + 5) +
(3 000 + 300 + 50 + 2) with (5 000 + 3 000) + (200 + 300) + (30 + 50) + (5 + 2) involves the
associative as well as the commutative property of addition.
Answers
1. 9 000 + 200 + 40 + 5
= (8 000 + 1 000) + (100 + 100) + (30 + 10) + 5
= 8 000 + (1 000 + 100) + (100 + 30) + (10 + 5)
= 8 000 + 1 100 + 130 + 15
2. 6 425 = 6 000 + 400 + 20 +5
= 5 000 + 1 000 + 300 + 100 + 10 + 10 + 5
= 5 000 + 1 300 + 110 + 15

Teaching guidelines
With a view to get yourself informed about the state of your learners’ grasp of addition,
you may ask them to calculate 6 364 + 2 435 and 6 364 + 2 877 on a loose sheet of paper
and take it in so that you can later analyse their work.
Then demonstrate how 5 235 + 3 352 can be calculated by breaking each number down
into place value parts, rearranging the parts, adding the similar parts and building up the
answer, as described in the first tinted passage.
When learners have completed question 4, ask them to again calculate 6 364 + 2 435 on
a loose sheet of paper and hand it in. This will help you to assess the impact of your
presentation and the practice learners experienced by doing questions 3 and 4.
Answers
3. 5 235 + 3 352
= (5 000 + 200 + 30 + 5) + (3 000 + 300 + 50 + 2)
= (5 000 + 3 000) + (200 + 300) + (30 + 50) + (5 + 2)
= 8 000 + 500 + 80 + 7
= 8 587
4. (a) 9 416 (b) 8 789

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 1] 41

Mathematical notes
A different format for addition and subtraction is introduced in Section 3.7 (page 40 of the
Learner Book) as a first step towards adding and subtracting in columns (Term 3).

Answers
5. (a) 7 000 + 800 + 90 + 6
(b) 4 000 + 200 + 30 + 1
(c) 7 000 + 600 + 60 + 3
6. (a) 8 275
(b) 7 346
(c) 7 783
(d) 6 552

Teaching guidelines
When learners have completed question 6, let them again calculate 6 364 + 2 877 on a
loose sheet of paper and hand it in, to allow you to assess whether the class has improved
as a result of what happened in the classroom.
You may utilise the example in the first tinted passage to point out that the method they
use for addition is only possible because numbers can be added in any order (the
associative property of addition).

Answers
7. (a) 420
(b) 440
(c) 4 200
(d) 4 550
8. 6 154 − 2 769 = (155 + 5 999) − 2 769
= 155 + (5 999 − 2 769)
= 155 + 3 230
= 3 385

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 1] 42

3.7 Add and subtract 4-digit numbers
Teaching guidelines
Place value cards, included in the Addendum on pages 398 to 411 (which you may copy
and laminate), can be used to act out the content of the tinted passage in the classroom.
This will help learners to experience the breaking down of numbers into their place value
parts and the rearrangement of the parts, which will not change the total because of the
commutative and associative properties of addition.
Learners can work in pairs to form the numbers with 7
80
400
3000 4
70
200
2000
their place value cards, and you can do the same by
sticking your large place value cards on the board.
Ask learners to now take the numbers
apart. Do the same on the board with 3000 400 80 7 2000 200 70 4
another set of large cards so that the
above remains on the board.
Ask learners to rearrange the cards so
200 70 4
that the thousands cards are together, the
hundreds cards are together, the tens cards
30002000 400 80 7
are together and the units cards are together.
Do the same on the board with another set
of large cards. 50 1
5000 600 100 10
Ask learners to add the numbers in each group
and to represent the answer with cards in each
case. Also do this on the board.
The cards (parts) can be rearranged again. The 100 10 1
answer 5 761 is now clear. 5000 600 50
Ask learners to write down what they did with the cards, using the tinted passage as a
guideline if they wish.

Answers
1. (a) 8 681 (b) 9 022 (c) 6 771 (d) 9 640 (e) 4 742 (f) 9 421
2. (a) 8 681 − 6 297 = 2 384 8 681 − 2 384 = 6 297
(b) 9 022 − 7 834 = 1 188 9 022 − 1 188 = 7 834
(c) 6 771 − 3 902 = 2 869 6 771 − 2 869 = 3 902
(d) 9 640 − 6 771 = 2 869 9 640 − 2 869 = 6 771
(e) 4 742 − 1 795 = 2 947 4 742 − 2 947 = 1 795
(f) 9 421 − 5 432 = 3 989 9 421 − 3 989 = 5 432

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 1] 43

Teaching guidelines
Some learners are challenged by subtraction that involves “borrowing”.
In the explanation in the tinted passage, subtraction is not described as a stepwise
process working “from right to left” through the different place value columns. Instead,
with a view to make the mathematical nature of the process more transparent, subtraction
is described as a series of steps enacted on the numbers in expanded notation.
Learners should preferably do a subtraction question that does not require “borrowing”,
for example 7 854 − 2 532, before engaging with the tinted passage. Demonstrate a simple
case of subtraction on the board, for example 6 768 − 3 254:
6 768 = 6 000 + 700 + 60 + 8
3 254 = 3 000 + 200 + 50 + 4
6 768 − 3 254 = 3 000 + 500 + 10 + 4
= 3 514
To confront learners with the challenge involved in more difficult cases, you may then
write the task in the tinted passage on the board, leaving some space below the first line:
7 234 = 7 000 + 200 + 30 + 4

3 876 = 3 000 + 800 + 70 + 6

7 234 − 3 876 = ?
The problem in this case is that 6 cannot be subtracted from 4, the 70 cannot be subtracted
from 30 and 800 cannot be subtracted from 200. Learners may be given some time to
propose a solution to the problem, either of their own thinking or by consulting the tinted
passage in their textbooks.

Answers
3. (a) 3 756 (b) 1 548 (c) 3 583 (d) 3 649
4. (a) 8 436
(b) Learners check and correct their answers to question 3(d).
5. (a) 7 632 − 3 876 = 633 + (6 999 − 3 876) = 633 + 3 123 = 3 756
(b) Learners check their answers to questions 3(b) and (c) in the same way.
6. R4 367
7. R1 339
8. R3 777

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 1] 44

3.8 Round off, estimate and solve problems
Teaching guidelines
Rounding off means that each of a group of different numbers is represented by the same
number. For example, when rounding off to the nearest ten, each of the numbers 25, 26,
27, 28, 29, 30, 31, 32, 33 and 34 is represented by 30:

25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44

30 40

Similarly, when rounding off to the nearest hundred, each of the numbers 250, 251, 252,
253, 254, 255, 256, 257. . . . . . . . . . . . . . . . 345, 346, 347, 348 and 349 is represented by 300:

300

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 1] 45

Answers
1. (a) 249
(b) 150
2. (a) 649
(b) 550
3. (a) Any five numbers between 350 and 449, including 350 and 449.
(b) Any five numbers between 1 150 and 1 249, including both 1 150
and 1 249.
4. (a) 1 649
(b) 1 550
5. (a) Any five numbers between 750 and 849, including both 750 and 849.
(b) Any five numbers between 2 250 and 2 349, including both 2 250
and 2 349.
(c) Any five numbers between 3 650 and 3 749, including both 3 650
and 3 749.
6. 500 500 600 1 100 3 200 3 300 8 700

7. Range Rounded off to Examples

nearest 1 000
4 500 to 5 499 5 000 4 540, 5 340, 4 801, 5 489
5 500 to 6 499 6 000 5 600, 6 309, 6 010, 6 459
6 500 to 7 499 7 000 6 590, 6 880, 7 459, 7 009

8. 2 499 to nearest 1 000: 2 000

2 499 to nearest 100: 2 500

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 1] 46

Teaching guidelines
Learners’ efforts should be directed at understanding and solving the stated problem, not
at trying to identify the correct operation as quickly as possible and applying a recipe to
execute it.

Answers

9. Rounded off to the

10 100 1 000
nearest…
2 317 2 320 2 300 2 000
2 344 2 340 2 300 2 000
2 345 2 350 2 300 2 000
2 349 2 350 2 300 2 000
2 499 2 500 2 500 2 000
8 005 8 010 8 000 8 000

10. (a) 2 000 + 5 000 = 7 000

(b) 2 400 + 4 500 = 6 900
(c) 2 370 + 4 520 = 6 890
11. (a) 6 000 + 3 000 = 9 000 (b) 9 000 − 4 000 = 5 000
(c) 9 000 − 5 000 = 4 000 (d) 3 000 + 6 000 = 9 000
12. (a) 6 500 + 3 200 = 9 700 (b) 9 000 − 3 800 = 5 200
(c) 9 300 − 4 900 = 4 400 (d) 3 500 + 5 600 = 9 100
13. (a) 9 704 (b) 5 244 (c) 4 489 (d) 9 063
14. (a) 11(a) 704
11(b) 244
11(c) 489
11(d) 63
(b) 12(a) 4
12(b) 44
12(c) 89
12(d) 37

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 1] 47

Grade 5 Term 1 Unit 4 Numeric patterns
Learner Book Overview
Sections in this unit Content Pages in Learner Book
Introducing numeric patterns 45
4.1 Patterns in the tables Consolidating sequences of multiples 46 to 47
4.2 Equivalent flow diagrams Developing properties of multiplication (order and grouping) 48 to 51
4.3 Sequences of non-multiples Finding rules for families of sequences with a constant difference 51 to 53
4.4 Flow diagrams and rules Consolidating completing flow diagrams 54

CAPS time allocation 4 hours

CAPS page references 18 to 19 and 136 to 139

Mathematical background
Numeric patterns, as part of the Content Area “Patterns, Functions and Algebra”, should serve as building blocks to develop the basic concepts of algebra in the
Senior and FET phases. The study of numeric patterns should develop the idea of a relationship between two variable quantities, for example:

One variable quantity (the “input numbers”) 1 2 3 4 5 6 7 8 9 10 11

Another variable quantity (the “output numbers”) 4 7 10 13 16 19 22 25 28 31 34

The word “pattern” means that something is repeated. In the above case, the sequence 4, 7, 10, 13, 16, . . . can be formed by repeatedly adding 3.
This pattern in the sequence can be formed by performing the same calculation each time to move from one number to the next.
Such a pattern is called a recursive pattern. The word “recur” means that something occurs repeatedly or repeats itself.

The above sequence of output numbers can also be formed by multiplying each input number by 3 and adding 1:
1 2 3 4 5 6 7 8 9 10 11
3×1+1 3×2+1 3×3+1 3×4+1 3×5+1 3×6+1 3×7+1 3×8+1 3×9+1 3 × 10 + 1 3 × 11 + 1
4 7 10 13 16 19 22 25 28 31 34

A relationship between two variable quantities, in which each value of the second quantity is uniquely determined by the corresponding value of the first
quantity, is called a function – the middle word in the CAPS title for this Content Area.
In the above case, the link between the input and output numbers (also called the independent and dependent variables) is given by the calculation plan (rule)
“multiply the input number by 3 and add 1”, which can also be represented as 3 × c + 1, or with this flow diagram:

input number ×3 +1 output number

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 1] 48

Overview of the approach to Numeric Patterns
The work on numeric patterns was designed along the following principles and guides:

Sequences of multiples
First, sequences of multiples (the “tables”) are thoroughly developed and reinforced with
the intention that fluency with multiples will serve as a building block to study other
sequences.
It is established that all the sequences of multiples are of the same type:
• The multiples of k have a constant difference of +k between consecutive numbers
(the “horizontal” pattern).
• The multiples of k have a rule of the form ×k (the “vertical” pattern).

Families of sequences
Then it is established that sequences that are obviously different, can be the same in some
respects. For example, the sequences in the series of sequences below are clearly different,
but they are nevertheless the same in that they share the property that they have a
constant difference of 4:

3, 7, 11, 15, 19, 23, 27, …

4, 8, 12, 16, 20, 24, 28, ...
5, 9, 13, 17, 21, 25, 29, …
6, 10, 14, 18, 22, 26, 30, …

We call them “a family of sequences”.

By comparing the flow diagrams, tables and rules with a focus on the relationship between
these sequences, a relationship between the calculation rules for these families of sequences
can be identified, like this:

Sequence Description in words Flow diagram/

Rule
3, 7, 11, 15, 19, 23, 27, … One less than multiples of 4 −×4−−1®
−1 −1
4, 8, 12, 16, 20, 24, 28, ... Multiples of 4 Easy! Start here! −×4 ®
+2 +2
6, 10, 14, 18, 22, 26, 30, … Two more than multiples of 4 −×4−+2®

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 1] 49

4.1 Patterns in the tables
Teaching guidelines
In starting our work on sequences, we connect it to the familiar work of counting in
multiples and counting on in multiples.
You can therefore tell learners that it is not really new work; it is only different in the way
it is represented. When counting, we usually do so verbally, but in our work with sequences
we have to write it down.
Of course our focus is also different. Whereas our counting activities are mostly aimed at
number concept development and mental fluency, our work with numeric patterns
(number patterns) studies the relationships between the numbers in the sequences we
produce.
And we ask different questions, for example:
If Sally would continue counting 5, 10, 15, 20, …
• what would the 100th number that she counted be?
• would she count 436?
Our work on numeric patterns must develop the knowledge that will enable Sally to
calculate the 100th number instead of actually counting all the way up to the 100th number,
and to reason whether 436 is in the sequence or not, without actually having to count
past 436.

Answers

1. × 1 2 3 4 5 6 7 8 9 10

1 1 2 3 4 5 6 7 8 9 10

2 2 4 6 8 10 12 14 16 18 20

3 3 6 9 12 15 18 21 24 27 30

4 4 8 12 16 20 24 28 32 36 40

5 5 10 15 20 25 30 35 40 45 50

6 6 12 18 24 30 36 42 48 54 60

7 7 14 21 28 35 42 49 56 63 70

2. Learners discuss methods used to complete the table, e.g. counting on in multiples.
3. Learners discuss the patterns that they see in the table.

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 1] 50

Teaching guidelines
You should let learners discuss what methods they are using, to help them realise that the
different methods (horizontal differences and vertical rule) are useful for different
purposes, so that they can make good decisions when deciding which method to use:
• To calculate the next five numbers, counting on in multiples is a good method.
• Counting on is not a good method to determine the 100th number. Rather use the
multiplication rule.

Critical knowledge
The work in the next section (sequences of multiples) requires that learners fully
understand the rule for sequences of multiples. It is therefore important that you
consolidate this knowledge with learners.

Notes on questions
It is important that learners understand that flow diagrams and tables are equivalent
representations. You should let learners discuss how the one is transformed into the other,
and how they contain the same information.

Answers
4. (a) …, 18, 20, 22, 24, 26 100th number: 200
(b) …, 24, 27, 30, 33, 36 100th number: 300
(c) …, 40, 45, 50, 55, 60 100th number: 500
(d) …, 56, 63, 70, 77, 84 100th number: 700
(e) …, 72, 81, 90, 99, 108 100th number: 900
(f) …, 80, 90, 100, 110, 120 100th number: 1 000
5. 1 6

2 12

3 ×6 18

10 60

15 90

Position no. 1 2 3 10 15 20 40
×6 6 12 18 60 90 120 240

For every consecutive input number the output number increases by 6.

The output number is always 6 times the input number.

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 1] 51

4.2 Equivalent flow diagrams
Teaching guidelines
The main teaching and learning idea in this section is twofold:
• Establishing the concept of equivalence of flow diagrams (flow diagrams giving the
same output numbers for the same input numbers) with the implication that one
can therefore choose to use the one in the place of the other for specific purposes.
• Applying the concept of equivalence to make calculation easier, especially to make
mental calculation easier.

You should make sure that learners understand flow diagrams with two operators – see the
note on the next page.

Answers
1. (a)
A 1 2 4

2 4 8

3 ×2 6 ×2 12

4 8 16

12 24 48

B 1 4

2 8

3 ×4 12

4 16

12 48

(b) The flow diagrams are different in that they have different operators.
They are the same in that the same input gives the same output.
They are the same because multiplying by 2 and then by 2 again is the same as
multiplying by 4.

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 1] 52

Note on order of operations (BODMAS) and flow diagrams
You should make sure that learners understand flow diagrams with two operators.
The flow diagram representation carries an intuitive left-to-right procedure: the first
input produces the first output; the second input produces the second output. For
example:

2 4 8

3 ×2 6 +4 10

4 8 12

The left-to-right convention means that there is no need to learn rules such as BODMAS
for the order of operations (first multiply before you add). BODMAS does not apply in the
flow diagrams. For example, the following flow diagram is equivalent to the above.

2 4 8

3 +2 5 ×2 10

4 6 12

The flow diagram’s left-to-right procedure plays the same role as brackets in numeric
expressions. For example, to calculate the output value for the input 3, the first diagram
uses the arithmetic expression (3×2) + 4, and the second diagram uses (3+2) × 2, and of
course (3×2) + 4 = (3+2) × 2.

Answers
1. (c) 4 × 8: double 8 is 16 and double 16 is 32, so 4 × 8 = 32
4 × 9: double 9 is 18 and double 18 is 36, so 4 × 9 = 36
4 × 14: double 14 is 28 and double 28 is 56, so 4 × 14 = 56
4 × 11: double 11 is 22 and double 22 is 44, so 4 × 11 = 44
4 × 23: double 23 is 46 and double 46 is 92, so 4 × 23 = 92
8 × 23 = 2×4×23 = 184 (the previous answer, i.e. 92, doubled again)
16 × 14 = 14×2×2×2×2 ® 14, 28, 56, 112, 224 (double 4 times), so 16 × 14 = 224

2. (a) For C, D and E: 3 ® 18, 4 ® 24, 12 ® 72

(b) They have the same output values, so they are equivalent, because 2×3 = 3×2 = 6.

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 1] 53

Teaching guidelines
In the answer for question 2(c) below, we use brackets to show which operations we are
doing first, but you should not insist that learners use brackets.
Answers
2. (c) Various possibilities, for example:
9 × 6 = (9 × 3) × 2 = 27 × 2 = 54
9 × 12 = (9 × 6) × 2 = 54 × 2 = 108; 9 × 3 × 2 × 2 = 27 × 2 × 2 = 54 × 2 = 108
9 × 24 = (9 × 12) × 2 = 108 × 2 = 216; 9 × 6 × 4 = 54 × 4 = 54 × 2 × 2 = 108 × 2 = 216
8 × 6 = (8 × 3) × 2 = 24 × 2 = 48
11 × 14 = (11 × 7) × 2 = 77 × 2 = 154
32 × 12 = (32 × 3) × 2 × 2 = 96 × 2 × 2 = 192 × 2 = 384
14 × 20 = (14 × 2) × 10 = 28 × 10 = 280
3. (a)
F 1 2 20

2 4 40

3 ×2 6 × 10 60

4 8 80

12 24 240

G 1 10 20

2 20 40

3 × 10 30 ×2 60

4 40 80

12 120 240

H 3 × 20 = 60 4 × 20 = 80 12 × 20 = 240

(b) The operators have been swapped in Flow diagrams F and G, but the output values
are the same for the same input values, because the order does not matter. The
output values of Flow diagram H are the same as for Flow diagrams F and G, but
the operator is the product of the two operators, i.e. × 10 × 2 (or 2 × 10).

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 1] 54

Answers
3. (c) Various possibilities, for example:
9 × 20 = (9 × 2) × 10 = 18 × 10 = 180
20 × 12 = 10 × (2 × 12) = 10 × 24 = 240
20 × 20 = (2 × 2) × (10 × 10) = 4 × 100 = 400
8 × 30 = 8 × 3 × 10 = 24 × 10 = 240
8 × 60 = 8 × 6 × 10 = 48 × 10 = 480
9 × 70 = 9 × 7 × 10 = 63 × 10 = 630
9 × 80 = 9 × 8 × 10 = 72 × 10 = 720

4.3 Sequences of non-multiples

Teaching guidelines
We need to thoroughly reinforce sequences of multiples (“the times tables”) so that they
will become easy for learners as a building block to study other sequences.
Have some calculators available for question 1.

Critical knowledge
All learners should understand, know and be able to apply the knowledge common to all
multiple sequences: the multiples of k (1) have a constant difference of +k and (2) have a
rule of the form ×k, for example the rule for multiples of 3 is Multiple no. = 3 × Position no.

Notes on questions
Problem solving is all about asking yourself the right questions, by reformulating a question
from new information that you have. For A(c), the original question is: “Is 436 a number in
the sequence?” After recognising A as multiples of 3, the question should be reformulated
to: “Is 436 a multiple of 3?”, followed by “How do I find out if it is a multiple of 3?”
And then you answer your own question: “If 436 divided by 3 has no remainder.” Then
you do it (let learners use the calculator): 436 ÷ 3 = 145.333… So 436 is not a multiple
of 3. Therefore 436 is not in the sequence 3, 6, 9, 12, …

Answers
1. A (a) …, 21, 24, 27, 30, 33 (b) 300 (c) No

B (a) …, 28, 32, 36, 40, 44 (b) 400 (c) Yes

C (a) …, 42, 48, 54, 60, 66 (b) 600 (c) No

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 1] 55

Teaching guidelines
Questions 2 to 4 are developmental activities, designed for learners to engage with the
problem of finding rules for families of sequences with the same constant difference.
Question 5 is for consolidation. Learners should therefore complete and discuss all these
activities.
The activities take learners through the problem (continuing the sequences and finding
the 100th number) in different contexts, which all reinforce each other: flow diagrams,
tables, rules.
It is important timewise, but especially conceptually, that learners do not have the
mindset of answering each question as a stand-alone, isolated question. Rather, the
vitally important idea here is that learners will see the relationship between Sequences A, B, C
and D and therefore the relationship between the flow diagrams for the different
sequences, and the relationships between the rules for the different sequences. For
example:

4, 8, 12, 16, 20, … Multiples of 4 Easy! 100th number = 100×4 = 400

+1 +1
5, 9, 14, 17, 21, ... One more than multiples of 4 100th number = 100×4+1 = 401

If learners can do this, they will have developed a very important and powerful problem-
solving tool. It will make the work easy, and they can finish quickly.

Answers
2. (a) Same: the difference between the numbers is 4 in all four sequences.
Different: each sequence starts with a different number.
(b) A: …, 32, 36, 40, 44, 48 100th number: 400
B: …, 33, 37, 41, 45, 49 100th number: 401
C: …, 34, 38, 42, 46, 50 100th number: 402
D: …, 35, 39, 43, 47, 51 100th number: 403
(c) 436 ÷ 4 = 109, so 436 is a multiple of 4. So, 436 is in Sequence A but not in
B, C or D.
3. (a) A: …, 100 − × 4 − + 0 ® …, 400
Note: This alternative one-line
B: …, 100 − × 4 − + 1 ® …, 401 flow diagram notation is for
C: …, 100 − × 4 − + 2 ® …, 402 teachers, NOT for learners!
D: …, 100 − × 4 − + 3 ® …, 403
(b) They all have the same multiplication operator − × 4 ® but different addition
operators.

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 1] 56

Mathematical notes
We emphasise again that for the required learning process and thinking strategy, learners
need to concentrate on the relationship between consecutive sequences, flow diagrams and
rules. Then, because the multiples are easy, the others follow, for example:

Position × 4 + 0 4 8 12 16 20 24 120
¯ +1 ¯ +1 ¯ +1 ¯ +1
Position × 4 + 1 5 9 13 17 21 25 121
¯ +1 ¯ +1 ¯ +1 ¯ +1
Position × 4 + 2 6 10 14 18 22 26 122
¯ +1 ¯ +1 ¯ +1 ¯ +1
Position × 4 + 3 7 11 15 19 23 27 123

Answers
3. C: …, 100 − × 4 − + 2 ® …, 402
D: …, 100 − × 4 − + 3 ® …, 403
4. (a) Position 1 2 3 4 5 6 30
Position × 4 4 8 12 16 20 24 120
Position × 4 + 1 5 9 13 17 21 25 121
Position × 4 + 2 6 10 14 18 22 26 122
Position × 4 + 3 7 11 15 19 23 27 123

(b) All the sequences have a constant difference of 4 and the rules all have ×4.
5. (a) All the sequences have a constant difference of 5, but different starting numbers.
(b) A: 500
B: 501
C: 502
D: 503
E: 504
(c) No

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 1] 57

4.4 Flow diagrams and rules
Teaching guidelines
For learners who have grasped the previous work on families of sequences and their flow
diagram representations, this is a quick consolidation or reinforcement exercise, maybe
leading to new insights. For learners who have not yet grasped the necessary concepts and
notation, it offers another opportunity to do so.

Answers
1. 1 7
2 11
3 ×4 +3 15
4 19
100 403

2. 3 15
4 19
5 ×4 +3 23
20 83
23 95

3. 3 16
4 20
5 ×4 +4 24
20 84
23 96

4. 3 19
4 24
5 ×5 +4 29
20 104
23 119

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 1] 58

Grade 5 Term 1 Unit 5 Whole numbers: Multiplication and division
Learner Book Overview
Sections in this unit Content Pages in Learner Book
5.1 What is multiplication? The concept of multiplication 55 to 57
5.2 Multiplication facts Mental Mathematics 58 to 59
5.3 Double, double and double again Mental Mathematics 59 to 60
5.4 Multiply by building up from known parts Breaking down and building up to multiply 61 to 62
5.5 Strengthen your knowledge of Mental Mathematics 62 to 63
multiplication facts
5.6 Practise multiplication and solve problems Practice and problem solving 64 to 65
5.7 Multiples, factors and products Terminology relating to multiplication 65 to 67
5.8 Division Using the idea of division as the inverse of multiplication to solve 67 to 68
grouping and sharing problems

CAPS time allocation 6 hours

CAPS page references 13 to 15 and 140 to 143

Mathematical background
The break down and build up method of multiplication comprises the following steps:

Step 1: Break down the numbers into place value parts, for example: 36 × 47 = (30 + 6) × (40 + 7)
Step 2: Distribute multiplication over addition: (30 + 6) × (40 + 7) = (30 + 6) × 40 + (30 + 6) × 7, and again:
= 30 × 40 + 6 × 40 + 30 × 7 + 6 × 7
Step 3: Calculate the small products by using known facts: = 1 200 + 240 + 210 + 42
Step 4: Add up the parts: = 1 692

Division is normally performed by adding up multiples of the divisor. For example, the following combination of multiples can be used to calculate 578 ÷ 7:
50 × 7 = 350
20 × 7 = 140, hence 70 × 7 = 350 + 140 = 490
10 × 7 = 70, hence 80 × 7 = 490 + 70 = 560
2 × 7 = 14, hence 82 × 7 = 560 + 14 = 574
So 578 ÷ 7 = 82 and the remainder is 4.

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 1] 59

5.1 What is multiplication?
Teaching guidelines
It is important that learners have some awareness of the wide variety of situations to which
multiplication is applicable. Understanding multiplication narrowly, namely as repeated
addition only, is a serious misconception that may withhold learners from noticing when
the solution of problems requires multiplication for which repeated addition is not
helpful.
By way of introduction, you may alert learners to some of the wide variety of real
situations in which multiplication is applicable, including Situations A, B and C on
page 55 of the Learner Book. Explain the difference between Situations A and C.
In Situation A it makes sense to think of a number of cans each costing R8.

8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8

In Situation C it makes no sense to think of a number of pictures of houses.

.......

Rather, Situation C is about a comparison between the size of a picture and the size of an
actual house:

To interpret Situation C, one may also think of “stretching” the picture in all directions so
that it attains the size of the actual house.
Situation A is a rate situation – the cans of juice sell at a fixed rate (price in this case).
Situation C is a ratio or scale factor situation.

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 1] 60

Teaching guidelines (continued)
Situation B (the jar of honey) on the previous page is related to Situation A, but it extends
the meaning of multiplication into the domain of fractions.
A sequence of questions like these may help learners to understand that Situation B is
similar to Situation A:
1. How many grams of honey are there in 3 jars of 200 g each?
2. How many grams of honey are there in 212 jars?

3. How many grams of honey are there in 2 jars?

4. How many grams of honey are there in 112 jars?

5. How many grams of honey are there in 114 jars?

6. How many grams of honey are there in 118 jars?

7. How many grams of honey are there in 138 jars?

8. How many grams of honey are there in 34 of a jar?

9. How many grams of honey are there in 18 of a jar?

Apart from enriching the meanings learners assign to multiplication, a sequence of
questions like these may strengthen learners’ concept of fractions.
Note that Situation B can also be understood as a situation that requires division: 200 ÷ 8.
While it is important that learners know that multiplication can be performed as
repeated addition, as shown for 23 × 8 in the tinted passage on page 56 of the Learner
Book, it is important that they can do it in quicker ways, as shown. Learners should also
realise that multiplication by doubling is only easy if you are skilled at doubling, and that
multiplication by building up from known parts is only easy if you know basic
multiplication facts. Emphasise this and tell learners that over the next two lessons,
when they will be doing Sections 5.2 and 5.3, they will strengthen their knowledge of
multiplication facts, their skills at forming multiplication facts and their skills at doubling.

Answers
1. 8 × 23 = 8 × 20 + 8 × 3 = 160 + 24 = 184
2. (a) 6 × 32 = 6 × 30 + 6 × 2 = 180 + 12 = 192
(b) Yes. 32 + 32 + 32 + 32 + 32 + 32 = 192

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 1] 61

Teaching guidelines
Demonstrate doubling and rounding off and compensating on the board with either the
example 23 × 8 used in the tinted passages, or with another example (e.g. 42 × 17).

Answers
3. Yes. 28 + 28 = 56, that is 2 × 28
56 + 56 = 112, that is 4 × 28
112 + 112 = 224, that is 8 × 28
4. 30 × 8 = 240, so 28 × 8 = 240 − 2 × 8 = 240 − 16 = 224
5. (a) 32 × 29 by doubling:
32 + 32 = 64, that is 2 × 32
64 + 64 = 128, that is 4 × 32
128 + 128 = 256, that is 8 × 32
256 + 256 = 512, that is 16 × 32
29 = 16 + 8 + 4 + 1
So, 32 × 29 = 32 × 16 + 32 × 8 + 32 × 4 + 32 × 1
= 512 + 256 + 128 + 32
= 928
(b) 32 × 29 by rounding off and compensating:
Example: Round both numbers off to 30: 30 × 30 = 900
We still need 2 × 29 (double 29) = 58, but we took 1 × 30 too much.
32 × 29 = 900 + 58 − 30 = 928
(There are many other ways with rounding off and compensating. Consider learners’
methods.)

(c) 32 × 29 by breaking down into known or easy parts:

Example: 32 × 29 = (30 + 2) × (20 + 9)
= (30 × 20) + (30 × 9) + (2 × 20) + (2 × 9)
= 600 + 270 + 40 + 18
= 928

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 1] 62

5.2 Multiplication facts
Teaching guidelines
A good way to start this lesson is to put some 1-digit multiplication questions to the whole
class, stating the questions verbally and also writing the questions and the answers (when
given) on the board, for example:
How much is …?
5×6
5 × 10
3×7
6×7
12 × 7 (Suggest doubling if learners hesitate.)
6 × 14

Draw learners’ attention to the fact that the answers for 6 × 7, 12 × 7 and 6 × 14 can all be
obtained from 3 × 7 = 21, by doubling. Emphasise the idea that if you know one fact
you can form other facts from it, for example by doubling.
Impress on learners that they need to know basic facts in order to be able to multiply
with larger numbers.

Answers
1. (a) 150, 175, 200, 225, 250, 275
(b) 90, 105, 120, 135, 150, 165
(c) 48, 56, 64, 72, 80, 88
(d) 54, 63, 72, 81, 90, 99
(e) 42, 49, 56, 63, 70, 77
2. (a) 125 (b) 200 (c) 250 (d) 90
(e) 56 (f) 54 (g) 63 (h) 72
3. (a) 18 (b) 120 (c) 21
(d) 42 (e) 420 (f) 28
4. (a) 280 (b) 2 800 (c) 45
(d) 60 (e) 32 (f) 320

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 1] 63

Answers
5. (a) 2 920 (b) 3 220
(c) 3 340 (d) 3 340
(e) 3 358 (f) 3 358

6. (a) 2 010 (b) 2 280

(c) 2 490 (d) 2 490
(e) 2 546 (f) 2 546

7. (a) 2 160 (b) 1 920

(c) 2 280 (d) 2 280
(e) 2 304 (f) 2 304

8. (a) 2 240 (b) 2 150

(c) 2 390 (d) 2 390
(e) 2 408 (f) 2 408

5.3 Double, double and double again

Mathematical notes
In order to use doubling effectively as a method of multiplication, it is important that
learners learn to keep track of which multiples of the starting number are formed when the
number is repeatedly doubled. For example, when 5 is repeatedly doubled, the following
multiples of 5 are formed:
5 10 20 40 80 160 320
1×5 2×5 4×5 8×5 16 × 5 32 × 5 64 × 5

When 7 is doubled, the following multiples of 7 are formed:

7 14 28 56 112 224 448
1×7 2×7 4×7 8×7 16 × 7 32 × 7 64 × 7

You may do the above examples on the board to empower learners for questions 2 and 3
on the next page.

Answers
1. 400

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 1] 64

Teaching guidelines
Suggest to learners that they produce extended answers for questions 2 and 3, as
demonstrated in the notes on the previous page for doubling 5 and 7 repeatedly.

Answers
2. (a) 8 fifties
(b) 8 × 50 = 400

3. (a) 240
(b) 2 × 30; 4 × 30; 8 × 30
(c) 480
(d) 2 × 60; 4 × 60; 8 × 60

4. (a) By adding 3 repeatedly 21 24 27

(b) By doubling repeatedly 48 96 192
(c) By adding 25 repeatedly 175 200 225
(d) By doubling repeatedly 400 800 1 600
(e) By doubling repeatedly 48 96 192
(f) By doubling repeatedly 72 144 288
(g) By adding 7 repeatedly 28 35 42
(h) By doubling repeatedly 56 112 224
(i) By doubling repeatedly 168 336 672
(j) By adding 6 repeatedly 24 30 36

5. (a) By repeated addition of 90

(b) 270
(c) 540
(d) 360

6. (a) By repeated doubling

(b) 560
(c) 280
(d) 1 120

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 1] 65

5.4 Multiply by building up from known parts
Teaching guidelines
The break down and build up method of multiplication is based on the distributive
property of multiplication and addition. You can use the diagram in question 2(b) to
discuss the distributive property at the start of this section. Ask learners to think of a quick
way to find out how many blue rings there are in the diagram, and how many red rings.
Take feedback and conclude the discussion by stating that since there are 7 groups of 40
red rings each, the number of red rings is 7 × 40 = 280, and the number of blue rings is
7 × 8 = 56. Write these two results on the board. Then ask learners if it is true that the total
number of rings in the picture is 7 × 48. When this is agreed upon, ask learners whether the
answer can be found by calculating 280 + 56. Allow learners time to reflect on this, and
discuss it in small groups.
Let learners then do questions 1 to 6, which will provide them with many opportunities
to use the distributive property. The intimidating term “distributive property” need not
and should preferably not be raised in class. Rather use an informal description such as “if
you have to multiply two numbers by the same other number and find the total, you can first add
the two numbers and then multiply”, with reference to a specific example like in question 2.
When learners have completed question 6, ask them to indicate which facts about
smaller numbers they used to produce their answers.

Answers
1. (a) 4 × 6 + 4 × 9 = 4 × (6 + 9), so 4 × 15 = 24 + 36 = 60
(b) 4 × 9 + 4 × 15 = 4 × (9 + 15), so 4 × 24 = 36 + 60 = 96
2. (a) 336
(b) 336
3. 288
4. (a) 6 × 79 = 474
(b) 87 × 4 = 348
(c) 363 × 6 = 2 178
5. (a) 5 × 30 and 5 × 6 (b) 30 × 5 and 6 × 5
6. (a) 34 × 50 = 1 700 (b) 34 × 8 = 272
(c) 34 × 50 + 34 × 8 = 1 972 (d) 34 × 58 = 1 972

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 1] 66

Teaching guidelines
Questions 7 and 8 are intended to impress on learners that they need to have good
knowledge of basic multiplication facts (“tables”) in order to be able to multiply fluently
with larger numbers. Tell them that in Section 5.5 they will strengthen their knowledge of
basic multiplication facts.
The second tinted passage is about alternative methods of multiplication. Do the
example on the board and let learners then engage with question 9.

Answers
7. 50 × 40 and 3 × 40 and 50 × 7 and 3 × 7

8. (a) 50 × 60 and 7 × 60 and 50 × 8 and 7 × 8 57 × 68 = 3 876

(b) 90 × 40 and 4 × 40 and 90 × 9 and 4 × 9 94 × 49 = 4 606
(c) 60 × 60 and 8 × 60 and 60 × 8 and 8 × 8 68 × 68 = 4 624
(d) 70 × 10 and 3 × 10 and 70 × 9 and 3 × 9 73 × 19 = 1 387
(e) 80 × 80 and 7 × 80 and 80 × 8 and 7 × 8 87 × 88 = 7 656
(f) 30 × 90 and 4 × 90 and 30 × 8 and 4 × 8 34 × 98 = 3 332
(g) 50 × 50 and 7 × 50 and 50 × 2 and 7 × 2 57 × 52 = 2 964
(h) 60 × 80 and 3 × 80 and 60 × 5 and 3 × 5 63 × 85 = 5 355

9. 73 × 19 = 73 × 20 (i.e. double 73 multiplied by 10) − 73 (i.e. one 73 less) = 1 387

34 × 98 = 34 × 100 − 2 × 34 (two 34s less) = 3 332
57 × 100 = 5 700, and half of that is 2 850
so, 57 × 52 = 57 × 50 + 57 × 2 (double 57)
= 2 850 + 114
= 2 964

5.5 Strengthen your knowledge of multiplication facts

Teaching guidelines
This section provides learners with opportunities to strengthen their knowledge of basic
multiplication facts. Please see “Notes on questions” on the next page.

Answers
1. (a) 24 (b) 35 (c) 36 (d) 35 (e) 360
(f) 350 (g) 14 (h) 1 400 (i) 21 (j) 42
(k) 18 (l) 36 (m) 72 (n) 3 600 (o) 1 200
(p) 1 800 (q) 2 400 (r) 3 000

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 1] 67

Notes on questions
Questions 1, 3, 4(b), 5 and 6 provide learners with opportunities to assess their own
knowledge of multiplication facts, and specifically to identify products for which they do
not know the answers straightaway or cannot find the answers quickly. Questions 2 and
4(c) guide learners towards repeated counting as a way to establish multiplication facts
that they do not know as yet.

Answers
2. (a) 30, 36, 42, 48, 54, 60
(b) 300, 360, 420, 480, 540, 600
(c) 3 000, 3 600, 4 200, 4 800, 5 400, 6 000
3. to 5. These questions can be done in table format under your guidance.
6. 70 × 90 = 6 300 60 × 90 = 5 400 70 × 80 = 5 600 60 × 70 = 4 200
80 × 90 = 7 200 40 × 70 = 2 800 80 × 80 = 6 400 90 × 90 = 8 100

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 1] 68

5.6 Practise multiplication and solve problems
Teaching guidelines
You may do some examples on the board at the start, for example:
56 × 38 = 50 × 38 + 6 × 38
= 50 × 30 + 50 × 8 + 6 × 30 + 6 × 8
= 1 500 + 400 + 180 + 48
= 2 128
Emphasise the strategy to break the multiplication down into smaller parts for which the
answers can be found easily.
Learners who do not read questions thoroughly will easily make mistakes in question 4.
For example, some learners may simply add R22 and R34 and produce the false answer
R56. Suggest to learners that for questions in which more than two numbers occur, they
write a calculation plan before doing any calculations, and then reconsider the
calculation critically by checking whether it corresponds to the given situation. A correct
calculation plan for question 4 is 36 × 22 + 48 × 34.
12 × 36 − 338 is a correct calculation plan for question 5.
Both of 55 × 43 − 346 − 129 and 55 × 43 − (346 + 129) are correct calculation plans for
question 7.
Once learners have done question 5, you may use it to explain the concept “capacity”,
which is important in the work on volume and capacity that learners will do later in the
year. In the situation in question 5, the capacity of the train is 12 × 36 = 432 seated
passengers.
Question 6 looks complicated, but there is a short way of doing it. The long route is to
calculate the total cost of 43 ℓ in January (43 × R59 = R2 537), use this to calculate the total
cost in February (R2 537 + R86 = R2 623), and use this to calculate the new selling price
(R 2 623 ÷ 43 = R61). The short route is to argue that R86 more for 43 ℓ is R2 more for 1 ℓ,
since 2 × 43 = 86.

Answers
1. (a) 3 219 (b) 1 073 (c) 2 496 (d) 2 146
(e) 1 248 (f) 2 496 (g) 1 944 (h) 1 944
(i) 1 183 (j) 2 964 (k) 2 964 (l) 3 116
2. (a) 2 496 trees (b) 1 248 trees
3. (a) 1 944 apples (b) 1 656 apples
4. R2 424 5. 94 empty seats
6. R61 per litre 7. R1 890

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 1] 69

Teaching guidelines
Although learners may not recognise and do it as such, question 9(b) is a grouping
situation. It can be calculated as 100 ÷ 26, which has the answer 3 remainder 22. This
means that with 3 rows only, 22 learners still need chairs. Hence the answer to the real
question is 4 rows of chairs.
Question 10 involves ratio. Learners who quickly recognise the relationship between 18
and 72, i.e. that 72 = 18 × 4, may find the answer as follows:
If she sells 18 pancakes, she sells 42 muffins.
If she sells another 18 pancakes, she sells another 42 muffins.
If she sells another 18 pancakes, she sells another 42 muffins.
If she sells another 18 pancakes, she sells another 42 muffins.
So if she sells 18 + 18 + 18 + 18 = 72 pancakes,
she sells 42 + 42 + 42 + 42 = 168 muffins.
If learners do not make progress with question 10, you may ask them how many muffins
they think Mrs Baker would sell if she sells 36 pancakes. This may put them on a path
towards the solution.

Answers
8. (a) 1 494 cm (b) 6 cm
9. (a) 1 248 cm (b) 4 rows
10. 168 muffins

5.7 Multiples, factors and products

Teaching guidelines
Preferably use a different example than the one in the tinted passage to introduce the
terms “factor”, “product” and “multiple”, for example 5 × 9 = 45.
The term “product” is used in two ways. The calculation plan 5 × 9 is called the product
of 5 and 9, and the number 45 is also called the product of 5 and 9.

Answers
1. Any three, e.g. 2 × 18; 3 × 12; 4 × 9; 6 × 6
2. Example: 18, 30, 36, 54, 66 (and many more; consider all answers)

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 1] 70

Answers
3. (a) 1 × 24 2 × 12 3×8 4×6
(b) 1 × 36 2 × 18 3×6 4×9 6×6
(c) 1 × 60 2 × 30 3 × 20 4 × 15 5 × 12 6 × 10
(d) 1 × 72 2 × 36 3 × 24 4 × 18 6 × 12 8×9
(e) 1 × 100 2 × 50 4 × 25 5 × 20 10 × 10
(f) 1 × 120 2 × 60 3 × 40 4 × 30 5 × 24
6 × 20 8 × 15 10 × 12
(g) 1 × 180 2 × 90 3 × 60 4 × 45 5 × 36
6 × 30 9 × 20 10 × 18 12 × 15
(h) 1 × 240 2 × 120 3 × 80 4 × 60 5 × 48
6 × 40 8 × 30 10 × 24 12 × 20 15 × 16

4. Examples: 80, 120, 160, 200, 240, 280, 320, 360, 400, 800, ...

5. (a) 7 (b) 12

6. (a) 40 × 10 (b) 40 × 11 (c) 40 × 12

(d) 40 × 13 (e) 40 × 16 (f) 40 × 18

7. (a) 30 × 20 (b) 30 × 23 (c) 30 × 24 (d) 30 × 28

8. (a) 468 (b) 472

Teaching guidelines
There is some danger that the focus on multiples and factors may lead leaners to think that
numbers can only be expressed as products, for example 472 = 8 × 59. Yet it is important
that learners realise that numbers can also be expressed in the form product + remainder,
for example 472 = 6 × 78 + 4. This is a formal way to express the answer for 472 ÷ 78.
You may explain the content of the tinted passage without reference to division at this
stage.

Answers
9. Learners’ answers will vary. Consider all answers.
Example: 8 × 109 = 872 and 872 + 1 = 873; so, 873 = 8 × 109 +1
7 × 124 = 868 and 868 + 5 = 873; so, 873 = 7 × 124 + 5

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 1] 71

Answers
10. (a) 8 × 93 + 6 (b) 8 × 48 + 6 (c) 8 × 111 + 0 (d) 8 × 82 + 0
11. (a) 6 × 125 + 0 (b) 6 × 65 + 0 (c) 6 × 148 + 0 (d) 6 × 109 + 2

5.8 Division
Teaching guidelines
It is important that learners distinguish between grouping and sharing in situations where
a quantity is divided into equal parts. Use questions A and B as a vehicle to let learners
experience the difference between grouping and sharing, i.e. between finding the number
of equal parts and finding the size of the equal parts.
Put questions A and B in the tinted passage to learners, ask them to estimate the answers
and to write the estimates down. Let them then check their estimates. You may have to
demonstrate how they can check by multiplying in each case. There is no need to mention
“division” at this stage: Learners should focus on the real Situations A and B to develop an
understanding of the difference between sharing and grouping. Talking about division
now may turn their minds away from the situations and make them think in terms of the
given numbers only.
Let learners work for about 5 minutes, trying to find the accurate answers; then do
questions A and B on the board. Use one side of the board for working on question A
and the other side of the board for working on question B. In question A you have to find
out how many pieces of 4 cm will make up 824 cm. You can build the number up in parts:
100 pieces of 4 cm each gives 400 cm of tape. Another 100 pieces brings you to 800 cm of
tape. You can then add pieces one by one. (These actions are very similar to the steps in
formal “long division”.) You may set the work out as follows:

Question A Question B
100 pieces of 4 cm = 400 cm If each piece is 100 cm, 8 pieces are 800 cm.
100 pieces of 4 cm = 400 cm If each piece is 2 cm longer, the total is 816 cm.
5 pieces of 4 cm = 20 cm If each piece is another 1 cm longer, the total is 824 cm.
1 piece of 4 cm = 4 cm So, each piece must be 103 cm long.
So, 206 pieces of 4 cm = 824 cm

At this stage there is no need to set the work out more formally. The primary focus should
be on learners thinking in terms of the real situations.

Answers
1. 42 classrooms 2. R60

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 1] 72

Mathematical notes
Remainders have to be dealt with in different ways in different contexts.
In the situation described in question 3, the answer for 925 ÷ 4 is 231 remainder 1. Yet
the proper answer to the question is 231 pieces; the 1 cm left over (the remainder) is only a
quarter of a 4 cm piece.
In the situation described in question 8(a), the answer for 194 ÷ 8 is 24 remainder 2.
However, this cannot be the answer to the question how many buses are needed. The
number of buses needed is 25.

Notes on questions
Questions 3, 8(a) and (b), 9(a), (b) and (c) and 10 are grouping problems.
Questions 4 and 6(a) are sharing problems.
Question 7 is a two-step problem: the cost of one loaf must be calculated first (grouping).

Teaching guidelines
Questions 6 and 7 are similar. Question 7 is more demanding in the sense that learners
have to decide by themselves to first calculate the cost of one loaf. Allow them the
opportunity to struggle with question 7 and to devise the plan of first calculating the cost
of one loaf themselves.

Answers
3. 231 pieces
4. 90 balls
5. (a) 141 (b) 113 (c) 113
(d) 86 (e) 125 (f) 81
6. (a) R9
(b) R342
7. R344
8. (a) 25 minibuses
(b) 59 minibuses
9. (a) 78 boxes (3 muffins left over)
(b) 52 boxes (3 muffins left over)
(c) 63 boxes
(d) R3
10. 14 days

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 1] 73

Grade 5 Term 1 Unit 6 Time
Learner Book Overview
Sections in this unit Content Pages in Learner Book
6.1 A little history How people measured time before modern watches and clocks were invented 69
6.2 Daytime hours and night-time hours Calculating time using 12-hour clocks 70
6.3 Read, tell and write time 24-hour time; digital and analogue clocks; hours, minutes and seconds 71 to 73
6.4 Intervals of time Developing a sense of short time intervals; using language to describe time intervals; 74 to 78
calculating time intervals in hours, minutes and seconds; reading stopwatches
6.5 Calendar time Working with calendars; converting between days, weeks and months 78 to 79
6.6 Years and decades Working with years and decades 80

CAPS time allocation 6 hours

CAPS page references 27 and 144

Mathematical background
Learners deal with time and time-related issues every day. Many Grade 5 learners can read clocks and watches, but just as many learners find them difficult to
read. There are three issues that make the concept of time difficult:
• Firstly, time cannot be seen, touched or physically experienced like length, capacity/volume, area and mass. We measure time by looking at
environmental changes or changes in the position of the hands of a clock or the numbers on a clock face.
• Secondly, unlike the number system and other forms of measurement, the numbers do not get bigger forever. We measure time in modular units:
when we reach certain numbers (e.g. 60 seconds, 60 minutes, 24 hours, 365 days) the numbers wrap around and go back to the beginning. This is
different to the way primary school learners work with numbers in other aspects of Mathematics.
• Thirdly, in all other topics in primary school Mathematics, numbers are organised in groups and powers of ten, but in the topic of time, numbers are
organised in groups of 60, 24, 7, 12 and 365.
The topic of time involves more than just reading clocks. There are in fact three aspects of time that need to be developed:
• the duration of time
• the passing and sequencing of time
• identifying a point in time by, for example, reading a clock.

Note: Sections 6.1, 6.2, 6.5 and 6.6 are much shorter than the middle sections (6.3 and 6.4). You may want to consider combining Sections 6.1 and 6.2 into
one lesson (i.e. aim to cover both in 1 hour). This will leave you more time for the two middle sections. Sections 6.5 and 6.6 can also be done together.

Resources
Analogue and digital clocks for demonstration purposes; stopwatches – see Section 6.4; calendars of the current year

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 1] 74

6.1 A little history
Teaching guidelines
You can use the information on page 69 of the Learner Book as the basis for a discussion on
how people told the time and kept track of time before there were clocks and watches.
You can start by asking learners how they can tell the time of year without a calendar and
the time of day without a clock, watch (or cell phone). Learners would have made a water
clock in Grade 4.
As suggested on the previous page, you might like to cover both Sections 6.1 and 6.2 in
one lesson, i.e. in 1 hour.

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 1] 75

6.2 Daytime hours and night-time hours
Mathematical notes
In the Intermediate Phase, learners work with both 12-hour time (using a.m. and p.m.) and
24-hour time. This section focuses on 12-hour time; in the next section learners will work
with 24-hour time.

Teaching guidelines
You might like to cover both Sections 6.1 and 6.2 in one lesson (see the note on the first
page of this Teacher Guide unit).
Learners could answer questions 1, 3 and 5 in class, and do questions 2 and 4 for
additional practice (e.g. as homework).

Possible misconceptions
Learners may not be sure how to write midday and midnight in 12-hour time. You may
need to clarify for them that midday is called 12 p.m. and midnight is called 12 a.m. (see
the table on page 72 of the Learner Book). This is simply a rule that has been adopted so
that everyone uses the same notation (way of writing).
p.m. means after midday (from Latin “post meridiem”; “post” means after and
“meridiem” means midday). a.m. means before midday (from Latin “ante meridiem”;
“ante” means before).

Answers
1. 12 hours
2. 12 hours
3. 4:30 p.m.
4. 7:30 a.m.
5. 8 hours

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 1] 76

6.3 Read, tell and write time
Teaching guidelines
You can check whether learners remember how many minutes there are in an hour, and
whether they know how many seconds there are in a minute.
This section is quite long, so you might consider splitting the questions between
classwork and homework (or work for additional practice in class whenever there is time).
One option is to use
• question 1, the first two rows of question 3, and questions 4, 7, 8 and 9 as
classwork, and
• question 2, the last two rows of question 3, and questions 5, 6, 10 and 11 as
homework.
Possible misconceptions
Learners may find it difficult to understand why midnight is written as 00:00 in 24-hour
time. You can show them what happens on the display of a digital clock, for example
between 5 to 12 and 5 past 12. Also refer them to the tinted passage on pages 71 to 72.
Notes on questions
Learners could do question 2 in pairs or in small groups (maximum of three learners). Ask
different pairs or groups to explain how they completed the table. Ways include: doubling
and halving; addition or repeated addition; multiplication and division; counting in
multiples of 15 (14 hour = 15 minutes) and 900 (14 hour = 900 seconds).

Answers
1. (a) 1 hour = 60 minutes = 3 600 seconds (b) 12 hour = 30 minutes = 1 800 seconds

(c) 14 hour = 15 minutes = 900 seconds (d) 34 hour = 45 minutes = 2 700 seconds

1 3
2. Hours 2 4 112 2 214 212 3
Minutes 30 45 90 120 135 150 180
Seconds 1 800 2 700 5 400 7 200 8 100 9 000 10 800

Here is an example of how learners might explain their calculations:

For the first answer, we said that 1 hour is 60 minutes, so 12 hour is 30 minutes. But an
hour is also equal to 3 600 seconds, so 12 an hour is 3 600 divided by 2, which is 1 800
seconds.

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 1] 77

Answers

3. 12-hour 24-hour 12-hour 24-hour

time time time time
5 a.m. 05:00 2:00 p.m. 14:00
7:30 a.m. 07:30 3:12 p.m. 15:12
9:15 a.m. 09:15 5:32 p.m. 17:32
11:35 a.m. 11:35 11:45 p.m. 23:45

4. (a) D (b) C (c) A (d) B

Teaching guidelines
Do some language work with learners before you begin the next lesson. You can explain
to them that the word “night” (which they know already) is used for all the hours between
sunset and sunrise. But English also uses the word “evening” for the first part of the night –
“evening” means the time between sundown and midnight.
English also uses the word “afternoon” for the last part of the day, between midday
(noon) and sunset.

Note about resources and practical work

For Grade 5, the Curriculum and Assessment Policy Statement (CAPS)* states the
following: “Learners continue to read, record and calculate time in 12-hour and 24-hour
formats and to work with analogue and digital instruments. This is practised
regularly. Once learners have been taught to tell the time, it can be practised during the
Mental Mathematics section of the lesson, and frequently at other times during the
day.”

*DBE (2011). Curriculum and Assessment Policy Statement. Grades 4–6. Mathematics.
Government Printers, p. 144

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 1] 78

Notes on questions
To save classroom time, you can photocopy the clock faces provided in the Addendum on
pages 417 and 418 for use with questions 6 and 8.

Answers

5. (a) 02:00 (b) 22:15 (c) 11:30 (d) 23:45

(e) 04:00:30 (f) 21:00:15 (g) 19:39:50
6. (a) (b) (c) (d)

7. (a) 25 seconds past 9 in the morning

(b) 15 minutes and 30 seconds past 8 in the morning
(c) 5 seconds past 9 at night/in the evening
(d) 15 minutes and 25 seconds past 12 in the afternoon
(e) 50 minutes and 50 seconds past 11 at night or
9 minutes and 10 seconds before midnight
(f) 12 minutes and 40 seconds past midnight
(g) 54 minutes and 1 second past 7 in the evening or
5 minutes and 59 seconds before 8 at night/in the evening
(h) 15 seconds past 3 in the afternoon
8. (a) (b) (c) (d)

(e) (f) (g) (h)

9. 2 hours 10 minutes 10. 06:45 11. 16:40

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 1] 79

6.4 Intervals of time
Teaching guidelines
Learners can either use stopwatches that occur as single instruments, or stopwatches on
cell phones or wrist watches.
Digital stopwatches are usually easier to read than analogue stopwatches. Many cell
phones have a stopwatch function, or the possibility of downloading a free stopwatch app.
While learners are busy with classwork, you could work with small groups of learners to
show them how a stopwatch works, and let them practise using it to measure intervals of
time, for example timing the activities in questions 3(a), (b) and (c).

Answers
1. (a) I visited him for a period of 20 minutes.
(b) during some other activity: I shall walk and talk at the same time.
(c) throughout the time that school is taking place
(d) starts = begins; ends = stops or finishes
(e) lasted 4 hours = came to an end after 4 hours
(f) Something happened between 10 o’clock and 11 o’clock: It could have been
something quick, e.g. a tree fell down, or it could have been something that went
on for an hour, for example a thunderstorm.
(g) I used up an hour.
(h) What is the period of time?
2. Answers will differ. Examples are:
long: How long will you be away?
between: The exam takes place between 09:00 and 12:00.
lasted: The party lasted 5 hours.
while: I ate my apple while I waited for the taxi.
during: We eat our sandwiches during break.
3. Learners’ estimates will differ.
4. (c), (b), (a), (d), (e), (f)
5. 5 days. There are 24 hours in a day. 5 days = 120 hours
6. 87 months. There are 12 months in a year. 7 years = 84 months
7. 212 minutes. There are 60 seconds in a minute. 212 minutes = 150 seconds

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 1] 80

Answers
8. (a) Morning. It was before midday. The clock showed 08:35; in the evening it would
have shown 20:35.
(b) Twenty-five minutes to nine in the morning; 8:35 a.m.
(c) 205 minutes
(d) 15 minutes
(e) Card 2: 16 minutes Card 3: 18 minutes
Card 4: 14 minutes Card 5: 17 minutes
(f) It takes her between 14 to 18 minutes to make one card; the time varies by four
minutes. Average time per card is about 16 minutes.
(g) 80 minutes or 1 hour and 20 minutes
(h) 125 minutes or 2 hours and 5 minutes
(i) 10:20
(j) Approximately 48 to 50 minutes. Yes, she will finish before her sister returns.

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 1] 81

Answers
9. (a) 5 minutes 22 seconds
(b) 3 minutes 13 seconds
(c) 19 seconds
(d) 12 minutes 1112 seconds

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 1] 82

Answers
10. Learners’ answers will vary.

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 1] 83

Answers
11. (a) 11:28:34
(b) 12 seconds
(c) 1 minute 25 seconds
(d) 4 minutes 40 seconds

6.5 Calendar time

Teaching guidelines
This section and Section 6.6 are much shorter than the middle sections (6.3 and 6.4). You
might like to cover Sections 6.5 and 6.6 in 1 hour.
First assess how much learners know about how a year is put together – how many days
there are in a year, in different months, and in a week, as well as how many months there
are in a year. You can use the tinted passage on page 78 to fill in any gaps. You might need
to check that learners know the difference between leap years and other years.
You could let learners complete question 1 in class and use question 2 for additional
practice (e.g. as homework).

Answers
1. (a) to (d) Learners’ answers will differ.
(e) Learners can count on their knuckles, starting with January on a knuckle,
February off a knuckle, March on a knuckle, etc. All the months on knuckles have
31 days, as long as you count both July and August on knuckles.
Learners can also recite rhymes such as:
Thirty days has September,
April, June and November,
all the rest have thirty-one
except for February,
which has twenty-eight
– rain or shine –
but in leap years, twenty-nine.
Accept any other correct ways that learners may suggest.
(f) Depends on the year.
(g) Depends on the year. No.

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 1] 84

Answers
2. (a) 31 days
(b) 4 full weeks
(c) Yes. February has 29 days.
(d) Thursday
(e) 81 days
(f) 56 days
(g) 19 July; Tuesday (Note: 9 August is Women’s Day, hence it is not a school day.)
(h) Freedom Day; South Africa’s first fully democratic election
(i) 99 days
(j) 18 August

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 1] 85

6.6 Years and decades
Teaching guidelines
Work through the tinted passage and the “timeline” with the class. You could also draw a
timeline on the board, and ask learners to suggest events/information that you can add to
it, for example:

1950s 1960s 1970s 1980s 1990s 2000s 2010s 2020s

1950 1960 1970 1980 1990 2000 2010 2020 2030

2004
Tsunami
Harry Potter books 2016 Olympic Games
first published in Brazil

You could then also add the information that the learners bring to class – see question 5.

Answers
1. The answer depends on what today’s date is.
2. Learners’ answers are determined by their current age. They have to add 10 years to it.
3. Learners’ answers will differ, because it depends on how old they are now.
4. Learners’ answers will differ.
5. Learners’ answers will differ.

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 1] 86

Grade 5 Term 1 Unit 7 Data handling
Learner Book Overview
Sections in this unit Content Pages in Learner Book
7.1 Asking questions about a situation Asking questions that can be answered by collecting and analysing data 81 to 82
7.2 Drawing and interpreting graphs Drawing and interpreting bar graphs, interpreting pie charts, and interpreting and 83 to 86
drawing pictographs
7.3 Summarising and analysing data Working with a data table, identifying the mode, drawing conclusions and making 86 to 89
predictions
7.4 Project Gathering data about waste at school 90

CAPS time allocation 10 hours

CAPS page references 30 to 31 and 145 to 146

In this unit we help learners to become familiar with the context of recycling from a data point of view. The unit provides opportunities to work on every step
of the data-handling cycle, namely asking questions, gathering data, representing data, analysing and summarising data, and interpreting and reporting data
about recycling. The topic lends itself to integration with Natural Sciences. If possible, you could get the latest information about waste recycling in South
Africa and adapt the answers. This would enhance the relevance of the topic.

Mathematical background
Data are bits of information about a particular context. We ask questions about a situation or context that lead to the collection of information. The way in
which the data are organised and represented, and the further questions that we ask, allow us to see trends in the data. In data handling we usually work with
large amounts of information related to particular contexts. Instead of focusing on each bit of information separately, the way we organise, represent and
analyse the data gives us ways of talking in general about the data. We look at the data in a global way and draw out trends or characteristics that describe the
data.
Data handling differs from other parts of Mathematics in three respects:
• The answer to data questions is in the information from lots of data gathered.
Data handling is necessary where measurements and frequencies vary, and therefore one measurement cannot provide accurate information about a
situation. Lots of different data can be confusing, so we organise the data that we collect in different ways to get a “picture” of the situation.
• The numbers we use in data handling always have some description of a category they belong to, or some unit of measurement.
In Mathematics, learners work mostly with abstract numbers. In data handling the numbers must be interpreted in a context. The same number 245 can be
245 kg or 245 people, depending on the question.
• Data questions are always answered with a story about the context.
Data handling starts when we need to answer a question about a situation where the property we look at varies. The numerical answers we get by data
handling must be interpreted to answer the question about the situation.

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 1] 87

7.1 Asking questions about a situation
Teaching guidelines
You may introduce the work in this unit by explaining the meaning of the word “data”:
Say we want to answer questions such as “How many learners in our school don’t like to
read storybooks?”, “Why don’t they like to read storybooks?”, “If they were told by their
teacher to read at least one storybook this term, what type of storybook would they
choose?”, etc. The facts, information or opinions that we collect and use as a basis to
analyse and discuss a problem or to suggest answers or solutions, are called data.
Discuss the benefits of recycling with learners, especially from an environmental point of
view. Also discuss possible recyclable material in the school environment.
Some of the questions in this section are designed to help learners clarify their own
thoughts and questions about recycling. Writing down their own questions about
recycling can help to stimulate learners’ interest in the topic. Their questions will also help
you to better understand learners’ prior knowledge about recycling.
You might like to ask learners to discuss the answers to questions 1 and 2 in pairs but to
record their work individually. It is important that you let learners share their answers and
have class discussions so that everyone can learn from each other. You might like to let
learners share their answers to questions 1 and 2 before working through question 3 on
page 82. The ideas generated here will help with the project in the final section.
Answers
1. Here are some possible questions: I wonder how much glass (or paper or plastic) is
recycled every month in the town where I live? I wonder how much recyclable waste
ends up in our town’s landfill(s)? I wonder how much waste we can recycle at home
and what kinds of waste? I wonder how much glass (or paper or plastic) a waste collector
collects every day? I wonder how many people sort their waste? I wonder why some
people recycle and others don’t? I wonder how much we can earn by recycling glass (or
paper or plastic)? I wonder what is the most popular material to collect for recycling?
2. (a) Waste is anything that someone does not need anymore. Things become waste
when they are not needed any more, for example when we have used the milk in a
container or food in a tin, the container or tin becomes waste.
(b) Learners think about the route to the landfill of waste that is collected. If we run
out of landfill space, we will pollute land and rivers with excess waste, affecting
our drinking water and the quality of the food we eat. Birds, animals and
indigenous plants will be affected.
(c) Learners’ answers will vary. If we know how much and what types of waste we
create, then we can plan to create less waste, and to recycle waste more efficiently.
Municipalities can use the information to plan how much landfill space they will
need. Waste buy-back centres can use the information for planning.

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 1] 88

Possible misconceptions
The idea of “average waste per person” will be new for most learners. They may think that
every person actually wastes the amount given. No one knows exactly how much waste
was produced by any individual in different provinces; they only know the total waste
produced and the number of people living in the province. The kilogram amounts given in
the table are amounts calculated by dividing the total waste in any of the provinces by the
total number of people in that specific province. For instance, the 113 kg of the Eastern
Cape province indicates that people in the Eastern Cape produce on average 113 kg: some
people will produce a lot more waste and others will produce less waste.

Mathematical notes
Part of data handling is using facts such as the numbers generated – for example the
answers to questions 3(a) and (b) – as the basis for making an opinion, drawing
conclusions or asking further questions. In general, the facts are used for further
reasoning, as in question 3(c).

Teaching guidelines
Allow learners to share their answers to question 3(c), so that they can learn from each
other.

Answers
3. (a) Western Cape, Northern Cape, Gauteng and Mpumalanga
(b) North West, Limpopo, Free State, Eastern Cape and KwaZulu-Natal
(c) Learners’ answers will vary; accept all reasonable answers. Some examples of
answers are provided:
Provinces with many big cities, which have many shops and restaurants, may
generate more waste per person than provinces that are more rural. (Northern
Cape is an exception to this reason. Ask learners to think of a reason why this
province generated such a large amount of waste per person).
It may also be that the wealthier provinces produce more waste than the poorer
provinces.
Provinces with many tourists and migrant workers may show a large mass of waste
per person. However, the tourists are not counted as living in the province.
Similarly, it may be that not all people, for example migrant workers, who work
and stay in a certain province (and therefore also generate waste in that province)
are registered as living in the province and so they are not included in the
calculation.

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 1] 89

7.2 Drawing and interpreting graphs
Mathematical notes
Converting the data in the table on page 82 to a bar graph allows learners to see at a glance
in which provinces the average waste generated per person is high and in which provinces
it is low. Learners are asked to compare the data per province in two ways: firstly by finding
the difference (subtracting) and secondly by finding how many times more one is than the
other (multiplying or dividing). This lays the basis for working with pie charts. Pie charts
also look at proportions of data in relation to each other.
Teaching guidelines
Prepare a frame of the bar graph and copies of the pie charts on the board or on posters to
use during a class discussion.
Answers
1.
Kilograms of waste per person in 2011

800
750
700
Number of kilograms

650
600
550
500
450
400
350
300
250
200
150
100
50
0

Provinces

2. (a) Western Cape: about 675 kg of waste collected per person; Eastern Cape: about
113 kg of waste collected per person; 675 kg − 113 kg = 562 kg
The waste per person collected in the Western Cape was 562 kg more than the
waste per person collected in the Eastern Cape.
(b) The bar for the Eastern Cape fits almost seven times into the bar for the Western
Cape. Therefore, on average, a person in the Western Cape generates almost seven
times the amount of waste that a person in the Eastern Cape does.

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 1] 90

Teaching guidelines
Learners will have seen and interpreted fractions as sectors of a circle in the Foundation
Phase. However, they may only have worked with examples where all the sectors in any
circle are the same size. In question 4, each sector represents a different fraction (fifths,
quarters, eighths, etc.). You can first let learners work with cut-out circles, which they fold
into quarters. Then ask them to mark half and three eighths. Show learners a circle with a
quarter and five eighths marked, and ask them to identify the fraction parts with reason.
In question 4 learners will have to approximate what fraction of the circle each sector is.
In question 4(e), learners may at first say the statement is false. You can then ask the class
how they think builders’ rubble could be at least partially recycled.
Answers
3. (a) Learners can compare any two bars, so their answers will vary. One example is
provided here:
Northern Cape: about 547 kg per person; Free State: about 119 kg per person.
Therefore, a person in the Northern Cape generates about 428 kg more waste than
a person in the Free State.
The bar for the Free State fits about four and a half times into the bar for the
Northern Cape. Therefore, a person in the Northern Cape generates about four
and a half times more waste than a person in the Free State.
(b) Learners check each other’s calculations and estimates.

4. (a) The green sector is about one fifth of the circle, therefore organic waste formed
about one fifth of all municipal waste in the Western Cape in 2011.
(b) The waste that could be recycled was between a quarter and a fifth of all municipal
waste in the Western Cape in 2011.
(c) The blue sector is about three eighths of the circle, so about three eighths of all
waste in Gauteng in 2011 was waste that could not be recycled.
(d) In Gauteng. The red sector represents recyclable waste: it is about one quarter of
the circle.
(e) True. Composting will eliminate the organic waste represented by the green
sectors; recycling will eliminate the waste represented by the red sectors and some
of the builders’ rubble represented by the yellow sectors. Then it is only a little
more than the waste represented by the blue sectors that will go to the landfills.

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 1] 91

Teaching guidelines
Data handling is about making sense of large sets of data. In data representations the
information is rounded to approximate values. Learners are used to working with exact
answers in Mathematics and may resist working with approximations. Explain to learners
that they have to find a scale where the rounding shows the relative size of the groups as
accurately as possible. In question 6, let learners try out a scale of 25 and of 50 and discuss
the amount of inaccuracy. Then let them try scales of 30, 20 and 10. Thirty is the most
convenient rounding for the data, as it shows the relative proportions of the groups of
waste pickers most accurately, and yet the bars are not too long. Learners must remember
to always say “almost” when they read the frequencies from pictographs.
Answers
5. (a) Yes, the number of people who earn an income by recycling is slowly increasing.
You can see this at a glance by looking at the pictograph. In 2009 there were about
35 000 workers and in 2014 about 50 000 workers.
(b) 2011: about 40 000 people (c) 2013: about 45 000 people
6.
Number of street waste pickers in Pretoria
Key: = 30 = 15
Learners can
choose any
sensible icon,
such as stick
figures for
example, to
represent
groups of
people. Some
learners may
use a scale of
1:10 or 1:20
instead of the
scale of 1:30
used here.

2009 2010 2011 2012 2013 2014

Year

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 1] 92

Possible misconceptions
This may be the first time that learners work with pictographs with many-to-one
representations. Some learners may not realise that each icon represents more than one
data item. You many need to alert learners to the key. You can ask learners why each
person in the information is not represented by one icon, i.e. why do icons represent
groups of people.

7.3 Summarising and analysing data

Mathematical background
Graphs provide a visual image of data. Another way of analysing data is to look at the
shape of the data, i.e. how spread out or clustered it is. Measures of data allow one to
describe the spread and the centre of the data. In this section learners begin to examine the
typical value or centre of the data by using the concept of mode. The mode of ungrouped
numerical data is the data value that appears most.
In many areas of Mathematics there are one or more definite answers to questions or
calculations. Data handling often involves a much higher degree of uncertainty.
Reasoning in uncertain situations may make learners feel insecure, because they are not
used to doing it. In data handling learners need to use their analysis of the data as evidence
to back up an argument. In question 3 you may need to support learners to give reasons for
their answers that they find in the data in the table.

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 1] 93

Teaching guidelines
You can begin by clarifying what a recycling buy-back centre is. You can also ask learners
what kinds of information will help a recycling buy-back centre to run more efficiently
and effectively. You can compare their answers with the information provided on page 86
of the Learner Book.
Completing the table in question 3 requires doing 20 calculations of the same type, i.e.
adding four values. To save class time and prevent learners from getting bored, you can let
different learners do different calculations. Let at least two learners do each calculation so
that they can check each other’s answers. It is more valuable for learners to add one group
of numbers and check to find the reason for any mistake they might have made, than to
ask all learners to do all 20 sets of addition.
There are some questions in this section that require calculations: these questions will
have exact answers. However, most of the questions require learners to reason about the
context and the data. In these questions learners’ answers will vary. It is important to
accept all reasonable answers, but it is more important that learners share these answers
with each other, and that you allow time for learners to discuss these answers and to learn
from each other.

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 1] 94

Answers
1. (a) Learners’ answers will vary, for example: I wonder if she receives more waste on a
Monday, i.e. after a weekend, than on other days? I wonder if she receives more
glass than paper? I wonder if she receives more waste in the morning or in the
afternoon? I wonder how much glass/paper/plastic she typically receives per day?
(b) The sample questions in (a) can all be answered with the data. Three examples are
provided:
To answer “I wonder if she receives more waste on a Monday, i.e. after a weekend, than
on other days?”: Compare the total amounts of waste that she receives each day.
Draw a bar graph.
To answer “I wonder if she receives more glass than paper?”: Compare the amounts of
glass per day to the amounts of paper per day. Draw two bar graphs.
To answer “I wonder if she receives more waste in the morning or in the afternoon?”:
Compare the total amounts of waste received each morning with the total
amounts of waste received each afternoon. Draw two bar graphs.
2. (a) 25 kg
(b) There are four modes: 40 kg, 41 kg, 49 kg and 56 kg

3. Day Total mass Total mass Total mass Total mass

of unsorted of paper of glass of plastic
waste
Monday 400 kg 110 kg 203 kg 87 kg
Tuesday 373 kg 118 kg 171 kg 84 kg
Wednesday 388 kg 126 kg 179 kg 83 kg
Thursday 418 kg 150 kg 190 kg 78 kg
Friday 433 kg 162 kg 171 kg 100 kg

(a) On a Friday. It may be because the buy-back centre is in an area where people put
out their bins on a Friday; it may be because the street waste pickers collect during
the week and deliver on a Friday; it may be that more waste pickers deliver waste
on a Friday than on other days. We need more information to be sure.
(b) They receive more glass on a Monday than on any other day. It may be that
people drink more beer and wine over weekends and that there are more bottles to
collect on a Monday. We need more information to be sure.

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 1] 95

Answers
3. (c) Plastic is lighter than glass. If you compare two bottles of the same size, the plastic
bottle is lighter than the glass bottle. So, a trolley full of plastic will be lighter than
a trolley full of glass.

4. Learners’ answers will vary. One example could be:

On Monday the greatest number of waste pickers delivered waste: 25. On Thursday the
smallest number delivered waste: 12. On both Wednesday and Friday 20 waste pickers
delivered waste. On Tuesday 15 waste pickers delivered waste.

5. (a) Day Total mass of unsorted waste Money paid

Monday 400 kg R4 000
Tuesday 373 kg R3 730
Wednesday 388 kg R3 880
Thursday 418 kg R4 180
Friday 433 kg R4 330

She should plan to have about R4 500 available if this is a typical week. Some
weeks may vary, but R4 500 is enough for 17 kg more than the biggest amount of
waste this week.
(b) No, it is very unlikely that the data will be exactly the same every week. The
amounts of waste collected vary, the number of waste pickers that deliver vary,
and the times at which they deliver waste to the buy-back centre vary. But if
Mrs Mmako says this week is typical, then she means there is not much variation
from week to week.
(c) Amount paid: R4 000
Total number of waste pickers: 25
R4 000 ÷ 25 = R160
On a Monday each person typically received about R160.

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 1] 96

7.4 Project
Teaching guidelines
This project will take about three weeks to complete. Learners must plan the project in
the first week and inform the participants (people from whom the data is going to be
collected). During the second week they must gather data by sorting and weighing the
waste every day, and record the data. During the third week they must represent, analyse
and interpret the data.

Week 1
Help learners with the following preparations:
• Make labels for the different containers that will be used to hold the waste.
• Talk to the school during assembly to inform them about the project.
• Find a suitable scale to weigh the waste.
• Prepare a data-collecting sheet (see assessment criteria below) that shows the day,
the kind of waste and the mass.
• Form groups and decide who will gather and analyse data of different kinds of
waste.
Week 2
• Help the groups to collect data about different kinds of waste.
• Help the groups to collect, sort and weigh the waste daily (remember to collect
waste paper from the office too).
Week 3
• Share your assessment criteria with learners. For example:
Data gathering: The data must be recorded daily in a table. (5 marks)
Data representation and analysis: The data must be represented in bar graphs
or pictographs. The graphs must have a heading, labels on the axes and/or a key.
The scale must be correct. The bars must be drawn accurately. The graphs must be
neat and easy to read. (10 marks)
Data interpretation and reporting: Each group must write a report to say
what questions they wanted to answer, how and where they gathered the data,
and what they found. (10 marks)
• Provide learners with paper to draw the graphs.
• Arrange for learners to present their findings to each other, or to an audience of
schoolmates and teachers.
Resources
Containers for waste collection; a scale to weigh waste; data-collecting sheets; paper to
draw graphs (see Addendum, pages 413 and 414)

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 1] 97

Grade 5 Term 1 Unit 8 Properties of two-dimensional shapes
Learner Book Overview
Sections in this unit Content Pages in Learner Book
8.1 Curved and straight lines Lines are essential parts of all shapes 91 to 93
8.2 Figures with different shapes Identifying and naming polygons by counting the number of sides 94 to 96
8.3 Angles Angles are used to compare the orientations of pairs of straight lines 97 to 98
8.4 Right angles around us Right angles occur when two lines cross to form four equal angles 99 to 100
8.5 Angles and sides in two-dimensional figures Comparing shapes by comparing lengths of sides, and angles 101 to 103

CAPS time allocation 7 hours

CAPS page references 21 to 22 and 147 to 149

Mathematical background
Figures are made up of curved and straight lines. The lines may be connected, or not, to form closed or open figures. The lengths of the lines may vary within a
figure and also from figure to figure. The directions that lines face (orientations of lines) vary within a particular figure and also from figure to figure. We use
the concept of angle to compare the orientations of pairs of straight lines. Length and angle size are the basic quantities we use in geometry.

Both length and angle are measurable quantities. Learners go through four stages when learning to measure:
1. Identifying and understanding the property they are measuring
Most Grade 5 learners know when they are measuring length, mass or capacity/volume. Angle, however, is a new measure and most learners struggle to
understand what they are measuring when they first encounter angles. Spend time developing the concept of angle.
2. Comparing and ordering examples of a particular measure (see questions 1 and 2 of Section 8.4)
Instead of measuring angles, learners are asked to compare different angles between straight lines. This is to allow them the opportunity to develop a
feel for the sizes of angles. Learners who can say “This angle is bigger than that angle” with the same confidence as when they say “This line is longer
than that line” will be in a very strong position when they eventually begin to measure angles. In this unit learners first compare angles by sight.
3. Using informal or non-standard units to measure (see question 6 of Section 8.4 and question 2 of Section 8.5)
In this unit learners make templates of angles and use them to check whether angles are the same size or not.
4. Using formal or standard units to measure
Measuring with formal or standard units allows many people in many different places to measure, quantify and compare measurements using the same
measure. Learners will measure angles with protractors from Grade 7 onwards.
The aim is to develop an understanding of what an angle is, and what does and does not affect the size of an angle, before working with formal instruments to
measure angles in later grades. Without this focus on angle concept, many learners may never understand what an angle is. In this unit many of the activities
must be allowed to be learner driven.

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 1] 98

8.1 Curved and straight lines
Mathematical notes
There are two basic kinds of lines: straight lines and curved lines. Curved lines may be parts
of circles, or they may not.
This section is an informal look at straight lines and curved lines. When we speak of
these types of lines we usually mean smooth lines. There are also “lines” that are not
smooth. They may look straight or curved as a whole, but they may be quite crooked
close-up. The lines we attempt to draw freehand may not be smooth; they may be rather
crooked.

Teaching guidelines
If possible, encourage learners to find interesting examples of shapes made up of curved
lines and straight lines.
You can begin by asking learners: “What kinds of lines do we find in the shapes around us?”
For enrichment (you may decide if the time is ripe for your learners to explore a bit
further) you may ask your learners a question like: “Is a crooked line crooked everywhere?” or
“Can we imagine a crooked line as many tiny straight or curved lines?”
Drawing lines helps to focus learners’ attention on the features of the lines. In this
section learners are asked to draw various curved and straight lines freehand. Often our
skill at representing our ideas in diagrams does not do those ideas full justice. So, when
your learners draw freehand straight lines and freehand circles, encourage them to do so as
neatly as they can, but do not allow them to spend too much time on each line or circle.
We often draw freehand sketches to explain something to someone else. Everyone agrees
that the not-so-smooth straight and curved lines we draw represent perfectly smooth
straight and curved lines in our heads.

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 1] 99

Notes on questions
Curved lines may or may not be parts of circles. In question 1 there are two shapes with
curved sides and two shapes with four straight sides. Drawing lines helps to focus learners’
attention on the kind of line (in these examples straight or curved). Seeing shapes within
shapes is a useful skill: learners will use this skill often when they do FET geometry.

Answers
1. (a) Learners’ own freehand drawings of the two circles of different sizes
(b) Learners’ own freehand drawings of the two squares of different sizes and with
different orientations

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 1] 100

Notes on questions
The picture of a curve drawn over rectangles in question 2 is used to
focus learners’ attention first on curved lines and then on straight
lines.
One kind of spiral is shown on page 93 of the Learner Book. There
are other kinds of spirals. An example is shown alongside.
The only requirement for a spiral is that, as it continues to spiral
(widen), the line becomes longer and moves further away from the
starting point at the centre of the spiral.

Answers
2. (a) Learners’ freehand drawing of a spiral. It does not have to be the same kind of
spiral as the one shown on page 93.
(b) Learners’ freehand drawing of the blue lines that make up the eight rectangles,
i.e. they copy the blue diagram but not the red spiral on it.
3. Learners’ freehand drawing of lines
4. Learners’ freehand drawing of circles

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 1] 101

8.2 Figures with different shapes
Mathematical notes
Two-dimensional figures are characterised by
• the number of sides they have,
• whether the sides are straight lines or curved lines,
• the lengths of the sides, and
• how the sides are oriented towards each other at the places where they join (i.e. the
size of the angle between them).
In the Intermediate Phase, learners begin to focus on the properties of shapes. When we
group shapes according to their properties, we call it classifying shapes.

Notes on questions
Question 1 draws learners’ attention to angles. The concept of angle is introduced
informally here. This is further explored in Sections 8.3, 8.4 and 8.5. Question 2 continues
the focus on straight and curved lines. Question 3 focuses on open and closed figures. In
questions 4 to 8 and Section 8.5 learners work with closed figures and their shapes.

Teaching guidelines
Encourage learners to begin thinking about the properties of shapes and how different
shapes are related to each other. Drawing figures and talking about their shapes is a way
to start.
You may open the section with a few questions that will help learners to compare shapes
and, in so doing, to group and classify them. The following two questions may be useful:
“What do these figures have in common?” and “In what way do the figures differ?”
It is advisable to view this section as being about more than just its contents. Focus also
on the process of organising and classifying.

Answers
1. (a) to (c) Learners’ own freehand drawings of the angles
2. (a) to (b) Learners’ own freehand drawings of the shapes
3. Open figures: A and C
Closed figures: B and D

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 1] 102

Teaching guidelines
In question 4 learners will classify the figures by looking only at their number of sides. You
may find that some learners lose focus and start looking at other properties of the figures. If
so, help them to return their focus to counting the number of sides of each figure.
Learning to focus on specific things when there are many things that may grab our
attention is a very important skill in Mathematics and in life. Generally, refocus learners’
attention on the particular characteristic under discussion whenever they blur different
characteristics and lose focus (e.g. if they muddle up length and angle size when asked
about only one of these).

Possible misconceptions
Sometimes when learners see figures that look like stars, they count the pointers of the
stars instead of counting the sides of the figures. If learners incorrectly call Figure G in the
Learner Book a pentagon or Figure I a quadrilateral, then they have counted the number of
pointers and not the number of sides. You can ask learners that make this mistake to draw
larger versions of these figures, and to count the sides as they draw them.

Answers
4. (a) Triangles: H
(b) Quadrilaterals: B, D, M, S, U
(c) Pentagons: A, O, P, Q
(d) Hexagons: C, F, K
(e) Heptagons: E, J, L, N, R, T

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 1] 103

Teaching guidelines
In questions 5, 6, 7 and 8 you can start by asking learners to talk about “What is the same in
all three figures?” This will consolidate the fact that we name polygons according to their
number of sides. However, now they will also need to think about the lengths of the lines
and the sizes of the angles. Let learners puzzle this out themselves.

Notes on questions
Questions 5 to 8 anticipate the work that learners will do on angle size and side length in
Section 8.5. You might like to read ahead to that section.
Intermediate Phase learners are exposed to both irregular and regular shapes. Learners
are expected to recognise two-dimensional shapes, whether they are irregular or regular.
Question 4 on page 95 of the Learner Book is a good example of the range of each kind of
shape that learners are expected to recognise and name. Irregular shapes are the more
general form. Learners are not examined on either the definition of regular shapes or the
ability to distinguish regular from irregular shapes. You will notice that they are not
expected to do either in this unit.
This section ends with a definition of regular polygons, and the red figures are examples
of these. This definition is intentionally left to the end of the section because it is not a
focus in the unit.

Possible misconceptions
Learners may have the regular two-dimensional shapes (like those in red) in mind
when they are asked to make decisions about the characteristics or names of figures
they are shown. For example, they may recognise only the red figure in question 7 as a
pentagon. They may say that irregular pentagons are not pentagons (e.g. the black figures
in question 7 or pentagons that are shaped like an outline of a house: ). In such cases
remind learners that the naming is about the number of sides, not about the
orientations or lengths of sides.
For a polygon to be regular, both the following conditions must be met: all the sides
must be the same length and all the angles must be the same size. If only one of the
conditions is met, a figure will not be regular. A square is regular because all its sides are the
same length and all its angles are right angles. A rectangle is not regular because although
all its angles are right angles, all its sides are not the same length. A rhombus is not regular
because although all its sides are the same length, all its angles are not the same size.

Answers
5. to 8. Different side lengths and different angle sizes

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 1] 104

8.3 Angles
Mathematical notes
The idea of angle can only be properly understood with reference
to the ideas of direction and rotation (turn). Two lines that do not
have the same direction are said to be at an angle to each other.
The difference between the directions of two lines can be measured in terms of how much
you have to turn the one line to make its direction equal to that of the other line.
Only when the concept of angle is grasped does the need to be able to measure angles
become important. Resist the temptation to talk about degrees or to focus on using
protractors; learners will get to this in Grade 7. Focus on developing the concept of angle.
Teaching guidelines
You can let your learners experience angles as changeable things (i.e. variables). The
examples of opening a door, lifting an arm and opening a book will help fix this idea in
learners’ minds. Ask them simple questions such as “Is the angle getting bigger or smaller?”
and “Describe how the angle is changing” while a door or book is being opened or closed, or a
volunteer lifts or drops a straightened arm.
You can also use two sticks to show the concept of angle described in the first paragraph
of the “Mathematical notes” above, or let learners work with two strips of cardboard (see
the Grade 6 Learner Book, page 93).
Possible misconceptions
The angle concept is one of the most troublesome in school mathematics. Many learners
go on to tertiary education without a meaningful grasp of what an angle is. The most
common misconception is that an angle is somehow a length measurement.
There are two ways you can try to avoid or change this misconception. One way is to give
learners a set of cut-outs of shapes of different sizes, but ensure that they all have the same
angle at one corner. First ask learners whether, just by looking carefully, they think the
angles are the same or not. Then ask learners to put the shapes on top of each other to
confirm they have the same angle. Another way is to have a volunteer stand with his one
arm extended and raised away from his side to form an angle between his arm and upper
torso. Ask the volunteer to keep his arm in a fixed position. Place a straight stick or ruler in
his hand and ask learners if the angle has changed. Place another stick/ruler along his side
and ask the same question again. As long as the volunteer keeps very still, the angle
between his arm and torso is unchanged.
Answers
1. Learners’ descriptions of angles in the classroom will differ from class to class.

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 1] 105

Answers
2. (a) to (f) Learners’ own drawings of lines and arcs to show angles.
Some examples are shown below.

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 1] 106

8.4 Right angles around us
Mathematical notes
Right angles are important references in geometry. If you can recognise a right angle, then
you know whether an angle is bigger or smaller than a right angle. So recognising right
angles helps learners to distinguish acute angles from obtuse angles from Grade 6 onwards.
It also helps learners to know that they have read the correct scale on a protractor when
they start using protractors in the Senior Phase.
Right angles also play a very important role in applications of mathematics in the
construction industry, in woodwork, and so on.
The right-angle template is a tool. It allows us to decide whether a given angle is a right
angle or not. This is the germ of the idea of measuring angles. To measure the size of angles
we need some sort of reference instrument. The right-angle template is simply a special
reference instrument for right angles. The idea of making templates for other angles arises
in the next section.

Teaching guidelines
You can use the summary paragraphs and related sketches to show learners that when two
lines cross and make four angles of the same size, we call these angles right angles. You can
then demonstrate how to fold a right-angle template. Ask learners to walk around the
classroom and find three angles: one right angle, one angle smaller than a right angle, and
one angle bigger than a right angle.
When learners do question 2, ask them not to copy the sketches on page 99. They should
rather draw two lines that form different angles than those in the sketch when they cross.

Answers
1. and 2. Learners’ own freehand drawings

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 1] 107

Teaching guidelines
Make a plumb line in class and demonstrate how it can be used to check whether a
cupboard stands upright.

Answers
3. Check with a right-angle template whether the angle between the table top and
the plumb line is a right angle.

4. Monitor learners’ practical activity.

5. Monitor learners’ practical activity.

6. (a) to (c)

A A A A
A A A

A A
O O O O
A A
O A A O A A O

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 1] 108

8.5 Angles and sides in two-dimensional figures
Mathematical notes
This section brings together the ideas of line size (length) and angle size. The idea of an
angle template for any angle is also explored.
Teaching guidelines
Learners are asked to make comparisons of angles and lengths in a number of figures, and
to draw conclusions about their shapes. To do this meaningfully, they need a way of
showing that one angle is smaller than another, or that one line is longer than another. In
all cases, the only way to be certain is to have a reference tool. Encourage learners to find
ways of checking using tools. Sheets of paper can be used to fold or cut out angle
templates. Explain to learners that, unless the angle template they make fits exactly on
the angle in the given figure, they are not working accurately.
Be aware that learners are never asked to give the lengths of any of the sides of the
figures. It may be best not to use a ruler to measure line lengths at first, but rather to mark
off lengths on the edge of a sheet of paper – a length template. This will establish a
conceptual link with the idea of individual angle templates, which are either folded or cut
out to be exactly the same as a given angle.
For questions 1 and 2, it will help learners if one learner has the Learner Book open on
page 101 and the learner next to them has it open on page 102. This will allow learners to
read the questions and see the figures at the same time, instead of trying to keep the
questions in their heads while they turn the pages to see the diagrams.
Notes on questions
In question 1, ask learners to look at the figures in the Learner Book when they answer the
questions about the angles and to only use their own drawings for writing down what they
have decided (their own drawings are unlikely to be very accurate).
Answers
1. (a) and (b) All angles are smaller than right angles and should be marked with A.
(c) and (d) All angles are right angles and should be marked with c.
Possible extension
When learners are asked to draw copies of given figures it is unlikely they will make very
accurate copies to begin with. Allow them to work in small groups to compare how well
they have copied particular figures. It is very likely that there will be some variation
between their individual efforts. This raises the important questions: “How can we decide if
my copy is good?”, “How can we tell if her copy is better that his?”, “How do we make sure that my
copy is an exact copy?”, etc. The key is to make angle and length templates.

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 1] 109

Notes on questions
In question 2 (as in question 1), learners have to base their decisions on the figures in the
Learner Book, not their own drawn figures, which are unlikely to be exact copies of the
given ones.

Answers
1. (e) No right angles. The angles at the top left and bottom right of the figure are bigger
than right angles. The angles at the top right and bottom left are smaller than
right angles.
(f), (g), (h): No right angles. All the angles are bigger than right angles.

2. (a) Figures with equal-length sides: (a), (d), (f), (g)

(b) Figures with equal-size angles: (a), (c), (d), (f), (g)

3. (a) Learners’ own work: the other two angles will be smaller than right angles.

(b) Learners’ own work. It is impossible to draw a triangle with two angles bigger than
right angles because the lines/sides will never meet (i.e. a closed figure cannot be
formed).

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 1] 110

Notes on questions
Note that question 5 refers back to question 1 (page 101 of the Learner Book), not to
question 4 (page 103). It may help learners if one learner has the Learner Book open on
page 103 and the learner next to them has it open on page 101.
You could also ask learners to identify which figures in question 4 are squares, which are
rectangles and which are parallelograms. Here you can check whether learners are able to
identify squares when their sides are not parallel to the sides of the page. The letters of the
alphabet p, q, d and b all have the same shape, but are considered different because they
face different directions. Sometimes learners think that if shapes face a different direction
they are different shapes. This misconception often happens with squares. The shapes
below are all squares.

It is important that learners see the same shapes in a range of different positions. You can
cut a piece of card into the shape of a square. Place it against the board and trace around it.
Move it to a different place on the board and turn it so that no side is parallel to the edges
of the board. Repeat this several times. Each time ask learners to identify the shape that
you have drawn. Ask them whether the properties of the shape have changed.
Question 6(b) anticipates the work that will be done in Term 3. You might like to read
the notes for Section 6.2 in Term 3 Unit 6 of this Teacher Guide.

Answers
4. (a) The blue and black quadrilaterals have right angles only; the red quadrilaterals
have no right angles.
(b) The black and blue figures are similar in that all their angles are right angles. They
are all quadrilaterals. They all have straight sides.
(c) The black figures have four sides of equal length. The blue figures have two pairs
of opposite sides with different but equal lengths.
5. (a) Squares: Figure (d)
(b) Rectangles: Figures (c) and (d)
6. (a) No, all rectangles are not squares.
(b) Yes, all squares are rectangles.

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 1] 111

Grade 5 Term 1 Unit 9 Capacity and volume
Learner Book Overview
Sections in this unit Content Pages in Learner Book
9.1 Capacity and volume Understanding the difference between capacity and volume 104 to 106
9.2 Make a measuring jug Using small units of volume to make a scale on a bottle, to measure any 107
volume that can fit in the bottle
9.3 Litre and millilitre Learning about the units for measuring volume and capacity 108 to 110
9.4 Calculations and problem solving Using the concepts of volume and capacity in different contexts 110 to 111

CAPS time allocation 5 hours

CAPS page references 26 and 150 to 153

Mathematical background
• The term “volume” is used to indicate how much space is taken up by an amount of liquid or other form of material, or by an object.
• The term “capacity” is used to indicate how much space is available in a container, irrespective of how much of the space is taken up at a given
moment.
• The same units of measurement are used for volume and capacity.

Though the capacity of a cup or the volume of a liquid is given in litres and millilitres, these units are based on cubic units. The millilitre is really the cubic
centimetre.
2
Length we measure in straight centimetres. Area we measure in centimetres × centimetres (cm ; draw yourself a square with each side 1 cm long). Volume we
3
measure in centimetres × centimetres × centimetres (cm ; draw yourself a cube, like the one you see on page 105 of the Learner Book; each side is 1 cm long).

A litre is really 1 000 of these little cubes. If you packed 1 000 of the little cubes together you would get a bigger cube, 10 cm × 10 cm × 10 cm in size. (Draw this
3
for yourself.) The volume of that cube is one litre. So, one litre is 10 cubic centimetres or 1 000 cubic centimetres.

If we take the litre as our standard unit of volume, then the small unit is the millilitre. So 1 ℓ has the same volume as 1 000 ml.

Resources
A tall, narrow glass and a short, wide glass; eight identical glasses; four glasses with the same height but different diameters; 1 ℓ coloured liquid (e.g. tea or
cooldrink or water coloured with food colouring); four or more standard teacups; a 1 ℓ container; water; sand; plastic bottles, identical glasses or jars, etc. – see
Section 9.2

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 1] 112

9.1 Capacity and volume
Teaching guidelines
This unit deals with liquids and the volumes of liquids, but do not treat it as something
strange and different to the mathematics the learners already know. Everything they have
learnt, including fractions, division and scales on measuring instruments, is going to be
useful.
Possible misconceptions
Many young learners will say that the glasses in question 1 contain the same volume of
water, and in question 2 that the glass at the beginning of the row contains more than the
glass at the end of the row. They look only at the height of the water and do not think about
the diameter of the glasses. Later on, they will begin to realise that the diameter of the glass
is also important, and that they must consider both height and diameter. When learners
consider both dimensions, by themselves and without you telling them, they have
developed a new cognitive ability.
Not all learners, even in high school, have this thinking ability, but you can help them
to develop it. Do this practically with a tall, narrow glass and a short, wide glass. Fill a
container with coloured water and pour all the water into the tall glass. Then refill the same
container and pour all the water into the short, wide glass. How can the learners work out
that the two glasses contain equal volumes of water? Well, the same container held both
volumes, so they must be equal!
Critical knowledge
It is important that learners understand the difference between capacity and volume.
“Capacity” means how much a glass (or other container) can hold – it doesn’t matter
whether there is something in the glass or not. “Volume” is about how much water (or
other substance) is actually in the glass. The glass might not be full. We can say this in
another way. We can say “the glass is not full to capacity”.
Notes on questions
Learners may have heard a sports commentator say: “The stadium is full to capacity.” This
means the stadium is holding all the people it can hold.
Do not tell learners to compare the diameters of the glasses in question 2. Rather ask
them to tell you all the differences they can see between the four glasses. Then some of the
learners will notice that the diameters are different.
Answers
1. (a) The glasses contain different volumes of water.
(b) The sizes of the glasses differ.

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 1] 113

Possible misconceptions
Some learners may believe that there is less water in each glass as one moves from left to
right in the picture in question 2. This may result from the misconception that if the
height of the water column is less (i.e. lower), the amount (volume) of water is also less,
irrespective of the width of the glass. To help such learners overcome this misconception,
you may demonstrate that when the water in a narrow glass is poured into a wide glass, the
height is lower in the wider glass. Also demonstrate that when the water is poured back
into the narrow glass, it reaches the same level as before.
Because the focus is strongly on liquids in developing the important distinction between
volume and capacity, there is a danger that learners may develop the idea that volume
relates to liquids only. To prevent this misconception, you may fill two similar glasses to
the same level with water and sand respectively, and point out to learners that the volume
of the sand in one glass is equal to the volume of the water in the other glass.

Answers
2. Yes, it is possible. The water in the tall, narrow glass might have the same volume as
the water in the wider glass next to it. That volume of the water might be the same as
the volume of water in the wide glass at the end of the row. As the glasses become
wider, but their heights remain the same, their capacities increase. So, as the glasses
widen, the water levels decrease and it is therefore possible that all glasses contain
equal volumes of water. (Do your learners understand the word “might”? We say
“might” when something is possible but we have not taken measurements to make
sure.)

3. (a) Approximately 250 ml

(b) Approximately 300 ml
(c) 170 ml
(d) Approximately 30 ml to 50 ml

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 1] 114

Teaching guidelines
Ideally you should have a 1 ℓ container with coloured liquid in the class, as well as some
cups and 8 glasses. Let learners do questions 4 and 5, then act the questions out with the
cups and glasses while you take feedback on the answers.
When taking feedback on question 4, you may draw 4 cups on the board and ask learners
what fraction of a litre each cup will contain. Then, when you take feedback on question
5(b), you may ask how many of the glasses contain the same amount of liquid as one of the
cups in question 4. You may also write the following number sentences on the board as a
description of the situation in question 4:
1 000 ml = 250 ml + 250 ml + 250 ml + 250 ml
1 1 1 1
1ℓ = 4ℓ + 4ℓ + 4ℓ + 4ℓ
Once learners have completed question 5, you may ask them to write similar number
sentences to describe the situations in questions 5(a) and (b).

Notes on questions
Question 6 provides learners with opportunities to engage with fractions. To do question
6(b) they have to divide 1 000 in 5 equal parts. The answer can be used to produce the
answers for questions 6(c) and (e).
To do question 6(d), learners will need to recognise that one tenth of 1 000 is 100. You
may ask learners to make and complete tables such as these as an extension to question 6:

100 ml 200 ml 300 ml 400 ml 500 ml

1 2 1 3 4 2 5 1
10 ℓ 10 ℓ = 5 ℓ 10 ℓ 10 ℓ = 5 ℓ 10 ℓ = 2 ℓ

125 ml 250 ml 375 ml 625 ml 750 ml

1 2 1
8ℓ 8ℓ=4ℓ

Answers
4. 4 cups
5. (a) 10 glasses (b) 125 ml (c) 125 ml
6. (a) 2 000 ml (b) 200 ml (c) 600 ml
(d) 700 ml (e) 2 600 ml (f) 1 750 ml

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 1] 115

9.2 Make a measuring jug
Teaching guidelines
You may make one measuring jug in class as a demonstration, and let learners make their
own jugs at home as a project.

1. 1ℓ or 750 ml or 500 ml

2. 200 ml or 150 ml or 100 ml

3. ______ ______ ______

1 000 ml 750 ml 500 ml

______ ______ ______

800 ml 600 ml 400 ml

______ ______ ______

600 ml 450 ml 300 ml

______ ______ ______

400 ml 300 ml 200 ml

______ ______ ______

200 ml 150 ml 100 ml

4. and 5. ______ 1 000 ml ______ 750 ml ______ 500 ml

______ 900 ml ______ 675 ml ______ 450 ml
______ 800 ml ______ 600 ml ______ 400 ml
______ 700 ml ______ 525 ml ______ 350 ml
______ 600 ml ______ 450 ml ______ 300 ml
______ 500 ml ______ 375 ml ______ 250 ml
______ 400 ml ______ 300 ml ______ 200 ml
______ 300 ml ______ 225 ml ______ 150 ml
______ 200 ml ______ 150 ml ______ 100 ml
______ 100 ml ______ 75 ml ______ 50 ml

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 1] 116

9.3 Litre and millilitre
Mathematical notes
Measuring cups such as those shown in question 3 can be used to accurately measure
volumes up to 2 ℓ. Although such jugs can actually hold a bit more than 2 ℓ of liquid, their
capacity is indicated as 2 ℓ.

Teaching guidelines
A model for teaching conversion of units is given on page 416 in the Addendum.

Answers
1. 25 ml
Learners can work it out like this: 10 × spoon capacity = 250 ml, so what number will
give you 250 if you multiply it by 10? This is really a “divide by” problem; we have to
divide 250 ml by 10 to get the spoon capacity.

2. (a) 40 (b) 1 500 ml

3. Capacity of container Volume of juice

Container
litres millilitres litres millilitres
(a) 2 2 000 134 1 750

(b) 2 2 000 114 1 250

(c) 2 2 000 145 1 800

(d) 2 2 000 115 1 200

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 1] 117

Answers

4.
Top mark Bottom mark
4 3
(a) 800 ml 5ℓ 300 ml 10 ℓ
3 1
(b) 750 ml 4ℓ 250 ml 4ℓ
4 2
(c) 800 ml 5ℓ 400 ml 5ℓ
7 3
(d) 875 ml 8ℓ 375 ml 8ℓ

(e) 1 600 ml 135 ℓ 600 ml

3
5ℓ

(f) 1 500 ml 112 ℓ 500 ml

1
2ℓ

(g) 1 600 ml 135 ℓ 800 ml

4
5ℓ

(h) 7 500 ml 712 ℓ 1 250 ml 114 ℓ

5. (a) 3 500 ml (b) 1 250 ml (c) 125 ml

(d) 2 500 ml (e) 2 750 ml (f) 1 250 ml
(g) 4 700 ml (h) 6 000 ml (i) 600 ml

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 1] 118

Answers
6. (a) 1 ℓ + 50 ml; 1 250 ml; 112 ℓ

(b) 5 ℓ + 75 ml; 512 ℓ; 5 750 ml

(c) 4 ℓ + 34 ml; 4 734 ml; 434 ℓ

7. (a) 1912 ℓ; 19 ℓ + 250 ml; 9 250 ml

(b) 615 ℓ; 6 ℓ + 5 ml; 650 ml

(c) 87 ℓ + 50 ml; 8 750 ml = 834 ℓ; 8,5 ℓ

9.4 Calculations and problem solving

Notes on questions
To help learners get started on question 1, ask them to draw a picture of an empty paper
cup and mark it “250 ml”. Then ask them to colour in the cooldrink to a height that shows
where 235 ml would reach, and write “235 ml” next to that height.

Answers
1. (a) She needs about 11 985 ml = 11 ℓ + 985 ml. So she should buy 12 ℓ of cooldrink.
(b) 8 bottles
2. (a) 45 litres (b) 45 000 millilitres
(c) 79 crates (d) 1 422 bottles

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 1] 119

Answers
3. (a) R130
(b) 6 cartons of milk at R26 per carton
(6 cartons of milk at R26 per carton = R156; 9 cartons at R21 per carton = R189)
4. (a) 114 ℓ milk
(b) 21 scoops
(c) 75 scoops of ice cream and 614 ℓ milk
(d) 8 milkshakes and 24 scoops of ice cream

5. (a) R741 (b) R10,50 (c) 109 litres

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 1] 120

Term 2
Unit 1: Whole numbers ................................................................................ 123
1.1 Counting and representing bigger numbers ......................................................... 124
1.2 Order and compare numbers ............................................................................... 128
Unit 2: Whole numbers: Addition and subtraction ...................................... 130
2.1 Facts and skills for addition and subtraction .......................................................... 131
2.2 Add and subtract 5-digit numbers ........................................................................ 136
2.3 Apply your knowledge ......................................................................................... 139
Unit 3: Common fractions ............................................................................ 140
3.1 Dividing into fraction parts ................................................................................... 141
3.2 Work with fraction parts ....................................................................................... 144
3.3 Measure with fractions of a unit ............................................................................ 147
3.4 Compare and order fractions ................................................................................ 150
3.5 Count in fractions on the number line .................................................................. 152
3.6 Solve problems ..................................................................................................... 153
Unit 4: Length .............................................................................................. 155
4.1 Know the measuring units .................................................................................... 156
4.2 Estimate and measure ........................................................................................... 158
4.3 Converting units ................................................................................................... 162
4.4 Rounding off with units of measurement .............................................................. 165
4.5 Problem solving .................................................................................................... 167
Unit 5: Whole numbers: Multiplication ........................................................ 170
5.1 Refresh your multiplication memory ..................................................................... 171
5.2 Working with hundreds ........................................................................................ 173
5.3 Multiply 3-digit numbers by 1-digit numbers ....................................................... 175
5.4 Multiply 3-digit numbers by 2-digit numbers ....................................................... 176
5.5 Rate ...................................................................................................................... 177
5.6 Ratio ..................................................................................................................... 179

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 2] 121

Unit 6: Properties of three-dimensional objects .......................................... 181
6.1 Flat and curved surfaces on 3-D objects ................................................................ 182
6.2 Make cylinders and cones ..................................................................................... 184
6.3 Make prisms and pyramids ................................................................................... 187
Unit 7: Geometric patterns .......................................................................... 191
7.1 Making patterns ................................................................................................... 192
7.2 From pictures to tables ......................................................................................... 193
7.3 Extending patterns ............................................................................................... 194
7.4 Using patterns to solve problems ......................................................................... 195
Unit 8: Symmetry ......................................................................................... 197
8.1 Drawing symmetrical figures ................................................................................ 198
8.2 Finding lines of symmetry ..................................................................................... 200
8.3 Moving figures to make symmetries ..................................................................... 202
Unit 9: Whole numbers: Division .................................................................. 204
9.1 Build multiplication knowledge for division .......................................................... 205
9.2 Use multiplication facts to do division ................................................................... 207
9.3 Find answers for practical questions ..................................................................... 209
9.4 Multiply and divide ............................................................................................... 211

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 2] 122

Grade 5 Term 2 Unit 1 Whole numbers
Learner Book Overview
Sections in this unit Content Pages in Learner Book
1.1 Counting and representing bigger numbers Counting; representing 6-digit numbers in words, in symbols and in 115 to 119
expanded notation, and rounding them off
1.2 Order and compare numbers Counting; comparing and ordering numbers up to 6-digits 119 to 120

CAPS time allocation 1 hour

CAPS page references 13 to 15 and 156

Mathematical background
Number concept involves a variety of aspects, including the following:
• Knowing the number names and the ability to read number symbols aloud fluently by saying the number names, for example to say “three hundred
and fifty-two thousand nine hundred and seventy-six” when reading 352 976.
• The ability to count, i.e. to establish the number of objects in a collection. Being able to say the number names in sequence is a prerequisite for being
able to count, but does not in itself constitute the ability to count.
• Being able to write the number symbol and expanded notation for numbers.

Resources
Place value cards

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 2] 123

1.1 Counting and representing bigger numbers
Critical knowledge
Apart from knowing how to represent numbers in different ways, learners need to have a
sense of the size (magnitude) of the collections or quantities described by larger numbers.

Teaching guidelines
Learners often do not have personal experience of large quantities, hence the diagram with
10 000 stripes on page 116 of the Learner Book. Learners have engaged with this diagram
before, in Term 1 Unit 1. It may, however, be useful to guide them towards analysing it by
asking questions such as those given on the next page, at the start of the lesson.
Then put questions such as these to the whole class, to get them to form ideas of
collections of large numbers of objects in their minds:
“Think of three pages like the next page.
How many blocks of 100 are there on the three pages together?
How many stripes are there on the three pages together?”
Show on the board how thirty thousand can be written in different ways:
thirty thousand
30 thousand
30 000

Answers
1. (a) 40 000 (b) 70 000 (c) 120 000
(d) 200 000 (e) 260 000 (f) 400 000
2. (a) 20 000 30 000 40 000 50 000 60 000
70 000 80 000 90 000 100 000 110 000
120 000 130 000 140 000 150 000 160 000
170 000 180 000
(b) 200 000 210 000 220 000 230 000 240 000
250 000 260 000 270 000 280 000 290 000
300 000 310 000 320 000 330 000 340 000
350 000 360 000 370 000 380 000 390 000
400 000

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 2] 124

Suggested questions to start the lesson
You could put these questions to the whole class at the start of the lesson, to help learners
to familiarise themselves with the diagram.

1. Estimate how many stripes there are in the whole diagram.

2. The diagram has ten rows of blocks of stripes. How many blocks are there in each row?

3. How many stripes are there in each block?

4. How many blocks are there in the whole diagram?

5. How many stripes are there in each row?

6. How many stripes are there in the whole diagram?

7. How many stripes are there in half of the diagram?

8. How many stripes are there in three rows of the diagram?

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 2] 125

Teaching guidelines
In addition to the questions in the Learner Book, let learners “build” some larger numbers
with place value cards. Monitor how they do it. It is important that they do not try to build
numbers with single-digit cards only, but use the place value cards that show the place
value parts of the numbers.

Possible misconceptions
Learners sometimes have the very dangerous misconception that a number is a collection
of single digits. Although the number symbol is written with digits, the digits correspond
to the place value parts. Working with place value cards helps to combat this
misconception.

Answers
3. (a) three thousand millimetres 3 000 mm
(b) thirty thousand millimetres 30 000 mm
(c) three hundred thousand millimetres 300 000 mm
(d) two hundred and eighty thousand millimetres 280 000 mm
(e) seven hundred and twenty thousand millimetres 720 000 mm

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 2] 126

Teaching guidelines
It is very important that learners get some experience in saying the names of larger
numbers aloud. Apart from questions 4 to 6, which learners do in writing, you may do a
class activity like the following:

Write five 6-digit numbers on the board, for example the numbers below.
A. 308 207
B. 380 207
C. 380 270
D. 308 720
E. 300 827

Ask learners to write down the numbers, with the labels A to E.

Let learners now work in pairs. One learner reads one of the numbers, without stating the
label, and the other learner has to recognise which number is read. If the learners have a
disagreement, they consult you. Learners take turns.

Answers
4. (a) 200 000 + 90 000 + 5 000 + 100 + 80 + 5 295 185
(b) 900 000 + 700 + 5 900 705
(c) 500 000 + 4 000 + 30 + 8 504 038
(d) 400 000 + 20 000 + 4 000 + 100 + 40 + 3 424 143
(e) 200 000 + 10 000 + 5 000 + 600 + 80 + 2 215 682
(f) 900 000 + 80 000 + 9 000 + 800 + 90 + 8 989 898
(g) 200 000 + 30 000 + 1 000 + 700 + 10 + 1 231 711
(h) 800 000 + 50 000 + 7 000 + 200 + 60 + 8 857 268

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 2] 127

Answers
5. (a) seven hundred and eighty-nine thousand three hundred and twenty-four
700 000 + 80 000 + 9 000 + 300 + 20 + 4
(b) five hundred and twenty-eight thousand seven hundred and thirty-eight
500 000 + 20 000 + 8 000 + 700 + 30 + 8
(c) five hundred and one thousand one hundred and three
500 000 + 1 000 + 100 + 3
(d) four hundred and forty-one thousand one hundred and sixty
400 000 + 40 000 + 1 000 + 100 + 60
(e) two hundred and eighty-seven thousand five hundred and sixty-four
200 000 + 80 000 + 7 000 + 500 + 60 + 4
(f) four hundred and eighty-seven thousand nine hundred and twenty-three
400 000 + 80 000 + 7 000 + 900 + 20 + 3
6. (a) ten (b) hundred (c) thousand
(a) 789 324 789 320 789 300 789 000
(b) 528 738 528 740 528 700 529 000
(c) 501 103 501 100 501 100 501 000
(d) 441 160 441 160 441 200 441 000
(e) 287 564 287 560 287 600 288 000
(f) 487 923 487 920 487 900 488 000

1.2 Order and compare numbers

Teaching guidelines
You may explain “ascending” and “descending” as “upwards”
and “downwards”, and draw arrows to demonstrate this.
Answers
1. 40 800 41 200 41 600 42 000 42 400 42 800
43 200 43 600 44 000 44 400 44 800 45 200
2. 9 000 11 250 13 500 15 750 18 000
20 250 22 500 24 750 27 000 29 250
31 500 33 750 36 000 38 250 40 500
42 750 45 000 47 250 49 500 51 750
54 000 56 250 58 500 60 750 63 000
3. and 4. See the next page.

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 2] 128

Answers
3. 21 965 47 677 66 152 95 923 98 899 98 987

4. 65 153 31 999 31 001 27 180 20 122 20 121

5. 10 000 40 000 70 000 100 000 130 000 160 000

190 000 220 000 250 000 280 000 310 000

6. 800 000 794 000 788 000 782 000 776 000 770 000
764 000 758 000 752 000 746 000 740 000

7. 637 173 641 245 646 091 656 488

662 786 673 168 680 901

8. 999 820 996 788 953 156 945 678

941 783 928 028 927 891

9. (a) 63 372 > 63 002 (b) 86 762 > 68 872

(c) 27 901 < 28 817 (d) 35 530 < 53 305
(e) 390 860 = 390860 (f) 701 847 < 710 874

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 2] 129

Grade 5 Term 2 Unit 2 Whole numbers: Addition and subtraction
Learner Book Overview
Sections in this unit Content Pages in Learner Book
2.1 Facts and skills for addition and subtraction Mental Mathematics 121 to 124
2.2 Add and subtract 5-digit numbers Addition and subtraction of 5-digit numbers by breaking down into 125 to 127
place value parts, rearranging, and building up the answer
2.3 Apply your knowledge Word problems 128

CAPS time allocation 5 hours

CAPS page references 13 to 15 and 157 to 159

Mathematical background
The format below, which was introduced in Term 1 for 4-digit numbers, is used for addition and subtraction with 5-digit numbers in this unit. It provides
a bridge towards adding and subtracting in columns, which is introduced in Term 3.

34 687 + 23 365 + 18 435 73 456 − 26 879

34 687 = 30 000 + 4 000 + 600 + 80 + 7 73 456 = 70 000 + 3 000 + 400 + 50 + 6

23 365 = 20 000 + 3 000 + 300 + 60 + 5 = 60 000 + 12 000 + 1 300 + 140 + 16
18 435 = 10 000 + 8 000 + 400 + 30 + 5 26 879 = 20 000 + 6 000 + 800 + 70 + 9
Total = 60 000 + 15 000 + 1 300 + 170 + 17 73 456 − 26 879 = 40 000 + 6 000 + 500 + 70 + 7
= 70 000 + 6 000 + 400 + 80 + 7 = 46 577
= 76 487

Understanding the replacements, shown in red, in the second last step of addition and the second step of subtraction is critical to understanding the
“break down, rearrange and build up” methods of addition and subtraction.

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 2] 130

2.1 Facts and skills for addition and subtraction
Teaching guidelines
This whole section (questions 1 to 15) is about Mental Mathematics.
Questions 1 to 10 are intended to develop skill in using number facts for small numbers
to form number facts for bigger numbers (multiples of 10, 100 and 1 000).
Question 3(c) forces learners to think of each single bottle as 1 000 ml. Experiences like
this may help to protect learners against losing awareness of place value when they start to
record calculations in columns later in the year (see “Possible misconceptions” on the next
page).

Answers
1. Answers will differ. Possible examples are:
(a) 25 to 30 ml
(b) Approximately 20 mouthfuls
(c) Approximately 15 000 ml
2. (a) 3 000 ml
(b) 40 000 ml
3. (a) 30 bottles
(b) 50 bottles
(c) 80 000 ml

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 2] 131

Possible misconceptions
When learners start to record calculations in the vertical column format, they may easily
lose sight of the actual meanings (place values) of the digits in the tens, hundreds,
thousands and ten thousands columns. When recording their work in columns as shown
below, learners may think as described in the bubbles and lose sight of the actual
magnitude of the numbers. We may refer to this as loss of awareness of place value.

5+3=8 5 236 6+3=9

+ 3 243
8 479
2+2=4
3+4=7

There is nothing wrong about using knowledge of number facts for single-digit numbers
to produce facts about multi-digit numbers, for example to utilise the knowledge that
5 + 3 = 8 to claim that 5 000 + 3 000 = 8 000. However, it is bad if learners become
completely unaware of the fact that they are actually engaging with 5 000 and 3 000 when
they just think of 5 + 3 to produce the “8” in the answer 8 479 for the calculation shown
above. They should rather have the actual numbers in mind, as shown below.

6+3=9
5 000 + 3 000 = 8 000 5 236
+ 3 243
8 479
200 + 200 = 400 30 + 40 = 70

Answers
4. (a) 70 000 ml (b) 90 000 ml
5. (a) 60 000 (b) 40 200
(c) 42 000 (d) 70 700
6. (a) 10 lines (b) 1 000 mm (c) 5 000 mm
(d) 10 000 mm (e) 15 000 mm (f) 63 000 mm
7. 1 100 mm
8. (a) 50 000 mm (b) 9 000 mm (c) 59 000 mm
(d) 59 000 mm (e) 85 000 mm (f) 93 000 mm

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 2] 132

Mathematical notes
Filling up to the nearest multiple of ten, hundred, thousand, etc. is an important mental
mathematics technique. The tinted passage indicates how thinking of the number line can
support the mental application of this technique.

Answers
9. (a) 80 ℓ
(b) 50 000 ml

10. (a) 20 000

(b) 35 000

11. (a) 15 000 + ? ® 20 000 + ? = ?

15 000 + 5 000 ® 20 000 + 3 000 = 23 000
(b) 57 000 + ? ® 60 000 + ? = ?
57 000 + 3 000 ® 60 000 + 4 000 = 64 000
(c) 85 000 + ? ® 90 000 + ? = ?
85 000 + 5 000 ® 90 000 + 10 000 = 100 000
(d) 36 000 + ? ® 40 000 + ? = ?
36 000 + 4 000 ® 40 000 + 6 000 = 46 000
(e) 69 500 + ? ® 70 000 + ? = ?
69 500 + 500 ® 70 000 + 300 = 70 300

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 2] 133

Teaching guidelines
The tinted passage describes two subtraction facts that can be formed if an addition fact is
known. It serves as an example for question 12.
As an introduction to question 12, you may demonstrate that the diagram in question
11(a) on page 123 of the Learner Book represents the addition fact 15 000 + 8 000 = 23 000,
and ask learners whether this helps them to know what the answers for 23 000 − 8 000 and
23 000 − 15 000 are.

Notes on questions
Question 13 provides learners with an opportunity to test their own knowledge and skill
with respect to mental mathematics as regards adding and subtracting multiples of 1 000
in the domain 1 000 to 100 000.
Explain to learners that they should identify the number sentences for which they
cannot give the answers quickly, and write them down without taking time to find the
answers. Once they have worked through question 13 in this way, they should do question
14.
You may let learners repeat question 13 after they have finished question 14. They may
then check whether they are now able to find more of the answers immediately.
Learners should try to do question 15 with as little writing as possible, but they should
write down the answers. You may let them do question 15 for a second time once they
have finished and check whether they get the same answers as before. In cases where they
get different answers, they should do the calculations again until a consistent answer is
obtained.

Answers
12. (a) 23 000 − 8 000 = 15 000 23 000 − 15 000 = 8 000
(b) 64 000 − 7 000 = 57 000 64 000 − 57 000 = 7 000
(c) 100 000 − 15 000 = 85 000 100 000 − 85 000 = 15 000
(d) 46 000 − 10 000 = 36 000 46 000 − 36 000 = 10 000
(e) 70 300 − 800 = 69 500 70 300 − 69 500 = 800
13. to 15. See the next page.

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 2] 134

Answers (continued)

13. 10 000 + 5 000 = 15 000 5 000 + 8 000 = 13 000

5 000 + 9 000 = 14 000 5 000 + 5 000 = 10 000
5 000 + 12 000 = 17 000 5 000 + 14 000 = 19 000
19 000 − 7 000 = 12 000 7 000 + 8 000 = 15 000
17 000 + 8 000 = 25 000 27 000 − 8 000 = 19 000
57 000 + 8 000 = 65 000 27 000 + 18 000 = 45 000
21 000 + 4 000 = 25 000 40 000 + 30 000 = 70 000
4 000 + 39 000 = 43 000 37 000 + 4 000 = 41 000
34 000 + 10 000 = 44 000 34 000 − 20 000 = 14 000
31 000 + 9 000 = 40 000 79 000 + 8 000 = 87 000
29 000 + 8 000 = 37 000 9 000 + 25 000 = 34 000
27 000 + 18 000 = 45 000 6 000 + 64 000 = 70 000

14. Learners do the remaining calculations from question 13.

15. (a) 68 788 (b) 45 387 (c) 65 774 (d) 77 778

(e) 65 324 (f) 87 768 (g) 87 768 (h) 87 768

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 2] 135

2.2 Add and subtract 5-digit numbers
Teaching guidelines
Learners have used the methods described in the tinted passages in Term 1 already (Unit 3
Section 3.7), and extension to 5-digit numbers does not present any new conceptual
challenge.
Demonstrate the examples in the tinted passages on the board, or use other examples if
you wish, and let learners do questions 1 to 6.

Answers
1. (a) 87 015
(b) 75 925

2. R74 691

3. (a) 57 592 + 53 922 = 111 514

(b) 62 412 + 49 102 = 111 514
(c) 41 038 + 70 476 = 111 514
4. Learners check their answers for question 3 and correct their mistakes.

5. (a) 31 440 + 4 716 = 36 156

(b) 22 611 + 13 545 = 36 156
(c) 91 633 − 55 477 = 36 156
6. Learners check their answers for question 5 and correct their mistakes.

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 2] 136

Teaching guidelines
Subtraction that requires replacement of the expanded form of the larger number is
difficult work for some learners and it requires thorough teaching.
Demonstrate the examples in the tinted passage on the board. Emphasise the idea of
replacing the expanded notation of the larger number with a breakdown into parts that will
make the subtraction easy.

Answers
7. (a) 31 000 + 3 284 = 34 284
(b) 21 895 + 12 389 = 34 284
(c) 90 917 − 56 633 = 34 284

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 2] 137

Notes on questions
Questions 10 and 12 serve a twofold purpose:
• practice in addition and subtraction
• developing awareness of properties of operations.
Once learners have completed question 10, you may tell them that they should have
obtained the same answers for (a), (c) and (d). Those who have not should do the
calculations again. The answer for (b) is different. The four calculation plans demonstrate
that additions can be performed in any order, and that subtraction is not commutative.
In question 12 all three calculation plans have the same answer.

Answers
8. Learners check their answers for question 7 and correct their mistakes.

9. (a) 30 592 (b) 94 146 (c) 71 703 (d) 52 821

(e) 111 110 (f) 122 211 (g) 106 062 (h) 104 949
(i) 32 045 (j) 18 072 (k) 25 783 (l) 26 937

10. Learners write down which calculations they expect will have the same answer.
(In fact, (a), (c) and (d) have the same answer.)

11. (a) 59 476 (b) 39 880 (c) 59 476 (d) 59 476

12. Learners write down which calculations they expect will have the same answer.
(In fact, they all have the same answer.)

13. (a) 28 493 (b) 28 493 (c) 28 493

14. (a) 14 717 (b) 38 891 (c) 121 671

(d) 50 000 (e) 52 966

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 2] 138

2.3 Apply your knowledge
Teaching guidelines
When engaging with word problems, it is critical that learners read the question carefully
and try to imagine the described situation in their minds, before they decide on an
operation. A good way to nudge learners towards reading and interpreting the given
problem is to encourage them to produce an estimated answer first, before they start doing
accurate calculations or even decide on what calculations they will do.
Learners’ efforts should be directed at understanding and solving the stated problem, not
at trying to identify the correct operation as quickly as possible and applying a recipe to
execute it.

Answers
1. (a) R40 000
(b) R42 485
2. 7 246 m
3. 61 182 houses
4. R32 877
5. 46 936 voters
6. 10 777 people
7. 1 769 lone bulls
8. R68 184

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 2] 139

Grade 5 Term 2 Unit 3 Common fractions
Learner Book Overview
Sections in this unit Content Pages in Learner Book
3.1 Dividing into fraction parts Revision of the naming of fractions 129 to 131
3.2 Work with fraction parts The concept of equivalent fractions 132 to 134
3.3 Measure with fractions of a unit Consolidation of equivalent fractions 135 to 137
3.4 Compare and order fractions Further consolidation of equivalent fractions 138 to 139
3.5 Count in fractions on the number line Fractions as numbers “between whole numbers” 140 to 141
3.6 Solve problems Application of fraction knowledge and skills 141 to 142

CAPS time allocation 5 hours

CAPS page references 16 and 160 to 162

Mathematical background
It is widely assumed that fractions were invented to aid accurate measurement in cases where the commonly used standard unit of measurement could not
provide an exact description of a quantity. This is reflected in the Latin names of some of our current units of measurement, for example centimetres
(hundredths of a metre) and millimetres (thousandths of a metre).

If the brown strip below is measured with the yellow strip as a unit, its length is 3 and 3 fifths of the yellow unit.

This example shows how fractions are used as measures.

Mathematically, the fraction concept is very important to the understanding of decimals, because the place value parts after the decimal comma are fractions.
4 7
For example, the expanded notation for the number 23,47 is 20 + 3 + 10 + 100 or tens + 3 units + 4 tenths + 7 hundredths.

Fractions are also used to describe parts of collections and parts of non-physical quantities, for example “3 eighths of the learners in a school” or
“63 hundredths of the available marks”. In a case like the latter, the percentage notation (% for hundredths) is commonly used, namely 63%.

In everyday life and language certain fractions, such as “half” and “quarter”, are sometimes used to indicate approximate parts of whole objects. People
may, for example, refer to “a quarter of an apple” or “half a loaf of bread”. Although this everyday use of fraction language differs from the mathematical use in
the sense that the fraction words are not used to indicate precise parts, the everyday use provides a starting point for learning about fractions.

A fraction is a number of exactly equal parts of the same object or measurement unit, for example 7 eighths of a cake or 7 hundredths of a metre.

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 2] 140

3.1 Dividing into fraction parts
Critical knowledge
It is terribly important that learners use appropriate, correct language for fractions. They
should say and sometimes also write the names of fractions in words. Describing a
fraction as “one number over another number”, for example 35 as “3 over 5”, should be
strongly discouraged. Fractions are not about two whole numbers. This language usage
undermines understanding of a fraction as a number of parts of a given size. The
correct name for 35 is “3 fifths”. You should consistently encourage learners to say the
fraction names: “fifths”, “sixths”, “tenths”, etc.
It is for this reason that we have chosen to write the names of fractions and fraction parts
without a hyphen between the numerator and the denominator (e.g. “two thirds” instead
of “two-thirds”). It is also why we often use number symbols instead of the number names
as numerators (e.g. “3 twenty-fifths” or “2 thirds”). You should, however, not penalise
learners who choose to spell fraction names with hyphens; that is, if they write “one-
third”, “two-fifths”, three-eighths”, etc. It is grammatically correct to do so.

Teaching guidelines
Discuss the issue of fraction parts of loaves of bread being only approximate. The artist
(and a bread cutting machine) cannot give us perfectly equal parts of a loaf.

Possible misconceptions
Fraction language is sometimes used in everyday life to refer to approximate parts. For
example, when people refer to a quarter of an apple it is seldom exactly a quarter and, in
any case, apples differ in shape and size. While the everyday use of fraction language is
useful as a starting point for developing knowledge of fractions, it may weaken the
understanding of the mathematical meaning of fractions as exact fractional
parts of wholes, collections, quantities and units of measurement.
For example, in the circle alongside, each part is not equal to a third of the
circle because the three parts are not the same size.
The above also applies to the context of bread used in the Learner Book;
hence the pictures of parts of loaves are accompanied by fraction strips,
which show exact partitions of a whole. You can point this out to the class.

Answers
1
1. (a) one tenth; 10 (b) one quarter / one fourth; 14

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 2] 141

Critical knowledge and skills
Learners must be able to represent fractions diagrammatically by drawing fraction strips, as
shown at the top of page 130 of the Learner Book. Note that these are not drawn with a
ruler. Learners should be able to make such drawings quickly, drawing freehand so that it
does not take up too much time. This will provide them with a tool to help them think
what fractions really mean when working on tasks involving fractions. It is extremely
important though, that learners do not spend much time on drawing fraction strips
accurately. Such strips are usually not used for measuring. They are only there to support
learners’ conceptual thinking about fractions.
When drawing fraction strips, it is best if learners initially draw the whole strip, so that
they can physically experience the partitioning of the whole strip into equal parts
afterwards. This physical experience of partitioning can support their understanding of
fractions as the numbers that describe the size of parts of wholes.
Drawing a fraction strip: When drawing a fraction strip for an even number of parts
it helps to first draw the line that separates the whole strip into two halves. For quarters,
eighths, sixteenths, etc., one can then continue to halve the sections, as shown below on
the left. For a number of parts that is an uneven number and multiple of three (e.g. 9, 15,
etc.), the first step could be to draw two lines to divide the whole strip approximately into
thirds, as shown below in the middle. Drawing a fifths strip is slightly more difficult. It
helps to draw a line that divides the whole strip into two parts, with the one part about
one-and-a-half times as long as the other, as shown below on the right. You can quickly
demonstrate this on the board:

To draw quarters: To draw ninths: To draw fifths:

Answers
2. (a) one eighth; 18

(b) one seventh; 17

(c) one ninth; 19

1
(d) one eleventh; 11

6 3
3. (a) six tenths; 10 (b) three tenths; 10

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 2] 142

Notes on questions
When a whole is divided into equal parts, there are three quantities involved:
• the number of parts
• the size of each part
• the size of the whole.
In questions 4, 5 and 6 the size of the whole and the number of parts are given. Learners
have to state the size of each part. These are sharing situations.
Note that question 6(b) is a bit tricky: 3 loaves of bread (not one) are shared between
12 people, so each person gets one quarter of the three loaves. The question is really about
what part of one loaf each person gets. It is one quarter.
Question 7 is quite different. In each case the size of the whole and the size of each part
are given, and learners have to determine the number of equal parts. These are grouping
situations. The number of equal parts is the same as the number of children or people.

Answers
4. (a) 15; one fifteenth
(b) 18; one eighteenth
(c) 24; one twenty-fourth
1
5. (a) one twenty-fifth / 25
1
(b) one fourteenth / 14

(c) one seventh / 17

6. (a) one fifth / 15

(b) one quarter / 14

7. (a) 8 children
(b) 15 people

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 2] 143

3.2 Work with fraction parts
Teaching guidelines
Questions 5, 6 and 7 on page 134 provide learners with opportunities to refresh and
consolidate their understanding of equivalent fractions. At least one full lesson period, and
preferably two, is required for questions 5, 6 and 7.
Question 1 is very suitable to practise understanding of fractions. Instruct learners to write
their answers in words as well as in fraction notation. Whether this is done at home or in class,
it is a good idea to ask learners to do the work on loose sheets of paper and hand them in.
Analyse the correctness of learners’ responses carefully to obtain an assessment of learners’
current state of knowledge of fractions. This is formative assessment and will guide
your teaching.
Once learners have handed in their answer sheets for question 1, you may divide the
class into smaller groups. Ask them to do the questions again and to compare their
answers. This will provide learners with opportunities to talk about fractions and to say the
names of fractions aloud. Doing this exercise may really strengthen their understanding of
fractions.
However, it is important that you encourage them to say the proper fraction names, for
example “seven tenths”, and not the meaningless and unsound “seven over ten”.
Fractions are not made of whole numbers written one over the other. This can lead to a
misconception of fractions, and later to mistakes such as adding the numerators and
adding the denominators when adding fractions. We are trying to avoid leading learners
into this trap.

Answers
1. (a) three sevenths / 37 3
(b) three tenths / 10
6
(c) six tenths / 10 (d) three fifths / 35

(e) three quarters / 34 (f) six eighths / 68

8 4
(g) eight twentieths / 20 (h) four tenths / 10

(i) two fifths / 25 6

(j) six fifteenths / 15

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 2] 144

Possible misconceptions
As was pointed out on the previous page, learners sometimes think that fractions consist of
whole numbers written one over the other. This is quite wrong. The number below the line
tells us how many parts there are in the whole and the number above the line tells us how
many of these parts we have. If learners get that right in Grade 5, it will have a positive
effect in other parts of the curriculum, and also in later grades.

Notes on questions
The tinted passage and questions 2 and 3 serve as a gentle introduction to adding fractions.
You may ask learners to read the tinted passage and share what they understand with
classmates in small groups, and then proceed to do questions 2 and 3. Note that learners
who give 55 of a loaf as an answer to 3(b) should be made aware that this is also equal to
1 whole loaf of bread.
Question 4 is different to the other questions. It is not difficult, but it may enrich the way
learners conceptualise fractions.

Answers
5 3 8
2. (a) 10 + 10 = 10 of a loaf
2 4 6
(b) 10 + 10 = 10 of a loaf

3. (a) 38 of a loaf + 28 of a loaf = 58 of a loaf

(b) 25 of a loaf + 35 of a loaf = 1 whole loaf

4. (a) 4 loaves
(b) 10 loaves
(c) 2 loaves

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 2] 145

Notes on questions
Questions 5, 6 and 7 are intended to consolidate learners’ awareness of equivalent
fractions.
Question 7 is designed to provide you with an opportunity to bring some closure to the
development of the idea of equivalent fractions in learners’ minds. There are clearly three
good answers for question 7(a):
• 4 twentieths
• 1 fifth
• 1 fifth, which is the same as 4 twentieths.
(The third answer may be phrased in different ways.)
Ask some learners to state their answers in class. After one answer you may ask whether
someone has a different answer. Write the given answers on the board. You may take a
“vote” on the three answers and write the results of the vote on the board. Do not make
any judgement on the relative merit of the three answers, because that may result in
learners terminating their own reflections. Reflections strengthen their understanding of
equivalent fractions.
Some learners may change their minds once they have seen all three answers, as a result
of reflecting on the situation and the given answers. Allow a second round of voting to
provide a vehicle for learners to express their realisation that 1 fifth of a loaf is the same
amount of bread as 4 twentieths of a loaf.
Question 7(b) provides for assessment of learners’ concept of equivalent fractions at this
stage.

Answers
5. (a) 2 eighths / 28 (b) 4 eighths / 48 (c) 6 eighths / 68
1 5
6. (a) 1 twentieth / 20 (b) 5 slices (c) 5 twentieths / 20

(d) 10 twentieths / 10
20 (e) 15 twentieths / 15
20

7. (a) one fifth / 15 (b) 15 and 20

4
of the loaf are exactly the same.

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 2] 146

3.3 Measure with fractions of a unit
Mathematical notes
Understanding fractions as parts of units of measurement is profoundly important. It
provides the conceptual basis for learners’ understanding of decimal fractions, which is
addressed in Grade 6. The use of fractional units of measurement also provides an
empowering context for understanding equivalent fractions, in the sense that the same
length (or other quantity) can be expressed in different ways in terms of fractional parts of
measurement units. As mentioned before, fractions were probably invented to aid accurate
measurement in cases where the commonly used standard unit of measurement could not
provide an exact description of a quantity.

Answers
1. (a) one fifth (b) one sixth

Mathematical notes
Learners easily come to understand fractions as physical objects (or names for physical
objects), which is wrong. A fraction is a number that can be used to describe the size of an
object in terms of a formal or informal measurement unit, which may be another object.
For example, in the statement “Mary eats three eighths of a loaf of bread”, a whole loaf of
bread serves as the unit of measurement. The statement is very similar to “Mary eats
three eighths of a kilogram of porridge”, in which an “official” unit of measurement, the
kilogram, is used. In the statement “Mary eats three eighths of a cake that Paul baked”, the
specific cake that Paul baked serves as the unit of measurement. It is an informal unit.
A fraction can also be used to compare two quantities by expressing the one quantity as a
fraction of the other quantity. For example, to compare the numbers 12 and 18 one may
describe 12 as two thirds of 18. Clearly this is not a physical object, it is a relationship.
Two quantities can also be compared by stating how many repetitions of the one
quantity are equal to a specified number of repetitions of the other quantity. For example,
3 ℓ of oil may have the same mass as 2 ℓ of water. This fact may also be expressed by using a
fraction, namely by saying that the density of oil is 2 thirds the density of water. The
fraction 2 thirds is here used to express the ratio 2 : 3. Density is an abstract quality.

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 2] 147

Mathematical notes
It is useful to distinguish three phases in the development of the concept of equivalent
fractions in learners’ minds:
• Awareness that the same part of a whole (collection, quantity, unit of
measurement) can be described with different fractions (see Ruler A and Ruler B
in question 4).
• The ability to specify equivalent fractions by looking at diagrams such as fraction
strips.
• Producing equivalent fractions with a formula – this is not done at all in the
Intermediate Phase because premature learning of the formula before
the concept is strongly formed may inhibit understanding of what
equivalent fractions are. So, no formulas are to be taught. The learners are to
form their own concepts.

Notes on questions
Questions 4 and 5 provide a lead into the concept of equivalent fractions.

Teaching guidelines
Discuss the fact in class that the same length can be described in different ways, especially
with reference to question 5. They already know what Ruler A and Ruler B are called.

Answers
6
2. one and six tenths of a Brownstick long; 110 Brownsticks

3. one and two sixths of a Brownstick long; 126 Brownsticks

6
4. Ruler A: one and six tenths of a Brownstick long; 110 Brownsticks
Ruler B: one and three fifths of a Brownstick long; 135 Brownsticks
5. (a) Ruler C is a twentieths-ruler.
(b) 12 twentieths; 12
20

(c) 12 twentieths; 12
20

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 2] 148

Critical knowledge
It is critical that learners understand that equivalent fractions are different, but they
represent the same quantities.
Equivalent fractions are different ways to represent the same quantity, or the same part
of a whole or a collection.

Answers
9
6. Ruler D: one and nine twelfths of a Brownstick long; 112 Brownsticks
Ruler E: one and six eighths of a Brownstick long; 168 Brownsticks

7. Ruler F: one and three quarters of a Brownstick long; 134 Brownsticks

Ruler C: one and fifteen twentieths of a Brownstick long; 115
20 Brownsticks

Teaching guidelines
Go through the definition of equivalent fractions, and the meaning of “equi-”. Read the
tinted sentence, but do not attempt to explain the mathematics. The class has just
experienced the truth of the statement in questions 6 and 7, and that is sufficient (until
Grade 7).

8. (a) 14 ℓ milk > 15 ℓ milk (b) 14 ℓ milk = 28 ℓ milk

3
(c) 10 ℓ milk < 38 ℓ milk (d) 45 ℓ milk = 10
8
ℓ milk

9. (a) 250 ml > 200 ml (b) 250 ml = 250 ml

(c) 300 ml < 375 ml (d) 800 ml = 800 ml

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 2] 149

3.4 Compare and order fractions
Mathematical notes
A “fraction wall” is a collection of fraction strips placed directly one below the other. It is
not a mathematical idea, just a teaching/learning aid.
Teaching guidelines
Learners do not need to use the given diagrams; they can also draw their own fraction
strips for each question.
Notes on questions
In question 1, the same mass is expressed as different but equivalent
fractions.
Question 2 provides a way to focus on the fact that a bigger number as
denominator means a smaller fraction. A big number as denominator
means that the whole is divided into many and hence very small parts.
The fractions in question 3 are what remains of wholes if the fractions
in question 2 are removed.
Questions 2 and 3 relate to the fraction wall.
Questions 4(a) and (b) do not require any calculation. However, it is
necessary to compute the answer for (c) because the real values are
needed to be able to answer the question. The fractions aren’t easily
relatable. The answer is 250 ml for both.
Answers
1. (a) 68 kg copper (b) 38 kg copper (c) 57 kg copper
9
(d) 15 kg copper = 35 kg copper 8
(e) 12 kg copper = 23 kg copper

(f) 13
15 kg copper
8
(g) 10 kg copper = 12
15 kg copper
1 1 1 1 1 1 1 1 1 1 1
2. 12 ; 11 ; 10 ; 9 ; 8 ; 7; 6; 5; 4; 3; 2
1 2 3 4 5 6 7 8 9 10 11
3. 2; 3; 4; 5; 6; 7; 8; 9 ; 10 ; 11 ; 12
4. (a) 25 of 1 ℓ of milk (b) 25 of 1 ℓ of milk

(c) 13 of 750 ml of milk = 12 of 500 ml of milk

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 2] 150

Possible misconceptions
Again note that there is a dangerous misconception that is often accompanied by the
misleading habit of referring to a fraction as “one number over another number”, for
example reading 23 as “two over three”. The misconception is that the numerator and
denominator are two numbers that have similar meanings. This misconception is probably
why learners make the error of adding the numerators and adding the denominators when
adding fractions.

Teaching guidelines
The tinted passage at the bottom of page 139 is specifically phrased to combat the above
misconception. Discuss it thoroughly in class. The denominator is the name of the fraction.
(The Latin word nomen means name.)

Answers
5. There are a number of possibilities, of which the following are the most likely to be
suggested:
(a) 12 = 24 = 48 = 36 = 12
6
(b) 13 = 15
5
= 26 = 39 = 12
4

(c) 14 = 28 = 12
3 5
= 20 (d) 15 = 15
3 2
= 10 4
= 20
Ask the class whether they see any patterns in their answers.

6. Several possibilities, e.g.

(a) 45 = 12 8
15 = 10 (b) 23 = 10 4
15 = 6
6
(c) 10 = 35 = 12
20
8
(d) 12 = 23 = 46

7. Several possibilities, e.g.

(a) 35 < 7
10 ; 23 ; 34 (b) 23 < 7
10 ; 45 ; 34

(c) 34 < 9
10 ; 45 ; 11
12 (d) 78 < 9
10 ; 89 ; 11
12

8. Several possibilities, e.g.

(a) 15 > 1
10
3
; 20 2
; 15 (b) 38 > 1
4 ; 16 ; 13

(c) 34 > 7
10 ; 35 ; 12 (d) 13 > 1 1
6 ; 5
3
; 10

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 2] 151

3.5 Count in fractions on the number line
Possible misconceptions
The major and dangerous misconception that a fraction is not a single number but a
combination of two numbers “above and below the line”, or “the numerator and the
denominator”, is unfortunately widespread. The misconception is supported by
• premature introduction of the common fraction notation before the fraction
concept is properly developed,
• insufficient experience in referring to fractions in terms of the actual fraction
names, for example “five eighths”,
• the flawed misnaming of fractions as “a number over another number”, for
example of 58 as “5 over 8” instead of “5 eighths”, and
• confusion between two uses of a horizontal line between two numbers.
Representing fractions on the number line is one way in which this misconception can be
resisted. It supports the understanding of a fraction as a single number that occupies a
specific position between other numbers (including whole numbers) on the number line.

Notes on questions
On measuring tapes, parts of the number symbols are often not printed to save space, for
example . . . 80 90 100 10 20 30 . . . instead of . . . 80 90 100 110 120 130 . . .
When answering the questions in this section, learners should preferably write the
number symbols in full, as indicated in the answers below.

Answers
7
1. 5 or 125 Brownsticks long

2. (a) 35 (b) 55 or 1 (c) 85 or 135

6
3. 5 = 115 7
5 = 125 8
5 = 135 9
5 = 145
3 4 5
4. 4 4 or 1 4 or 114 6
4 or 124 7 3
4 or 14
3 4 5 6
5. 6 6 6 6 = 1 76 = 116 8
6 = 126 9
6 = 136 10
6 = 146 11 5
6 = 16
1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9
6. 10 10 10 10 10 10 10 10 10 10 or 1 110 110 110 110 110 110 110 110 110

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 2] 152

Notes on questions
For the purposes of this section, it makes no difference whether learners write, for example,
18 6 1
12 , 112 or 12 .

Answers
1 2 3 4 5 6 7 8 9
7. 12 12 12 12 12 12 12 12 12
10 11 12 1 2 3 4 5 6 7 8 9
12 12 12 =1 112 112 112 112 112 112 112 112 112 110
12 111
12 112
12 = 2

1 2 3 4 5 6 7 8
8. 8 8 8 8 8 8 8 8 =1 118 128 138 148 158 168 178 188 = 2 218 228

238 248 258 268 28 288

7
=3

9. (a) 17 (b) 67 (c) 227

(d) 35 (e) 115 (f) 2

3.6 Solve problems

Teaching guidelines
Do not require learners to read and interpret question 1 themselves. Rather tell them that
Mrs Faku has a pile of cookies and that she hands out all the cookies to her two sons, in the
way described.
Then ask them what part of the cookies the older son gets, and what part the younger
son gets, but do not allow learners to give public answers in class. It is critical that each learner
has the opportunity to engage individually with this question, which allows the formation
of some intuitive understanding of ratio.

Answers
1. (a) Older son: 23 ; younger son: 13
(b) 24 and 12 cookies respectively
2. Less, because 14 < 1
3 of a milk tart. (If there are 15 people and 5 milk tarts, each person
can eat one third of a milk tart.)

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 2] 153

Answers
3. one third (13 )

4. one quarter (14 )

5. 135 blocks of butter (1 block and three fifths of a block)

6. (a) 56 of a Brownstick long

(b) one Brownstick long
3
(c) one and three twelfths (112 ) of a Brownstick long

7. (a) 38 kg 7
(b) 10 kg
3 8
8. (a) 12 kg (b) 12 kg

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 2] 154

Grade 5 Term 2 Unit 4 Length
Learner Book Overview
Sections in this unit Content Pages in Learner Book
4.1 Know the measuring units Metric units of length: need for them, developing a feel for them, choosing appropriate units 143 to 145
4.2 Estimate and measure Using rulers, measuring tapes, builder’s tape measures, trundle wheels 145 to 149
Estimating and measuring lengths in millimetres, centimetres, metres and kilometres
4.3 Converting units Converting between metric units of length 149 to 151
4.4 Rounding off with units of Rounding off to particular metric units of length, and to 5, 10, 100, 1 000 152 to 153
measurement
4.5 Problem solving Solving problems within the context of length and distance 154 to 156

CAPS time allocation 6 hours

CAPS page references 25 and 163 to 165

Mathematical background
Length, mass, capacity/volume and area are different properties of objects. When we measure these properties of objects, we are using a numerical value to
describe how much of that property (in this case length) we have. This allows us to compare and order objects in terms of their length, for example: “The board
is longer than the teacher’s desk.” It also allows us to do calculations, for example: “If a roll of string is 500 m, is this enough string to give each Intermediate
Phase learner a 2 m length if there are 4 classes with 40 learners in each grade?”
Learners go through four stages when learning to measure:
1. Identifying and understanding the property they are measuring
Most Grade 5 learners should know when they are measuring length, mass or capacity/volume.
2. Comparing and ordering examples of a particular measure
Young learners place objects directly against each other when measuring length. This becomes less efficient when many objects have to be measured.
3. Using informal or non-standard units to measure (see question 1 of Section 4.1)
Learners choose one object, such as a hand or a foot, to use as a unit to measure and quantify many objects. This method does not work very well,
because people’s hands differ in width, and an adult’s foot is longer than a child’s foot.
4. Using formal or standard units to measure (see Sections 4.2, 4.3, 4.4 and 4.5)
This allows people in different places to measure, quantify and compare objects using the same measure.
By Grade 5 most learners are comfortable using a ruler to measure in centimetres and millimetres, and find it easy to use a metre stick. However, many learners
find it difficult to use a builder’s tape measure, and many have little or no experience using a trundle wheel (see Section 4.4, question 10).

Resources
Rulers (two photocopiable rulers are given in the Addendum on page 417), measuring tapes, metre sticks, builder’s tape measures, trundle wheel (if available),
roll of string, scissors, koki-pens, correction fluid

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 2] 155

4.1 Know the measuring units
Teaching guidelines
In this section, learners first work with informal units, discuss the potential problems with
these and then move on to working with standard metric units.
You can refer to the tinted passage to explain that although we tend to measure in
kilometres, metres, centimetres and millimetres, other metric units of measurement do
exist. This will be touched on again in Section 4.3.

Answers
1. (a) The question is really: “How many pencils is the length of your book?” Learners’
answers will vary. Some learners may say that they get a number of whole pencil
lengths and then part of a pencil length. Learners may find it difficult to be
specific about the size of the part pencil lengths.
(b) Move around the class and try to hear what the learners are saying to each other.
(c) Learners’ answers will vary. Learners may say that it is difficult to compare lengths
of books using pencil lengths, as pencil lengths vary (see the first tinted passage on
page 143 of the Learner Book).
(d) Ask one or two learners for their reasons.
2. (a) Learners’ answers will vary, but may include the following:
• to find out their size
• to compare sizes
• to be able to do calculations around size.
(b) If everyone used their own unit, people would get confused when they tried to tell
each other how big something is. For example, if you wanted to buy material for a
dress and said: “I need material that is 30 pencils in length”, what could happen?
The shopkeeper might have a shorter pencil than you do, and so you would get
less material than you expected. For this reason we have standard units of length,
such as the metre. Both you and the shopkeeper know how long a metre is.

How to read the table on page 143

Begin at the left, and let learners read across to the right: 1 kilometre is the same length as
10 hectometres; 10 hectometres is the same length as 100 decametres; 100 decametres is
the same length as 1 000 metres; 1 000 metres is the same length as 10 000 decimetres,
which is the same as 100 000 centimetres, which is the same as 1 000 000 millimetres. And
so, 1 kilometre is the same length as 1 000 000 millimetres!

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 2] 156

Teaching guidelines
Learners have not yet engaged with hundredths and thousandths in the work on fractions.
Explain to them that when an object is divided into 100 equal parts, each part is called one
hundredth of the whole. Similarly, when an object is divided into 1 000 equal parts, each
part is called one thousandth of the whole.

Answers
3. (a) cm; or m and cm
(b) cm; or cm and mm
(c) km
(d) m; or m and cm
(e) mm

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 2] 157

Answers
4. Answers will vary. Examples are: width of a small eraser; width of a pen; width of a
tube of lip-salve; width of the ear of a mug. Learners may also say: width of one of their
fingers.
5. Answers will vary. Examples include: length of a cell phone; width of an envelope;
width of a sheet of A4 paper folded lengthwise; width of some learners’ palms.
6. Answers will vary. Examples include: length of a ruler; length of an A4 sheet of paper;
width of a chopping board.
7. Answers will vary. Examples include: width or length of a desk or table; width of two
sheets of newspaper; a long stride of an adult; width of a door; height of some
classroom windows.
8. (a) Answers will vary. Approximately 3 to 5 cm.
(b) Answers will vary. Approximately 1 m.
(c) Answers will vary. Approximately 212 m.

4.2 Estimate and measure

Mathematical notes
Estimating before measuring can help learners to check whether they have made a mistake
when measuring. This is particularly useful when measuring lengths of more than a few
metres. However, before learners can estimate lengths they need to have a feel for those
lengths. It is also useful to find referents for commonly measured lengths (see Section 4.1,
questions 4, 5, 6 and 7). The aim is to use these to estimate other lengths.
When learners take measurements, especially where measurements will vary quite a lot,
let them collate and keep these measurements. Use them for data handling. Learners can
sort, organise, represent and analyse the data. Examples include Section 4.2, questions 1(a)
on Learner Book page 145 (see alongside), 6(g) on Learner Book page 148, and 9(c) and (d)
on Learner Book page 149.
Answers
1. (a) Answers will vary.
(b) Learners might say that they did not experience any problems with the task, but
there are difficulties: the bottom ends of some pencils are rounded, not flat, and
this makes it difficult to align them with zero on the ruler; some learners’ pencils
are sharpened at both ends, and this makes it hard to see just where the points are
above the scale on the ruler.
2. Pencil above ruler: 8 cm; pencil below ruler: 312 cm

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 2] 158

Mathematical notes
The more learners first estimate and then measure lengths, the better they will become at
both estimating and measuring. You may need to encourage learners to estimate the
lengths before measuring because sometimes learners measure first, round off the
measurement and then present that as an estimate. This way of doing it does not build the
skill of estimation, nor does it help learners to check whether their measurements or their
estimates are reasonable.

Teaching guidelines
You can remind learners to use the referents for 1 cm, 10 cm, and 30 cm that they
developed in the previous section to estimate the lengths of the bars. Ask them questions
such as: “Are the bars longer or shorter than 10 cm, longer or shorter than 20 cm?”, “About how
many times longer than 1 cm are they?”

Answers

3. Bar Estimated length Measured length

Red Around 10 to 12 cm 9 cm 7 mm
Purple Around 10 cm 7 cm 3 mm
Yellow Around 5 to 6 cm 4 cm 5 mm
Green Around 11 to 15 cm 12 cm 8 mm
Grey Around 10 to 12 cm 11 cm 0 mm

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 2] 159

Mathematical notes
Many people find it more difficult to estimate the length of a curved line than a straight
line.

Teaching guidelines
Cut a piece of string about 20 cm long for each learner.

Notes on questions
In question 4(b) it is difficult to measure the curved lines exactly. Discuss with learners the
difficulties they experience when measuring these lines.
What question 5 really asks, is for learners to draw straight lines with lengths 2 cm, 8 cm,
12 cm and 15 cm without using a ruler. They will learn more going through this process
than they will by drawing “better estimated lengths” while looking at the markings on
their ruler.

Answers
4. (a) Lay the piece of string along each object. Grip it at the point where the object
ends. Measure the piece of string from the end to that point.
(b) Accept answers that are within a few millimetres of those stated below.

Object Estimated length Measured length

The length of the red Expect estimates of about 8 cm 2 mm
wire 10 cm
The length of the Expect estimates of about 17 cm 3 mm
purple wire 20 cm
The distance around Expect estimates of about 8 cm 7 mm
the yellow disc 6 to 12 cm
The distance around Expect estimates of about 7 cm 4 mm
the green object 7 to 10 cm

5. Ask learners to use their rulers to draw accurate length lines next to the estimated
lines. For each length (2 cm, 8 cm, etc.), ask how many of them came close to the
length they had to estimate. Celebrate their successes!

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 2] 160

Teaching guidelines
If possible, try to get a builder’s tape measure. These tape measures are usually 5 m long,
and are made of a metal strip that rolls up into a neat plastic case. You can find them at any
hardware shop and they cost about R20 to R30. Ask the principal about the school’s budget
for mathematics equipment – the school can use the same tape measure year after year.
(Note: Don’t pull the tape out all the way past 5 m or the spring might come loose.) If you
cannot get a builder’s tape measure, ask some learners to help you prepare pieces of
measuring string, like this:
Take a ruler and measure and mark, with correction fluid, a length of 1 m on a table.
Then lay the string along that “line”. Tie a knot at one end; this is the zero mark. Now place
the knot on the beginning of the line and put your finger at the other end, on the 1 m
mark. Tie another knot there. Check that the length between the two knots is really 1 m.
Now repeat; from the last knot, measure 1 m of string and find the place to tie the next
knot. So you have three knots, marking the positions 0 m, 1 m and 2 m. Carry on and tie
knots at 3 m, 4 m, 5 m, all the way to 10 m. (You need a long piece of string!)
On the day of the lesson, show the learners the 10 m measuring string. Ask them where
you should put a mark to show a length of 0,5 m. Use a koki-pen to put a mark there, in the
middle between the 0 m knot and the 1 m knot. They will soon see that you can put koki-
pen marks at 1,5 m, 2,5 m, 3,5 m, and so on.
In question 6, ask learners to estimate the width of the classroom and the height of the
door. Then use the measuring string to measure these lengths. Get them to measure more
lengths or distances longer than 2 m. This will require them to estimate longer distances
in metres. It will also encourage them not just to read off the final numbers, for example
66 cm, but to think about how many metres come before the numbered intervals.
For question 9 you really need enough tape measures for the class, but if you have only
the string you can still get value from it. Learners will soon see that markings at 1 m and
0,5 m spacings do not give a very precise answer. The answer will be something like: “The
classroom is between 7 m and 7,5 m wide”. Ask learners how they could get a more precise
measurement. They will soon see that they can make more marks at 0,1 m, 0,2 m, 0,3 m,
0,4 m, and so on.
Answers
6. Learners’ estimates will vary; in question 8 they will check their estimates with a
measuring instrument.
7. (a) Builder’s tape measure or measuring tape
(b) Builder’s tape measure or trundle wheel (c) Measuring tape
(d) Measuring tape (e) Ruler (f) Ruler
8. (a) and (b) Learners’ own practical work

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 2] 161

Answers
9. (a), (c), (d) Learners’ estimates and measurements will vary.
(b) Learners’ estimates will vary; width of textbook: close to 16 cm and 8 mm
10. (a) Learners’ own practical work (b) Learners’ own estimates

4.3 Converting units

Mathematical notes
Learners can learn these conversion factors off by heart. However, as with everything
learnt off by heart, learners will sometimes forget the conversion factors and use an
incorrect one. It may be better for learners to understand how the relationship between
metric units works in general: see the table on page 143 in the Learner Book.
Teaching guidelines
kilometre hectometre decametre metre decimetre centimetre millimetre
5
110 = 112 = 1,5 150
(150 ÷ 10 ÷ 10 = 1,5)

Learners can use a table like the one above to do conversions. They simply work as follows:
• They write the number under the correct unit and then mark which unit they are
converting to, for example to convert 150 cm to metres, they write 150 in the
“centimetre” column and make a mark (e.g. a small dot or cross) in the metre column.
• If converting from a unit of a lower power to a unit of a higher power, they divide by
10 each time they move to a unit of a higher power. So, in this example, they divide
150 by 10 and then by 10 again, to get to metres.
• If converting from a unit of a higher power to a unit of a lower power, they multiply by
10 each time they move to a unit of a lower power. So, in this example, to get from
1,5 m to centimetres, they multiply 1,5 by 10 and then by 10 again.
See page 416 in the Addendum for a model that may be used to teach conversion between units
of measurement as well as a mnemonic that learners may use to remember the order of the
units of measurement.
Answers
1. (a) Divide by 100 (b) Divide by 10 (c) Divide by 1 000
(d) 500 cm (e) 60 mm (f) 9 000 mm
2. (a) 10 cm = 100 mm (b) 300 mm = 30 cm (c) 100 cm = 1 000 mm
(d) 20 mm = 2 cm (e) 180 cm = 1 800 mm (f) 600 mm = 60 cm

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 2] 162

 Notes on questions
In this section, learners get plenty of practice converting units. You may want to split the
questions between classwork and work for additional practice (e.g. homework), so that you
have enough time for Sections 4.4 and 4.5. One possibility is to use questions 1, 2, 5, 6, 9,
10 and 11 for classwork, and the rest for additional practice.

Answers
3. mm 20 50 30 180 90 40 100 1 000 130 540 430 4 300
cm 2 5 3 18 9 4 10 100 13 54 43 430

8
4. (a) 480 cm = 410 m (b) 560 mm = 56 cm
(c) 30 m = 3 000 cm (d) 20 m = 20 000 mm
(e) 300 mm = 30 cm (f) 750 mm = 34 m

5. (a) mm 4 000 8 000 6 000 2 000 9 000 1 000

cm 400 800 600 200 900 100
m 4 8 6 2 9 1

(b) mm 12 000 3 000 5 000 6 000 9 000 75 000

cm 1 200 300 500 600 900 7 500
m 12 3 5 6 9 75

6. (a) 1 km = 1 000 m (b) 1 000 m = 1 km

(c) 20 km = 20 000 m (d) 3 500 m = 312 km

3
(e) 450 km = 450 000 m (f) 300 m = 10 km

7. m 2 000 8 500 18 000 134 000 28 000 500 176 000 4 500 5 500
812 or 1 512 or
km 2 18 134 28 2 176 4,5
8,5 5,5

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 2] 163

Notes on questions
Question 9 prepares learners for question 10. It is useful for learners to answer questions
9(a), (b) and (c) before answering question 10.

Answers
8. (a) 5 892 m = 5 km and 892 m (b) 17 056 m = 17 km and 56 m
(c) 8 331 m = 8 km and 331 m (d) 23 451 m = 23 km and 451 m
(e) 2 003 m = 2 km and 3 m (f) 100 400 cm = 1 km and 4 m

9. (a) 12 m (b) 14 m (c) 25 cm

10. (a) 125 cm (b) 250 cm (c) 175 cm

11. (a) 7 035 m (b) 8 m and 4 mm (c) 3 m and 8 cm and 2,5 mm

(d) 10 m and 40 cm (e) 36 m and 71 cm (f) 4 250 m

12. Yes, but only by converting the lengths to the same unit.

13. (a) 82 km and 894 m (b) 19 km and 55 m

(c) 679 m and 38 cm (d) 3 m and 6 cm and 7 mm
(e) 788 m and 29 cm (f) 80 km and 757 m

14. (a) 52 km and 894 m (b) 55 m

(c) 668 m and 62 cm (d) 2m and 47 cm and 3 mm
(e) 612 m and 21 cm (f) 65 km and 757 m

15. Learners’ methods will vary.

(a) 1212 m; 34 m; 643 cm; 870 mm
(b) 1,5 km; 1 230 m; 21 877 cm
(c) 521 027 m; 861 490 cm; 112 km; 0,5 km; 91 499 mm; 556 cm
(d) 25 km; 20 000 m; 150 000 cm

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 2] 164

4.4 Rounding off with units of measurement
Mathematical notes
We can round off to the nearest unit of measurement or we can round off to the nearest
multiple of a number, for example 5, 10, 100, 1 000. In this section, learners are asked to
round off in both these ways.
Measurement provides a useful context for learners to understand rounding off. In
particular, questions that ask “is it closer to . . . . or is it closer to . . . .” help learners to
understand rounding off.

Teaching guidelines
You should do an activity with the class to explain the simplest kind of “rounding off”. Use
your board ruler to draw a line on the board, a little less than a metre long. The board ruler
is marked in centimetres, with long marks at 0 cm, 10 cm, 20 cm, 30 cm, and so on.
Measure the length of the line. Let’s say it is about 87 cm long. Hold the board ruler next to
the line and say to the class: “Is the end of the line closer to 80 cm or is it closer to 90 cm?
This line, to the nearest 10 cm, is 90 cm long.”
Let’s say you drew a different line, 92 cm long. Hold the ruler next to the line and say to
the class: “Is the end closer to 90 cm or is it closer to 100 cm? This line, to the nearest 10 cm,
is 90 cm long.”
Now what if you drew another line, 95 cm long? 95 is halfway between 90 and 100.
Explain that we now use the rule that if the measurement is halfway between two main
marks on the scale, we round up to the next highest mark. So, in this example, we round
95 cm up to 100 cm. That is like rounding 95 cm up to one whole metre.
Next you can use the tinted passage to motivate and to explain rounding off. You can
also show these numbers on a number line or measuring tape so that learners can actually
see which multiple the number is closer to.
Rounding off to the nearest 5 is new in Grade 5. You may need to spend some time
explaining this.
Teachers sometimes teach a procedure which involves underlining the power you are
rounding off to, and circling the digit that follows. This does not help learners to
understand the meaning of rounding off. It also becomes confusing when learners need to
start rounding off to the nearest 5. It may make more sense if you encourage learners to
think of “the nearest multiple to”.

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 2] 165

Notes on questions
Some of the sub-questions (b, d, e, f, h, i, j) in question 1 require learners to convert
between units, or at least to have a sound understanding of the relationship between
metric units of length.
Question 2 focuses on rounding to the nearest 5. This is new in Grade 5.

Answers
1. (a) 20 cm (b) 100 cm (c) 7 700 km (d) 25 m
(e) 2 km (f) 3 cm (g) 10 km (h) 10 m
(i) 56 m (j) 2 m

2. (a) 15 km (b) 45 cm (c) 55 cm (d) 300 km

(e) 25 mm (f) 90 cm (g) 600 mm (h) 15 m
(i) 510 m (j) 20 km

3. (a) 1 750 km (b) 1 100 km (c) 363 100 km; 405 700 km

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 2] 166

4.5 Problem solving
Mathematical notes
In these problems learners will use converting between units, rounding off, addition,
subtraction, multiplication, division, and ratio.

Answers
1. (a) 184 km and 3 m
(b) 39 km and 501 m
(c) Sum of all the rounded distances: 184 km, so the difference is 3 m
(d) 66 km and 500 m

2. (a) Snail covers 746 cm = 7 m and 46 cm

Sparrow covers 746 cm × 5 = 3 730 cm = 37 m and 30 cm
Hen covers 3 730 cm × 2 = 7 460 cm = 74 m and 60 cm
Scottish Terrier covers 746 cm × 36 = 26 856 cm = 268 m and 56 cm
(b) 7 m and 46 cm; 37 m and 30 cm; 74 m and 60 cm; 268 m and 56 cm
(c) 7 460 mm
(d) 156 m and 66 cm or 15 666 cm
(e) 38 792 cm = 387 m and 92 cm

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 2] 167

Answers
2. (f) Snail: 745 cm; Sparrow: 3 730 cm; Hen: 7 460 cm; Scottish Terrier: 26 855 cm
(g) 1 492 cm = 14 m and 92 cm

Notes on questions
In question 5, it is important that learners do the drawings. This will allow them to see that
Nandi can plant at the start of a row and at the end of a row. If she plants tomatoes at the
start and end of the row she can plant 7 tomato plants and 11 mealie seeds. If learners
translate (b) into a number sentence, they will get 300 cm ÷ 50 cm = 6, i.e. 6 tomatoes,
and if they translate (c) into a number sentence, they will get 300 cm ÷ 30 cm = 10, i.e.
10 mealie seeds.

Answers
3. (a) 6 000 m (b) 7,5 km
4. (a) 5 × 100 m = 500 m (b) 100 m too few
5. (a) Learners’ drawings might look something like this:

0m 1m 2m 3m

0m 1m 2m 3m

(b) 7 tomato plants. (Learners are not expected to show the measurements.)
tomato plants: 7

0 cm 50 cm 100 cm 150 cm 200 cm 250 cm 300 cm

(c) 11 mealie seeds. (Learners are not expected to show the measurements.)
mealie seeds: 11

0 cm 30 cm 60 cm 90 cm 120 cm 150 cm 180 cm 210 cm 240 cm 270 cm 300 cm

(d) 4 rows (e) 88 mealie seeds (f) 70 tomato plants

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 2] 168

Answers
5. (g) two thirds
(h) two thirds

6. (a) 37 mm + 33 mm = 70 mm (b) 87 cm + 13 cm = 1 m
(c) 155 m − 35 m = 120 m (d) 880 mm + 20 mm = 90 cm
(e) 7 500 m + 500 m = 8 km (f) 6 402 m + 3 598 m = 10 km
(g) 1112 km − 212 km = 9 000 m (h) 1 554 cm + 46 cm = 16 m

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 2] 169

Grade 5 Term 2 Unit 5 Whole numbers: Multiplication
Learner Book Overview
Sections in this unit Content Pages in Learner Book
5.1 Refresh your multiplication memory Mental Mathematics 157 to 158
5.2 Working with hundreds Mental Mathematics 159 to 160
5.3 Multiply 3-digit numbers by 1-digit numbers The break down and build up method and word problems 161
5.4 Multiply 3-digit numbers by 2-digit numbers The break down and build up method and word problems 162 to 163
5.5 Rate Introduction of the concept of rate 163 to 165
5.6 Ratio Ratio as a comparison between two rates 165 to 166

CAPS time allocation 7 hours

CAPS page references 13 to 15 and 166

Mathematical background
Multiplication and division are applicable in the following two kinds of situations: Possible questions

• Additive situations, in which a whole quantity can be considered as being • 430 packets of sugar each have a mass of 400 g.
made up of equal parts. How much sugar is this in total? (430 × 400)
Example: A consignment of sugar is packaged into a number of packets of • 1 200 kg sugar is packaged in packets of 400 g each.
equal mass. How many packets is this? (1 200 ÷ 400, grouping)
• 1 200 kg of sugar is packed into 400 equal packets.
Situations like this can be described with a number sentence of the form:
How much sugar is in each packet? (1 200 ÷ 400, sharing)
number of parts × size of each part = total quantity, or
number of parts × value of each part = total value.

The “value of each part” is sometimes called the rate.

The number of parts can be a whole number or a fraction.
• Multiplicative situations, in which one quantity can be considered as an • A house is 20 times as high as the drawing of the house on a building
enlargement (“stretching”) or reduction (“shrinking”) of another situation. plan.
Example: A scale drawing of a building. – How high is the house if the drawing is 9 cm high? (20 × 9)
– How high is the drawing if the house is 240 cm high? (240 ÷ 20)
Situations like this can be described with a number sentence of the form: • The height of a drawing of a house is 15 cm and the actual house is
size of one object × scale factor (ratio) = size of another object 240 cm high. How much larger than the drawing is the house?
(The house is 240 ÷ 15 = 16 times larger than the drawing.)

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 2] 170

5.1 Refresh your multiplication memory
Teaching guidelines
Explain to learners that question 1 provides them with an opportunity to assess their
knowledge of multiplication facts in the domain:
1-digit number × multiple of 10.
More specifically, question 1 provides learners with an opportunity to identify which
multiplication facts in the above domain they cannot easily produce. They should write
these facts down so that they can work on them later.
You can save classroom time by making copies of page 419 of the Addendum, so that
learners can fill in the answers they know immediately and simply skip those questions for
which they cannot produce the answer quickly.

Answers
30 × 8 = 240 30 × 10 = 300 30 × 2 = 60 30 × 5 = 150
70 × 7 = 490 70 × 8 = 560 70 × 10 = 700 70 × 2 = 140
80 × 6 = 480 80 × 7 = 560 80 × 8 = 640 80 × 10 = 800
50 × 4 = 200 50 × 6 = 300 50 × 7 = 350 50 × 8 = 400
20 × 9 = 180 20 × 4 = 80 20 × 6 = 120 20 × 7 = 140
90 × 3 = 270 90 × 9 = 810 90 × 4 = 360 90 × 6 = 540
60 × 5 = 300 60 × 3 = 180 60 × 9 = 540 60 × 4 = 240
40 × 2 = 80 40 × 5 = 200 40 × 3 = 120 40 × 9 = 360
10 × 10 = 100 10 × 2 = 20 10 × 5 = 50 10 × 3 = 30
30 × 3 = 90 30 × 9 = 270 30 × 4 = 120 30 × 6 = 180 30 × 7 = 210
70 × 5 = 350 70 × 3 = 210 70 × 9 = 630 70 × 4 = 280 70 × 6 = 420
80 × 2 = 160 80 × 5 = 400 80 × 3 = 240 80 × 9 = 720 80 × 4 = 320
50 × 10 = 500 50 × 2 = 100 50 × 5 = 250 50 × 3 = 150 50 × 9 = 450
20 × 8 = 160 20 × 10 = 200 20 × 2 = 40 20 × 5 = 100 20 × 3 = 60
90 × 7 = 630 90 × 8 = 720 90 × 10 = 900 90 × 2 = 180 90 × 5 = 450
60 × 6 = 360 60 × 7 = 420 60 × 8 = 480 60 × 10 = 600 60 × 2 = 120
40 × 4 = 160 40 × 6 = 240 40 × 7 = 280 40 × 8 = 320 40 × 10 = 400
10 × 9 = 90 10 × 4 = 40 10 × 6 = 60 10 × 7 = 70 10 × 8 = 80

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 2] 171

Critical knowledge and skills
Without fluency in the production of multiplication facts for 1-digit numbers and
multiples of 10, 100 and 1 000, learners cannot do multiplication with multi-digit whole
numbers fast and accurately enough to be of any value.

Teaching guidelines
Fluency in the production of basic number facts depends on memorising at least some
facts, and the ability to quickly produce non-remembered facts from known facts. Explain
this to learners. To save classroom time, you can photocopy the table provided on
page 420 of the Addendum.
Demonstrate how new facts can be formed from known facts. Use the example in the
tinted passage and other examples of your own choice.

Answers
2. Learners work out the answers to the questions they listed (or skipped) in question 1.

3. Learners copy only their answers from question 2 into the given table.

× 2 4 8 3 6 5 10 9 7

10 20 40 80 30 60 50 100 90 70

50 100 200 400 150 300 250 500 450 350

90 180 360 720 270 540 450 900 810 630

80 160 320 640 240 480 400 800 720 560

40 80 160 320 120 240 200 400 360 280

20 40 80 160 60 120 100 200 180 140

30 60 120 240 90 180 150 300 270 210

60 120 240 480 180 360 300 600 540 420

70 140 280 560 210 420 350 700 630 490

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 2] 172

5.2 Working with hundreds
Teaching guidelines
The purpose of this section is to develop fluency in the production of multiplication facts
for multiples of 10 and 100. While the trick of counting zeros, for example finding 30 × 40
by adding two zeros to the answer 12 for 3 × 4 is useful, it is important that learners also
understand the multiplication facts for multiples of 10 and 100.
The questions are designed to provide learners with opportunities to develop such
understanding.

Answers
1. (a) 24 (b) 240
2. Double 600 ® 1 200 and double again ® 2 400
Mlungisi is right.
3. 2 400
4. (a) 600 (b) 40
5. Both give the same answer: 2 400.
6. 24 000

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 2] 173

Teaching guidelines
Questions 7 and 8 are intended to help learners to form a sense of the magnitude of
multiples of 10, 100, 1 000, 10 000 and 100 000, and how they relate to each other. To
promote quality of engagement with the questions, you could make a drawing for
question 7(a) on the board and ask learners to suggest how you should change the drawing
so that it represents question 7(b), and question 7(c):

If learners are challenged by question 8, you may suggest that they write parts of the
statements in symbols, for example question 8(b):
10 10 10 10 10 10 10 10 10 10 . . . . . . . . . . . . . . . . . .
Such a representation may provide support for learners’ thinking about the meaning of
the statement, for example:
10 10 10 10 10 10 10 10 10 10 . . . . . . . . . . . . . . . . . .

ten tens = one hundred ten tens = one hundred, etc.

Answers
7. (a) 100 (b) 1 000 (c) 10 000
(d) 300 (e) 700 (f) 7 000
8. (a) True (b) False (c) True
(d) True (e) True (f) True
9. 100 × 583 = 100 × 500 + 100 × 80 + 100 × 3 = 50 000 + 8 000 + 300

10. 100 × 6 = 600 100 × 60 = 6 000 200 × 60 = 12 000

400 × 60 = 24 000 60 × 300 = 18 000 30 × 600 = 18 000
50 × 700 = 35 000 400 × 80 = 32 000 900 × 4 = 3 600
40 × 900 = 36 000 70 × 900 = 63 000 8 × 700 = 5 600
600 × 70 = 42 000 30 × 900 = 27 000 700 × 40 = 28 000

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 2] 174

5.3 Multiply 3-digit numbers by 1-digit numbers
Teaching guidelines
Do the example in the tinted passage on the board, and possibly one or two more.
Emphasise the strategy of replacing the single “difficult” product (347 × 8) with the sum of
three “easy products” (300 × 8, 40 × 8 and 7 × 8).

Notes on questions
Learners may find question 5 demanding. The question is deliberately designed to provide
learners with the challenge to interpret the different numbers given.
At each feeding session the 8 goats together will get 8 × 375 ml, that is 3 000 ml or 3 ℓ.
Hence Jane needs 4 × 3 ℓ = 12 ℓ every day.
Some learners may argue like this and will have to calculate the product of a 2-digit and a
3-digit number:
Feeding 8 goats four times a day is 4 × 8 = 32 feeds at 375 ml per feed,
which is 32 × 375 ml.
If such learners are challenged by the multiplication, you can suggest to them that they
first calculate how much milk is needed for one feeding session for 8 goats.

Answers
1. (a) 3 941 (b) 2 268
(c) 3 258 (d) 4 984
(e) 2 442 (f) 4 710
(g) 2 556 (h) 3 451
(i) 4 696 (j) 2 792
(k) 3 346 (l) 7 264
2. 1 666 rooms

3. 1 248 guests

4. 5 193 water sachets

5. 12 ℓ

6. R1 251

7. 7 kg

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 2] 175

5.4 Multiply 3-digit numbers by 2-digit numbers
Teaching guidelines
Learners have already multiplied a 2-digit number by a 3-digit number in Term 1. It should
suffice to demonstrate one or two cases, for example 67 × 547 and 56 × 884, on the board
before allowing learners to engage with question 1 and proceed to the other questions.

Notes on questions
To do question 4 quickly, one needs to observe that 177 is half of 354. It is unlikely that all
learners in a class will notice this by themselves. After giving learners some time to work on
question 4, you may ask them what half of 354 is, and suggest that if they know this the
question will become easy.

Answers
1. 300 × 80 + 40 × 80 + 7 × 80 + 300 × 4 + 40 × 4 + 7 × 4
= 24 000 + 3 200 + 560 + 1 200 + 160 + 28
= 29 148

2. 80 × 300 + 80 × 40 + 80 × 7 + 4 × 300 + 4 × 40 + 4 × 7
= 24 000 + 3 200 + 560 + 1 200 + 160 + 28
= 29 148
3. (a) 29 184 (b) 20 992
(c) 15 708 (d) 23 464
(e) 32 121 (f) 21 252
(g) 45 402 (h) 18 434
(i) 18 408 (j) 34 146
(k) 16 704 (l) 22 816
4. 177 is half of 354, therefore the answer must be half of 18 408 = 9 204 kg

5. R29 296

6. 6 096 light bulbs

7. (a) 18 564 strawberry plants
(b) 22 320 jars

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 2] 176

Answers
8. (a) 576 balls (b) R7 488

5.5 Rate
Mathematical notes
A rate describes how much of one quantity (e.g. money) corresponds to one unit of
another quantity (e.g. volume of petrol): R10,40 may correspond to 1 ℓ of petrol. Other
examples of rates are speed (the distance that corresponds to a unit of time), dosages
(amount of medicine that corresponds to a unit of body mass), tax (amount of tax that
corresponds to R1 000 of income) and sound pitch (number of vibrations that correspond
to a unit of time).
Any rate situation can be represented by a number sentence of the form
amount × rate = total
For example, if a recipe requires 5 g of salt for every kg of beans, the number sentence is
mass of beans in kg × 5 = mass of salt in g
In the case of cost rates, the number sentence can be stated as
amount × unit cost = total cost
In the case of speed, the number sentence can be stated as
duration of time × speed = distance covered

Possible misconceptions
Learners may easily form the misconception that a rate is always constant. This may
inhibit them from engaging successfully with situations that involve variable rates, which
becomes important in higher grades. The drum play situation used as an introductory
context here, and question 2 on the next page, are specifically designed to alert them to
variable rates at an early stage.

Teaching guidelines
Ask learners to comment on the difference between Salmon and Rashid’s drum playing
once they have finished completing the table in question 2. You may introduce the term
“changing rate” or “variable rate” to distinguish Rashid’s playing from Salmon’s playing.

Answers
1. 18 beats

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 2] 177

Notes on questions
The first three parts of question 4 demonstrate three different kinds of questions that can
be asked with respect to a situation that involves a constant rate.
In question 4(a) the rate and the duration of time are given, and the total number of
beats has to be calculated: 5 × 8 = total number of beats
In question 4(b) the duration of time and the total number of beats are given, and the
rate has to be calculated: 3 × rate = 36 beats
In question 4(c) the rate and the total number of beats are given, and the duration of
time has to be calculated: duration of time × 8 = 32 beats

Teaching guidelines
To help learners who are challenged by questions 4(b) and 4(c), you may suggest that they
clarify to themselves what is known and what is unknown in each of questions 4(a), (b)
and (c). They may make and complete a table like this before attempting to answer
questions (b) and (c):

Play time Rate Number of beats

Question 4(a) 5 minutes 8 beats per minute unknown
Question 4(b)
Question 4(c)

Once learners have completed question 4, you may show them how the different
questions can be represented by number sentences as shown above. Resist the temptation
to show the number sentences before learners have engaged with the questions
intensively. Seeing the number sentences may deny them the opportunity to learn to
interpret verbal descriptions of situations.

Answers

2. First minute Second minute Third minute Fourth minute

Salmon 6 6 6 6
Rashid 14 19 26 32

3. No
4. (a) 40 beats (b) At a rate of 12 beats per minute
(c) 4 minutes (d) 60 beats
5. (a) 222 tomatoes (b) 400 tomatoes

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 2] 178

Answers
5. (c) 6 hours

5.6 Ratio
Mathematical notes
Quantities can be compared in two ways:
• By stating the difference: how much more the one quantity is than the other, for
example “Susan earns R24 000 more than William each month.”
• By stating the ratio: by what the one quantity must be multiplied to get the other
quantity, for example “Susan earns 3 times as much as William each month.”
Both difference and ratio are used to compare two quantities of the same kind. Ratios
appear in different kinds of situations, several of which are addressed in Term 4 Unit 5.
In this unit, the concept of ratio is introduced to compare two rates.

Teaching guidelines
Questions 1 to 7 provide learners with a variety of opportunities to compare two
quantities, namely the different constant rates at which Salmon and Rashid beat their
drums.
The term “ratio” is only introduced after learners have done these questions (i.e. on
page 166 of the Learner Book).

Answers
3. At a rate of 30 beats per minute
4. (a) 150
(b) 30

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 2] 179

Teaching guidelines
Learners’ comparison of the two drum-beating rates culminates in the completion of the
table in question 6.
Once learners have completed question 7, you may put this question to the whole class:
“Does Rashid beat his drum five times as often as Salmon?”
Reflection and discussion on this question should help learners to consolidate the idea of
a fixed ratio between the two drum-beating rates.

Answers
5. (a) 90 times
(b) 24 times

6. Number of beats on
30 60 90 120 150 180 210 240
the small drum
Number of beats on
6 12 18 24 30 36 42 48
the big drum

7. (a) 60 (b) 150 (c) 45 (d) 5

8. (a) The ratio of Isaac’s steps to Benjamin’s steps is 12 to 20 or 3 to 5.
(b) 10 steps
(c) 18 steps

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 2] 180

Grade 5 Term 2 Unit 6 Properties of three-dimensional objects
Learner Book Overview
Sections in this unit Content Pages in Learner Book
6.1 Flat and curved surfaces on 3-D objects An overview of the surfaces of 3-D objects 167 to 168
6.2 Make cylinders and cones Make cylinders and cones out of paper and other materials 169 to 171
6.3 Make prisms and pyramids Make prisms and pyramids out of paper and other materials 172 to 175

CAPS time allocation 6 hours

CAPS page references 22 and 167 to 168

Mathematical background
Cylinders and prisms are very similar. Any cylinder and any prism has two identical flat surfaces (faces) at the ends. A cylinder has only one other surface,
which is curved, while all the other surfaces of a prism are flat – in fact, rectangles.
Cones and pyramids have a flat surface at one end (the base) and a pointed end (like a sharpened pencil) opposite the base. A cone has one curved surface
between the flat (circular) base and the pointed end, while a pyramid has one flat triangular surface for each side of the polygonal base.

Resources
Many models and/or real-life examples of prisms, pyramids, cylinders and cones; paper, scissors and sticky tape

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 2] 181

6.1 Flat and curved surfaces on 3-D objects
Teaching guidelines
If possible, provide many more examples of prisms, pyramids, cylinders and cones. The
best way for learners to begin to distinguish properly between the four types of objects is to
have as many as possible of these objects available, and to ask learners to group the objects
into the four categories. Ensure that learners are able to justify their classification by
referring to the key characteristics mentioned on the previous page of this Teacher Guide.

Possible misconceptions
Some learners may confuse the four kinds of objects because they are not yet distinct in
their minds (this is due to inexperience, or to them not focusing on the important
characteristics: pointedness or not, curved surfaces or polygonal faces). Beware that some
learners may simply be confusing the names, for example saying pyramid when they mean
prism.

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 2] 182

Teaching guidelines
Once learners have completed the questions individually and have written down their
answers, let them compare their answers in small groups.

Answers
1. Mountains photo: three cylindrical mountains with cone-shaped tops
Windmill photo: triangular pyramid as the standing frame for the windmill,
cylindrical dam
Antlion trap photo: cone-shaped hole
Hut photo: cylindrical building, cone-shaped roof
Church photo: squared-based pyramidal tower roof
Pipes photo: cylinder
2. Learners’ own work
3. Learners’ own work
4. Probably yes, but the answer depends on the actual classroom.

Teaching guidelines
It is worthwhile to teach learners how to make a sketch of a cylinder as seen from an angle:
Step 1: Draw the circular edge of one end of
the cylinder, as you would see it from the side.

Step 2: Draw two lines to show Step 3: Add what you can
the “body” of the cylinder. see of the edge at the other
end of the cylinder.

Alternatively, you can start by drawing two straight lines to show the body and then add
curves to show the ends.

First then

Similar steps can be followed to draw a prism with a rectangular base, or even a more
complicated base like a hexagon.

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 2] 183

6.2 Make cylinders and cones
Teaching guidelines
Allow learners as much time as possible to explore the characteristics of cones and
cylinders. It is very important that the objects are not simply things-to-be-named, but
rather objects with specific characteristics.
Demonstrate the rolling of a tube, then let learners roll their own tubes.
Learners may find it quite challenging to draw a sliced
cylinder (question 3). Allow them to struggle on their own for
at least 5 minutes; then provide support. Some learners may
produce reasonable drawings like the one on the right.

A better drawing of a sliced cylinder can be made by drawing separate short cylinders:

then

The cylindrical slices can be drawn closer together:

then

The curved surfaces can be shaded to give a better

picture of the sliced cylinder:

Answers
1. Learners’ own practical work
2. (a) Circular shape

(b) Yes, the two ends are the same.

3. The slices will also be cylinders. See the drawings above.

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 2] 184

Teaching guidelines
It will definitely make it easier for learners if you first demonstrate question 4. However,
it will be of great value if they can engage with the challenge of making sense of the
photographs themselves, and manage to perform the actions demonstrated in the
photographs. It is an opportunity to develop their graphical literacy.

Answers
4. Learners’ own practical work
5. (a) No
(b) No
(c) Here are some things learners may mention:
The ends of cylinders are the same while the ends of cones differ.
A cylinder has two identical ends while a cone has one flat end and one pointed
end.
The shape of a cylinder viewed from the side is rectangular while the shape of a
cone viewed from the side is triangular.

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 2] 185

Teaching guidelines
Explain to learners that the pictures in question 6 show a particular way in which cylinders
and cones can be cut into smaller pieces. It is similar to the way in which a loaf of bread is
normally cut into slices:

Mathematical notes
The “slices” of the cylinder (see question 6) are
called circular discs. For the cone, each slice is
called a truncated cone.
Question 7 is quite important because it challenges
learners to explore the similarities and differences
between the four kinds of objects. These similarities
and differences arise when one thinks about the surfaces
(curved or flat) between the ends, and the ends (one
pointed end and one flat end, or two identical flat ends). Truncated cone

Answers
6. The slices of the cylinder are again cylinders, of equal width. Only one slice of a cone is
a cone again, the other slices are not pointed at one end, and they have different
widths.
7. (a) The end surfaces of prisms and cylinders are the same, but this is not true for the
ends of cones and pyramids.
(b) Prisms and pyramids have square, rectangular or triangular bases; cylinders and
cones have circular bases.

Enrichment activity
Ask learners to make a truncated pyramid from paper.

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 2] 186

6.3 Make prisms and pyramids
Teaching guidelines
Again, allow learners as much time as possible to explore the characteristics of pyramids
and prisms. Simply naming the different objects is not enough. Learners should be able to
identify their specific characteristics.
The links between cylinders and prisms, and between cones and pyramids, should
become apparent from the way learners are asked to fold cylinders into prisms, and cones
into pyramids. The folding process changes the curved edges of the flat (open) ends of
cones and cylinders into the polygonal ends of pyramids and prisms. Likewise, the curved
surface of a cone or cylinder is folded into flat surfaces. These are triangles in the case of
pyramids and rectangles in the case of prisms. Be sure to explore these links with your
learners.

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 2] 187

Teaching guidelines
Questions 1 to 4 are designed to develop and refine the concept of the “face” of a 3-D
object. It is important that you participate in the learners’ activities. When they have
finished with question 1, explain to them that in the next activity (i.e. question 2) they
will cut pieces of paper that can be used to close the open ends.

Answers
1. (a) to (c) Learners’ own practical work
2. Learners’ own work
3. 4 rectangular pieces and 2 square pieces of paper
4. (a) 5 faces
(b) 3 rectangular faces and 2 triangular faces

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 2] 188

Teaching guidelines
Learners can do question 7 at home as a project.

Answers
5. (a) 7 faces
(b) 5 rectangular faces and 2 pentagonal faces
6. 6 rectangular faces and 2 hexagonal faces
7. Learners’ own practical work

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 2] 189

Answers
8. Learners’ own drawings: 1 square and 4 triangles
9. (a) Pentagonal prism
(b) Pentagonal pyramid
(c) Triangular pyramid
(d) Rectangular prism
(e) Square prism or cube

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 2] 190

Grade 5 Term 2 Unit 7 Geometric patterns
Learner Book Overview
Sections in this unit Content Pages in Learner Book
7.1 Making patterns Revisiting the basics of clever counting 176
7.2 From pictures to tables Generating, organising and generalising data 177
7.3 Extending patterns From rules to tables 178
7.4 Using patterns to solve problems Comparing different arrangements 179 to 180

CAPS time allocation 4 hours

CAPS page references 19 and 169 to 171

While providing opportunities to develop understanding of patterns, continuing sequences or completing tables according to a pattern also contributes to the
development of the Mental Mathematics section of the CAPS.
Mathematical background
The approach in this unit is not to reduce the work on geometric patterns to numeric patterns in tables – that too – but to capitalise on the visual aspects of
geometric representations as a method to find rules based on the structure of the geometric figures.

This implies that you should help learners not to determine the number of dots in a figure by counting them one by one, but to use “clever counting” by
identifying appropriate larger, repeating units. Then, learners shouldn’t just count the larger units, but rather write down a numerical expression
(calculation plan or rule) describing the number of dots. It is very important that learners should learn to withhold immediate calculation of a numerical
expression – what is needed is to analyse the structure of the expression as an object, and to generalise the structure, not to generalise numbers.

To find a general rule for the pattern requires a second level of pattern recognition, namely recognising the structure in a series of numerical expressions: what
remains unchanged (is constant) and what changes (is variable). This process is illustrated below:

• • • • •
• • • • • •
• • • • • • •
• • • • • • • •
• • • • • • • • • • • • • •
Square 1 Square 2 Square 3 Square 4
S1 = 4×1 S2 = 4×2 S3 = 4×3 S4 = 4×4 S100 = 4×100

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 2] 191

7.1 Making patterns
Teaching guidelines
We suggest that you present this first geometric pattern activity to the class, and solve the
questions interactively with input and discussion from learners.
Remind them, and illustrate, that the big idea is not to count one by one, but to use
“clever counting”, i.e. to identify larger repeating units – and then also not to count the
units, but to write down a calculation plan. We illustrate this for question 1:

9 blue triangles
8 black triangles

7 blue triangles
6 black triangles

It is important for learners to “see” in the given drawing of the 9 by 7 border pattern that
• in the height there are 9 blue and 8 black triangles, and
• in the width there are 7 blue and 6 black triangles.

We can now write down our calculation plan:

• Calculation plan for the no. of blue triangles: 2×9 + 2×7 or 2×(9+7)
• Calculation plan for the no. of black triangles: 2×8 + 2×6 or 2×(8+6)
• Calculation plan for total: 2×6 + 2×7 + 2×8 + 2×9 or 2×(6+7+8+9).

Note that for all the different sizes of this border pattern there is always one less black
triangle than blue triangles in the height, and one less black triangle than blue triangles in
the width.
Answers
1. Blue: 32 Black: 28 Total: 60
2. (a) Blue: 2×(12+10) = 44 Black: 2×(11+9) = 40 Total: 2×(9+10+11+12) = 84
(b) Blue: 2×(15+10) = 50 Black: 2×(14+9) = 46 Total: 2×(9+10+14+15) = 96
(c) Blue: 2×(20+15) = 70 Black: 2×(19+14) = 66 Total: 2×(14+15+19+20) = 136

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 2] 192

7.2 From pictures to tables
Teaching guidelines
From their experience with the way of thinking used in the previous section, you should
now encourage learners to continue with “clever counting” and to use structure and not
counting.
Give learners the opportunity to explain their methods and to learn from each other.
Most learners should be able to use an approach as set out below, or to follow other
learners explaining what they “see” and how they describe what they are seeing by means
of calculation plans. Note that question 4 asks for a calculation plan for the total number
of triangles in the pattern.

Length 1 Length 2 Length 3 Length 4

Black: 2×1 Black: 2×2 Black: 2×3 Black: 2×4

Blue: 2×2 Blue: 2×3 Blue: 2×4 Blue: 2×5
Total: 2×(1+2) Total: 2×(2+3) Total: 2×(3+4) Total: 2×(4+5)

Answers
1. (a) Length 5: 5 black triangles at the bottom and 5 at the top, and 6 + 6 blue triangles.
(b) (c) 22

2. (a) Length 50: 50 black triangles at the bottom, 50 black triangles at the top and
2×51 blue triangles.
(b) No. of triangles in Length 50 = 2×50 + 2×51 = 202 or 2×(50 + 51) = 202

3. Length 1 2 3 4 5 6 7 60
No. of black triangles 2 4 6 8 10 12 14 120
No. of blue triangles 4 6 8 10 12 14 16 122
Total no. of triangles 6 10 14 18 22 26 30 242

4. 1, 2, 3, 4, 20 − × 4 − + 2 ® 6, 10, 14, 18, 82

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 2] 193

7.3 Extending patterns
Teaching guidelines
This section is quite challenging. We suggest that all learners should do question 1, but
it is not necessary that all learners finish all the questions. It is more important to have
a thorough discussion of the solution of question 1.
Answers
1. (a) Size 1 2 3 4 5 6 30
No. of purple tiles 2 4 6 8 10 12 60
No. of white tiles 10 14 18 22 26 30 126
Total no. of tiles 12 18 24 30 36 42 186
(b) Horizontal pattern: No. of purple tiles: 2 tiles are added to the previous size
No. of white tiles: 4 tiles are added to the previous size
Total no. of tiles: 6 tiles are added to the previous size
Vertical pattern: No. of purple tiles: Size number × 2
No. of white tiles: Size number × 4 + 6
Total no. of tiles: Size number × 6 + 6
2. (a) Size 1 2 3 4 5 6 30
No. of purple tiles 2 4 6 8 10 12 60
No. of white tiles 10 17 24 31 38 45 213
Total no. of tiles 12 21 30 39 48 57 273
(b) Horizontal pattern: Purple: + 2 tiles White: + 7 tiles Total: + 9 tiles
Vertical pattern: Purple: Size number × 2
White: Size number × 7 + 3
Total: Size number × 9 + 3
3. (a) Size 1 2 3 4 5 6 30
No. of purple tiles 4 8 12 16 20 24 120
No. of white tiles 12 20 28 36 44 52 244
Total no. of tiles 16 28 40 52 64 76 364
(b) Horizontal pattern: Purple: + 4 tiles White: + 8 tiles Total: + 12 tiles
Vertical pattern: Purple: Size number × 4
White: Size number × 8 + 4
Total: Size number × 12 + 4

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 2] 194

7.4 Using patterns to solve problems
Teaching guidelines
This is an interesting real-life problem. It may be somewhat time-consuming, but once
learners get the hang of it, it should not be difficult. However, in order to solve the
problem and to develop an understanding of structure, it is important that all learners do
all the plans.
Mathematical notes
To calculate the number of people for a large number of tables, it is useful to find a
calculation plan for each of Plans 1 to 4.
Again, it is not really difficult, and it certainly is not more challenging than finding the
perimeter of the figures (with the people as “sides” or side lengths)!
The way to “see” structure is to understand that in Figure 4 we try to see a unit of 4, in
Figure 3 we try to see a unit of 3 in the same way, in Figure 2 a unit of 2 and so on, as
illustrated here for Plan 1:

J J J J J J J J J J
J J J J J J J J
J J J J J J J J J J
1 table 2 tables 3 tables 4 tables
4 at top, 4 at bottom, plus 2
2×1 + 2 2×2 + 2 2×3 + 2 4 + 4 + 2 = 2×4 + 2

The challenge is then to generalise the structure so that we can, for example, easily
calculate how many people will sit at 15 small tables:

T1 = 2×1 + 2
T2 = 2×2 + 2
T3 = 2×3 + 2
T4 = 2×4 + 2
⁞
So, T15 = 2×15 + 2
The calculation plan as a flow diagram also helps us to find unknown input values by using
inverse operations in reverse order, for example:

? − × 2 − + 2 ® 46
22 ¬ ÷ 2 − − 2 − 46

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 2] 195

We briefly outline the thinking to find the rule for Plan 3 using visual structure:

J J J J J J T1 = 2×1 + 4
J J J J J J T2 = 2×2 + 4
J J J J J J T3 = 2×3 + 4
J J J J J J T4 = 2×4 + 4
⁞
1 table 2 tables 3 tables
2×1 + 4 2×2 + 4 2×3 + 4 So T15 = 2×15 + 4

Answers
1. (a) Each square table can seat two people opposite each other, plus one person at each
end of the combined row of tables (the “long table”).
(b) 1, 2, 3, 4, 5, 15, 22 − × 2 − + 2 ® 4, 6, 8, 10, 12, 32, 46

(c) No. of tables 1 2 3 4 5 15 22

No. of people 4 6 8 10 12 32 46

2. (a) Each table can seat two people at the short ends. And 6 people can sit at the other
two sides of the combined row of tables.
(b) 1, 2, 3, 4, 5, 15, 20 − × 2 − + 6 ® 8, 10, 12, 14, 16, 36, 46

(c) No. of tables 1 2 3 4 5 15 20

No. of people 8 10 12 14 16 36 46
3. (a) Each table can seat two people at the short ends. And 4 people can sit at the other
two sides of the combined row of tables.
(b) 1, 2, 3, 4, 5, 15, 21 − × 2 − + 4 ® 6, 8, 10, 12, 14, 34, 46

(c) No. of tables 1 2 3 4 5 15 21

No. of people 6 8 10 12 14 34 46
4. (a) Each table can seat four people opposite each other, plus one person at each end
of the combined row of tables.
(b) 1, 2, 3, 4, 5, 15, 11 − × 4 − + 2 ® 6, 10, 14, 18, 22, 62, 46

(c) No. of tables 1 2 3 4 5 15 11

No. of people 6 10 14 18 22 62 46
5. Plan 4

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 2] 196

Grade 5 Term 2 Unit 8 Symmetry
Learner Book Overview
Sections in this unit Content Pages in Learner Book
8.1 Drawing symmetrical figures Identifying lines of symmetry and completing symmetrical drawings 181 to 182
8.2 Finding lines of symmetry Identifying lines of symmetry; identifying symmetrically located points 183 to 184
8.3 Moving figures to make symmetries Identifying symmetries resulting from moving a shape in various ways, and 185 to 186
identifying absence of symmetry

CAPS time allocation 2 hours

CAPS page references 23 and 171

Mathematical background
Symmetry occurs when a shape or design can be seen as consisting of two “mirror images”. This means that a straight line, called the line of symmetry, can be
drawn through the shape or design in such a way that if we fold along the line, every single line and point on one side of the line lies on top of its twin on the
other side of the line – without exceptions. Some shapes have two or more lines of symmetry.

Symmetry is an intuitive concept that plays an important role in art and design – this forms the beginning of the unit. It is followed by a more formal look into
symmetry – the symmetry of points. This develops the spatial skill of “seeing” symmetry. In the last section, learners have to identify symmetries and absence
of symmetry in a variety of compound shapes.

This quadrilateral possesses This quadrilateral has only This quadrilateral has This quadrilateral has four All the lines that pass through the
no symmetry at all. one line of symmetry. two lines of symmetry. lines of symmetry. centre of a circle are lines of symmetry.

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 2] 197

8.1 Drawing symmetrical figures
Teaching guidelines
The purpose of question 1 is to let learners physically experience symmetry by making
symmetrical sets of movements with their two hands, or two successive sets of movements
with the same hand. Learners may have to try repeatedly before they get it right. Allow
them to share their experiences.
You can draw a simple symmetrical
figure on the board to demonstrate what
learners are required to do in question 1.

Another way to let learners experience symmetry is to give each

learner a piece of cardboard or thick paper that can serve as a
template for tracing a figure.
Let learners trace the outline of the template, then pick it up,
flip it over and put it down again. They must try to put it down
in a position that will produce symmetry when the outline is
traced again, as shown below. Let learners then draw the
approximate line of symmetry, without a ruler. (It is not accuracy that is important now,
it is the ability to visualise where the line of symmetry is.) Note that the broken line figure
below does not form a symmetrical design with the tracing on the left – it was shifted
down.

Answers
1. Practical activity
2. Pictures with a fold line that is a line of symmetry: (a), (c)

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 2] 198

Teaching guidelines
You can do A and C on the board as examples – plot only the necessary dots beforehand.
We have provided dotted paper in the Addendum on page 415. However, it is not critical
to have dotted paper. Working on lined paper is almost as good and will still allow the idea
of symmetry to develop.

Answers
3. (a) Learners’ own work
(b)

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 2] 199

8.2 Finding lines of symmetry
Mathematical notes
Learners’ individual spatial sense is challenged here, building on the challenges mentioned
in the previous section.

Answers
1. (a) (b)

(c) (d)

2. (a) (b)

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 2] 200

Answers
3. (a) (b)

(c) (d)

(e) (f)

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 2] 201

8.3 Moving figures to make symmetries
Teaching guidelines
The questions in this section require learners to identify symmetries and lines of symmetry
(e.g. questions 1 and 2) as well as the absence of symmetry (question 3). The section hence
provides for consolidation and refinement of the knowledge learners acquired in Sections
8.1 and 8.2.
The section also provides learners with experiences of the transformations they will learn
about in Term 3 Unit 7: translations (questions 1 to 3), reflections (questions 4, 5 and 6(b))
and rotations (questions 4, 5 and 6(c)). However, there is no need for learners to name and
engage formally with these transformations now: they only have to provide descriptions
in their own language of how the hexagon was moved to form the repetitive designs
(patterns) in the various questions.
The explicit references to transformations in the mathematical notes below and on the
next page are provided as background orientation for teachers, not with the intention that
this should be discussed with learners at this stage.

Mathematical notes
When a symmetrical shape is shifted along the line of symmetry without turning it, the
symmetry is repeated and a compound symmetrical design is formed, as demonstrated in
the designs in questions 1 and 2.
Shifting a symmetrical shape along a line other than the line of symmetry does not
create more symmetries, as shown in question 3.

Answers
1. (a) The hexagon was moved 5 squares to the right.
(b) The red line
2. (a) The hexagon was moved 4, then 5, then 6 squares to the right.
(b) The red line
(c) Many learners may say “yes”, which is wrong. Allow learners to do question 3 to
realise that shifting a symmetrical figure along a straight line does not necessarily
produce more symmetries.
3. (a) The hexagon was moved 6 squares to the right and 1 square down.
(b) None

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 2] 202

Mathematical notes
A symmetrical design is created when a shape is flipped over. The design in question 4(a)
can be produced by flipping the hexagon over the black vertical broken line, then over the
green broken line, then over the blue broken line.
The symmetrical design in question 4(a) can also be produced by turning (rotating) the
symmetrical hexagon through 180°, around the intersection of the extended axis of
symmetry (the red broken line) and the vertical broken lines.

Answers
4. (a) The hexagon can be “flipped over” to the right, and again and again. Learners
may use different language.
The pattern can also be produced by turning the hexagon halfway around, around
the points where the horizontal and vertical broken lines cross.
(b) The red, black, green and blue lines
(c) The black and blue lines

5. (a) The hexagon can be shifted to the right and down and flipped over to the right.
Alternatively, it can be turned halfway around the points where the horizontal
and vertical broken lines cross.
(b) None

6. (a) No symmetries

(b) The group of four hexagons is

symmetrical around the green
broken line.
The two hexagons on the left
are symmetrical around the
black broken line, and the two
hexagons on the right are
symmetrical around the blue
broken line.

(c) No symmetries

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 2] 203

Grade 5 Term 2 Unit 9 Whole numbers: Division
Learner Book Overview
Sections in this unit Content Pages in Learner Book
9.1 Build multiplication knowledge for division Mental Mathematics 187 to 188
9.2 Use multiplication facts to do division Building up and breaking down numbers 189 to 190
9.3 Find answers for practical questions Solving problems by division 191 to 192
9.4 Multiply and divide Contextual questions on multiplication and division including ratio 193 to 195

CAPS time allocation 8 hours

CAPS page references 13 to 15 and 172 to 173

Mathematical background
Division is applicable to three different kinds of situations:
• Situations in which a quantity is shared (divided) into a given number of parts of unknown equal size – thus, a situation in which the number of
equal parts is known but the size of each part is unknown.
• Situations in which a quantity is shared (divided) into an unknown number of parts of given equal size – thus, a situation in which the number of
equal parts is unknown but the size of each part is known.
• Scaling situations where two quantities of the same kind are compared in terms of their ratio, not the difference between the two quantities.

The first step in division is to estimate what to multiply the divisor by to reach an answer smaller than the dividend.
For example, when calculating 6 247 ÷ 87 one may estimate that 50 × 87 will be smaller than 6 247. Since 50 × 87 = 4 350 (half of 100 × 87, which is 8 700),
in this case it proves to be a good estimate.

The next step could now be 20 × 87 = 1 740, leading to 70 × 87 = 4 350 + 1 740 = 6 090, which is already close to 6 247.
One may add 87 to get closer: 71 × 87 = 6 090 + 87 = 6 177.

Since 6 247 − 6 177 = 70, the answer is 6 247 ÷ 87 = 71 remainder 70.

This may also be expressed by writing 6 247 = 71 × 87 + 70.

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 2] 204

9.1 Build multiplication knowledge for division
Teaching guidelines
The first step in dividing with multi-digit numbers is to make an estimate that can serve as
a starting point (see “Mathematical background” on the previous page). Hence, questions
1 and 2 provide learners with opportunities to strengthen their estimation skills.
You may start the lesson by asking learners to study questions 1(a)–(h) and 2(a)–(j) and to
then write down estimated answers. Having to estimate answers will help learners to apply
their minds to understand given situations, which is an essential element of problem
solving. Then ask them to check their answers by using multiplication.
Once learners have started working on questions 1 and 2, you may suggest that they
revise their estimates as they progress.

Answers
In questions 1 and 2 there is sometimes more than one solution. Consider learners’
answers.
1. (a) 475; 476; 477; 478; 479 (b) 317; 318; 319
(c) 238; 239 (d) 190; 191
(e) 159 (f) 136; 137
(g) 119 (h) 106

2. (a) 95; 96 (b) 87; 88

(c) 80 (d) 74
(e) 68; 69 (f) 64
(g) 60 (h) 56; 57
(i) 53 (j) 50; 51

3. (a) 460 (b) 860

(c) 680 (d) 1 110

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 2] 205

Teaching guidelines
When learners start with question 4, suggest that they make estimates as in questions 1
and 2, and then check their answers by doing multiplication. They may observe that the
answers for question 3 can help them to quickly produce the answers for question 4.
This is fine.

Answers
4. (a) 23 (b) 20
(c) 20 (d) 43

5. (a) 460 + 115 = 575 (b) 575

(c) 690 + 92 = 782 (d) 782

Notes on questions
Like questions 3 and 4, but in a different way, question 6 demonstrates the relationship
between multiplication and division.
Thus, in question 6(a) learners may say 18 × 24 = 432 or 24 × 18 = 432.
In question 6(b) learners know that the number of rings is neither increased nor
decreased, therefore: 432 ÷ 12 = 36. This means that 12 × 36 = 432. This implies that Nathi
will rearrange the rings into 36 rows of 12 rings in each.

Answers
6. (a) 432 (b) 36 (c) 54 (d) 48
7. 30
8. 20

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 2] 206

9.2 Use multiplication facts to do division
Teaching guidelines
The contexts described in Situations A and B may be utilised as a platform for learners to
strengthen their knowledge of how to do division with multi-digit numbers. For this to
happen, it is critical that learners engage with the context in their minds. To help them do
that, you may bring a box to class. Say to learners that you want to put 24 apples in the
box. Ask them to estimate how many such boxes with 24 apples each can be made up from
a total of 774 apples. Let them write their estimates down.
To help learners to engage in their minds with Situation B, you may say that you would
like 24 of them to each take some apples home. State that you have 774 apples available,
and ask them to estimate how many apples each of the 24 lucky learners will get to take
home, if they share the apples equally among them. Let them write their estimates down.
Now ask learners how much 24 × 2 is, then how much 24 × 10 is, as well as 24 × 20 and
24 × 30. Confirm the correct answers and let learners write all the answers down, in the
form 24 × 2 = 48, 24 × 10 = 240, etc. (This is what is sometimes called a “clue board”.)
Remind learners of Situations A and B again and of the estimates they wrote down.
Suggest that they use the multiplication facts for 24 that they have just written down to
check and revise their estimates for Situations A and B. Only then let them do question 1.

Answers
1. Situation A:
24 × 30 = 720 and 24 × 2 = 48, hence 24 × 32 = 720 + 48 = 768
774 − 768 = 6
Therefore 32 boxes are needed (and there will be 6 loose apples left over).
Situation B:
Each household can get 32 apples (and there will be 6 apples left over).

Teaching guidelines
Let learners engage with Situations C and D by themselves. They do not have to read the
tinted passage at the top of page 190 of the Learner Book.

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 2] 207

Teaching guidelines
If learners do not seem to make progress with Situations C and D, you may ask them to
write down some multiplication facts for 27, like they did for 24. Then they should check
whether these facts could help them to make good estimates with respect to Situations C
and D.
The word “remainder” is not a new term but some learners may not know it or its
implications. Therefore it is important to explain it and demonstrate what it means with a
simple example such as the following:
25 ÷ 4 = 6 remainder 1. The understanding here is 4 × 6 + 1 = 25.
The amount left over after performing division is called a remainder.

Answers
2. 10 × 33 = 330 and double 330 is 660 (so 20 × 33 = 660)
Half of 330 is 5 × 33 = 165
660 + 165 = 825 (That is 25 × 33)
825 + 33 = 858 (That is 26 × 33)
870 − 858 = 12
Answer: 870 ÷ 33 = 26 remainder 12

3. (a) 22 rem 9 (b) 8 rem 1 (c) 32 rem 12 (d) 7 rem 2

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 2] 208

9.3 Find answers for practical questions
Notes on questions
Question 1 is designed to support learners who have not yet developed a strong sense of
division.
(Learners who do already have a strong understanding of division may quickly calculate
24 × 16 = 384 and proceed to add another 16 boxes to bring the total to 384 + 384 = 768
and then add a smaller number of boxes. Alternatively, such learners may add 20 boxes
(480 cans) to the first 384 cans to reach 864 cans, then add 5 boxes (half of 10) to reach
864 + 120 = 984. This would reveal that to reach 1 000 cans, a total of 26 boxes must be
added and there will then be a surplus of 8 cans. Learners who figure this out by themselves
may continue on their own with question 2 and the subsequent questions.)
Question 1 is deliberately designed to be understood as: “How many groups of 24 cans
must be added to 16 × 24 to make up 1 000 cans?” If learners do not make quick progress,
you may ask them how many boxes are already there, and to calculate how many cans
there are in these boxes. If learners do this but do not proceed further on their own, you
may ask them how many cans they will have in total if they add another 20 boxes.
Once all learners have produced the answer for question 1 (26 boxes plus a box of 16
cans), you may point out that they have actually calculated 616 ÷ 24 and obtained the
answer 25 remainder 16. Highlight to them that they have multiplied (and added) in order
to find the answer to a division problem, and suggest that they do this again when they do
questions 2, 3 and 4.

Answers
1. 1 000 − 384 = 616 more cans
616 = 25 × 24 + 16, so 25 boxes with 24 cans and 1 box with 16 cans are needed.
Alternatively: 1 000 ÷ 24 = 41 boxes and remainder 16 “loose cans”
41 boxes − 16 boxes = 25 full boxes, so 25 boxes + 16 loose cans are needed.

2. (a) 1 000 = 23 × 43 + 11, which means 23 truckloads of 43 bags and 1 truckload of

11 bags in total.
(b) 500 = 11 × 43 + 27, which means 11 truckloads of 43 bags and 1 truckload of
27 bags in total.

3. (a) 17 chickens (b) 8 chickens (c) 10 chickens (d) 18 chickens

4. 851 = 23 × 37, which means 37 trees in each row.

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 2] 209

Notes on questions
The solutions to question 6 provide learners with an opportunity to learn that quantities
may not always be shared into equal parts (like in question 5).

Answers
5. Total number of learners is 76 + (68 + 68) + 59 + 74 = 345.
345 ÷ 5 = 69
There will be 69 learners on each bus.
6. Learners’ answers will differ.
(a) Three examples:
634 = 8 × 75 + 34, which means 8 buses with 75 learners and 1 bus with 34 learners.
634 = 4 × 80 + 3 × 85 + 1 × 59, which means 4 buses with 80 learners, 3 buses with
85 learners and 1 bus with 59 learners.
634 = 89 + 87 + 85 + 84 + 80 + 75 + 74 + 60, which means a different number of
learners on each of the nine buses.
(b) Three examples:
634 = 8 × 70 + 1 × 74 ® 8 buses with 70 learners and 1 bus with 74 learners
634 = 8 × 71 + 1 × 66 ® 8 buses with 71 learners and 1 bus with 66 learners
634 = 8 × 72 + 1 × 58 ® 8 buses with 72 learners and 1 bus with 58 learners
(c) One example:
634 = 5 × 71 + 3 × 69 + 1 × 72 ® 5 buses with 71 learners,
3 buses with 69 learners and 1 bus with 72 learners
7. It won’t work to only look at the given prices of buses and then draw conclusions.
Learners must first determine the number of buses per option by dividing 832 learners
by the number of seats in each kind of bus. The quotient must be multiplied by the
amount as defined by the option.
Option A: 832 ÷ 23 = 36 remainder 4, so 37 buses are needed.
Thirty-seven buses will cost 37 × R210 = R7 770.
Option B: 832 ÷ 92 = 9 remainder 4, so 10 buses are needed.
Ten buses will cost 10 × R828 = R8 280.
Option A is therefore cheaper.

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 2] 210

9.4 Multiply and divide
Mathematical notes
This section provides learners with opportunities to become aware of constant ratios
between quantities. This is emphasised from question 7 onwards.

Teaching guidelines
It is critical that learners engage with the structure of Thandi’s beaded mat. To ensure this,
you may ask them to count the number of beads of each colour before they start working
on the questions. The numbers are:
7 blue beads 14 yellow beads 21 green beads 28 red beads
35 pink beads 42 brown beads
Questions 1 to 6 involve multiplication and division only.

Answers
1. Learners may approach this in different ways.
Some learners may see: 7 × 21 = 147 beads.
Some may see: 7 + 14 + 21 + 28 + 35 + 42 = 147 beads.
2. 1 260 red beads
3. (a) 21 mats; 15 beads left over (b) 147 (c) 588
4. (a) 19 mats; 2 beads left over (b) 399 (c) 665
5. (a) 322 yellow beads (b) 805 pink beads
6. 882 ÷ 147 = 6 mats, so she used:
42 blue beads
84 yellow beads
126 green beads
168 red beads
210 pink beads
252 brown beads

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 2] 211

Teaching guidelines
The language construction in question 7 conveys the idea of a ratio. There is no need to
introduce the word “ratio” before learners have completed question 7.
Question 8 is more demanding than question 7. It may be necessary to do question 8(a)
with the whole class, after learners have engaged with it for a while by themselves.

Answers
7. (a) True (b) True (c) False (d) False
(e) False (f) True (g) True

8. (a) 2 to 5 (b) 5 to 2 (c) 4 to 6 (or 2 to 3)

(d) 1 to 4 (e) 4 to 1

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 2] 212

Answers
9. (a) 60 yellow beads
(b) 450 brown beads
(c) 80 red beads

10. 360 blue beads; 120 yellow beads; 160 red beads

11. The ratios are the same for all three mats:

blue to yellow to red to green to pink to brown

5 to 3 to 4 to 3 to 4 to 2

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 2] 213

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 2] 214
Term 3
Unit 1: Common fractions ............................................................................ 217
1.1 Parts of wholes and parts of collections ................................................................ 218
1.2 Equivalent fractions .............................................................................................. 221
1.3 Parts of a measuring unit ...................................................................................... 223
1.4 Combining, comparing and ordering fractions ..................................................... 225
1.5 Calculating a fraction of a quantity ....................................................................... 227
1.6 Addition and subtraction of fractions .................................................................... 228
Unit 2: Mass .................................................................................................. 230
2.1 Models of kilograms and grams ............................................................................ 231
2.2 Estimating and measuring mass ........................................................................... 232
2.3 The relationship between grams and kilograms .................................................... 234
2.4 Counting in grams and kilograms, and reading scales .......................................... 235
2.5 Solving problems about mass and quantity .......................................................... 237
Unit 3: Whole numbers ................................................................................ 238
3.1 Compare and order numbers ............................................................................... 239
3.2 Represent and compare numbers ......................................................................... 242
3.3 An investigation .................................................................................................... 243
Unit 4: Whole numbers: Addition and subtraction ...................................... 244
4.1 Revision, and adding in columns .......................................................................... 245
4.2 Subtracting in columns ........................................................................................ 248
4.3 Less writing when adding in columns ................................................................... 250
4.4 Another way of subtracting in columns ................................................................ 253
4.5 Solve problems ..................................................................................................... 254
Unit 5: Viewing objects ................................................................................ 255
5.1 Different views of the same object ........................................................................ 256
5.2 What you see from different places ....................................................................... 257

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 3] 215

Unit 6: Properties of two-dimensional shapes .............................................. 259
6.1 Draw figures on grid paper ................................................................................... 260
6.2 Figures with equal sides and right angles ............................................................. 262
6.3 Figures inside circles ............................................................................................. 264
Unit 7: Transformations ............................................................................... 266
7.1 Making patterns by moving a shape ..................................................................... 267
7.2 Rotations .............................................................................................................. 270
7.3 Reflections and translations .................................................................................. 273
Unit 8: Temperature .................................................................................... 277
8.1 Estimating and measuring temperature ................................................................ 278
8.2 Weather temperatures .......................................................................................... 281
Unit 9: Data handling .................................................................................. 283
9.1 Collecting and organising data in categories ........................................................ 284
9.2 Collecting and organising numerical data ............................................................ 287
Unit 10: Numeric patterns ........................................................................... 291
10.1 More sequences ................................................................................................... 292
10.2 Patterns in tables .................................................................................................. 293
10.3 Using patterns to solve problems ......................................................................... 294
Unit 11: Whole numbers: Multiplication ...................................................... 297
11.1 Count, add, multiply and divide ........................................................................... 298
11.2 Factors and multiples ........................................................................................... 303
11.3 Use factors to multiply .......................................................................................... 305
11.4 Multiplication practice .......................................................................................... 306
11.5 Multiplication in real life ....................................................................................... 306
11.6 More calculations in real life ................................................................................. 307

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 3] 216

Grade 5 Term 3 Unit 1 Common fractions
Learner Book Overview
Sections in this unit Content Pages in Learner Book
1.1 Parts of wholes and parts of collections Two meanings of fractions revisited 199 to 201
1.2 Equivalent fractions Revision and consolidation of equivalent fractions 202 to 203
1.3 Parts of a measuring unit A third meaning of fractions, and further consolidation of equivalent 204 to 205
fractions
1.4 Combining, comparing and ordering fractions Ordering fractions by writing them on the number line 206 to 207
1.5 Calculating a fraction of a quantity Fraction parts of whole numbers 208
1.6 Addition and subtraction of fractions Addition and subtraction of fractions, and improper fractions 209

CAPS time allocation 5 hours

CAPS page references 16 and 176 to 177

Mathematical background
Fractions are used for different purposes:
• They are used to describe parts of wholes, for example: “5 eighths of the floor is covered with tiles.”
• They are used to describe parts of collections and quantities. For example, if there are 120 people at a wedding and 72 of them are women, we can say
3 fifths of the people at the wedding are women. If somebody says “I spend 3 tenths of my income on housing” and she has an income of R8 000, she
spends R2 400 on housing.
• They are used as parts of measuring units, for example: “The wall is 4 and 7 tenths of a metre long.”

Although two number symbols are used to write a fraction in the common fraction notation, for example 5 eighths is represented by the symbol 58 , any fraction
is a single number. The fractions lie between the whole numbers on the number line.

Mixed numbers can be added and subtracted in two ways:

• by converting the mixed numbers to improper fractions
• by subtracting or adding the whole number parts and the fraction parts separately, replacing one fraction with a useful equivalent in the case of
subtraction (if necessary).

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 3] 217

1.1 Parts of wholes and parts of collections
Mathematical notes
Understanding fractions as part of units of measurement provides the foundation for
understanding the decimal notation. It helps us to see fractions as “numbers between the
whole numbers”, which we can represent on the number line. Decimal fractions are only
introduced in Grade 6.
Teaching guidelines
Allow learners to discuss fraction names and provide opportunities for them to say the
7
fraction names properly and fully: 10 is 7 tenths, not “7 over 10”. If you let learners
describe fractions like in the latter, you risk teaching the misconception that a fraction is
one whole number over another whole number. It is not. Make sure learners know the
difference between the numerator and the denominator. The denominator indicates the
kind of fraction part, which depends on the number of equal parts into which the object or
unit of measurements is divided.
When we use a number (e.g. 5 eighths) to indicate how long, in metres, a certain piece of
string is, we think of a metre as divided into eight equal parts and the string being as long
as five of these parts.
Ensuring that learners say the fraction names properly may help to combat the
misconception described above. Asking learners to write fractions in words and to
represent them with neat, quickly-made fraction strips are powerful ways of promoting
understanding of fractions.
Notes on questions
In question 3 the logic for (a) and (b) is different to the logic for (c) and (d). In (a) and (b)
the bigger the denominator, the smaller each part is, so one twelfth is smaller than one
tenth, and so on. In (c) and (d) we must look at both the numerator and the denominator.
Five parts out of six is bigger than four parts out of five, as it is closer to the whole. Drawing
two fraction strips will help to illustrate this.
Answers
1. (a) 19
(b) I counted how many equal parts there are (i.e. 9) and then I counted the number
of red parts (i.e. 1). So 1 out of 9 parts is red, which means 19 of the strip is red.

2. (a) 25 4
(b) 10 (c) 16 4
(d) 12 (e) 14 (f) 78 (g) 13
4
3. (a) 10 (b) 15 (c) 56 (d) 78

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 3] 218

Teaching guidelines
Before learners do question 6, refer to the second tinted passage on page 199 of the Learner
Book. Make learners aware of the fact that the three red parts in the tinted passage are not
together, but they still make 3 elevenths.
Take the class through the explanation in the tinted passage on page 200 before doing
question 8. See if anybody offers the equivalent fraction. 13 is more compelling because of
the way the rectangle has been coloured in.
Notes on questions
It would be valuable to discuss question 8 thoroughly in class, once learners have
responded to it individually. It will promote understanding of equivalent fractions.
Answers
4. (a) Jenny (b) 16 is bigger than 18 ; the same logic as in 3(a).
1
5. (a) 12

(b) Agree; four of the twelve equal parts are red, and they make up 13 of the rectangle.
Learners may give different explanations of why they agree.
(c) Agree; even though the four red parts are not together they still make up four of
the twelve parts of the rectangle, which is the same as 13 of the rectangle. Learners
may give different explanations of why they agree.

6. (a) Agree; once again there are four red squares (as in question 5).
(b) If we divide the rectangle into 3 equal parts, 4 of the small red blocks will fit into
1
3 of the rectangle. This is the same question as 5(b), just perceptually different.

7. (a) Agree; in this case it is very easy to see the four blocks out of 12.
(b) The rectangle is divided into 12 equal parts and 4 of the small red blocks are four
twelfths of the whole, but here it is very tempting to say 13 .

(c) Yes; it was just another way of saying 13 .

(d) Yes; different fractions can be used to describe the same part.

8. (a) Agree
(b) The rectangle is divided into 9 small blocks and 3 of the 9 blocks are coloured red.

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 3] 219

Teaching guidelines
Before learners do question 9, ask them what they can say about the four rectangles. They
may be able to say immediately that the red and yellow take up equal space in the
rectangles. If they do not say this immediately, ask them again after they have done (a) to
(d). This is a nice visual representation of equivalent fractions.
Note that question 10 is a little different. The three quarters or three fourths are not so
obviously displayed. The whole in (a) is bigger than the whole in (c).
When learners have finished question 11, go through the first tinted passage with the
whole class. The information may seem repetitive, but must be stressed. Explain to them
that in question 10, for example, there are four parts in the whole. In the fraction 34 , 4 is the
denominator for the rectangles, and 3 is the numerator and tells us how many parts there
are in this particular fraction. The tinted section at the bottom of the page reinforces this
concept.

Answers
8
9. (a) 20 or 25 6
(b) 15 or 25 4
(c) 10 or 25 (d) 25

10. (a) 34 (b) 34 (c) 34

11. (a) No
(b) A quarter of a bigger chunk is more than a quarter of a smaller chunk. The
rectangles are different sizes.
12. (a) 18

(b) 38

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 3] 220

1.2 Equivalent fractions
Teaching guidelines
Remind learners again that the bigger the denominator, the smaller the part:
one third (13 ) of a loaf of bread is a much bigger piece than 19 of the loaf.
Learners should do the questions individually without help. Make sure that they
understand what is asked in the different questions.
After questions 1 and 2, go through the tinted passage with the class and confirm that
the quantity of cake remains the same, no matter into how many smaller parts you cut it.

Answers
1. (a) 13 (b) 16 (c) 19
(d) two sixths; three ninths; four twelfths

2. (a) 18 1
(b) 12
(c) two eighths; three twelfths; four sixteenths

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 3] 221

Notes on questions
In question 3 we have green strips with light and dark sections. The pink fraction strip
helps us to measure these different sections, as well as each whole strip. Question 3(a) has
been done for learners to get them started. By now they should know to count the length
of the whole strip first.
3
In responding to question 3(a), some learners may describe the green strip as 24 . The
3
light green strip in (a) is indeed 24 as long as the pink strip, which is divided into 24 equal
parts. However, the question requires expressing the light green strip as a fraction of the
green strip (8 segments long), not of the pink strip. The light green strip in (a) is 38 of the
green strip – it forms part of the green strip.
Discussion of the fact that each light green strip on the diagrams can be expressed in two
ways as a fraction can promote deeper understanding of fractions:
In question 3(a), 38 of the green strip = 24
3
of the pink strip.
In question 4 the notion of equivalent fractions is taken further. Sometimes more than
one step is needed to find the answer.
5
In question 5, 12 has no equivalent fraction within the range of fractions learners now
work with, yet some learners may move ahead in their minds and state 10
24 . You may bring
this to the attention of the whole class when they have all finished question 5, and ask the
learners who gave this answer to explain their thinking.

Answers
3. (a) 38 7
(b) 10 (c) 57 8
(d) 11

(e) 46 8
(f) 12 (g) 23 (h) 69

4. (a) True (b) False (c) True (d) True

(e) True (f) True (g) True
5
5. (a) 12 (also 10
24 ; see “Notes on questions” above)
3
(b) 12 or 14 3
(c) 12 or 14 6
(d) 12 or 12 4
(e) 12 or 13
6
(f) 12 or 12 4
(g) 12 or 13 5
(h) 12

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 3] 222

1.3 Parts of a measuring unit
Teaching guidelines
Question 1 is specifically intended to help learners make sense of addition of fractions.
We call this “unit of measurement” the Brownstick, just to show it is something we have
invented to help us measure. It is arbitrary (do not use this word with the learners). The
important teaching point is that fractions help us to measure accurately.
Go through the tinted section of the page. The blue strip fits perfectly, so we have no
problems there. But now there is the challenge of the red strip. Ask learners how they
would measure the part that is longer than one Brownstick but shorter than two
Brownsticks.
We can divide our Brownstick into equal fractions. Two possibilities are offered. The first
example is division into tenths; the second is division into twelfths. The second one gives
us an accurate yardstick for measuring: one and 5 twelfths of a Brownstick.

Notes on questions
Looking at question 1 the class have to identify the fraction parts in order to answer the
questions. Question 1(c) can be answered by counting the fraction parts, or else by
visualising moving the blue strip leftwards.

Answers
1. (a) Red: 7 eighths of a Brownstick
Blue: 5 eighths of a Brownstick
(b) 148 of a Brownstick

(c) The two strips together are 112 Brownsticks long.

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 3] 223

Notes on questions
Questions 2 and 3 provide practice in adding fractions and experiences of equivalent
fractions.
Although question 3(a) can be done without consciously thinking of division, it provides
learners with an experience of a sharing situation involving fractions.
In question 4, notice that the Brownstick is divided into twelfths, but every second
twelfth has a longer line, helping the visual perception of sixths.
Question 5 is practice in forming equivalent fractions.

Answers
2. (a) Blue: 35 or 10
6
of a Brownstick 4
Red: 10 or 25 of a Brownstick

Green: 25 of a Brownstick Yellow: 35 of a Brownstick

(b) 1 Brownstick
(c) 1 Brownstick

3. (a) 10
10 = 1. Accept either or both. (b) 55 = 1. Accept either or both.
7
(c) 10 (d) 45

(e) 11 1
10 = 110 . Accept either or both. (f) 75 = 125 . Accept either or both.

4. (a) Both are 146 of a Brownstick or 112

8
of a Brownstick long.

(b) 26 of a Brownstick or 12
4
of a Brownstick
3
(c) 112 of a Brownstick

5. (a) 2 twelfths (b) 4 twelfths

(c) 2 tenths (d) 6 eighths

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 3] 224

1.4 Combining, comparing and ordering fractions
Mathematical notes
In this unit we extend the interpretation of fractions as measures, which we have just
dealt with in Unit 1.3, to develop learners’ understanding of fractions as numbers.
Questions 1 to 4 are a very simple introduction.

Notes on questions
In question 4 learners must recognise four eighths as equivalent to one half.
In question 5(a) attention must be paid to the numerator, the denominator as well as
equivalent fractions. The class might need your help here, but let them try first. In
question 5(b) learners must realise when both the numerator and denominator are large,
the fraction is larger. There is an easy visual pattern here.
Ask learners in question 6 how they worked out their answers here. Did they draw a
fraction strip? Or did they use some other way?

Answers
5 6 7 8 9 1 2 3 4 5 6 7 8 9
1. 10 ; 10 ; 10 ; 10 ; 10 ; 1; 110 ; 110 ; 110 ; 110 ; 110 ; 110 ; 110 ; 110 ; 110 ; 2

1 2 3 4 5 6 7 1 2 3 4 5 6 7
2. 8 ; 8 ; 8 ; 8 ; 8 ; 8 ; 8 ; 1 ; 18 ; 18 ; 18 ; 18 ; 18 ; 18 ; 18 ; 2

3. (a) 15 ; 25 ; 35 ; 45 ; 1 ; 115 ; 125 ; 135 ; 145 ; 2 ; 215 ; 225 ; 235 ; 245 ; 3

(b) 18 ; 28 ; 38 ; 48 ; 58 ; 68 ; 78 ; 1; 118 ; 128 ; 138 ; 148 ; 158 ; 168 ; 178 ; 2

4. (a) 2; 145 ; 135 ; 125 ; 115 ; 1 ; 45 ; 35 ; 25 ; 15 ; 0

(b) 3; 278 ; 268 ; 258 ; 248 ; 238 ; 228 ; 218 ; 2 ; 178 ; 168 ; 158 ; 148

5. (a) 16 ; 13 ; 12 ; 23 ; 56 (b) 23 ; 45 ; 56 ; 78 ; 89 ; 10
11

6. (a) 59 is bigger than a half (b) 37 is smaller than a half

6 5
(c) 12 is equal to a half (d) 11 is smaller than a half

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 3] 225

Answers

7. (a) 24 ; 114 ; 124 ; 134 ; 214 ; 224

(b) 36 ; 46 ; 56 ; 116 ; 126 ; 136 ; 146 ; 156 ; 216 ; 226 ; 236 ; 246

(c) 28 ; 38 ; 48 ; 58 ; 68 ; 78 ; 118 ; 128 ; 138 ; 148 ; 158 ; 168 ; 178 ; 218 ; 228 ; 238 ; 248 ; 258

5 6 8 9 11 2 8 9
(d) 12 ; 12 ; 12 ; 12 ; 12 ; 112 ; 112 ; 112 ; 111 2 3 5
12 ; 212 ; 212 ; 212

1
8. 4 = 28 = 12
3

2
4 = 36 = 48 = 12
6

4 8
6 = 12
3
4 = 68 = 12
9

116 = 112
2

114 = 128 = 112

3

124 = 136 = 148

146 = 112
8

134 = 168 = 112

9

216 = 212
2

214 = 228 = 212

3

224 = 236 = 248

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 3] 226

1.5 Calculating a fraction of a quantity
Mathematical notes
This work develops the foundation for multiplication with fractions, which learners will
engage with in Grade 7. You can ask the class how they got their answers to questions 3, 4
and 5. Correct any mistakes, but simply comment on good methods as “correct”. Do not
teach any formulas for solving such problems. Hopefully learners will show how they used the
answers to questions 1(a), (b) and (c) to work out answers to questions 3, 4 and 5.

Answers
1. (a) 5; 512 ; 6; 612 ; 8; 11; 19
(b) 10; 11; 12; 13; 16; 22; 38
(c) 10; 11; 12; 13; 16; 22; 38

2. (a) They produce the same answers.

(b) They are equivalent fractions.

3. 28 learners

4. 40 learners

5. 30 circles

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 3] 227

1.6 Addition and subtraction of fractions
Teaching guidelines
Please see “Mathematical notes” on the next page.
Question 1 is intended to make learners aware of a challenge, and the expectation should
not be that they manage to produce an answer now. Some learners may come up with the
1
idea of rewriting 311 as 212
11 , but this will not necessarily happen.
Once learners have engaged with the question for about 5 minutes, you may write the
following questions on the board. Ask learners to answer the questions individually; then
resume their discussions about question 1.
A. How many elevenths are equal to 1 whole?
B. How many elevenths are equal to 2 wholes?
C. How many elevenths are equal to 3 wholes?
1
D. How many elevenths are equal to 311 wholes?
Allow learners to engage with question 1 for another 5 to 10 minutes, then ask them to let
go of it for now and proceed to question 2. You may tell them that by doing question 2
they may get an idea of how to meet the challenge that question 1 presented them with.
After learners have completed question 2, let them engage with question 1 again,
individually this time, for about 5 minutes. Then demonstrate to them that it will help to
1
rewrite 311 as 212
11, or to rewrite both fractions in the following way:
1
311 = 33 1 34 5 11 5 16
11 + 11 = 11 and 111 = 11 + 11 = 11

Answers
1. and 2. Yes, first subtract 1 from 3 and then subtract 1 eleventh from 5 elevenths.
3. (a) 15 1
7 or 27 (b) 35 3
8 or 48 (c) 15 3 1
12 or 112 or 14 (d) 4
9
(e) 11 (f) 556 (g) 99 or 1 (h) 23

4. (a) 20 8 3
12 or 112 or 14 (b) 189 (c) 337
(d) Let learners share their explanations. You may use some of their explanations to
further consolidate subtraction with mixed numbers.
(e) 85 = 135

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 3] 228

Mathematical notes
Mixed numbers can be added and subtracted in the two ways described below:
• By subtracting or adding the whole number parts and the fraction parts separately,
replacing one fraction with a useful equivalent in the case of subtraction if
necessary (similar to what is done in subtraction of whole numbers), for example:
7
520 − 213 27 13 14
20 = 420 − 220 = 220
• By converting the mixed numbers to improper fractions, for example:
7
520 − 213 107 53 54 14
20 = 20 − 20 = 20 = 220

Notes on questions
In question 8 some learners may be trapped into thinking the answer is three quarters of
10. It is not.
To help learners who fall into this trap, you can draw a number line that is 10 units long,
with each unit subdivided into quarter-units, on the board. Ask learners to count how
many sections of three quarters each there are on this line.
You can also suggest that they count up in three quarters:
3
4 112 214 3 334 412 514 6 634 712 814 9 934
and there is one quarter metre material left over.

Answers
2 4 3 6 6
5. (a) Blue: 11 or 22 Red: 11 or 22 White: 11 or 12
22
4
(b) Blue: 12 or 13 4
Red: 12 or 13 4
White: 12 or 13 ; or perhaps even 24
8

3 6 5
(c) Blue: 10 or 20 Red: 10 or 12 2
White: 10 or 15

6. (a) 11
11 = 1
8
(b) 11

7. (a) 17 (b) 47 (c) 57 (d) 77 = 1

(e) 87 = 117 (f) 97 = 127 (g) 167 (h) 257

8. He can make 13 flags. ( 14 m of material will be left over.)

9. She will have 268 m − 58 m = 218 m lace left.

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 3] 229

Grade 5 Term 3 Unit 2 Mass
Learner Book Overview
Sections in this unit Content Pages in Learner Book
2.1 Models of kilograms and grams Developing a sense of how heavy 1 g and 1 kg are 211 to 212
2.2 Estimating and measuring mass Choosing appropriate instruments and units; estimating mass 212 to 214
2.3 The relationship between grams and Converting between grams and kilograms; ordering objects by mass 214 to 215
kilograms
2.4 Counting in grams and kilograms, and Reading scales in grams and kilograms 215 to 216
reading scales
2.5 Solving problems about mass and quantity Solving problems using mass as a context 217

CAPS time allocation 5 hours

CAPS page references 26 and 178 to 180

Mathematical background
Length, mass, area, capacity and volume are different properties of objects. Length, area, capacity and volume are called spatial measures. We can often see
how much space something takes up, how much area it covers, or what length something is.
Mass is not a spatial measure. It is called a physical measure. The mass of an object is the property that we feel in our hands – we say the object feels heavy,
or not very heavy. From experience, we can remember how heavy a bucket of water is, but we cannot always guess how heavy an object is by looking at its size.
Young learners often assume that the bigger something is, the heavier it must be. A small piece of iron may, however, be much heavier than a large piece of
plastic foam; this tells us that the density of iron is greater than the density of plastic foam.
The heaviness of an object is really the force of gravity with which the object and the Earth pull on each other. We can measure the heaviness of an object on
an instrument such as a bathroom scale. The scale is marked in grams and/or kilograms and so we can report the mass of the object: we can report that a brick
has a mass of 1 kg or that Andile has a mass of 60 kg. A number (1 kg) for the mass of a brick is useful, for example if we need to calculate how many bricks we
can safely load onto a 1-ton bakkie.
As explained in Term 2 Unit 4: Length, learners go through four stages when learning to measure: (1) identifying and understanding the property they are
measuring; (2) comparing and ordering examples of a particular measure; (3) using informal or non-standard units to measure; (4) using formal or standard
units to measure.
In Grade 5 learners work with standard units (grams and kilograms) when measuring mass. They need time to practise reading the scales of the measuring
instruments (see Section 2.4).

Resources
We suggest that you read through the entire unit before you start teaching it and draw up a checklist of the resources that you will need for each lesson.

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 3] 230

2.1 Models of kilograms and grams
Mathematical notes
Learners should develop a good sense of how much 1 kg is and how much 1 g is. This will
help them to make sensible estimates of the mass of objects before measuring. Working
with a balance scale can help to develop learners’ sense of how heavy 1 kg and 1 g are.
3
The mass of a cube of water, 1 cm × 1 cm × 1 cm (i.e. 1 cm ) is 1 g. (Scientists defined the
gram very strictly: the water must be pure, and at a temperature of 4 °C. Why 4 °C? It is
because water becomes less dense at 3 °C, 2 °C, and so on, and at 0 °C it is ice and it floats
on the rest of the water because ice is less dense than water.)
Empty plastic bags also have mass, so the small bag of water will have a mass of a little
more than 1 g and the large bag of water will have a mass of a little more than 1 kg.
Although all measurements are approximate, they are close enough for learners to get a
sense of how heavy 1 g is and how heavy 1 kg is. Because the units that learners will make
are not exactly 1 kg, nor exactly 1 g, it is important to always say about 1 kg or about 1 g.

Resources and teaching guidelines

Organise the following for each learner before you teach this section:
• Clear ziplock bags that hold 1 ℓ.
If you cannot get ziplock bags, you can use 1 ℓ plastic bottles. These will also have a
mass of a bit more than 1 kg when they are filled with water, but they will still give
learners a sense of how heavy 1 kg is.
• Very small bags that can hold 1 ml (20 drops of water). You could also use the small
bags that banks use to hold coins. Alternatively, use bottle tops from cooldrink
bottles or beer bottles. Their mass is between 2 g and 3 g. Adjust the activities
accordingly.
You can use the photograph and the tinted text on page 212 of the Learner Book as a guide
to demonstrate to learners how to make a simple balance scale. (Hint: Tape down the
learners’ pencils on their desks with masking tape, or use clay or sticky putty.)
Let learners use any light objects that are available. They can substitute nails, clothes
pegs, etc. for the objects mentioned in the Learner Book.

Notes on questions
The aim of questions 2 and 3 is for learners to get a sense of the mass of 1 g, how heavy or
how light it is. They can then use this to estimate the mass of other objects. A gram is very
light and it is therefore very difficult to develop a sense of its mass. Learners can use other
everyday objects such as a clothes peg or a pen or a box of matches to get a sense of the
mass of objects in grams.

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 3] 231

Answers
Learners’ answers may differ from those given below because different paper clips, pens,
erasers and bottle tops have different masses. Also, the balance scale will not be very
accurate.
3. (a) About 2 paper clips (b) 12 g
(c) About 6 g to 12 g (d) Less than 10 g to over 30 g
(e) Tops of 1 ℓ and 2 ℓ plastic bottles are usually about 3 g. Metal bottle tops (from
glass cooldrink and beer bottles) and the plastic tops of 500 ml or smaller plastic
bottles usually have a mass of about 2 g.
(f) Learners’ answers will differ. Some objects with a mass of 1 g are a 10c coin, a dried
butter bean, and a large button.
(g) Learners’ answers will differ. Approximate masses of other light objects: empty
matchbox, about 3 g; full box of matches, about 10 g; wooden clothes peg, about
5 g to 8 g; ballpoint pen, about 5 g to 12 g; key, about 10 g to 12 g.

2.2 Estimating and measuring mass

Mathematical notes
Learners can use their 1 kg models to estimate masses in kilograms. They can use their
1 g and 1 kg models to choose appropriate units of mass and linked to this, appropriate
scales.
The word “scale” in English has two meanings: we talk of the scale marked on a ruler –
the millimetre and centimetre markings; and we talk of a bathroom scale – an instrument
that people stand on to weigh themselves.

Resources and teaching guidelines

It is important that these activities are done practically. Make a checklist of all the apparatus
required in Section 2.2. Arrange to bring all the necessary items to class.

Notes on questions
When learners do question 4(b) on page 213 of the Learner Book, check that they know
that they must stand directly in front of the dial. If they stand too far to the right or left of
the dial, they will get a wrong reading.
In question 4(c) on page 213 of the Learner Book you might need to help learners decide
on an appropriate scale for their graphs, and to think through what to do about masses
that are less than 1 kg.

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 3] 232

In question 5 learners could compare a cup or half a cup of these substances using a mass
meter or a balance scale. Learners could also experiment with pouring some liquid soap
into water and seeing whether it rises to the surface of the water or sinks to the bottom.
They could test oil and liquid soap in the same way.

Answers
1. (a) kilograms (b) grams (c) grams (d) grams
2. (a) Kitchen scale (b) Kitchen scale (c) Bathroom scale
3. See the answers to question 3 in Section 2.1.
4. (a) Learners’ estimates will differ because there are different stacks of books,
schoolbags, pairs of shoes, bricks (often 2 kg to 4 kg) and potted plants.
(b) Learners’ estimates will differ.
(c) Learners will probably make a bar graph. The bar graphs will differ from class to
class. Learners should give the graph a heading and label the axes.

Mass of objects
10
9
8
Mass in kg

7
6
5
4
3
2
1

Objects

5. You want learners to realise that they can only compare masses if they take equal
quantities of each substance!
(a) It depends how much sugar and how much rice we are comparing. If we fill tins of
the same size with sugar and rice, their masses will be similar.
(b) A tin of sand is heavier than a same-sized tin of sugar.
(c) Yes, for same amounts
(d) Yes, for same amounts
(e) Yes, for same amounts

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 3] 233

Answers
6. (a) Learners’ estimates will differ.
(b) and (c) Water: about 250 g or 14 kg Sand: about 375 g or 1375
000 kg
Liquid soap: about 500 g or 12 kg Flour: about 130 g or 1130
000 kg
Clay or play dough: about 375 g or 1375
000 kg
7. Learners’ answers will differ. There are many possible answers.

2.3 The relationship between grams and kilograms

Mathematical notes
In the Intermediate Phase learners only work with grams and kilograms.
Learners can learn the conversion factors off by heart. However, they may sometimes
forget them and use an incorrect conversion factor. It may be better for learners to
understand how the relationship between metric units works in general.
In our base-ten place value system, each unit of a higher power is ten times the value of
an adjacent unit of a lower power. 10 units (ones) make 1 ten; 10 tens make 1 hundred;
10 hundreds make 1 thousand, etc. The metric system also works with groupings or powers
of tens. This is why, since the 1790s, it is called the decimal metric system. Page 143 of the
Learner Book shows a table of the standard metric units for measuring length. Such units
(kilo-, hecto-, deca-, deci-, etc.) also exist for measuring mass and capacity/volume.
Teaching guidelines

kilogram hectogram decagram gram decigram centigram milligram

(kg) (g) (mg)

Learners can use a table like the one above to do conversions. They simply work as follows:
• They write the number in the correct column.
• They mark the unit they are converting to.
• If converting from a unit of a higher power to a unit of a lower power,
they multiply by 10 each time they move to the next unit of a lower power, for
example 25 kg = (25 × 10 × 10 × 10) g = 25 000 g.
• If converting from a unit of a lower power to a unit of a higher power,
they divide by 10 each time they move to the next unit of a higher power, for
example 4 000 g = (4 000 ÷ 10 ÷ 10 ÷ 10) kg = 4 kg, and 500 g = (500 ÷ 10 ÷ 10 ÷ 10) kg
5
= 10 kg = 12 kg.

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 3] 234

If you want learners to be able to work with all the metric units for mass between milli- and
kilo-, then it is useful to teach them a mnemonic to help remember the units (names,
sequences and numerical relationships between them). You can make any sentence you
like with words that start with the letters: k, h, d, g, d, c, m. Refer to page 416 in the
Addendum for an example suggested by the Department of Basic Education.
Answers

1. Mass Groceries 2. (a) 3 000 g

(b) 7 000 g
Less than 14 kg 100 g box of tea
(c) 10 000 g
1
4 kg 250 g packet of sugar (d) 500 g
410 g tin of beans; (e) 250 g
Between 14 kg and 12 kg
400 g box of cornflakes (f) 100 g
1 (g) 2 500 g
2 kg 500 g packet of flour
1
(h) 3 750 g
Between 2 kg and 1 kg 750 g tin of coffee (i) 300 g
1 kg 1 kg cylinder of salt

Between 1 kg and 2 kg None of the items

More than 2 kg 2,5 kg packet of sugar

3. (a) 2 kg (b) 12 kg (c) 14 kg (d) 112 kg (e) 214 kg 1

(f) 10 kg
4. (a) 2 kg and 650 g (b) 3 kg and 840 g (c) 7 kg and 25 g

2.4 Counting in grams and kilograms, and reading scales

Answers
1. (a) 3 kg and 500 g + 250 g ® 3 kg and 750 g + 250 g ®
4 kg and 0 g + 250 g ® 4 kg and 250 g + 250 g ®
4 kg and 500 g + 250 g ® 4 kg and 750 g
(b) 1 kg and 800 g + 200 g ® 2 kg and 0 g + 200 g ®
2 kg and 200 g + 200 g ® 2 kg and 400 g + 200 g ®
2 kg and 600 g + 200 g ® 2 kg and 800 g

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 3] 235

Teaching guidelines
Learners often assume that there are 10 unnumbered intervals between numbered
intervals on all scales. However, some kitchen scales have five unnumbered intervals
between each numbered interval (see question 3(f)). Other kitchen scales have four
unnumbered intervals between each numbered interval (see question 3(g)).
Learners can use the following steps to find out the mass at the dial/needle/pointer.
• Find the value of the interval between numbered lines.
Subtract the number just before the pointer from the number just after the pointer.
In question 3(g) it is 3 − 2 = 1, so the value between numbered intervals is 1 kg.
• To find the value of the unnumbered intervals, count the number of unnumbered
intervals (the spaces, not the lines) between numbered intervals.
In question 3(g) it is 4.
Divide this number into the value of the numbered intervals.
In question 3(g) it is 1 000 g ÷ 4 = 250 g.
• Count on from the numbered interval before the pointer (e.g. in question 3(g)
you will count: 2 kg and 250 g, 2 kg and 500 g, 2 kg and 750 g) or count back from
the numbered interval after the pointer (e.g. in question 3(f) you will count:
3 kg, 2 kg and 800 g, 2 kg and 600 g).

Answers
2.
42 kg 42 kg 42 kg 42 kg 42 kg 42 kg 42 kg 42 kg 42 kg 42 kg 43 kg
& & & & & & & & &
100 g 200 g 300 g 400 g 500 g 600 g 700 g 800 g 900 g

3 kg 3 kg & 250 g 3 kg & 500 g 3 kg & 750 g 4 kg

2 kg 2 kg & 200 g 2 kg & 400 g 2 kg & 600 g 2 kg & 800 g 3 kg

3. (a) 24 kg and 500 g (b) 64 kg and 500 g

(c) 119 kg and 500 g (d) 100 g
(e) 120 g (f) 3 kg and 400 g
(g) 2 kg and 750 g

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 3] 236

2.5 Solving problems about mass and quantity
Teaching guidelines
Suggest to learners that they quickly make a rough sketch of the situation described in
question 1. They should not spend more than 5 minutes on making the sketch, since the
purpose is only to help them understand the situation, not to produce a work of art!

Answers
1. (a) 200 g × 80 = 16 000 g = 16 kg This is the mass of the oranges in one box.
(b) 16 kg × 60 = 960 kg This is the mass of 60 boxes of oranges.
(c) 960 kg × 12 = 11 520 kg This is the mass of 12 crates with 60 boxes
of oranges in each crate.
(d) 11 520 kg × 30 = 345 600 kg This is the mass of oranges in 30 containers.

2. (a) 50 g (mass of half of 60 nails)

(b) 25 g (mass of half of 30 nails)
1
(c) 5 g (mass of 10 of 30 nails)
(d) 500 g (mass of 5 × 60 nails)
(e) 300 nails
(f) 1 200 nails (1 kg has 600 nails, so 2 × 1 kg = 1 200 nails)
(g) Examples:
3 × 500 g bag (900 nails) + 2 × 100 g bag (120 nails) = 1 020 nails
1 × 1 kg bag (600 nails) + 1 × 500 g bag (300 nails) + 2 × 100 g bag (120 nails)
= 1 020 nails
9 × 100 g bags (120 nails) = 1 080 nails

3. (a) 112 kg = 1 500 g 1 500 ÷ 200 = 712 cups of sugar

(b) 3 kg = 3 000 g 3 000 ÷ 125 = 24 cups of flour
(c) 1 kg = 1 000 g 1 000 ÷ 225 = just less than 412 cups of butter

(d) 60 g ÷ 300 = 15 cup salt

4. (a) 5 000 g ÷ 20 = 250 g

(b) 250 g × 12 = 3 000 g or 3 kg

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 3] 237

Grade 5 Term 3 Unit 3 Whole numbers
Learner Book Overview
Sections in this unit Content Pages in Learner Book
3.1 Compare and order numbers Thinking of large numbers 218 to 220
3.2 Represent and compare numbers Representing numbers with number names and place value expansions 221 to 222
3.3 An investigation Large numbers in a practical context 222

CAPS time allocation 1 hour

CAPS page references 13 to 15 and 181

Mathematical background
The following critical aspects of number concept for whole numbers up to one million are addressed in this short unit:
• developing a sense of large quantities, specifically of large collections of objects
• arranging numbers in ascending and descending order
• the composition of numbers with place value parts.

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 3] 238

3.1 Compare and order numbers
Teaching guidelines
Questions 2 and 3 were designed to help learners to engage with large quantities in their
minds, with a view to empower them to make sense of larger numbers. Doing questions 2
and 3 purely by making rough guesses will already serve the purpose of making learners
think of large quantities of objects.
When learners engage with question 2(b) you may suggest to them that they first
estimate how many red squares are about equal to a yellow square (ten), and then use their
estimate for the number of yellow squares to form an estimate for the number of red
squares that will cover the back of the book.
(If time is available now, or when you revisit these questions in another period when
time is available, it can be valuable to challenge learners to make good estimates of the
answers to questions 2 and 3 by taking rough measurements and doing some calculations.)
Once learners have produced their answer for question 3, you may ask them to estimate
how many yellow stickers and how many red stickers will be needed to cover your
classroom floor. When reflecting on this sensibly, learners may imagine numbers of the
order of half a million and several millions.

Answers
1. (a) 309 778
(b) 209 778 278 545 288 103 309 778 312 215
2. (a) 500
(b) 5 000
3. The number of tiles could be between 1 000 and 100 000.
(The grey square is 5 cm by 5 cm in the Learner Book; hence 400 grey squares cover
1 square metre. A typical classroom is about 10 m by 10 m.)

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 3] 239

Answers
4. 120 000 126 000 132 000 138 000
144 000 150 000 156 000 162 000
168 000 174 000 180 000

5. 321 965 339 365 347 677 366 152

395 923 398 899 398 987

6. 493 586 465 153 431 999 431 001

427 180 420 122 420 121

7. Numbers Rounded off to the nearest:

(a) five (b) ten (c) hundred (d) thousand
427 180 427 180 427 180 427 200 427 000
493 586 493 585 493 590 493 600 494 000
465 153 465 155 465 150 465 200 465 000
420 122 420 120 420 120 420 100 420 000
420 121 420 120 420 120 420 100 420 000
431 999 432 000 432 000 432 000 432 000
431 001 431 000 431 000 431 000 431 000

8. (a) one hundred; 100

(b) one million; 1 000 000
(c) ten thousand; 10 000
(d) one hundred thousand; 100 000
(e) one thousand; 1 000

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 3] 240

Answers
9. (a) 90 000; 100 000; 110 000; 120 000; 130 000; 140 000; 150 000; 160 000;
170 000
(b) 440 000; 450 000; 460 000; 470 000; 480 000; 490 000; 500 000; 510 000;
520 000
(c) 430 000; 480 000; 530 000; 580 000; 630 000; 680 000; 730 000; 780 000;
830 000; 880 000

10. 120 000; 121 500; 123 000; 124 500; 126 000; 127 500; 129 000; 130 500; 132 000

11. (a) 4 000 (b) 7 000 (c) 10 000 (d) 13 000

(e) 16 000 (f) 19 000 (g) 22 000

12. (a) 160 054 > 123 654 123 654 < 160 054
(b) 987 121 > 789 121 789 121 < 987 121
(c) 404 872 < 440 782 440 782 > 404 872
(d) 144 544 < 414 454 414 454 > 144 544

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 3] 241

3.2 Represent and compare numbers
Answers

1. Number Number name Expanded notation

symbol
423 772 four hundred and twenty-three thousand 400 000 + 20 000 + 3 000 +
seven hundred and seventy-two 700 + 70 + 2
611 954 six hundred and eleven thousand nine 600 000 + 10 000 + 1 000 +
hundred and fifty-four 900 + 50 + 4
545 756 five hundred and forty-five thousand seven 500 000 + 40 000 + 5 000 +
hundred and fifty-six 700 + 50 + 6
701 205 seven hundred and one thousand two 700 000 + 1 000 + 200 + 5
hundred and five
801 630 eight hundred and one thousand six 800 000 + 1 000 + 600 + 30
hundred and thirty
306 301 three hundred and six thousand three 300 000 + 6 000 + 300 + 1
hundred and one
200 036 two hundred thousand and thirty-six 200 000 + 30 + 6

870 102 eight hundred and seventy thousand one 800 000 + 70 000 + 100 + 2
hundred and two
909 009 nine hundred and nine thousand and nine 900 000 + 9 000 + 9

859 560 eight hundred and fifty-nine thousand five 800 000 + 50 000 + 9 000 +
hundred and sixty 500 + 60
102 040 one hundred and two thousand and forty 100 000 + 2 000 + 40

110 300 one hundred and ten thousand three 100 000 + 10 000 + 300
hundred
606 109 six hundred and six thousand one hundred 600 000 + 6 000 + 100 + 9
and nine
800 001 eight hundred thousand and one 800 000 + 1

200 909 two hundred thousand nine hundred and 200 000 + 900 + 9
nine

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 3] 242

Answers
2. (a) 909 009
(b) 102 040

3. 120 000; 160 000; 200 000; 240 000; 280 000; 320 000; 360 000; 400 000;
440 000; 480 000; 520 000

4. (a) 99 000 (b) 108 000

(c) 117 000 (d) 126 000
(e) 135 000 (f) 144 000
(g) 153 000 (h) 162 000
(i) 171 000 (j) 180 000
(k) 189 000

5. (a) 16 154 < 16 654 16 654 > 16 154

(b) 23 121 < 23 322 23 322 > 23 121
(c) 44 872 > 44 782 44 782 < 44 872
(d) 14 544 < 41 454 41 454 > 14 544

3.3 An investigation
Teaching guidelines
Learners will have to do this project over a number of days in their own time. Ask them
for brief feedback about their progress from time to time.

Answer
Learners’ approximations will differ; they need to show how they reasoned and show how
they got to the number. An estimate between 6 000 and 14 000 bricks will be reasonable.

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 3] 243

Grade 5 Term 3 Unit 4 Whole numbers: Addition and subtraction
Learner Book Overview
Sections in this unit Content Pages in Learner Book
4.1 Revision, and adding in columns Introduction of the column format for recording addition 223 to 225
4.2 Subtracting in columns Introduction of the column format for recording subtraction 226 to 227
4.3 Less writing when adding in columns Refinement of the column format for recording addition 228 to 230
4.4 Another way of subtracting in columns Subtraction in columns with transfer between place value positions 231 to 232
4.5 Solve problems Word problems involving addition and subtraction 232

CAPS time allocation 5 hours

CAPS page references 13 to 15 and 182 to 183

Mathematical background
Doing addition in columns and doing subtraction in columns are not new methods or methods different to the breaking down and building up methods that
learners have used previously. Working in columns is simply an alternative format for setting out the work, and it has the advantage that it can be abbreviated
by not recording all the thinking steps.

The transition from addition and subtraction by breaking down and building up, as learners have done it up to now, to the so-called “column methods” is not
a change of method; it is a change of formatting style and a reduction in the extent to which the actual mathematical steps or thinking is recorded in writing.

The activities in this unit provide learners with opportunities to make a gradual transition from the detailed documentation of thinking steps that they did in
Terms 1 and 2, to the more economical column format of setting out addition and subtraction.

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 3] 244

4.1 Revision, and adding in columns
Teaching guidelines
Inform learners that they will learn a different way of setting out their thinking for
addition and subtraction.

Possible misconceptions
The misconception that working in columns is a different method to breaking down the
numbers into place value parts, and rearranging and calculating the parts separately before
adding the answers up, should be resisted. Working in columns is just one of the various
ways in which the method can be set out in writing. Several important thinking steps, such
as breaking the numbers down into place value parts, are not written down in the
traditional column format.

Answers
1. (a) 8 000 + 200 + 50 + 4 + 3 000 + 400 + 30 + 2 = 11 686
(b) 5 000 + 600 + 80 + 7 + 2 000 + 700 + 30 + 6 = 8 423

2. The mistakes in Steve’s work are highlighted in red:

5 687 = 5 000 + 400 + 80 + 7

2 736 = 2 000 + 700 + 30 + 6
5 687 + 2 736 = 8 000 + 1 100 + 110 + 13
= 9 000 + 200 + 10 + 3
= 9 213
The following example of a note explains what Steve did wrong. These mistakes
should be mentioned in learners’ notes. Learners’ wording may of course differ.

Steve, you broke down the 5 687 incorrectly: the 400 should be 600.
You added the thousands incorrectly: 5 000 + 2 000 = 7 000 and not 8 000. You also
forgot to add one ten, probably the ten in 110.
The correct answer is 8 423 (as in question 1(b)).

3. Learners use the method shown in the tinted passage.

(a) 1 337 (b) 1 301 (c) 12 394 (d) 82 621

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 3] 245

Possible misconceptions
Care must be taken to prevent learners from forming the misconception that “adding in
columns” as demonstrated in the second tinted passage is a different method of addition
to the method demonstrated in the tinted passage at the top of the page. Both passages
show addition by breaking down into place value parts and building up the answers. There
is no mathematical difference, no difference in the way of thinking between the two
passages.

Teaching guidelines
At this stage learners are used to documenting addition as shown in the tinted passage at
the top of the page. Tell them that they will now learn a shorter way to set out the work. In
the shorter way, some of the things that happen in your mind when you do addition are
not written down. This can be shown clearly by writing the work in the tinted passage (or
similar work with different numbers) on the board, and then deleting the parts that are not
written down in column notation.
6 524 = 6 000 + 500 + 20 + 4
Write on the board: 3 245 = 3 000 + 200 + 40 + 5
6 524 + 3 245 = 9 000 + 700 + 60 + 9
= 9 769
(You may write the parts that will be deleted with a different coloured chalk.)
Now delete the grey parts:
6 524 = 6 000 + 500 + 20 + 4
3 245 = 3 000 + 200 + 40 + 5
6 524 + 3 245 = 9 000 + 700 + 60 + 9
= 9 769

Then do another addition on the board, for example with the numbers in the second
tinted passage, without writing the expansions and the reasons for the part answers.
However, state the expansions and reasons for the part answers verbally.

Answers
4. Learners should set out their work as shown in the first tinted passage.
(a) 10 967 (b) 77 887

5. (a) 5 436 (b) 23 572 (c) 35 254 (d) 23 234

+ 3 352 + 53 215 + 42 623 32 123
8 788 76 787 77 877 + 11 442
66 799

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 3] 246

Possible misconceptions
The introduction of column addition is done gradually in order to protect learners against
losing sight of place value when adding in columns, for example acting on the misconception
that single-digit numbers are added in each column. Also see “Possible misconceptions”
on page 132 of this Teacher Guide.

Teaching guidelines
For cases that require transfers between columns to produce the final answer, an extended
form of adding in columns is introduced in the tinted passage. (The traditional condensed
form of column exposition, in which the answer is produced in one line, is only
introduced at the end of Section 4.3, i.e. on page 230 of the Learner Book.)
The tinted passage can be used as the basis for a lesson and demonstration.

Answers
6. Learners add in columns to get to the answer 1 337.

7. (a) 26 987 (b) 44 887

+ 54 654 + 47 596
11 . . . (7 + 4) 13 . . . (7 + 6)
130 . . . (80 + 50) 170 . . . (80 + 90)
1 500 . . . (900 + 600) 1 300 . . . (800 + 500)
10 000 . . . (6 000 + 4 000) 11 000 . . . (4 000 + 7 000)
70 000 . . . (20 000 + 50 000) 80 000 . . . (40 000 + 40 000)
81 641 92 483

8. Below is an example of a note. Learners explain in their own words.

Thuli, you did not write the ten and hundred parts correctly. You should have written
70 + 90 = 160 and 600 + 800 = 1 400.
When you added up, you did not keep the place values in mind correctly.
The correct answer is 1 400 + 160 + 11 = 1 571.

9. Learners add in columns.

(a) 82 534 (b) 60 123 (c) 64 644
(d) 98 887 (e) 6 608 (f) 39 066

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 3] 247

4.2 Subtracting in columns
Teaching guidelines
You can develop the two representations of calculating 876 − 254 simultaneously side by
side on the board, writing the descriptions of the various steps in the middle. The format
that learners used previously (in Term 2) is on the left. The first two lines are exactly the
same:

The “old” way of writing A new way of writing

876 = 800 + 70 + 6 Break both numbers down 876 = 800 + 70 + 6
254 = 200 + 50 + 4 into their place value parts. 254 = 200 + 50 + 4
876 − 254 = 600 + 20 + 2 Subtract corresponding parts.

Once the above is on the board, you may explain that the last step can be written down in
a different way, and demonstrate it on the right as shown in red below:
876 = 800 + 70 + 6 Break both numbers down 876 = 800 + 70 + 6
254 = 200 + 50 + 4 into their place value parts. 254 = 200 + 50 + 4
876 − 254 = 600 + 20 + 2 Subtract corresponding parts. 2
20
600

To encourage learners to apply their minds to your presentation, you may at this stage ask
them to copy what you have written into their books, and to complete the calculations in
both the “old” and new ways of writing.
Note that question 3 requires learners to use the new “vertical” format, but to write the
place value expansions of the numbers down. In question 4, on page 227 of the Learner
Book, learners are invited to try to do the calculations by just keeping the place value
expansions in their mind, and not writing them down.

Answers
1. (a) 622 (b) 3 314 (c) 4 378 (d) 55 134

2. Learners describe what they did in question 1(b) and (d) by following the instructions.

3. Learners follow the instructed method to find the answers:

(a) 2 643 (b) 25 260

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 3] 248

Teaching guidelines
The requirement not to write the place value expansions in Grade 5 should not be rigidly
enforced. Learners who need to write expansions in order to have clarity on what
calculations to do should be allowed to do so.

Answers
4. Learners are to set out the work as instructed.
(a) 5 412 (b) 9 503 (c) 52 322 (d) 41 524

5. (a) 4 402 (b) 6 353 (c) 35 261 (d) 44 223

6. (a) 40 000 (b) 5 437

7. 63 352 = 3 353 + 59 999

63 352 − 27 685 = 59 999 − 27 685 + 3 353
= 32 314 + 3 353
= 35 667

8. Learners do the calculations by writing in columns.

(a) 5 664 (b) 26 556 (c) 42 315 (d) 42 550

9. 38 965 other kinds of vehicles

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 3] 249

4.3 Less writing when adding in columns
Mathematical notes
Traditionally, addition with carrying was set out as shown on the right 4 697
for 4 697 + 8 956. The blue marks, from right to left, actually indicate 10, + 8 956
100 and 1 000. When the marks are read as “1”, “1” and “1” and the
thinking for the tens column is “1 + 9 + 5 = 15”, for the hundreds column
13 653
“1 + 6 + 9 = 16”, and for the thousands column “1 + 4 + 8 = 13”, learners’
awareness and understanding of place value and of the actual numbers four thousand six
hundred and ninety-seven and eight thousand nine hundred and fifty-six may be seriously
undermined.
With a view to maintain learners’ awareness and understanding of place value and of the
actual numbers involved, the transition from separate recording of the column totals (part
answers) to the traditional condensed form of the column format is introduced gradually
through the phases demonstrated below.
4 697 4 697 4 697 4 697
+ 8 956 + 8 956 + 8 956 + 8 956
13 12 543 13 653 13 653
140 10 10
1 500 100 100
12 000 1 000 1 000
13 653 13 653
Page 228 of LB Page 228 of LB Page 229 of LB Page 230 of LB
Form A Form B Form C Form D

Teaching guidelines
You may write Forms A and B above on the left and right sides of the board respectively
and explain the various steps as shown in the tinted passage, indicating that Form A and
Form B are just two different ways of capturing the same thinking in writing. A more
detailed description of how the presentation may proceed is given on page 229.
It is advisable to repeat the above presentation with different numbers, for example for
6 857 + 4 685.
Note that in order to be able to add multi-digit numbers, learners can use Form A, i.e. add
the different place value parts individually and then add up the column totals. The value
of taking the trouble to learn to use Form D is that it may proceed a bit faster than Form A if
performed confidently, and it also saves writing space. Learners who lose the capacity to use
Form A, and use Form D without confidence and understanding, and make mistakes, are worse off
than learners who do not progress beyond Form A.
MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 3] 250
Teaching guidelines
Let learners do question 1. Note that the writing format forces them to break down the part
answer (column total) for each column before they write something down. They have not
done this before, hence they may find it a bit difficult to adapt to this way of working.
Suggest to learners who really struggle that they first do question 1(a) by writing the
column totals separately as they did in Section 4.1, then rewrite their work in the form
indicated in the example for 4 697 + 8 956. You may also repeat the presentation in which
Form A (see previous page, writing each column total down separately) is compared to
Form B (writing the place value parts of the column totals separately), for 8 956 + 7 688,
or other numbers.
It serves little purpose to proceed to Form C as described in the tinted passage with
learners who are not confident in using Form B. Learners who still lack confidence when
they do question 1(c) should be allowed additional practice in using Form B, for example
the following:
6 489 + 8 745 7 765 + 8 588 4 865 + 4 567 + 5 243
47 586 + 9 565 35 657 + 47 754
Learners who are able to use Form B confidently when they have finished question 1,
may be allowed to proceed on their own by reading the tinted passage and engaging with
the exercises that follow.

Answers
1. (a) 7 688 (b) 45 847 (c) 38 586 2. (a) 8 867 (b) 45 886 (c) 26 783 (d) 55 378
+8 567 +37 586 +26 795 +7 968 +38 657 +48 894 +28 257
15 145 72 323 54 271 16 835 84 543 75 677 83 635
10 10 10 10 10 100 10
100 100 100 100 100 1 000 100
1 000 1 000 1 000 1 000 10 000 10 000
1 000 10 000 10 000 10 000
16 255 83 433 65 381

3. 7 668
+8 897
16 565
Do not pressurise learners who do not manage this.

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 3] 251

Teaching guidelines
Once learners have completed question 4, let them calculate 34 697 + 48 956, thinking and
writing any way they prefer. Let them then look at the tinted passage and identify which of
A, B, C and D best describes their own work.

Answers
4. 45 886 = 40 000 + 5 000 + 800 + 80 + 6
38 657 = 30 000 + 8 000 + 600 + 50 + 7
45 886 + 38 657 = 70 000 + 13 000 + 1 400 + 130 + 13
= 80 000 + 4 000 + 500 + 40+ 3
= 84 543
5. (a) 94 525 (b) 64 623 (c) 89 047
(d) 67 894 (e) 85 762 (f) 65 956
6. R47 029
7. 76 343 houses

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 3] 252

4.4 Another way of subtracting in columns
Mathematical notes
It is important to realise that learners are not dependent on the breaking down and
building up method of subtraction in column format, or any other format, to be able to
subtract with multi-digit numbers. Adding on as demonstrated at the top of the tinted
passage is a highly effective method of subtraction. It works in the same way for all
numbers and does not present technical difficulties like those that require transfer
(“borrowing”) in the traditional breaking down and building up method.

Teaching guidelines
Three different methods of subtraction are demonstrated in the tinted passage:
• adding on method
• change-and-compensate method
• transfer method or borrowing method.
Demonstrate the three methods for 63 543 − 27 688 on the board. You may skip the
different shorter ways of writing up the transfer method, given at the bottom of the tinted
passage.
Let learners then engage with questions 1, 2, 3 and 4 on the next page.

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 3] 253

Answers
1. Learners do the calculations using the borrowing method.
(a) 2 464 (b) 33 646

2. Learners check their answers for question 1 using the adding on method.

3. Learners do the calculations using the borrowing method.

(a) 44 547 (b) 55 869

4. Learners check their answers for question 3 using the change-and-compensate

method.

4.5 Solve problems

Teaching guidelines
You may suggest to learners that if they are unclear about what calculation to do, they
could first write a number sentence to represent the situation. The number sentence
may help learners to make a correct calculation plan. Number sentences that describe
the situations in some of the questions are given below.

Question 1: c + 35 255 = 89 034, which indicates the calculation plan 89 034 − 35 255.

Question 2: 35 794 + c = 45 880, which indicates the calculation plan 45 880 − 35 794.

Question 3: The number sentence is c − 10 550 = 79 600. However, in this case learners
may have less trouble to identify the calculation plan 79 600 + 10 550 directly, without
describing the situation with a number sentence first.

For questions 4 and 5 the appropriate calculation plans 21 876 + 35 889 and
19 655 − 18 564 are easy to identify, and it serves no purpose to write number sentences.

Question 6: If learners do not see immediately that they have to subtract 79 093 from
85 084, it may help them to write the number sentence 79 093 + c = 85 084.

Answers
1. 53 779 hectares 2. 10 086 chickens
3. 90 150 impalas 4. 57 765 m
5. R1 091 6. 5 991 km

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 3] 254

Grade 5 Term 3 Unit 5 Viewing objects
Learner Book Overview
Sections in this unit Content Pages in Learner Book
5.1 Different views of the same object Objects look different when viewed from different positions 233
5.2 What you see from different places More about the way objects look when seen from different positions 234 to 235

CAPS time allocation 3 hours

CAPS page references 23 and 184

Mathematical background
This unit is about taking more careful notice of how the same object can look very different when it is viewed from different positions.

This awareness is important when one aims to develop learners’ spatial sense of three-dimensional objects. It is also important when one has to draw a three-
dimensional object, especially if the object is not a simple one. One will then draw such an object as seen from a number of different positions. Together the
drawings become a useful tool to understand the total spatial form of the object. Such drawings are routinely used in the technical fields (e.g. civil and
mechanical engineering) during the design process.

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 3] 255

5.1 Different views of the same object
Mathematical notes
This section introduces the importance of being able to imagine what an object looks like
from different positions.

Teaching guidelines
Although this section focuses on being able to reason from given drawings, it would be
very rewarding to make some simple objects available to learners to draw (perhaps some of
the paper objects they folded in Term 2 Unit 6).
You could set the learners up in small groups around a table on which you place an
object. Some may lean over the object and some may sit below it (i.e. lower than the table),
while others sit around it. Ask each learner to draw the object as they see it. Once all
learners have done their drawings, allow them to compare them. Let the learners shift their
positions to allow them to confirm the view seen by other members in the group.
Question 3 is tough. It is acceptable if learners do not get it right at this stage. Learners
may return to this question once they have completed the unit.

Answers
1. Learners’ own work. Elements in the learners’ paragraph could include: the mug is
held upside down with the ear of the mug towards the right, the mug is being turned
clockwise, the mug is turned 1 fifth of a half turn from picture to picture until the mug
is upright in Picture F. Allow learners to articulate themselves what it is that they see.

2. As in Picture B

3.

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 3] 256

5.2 What you see from different places
Mathematical notes
The ideas in the previous section are formalised here. Depending on the object being
viewed, there could be certain views that are more useful than others. Top and bottom
views are often very helpful, as well as side views showing different faces, or side views that
show the symmetry of the object. Sometimes, however, we may have to represent an
object from a less obvious position, which could result in many of the properties of the
object being hidden (e.g. question 1(b) Picture 4).

Teaching guidelines
Again, time and resources permitting, allow your learners to draw actual objects and plans
(in the classroom, on the playground, in the school hall, etc.). Now, however, engage them
in a discussion about which positions are the most useful to show the properties of the
objects, especially when it comes to faces and symmetries of the objects, and to plans of
room layouts. Alternatively, talk to them about how a room’s layout or an object may
appear from a particular position (a greater challenge).

Answers
1. (a) Picture 4
(b) Person B: Picture 3
Person E: Picture 1
Person F: Picture 2
(c)

C D

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 3] 257

Teaching guidelines
Allow learners to explain their answers for question 2 to each other. It will be important for
you to observe the kind of descriptions that they are giving.
Answers
2. (a) Piet is standing at A.
(b) Jaamiah is standing at C.
(c) Tebogo is standing at B.

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 3] 258

Grade 5 Term 3 Unit 6 Properties of two-dimensional shapes
Learner Book Overview
Sections in this unit Content Pages in Learner Book
6.1 Draw figures on grid paper Making the case for the need for tools to make good drawings of shapes 236 to 237
6.2 Figures with equal sides and right angles Exploring the possibilities resulting from these two requirements 238 to 239
6.3 Figures inside circles Drawing circles, choosing points on them and joining them to form polygons 240 to 241

CAPS time allocation 4 hours

CAPS page references 21 to 22 and 184

Mathematical background
The issue of how to draw good copies of given shapes may have arisen in your class in Term 1 Unit 8 (Section 8.5). Even if it did not, at this point some of your
learners may be asking how they can draw better versions of shapes. This is the focus of Section 6.1. One way is to make use of square grid paper.

The requirement “shapes with equal sides and right angles” is raised in Section 6.2. By a process of elimination learners are led to the conclusion that only
squares fit the bill. The process of coming to this conclusion is important. Many mathematical ideas are discovered by asking a simple question and
investigating the possibilities that result. So, do not refer to squares or any specific polygons while learners are going through this process.

In Section 6.3, the usefulness of circles in drawing certain polygons is introduced. If one draws a circle and marks off some points on its circumference and then
joins these points with straight lines, polygons are formed. This is an important germ idea that leads to a great deal of important mathematics later. This
introduction will focus on drawing squares, rectangles and regular hexagons.

Resources
Square grid paper (see pages 412 and 413 in the Addendum); loose sheets of paper; round objects such as tins, small lids or saucers (see Section 6.3 on page 264
of this Teacher Guide)

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 3] 259

6.1 Draw figures on grid paper
Mathematical notes
This section focuses on drawing polygons (primarily triangles and quadrilaterals) on
square grid paper. Often the angles at the corners of polygons drawn on such a grid can
easily be checked to see if they are smaller than right angles, bigger than right angles or
exactly right angles.
Mathematics often involves finding out what sorts of things meet a set of mathematical
conditions. Finding out usually takes time and several attempts. Mathematics is not always
about knowing the answer quickly, nor about always knowing immediately how to work
out the answer. Sometimes a lot of mathematics is learnt through trial and error.
Teaching guidelines
The material in this section is sophisticated, because learners are asked to decide whether a
given figure meets some conditions (question 2). Learners are also asked to try to draw
figures with certain conditions or characteristics (questions 1 and 3). Sometimes it is not
possible to draw figures with the required conditions. Allow your learners to work through
these conditions carefully. Resist the temptation to help them to the “answer”. Explain to
them that they are not expected to know the answers straightaway and that they should
expect to make several attempts before drawing an answer or reaching a conclusion.
Support learners’ struggles by engaging them in conversation that allows them to make
headway under as much of their own power as possible. They will benefit greatly from the
experience.
In question 2 learners use grid paper
to help them decide whether a figure
meets certain conditions. In question
3 they use grid paper to draw figures
that must have a particular set of
characteristics. If you have access to
the internet, you can download and
print copies of grid paper. You could
also photocopy the grid paper
provided in the Addendum on page
412 or 413, or you could remind
learners how they were shown to
make their own grid paper on page
102 of the Grade 4 Learner Book (see
the extract alongside).
Answers
1. (a) to (e) Learners’ own drawings

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 3] 260

Answers
2. (a) The red quadrilateral
(b) The black quadrilateral

3. (a) Impossible
(b) Learners’ own drawings; these may differ.
(c) Impossible
(d) Learners’ own drawings; these may differ.
(e) Impossible
(f) Impossible

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 3] 261

6.2 Figures with equal sides and right angles
Mathematical notes
As mentioned in Section 6.1, mathematics often involves finding out what sorts of things
meet a set of mathematical conditions. This section offers examples of such problems.
The only two-dimensional shapes that have equal sides and right angles only are squares.
But do not tell your learners this until the end of the section.
The definitions of rectangles and squares are quite sophisticated. A rectangle is any
quadrilateral with four equal angles. These are always right angles. According to this
definition a square is also a rectangle: all squares have four right angles. So it makes sense
to define squares as rectangles with four equal sides.
Possible misconceptions
Some learners will resist the idea of a square being a special rectangle. The issue here is:
“Does a square have four equal angles?” Well, yes. “Does a square have other characteristics that
rectangles do not have in general?” Yes, its sides are equal. Then a square must be a special
rectangle, one with four equal sides. Part of the problem is that many learners have been
taught that a rectangle is a shape with two long sides and two short sides. This is not a good
definition of a rectangle.
Teaching guidelines
You can start by reminding learners that although we often categorise things in the world
around us into separate categories, for example dogs and cats, we do not always do this.
Sometimes one grouping is a sub-grouping of another. You can give them examples where
one group is a special kind of another group. You can, for example, ask them: “Are all girls
people?”, “Are all people girls?”, “Are all chickens birds?”, “Are all birds chickens?”, “Is red a
colour?”, “Are all colours red?” Ask them to think of other examples. Then discuss the given
definitions of rectangles and ask them whether squares also have these characteristics.
Learners may find it easy to identify right angles where the sides of figures coincide with
the grid lines, for example in Figures D and F. However, they may find it more difficult to
identify right angles in figures where the sides do not coincide with grid lines. In these
examples learners should use right-angle templates (see Learner Book page 99) to check for
right angles. Learners can also check the lengths of sides in these examples by making
length templates, i.e. marking off lengths on the edge of a sheet of paper.
Answers
1. (a) Four equal sides: A, B, E, F (b) Four right angles: B, D, F
(c) Four equal sides and right angles: B, F
2. (a) Rectangles: B, D, F (b) Squares: B, F
(c) Rectangles only: D (d) Four equal sides, but not squares: A, E

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 3] 262

Teaching guidelines
Your learners may need a great deal of support to make proper sense of this section,
especially from question 3 onwards. As far as possible, help learners to understand the
instructions so that they attempt each question meaningfully. It is more important that
learners experience making sense of instructions than rushing to get all the questions
done. You can remind learners to ask themselves: “Is there anything that I have done or seen
before that can help me here?” It is important that learners see mathematics as connected
and not as isolated, disconnected bits of information.
Question 5 is a challenging question that can be used for extension. You might like to
prepare for this question by trying to find some counter-examples to each statement.
These will prove the statements false. However, do not teach or show these to learners; let
them find examples for themselves.

Possible misconceptions
Sometimes learners think that if they find one correct answer the statement is true. This is
not correct. A statement is only true if all possible examples of it are true. However, a
statement is false if one example of it is false. You only have to find one counter-example to
show that a statement is false.

Answers
3. (a) to (e) Learners’ own drawings; drawings will differ from learner to learner.

4. (a) to (d) Learners’ own drawings; drawings will differ from learner to learner.

5. (a) False (b) False (c) True (d) True

(e) True (f) True (g) False

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 3] 263

6.3 Figures inside circles
Mathematical notes
This section is about using circles as tools to draw polygons. In particular, this section is
about squares, rectangles and regular hexagons.

Teaching guidelines
Because learners will need to fold their initial circle to find its centre, it is better if they do
this section on loose sheets of paper. The sheets should be pasted into their exercise books
afterwards.
Some learners may identify the figures in questions 1(e) and 2(c) by sight. If learners
cannot identify the figures by sight, ask them questions such as: “What kinds of
quadrilaterals do you know?”, “What properties do the quadrilaterals you have listed have?”,
“How can you check or test to see whether these quadrilaterals meet these conditions?”

Answers
1. (a) to (d) Learners’ own work
(e) Square
2. (a) and (b) Learners’ own work
(c) Rectangle

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 3] 264

Answers
3. (a) to (f) Learners’ own work

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 3] 265

Grade 5 Term 3 Unit 7 Transformations
Learner Book Overview
Sections in this unit Content Pages in Learner Book
7.1 Making patterns by moving a shape Introducing rotations, translations and reflections 242 to 244
7.2 Rotations Taking a closer look at rotations 245 to 247
7.3 Reflections and translations Taking a closer look at reflections and translations 248 to 251

CAPS time allocation 3 hours

CAPS page references 23 and 185

Mathematical background
Any relocation of a shape can be achieved by a combination of three types of movement, called “transformations”:

• shifting (translating) it in a particular direction, through a particular distance, without rotating it

• swinging (rotating) it around a particular point outside

or on the shape, through a particular angle

• flipping it over (reflecting it), i.e. picking it up, turning it over and placing it down again.

Reflecting a shape always produces symmetry. The axis of reflection (the broken line in the above figure) is the line of symmetry.
If two identical shapes lie on the same flat surface it is always possible to get one of the two shapes to fit exactly on top of the other by performing a translation,
rotation or reflection, or a translation and a reflection (a so-called “glide-reflection”).
Translations, rotations and reflections do not change the form or size of a shape. Other kinds of transformations, for example enlargements, do change the
size. There are also transformations that change the shape, such as stretching in one direction.
Patterns are formed when the same transformation or set of transformations is repeatedly applied to the same shape, for example:

Resources
Loose sheets of paper, cardboard (e.g. from tissue or cereal boxes), glue, scissors, pins

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7.1 Making patterns by moving a shape
Mathematical notes
This section is about exploring the three basic transformations before they are identified
and defined towards the end of the section.

Teaching guidelines
It is important to first give learners the opportunity to find their own words to describe the
different transformations of the shape (glass tile) in Patterns A, B and C. Ensure that your
learners engage meaningfully with the activities. Resist the temptation to jump ahead and
tell them about translations, rotations and reflections. Allow them to struggle with
describing the patterns.
Describing their own observation of how the position of a shape is changed is an
important part of developing an understanding of the different transformations.
It is very important that learners actually write down their attempts to describe the three
patterns. (They will return to these descriptions and try to improve them at the end of the
section when they do question 7.)
If time permits, it would be valuable if learners could tell each other in small groups or
pairs how they described the patterns.

Answers
You cannot expect learners to use the terms translation, reflection and rotation when they
respond to question 1. It will be very valuable for you to read or listen to as many of the
learners’ answers as possible, but it makes no sense to try to assess their answers. The
question serves to get learners to begin to form language that can be used to describe the
patterns. Some of the things learners may say are given below.

1. (a) Pattern A: The tile is repeated five more times; it is simply moved along a straight
line towards the right.
Pattern B: The tile is also repeated, but it is only repeated four more times.
However, it is not simply moved along as in Pattern A but turned to the right each
time in such a way that after the first and third turns, it is rests on one of its long
sides.
(b) Pattern A: The tile is repeated five more times; it is moved along a straight line
without being turned or turned over.
Pattern C: The tile is also repeated five more times but it is turned over (flipped)
each time.

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 3] 267

Teaching guidelines
You will need a larger template with the same shape to do the questions on the board at
some stage during the lesson.
Learners may focus primarily on putting the template down into each of the positions
without being aware of how they may move the template from the position on the left to
the position on the right in each question.
Learners may manage to move the template from the positions on the left to the
positions on the right in many ways, and they will not necessarily become aware of the
simple movements: slide along a straight line (translate), swing around a point (turn,
rotate) and turn over (reflect) in a line.
After learners have engaged with questions 3 to 5 on their own, tell them that the
questions can be done with very simple movements. Then demonstrate on the board that
question 3 can be done by keeping your elbow fixed at a point some distance below and
between the two positions, and swinging the template from the one position to the other.
Similarly demonstrate that for question 4 the template can be slid in a fixed direction
without turning it, but that for question 5 you have to lift the template off the board and
turn it over to land on the second position.
Ask learners to copy your movements for the three questions. You may have to repeat the
demonstrations on the board a few times. Continue until all learners get it right. Only then
ask them to do question 6. Do not provide them with terms that may be used to describe
the three kinds of movement: allow learners to come up with their own ways of describing
the movements.
Learners may find question 6 challenging. It is quite important that they persevere and
manage to write some descriptions of the three kinds of movement down. The attempt to
describe the movements in words will support the formation of the concepts of
translation, rotation and reflection in their minds.

Answers
2. to 5. Learners’ own work
6. Refer to “Teaching guidelines” above; guide the learners to find the correct
articulation.

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 3] 268

Teaching guidelines
Demonstrate questions 3, 4 and 5 again and now tell learners what the three kinds of
movement are called: rotation, translation and reflection.
For homework or additional practice, you may ask learners to try to improve their
answers for question 1.

Answers
7. (a) Pattern B
(b) Pattern C
(c) Pattern A

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7.2 Rotations
Mathematical notes
Rotations involve turning a shape around a fixed point (the centre of rotation).

Teaching guidelines
The rotation tool is very useful in getting the key properties of rotations across to your
learners: there is a point around which rotations occur, and the rotated shapes are all the
same distance from that point. Perhaps it would be wise to make other rotation tools
available (with other shapes). The value of this tool is that your learners will do rotations
instead of just looking at them.
For enrichment, in question 5 you may repeat the triangle rotation activity in two other
ways:
• First, make a small hole in the triangle and pin the triangle to the page. Rotate it
and draw the triangle in a number of positions.
• Second, glue a strip of cardboard to the triangle
and make a hole at the end furthest from the
triangle. Pin it through the hole and rotate,
drawing the triangle in a number of positions.
This activity will highlight to learners that a
centre of rotation can be in many positions.

Possible misconceptions
There is a risk that learners will confuse the three types of transformation. Ask them if any
of the drawings they made have translations or reflections in them. A short discussion
should lead to a general consensus that rotations do not involve reflections or translations
of the shapes they have used in questions 1 to 6.

Answers
2. (b) Circle

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Notes on questions
You can ask learners to first familiarise themselves with the given pentagon. This will allow
them to notice the different side lengths in order to identify the specific transformations in
Figures A to E. Learners must be given the opportunity to find the words to describe the
transformations they observe. Refer them to the description of the different transformations
on page 244.

Answers
3. Figure A: 3 times Figure B: 4 times
Figure C: 7 times Figure D: 3 times

4. (a) The rotation in the two figures is the same, but in Figure E the pentagons are also
reflected.
(b) Learners’ own work, for example:
Pin the rotation tool to the middle of a sheet of paper. Trace around the pentagon.
Unpin the rotation tool, turn it over (reflect it) and re-pin it with the pin in the
same as position as before. Turn the rotation tool a bit to the right (or the left, if
you prefer) and trace around the pentagon. Repeat six more times, always working
in the same direction.
(c) Learners’ own work

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 3] 271

Teaching guidelines
You may advise learners who experience difficulties with questions 6(b), (c) and (d) to
move their cut-out triangle on the coloured drawing, to try to figure out what the answers
to the questions are.

Answers
5. Learners’ own work
6. (a) Learners’ own work
(b) The yellow triangle is a translation of the red triangle.
(c) Yes, combined with a translation.
(d) No, it is a reflection combined with a translation.

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7.3 Reflections and translations
Mathematical notes
This section aims to clarify the special characteristics of translations and reflections.
Translations involve moving a shape from one position to another without changing its
orientation. Reflections involve flipping a shape over a line of symmetry.

Teaching guidelines
A reflection tool is introduced. It is a piece of paper folded in half. The fold is the line of
symmetry. A shape is drawn on one side of the fold and “transferred” with pinpricks to the
other side, creating a mirror image.
A translation tool is also introduced. It is a piece of paper with a shape on it that is
shifted along a line on a sheet of paper to another position where the shape is transferred
by pin pricks.
As with the rotation tool in Section 7.2, the aim is to give learners a chance of doing the
transformation, and not just seeing it. Give them ample time to do so meaningfully. Their
understanding of the three transformations will be richer for it.

Possible misconceptions
Ask learners questions such as: “Can a rotation of this shape ever be the same as a reflection of
the same shape?”, “Can a translation ever be a rotation?”
Note: With most shapes, the three transformations are quite different. However,
with some, for example circles, a translation could be seen as a rotation or as a reflection.
This has to do with the perfectly regular/smooth shape of a circle. When it comes to
transformations of an individual point, the same is true. In general, however, the three
transformations behave differently.

Answers
1. (a) to (d) Learner’s own work
2. (a) The blue hexagon
(b) The blue hexagon and the black hexagon

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 3] 273

Answers
3. Learners’ own work
4. (a) to (e) Learners’ own work

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 3] 274

Answers
4. (f) Learners’ own work

5. Learners’ own work

6. No. It has to be reflected in a vertical line of symmetry.

7. Learners’ own work

8. The pattern can be made by a rotation together with a reflection of the hexagon.

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 3] 275

Answers
9. Translation

10. (a) Reflection (b) Reflection

(c) Rotation (d) Reflection
(e) Rotation (f) Reflection

11. (a) Figure A (b) Figures A and B

(c) Figures A and B (d) Figures A and C

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Grade 5 Term 3 Unit 8 Temperature
Learner Book Overview
Sections in this unit Content Pages in Learner Book
8.1 Estimating and measuring temperature Getting a feel for hot and cold temperatures and how to read the scale of a 252 to 254
medical thermometer
8.2 Weather temperatures Working with the high and low temperatures in different cities in South 255 to 256
Africa

CAPS time allocation 2 hours

CAPS page references 28 and 186

Mathematical background
In Term 2 we saw that a unit of length is very useful when we need to tell someone, for example, how long a piece of dress material must be. If everyone agrees
on the same unit of measurement, then people can communicate without getting confused.

In the same way we can communicate about temperature if everyone agrees on a unit of temperature – the degree Celsius (°C). Then everyone can understand a
recipe book that says “heat the oven to 140 °C”.

The mathematics involves the following:

• reading scales on thermometers, marked in degrees
• understanding fractions of a degree
• recording and reporting on temperature measurements
• understanding that each type of thermometer has a temperature range; most thermometers cannot measure very high or very low temperatures.

We can subtract temperatures to find differences, which tell us how much a temperature has increased or decreased. We cannot add temperatures. (If we have a
cup of hot water at 60 °C and another at 40 °C, and we pour the water into a jug, we don’t get water at 100 °C.) We also don’t multiply a temperature by a
temperature, nor divide a temperature by a temperature.

Resources
Long thermometer from the school’s science kit, if available; smartphone, if available

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8.1 Estimating and measuring temperature
Teaching guidelines
You should do some language work on this text.
Ask learners to give examples of the environment. The environment is all of the world
around us, excluding us. So the learners’ desks and books are part of their environment,
and so are the walls of the classroom and the air in the classroom. For each learner, the
other people around him/her are part of his/her environment.
A sealed glass tube is a hollow tube, like a plastic or paper straw, that has been melted in a
hot flame so that it is closed or sealed.
Try to borrow a long thermometer from the school’s science kit. Show it to the learners.
They should see the liquid inside the glass tube, and see that most of the liquid is in the
pointy end, called the bulb.
Notice that the markings go from minus 10 °C up to 110 °C; this is called the range of the
scale: −10 to 110 °C. (Some thermometers only go up to 50 °C.)
The liquid inside the tube is usually red-coloured alcohol. When the liquid gets hot, it
gets bigger (it expands) and it pushes along the tube. For example, if you hold the bulb in
your fist, it warms up until it is at the same temperature as your skin.
When learners are looking at the thermometer, it is showing the temperature of the air in
the classroom. If they put it into a cup of hot tea, the liquid expands until it shows the
temperature of the tea.
Thermometers work if they are on their sides or if they are held upright. Try this with a
real thermometer.

Answers
1. to 4. Practical activity

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Teaching guidelines
The picture shows a real medical thermometer and the scale is not easy to read. Some
learners might be completely lost and unhappy. So, before you ask for the answer to
question 5, spend a few minutes helping learners to study the picture. Ask them, what is
the number that they see to the right of the 35? (Answer: It is a 6.)
What is the next number they see? (Answer: 37, and it has a black arrow in the middle.
We’ll explain later what this arrow means.)
What are the next three numbers? (Answer: 8, 9 and 40.)
This looks like a strange sort of scale; we expect it to go 35, 36, 37, 38, 39, 40.
The reason why some digits are missing is that there was not enough space on the
thermometer to print them all – i.e. more print (digits) would have made it more difficult
to read the scale. So the 6 really means 36, the 8 means 38 and the 9 means 39.
Then we see 40. Now ask learners to work out what the last number on the scale is. The
answer is 42 °C.
Why spend time on studying the picture? Well, you are showing learners that when they
meet a picture or diagram that is hard to understand, they should not give up and think:
“I can’t do this.” Often they will be able to work out what information is missing in a
strange diagram.

Answers
5. (a) 42 °C
(b) Doctors and nurses use medical thermometers. They know that a living person
cannot have a temperature lower than 35 °C. Also, they know that if a person’s
temperature is as high as 42 °C the person is very, very sick with a fever. If his
temperature goes past 42 °C, he or she will die.
6. (a) A: 36 °C B: 4112 °C 9
C: 3910 °C

D: 3712 °C 4
E: 3810 °C 7
F: 4110 °C
(b) A: 36 °C B: 42 °C C: 40 °C
D: 38 °C E: 38 °C F: 42 °C

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 3] 279

Answers

7. (a) 36 °C = A

(b) 35 °C = E

(c) 3912 °C = H

1
(d) 3710 °C = F

8
(e) 4110 °C = J

(f) 4012 °C = C

(g) two degrees below 40 °C = 38 °C = B

(h) three and a half degrees higher than 3512 °C = 39 °C = G

(i) 4014 °C = I

(j) 41 °C = D

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 3] 280

8.2 Weather temperatures
Teaching guidelines
Give learners enough time to think about their answers – ask the question and then
silently count to ten by yourself before you take any answers. If you do this, you usually get
better-quality answers and more thinking by the learners.

Answers
1. (a) Possible answers: People want to know whether they should put on warm clothes
when they go out to school or to work. Farmers want to know whether their crops
or animals will get so hot or so cold that they will suffer. People working outside
want to know whether they should take water along to drink during the day.
(b) The question is asking learners to estimate the temperature of the air. Learners
who don’t know about temperature may give very high or low estimates. Remind
them of the information in the tinted passage on page 252. For example, a healthy
person’s temperature is about 37 °C. Answers could be anything from 25° to 42 °C.
It depends on your location.
(c) Answers could be anything from 20 °C down to minus 20 °C. It depends on your
location.
(d) The temperature was probably lower in the morning than it is now.
(e) No, because the weather could change in the middle of the day or the middle of
the night. A cold front could blow in at midday. The night-time temperature is
usually lowest just before the sun comes up.
(f) You can have some very cold days in summer and some very warm days in winter,
so the question is really asking about average temperatures in summer and in
winter.

2. (a) 3 °C (b) 5 °C
(c) Upington: 18 °C Bloemfontein: 13 °C Pretoria: 14 °C
Durban: 7 °C East London: 5 °C
(d) East London (e) Upington

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Notes on questions
In question 4, learners are to record the temperature at 12 o’clock each day. Why take the
air temperature at, say, 12 o’clock each day? The reason is that the temperature changes
throughout the day. If we measure temperature at different times, we cannot say anything
sensible about how the midday temperature changed during the days from Monday to
Friday.
For this activity you will need one of those long thermometers that can measure from
−10 °C to 110 °C. The school’s science kit might have one. An alternative to a thermometer
is a smartphone, if available. Some smartphones have a temperature sensor and can show
you the temperature at any time.

Answers
3. (a) 3 °C less than 0 °C. Ask learners how that feels. What unusual things would they
notice as they walk to school? (They could notice white frost on the grass and
some roofs, and people breathing out white clouds of water vapour.)
(b) 6 °C
(c) Pretoria: 19 °C Durban: 11 °C East London: 9 °C
(d) Durban, because the day and night temperatures are higher than in the other
towns.
Learners’ answers (preferences) may differ. Consider their arguments, for
example:
Durban, because it has the highest day/maximum temperature.
Durban, because it is the town in which both the minimum and maximum
temperatures are the highest.
East London, because the difference between the maximum and minimum
temperatures is the smallest.
4. Practical activity

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Grade 5 Term 3 Unit 9 Data handling

Learner Book Overview

Sections in this unit Content Pages in Learner Book
9.1 Collecting and organising data in categories Tally tables that compare categories 257 to 260
The way data is grouped and represented impacts on the visibility of
the trends
9.2 Collecting and organising numerical data Bar graph and pictograph of the same data tell different stories 260 to 263
Interpreting the mode

CAPS time allocation 9 hours

CAPS page references 30 to 31 and 187 to 188

Mathematical background
Data are bits of information about a particular context. We ask questions about a situation or context that lead to the collection of information. The way in
which the data are organised and represented (and the further questions we ask) allows us to see trends in the data.

In data handling we work with large amounts of information related to particular contexts. Instead of focusing on each bit of information separately, the way
we organise, represent and analyse the data gives us ways of talking in general about the data. We look at the data in a global way and draw out trends or
characteristics which describe the data.

Data handling differs from other parts of Mathematics in three respects:

• The answer to data questions is produced by analysing lots of data.
Data handling is necessary where measurements and frequencies vary and therefore one measurement cannot provide accurate information about a
situation. Lots of different data can be confusing, so we organise the data we collect in different ways to get a “picture” of the situation. Different
representations make different trends more visible.
• The numbers we use in data handling always have some description of a category they belong to or some unit of measurement.
Learners work mostly with abstract numbers in Mathematics. In data handling, however, the numbers must be interpreted in a context. The same number
44 can be 44 learners or R44, depending on the question.
• Data questions are always answered with a story about the context.
Data handling starts when we need to answer a question about a situation where the property we look at varies. The numerical answers we get by data
handling must be interpreted to answer the question about the situation.

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 3] 283

9.1 Collecting and organising data in categories
Mathematical notes
The fundamental purpose of data handling is to reorganise and represent data in such a
way that it becomes easier to identify properties of the data that may be useful in making
decisions in practical situations.
For example, the data on page 258 is very difficult to interpret in the form in which it is
given. The questions in this section provide learners with opportunities to organise and
represent the data in different ways, and to experience that this makes it easier to consider
options and make decisions.

Teaching guidelines
Let learners look at the table on page 258 at the start of the lesson, and ask them to make
short statements that describe the data. This will make them experience that the data in
this form is difficult to interpret. Tell them that while doing the questions in this section,
they will learn how to organise and represent data in different ways, which will make it
easier to describe the data.

Answers

1. (a) Tallies Total

Male 22

Female 37

Black 44

Blue 15

Zip 42

Pullover 17

(b) Learners’ reports will vary. The report should include the following information:
The total sample was 59 students. There were 37 females and 22 males.
Far more Grade 12s favoured black hoodies than blue hoodies: 44 students chose
black hoodies and only 15 students chose blue hoodies.
Hoodies with zips were much more popular (42 students’ choice) than pullovers
(17 students’ choice).

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 3] 284

Mathematical notes
This table is typical of the form in which data obtained from a questionnaire may be
recorded before it is analysed.
There are many ways in which the data can be reorganised to make hidden features
visible. For example, separate tables can be made for males and females, and in each table
all the responses that include black as the colour choice can be listed first.

Teaching guidelines
The main aim of this section is for learners to interpret and report on the data. In order to
do so, they need to represent and analyse the data. More time should be spent analysing
the data than counting the data in each category. You could divide the categories among
learners, so that each learner tallies one category (there are six categories in question 1 and
eight categories in question 3). Learners who have tallied the same categories can check
their counts with each other.

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 3] 285

Teaching guidelines
In question 3 you can ask learners what the purpose of the totals in the bottom rows and
right-hand side columns of the tables is.
Once learners have completed question 4, you can ask them to compare the results that
were shown in the tables in question 1 and question 3. Ask them what kinds of hoodies the
Student Council would have purchased had they used the results from the table in
question 1, and how this differs from the hoodies they would have purchased based on the
tables in question 3. You can also ask learners why the first table shows that black hoodies
with zips are most popular, while the later tables show that male students mostly prefer
pullover hoodies.

Possible misconceptions
Some learners may not fill in 0 in the tables where the count is zero. This is wrong. They
tend to reason “nobody wants that”, rather than give the numerical answer to “how many
want that?”

Answers
2. (a) Yes, 15 students want blue hoodies.
(b) No. The tally table shows the number of female students, and the number of
Grade 12s that like blue hoodies, but not the number of female students in
Grade 12 that like blue hoodies.

3. FEMALES Black Blue Total

Zip 30 5 35
Pullover 0 2 2
Total 30 7 37

MALES Black Blue Total

Zip 7 0 7
Pullover 7 8 15
Total 14 8 22

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 3] 286

Answers
4. (a) The more popular of the two styles for females is the hoodie with a zip.
(b) Seven out of 22 males preferred hoodies with zips. That is about one third of the
males. Pullovers were more popular with males (15 out of 22).
(c) Only 7 out of 37 females preferred blue hoodies. That is about one fifth of the
females.
(d) Black was the more popular colour amongst male students. Fourteen out of 22
male students chose black hoodies. That is more than half of the males.
5. Reports will vary. The report should include the following information:

In total, there were 59 students who responded.

There were 37 females who responded.
Colour preference: By far the most females (30 out of 37) preferred black hoodies. Only
seven females preferred blue hoodies. (Compare the totals at the bottom of the
columns.)
Style preference: By far the most females liked hoodies with a zip (35 out of 37).
(Compare the totals on the right of the rows).
Possible recommendation: If the Student Council wants to order one kind of hoodie for
all the females it should be black hoodies with a zip (preferred by 30 females out of 37).
(Compare the cell values.)

There were 22 males who responded.

Colour preference: By far the most males (14 out of 22) preferred black hoodies. Only
eight males preferred blue hoodies. (Compare the totals at the bottom of the
columns.)
Style preference: By far the most males liked pullover hoodies (15 out of 22). (Compare
the totals on the right of the rows.)
Possible recommendation: If the Student Council wants to order one kind of hoodie for
all the males it should be blue pullover hoodies (preferred by 8 males out of 22).
(Compare the cell values.)

9.2 Collecting and organising numerical data

Mathematical notes
In the previous section learners saw that different representations can make different
aspects of the data more visible. The focus on what is made more visible in different
representations is continued in this section but the form of representation switches from
tables to graphs.

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 3] 287

In Term 1 we mentioned that graphs provide a picture of data. This picture facilitates the
analysis of the data. We can also analyse data by examining how spread out or clustered it
is and what a typical value is. In this section learners continue to use the concept of mode
to examine the typical value or centre of the data. They also find the middle value of the
set of data points – from Grade 6 onwards they will learn that this is called the median.
Learners also look at the spread of data in this section.
Much of data handling involves reasoning in uncertain situations. This can make
learners feel insecure, because there tends to be much greater certainty in other areas of
Mathematics: there are usually one or more definite answers. In data handling learners
need to use their analysis of the data as evidence to back up an argument. This is the case in
question 1(e).
The months are categories in this data set. The amounts of the accounts are numerical
data. The amounts are not frequencies; they are measurements of the amount of electricity
Mrs Mholo has used, to which a monetary value has been attached.

Teaching guidelines
Prepare the table and graphs on the board or on a poster for use during class discussions.
Most of the questions in this section require interpretation: very few are simply facts.
Learners need to use the data to motivate their answers. Allow sufficient time for learners
to discuss their answers. Sometimes, for example in question 2(c), the class will be able to
agree on an answer. Be aware however, that learners are likely to express their answers
differently. There are questions, for example question 1(e), where learners may not be able
to agree on an answer.

Answers
1. (a) R403 in August last year (b) R529 in June this year
(c) July, March, April, May, June: all of these accounts were higher than R450.
(d) Mrs Mholo can expect to use more electricity for heating in the winter months
because it is colder. She can also expect to use more electricity for lighting in
winter, as there are fewer daylight hours. Her accounts in winter differed by as
much as R29. In summer she is likely to use less electricity for heating and
lighting. Her accounts in summer did not differ by more than about R12.
(e) Learners’ answers may differ here. Some might say: “Yes, the account for June this
year is R43 more than for July last year, and that is a big increase compared to the
other increases.”
Others might say: “No, she can expect to use more electricity in the winter
months, and the increase between May and June this year is not even bigger than
the increase between March and April this year.”
We need more information to decide.

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 3] 288

Critical knowledge
It is important that learners understand that when we analyse data we are looking for
general trends. Sometimes a few data points may deviate from the overall pattern; we tend
to overlook these points as we focus on the general impression. For example, in question
2(e) there has been a general increase in the amount of money that Mrs Mholo has paid
since February. Learners should not be distracted by the fact that there was no increase
between October and November and that what she paid in January was R4 less than what
she paid in December. The overall trend is an increase. It is important that learners do not
just look at the initial amount and the final amount, but at the pattern as a whole.

Answers
2. (a) No, because 10 out of the last 12 accounts were between R400 and R500.
(b) Yes, because none of the accounts of the past year have been less than R400.
(c) Not really. The last two accounts were R500 and more. Mrs Mholo thinks this is a
mistake. However, her invoices have steadily increased from February this year.
(d) Yes, because none of the accounts of the past year have been more than R530.
(e) The overall trend in the bar graph shows an increase in the amount of money that
Mrs Mholo paid for electricity since August last year. Since August last year her
account has increased from R403 almost every month up to R529 in June this
year.

3. (a) You don’t see how much she paid in which month. You don’t see whether the
amounts only increased over time, only decreased over time, or increased for
some months and decreased for other months.
(b) Answers will differ. Some learners may choose R412, which is the mode. Other
learners may choose an amount in the middle. A suitable middle amount is R416,
or R424, or even R420.
(c) R416 (The six highest accounts are all more than R416.)
(d) R486 (The three highest accounts are all more than R486.)

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 3] 289

Mathematical notes
Graphs give a picture of data. Different graphs give a different picture: they reveal different
parts of the story.
The bar graph shown after question 1 allows you to see that Mrs Mholo uses more
electricity in the winter months. From a very careful look at the bar graph you can see that
Mrs Mholo paid less than R450 for about half of the months and more than about R450 for
the other half of the months.
The pictograph shows clearly that the amounts she paid are spread between just over
R400 and just under R500 and that half of the payments were less than R420.

Answers
4.

(a) The mode is R412. This is where the most dots are. (See the first arrow above.)
(b) R420 is halfway between the sixth and the seventh value. (See the second arrow
above.)

5. (a) True
(b) Not true, only five accounts are lower than R416. Correct the statement by saying:
“lower or equal to R416”.
(c) Not true, the lowest amount is R403, which is R9 lower.
(d) Not true. One account was R529. That is R117 higher.
(e) Not true. The accounts in winter are much higher.
(f) True

6. Mrs Mholo can show a pictograph (like the one above) and argue that in summer her
accounts ranged between R403 and R420, and that while her accounts went up during
the winter months, it was never by more than R30 a month. The big jump from R529
to R650 – more than R120 – from June to July is likely to be a mistake.

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 3] 290

Grade 5 Term 3 Unit 10 Numeric patterns
Learner Book Overview
Sections in this unit Content Pages in Learner Book
10.1 More sequences Diagonal sequences, i.e. patterns with an increasing difference 264
10.2 Patterns in tables Families of sequences with a constant difference 265
10.3 Using patterns to solve problems Equivalence between tables, rules and flow diagrams 266 to 268

CAPS time allocation 5 hours

CAPS page references 18 to 19 and 189 to 191

Continuing sequences or completing tables according to a pattern not only provides opportunities to develop understanding of patterns, but also contributes
to the development of the Mental Mathematics section of the CAPS.

Mathematical background
Numeric patterns (number patterns), as part of the Content Area “Patterns, Functions and Algebra”, should serve as building blocks to develop the basic
concepts of algebra in the Senior and FET phases. The study of numeric patterns should develop the concepts of variable, relationships and functions.
The function concept is captured in the idea of applying a fixed rule to one set of numbers, to produce another set of numbers:
Input numbers ® Rule ® Output numbers
Much of our pattern work focuses on methods to find the calculation plan (rule), because a calculation plan is very useful to find missing output numbers
and input numbers.

The following two important empowering approaches to pattern work should be emphasised throughout:
• Recursive (“horizontal”) patterns in sequences describing the relationship between any two consecutive numbers in a sequence, and then
continuing the sequence, for example:
3 6 9 12 15 …
+3 +3 +3 +3 +3
• Functional (“vertical”) patterns describing the constant relationship between two sets of numbers, and then applying this pattern to calculate
further-lying values (e.g. the 100th number), for example:
Position no. (Input): 1 2 3 4 5 100
×3 ×3 ×3 ×3 ×3 ×3

Sequence no. (Output): 3 6 9 12 15 ...

These two ideas (recursive and functional relationships) are important for future mathematical concepts. Recursion leads to the important mathematical
concepts of the gradient of a straight line and the derivative of a function. The function concept underlies all of high school algebra and calculus.

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 3] 291

10.1 More sequences
Teaching guidelines
The focus of this section is the introduction of new kinds of sequences that are different to
the constant differences patterns we have studied so far.
You should allow learners ample time to analyse the sequences, to describe the patterns
in their own words, and to calculate numbers in the sequences.
As with the “families of sequences” in Term 1 Unit 4, learners should in question 2 notice
and use the relationships between the sequences to make the work easier. For example,
Sequence F, which consists of the square numbers, should be easy; the numbers in
Sequence G are simply one more, and in Sequence H two more than the square numbers.

Answers
1. (a) R4 800 ÷ 30 = R160
(b) R4 800 ÷ 15 = R320
(c) Number of passengers 5 10 20 40 80 160
Cost for each passenger (R) 960 480 240 120 60 30

(d) Cost per passenger = Cost of hiring the bus ÷ number of passengers

2. A (a) Start with 1 and then double each number to get the next number.
(b) ..., 64, 128, 256, 512, 1 024
B (a) Start with 512 and then halve each number to get the next number.
(b) ..., 16, 8, 4, 2, 1
C (a) Start with 3 and then double each number to get the next number.
(b) ..., 192, 384, 768, 1 536, 3 072
D (a) Start with 1 and then multiply each number by 3 to get the next number.
(b) ..., 243, 729, 2 187, 6 561, 19 683
E (a) Start with 2 and then multiply each number by 3 to get the next number.
(b) ..., 486, 1 458, 4 374, 13 122, 39 366
F (a) Square numbers, i.e. numbers multiplied by itself: 1×1, 2×2, 3×3, …
(b) ..., 49, 64, 81, 100, 121
G (a) Start with 2, then +3, +5, +7, … or: The numbers are 1 more than in Sequence F.
(b) ..., 50, 65, 82, 101, 122
H (a) Start with 3, then +3, +5, +7, … or: The numbers are 1 more than in Sequence G.
(b) ..., 51, 66, 83, 102, 123

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 3] 292

10.2 Patterns in tables
Teaching guidelines
These activities are very dependent on your discussing with learners appropriate thinking
to analyse the given information, and to make sure they adequately engage with the
problems so that they can reason about the situations.
For example, the task in question 1 is not to complete the table for the sake of
completing the table, but for learners to interpret the information they generate in the table
in order to answer the question: Which company is cheaper?

Notes on questions
Question 1 requires that learners will analyse the relationship between the two cost
sequences by comparing the corresponding values. They will find that for 200 km the cost
is the same, for less than 200 km AfriCars is cheaper and for more than 200 km Image Car
Rental is cheaper.
To find the cost in the table for travelling a certain distance, learners must implement the
formulation in words as a calculation rule for each company:
Cost for Image Car Rental = 2 × Distance travelled + 180
Cost for AfriCars = 2,50 × Distance travelled + 80
Question 2 is an example of a decreasing sequence, where we subtract to find the next
number.
Learners can solve the problem by continuing the sequence 60, 56, 52, … until they reach
zero (the tank is empty). However, this will be cumbersome. It is important that learners
realise this and understand that they should try to find a shorter, more efficient method. It
will be better to reason it out:
From the table you can see that the car uses 4 ℓ of petrol to drive 40 km.
So with 1 ℓ it drives 10 km, so with 60 ℓ (a full tank) it drives 60 × 10 km = 600 km.

Answers
1. (a) Distance (km) 0 50 100 150 200 250 300

Cost: Image (R) 180 280 380 480 580 680 780
Cost: AfriCars (R) 80 205 330 455 580 705 830

(b) It depends on the distance he wants to travel. For less than 200 km AfriCars is
cheaper. For 200 km they cost the same. For more than 200 km Image Car Rental
is cheaper.
2. 600 km

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 3] 293

10.3 Using patterns to solve problems
Notes on questions
Learners have met the party tables before in the unit on geometric patterns in Term 2.
To calculate the number of people for a large number of tables will be cumbersome if we
use the horizontal +2 pattern. It will be more useful to find a calculation plan. We again
outline the thinking required to see the structure in the picture (from page 179 of the
Learner Book) that enables us to formulate a calculation plan.
The way to “see” structure is to understand that in Figure 4 we try to see a unit of 4, in
Figure 3 a unit of 3 in the same way, in Figure 2 a unit of 2, etc. as illustrated below:

J J J J J J J J J J
J J J J J J J J
J J J J J J J J J J
1 table 2 tables 3 tables 4 tables

The challenge is then to generalise the structure so that we can easily calculate how many
people will sit at 45 small tables:
T1 = 2×1 + 2
T2 = 2×2 + 2
T3 = 2×3 + 2
T4 = 2×4 + 2
⁞
So T45 = 2×45 + 2
No. of people = (2 × No. of tables) + 2

Answers
1. (a) No. of tables 1 2 3 4 5 6 7 15 20 45
No. of people 4 6 8 10 12 14 16 32 42 92

(b) Learners’ answers may differ.

(c) Learners discuss their patterns.
2. (a) A −×2−+2®
B −+1−×2®
(b) Both flow diagrams are correct.

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 3] 294

Notes on questions
Questions 2 and 3 focus on two equivalent descriptions for the number of tables,
represented in the form of flow diagrams, tables and calculation plans.
We illustrate below how to “see” a different structure from that in question 1:
J J J J J J J J J J
J J J J J J J J
J J J J J J J J J J
1 table 2 tables 3 tables 4 tables
2×(1 + 1) 2×(2 + 1) 2×(3 + 1) 2×(4 + 1)

The challenge is then to generalise the structure so that we can easily calculate how many
people will sit at 45 small tables:
T1 = 2×(1 + 1)
T2 = 2×(2 + 1)
T3 = 2×(3 + 1)
T4 = 2×(4 + 1)
⁞
So T45 = 2×(45 + 1)
No. of people = 2 × (No. of tables + 1)

You should emphasise that equivalent calculation plans are different methods that
give the same answers. We can see it in the pictures, in the flow diagrams and in the tables.
We should also see it in the numerical expressions. For example, we can write the number
sentence:
2×(45 + 1) = 2×45 + 2
We can show that both calculation plans give the same answer (92), but we should also
know that these two calculation plans are equivalent because of the distributive property
of multiplication over addition.
Answers

3. No. of tables 1 2 3 4 5 6 7 15 20 45
2 × N o . o f ta b le s + 2 4 6 8 10 12 14 16 32 42 92
2 × (No. of tables + 1) 4 6 8 10 12 14 16 32 42 92

They are both correct.

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 3] 295

Mathematical notes
Writing the inverse of a flow diagram is very important because it provides the most
efficient method to find unknown input numbers, i.e. to solve equations.

Inversing a flow diagram involves inverse operations in reverse order, for example:
Flow diagram: ? − × 2 − + 2 ® 48
Inverse flow diagram: 23 ¬ ÷ 2 − − 2 − 48

This describes exactly the procedure to formally solve the equation 2x + 2 = 48:
2x + 2 = 48
x = (48 − 2) ÷ 2
This is exactly what the first inverse flow diagram in question 4 shows.
The second inverse flow diagram shows the solution of the equation 2(x + 1) = 48:
x = 48 ÷ 2 − 1

Teaching guidelines
Do not let learners rewrite the flow diagrams. Question 4(a) only asks them to specify the
operators for the inverse flow diagrams.

Answers
4. (a) − – 2 − ÷ 2 ® and
−÷2−–1®

(b) 48 − – 2 − ÷ 2 ® 23 or
48 − ÷ 2 − – 1 ® 23

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 3] 296

Grade 5 Term 3 Unit 11 Whole numbers: Multiplication
Learner Book Overview
Sections in this unit Content Pages in Learner Book
11.1 Count, add, multiply and divide Mental Mathematics 269 to 273
11.2 Factors and multiples The terms “factor”, “product” and “multiple”, and factorisation 274 to 276
11.3 Use factors to multiply Multiplication by factorising one of the numbers 276 to 277
11.4 Multiplication practice Practising multiplication of 2-digit numbers by 3-digit numbers 277
11.5 Multiplication in real life Solving word problems 277 to 278
11.6 More calculations in real life Solving word problems 278 to 279

CAPS time allocation 7 hours

CAPS page references 13 to 15 and 192 to 193

Mathematical background
The key to effective multiplication of whole-digit numbers is to replace the given product, for example 42 × 54, with a number of smaller products for which
the answers are known (remembered) or can be found easily.

Because multiplication distributes over addition, 42 × 54 can be replaced with 42 × 50 + 42 × 4, and this can be replaced with 40 × 50 + 2 × 50 + 40 × 4 + 2 × 4.

A person who knows the facts 4 × 5 = 20, 2 × 5 = 10, 4 × 4 = 16 and 2 × 4 = 8 can with some skill easily form the facts
40 × 50 = 2 000, 2 × 50 = 100, 40 × 4 = 160 and 2 × 4 = 8 that are required to execute the calculation plan 40 × 50 + 2 × 50 + 40 × 4 + 2 × 4:
2 000 + 100 + 160 + 8 = 2 268.

In the above calculation, the factors 42 and 54 of the original product 42 × 54 were broken down into the sums 40 + 2 and 50 + 4,
and the product of sums (40 + 2) × (50 + 4) was then replaced by the sum of products (40 × 50) + (2 × 50) + (40 × 4) + (2 × 4).

Alternatively, one of the numbers of the original product can be factorised, 2 × 3 × 7 × (50 + 4)
while the other number is written as a sum, as in the above. For example:
42 × 54 = 2 × 3 × 7 × (50 + 4). = 2 × 3 × 378 because 7 × 50 + 7 × 4 = 378
= 2 × 1 134 because 3 × 300 + 3 × 70 + 3 × 8 = 1 134
The calculation can then proceed as shown on the right. = 2 268

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 3] 297

11.1 Count, add, multiply and divide
Teaching guidelines
The extent to which learners spontaneously utilise the mathematics they have learnt is an
important indication of the quality of their mathematical knowledge.
In this respect it may be quite informative to begin the work in this section by starting
with question 3, i.e. asking learners to find out how many bananas are shown in Picture B
on page 272 of the Learner Book. Let them describe how they did it on a loose sheet of
paper that you take in to analyse. Here are some of the ways in which learners may do it:
• Counting the bananas one by one
• Counting the bananas in eights: 8 16 24 32 . . . . . . . . . . . . 560
• Counting the bunches and calculating: 70 × 8
• Counting or calculating the number of bananas in one row and multiplying this
by 10, for example 56 × 10 or 7 × 8 × 10. Alternatively, learners may work with the
columns, for example 7 columns of 80 bananas each.
Learners who use the first or second strategy mentioned above clearly do not have a strong
sense of how multiplication relates to real situations. Such learners may benefit
substantially from the work in this section.

Mathematical notes
This section provides learners with opportunities to deepen their understanding of the
meaning of multiplication as repeated addition and counting in groups. At the same time
the questions provide concrete experiences of numbers as the products of several factors.

Notes on questions
Question 1 is intended to guide learners towards observing the structure of the three
pictures of bunches of bananas.

Answers
1. (a) Learners write down their plans for finding the answer.
(b) Learners write down their plans for a quicker way to find the answer.
2. (a) Learners write down their plans to find the answer.
(b) Learners write down their plans for a quicker way to find the answer.
3. (a) 560 bananas
(b) Learners’ answers may differ.

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 3] 298

Teaching guidelines
When learners have completed questions 1 to 3, you may explain various strategies as
described in the tinted passage on pages 269 to 270 of the Learner Book, with reference to
Picture C on page 273.
It is important that learners try to do question 6 without drawing a picture. Questions 6
and 7 are intended to lift leaners’ engagement to a higher level of abstraction.
Note that questions 9 and 10 require division. Question 9 requires learners to determine
the size of each share if 640 is divided into 80 equal shares. Question 10 is a grouping
question: it requires learners to determine how many groups there are if 720 is divided into
groups (bunches) of 6 each.

Answers
4. 630 bananas

5. 140 bananas

6. 400 bananas

7. (a) 480 bananas (b) 480 bananas (c) 480 bananas

8. Learners’ own descriptions

9. 8 bananas

10. 120 bunches

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 3] 299

Additional material
You may use copies of the diagrams below for additional activities of the same kind.

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 3] 300

Mathematical notes
Multiplication is applicable to a wide variety of different kinds of situations, including
those described below:
• Repetition of the same amount/number, for example in the question: “How many
apples are there in 23 boxes with 72 apples each?”
• A rectangular array, for example Picture B on the right
• A total based on a rate, for example the cost of 58 ℓ of petrol at R12 per litre
• A ratio (scale) situation, for example when a house is 50 times as big as the
building plan.

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 3] 301

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 3] 302
11.2 Factors and multiples
Teaching guidelines
Ask learners to do question 1 and to write down, for each colour, how they calculated
the total. Take feedback when learners have finished and write some of the learners’
calculation plans on the board. Some of the plans that learners may have used are:
4×3×5 6×2×5 3×4×5
Let learners then do question 2. Ask them to comment on the connection between
questions 1 and 2.

Answers
1. Blue: 60; red: 60; yellow: 60

2. 2 × 3 × 10; 2 × 5 × 6

3. (a) For example: 3 × 4 × 10; 2 × 5 × 12

(b) For example: 2 × 3 × 4 × 5; 2 × 2 × 5 × 6
(c) For example: 1 × 2 × 3 × 4 × 5; 2 × 2 × 2 × 3 × 5
(d) 1; 2; 3; 4; 5; 6; 8; 10; 12; 15; 20; 24; 30; 40; 60; 120

4. (a) 1 row of 30 plants; 2 rows of 15 plants; 3 rows of 10 plants

(b) 1 × 30; 2 × 15; 3 × 10; 5 × 6

5. (a) 1 row of 24 plants 2 rows of 12 plants

3 rows of 8 plants 4 rows of 6 plants
6 rows of 4 plants 8 rows of 3 plants
12 rows of 2 plants 24 rows of 1 plant
(b) 1; 2; 3; 4; 6; 8; 12; 24 (c) 1 × 24; 2 × 12; 3 × 8; 4 × 6
(d) 2 × 3 × 4 (e) 2 × 2 × 2 × 3

Additional questions
Question 3 may be extended by asking learners to find all the different ways in which 120
(or some other numbers) can be expressed as a product of two factors, a product of three
factors, and so on. You may also ask learners whether 120 can be expressed as a product of
six factors that do not include 1.

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 3] 303

Teaching guidelines
The method described in the tinted passage involves considering each of the numbers 1, 2,
3, 4, 5, etc. as a possible factor of 24. If a number is a factor of 24, its “partner” is also
written down. The method is demonstrated below for finding the factors of 20, using
number sentences as an alternative and more complete way of recording the same
thinking.

Consider all whole numbers up to half of the “target” number as possible factors:
1 × . . . = 20 2 × . . . = 20 3 × . . . = 20 4 × . . . = 20 5 × . . . = 20
6 × . . . = 20 7 × . . . = 20 8 × . . . = 20 9 × . . . = 20 10 × . . . = 20

Solve the number sentences with numbers that are factors of 20 and cross out the others:
1 × 20 = 20 2 × 10 = 20 3 × . . . = 20 4 × 5 = 20 5 × 4 = 20
6 × . . . = 20 7 × . . . = 20 8 × . . . = 20 9 × . . . = 20 10 × 2 = 20

Answers

6.

1 2 3 4 6 9 12 18 36

The factor 6 does not have a partner because 6 is multiplied by itself to give 36.

7. 1 row of 36 plants 2 rows of 18 plants 3 rows of 12 plants

4 rows of 9 plants 6 rows of 6 plants 9 rows of 4 plants
12 rows of 3 plants 18 rows of 2 plants 36 rows of 1 plant

8. Yes

9. The answer is the same as the number you multiplied 1 by.

10. When a number is multiplied by 1, the value of that number does not change.

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 3] 304

Answers
11. (a) 20; 25; 30; 35; 40
(b) 48; 60; 72; 84; 96
(c) 36; 45; 54; 63; 72
12. 15; 30; 45; 60; 75
13. Yes; 12 is a multiple of 6 and because 6 is a factor of 12, 6 will divide into any multiple
of 12 without a remainder.
14. (a) Yes, 1 001 ÷ 13 = 77
(b) You can write down all the multiples of 13 up to just over 1 000, but that is a
tedious method. Rather use repeated subtraction in a clever way:

13 × 100 ® 1 300
halve 1 300 ® 650 = 13 × 50
1 001 − 650 = 351 50
13 × 10 ® 130 20
double 130 ® 260 = 13 × 20 5
351 − 260 = 91 +2
halve 130 ® 65 = 13 × 5 77
91 − 65 = 26 = 13 × 2

11.3 Use factors to multiply

Teaching guidelines
Demonstrate on the board that if one of the two numbers in a product can be factorised
into 1-digit factors, this provides an easy alternative way to evaluate a product.

Example: 150 × 72 = 3 × 5 × 10 × 72 = 3 × 72 × 5 × 10
= 216 × 5 × 10
= 1 080 × 10
= 10 800
Answers
1. (a) 1 820 (b) 1 820 (c) 1 820
(d) Learners’ opinions may differ.
2. (a) For example: 2 × 5 × 3 × 17 (b) For example: 3 × 7 × 53 × 2

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 3] 305

Answers
3. Learners break up one of the numbers when calculating.
The answers are:
(a) 2 226 (b) 6 336
(c) 24 255 (d) 15 972

11.4 Multiplication practice

Answers
1. (a) 3 445 (b) 3 710
(c) 8 432 (d) 8 432
(e) 16 864 (f) 9 102

2. (a) 8 328 (b) 14 754

(c) 21 306 (d) 10 854
(e) 11 407 (f) 10 736

11.5 Multiplication in real life

Answers
1. 29 638 learners
2. 1 456 km
3. R3 672
4. 5 916 television sets
5. 1 311 oranges

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 3] 306

Notes on questions
Question 6 is specifically designed to challenge learners to read the problem statement
carefully, and not to indiscriminately decide to do a certain operation on certain numbers.
Question 9 is demanding. It helps to work out the number of tins: 6 dozen is 6 × 12 = 72.
One way to work out the total cost is to think of 72 as four groups of 18 tins: you only
have to pay for three of the groups, so the cost is 3 × 18 × R6,15.
Another way to work out the total cost is to argue that you will pay 3 × R6,15 = R18,45 for
every 4 tins (because when you buy 4 tins you only pay for 3 tins at R6,15 each). One dozen
is 3 groups of 4 tins, so 6 dozen is 6 × 3 = 18 groups of 4 tins. So the total cost is 18 × R18,45.
Note that question 10 asks for estimates only. Three pods will be about 126 beans,
which is close to what is needed for 1 kg of chocolate. So 14 kg of chocolate requires about
14 × 3 = 42 cacao pods.
Answers
6. (a) (20 + 8) × 12 × 30 (b) 10 080 eggs
7. R29 376 8. 5 880 trays
9. R332,10 10. About 42 cacao pods

11.6 More calculations in real life

Teaching guidelines
Warn learners that the questions in this section are tricky and require careful reading.
Many of the questions require more than one step.
Notes on questions
Question 1:
Shop B has 18 × 53 = 954 glass jars. The two shops together have 954 + 53 = 1 007 glass jars.

Question 3: You may have to help learners to understand the context.

There are 62 × 28 = 1 736 seats in total. Hence 1 736 − 690 = 1 046 tickets were sold before
Saturday night.
Answers
1. 1 007 glass jars
2. R2
3. 1 046 tickets

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 3] 307

Teaching guidelines
The situations in questions 4, 5, 6 and 8 are complicated in the sense that they all require
more than one operation. Suggest to learners that they read each question carefully and
write a calculation plan before they start to do the calculations. Also suggest to them that
they do not start calculating immediately when they have written a calculation plan, but
first think critically about the plan they have written and check whether it corresponds to
the situation described in the question.

Notes on questions
Calculation plans for the different questions are given below.

Question 4: 16 × 8 × 3 + 17 × 7 × 3
16 (round tables) × 8 (places) × 3 (glasses) + 17 (rectangular tables) × 7 (places) × 3 (glasses)

Question 5: 124 × 37 + 192 × 67

Question 6: 5 × 28 + 4 × 24 + 3 × 25

Question 7(a): 47 × 18

Question 8: 18 × 149 − 13 × 165

Answers
4. 3 × (16 × 8 + 17 × 7) = 741 glasses
5. R17 452
6. 311 learners
7. (a) 846 T-shirts (b) 9 boxes
8. R537

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 3] 308

Term 4
Unit 1: Whole numbers ................................................................................ 311
1.1 Order and represent numbers .............................................................................. 312
1.2 Investigate even and odd numbers ....................................................................... 315
Unit 2: Whole numbers: Addition and subtraction ...................................... 316
2.1 Revision and practice ............................................................................................ 317
2.2 Add and subtract in context .................................................................................. 320
2.3 Rounding off in context ........................................................................................ 321
Unit 3: Properties of three-dimensional objects .......................................... 326
3.1 Rectangular prisms ............................................................................................... 327
3.2 Nets of rectangular prisms .................................................................................... 328
3.3 Nets of other prisms ............................................................................................. 331
3.4 Nets of a square-based pyramid ............................................................................ 333
3.5 Nets of a cylinder and a cone ................................................................................ 334
Unit 4: Common fractions ............................................................................ 336
4.1 Fractions of whole numbers ................................................................................. 337
4.2 Fractions in diagrams ............................................................................................ 340
4.3 Fractions on the number line ................................................................................ 342
4.4 Solving problems ................................................................................................. 343
Unit 5: Whole numbers: Division .................................................................. 346
5.1 Revision practice ................................................................................................... 347
5.2 Making pictures smaller and bigger ...................................................................... 348
5.3 Ratios of enlargement and reduction .................................................................... 349
5.4 Ratio again ............................................................................................................ 352
Unit 6: Perimeter, area and volume ............................................................. 355
6.1 Perimeter .............................................................................................................. 357
6.2 Area ...................................................................................................................... 361
6.3 Volume and capacity ............................................................................................ 365

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 4] 309

Unit 7: Position and movement ................................................................... 369
7.1 Moving between positions on a grid map ............................................................ 370
Unit 8: Transformations ............................................................................... 372
8.1 Rotations, reflections and translations in art .......................................................... 373
8.2 Tessellations ......................................................................................................... 375
Unit 9: Geometric patterns .......................................................................... 378
9.1 Making a geometric pattern ................................................................................. 379
9.2 Describing patterns .............................................................................................. 380
9.3 Completing tables ................................................................................................ 382
Unit 10: Number sentences .......................................................................... 383
10.1 Solve and complete number sentences by trial and improvement ........................ 384
10.2 Flow diagrams, number sentences and tables ...................................................... 386
Unit 11: Probability ..................................................................................... 388
11.1 A coin-tossing experiment .................................................................................... 389
11.2 Spinner Experiment 1 ........................................................................................... 390
11.3 Spinner Experiment 2 ........................................................................................... 392

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 4] 310

Grade 5 Term 4 Unit 1 Whole numbers
Learner Book Overview
Sections in this unit Content Pages in Learner Book
1.1 Order and represent numbers Arranging numbers in ascending and descending order, writing number names, 283 to 284
and writing numbers in expanded notation
1.2 Investigate even and odd numbers Investigating given hypotheses about even and odd numbers 285

CAPS time allocation 1 hour

CAPS page references 13 to 15 and 196

Mathematical background
Any even number can be written in the form 2n, where n is a natural number, and any number that can be written in the form 2n is an even number.
Any odd number can be written in the form 2n + 1, where n is a natural number, and any number that can be written in the form 2n + 1 is an odd number.

These examples use m = 15 and n = 8, but any other whole

numbers could have been used for m and n.
The sum of any two even numbers, 2m and 2n, is an even number because 2 × 15 + 2 × 8 = 2 × (15 + 8)
2m + 2n = 2(m + n) 2 × (15 + 8) is an even number, 2 is one of its factors
The sum of any two odd numbers, 2m + 1 and 2n + 1, is an even number because 2 × 15 + 1 + 2 × 8 + 1 = 2 × 15 + 2 × 8 + 1 + 1
2m + 1 + 2n + 1 = 2m + 2n + 2 = 2(m + n + 1) = 2 × (15 + 8) + 2
= 2 × (15 + 8 + 1), an even number
The sum of any odd number, 2m + 1, and any even number, 2n, is an odd number because 2 × 15 + 1 + 2 × 8 = 2 × 15 + 2 × 8 + 1
2m + 1 + 2n = 2m + 2n + 1 = 2(m + n) + 1 = 2 × (15 + 8) + 1, an odd number
The difference between any two even numbers, 2m and 2n, is an even number because 2 × 15 − 2 × 8 = 2 × (15 − 8)
2m − 2n = 2(m − n) 2 × (15 − 8) is an even number
The difference between any two odd numbers, 2m + 1 and 2n + 1, is an even number 2 × 15 + 1 − (2 × 8 + 1) = 2 × 15 + 1− 2 × 8 − 1
because 2m + 1 − (2n + 1) = 2m + 1 − 2n − 1 = 2m − 2n = 2(m − n) = 2 × 15 − 2 × 8
= 2 × (15 − 8), an even number
The difference between any odd number, 2m + 1, and any even number, 2n, is an odd 2 × 15 + 1 − 2 × 8 = 2 × 15 − 2 × 8 + 1
number because 2m + 1 − 2n = 2m − 2n + 1 = 2(m − n) + 1 = 2 × (15 − 8) + 1, an odd number

An algebraic treatment of even and odd numbers, like the above, is not required in Grade 5. The above is given for your benefit only.
In Section 1.2 learners will engage with the above properties of even and odd numbers by means of examples.

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 4] 311

1.1 Order and represent numbers
Teaching guidelines
Questions 1 to 6 may be utilised as a diagnostic assessment instrument.

Answers
1. 120 000 120 400 120 800 121 200 121 600 122 000
122 400 122 800 123 200

2. 222 000 224 000 226 000 228 000 230 000 232 000
234 000 236 000 238 000 240 000 242 000 244 000

3. 120 000 160 000 200 000 240 000 280 000

320 000 360 000 400 000 440 000 480 000

520 000 560 000 600 000 640 000 680 000

720 000 760 000 800 000 840 000 880 000

920 000 960 000 1 000 000 1 040 000 1 080 000

4. 101 000 104 000 107 000 110 000 113 000 116 000 119 000

5. 195 123 201 065 298 829 439 365 477 677 686 132 786 987

6. 903 546 865 199 865 153 831 001 721 122 258 121 127 140

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 4] 312

Teaching guidelines
Question 7 is of a different nature than the other questions in this section. It is meant to
provide learners with some opportunities to think smartly.
Question 7(a) can be done by writing all the numbers from 1 to 1 000 and counting how
many of them are odd. Learners could be challenged to think of a smarter way of finding
the number of odd numbers. Learners who do not make progress can be supported by
asking them how many numbers in total there are from 1 to 1 000. Some learners may be
unsure about this. Ask them how many numbers there are from 1 to 10. They may think
that it may be 10, but they may be unsure. In this case they can quickly check by writing
the numbers down and counting them:
1 2 3 4 5 6 7 8 9 10
At this point, ask these learners how many numbers they think there are from 1 to 20.
They may be more confident now that it is 20. Now ask them how many odd numbers
there are between 1 and 10, and between 1 and 20. This may put their minds on a path
towards answering question 7(a) with confidence.

Answers

7. (a) 500 (b) 999 (excluding 10 000)

(c) 499 999 (excluding 1) (d) 99 999 (excluding 1 000 000)
(e) 333 333

8. (a) 100 000 + 20 000 + 4 000 + 500 + 60 + 5 124 565

(b) 200 000 + 10 000 + 700 + 60 + 3 210 763
(c) 400 000 + 1 000 + 800 + 7 401 807
(d) 700 000 + 10 000 + 1 000 + 300 + 10 + 2 711 312
(e) 100 000 + 20 000 + 7 000 + 700 + 90 + 5 127 795
(f) 900 000 + 90 000 + 6 000 + 600 + 6 996 606

9. and 10. See next page.

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 4] 313

Answers (continued)
9. (a) 200 000 + 10 000 + 6 000 + 700 + 80 + 6
two hundred and sixteen thousand seven hundred and eighty-six
(b) 700 000 + 80 000 + 5 000 + 90 + 2
seven hundred and eighty-five thousand and ninety-two
(c) 600 000 + 70 000 + 500 + 40 + 8
six hundred and seventy thousand five hundred and forty-eight
(d) 100 000 + 8 000 + 800 + 5
one hundred and eight thousand eight hundred and five
(e) 600 000 + 30 000 + 2 000 + 100 + 4
six hundred and thirty-two thousand one hundred and four
(f) 400 000 + 5 000 + 600 + 90 + 6
four hundred and five thousand six hundred and ninety-six

10. Rounded off to the (a) (b) (c) (d)

nearest… five ten hundred thousand
(a) 216 786 216 785 216 790 216 800 217 000
(b) 785 092 785 090 785 090 785 100 785 000
(c) 670 548 670 550 670 550 670 500 671 000
(d) 108 805 108 805 108 810 108 800 109 000
(e) 632 104 632 105 632 100 632 100 632 000
(f) 405 696 405 695 405 700 405 700 406 000

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 4] 314

1.2 Investigate even and odd numbers
Teaching guidelines
As an introduction you may ask learners to mention some even numbers and some odd
numbers, and write them in separate places on the board. Then say to learners that you
have a number in mind and will write it on the board later. Ask them to identify a question
that they could ask you that will enable them to determine whether the number you have
in mind is an odd number or an even number. Allow learners to discuss this in small
groups and agree on a question to ask. Visit the groups and ask each group to tell you the
question they have decided on. This will provide insight into your learners’ understanding
of the difference between odd and even numbers.
Explain the following two methods to decide whether a number is odd or even, as well as
any other correct strategies mentioned by learners:
• Look at the last digit: if the last digit is 0; 2; 4; 6 or 8, the number is even. If the last
digit is 1; 3; 5; 7 or 9, the number is odd.
• Ask whether the number is the double of another number: if it is, it is even; if it is
not, it is odd.
To further develop learners’ understanding of even and odd numbers, you may write a set
of consecutive whole numbers on the board, for example:
15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34
Then double each number:
30 32 34 36 38 40 42 44 46 48 50 52 54 56 58 60 62 64 66 68
Then add 1 to each number:
31 33 35 37 39 41 43 45 47 49 51 53 55 57 59 61 63 65 67 69
If there is time, ask learners to explain why each of the true statements in questions 3 and
4 is true. For question 3 they may argue that an odd number is an even number plus one,
hence an odd number + an odd number = an even number + 1 + another even number + 1
= sum of two even numbers + 2. They may then argue that the sum of two even numbers is
an even number.
Answers
1. Any whole number is either odd or even. No number can be both odd and even.
2. (a) 94 156 722 (b) 95 157 723
3. Yes; any five examples in which two odd numbers are added, e.g. 9 + 11 = 20
4. (a) True; e.g. 5 + 4 = 9 (b) False; e.g. 13 + 1 + 3 = 17
(c) True; e.g. 1 + 3 = 4; 13 + 15 + 17 + 19 = 64
(d) True; e.g. 3 + 7 + 9 = 19; 1 + 17 + 33 + 5 + 11 = 67
(e) False; e.g. 45 − 13 = 32 (f) True; e.g. 44 − 12 = 32

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 4] 315

Grade 5 Term 4 Unit 2 Whole numbers: Addition and subtraction
Learner Book Overview
Sections in this unit Content Pages in Learner Book
2.1 Revision and practice Revision and practice of subskills for addition and subtraction 286 to 288
2.2 Add and subtract in context Solving word problems 289 to 290
2.3 Rounding off in context An investigation that involves estimation, rounding off and calculation 290 to 291

CAPS time allocation 5 hours

CAPS page references 13 to 15 and 197

Mathematical background
When adding and subtracting multi-digit numbers by breaking down and building up, it is often necessary to replace the place value expansion of a number
with a different expansion or to replace an expansion with the standard place value expansion. For example:
• When calculating 8 253 − 3 768, the place value expansion 8 000 + 200 + 50 + 3 of 8 253 is inconvenient because it is problematic to subtract 8 from 3,
60 from 50 and 700 from 200. Hence it is useful to replace 8 000 + 200 + 50 + 3 with 7 000 + 1 100 + 140 + 13.
• During the calculation of 5 687 + 8 865 by breaking down and building up, the expansion 13 000 + 1 400 + 140 + 12 of the sum is replaced by the
standard place value expansion 10 000 + 4 000 + 500 + 50 + 2, in order to write the answer as the single number 14 552.
Replacements like the above were explicitly shown in the exposition formats that learners used in Terms 1 and 2; hence it was easy for learners to keep in touch
with the underlying logic when doing calculations. However, in the abbreviated exposition formats learners may be using by Term 4 (vertical column
exposition) they may easily lose sight of the replacements that provide the logical basis for the various steps, and the actual meaning of the digits they act upon
(i.e. lose sight of place value).

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 4] 316

2.1 Revision and practice
Teaching guidelines
Questions 1 to 4 provide opportunities to engage learners in some sharp thinking.
To utilise these opportunities, ask learners to read the whole of question 1 and to identify
whether they expect any of the sub-questions (a), (b), (c), (d) and (e) to have the same
answers. Once they have begun to consider this possibility, ask them to look specifically at
questions (d) and (e), and to try to anticipate whether these two calculation plans may
produce the same answer, or not.
Allow learners a few minutes to engage with 1(d) and (e). Then show them how the
answers can be obtained by making transfers between place value positions. This can be
done in various ways, for example:
1. (d) 40 000 + 13 000 + 1 700 + 340 + 17
= 40 000 + 14 000 + 700 + 350 + 7
= 50 000 + 4 000 + 1 000 + 50 + 7
= 50 000 + 5 000 + 50 + 7 = 55 057
1. (e) 40 000 + 3 000 + 10 700 + 1 340 + 17
= 43 000 + 11 700 + 340 + 17
= 54 000 + 700 + 300 + 50 + 7
= 54 000 + 1 000 + 50 + 7 = 55 057

Answers
1. (a) 30 406 (b) 34 060 (c) 34 006 (d) 55 057 (e) 55 057
2. (a) 30 000 (b) 73 848 (c) 90 000 (d) 30 000 (e) 130 000 (f) 30 000
3. (a) 63 951 (b) 63 951 (c) 63 951 (d) 63 951 (e) 63 951
4. (a) 54 901 (b) 62 744 (c) 25 876 (d) 25 876 (e) 60 001

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 4] 317

Teaching guidelines
Apart from practice in estimation, question 5 also serves the purpose of inducing learners
to apply their minds to careful reading and interpretation of the problem statements, and
to alert them again to different meanings of subtraction.
Question 5(a), (b) and (c) may challenge learners for two reasons:
• They may be unsure how to go about making estimates instead of doing the
calculations.
• They may find it difficult to figure out what operations to use.
If learners do not make good progress, you may suggest that they round off the given
numbers to the nearest ten thousand and write number sentences as a way of
interpreting the problem statements. You may demonstrate with (a):
A certain number + 20 000 = 60 000

Answers
5. (a) 40 000 (b) 80 000 (c) 80 000
6. (a) 36 022; 40 000 (b) 83 556; 80 000 (c) 83 556; 80 000
7. (a) and (b) Not useful
(c) The calculation can be done as shown on the right. 59 999
− 19 826
40 173
The calculations in (d) and (e) can be done as shown below.
+ 3 952
Learners may record the same reasoning differently.
44125

(d) 50 000 12 000 1 800 140 11 (e) 50 000 13 000 900 40 11

−10 000 −9 000 −800 −20 −6 −10 000 −9 000 −800 −20 −6
40 000 3 000 1 000 120 5 40 000 4 000 100 20 5

8. (a) 6 + 6 + 7 + 5 = 24 (b) 70 + 40 + 80 + 40 = 230

(c) 800 + 200 + 300 + 800 = 2 100 (d) 3 000 + 9 000 + 8 000 + 7 000 = 27 000
(e) 20 000 + 20 000 = 40 000 (f) 69 354
9. (a) Example: 3 800 × 10 + (23 + 12 + 7 + 35 + 23 + 32 + 61 + 14 + 41 + 21)
(b) 38 000 + 269 = 38 269

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 4] 318

Teaching guidelines
It is important that learners write their predictions for question 12 down, so that they can
check them once they have done question 13.
Questions 12 and 14 provide very good opportunities for learners to talk about
computation. Expressing their own ideas about numbers and computation can
substantially enrich learners’ understanding, knowledge and skills.
Assemble learners who have finished question 12 individually in small groups, before
they do question 13. Ask them to tell each other why they believe some calculation plans
will produce the same answer and others not. They do not need to reach agreement.
Also assemble learners who have completed question 14 individually in groups. Ask
them to explain to each other how they developed the answer for each column. Some
possible ways of doing it are described below.

Notes on questions
Allow learners to look for short methods themselves when doing question 14. Learners
who do not identify short methods can do the questions by calculating normally.
14. (a) The first four numbers can be added, and the answer can be doubled.
14. (b) The sum of the first five numbers is 5 × 8 554 − (2 + 4 + 6 + 8)
The sum of the last five numbers is 5 × 8 554 + (2 + 4 + 6 + 8) + 10
So the sum of all the numbers is 10 × 8 554 + 10 = 85 540 + 10 = 85 550
There are also other ways to shorten the work, and to record it.
14. (c) 10 × 7 234 = 72 340
14. (d) 10 × 6 762 − 6 762 = 67 620 − 6 762 = 60 858
14. (e) 6 324 + 3 676 = 10 000 and 10 000 × 5 = 50 000

Answers
10. (a) 52 643 + 32 849 = 85 492, so the answer is incorrect.
(b) The smaller digits were subtracted from the larger digits.
11. (a) No, it should be 24 579.
(b) The person forgot to add 2 844, because 42 843 = 39 999 + 2 844.
12. (b) and (c) will have the same answers.
(a) and (d) will have the same answers.
13. (a) 53 906 (b) 45 436 (c) 45 436 (d) 53 906
14. See “Notes on questions” above for more information on this question.
(a) 130 616 (b) 85 550 (c) 72 340 (d) 60 858 (e) 50 000

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 4] 319

2.2 Add and subtract in context
Teaching guidelines
Some learners may read question 1 without comprehension and add the two numbers
to produce 139 131, which is wrong. Suggest to these learners that they write number
sentences to represent the situations described in questions 1 and 2. Ask learners to now
describe the difference between these two number sentences.
After learners have spent some time working on questions 1 and 2, you may write the
following general number sentence on the board and ask learners to describe the difference
between questions 1 and 2 by referring to this number sentence:
58 700 − 2 600 = 56 100
They may do this by talking in small groups.

Notes on questions
For question 4(a) some learners may round the given figures off to the nearest 10 000:
20 000 + 10 000 + 20 000 + 10 000 + 20 000 = 80 000
Other learners may round off to the nearest thousand:
24 000 + 12 000 + 19 000 + 14 000 + 16 000 = 85 000,
which rounded to the nearest ten thousand gives 90 000.
The actual sum is 84 913.

Answers
1. 3 397
2. 63 226
3. (a) 20 389
(b) End of 2013: 79 021
End of 2014: 72 643
End of 2015: 63 939
(c) 63 939 + 20 389 = 84 328 or 84328 − 20 389 = 63 939
4. (a) 80 000 votes (b) A, C, E (c) 84 913 votes
(d) 9 386 votes (e) 1 662 votes
5. 89 102 learners

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 4] 320

Answers
6. 70 456 ℓ 7. Decreased by 10 369 8. 389 votes

2.3 Rounding off in context

Teaching guidelines
This section comprises an investigation that provides extensive practice in rounding off,
estimation, and calculation. Engaging in this activity may also lead to learners forming a
rough idea of what they will later come to know as the mean or “average” of a set of
numbers. The purpose of the activity is to explore ways in which a good estimate of the
sum of all the numbers in the table can be made without actually adding the numbers up.
Learners can begin working on this investigation in class, but they should preferably
spend substantial time at home taking their work further.
It is important that all learners quickly get a sense of the range of data in the table. You
may help them to do this by asking them how many schools are represented in the table
(6 × 13 = 78), and to identify the smallest and the largest numbers (301 and 879). Once that
is done, you may ask them to consider whether the total number of learners in all 78
schools is:
• smaller than 78 × 300
• between 78 × 300 and 78 × 900 or
• bigger than 78 × 900.
Reflecting on this question, and discussing it, will prepare learners for engaging with
questions 1 to 7 on the next page.
The table below is for your convenience. It contains the same numbers as the table on
Learner Book page 290 (see alongside), but here the numbers are arranged from smallest to
largest in each column.
307 304 352 301 352 335
313 403 393 404 379 336
314 430 457 448 397 346
339 463 486 481 402 352
355 485 492 483 406 377
361 521 498 521 539 421
399 574 571 530 554 446
485 574 571 582 583 480
550 574 586 771 708 480
589 582 593 787 708 493
589 633 691 845 718 533
636 829 741 845 783 584
767 878 792 871 879 836

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 4] 321

Teaching guidelines
Note that questions 1(a) and 2(a) are very different: 1(a) asks for the quickest plan, while
2(a) asks for the plan that will produce the best estimate.
There can be little argument that Plan A is the quickest.
Once learners have completed or are working on question 2(b), interrupt their work and
ask them to explain to two classmates why they believe the plan they have chosen will
produce a good estimate of the total number of learners in all 78 schools.
If learners find it too challenging to choose a representative number when they try to
implement Plan C (question 4(b)), you may let them make a table in which the numbers
are arranged from smallest to largest in each column, as in the table provided on the
previous page of this Teacher Guide. When considering the middle row in this reorganised
table, learners may think of selecting a number between 500 and 600.

Notes on questions
Plans A to D will produce the following answers.
Plan A: 6 × 13 × 500 = 78 × 500 = 39 × 1 000 = 39 000
Plan B: 6 × 13 × 600 = 78 × 600 = 46 800
Plan C: The estimate depends on the number chosen as a representative number. If the
number chosen is between 300 and 800, the answer will be between 23 400 and 62 400.
Plan D: Column totals from left to right: 6 004, 7 250, 7 223, 7 869, 7 408 and 6 109

The estimates based on the different column totals are:

36 024, 43 500, 43 338, 47 124, 44 448 and 36 114.
Plan E: A table with rounded numbers is given on page 324 of this Teacher Guide.
Plan F: A table with the hundreds parts only is given on page 325 of this Teacher Guide.

Answers
1. There can be little argument that Plan A is the quickest plan.
2. Learners choose a plan for the best estimate and carry out the plan.
Answers will differ.
3. Learners choose a plan for the worst estimate and carry out the plan.
Answers will differ.
4. Different plans are used and hence answers will differ.
5. 41 773
6. Learners choose their best estimate.
7. Consider learners’ plans.

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 4] 322

Plans E and F
Learners may use tables like the one below to list the rounded off numbers for Plan E, and the hundreds parts only of the numbers for Plan F.

589 574 571 845 708 480

485 403 486 481 352 377

767 521 741 483 879 421

339 430 393 404 402 352

636 829 593 771 539 584

307 485 457 530 583 336

355 633 792 582 406 335

399 463 586 521 379 533

314 574 352 871 783 493

550 582 498 301 397 346

361 878 691 787 718 836

313 304 492 448 554 446

589 574 571 845 708 480

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 4] 323

Plan E: The numbers rounded off to the nearest 100

600 589 600 574 600 571 800 845 700 708 500 480

500 485 400 403 500 486 500 481 400 352 400 377

800 767 500 521 700 741 500 483 900 879 400 421

300 339 400 430 400 393 400 404 400 402 400 352

600 636 800 829 600 593 800 771 500 539 600 584

300 307 500 485 500 457 500 530 600 583 300 336

400 355 600 633 800 792 600 582 400 406 300 335

400 399 500 463 600 586 500 521 400 379 500 533

300 314 600 574 400 352 900 871 800 783 500 493

600 550 600 582 500 498 300 301 400 397 300 346

400 361 900 878 700 691 800 787 700 718 800 836

300 313 300 304 500 492 400 448 600 554 400 446

600 589 600 574 600 571 800 845 700 708 500 480

The rounded numbers can be analysed like this:

Number of learners to the nearest 100

300 400 500 600 700 800 900
9 18 17 17 5 9 3
Number of schools in each category

The above information can be used to estimate the total number of learners as:
9 × 300 + 18 × 400 + 17 × 500 + 17 × 600 + 5 × 700 + 9 × 800 + 3 × 900, which is 42 000.

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 4] 324

Plan F: The hundreds parts of the learner numbers

500 589 500 574 500 571 800 845 700 708 400 480

400 485 400 403 400 486 400 481 300 352 300 377

700 767 500 521 700 741 400 483 800 879 400 421

300 339 400 430 300 393 400 404 400 402 300 352

600 636 800 829 500 593 700 771 500 539 500 584

300 307 400 485 400 457 500 530 500 583 300 336

300 355 600 633 700 792 500 582 400 406 300 335

300 399 400 463 500 586 500 521 300 379 500 533

300 314 500 574 300 352 800 871 700 783 400 493

500 550 500 582 400 498 300 301 300 397 300 346

300 361 800 878 600 691 700 787 700 718 800 836

300 313 300 304 400 492 400 448 500 554 400 446

500 589 500 574 500 571 800 845 700 708 400 480

The numbers can be analysed like this:

Number of learners to the nearest 100

300 400 500 600 700 800
19 20 20 3 9 7
Number of schools in each category

The above information can be used to estimate the total number of learners as:
19 × 300 + 20 × 400 + 20 × 500 + 3 × 600 + 9 × 700 + 7 × 800, which is 37 400.

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 4] 325

Grade 5 Term 4 Unit 3 Properties of three-dimensional objects
Learner Book Overview
Sections in this unit Content Pages in Learner Book
3.1 Rectangular prisms A more in-depth look at prisms, in particular rectangular prisms 292 to 293
3.2 Nets of rectangular prisms Making a rectangular prism from its net 293 to 295
3.3 Nets of other prisms Making more prisms (e.g. triangular, pentagonal and hexagonal prisms) from 296 to 297
their nets
3.4 Nets of a square-based pyramid Making a square-based pyramid from its net 298
3.5 Nets of a cylinder and a cone Making circular cylinders and circular cones from their nets 299 to 300

CAPS time allocation 5 hours

CAPS page references 22 and 198

Mathematical background
Paper models of any prism, cylinder, pyramid or cone can be made from single sheets of paper. The net of a 3-D object has all the flat surfaces (faces) and curved
surfaces of the object laid out flat in such a way that they are all connected along at least one side/edge, or at least one point/vertex. This is because the surfaces
of three-dimensional objects are two-dimensional.

This unit builds on the work done in Term 2 Unit 6 where four basic kinds of objects were investigated by folding, rolling or curling sheets of paper. The idea of
the net of a three-dimensional object is mathematically important because the net includes all the faces or surfaces, something the folded, rolled or curled
sheets of paper in the previous unit did not do.

Resources
Boxes that are rectangular prisms, including cubes – ask learners to bring small empty boxes from home (e.g. cereal boxes, tea boxes, biscuit boxes, facial cream
boxes, etc.)
Scissors
Sheets of paper
Photocopies of nets (optional) and squared paper – provided in the Addendum on pages 413, 421 and 422
Large round objects such as plates or saucers, or a paper plate for each learner
Sticky tape and glue sticks

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 4] 326

3.1 Rectangular prisms
Mathematical notes
Rectangular prisms have six rectangular faces. Opposite pairs of faces are exactly the same
shape and size. If all six faces are squares, they will automatically be the same size. Such a
prism is called a cube. Cubes are special rectangular prisms in three dimensions, in much
the same way that squares are special rectangles in two dimensions.
Teaching guidelines
Question 3 is quite challenging. Bring to learners’ attention that it is not stated that
the object has six faces – it can have more, or fewer. Suggest to learners that if they find
question 3 very challenging, it may help them if they first do question 4.
Possible misconceptions
Learners who did not believe that squares are special kinds of rectangles will probably also
not believe that cubes are special rectangular prisms. This is not a serious issue. It is better
that they doubt the truth of this than blindly take your word for it. At some point in the
future they will suddenly realise that it is perfectly sensible. For now, just lodge the idea in
their minds.
Answers
1. (a) (b)

2. (a) Yes, a rectangular prism has six faces.

(b) No, all the faces might not be rectangles.

3. (a) Yes, it is possible; but we are not told that the object has only six faces and that
they are all rectangular, so we cannot be sure.
(b) Yes, it is possible; but we cannot be sure because some faces could have different
quadrilateral shapes and we also do not know how many faces the object has.
(c) Yes, it is possible; but we do not know how many faces the object has and some or
all of the other faces might be triangles or other polygons.
(d) Yes, it is possible; but we cannot be sure because even if the object has six faces,
the other two faces might have other quadrilateral shapes.
4. (a) All of them because they all have more than one rectangular face; we are not told
how many faces the object has or what the other faces look like.
(b) All of them because they all have at least two rectangular faces; we are not told
how many faces the object has or what the other faces look like.

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 4] 327

Answers
4. (c) All of them because they all have at least three rectangular faces; we are not told
how many faces the object has or what the other faces look like.
(d) B, C and D because they all have at least four rectangular faces; we are not told
how many faces the object has in total or what the other faces look like.

3.2 Nets of rectangular prisms

Mathematical notes
The net of a three-dimensional object has all of its faces (and curved surfaces, if applicable)
laid out flat but connected in some way. It is important to be able to see which faces in a
net are connected along their sides to form the edges in the 3-D object, and which faces
may be opposite each other. Understanding how the net of the object relates to the object
itself is very important in developing a fuller grasp of the spatial arrangement of the edges
and faces of the object.

Teaching guidelines
Most boxes are rectangular prisms. Many of your learners have probably seen an
“exploded” cardboard box that has been laid out flat. This is a good way to introduce the
idea of a net. Allow your learners to investigate which faces are connected along their sides
and which faces are opposite each other (each face is connected to four others and there
are six faces in total, three pairs of faces that are identical and opposite each other).

Possible misconceptions
The spatial arrangement of the faces of a rectangular prism may be very challenging for
young learners. If they struggle to “see” how the faces relate, especially with a cube where
all six faces are identical squares, give them some cut-outs of nets. Let them fold the cut-
outs into the prism and unfold them again to investigate which sides meet to form the
edges and which faces are opposite each other.

Answers
1. (a) to (c) Practical work

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 4] 328

Teaching guidelines
Learners may find it challenging to interpret the drawings of Prisms A, B, C and D in
question 2. You may help them by demonstrating the positions of the red faces on a box,
for example a closed shoebox or an A4 paper box. To save time, you could photocopy the
four nets provided on page 421 in the Addendum.
Learners who have real difficulties with question 3 may be given copies of the diagrams
so that they can cut them out and fold them to check whether the figure is a net or not.

Answers
2. Practical work
3. (a) to (b) Practical work
(c) Diagram A will not form a cube – a cube has 6 faces.
Diagram B will not form a cube – the net will fold to an open-ended cube, i.e.
a cube with an open face, because two faces will overlap.

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 4] 329

Teaching guidelines
Learners who are challenged by question 4 will probably benefit hugely if they shade one
or two faces on the net that they have drawn, then cut it out and fold it to form a cube.
They then check to which of the pictures their cube corresponds.
To save time, you could photocopy the six nets provided on page 422 in the Addendum.
Having a set of six cubes with their faces painted red and green, exactly as in the Learner
Book, will be helpful too. Place the cubes on your table with labels (a) to (f) at them so that
learners know which cube belongs to which sub-question. Invite them to look at the cubes
to check their nets.

Answers
4. Examples:
(a) (b)

a a

(c) (d)

a a

(e) (f)

a a

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 4] 330

3.3 Nets of other prisms
Mathematical notes
All prisms have two polygonal faces opposite each other and rectangles for the remaining
faces. For example, a pentagonal prism has two identical pentagons opposite each other
and five rectangular faces connecting them.

Teaching guidelines
If learners are over-challenged, you may provide them with enlarged copies of the nets to
cut out and fold. Encourage them to investigate how the sides come together. Many
repetitions of folding and unfolding may be necessary before they begin to develop a
“mental map” of the relationships.

Possible misconceptions
Insufficient experience viewing 3-D objects, and folding and unfolding their nets to see
how the parts fit, will result in learners having a great deal of trouble identifying
relationships between faces and edges.

Answers
1. (a) C (b) B
(c) E (d) A

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 4] 331

Teaching guidelines
When learners do question 2, alert them to the fact that they have to fold segments of the
same width than the lengths of the sides on the bases. Instead of having learners trace the
bases in the Learner Book, you may give them copies of the larger figures below.

Answers
2. Practical work:
(a) Triangular prism, using base D (b) Rectangular prism or cube, using base B
(c) Pentagonal prism, using base C (d) Hexagonal prism, using base A

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 4] 332

3.4 Nets of a square-based pyramid
Mathematical notes
Pyramids have a polygon as the base and a number of triangular faces that all come
together at a common point.

Answers
1. (a) 5 faces
(b) 4 triangles and 1 square

2. (a) Diagram B. When the diagram (net) is folded on the dotted lines, the four
triangular faces can meet at a common point to form the top (apex) of the
pyramid. The bottom side/base of each triangular face will then meet up with one
side of the square, which forms the base of the pyramid.
(b) There are a number of possibilities. Here are two examples:

(c) Consider and discuss learners’ answers.

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 4] 333

3.5 Nets of a cylinder and a cone
Mathematical notes
We only deal with circular cylinders and circular cones.
The nets of cylinders have two circles (the two ends) and a rectangle (the curved surface).
The nets of cones have a circle (the base) and a large section of a circle that looks like a
huge pizza slice, for example (the curved surface).

Notes on questions
Note that in question 2, diagrams A, B and F will certainly not form cylinders. C, D and E
may form cylinders, so long as the lengths of the quadrilaterals are equal to the length of
the circumference of the circle.

Answers
1. Practical work
2. Nets of cylinders: C, D, E
Diagrams A, B and F will not form closed cylinders.

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 4] 334

Notes on questions
In question 4 it should be obvious that diagram (a) cannot be a net for a cone (the
base/circle is not connected correctly to the “pizza slice”). It may be fairly obvious to the
eye that (c) and (d) will not form a closed cone. However, although (b) looks like it may
form a cone, this can only happen if the edge of the base (circle) has the same length as the
curved edge of the “pizza slice” (curved surface).

Answers
3. (a) to (e) Practical work
(f) One cone is tall and narrow; the other cone is less tall and has a wider/bigger base.
4. (a) No, the base must be connected to the circular edge.
(b) Yes, provided that the circumference of the full circle (base) is the same as the
length of the curved side of the three-quarter circle.
(c) No, it will not form a closed cone; the circle (base) must be much smaller.
(d) No, the part of the net for the curved surface is wrong; the shape is wrong – it
should, for instance, not have four straight sides.

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 4] 335

Grade 5 Term 4 Unit 4 Common fractions
Learner Book Overview
Sections in this unit Content Pages in Learner Book
4.1 Fractions of whole numbers Finding fraction parts of collections and numbers 301 to 303
4.2 Fractions in diagrams Fraction parts of shapes, and practice in stating equivalent fractions 304 to 305
4.3 Fractions on the number line Fractions as numbers: representing fractions and mixed numbers on the number line 306
4.4 Solving problems Using fractions in a variety of practical contexts 307 to 309

CAPS time allocation 5 hours

CAPS page references 16 and 199

Mathematical background
In Term 2 the focus was on dividing a whole into fraction parts, representing fractions with fraction strips, measuring length with fractions of a unit, equivalent
fractions and representing fractions on the number line.

In Term 3 the focus was on consolidating understanding of equivalent fractions, and introducing addition and subtraction of fractions and mixed numbers.

In the current unit the idea of fractions of collections is extended to fractions of numbers. The unit also focuses on fraction parts of diagrams, specifically of
circles in a way that will later support learners’ understanding of angle measure.

Resources
Sheets of paper
Round objects (e.g. tins, cups, saucers, plastic or metal lids)
Scissors

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 4] 336

4.1 Fractions of whole numbers
Teaching guidelines
Ask learners to look at the array of green cubes in the tinted passage and say what they
perceive. Ask them to think how they may find the total number of cubes without
counting them one by one. They may say they can see ten columns of five cubes, or five
rows of ten cubes. You could write 10 + 10 + 10 + 10 + 10 = 50 on the board, and then put
questions like the following to the class:

A. How much is one fifth of 50?

B. How much is three fifths of 50?
C. How much is five fifths of 50?

You may extend this to the following questions:

D. How much is one tenth of 50?
E. How much is three tenths of 50?
F. How much is eight tenths of 50?

Notes on questions
Questions 1(b) and (e) have several equivalent fractions as answers.

Answers
6 2
1. (a) 30 beads (b) 30 or 10 or 15 9
(c) 30 3
or 10
3 1
(d) 30 or 10 (e) 12 4 2
30 or 10 or 5

2. (a) 3 beads (b) 9 beads (c) 12 beads

(d) 6 beads (e) 48 beads (f) 16 beads

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 4] 337

Notes on questions
Question 3 is about a situation similar to the one in the tinted passage on the previous
page. The answer to question (b) is three times the answer to question (a).
Question (c) may trigger the idea of a half, and (d) the idea of a quarter. If learners use the
trigger, the answer can very easily be found mentally. Otherwise they need to go back to
question (a) to help them get the answer.

Answers
3. (a) 5 (b) 15
(c) 20 (d) 10
6
4. (a) 18 or 13
(b) Count all the triangles to find out how many make up the whole.
Count the number of triangles in the circle to see what part of the whole they
make up.
(c) 17 (There are 7 groups of 5 in the diagram.)
5. She baked 270 biscuits.
(One sixth is 45 biscuits, so the whole is 6 × 45 = 270 biscuits.)

6. He earned R4 200.
(One tenth is R420, so the whole is 10 × R420 = R4 200.)

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 4] 338

Teaching guidelines
Questions 7 to 9 are demanding because there are no contexts that may support learners’
thinking. These questions are intended to promote more abstract thinking about fractions.
However, learners should feel free to think of these questions as practical questions, for
example to think of question 7(a) as asking: “How much is two fifths of R250?”
Go through the tinted passage with the class. There is an extra level of complexity here.
You might like to write the question on the board. The first thing to ask is: “Is the answer
going to be bigger or smaller than 16?” We have a whole number there (i.e. the 2), so it is
going to be bigger than 16. The whole number gets multiplied by the whole number
(i.e. 2 × 16), and then the fraction part is done.

Possible misconceptions
Learners might think that fraction questions always involve a smaller answer than the
whole number given.

Notes on questions
You might like to discuss a few of the sub-questions in question 7 before letting the class
work on their own. For example, in (a) somebody might suggest that you work out
one fifth of 250 and then multiply the answer by 2. Somebody else might say you can
multiply 2 by 250 and then divide by 5. If nobody suggests the second strategy, then don’t
teach it. Accept correct strategies, but don’t teach them as formulas.
You might like to do question 9(a) with the class. Then they should work quickly and on
their own, without writing down any steps.

Answers
7. (a) 100 (b) 66 (c) 450 (d) 455
(e) 840 (f) 8 638 (g) 360 (h) 1 200

8. (a) 250 + 100 = 350 (b) 99 + 66 = 165

(c) 1 440 + 450 = 1 890 (d) 2 457 + 455 = 2 912
(e) 1 440 + 840 = 2 280 (f) 24 680 + 8 638 = 33 318
(g) 1 680 + 360 = 2 040 (h) 1 440 + 1 200 = 2 640

9. (a) 12 (b) 21 (c) 26

(d) 55 (e) 170 (f) 69

10. Two thirds of a bar

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 4] 339

4.2 Fractions in diagrams
Teaching guidelines
Partitioning a circle into fraction parts is not only a way to consolidate the fraction
concept and equivalent fractions; it also lays a basis for the introduction of angle
measurement in Grade 6.
To save time, you can photocopy the four circles provided in the Addendum on
page 423.

Answers
1. See the next page in the Learner Book for the questions.

(a) (b)

(c) (d)

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 4] 340

Teaching guidelines
First listen to learners’ explanations in question 2(c) before you refer them to the definition
given in the Learner Book. Do NOT ask for a definition in a test or exam! If the learners can
work with equivalent fractions and recognise them, that is sufficient.
When learners have finished question 3, ask them if they can work out why (c) and (d)
have the same answer. They might be able to see (visualise) that the figures have the same
shape but different orientations.

Answers
1. The solutions for (a), (b), (c) and (d) are on the previous page.

2. (a) They have the same value. (They have the same size.)
(b) They have the same value. (They have the same size.)
(c) They are fractions with the same value (the same size), but different names.
3. (a) 10 5
24 or 12
8
(b) 24 or 26 or 13
6 3
(c) 24 or 12 or 14 6
(d) 24 3
or 12 or 14

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 4] 341

4.3 Fractions on the number line
Teaching guidelines
Learners are already familiar with fractions on number lines. Here they are challenged to
see that they are dealing with eighths (first number line), twelfths (second number line),
and tenths (third number line), and then with twelfths on a slightly smaller scale (fourth
number line). To save time, you can photocopy the number lines on page 424 of the
Addendum.
This is an opportunity for learners to explore equivalent fractions on a variety of number
lines. You might like to draw the number lines on the board and get learners to offer their
answers. Look at the third number line below. You will see that here is a chance to show
5
that 210 = 248 . There are more possibilities than the answers given for question 2 below.

Answers
1.

1 3
0 2 4 1 114 2 248 258 3
6
8
9
12

2 1 3 11
0 6 2 4 12 1 114 113 146 2 248
4 6
12 8
9
12

2 1 8
0 10 2 10 1 135 2 248 210
6
3

2 1
0 6 2 113 146 2 248 4
4
12

3
2. 4 = 68 = 12
9
and 26 = 12
4
; also 114 = 128 , 210
5
= 248 , etc. (See “Teaching guidelines” above.)

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 4] 342

4.4 Solving problems
Teaching guidelines
This is a consolidation exercise. Rather than doing any teaching to the whole class,
circulate among learners and provide support where needed.

Answers
1. (a) 29 (b) 49

(c) 19 (d) 29

(e) 19 1
(f) 10
7
(g) 410 (h) 247

4
2. 10

3. (a) 20 thirds = 623 slabs of chocolate

(b) 20 × 25 = 40
5 = 8 bottles of juice

4. (a) 15 of 100 cm = 20 cm ® 35 of 100 cm = 3 × 20 cm = 60 cm

(b) 30 cm
(c) 25 mm

(d) 68 = 34 ® 34 of 1 000 m = 750 m

1 6
(e) 10 of 1 000 g = 100 g ® 10 of 1 000 g = 600 g

(f) 15 of 1 000 g = 200 g ® 35 of 1 000 g = 600 g

(g) 18 of 1 000 g = 125 g ® 38 of 1 000 g = 375 g

(h) 34 of 1 000 g = 750 g

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 4] 343

Answers
4. (i) 400 ml
(j) 750 ml
(k) 18 of 1 000 ml = 125 ml ® 38 of 1 000 ml = 375 ml

Notes on questions
Question 5 is a simple revision of earlier fractions, with opportunities for spotting
equivalent fractions. You might like to ask how much bread (how many loaves) is ten
tenths, which is the answer to question 5(i). Some learners may have forgotten that there
were 12 loaves to start with. You could go on to ask how much bread was given in each of
the questions (a) to (h), or give this as homework.
Ask learners how they worked out their answers to question 6. They may indicate that
they started by saying 8 × 4 = 32 loaves, and then worked out the fraction. Accept any
reasonable method.

Answers
1 2
5. (a) 10 (b) 10 or 15 3
(c) 10
4
(d) 10 or 25 5
(e) 10 or 12 6
(f) 10 or 35
8
(g) 10 or 45 9
(h) 10 (i) 10
10 (all of the bread)

34
6. 8 = 428 = 414 loaves (See the note regarding question 6 above.)

7. (a) 18
(b) One eighth = R75. Nick will get R75.
Three eighths = R75 × 3 = R225. Faaiez will get R225.
One half of R600 = R300. Thandeka will get R300.

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 4] 344

Notes on questions
Question 8 is an opportunity for finding equivalent fractions.

Answers
1 2
8. (a) 12 (b) 12 or 16
3
(c) 12 or 14 4
(d) 12 or 13
6
(e) 12 or 12

9. (a) Juliet coloured one of the six columns in the diagram, so she coloured one sixth of
the diagram. In doing so, she coloured two of the twelve blocks in the diagram. So,
she also coloured two twelfths of the diagram.
It is very easy to see the equivalent fractions in the diagram: two brown blocks look
like one sixth.

(b) 3 small blocks: three twelfths; one quarter

4 small blocks: four twelfths; two sixths; one third
6 small blocks: six twelfths; three sixths; two quarters; one half

(c) 10 5
12 or 6 (Some learners may already state the equivalent fraction before doing (d).)

(d) 10 5
12 or 6
5
(e) 12
8
(f) 12 or 23

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 4] 345

Grade 5 Term 4 Unit 5 Whole numbers: Division
Learner Book Overview
Sections in this unit Content Pages in Learner Book
5.1 Revision practice Grouping and sharing problems 310
5.2 Making pictures smaller and bigger Division in enlargement and reduction situations 311
5.3 Ratios of enlargement and reduction Refining the concepts of ratio, enlargement and reduction 312 to 314
5.4 Ratio again An investigation involving ratios between rates 315 to 317

CAPS time allocation 7 hours

CAPS page references 13 to 15 and 200 to 201

In Term 2 Unit 9 the focus for division was on grouping and sharing problems, i.e. situations in which a quantity is divided into equal parts.
In this unit the focus is on the use of division to solve problems which involve a constant ratio between two quantities.

Mathematical background
Constant ratios between two quantities appear in different kinds of situations, for example:
• Enlargement and reduction (e.g. of photographs) and scale drawings (see Sections 5.2 and 5.3). The ratio of enlargement or reduction is also called the
scale factor. The term “scale factor” is normally used with respect to maps.
• Implementation of recipes. For example, a recipe may specify 3 cups of flour, 2 cups of sugar and 5 ml salt. How many cups of sugar and how much salt
should you mix with 6 cups of flour? The term “proportion” is often used with reference to recipes.
• Comparison of rates (see Term 2 Unit 5, Section 5.6 as well as Section 5.4 of this unit).
• Proportions in designs.

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 4] 346

5.1 Revision practice
Notes on questions
Questions 1, 3, 4, 5 and 10 are grouping problems. Learners have to determine how many
groups of a given size can be formed from a given total.
Questions 2, 6 and 8 are sharing problems. Learners have to determine how big each of
a given number of equal shares is.
Question 9 is a ratio situation.

Teaching guidelines
One of the biggest teaching challenges in Mathematics is to empower learners to
effectively read and interpret word problems and decide correctly what calculations to do
to solve a given problem. The development of this capacity is often undermined by the
availability of clues, external to the question itself, which helps the learner to identify the
correct operation without having to engage with the problem description.
When learners read page 310 of the Learner Book, the unit title already tells them that
the questions require division. Some learners may then simply divide the bigger number
by the smaller number in each of the questions without actually reading the questions. In
this way they may get all the answers right except for 9(a), without applying their minds to
the questions at all!
To reduce the chances that this will happen, you may instruct learners at the beginning
to write a short sentence or paragraph for each question, explaining why they believe the
calculations they plan to do will provide the answer to the question. Alternatively, they
may make a quick freehand sketch to represent the situation and the solution they
provide.

Answers
1. Thivha can fill 25 egg boxes and 8 eggs are left over.
2. R416 ÷ 32 = R13 3. 32 bags (13 guavas left over)
4. 342 ÷ 48 = 7 rem 6 ® 8 buses 5. 18 shoelaces
6. (a) 21 toffees (b) 5 toffees
7. (a) 33 rem 11 (b) 16 rem 40 (c) 29 rem 17
(d) 24 rem 21 (e) 11 rem 13 (f) 22 rem 13
8. 25 kg
9. (a) 80 kg (b) 5 kg
10. 12 boxes

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 4] 347

5.2 Making pictures smaller and bigger
Teaching guidelines
There are three quantities involved in a simple ratio situation, as demonstrated in the
following table of measurements for the two pictures described in question 1:

x = measurement on big picture 30 120 192

y = measurement on small picture 5 20 32
x÷y 6 6 6

The measurement on the big picture or object, and the measurement on the small
picture or object, are variable quantities. The one measurement divided by the other
(corresponding) measurement is a constant; it is called the ratio between the two
variables.
At least three kinds of questions can be asked about ratio situations:
• The measurement on the bigger object is given, as well as the (big to small)
ratio, and the corresponding measurement on the smaller object needs to be
found, for example questions 1(b) and (c), and 2(b) and (c). This requires division
by the ratio/scale factor.
• The measurement on the smaller object is given, as well as the (small to big)
ratio, and the corresponding measurement on the bigger object needs to be found,
for example questions 1(a) and 2(a). This requires multiplication by the ratio/scale
factor.
• Some corresponding measurements on both objects are given, and the
question requests calculation of the ratio. No question of this kind is included in
this unit.

Possible misconceptions
Learners may interpret a constant ratio situation as a constant difference situation. For
example, in question 2(a) they may give 8 + 60 = 68 as the answer.

Answers
1. (a) 30 mm (b) 20 mm (c) 32 mm
2. (a) 480 mm (b) 30 mm (c) 36 mm

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 4] 348

5.3 Ratios of enlargement and reduction
Teaching guidelines
The purpose of questions 1 to 5 is to further develop learners’ understanding of ratio in the
context of enlargement and reduction. Pictures A, B and C differ in size only, unlike
Pictures D and F on page 314 of the Learner Book, which differ in a different way: Picture F
is compressed across the width compared to Picture D.

Answers
1. Yes

2. It is the same picture, but not the same size.

3. 40 mm high and 60 mm wide

4. Yes, it is.

5. Picture A: 90 mm
Picture B: 72 mm
Picture C: 54 mm

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 4] 349

Possible misconceptions
Enlargement and reduction which involve the same ratio in all directions (as
demonstrated by Figures X and Z in question 10) should be distinguished from
compression and stretching in one direction only (as demonstrated by the relations
between Figures Y and Z, or between Figures X and Y).
Questions 9 and 10 are intended as vehicles to clarify this issue in class.

Answers
6. Learners check and correct their work in questions 3 and 5 if necessary.

7. (a) 90 mm high and 135 mm wide (b) 162 mm

8. (a) 30 mm (b) 36 mm

9. No

10. Figure Z

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 4] 350

Answers
11. Learners measure and correct their work in questions 7 and 8 if necessary.

Additional learning activity (See Addendum page 425)

Which of the rectangles below are enlargements or reductions of the shaded rectangle?
In each case, explain why you think it is, or why it is not.

B C

D E

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 4] 351

5.4 Ratio again
Teaching guidelines
This section comprises an extended investigation that can be given as a project.
Encourage learners to make drawings to support their reasoning about the questions.
Make sure that learners understand at the outset what is meant by “to keep up with his
mother”.

Answers
1. 40
2. (a) 60 (b) 200
3. (a) 10 (b) 25

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 4] 352

Teaching guidelines
Question 6 is tough, since the ratio between Lenka’s step length and Jasper’s step length is
not known at this stage. To be able to produce the answer to the question, learners will
have to think of using the mother ostrich’s step as an intermediary between Jasper and
Lenka:
15 steps by Lenka = 9 steps by the mother
= 9 × 20 steps by Jasper
= 180 steps by Jasper
This is a challenge that goes beyond the requirements of the Grade 5 curriculum. Learners
can gain little by being shown how to get the answer, but their mental development can
benefit from trying again after doing questions 7(a), (b) and (c), or if they do not manage
then, trying again after doing questions 8 to 11. Please allow them to develop their own
plan.

Answers

4. Number of steps
1 2 3 6 9 15 30 48
by the mother
Number of steps
20 40 60 120 180 300 600 960
by Jasper

5. Number of steps
3 6 9 15 30 48
by the mother
Number of steps
5 10 15 25 50 80
by Lenka

6. 180

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 4] 353

Answers
7. (a) 50 (b) 600 (c) 600 (d) 180

8. (a) 14 (b) 27

9. (a) 120 (b) 210

10. (a) 60 (b) 720

11. (a) 5 (b) 25

12. 180

Teaching guidelines
If learners still do not get question 6 right when they do question 12, you may suggest that
they complete the following table by combining the tables they completed in questions 4
and 5.

Number of steps by the mother 3 6 9 15 30 48

Number of steps by Jasper

Number of steps by Lenka

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 4] 354

Grade 5 Term 4 Unit 6 Perimeter, area and volume
Learner Book Overview
Sections in this unit Content Pages in Learner Book
Exploring the differences between perimeter, area and volume 318
6.1 Perimeter The concept of perimeter: the distance around the outer edge of an object; perimeter is 319 to 322
measured in units of length
6.2 Area The concept of area as the number of squares needed to cover a surface 323 to 326
6.3 Volume and capacity The concept of volume as the number of cubes that occupy the same space 327 to 330

CAPS time allocation 7 hours

CAPS page references 28 and 202

Resources
Round objects such as mugs, tins or saucers to trace around to draw circles
2 cm grid paper – see the Addendum, page 426
Scissors; rulers; a piece of string about 10 cm long, for each learner

Mathematical background
The picture of the box and the questions on page 318 of the Learner Book are intended to convey an idea of the differences between the concepts of perimeter,
area and volume.

When we talk about perimeter, we mean the length of a line around the outer edge of an object (like the ant’s path along the red line on the top edge of the
box). When we talk about area, we mean the area covered by a flat shape (like one face of the box, e.g. the area of the green face of the box). When we talk about
volume, we mean the amount of space that something takes up (like one of the potatoes that occupy space).

It is not only regular shapes that have perimeter, area and volume, hence it is
conceptually dangerous if learners’ ideas about perimeter, area and volume
are tied to regular shapes for which these dimensions can be calculated with
formulas. Each of the coloured shapes alongside has a certain perimeter and a
certain area. Each learner’s own body has a certain volume.

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 4] 355

Teaching guidelines
Spend time on these four introductory questions. You want learners to think and talk about
aspects of real situations that relate to perimeter, area and volume. It is critically important
that learners form their concepts of perimeter, area and volume as a refinement of ideas
about real physical objects and not on the basis of formulas for the perimeter, area and
volume of regular shapes.
Use “teachers’ wait-time” when you ask a question. Wait-time means you ask the
question and then you wait 10 seconds before you accept any answers. During that silence,
learners are not allowed to put their hands up; instead, they must think about their
answers. They also have time to think about the reason for their answer. This method gets
more thinking from more of the learners, and better quality answers.

Possible misconceptions
Learners see substances change their shape, for example a drop of water spreads out on a
plate and a ball of clay can be flattened out into a disc. What learners are seeing is a change
in surface area, not a change in volume. Solids and liquids keep their volume even when
their shape changes.

Notes on questions & Answers

1. The perimeter of the open face of the box is indicated by the red line that the ant walks
along. Ask learners to trace the perimeter of the box’s green face with a finger. Walk
around and make sure that learners understand what perimeter means in this
question. Ask them: “Is this perimeter as long as the red line the ant walked along?”
(Answer: No, it is shorter. Two of the sides of the open face are longer than the sides of
the green face.)
2. No, it does not look as though 200 of those potatoes would fit in. (You are developing
the concept of volume here. The volume of the potatoes would be greater than the
capacity of the box.)
3. The potato nearest to the box, maybe. Ask learners how they decided which potato is
bigger. The one nearest to the box is shorter but higher. The one further away is longer
but not as high. Allow the learners to articulate themselves their reasoning behind
which is the bigger.
4. The pink face, because it is bigger. It is just as high/wide as the green face, but it is
longer than the green face.

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 4] 356

6.1 Perimeter
Teaching guidelines
These questions are designed to encourage learners to think and talk about perimeter.
Encourage them to give reasons for their answers and to think of ways of checking their
answers. This section in particular requires learners to think about perimeter and area as
two different measures of flat shapes.

Notes on questions & Answers

1. Here you can listen to learners’ answers, not to find out who has the right answer, but
to find information about their ideas. Some learners will hear the word “biggest” and
decide that the green splash is the biggest. These learners are thinking about “biggest
area”, not “biggest perimeter”.
Notice how their thinking might change if you ask them: “Which one has the longest
perimeter; which one has the shortest perimeter?” You could also ask them: “If you had to
draw a pencil line around the edge of each of the shapes, which shape’s pencil line would take
the longest to draw?”
The yellow splash has the biggest perimeter; the green splash has the smallest
perimeter.

2. You will need more paint to cover the green splash: it has the biggest area, even though
it has the shortest perimeter. The yellow splash needs the least paint, because it has the
smallest area even though it has the longest perimeter. This question shifts the learners’
attention from perimeter to area; it reminds them that “biggest area” is not the same as
“biggest/longest perimeter”.

3. Perimeter of green splash: 157 mm

Perimeter of red splash: 161 mm

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 4] 357

Mathematical notes
Although this is a cumbersome and apparently primitive method to approximate the
perimeter of a figure, it provides learners with an early experience of a strategy that is
widely used in higher mathematics: to approximate the perimeter, area or volume of
curved shapes with a combination of straight lines, polygons or polyhedra.
For example, the area of the ellipse below is between the areas of the shaded areas on the
left and the right below. Because of the outward curvature of the ellipse the error is smaller
with the approximation on the right; hence the actual area is bigger than midway between
the shaded areas on the left and the right. That means that the actual area is between the
average of the two shaded areas, and the shaded area on the right. Horizontal strips will
produce an even better approximation. Obviously, narrower strips will also produce better
approximations. In advanced mathematics, calculations are done that reveal what the
approximation would be for strips as narrow as you want them to be.

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 4] 358

Notes on questions
Question 5 is intended to make learners aware of the fact that better approximations can
be obtained by measuring shorter straight lines than by measuring longer straight lines.

Answers
4. Answers may differ slightly:
3
(a) 183 mm = 18 cm and 3 mm = 1810 cm
5
(b) 195 mm = 19 cm and 5 mm = 1910 cm or 1912 cm
5. The blue-edged polygon on the right-hand side

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 4] 359

Notes on questions & Answers
6. The four circles must be the same size (i.e. their diameters must be equal, but it does
not matter how big they are).

7. The Learner Book does not show a diagram for this question (i.e. for the first circle),
but you can refer learners to the polygons on the previous page. The more line
segments the polygon has, the closer it resembles the true curved shape. In the same
way, learners can draw a polygon inside (or outside) their first circle. The more line
segments they draw, the closer the polygon resembles the true shape of the circle.

8. If you add up the lengths of the four sides of the square inside the circle, you will find
that their sum is shorter than the perimeter of the circle. If you add up the lengths of
the four sides of the bigger square outside the circle, you will find that their sum is
longer than the perimeter of the circle. So the true perimeter length of the circle is
shorter than the outer square and longer than the inner square. Therefore option (c) is
the correct answer.

9. The left-hand diagram in question 9 uses the square as a guide to make it easier to draw
the eight-sided polygon outside the circle. (Ask learners to count the eight sides.) The
right-hand diagram also uses a small square as a guide to draw the eight sides inside the
circle.

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6.2 Area
Teaching guidelines
The activities in this section are designed to provoke the idea of covering a surface in
learners’ minds, as a basis for the concept of area as the number of identical squares, laid
tightly together without overlapping, needed to cover the surface.
The time spent on question 1(b) is worthwhile, because it will provide learners with a
powerful concrete experience of the essence of the concept of area.
2 cm grid paper is provided in the Addendum on page 426.

Notes on questions
The two splashes are identical, but they are placed in different positions relative to the grid
lines. This may result in learners placing their 2 cm by 2 cm squares differently in the two
cases, leading to different approximations.
The stickers need to be placed to line up with the grid lines.

Answers
1. (a) 9 stickers from each splash is the correct estimate. See the diagram below.
(b) 9 stickers can be cut from each of the splashes. The purpose of the question is not
to elicit an exact answer (this is not possible), but to make learners go through the
physical experience of covering a surface with square pieces without overlapping
or leaving gaps.

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 4] 361

Notes on questions
In question 2 learners have to take account of the fact that only the wall will be painted,
not the doors and the windows. While the wall, windows and door together cover about
30 square patches, the parts that have to be painted (including the chimney) cover about
20 square patches.

Answers
2. Learners’ estimates will differ.
Encourage learners to explain how they estimated.
Reasonable estimates could be between 18 and 22 square patches.
Amount of paint needed: between 4 320 ml and 5 280 ml.

3. Blue covers the biggest area; red covers the smallest area.

4. The blue part of the wall has an area of 22 grid squares.

The pink part of the wall has an area of 21 grid squares.
The red part of the wall has an area of 16 grid squares.

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 4] 362

Notes on questions
Learners should simply count grid squares to get the answer. They are not expected to work
with formulas to calculate the answer.
Learners need to see that each of the four shapes covers some of the grid squares only
partially. In these diagrams all the partially covered grid squares are half grid squares.

Answers
5. (a) Area of the blue triangle: 2412 grid squares

Area of the purple triangle: 412 grid squares

Area of the pink triangle: 8 grid squares
Area of the light green quadrilateral: 40 grid squares

(b) 77 grid squares

6. Area of red triangle: 98 grid squares

Area of blue triangle: 18 grid squares
Area of dark green triangle: 32 grid squares
Area of light green quadrilateral: 160 grid squares

7. No, they are the same size.

Learners can check this by tracing one of the triangles, cutting it out and
superimposing it on the other triangle. In question 6, the grid squares are smaller:
4 grid squares in question 6 fit onto 1 grid square in question 5.

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 4] 363

Notes on questions
In question 8 learners can first estimate the areas by counting all grid squares that are
completely covered by Splash A and all grid squares that are partially covered by Splash A.
Learners will then see that Splash A has an area of between 37 and 68 grid squares. When
they try to make whole grid squares out of part grid squares they should find that Splash A
has an area of about 55 grid squares. Similarly, Splash B has between 50 and 65 grid
squares. By counting grid squares and making whole grid squares out of parts, they should
find that Splash B has an area of about 55 grid squares.
Learners can trace the shape of one of the coloured parts in question 9, cut it out and
place it over the other part, to see that they have the same area and perimeter.
Learners can use string to find the length of the curved side, and add this to the lengths
of the other three sides.

Answers
8. Splash A has an area of about 55 grid squares.
Splash B has an area of about 55 grid squares.

9. (a) The area of the two colours is equal, i.e. half the area of the rectangle:
3812 grid squares.
(b) Learners could measure the perimeters by using the millimetre scale on their
rulers:
Perimeter = (half the perimeter of the rectangle) + (the length of the curved side)
= 18 grid square side lengths + about 12 grid square side lengths or
= 118 mm + about 78 mm ≈ 196 mm

10. (a) Learners investigate. The dark green triangles have equal areas of approximately
38 grid squares.
(b) Learners investigate. The perimeters differ.
Perimeter top left dark triangle: 151 mm
Perimeter top right dark triangle: 155 mm
Perimeter bottom left dark triangle: 168 mm
Perimeter bottom right dark triangle 152 mm

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 4] 364

6.3 Volume and capacity
Teaching guidelines
You should remind learners that they have already worked with volume and capacity in
Term 1 Unit 9.
Note that there is only one question on pages 327 and 328 of the Learner Book. The
material is intended to support classroom discussions about the ideas of volume and
capacity. To encourage learners to take note of the situation described in the Learner Book,
you may start by asking them to figure out what the pictures and text on page 327 are all
about. You may ask them: “What do these pictures show us?”
The purpose of question 1 is to encourage learners to think and talk about volume and
capacity. You might ask question 1 in more than one way, depending on the language
ability of the learners: “Does the tray on the right have enough space for all the clay?” means the
same as “Does the tray have enough room for all the clay?” and “Is the tray big enough to hold all
that clay?”

Answers
1. As stated above, the purpose of the question is to encourage learners to think and talk
about volume and capacity.

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 4] 365

Teaching guidelines
To engage learners in the text and pictures on page 328 of the Learner Book, you may ask
questions such as the following:

1. How much space is still available in the container at the top of the page?
2. How many of the half-litre bricks will fill up the 2-litre container?
3. How much clay can be added to the 125 -litre brick to fill the tray?
4. How many of the cubes of red clay are needed to make the ball of clay?

An additional classroom activity

3
At least 16 ml (or 16 cm ) clay or play dough is needed for this practical activity.
The photo of the ball of clay is quite surprising; many learners won’t believe that all eight
of those cubes will go into that one ball of clay. So show it, with real clay.
3
Before the lesson, make eight cubes of 1 cm and squash them together into a ball. Then
3
make another eight cubes of 1 cm each.
In the lesson, refer learners to the photo of the ball and eight cubes of clay and ask them:
“If I put those eight cubes together, would they be bigger, smaller, or the same volume as the ball?”
Many learners will answer that the eight cubes have more volume than the ball.
Then ask one of them to squash all eight cubes into another ball. Ask the learner to hold
up the ball and compare it with the one you made before the lesson from your own eight
cubes – they will be about the same volume. The volumes of the eight little cubes are still
the same as before, because none of the clay has been lost.

Mathematical notes
A ball (a sphere) is the object that can hold the greatest volume for the least outer surface
area.
You could pack the eight cubes together in a block and measure the outside surface area
of the block. But if you squash the cubes together into a ball, the skin of the ball will have a
smaller surface area than the skin of the block. However, the volume of the block and the
ball would be the same!

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 4] 366

Teaching guidelines
Apart from the fact that learners may take much time to build the stacks as they are shown
in the pictures, it is not necessarily useful to let learners work with actual cubes when they
do these questions.

Answers
2. (a) 4 cubes
(b) 6 cubes
(c) 12 cubes
(d) 12 cubes
3. 8 cubes

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 4] 367

Notes on questions
Make sure that learners understand that question 4 is about one stack that is shown from
two different positions.
You could ask learners to work out the answer to question 5 in another way as well: they
must imagine taking horizontal slices across the stack. The top slice has 4 × 3 cubes; the
second slice has 4 × 5 cubes; the third slice has 4 × 6 cubes. Now add up all the cubes in the
three slices.

Answers
4. 36 cubes
5. 56 cubes
6. (a) 27 cubes (b) 64 cubes
(c) 216 cubes (d) 125 cubes

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 4] 368

Grade 5 Term 4 Unit 7 Position and movement
Learner Book Overview
Sections in this unit Content Pages in Learner Book
7.1 Moving between positions on a grid map Exploration of different paths that can be used to move from one position 331 to 332
on a grid to another

CAPS time allocation 2 hours

CAPS page references 24 and 204

Mathematical background
Square grids are used in Mathematics as well as Geography to represent positions and movements. Each cell on a square grid has an “address” that is specified
in terms of its position in relation to the so-called horizontal and vertical axes (in yellow), as demonstrated below.

The grid on the left shows alpha- 14

numeric addresses, which are 13
used in Geography and 13
Intermediate Phase Mathematics. 12
12
11
11
The grid on the right shows 10
Cartesian coordinate 10
addresses, such as used 9
9
in Mathematics from Grade 7 8
onwards. 8
7
7
Resources 6
6 B6 (2;6)
Grid paper (see Addendum,
5
page 412) or photocopies of 5
a 10×10 grid (see Addendum, 4
4
page 425)
3
3
2
2 F2 (6;2)
1
1
A B C D E F G H I J K L 0 1 2 3 4 5 6 7 8 9 10 11

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 4] 369

7.1 Moving between positions on a grid map
Teaching guidelines
Ideally you should draw a copy of the grid map on the board; the colour is not needed. Tell
learners that “moving back” as indicated in red on the left below is not allowed. Allow
learners to come to the board and indicate some other ways to get from A1 to C4 by
moving only left or right, and up or down. Two ways are shown below, in the middle and
on the right. There are several more ways.

6 6 6
5 5 5
4 C4 4 C4 4 C4
3 3 3
2 2 2
1 A1 1 A1 1 A1
A B C D E F A B C D E F A B C D E F

Keep the above on the board for the explanations that you may need to do after question 2
on the next page.
To save time, you could provide learners with photocopies the grid provided on page 425
in the Addendum.

Answers
1. Grid map:

10
9
8
7
6
5
4
3
2
1
A B C D E F G H I J

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 4] 370

Teaching guidelines
After learners have done question 2, you will have to explain to them what is meant by
1 unit of distance, as described in the tinted passage.
Answers

2. 5 (a) Possibilities:
4 2 units to the right and 3 units up;
1 unit right, 3 units up, 1 unit right;
3
3 units up, 2 units to the right;
2
2 units up, 1 unit right, 1 unit up,
1 1 unit right.
A B C D E F G H I J There are several more possibilities.
(b), (c), (d): Many possibilities in each case, similar to (a) but more.
3. (a) 5 units (b) 6 units
(c) 7 units (d) 12 units
4. There are many possibilities; see answer for question 2.
5. (a) and (b) A10 and J1, also A1 and J10

6. 10 B10 Distance from A1 to J10:

18 units
9
8
7
6
5
4
3
2 I2
1
A B C D E F G H I J
7. See the red blocks above. A large number of different routes are possible, for example:
Route 1: B10 to B2, B2 to I2
Route 2: B10 to F10, F10 to F6, F6 to I6, I6 to I2
The distance is the same for all routes: 15 units.

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Grade 5 Term 4 Unit 8 Transformations
Learner Book Overview
Sections in this unit Content Pages in Learner Book
8.1 Rotations, reflections and translations in art Transformations in art and design 333 to 334
8.2 Tessellations Covering a flat surface with tiles that fit snugly (no gaps) 335 to 337

CAPS time allocation 4 hours

CAPS page references 23 and 205

Mathematical background
Artists and graphic designers often use rotations, translations and reflections in their work.

Tessellations are patterns formed by positioning objects (tiles) with the same shape to cover an area, or by repeating
shapes when painting a surface. There are no gaps or overlaps in a tessellation. The process of arranging the
identical shapes involves transformations: we can imagine each tile in a tessellation to be translated, rotated or
reflected compared to the other tiles.

Tessellations occur in nature, for example in honeycombs and on fish and snakes, as well as in man-made
structures such as brick walls, pavements, and wall and floor tilings.

Some tessellations are more complex and have two or more different tile shapes or sizes. The extreme is a mosaic
where every single tile may be different to all the others.

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 4] 372

8.1 Rotations, reflections and translations in art
Teaching guidelines
Learners have engaged with rotations, translations and reflections before, but it would
be good to quickly refresh their knowledge. You may do so by drawing simple examples
on the board, like those on page 244 of the Learner Book.

Notes on questions
Allow learners to articulate and describe in their own words the figures and the
transformations that they can identify. Developing and confirming the vocabulary to
describe a transformation is important. Learners need to have clarity about what
constitutes a translation, a rotation and a reflection.

Answers
1.

Copy Reflection

2. Example:

Learners could point out other figures. Consider all learners’ drawings.

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 4] 373

Teaching guidelines
In answering these questions, learners should focus on the outlines of shapes, not on the
decorative detail within shapes.

Answers
3. (a) In the upper right of the part of the artwork
shown in question 3, the green pentagon is
a rotation of the maroon pentagon.

(b) A vertical reflection A horizontal reflection

4. (a) and (b)

The black triangle is a rotation of
the blue triangle in each of these
three examples.

5. (a) The blue triangles in the upper left and lower right parts of the artwork are
rotations of each other (they are also reflections of each other). The same goes for
the maroon triangles on the lower left and upper right.
The pink arrows in the middle are rotations of each other (they are also reflections
of each other). The same goes for the grey arrows.
(b) At the top,

and at the bottom:

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 4] 374

8.2 Tessellations
Mathematical notes
Tessellations often involve repeated arrangement of a tile. Since each tile is next to another
tile, there may be translation or reflection involved. In cases where tiles must be turned to
fit, rotation is involved.
Each of the tessellations in this section is made up of a single shape. It is a fact that any
triangle will tessellate. This is also true for quadrilaterals.

Teaching guidelines
This section is very brief. There is a great deal more to tessellations than space or time
permits here.
If time permits, you may wish to include additional tile shapes to tessellate. Printing and
cutting many copies of the same triangle or quadrilateral will provide you with additional
tessellation activities. Give each learner his/her own shape (triangle or rectangle), allow
them to create their own tessellation through transformation of their shape, and let them
describe their tessellation.

Possible misconceptions
It is possible to arrange tiles so that they do not tessellate, i.e. that there are gaps between
the tiles. If learners do this, remind them that there are no gaps in a tessellation. Otherwise
they may believe that the activities are about arranging tiles in any pattern, including non-
tessellating patterns. This will probably force them into trying to rotate or reflect a tile to
ensure no gaps occur, which will serve the main focus of this section well.

Answers
1. (a) Practical work
(b) The statements are true.
2. (a) The red quadrilaterals
(b) The yellow quadrilaterals
(c) No
3. Learners’ own work

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 4] 375

Answers
4. and 5. Practical work

6. (a) Yes

1 2

The template in the red position is rotated through half a revolution around point
1, to move it to the yellow position. When the template is in the yellow position,
it is rotated through half a revolution around point 2, to move to the green
position. These two movements are then made repeatedly to move the template
from one position to the next horizontally.
From the yellow position the template can be rotated around point 3 to move it to
the grey position.

(b) No
(c) No

7. Yes

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 4] 376

Notes on questions
It is important that learners use the terms “translation”, “rotation” and “reflection” to
describe how they moved a shape to create a tessellation.
You can ask learners whether they notice anything about the way the shapes are placed
in relation to each other. The importance of no open spaces in a tessellation may lead
learners to realise that shapes in a tessellation are generally placed with sides of equal
lengths alongside each other in order to create a perfect fit, leaving no open spaces. Also,
the sides of different shapes are combined to form another side length to place a shape
against.

Answers
8. (a) Practical work
(b) Learners describe their tessellation movements.
9. Learners’ own work
10. Practical work. The pentagon cannot tessellate; all the other shapes can.

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 4] 377

Grade 5 Term 4 Unit 9 Geometric patterns
Learner Book Overview
Sections in this unit Content Pages in Learner Book
9.1 Making a geometric pattern A geometric illustration of making a sequence by following a rule 338
9.2 Describing patterns Several related patterns distinguishing between constants and variables 339 to 340
9.3 Completing tables From a geometric pattern to a table (numeric patterns) 341

CAPS time allocation 2 hours

CAPS page references 19 and 206

Continuing sequences or completing tables according to a pattern not only provides opportunities to develop understanding of patterns, but also contributes
to the development of the Mental Mathematics section of the CAPS.

Mathematical background
As in Term 2 Unit 7, the approach in this unit is not to reduce the work on geometric patterns to numeric patterns in tables but to use the visual aspects of
geometric representations as a method to find rules based on the structure of the geometric figures.
As stated before, this implies that you should help learners to not count the number of dots in a figure one by one but to use
“clever counting” instead, by identifying appropriate larger, repeating units. Learners then shouldn’t just count the larger, “The mathematician’s patterns,
repeating units – they should also write down a numerical expression (calculation plan or rule) describing the number like the painter’s or the poet’s,
of dots. It is very important that learners learn to withhold immediate calculation of a numerical expression – what is must be beautiful; the ideas, like
needed, is to analyse the structure of the expression as an object, and to generalise the structure, not to generalise numbers. the colours or the words, must
To find a general rule for the pattern requires a second level of pattern recognition, namely recognising the structure in a fit together in a harmonious
series of numerical expressions – what doesn’t change (is constant) and what changes (is variable). This process is way. Beauty is the first test.”
illustrated below. GH Hardy
• • • • •
• • • • • •
• • • • • • •
• • • • • • • •
• • • • • • • • • • • • • •

Square 1 Square 2 Square 3 Square 4

S1 = 4×1 S2 = 4×2 S3 = 4×3 S4 = 4×4 S100 = 4×100

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 4] 378

9.1 Making a geometric pattern
Teaching guidelines
This section provides learners with an experience of the process of making an interesting
geometric pattern (sequence), namely to repeat the same steps (rule) to make each next
figure in the pattern (or each next number in the sequence). In this case, the rule is to form
a new square by joining the midpoints of the sides of the innermost square.
You should either directly teach the process by letting learners close their books while
you dictate “Draw a square and colour it,” etc., or you should make sure that learners
understand the process before tackling the questions.
Although the section starts with a geometric pattern,
we later transform it into a numeric pattern.
The numeric pattern involves fractions. Learners can find
the fractions by drawing appropriate lines to divide each
figure into an equal number of parts, as illustrated here.
However, after using the pictures to find the first few
fractions, learners should not continue in the geometric
context, but rather use the numeric sequence as a model to imitate the geometry.
It should be clear that in the numeric sequence the horizontal pattern is to halve the
previous number. Learners have met this before, namely on page 264. They should find it
relatively easy to continue halving all the way to the tenth number.
However, instead of continuing the horizontal pattern of halving up to 10, it may be
easier to use the vertical pattern (rule) to find the tenth number directly. We emphasise
again that we do not generalise the numbers, but the structure, as illustrated here:

1 2 3 4 5 10
1 1 1 1 1
1 2 2×2 2 times 2×2×2 3 times 2×2×2×2 4 times 2×2×2×2×2×2×2×2×2 9 times

Answers
1 1
1. 2; 4
2. Every new square (the coloured part) is half of the previous one.
Keep on halving the number to get the next one in the pattern.

Figure no. 1 2 3 4 5 6 10
Fraction of figure 1 1 1 1 1 1
1 2 4 8 16 32 512
that is coloured

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 4] 379

9.2 Describing patterns
Teaching guidelines
You should try to let all learners attempt all the pattern designs. If learners have the
mindset not to tackle problems in isolation but to always think about the relationship
between the patterns, it will help conceptually and timewise.

Notes on questions
There are several important mathematical concepts embedded in the context,
including that of constant and variable. These concepts will arise naturally from
the identification of “counting units” in the pictures, as illustrated here for Pattern 1
and Pattern 4.

Green: 2×1 2×2 2×3 2×4 2×5

Purple: 5 5 5 5 5
Total: 2×1+5 2×2+5 2×3+5 2×4+5 2×5+5

Green: 2×1 2×2 2×3 2×4 2×5

Purple: 2×1+3 2×2+3 2×3+3 2×4+3 2×5+3
Total: 4×1+3 4×2+3 4×3+3 4×4+3 4×5+3

Learners should do and discuss all four questions in this section.

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 4] 380

Answers
1. (a) Green: 2×6 = 12 Purple: 5 Total: 2×6 + 5 = 17
(b) Green: 2×20 = 40 Purple: 5 Total: 2×20 + 5 = 45

(c) Size no. 1 2 3 4 5 6 20

No. of green beads 2 4 6 8 10 12 40
No. of purple beads 5 5 5 5 5 5 5
Total no. of beads 7 9 11 13 15 17 45

(d) 7, 8, 9, 10, 15 − × 2 − + 5 ® 19, 21, 23, 25, 35

2. (a) Green: 6×4 = 24 Purple: 6×3 = 18 Total: 6×7 = 42

(b) Green: 20×4 = 80 Purple: 20×3 = 60 Total: 20×7 = 140

(c) Size no. 1 2 3 4 5 6 20

No. of green beads 4 8 12 16 20 24 80
No. of purple beads 3 6 9 12 15 18 60
Total no. of beads 7 14 21 28 35 42 140
(d) 7, 8, 9, 10, 15 − × 7 − + 0 ® 49, 56, 63, 70, 105

3. (a) Green: 2×6 = 12 Purple: 2×6 + 1 = 13 Total: 4×6 + 1 = 25

(b) Green: 2×20 = 40 Purple: 2×20 + 1 = 41 Total: 4×20 + 1 = 81

(c) Size no. 1 2 3 4 5 6 20

No. of green beads 2 4 6 8 10 12 40
No. of purple beads 3 5 7 9 11 13 41
Total no. of beads 5 9 13 17 21 25 81
(d) 7, 8, 9, 10, 15 − × 4 − + 1 ® 29, 33, 37, 41, 61

4. (a) Green: 2×6 = 12 Purple: 2×7 + 1 = 15 Total: 2×(6+7) + 1 = 27

(b) Green: 2×20 = 40 Purple: 2×21 + 1 = 43 Total: 2×(20+21) + 1 = 83

(c) Size no. 1 2 3 4 5 6 20

No. of green beads 2 4 6 8 10 12 40
No. of purple beads 5 7 9 11 13 15 43
Total no. of beads 7 11 15 19 23 27 83

(d) 7, 8, 9, 10, 15 − × 4 − + 3 ® 31, 35, 39, 43, 63

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 4] 381

9.3 Completing tables
Mathematical notes
The geometric pattern in this section introduces two new kinds of numeric patterns, which
are different from the usual multiples and common differences we have been studying,
namely:
• triangular numbers: 1, 3, 6, 10, 15, …
• square numbers: 1, 4, 9, 16, 25, …
These two sequences are different, but they are the same in that they have the same type of
horizontal pattern of increasing differences:
1 3 6 10 15 1 4 9 16 25
+2 +3 +4 +5 +6 +3 +5 +7 +9 +11
These two sequences can be represented as geometric
triangles and squares, as illustrated here, and this does
explain their names.
The geometric representation of square numbers then
gives us an easy vertical rule to calculate further-lying
T3 = 1+2+3 S3 = 3×3
values instead of continuing the horizontal pattern, for
example S10 = 10×10.
The triangular numbers do not have such an easy vertical rule, but the geometric
representation helps us to calculate further-lying values in a clever way, for example to
calculate the number of yellow tiles in Figure no. 10:
T10 = 1 + 2 + 3 + 4 + 5 + 6 + 7 + 8 + 9 + 10
= (1+10) + (2+9) + (3+8) + (4+7) + (5+6) . . . . = 5 × 11 = 55

Answers

1. Figure no. 1 2 3 4 5 6 10
No. of yellow tiles 1 3 6 10 15 21 55
No. of white tiles 3 6 10 15 21 28 66
Total no. of tiles 4 9 16 25 36 49 121

2. There is an increasing difference between consecutive 3. 51 × 51

numbers for each row, for example for the yellow tiles: = 2 601 triangles
1 3 6 10 15
+2 +3 +4 +5 +6

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 4] 382

Grade 5 Term 4 Unit 10 Number sentences
Learner Book Overview
Sections in this unit Content Pages in Learner Book
10.1 Solve and complete number sentences Learning to solve number sentences with the “numerical method”, and doing 342 to 343
by trial and improvement Mental Mathematics
10.2 Flow diagrams, number sentences An investigation in which flow diagrams, number sentences and tables are used 344 to 345
and tables to solve a practical problem

CAPS time allocation 3 hours

CAPS page references 20 and 207

Apart from developing the numerical method, Section 10.1 on page 342 of the Learner Book provides for extensive practice in Mental Mathematics.

Mathematical background
Solving number sentences by trial and improvement is a very valuable experience for learners, for at least three reasons:
• It provides them with opportunities to develop a robust understanding of the meaning of open number sentences (equations).
• It provides them with a basic experience of the so-called “numerical solution” of equations, which is of utmost importance in modern mathematical
practice.
• It provides computation practice in a meaningful mathematical context.

The first step in solving an open number sentence by trial and improvement is to select a first trial number.
For example, when solving 100 − 3 × c = 5 × c − 4, you could take 1 as the first trial number.
The second step is to apply the calculation plans in the number sentence to the first trial number. The outcome may or may not be helpful in
selecting a second trial number.
For example, 100 − 3 × 1 = 97 and 5 × 1 − 4 = 1, so it seems that 1 is quite far from the number for which 100 − 3 × c and 5 × c − 4 will be equal. It hence makes
sense to consider a much bigger number.
The third step is to select a second trial number. In this case 20 seems a good choice on the basis of the clue that the number should be much bigger than 1.
The fourth step is to apply the calculation plans in the number sentence to the second trial number. In this case, 100 − 3 × 20 = 40 and 5 × 20 − 4 = 96.
The fifth step is to reflect on the outcomes of the first and second trials and make a reasoned choice when selecting the third trial number.
In this case, 100 − 3 × c is bigger than 5 × c − 4 for c = 1, but 100 − 3 × c is smaller than 5 × c − 4 for c = 20. This suggests that a number between 1 and 20 is
required for 100 − 3 × c to be equal to 5 × c − 4. On the basis of this argument, 10 is an obvious choice as a third trial number.
The process is continued until the solution is found.

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 4] 383

10.1 Solve and complete number sentences by trial and
improvement
Possible misconceptions
Learners may develop the misconception that when using the trial-and-improvement
method, they should correctly guess the solution. If they believe this, they will be
inhibited from selecting trial numbers as described on the previous page. It is important
that learners develop a “try a number and see what happens” attitude that corresponds to
the nature of the trial-and-improvement process.
Notes on questions
It may take leaners quite a while to develop the “try a number and see what happens”
attitude required for solving number sentences by trial and improvement. Hence questions
1 to 9 all provide some support for their thinking. It is only in questions 10 and 11 (next
page) that learners are required to work completely on their own.
Teaching guidelines
Demonstrate the actions in the tinted passage on the board and then let learners continue
the process by doing questions 1 and 2. Once they have completed question 2, you may
guide them to think as described for the fifth step on the previous page of this Teacher
Guide. Some learners may quickly adopt the method and will be able to do question 3 on
their own, and then proceed through questions 4 to 11.
Identify learners who get stuck with question 4. Support them (individually or in a
group) by taking them through similar steps like those in the tinted passage, and through
questions 1 and 2.
Answers
1. 100 − 3 × the missing number = 5 × the same number − 4
Left-hand side = 100 − 3 × 10 = 100 − 30 = 70; Right-hand side = 5 × 10 − 4 = 50 − 4 = 46
Therefore, 10 cannot be the missing number because the answers on the right-hand
side and left-hand side differ.
2. Similar investigations for 20 and 15 3. 13 4. 13
5. (a) 4 × 20 + 7 = 87 and 6 × 20 − 9 = 111 (not true)
4 × 10 + 7 = 47 and 6 × 10 − 9 = 51 (not true)
4 × 5 + 7 = 27 and 6 × 5 − 9 = 21 (not true)
(b) 10 (c) 5
(d) 4 × 8 + 7 = 39 and 6 × 8 − 9 = 39 (true)
(e) Various numbers > 8, e.g. 11; 15; 17; 18 (f) Numbers < 8, e.g. 7; 6; 4

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 4] 384

Teaching guidelines
Recording the different trial numbers and outcomes in a table like the one at the top of the
Learner Book page is a very useful way to keep track of the search process.
Mathematical notes
The numerical method (trial-and-improvement method) for solving open number
sentences is of substantial mathematical importance: it is the dominant method of solving
open number sentences (equations) in modern mathematical practice.
Answers
6. (a) The difference increased again.
(b) The difference decreased.

7. An example (learners’ trial numbers may differ):

Number investigated 5 10 20 15 9 8 7
40 + 3 × c 55 70 100 85 67 64 61
10 × c − 9 41 91 191 141 81 71 61
Difference 14 21 91 56 14 7 0

8. An example (learners’ trial numbers may differ):

Number investigated 1 5 10 ... ... ... 24

5 × c − 12 −7 13 38 ... ... ... 108
4 × c + 12 16 32 52 ... ... ... 108
Difference 23 19 14 ... ... ... 0

9. An example (learners’ trial numbers may differ):

Number investigated 2 100 50 ... ... ... 60

3 × c + 50 56 350 200 ... ... ... 230
5 × c − 70 −60 430 180 ... ... ... 230
Difference 116 80 20 ... ... ... 0

10. (a) 60 (b) 60 (c) 60

11. (a) 18 (b) 32 (c) 1

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 4] 385

10.2 Flow diagrams, number sentences and tables
Mathematical notes
A flow diagram is a way of representing a calculation plan that can be applied to many
different numbers. For example, the calculation plan 4 + c × 8 can be represented with
this flow diagram:

c ×8 +4
or

input number ×8 +4

Instead of using the placeholder c , the flow diagram can be expanded to show that
different input numbers are allowed:

×8 +4

Exactly the same information can also be represented with a formula, for example:
output number = 8 × input number + 4

Answers
1. Flow diagram A: 5 ® 3 280 2 ® 1 480 3 ® 2 080

2. Flow diagram B: 5 ® 171 000 2 ® 169 200 3 ® 169 800

3. R1 480

4. 3 nights

5. Number of nights × 600 + 280 Cost

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 4] 386

Teaching guidelines
The section as a whole comprises an investigation to establish under which circumstances
a certain hospital will be cheaper than another hospital. It amounts to answering the
following question:

For which values of c is 600 × c + 280 smaller than 620 × c + 100?

Answers
6. (a) R3 880 (b) R7 480

7. (a) R3 820 (b) R7 540

8. For a longer stay, Careplace is cheaper; for a shorter stay, Goodcare is cheaper.

9. Number of nights 1 2 3 4 5
C a re p la c e 880 1 480 2 080 2 680 3 280
G o o d ca re 720 1 340 1 960 2 580 3 200
T h u la re 960 1 460 1 960 2 460 2 960

6 7 8 9 10 11 12
3 880 4 480 5 080 5 680 6 280 6 880 7 480
3 820 4 440 5 060 5 680 6 300 6 920 7 540
3 460 3 960 4 460 4 960 5 460 5 960 6 460

10. For fewer than 9 nights, Goodcare works out cheaper, but for more than 9 nights,
Careplace is cheaper.

11. (a) R460

(b) Cost = 500 × the number of nights + 460

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 4] 387

Grade 5 Term 4 Unit 11 Probability
Learner Book Overview
Sections in this unit Content Pages in Learner Book
11.1 A coin-tossing experiment Investigate what happens for many events if there are two equally likely outcomes 346 to 347
11.2 Spinner Experiment 1 More experiments with and reflection on events with two equally likely outcomes 347 to 348
11.3 Spinner Experiment 2 Repeating an event with outcomes that are not equally likely 349

CAPS time allocation 2 hours

CAPS page references 31 and 208

Mathematical background
When a coin is tossed, one of two things can happen. Stated differently, there are two possible outcomes: the coin can come to rest on one side or on the other
side. The terms “heads” and “tails” are often used to distinguish the two sides of a coin. When a normal coin is tossed many times, there is no reason to expect
that the one outcome (heads) will occur more often than the other outcome (tails). We say the two possible outcomes are “equally likely” – this is a way of
saying that one would expect more or less the same number of heads and tails if a coin is tossed many times. The same applies to the rolling of a die, though in
this case there are six different equally likely outcomes.

When a coin is tossed (or when a die is rolled) once, it is impossible to predict with any confidence what the outcome of the event will be. Although the range
of possible outcomes is known, no grounds exist to predict that one outcome rather than another will occur. Any of the outcomes is exactly as likely to occur as
any other. Hence the outcome of the event is unpredictable. Such events are called random events.

Although the outcome of a random event is completely unpredictable, predictions can be made about approximately how often a particular outcome will
occur if the event is repeated many times. For example, if a coin is tossed many, many times, it will end up on one side for about half of the time and on the
other side for about half of the time. If an ordinary die is rolled many, many times, the number 4 (or any other number in the range 1, 2, 3, 4, 5, 6) can be
expected to occur roughly one sixth of the time. Suppose another die is not marked 1, 2, 3, 4, 5, 6 on its six faces, but red on one face, blue on two faces and
yellow on three faces. If such a coloured die is rolled many, many times, red can be safely predicted to come on top about 1 sixth of the time, blue to come on
top roughly one third of the time and yellow to come on top roughly half of the time.

The activities in this unit provide learners with experiences of repeated random events, with a view for them to experience that the different possible
outcomes happen approximately the same number of times.

Resources
Coins; cardboard for making spinners; scissors; sheets of A4 paper; red and blue colouring pencils or crayons
Note: To save classroom time, it will be better if you make the spinners and coloured sheets required for Sections 11.2 and 11.3 for your learners.

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 4] 388

11.1 A coin-tossing experiment
Mathematical notes
Random events (“probability”) can be investigated theoretically, by arguing logically.
For example, one may argue that if a die is rolled many times, roughly the same number
of each of the six different possible outcomes may occur. Random events can also be
investigated empirically, by performing the events repeatedly and analysing the
actual outcomes. Learners are engaged in both theoretical and empirical investigations
of random events in this unit.
In question 1, learners are invited to think theoretically about tossing a coin. In
question 2 they engage empirically with the same questions.
Tallies are indicated by drawing a line for every occurrence. Every fifth line crosses the
four preceding lines so that five lines can easily be counted. Counting the tallies gives the
frequencies, which are expressed as numbers, for example 11 and 9.

Teaching guidelines
It may be necessary to explain the meaning of question 1(a) to learners. It means: “If you
toss the coin 20 times, how many times do you think it will land on the one side, and how
many times do you think it will land on the other side?”
The purpose of questions 1 and 2 is to allow learners to develop a sense of what
happens when a random event is repeated many times: the different outcomes happen
approximately the same number of times, but not necessarily exactly the same number of
times. Learners are not expected to produce any specific explanations in questions 1(c) and
2(b); the purpose of these questions is only to induce them to think about what may
happen when a random event is repeated many times.

Notes on questions
The purpose of question 1 is not to assess whether learners know supposedly correct
answers. The purpose is to entice the learners into making a prediction (hypothesis),
which they will then investigate in questions 2 and 3.

Answers
1. (a) to (c) Learners who suggest that heads and tails are equally likely as results and
hence that heads and tails should each come up more or less half the time,
demonstrate good intuitions about random events.
2. (a) Answers will vary, but the fractions closer to 10
20 are more likely.
(b) Individual results. Learners will probably have different results.
No, any specific result is unlikely because any two learners are unlikely to get the
same result.

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 4] 389

Answers
3. (a) and (b) Answers will differ. The results will be in eightieths. It should be fairly
close to 40 heads and 40 tails. The more times the coin is tossed, the more likely it
is that the distribution will be close to 50% heads and 50% tails.
(c) Individual answers. The purpose of the question is only to induce learners to
think about what may happen when a random event is repeated many times.

11.2 Spinner Experiment 1

Teaching guidelines
To save classroom time, it would be best if you make the spinners and colour the sheets
beforehand.
Shorter pencils work better. The pencil should be inserted perpendicularly (at 90 degrees)
through the centre of the cardboard square. The centre is at the point where the diagonals
(lines connecting opposite corners) cross.
During the experiment one of the sides of the cardboard square will end up touching the
page. The midpoints of the sides are indicated by dots/marks. The colour on which the
dot/mark lands, is the result (outcome) of the spin.
Approximately equal numbers of blue and red landings will be obtained.
A typical tally table for 20 spins will look like this:

Red Blue

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 4] 390

Teaching guidelines
Explain to learners that the phrases “outcomes of Spinner Experiment 1” in question 1(d)
and “results of Spinner Experiment 1” in question 2 refer to the combination of all 20
outcomes – one outcome each time the spinner is spun.
The purpose of questions 1 to 3 is again to allow learners to develop a sense of what
happens when a random event is repeated many times: the different outcomes happen
approximately the same number of times, but not necessarily exactly the same number of
times.

Answers
1. (a) Yes. If you put the spinner in the middle of one of the quarters of the page, it
might end up in that quarter more often. We put the spinner in the centre to
make the chances even.
(b) No, as long as it goes around enough times.
(c) No, it will not matter. The area hasn’t changed, therefore red and blue are still
equally likely as results.
(d) Red and blue could be divided respectively 20-0 (very, very unlikely), 19-1, 18-2,
17-3, 16-4, 15-5, 14-6, 13-7, 12-8, 11-9, 10-10, 9-11, 8-12, 7-13, 6-14, 5-15, 4-16,
3-17, 2-18, 1-19 or 0-20 (very, very unlikely).
0
2. Individual results. The fractions will vary between 20 (“0 out of 20”) and 20
20 . Fractions
close to 10 9 11 8 12
20 , like 20 , 20 , 20 and 20 , will occur more often than fractions further away
from 10 5 16
20 , like 20 and 20 .

3. (a) to (c) A typical distribution for 45 learners might look like this:

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

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 4] 391

11.3 Spinner Experiment 2
Mathematical notes
The chances that the spinner will land on any of the four quarters are equal. However,
because three of the quarters are now red, one would expect the spinner to land on red
approximately 3 out of every 4 times.

Answers
1. (a) For every spin, red and blue are the possible outcomes. The possible outcomes for
20 spins range from 0 out of 20 red to 20 out of 20 red (or blue).
(b) Hopefully learners will argue that since 3 of the 4 equally likely outcomes are now
red, the outcome of Spinner Experiment 2 will be different. The spinner can be
expected to land on red about 3 times as often as on blue.
2. (a) A group of five will have data of 100 spins.
(b) Group answer in hundredths

MATHEMATICS GRADE 5 TEACHER GUIDE [TERM 4] 392

Addendum
General resources
Place value cards for learners ........................................................................................ 394
Place value cards for teachers ....................................................................................... 398
Square grid paper (1 cm × 1 cm) .................................................................................. 412
Graph paper / Square grid paper (0,5 cm × 0,5 cm) ..................................................... 413
Graph paper ................................................................................................................. 414
Dotted paper ................................................................................................................ 415
A model for teaching conversion of units ...................................................................... 416
Rulers ........................................................................................................................... 417

Resources for specific activities

Term 1 Unit 6: Section 6.4, question 5 .......................................................................... 417
Term 1 Unit 6: Section 6.4, question 7 .......................................................................... 418
Term 2 Unit 5: Section 5.1, question 1 .......................................................................... 419
Term 2 Unit 5: Section 5.1, question 3 .......................................................................... 420
Term 4 Unit 3: Section 3.2, question 2 .......................................................................... 421
Term 4 Unit 3: Section 3.2, question 4 .......................................................................... 422
Term 4 Unit 4: Section 4.2, question 1 .......................................................................... 423
Term 4 Unit 4: Section 4.3, question 1 .......................................................................... 424
Term 4 Unit 5: Section 5.3, Additional learning activity ................................................. 425
Term 4 Unit 7: Section 7.1, question 1 .......................................................................... 425
Term 4 Unit 6: Section 6.2, question 1 .......................................................................... 426

MATHEMATICS GRADE 5 TEACHER GUIDE [ADDENDUM] 393

100 10000
200 90 80 1
300 70 60 2
400 50 40
MATHEMATICS GRADE 5 TEACHER GUIDE [ADDENDUM]
Place value cards
for learners
(4 pages = 1 set)

394
500 30 20 3
600 10 4 5 6
700 1000 7
800 900 8 9
MATHEMATICS GRADE 5 TEACHER GUIDE [ADDENDUM] 395
2000 3000
4000 5000
6000 7000
8000 9000
MATHEMATICS GRADE 5 TEACHER GUIDE [ADDENDUM] 396
20000 30000
40000 50000
60000 70000
80000 90000
MATHEMATICS GRADE 5 TEACHER GUIDE [ADDENDUM] 397
1000 Place value cards
for teachers
(14 pages = 1 set)

100 10
MATHEMATICS GRADE 5 TEACHER GUIDE [ADDENDUM] 398
200 20
300 30
MATHEMATICS GRADE 5 TEACHER GUIDE [ADDENDUM] 399
400 40
500 50
MATHEMATICS GRADE 5 TEACHER GUIDE [ADDENDUM] 400
600 60
700 70
MATHEMATICS GRADE 5 TEACHER GUIDE [ADDENDUM] 401
800 80
900 90
MATHEMATICS GRADE 5 TEACHER GUIDE [ADDENDUM] 402
2000 1
3000 2
MATHEMATICS GRADE 5 TEACHER GUIDE [ADDENDUM] 403
4000 3
5000 4
MATHEMATICS GRADE 5 TEACHER GUIDE [ADDENDUM] 404
6000 5
7000 6
MATHEMATICS GRADE 5 TEACHER GUIDE [ADDENDUM] 405
8000 7
9000 8
MATHEMATICS GRADE 5 TEACHER GUIDE [ADDENDUM] 406
10000
20000
MATHEMATICS GRADE 5 TEACHER GUIDE [ADDENDUM] 407
30000
40000
MATHEMATICS GRADE 5 TEACHER GUIDE [ADDENDUM] 408
50000
60000
MATHEMATICS GRADE 5 TEACHER GUIDE [ADDENDUM] 409
70000
80000
MATHEMATICS GRADE 5 TEACHER GUIDE [ADDENDUM] 410
90000
9
MATHEMATICS GRADE 5 TEACHER GUIDE [ADDENDUM] 411
Square grid paper (1 cm × 1 cm)

MATHEMATICS GRADE 5 TEACHER GUIDE [ADDENDUM] 412

Graph paper / Square grid paper (0,5 cm × 0,5 cm)

MATHEMATICS GRADE 5 TEACHER GUIDE [ADDENDUM] 413

Graph paper

MATHEMATICS GRADE 5 TEACHER GUIDE [ADDENDUM] 414

Dotted paper

MATHEMATICS GRADE 5 TEACHER GUIDE [ADDENDUM] 415

A model for teaching conversion of units (TG pp. 117, 162, 235)
“The purpose of this remediation is to provide guidance on minimising errors on conversions. Emphasis should be placed on practical demonstrations to show
the relationship between different units of measurement.

The following steps could be used to remedy the problems encountered in conversions of units. When teaching conversions, emphasis must be placed on
multiplication by a thousand since ‘kilo’ means thousand and ‘milli’ means one thousandth.

The following model may be used to teach conversion of units:

The model shows intervals of milli (grams/litres/metres) up to kilo (grams/litres/metres). The intervals range in units of tens, for example converting from
centi to milli, one would need to multiply by ten and from milli to centi one would need to divide by ten; thus 1 centimetre = 10 millimetres and
1 millimetre = 0,1 centimetre. Similarly, it is noticeable in the model that from kilo to the basic unit (metre/litre/gram) one needs to multiply by a thousand
and vice versa; thus 1 kilogram = 1 000 grams and 1 000 grams = 0,001 kilogram.

The following mnemonic may be used for learners to remember the order of the units of measurement: Kids Have Dreams Making Dad Chocolate Muffins.”

Extract from: DBE (2015). Annual National Assessment of 2014. Diagnostic report. Intermediate and Senior Phases. Mathematics. Government Printers.
Pretoria, p. 37

MATHEMATICS GRADE 5 TEACHER GUIDE [ADDENDUM] 416

Rulers

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

0 10 20 30 40 50 60 70 80 90 100 110 120 130 140 150 160 170 180 190 200

%
Term 1 Unit 6: Section 6.4, question 5 (TG p. 79; LB p. 73)

MATHEMATICS GRADE 5 TEACHER GUIDE [ADDENDUM] 417

Term 1 Unit 6: Section 6.4, question 7 (TG p. 79; LB p. 73)

MATHEMATICS GRADE 5 TEACHER GUIDE [ADDENDUM] 418

Term 2 Unit 5: Section 5.1, question 1 (TG p. 171; LB p. 157)

30 × 8 = 30 × 10 = 30 × 2 = 30 × 5 =

70 × 7 = 70 × 8 = 70 × 10 = 70 × 2 =

80 × 6 = 80 × 7 = 80 × 8 = 80 × 10 =

50 × 4 = 50 × 6 = 50 × 7 = 50 × 8 =

20 × 9 = 20 × 4 = 20 × 6 = 20 × 7 =

90 × 3 = 90 × 9 = 90 × 4 = 90 × 6 =

60 × 5 = 60 × 3 = 60 × 9 = 60 × 4 =

40 × 2 = 40 × 5 = 40 × 3 = 40 × 9 =

10 × 10 = 10 × 2 = 10 × 5 = 10 × 3 =

30 × 3 = 30 × 9 = 30 × 4 = 30 × 6 = 30 × 7 =

70 × 5 = 70 × 3 = 70 × 9 = 70 × 4 = 70 × 6 =

80 × 2 = 80 × 5 = 80 × 3 = 80 × 9 = 80 × 4 =

50 × 10 = 50 × 2 = 50 × 5 = 50 × 3 = 50 × 9 =

20 × 8 = 20 × 10 = 20 × 2 = 20 × 5 = 20 × 3 =

90 × 7 = 90 × 8 = 90 × 10 = 90 × 2 = 90 × 5 =

60 × 6 = 60 × 7 = 60 × 8 = 60 × 10 = 60 × 2 =

40 × 4 = 40 × 6 = 40 × 7 = 40 × 8 = 40 × 10 =

10 × 9 = 10 × 4 = 10 × 6 = 10 × 7 = 10 × 8 =

MATHEMATICS GRADE 5 TEACHER GUIDE [ADDENDUM] 419

Term 2 Unit 5: Section 5.1, question 3 (TG p. 172; LB p. 158)

× 2 4 8 3 6 5 10 9 7

10

50

90

80

40

20

30

60

70

MATHEMATICS GRADE 5 TEACHER GUIDE [ADDENDUM] 420

Term 4 Unit 3: Section 3.2, question 2 (TG p. 329; LB p. 294)

MATHEMATICS GRADE 5 TEACHER GUIDE [ADDENDUM] 421

Term 4 Unit 3: Section 3.2, question 4 (TG p. 330; LB p. 295)

MATHEMATICS GRADE 5 TEACHER GUIDE [ADDENDUM] 422

Term 4 Unit 4: Section 4.2, question 1 (TG p. 340; LB p. 304)

MATHEMATICS GRADE 5 TEACHER GUIDE [ADDENDUM] 423

Term 4 Unit 4: Section 4.3, question 1 (TG p. 342; LB p. 306)

0 1 2 3

0 1 2

0 1 2 3

0 2 4

MATHEMATICS GRADE 5 TEACHER GUIDE [ADDENDUM] 424

Term 4 Unit 5: Section 5.3 Term 4 Unit 7: Section 7.1, question 1
Additional learning activity (TG p. 351) (TG p. 370, LB p. 331)
Which of the rectangles below are enlargements or reductions of the
shaded rectangle?
In each case, explain why you think it is, or why it is not.
10

8
A
7

B C 3

A B C D E F G H I J

D E
%

MATHEMATICS GRADE 5 TEACHER GUIDE [ADDENDUM] 425

Term 4 Unit 6: Section 6.2, question 1 (TG p. 360; LB p. 323)

MATHEMATICS GRADE 5 TEACHER GUIDE [ADDENDUM] 426