Ministry of Education

and Sports

HOME-STUDY
LEARNING
M A R
I

7
Y
P R

MATHEMATICS
Au g u st 2 0 2 0
Published 2020

This material has been developed as a home-study intervention for schools during the
lockdown caused by the COVID-19 pandemic to support continuity of learning.

Therefore, this material is restricted from being reproduced for any commercial gains.

National Curriculum Development Centre

P.O. Box 7002,
Kampala- Uganda
www.ncdc.go.ug
 FOREWORD

Following the Outbreak of the CoVID-19 Pandemic, Government of Uganda

closed all schools and other educational institutions to minimize the spread
of the coronavirus. This has affected more than 36,314 primary schools, 3129
secondary schools, 430,778 teachers and 12,777,390 learners.
The COVID-19 outbreak and subsequent closure of all has had drastically
impacted on learning especially curriculum coverage, loss of interest in education
and learner readiness in case schools open. This could result in massive rates of
learner dropouts due to unwanted pregnancies and lack of school fees among
others.
To mitigate the impact of the pandemic on the education system in Uganda, the
Ministry of Education and Sports (MoES) constituted a Sector Response Taskforce
(SRT) to strengthen the sector’s preparedness and response measures. The SRT
and National Curriculum Development Centre developed print Home- Study
Materials, radio and television scripts for some selected subjects for all learners
from Pre-Primary to Advanced level. The materials will enhance continued
learning and learning for progression during this period of the lockdown, and will
still be relevant when schools resume.
The materials focused on critical competences in all subjects in the curricula to
enable the learners to achieve without the teachers’ guidance. Therefore effort
should be made for all learners to access and use these materials during the
lockdown. Similarly, teachers are advised to get these materials in order to plan
appropriately for further learning when schools resume, while parents/guardians
need to ensure that their children access copies of these materials and use them
appropriately.
I recognise the effort of National Curriculum Development Centre in responding
to this emergency through appropriate guidance and the timely development of
these home study materials. I recommend them for use by all learners during the
lockdown.

Alex Kakooza
Permanent Secretary
Ministry of EDUCATION AND SPORTS
ACKNOWLEDGEMENTS

National Curriculum Development Centre (NCDC) would like to express its

appreciation to all those who worked tirelessly towards the production of
home–study materials for Pre-Primary, Primary and Secondary Levels of
Education during the COVID-19 lockdown in Uganda.

The Centre appreciates the contribution from all those who guided
the development of these materials to make sure they are of quality;
Development partners - SESIL, Save the Children and UNICEF; all the
Panel members of the various subjects; sister institutions - UNEB and DES
for their valuable contributions.

NCDC takes the responsibility for any shortcomings that might be

The comments and suggestions may be communicated to NCDC through

P.O. Box 7002 Kampala or email [email protected] or by visiting our
website at http://ncdc.go.ug/node/13.

Grace K. Baguma
Director,
National Curriculum Development Centre
ABOUT THIS BOOKLET

Dear learner, welcome to this home-study material which has been

prepared for you. The material covers content for term 1, II and
III.

The content covered has been carefully written covering the

different topics in the syllabus. This is an addition to what you had
learnt before schools were closed due to outbreak of COVID-19.
The content is arranged using simple steps for your understanding.
The activities provided in each topic are organised in such a way
that they will enable you to relate with your local environment.

The content is organised into lessons. Each lesson has activities

and summary notes that help you to understand the concepts.
Some lessons have projects that you need to carry out at home
during this period. You are encouraged to work individually as you
do the practical and interactive activities.

Feel free to try out all the activities in this material.

Enjoy learning
 SELF-STUDY LEARNING

P.7 SELF STUDY MATERIAL

TERM TWO

TOPIC: FRACTIONS

Lesson 1: Expressing fractions as decimals and vice versa.

In this lesson you will:

• Express fractions as decimals.

• Express decimals as fractions.

You will need:

• A pen
• A book

Introduction:

Fractions are used in our daily life in many ways. Musicians use them to write music
notes in the pieces they compose. In this lesson you will learn writing fractions as
decimals and vice versa. Fractions are used in many ways, in telling time, each minute
is a fraction of the hour, in baking, to know the fraction of each ingredient. Fractions
and decimals both help in describing parts of a whole. The fractions are expressed as
decimals by carrying out division of the ratio. The decimals are also expressed as
fractions in terms of tenths, hundredths and thousandths.

Step 1: Look at these examples;

Write these as decimals;

1.
7
10

This means 7 divide into 10 parts.

7
10

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 MATHEMATICS | PRIMARY SEVEN

Method 1
0 .7
10 7

0 × 10 = - 0
70
7 × 10 = - 70
00

Method 2

(a) Find the number you have to multiply by the denominator to make it 10, or 100
or any 1 followed by 0’s.
In this case the number is 1
(b) Multiply the Numerator and denominator by that number.
=
7 ×1 7
10 ×1 10

(c) Then write down just the numerator, putting the decimal point in the correct
place (One space from the right hand side for every zero in the denominator)
= 0.7
7
10

2. Write as a decimal fraction.

3
20

(a) Find the number you have to multiply by the denominator to make it 10, or 100
or any 1 followed by 0’s.
Multiples of 20; 20, 40, 60, 80, 100; Since 100 is the 5th multiple of 20,
The number is 5
(b) Multiply the Numerator and denominator by that number.
=
3×5 15
20 × 5 100

(c) Then write down just the numerator, putting the decimal point in the correct
place (One space from the right hand side for every zero in the denominator)

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 SELF-STUDY LEARNING

= 0.15
15
100

3. Write 0.125 as a common fraction.

0.125 has 3 places of decimals. So, to change it to a fraction you express it
As .
125
1000

And should be reduced to its lowest form as shown below.

125
1000

= = =
125 ÷5 25 ÷5 5 ÷5 1
1000 ÷5 200 ÷5 40 ÷5 8

Exercise

a) Write the following as decimals.

(i)
𝟑𝟑𝟑𝟑
𝟓𝟓𝟓𝟓

(ii)
𝟑𝟑𝟑𝟑
𝟒𝟒𝟒𝟒

(iii)
𝟕𝟕𝟕𝟕
𝟏𝟏𝟏𝟏𝟏𝟏𝟏𝟏

(iv)
𝟏𝟏𝟏𝟏𝟏𝟏𝟏𝟏
𝟐𝟐𝟐𝟐𝟏𝟏𝟏𝟏

b) Write the following as common fractions.

(i) 0.25
(ii) 0.2
(iii) 0.15
(iv) 0.45

Lesson 2: Writing fractions as recurring decimals and vice versa.

In this lesson you will:

• Write fractions as recurring decimals.

• Write recurring decimals as common fractions.

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 MATHEMATICS | PRIMARY SEVEN

You will need:

• A pen
• A book

Introduction:

In the previous lesson you wrote fractions as decimals. In this lesson you will learn
writing fractions which do not end their divisions as decimals and vice versa. To show
the recurring digits, we put a dot on the recurring digits, a bar above all the recurring
digits or 3 dots after the recurring digits. For example, 0.6, 0.6, 0.666…

Step 1:

Fractions which end their division are called terminating and those that do not end
are known as repeating or recurring decimals.

Now study the examples below.

1. Write as a recurring decimal.

2
3
0 .66
.
3 2

0×3=-0
20
3 × 6 = - 18
20
3 × 6 = - 18
2

So, = 0.666…
2
3

2. Express 0.7272… as a common fraction.

Let x = 0.7272…
The recurring digits are two, covering hundredth. So, multiply by 100 throughout.

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 SELF-STUDY LEARNING

100 × 𝑥𝑥𝑥𝑥= 0.7272 × 100

100𝑥𝑥𝑥𝑥 = 72.72…
- 𝑥𝑥𝑥𝑥 = 0.72…
- 99𝑥𝑥𝑥𝑥 = 72
=
99𝑥𝑥𝑥𝑥 72
99 99

=
72 ÷9 8
𝑥𝑥𝑥𝑥 =
99 ÷9 11
8
𝑥𝑥𝑥𝑥 =
11
Exercise
(a). Express the following as recurring decimals.
(i) .
1
6

(ii)
5
9

(iii)
2
11

(iv)
3
7

(b). Write the following as common fractions.

(i) 0.222…
(ii) 0.555…
(iii) 0.3636…
(iv) 0.4545…

Lesson 3:Rounding off decimals up to hundred thousandths.

In this lesson you will:
• Read and write decimals
• Round off decimals.

You will need:

• A pen
• A book
• A ruler

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 MATHEMATICS | PRIMARY SEVEN

Introduction:

We round off decimals to a certain number of decimal places. For example, to round
off a number to the nearest tenths, look at the next place value to the right (the
hundredths). Rounding off makes calculation easier to do and results easier to
understand. From the point, the first place is tenths. The place value of decimals
increase going on the left. In this lesson, we are going to learn rounding off
decimals to a hundred thousandths.

Step 1: Draw a number line, Put 11 marks on it and number these marks from

0, 0.1, 0.2 --- 1.

0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1

Write down the decimals that are nearer to 0 and those that are nearer to 1.

Nearer to 0: 0.1, 0.2, 0.3, and 0.4

Nearer to 1: 0.5, 0.6, 0.7, 0.8, 0.9

Step 2: Now look at these examples.

1. Round off 3. 675 to nearest tenths

(a) Identify the digit in the tenths place value.
It is 6
(b) Look at the digit in the next place value to its right.
It is 7
(c) Since the digit is 7, we round up by adding 1 to the tenths place value digit.

3. 6 7 5
+1
3. 7 0 0 ≅ 3.7

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 SELF-STUDY LEARNING

2. Round off 0.76342 to the nearest ten thousandths.

The digit in the ten thousandths place is 4 and the digit on its right is 2. The digit
being rounded remains the same if the digit on its right is 0, 1, 2, 3, or 4. It is rounded
up if the digit to the right is 5, 6, 7, 8 or 9.
0.7 6 3 4 2
+ 0
0.7 6 3 4 0 ≅ 0.7634

3. Round off 3.352897 to the nearest hundred thousandths.

The digit in the hundred thousandths is 9 and the one on its right is 7.
7 is in the upper limit so we take 1 to the digit in the required place value.
3. 3 5 2 8 9 7
+1

3. 3 5 2 9 0 0 ≅ 3.35290

Exercise

Round off:

(i) 0.462 to the nearest tenths.

(ii) 9.36675 to the nearest ten thousandths.
(iii) 0.004998 to the nearest hundred thousandths.
(iv) 6.367854 to the nearest hundred thousandths.
(v) 4.021136 to the nearest hundred thousandths.

Lesson 4: Application of Fractions.

In this lesson you will:

• Read and interpret problems involving fractions

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 MATHEMATICS | PRIMARY SEVEN

• Solve problems Involving Fractions.

You will need:

• A pen
• A Book
• A paper

Introduction:

In primary six you dealt with the four operations on fractions. In this lesson you are
going to apply these operations in solving word problems on fractions.

Step 1: Activity

Draw a rectangle, divide it into thirds vertically, shade and divide the unshaded
1
3

parts into 2 halves. What fraction of the whole rectangle is one of the unshaded parts?

So, the fraction

1
6

Step 2: Now study this example.

1. A cyclist covered of the journey for 15 minutes and rest of the journey for 20
1
3

minutes. What fraction of the journey did he cover in 20 minutes?

(a) The journey is a whole cut into 3 parts as shown;

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 SELF-STUDY LEARNING

(b) If you shade 1 part covered in 15 minutes, you remain with 2 parts.

So, the fraction covered in 20 minutes is

2
3

2. A man spends of his salary on fees, of the remainder on rent and saves the rest.
1 1
3 4

(i) What fraction does he save?

Fraction on fees is
1
3

Fraction left =1- = - =

1 3 1 2
3 3 3 3

Fraction on rent = of the remainder

1
4

= ×
1 2
4 3

= × = =
1 2 2 1
4 3 12 6

Total fraction spent on fees and rent = +

1 1
3 6

= = =
2 + 1 3 1
6 6 2

Fraction saved=1--
1
2

=
1
2

(ii) If he saves Sh.60, 000, what was his salary?

If of his salary =Sh.60, 000, then

1
2

= 𝑥𝑥𝑥𝑥 =Sh.60, 000

1
2

2× 𝑥𝑥𝑥𝑥=Sh.60, 000× 2
1
2

𝑥𝑥𝑥𝑥=Sh.120, 000

So his salary is Sh.120, 000

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 MATHEMATICS | PRIMARY SEVEN

Exercise

1. of the books were given to one school and of the remainder to another school.
1 1
3 2

How many books were there if 140 books remained?

2. Peter sold of the birds and gave out of what was left. What fraction remained?
2 1
3 3

3. Moses was given Sh.30, 000 for a tour. He spent of it on transport, of the
1 1
2 3

remainder on Lunch and the rest was for entries. How much money did he pay for
Lunch?

4. Odongo paid off of his money to his sons and of what was left to the daughters.
3 1
4 2

If he remained with Sh.40, 000, how much was paid to the daughters?

5. Out of Owuma‘s shirts in the case, are clean, of the remainder are torn and dirty.
1 1
3 4

If he has 3 good clean shirts, how many shirts are in the case?

Lesson 5: More application on fractions

In this lesson you will:

• Read and interpret problems involving fractions

• Solve problems Involving application of Fractions.

You will need:

• A pen
• A book

Introduction:

In Primary six you added, multiplied and divided fractions. In this lesson you are
going to use that knowledge in working out problems on application of fractions.

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 SELF-STUDY LEARNING

Step 1:

Now look at these examples

1. If the product of 2 members is and one of them is , find the other number.
1 2
3 5

(a) We shall take the missing number to be y.

So, × 𝑦𝑦𝑦𝑦=
2 1
5 3

𝑦𝑦𝑦𝑦 = Find the LCM of 5 and 3 and multiply it on both sides.

2 1
5 3
2 1
𝑦𝑦𝑦𝑦 ×15= ×15
5 3

=
30𝑦𝑦𝑦𝑦 15
5 3

6𝑦𝑦𝑦𝑦= 5 divide both 5 sides by 6

=
6𝑦𝑦𝑦𝑦 5
6 6

𝑦𝑦𝑦𝑦 = The other number is

5 5
6 6

2. It takes an hour to make a shirt. How many shirts will be made in 3 hours?
1 1
3 3

In 1 hour we have 3 thirds

In 3 hours we shall have 3× 3= 9 thirds
In 3 hours we have 9+1= 10 thirds
1
3

So, 10 shirts can be made in 3 hours.

1
3

Working (ii):
3 ÷
1 1
3 3
10 1
÷
3 3
10 3
×
3 1
=10 shirts
30
3

3. Two taps are connected to a tank of water. Tap A takes 12 minutes to fill the tank
and tap B takes 4 minutes to fill the same tank.

(a). How long will it take both taps to fill the tank?

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 MATHEMATICS | PRIMARY SEVEN

Formula for both filling=

𝑃𝑃𝑃𝑃𝑃𝑃𝑃𝑃𝑃𝑃𝑃𝑃𝑃𝑃𝑃𝑃𝑃𝑃𝑃𝑃𝑃𝑃𝑃𝑃𝑃𝑃𝑃𝑃
𝑆𝑆𝑆𝑆𝑃𝑃𝑃𝑃𝑆𝑆𝑆𝑆

= = = 3 minutes
12 ×4 12 ×4 48
12+4 16 16

(b). Instead of filling, tap B draws out water, how long will it take to fill the tank?

Formula for filling and taking away=

𝑃𝑃𝑃𝑃𝑃𝑃𝑃𝑃𝑃𝑃𝑃𝑃𝑃𝑃𝑃𝑃𝑃𝑃𝑃𝑃𝑃𝑃𝑃𝑃𝑃𝑃𝑃𝑃
𝐷𝐷𝐷𝐷𝐷𝐷𝐷𝐷𝐷𝐷𝐷𝐷𝐷𝐷𝐷𝐷𝐷𝐷𝐷𝐷𝑃𝑃𝑃𝑃𝐷𝐷𝐷𝐷𝐷𝐷𝐷𝐷𝑃𝑃𝑃𝑃𝐷𝐷𝐷𝐷

=
12 ×4
12−4

= =
12 ×4 48
8 8

= 6 minutes
Step 3: Now you can try these numbers.
1. If of a number is 5 , what is the number?
2 1
3 3

2. A kilometer is about of a mile. How many km are in 20 miles?

5
8

3. The product of two numbers is . If one of the numbers is . Find the other number.
8 2
15 3

4. How many pieces of string metres long can be cut from 40 metres?
1
4

5. One tap fills a tank in 8 minutes and another in 4 minutes. How long will both take to
fill the same tank?
6. Pipe A fills a barrel with water in 15 minutes and pipe B fills in 7 minutes. How long
will it take to fill the barrel if both pipes are opened?

Lesson 6: Ratios and Proportions

In this lesson you will:

• Work out word problems on ratios

• Work out problems on direct proportion.

You will need:

• A pen
• A book

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 SELF-STUDY LEARNING

Introduction:

Direct proportions show the relationship between 2 variables when their ratio is equal
to a constant value. The relationship between things, the things have to be related in
way that if we double one, the other doubles as well. If we raise the quantity of one
quantity the other raises as well. The relationship is, direct proportions appear
regularly in our everyday lives. In this lesson, you will learn about direct proportions.

Step 1:

Now look at these examples.

1. 3 hens cost Sh.21, 000. What is the cost of 10 hens?

3 hens cost Sh.21, 000
1 hen costs =Sh.7000
𝑆𝑆𝑆𝑆ℎ.21,000
3

So, 10 hens will cost 10 ×Sh.70, 000

2. A car uses 3 litres to move a distance of 21km. How many litres will be needed to
move 98km?
On 3 litres it goes 21km
Now on 1litre it will go 21km ÷ 3 litres= 7km.
If it is to go 98km then number of litres needed will be 98 ÷ 7=14 litres
3. There are 120 pupils in a primary school. The ratio of boys to girls is 7: 5. How many
boys are there?
Total ratio of pupils =7+5 =12
Number of boys as a fraction =
7
12

Number of boys = × 120 pupils in the whole class

7
12

× 120 = = 70 boys
7 840
12 12

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 MATHEMATICS | PRIMARY SEVEN

4. A can of hot porridge had a mixture of flour, milk and sugar in the ratio 5: 3: 2
respectively. If there were 6kg of milk used, how many kg were for sugar?
Flour : Milk : Sugar
5 :3 : 2
Number of parts (ratio) for milk = 3
So 3 parts rep.6 kg
1 part rep. =2 kg
6 𝑘𝑘𝑘𝑘𝑘𝑘𝑘𝑘
3

Number of parts for sugar =2

1 part rep. 2 kg
Therefore 2 parts for sugar = 2×2
= 4 kg
Exercise
1. 2 mangoes cost Sh.2, 000. What is the cost of 9 mangoes?
2. A taxi uses 6 litres of petrol to cover 30km. How many litres will be needed to travel
100km?
3. A boy bought 5 books at Sh.5, 000. How many books can one get with Sh.20, 000?
4. If 3 people pay Sh.30, 000 for transport from Seeta to Kampala, how much will 14
people pay?
5. In a class of 30 pupils, the ratio of boys to girls is 2:3. How many girls are in this class?
6. A wheelbarrow carries a mixture of 80kg of sand, stone and cement in the ratio 9:7:4.
How much sand is in the mixture?

Lesson 7: Inverse Proportion

In this lesson you will:

• Read and interpret problems involving fractions
• Solve problems Involving application of Fractions.

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 SELF-STUDY LEARNING

You will need:

• A pen
• A book

Introduction:

Inverse proportion occurs when one value increases and the other decreases. For
example, more workers on a job would reduce the time to complete the task.
Equations involving inverse proportions can be used to calculate other values. In this
lesson you will learn about inverse proportion.

Step 1:

Now look at this example.

1. 2 men can dig a path in 50 minutes. How long will 5 men take?
2 men take 50 minutes
1 man takes (2×50) minutes (we multiply)
So, 5 men will take = = 20 minutes
2 ×50 100
5 5

2. 15 boys can do the work in 7 days. How many boys will finish the work in 3 days?
Let the number of boys taking 3 days be m
15 boys take 7 days
1 boy takes (15×7) days we multiply
m boys take 3 days
So, =3
15 × 7
𝑆𝑆𝑆𝑆

=3 × 𝑚𝑚𝑚𝑚 eliminate the fraction by multiplying m on both sides.

15 × 7
𝑚𝑚𝑚𝑚 ×
𝑆𝑆𝑆𝑆

15×7= 3× 𝑚𝑚𝑚𝑚
105=3𝑚𝑚𝑚𝑚
=
105 3𝑆𝑆𝑆𝑆
3 3

35= 𝑚𝑚𝑚𝑚
They will be 35 boys to do the work in 3 days.

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 MATHEMATICS | PRIMARY SEVEN

Exercise:
1. 21 men take 6 hours to dig a garden. How long will 10 men take?
2. 12 girls can build a wall in 5 days. How many days will 8 girls take?
3. 21 men take 6 days to dig a pit. How long will 7 men take to do the same work?
4. 15 girls take 20 hours to mop the main hall. How many hours will 25 girls take?
5. It takes 24 women 3 days to clear a shamba. How long would it take 4 women to do
the same job?

Lesson 8: Percentages

In this lesson you will:

• Calculates percentages
• Solve problems involving percentages

You will need:

• A pen
• A book

Introduction:

In your P.6 you learnt about percentages. Percentages are fractions with
denominator 100. Percentages provide results in the form of parts per 100 that is
usually more readily understandable and comparable than when the information is
presented as real values. Percentages can be compared more easily than fractions.
Therefore, percentages are very important in our daily life. In this lesson you will
learn how to solve problems involving percentages in our daily life situations.

Step1:

Now look at this example.

1. If 30% of my goats are He goats and 63 are She goats. How many goats do I have?

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 SELF-STUDY LEARNING

He goats are 30%

She goats are (100- 30) % =70%

Remember, Number of She goats are 63

So 70% rep. 63 goats.

Now, 1% will rep.

63
70

% for all the goats is 100%

Total number of goats will be = × 100

63
70

=
630
70

=90 goats

Exercise

1. If 20% of my salary is spent on food, and I save Sh.10, 000. What is my salary?
2. If 30% of my daily income is spent on fees and I save Sh.21, 000. What is my Income?
3. After walking 20% of her journey, Jane still had 160 km to go. How long was the
journey?
4. 60% of Okumu’s land is used for cassava and the remaining 80 acres are used for
coffee. How big is Okumu’s land?
5. A cyclist rode 40% of her journey before she rested. She still had 12km to cover. How
long was her journey?

Lesson 9: Percentage Increase and Decrease

In this lesson you will:

• Calculates percentage increase and decrease.

• Work out problems on percentage Increase and Decrease.

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 MATHEMATICS | PRIMARY SEVEN

You will need:

• A pen
• A book

Introduction:

In the previous, you learnt how to calculate remaining percentages and quantities
of percentages. In this lesson you will learn how to calculate percentage increase
and percentage decrease. We calculate percentage increase or decrease by getting
the difference between the two quantities as you compare the New and Original
quantity; we divide the increase or decrease by the original and multiply the answer
by 100.

Step 1: Now look at these examples.

1. The number of eggs was increased from 16 to 20. Find the percentage increase.
(a) Work out the increase;
Increase = 20 – 16 = 4
(b) Divide the increase by the original number
4
16

(c) Multiply the answer by 100

× 100
4
16

So, Percentage increase = 25%

2. When 240 is decreased, it becomes 192. Calculate the percentage decrease.

(a) Work out the decrease;
Increase = 240 – 192 = 48
(b) Divide the increase by the original number
48
240

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 SELF-STUDY LEARNING

(c) Multiply the answer by 100

× 100
48
240

So, Percentage increase = 20%

Exercise
1. When 200 is increased, it becomes 280. By what percent has it been increased?
2. By what percentage will sh. 16000 be decreased to sh.14800?
3. Moses priced his bicycle at sh. 200,000. Ali paid sh.240,000. Find Moses’ percentage
profit.
4. Lubega’s salary was sh.100,000 it was reduced to sh.85,000. Find the percentage
decrease in his salary.

Lesson 10: Finding the original number after Increase or Decrease

In this lesson you will:

• Read and comprehend word problems.

• Calculate the original number after percentage increase or decrease

You will need:

• A pen
• A book

Introduction:

In your previous lesson you looked at percentage increase and decrease. In this
lesson you will learn about finding the number that has been increased or decreased.

Step 1:Activity.

The number of Corona nurses increased by 60 nurses to 130. How many nurses were
there before?
130 – 60 = 70
So, there were 70 nurses before.

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 MATHEMATICS | PRIMARY SEVEN

Step 2: Now look at these examples.

1. After increasing tins of sanitizers by 20%, our village had 240 tins. How many tins
were there before?
New percentage = (100+ 20) % =120%
New number of tins =240
New percent represents new number of tins
120% rep. 240 tins
1% will rep. = 2 tins
240
120

Old percentage =100%

1% rep. 2 tins
Now 100% will be =100 × 2
= 200 tins
2. Due to supply of government Masks, Musa’s sale of masks dropped by 40% to 60
masks per day. How many Masks was he selling before each day?
New percentage = (100 -40) %= 60%
New figure of Masks = 60 Masks
New percent represents new number of Masks
60% rep. 60 Masks
1% rep. = 1 Mask
60
60

Original % =100%
1% rep. 1 mask
100% will rep. 100 × 1 =100 Masks
Exercise
1. What amount when increased by 10% becomes Sh.8800?
2. What number when increased by 20% becomes 96?
3. What number when decreased by 20% becomes 3200?

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 SELF-STUDY LEARNING

4. After decreasing the price of a radio by 30%, it was priced at Sh. 49, 000. What
was the price before the decrease?
5. After donating some bags of Posho to Covid 19 victims, Sarah’s store had a
decrease in the bags of posho by 15%. How many bags of posho were in the store
before, if there are now 8500 bags?

TOPIC: INTEGERS

Lesson 1: Application of Integers.

In this lesson you will:
• Read word problems.
• Solve word problems on application of Integers.

You will need:

• A book
• A pen

Introduction:
Why learn Integers? We use Integers in our daily life. Reading our body temperatures
on a Thermometer, Banks and credit societies frequently use negatives to mean debts
and positives to refer to credits.
In this lesson you will learn how to solve problems involving application of Integers
in our daily life.

Step 1: Activity.
You are on the second step of a ladder, you climb 4 steps up, then 2 steps down and
lastly 3 steps up. On what step are you?
(i). You are at step 2 that means you are at +2.

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 MATHEMATICS | PRIMARY SEVEN

(ii). When you climb 4 steps up you are moving in positive, so +4.
(iii). 2 steps down means you are moving negatives, so -2.
(iv). Lastly 3 steps up is again a move of +3.
(v). So you are at +2++4+-2++3.
(vi). Add the positives together and negative comes last
2+4+3-2
9-2=7 So you are at Step 7
Step 2: Now look at these examples.
1. Odongo had a debt of sh. 20,000. He received sh.50,000 from selling his masks.
How much money did he have after paying off his debt?
(i). Odongo‘s debt is now-sh. 20,000
His sale from the masks gave him +sh. 50,000
(ii). Add Odongo’s debt to money got from his sale on masks
-sh. 20,000+ sh. 50,000
(iii). Re-write the statement beginning with the Positive
Sh. 50,000 – Sh.20,000
=Sh. 30,000
So Odongo remained with Sh. 30,000.

: Exercise:
1. Suubi borrowed sh.3000 from her friend. Her father gave her sh. 5000. If she pays
the debt, how much money will she be left with?
2. The train leaves at 8:00a.m. Sarah arrives 15 minutes earlier at the station. The train
left 30 minutes later. How long did Sarah wait at the station?
3. Tom made 60 bricks in one day. 8 bricks got damaged by rain and 5 got broken. How
many good bricks was he left with?
4. The price of a pineapple is sh.2000. If the price increases by sh.500 and later drops
by 300. What is the price of the pineapple?

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 SELF-STUDY LEARNING

5. Jonathan won 60 points, then another 20 points, but lost 31 points and another 40
points. What was his final score?

Lesson 2: Addition and Subtraction of finites.

In this lesson you will:
• Add numbers in finite 5 and 7.
• Subtract numbers in finite 5 and 7.

You will need:

• A pencil
• A pen
• A book
• Counters like sticks, stones

Introduction:
In primary six you added and subtracted numbers in bases and you identified digits
used in each base. In this lesson you will learn adding and subtracting numbers in
finites system similar to bases.

Step 1: Activity:
Draw a clock face of 12 hour clock system and write on the numbers 1 to 12. If the
clock is reading 7:00 am now, what time will it read after 8 hours?
(i). Move from 7 clockwise step by step until you have moved the 8 steps.
(ii). You realize that when you reach 12 on the clock face, the numbers go back
to 1 and after your move you realize that you are at 3.
So the time will be 3:00 pm.

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 MATHEMATICS | PRIMARY SEVEN

Step 2: Now look at these examples.

1. Add: 3+ 4= (finite 5)
Digits used in finite 5 are 0, 1, 2, 3, and 4.
To add 3+4
(i).Identify 3 from the clock face
(ii). Move from 3 four steps clockwise.
(iii). You are now at 2 .So our answer for 3+4= 2(finite 5)

00

2. 3+ 4 = (finite 5)
(i). get the sum of the given numbers.
3+4= 7
(ii). Divide 7 by 5
1
5 7
-5
Rem 2
(iii). you get 1 rem 2
3+4= 2(finite5) (Finite is a system of remainder) so our 2 which is the
remainder is the answer.
3. Subtract:1-5=-----(finite 7)
5 cannot be subtracted from 1 directly so,
(i). Add 7 to one = 7+1 which is 8
(ii). Subtract 5 from 8 = 8-5=3
(iii). Now 1-5=3(finite 7)

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 SELF-STUDY LEARNING

Step 3: Exercise:
(a). Add the following.
(i). 5+3= (finite 7)
(ii). 4+4= (finite 5)
(iii). 6+5= (finite 7)
(b). Subtract the following.
(i). 2-4= (finite 5)
(ii).1-6= (finite 7)
(iii). 1 -4= (finite 5)

Multiplication of finites
In this lesson you will:
• Multiply numbers in finites
• Divide numbers
• Write down remainders
You will need:
• A pen
• A book
• Counters e.g. sticks, stones
• A pencil
Introduction:
In your previous lesson you learnt about addition and subtraction of finites, in this
lesson you will learn about Multiplication of finites.

Step 1: Activity:
 Get a pencil and draw a circle on a piece of paper.
 Mark 5 equal spaces on its circumference and label them 0 to 4.
 Move from 0, two steps clockwise four times. At what number do you stop?

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 MATHEMATICS | PRIMARY SEVEN

Step 2: Now look at these examples.

1. 3x5= ___(finite7)
(i)Find the product of 3x5=15.
(ii)Divide 15 by the finite.15÷7=2 rem.1
(iii)Write the remainder as the answer
3x5= 1(finite7).

2 .2x3 =___(mod5)

2x3 means 2 sets of threes so on the clock face move from 0 to 3 then move the second
set of threes from 3.Where are we? We are at 1.
So, 2 x 3=1(mod5).

Exercise
1. 2×2= (finite 5)
2. 6×3= (finite 7)
3. 5×4= (finite 7)
4. 3×6= (finite 5)
5. 2(3×3)= (finite 5)
6. 4(3×2)= (finite 7)
7. 4(3×2)= (finite 5)

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Lesson 4: Application of finites.

 Time
In this lesson you will:
• Solve problems Involving application of finites.
• Interpret word problems.
You will need:
• A pen
• A book

Introduction:
When one is asked the day of the week he was born, it is not easy to tell that day,
application of finites helps us to tell when certain events happened or will happen. In
this lesson you will learn to calculate time of any date in the past or future.

Step 1: Activity.
Write down the days of the week from Monday to Sunday in a horizontal form. Write
numbers 1 for Monday, 2 for Tuesday and continue in that order.
Which day has number 6? The day is a Saturday.

Step 2: Now look at these examples.

(i). Today is a Wednesday. What day of the week will it be 45 days from now?
M T W Th F Sat Sun
1 2 3 4 5 6 0
Wednesday has figure 3
45 days are ahead of us. So, you write (3+45)
3+ 45=____ (finite 7) (7 days in a week)
3+45=48
Now divide 48 by 7 to get its equivalent in finite 7
48÷ 7=6 rem 6

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 MATHEMATICS | PRIMARY SEVEN

Our rem. 6 is matching with the day Saturday, so the day will be a Saturday.
(ii).If it is June now, what month of the year was it 33 months ago?
Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec
1 2 3 4 5 6 7 8 9 10 11 0

June has figure 6

33 months ago is time behind us, so you write (6-33)
6-33= (finite 12) (12 months in a year)
Divide 33 by 12 and subtract the remainder from 6. (equivalent of 33 in finite 12)
6-(33÷12) = (finite 12)
6-(2 rem 9) = (finite 12)
6-9= (finite 12)
Add 12 to 6 and subtract 9
(6+12)-9= (finite 12)
18-9=9(finite 12)
= Sep (finite 12)
The month was September.

Exercise.
1. If today is a Tuesday. What day of the week will it be 90 days from now?
2. If today is a Saturday, on what day of the week will it be 87 days from now?
3. My grandfather died 100 days ago. If today is a Tuesday, on what day of the week
did he die?
4. Next term will begin 68 days after the covid 19. If today is a Friday, on what day of
the week will it begin?
5. If it is July now, what month of the year will it be after 72 years from now?
6. Peter was born 87 months ago. If we are in June now, what month was he born?
7. Peter knew about corona virus 56 months ago. If this October now, in what month
did Peter first know about the virus?

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Lesson 5: More application of Finite system

 Reminders
In this lesson you will:
• Solve problems on application of finites
• List down equivalences of digits of given finites

You will need:

• A pen
• A book
Introduction:
In the previous lesson you learnt about application of finites on time (days and
months). In this lesson you will learn more on application of finites by finding common
number in given finites equivalences.

Step 1: Activity.
Get a piece of paper and list down the multiples of 3 and 7. Write down their lowest
common multiple.
Multiples of 3 are 3, 6, 9, 12, 15, 18, 21, 24, 27, 30 33, 36, 39, 42, 45, 48, 51, 54,
57…
Multiples of 7 are 7, 14, 21, 28, 35, 42, 49, 51, 58 …
The Lowest Common Multiple of 3 and 7 is 51.

Step 2: Now look at this example.

1. Maria sells mangoes in a market. When she groups them into 4s, 3 mangoes remain,
when she groups them into 6s, 3 mangoes remain and when she groups them into 7s,
2 mangoes remain. Find the least number of mangoes Maria had.
When grouping objects, the number of objects in each complete group is the finite
and the remainder is the number in that finite.

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 MATHEMATICS | PRIMARY SEVEN

To get the common number of mangoes, in each grouping you add the finite to the
remainder continuously until you come to common number.
Rem finite Sum
3 Finite 4 3,7,11,15,19,23,27,31,35,39,43,47,51
3 Finite 6 3,9,15,21,27,33,39,45,51,57
2 Finite 7 2,9,16,23,30,37,44,51,58
The common number in 3 (finite4), 3(finite6) and 2(finite7) is 51.
Therefore, Maria had 51 mangoes.

Exercise.
1. What is the least number of oranges when divided by 4 boys, 3 oranges remain, when
divided by 8 boys, 7 oranges remain.
2. A man had tomatoes, when he put them in heaps of 6, 5 tomatoes remained and when
he put them in heaps of 7, 6 remained. How many tomatoes did he have?
3. The Ministry of Health grouped the corona virus victims as follows: When put in
groups of 4, 2 people remained, when put in groups of 5, 2 people remained and when
grouped in 6, 4 people remained. How many victims were there?
Find the least number that when divided by 9, 7 remain. When divided by 8, 4
remain and by 3, 1 remains.

TOPIC: DATA HANDLING

LESSON 1: pie charts

In this lesson you will:-

- Read and interpret information

- Use the information to draw pie-charts
- Learn that the size of each segment represents the segment’s proportion to
the whole set of data

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You will need:-

A pencil, pair of compasses, ruler and a protractor. (Geometry set)

Introduction:

Each of us has a favourite drink if given chance to choose for example Mirinda
Pineapple, Mirinda Apple, Mirinda Fruity, Novida or a Fanta. In your previous classes,
this information could be put on bar graphs but for our lesson today, we are going to
present it in a circle graph called Pie chart. Pie charts are useful for displaying data
that is classified into categories. Each category / slice represents a portion of the
whole pie. Pie charts (or circle graphs) are used to represent data as portions (or
segments) of a whole.

Activity

- Using a pair of compasses draw a circle

- Draw two diameters in your circle bisecting (crossing) each other (remember a
diameter goes through the centre.
- Measure each of the centre angles (angles formed by the crossing lines using a
protractor.
- Work out the sum of all these angles measured. Note that if a pie chart is
divided equally each portion is the same. Each portion in this measures 90 °
- You notice that the sum is 360o. Therefore, the angle sum of a circle graph is
360o
- This can also be represented as a percentage of the pie chart. All portions
therefore will add up to 100%. Each portion in this case will be 25%

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 MATHEMATICS | PRIMARY SEVEN

Solution
A+B+C+D = 90 °+90+ °90 °+90 °= 360

B A

C D

Step 2:

Example 1: Let us try this example, 120 pupils of P.7 were asked to choose their best
subjects. This is how they grouped up, 30 pupils chose mathematics, 24 social studies,
48 science and 18 English. Use the information above to draw an accurate pie-chart.

Solution:

Put the information on a table like below

Subjects liked by P7 Class

Mathematics Social studies Science English
30 24 48 18
Change the marks to degrees

You need to express each group as a fraction of 360o like this;

30
𝑀𝑀𝑀𝑀𝑀𝑀𝑀𝑀𝑀𝑀𝑀𝑀ℎ𝑒𝑒𝑒𝑒𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒; × 360𝑃𝑃𝑃𝑃 = 90𝑃𝑃𝑃𝑃
120
24
𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑆𝑆𝑆𝑆 𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒; × 360𝑃𝑃𝑃𝑃 = 72𝑃𝑃𝑃𝑃
120

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 SELF-STUDY LEARNING

48
𝑆𝑆𝑆𝑆𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑆𝑆𝑆𝑆𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒; × 360𝑃𝑃𝑃𝑃 = 144𝑃𝑃𝑃𝑃
120
18
𝐸𝐸𝐸𝐸𝑆𝑆𝑆𝑆𝐸𝐸𝐸𝐸𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆ℎ; × 360𝑃𝑃𝑃𝑃 = 54𝑃𝑃𝑃𝑃
120

Draw a pie-chart with the help of your pair of compasses and a pencil.

Then use your protractor to measure accurately the above angles for each sector. It
will look like in the pie chart below

ENG.,
54o
SCI, 144o
SST, 72o
MATHS,
90o

2. Sarah spends her monthly salary as follows; Car expense 15%, food 20%, others
10% saving 15% and fees x%

a) Find the value of x.

Solution

15 + 20 + 10 + 15 + x = 100

60 + x -60 = 100 - 60

x = 60%

b) Draw a pie-chart to show the information above.

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 MATHEMATICS | PRIMARY SEVEN

Solution.

i) Car expense ii) food iii) others

x 360o = 54o x 360o = 72o x 360o = 36o
15 20 10
100 100 100

iv) savings v) fees

x 360o = 54o x 360o = 144o

15 40
100 100

Exercise:

1) Irene divided up her piece of land for the following crops:

Maize 40%, Beans 15%,Potatoes 20% and Bananas on the remaining piece of
land. Represent this information on a pie-chart.

2) Mukiibi spent 70% of his salary on rent, 50% of the remainder on others, he
was left with 3000/-. Draw a pie-chart using the above information.

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LESSON 2:- Interpretation of pie-charts

In this lesson you will:

- Interprète information on a Pie - chart

- Work out problems using pie charts

You will need:-

- Set ruler, pencil, circular objects and a pair of compasses.

Introduction:-

In your previous lesson, you learnt how to draw pie-charts. Today, we are going to
learn interpretation of information on pie-charts and we answer questions from them.
This will give you more practice in summarizing large data. A pie-chart can show
information in fractions, percentages or degrees. The sum of all fractional parts in a
pie-chart is 1. The sum of all percentage parts in a pie-chart is 100.The sum of all
degrees of a pie-chart is 360o.You then need to study carefully each pie-chart and
observe which form has been presented i.e. whether fractions, percentages or
degrees.

Step 1:- Example;

The pie-chart below shows different subjects chosen by 324 pupils of Mango Primary
School.

RE

ENG 40o SCI

110o 80o
50o
MATHS SST

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 MATHEMATICS | PRIMARY SEVEN

i) How many degrees represent maths?

Solution
Let y represent the angle for maths.
But, the sum of all angles in a pie-chart (centre angle) is 360o

Then,
y o + 50o + 80o + 40o + 110o = 360o
y + 280o = 360o
y + 280o – 280o = 360o – 80o
y = 80o

Therefore; Maths is represented by 80o

ii) How many pupils chose SST?
Solution
You pick the angle sector for SST out of the angle sum times the total number of
pupils in this school.

50𝑃𝑃𝑃𝑃
× 324
360𝑃𝑃𝑃𝑃

You reduce this to the simple form and you finally get 45.

There fore, 45 pupils chose SST.

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Exercise:

Try this work on your own, but its okay if you have a friend to work with.

The pie-chart shows a man’s expenditure and savings, if he earns 108,000/=

i) How much does he save?

ii) How much does he spend on rent?
iii) How much does he spend on others than he saves?

LESSON 3: Solving problems on a pie-chart.

You will;

- Study given information carefully

- Answer questions from pie-charts correctly.

You will need;

- Circular objects
- A pair of compasses
- A ruler
- A pencil

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 MATHEMATICS | PRIMARY SEVEN

Introduction

Information on a pie-chart can also be represented in algebraic form either as

degrees or percentages. In this case, knowledge of algebra is very helpful.

Step 1:-

You need to identify values given for each sectors either as degrees or as percentages.

You then need to find the values of the unknowns as presented on the pie-chart and
proceed with other tasks.

Step 2:

For example;

Goats
Cows
3xo 2xo
Rabbits xo Chicken

Opio rears the following animals on his farm (a) If he rears 40 chicken on his farm,
how many animals does he have altogether?

(b) How many goats are on his farm?

(c) If he sells all rabbits on his farm, at a cost of sh.15000 for each, how much will he
earn altogether?

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 SELF-STUDY LEARNING

Solution

a) First find the value of x

𝑥𝑥𝑥𝑥 𝑃𝑃𝑃𝑃 + 2𝑥𝑥𝑥𝑥 𝑃𝑃𝑃𝑃 + 3𝑥𝑥𝑥𝑥 𝑃𝑃𝑃𝑃 + 90𝑃𝑃𝑃𝑃 = 360𝑃𝑃𝑃𝑃

6𝑥𝑥𝑥𝑥 𝑃𝑃𝑃𝑃 + 90𝑃𝑃𝑃𝑃 = 360𝑃𝑃𝑃𝑃

6𝑥𝑥𝑥𝑥 𝑃𝑃𝑃𝑃 + 90𝑃𝑃𝑃𝑃 − 90𝑃𝑃𝑃𝑃 = 360𝑃𝑃𝑃𝑃 − 90𝑃𝑃𝑃𝑃

6𝑥𝑥𝑥𝑥 = 270𝑃𝑃𝑃𝑃

𝑥𝑥𝑥𝑥 = 45𝑃𝑃𝑃𝑃

Then, let the total number of animals on his farm be m

45𝑃𝑃𝑃𝑃
× 𝑚𝑚𝑚𝑚 = 40
360𝑃𝑃𝑃𝑃
1
𝑚𝑚𝑚𝑚 = 40
8
1
8 × 𝑚𝑚𝑚𝑚 = 40 × 8
8
𝑚𝑚𝑚𝑚 = 320

He has 320 animals altogether.

b) Goats are represented with 3xo

But xo = 45o

Then, 3xo = 3 x 45

= 135o

135
× 320
360

= 120 goats

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 MATHEMATICS | PRIMARY SEVEN

c) Rabbits = 90o

90
𝑇𝑇𝑇𝑇ℎ𝑒𝑒𝑒𝑒𝑆𝑆𝑆𝑆; × 320
360

= 80 rabbits

1 rabbit cost 15000/=

80 rabbits will cost 80 x 15000 = 1,200,000/=

Exercise: Try out the following numbers.

1) The pie-chart shows the 4200 supporters who attended a football match at
Mandela Stadium between Express F.C and Villa F.C.

Vippers, 15%

Express, 30%

Villa, 25%
KCCA, 20%

URA, 10%

i) How many supporters were there for Express?

ii) How many more supports were there for Villa F.C than Vipers F.C?
iii) Change the sector for KCCA supporters to degrees.

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LESSON 4:- Naming points on a coordinate graph

In this lesson you will:-

1. Identify the order of points on a grid.

2. Name given points on the grid.

You will need;

A book, pen, pencil and ruler.

Introduction; In your previous lesson you learnt the X-axis and Y-axis while
drawing travel graphs. In this lesson today, you’re going to learn a coordinate
graph.

A coordinate is any integer that tells us the position of a point on a line basing on
the principle axes X and Y. When reading the coordinates of any point on a grid or
graph, you start reading from the X-axis and end with the Y-axis in the order of (X,
Y).

Step 1:- Let us use a seating plan of a p.7 class with 30 pupils. Considering the rows
and the columns, we can locate the position of each pupil.

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 MATHEMATICS | PRIMARY SEVEN

ROWS

(Y axis)

Y
MARY

TOM BETTY

BOB JANE PAUL

YASIN

From the seating plan above,

Bob sits on column 1 row 2 (1, 2)

Mary sits on column 3 row 4 (3, 4)

Yasin sits on column 4 row 1 (4, 1)

We can also read points on a coordinate graph in a similar way but in this case we
shall also have negative points.

For example, Name points A – E on the grid below.

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 SELF-STUDY LEARNING

To locate point A, you read off its coordinate along the x-axis first (0) and then the
y-axis (4) (0, 4)

Point B along the x-axis is at -2 and along the y-axis it is at +2 (-2, 2)

Step 2:- Exercise.

Using the grid below, name the points A – J in the order (X, Y).

LESSON 5:- Plotting points on a grid.

In this lesson, you will;-

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 MATHEMATICS | PRIMARY SEVEN

1. Identify the X and Y coordinates correctly.

2. Plot the given points on the grid.

You will need;-

Pen, pencil and a book.

Introduction:-

In your previous lesson you learnt how to name points from a grid. In our lesson
today, you’re going to plot different points on a grid.

To plot any point on the grid, you begin with coordinates on the X-axis and then
the Y-axis.

Step 1:- Example, show the following points on the grid.

K(-2, 3) L(2, 1) M(0, -5) N(3, 0) 0(1, -4) P(3, 3) Q(-4, -3)

Step 2:- Exercise. Now that you have seen how to plot points on the grid, try out
this work on your own.

Show the following points on the grid below.

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 SELF-STUDY LEARNING

A(-2, -3) , B(0, 4) , C(-2, 5) , D(-4, 0) , E(-1, -1) , F(0, -2) , G(2, 2) , H(5, -1) , I(0,
4) , J(-1, 0) , K(-4, 3) , L(-3, 5)

LESSON 6:- Finding area of figures formed on a grid.

In this lesson you will:-

1. Plot given points correctly.

2. Join given points correctly to form geometric shapes.
3. Find area of shapes formed.

You will need:-

Book, pen, pencil and a ruler.

Introduction;-

In your previous lesson, you learnt how to plot points on the grid. Today you’re
going to plot and join points to form a geometric shape.

You will also learn how to find area of the shapes formed.

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 MATHEMATICS | PRIMARY SEVEN

Step 1:- Example.

Plot these points

A (-3, 2), B (2, 2), C (2, -2), D (-3, -2)

Join points A to B, B to C, C to D and D to A.

Name the figure formed.

The figure formed is a rectangle.

Find the area of the figure formed.

In this case, you can count all the small squares covered by the shape and this will
be the area of the figure formed.

When you count the small squares you get 20 square units.

But you can also use the formula for finding area of a rectangle by multiplying units
along the length by those along the width.

Length 5 units, width 4 units.

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Area of a rectangle = Length X Width

=5X4

= 20 square units

Exercise

Use the grid below to show these points

1. A(0, 3) B(2, -2) C(-2, -2)

a) Join points A to B, B to C, and C to A
b) Name the figure formed.
c) Find the area of the figure formed.
2. P(-2, -1) , Q(3, -1) ,R(6, -4) and S(-2, -4)
a) Join points P to Q, Q to R, R to S and S to P
b) Name the figure formed.
c) Find the area of the figure formed.

LESSON 7: Travel graphs

In this lesson you will;

- Study given information and determine the scale used on both axis.
- Use given information to draw travel graphs correctly.

You will need;

Ruler, pen, pencil and a book.

Introduction:

In your previous class, you learnt about speed, distance and time. In this lesson, we
are going to put this information on a graph. This kind of graph is a travel graph.

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 MATHEMATICS | PRIMARY SEVEN

Travel graphs are important because they help us sketch distances covered and time
taken by any traveler.

- When drawing a travel graph, you must note the following;

a) the title of the graph
b) the scale on both axis i.e. the y-axis or vertical scale and the x-axis or the
horizontal scale should be suitable.

y-axis (vertical scale)

Distance

Time x-axis (horizontal scale

- Information given should be put in a table and transferred to the graph.

Step1: Example; Mary left Bushenyi at 7:30a.m. and travelled for 3 ½ hours at
a speed of 60km/hr.
Draw a graph for her journey.

Solution;
You need to know the total distance Mary covered for this journey.
This can be got by multiplying speed given by the time taken.
Distance = Speed x Time
= 60 x 3½
= 210km
You then need to choose a suitable scale to represent 210km putting in
consideration the size of paper or book you have.

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 SELF-STUDY LEARNING

You can consider a scale like this one on the y-axis, 1cm on paper to represent
30km on ground.
And on the x-axis, 1cm on paper to represent 30 minutes.

Exercise: You can try this work on your own.

A traveller left Kampala for Mbale at 7:00a.m. He covered the first distance in 2hours
at a speed of 50km/hr. He rested for 30 minutes and resumed with the remaining
journey reaching Mbale at Noon.

Draw a travel graph to show this journey.

Good Luck

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 MATHEMATICS | PRIMARY SEVEN

LESSON 8:- Interpreting travel graph

You will;

- Study the given travel graphs carefully.

- Answer the questions correctly from the travel graphs drawn.

You will need;

A ruler, pen, pencil and a book.

Introduction:

Sometimes travel graphs can be drawn for us with suitable scales taken and we are
asked to answer questions from them. In our lesson today, we are going to look at
such travel graphs and answer questions from them.

Step 1:

To find the speed at which one is moving or the distance covered or the time taken,
note the point at which the x-axis, the y-axis and the straight line meet.

For example;

The graph below shows a cyclist’s journey from Kampala to Jinja through Mukono.

In this case, you need to study carefully both axes on this graph. You then need to
study when the traveller started the journey, how he moved until he reached his
destination.

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 SELF-STUDY LEARNING

70

60

50

40

30

20

10

7am 8am 9am 10am

a) How far is Mukono from Jinja?

Solution;

From Kampala to Mukono is 20km and from Kampala to Jinja is 60km; then 60 – 20 =
40km

b) For how long did the cyclist ride from Kampala to Jinja?

Solution;

He started the journey at 7:00a.m. and ended at 10:00a.m.

Then; Time = Final time – Initial time

= 10:00 – 7:00
= 3 hours
c) Calculate his average speed for the whole journey
𝑇𝑇𝑇𝑇𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆 𝐷𝐷𝐷𝐷𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒 𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒
𝐴𝐴𝐴𝐴𝐴𝐴𝐴𝐴𝑒𝑒𝑒𝑒𝐴𝐴𝐴𝐴𝑀𝑀𝑀𝑀𝑀𝑀𝑀𝑀𝑀𝑀𝑀𝑀 𝑒𝑒𝑒𝑒𝑠𝑠𝑠𝑠𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑠𝑠𝑠𝑠 =
𝑇𝑇𝑇𝑇𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆 𝑇𝑇𝑇𝑇𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒 𝑀𝑀𝑀𝑀𝑀𝑀𝑀𝑀𝑡𝑡𝑡𝑡𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒
60
=
3
= 20𝑡𝑡𝑡𝑡𝑡𝑡𝑡𝑡/ℎ𝐴𝐴𝐴𝐴

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100 Exercise:

Luweero
80

60

Bombo
40

20

Kampala 0

1p.m 2p.m 3p.m 4p.m

a) What is the scale on the vertical and horizontal axis?

b) How far is Bombo from Luweero?
c) At what speed was the cyclist riding between Bombo and Luweero?

LESSON 9:- APPLICATION OF MEAN, MODE AND RANGE

In this lesson, you will;

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1. Read given statements with understanding

2. Solve problems involving mean, mode and range correctly

You will need;-

Pen, book

Introduction:- In your previous classes you learnt how to find mean, mode, range
and median. In this lesson today you’re going to solve problems involving mean,
mode and range.

Step 1:- Example.

1. The average age of 3 girls is 15 years. Two of them are of the same age and
the third is 11 years. How old are the other two girls?

Solution:-

You first find the sum of their ages by multiplying the average by their number.

Sum= average (mean) X number

= 15X3

= 45years

You subtract the age of the third girl

45 – 11 = 34 years

Since the other two girls are of the same age then you divide 34 by 2 to get age of
each of the two girls.

34 ÷ 2 = 17

Therefore each of the two girls is 17 years.

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2. The table below shows marks scored by p.7 pupils in a math test.
Marks 80 70 10 45 90
No. of Pupils 3 2 4 5 1
a) How many pupils are in this class?
3 + 2 + 4 + 5 + 1 = 15 pupils
b) Find the modal mark.
The modal mark is 45 since it was scored by most Pupils.
c) Find the modal frequency
Its 5
d) Find the range of these marks.
Range = highest mark – lowest mark
= 90 – 10

= 80 marks

e) Calculate the mean mark.

Mean =
sum
𝐷𝐷𝐷𝐷𝐷𝐷𝐷𝐷𝐷𝐷𝐷𝐷𝑛𝑛𝑛𝑛𝐷𝐷𝐷𝐷𝐷𝐷𝐷𝐷
(80x3)+(70𝑥𝑥𝑥𝑥2)+(10𝑥𝑥𝑥𝑥4) +(45𝑥𝑥𝑥𝑥5)+(90𝑥𝑥𝑥𝑥1)
=
3+2+4+5+1

=
240+140+40+225+90
15

=
735
15

=49 marks

Exercise

1. The average weight of 4 boys is 55 kg. When their teacher joins them, the
average weight becomes 60kg. Find the weight of the teacher.
2. The table below shows marks scored by pupils of primary six in a science test.
Marks 72 56 82 60 95
Number of pupils 8 10 4 6 2
a) How many pupils did this test?
b) Find the modal mark.
c) Calculate the mean mark.

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LESSON 10: PROBABILITY

In this lesson, you will

1. Identify the meaning of probability

2. Work out problem involving probability

You will need:

Paper/book, pen, coins, dice.

Introduction:-

When our mothers are pregnant, they have equal chances of giving birth to either a
baby boy or baby girl. Remember also when we have exams, we can either pass or
fail.

In our lesson we’re going to learn about probability.

Probability is a branch of mathematics which deals with the study of chances.

So many events in our world happen by chance. For example sports betting, raining,
playing cards, passing exams and many others.

Probability is calculated by dividing the desired chances with total chances.

Probability =
Desired Chances
𝑇𝑇𝑇𝑇𝑃𝑃𝑃𝑃𝑃𝑃𝑃𝑃𝑇𝑇𝑇𝑇𝑇𝑇𝑇𝑇 𝑃𝑃𝑃𝑃ℎ𝑇𝑇𝑇𝑇𝑇𝑇𝑇𝑇𝑇𝑇𝑇𝑇𝑇𝑇𝑇𝑇𝑎𝑎𝑎𝑎

Step 1:- For example;

1. In a box, there are 6 blue balls and 5 red balls. What is the probability of
picking a blue ball from the box?

Probability =
Desired Chances
𝑇𝑇𝑇𝑇𝑃𝑃𝑃𝑃𝑃𝑃𝑃𝑃𝑇𝑇𝑇𝑇𝑇𝑇𝑇𝑇 𝑃𝑃𝑃𝑃ℎ𝑇𝑇𝑇𝑇𝑇𝑇𝑇𝑇𝑇𝑇𝑇𝑇𝑇𝑇𝑇𝑇𝑎𝑎𝑎𝑎

Probability =
5
11

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 MATHEMATICS | PRIMARY SEVEN

2. There are 48 rotten oranges in a bag. If the probability of picking a good

orange is 2/3, find the number of oranges in the bag.
Solution:
Let the number of all oranges in the bag be y.
Fraction for good oranges = 2/3
Fraction for rotten oranges = 1/3
1/3 of y = 48
y/3 = 48
y = 48 x 3
y = 144
So there are 144 oranges in the bag.

Exercise:

1. A bag contains 15 mangoes. If 4 of them are raw, what is the probability of

picking a ripe mango at random?
2. If the probability that Aisu will pass his examination is 2/3, what is the
probability that he will fail his examinations?
3. If the probability that our school team will win is 0.6, what is the probability
that our team will lose?
4. The probability of picking a ripe orange from a bag is 2/5. If there are 120
oranges in the bag, find the number of raw oranges in the bag.

TOPIC: CONSTRUCTION
Lesson 1: Construction of Parallel lines
In this lesson you will:
 Draw arcs
 Construct parallel lines
You will need:
 A pencil

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 A book
 A geometry set
Introduction:
Opposite walls of a building can never meet. This is because they appear to be
having straight lines that are parallel to each other. In this lesson you will
learn how to construct parallel lines.

Step 1: Activity
Get a piece of paper and a pencil. Get a Geometry set; put it on a paper you
have got and trace out its two opposite sides.

What kind of lines have you drawn?

Geometry set

The kind of lines you have drawn are parallel lines.

Parallel lines have the same distance of separation between them and run in
the same direction.
Step 2: Now look at this example.
1. Using a pair of compasses, a ruler and a pencil, construct a parallel line to
line AB through point P.

A B

(i). Mark any two points D and E on line AB.

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 MATHEMATICS | PRIMARY SEVEN

A D E B

(ii). With centre E and radius DP, draw arc RT.

A D E B

(iii). With centre P and radius DE, draw an arc to cut the first arc at F.
P F

A D E B
A B

(iv). Join PF. The line PF is parallel to line AB.

P F

A D E B

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 SELF-STUDY LEARNING

Exercise
Construct parallel lines through given points.
(a). C *

A B

(b). Q

R *

(c). L

*N

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 MATHEMATICS | PRIMARY SEVEN

(d).

P* Y

Lesson 2: Angles formed by Parallel lines

In this lesson you will:

 Draw angles on parallel lines

 Name Co-interior, Vertically opposite, alternate and corresponding angles.

You will need:

 A pencil
 A book
 A geometry set

Introduction:

In our previous lesson we learnt about Parallel and Skew lines. When 2 or more
parallel lines are cut by a transversal line, different angles are formed. In this lesson
you will learn about different angles formed on Parallel lines.

Activity

Get a ruler and draw a pair of parallel lines running horizontally. Draw a slanting line
across the parallel lines. How many angles have you formed?

Step 1:

(i).draw a pair of parallel lines

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(ii).draw a slanting line across the parallel lines

4 1

3 2

8 5

7 6

(iii).How many angles have you formed? 8 angles

Step 2:

(i) Now measure each of the angles formed on the parallel lines below;

d a

c b

h e

g f

(ii) Write the sets of equal angles.

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 MATHEMATICS | PRIMARY SEVEN

You will notice that;

b = d h = f e = g
a = c
(a) , , and

These are called vertically opposite angles. Vertically opposite angles are equal.
a = e b = f d = h
c = g
(b) b = h and c = e

These are called Corresponding angles. Corresponding angles are equal, face in the
same direction and have a similar shape.

(c) <c = <e

These are Alternate interior angles. Alternate interior angles are equal.
b + e = 1800 c + h = 1800
(d)

These are Co-interior angles. Co-Interior angles add up to 180°. Angles b and e and
c and h are co-interior angles.

Exercise

Find the size of the marked angles.

1.

50°

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2. P

60°

3. 1200

1300

4.

1400

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 MATHEMATICS | PRIMARY SEVEN

Lesson 3: Constructing and bisecting angles

In this lesson you will:

 Construct angles
 Bisect angles

You will need:

 A pencil
 A pen
 A geometry set

Introduction:

Bisecting an angle means dividing the given angle into two equal angles. This can be
done using a pair of compasses and a ruler. Constructing and bisecting angles is
important because it helps builders to construct buildings and stair wells. In this
lesson you will learn constructing and bisecting angles.

Step 1: Now look at these examples.

1. Construct and bisect an angle of 60°.

(i).draw a straight line (180°)
(ii).use same compass radius and mark 3 equal angles from point x
(iii).draw a line through one of the marks
(iv).bisect angle 60
(v).Press the compass at each end of 60° and mark a point
(vi).Draw a line through arcs.

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 SELF-STUDY LEARNING

2. Construct and bisect an angle of 150°.

(i).construct an angle of 30°
(ii).The remaining angle is 150°
(iii).Place the compass at the end of 150° and mark a point
(iv).draw the line through the arcs.

Exercise

Construct and bisect these angles.

1. 90°
2. 150°
3. 45°
4. 165°
5. 135°

Lesson 4: Construction of triangles

In this lesson you will:

• Construct angles

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 MATHEMATICS | PRIMARY SEVEN

• Measure angles
• Measure sides
• Construct triangles

You will need:

• A pencil
• A pen
• A book
• A geometry set

Introduction:

Triangular shapes are put on the road side to direct traffic users on the road. In this
lesson you will learn how to construct triangles. Given side side side, side angle side
and side angle angle.

Step 2: Now look at these examples.

1. Construct a triangle PQR with PQ=6cm, QR=4cm and PR=5cm

(i).Sketch in order (SSS)
PQ=6cm, PR=5cm, QR=4cm

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 SELF-STUDY LEARNING

(ii).Draw a line and mark off PQ.

(iii).Measure 5cm with the pair of compasses, from P

P 6cm Q

(iv).Measure 4cm with the pair of compasses and aim from Q to R

(v).Join P to R and Q to R.

2. Construct triangle ABC where AB=7cm, angle BAC=60° and AC=5cm.

(i).Make a sketch
AB=7cm, angle <A =60°

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 MATHEMATICS | PRIMARY SEVEN

(ii).Draw a line and mark off AB=7cm

(iii).At A construct an angle of 60°
(iv).At the line of 60°, measure 5cm to C
(v).Join C to B.

3. Construct triangle LMN, where LM=6cm and angle L=90° and angle
M=30°.
(i).Make a sketch
LM=6cm, angle at L=90° and angle at M=30°

(ii).draw a line and mark off LM=6cm

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 SELF-STUDY LEARNING

(iii).Construct 90° at L
(iv).Construct 30°at M remember it comes from 60°.

Exercise: Construct triangles whose sketches are given below.

1 P

5cm

60°
Q 5cm R

2 A

3cm

B 4cm C

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 MATHEMATICS | PRIMARY SEVEN

3 M

45° 60°

L 6 cm N

Lesson 5: Construction of triangle Involving bisecting angles and drawing

perpendiculars

In this lesson you will:

• Construct triangles
• Bisect angles
• Drop a perpendicular to a given line

You will need:

• A pencil
• A book
• A geometry set

Introduction:

In the previous lesson we looked at construction of triangles given SSS, SAS and SAA.
In this lesson you will learn construction of triangles involving bisecting angles and
dropping perpendicular to given lines.

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Step 1:

Now look at this example.

Construct a triangle ABC such that AB=7cm, AC=8cm and BC=9cm. Bisect angle BAC,
let the bisector meet BC at T. Measure CP and calculate the area of the triangle

(a)(i). Draw a line, mark off AB = 7cm

(ii).Measure off 8cm from the pair of compasses and from A draw an arc above line
AB.

(ii).Measure off 9cm from the pair of compasses and from B draw an arc to meet the
arc of 8cm above line AB.

(b)(i).Bisect angle BAC

(ii).Drop a perpendicular from C to AB at point P

(iii).Measure CP

(iv).Work out the area

A= × 𝑏𝑏𝑏𝑏 × ℎ
1
2

ℎ=7.6cm

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 MATHEMATICS | PRIMARY SEVEN

A= × 7𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒 × 7.6𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒
1
2

= × 7.6𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒 × 7𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒
1
2

=3.8𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒 × 7𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒

=26.6𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒2

Exercise

1. Construct a triangle XYZ where XY=8cm, YZ=7cm and XZ=6cm. bisect angle XYZ and
let the bisector meet XZ at P. Measure angle P XY and ZPY.

Lesson 6: Construction of Simple Polygons

 Rhombus
 Parallelogram

In this lesson you will:

• Measure sides and angles

• Construct angles
• Construct a Rhombus
• Construct a Parallelogram

You will need:

• A pencil
• A pen
• A book

Introduction:

Learning about simple polygons helps us to identify many types of traffic signs on
road side by their shape. In this lesson you will learn how to construct Rhombuses
and Parallelograms.

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Step 1: Activity.

Set P= {Quadrilaterals}. How many elements are in set P?

(i).Quadrilaterals are plane figures with 4 sides

(ii).These are squares, kite, rectangles, Rhombus, Parallelogram, and Trapezium

(iii).Number of elements in set P is 6.

Step 2:

Now look at these examples.

1. Construct a Rhombus PQRS of side 5cm with diagonals PR=8cm and QS=6cm. A
rhombus is a four sided figure with equal sides.

(i) Sketch the Rhombus

(ii) draw diagonal PR=5cm

(iii) with the compass radius of 3cm, stand at point Q and make an arc
(iv) measure 4cm on the compass and stand at point P to make an arc.
(v) let the arcs intersect at point C

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 MATHEMATICS | PRIMARY SEVEN

(vi) from C, measure 3cm along diagonal QS and 4cm along PR

(vii) join P to S, S to R and R to Q.

2. Construct a Parallelogram ABCD such that AB=7cm, AD=4cm and angle BAD=60°.
Measure the diagonals.

(i).Sketch the parallelogram

(ii).draw line AB = 7cm

(iii).At point A construct an angle of 60°

(iv).Get a pair of compasses with length of 4cm

(v).Aim at Point A. Mark off 4cm on the arm of 60° to get point D. And with the same
length aim from point B and draw an arc above B.

(vi).Adjust the pair of compasses to a length of 7cm and aim from D to draw an arc to
intersect the arc you drew from B.

(vii).Join your points D to C to B

(viii).Measure the diagonals

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 SELF-STUDY LEARNING

AC=9.6cm

BD=6.1cm

All diagonals of a parallelogram bisect each other but they do not meet at 90°.

Exercise

1. Construct a Rhombus ABCD, where AB=6cm, diagonal AC=10cm and line

BD=6cm. Measure angle ABC
2. Construct a Parallelogram PQRS where PQ=8cm, PS=5cm and angle QPS is 45°

Lesson 7: Construction of regular Pentagon given side and radius

In this lesson you will:

• Calculate Interior and exterior angles of a Pentagon

• Measure angles
• Construct regular pentagon

You will need:

• A pencil
• A pen
• A book
• A geometry set

Introduction:

In the previous lesson, you constructed a rhombus and a parallelogram. We can

also construct a pentagon following similar steps. A pentagon is a five sided
polygon. Makers of carpets use different shapes to design their work. In this lesson
you will learn how to construct regular Pentagons.

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 MATHEMATICS | PRIMARY SEVEN

Step 1:

Now look at these examples

1. Construct a regular Pentagon of side 4cm.

(i).Sketch the regular Pentagon
(ii).Calculate the exterior and interior angle
Exterior angle=
360
5

=72°
Interior angle=180°-72°
=108°
(iii).Draw a line AB =4cm

(iv).Use a protractor to measure 108° at both points A and B.

(v).Use a compass to mark off 4cm from points A and B.
(vi).From the new arcs, using the same compass length make arcs to get the
fifth point.

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 SELF-STUDY LEARNING

2. Construct a regular pentagon of radius 4cm

(i).Sketch the Pentagon

(ii).Calculate the centre angle =72°

360°
5

(iii).draw a line and mark point O

(iv).Using a protractor measure 72° at O
(v).Using a pair of compasses, draw a circle of radius 4cm at O

(vi).Using a pair of compasses, measure the length of the arc for 72° and using the
same compass length, make arcs round the circle.

(vii).Join the arcs to form a regular polygon that has 5 equal sides, equal angles and
has 5 lines of folding symmetry.

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 MATHEMATICS | PRIMARY SEVEN

Exercise

1. Construct a regular Pentagon of side 5cm using Interior angles.

2. Construct a regular Pentagon of radius 3cm using centre angle.

Lesson 8: Finding sum of Interior and exterior angles of a Polygon

In this lesson you will:

• Find the exterior angle

• Find the Interior angle sum of Polygons

You will need:

• A pen
• A book

Introduction:

In the previous lessons we have learnt construction of polygons. In this lesson you
will learn to find the Interior angle sum of regular polygons.

Step 1: Activity.

Draw a sketch of a Pentagon, ABCDE. Join A to C and A to D.

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 SELF-STUDY LEARNING

(i).How many triangles have you formed?

Find the sum of the Interior angles of the triangles formed?

(ii).Name the points

(iii).Join A to C and A to D

(iv).There are 3 triangles

(b).1 triangle has an angle sum of 180°

So, 3 triangles=3x180°

=540°

Step 2: Now look at these examples

1. Find the Interior angle sum of a regular Polygon whose Interior angle is 120°
(i).If the Interior is 120° then exterior=180°-120°=60°
(ii).Number of sides of this Polygon =360°÷60°=6 sides
(iii).Number of sides=number of Interior angles
(iv) Sum of interior angles = 6 × 1200
= 7200

2. Find the interior angle sum of a regular Polygon whose exterior angle is 72°.

(i).Number of sides of this Polygon is 360°÷72°=5 sides

(ii).Value of each Interior angle=180°-72°=108°
(iii).Angle sum of the Interior angles=108°x5
=540°

Exercise

1. Find the Interior angle sum of a regular polygon whose Interior angles are;

(a). 140°

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(b). 135°
(c). 162°

2. Find the sum of the Interior angles of a regular polygon whose exterior angles
are;

(a). 30°
(b). 60°
(c). 120°

Lesson 9: Finding number of sides of Polygons given the Interior angle sum

In this lesson you will:

• Use a formula to find number of sides of polygons

• Form equations
• Solve the given problems

You will need:

• A pen
• A box
• A pencil

Introduction:

Step 1: Activity

Study this table and fill in the missing numbers.

Polygon Triangle Square Pentagon Hexagon Heptagon Octagon Nonagon Decagon

Number 3 4 5 6 7 8
of sides
Number 1 2 3 4 5
of
triangles

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(i).Finding the number of sides for;

Octagon has 8, Nonagon has 9 and Decagon has 10

(ii).Number of triangles

3 sides 1 triangle

4 sides 2 triangles

5 sides 3 triangles

6 sides 4 triangles

7 sides 5 triangles

n sides (n-2) triangles

So, Octagon has 8-2= 6 triangles

Nonagon has 9-2= 7 triangles

Decagon has 10-2 =8 triangles

Step 2: Now look at these examples

1. Find the number of sides of a polygon whose Interior angle sum is 540°
(i).Number of triangles=n-2
(ii).Each triangle has angle sum of 180°
(iii).Form up an equation 180(n-2) = 540
(iv).Solve:180(n-2) =540°
(v).Remove the bracket
180n-360°=540°
180n-360°+360°=540+360

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180n = 900°
(vi).Divide both sides by 180
=
180𝐷𝐷𝐷𝐷 900
180 180

n=
90
18

n=5
The polygon has 5 sides.
Method (ii)
180(n-2) =90(2n-4)
(i).Use 90(2n-4) to form the equation
90(2n-4) =540
(ii).Divide both sides by 90 90(2n-4) =540
=
90(2𝐷𝐷𝐷𝐷−4) 540
90 90

2n-4 =
54
9

2n-4 =6
2n -4+4 =6+4
(iii).divide both sides by 2
2n =10
=
2𝐷𝐷𝐷𝐷 10
2 2

The Polygon has 5 sides

Exercise
1. Find the number of sides of a regular polygon whose Interior angle sum is;
(a) 900°
(b) 1080°
(c) 360°
2. Name the polygon whose Interior angle sum is 1260°

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Lesson 10: Solid figures

In this lesson you will:

• Name the solid figures

• Draw the solid figures
• State the properties of solid figures

You will need:

• a pen
• a pencil
• a book
• a geometry set

Introduction:

In primary four you learnt about solid figures. You identified, named, modelled and
drew solid figures. You looked at so many solids which we use in our daily lives, such
as a water tank, a box of chalk, a box of matches and many others. In this lesson you
will learn about solid figures and their properties. Solid figures are in two groups,
prisms and pyramids

Step 1:

Now look at these prisms

1. 2.

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3.

Write the name and number of faces, edges and vertices for each prism

What are:

(i).Faces? Faces are the sides

(ii).Vertices? Vertices are the corners

(iii).edges? Edges are the lines

No Name Faces Vertices Edges

1 Cube 6 8 12
2 Rectangular prism 6 8 12
3 Square based prism 6 8 12
4 Triangular prism 5 6 9
5 Trapezoid 6 8 12
Step 2: Now look at this Pyramids

Tetrahedron (Triangular pyramid)

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Square based pyramid

Rectangular based pyramid

Pentagon based pyramid

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 MATHEMATICS | PRIMARY SEVEN

Name Faces Vertices Edges

Tetrahedron 4 4 6
Square based 5 5 7
pyramid
Rectangular based 5 5 7
pyramid
Pentagon based 6 6 10
pyramid

Lesson 11: Compass direction

In this lesson you will:

• Draw the compass direction

• Find the angles moved
• Draw the sketches

You will need:

• A pencil
• A pen
• A note book
• A geometry set

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Introduction:

In primary three and four you learnt about finding directions of places from a given
place. In this lesson you will learn about compass direction. Knowing compass
directions helps us to locate places and compare distances between them.

Step 1: Activity

Face in NE directions and turn clockwise to face in the South. What angle have you
turned through?

Draw the compass direction.

N
NE
900
W 0 450 E
45 0 900
45
S

So the angle turned is 90°+45° =135°

Step 2:

When telling direction of a place using a compass, there is need to give the degree of
location. For example, if a place lies in 500 in the North East, we write N500E.

Note: Places that lie above the East – West line are in the Northern region while those
that lie below the East – West line are in the Southern region.

The angle describing direction is measured either from North or South.

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Now look at these examples

1. Study the figure below and answer the questions

N
C
700
W E
600
300
O
B S A

What is the direction of?

(a) A from O? S300E

(b).B from O? 900 - 600 = 300

S30°W

(c).C from O? N70°W

2. What is the direction of Q from P?

N

Q
700
N

• Stand at P
• Where is O? Is it north of P or South? It is in the north
• What is the angle between North of P and Point Q? 70° alternate to angle 70°
at Q.

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• Write the answer: The direction of Q from P is N70°W

Exercise

1. Study the figure below and answer the questions that follow
N
D A

200

W 600
O E
800
500
C
S B

What is the direction of?

(i).A from O (ii).B from O (iii).C from O (iv).D from O

2. What is the direction of A from B?

N

B
750
N

Lesson 12: Bearings

In this lesson you will:

• Draw sketches
• Turn clockwise
• Name the bearing

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You will need:

• A pencil
• A pen
• A note book
• A geometry set

Introduction:

In the previous lesson we learnt about telling and writing direction. In this lesson
you will learn how to read and write bearings. Knowing bearing help people like
pilots, sailors, forest tourists, mountain climbers to locate places where they are
going.

Step 1: Activity.

Find the angle marked P.

60°

• Angle P and 60° are co-interior angles

• Co-interior angles add up to 180°
• So p+60°=180°
P+60°-60°=180°-60°
P=120°
Step 2:

All bearing are measured in clockwise direction.

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Bearings are written in 3 figures or digits.

Now look at these examples

N
D A

700 50
0

W O E
200
C 300
S B

What is the bearing of

(i).A from O?

The angle from the north to A is 50°.So the bearing of A from O is 050°

(ii).B from O?

The angle from north to south is 180°

So the angle from north to B is 180°-30°=150°

Bearing of B from O is 150°

(iii).C from O?

The angle from north to C is 180°+20°=200°

Bearing of C from O is 200°

(iv).D from O?

The angle moved from north back to north is 360°

Now angle from north to D is 360°-70°=290°

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Bearing of D from O is 290°

2. What is the bearing of M from N?

N

N
200
N

• Always mark the word from

• The angle for the answer is at N(From N)
• So, the bearing of M from N is 270°+20°=290°

Exercise

1. What is the bearing of;

N
S P

500 700
W O E
200

R
S Q

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(i) P from O (ii) Q from O (iii) R from O (iv) S from O

2. Find the bearing of L from M?

N

10°

3. Find the bearing of X from Y.

N

Y 30°

Lesson 13: Bearing and Scale drawing

In this lesson you will:

• Draw sketches
• Measure angles and sides
• Draw angles

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 MATHEMATICS | PRIMARY SEVEN

• Draw accurate diagrams

You will need:

• A pen
• A pencil
• A note book
• A geometry set

Introduction:
In the previous lesson you learnt about bearings. In this lesson you are going to learn
how to draw accurate diagrams with bearings.

Step 1: Activity

Find the shortest distance between point A and C.

• ABC is a right angled triangle

• We shall use Pythagoras theorem to work out AC
• 32 + 42 = 𝐴𝐴𝐴𝐴𝐴𝐴𝐴𝐴 2
9+16=𝐴𝐴𝐴𝐴𝐴𝐴𝐴𝐴 2
25=𝐴𝐴𝐴𝐴𝐴𝐴𝐴𝐴 2 find square root
√25=AC
5=AC
𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆, 𝑒𝑒𝑒𝑒ℎ𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆 𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠 𝑏𝑏𝑏𝑏𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑏𝑏𝑏𝑏𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒 𝐴𝐴𝐴𝐴 𝑀𝑀𝑀𝑀𝑀𝑀𝑀𝑀𝑀𝑀𝑀𝑀 𝐴𝐴𝐴𝐴 𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒 5𝑚𝑚𝑚𝑚

Step 2: Now look at this example

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 SELF-STUDY LEARNING

A helicopter flew from town T to town S for a distance of 100km on a bearing of 090°.
From town S, it continued for another 120km on a bearing of 045° to town R. Use scale
1cm=20km

It is very hard to draw big distances on a piece of paper. We therefore use a scale to
represent big distances so that they fit on a small paper.

(i). draw a sketch

120km

N
100km
045°
T S

(ii).Use the scales to get accurate lengths in cm

120km÷20=6cm

100km÷20=5cm

• Draw line TS= 5cm

• Use a protractor and measure 90 ° at T
• Measure (90°+45°) =135° at S

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 MATHEMATICS | PRIMARY SEVEN

• Measure SR=6cm

Measure the shortest distance from T to R.

Exercise

1. Town Q is 50km west of town P and town R is 40km from town P on a bearing
of 150°. (i).using a scale of 1cm=10km, draw an accurate diagram showing
the three towns. Find the shortest distance from Q to R.
2. Town M is 60km on a bearing of 045° to town N. Town L is 80km on a bearing
of 120° from town N
(i).draw a sketch showing the positions of the towns. Take scale 1cm: 10km
(ii).draw an accurate diagram for the 3 towns
(iii).What is the actual distance between M and L
(iv). what is the bearing of N from M

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TOPIC: TIME

LESSON 1:- Converting time from 12-hour to 24-hour and vice-versa.

In this lesson you will;-

1. Identify time in the 12-hour clock and time in the 24-hour clock
2. Convert time from 12-hour clock to 24-hour clock and vice-versa.

You will need;-

Pen, pencil, pair of compass and a book.

Introduction:-

In your previous classes, you learnt how to read and tell time using a.m. and p.m. In
our lesson today, we’re going to learn how to convert time from 12-hour clock to
24-hour clock and vice versa.

Expressing time from 12-hour to 24-hour clock.

Time from mid-night to mid-day appears almost similar apart from when it has 3
digits. In this case you add a zero before the time.

From mid-day to mid-night we add 12 hours to the 12 hour clock time given.

Expressing time from 24-hour to 12-hour clock.

For morning hours, time appears in the same state. For afternoon hours you
subtract 12 hours from the time given.

Step 1: Example.

1. Express a) 5.30 a.m. b) 10.45am in a 24-hour clock.

Solution a) 5.30 a.m. = 05:30 hours.

b) 10.45 a.m. = 10:45 hours

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 MATHEMATICS | PRIMARY SEVEN

2. Express a) 1.15pm b) 6.20 p.m. in a 24-hour clock.

Solution a) 1.15 b) 6.20

+12.00 + 12 .00
13:15 hours 18:20 hours

Express a) 06:30 hours b) 11:25 hours to a 12 hour clock.

Solution a) 06:30 b) 11:25

-00 00 - 00 00
6.30 a.m. 11.25 a.m.

Express: 21:40 hours to a 12-hour clock.

Solution 21.40
-12.00
9.40 pm

Exercise

1. Express the following time in a 24-hr clock.

a) 2.15 am c) 10.45 am d) 2. 30pm
b) 6.30 am e) 11.20 pm
2. Express the following time in a 12-hour clock.
a) 03:10 hours b) 07:15 hours c) 12:50 hours
b) 14:45 hours e) 21:30 hours.

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LESSON 2:- Reading time-tables

In this lesson, you will;-

1. Read the given time tables

2. Work out the given problems correctly.

You will need;-

Pen, book, ruler and pencil.

Introduction;-

In your previous lesson you learnt how to convert time. In this lesson today, you’re
going to learn how to read different time-tables.

You need to identify arrival and departure time.

Step1; - Example

1. The table below shows the flight time-table for Kenya Airways from Entebbe
airport.

Flight Arrival time Departure time

Entebbe to Nairobi 05:30hrs
Nairobi to Bujumbura 06:30hrs 07:30hrs
Bujumbura to Kigali 08:40hrs 09:10hrs
Kigali to Johannesburg 09:50hrs 15:30hrs
Johannesburg to London 16:30hrs 02:00hrs
06:00hrs

a) How long is the stopover in Nairobi?

Solution;
Arrival in Nairobi = 06:30 hrs.
Departure from Nairobi =07:30

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Duration = Departure time – Arrival time

= 07:30 - 06:30
= 1hour
b) How long is the flight from Bujumbura to Kigali?
Departure from Bujumbura = 09:10 hrs.
Arrival at Kigali = 09:50 hrs.
Duration: Arrival time – departure time
09:50 - 09:10
= 40 minutes.
c) Change the time the plane leaves Johannesburg for London to 12-hour clock
Departure from Johannesburg = 02:00hrs
02:00 -00:00
= 2.00a.m
2. Below is a class time-table for p.7
FROM 8.30 9.10 9.50 10.30 11.00 11.40 12.20 1.00 2.10 2.50 3.30

9.10 9.50 10.30 11.00 11.40 12.20 1.00 2.10 2.50 3.30 4.30
TO
ENG MTC CAPE1 B ENG ENG LIB L RE CAPE1 G
MON
MTC SST RE R ENG CAPE3 CAPE3 U SST LIB A
TUE
SCI SCI CAPE2 E SST MTC LL N CAPE1 ENG M
WED
MTC SST MTC A LL SCI RE C SCI SST E
THUR
SCI SCI CAPE2 K MTC MTC LIB H ENG CAPE3 S
FRI

a) At what time does lunch break start?

It starts at 1.00pm
b) How long is local language(LL) on Thursday
Ending time = 11.40am
Starting time = 11.00am
Duration = ending time – starting time

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= 11.40 - 11.00
= 40 minutes.
c) What time do the pupils take studying math in a week?
= 7lessons x 40 minutes = 280 minutes
280/60 = 4 hours 40 minutes.

Exercise
1. The table below shows the time-table for a bus company.
Station Arrival Departure

Kayabwe 7.15am
Buwama 7.53am 8.40am
Kammengo 9.10am 9.17am
Mpigi 9.47am 10.02am
Katende 10.15am 10.25am
Nsangi 10.40am 10.48am
i) What is the departure time from Mpigi?
ii) How many stop overs are between Kayabwe and Katende?
iii) How long did the bus take from Kamengo to Mpigi?

2. Study the class time table for p.3.

FROM 8.30 9.00 9.30 10.00 10.30 11.00 11.30 12.00 12.30

9.00 9.30 10.00 10.30 11.00 11.30 12.00 12.30 1.00

TO
ENG MTC LIT.1 LIT2 B RE LL OL CAPE2
MON
MTC RE LL CAPE1 R ENG CAPE2 LIT.1 LIT.2
TUE
ENG LIT.1 LIT2 CAPE2 E MTC RE LL CAPE3
WED
MTC ENG LL RE A CAPE1 O.L ENG LIB
THUR
ENG MTC RE CAPE1 K OL LL LIT.1 LIT.2
FRI

a) How long is each lesson?

b) What time do the pupils take studying English in a week

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National Curriculum
Development Centre,
P.O. Box 7002,
Kampala.

www.ncdc.go.ug