MATHEMATICS

PRIMARY 3

TEACHER’S GUIDE

Version edited in 2023

 Copyright
© 2023 Rwanda Basic Education Board
All rights reserved.
This book is the property for the Government of Rwanda.
Credit should be given to REB when the source of this book is quoted

ii
FOREWORD

Dear teacher,
Rwanda Basic Education Board is honored to present P3 Mathematics teacher’s
guide. This book serves as a guide to competence-based teaching and learning
to ensure consistency and coherence in the learning of Mathematics content for
primary three. The Rwandan educational philosophy is to ensure that learners
achieve full potential at every level of education which will prepare them to be
well integrated in society and exploit employment opportunities.
In line with efforts to improve the quality of education, the government of Rwanda
emphasizes the importance of aligning teaching and learning materials with the
syllabus to facilitate their learning process. Many factors influence what they learn,
how well they learn and the competences they acquire. Those factors include the
relevance of the specific content, the quality of teachers’ pedagogical approaches,
the assessment strategies and the instructional materials available.
The special attention was paid to the activities that facilitate the learning process
in which learners can develop ideas and make new discoveries during concrete
activities carried out individually or with peers. With the help of the teachers,
learners will gain appropriate skills and be able to apply what they have learnt
in real life situations. Hence, they will be able to develop certain values and
attitudes allowing them to make a difference not only to their own life but also
to the nation.
This is in contrast to traditional learning theories which view learning mainly as a
process of acquiring knowledge from the more knowledgeable who is mostly the
teacher. In the regard of competence-based curriculum, learning is considered
as a process of active building and developing of knowledge and skills by the
learner where concepts are mainly introduced by an activity, situation or scenario
that helps the learner to construct knowledge develop skills and acquire positive
attitudes and values.
The book provides active teaching and learning techniques that engage pupils to
develop competences. In view of this, your role is to:
• Plan your lessons and prepare appropriate teaching materials.
• Organize group discussions for pupils considering the importance of social
constructivism suggesting that learning occurs more effectively when pupils
works collaboratively with more knowledgeable and experienced people.
• Engage pupils through active learning methods such as inquiry methods,
group discussions, research, investigative activities and group and individual
work activities.

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 • Provide supervised opportunities for pupils to develop different competences
by giving tasks which enhance critical thinking, problem solving, research,
creativity and innovation, communication and cooperation.
• Support and facilitate the learning process by valuing pupils’ contributions in
the class activities.
• Guide pupils towards the harmonization of their findings.
• Encourage individual, peer and group evaluation of the work done in the
classroom and use appropriate competence-based assessment approaches
and methods.
To facilitate you in your teaching activities, the content of this book is self
explanatory so that you can easily use it. It is divided in 3 parts:
The part I explain the structure of this book and give you the methodological
guidance;
The part II gives a sample lesson plan;
The part III details the teaching guidance for each concept given in the pupil’s book.
Even though this teacher’s guide contains the guidance on solutions for some
activities given in the student-teacher’s book, you are requested to work through
each question before judging pupils’ findings.
I wish to sincerely extend my appreciation to the people who contributed towards
the development and the translation of this book, particularly REB staff who
organized the process from its inception. Special appreciation goes also to teachers
who supported the exercise throughout.
Any comment or contribution would be welcome to the improvement of this
textbook for the next versions.

Dr. MBARUSHIMANA Nelson

Director General of REB

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ACKNOWLEDGEMENT

I wish to sincerely express my special appreciation to the people who played a

major role in the translation and the adaptation of this teacher’s guide for P3
Mathematics.
It would not have been successful without the participation of different education
stakeholders to whom I would like to express my deep gratitude.
My thanks first go to the Rwanda Basic Education Board staffs and teachers who
were involved in the adaptation and the translation of this book from Kinyarwanda
to English.
I owe gratitude to different organizations and schools in Rwanda that have allowed
us to work with their professionals in the translation and adaptation of this book.

Joan MURUNGI,
Head of CTLR Department

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TABLE OF CONTENTS

FOREWORD....................................................................................................... iii
ACKNOWLEDGEMENT........................................................................................ v
PART I: GENERAL INTRODUCTION.......................................................................1
1.1. The structure of the teacher’s guide............................................................ 1
1.2 Methodological guidance.............................................................................. 4

PART II: SAMPLE LESSON.................................................................................. 21

PART III: UNIT DEVELOPMENT........................................................................... 25
UNIT 1: NUMBERS UP TO 2000 ........................................................................ 25
1.1 Key unit competence................................................................................... 25
1.2 Prerequisite ................................................................................................ 25
1.3 Cross-cutting issues to be addressed..........................................................25
1.4. Sub-headings /list of lessons...................................................................... 25
1.5 Guidance on different lessons .................................................................... 28
1.6 Summary of the unit ................................................................................. 61
1.7 Additional information for the teacher.......................................................61
1.8 Answers for the end unit assessment.........................................................61
1.9 Additional activities .................................................................................... 62

UNIT 2: NUMBERS UP TO 5000 ........................................................................ 65

2.1 Key unit competence:.................................................................................. 65
2.2 Prerequisite ................................................................................................ 65
2.3 Cross-cutting issues to be addressed..........................................................65
2.4 Sub-headings /List of lesson........................................................................ 65
2.5 Guidance on different lessons .................................................................... 68
2.6 Summary of the unit .................................................................................. 86
2.7 Additional information for the teacher.......................................................86

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 2.8 Answers for the end unit assessment 2 ......................................................87
2.9 Additional activities .................................................................................... 87

UNIT 3: NUMBERS UP TO 10 000 ..................................................................... 91

3.1 Key unit competence................................................................................... 91
3.2 Prerequisite ................................................................................................ 91
3.3 Cross-cutting issues to be addressed..........................................................91
3.4 Sub-headings/ List of lessons...................................................................... 91
3.5 Guidance on different lessons for unit 3.....................................................94
3.6 Summary of the unit ................................................................................ 117
3.7 Additional information for the teacher.....................................................117
3.8 Answers for the end unit assessment 3 ...................................................117

UNIT 4: FRACTIONS HAVING A DENOMINATOR NOT GREATER THAN 10.......... 119

4.1. Key unit competence................................................................................ 119
4.2. Prerequisite ............................................................................................. 119
4.3. Cross-cutting issues to be addressed.......................................................119
4.4. Sub-headings /List of lessons................................................................... 120
4.5 Teaching and learning activities................................................................ 121
4.8. Answers for the end unit assessment 4 ...................................................143

UNIT 5: LENGTH MEASUREMENTS.................................................................. 146

5.1. Key unit competence................................................................................ 146
5.2. Prerequisite ............................................................................................. 146
5.3. Cross-cutting issues to be addressed.......................................................146
5.5 Guidance on different lessons of unit 5....................................................147
5.6. Ending points of the unit.......................................................................... 160

UNIT 6: MASS MEASUREMENTS FROM KILOGRAM TO GRAM ........................ 163

6.1. Key unit competence................................................................................ 163
6.2. Prerequisite ............................................................................................. 163

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 6.3. Cross-cutting issues to be addressed.......................................................163
6.4. Sub-headings/List of lessons.................................................................... 164
6.5. Teaching and learning activities............................................................... 165
6.6. Ending points of the unit.......................................................................... 177

UNIT 7: CAPACITY MEASUREMENT FROM LITRE (l )TO MILLILITRE (ml )........... 179
7.1. Key unit competence................................................................................ 179
7.2. Prerequisite ............................................................................................. 179
7.3. Cross-cutting issues to be addressed.......................................................179
7.4. Sub-headings /list of lessons.................................................................... 180
7.5. Teaching and learning activities............................................................... 181
7.6. Ending points of the unit.......................................................................... 193

UNIT 8: RWANDAN CURRENCY FROM 1 Frw UP TO 5000 Frw.......................... 196

8.1. Key unit competence................................................................................ 196
8.2. Prerequisite ............................................................................................. 196
8.3. Cross-cutting issues to be addressed.......................................................196
8.4. Sub-headings / List of lesson.................................................................... 196
8.5. Guidance on different lessons for unit 8..................................................198

UNIT 9: TIME MEASUREMENTS ...................................................................... 209

9.1. Key unit competence:............................................................................... 209
9.2. Prerequisite ............................................................................................ 209
9.3. Cross-cutting issues to be addressed.......................................................209
9.4. Sub-headings /list of lessons.................................................................... 209
9.5. Guidance on different lessons for unit 9..................................................211
9.6. Ending points of the unit.......................................................................... 219

UNIT 10: TYPES OF LINES AND ANGLES........................................................... 222

10.1. Key unit competence.............................................................................. 222
10.2. Prerequisite .......................................................................................... 222

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 10.3. Crosscutting issues to be addressed in the lessons................................ 222
10.4. Sub-headings / List of lessons nit 10......................................................222
10.5. Guidance on different lessons................................................................ 223
10.6. Ending points of the unit 10................................................................... 232

UNIT 11: SQUARE, RECTANGLE, TRIANGLE AND CIRCLE................................... 234

11.1. key unit competence.............................................................................. 234
11.2. Prerequisites .......................................................................................... 234
11.3. Cross cutting issues to be addressed......................................................234
11.4. List of subtopics/ lessons........................................................................ 234
11.5. Guidance on different lessons ..............................................................235
11.6. Ending points of the Unit ...................................................................... 245

UNIT 12: GRIDS ............................................................................................. 247

12.1. Key unit competence ............................................................................ 247
12.2. Prerequisite ........................................................................................... 247
12.3. Cross cutting issues to be addressed .....................................................247
12.4. List of sub-topics/lessons....................................................................... 247
12.5. Guidance on different lessons ...............................................................248
12.6. Ending points of the unit 12 .................................................................. 253

UNIT 13: MISSING NUMBER IN ADDITION, SUBTRACTION, MULTIPLICATION AND

DIVISION......................................................................................... 254
13.1. Key unit competence ............................................................................ 254
13.2. Prerequisites.......................................................................................... 254
13.3. Cross cutting issues to be addressed .....................................................254
13.4. List of sub-topics/ lessons .................................................................... 254
13.5. Guidance on different lessons................................................................ 255

UNIT 14: PICTOGRAPHS.................................................................................. 272

14.1. Key unit competence ............................................................................. 272
14.2. Prerequisites .......................................................................................... 272

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 14.3. Cross cutting issues to be addressed .....................................................272
14.4. List of sub-topics/lessons of this unit.....................................................272
14.5. Guidance on the teaching of different lessons for unit 14.....................273
14.6. Ending points of unit 14......................................................................... 276

END OF YEAR ASSESSMENT............................................................................ 278

ANSWERS FOR THE END YEAR ASSESSMENT................................................... 284
GLOSSARY...................................................................................................... 289

REFERENCES .................................................................................................. 294

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PART I: GENERAL INTRODUCTION
Mathematics is a very important subject as it provides concepts that help learners
to be equipped with skills, attitudes and values applicable when solving real life
problems.
Mathematics helps learners to think critically. It guides them to have the culture
of saving, economic development, and it provides values that allow people to
promote social cohesion.
On a basic level, Mathematics helps people to be able to count, add, subtract,
multiply, and divide.
At the psychological level, exposure to mathematics helps people in developing
an analytic mind and assists them in better organization of ideas and accurate
expression of thoughts.
At a more general level, far away from dealing with the higher mathematical
concepts, the importance of mathematics for a common man is related to its
application in science and technology and in the day-to-day activities of life.

1.1. The structure of the teacher’s guide

This book is a teacher’s guide for P3 Mathematics. It is designed to accompany P3
Mathematics Pupil’s book and intends to help teachers to plan quality mathematics
lessons during the implementation of competence-based curriculum.
As the name says, it is a guide that teachers can refer to when preparing their
lessons. Teachers may prefer to adopt the guidance provided but they are also
expected to be more creative and consider their specific classes’ contexts and
prepare accordingly.
In this regard, learning is considered as a process of active building and developing
of knowledge and skills by the learner where concepts are mainly introduced by
an activity, situation or scenario that helps the learner to construct knowledge
develop skills and acquire positive attitudes and values.
The book provides active teaching and learning techniques that engage pupils to
develop competences and achieve the expected objectives.
In addition, this book provides more guidance on the content, teaching resources,
techniques and methods of teaching, learning activities and application activities.
This section presents the overall structure, the unit and sub-heading structure of
Mathematics content. It will help teachers to understand the different sections
of this guide and what they will find in each section.

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Overall structure of this book:
This teacher’s guide of P3 Mathematics is composed of three parts:
The Part I concerns general introduction that discusses methodological guidance
on how best to teach and learn Mathematics developing competences in teaching
and learning, address cross-cutting issues when teaching and learning and it
provides a guidance on assessment.
Part II presents a sample lesson plan. This lesson plan serves to guide the teacher
while planning his/her lessons depending on the nature of the topic to be taught,
school environment, teaching aids and level of pupils.
The Part III is about the structure of a unit and the structure of a lesson. This
includes information related to the different components of the unit and these
components are the same for all units.
Structure of a unit
Each unit is made of the following sections:
‒‒Unit title: from the syllabus
‒‒Key unit competence: it highlights what the learner will be able to do at the
end of the unit.
‒‒Prerequisites: This section indicates knowledge, skills and attitudes learnt in
previous levels that are required for the success of the unit. The competence-
based approach calls for connections between units/ topics within a subject
and interconnections between different subjects. The teacher will find an
indication of those prerequisites and guidance on how to establish connections.
‒‒Cross-cutting issues to be addressed: This section suggests cross cutting issues
that can be integrated depending on the unit content. It provides guidance
on how to come up with the integration of the issue. Note that the issue
indicated is a suggestion; teachers are free to take another cross-cutting issue
taking into consideration the learning environment.
‒‒New vocabulary: This indicates the names of new concepts to be developed
in the unit.
‒‒Guidance on the introductory activity: Each unit starts with an introductory
activity in the learner’s book. This section of the teacher’s guide provides
guidance on how to conduct this activity and related answers. Note that
learners may not be able to find the right solution, but they are invited to
predict possible solutions or answers. Solutions are provided by learners
gradually through discovery activities organized at the beginning of lessons
or during the lesson.

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‒‒Guidance on how to help learners with special educational needs in the
classroom
Even though this guidance is given in general introduction, where necessary, this
book has provided in each unit the guidance on how the teacher can help learners
with special education needs in classroom.
‒‒List of lessons/sub-headings in each unit
Each unit has a table showing a suggestion on the list of lessons, lesson objectives
copied or adapted from the syllabus and duration for each lesson. Each lesson /
subheading is then developed.
‒‒Teaching techniques for every lesson
This section shows the lesson objectives, Prerequisites/Revision/Introduction,
Teaching resources, Learning activities and suggestion on answers for activities
and application activities provided in the learner’s book.
‒‒End of each unit:
At the end of each unit the teacher’s guide provides the following sections:
The summary of the unit which provides the key points of content developed in
the student’s book,;
Additional information which provides additional content compared to the pupil’s
book for the teacher to have a deeper understanding of the topic;
End unit assessment which provides the answers to questions of end unit
assessment in the textbook;
Additional activities which provide more opportunities to learners with different
levels (slow, average and gifted) to deepen the key unit competence.
Such activities are divided into remedial, consolidation and extended activities.
Structure of each lesson or sub heading
Each lesson/sub-heading is made of the following sections:
‒‒Lesson /Sub heading title
- Prerequisites/Revision/Introduction: This section gives a clear instruction to
teacher on the required skills to effectively learn the lesson. It can also how the
teacher how to start the lesson.
‒‒Teaching and learning resources: This section suggests the teaching aids or other
resources needed in line with the activities to achieve the learning objectives.
Teachers are encouraged to replace the suggested teaching aids by the available

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 ones in their respective schools and based on learning environment.
‒‒Learning activities: This section provides a short description of the methodology
and any important aspect to consider. It provides also answers to learning
activities with cross reference to text book.
‒‒Exercises/application activities: This provides questions and answers for exercises/
application activities.
In a word, this part provides information and guidelines on how to facilitate pupils
while working on activities. More other, it provides answers for some application
activities given in the pupil’s book.

1.2 Methodological guidance

1.2.1 Developing competences
Since the year 2015 Rwanda shifted from a knowledge based to a competency-
based curriculum for pre-primary, primary and general secondary education. This
called for changing the way of learning by shifting from teacher centered to a
learner centered approach.
Teachers are not only responsible for knowledge transfer but also for fostering
children’s learning achievement and creating safe and supportive learning
environment. It implies also that a learner has to demonstrate what he/she is
able to do using the knowledge, skills, values and attitude acquired in a new or
different or given situation.
The competence-based curriculum employs an approach of teaching and learning
based on discrete skills rather than dwelling on only knowledge or the cognitive
domain of learning. It focuses on what learner can do rather than what learners
know.
Learners develop basic competences through specific subject unit competences
with specific learning objectives broken down into knowledge, skills and attitudes.
These competences are developed through learning activities disseminated in
learner-centered rather than the traditional didactic approach. The student is
evaluated against set standards to achieve before moving on.
In addition to specific subject competences, learners also develop generic
competences which are transferable throughout a range of learning areas and
situations in life. Below are examples of how generic competences can be
developed in Mathematics.

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Generic competences Ways of developing generic competences
Critical thinking All activities that require pupils to calculate, convert,
interpret, analyse, compare and contrast, etc have a
common factor of developing critical thinking into pupils.
Creativity and All activities that require pupils to apply skills in solving
innovation real life problems or to plot a pictograph of a given
algebraic data have a common character of developing
creativity into student-teachers.
Research and All activities that require pupils to make a simple research
problem solving in the library or on internet to find answers for given
problems have a character of developing research and
problem solving into pupils.
Communication During Mathematics class, all activities that require pupils
to discuss either in groups or in the class, present
findings, debate etc, have a common character of
developing communication skills.
Co-operation, All activities that require pupils to work in pairs or in
interpersonal groups have a character of developing cooperation and
relations and life life skills among pupils.
skills
Lifelong learning All activities that instil in the learner the need for more
learning have a common character of developing into
learners a curiosity of applying the knowledge learnt in a
range of situations. The purpose of such kind of activities
is for life-long learning enabling pupils to be able to
adapt to the fast-changing world and the uncertain future
by taking initiative to update knowledge and skills with
minimum external support.

The generic competences help pupils deepen their understanding of Mathematics

and apply their knowledge in solving problems met in a range of situations.

1.2.2 Addressing cross cutting issues

Among the changes brought by the competence-based curriculum is the integration
of cross cutting issues as an integral part of the teaching and learning process
as they relate to and must be considered within all subjects to be appropriately
addressed. The eight cross cutting issues identified in the national curriculum
framework are: Comprehensive Sexuality Education, Environment and Sustainability,
Financial Education, Genocide studies, Gender, Inclusive Education, Peace and
Values Education, and Standardization Culture.

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Some cross-cutting issues may seem specific to particular learning areas/subjects
but the teacher needs to address all of them whenever an opportunity arises. In
addition, pupils should always be given an opportunity during the learning process
to address these cross-cutting issues both within and out of the classroom.
Below are examples of how crosscutting issues can be addressed:
Cross-Cutting Issue Ways of addressing cross-cutting issues
Environment and Sustainability: Using word problems from real life
Integration of Environment, Climate experience, Mathematics teacher
Change and Sustainability in the should lead learners to illustrate the
curriculum focuses on and advocates for situation of “population growth” and
the need to balance economic growth, discuss its effects on the environment
society well-being and ecological and sustainability.
systems. Student-teachers need basic
knowledge from the natural sciences,
social sciences, and humanities to
understand to interpret principles of
sustainability.
Financial Education: Through different examples and
The integration of Financial Education calculations on word problems from real
into the curriculum is aimed at a life experience of pupils, Mathematics
comprehensive Financial Education teacher can lead pupils to discuss how
program as a precondition for achieving to make appropriate financial decisions.
financial inclusion targets and improving
the financial capability of Rwandans so
that they can make appropriate financial
decisions that best fit the circumstances
of one’s life.
Gender: At school, gender will be Mathematics teacher should address
understood as family complementarities, gender as cross-cutting issue through
gender roles and responsibilities, the assigning leading roles in the
need for gender equality and equity, management of groups to both girls and
gender stereotypes, gender sensitivity, boys and providing equal opportunity in
etc. the lesson participation and avoid any
gender stereotype in the teaching and
learning process.

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Inclusive Education: Inclusion is based Firstly, Mathematics teacher needs to
on the right of all learners to a quality identify/recognize pupils with special
and equitable education that meets their needs. Then by using adapted teaching
basic learning needs and understands and learning resources while conducting
the diversity of backgrounds and a lesson and setting appropriate tasks
abilities as a learning opportunity. to the level of pupils, they can cater
for pupils with special education needs.
Peace and Values Education: Peace Through a given lesson, a teacher
and Values Education (PVE) is defined should:
as education that promotes social • Set a learning objective which is
cohesion, positive values, including addressing positive attitudes and
pluralism and personal responsibility, values,
empathy, critical thinking and action in
order to build a more peaceful society. • Encourage pupils to develop the
culture of tolerance during discussion
and to be able to instil it in colleagues
and cohabitants;
• Encourage pupils to respect ideas for
others.
Standardization Culture: With different word problems or charts
Standardization Culture in Rwanda related to the effective implementation
will be promoted through formal of Standardization, Quality Assurance,
education and plays a vital role in terms Metrology and Testing, pupils can
of health improvement, economic be motivated to be aware of health
growth, industrialization, trade and improvement, economic growth,
general welfare of the people through industrialization, trade and general
the effective implementation of welfare of the people.
Standardization, Quality Assurance,
Metrology and Testing.

1.2.3 Guidance on how to help learners with special education needs in

classroom
In the classroom, pupils learn in different ways depending to their learning pace,
needs or any other special problem they might have. However, the teacher has
the responsibility to know how to adopt his/her methodologies and approaches
in order to meet the learning needs of each pupil in the classroom. Also teachers
need to understand that pupils with special needs have to be taught differently
or need some accommodations to enhance the learning environment. This will
be done depending on the subject and the nature of the lesson.

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In order to create a well-rounded learning atmosphere, teachers need to:
• Remember that pupils learn in different ways, so they need a variety of
activities (e.g. role-play, music and singing, word games and quizzes, and
outdoor activities);
• Maintain an organize classroom and limiting the distraction. This will help
pupils with special needs to stay on track during lesson and follow instruction
easily;
• Vary the pace of teaching to meet the needs of each child because some
pupils process information and learn more slowly than others;
• Break down instructions into smaller, manageable tasks. Pupils with special
needs often have difficulty in understanding long-winded or several instructions
at once. It is better to use simple, concrete sentences in order to facilitate
them understand what you are asking.
• Use clear and consistent language to explain the meaning (and demonstrate
or show pictures) if you introduce new words or concepts;
• Make full use of facial expressions, gestures and body language;
• Pair a pupil who has a disability with a friend. Let them do things together
and learn from each other. Make sure the friend is not over protective and
does not everything for the one with disability. Both pupils will benefit from
this strategy;
• Use multi-sensory strategies. As all pupils learn in different ways, it is
important to make every lesson as multi-sensory as possible. Pupils with
learning disabilities might have difficulty in one area, while they might excel
in another. For example, use both visual and auditory cues.
Below are general strategies related to each main category of disabilities and how
to deal with every situation that may arise in the classroom. However, the list is
not exhaustive because each child is unique with different needs and that should
be handled differently.
Strategy to help pupils with intellectual impairment:
• Use simple words and sentences when giving instructions;
• Use real objects that pupils can feel and handle. Rather than just working
abstractly with pen and paper;
• Break a task down into small steps or learning objectives. The pupil should
start with an activity that she/he can do already before moving on to
something that is more difficult;
• Gradually give the pupil less help;
• Let the pupil with disability work in the same group with those without
disability.

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Strategy to help pupils with visual impairment:
• Help pupils to use other senses (hearing, touch, smell and taste) and carry
out activities that will promote their learning and development;
• Use simple, clear and consistent language;
• Use tactile objects to help explain a concept;
• If the pupil has some sight, ask him/her what he/she can see;
• Make sure the pupil has a group of friends who are helpful and who allow
him/her to be as independent as possible;
• Plan activities so that pupils work in pairs or groups whenever possible.
Strategy to help pupils with hearing disabilities or communication difficulties
• Always get the pupils ‘attention before you begin to speak;
• Encourage the pupil to look at your face;
• Use gestures, body language and facial expressions;
• Use pictures and objects as much as possible.
• Keep background noise to a minimum.
Strategies to help pupils with physical disabilities or mobility difficulties:
• Adapt activities so that pupils, who use wheelchairs or other mobility aids,
can participate.
• Ask parents/caregivers to assist with adapting furniture e.g. the height of a
table may need to be changed to make it easier for a pupil to reach it or fit
their legs or wheelchair under;
• Encourage peer support when needed;
• Get advice from parents or a health professional about assistive devices if
the pupil has one.
Adaptation of assessment strategies:
At the end of each unit, the teacher is advised to provide additional activities
to help pupils achieve the key unit competence. These assessment activities are
for remedial, consolidation and extension designed to cater for the needs of all
categories of students; slow, average and gifted pupils respectively. Therefore, the
teacher is expected to do assessment that fits individual pupil.

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Remedial activities After evaluation, slow pupils are provided with lower
order thinking activities related to the concepts learnt
to guide them in their learning.
These activities can also be given to assist deepening
knowledge acquired through the learning activities for
slow pupils.
Consolidation After introduction of any concept, a range number of
activities activities can be provided to all pupils to enhance/
reinforce learning.
Extended activities After evaluation, gifted and talented pupils can be
provided with high order thinking activities related to
the concepts learnt to make them think deeply and
critically. These activities can be assigned to gifted and
talented pupils to keep them working while other pupils
are getting up to required level of knowledge through
the learning activity.

1.2.4. Guidance on assessment

Assessment is an integral part of teaching and learning process. The main purpose
of assessment is for improvement of learning outcomes. Assessment for learning/
Continuous/ formative assessment intends to improve pupils’ learning and teacher’s
teaching whereas assessment of learning/summative assessment intends to
improve the entire school’s performance and education system in general.
Continuous/ formative assessment
It is an on-going process that arises during the teaching and learning process.
It includes lesson evaluation and end of sub unit assessment. This formative
assessment should play a big role in teaching and learning process. The teacher
should encourage individual, peer and group evaluation of the work done in the
classroom and uses appropriate competence-based assessment approaches and
methods.
Formative assessment is used to:
• Determine the extent to which learning objectives are being achieved and
competences are being acquired and to identify which pupils need remedial
interventions, reinforcement as well as extended activities. The application
activities are done in the pupil book and they are designed to be given as
remedial, reinforcement, end lesson assessment, homework or assignment.
• Motivate pupils to learn and succeed by encouraging them to read, or learn
more, revise, etc.

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 • Check effectiveness of teaching methods in terms of variety, appropriateness,
relevance, or need for new approaches and strategies. Mathematics teachers
need to consider various aspects of the instructional process including
appropriate language levels, meaningful examples, suitable methods and
teaching aids/ materials, etc.
• Help pupils to take control of their own learning.
In teaching Mathematics, formative or continuous assessment should compare
performance against instructional objectives. Formative assessment should measure
the s pupil’s ability with respect to a criterion or standard. For this reason, it is
used to determine what pupils can do, rather than how much they know.
Summative assessment
The assessment can serve as summative and informative depending to its purpose.
The end unit assessment will be considered summative when it is done at end of
unit and want to start a new one.
It will be formative assessment, when it is done in order to give information on
the progress of pupils and from there decide what adjustments need to be done.
The assessment done at the end of the term, end of year, is considered as
summative assessment so that the teacher, school and parents are informed of
the achievement of educational objective and think of improvement strategies.
There is also end of level/ cycle assessment in form of national examinations.
When carrying out assessment?
Assessment should be clearly visible in lesson, unit, term and yearly plans.
• Before learning (diagnostic): At the beginning of a new unit or a section of
work; assessment can be organized to find out what pupils already know /
can do, and to check whether the pupils are at the same level.
• During learning (formative/continuous): When pupils appear to be having
difficulty with some of the work, by using on-going assessment (continuous).
The assessment aims at giving pupils support and feedback.
• After learning (summative): At the end of a section of work or a learning unit,
the Mathematics teacher has to assess after the learning. This is also known
as Assessment of Learning to establish and record overall progress of pupils
towards full achievement. Summative assessment in Rwandan schools mainly
takes the form of written tests at the end of a learning unit or end of the
month, and examinations at the end of a term, school year or cycle.

11
Instruments used in assessment.
• Observation: This is where the Mathematics teacher gathers information by
watching pupils interacting, conversing, working, playing, etc. A teacher can
use observations to collect data on behaviours that are difficult to assess
by other methods such as attitudes, values, and generic competences and
intellectual skills. It is very important because it is used before the lesson
begins and throughout the lesson since the teacher has to continue observing
each and every activity.
• Questioning
a) Oral questioning: a process which requires a pupil to respond verbally to questions;
b) Class activities/ exercises: tasks that are given during the learning/ teaching
process;
c) Short and informal questions usually asked during a lesson;
d) Homework and assignments: tasks assigned to pupils by their tutors to be
completed outside of class.
Homework assignments, portfolio, project work, interview, debate, science fair,
Mathematics projects and Mathematics competitions are also the different forms/
instruments of assessment.

1.2.5. Teaching methods and techniques that promote active learning in

mathematics
The different learning styles for pupils can be catered for when the teacher uses
active learning whereby pupils are really engaged in the learning process.
a) The main teaching methods used in mathematics are the following:
• Active methods: they involve the learning through the process of use and
discovery, doing things and finding out things using a range of media, solving
problems, and planning own work and learning, rather than just listening or
reading.
• Dogmatic method: the teacher tells the pupils what to do and how to attempt.
It is sometimes used when pupils need an example before applying what they
learn. For example when introducing the conversion of units of measurements.
• Inductive-deductive method: Inductive method is to move from specific
examples to generalization and deductive method is to move from generalization
to specific examples. In lower primary, inductive is more appropriate as pupils
start by observing concrete objects before generalizing what they see.
• Skills Laboratory method: Laboratory method is based on the maxim “learning
by doing.” It is a procedure for stimulating the activities of the pupils and to

12
 encourage them to make discoveries through practical activities. For example,
pupils can measure the total length of square’s sides before concluding on
how to find its perimeter.
• Problem solving method.
The following are some active techniques to be used in Mathematics:
• Group work
• Research
• Probing questions
• Practical activities (drawing, plotting, tabulation, interpreting pictographs)
• Modelling
• Brainstorming
• Quiz Techniques
• Discussion technique
• Scenario building technique.
The CBC enhances the use of actives methods of teaching.
b) What is Active learning?
Active learning is a pedagogical approach that engages pupils in doing things and
thinking about the things they are doing. Pupils play the key role in the active
learning process. They are not empty vessels to fill but people with ideas, capacity
and skills to build on for effective learning. Thus, in active learning, pupils are
encouraged to bring their own experience and knowledge into the learning process.
The role of the teacher in active The role of pupils in active learning
learning
‒‒The teacher engages pupils through A pupil engaged in active learning:
active learning methods such as ‒‒Communicates and shares relevant
inquiry methods, group discussions, information with peers through
research, investigative activities, presentations, discussions, group work
group and individual work activities. and other learner-centred activities
‒‒He/she encourages individual, (role play, case studies, project work,
peer and group evaluation of the research and investigation);
work done in the classroom and ‒‒Actively participates and takes
uses appropriate competence- responsibility for his/her own learning;
based assessment approaches and
methods. ‒‒Develops knowledge and skills in active
ways;

13
‒‒He provides supervised opportunities ‒‒Carries out research/investigation by
for pupils to develop different consulting print/online documents and
competences by giving tasks which resourceful people, and presents their
enhance critical thinking, problem findings;
solving, research, creativity and ‒‒Ensures the effective contribution
innovation, communication and of each group member in assigned
cooperation. tasks through clear explanation
‒‒The teacher supports and facilitates and arguments, critical thinking,
the learning process by valuing responsibility and confidence in public
pupils’ contributions in the class speaking
activities. ‒‒Draws conclusions based on the findings
from the learning activities.

c) Main steps for a lesson in active learning approach

All the principles and characteristics of the active learning process highlighted
above are reflected in steps of a lesson as displayed below. Generally, the lesson
is divided into three main parts whereby each one is divided into smaller steps to
make sure that pupils are involved in the learning process. Below are those main
parts and their small steps:
1) Introduction
Introduction is a part where the teacher makes connection between the current
and previous lesson through appropriate technique. The teacher opens short
discussions to encourage pupils to think about the previous learning experience
and connect it with the current instructional objective. The teacher reviews the
prior knowledge, skills and attitudes which have a link with the new concepts to
create good foundation and logical sequencings.
2) Development of the new lesson
The development of a lesson that introduces a new concept will go through
the following small steps: discovery activities, presentation of pupils’ findings,
exploitation, synthesis/summary and exercises/application activities.
™ ™ Discovery activity
Step 1
‒‒The teacher discusses convincingly with pupils to take responsibility of their
learning
‒‒He/she distributes the task/activity and gives instructions related to the tasks
(working in groups, pairs, or individual to instigate collaborative learning, to
discover knowledge to be learned)

14
Step 2
‒‒The teacher let pupils work collaboratively on the task;
‒‒He/she then monitors how pupils are progressing towards the knowledge to
be learned and boosts those who are still behind (but without communicating
to them the knowledge).
™ ™ Presentation of student-teachers’ findings/productions
‒‒In this episode, the teacher invites representatives of groups to present their
productions/findings.
‒‒After three/four or an acceptable number of presentations, the teacher
decides to engage the class into exploitation of pupils productions.
™ ™ Exploitation of pupils’ findings/ productions
‒‒The teacher asks pupils to evaluate the productions: which ones are correct,
incomplete or false;
‒‒Then the teacher judges the logic of the pupils’ products, corrects those which
are false, completes those which are incomplete, and confirms those which
are correct.
™ ™ Institutionalization or harmonization (summary/conclusion/ and examples)
The teacher summarizes the learned knowledge and gives examples which illustrate
the learned content.
™ ™ Application activities
‒‒Exercises of applying processes and products/objects related to learned unit/
sub-unit
‒‒Exercises in real life contexts;
‒‒The teacher guides pupils to make the connection of what they learnt to real
life situations. At this level, the role of teacher is to monitor the fixation of
process and product/object being learned.
3) Assessment
In this step the teacher asks some questions to assess achievement of instructional
objective. During assessment activity, pupils work individually on the task/activity.
The teacher avoids intervening directly. In fact, results from this assessment
inform the teacher on next steps for the class and individuals. In some cases,
the teacher can end with a homework/ assignment. Doing this will allow pupils to
relay their understanding on the concepts covered that day. Teacher leads them
not to wait until the last minute for doing the homework as this often results in
an incomplete homework set and/or an incomplete understanding of the concept.

15
1.2.6 Stages of concept development in lower primary
There are 3 main stages for concept development in mathematics for lower
primary: Concrete stage, semi concrete and abstract stage.
‒‒Concrete stage: In this stage, the teacher begins the lesson by modelling each
mathematical concept with concrete materials. In other words, this stage is
the “doing” stage, using concrete objects to model problems. Those materials
are real objects that learners manipulate and discuss how to use them for
better learning.
‒‒Semi- concrete stage, visualization or representation: In this stage, the
teacher transforms the concrete model into a representational (semi-concrete)
level, which may involve drawings or pictures; using circles, dots, and tallies;
or using pictures for counting. In other words, this is the “seeing” stage that
uses representations of the objects to model problems.
‒‒Abstract stage: In this stage, the teacher models the mathematics concept
at a symbolic level, using only numbers, notation, and mathematical symbols
to represent the number of circles or groups of circles. The teacher uses
operation symbols (+, –, x, :) to indicate addition, multiplication, or division.
This is the “symbolic” stage, where students are able to use abstract symbols
to model problems.

1.2.7 Teaching and learning in the second language

A Rwandan child enters school with the accumulated experience of his/her pre-
school years (ECD Centers and Nursery school) in the Kinyarwanda language
which is also used at home. The child has already absorbed and processed few
amounts of information about the Kinyarwanda language and customs of his/
her society and the variety of objects and experiences that his/her environment
offers: objects, houses, animals, trees, etc. Other experiences can be gotten “from
outside” through the radios or TV and they are equally part of his everyday life.
As the child enters the Primary one (P1), the Kinyarwanda teacher will have to
guide the child to deepen this information because the medium of instruction for
other subjects is the English, a second language for the child.
The Mathematics teacher is well instructed to use a Mathematics syllabus, He/
she will need to reflect to the Rwandan context and use concrete objects and
illustrations from real life experience of the child to help this child reflect to his/
her environment and motivate him/her to enjoy school at first and to discover
new experiences.
This means that the pupil will need to learn the content and the language at
the same time where both the subject matter and the foreign language (L2) are

16
developed simultaneously and gradually, depending on the age of pupil and other
variables.
The method related to this way of teaching is called Content and Language
Integrated Learning (CLIL) ( O’Malley and Chamot, 1990).
As a teacher, the following elements are emphasized during CLIL:
Presentation:
Introduce to the classroom a theme related to the concept you want to develop.
Use concrete objects, pictures, graphics, and multimedia materials and write
keywords on the chalk board.
New words and expressions are to be written in colours, circled or underlined on
the chalkboard to watch out for.
Communication:
Boost your pupils’ ability to communicate while also allowing them to focus on
learning the Mathematics concept. In this regards, learners can be helped to use
short sentences to express their ideas. Along the way, you’ll build their positive
vibes for the target concept and its application in the real life. So, the best strategy
is to aim for communicating rather than accuracy when your pupils exchange ideas
during the discussion.
Feedback and conclusion:
It is sometimes necessary not to interrupt students during activities, even when
their language may not be completely accurate. This may break the flow of the
activity and may even cause pupils to lose their confidence. Rather, take notes and
try to recap each activity by giving pupils language-and content-related feedback.
To let them benefit all the pupils, try to give feedback to the entire class rather
than to pupils individually.
Later, ask for feedback from pupils, monitor results and adjust accordingly.
Mathematics teaching strategies in the second language
Basic classification of teaching strategies was provided by O’Malley and Chamot
(1990): Cognitive strategies, Meta-cognitive strategies, Social strategies and
Affective strategies.
1) Cognitive strategies
‒‒Contextualization: Placing the task into a meaningful mathematical or real life
experiences for the child. For example, the teacher can use word problems
or scenarios involving objects or animals frequently seen by the child in the
family or at school.

17
 ‒‒Resourcing: Using local teaching and learning materials and text books with
simplified and adapted activities to the level of understanding for pupils.
‒‒Elaboration and transfer: Relating new information to prior knowledge where
the new concept must be built basing on the prerequisites, relating new
information to the previous ones, making meaningful personal association to
information presented where pupils are asked to provide their own examples
and point of views. Therefore, guide the learner to use previously acquired
knowledge to facilitate a new task.
‒‒Substitution: Where necessary, one can select alternative approaches and
revise the plan to accomplish a task; For example the use of induction and
recombination.
2) Meta-cognitive strategies
‒‒Problem identification: for example in a word problem, help the learner to
explicitly identify the central points which need resolution in a task: you can
use pictures or highlight key words in the problem.
‒‒Self-management: Understanding and arranging for the conditions that help
accomplish the task successfully. This requires that after identifying the
question (requested information), one organizes data and thinks of the way
of solving towards the solution.
‒‒Self-monitoring: Checking, verifying or correcting one’s comprehension or
performance in the course of problem solving. This requires to verify if the
answer you find can justify the mathematics sentence given.
3) Social strategies
‒‒Cooperation: Working with others to guide problem solving. Learners are
guided to work in groups or in pairs where they can feel free to discuss and
explain to each other in the simple language or in their mother tongue.
‒‒Mediation: Asking questions for clarification. Learners are given opportunity
to feel free to ask questions any time for they need more clarification.
Therefore, there are techniques that can be used by the teacher to explain
concepts and content:
‒‒Use visualization techniques: graphs, hand-on-manipulatives, body language,
gestures or computer simulation programmes can help students better
understand the concepts.
‒‒Use an active discovery technique: instead of giving lengthy explanations in
the foreign language about the new concepts, try involving your students in
hand-on manipulative activities which can include listening, speaking, reading,
writing, watching, cutting, gluing, experimenting, selecting, drawing, etc.

18
 ‒‒Allow students a small time to discuss in groups or work on content concepts
in their mother tongue at the beginning stages when they carry out a task,
and they are required to interact or negotiate with their peers.
‒‒Review the key vocabulary and key content concepts: you can either display
them, use brief quizzes in the form of games or use songs and chants which
involve the concept to provide quick and engaging ways of reminding the
students of the key concepts and words.
‒‒Regularly check understanding and give feedback: observe the students’
responses systematically and use the spot-check activities during the lesson.
Learning strategies
The teacher has to carefully organize good environment where all learning
strategies will be catered. For Oxford (1990, p. 8), learning strategies are specific
actions taken by the learner to make learning easier, faster, more enjoyable, more
self directed, more effective and more transferable to new situations.
Teaching Mathematics using a second language may be a challenge for pupils and
teachers but there are a number of strategies that support the teacher in Primary
Education, such as holistic, constructive and experiential learning.
The 21st century pedagogies also often enhance active, experimental, digital and
cooperative learning, as well as learning through discovery and task-based learning.
‒‒Holistic learning refers to learning that integrates all subject areas and aims
at supporting the child in his social, psychological, physical and cognitive
development. This is done in the interest “of more vital and meaningful
learning”. For example when teaching the addition of numbers, the teacher
can use different contexts: putting countable objects together, adding money
in a bank, adding the number of animals in a farm, number of people in the
market, etc.
‒‒Constructive learning is often presented as a discovery and construction of
mental schema by learners interacting with their environment on multiple
levels.
E.g. take 27 bottle tops and ask learners to form 9 groups of them where all
groups will have a same number of bottle tops. Ask them to give the number of
bottle tops for each group and explain if what they did is the representation of
27÷9 or 27x9.
‒‒Experiential learning is a tactile approach, which involves physical objects
as resources. Its focus is on promoting authentic experience. The level of
authenticity is increased if the experience can be shared with an expert.

19
E.g. If students are learning the perimeter of a rectangle, they may explore the
total length of a rectangular field located at their school.
‒‒Active learning involves learning through the process of use and discovery,
doing things and finding out things for themselves using a range of media,
solving problems, and planning own work and learning, rather than just
listening or reading.
‒‒Digital learning involves the confident and critical manipulation of multiple
modalities in diverse media devices. E.g. A guided research on the internet
on how to draw a right angle ruler and protractor or a ruler and a pair of
compass.
‒‒Cooperative learning encourages pupils to work together (in pairs, small
groups, class, with another class, school, with several schools). Teachers
should monitor how children act and react in group settings, can talk effectively
to one another, etc.
E.g. Students collaborate in making a book together on local fauna by colouring 3
animals each in the book. Students exchange their books with students in other
classes or schools
‒‒Discovery learning is a learning experience that allows children to develop
their own understanding and knowledge of concepts and/or relationships
rather than following a pre-set process or outcome.
Example: Engaging children in collecting information about the place they live in
by, for example, taking photos of the places they want to include in their project.
‒‒Task-based learning (TBL) or activity based learning is learning that develops
around tasks that students have to complete. The language they will use is
determined by what they need to do the task. TBL is generally organized
in: pre-task, task, planning how to do the task and report by analyzing and
practicing. Example: when the teacher needs to teach obtuse angle and
acute angles, he/she can give learners protractors and a collection of sheets
of paper on which angles are drawn, Learners are asked to group angles in 3
groups: angles with values equal to the right angle, angles whose values are
greater than a right angle and angles that are greater than a right angle. Then,
learners can be asked to guess the name to be given to the 2 types of angles.

20
PART II: SAMPLE LESSON
School Name: ...... Primary School Teacher’s name: …
Term Date Subject Class Unit Lesson Duration Class size
No No
1 22 /01/2020 Mathematics P3 1 1 of 22 7h20-8h00 45 learners
Type of Special Educational Needs to be 4 slow learners, 2 learners with physical
catered for in this lesson and number of impairment and 5 talented learners.
learners in each category
Unit title Numbers from 0 up to 2000
Key Unit To be able to count, read, write, order, compare, add, multiply
Competence: and divide numbers from 0 to 2000.
Title of the lesson Reading and writing numbers from 0 to 2000.
Instructional Basing on numbers written on the chalk board, manila paper or
Objective number cards, Learners will be able to read loudly and write
correctly, confidently and in a given time numbers from 0 to
2000.
Plan for this Class In the classroom, desks are arranged in a way that help learners
(location: in / to work individually and in small groups.
outside)
Learning Materials Manila paper, numeration table, number cards, textbooks.
(for all learners)
References Mathematics P3 learner’s book, Mathematics P3 teacher’s guide,
Mathematics syllabus for Lower primary.

Description of teaching and learning Competences and

activity Cross-Cutting Issues
Steps and Timing to be addressed
Give learning materials to pupils, explain
them the learning instructions, form
groups of learners: complete numbers in
the numeration table, read the numbers
they write, then read numbers written
on the number cards.
Teacher’s activities Learners activities
Introduction or Provide simple Observe and read When learners
Review questions on umbers from are reading and
reading and writing number cards writing numbers in
(5 minutes)
numbers not less and write them words they develop
than 1000. in words or in communication
figures skills.

21
Development of the Activity 1: Activity1: Cooperation
lesson (25 minutes) ‒‒ Distribute number ‒‒Listen to developed through
cards to learners; instructions working together in
Discovery activities:
and ask group.
‒‒Provide
question where
instructions;
necessary;
‒‒Ask learners
‒‒Take learning
to observe the
materials and
table of place
observe and
value hung in the
discuss the table
classroom or
of place values;
drawn on the
board; ‒‒Read the given
number and
‒‒Give 10 numbers
complete them
between 1000
in the table of
and 2000 and ask
place values:
learners to write
1256; 1589;
them in the table
1876; 1943.
of place values; Communication
‒‒Write in words developed
‒‒Ask learners one
the given through reading
by one to read
numbers in their numbers and the
loudly these
notebooks. presentation of
numbers;
their findings.
‒‒Ask each learner
to write in word
the number that is
Peace and value
just read.
addressed when
‒‒Approach each all learners share
slow learner and ideas in a peaceful
guide him/her on way with respect of
how to make it in others views.
a simple way.
Engagement and Activity 2: Activity 2: Gender addressed
‒‒Form groups of ‒‒Join groups when both girls
learners and give as requested, and boys working
them instructions Listen to together in groups
on the activity; instructions or when each
and ask accepts the role
question where of presenting the
necessary; findings of a group.

22
 ‒‒Provide to each ‒‒Take learning Inclusive education
group number materials, draw addressed in
cards with the table of classroom by
numbers between values; encouraging
1000 and 2000; all learners to
‒‒Read the their
be engaged on
‒‒Ask each group numbers and
the work and
to complete their complete them
discussion.
numbers in a table in a table of
of place values; place values;
Presentation of
findings ‒‒Monitor how ‒‒be sure that
learners are each member is
implementing able to present
instructions and their work;.
how they are
‒‒Present the
working in their
work to the
groups;
class;
‒‒Ask each group
‒‒Provide
to present their
comment on
findings to the
presentation
class and ask
where
other pupils to
necessary.
comment.
‒‒Approach each
slow learner and
guide him/her on
how to make it in
a simple way.
Application Activity 3: Activity 3:
‒‒Provide to Work out the
learners numbers activity and show
between 100 and the work to
2000 to be written the teacher for
(in figure) in the feedback.
table of values
and to write them
in words;
‒‒Verify if every
learner is doing
the activity and
whether the table
of values is well
drawn;

23
 ‒‒Provide more
exercises to gifted
learners;
‒‒Mark the work for
learners
Synthesis and ‒‒Invite learners ‒‒Summarize the
summary to summarize new elements
new elements learnt:
or concept they
learnt; reading and
writing a number
Help them which not greater
to conclude than 2000;
appropriately; complete such a
number in a table
‒‒Provide the
of values, writing
activity of writing
the number in
numbers in the
words.
table of place
values, reading ‒‒Answer
them loudly and confidently to
writing them in questions;
words on the
‒‒Copy the
chalk board
homework and
‒‒Provide a home be ready to do
work to be done. it.
Observation Basing on how learners performed their activities, I confirm
that my objectives were achieved.
Or I take the decision of re-teaching this lesson to improve
how to write numbers in words.
I appreciate learners’ participation and engagement in the
lesson.

24
 PART III: UNIT DEVELOPMENT
UNIT 1 NUMBERS UP TO 2000

1.1 Key unit competence

To be able to count, read, write, order, compare, add, multiply and divide numbers
from 0 to 2000

1.2 Prerequisite
Pupils will easily learn this unit, if they have a good background on the following:
to count, read, write, order, compare, add, subtract, multiply and divide numbers
from 0 to 1000.

1.3 Cross-cutting issues to be addressed

• Gender balance: provide equal opportunity to boys and girls in the lesson
• Inclusive education: promote education for all learners in the teaching and
learning activities.
• Environment and Sustainability: This will be addressed when pupils will be
maintaining hygiene for their classroom and materials they used.
• Financial Education: addressed when pupils discuss word problem involving
how to use money and how to manage learning materials or how to prepare
activity plan.
• Peace and Values Education: addressed when pupils are encouraged to work
collaboratively and peacefully in their group.

1.4. Sub-headings /list of lessons

Unit 1: Numbers up to 2000 Reinforcement
(40 periods) and Extension
Lesson title Learning objectives Number of periods
1 Introductory activity Arouse the curiosity of 1
learners on the content of
unit 1 and the importance of
counting, reading and writing
numbers.
2 Reading numbers up to Read the numbers in figures 1
2000 up to 2000.
3 Writing numbers in Write numbers in figures up 1
figures up to 2000 to 2,000 .

25
4 Place value of digits of a Write and say the place 1 1
number up to 2000. value of a digit of a number
up to 2000.
5 Expanded form of a Write the expanded form of 1 1
number between 100 numbers up to 2000
and 2000
6 Remediation Provide learning support 1
to learners who are falling
behind their peers
7 Writing numbers in Write numbers in words up 1
words up to 2000 to 2 000 .
8 Comparing numbers less Compare numbers less than 1
than or equal to 2000 or equal to 2000.
9 Arranging numbers less Arrange numbers less than 1 1
than or equal to 2 or equal to 2 000 in
000 in ascending order ascending or descending
and in descending order.
order.
10 Addition without Add without carrying the 2 1
carrying of numbers numbers whose sum does
whose sum does not not exceed 2000
exceed 2000.
11 Remediation Provide learning support 1
to learners who are falling
behind their peers
12 Addition with carrying Add with carrying numbers 1 1
of numbers whose sum whose sum does not exceed
does not exceed 2000 2000.
13 Word problems Solve word problems 1
involving addition of involving addition of
numbers whose sum numbers whose sum does
does not exceed 2000 not exceed 2000.
14 Subtraction without Subtract numbers within 1
borrowing of numbers 2000 without borrowing.
less than or equal to
2000
15 Subtraction with Subtract numbers within 2 1
borrowing of numbers 2000 with borrowing.
less than or equal to
2,000
16 Remediation Provide learning support 1
to learners who are falling
behind their peers

26
17 Word problems Solve word problems 1 1
involving subtraction of involving subtraction of
numbers less than or numbers less than or equal
equal to 2 000 to 2 000.
18 Multiples of 7 up to 70 Explore multiples of 7 that 1
do not exceed 70.
19 Multiples of 8 up to 80 Explore multiples of 8 that 1
do not exceed 80.
20 Multiples of 9 up to 90 Explore multiples of 9 that 1
do not exceed 90.
21 Multiplication of a Multiply a number by a 1 1
number by a single single digit number (7, 8 or
digit number (7,8 or 9) 9) where the product does
where the product does not exceed 2000.
not exceed 2,000
22 Remediation Provide learning support 1
to learners who are falling
behind their peers
23 Multiplication of a 3 Multiply a 2 or 3 digit 1 1
digit number by a 2 number by a 2 digit number
digit number where where the product does not
the product does not exceed 2000.
exceed 2,000
24 Word problems Solve word problems 1
involving multiplication involving multiplication of a
of a 3-digit number by a 3-digit number by a 2-digit
2-digit number number.
25 Multiplication by 100 or Multiply a number by 100 1
1000 where the product or 1000 where the product
does not exceed 2,000 does not exceed 2,000.
26 Division without a Divide a 4-digit number 1 1
remainder of a 4 digit less than 2000 by a one-
number less than 2000 digit number without a
by a one digit number remainder.
27 Word problems involv- Solve word problems 1
ing the division without involving the division
a remainder without a remainder
28 End unit assessment Count, read, write, order, 1
compare, add, multiply and
divide numbers up to 2000.

30 10

27
1.5 Guidance on different lessons
Lesson 1: Introductory activity 1
‒‒Invite pupils to read the story of Mugarura who does not know the quantity
of cabbages produced in his field.
‒‒Guide pupils to discuss the reason why that farmer does not know the number
of cabbages;
‒‒Ask them to suggest what is required for everyone to be able to count the
quantity of objects;
‒‒Move around in the classroom to get aware of different suggestions and ask
some probing questions where necessary.
‒‒Invite all pupils to a class discussion. Basing on their experience, prior
knowledge and abilities shown in answering questions for this activity open
a discussion with probing questions to guide them to give answers.
‒‒Harmonize answers for pupils and arouse their curiosity on what is going to
be learnt in this unit so that they may be able to manage different quantities
of their properties.

Lesson 2: Reading numbers up to 2 000

a) Objectives:
Read the numbers in figures up to 2000.
b) Teaching resources and learning resources
‒‒Number cards with different digits
‒‒Number cards made by different numbers between 1000 and 2000 in different
colors;
‒‒Different types of counters.
c) Teaching and learning activities:
‒‒Provide number cards made by different numbers between 1000 and 2000
‒‒Show number cards of (or write on the chalk board) numbers between 1000
and 2000 and use different probing questions to guide pupils how to read
those numbers (use activity1.1.1 and Activity 1.1.2).
‒‒Form groups of pupils and give them digit cards with 0, 1,2, 3, 4, 5, 6, 7, 8,9;
‒‒Ask each group to use digit cards and form a 4 digit number between 1000
and 2000 and ask them to read a formed number; (see Activity 1.1.3).
‒‒Move around in the class for facilitating pupils and where necessary give more
clarifications reminding them to fix the first card with the number 1.

28
d) Synthesis/summarization
Guide pupils to read aloud the numbers below 2 000 written in figure.
e) Assessment
Put number cards with numbers between 1000 and 2000 in a basket and ask each
pupil to pick randomly one card, read its number. (use Application activity 1.1).
f) Answer for activities
Activity 1.1.1:
Guide pupils to read numbers correctly.
Activity 1.1.2:
Guide pupils to read numbers correctly
Application activity 1.1
Guide each Pupil to pick a card and read aloud the number on it to his/her
colleague.

Lesson 3: Writing numbers up to 2000 in figures

a) Objectives: Write numbers up to 2 000 in figures.
b) Teaching resources and learning resources
‒‒Number cards with different digits
‒‒Number cards made by different numbers between 1000 and 2000 in different
colors;
‒‒Different types of counters.
c) Teaching and learning activities:
‒‒Form groups of pupils and give them number cards with different digits or
write on the chalk board some digits (use activity1.2.1).
‒‒Ask each group to use the given digits and form a 4 digit number between
1000 and 2000 and then write a formed number in their notebook;
‒‒Move around in the class for facilitating pupils and where necessary give more
clarifications reminding them to fix the first card with the number 1.
‒‒choose randomly a group to read aloud their formed numbers
‒‒Guide pupils to be able to fill in the missing numbers on number line and
read aloud the written numbers. (use Activity 1.2.2).
‒‒Select one formed group to present before others

29
a) Synthesis/summarization
Guide pupils to write in figures the numbers below 2 000.
b) Assessment
‒‒Guide pupils to write correctly the missing numbers and to form numbers
using number cards (see Application activity 1.2).
‒‒Move around in the class for facilitating pupils to form 4 different numbers
between 1000 and 2000
‒‒Guide learners to read their written numbers.
c) Answer for activities
Activity 1.2.1:
To make 4 numbers between 1 000 and 2 000, using number cards given, guide
pupils to fix the first card which is 1. Pupils will make many different numbers, as
a teacher, verify if each pupil makes numbers which are between 1 000 and 2 000.
The following are examples of numbers which can be formed:
1) 1 974: One thousand nine hundred and seventy-four;
1 947: One thousand nine hundred and forty-seven;
1 794: One thousand seven hundred and ninety-four
2) 1 687: One thousand six hundred and eighty-seven.
1 678: One thousand six hundred and seventy-eight
1 876: one thousand eight hundred and seventy-six.
3) 1 892: One thousand eight hundred and ninety-two.
1 829: One thousand eight hundred and twenty-nine.
1 928: One thousand nine hundred and twenty-eight.
4) 1 957: One thousand nine hundred and fifty-seven.
1 975: One thousand nine hundred and seventy-five.
1 597: One thousand five hundred and ninety-seven.
Activity 1.2.2:
a) 1 100: One thousand one hundred;
1 300: One thousand three hundred;

30
 1 500: One thousand five hundred;
1 700: One thousand seven hundred;
1 900: One thousand nine hundred.
b) 200: Two hundred;
400: Four hundred;
600: Six hundred;
800: Eight hundred;
1000: One thousand.
c) 200: Two hundred;
500: Five hundred;
800: eight hundred;
1 100: One thousand, one hundred;
1 400: One thousand, 4 hundred.
Application activity 1.2
Guide pupils to write in figures and to read numbers correctly:
1) a) numbers between 1 990 and 2 000 are the following:1 991; 1 992; 1 993;
1 994; 1 995; 1 996; 1 997; 1 998; 1 999.
b) numbers between 1 240 and 1 250 are the following:
1241; 1 242; 1 243; 1 244; 1 245; 1 246; 1 247; 1 248; 1 249;
2) Put number cards with numbers between 1000 and 2000 in a basket and ask
any pupil to pick randomly one card and read aloud its number; as a teacher,
verify if each pupil makes numbers which are between 1 000 and 2 000.
3) Guide pupils to read correctly the given numbers.
a) 1 924: One thousand nine hundred and twenty-four
b) 1 499: One thousand four hundred and ninety-nine

Lesson 4: Place value of digits of numbers up to 2000

a) Objectives
Write and say the place value of a digit of a number up to 2000.

31
b) Teaching resources and learning resources
‒‒Abacus
‒‒The table of place values;
‒‒Number cards with different numbers between 1000 and 2000 in different
colors;
‒‒Different types of counters.
c) Teaching and learning activities:
‒‒Ask pupils to draw a table of place value in their notebooks,
‒‒Ask them to compare their table and the table which is in the pupil’s book
on activity 1.3.1;
‒‒Provide to pupils abacus with different numbers between 1000 and 2000 and
ask each one to try to complete each number in his table referring to the
example found in activity 1.3.1;
‒‒Form groups of pupils and assign them to do activity 1.3.2,
‒‒Move around in the class for facilitating pupils where necessary;
‒‒Invite some groups to present their findings and then help them to harmonize;
‒‒Assign the same groups to do activity 1.3.3 and move around to each group
to verify their performance.
d) Synthesis/summarization
Guide pupils to summarize how to draw a table of place value, how to complete
a number in such a table and how to partition that number into thousands (Th),
hundreds (H), tens (T) and ones (O).
e) Assessment
‒‒Provide application activities to be done by pupils (refer to application activity
1.3) and check their answers ;
‒‒Assign all pupils homework.

32
f) Answer for activities
Activity 1.3.1:

9 9 9 1 0 0 0 1 6 4 3

1 4 5 8 1 6 8 5 1 0 0 1

Activity 1.3.2:
Thousands Hundreds Tens Ones
1 4 5 6
1 2 3 9
1 6 9 9
1 4 7 9
1 9 5 3
1 9 7 4
Guide pupils to be able to explain the decomposition for each number like in the
answer of activity 1.3.2.
Activity 1.3.3
a) 1996= 9Tens, 1Thousand, 6 Ones, 9 Hundreds.
b) 1759 = 7Hundreds, 9Ones, 1Thousand , 5 Tens.
c) 1239 = 9Ones,2Hundreds, 3Tens, 1Thousand .
d) 1197 = 9Tens, 1hundreds, 1Thousand, 7Ones.
e) 1597 = 5 hundreds, 7Ones, 1Thousand, 9 Tens.

33
Application activity 1.3
1) a) 9 stands for Tens b) 3 stands for Hundreds
c) 9 stands for tens d) 1 stands for thousands
2) a) 1 999 b) 1 649 c) 1 395 d) 1 957 e) 1 295.

Lesson 5: Expanded form of a number between 1000 and 2000

a) Objectives
Write the expanded form of numbers up to 2000.
b) Teaching resources and learning resources
‒‒Blocks of thousand, hundreds, tens and ones
‒‒Abacus or table of place values
‒‒Number cards made by different numbers between 1000 and 2000 in different
colors;
c) Teaching and learning activities:
‒‒Provide to pupils blocks of thousand, hundreds, tens and ones and form any
number between 1000 and 2000.
‒‒Show a group of different blocks and ask pupil to write the related number
(refer to activity1.4.1).
Number presented by base ten blocks Expanded form of the number

Thousands Hundreds Tens Ones 1368 =1000+300+60+8

Thousands Hundreds Tens Ones ____

34
 ‒‒Form groups of pupils and assign them to expand numbers basing on how to
represent a number by the use of base ten blocks (use activity 1.4.2).
‒‒Invite one group to present their finding and harmonize their presentation
‒‒Assign the same groups to do activity 1.4.3
‒‒Move around in the classroom for facilitating pupils to expand different
numbers between 1000 and 2000
‒‒Guide learners when they are writing in figures expanded numbers
d) Synthesis/summarization
Guide pupils by showing them how a number can be expanded using blocks or
table of place values.
e) Assessment
Provide application activities to be done by pupils (use the application activity
1.4) and check their answers.
f) Answer for activities
Activity 1.4.1

Number presented by base ten blocks Expanded form of the number

Thousands Hundreds Tens Ones 1249 = 1000+200+40+9

1258= 1000+200+50 +8

35
 Thousands Hundreds Tens Ones 1382 = 1000+300+80+2

Activity 1.4.2
Thousands Hundreds Tens Ones 1 thousand 2 hundreds 4 tens
2 ones
=1000+200+40+2
= 1242

= 1 thousand 2 hundreds 5tens

8 ones
=1000+200+50+8
=1258

Activity 1.4.3
1242 = 1 thousands 2 hundreds 4 tens 2ones .
In the expanded form, 1242 = 1000+200+40+2
Application activity 1.4
1) 1 675= 1 Thousands 6 Hundreds 7Tens 5O ones.
2) 1 874 =1000+800+70+4
Then 1 874 =1 thousand 8hundreds 7tens 4 ones
3) a) 1 265 = 1 thousand 2 hundreds 6 tens 5 ones
b) 1 799 = 1 thousand 7hundreds 9tens 9 ones

36
 c) 1 645 = 1 thousand 6 hundreds 4 tens 5 ones
d) 1 436 = 1 thousand 4 hundreds 3 tens 6 ones
e) 1 997 = 1 thousand 9 hundreds 9 tens 7 ones
f) 1 956 = 1 thousand 9 hundreds 5tens 6 ones.

Lesson 6: Remediation
Organize a lesson in which you provide learning support to learners who are falling
behind their peers.

Lesson 7: Writing numbers in words up to 2000

a) Objectives
Write numbers in words up to 2000.
b) Teaching resources and learning resources
‒‒Abacus or table of place values
‒‒Number cards made by different numbers between 1000 and 2000 in different
colors.
c) Teaching and learning activities
‒‒Ask pupils to expand a number
‒‒From expanded number, ask pupils to show related counter to each block
and read aloud (use activity1.5.1),
Example: Complete by hundred or thousand
1236 = 1000+200+30+6 =
= One thousand two hundred and thirty-six.
‒‒Form groups of pupils and guide them when writing number in word (use
activity 1.5.2).
‒‒Move around in the class for facilitating pupils in writing numbers in words
‒‒Ask any group to choose a member to present their findings.
‒‒Moderate the findings presented by pupils.
d) Synthesis/summarization
Guide pupils on how to write a number in words;
When writing a number, you write the number in each period followed by the
name of the period without the ‘s’ at the end and insert “and” after the first
digit in every group of 3 numbers (hundreds) that contain tens or units.
e) Assessment

37
Provide application activities to pupils from the pupil’s book asking them to write
numbers in words and read them aloud (see Application activity 1.5).
f) Answer for activities
Activity 1.5.1
1236 = 1000 one thousand
+ 200 Two hundred
+ 30 Thirty
+ 6 Six

1236 = One thousand two hundreds and thirty six.

Activity 1.5.2
Number Expanded form Number in words
1 795 1000+700+90+5 One thousand seven hundred and ninety-five
1 324 1000+300+20+4 One thousand three hundred and twenty-four
1 299 1000+200+90+9 One thousand two hundred and ninety-nine
1706 1000+700+6 One thousand seven hundred and six
Application activity 1.5
1) a)1239: One thousand two hundred and thirty-nine
b) 1719: One thousand seven hundred and nineteen
c) 1456: One thousand four hundred and fifty-six
d) 1599: One thousand five hundred and ninety-nine
2) Matching

Lesson 8: Comparing numbers less than or equal to 2000

38
a) Objectives
Compare numbers less than or equal to 2000
b) Teaching resources and learning resources
‒‒Abacus or the table of place values;
‒‒Number cards with different numbers between 1000 and 2000 in different colors;
‒‒Different types of counters/ blocks.
c) Teaching and learning activities:
‒‒Ask pupils to draw a table of place value in their notebooks,
‒‒Ask them to represent 2 numbers by using a table of values, abacus or the
base ten blocs. Then, invite them to compare the represent numbers by
considering the number of beads or the number of blocks for each place
value. See the activity 1.6.1:
Place Th H T O Th H T O
values

Number 1872 1356

You can now guide them to prove the reason why 1872 >1356.
‒‒Form groups of pupils and assign them to refer to the example of activity
1.6.1 and do activity1.6.2;
‒‒Move around in the class for facilitating pupils where necessary; assign those
who finish before given time to discuss on how to do the activity 1.6.3;
‒‒Invite some groups to present their findings and then help them to harmonize;
d) Synthesis/summarization
Guide pupils to summarize how to compare numbers using a table of place values:
Insist on the comparison of thousands (Th), hundreds (H), tens (T) and ones (O).
e) Assessment
‒‒Provide application activities to be done by pupils (use the application activity

39
 1.6) and check their answers;
‒‒Assign all pupils to do the Activity 1.6.5 as homework.
f) Answer for activities
Activity 1.6.1:
Pupils are completing numbers in the table of place values before comparing them.
Activity 1.6.2:
a) 1 356 < 1 536 b) 1 905 > 1 805 c) 1 037 = 1 037
d) 1 709 < 1 790 e) 1 206 < 1 267 f) 1 670 = 1 670
Activity 1.6.3
a) 1 999 > 1 432 b) 1 421 < 1 999 c) 1 395 < 1 432
d) 1 421 < 1 432 e)1 999 > 1 432
Application activity 1.6
a) 1 905 = 1 905 b) 1 714 < 1797 c) 1 926 > 1 673
d) 1 532 > 1 325 e) 1 647 = 1647 f) 1 351 < 1 513

Lesson 9: Arranging numbers up to 2000

a) Objectives
Arrange numbers less than or equal to 2 000 in ascending or descending order
b) Teaching resources and learning resources
‒‒The table of place values;
‒‒Number cards with different numbers between 1000 and 2000 in different colors;
‒‒Different types of counters.
c) Teaching and learning activities:
‒‒Invite pupils to the whole class discussion to explore how they can compare
numbers: they draw a table of place values, complete numbers in the table,
compare these numbers and arrange them from the smallest to the largest number.

Thousands Hundreds Tens Ones

1 6 4 9
1 8 3 6
1 5 9 8
1 7 5 2
From the place valuetable, learners can see the smallest number and the
biggest number.
‒‒Give another example where numbers differ at the other place values: tens

40
 or ones.
‒‒Form groups of pupils assign them to work on other questions of the activity
1.7.1
‒‒Move around in the classroom for facilitating pupils where necessary;
‒‒Invite some groups to present their findings and then help them to harmonize
by explaining how to order numbers from the smallest to the largest (in
ascending order).
‒‒Assign the same groups to do activity 1.7.2 and move around to each group
to verify their performance;
‒‒Ask some groups to present answers and then guide them to harmonize
by explaining how to order numbers from the largest to the smallest (in
descending order).
d) Synthesis/summarization
‒‒Guide pupils to summarize how to arrange numbers in an ascending order
and in a descending order. Insist on the use of table of values to guide the
comparison and then the arrangement of numbers.
e) Assessment
‒‒Provide application activities to be done by pupils in pair (Application activity
1.7 question 1) and verify their answers;
‒‒Assign homework to all pupils (Application activity 1.7 question 2).
f) Answer for activities
Activity 1.7.1
a) 1 395, 1 593, 1 953. b) 1 136, 1 316, 1 613.
Activity 1.7.2
In descending order: 1 976, 1 967, 1 919, 1 796, 1 769, 1 697, 1 679.
Application activity 1.7
1) A) 1 569, 1 596, 1 659, 1 695, 1 956, 1 965
B) 1 457, 1 475, 1 547, 1 574, 1 745, 1 754
2) Pupils will use different numbers, as a teacher you have to verify if such numbers
are well arranged.
Lesson 10: Addition without carrying of numbers whose sum does not
exceed 2000

41
a) Objectives
Add without carrying the numbers whose sum does not exceed 2000
b) Teaching resources and learning resources
‒‒The table of place values;
‒‒Number cards with different numbers between 1000 and 2000 in different
colors;
‒‒Different types of counters.
c) Teaching and learning activities:
‒‒Invite the whole class and to explore how they can use the abacus or the
base ten block to add numbers:
Thousands Hundreds Tens Ones Number in figure
First 1325
number

+ Second 524
number

‒‒Invite one pupil on the black board and motivate the colleagues (the class)
to guide him/her how to add numbers given in example 1 and example 2.
‒‒Form groups of pupils and assign them to do the activity 1.8.1 where they
have to draw a table of place values, complete numbers in the table, refer
to the example and add the given numbers.
‒‒Move around in the class for facilitating pupils where necessary;
‒‒Invite some groups to present their findings and then help them to harmonize
by explaining how to add numbers using a table of place values. Guide them
to discover that this method is the same as adding vertically or the standard
written method.
‒‒Assign the same groups to do activity 1.8.2 and move around to each group
to verify their performance;
‒‒Ask some groups to present answers and then guide the class to harmonize
by explaining how to add numbers with carrying.

42
d) Synthesis/summarization
‒‒Guide pupils to summarize how to add numbers without carrying. Insist on
the use of the standards written method which looks like the use of the table
of values.
e) Assessment
‒‒Assign pupils to work in pair, do Application activity 1.8 and verify their
answers
‒‒Assign homework to all pupils.
f) Answer for activities
Activity1.8.1
a) 1 979 b) 1 999 c) 1 939 d) 1 989 e) 1 998 f) 1 796
Activity1.8.2
• 1 124 + 471 = 1 595 • 1 542 + 437 = 1 979 • 1 005 + 982 = 1 987
• 1 321 + 678 = 1 999 • 1 234 + 625 = 1 859 • 1 213 + 785 = 1 998
Application activity1.8.1
1. a) 1 997 b) 1 909 c) 1 999 d) 1 999 e) 1 978 f) 1693
2. a) 1 677 b) 1 899 c) 1 978 d) 1 996 e) 1 890

Lesson 11: Remediation

Organize a lesson in which you provide learning support to learners who are falling
behind their peers.

Lesson 12: Addition with carrying of numbers whose sum does not exceed 2000
a) Objectives
Add with carrying numbers whose sum does not exceed 2000
b) Teaching resources and learning resources
‒‒The table of place values;
‒‒Number cards with different numbers between 1000 and 2000 in different
colors;
‒‒Different types of counters.
c) Teaching and learning activities:
‒‒Invite pupils to a class discussion where they take base ten blocks (or abacus

43
 whose beads of different place values have different colors). Guide them how
they can add them by carrying.
‒‒From these concrete materials, lead pupils to discover how they can add with
carrying the numbers:

1425
First number

Second number
575

111
1425
+ 575
Sum
2000

Modified Sum 2000

‒‒Form groups of pupils and assign them to do the activity 1.8.3 where they
have to: draw a table of place values, complete numbers in the table, refer
to the example and add the given numbers.
‒‒Move around in the class for facilitating pupils where necessary;
‒‒Invite some groups to present their findings and then help them to harmonize
by explaining how to add numbers and carry 1 to tens, to hundreds or to
thousand. Guide them to discover that this method is the same as adding
vertically or the standard written method with carrying.
‒‒Assign the same groups to do activity 1.8.4 and move around to each group
to verify their performance;
‒‒Ask some groups to present answers and then guide the class to harmonize
by explaining how to add numbers with carrying.
d) Synthesis/summarization
‒‒Guide pupils to summarize how to add numbers with carrying. Insist on the
use of the standards written method which looks like the use of the table
of values.
e) Assessment

44
 ‒‒Assign pupils to work in pair, do application activity 1.8.2 and verify their
answers
‒‒Assign homework to all pupils.
f) Answer for activities
Activity 1.8.3
a) 1 733 b) 1 966 c) 2 000 d) 1 996
Activity1.8.4
• 924 + 897 = 1 821 • 642 + 858 = 1 500 • 952 + 879 = 1831
• 905 + 997 = 1 902 • 721 + 999 = 1 720
• 834 +789 = 1 623 • 813 + 979 = 1 792
Application activity 1.8.2
1. a) 1 955 c) 1 992 e) 1 654
b) 1 994 d) 1 941 f) 1 715
2. a) 1 851 c) 1 894 e) 1 654
b) 1 472 d) 1 920 f) 1 933

Lesson 13: Word problems involving addition whose sum does not exceed 2000
a) Objectives
Solve word problems involving addition of numbers whose sum does not exceed 2000
b) Teaching resources and learning resources
‒‒The table of place values;
‒‒Number cards with different numbers between 1000 and 2000 in different
colors;
‒‒Different types of counters.
c) Teaching and learning activities:
Concerning the lesson on word problems involving addition, you will help pupils
to solve a one –step or a two-step problem: guide them to understand the problem,
identify facts (given and requested), draw visual representations and solve the
problem using the addition.
‒‒Start by guiding pupils to solve some problems in a class discussion, provide
problems to be solved into groups and then give problems to be solved
individually.
Activity 1.9

45
 1) Total number of houses: 754 + 969 = 1 723
2) Total number of people: 1 006 + 979 = 1 985
3) The number of all students at school: 997 + 967 = 1 964
4) Total number of all patients who received medical care: 799+ 356 +795 =1 950
Application activity 1.9
1) The Number of people in that hall: 976 + 779 = 1 755
2) The number of people for our cell: 357 + 337 +731 = 1 425
3) The total number of all customers: 969 + 656 + 245 = 1 870
4) Number of houses constructed in the sector: 675 + 199 +992 = 1 866.

Lesson 14: Subtraction without borrowing of numbers less than or equal

to 2000
a) Objectives
Subtract numbers within 2000 without borrowing
b) Teaching resources and learning resources
‒‒The table of place values;
‒‒Number cards with different numbers between 1000 and 2000 in different
colors;
‒‒Different types of counters and base ten blocks
Use charts of base ten blocks
c) Teaching and learning activities:
‒‒Invite pupils to use abacus or bas ten blocks. Guide them how to take away
some blocks and ask the number that was represented, the number taken
away and the remaining number:

Thousands Hundreds Tens Ones Number in

figure
First number 1999

46
Subtract 1999 - 1675
(Take = 324
away and Vertically
count the 1999
remaining
- 1675
blocks)
0324

‒‒Form groups of pupils and assign them to do the activity 1.10.1 where they
have to: draw a table of place values, complete numbers in the table refer
to the example and perform the subtraction;
‒‒Move around in the class for facilitating pupils where necessary;
‒‒Invite some groups to present their findings and then help them to harmonize
by explaining how to subtract numbers using a table of place values. Guide
them to discover that this method is the same as subtracting vertically or the
standard written method.
‒‒Assign the same groups to do activity 1.10.2 and move around to each group
to verify their performance;
‒‒Ask some groups to present answers and then guide the class to harmonize
by explaining how to subtract a number from another without borrowing.
d) Synthesis/summarization
‒‒Guide pupils to summarize how to subtract numbers without borrowing. Insist
on the use of the standards written method which looks like the use of the
table of values.
e) Assessment
‒‒Invite pupils to work in pair and do application activity 1.10.1 and verify their
answers
‒‒Assign homework to all pupils.
f) Answer for activities
Activity 1.10.1
d) 535 e) 223 a) 432 b) 322 c) 550
Activity 1.10.2
• 1 698 – 1 426 = 272 • 1 385 – 1 274 = 111 • 1 958 – 1 327= 631
• 1 875 – 1 352 = 523 • 1 296 – 276 = 1 020
• 1 579 – 1 156 = 423 • 1 473 – 1 062 = 411
Application activity 1.10.1
1. a) 1 232 c) 900 e) 552
b) 226 d) 1 020 f) 1 033

47
 2. a) 1 122 b) 531 c) 902 d) 352 e) 1 116.

Lesson15: Subtraction with borrowing of numbers less than or equal to 2000

a) Objectives
Subtract numbers within 2000 with borrowing
b) Teaching resources and learning resources
‒‒The table of place values;
‒‒Number cards with different numbers between 1000 and 2000 in different colors;
‒‒Different types of counters.
c) Teaching and learning activities:
‒‒Invite pupils to use abacus or bas ten blocks. Guide them how to take away
some blocks and ask the number that was represented, the number taken
away and the remaining number:
‒‒Use the example given in the activity 1.10.3 and guide pupils to see that it
is necessary to borrow: converting one bead or one block for the next place
value in 10 units of the current place value:

‒‒Form groups of pupils and assign them to do the activity 1.10.3 where they
have to: draw a table of place values, complete numbers in the table refer
to the example and perform the subtraction;
‒‒Move around in the class for facilitating pupils where necessary;

48
 ‒‒Invite some groups to present their findings and then help them to harmonize
by explaining how to subtract numbers using a table of place values. Guide
them to discover that that method is the same as subtracting vertically or
the standard written method.
‒‒Assign the same groups and provide number cards and give instructions before
doing activity 1.10.4
‒‒Move around to each group to verify their performance;
‒‒Ask some groups to present answers and then guide the class to harmonize
by explaining how to subtract a number from another with borrowing.
d) Synthesis/summarization
‒‒Guide pupils to summarize how to subtract numbers with borrowing. Insist
on the use of the standard written method which looks like the use of the
table of values.
e) Assessment
‒‒Invite pupils to work in pair and do application activity 1.10.2 and verify
their answers
‒‒Assign homework to all pupils.
f) Answer for activities
Activity1.10.3
a) 264 b) 234 c) 576 d) 825 e) 262.
Activity1.10.4
• 1 124 – 1 099= 25 • 1 234 – 978= 256 • 1 421 – 786= 635
• 1 005 – 987 = 18 • 1 326 – 879 =447 • 2 000 – 1 979 = 21
• 1 300 – 1 299= 1
Application activity 1.10.2
1. a) 235 b) 144 c) 38 d) 348 e) 157 f) 553
2. a) 168 b) 480 c) 800 d) 40 e) 255.

Lesson 16: Remediation

Organize a lesson in which you provide learning support to learners who are falling
behind their peers.

Lesson17: Word problems involving subtraction of numbers less than or

49
 equal to 2000
a) Objectives
Solve word problems involving subtraction of numbers less than or equal to 2 000
b) Teaching resources and learning resources
‒‒The table of place values;
‒‒Number cards with different numbers between 1000 and 2000 in different
colors;
‒‒Different types of counters.
‒‒A chart showing word problems
c) Teaching and learning activities:
Concerning the lesson on word problems involving subtraction with or without
borrowing, the teacher will help pupils to solve a one –step or a two-step problem:
guide them to understand the problem, identify facts (given and requested), draw
visual representations and solve the problem using the subtraction.
Start by guiding pupils to solve some problems in a class discussion, provide
problems to be solved into groups and then give problems to be solved individually.
Activity 1.11
1) The number of trees which were grown up:: 1 917 – 769 = 1 148
2) Mutoni remained with this number of cows: 1 231 – 523 = 708
3) The number of the remaining sacks: 1 721 – 179 = 1 542
Application activity 1.11
1) Number of remaining trees: 2 000 – 1 099 = 901
2) The number of the remaining bricks: 1 911 – 975 = 936
3) The number of pupils who study at the school: 1 921 – 124 =1797.

Lesson 18: Multiples of 7 up to 70

a) Objectives
Explore multiples of 7 that do not exceed 70
b) Teaching resources and learning resources
‒‒At least 70 Counters per group;
‒‒Exercise books
c) Teaching and learning activities:

50
 ‒‒Form groups of pupils and assign them to do the activity 1.12.1where they
have to: form at least 10 groups of 7 counters, draw a multiplication table of 7;
‒‒ask each group to combine 2 groups, 3 groups, 4 groups, 9 groups and 10
groups of 7 counters so that at each case they count the number of counters
for new combination of groups formed and complete the number in the
multiplication table;

etc.
‒‒Move around in the class for facilitating pupils where necessary;
‒‒Invite some groups to present their findings and then help them to harmonize
by explaining how to find the multiplication table of 7and the meaning of
multiples of 7.
‒‒Assign the same groups to do activity1.12.2 and move around to each group
to verify their performance;
‒‒Ask some groups to present answers and then guide the class to harmonize
by explaining how to multiply by 7.
d) Synthesis/summarization
‒‒Guide pupils to find multiples of 7.
e) Assessment
‒‒Provide application activities to be done by pupils and check their answers;
(Application activity 1.12).
f) Answer for activities

51
Activity 1.12.1 & 2
Answers may vary; verify the answer provided by each pupil.
Application activity 1.12
1) a) 7 = 1× 7 d) 28 = 4× 7 g) 49 = 7 × 7 j) 70 = 10 × 7
b) 14 = 2× 7 e) 35 = 5 × 7 h) 56 = 8× 7
c) 21 = 3 × 7 f) 42 = 6 × 7 i) 63 = 9 × 7
2) a) 7 times 1= 1 7 × 1 =7 7 times 2 = 7 × 2 = 14
b) 7 times 3= 7 × 3 = 21 7 times 4 = 7 × 4 = 28
c) 7times 5= 7 × 5 = 35 7 times 6 = 7 × 6 = 42
d) 7 times7=7 × 7 = 49 7 times 8 = 7 × 8 = 56
e) 7 times 9 = 7 × 9 = 63 7 times 10 = 7 × 10 = 70
3) Multiplication table

The lesson 19 related to: Multiples of 8 not exceeding 80 (activity 1.13.1 &
Activity 1.13.2), and the lesson 20 on Multiples of 9 not exceeding 90 (activity
1.14.1 &activity 1.14.2) are taught in the same way as this previous lesson.

Lesson 21: Multiplication of a number by a single digit number

a) Objectives
Multiply a number by a single digit number (7, 8 or 9) where the product does
not exceed 2000
b) Teaching resources and learning resources
‒‒The table of place values;
‒‒Different types of counters.
‒‒Multiplication table for slow learners.
c) Teaching and learning activities:

52
 ‒‒Invite pupils to obsrve the worked example on the multiplication of 23 by
7. Ask some guiding questions that help pupils to understand the process of
how they can do it.
Thousands Hundreds Tens Ones

‒‒Provide explanations where necessary:

Ones: 7 × 7 = 49, we write 9 under ones and we keep 4 to the next place value.
Tens: 7 × 3 = 21, we get 21 + 4 =25 and we write 5 under tens and keep 2 to the
next place value.
Hundreds: 7 × 2 = 14, we get 14 + 2=16 and we write 6 under hundreds andwrite1
under the place of thousands.
‒‒Then, form groups of pupils and assign them to do the activity 1.15.1 where
they have to: draw a table of place values, complete numbers in the table,
refer to the example and multiply by 7, 8 or 9 to get the product.
‒‒Move around in the class for facilitating pupils where necessary; ask probing
questions guiding them to know that they multiply starting by the right, to
remember to carry a number where necessary.
‒‒Invite some groups to present their findings and then help them to harmonize
by explaining how to multiply a 3 digit number by a single digit. Guide them
to discover that this method is the same as multiplying vertically or the
standard written method.
‒‒Assign the same groups to do Activity 1.15.2 and move around to each group
to verify their performance;
‒‒Ask some groups to present answers and then guide the class to harmonize
by explaining how to do it.
d) Synthesis/summarization
‒‒Guide pupils to summarize how to multiply a 3 digit number by a single digit.
Insist on the use of the standards written method which looks like the use
of the table of values.
e) Assessment

53
 ‒‒Provide application activities to be done by pupils (Application activity 1.15)
and check their answers;
‒‒Assign homework to all pupils.
f) Answer for activities
Activity 1.15.1
a) 1 225 b) 1 512 c) 1 773 d) 1 302 e) 1 336
Activity 1.15.2
a) (200 × 7) + (50 × 7) + (4 × 7) = 1778
b) (200 × 8) + (40 × 8) + (5 × 8) = 1960
c) (200 × 9) + (10 × 9) + (9 × 9) = 1971
d) (100 × 7) + (90 × 7) + (8 ×7) = 1386
e) (100 × 8) + (70 × 8) + (9 × 8) = 1432
f) (200 × 9) + (0 × 9) + (9 × 9) = 1881
Application activity 1.15
1. a) 1 370 b) 1 836 c) 1 408 d) 1 791 e) 774
2. they get altogether 240x8pencils=1840 pencils

Lesson 22: Remediation

Organize a lesson in which you provide learning support to learners who are falling
behind their peers.

Lesson 23: Multiplication of a 3-digit number by a 2-digit number

a) Objectives
Multiply a 3 digit number by a 2 digit number where the product does not exceed 2000
b) Teaching resources and learning resources
‒‒The table of place values;
‒‒Different types of counters.
‒‒Multiplication table for slow learners.
c) Teaching and learning activities:
‒‒Invite pupils to observe the worked example on the multiplication of 23 by
7. Ask some guiding questions that help pupils to understand the process of
how they can do it:

54
 ‒‒Form groups of pupils and assign them to do the activity 1.16.1 where they
have to: draw a table of place values, complete numbers in the table, refer
to the example and multiply by a two digit number to get the product.
‒‒Move around in the class for facilitating pupils where necessary; ask probing
questions guiding them to know that they multiply starting by the right
multiplying by the ones, to remember to carry a number where necessary,
to jump one digit when multiplying by the tens, to add to find the answer.
‒‒Invite some groups to present their findings and then help them to harmonize
by explaining how to multiply a 3 digit number by a two digit number. Guide
them to discover that this method is the same as multiplying vertically or the
standard written method.
‒‒Assign the same groups to do Activity 1.16.2 and move around to each group
to verify their performance;
‒‒Ask some groups to present answers and then guide the class to harmonize
by explaining how to do it.
d) Synthesis/summarization
‒‒Guide pupils to summarize how to multiply a 3 digit number by a two digit
number. Insist on the use of the standards written method which looks like
the use of the table of values.
e) Assessment
‒‒Provide application activities to be done by pupils (Application activity 1.16)
and check their answers;
‒‒Assign homework to all pupils.
f) Answer for activities
Activity 1.16.1
a) 1 887 b) 1 995 c) 1 872 d) 1 969 e) 1 935

55
Activity 1.16.2
• 114 × 14 = 1 596 • 115 × 13 = 1 495 • 109 × 12 = 1 308
• 103 × 11 = 1133 • 102 × 15 = 1 530 • 117 × 16 = 1 872
• 112 × 17 = 1 904
Application activity 1.16
a) 116 × 16 = 1 856 c) 113 × 17 = 1 921
b) 116 × 15 = 1 740 d) 110 × 16 = 1 760

Lesson 24: Word problems involving multiplication of a 3-digit number by

a 2-digit number
a) Objectives
Solve word problems involving multiplication of a 3-digit number by a 2-digit
number
b) Teaching resources and learning resources
‒‒The table of place values;
‒‒Different types of counters.
‒‒Multiplication table for slow learners.
c) Teaching and learning activities:
Concerning the lesson on word problems involving multiplication, the teacher will
help pupils to solve a one –step or a two-step problem: guide them to understand
the problem, identify facts (given and requested), draw visual representations and
solve the problem using the multiplication.
‒‒Start by guiding pupils to solve some problems in groups or in a class
discussion (use activity 1.17.1), provide problems to be solved into groups or
in pairs (use activity 1.17.2) and then give problems to be solved individually
( Application activity 1.17).
d) Answer for activities
Activity 1.17
1) The number of the harvested bananas: 117 ×17 = 1 989
2) The number of all patients hospitalized: 105 × 19 = 1 995
3) The number of voting papers: 148 × 13 = 1 924
4) The number of bricks to be made in 12 days = 165 × 12 = 1 980

Application activity 1.17

56
 1) Number of all trees they planted = 162 × 12 = 1 944
2) Number of notebooks bought by Butera = 135 × 14 = 1 890
3) The number of soaps to be sold in 16 days= 124 × 16 = 1 984
4) The number of desks for the school= 18 × 15 = 270

Lesson 25: Multiplication by 100 or 1000

a) Objectives
Multiply a number by 100 or 1000
b) Teaching resources and learning resources
‒‒The table of place values;
‒‒Different types of counters.
‒‒Multiplication table for slow learners.
c) Teaching and learning activities:
‒‒Use base ten blocks to let pupils find that when they have for example 3
flats, the number represented is 3 times 100 which is 300 (3 with two zeros).

Hundreds Number of flats Total number Multiplication

of units by 100
3 300 4x100=400

4 400 4x100=400

‒‒Use base ten blocks to let pupils find that when they have for example 3
cubes, the number represented is 3 times 1000 which is 3000 (3 with three
zeros).

57
Thousands Number of cubes Total number of units Multiplication by
1000
3 3000 3x1000 = 3000

‒‒Then form pairs and assign them aquestions to be answered. Refer to activity
1.18.1-3, and the application activity 1.18 to teach a lesson showing learners
how to multiply by 100 and 1000.
d) Answer for activities
Activity 1.18.3
a) 1 200 c) 1 000 e) 1 900
b) 1 700 d) 1 960 f) 2 000
Application activity 1.16
a) 100 b) 100 c)10 d)100 e)1000 f)100 g) 1000 h) 1000

Lesson 26: Division without a remainder of a 4-digit number less than

2000 by a one digit number
a) Objectives
Divide a 4-digit number less than 2000 by a one-digit number without a remainder
b) Teaching resources and learning resources
‒‒The table of place values;
‒‒Different types of counters.
‒‒Multiplication table for slow learners.
c) Teaching and learning activities:
‒‒Invite pupils to discuss a situation and how they can get the answer. For
example, There are 8 sacks. Each sack contains 100 counters. If there are
shared equally in 2 groups, how many counters are in each group?

58
 ‒‒Use a drawing to illustrate the situation and ask pupils to suggest how they
can get the answer.
‒‒As pupils give the answer, show them how they can use the long division to
get : 800 ÷ 2= 400.
‒‒Form groups of pupils and assign them to do the activity 1.19.1 and 1.19.2
where they have to: complete the division table, refer to the example and
divide a 4 digit number by a one digit number.
‒‒Move around in the class for facilitating pupils where necessary; ask probing
questions guiding them to know that they divide starting by the left side and
that they can take 2 digit when necessary.
‒‒Invite some groups to present their findings and then help them to harmonize
by explaining how to divide. Guide them to discover when they consider 2
digits of a dividend and that this method is the same as called vertical division
or the standard written method.
‒‒Assign the same groups to do Activity 1.19.3 and move around to each group
to verify their performance;
‒‒Ask some groups to present answers and then guide the class to harmonize
by explaining how to do it.
d) Synthesis/summarization
‒‒Guide pupils to summarize how to divide. Insist on the use of the standards
written method.
e) Assessment
‒‒Provide application activities to be done by pupils (the application activity
1.19) and check their answers;
‒‒Assign homework to all pupils.

59
f) Answer for activities
Activity 1.19.1
It is very simple, guide learners to be able to refer to the multiplication table
when performing the division.
Activity 1.19.3
a) 309 b) 315 c) 206 d) 221 e) 884 f) 221
Application activity 1.19

Lesson 27: Word problems involving the division without a remainder

a) Objectives
Solve word problems involving the division without a remainder
b) Teaching resources and learning resources
‒‒The table of place values;
‒‒Different types of counters.
‒‒Multiplication table for slow learners.
c) Teaching and learning activities:
‒‒Concerning the lesson on word problems involving division without remainder,
the teacher will help pupils to solve a one –step or a two-step problem:
‒‒Guide them to understand the problem, identify facts (given and requested),
draw visual representations related to equal shares and solve the problem
using the division.

60
 ‒‒Start by guiding pupils to solve some problems in a class discussion, provide
problems to be solved into groups or in pairs and then give problems to be
solved individually. Refer to Activity 1.20 and Application activity 1.20.
d) Answer for activities
Activity 1.20
1) Number of students for each classroom= 378 ÷ 9 = 42
2) Number of books each school can receive = 894 ÷ 6 = 149
3) Number of mosquito nets each cell can receive = 1 985÷ 5 =397
4) Number of sacks of irish potatoes to be carried by each lorry = 1 359 ÷ 9 = 151
Application activity 1.20
1) Number of eggs to be put in each box = 1 768: 8 = 221
2) Number of playing balls to be received by each district = 1 484: 7 = 212
3) The number of bricks made by Mubumbyi everyday = 1 888: 8 = 236
4) Number of textbooks each school can receive = 1 845 : 5 = 369

1.6 Summary of the unit

Try to summarize the content for this unit.

1.7 Additional information for the teacher

‒‒The teacher plays an important role in the learning activity, guide all learning
situations and engage every pupil;
‒‒Explain clearly how to read write numbers and how to write them in figures
and in words, how to compare numbers, how to arrange them and how to
partition a number into thousand, hundreds, tens and ones.
‒‒Guide them to be able to perfume addition subtraction, multiplication and
division of numbers;
‒‒Use learning materials to illustrate the concepts,
‒‒Address crosscutting issues during lessons where applicable;
‒‒Try to use your creativity and innovation to apply the competence based
approaches of teaching to cater all learning styles for your pupils.

1.8 Answers for the end unit assessment

1) a) One thousand, nine hundred eighty seven b) 1 378
2) 1 789
3) a) 1 798 b) 1 739

61
 4) a) ones b) Tens c) Hundreds d) Ones
5) a) 1 095 > 1 059 b) 1 741 < 1 876
6) 1 789, 1 798, 1 879, 1 897, 1 978, 1 987.
7) 1 970, 1 907, 1 790, 1 709, 1 097, 1 079.
8) 1 997 b) 1 904
9) a) 1 023 b) 362
10) a) 1 248 b) 1 435 c) 1 881 e) 1 911 d) 1 860
11) a) 222 b) 121 c) 209
12) The number of all citizens in Bibare cell: 367 + 445 + 461 + 723 = 1 996.
13) The number of boys = 1 874 – 987 = 887.
14) The number of all trainees = 275 × 7 = 1 925
15) The number of mosquito nets each village can receive = 1 998 : 6 = 333

1.9 Additional activities

a) Remedial activities
1) Write in figures or in words
a) One thousand, five hundred
b) 1 820:
2) Find the expanded number
a) 1 000 + 200 + 50 = b) (1 000 × 1) + (100 × 3) + (10 × 2) + (1 × 2) =
3) Use comparison symbol (< , > or =) to compare numbers
a) 450 ... 1 000 b) 850 ...850 c) 1 240 ... 1 500
4) Arrange numbers in an ascending order
1 100, 700, 1 000, 1 300.
5) Arrange numbers in a descending order
1 200, 900, 1 500, 1 400.
6) Work out:
a) 724 + 273 = b) 1 453 –212= c) 234 × 2 = d) 1 863 : 3 =
7) Solve these word problems
a) We are 45 pupils in our classroom. If the school registers other 12 new
pupils, how many pupils can our classroom have?

62
 b) MUHIRE harvested 378 cabbages. If 178 cabbages from them were sold
to clients, how many cabbages remained?
c) Our school has 11 classrooms 11. If on classroom has 32 pupils, how many
pupils does our school have?
d) Share equally 484 mangoes among 4 people. How many mangoes can
each person get?
Answers
1) a) 1 500 b) One thousand, eight hundred twenty.
2) a) 1 250 b) 1 322
3) a) 450 < 1 000 b) 850 = 850 c) 1 240 < 1 500
4) 700, 1 000, 1 100, 1 300.
5) 1 500, 1 400, 1 200, 900.
6) a) 997 b) 1 665 c) 468 d) 621.
7) a) Our classroom is going to have : 45+12= 57
b) Number of cabbages remained: 378 –178 = 200
c) Number of pupils for our school: 11 × 32 = 352
d) Number of mangoes each person can get: 484 : 4 = 121.
b) Extension activities
1) Write in figures or in words
a) 1 979 :
b) One thousand, six hundred ninety seven
2) Find the number that was decomposed:
a) 8Hundreds 7Tens 1thounsands 9 ones =
b) 4 Tens 3Hundreds 9ones 1thousands =
c) b 9 ones 1Thousands 6Tens 5Hundreds =
3) Use < , > or = to compare numbers as follow:
a) 1 775 ….1 946 c) 1 393 ….. 1 953
b) 1 798….. 1726 d) 1 562 …. 1 948
4) Arrange these numbers in an ascending order:
1798, 1879, 1978, 1789, 1897, 1987
5) Arrange these numbers in a descending order:
1564, 1654,1456,1546,1645, 1465
6) Work out:
a) 978 + 896 = b) 1 901 – 987 = c) 274 ×7 = d) 1 795 : 5 =

63
 7) Solve these word problems
a) In our village we have 798children, 157men, 598 youth and 239 women.
Determine the total number of the population for our village.
b) INEZA had 2 000 eggs; she sold 298 eggs from them and other 379 were
broken. How many eggs remained?
c) In a certain prison there are 75 rooms. If 26 prisoners live in each room,
how many prisoners are there?
d) Share 1872 iron sheets equally among 9 villages. How many iron sheets
does each village get?
Answers:
1) a) one thousand nine hundred seventy nine b) 1 697
2) a) 1 879 b) 1 349 c) 1 569
3) a) 1 775 >1 946 c) 1 393 < 1 953
b) 1 798 > 1726 d) 1 562 > 1 948
4) 1 789, 1 798, 1 879, 1 897, 1 978, 1 987
5) 1 654, 1 645, 1 564, 1 546, 1 465, 1 456
6) a) 1 874 b) 914 c) 1 918 d) 395
7) Word problems
a) The total number of the population for our village:
798 + 157 + 598 + 239 = 1 792
b) Ineza remained with: 2 000 – (1 298 + 379) = 323 eggs
c) Number of prisoners: 75 × 26 = 1 950
d) Number of iron sheets for one village: 1 872 ÷ 9 = 208.

64
 UNIT 2 NUMBERS UP TO 5000

2.1 Key unit competence:

Count, read, write, expand, decompose, order, compare, add, subtract, multiply,
divide numbers less than or equal to 5000.

2.2 Prerequisite
Pupils will easily learn this unit, if they have a good background on the following:
to count, read, write, order, compare, add, subtract, multiply and divide numbers
from 0 to 2 000.

2.3 Cross-cutting issues to be addressed

‒‒Gender balance: provide equal opportunity to boys and girls in the lesson
‒‒Inclusive education: promote education for all learners in the teaching and
learning activities.
‒‒Environment and sustainability: This will be addressed when pupils will be
maintaining hygiene for their classroom and for materials they used.
‒‒Financial education: addressed when pupils discuss word problem involving
how to use money and how to manage learning materials or how to prepare
activity plan.
‒‒Peace and values education: addressed when pupils are encouraged to work
collaboratively and peacefully in their group.

2.4 Sub-headings /List of lesson

UNIT 2: NUMBERS FROM 0 UP TO 5000 Reinforcement
(40 periods) and Extension
Lesson title Learning objectives Number of periods

1 Introductory activity Arouse the curiosity of learners 1

on the importance of counting,
reading and writing numbers.
2 Reading numbers up Read the number written in figures 1
to 5000 in figures up to 5000.
3 Writing numbers in Write in figures the numbers up 1
figures up to 5 000 in to 5000.
figures

65
4 Place values and Expand a number between 0 and 1 1
expanded form of 5 000 into ones, tens, hundreds
numbers and thousands.
5 Writing numbers up to Write numbers up to 5 000 in 1 1
5000 in words words
6 Remediation Provide learning support to 1
learners who are falling behind
their peers
7 Comparing numbers Compare numbers less than or 2 1
less than or equal to equal to 5000.
5 000
8 Arranging numbers Arrange numbers less than or 1
less than or equal to 5 equal to 5000 in ascending
000 in ascending order order.
9 Arranging numbers Arrange numbers less than or 1
less than or equal to equal to 5 000 in descending
5 000 in descending order.
order
10 Addition of numbers Add numbers whose sum does 1 1
whose sum does not not exceed 5000 without carrying.
exceed 5 000 without
carrying
11 Remediation Provide learning support to 1
learners who are falling behind
their peers
12 Addition of numbers Add numbers whose sum does 1 1
whose sum does not not exceed 5000 with carrying.
exceed 5 000 with
carrying
13 Word problems Solve word problems involving 1
involving addition of addition of numbers whose sum
numbers whose sum does not exceed 5000.
does not exceed 5000
14 Subtraction of Subtract numbers within 5000 1
numbers within 5000 without borrowing.
without borrowing
15 Subtraction of Subtract numbers within 5000 1 1
numbers within 5 000 with borrowing.
with borrowing
16 Word problems Solve word problems involving 1
involving subtraction subtraction of numbers within
of numbers within 5000.
5000

66
17 Remediation Provide learning support to 1
learners who are falling behind
their peers
18 Multiplication of a 3 Multiply a 3 digit number by a 2 2 1
digit number by a 2 digit number where the product
digit number where does not exceed 5000.
the product does not
exceed 5 000
19 Multiply numbers by Multiply numbers by 100 and 1 1
100 and 1 000 where 000 where the product does not
the product does not exceed 5000.
exceed 5000
20 Word problems Solve word problems involving 2 1
involving multiplication multiplication of a 3 digit number
of a 3 digit number by a 2 digit number where the
by a 2 digit number product does not exceed 5000.
where the product
does not exceed 5 000
21 Remediation Provide learning support to 1
learners who are falling behind
their peers
22 Division without a Divide a 4-digit number less 2 1
remainder of a 4 digit than 5000 by a one-digit number
number less than 5 without a remainder.
000 by a one digit
number
23 Word problems Solve word problems involving 2 1
involving the division the division of a number less than
of a number less than 5 000 by a one-digit number.
5 000 by a one-digit
number.
24 End unit assessment Count, read, write, expand, 1
decompose, order, compare,
add, subtract, multiply, divide
numbers less than or equal to
5000.
25 Remediation Provide learning support to 1
learners who are falling behind
their peers
Total 30 10

67
2.5 Guidance on different lessons
Lesson 1: Introductory activity 2
‒‒Invite pupils to read the story of Rugero who does not know how to manage
the quantity of eggs laid by his chickens.
‒‒Guide pupils to discuss the reason one can fail to count the number of objects;
‒‒Ask them to suggest what is required for every one of them to be able to
count the quantity of many objects;
‒‒Move around in the classroom to get aware of different suggestions and ask
some probing questions where necessary.
‒‒Invite all pupils to a class discussion and basing on their experience, prior
knowledge and abilities shown in answering questions for this activity, open a
discussion with probing questions to guide them to give their predictions and
ensure that you arouse their curiosity on what is going to be learnt in this unit
so that they may be able to manage different quantities of their properties.

Lesson 2: Reading numbers up to 5 000

a) Objectives
Read the number written in figures up to 5000

b) Teaching resources and learning resources

‒‒The table of place values;
‒‒Number cards with different numbers between 2 000 and 5 000 in different
colors;
‒‒Different types of counters.

c) Teaching and learning activities:

This lesson is taught like the lesson 2 seen in unit 1. However, it can be taught
by reading and then writing numbers in figures.

d) Synthesis/summarization
Guide pupils to read aloud the numbers up to 5 000 written in figure.

e) Assessment
Provide application activities to pupils from the pupil’s book asking them to write
numbers in a table of place values, read loudly and write them in words.

68
f) Answer for activities
Activity 2.1.1
1) Guide pupils to read numbers correctly.
2) Pupils will read these numbers:
1 000; 1 500; 2 000; 2 500; 3 000; 3 500; 4 000; 4 500, 5 000.
b) 1 000; 1 500; 2 000; 2 500; 3 000; 3 500; 4 000; 4 500, 5 000.
c) 500.
Activity 2.1.2
Pupils can form different numbers the following are examples
a) 2 345 ; 2 418 ; 2 165;….; 2 498 d) 3580; 3 897; 3 765;…;3 987.
b) 2 567; 2 689; 2 967; …;2 987 e) 4 376 ; 4 350; 4 598, …; 4 987.
c) 3 125 ; 3 459 ; …;3 498 f) 4 789, 4 632 ; 4 895; ….; 4 987.
Remind pupils to use a digit once.
Application activity 2.1
• 1 251: One thousand, two hundred and fifty one;
• 2 437: Two thousand, four hundred and thirty seven
• 3 317: Three thousand, three hundred and seventeen.
Note: See in the previous unit the rule to follow when writing number in words:
Lesson 3: Writing numbers up to 5000 in figures.
a) Objectives
Write numbers up to 5 000 in figures.

b) Teaching resources and learning resources

‒‒Number cards with different digits
‒‒Number cards made by different numbers up to 5000 in different colors;
‒‒Different types of counters.

c) Teaching and learning activities:

This lesson can be taught like the lesson 3 seen in unit 1.

d) Synthesis/summarization
Guide pupils to write in figures the numbers up to 5 000.

69
e) Assessment
Guide pupils to write correctly the missing numbers and to form numbers using
number cards (see Application activity 2.2).
‒‒Guide learners to read their formed numbers.

f) Answer for activities

Activity 2.2.1
Pupils can make different numbers. For example,
2345: Two thousand, three hundred forty five.
2354: Two thousand, three hundred fifty four.
Activity 2.2.2
1) a) 2100; 2 300; 2 500 ; 2 700; 2 900
b) 3 100; 3 300; 3 500; 3 700; 3 900
c) 4 100; 4 300; 4 500; 4 700; 4 900
2) Pupils will read and write the required numbers in figure
a) 2 016; 2 017; 2 018; 2 019.
b) 2 071; 2 072; 2 073; 2 074.
c) 4 066; 4 067; 4 068; 4 069.
Application activity 2 .2
Answers may vary; for example:
1 234; 2 134; 4 123; 3 421; 4 231; 2 341.

Lesson 4: Place values and expanded form of numbers up to 5 000

a) Objectives
Expand a number between 0 and 5 000 into ones, tens, hundreds and thousands

b) Teaching resources and learning resources

‒‒Abacus
‒‒The table of place values;
‒‒Number cards with different numbers between 1000 and 5 000 in different
colors;
‒‒Different types of counters.
c) Teaching and learning activities:
This lesson is taught like the lesson 4 and lesson 5 related to place value and
expanded form of numbers up to 2000. You will refer to activity 2.3.1, activity
2.3.2, activity 2.3.3, activity 2.4.1, activity 2.4.2 and Activity 2.4.3.

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d) Synthesis/summarization
Guide pupils to summarize how to draw a table of place value, how to complete
a number in such a table and how to partition that number into thousands (Th),
hundreds (H), tens (T) and ones (O).

e) Assessment
‒‒Provide application activities to be done by pupils (see application activity
2.3) and check their answers;
‒‒Assign all pupils to do the Application 2.4 as homework.

f) Answer for activities

Activity 2.3.1

2 6 7 5 4 0 5 1

3 4 4 3 4 8 7 7

Activity 2.3.2
Thousands Hundreds Tens Ones
3 5 4 6
2 9 3 2
4 9 6 9
2 7 9 4
4 9 3 5

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Activity 2.3.3
a) 2564 = 2 Thousands 5 Hundreds 6 Tens 4 Ones.
b) 3968 = 6 Tens 3 Thousands 8 Ones 3 Hundreds.
c) 4975= 9 Hundreds 5 Ones 4 Thousands 5 Tens.
d) 2936 = 6 Ones 9 Hundreds 3Tens 2 Thousands.
e) 3917 = 1 Ten 9 Hundreds 3Thousands 7 Ones.
f) 4795 = 7 Hundreds 5 Ones 4 Thousands 9 Tens.
Application activity 2.3
1) a) 4 ones c) 4 Tens e) 1Tens
b) 4 thousands 5 tens d) 9 hundreds f) 3thousands 9ones
Activity 2.4.3
1) a) 4 652 = (4 × 1 000) + ( 6 × 100) + (5× 10) + ( 2 × 1 )
b) 2 879 = (2 × 1 000) + ( 8 × 100) + (7× 10) + ( 9 × 1 )
c) 3 574 = (3 × 1 000) + ( 5 × 100) + (7× 10) + ( 4 × 1 )
d) 2 634 = (2 × 1 000) + ( 6 × 100) + (3× 10) + ( 4 × 1 )
e) 4 971 = (4 × 1 000) + ( 9 × 100) + (7× 10) + ( 1 × 1 )
f) 3 695 = (3 × 1 000) + ( 6 × 100) + (9× 10) + ( 5 × 1 )
g) 3 916 = (3 × 1 000) + ( 9 × 100) + (1× 10) + ( 6 × 1 )
h) 2 397 = (2 × 1 000) + ( 3 × 100) + (9× 10) + ( 7 × 1 )
i) 4 645 = (4 × 1 000) + ( 6 × 100) + (4 ×10) + ( 5 × 1 )
2) a) 4 975 b) 3 647 c) 2 796 d) 3 528 e) 4 879 f) 2 677
Application activity 2.4
1) a) 4 657= 4 thousands, 6 hundreds, 5 tens, 7 ones
b) 2 726= 2 thousands, 7 hundreds, 2 tens, 6 ones
c) 3 965=3 thousands, 9 hundreds, 6 tens, 5 ones
d) 4 425= 4 thousands, 4 hundreds, 2 tens, 5 ones
e) 2 645= 2 thousands, 6 hundreds, 4 tens, 5 ones
f) 3 371= 3 thousands, 3 hundreds, 7 tens, 1 one.
2) a) 2 694 b) 4 549 c) 3 475

Lesson 5: Writing numbers up to 5 000 in words

a) Objectives
Write numbers up to 5 000 in words.

72
b) Teaching resources and learning resources
‒‒Abacus or table of place values
‒‒Number cards made by different numbers between 2 000 and 5 000 in
different colors.

c) Teaching and learning activities:

This lesson is taught like the lesson on writing numbers seen in unit 1. But numbers
to be written are between 2000 and 5 000 and you will refer to the activity 2.5.
‒‒Pupils decompose the number:
Example: The number 3246 = 3 thousands 2 hundreds 4 tens 6 ones.
‒‒They show how it is expanded,
3246 =3000+200+40+6.
‒‒They read how it is expanded and then, they write in words what they read
3246 =3000+200+40+6 = Three thousand two hundred and forty-six.

d) Synthesis/ summarization
Guide pupils to write numbers in words using a table of place values: Insist on
the fact of removing “s” on each period and insert “and” after the first digit in
every group of 3 numbers (hundreds) that contain tens or units.

e) Assessment
‒‒Provide application activities to be done by pupils (use the Application activity
2.5) and check their answers;
‒‒Assign all pupils to do the Application activity 2.5 as homework.

f) Answer for activities

Activity 2.5
1) a) 2579 = 2000 Two thousands
+ 500 Five hundreds
+ 70 Seventy
+ 9 Nine
b) 4853 in words is: four thousand, eight hundred and fifty three.
2) Complete the table
Number Expanded form Number in words
2 528 2 000+500+20+8 Two thousand, five hundred and twenty eight
4 291 4 000+200+90+1 Four thousand, two hundred and ninety one
4 999 4 000+900+90+9 Four thousand, nine hundred and ninety nine

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Application activity 2.5
1) a) 2 139: Two thousand, one hundred and thirty-nine
b) 3 745: Three thousand, seven hundred and forty-five
c) 3 416: Three thousand, four hundred and sixteen
d) 4 997: Four thousand, nine hundred and ninety-seven.
2) a) Three thousand, seven hundred and forty-four: 3 744
b) Four thousand nine hundred and thirty-five: 4 935
c) Two thousand and twelve:2 012
d) Four thousand, eight hundred and eighty eight: 4 888

Lesson 6: Remediation
Organize a lesson in which you provide learning support to learners who are falling
behind their peers.

Lesson 7: Comparing numbers less than or equal to 5 000

a) Objectives
Compare numbers less than or equal to 5000

b) Teaching resources and learning resources

‒‒The table of place values;
‒‒Number cards with different numbers between 2 000 and 5 000 in different colors;
‒‒Different types of counters.

c) Teaching and learning activities:

This lesson is taught like the lesson 7 seen in unit 1. But numbers to be compared
are between 2000 and 5 000 and you will refer to the activity 2.6.1 and activity
2.6.2.

d) Synthesis/summarization
Guide pupils to summarize how to compare numbers using a table of place values:
Insist on the comparison of thousands (Th), hundreds (H), tens (T) and ones (O).

e) Assessment
‒‒Provide application activities to be done by pupils (use the application activity
2.6) and check their answers;
‒‒Assign all pupils a homework.

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f) Answer for activities
Activity 2.6.1
a) 3756 is greater than 3287 b) 3287 is less than 3756
Activity 2.6.2
a) 4 958 = 4 958 d) 4 2 53 > 2 352
b) 3 174 > 2 797 e) 3 764 < 4 674
c) 2 962 < 3 637 f) 2 315 < 4 135
Application activity 2.6
1.
Men Women Youth Children
1 823 1 987 3 298 4 567

a) The number of women is greater than the number of men (1 987 > 1 823).
b) The number of men is less than the number of youth (1 823 < 3 298).
c) The number of children is greater than the number of men (4 567 > 1 823).
d) The number of men is less than the number of children (1 823 < 4 567).
2. a) Ubumwe b) Umutuzo c) Amahoro d) Amahoro
e) - The number of men for Umutuzo is less than the number of men for
Amahoro ( 2 347< 4 230)
- The number of men for Ubumwe is less than the number of men for
Umubano (1 214< 3 045)
- The number of women for Amahoro is greater than the number of women
for Umubano
(4 031> 3 005)
- The number of women for Ubumwe is greater than the number of women
for Umutuzo
(1 328> 2 114).

Lesson 8-9: Arrange numbers between 2000 and 5000 in ascending or

descending order
This lesson can be taught in two different lessons: arranging numbers in ascending
order and the second related to arranging numbers in descending order.
a) Objectives
Arrange numbers less than or equal to 5000 in ascending or descending order.

75
b) Teaching resources and learning resources
‒‒The table of place values;
‒‒Number cards with different numbers between 2 000 and 5 000 in different colors;
‒‒Different types of counters.
c) Teaching and learning activities:
This lesson for arranging numbers between 2 000 and 5 000 in ascending or
descending order is taught in the same way as the lesson of arranging numbers
between 0 and 1 000 learnt in the unit 1. Use the activity 2.7.1, activity 2.7.2,
activity 2.7.3 and activity 2.7.4
d) Synthesis/summarization
‒‒Guide pupils to summarize how to arrange numbers in an ascending order
and in a descending order. Insist on the use of table of values to guide the
comparison and then the arrangement of numbers.
e) Assessment
‒‒Provide application activities to be done by pupils (application activity 2.7)
and check their answers;
‒‒Assign homework to all pupils.
f) Answer for activities
Activity 2.7.1
1) 2 348, 3 248, 4 832 3) 3 438, 4 334, 4 833
2) 2 743, 3 247, 4 237 4) 2 437, 3 472, 4 327
From picture:
1) 2 345, 2 435, 3 245, 3 425, 4 245. 3) 2 934, 3 429, 3 942, 4 293, 4 329.
2) 2 349, 2 534, 3 542, 4 425, 4 524. 4) 2 483, 2 493, 3 249, 4 328, 4 939.
Activity 2.7. 2
1 937, 2 456, 3 271, 4 010, 4 101.
Activity 2.7. 3
a) 4 321, 4 231, 3 412, 3 214, 2 431, 2312.
b) 4533, 4 123, 3 345, 3 124, 2 341, 2 143
Activity 2.7. 4
1) 4 352, 3 254 , 2 543. 3) 4 932, 4 392, 3 942, 2 439.
2) 4 235, 3 453, 2 435. 4) 4 293, 3 492, 3 294, 2 394.

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Application activity 2.7
1) a) 4 397, 4 739, 4 973
b) 3 479, 3 749, 4 97
c) 4 018, 4 108, 4 128, 4 182
d) 4 071, 4 107, 4 170, 4 701.
2) a) 4 362, 3 263, 2 643
b) 4 763, 4 367, 3 647
c) 2 974, 2 947, 2 479
d) 3 832, 3 823, 3 283, 3 238.
Lesson 10-12: Addition of numbers whose sum does not exceed 5 000
a) Objectives
Add numbers and solve word problems involving addition of numbers whose sum
does not exceed 5000.
b) Teaching resources and learning resources
‒‒The table of place values;
‒‒Number cards with different numbers between 2 000 and 5 000 in different
colors;
‒‒Different types of counters.
c) Teaching and learning activities:
This lesson can be taught like the lesson on addition learnt in unit 1. However,
the teacher can teach it in 3 different lessons: start by teaching addition without
carrying, addition with carrying and then word problem involving addition. The
guiding learning activities are activity 2.8.1, activity 2.8.2, activity 2.8.3, activity
2.8.4 and the activity 2.9.
d) Synthesis/summarization
‒‒Guide pupils to summarize how to add numbers without or with carrying.
Insist on the use of the standard written method which looks like the use of
the table of values.
e) Assessment
‒‒Assign pupils to work in pair, work out Application activity 2.8.1 and 2.8.2
and verify their answers
‒‒Provide application activities to be done by pupils (application activity 2.9)
and check their answers;
‒‒Assign homework to all pupils.

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f) Answer for activities
Activity 2.8.1

Activity 2.8.2
1. a) 4 235 + 763 = 4 998 d) 2 990 + 2 009 = 4 999
b) 2 567 + 1 421= 3 988 e) 3 735 + 1 251 = 4 986
c) 3 909 + 1 090 =4 999 f) 4 056 + 823 = 4 879
2.

Application activity 2.8.1

a) 3 543 + 1 456 = 4 999 d) 4 675 + 323 = 4 998
b) 2 235 + 2 704 = 4 927 e) 2 454 + 2 452 = 4 906
c) 3 972 + 1 017 = 4 989
Activity 2.8.3

Activity 2.8.4
1. a) 2 943 + 1 979 = 4 922 c) 1 239 + 3 678 = 4 917
b) 3 967 + 7 97 = 4 764 d) 2 795 + 2 089 = 4 884
2. a) 1 924 + 2 789 = 4 713 b) 2 905 + 1 978 = 4 883 c) 3 024 + 1 879 = 4 903
d) 1 952 + 2 897 = 4849 e) 2 642 + 2 198 = 4840 f) 3 721 + 1 089 = 4810
g) 2 313 + 2 679 = 4992

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Application activity 2.8.2
a) 4 072 + 928 = 5 000 c) 3 472 + 1 097 = 4569 e) 3246 + 1475 = 4721
b) 3 235 + 757 = 3 992 d) 3 765 + 997 = 4762
‒‒Concerning the lesson on word problems involving addition, the teacher
will help pupils to solve a one –step or a two-step problem: guide them to
understand the problem, identify facts (given and requested), draw visual
representations and solve the problem using the addition.
‒‒Start by guiding pupils to solve some problems in groups or in a class
discussion (use activity 2.9), provide problems to be solved into groups or in
pairs and then give problems to be solved individually referring to Application
activity 2.9.
Answers for Activity 2.9
1) The number of all iron sheets the company makes per day: 2 345 + 2 649 = 4 994
2) The number of trees planted by our cell in two years: 1 897 + 3 098 = 4 995
3) the total number of all students at the complex school: 3 785 + 1 215 = 5 000
4) the number of all fans in the stadium: 2 178 + 2 789 = 4 967
Answers for Application activity 2.9
1) The total number of people who are at the hospital: 2 679 + 1 829 + 245 + 79 = 4 832
2) The total number of people who are in the train: 2 189 + 1 689 + 789 = 4 667
3) Number of people in the meeting room: 3 978 + 978 = 4 956
4) Number of all cabbages harvested by Butera in two years: 3 197 + 1 789 = 4 986.

Lesson 13: Remediation

Organize a lesson in which you provide learning support to learners who are falling
behind their peers.

Lesson 14-16: Subtraction of numbers within the range of 5 000

a) Objectives
Subtract numbers and solve word problems involving subtraction of numbers that
do not exceed 5000.

b) Teaching resources and learning resources

‒‒The table of place values;
‒‒Number cards with different numbers between 2 000 and 5 000 in different colors;
‒‒Different types of counters.

79
c) Teaching and learning activities:
This lesson can be taught like the lesson on subtraction learnt in unit 1. However,
the teacher can teach it in 3 different lessons: start by teaching subtraction
without borrowing, subtraction with borrowing and then the lesson on word
problem involving subtraction. The guiding learning activities are activity 2.10.1,
activity 2.10.2, activity 2.10.3, activity 2.10.4 and the activity 2.11 respectively.

d) Synthesis/summarization
‒‒Guide pupils to summarize how to subtract numbers. Insist on the use of the
standards written method which looks like the use of the table of values.

e) Assessment
‒‒Assign pupils to work in pair for activity 2.10.2 or activity 2.10.4 and verify
their answers.
‒‒Provide application activities to be done by pupils (Application activity 2.10.1
or application activity 2.10.2).

f) Answer for activities

Activity 2.10.2
Guide pupils to use a table of place value or a standard written method:

Activity 2.10.2
1. a) 4 795 – 2 563 = 2 232 b) 3 765 – 2 431 = 1 334 c) 2 897 – 1 794 = 1 103
d) 4 965 – 3 941 = 1 024 e) 2 765 – 1 312 = 1 453 f) 3 956 – 2 932 = 1 024
2. a) 4 967 – 3624 = 1343 b) 3 857 – 2523 = 1334 c) 2 957 – 3712 = 1042
d) 4985 – 3712 = 1273 e) 3758 – 7715 = 1043 f) 2896 – 1465 = 1431
g) 4738 – 2617= 2121
Application activity 2.10.1
a) 2 543 – 1412 = 1131 d) 2 765 – 1523 = 1242
b) 4 235 – 3740 = 495 e) 3 599– 3 429 = 170
c) 3 729 – 2517 = 1 212.

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Activity 2.10.3

Activity 2.10.4
1. a) 4 571 – 3 796 =775 b) 3 423 – 2 975 =448 c) 4 234 – 3 596 =638
d) 2 345 – 1 687 =658 e) 4 567 – 2 789 =1 778 f) 3 567 – 1 678 =1 889
2. a) 4 123 – 2 079 = 2 044 b) 3 105 – 1 987 = 1 118 c) 4234 – 3978 = 256
d) 2 346 – 1 879 = 467 e) 4 241 – 3 786 = 455 f) 5 000 – 4 976 = 24
g) 4 000 – 3 298 = 702
Application activity 2.10.2
a) 4 678 – 2 789 = 1 889 b) 2 785 –1 896 = 2 111 c) 4 009 – 3 967 = 42
d) 3 234 – 2 567 = 667 e) 4 341 – 1 779 = 2562
Note:
‒‒Concerning the lesson on word problems involving subtraction, the teacher
will help pupils to solve a one –step or a two-step problem: guide them to
understand the problem, identify facts (given and requested), draw visual
representations and solve the problem using the subtraction.
‒‒Start by guiding pupils to solve some problems in groups or in a class
discussion (use activity 2.11),
‒‒Provide problems to be solved into groups or in pairs and then
‒‒Give problems to be solved individually from application activity 2.11.
Answers for Activity 2.11
1) The number of bricks Keza remained with: 3 567 – 987 = 2 580.
2) The number of textbooks he remained with: 4 123 – 1 456 = 2 667.
3) The number of undamaged avocadoes: 3 214 – 789 = 2 425.
4) The number of citizens who are in other divisions of Ubudehe:
4 132 – 1 968 = 2 164.
Answers for Application activity 2.11
1) The number of non modern houses in our cell: 4 356 – 2 789 = 1 567.
2) Number of eggs that are not brocken: 3 456 – 9 87 = 2 469.
3) The number of not grown up trees: 4 321 – 3 567= 754.

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Lesson 17: Remediation
Organize a lesson in which you provide learning support to learners who are falling
behind their peers.

Lesson 18-20: Multiply a two-digit or three-digit number by a two digit

number where the product does not exceed 5 000
a) Objectives
Multiply a 3 digit number by a 2 digit number and solve word problems involving
multiplication of a 3 digit number by a 2 digit number where the product does
not exceed 5000.

b) Teaching resources and learning resources

‒‒The table of place values;
‒‒Different types of counters.
‒‒Multiplication table for slow learners.

c) Teaching and learning activities:

‒‒Invite the whole class discussion and guide pupils on how to multiply:
We can use a place value table:

Therefore, 198 x 24 = 4752

We can multiply vertically:

‒‒In each case, provide more explanations.

‒‒Form groups of pupils and assign them to do the activity 2.12.1 where they
have to: draw a table of place values, complete numbers in the table, refer
to the example and multiply by a two digit number to get the product.

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 ‒‒Move around in the class for facilitating pupils where necessary; ask probing
questions guiding them to know that they multiply starting by the right side
multiplying by the ones, to remember to carry a number where necessary,
to jump one digit when you start to multiply by the tens, and then to add
to find the answer.
‒‒Invite some groups to present their findings and then help them to harmonize
by explaining how to multiply a 3 digit number by a two digit number. Guide
them to discover that this method is the same as multiplying vertically or the
standard written method.
‒‒Assign the same groups to do pair Activity 2.12.2 and move around to each
group to verify their performance;
‒‒Ask some groups to present answers and then guide the class to harmonize
by explaining how to do it.

d) Synthesis/summarization
‒‒Guide pupils to summarize how to multiply a 3 digit number by a two digit
number. Insist on the use of the standard written method which looks like
the use of the table of values.

e) Assessment
‒‒Provide application activities to be done by pupils (the application activity
2.12) and check their answers;
‒‒Assign homework to all pupils.

f) Answer for activities

Activity 2. 12

Application activity 2.12

a) 237 × 21 = 4 977 d) 193 × 25 = 4825 f) 317 × 15 = 4 755
b) 159 × 29 = 4 611 e) 219 × 18 = 3942 g) 412 × 12 = 4 944
c) 368 × 13 = 4 784
Note:
Concerning the lesson on word problems involving multiplication, the teacher will
help pupils to solve a one –step or a two-step problem: guide them to understand
the problem, identify facts (given and requested), draw visual representations and
solve the problem using the subtraction.

83
Start by guiding pupils to solve some problems in groups or in a class discussion
(use activity 2.13), provide problems to be solved into groups or in pairs and then
give problems to be solved individually (Application activity 2.13).
Answers Activity 2.13
1) The total number of pineapples: 15 × 316 = 4 740
2) The total number of eggs: 159 × 30 = 4 770.
Answers for Application activity 2.13
Givens Request Solving
1) Number of rows: 28, Total number of Number of chairs:
Number of chairs for chairs for the room
each row: 189. 189 ×28 = 5 292
2) Number of lines: 245, The total number of Total number of soldiers:
Each line has 19 soldiers. all soldiers: 19 × 245 = 4 655

Lesson 21-22: Division without a reminder of a 4-digit number less than

5000 by a 1-digit number
a) Objectives
Divide a 4-digit number and solve word problems involving the division of a number
less than 5 000 by a one-digit number without a remainder.
b) Teaching resources and learning resources
‒‒The table of place values;
‒‒Different types of counters.
‒‒Multiplication table for slow learners.
c) Teaching and learning activities:
This lesson can be taught like the lesson on division learnt in unit 1. The activity
2.14.1 and the activity 2.14.2 are the learning activities for this lesson.
‒‒Pupils are guided on how to use the long division to get the answer:
3321 ÷ 9 = ___

84
 ‒‒Give them pair works and group work.
‒‒Address misconceptions for every child.
d) Synthesis/summarization
Guide pupils to summarize how to divide. Insist on the use of the standard written
method.
e) Assessment
‒‒Provide application activities to be done by pupils (application activity 2.14)
and check their answers.
‒‒Assign homework to all pupils.
Note: Through the use of the activity 2.15 and application activity 2.15, word
problems can be taught in another lesson.
f) Answer for activities
Application 2.14.1
a) 3 975: 3 = 1 325 c) 4 985: 5 =997 e) 4 256 : 7 =608
b) 4 648: 4 =1 162 d) 2 706 : 6 = 451 f) 3 872 : 8 =484.
Application 2.14.2
a) 4 095 : 5 = 819 d) 4 864 : 8 = 661 f) 4 868 : 4
b) 4 564 : 9 = 507 e) 3 966 : 6 = 1 217 g) 4 896 : 3 = 1 632
c) 4 856 : 7 = 708
Application activity 2.14
1. a) 4 985 : 5 =997 c) 2 736 : 9 = 304
b) 3 872 : 8 =484 d) 4 963 : 7 = 709
2. a) 765 : 5 = 153 b) 496 : 4 = 124 c) 2 976 : 6= 496
Answers for pair assessment 2.15
Givens Request Solving
1 Total number of book: Number of books number of books for each
4 581. for each school= ? school = 4 581 : 9 = 509
Number of schools: 9.
2 Number of health Number of beds Number of beds for each:
centers: 7 for each health
center 4 991 :7 = 713
Total number of beds:
4 991.

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Answers for self assessment 2.14
Givens Request Solving
1 Total number of desks: 3 Number of desksNumber of desks for
848. Number of schools: 8 for each schooleach school is
=? 3 848 : 8 = 481.
2 Total number of iron sheets: Number of iron Number of iron sheets
2 598 sheets for each for each carpenter =
Number of carpenters: 6. carpenter = ? 2 598 : 6 = 433.
3. The total number of Number of Number of cabbages
cabbages: 4 764. cabbages for each for each army station
Number of army stations: 4. army station = ? =
4764 : 4 = 1191
4 Total number of sacks of Number of sacks Number of sacks of
cements: 4 365. of cements for cements for each
Number of months: 3. each month = ? month =
4 365: 3 = 1 455

2.6 Summary of the unit

Try to summarize the content for this unit.

2.7 Additional information for the teacher

‒‒The teacher plays an important role in the learning activity, guide all learning
situations and engage every pupil;
‒‒Explain clearly how to complete numbers in a table of place values, how to
compare numbers, how to arrange them and how to partition a number into
thousand, hundreds, tens and ones.
‒‒Guide them to be able to perfume addition subtraction, multiplication and
division of numbers;
‒‒Use learning materials to illustrate the multiples of 7, 8, or 9; and how to
multiply a number by a two digit number;
‒‒Use word problems from the pupils’ real life experience to address crosscutting
issues during lessons where applicable;
‒‒Try to use your creativity and innovation to apply the competence based
approaches of teaching to cater all learning styles for your pupils.

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2.8 Answers for the end unit assessment 2
1 a) Four thousand nine hundred and seventy eight.
2) a) 4 957 b) 3 769
3) a) 4 875
4) a) 6 Ones b) 2 Tens c) 3 tens d) 9 hundreds
5) a) 4 659 < 4 695 b) 4 871 > 4 867
6) 4 789, 4 798, 4 879, 4 897, 4 978, 4 987.
7) 3 876, 3 867, 3 786, 3 768, 3 678, 3 687
8) a) 3 154 + 1 659 = 4 813 b) 3 876 + 1112=4 988
9) a) 4 587 – 3 267 = 1320 b) 3 967 – 2 563 = 1 404.

11) a) 4 959 : 9 = 551 d) 4 536 : 7 = 648

b) 3 785 : 5 = 797 e) 3 952: 8 = 494
c) 2 988 : 6 = 498 f) 2 496 : 4 = 624.
12) the number of all people in Nyakabanda cell: 879 + 839 + 3 267 = 4 985
13) the number of men who attended trainings: 4 789 – 2 097 = 2 692
14) the number of all planted trees in the village: 276 × 18 = 4 968
15) Number of sacks of cement every businessman got: 4 298: 7 = 614

2.9 Additional activities

a. Remedial activities.
1) Write in figures or in words
a) Two thousand, eight hundred.
b) 3 210:
2) Find the expanded number
a) 4 000 + 500 + 90 =
b) (1 000 × 1) + (100 × 3) + (10 × 2) + (1 × 2) =
3) Use < , > or = to compare these numbers.
a) 1 500 …. 5 000 b) 3 250 ... 3050 c) 4 380 ... 4 380

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 4) Arrange these numbers in ascending order:
1 800, 3 000, 4 500, 3 900
5) Arrange these numbers in descending order
2 900, 4 320, 3 710, 1 915
6) Work out
a) 2 314 + 2135 = c) 321 × 4 =
b) 4 786 – 3546 = d) 3 963: 3 =
7) Solve the following problems
a) In the first term Mbabazi got 121 marks in mathematics. In the second term
she got 131, and she got 143 in the third term. Determine the total number
of marks for Mbabazi in 3 terms.
b) The Imena Village has 2 519 people. If only 2 307 people from them have
health insurance. How many people of this village are without health
insurance?
c) There are 112 benches in the board room. If 4 people can seat on each
bench, how many people can seat in that room?
d) The center for vehicle inspection receives 2 469 vehicle in 3 days. If the
number of vehicle inspected is the same for every day, calculate this
number.
Answers for remedial activities
1) a) 2 800
b) Three thousand, two hundred ten.
2) a) 4 590 b) 1 322
3) a) 1 500 < 5 000 b) 3 250 > 3 050 c) 4 380 = 4 380
4) 1 800, 3 000, 3 900, 4 500
5) 4 320, 3 710, 2 900, 1 915
6) a) 4 449 b) 1 240 c) 1 284 d) 1 321
7) a) The total number of marks for Mbabazi in 3 terms: 121 + 131 + 143 = 395
b) People of this village are without health insurance: 2 519 – 2 307 = 212
c) People who can seat in that room: 112 × 4 = 448
d) the number of vehicle inspected per day: 2 469: 3 = 823.

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b. Extension activities
1) Write in figures or in words:
a) 4 897 :
b) Three thousand, seven hundred ninety six:
2) Find the number that was decomposed.
a) 9 Hundreds 3 Tens 4thousnd 4ones =
b) 5 tens 9 hundreds 8 ones 2thousand =
c) 8 ones 2 thousand 7 tens 4 hundreds =
3) Use < , > or = to compare these numbers
a) 3H 3T 2TH 7O ..... 8O 3TH 9 T 7H c) 3O 4TH 5T 6H ... 4T 6H 8O 3TH
b) 8T 6H 4O 3TH .... 3H 5T 2TH 7O d) 5H 7T 4TH 9O ... 2O 4TH 4T 6H
4) Arrange these numbers in ascending order
4 539, 4 395, 4 953, 4 593, 4 359, 4 935,
5) Arrange these numbers in descending order
3 897, 3 798, 3 987, 3 978, 3 879, 3 789
6) Work out
a) 1 987 + 2 896 = c) 245 × 19 =
b) 5 000 – 2 879 = d) 4 984 :7 =
7) Solve these problems
a) In the last election, UWAMAHORO got 1 987 votes, GISA got 1 678 votes and
MUDENGE got 989 votes . How many people did vote for all 3 people?
b) INGABIRE harvested 4 579 last year and gave156 bananas to cohabitants. In
addition, she took 365 bananas for poor families and other 197 for her own
family. How many bananas remained for sales?
c) A cooperative of carpenter of carpenters makes 92 doors per day. How
many doors does this cooperative in 49 days?
d) Share 4572 boxes of soaps among 9 boutiques. What is the share for each
one?
Answers for extended activities
1) a) Four thousands, eight hundred ninety seven.
b) 3796
2) a) 4934 b) 2958 c) 2478
3) a) 4 934 > 3798 c) 4 653 > 3648
b) 3 684 > 2357 d) 4 579 < 4642

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4) 4 359, 4 395, 4 539, 4 593, 4 935, 4 953.
3 987, 3 978, 3 897, 3 798, 3 789.
6) a) 4 883 b) 2 121 c) 4 655 d) 712
7) a) Number of people who voted for all 3 people: 1 987 + 1 678 + 989 = 4 654
b) Number of bananas remained for sales: 4 579 – (156 + 365 + 197) = 3 861
c) Number of doors made per day: 92 × 49 = 4 508 doors
d) Number of boxes for each boutique: 4 572 ÷ 9 = 508.

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 UNIT 3 NUMBERS UP TO 10 000

3.1 Key unit competence

Count, read, write, order, decompose, expand, compare, add, subtract and divide
numbers up to 10 000.

3.2 Prerequisite
Pupils will easily learn this unit, if they have a good background on the following:
to count, read, write, order, compare, add, subtract, multiply and divide numbers
from 0 to 5 000.

3.3 Cross-cutting issues to be addressed

‒‒Gender balance: provide equal opportunity to boys and girls in the lesson
‒‒Inclusive education: promote education for all learners in the teaching and
learning activities.
‒‒Environment and sustainability: This will be addressed when pupils will be
maintaining hygiene for their classroom and for materials they used.
‒‒Financial education: addressed when pupils discuss word problem involving
how to use money and how to manage learning materials or how to prepare
activity plan.
‒‒Peace and values education: addressed when pupils are encouraged to work
collaboratively and peacefully in their group.

3.4 Sub-headings/ List of lessons

UNIT 3: NUMBERS FROM 0 UP TO 10 000 (40 periods) Reinforcement
and Extension
Lesson title Learning objectives Number of periods
1 Introductory activity Arouse the curiosity of learners 1
on the importance of counting,
reading and writing numbers.
2 Reading numbers up Read numbers written in figures 1
to 10 000 in figures up to 10000.
3 Writing numbers up Write numbers written in figures 1
to 10000 in figures up to 10000.

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4 Place value and Expand a number between 0 and 1 1
expanded form of 10 000 into ones, tens, hundreds
numbers and thousands.
5 Writing numbers up Write numbers from 0 to 10 000 1 1
to 10 000 in words in words.
6 Remediation Provide learning support to 1
learners who are falling behind
their peers
7 Comparing numbers Compare numbers less than or 1 1
less than or equal to equal to 10000.
10 000
8 Arranging numbers Arrange numbers less than or 2
less than or equal to equal to 10000 in ascending
10 000 or descending order
9 Addition of numbers Add numbers whose sum does 2 1
whose sum does not exceed 10 000 without
not exceed 10 000 carrying.
without carrying
10 Remediation Provide learning support to 1
learners who are falling behind
their peers
11 Addition of numbers Add numbers whose sum does 2
whose sum does not not exceed 10 000 with carrying.
exceed 10 000 with
carrying
12 Word problems Solve word problems involving 1
involving addition addition of numbers whose sum
of numbers whose does not exceed 10000.
sum does not exceed
10 000
13 Subtraction of Subtract numbers within 10 000 1
numbers within without borrowing.
10 000 without
borrowing
14 Subtraction of Subtract numbers within 10 000 1
numbers within 10 with borrowing.
000 with borrowing
15 Word problems Solve word problems involving 1
involving subtraction subtraction of numbers within
of numbers within 10 000.
10 000

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16 Remediation Provide learning support to 1
learners who are falling behind
their peers
17 Multiplication of a 3 Multiply a 3 digit number by a 2 2 1
digit number by a 2 digit number where the product
digit number where does not exceed 10 000.
the product does not
exceed 10 000
18 Word problems Solve word problems involving 2 1
involving multiplication of a 3 digit number
multiplication of a 3 by a 2 digit number where the
digit number by a 2 product does not exceed 10 000.
digit number where
the product does not
exceed 10 000
19 Multiply numbers by Multiply numbers by 100 and 1 1
100 and 1 000 where 000 where the product does not
the product does not exceed 10 000.
exceed 10 000
20 Remediation Provide learning support to 1
learners who are falling behind
their peers
21 Division without a Divide a 4-digit number less than 2 1
remainder of a 4 10 000 by a one-digit number
digit number less without a remainder.
than 10 000 by a one
digit number
22 Word problems Solve word problems involving 2 1
involving the division the division of a number less
of a number less than 10 000 by a one-digit
than 10 000 by a number.
one-digit number.
23 End unit assessment Count, read, write, expand, 1
decompose, order, compare,
add, subtract, multiply, divide
numbers less than or equal to
10 000.
24 Remediation Provide learning support to 1
learners who are falling behind
their peers
Total 30 10

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3.5 Guidance on different lessons for unit 3
Lesson 1: Guidance on introductory activity 3
‒‒Invite pupils to read the story of Gakire who does not know how to manage
the quantity of his production as a farmer.
‒‒Guide pupils to discuss the reason one can fail to count the number of objects;
‒‒Ask them to suggest what is required for every one of them to be able to
count the quantity of many objects;
‒‒Move around in the class to get aware of different suggestions and ask some
probing questions where necessary.
‒‒Invite all pupils to a class discussion and basing on their experience, prior
knowledge and abilities shown in answering questions for this activity, open a
discussion with probing questions to guide them to give their predictions and
ensure that you arouse their curiosity on what is going to be learnt in this unit
so that they may be able to manage different quantities of their properties.

Lesson 2: Reading numbers up to 10 000 in figures

a) Objectives
‒‒Read numbers written in figures up to 10000.
b) Teaching resources and learning resources
‒‒The table of place values;
‒‒Number cards with different numbers between 5 000 and 10 000 in different colors;
‒‒Different types of counters.
c) Teaching and learning activities:
This lesson is taught like the lesson on reading numbers up to 2000 seen in unit
1. However, it can be taught starting by reading and then trying to write numbers.

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d) Synthesis/summarization
Guide pupils to read aloud the numbers written in figures up to 10 000.
e) Assessment
Provide application activities to pupils from the pupil’s book asking them to write
numbers in a table of place values, read loudly and write them in words.
f) Answer for activities
Answer for activity 3.1.1:
Guide pupils to read numbers correctly.
Example 6 000 is read six thousand.
Activity 3.1.2
1. Guide pupils to read numbers correctly.
2. Pupils can form different numbers the following are examples
a) 5 012, 5 013, 5 014, …., 5 098. d) 7 401, 7 402,…, 7 498.
b) 5 501, 5 502, 5 503, ... ., 5 598. e) 8 601, 8 602,…, 8 697.
c) 6 201, 6 203, 6 204, …, 6 298. f) 9 801, 9 802, …, 9 876.
Remind pupils to use a digit once (because they are using number cards).
Guide pupils to read numbers correctly.
Application activity 3.1
Answers may be different.
Guide pupils to form numbers correctly.
Guide pupils to read the formed numbers correctly.
Examples:
• 5 012: Five thousand and twelve
• 6 789: Six thousand, seven hundred and eighty nine
• 8 976: eight thousand nine hundred and seventy six

Lesson 3: Writing numbers up to 10 000 in figures.

a) Objectives: Write numbers up to 10 000 in figures.
b) Teaching resources and learning resources
‒‒Number cards with different digits
‒‒Number cards made by different numbers up to 10 000 in different colors;
‒‒Different types of counters.

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c) Teaching and learning activities:
This lesson can be taught like the lesson on writing and reading numbers seen
in unit 1.
Use activity 3.2.1 and activity 3.2.2 from the pupil’s book.
d) Synthesis/summarization
Guide pupils to write in figures the numbers up to 10 000.
e) Assessment
Guide pupils to write correctly the missing numbers and to form numbers using
number cards (see Application activity 3.2).
‒‒Guide learners to read their formed numbers.
f) Answer for activities
Activity 3.2.1
Guide pupils to discover the common difference so that they may count:
a) 5 100, 5 300, 5 500, 5 700, 5 900
b) 6 050, 6 150, 6 250, 6 350, 6 450
c) 8 200, 8 600; 9 000, 9 400, 9 800
Activity 3.2.2
Answers may vary:
5 123, 5 124, 5 213, 5 214, …, 5 431, 5 432.
Note:
Guide pupils to read numbers correctly.
Remind pupils to use 5 in place of thousands.
Application activity 3.2
1) 234, 8 243, 8 324, 8 342, 8 423, 8 432.
Note that for this case, in place of thousand we use 8 and a given digit is used
once; guide pupils to read numbers correctly.
2) 9 199, 9 399, 9 599, 9 799, 9 999.
3) a) 9 794: nine thousand, seven hundred and ninety four
b) 6 805: six thousand, eight hundred and five
c) 6 732: six thousand, seven hundred and thirty two

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Lesson 4: Place value of digits of numbers up to 5000
a) Objectives
Expand a number between 0 and 10 000 into ones, tens, hundreds and thousands
b) Teaching resources and learning resources
‒‒Abacus
‒‒The table of place values;
‒‒Number cards with different numbers between 1000 and 5 000 in different
colors;
‒‒Different types of counters.
c) Teaching and learning activities:
This lesson is taught like the lesson on place values and expanded form of numbers
up to 2000 seen in unit 1. You will use activity 3.3.1, activity 3.3.2, activity 3.3.3,
activity 3.4.1, activity 3.4.2 and Activity 3.4.3.
Example: To show the place values for digits of the number 5465.

5 4 6 5

The number 5 465 is composed with 5 Thousands, 4 Hundreds, 6Tens and 5Ones.
Thousands (Th) Hundreds (H) Tens (T) Ones (O)
5 4 6 5

d) Synthesis/summarization
Guide pupils to summarize how to draw a table of place value, how to complete
a number in such a table and how to partition that number into thousands (Th),
hundreds (H), tens (T) and ones (O).
e) Assessment
‒‒Provide application activities to be done by pupils (see application activity
3.3) and check their answers;
‒‒Assign all pupils to do the Application 3.4 as homework.

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f) Answer for activities
Activity 3.3.1

a) b)

Th H T O Th H T O
7 5 5 7 8 7 4 5

c)

Th H T O
8 8 7 7

Activity 3.3.2:
Thousands Hundreds Tens Ones
5 4 6 5
6 3 9 2
7 9 6 8
8 9 7 4
9 5 3 9
6 7 4 9

Guide pupils to be able to explain the decomposition of each number.

Activity 3.3.2:
a) 28 654 = …Thousands…Hundreds …Tens…Ones.
b) 6 974 = …Tens…Thousands…Ones…Hundreds.
c) 7 935= …Hundreds…Ones…Thousands… Tens.
d) 5 923 = …Ones…Hundreds…Tens…Thousands.
e) 6 179 = …Tens…Hundred…Thousands…Ones.
f) 9 756 = …Hundreds…Ones…Thousands… Tens.

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 3) The number that was decomposed:
a) 6 thousands, 7 tens, 5 ones and 3 hundreds = 6 375
b) 9 ones, 6 hundreds ,7 thousands and 1 tens= 7 619
c) 7 hundreds, 4 ones, 6 tens and 5 thousands = 5 764
d) 5 tens, 8 hundreds, 8 thousands and 9 ones= 8 859
e) 7 ones 9 tens 9 thousands and 9 hundreds = 9 997
f) 9 tens, 7 thousands, 4 ones and 4 hundreds = 7 494
Application activity 3.3
a) 9Thousands b) 7ones c) 2hundreds d) 5 tens
e) 5 thousands f) 5 hundreds.
Activity 3.4.1
a) 6 248 = 6 000 + 200 + 40 + 8
b) 5 879 = (5 × 1 000) + ( 8 × 100) + (7× 10) + ( 9× 1)
c) 7 574 = 7Thousands + 5 Hundreds + 7 Tens + 4 Ones.
d) 7 64 9 =7 000 + 600 + 40 + 9 .
e) 6 719 = (6× 1 000) + (7 × 100) + (1× 10) + ( 9× 1) .
f) 8 65 9= 8 Thousands + 6 Hundreds + 5 Tens + 9 Ones.
Activity 3.4.2
a) 8 547 b) 9 876 c) 7 250
Activity 3.4.3
a) 6 thousands, 7 tens, 5 ones and 3 hundreds = 6 375
b) 9 ones, 6 hundreds ,7 thousands and 1 tens= 7 619
c) 7 hundreds, 4 ones, 6 tens and 5 thousands = 5 764
d) 5 tens, 8 hundreds, 8 thousands and 9 ones= 8 859
e) 7 ones 9 tens 9 thousands and 9 hundreds = 9 997
f) 9 tens, 7 thousands, 4 ones and 4 hundreds = 7 494
Application activity 3.4.3
1) a) 8 567 = 8 thousands , 5 hundreds ,6 tens , 7 ones.
b) 7 526 = 7 thousands, 5hundreds, 2 tens 6ones
c) 9 615 = 9 thousands, 6hundreds, 1 tens 5ones
d) 6 452 = 6 thousands, 4 hundreds, 1 ten 2 ones
e) 6 435 = 6 thousands, 4 hundreds, 3 tens 5 ones
f) 7 361 = 7 thousands, 3 hundreds, 6 tens 1 one.

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 2) a) 8 ones, 5thousands, 7 tens, 9 hundreds = 5 978
b) 3 ones, 6 tens, 3 thousands, 1 hundreds= 6 163
c) 3 tens, 7thousands, 6 ones, 7 hundreds= 7 736
d) 5 hundreds, 8 ones, 7 tens, 2 thousands= 2 578
e) 8 hundreds, 2 ones, 9 thousands, 7 tens = 9 872
f) 3 ones, 8 thousands, 7 tens , 6 hundreds= 8 673

Lesson 5: Writing numbers up to 10 000 in words

a) Objectives: Write numbers up to 10 000 in words.
b) Teaching resources and learning resources
‒‒Abacus or table of place values
‒‒Number cards made by different numbers up to 10 000 in different colors.
c) Teaching and learning activities:
‒‒This lesson is taught like the lesson on writing numbers up to 2000 in words
at it was seen in unit 1. But numbers to be written are less than or equal
to 10 000.
‒‒Start by expanded form and guide them how they can write numbers in words
Example:
Number Expanded form Number in words
9 763 9 000 + 700 + 60 + 3 Nine thousand, seven hundred and sixty-three.
__ __ Seven thousand, four hundred and eighty-two
9 999 __ __
__ __ Four thousand, nine hundred and ninety-nine
10 000 __ __

Use the activity 3.5.1 and activity 3.5.2.

d) Synthesis/summarization
Guide pupils to write numbers in words using a table of place values: Insist on
the fact of removing “s” on each period and insert “and” after the first digit in
every group of 3 numbers (hundreds) that contain tens or units.
e) Assessment
‒‒Provide application activities to be done by pupils (use the Application activity
3.5) and check their answers;
‒‒Assign all pupils to do the Application activity 3.5 as homework.

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f) Answer for activities
Activity 3.5.1
Number Expanded form Number in words
7 482 7000+400+80+2 Seven thousand four hundred and eighty two
9 999 9000+900+90+9 Nine thousand nine hundred and ninety nine
4 999 4000+900+90+9 Four thousand nine hundred and ninety nine
10 000 10 000 Ten thousand

Application activity 3.5

a) 5 211=5 000+200+10+1
5 211: five thousand two hundred and eleven.
b) 6 417= 6 000+400+10+7
6 417: six thousand, 4 hundred and seventeen.

Lesson 6: Remediation
Organize a lesson in which you provide learning support to learners who are falling
behind their peers.

Lesson 7: Comparing numbers less than or equal to 10 000

a) Objectives
Compare numbers less than or equal to 10000
b) Teaching resources and learning resources
‒‒The table of place values;
‒‒Number cards with different numbers between 5 000 and 10 000 in different colors;
‒‒Different types of counters.
c) Teaching and learning activities:
This lesson is taught like the lesson on the comparison of numbers up to 2000 seen
in unit 1. But numbers to be compared are between 5 000 and 10 000. Example:
To compare 6543 and 9876;
Guide pupils to use the abacus, base ten blocks or the table of place value to
compare digits for each place value. Then, facilitate them to conclude on the
number which is greater than the other.
Thousands Hundreds Tens Ones
9 8 7 6
6 5 4 3

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 6543 is smaller than 9876.

It is written as follows: 6 543 < 9 876

Use the activity 3.6.1, activity 3.6.2, activity 3.6.3 and activity 3.6.4.
d) Synthesis/summarization
Guide pupils to summarize how to compare numbers using a table of place values:
Insist on the comparison of thousands (Th), hundreds (H), tens (T) and ones (O).
e) Assessment
‒‒Provide application activities to be done by pupils and check their answers;
‒‒Assign all pupils to do the application activity 3.6 as homework.
f) Answer for activities
Activity 3.6.1
a) 7 456 < 8 336 b) 9 576 > 9 321
Activity 3.6.3
a) 9 723 > 9 327 c) 7 215 > 7 152 e) 5 241 < 7 514
b) 6 472 < 6 742 d) 8 617 > 6 817 f) 6 072 = 6 072
Activity 3.6.4
a) 7 865 < 9 876 d) 9 876 > 8 654 f) 7 865 < 9 876
b) 7 865 > 8 654 e) 9 876 > 6 896 g) 8 654 > 6 896.
c) 7 865 > 6 896.
Application activity 3.6
1. a) 2 087 > 1 678 b) 2 087 < 6 167 c) 1 678 > 6 167
2. a) 8 459 = 8 459 c) 9 628 < 9 657 e) 6 734 = 6 734
b) 7 384 > 7 249 d) 5 493 > 5 234 f) 7 835 < 8 435

Lesson 8: Arrange numbers between 5 000 and 10 000 in ascending or

descending order
This lesson can be taught in two different lessons: arranging numbers in ascending
order and the second related to arranging numbers in descending order.
a) Objectives
Arrange numbers less than or equal to 10 000 in ascending or descending order.
b) Teaching resources and learning resources
‒‒The table of place values;

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 ‒‒Number cards with different numbers between 5 000 and 10 000 in different colors;
‒‒Different types of counters.
c) Teaching and learning activities:
This lesson for arranging numbers between 5 000 and 10 000 in ascending or
descending order is taught in the same way as the lesson of arranging numbers
between 0 and 1 000 learnt in the unit one.
Guide pupils to use abacus, base ten blocks and the place value table to represent
numbers, they compare them to deduce the smallest the greatest and then order
them accordingly.
Use the activity 3.7.1, activity 3.7.2, activity 3.5.3 and activity 3.7.4.
d) Synthesis/summarization
‒‒Guide pupils to summarize how to arrange numbers in an ascending order
and in a descending order. Insist on the use of table of values to guide the
comparison and then the arrangement of numbers.
e) Assessment
‒‒Provide application activities to be done by pupils (the application activity
3.7.1 and application activity 3.7.2) and check their answers.
‒‒Assign homework to all pupils.
f) Answer for activities
Activity 3.7.1
a) Munanira II
b) Nyakabanda II
c) Nyakabanda II, Munanira I, Nyakabanda I, Munanira II
Activity 3.7.2
1) 5 386; 6 218; 7 804.
2) 5 748; 6 804; 7 358.
Application activity 3.7.1
1) 6 439, 7 564, 8 943, 9 754, 9 825. 3) 5 739, 7 193, 7 496, 8 049, 9 384
2) 5 482, 6 357, 6 497, 7 845, 8 015. 4) 6 427, 7 409, 8 274, 8 391, 9 437

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 1234 4567 9876 7654 8901 4356

4567 9999 8976 5409 2139 3885

9888 9576 9187 9987 9234 9483

1100 1001 1100 1011 1111 1101

9999 9099 9990 9900 9909 9000

Activity 3.7.3
1) 9 354, 6 507, 5 734 3) 8 654, 6 901, 5 789.
2) 9 675, 6 709, 5 084 4) 8 765, 6 057, 5 293.
Activity 3.7.4
a) 8 534, 7 483, 5 192. c) 8 976, 7 456, 6 012.
b) 9 567, 7 345, 6 978. d) 9 271, 7 105, 6 823.
Application activity 3.7.2
a) 9 325, 5 923, 5 392 b) 6 541; 6 154; 5614; 5 146. c) 9 876, 7 698, 6789.

Lesson 9-12: Addition of numbers whose sum does not exceed 10 000
a) Objectives
Add numbers and solve word problems involving addition of numbers whose sum
does not exceed 10 000.
b) Teaching resources and learning resources
‒‒The table of place values;
‒‒Number cards with different numbers between 5 000 and 10 000 in different
colors;
‒‒Different types of counters.
c) Teaching and learning activities:
‒‒This lesson can be taught like the lesson on addition learnt in unit 1. As a
teacher, you can teach it in 3 different lessons: start by teaching addition
without carrying, addition with carrying and then word problem involving
addition.
‒‒Before the explanation on procedures, use base ten blocks or the abacus to
add numbers.

104
Then after, guide learners to add in a formal written method:
Example:
7 698 + 1 479 =___
Fourth Third Second First
Finally, I add I add hundreds: I add tens: 9+7=16. I add ones, 8+9=17.
thousands: 6+4=10. 16+1=17. I write I write 7 and carry
7+1=8; 8+1=9 10+1=11. I write 7 and carry 1 to 1 to tens.
1 and carry 1 to hundreds.
thousnds.
Thousands Hundreds Tens Ones
1 1 1
7 6 9 8
+ 1 4 7 9
9 1 7 7

Then, 7 698 + 1 479 = 9 177

‒‒The guiding learning activities are activity 3.8.1, activity 3.8.2, activity 3.8.3,
activity 3.8.4 and the activity 3.9.
d) Synthesis/summarization
‒‒Guide pupils to summarize how to add numbers without or with carrying.
Insist on the use of the standard written method which looks like the use of
the table of values.
e) Assessment
‒‒Assign pupils to work in pair, work out activity 3.8.2 and activity 3.9 and
verify their answers
‒‒Provide activities to be done by pupils (application activity 3.8.1 and
application activity 3.8.2) and check their answers;
‒‒Assign homework to all pupils (application activity 3.9) .
f) Answer for activities
Activity 3.8.1

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Activity 3.8.2
1. a) 4 125 + 3 873= 7 998 c) 5 234 + 4 543 = 9 777 e) 5 715 + 4 054 = 9 769
b) 3 756 + 132 = 3 888 d) 3 256 + 732 = 3 988 f) 4 650 + 4 239 = 8 889
2. a) 4 567 + 5 231 = 9798. d) 7 345 + 1 643 = 8 988. f) 9 456 + 442 = 9 898.
b) 5 678 + 4 321 = 9999. e) 8 012 + 1 986 = 9 998. g) 4 567 + 4 302 = 8 869.
c) 6 123 + 2 874 = 8 997.
Application activity 3.8.1
a) 5 643 + 2 56 = 5 899 c) 4 572 + 4 316 = 8 888
b) 7 215 + 2 784 = 9 999 d) 4 567 + 421 = 4 988

Activity 3.8.3
a) 1 943 + 7 689 = 9 632. c) 3 987 + 5 679 = 9 666. e) 5 795 + 3 498 = 9 293.
b) 2 976 + 6 387 = 9 363. d) 4 239 + 4 876 = 9 115. f) 6 467 + 2 944 = 9 411.

Activity 3.8.4
a) 3 294 + 5 789 = 9 083. b) 6 095 + 2 987 = 9 082 c) 5 324 + 3 678 = 9 002.
d) 4 852 + 4 897 = 9 749 e) 7 689 + 1 567 = 9256. f) 8 437 + 1 389 = 9 826.
Application activity 3.8.2

The lesson on word problems involving addition:

‒‒Help pupils to solve a one –step or a two-step problem:
‒‒Guide them to understand the problem,
‒‒Identify facts (given and requested),
‒‒Draw visual representations and solve the problem using the addition.
‒‒Start by guiding pupils to solve some problems in groups or in a class discussion
(use activity 3.9), provide problems to be solved into groups or in pairs and
then give problems to be solved individually (application activity 3.9).

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Answers for activity 3.9
No Givens Request Formula and
calculation
1 Number of boys vaccinated: 5 Number of Number of all children
321. Number of girls vaccinated: all children vaccinated:
3 789. vaccinated = ?
5 321 + 3 789 = 9 110
2 Number of coffee seedlings Number of all Number of all coffee
planted last year: 3 657. coffee seedlings seedlings planted:
Coffee seedlings planted this planted = ? 3 657 + 5 794 = 9 451
year: 5 794.
3 Number of cows distributed in Total number of Total number of cows
the first district: 5 423. cows distributed distributed:
Number of cows distributed in =? 5 423 + 3 798 = 9 221
the second district 3 798.
4 Number of boy students: 3 456. Total number of Total number of all
Number of girls students: 4 649. all students = ? students:
3 456 + 4649 = 8105
Answers for application activity
No Givens Request Formula and calculation
1 The number of male spectators: The total The total number of
7 543. number of spectators:
The number of female spectators = ?
spectators:1 978. 7543 +1978 = 9 521
2 Number of families for Total number Total number of
Kamurehe sector: 4 987. of families = ? families =
Number of families for Kabuye 4 987 + 4 678 = 9 665
sector 4 678.
3 Mathematics books distributed Total number Total number of books
in Karongi: 3 576. of books distributed =
Mathematics books distributed distributed = ? 3 576+ 5 879 = 9 455
in Ngororero: 5 879.

Lesson 13: Subtraction of numbers within the range of 10 000

a) Objectives
Subtract numbers and solve word problems involving subtraction of numbers that
do not exceed 10 000.

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b) Teaching resources and learning resources
‒‒The table of place values;
‒‒Number cards with different numbers between 5 000 and 10 000 in different colors;
‒‒Different types of counters.
c) Teaching and learning activities:
‒‒This lesson can be taught like the lesson on subtraction learnt in unit 1.
However, you can teach it in 3 different lessons: start by teaching subtraction
without borrowing, subtraction with borrowing and then the lesson on word
problem involving subtraction.
‒‒In each lesson, start by the use of abacus or base ten blocks to show how to
take away a number of beads or blocks,
‒‒Use the table of place value to show how numbers are arranged, then usethe
standard written method to subtract numbers.
Example:
6 789 – 5 676 = ___
I subtract thousands I subtract hundreds I subtract tens I subtract ones
from thousands from hundreds from tens from ones
Thousands Hundreds Tens Ones
6 7 8 9
- 5 6 7 6
1 1 1 3
Then, 6 789 – 5 676= 1 113
‒‒The guiding learning activities are activity 3.10.1, activity 3.10.2, activity
3.10.3, activity 3.10.4 and the activity 3.11.respectively.
d) Synthesis/summarization
‒‒Guide pupils to summarize how to subtract numbers. Insist on the use of the
standards written method which looks like the use of the table of values.
‒‒During the subtraction with borrowing, address misconceptions by providing
more explanations. Refer to the example given in the pupil’s book as follows:
Example:
9 531 – 6 789 =

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Subtract using a place value table Subtract vertically

Therefore, 9 531 – 6 789 = 2742

Explanations:
We have 9531 – 6789 =
a) I write the second number under the first number as per place values: ones
under ones, tens under tens, hundreds under hundreds and thousands under
thousands.
b) I subtract starting from the right:
‒‒For Ones: 1 -9 is impossible, I borrow 1 ten from 3 and I get 10 +1= 11. Then,
11-9 = 2
‒‒For tens: I remained with 3-1= 2. Then, 2-8 is impsssible, I borrow 1 hundred
from 5. I get 10 tens +2tens = 12tens. Then, 12-8 = 4.
‒‒For hundereds: I remained with 5-1= 4. Then, 4 – 7 is impossible, I borrow
1 thousand from 9. I get 10 hundreds + 4 hundreds = 14 hundreds. Then,
14 – 7 = 7.
‒‒For thousands: I remained with 9 -1 = 8. Then, 8 – 6 = 2.
Therefore, 9 531 – 6 789 = 2742.
e) Assessment
‒‒Assign pupils to work in pair, do activity 3.10.2 or activity 3.10.4 and verify
their answers.
‒‒Provide activities to be done by pupils and check their answers.
‒‒Assign a homework to be done by pupils (you can use (application activity
3.10.1 or application activity 3.10.2).

109
f) Answer for activities
Activity 3.10.1
Guide pupils to use a table of place value or a standard written method:

Activity 3.10.2
a) 9 876 – 7 645 = 2 231 e) 9 234 – 6 023 = 3 211
b) 8 567 – 5 435 = 3 132 f) 8 456 – 5 031 = 3 425
c) 7 456 – 4 142 = 3 314 g) 7 986 – 3 654 = 4 332
d) 6 345 – 4 203 = 2 142.
Application activity 3.10.1

Activity 3.10.3

Activity 3.10.4
a) 5 321 – 2 789 = 2 532 d) 8 143 – 6 759 = 1 384 f) 6 503 – 3 967 = 2 536.
b) 6 024 – 4 658 = 1 366 e) 9 012 – 8 945 = 67 g) 8 432 – 6 579 = 1 853.
c) 7 431 – 5 865 = 1 566
Application activity 3.10.2
a) 6 120 – 3 249 = 2 871 c) 8 105 – 5 258 = 2 847
b) 7 432 – 4 567 = 2 865 d) 9 043 – 6 398 = 2 645

The lesson on word problems involving subtraction,

‒‒Follow required steps for solving a word problem as they were given in
previous concepts.
‒‒Start by guiding pupils to solve some problems in groups or in a class
discussion (use activity 3.11), provide problems to be solved into groups or
in pairs and then give problems to be solved individually (application activity
3.11).

110
Answers for activity 3.11
1) The number of refugees who didn’t receive donations: 9 732 – 7 986 = 1 746.
2) The number of students who are boys: 9 321 – 5 867 = 3 454.
3) The number of families which did not receive mosquito nets: 6 830 – 5 987 = 843.

Answers for application 3.11

1) Number of cabbages he remained with: 7 120 – 6 987= 133
2) The number of children who received all vaccinations: 9 123 – 879 = 8 244
3) The number of candidates who did not selected: 7 345 – 789 = 6 556
4) The number of all seedlings which were not grown up: 9 351 – 7 984 = 1 367

Lesson 14: Multiply a two-digit or three-digit number by a two digit number

a) Objectives
Multiply a 3 digit number by a 2 digit number and solve word problems involving
multiplication of a 3 digit number by a 2 digit number where the product does
not exceed 10 000.
b) Teaching resources and learning resources
‒‒The table of place values;
‒‒Different types of counters.
‒‒Multiplication table for slow learners.
c) Teaching and learning activities:
This lesson for multiplying a three digit number by a two digit number where the
product does not exceed 10 000 is taught like the lesson on the multiplication
taught in unit 2.
Use the activity 3.12.1 and activity 3.12.2.
‒‒Provide explanations as pupils can have the misconception on where they
can write the answer.
Example: 325 × 29 = ___

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d) Synthesis/summarization
Guide pupils to summarize how to multiply a 3 digit number by a two digit number.
Insist on the use of the standard written method which looks like the use of the
table of values.
e) Assessment
‒‒Provide application activities to be done by pupils (the application activity
3.12) and check their answers.
‒‒Assign homework to all pupils.
f) Answer for activities
Activity 3. 12.1

Activity 3. 12.2
a) 378 × 25 = 9 450 d) 439 × 21 = 9 219 f) 907 × 11 = 9977
b) 529 × 18 = 9 522 e) 297 × 29 = 8 613 g) 412 × 24 = 9888
c) 638 × 15 = 9 570
Application activity 3. 12

Note on the lesson on word problems involving multiplication,

‒‒Help pupils to solve a one –step or a two-step problem: guide them to
understand the problem, identify facts (given and requested), draw visual
representations and solve the problem using the subtraction.

112
 ‒‒Start by guiding pupils to solve some problems in groups or in a class
discussion (use activity 3.13), provide problems to be solved into groups or
in pairs and then give problems to be solved individually (application activity
3.13).
Activity 3.13
1) The total number of cows received by 416 sectors: 416 × 23 = 9 568.
2) The total number of people in the meeting hall: 798 × 12 = 9 576.
3) The number of students to be in 29 schools: 287 × 29 = 8 323
4) Total number of chicks produced by all hens every year: 479 ×18 = 8 622
Application activity 3.13
1) The number of eggs to be produced by all hens every month: 278 × 29 = 7 784
2) The number of boxes of mineral water to be produced by a factory in 27 days:
367 × 27= 9 909.
3) The number of cabbages she planted: 549 × 18 = 9 882
4) The total number of sellers: 589 × 15 = 8 835.
Lesson on the multiplication by 100 and 1000
‒‒This lesson is taught like the lesson on multiplication by 100 and 1000 seen
in unit 1.
‒‒Start by small numbers and use base ten blocks to let pupils find that when
they have for example 3 flats, the number represented is 3 times 100 which
is 300 (3 with two zeros).
Hundreds Number of flats Total number Multiplication
of units by 100
3 300 3x100=300

4 400 4x100=400

‒‒Use base ten blocks to let pupils find that when they have for example 3
cubes, the number represented is 3 times 1000 which is 3000 (3 with three
zeros).

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 Thousands Number of Total number Multiplication
cubes of units by 1000
3 3000 3x1000 = 3000

‒‒Refer to activity 3.14.1, activity 3.14.1and the application activity 3.14 to

teach a lesson showing learners how to multiply bigger numbers by 100 and
1000 where the product does not exceed 10 000.
Answers for activity 3.14.1
1) 8 × 1 000 = 8 000 3) 67 × 100 = 6 700
2) 9 × 1 000 = 9 000 4) 5 × 1 000 = 5 000
Answers for activity 3.14.2
a) 99 × 100 = 9 900. c) 6 × 1 000 = 6 000. e) 57 × 100 = 5 700.
b) 7 × 1 000 = 7 000. d) 78 × 100 = 7 800. f) 9 × 1 000 = 9 000.
Answer for application activity 3.14
a) 1 000 × 3 = 3 000 d) 87 × 100 = 8 700 g) 6 × 1 000 = 6 000
b) 69 × 100 = 6 900 e) 1 000× 7 = 7 000 h) 5 × 1 000 = 5 000
c) 8 × 1000 = 8 000 f) 76 × 1 000= 7 600.

Lesson 15: Division without a reminder of a 4-digit number less than 10 000
by a one digit number
a) Objectives
Divide a 4-digit number and solve word problems involving the division of a number
less than 10 000 by a one-digit number without a remainder
b) Teaching resources and learning resources
‒‒The table of place values;
‒‒Different types of counters.
‒‒Multiplication table for slow learners.
c) Teaching and learning activities:
‒‒This lesson can be taught like the lesson on the division learnt in unit 1.
‒‒Start by the representation of what the division mean

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Example: When 9 pupils need to share 900 notebooks.

Pupils can think and say that each pupil will take 100 notebooks.
‒‒Refer to their response and guide them on how they can
get the correct answer by using the long division method.
‒‒Form groups and assign them the tasks
‒‒Use the activity 3.15.1 and the activity 3.15.2 as guiding
learning activities for this lesson.

Example:
a) 9 819 ÷ 9 = ? b) 8 712 ÷ 8 = ?
Guide pupils and explain how to use the long division method:

115
d) Synthesis/summarization
Guide pupils to summarize how to divide a 4-digit number by one digit. Insist on
the use of the standard written method.
e) Assessment
‒‒Provide activities to be done by pupils (the application activity 3.15) and
check their answers.
‒‒Assign homework to all pupils.
f) Answer for activities
Activity 3.15.1
1) 7 496 ÷ 8 = 937 2) 6 327 ÷ 9 = 903 3) 7 049 ÷7 = 1 007
Activity 3.15.2
a) 8 984 ÷ 8 = 1 123 d) 8 172 ÷ 9 = 908 f) 8 491 ÷ 7 = 1 213
b) 6 576 ÷ 4 = 1 644 e) 7 985 ÷ 5 = 1 597 g) 9 879 ÷3 = 3 293
c) 8 952 ÷ 6 = 1 492.
Answers for application activity 3.15
a) 9 549 ÷9 = 1 061. c) 7 952 ÷7 = 1 136. e) 6 585 ÷5 = 1 317.
b) 8 728 ÷ 8 = 1 091. d) 6 906 ÷ 6 = 1 151. f) 8 976 ÷4 = 2 244.
Note:
Through the use of the activity 3.16.1 and 3.16.2, word problems can be taught
in another lesson.
Answers for activity 3.16.1
1) The number of cows to be received by each district = 9 891÷7 = 1 413
2) The number of voting cards to be received by each center = 7 992÷ 8 = 999
3) The number of notebooks to be contained by each box = 5 490÷9 = 610
4) The number of bricks to be used for each house = 9 896÷ 4 = 2474.
Answers for activity 3.16.2
1) The number of students received by each school = 7 895 ÷5 = 1 579
2) The number of laptops to be distributed to each district = 6 797 ÷ 7 = 971.
Answers for application activity 3.16
1) Number of planted trees per day= 8 750÷ 5=170 trees
2) Equally share 9 400 fruit seedlings to 4 cells. Number fruit seedlings each cell
receives= 9 400÷4=235 fruit seedlings.

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3.6 Summary of the unit
Try to summarize the content for this unit.

3.7 Additional information for the teacher

‒‒The teacher plays an important role in the learning activity, guide all learning
situations and engage every pupil;
‒‒Explain clearly how to complete numbers in a table of place values, how to
compare numbers, how to arrange them and how to partition a number into
thousand, hundreds, tens and ones.
‒‒Guide them to be able to perform addition, subtraction, multiplication and
division of numbers;
‒‒Use the standard written method to simplify how to multiply a number by a
two digit number;
‒‒Use word problems from the pupils’ real life experience to address crosscutting
issues during lessons where applicable;
‒‒Try to use your creativity and innovation to apply the competence based
approaches of teaching to cater all learning styles for your pupils.

3.8 Answers for the end unit assessment 3

1) a) Nine thousand ix hundred seventy eight
b) 7 995
2) a) 7 698 b) 8 345
3) 5 968
4) a) thousands b) Ones c) Hundreds d) Tens
5) a) 8 189 < 8 819 c) 7 689 = 7 689
b) 6 583 > 6 538 d) 9 587 > 9 578
6) 4 784; 5 746; 6 479; 7 356; 7 365; 8 497.
7) 9 786; 8 710; 6 827; 6 718; 5 708; 4 738.
8) a) 6 574 + 2 695 = 9269 b) 7 865 + 1 879 = 9 744
c) 5 679 + 4320 = 9999 d) 6 958 + 2 794 = 9 752
9) a) 7 856 – 5976 = 1880 b) 8 761 – 6 819 = 1 942
c) 9 852 – 8974 = 878 d) 6 265 – 5 987 = 278.

117
 11) a) 7 985÷ 5 = 1 597 b) 8 526÷ 6 = 1 421
12) The number of remained sacks: 8 759 – 5 784 = 2 975
13) The number of the remaining books: 9 68 – 378 = 590
14) The number of Lorries: 300 × 24 = 7 200
15) The number of mangoes to be in each basket: 981÷ 9 = 109.
Note:
As a teacher, after this assessment, you have to provide remedial activities,
consolidation and extension activities.

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 UNIT 4 FRACTIONS HAVING A DENOMINATOR
NOT GREATER THAN 10

4.1. Key unit competence

Working out mathematical exercises in relation with reading, writing, drawing,
adding and subtracting fractions with the same denominator less than or equal
to 10 and multiplying fractions with a number.

4.2. Prerequisite
Pupils will easily learn this unit, if they have a good background on the following:

1 1 1
Reading, writing and illustrating , and
2 4 8.
4.3. Cross-cutting issues to be addressed
• Gender balance: provide equal opportunity to boys and girls in the lesson
• Inclusive education: promote education for all learners in the teaching and
learning activities.
• Environment and sustainability: This will be addressed when pupils will be
maintaining hygiene for their classroom and for materials they used.
• Financial education: addressed when pupils discuss word problem involving
how to use a fraction of money and save another quantity.
• Peace and values education: addressed when pupils are encouraged to work
collaboratively and peacefully in their group.

119
4.4. Sub-headings /List of lessons
UNIT 4: FRACTIONS HAVING A DENOMINATOR NOT Reinforcement
GREATER THAN 10 (16 periods) and Extension
Lesson title Learning objectives Number of periods
1 Introductory Arouse the curiosity of learners 1
activity on the importance of reading
and writing fractions.
2 Reading Read and write fractions with a 1
and writing denominator less than or equal
fractions with to 10.
a denominator
less than or
equal to 10
3 Shading and Shade colors and illustrate 1
illustrating fractions
fractions
4 Comparing like Compare like fractions with a 1 1
fractions with denominator less than or equal
a denominator to 10.
less than or
equal to 10
5 Addition of Add fractions with denominators 1 1
fractions with less than or equal to 10.
denominators
less than or
equal to 10
6 Remediation Provide learning support to 1
learners who are falling behind
their peers
7 Subtraction of Subtract like fractions having 1 1
like fractions denominators less than or equal
having to 10.
denominators
less than or
equal to 10

120
8 Finding the Find the complement of a 1
complement of fraction for forming a unit
a fraction for fraction.
forming a unit
fraction
9 Fraction of a Find a fraction of a number for 1 1
number for real real objects and a fraction of a
objects number.
10 Word problems Solve word problems involving 1
involving fraction of a number.
fraction of a
number
11 End unit Work out mathematical exercises 1
assessment in relation with reading, writing,
drawing, adding and subtracting
like fractions with the
denominator less than or equal
to 10 and multiplying fractions
with a number.
12 Remediation Provide learning support to 1
learners who are falling behind
their peers
Total 12 4

4.5 Teaching and learning activities

Lesson 1: Guidance on introductory activity 4
• Invite pupils to read the story of Mugiraneza who does not know how to share
school materials to his children depending on what they need.
• Guide pupils to discuss the reason one can fail to count objects which form
a part of a ;
• Ask them to suggest what is required for every one of them to be able to
determine some quantities related to a fraction of a ;
• Move around in the class to get aware of different suggestions and ask some
probing questions where necessary.

121
 • Invite all pupils to a class discussion and basing on their experience, prior
knowledge and abilities shown in answering questions for this activity, open a
discussion with probing questions to guide them to give their predictions and
ensure that you arouse their curiosity on what is going to be learnt in this unit
so that they may be able to manage different quantities of their properties
Lesson 2: Reading and writing fractions with a denominator less than or equal
to 10
a) Objectives
Read and write fractions with a denominator less than or equal to 10.
b) Prerequisites /Introduction
To perform well in this lesson, do the following:
• Plan how to help pupils with different impairments;
• Prepare sufficient learning materials to be cut up into portions whose
denominator is less than or equal to 10.
• Guide pupils to: Work out different activities for reading and writing fractions
not exceeding a whose denominator is less than 10.
c) Teaching resources and learning resources
• Different objects to be cut: sugarcane, oranges, sticks, soap, sheets of paper,
etc.
• Safe materials to be used: scissors or plastic knife to cut a into portions of
equal sizes;
• Semi concrete objects: drawings illustrating different fractions, rectangles,
squares, circles, etc.
d) Teaching and learning activities:
• invite pupils to observe learning materials and explain instructions on activities
to be done (use activity 4.1.1 and activity 4.1.2):
Representation Fraction Names

1 A whole

A whole orange

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 1
A half
2

1
A third
3

1
A quarter
4

• Guide them to discover how to read a fraction on semi concrete objects or

from a concrete object cut into equal portions;
• Form groups of pupils and provide them with fraction cards and ask them to:
read a fraction on the card, write the fraction in words;
• Put fraction cards in a box and ask each learner to pick a card and try to read
and write in words the fraction found.
• Assign pupils to do activity 4.1.3, move around and give facilitation when
necessary;
• Ask pupils for each group to discuss the findings for its members;
• Ask some groups to present the findings and guide the class to harmonize
how to read fractions.
e) Synthesis/summarization
Guide pupils to summarize how to read and write a fraction and how to name
the terms of a fraction.
f) Assessment
Provide activities to pupils from the pupil’s book (Use application activity 4.1).

123
g) Answer for activities
Activity 4.2
Three quarters

3
4

Four fifths

4
5

Three sevenths

3
7

Four ninths

4
9

Five eighths

5
8

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Activity 4.1.4

Application activity 4.1

Lesson 3: Shading and illustrating fractions not exceeding a

a) Objectives
Shade and illustrate fractions not exceeding a .
b) Teaching resources and learning resources
• Different objects to be cut: sugarcane, oranges, sticks, soap, sheets of paper,
etc.
• Safe materials to be used: scissors or plastic knife to cut a into portions of
equal size;
• Semi concrete objects: drawings illustrating different fractions, rectangles,
squares, circles, etc.
c) Teaching and learning activities:
• Invite pupils to observe the shaded parts of objects. Ask them to say and
write the related fractions in figures
Example:
Fraction of shaded Fraction of
Picture
part unshaded part
a) ___ ___

b) ___ ___

• Organize groups of pupils and give them activities to do (for example activity

125
 4.2.1 and Activity 4.2.2).
• Move around in the class and provide probing questions for assistance where
necessary;
• Guide pupils on how to shade a portion representing a fraction (use for
example activity 4.2.3);
• Invite some groups to present and guide the class to harmonize on how to
shade or how to illustrate a fraction.
d) Synthesis/summarization
Guide pupils to summarize how to shade or how to illustrate a fraction.
e) Assessment
• Provide activities to be done by pupils (see application activity 4.2) and check
their answers.
• Assign all pupils a homework.
f) Answer for activities
Picture Fraction of shaded part Fraction of unshaded part

7 2
9 9

6 3
9 9

3 1
4 4

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 2 4
8 8

Application activity 4.2

4 7
: four fith or four out of five : seven ninth or seven out of nine.
5 9

2 6
:two over three or two out of 3 or two third : six seventh or six over seven
3 7

127
Lesson 4: Comparing like fractions with a denominator less than or equal
to 10
a) Objtives
Compare like fractions with a denominator less than or equal to 10.
b) Teaching resources and learning resources
• Different objects to be cut: sugarcane, oranges, sticks, soap, sheets of paper,
etc.
• Safe materials to be used: scissors or plastic knife to cut a into portions of
equal sizes;
• Semi concrete objects: drawings illustrating different fractions, rectangles,
squares, circles, etc.
c) Teaching and learning activities:
• Invite one pupil and guide him/her on how to partition concrete objects or
manipulative materials into equal parts and compare parts to the to introduce
proper fractions, for example to partition paper equally by folding:

You can use also base ten blocks or equal parts of an orange

• Ask other pupils to say the fraction of the shaded part and the fraction for
the unshaded parts and ask them to compare fractions they find. Use guiding
learning Activity 4.3.1.

128
Where pupils will observe the shaded parts and complete by: greater than or
less than

2 3
is ___________
4 4

The blue part is smaller than the pinck part

• Show other values of two proper fractions with fraction strips and Cuisenaire
rods and ask pupils to compare fractions using <, > or =.
• Organize groups of pupils and give them activities to do (for example Activity
4.3.2), you can give them fraction cards and ask pupils to compare pairs of
those fractions using cards with comparison symbols (<, > or =)
• Move around in the class and provide probing questions for assistance where
necessary;
• Invite some groups to present and guide the class to harmonize on how to
compare fractions of a same denominator up to 10.
• Assign the same group activity 4.3.3 and check how pupils are performing.
d) Synthesis/summarization
• Guide pupils to summarize how to compare fractions of a same denominator
up to 10.
• Emphasize fraction as: equal size portions or equal shares of a set.
e) Assessment
• Provide activities to be done by pupils and check their answers;
• Assign all pupils the application activity 4.3 as homework.
f) Answer for activities
Activity 4.3.1

2 is less then 3 6 5
greater than
4 4 8 8

129
Acity 4.3.3
3 1 1 1 4 5
a) > c) = e) <
8 8 2 2 6 6
5 2 5 5 1 4
b) > d) - f) <
9 9 5 5 4 4

Application activity 4.3

a)
1 < 2
d)
2 < 3
g)
1 < 4
3 3 5 5 6 6
1 < 3 4 > 1 4 < 7
b) e) h)
4 4 7 7 10 10
4 > 2 5 = 5 7 < 8
c) f) i)
5 5 6 6 9 9

Note:
After this lesson, organize another lesson for arranging fractions of a same
denominator not exceeding 10 in a given order. You can start by a concrete object
such as a sugarcane can be divided in different parts and ask pupils to arrange
them starting by the smallest towards the biggest or vice versa. To compare this
5 7 4
fractions: , use a drawing such as the following:
10 10 10

then ask pupils to arrange them before assigning to them to do the activity 4.4.1,
activity 4.4.2 and activity 4.4.3.

130
Activity 4.4.3
1 2 3 5 6 1 2 4 5 6 4 7 8 9 10 1 2 3 5 6
a) , , , , b) , , , , c) , , , , d) , , , ,
10 10 10 10 10 9 9 9 9 9 10 10 10 10 10 8 8 8 8 8
Activity 4.4.5

6 , 5 , 4 , 3 , 2 , 1 5 4 3 2 1
a) b) 5 , 5 , 5 , 5 , 5
6 6 6 6 6 6
4 3 2 1 3 2 1
c) 4 , 4 , 4 , 4 d) 3 , 3 , 3
Application activity 4.4

10 2 8 6 9
1) a) 2 , 3 , 4 , 6 , 7 b) , , , , 10
7 7 7 7 7 10 10 10 10

2 , 3 , 4 , 6 , 7 1 2 3 4 5
c) d) 5 , 5 , 5 , 5 , 5
7 7 7 7 7

2) a) 7 , 6 , 4 , 3 , 2 b) 6 , 5 , 4 , 2 , 1
8 8 8 8 8 6 6 6 6 6
4 , 3 , 2 , 1 3 2 1
c) d) 3 , 3 , 3
4 4 4 4
Lesson 5: Addition of -fractions with the same denominators less than or
equal to 10
a) Objectives
Add fractions with denominators less than or equal to 10
b) Teaching resources and learning resources
• Different objects to be cut: sugarcane sugarcane, oranges, sticks, soap, sheets
of paper, etc.
• Safe materials to be used: scissors or plastic knife to cut into portions of
equal sizes;
• Semi concrete objects: drawings illustrating different fractions, rectangles,
squares, circles, etc.

131
c) Teaching and learning activities:
• Invite one pupil and guide him/her on how to demonstrate addition of proper
fractions through paper folding activity or use fraction charts, diagrams and
number lines;
• Ask other pupils to say the fraction of the part obtained when those portions
are put together;
For example, the part shaded in red color and the part shaded in blue color can
make on fraction. What fraction do they make altogether?

2 3
+ = ___
8 8

• Show other values of two proper fractions with fraction strips and Cuisenaire
rods and ask pupils to put them together and say the fraction obtained;
• Organize groups of pupils and give them activities to do (for example Activity
4.5.1), you can also give them fraction cards and ask pupils to add those
fractions using cards with addition symbol (+) and equality symbol (=).
• Move around in the class and provide probing questions for assistance where
necessary;
• Assign the same group activity 4.5.2, and check how they are performing.
• Invite some groups to present their findings and guide the class to harmonize
on how to add fractions of a same denominator which is less or equal to 10.
Note:
Concerning the lesson on word problems involving addition of fractions, help
pupils to solve a one –step or a two-step problem:
• guide them to understand the problem,
• identify facts (given and requested),
• draw visual representations and solve the problem using the addition.

132
Start by guiding pupils to solve some problems in groups or in a class discussion
(use activity 4.5.4), provide problems to be solved into groups or in pair and then
give problems to be solved individually (application activity 4.5).
d) Synthesis/summarization
• Guide pupils to summarize how to add fractions of a same denominator which
is less or equal to 10: add their numerators and copy the denominator.
e) Assessment
• Provide activities to be done by pupils (activity 4.5.3 or application activity
4.5) and check their answers.
• Assign homework to all pupils.
f) Answer for activities
Answers for activity 4.5.1

Activity 4.5.2

2 3 5
+ =
8 8 8

Activity 4.5.3

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Activity 4.5.4

3 1 4
1) Fraction of notebooks she did:+ =
5 5 5 3 6 9
2) Fraction of milking cows he had altogether: + =
10 10 10
2 4 6
3) Fraction of the sugar he sold: + =
7 7 7
Application activity 4.5

1)

5 3 8
2) Fraction of a bread they eat altogether: + =
10 10 10

4 2 6
3) Fraction of prepared garden: + =
9 9 9
3 4 7
4) Fraction of the journey he covered: + =
8 8 8
Lesson 6: Subtraction of fractions having denominators less than or equal to 10
a) Objectives
Subtract of fractions having denominators less than or equal to 10
b) Teaching resources and learning resources
• Different objects to be cut: sugarcane , oranges, sticks, soap, sheets of paper,
etc.
• Safe materials to be used: scissors or plastic knife to cut into portions of
equal sizes;
• Semi concrete objects: drawings illustrating different fractions, rectangles,
squares, circles, etc.
c) Teaching and learning activities:
• Invite one pupil and guide him/her on how to demonstrate the subtraction of
proper fractions through paper folding activity or use fraction charts, diagrams
and number lines;

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 • Ask other pupils to say the fraction of the part remained when one portion
is put away;
• Show other values of proper fractions with fraction strips and base ten rods
and ask pupils to cut one portion and put it away and say the fraction of the
remained portion;
• After using the concrete objects, use for example the following illustration
and ask pupils to say and write the fraction of remained part.

5 4 6 3
− =___ − =___
6 6 7 7

• Organize groups of pupils and give them activities to do (for example Activity
4.7.1 or activity 4.7.2), you can also give them fraction cards and ask pupils
to form differences of those fractions using cards with subtraction symbol (-)
and equality symbol (=).
• Move around in the class and provide probing questions for assistance where
necessary;
• Invite some groups to present and guide the class to harmonize on how to
carry out the subtraction of fractions with a same denominator which is less
or equal to 10.
• Motivate pupils to work in pair and do activity 4.7.3 then check how they
are performing.
d) Synthesis/summarization
• Guide pupils to summarize how to subtract fractions of a same denominator
which is less or equal to 10: subtract their numerators and copy the
denominator.

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Note:
Concerning the lesson on word problems involving subtraction of fractions, help
pupils to solve a one –step or a two-step problem:
• guide them to understand the problem,
• identify facts (given and requested),
• draw visual representations and solve the problem using the addition.
• Start by guiding pupils to solve some problems in groups or in a class discussion
(use activity 4.7.4), provide problems to be solved into groups or in pairs and
then give problems to be solved individually (application activity 4.8).
e) Assessment
• Provide activities to be done by pupils (application 4.7) and check their
answers.
• Assign homework to all pupils.
f) Answer for activities
Activity 4.7.3

Answers for activity 4.7.4

Application activity 4.7

1)

6 3 3
2) The fraction of remaining: − =
7 7 7

3) Fraction of clothes not dried up: 7 − 5 =2

8 8 8

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Lesson 8: Finding the complement of a fraction for forming a unit fraction
a) Objectives
Find the complement of a fraction for forming a unit fraction.
b) Teaching resources and learning resources
• Different objects to be cut: sugarcane, oranges, sticks, soap, sheets of paper,
etc.
• Safe materials to be used: scissors or plastic knife to cut into portions of
equal sizes;
• Semi concrete objects: drawings illustrating different fractions, rectangles,
squares, circles, etc.
c) Teaching and learning activities:
• Invite one pupil and guide him/her on how to demonstrate what remains
when you cut one portion from a whose number of portions is known.

• Ask other pupils to say the fraction of the part remained when one portion
is put away;
Given fraction Complement The whole

3
4

• Organize groups of pupils and give them activities to do (for example Activity
4.9.1) and activity 4.9.2, you can also give them fraction cards and ask pupils
to take each card and find the card which has its complement fraction.
• Guide pupils to work in pair and do activity 4.9.3
• Move around in the class and provide probing questions for assistance where
necessary;

137
 • Invite some groups to present and guide the class to harmonize on how to
find a complement of a fraction: . One whole number take away the given
fraction.
d) Synthesis/summarization
Guide pupils to summarize how to find the complement of a fraction: the fraction
which makes a – the given fraction.
3 4 3 4−3 1
Example: the complement of is − = = .
4 4 4 4 4
e) Assessment
• Provide activities to be done by pupils (activity 4.9) and check their answers.
• Assign homework to all pupils.
f) Answer for activities
Activity 4.9.3

Application activity 4.9

Lesson 9: Fraction of a number for real objects

a) Objectives
Find a fraction of a number for real objects and a fraction of a number.
b) Teaching resources and learning resources
• Different objects to be cut: sugarcane , oranges, sticks, soap, sheets of paper,
etc.
• Safe materials to be used: scissors or plastic knife to cut into portions of
equal sizes;
• Semi concrete objects: drawings illustrating different fractions, rectangles,
squares, circles, etc.

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c) Teaching and learning activities:
• Invite one pupil and guide him/her on how to demonstrate a fraction of a
given number of objects: to count objects, divide them in a number of groups
equal to the denominator and then combine the number of groups which is
equal to the numerator of a given fraction;
• Ask other pupils to say the total number of objects found in the new
combination (group) of objects. For example: How many rods do we have?
Find the half of them

• Considering that pupils can have a misconception, guide them with clear
explanations. Example:

Total number of objects Fraction of a number of objects and explanation

1
of 10 oranges: 5 oranges.
2
I put all oranges in 2 groups and I count oranges
for 1 group.

5
of these 12 tomatoes: -----------
6
I put all tomatoes in 6 groups and count tomatoes
for 5 groups.
3
of these 14 apples: --------------
7
I put all apples in 7 groups and I count apples for
3 groups.

• Organize groups of pupils and give them activities to do (for example Activity
4.10.1-3); You can also give them a fraction card and a number card and
ask pupils to find the a number card which has the corresponding fraction.
• Move around in the classroom and provide probing questions for assistance
where necessary;
• Invite some groups to present and guide the class to harmonize on how to
find a fraction of a number.

139
d) Synthesis/summarization
Guide pupils to summarize how to find a fraction of a number:
(Take the number and multiply it by the numerator of a fraction): the denominator.
3 3 3 × 20 60
Example: of 20 is (20)
= = = 15 .
4 4 4 4
e) Assessment
• Provide activities to be done by pupils (application activity 4.10) and check
their answers.
• Assign homework to all pupils.
f) Answer for activities
Activity 4.10.1

Activity 4.10.2

Application activity 4.10

1.

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2.

Lesson 10: Word problems involving fractions

a) Objectives
Solve word problems involving fractions with same denominators .
b) Teaching resources and learning resources
• Different objects to be cut: sugarcane, oranges, sticks, soap, sheets of paper,
etc.
• Safe materials to be used: scissors,or plastic knife to cut an object into
portions of equal sizes;
• Semi concrete objects: drawings illustrating different fractions, rectangles,
squares, circles, etc.
c) Teaching and learning activities:
• Invite one pupil and guide him/her on how to solve a problem involving a
fraction of a given number of objects: to count objects, divide them in a
number of groups equal to the denominator, and then combine the number
of groups which is equal to the numerator of a given fraction;
• Ask other pupils to say the total number of objects found in the new
combination (group) of objects.
• Organize groups of pupils and give them activities to do (for example Activity
4.11.1 and activity 4.11.2);
• Move around in the classroom and provide probing questions for assistance
where necessary;
• Invite some groups to present and guide the class to harmonize on how to
solve a problem.
d) Synthesis/summarization
Guide pupils to summarize how to solve a problem:
• guide them to understand the problem,
• identify facts (given and requested),

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 • draw visual representations and
• solve the problem using the addition.
e) Assessment
• Provide activities to be done by pupils (application activity 4.11) and check
their answers.
• Assign homework to all pupils.
f) Answer for activities
Activity 4.11.2

Number of flowered and young bananas:

Number of sacks of cement remained in the

store:

The number of participants who came with

laptops:

Application activity 4.11

4 84 × 4
1. Number o that operate in the provinces: of
= 84 = 48
7 7
5 240 × 5
2. The number of houses which have the roofs of iron sheets: of= 240 = 200
6 6
.
The number of houses without iron sheets 240 − 200 = 40
2 45 × 2
3. Number of boys: of
= 45 = 30
3 3 .
.
Number of girls: 45 − 30 = 15
Note:
Concerning the lesson on the importance of fractions, the teacher will arrow pupils
to discuss the importance of fraction basing on their dairy experiences.
Use activity 4.12.1, activity 4.12.2 and activity 4.12.3 and ask questions:
How can you share objects?
Is it better to get equal shares?
Do you prefer to have more than others?

142
If you buy a sugarcane at home, what fraction can the following people take?
The father, the mother, your sister or your brother and you.
4.6. Summary of the unit
Try to summarize the content for this unit.
4.7. Additional information for the teacher
• The teacher plays an important role in the learning activity, guide all learning
situations and engage every pupil;
• Introduces the concept of fractions using concrete objects and manipulative
materials;
• Teach pupils different ways of reading fractions, for example the fraction 1/5
is “ one out of five or a fifths” or “one fifth” ;
• Relate fractions to quantities such as length and mass;
• Invite pupils to create stories from given number sentences involving fractions.
• Pose to pupils, daily problems in the form of words, tables and pictorials.

4.8. Answers for the end unit assessment 4

143
 3
11) She eat of the bread.
5
2
12) The fraction of water remained in the tank:
7
5
13) Mutoni harvested of 360 = (360×5): 6 = 300
6
1
She remained with of 360 = (360×1): 6 = 60
6
7
15) of 960paid the school fees = (960x 7):8 = 840
8
Others did not pay: 960 – 840 = 120
Note: As a teacher, after this assessment, you have to provide remedial activities,
consolidation and extension activities.
4.9. Additional activities
A) Example of remedial activities
1) Write this fraction in words:

3
2) Shade of this picture:
8

3) Use >, < or = to compare fractions

144
4) Work out

4
5) There are 28 books in a box. Given that of them are for Mathematics, and
7
the remaining are English. Find the number of Mathematics books and English
books.
B) Example of extension activities
1) Write this fraction in words:

7
2) Shade of this picture
8

3) Use >, < or = to compare fractions

4) Work out

5) At a certain stadium there were 9875 spectators. Among them, 4 were male.
5
Find the number of female and the number of male spectators.

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 UNIT 5 LENGTH MEASUREMENTS

5.1. Key unit competence

Measure and show the relationship between length measurements, compare,
add, subtract length measurements and multiply/ divide length measurements
by a number.

5.2. Prerequisite
Pupils will easily learn this unit, if they have a good background on the length
measurements learnt in P2: m, dm and cm.

5.3. Cross-cutting issues to be addressed

• Gender balance: provide equal opportunity to boys and girls in the lesson
• Inclusive education: promote education for all learners in the teaching and
learning activities.
• Environment and sustainability: This will be addressed when pupils will be
maintaining hygiene for their classroom and for materials they used.
• Peace and values education: addressed when pupils are encouraged to work
collaboratively and peacefully in their group.
5.4. Sub-headings /List of lessons
UNIT 5: LENGTH MEASUREMENTS Reinforcement
(16 Periods) and Extension
Lesson title Learning objectives Number of periods
1 Introductory activity Arouse the curiosity of learners 1
on the content of unit 5
2 Measuring the length Measure the length of 1
of objects objects.
3 Relationship between Show length measurements and 2 1
length measurements their conversion.
and their conversion
4 Comparing length Compare length measurements. 1 1
measurements

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5 Remediation Provide learning support to 1
learners who are falling behind
their peers
6 Arranging objects Arrange objects according to 1
according to their their lengths.
lengths
7 Addition of length Add measurements of length. 1 1
measurements
8 Subtraction of length Subtract measurements of 1 1
measurements length.
9 Multiplying length Multiply length measurements 1
measurements by a by a number.
number
10 Dividing length Divide length measurement by a 1
measurement by a number.
number
11 End unit assessment Measure and show the 1
relationship between length
measurements, compare, add,
subtract , and multiply/ divide
length measurements by a
number.
Total 12 4

5.5 Guidance on different lessons of unit 5

Lesson 1: Guidance on introductory activity 5
• Invite pupils to read the story of Gahire who does not know the length and
the width of his farm;
• Guide pupils to discuss the reason one can fail to determine the length of
his own land;
• Ask them to suggest what is required for every one of them to be able to
determine the size (length of an object);
• Move around in the classroom to get aware of different suggestions and ask
some probing questions where necessary.
• Invite all pupils to a class discussion and basing on their experience, prior
knowledge and abilities shown in answering questions for this activity, open a
discussion with probing questions to guide them to give their predictions and
ensure that you arouse their curiosity on what is going to be learnt in this unit
so that they may be able to manage different quantities of their properties.

147
Lesson 2: Relationship between length measurements and their conversion
a) Objectives
Show length measurements and their conversion.
b) Teaching resources and learning resources
• Different instruments of measuring the length: metre or centimetre rulers,
folding metre, measuring tape, etc,
• Large areas or spaces whose perimeter can be measured: rooms, hall, garden.
• Gridded paper, diagrams or pictures of exact measurements.
• Conversion table of length measurements.
c) Teaching and learning activities:
Invite pupils to observe and compare the length of 1dm and the length of 1cm
on a ruler.

Complete:
1 dm = ___cm

• Present a conversion table of length measurements to pupils and ask some

pupils to write the given measurements in the table, and to convert from a
unit to another;

Length measurements Standard unit of length Length measurements

greater than metre measurements smaller than metre

km hm dam m dm cm mm
1 0
1 0
1 0
1 0

1dm = 10 cm, 1cm =10 mm, 1m = 100cm.

148
 • Organize groups of pupils and give them activities to do (for example Activity
5.2.1, Activity 5.2.2, and Activity 5.2.3).
• Move around in the classroom and provide probing questions for assistance
where necessary;
• Invite some groups to present and guide the class to harmonize on how to
convert the units of length measurements. .
d) Synthesis/summarization
Guide pupils to summarize the relationship between length measurements, and
how to convert from a unit to another using a conversion table.
Guide pupils to highlight how to convert compound units to a single unit.
e) Assessment
• Give activities to be done by pupils (application activity 5.2) and check their
answers.
• Assign all pupils a homework.
f) Answer for activities
Activity 5.2.1
a) 8 km = 80 hm c) 2hm = 20dam
b) 7 km = 700 dam d) 4 hm = 400 m
Activity 5.2.2
a) 90 hm = 9 km c) 60dam = 6 hm
b) 800 dam = 8km d) 500m = 5hm
Application activity 5.2
1. a) 450 m = 45dam e) 4 300 dm = 430m h) 4dm = 400 mm
b) 13hm = 1300m f) 234m = 2340dm i) 6m = 60dm
c) 56dam = 5 600dm g) 8km = 8 000m j) 9dam = 9 000cm .
d) 3 500 mm = 35dm
2.

149
Lesson 3: Measuring the length of objects
a) Objective:
Measure the length of objects.
b) Teaching resources and learning resources
• Different instruments of measuring the length: metre or centimetre rulers,
folding metre, measuring tape, etc,
• Large areas or spaces whose perimeter can be measured: rooms, hall, garden.
• Gridded paper, diagrams or pictures of exact measurements.
• Conversion table of length measurements.
c) Teaching and learning activities:
• Invite pupils to observe learning materials and explain instructions on activities
to be done (use activity 5.1.1).The tools used to measure the length: There
is a decametre tool, a tape measure, a measuring tape for tailors, a folding
ruler, or a ruler.

• Guide them to discover how to measure the length of an object and materials
to be used;
• Form groups of pupils and give them instruments for length measurement
and ask them to measure the lengths of different objects and record them
on sheets of paper;

150
 • Assign groups to do the activity 5.1.2, activity 5.1.3 and activity 5.1.4 for
discussion
• Ask some groups to present their findings and guide the class to harmonize
how to measure the length and different instruments to be used.
d) Synthesis/summarization
Guide pupils to summarize how to measure the length and different instruments
to be used.
e) Assessment
Provide activities to pupils from the pupil’s book (application activity 5.1).

Lesson 4: Comparing length measurements

a) Objectives
Compare length measurements.
b) Teaching resources and learning resources
• Different instruments of measuring the length: metre or centimetre rulers,
folding metre, measuring tape, etc,
• Objects of different lengths to be measured and compared: rooms, hall,
garden.
• Gridded paper, diagrams or pictures of exact measurements.
• Conversion table of length measurements.
c) Teaching and learning activities:
• Invite one pupil in front of others and guide him/her on how to measure and
record lengths of 2 objects using a metre ruler (refer to activity 5.3.1)
• Ask them to say which object is longer than the other. Then, guide them to
compare the obtained measurements by using <, > or = ;

The big ruler has 100cm. The small ruler has 30 cm. The big ruler is longuer than
the small ruler. In the same way, 100cm > 30cm.

151
 • Show pupils objects of different lengths and ask them to compare the lengths
of them before measuring where they say the longest and the shortest (refer
to activity 5.3.2);
• Guide pupils to do activity 5.3.2
• Move around in the classroom and provide probing questions for assistance
where necessary;
• Invite some groups to present and guide the class to harmonize on how to
compare lengths of objects.
d) Synthesis/summarization
• Guide pupils to summarize how to compare lengths of objects: use a conversion
table to convert all lengths in the smallest unit given and then to compare
obtained values.
e) Assessment
• Provide activities to be done by pupils (use the application activity 5.3) and
check their answers;
• Assign all pupils homework to do.
f) Answer for activities
Activity 5.3.3
It is better to convert in the smallest unit before comparing.
a) 234 m > 23 hm c) 49dm < 9 m e) 256cm > 25 dm
b) 3km = 300dam d) 87dam = 8700 dm f) 57mm > 5cm
Application activity 5.3
1) a) 3 km = 30hm c) 575 dm > 57 m
b) 4 hm = 407m d) 49dam < 9hm
2) 45 km: 9km = 5 times.
Note: After this lesson, organize another lesson for arranging length measurements
in a given order. You can start by arranging the lengths for concrete objects
before assigning pupils in groups to do the activity 5.4.1 and activity 5.4.2.
Activity 5.4.1
a) 125 m, 8 dam, 2hm, d) 6dam, 765 dm, 98 m
b) 34 cm, 245 mm, 5dm, e) 256 m, 54dam, 8km
c) 75hm, 8 759 m, 9km f) 356cm, 49dm, 7m.

152
Activity 5.4.2
a) 9hm, 785m, 54dam d) 8km, 56hm, 237dam
b) 76hm, 79dam, 247m, e) 92m, 8dam , 797dm
c) 49dm, 39cm, 91mm, f) 9km, 59dam, 48hm.
Application activity 5.4
1) a) 985mm, 985mm, 7m c) 765mm, 324cm, 8m.
b) 79m, 897dm, 9dam d) 789mm, 87cm, 987dm
2) a) 9 124 m, 698 dam, 6 km c) 987dm, 7dam, 3 695 cm.
b) 9 km, 768 dam, 74hm d) 915dm, 76m, 4 897cm.

Lesson 6: Addition of length measurements

a) Objectives
Add measurements of length
b) Teaching resources and learning resources
• Different instruments of measuring the length: metre or centimetre rulers,
folding metre, measuring tape, etc,
• Objects of different lengths to be measured and compared: rooms, hall,
garden.
• Gridded paper, diagrams or pictures of exact measurements.
• Conversion table of length measurements.
c) Teaching and learning activities:
• Invite one pupil in front of others and guide him/her on how to add length
measurements (Use Activity 5.5.1 as guiding learning activity).
The pupil observes and notes the length of each pencil on the ruler. Then, he/she
puts the two pencils on the ruler to record the total length:

13cm + 15cm =___cm

153
 • Make a review on adding vertically and converting length measurement
• Guide pupils to convert in the smallest unit or in the requested unit, and then
add them using standard written method;
• Organize pupils in groups and assign them to do Activity 5.5.2;
• Move around in the classroom and provide probing questions for assistance
where necessary;
• Invite some groups to present and guide the class to harmonize on how to
add length measurements;
d) Synthesis/summarization
• Guide pupils to summarize how to add length measurements: use a conversion
table to convert in the smallest unit or in the requested unit, and then add
them using standard written method.
e) Assessment
• Provide activities to be done by pupils (application activity 5.5) and check
their answers.
• Assign homework to be done by all pupils.
f) Answer for activities
Activity 5.5.2
a) 9 km + 789 m = 9 789 m d) 5 m + 500 cm = 1 dam
b) 56 hm + 238 m = 5 838 m e) 300 dm + 20 m = 5 dam
c) 400 dam + 2 500 m = 65 hm f) 35 cm + 9 m = 935 cm

Activity 5.5.3
1) Number of km he covered altogether: 359km + 4360hm = 795km
2) Number of metres of cloth they have altogether: 175m + 1250dm =
300m
3) The length of both ropes: 150m + 2500dm = 400m.
Application activity 5.5
1) a) 47 hm + 930 dam = 14km b) 3 m +25dm = 550cm
c) 45m + 5 500 cm = 1hm
2) The length of the road from Kigali to Rusizi: 125 km + 1670 hm = 292 km
3) The length of both gardens: 95 m + 105 m = 200 m.

154
Lesson 7: Subtraction of length measurements
a) Objectives
Subtract measurements of length.
b) Teaching resources and learning resources
• Different instruments of measuring the length: metre or centimetre rulers,
folding metre, measuring tape, etc,
• Objects of different lengths to be measured and compared: rooms, hall,
garden.
• Gridded paper, diagrams or pictures of exact measurements.
• Conversion table of length measurements.
c) Teaching and learning activities:
• Assign pupils to do activity 5.6.1 in pair
• Invite one pupil in front of others and guide him/her on how to demonstrate
subtraction of length measurements.
1) The distance of a rope from A to C is
200cm. They cut the part BC. What is the
length of the remaining rope?

2) A pencil with 22cm is cut into two parts. The first part has 12cm. How long is
the second part?

• Organize groups of pupils and give them activities to do (for example Activity
5.6.2);
• Move around in the classroom and provide probing questions for assistance
where necessary;

155
 • Invite some groups to present and guide pupils to harmonize on how to carry
out the subtraction involving length measurements;
• Assign the same groups to do activity 5.6.3;
• Guide pupils to understand the problem by draw visual representations and
then solve the problem using the division
• Move around in the classroom and check how they are performing
• Invite some groups to presents their findings and harmonize their works.
d) Synthesis/summarization
• Guide pupils to summarize how to subtract length measurements: use a
conversion table to convert in the smallest unit or in the requested unit, and
then subtract using standard written method.
e) Assessment
• Provide activities to be done by pupils (application activity 5.6) and check
their answers.
• Assign homework to be done by all pupils.
f) Answer for activities
Activity 5.6.2
a) 5 hm –298 m = 202m d) 75cm – 579mm = 171mm
b) 9 km – 832 dam = 68dam e) 753dam – 69hm = 630m
c) 74dm – 490cm = 250dm f) 835dm – 7 dam = 135dm
Activity 5.6.3
1) Number of km remained to complete the race: 42 km –2 900 dam =
13 km=130 hm
2) Number of metres she remained with: 175 m –9 dam = 85 m
3) Muhizi is taller than Kaneza, their difference in height is : 186 cm –169
cm = 17 cm
Application activity 5.6
1) a) 5km – 28 hm = 220dam b) 9hm – 73dam = 170m
c) 724cm – 62 dm = 104cm d) 415 dam – 3km = 1150m
e) 64dam – 440 m= 2 hm f) 36m – 973cm = 2627cm
2) Number of metres he remained with: 12dam –20 m = 100 m
3) Ishimwe jumped long length. The difference is: 3 m –21 dm = 50 cm.

156
Lesson 8: Multiplying length measurements by a number
a) Objectives
Multiply length measurements by a number.
b) Teaching resources and learning resources
• Different instruments of measuring the length: metre or centimetre rulers,
folding metre, measuring tape, etc,
• Objects of the same lengths to be aligned and measured: sticks, pens, rulers
pencils, - Gridded paper, diagrams or pictures of exact measurements.
• Conversion table of length measurements.
c) Teaching and learning activities:
• Using concrete materials, guide pupils to discover how to multiply length
measurements by a number; for example two sticks put together where each
one measures 10 cm
1) Ask pupils to say the total length of two
sticks when they are put on the same line
one by another. Let them give their answer
by involving the multiplication.
2) There are 4 equal parts of sugarcane. Each one is 25 cm.

What is their total length when they are put together?

• Ask pupils to do in pair activity 5.7.1
• Organize groups of pupils and give them activities to do (for example Activity
5.7.2);
• Move around in the classroom and provide probing questions for assistance
where necessary;
• Invite some groups to present and guide the class to harmonize on how to
find a product of length measurement by a number.
• Assign the same groups to do activity 5.7.3
• Guide pupils to understand the problem by draw visual representations and
then solve the problem involving multiplication.
• Move around in the classroom and check how they are performing
• Invite some groups to presents their findings and harmonize their works

157
d) Synthesis/summarization
Guide pupils to summarize how to find a product of length measurement by
a number: convert the measurement in the smallest unit given, multiply the
obtained value by the given number and copy that small unit then convert the
result in the requested unit.
e) Assessment
• Provide activities to be done by pupils (application activity 5.7) and check
their answers.
• Assign homework to all pupils.
f) Answer for activities
Activity 5.7.3
1) The length of 6 pieces of cloth: 50 m × 6 = 300 m
2) Number of metre of electric wire they have altogether: 30 m × 3= 90 m
3) Length of all sticks: 2 m × 56= 112 m

Application activity 5.7

2) The length of a flat: 4 m × 8 = 32 m
3) The length of the new made big piece of thread: 100 m × 9 = 900 m
4) Total length of that piece of cloth 9 dam×6=54 dam
5) The total length: 5 m × 127 = 635 m

Lesson 9: Dividing a length measurement by a number

a) Objectives
Divide length measurement by a number.
b) Teaching resources and learning resources
• Different instruments of measuring the length: metre or centimetre rulers,
folding metre, measuring tape, etc;
• Objects of the same lengths to be aligned and measured: sticks, pens, rulers
pencils, etc.
• Gridded paper, diagrams or pictures of exact measurements.
• Conversion table of length measurements.

158
c) Teaching and learning activities:
• Invite one pupil in front of others and guide him/her on how to demonstrate
the division of length measurement in a given number of parts: long stick of
6 dm to be cut in 3 equal parts of the same length:

• Ask other pupils to say the length for each part (they will find that it is equal
to 3 dm). Invite them to use the division to explain how they find their answer.
• You can bring a sugar can of 100cm. The sugarcane is divided into 4 equal
parts. Ask them to find the length of one part by using the division.

• Organize groups of pupils and assign them activities to do activity 5.8.1.

• Move around in the classroom and provide probing questions for assistance
where necessary;
• Invite some groups to present and guide the class to harmonize on how to
divide length measurements by a number;
• Assign the same groups to do activity 5.8.2;
• Guide pupils to understand the problem by draw visual representations and
then solve the problem using the division
• Move around in the classroom and check how they are performing
• Invite some groups to presents their findings and harmonize their works.
d) Synthesis/summarization
Guide pupils to summarize how to divide length measurements by a number:
convert the measurement in the smallest given unit, divide the obtained value
by the given number and copy that small unit then convert the result in the
requested unit.
e) Assessment
• Provide activities to be done by pupils and check their answers.
• Assign homework to all pupils.
f) Answer for activities
Activity 5.8.1
a) 580 dm: 5 = 1160 cm d) 480 cm: 8 = 6 dm
b) 2400 dam: 6 = 4km e) 1200 m : 3 = 4 hm
c) 5400 mm: 9 = 6 dm f) 2000 dm : 4 = 5 dam

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Application activity 5.8
1) a) 248 hm : 8 = 3100 m d) 680 cm : 4 = 17 dm
b) 485 dam : 5 = 970 m e) 650 dm : 5 = 13 m
c) 2800 m : 7 = 4 hm f) 960 cm : 3 = 3 200 mm
2) The length of each small piece of cloth: 49 m: 7 = 70dm.

5.6. Ending points of the unit

a) Summary of the unit
Try to summarize the content for this unit.
b) Additional information for the teacher
• The teacher plays an important role in the learning activity, guide all learning
situations and engage every pupil;
• Introduce the concept of length using concrete objects and manipulative
materials;
• Teach pupils different ways of measuring the length; Use of non-standard
units and the use of standard units;
• Invite pupils to create stories from given number sentences involving length
measurements, estimating distances before measuring them.
• Pose to pupils, daily problems in the form of words, tables and pictorials.
5.7. Answers for the end unit assessment 5
1) a) 2km 6m = 2006m d) 2400dm = 24dam
b) 240dm = 24m e) 4 hm 8dm = 4 008 dm
c) 7m 8mm = 7 008 mm f) 4 500 m = 45hm
2) a) 456 m < 8hm 5dam c) 8km 9dam > 789dam
b) 46mm = 4cm 6mm d) 7dam 9dm < 79m
3) 2 hm 9m; 259m, 29dam 5m.
4) 608 hm, 6km 8dam, 68dam.
5) a) 75dam × 4 = 3 km c) 4m 8cm × 5 = 204 dm
b) 590m ÷ 5 = 1180 dm d) 6 400 dm: ÷ 8 = 8dm
6) a) 750dm b) 12dam c) 108m + 56m = 164m d) 108m
e) Kamana ran : 108 m + 56 m + 64 m + 108 m + 125 m +75 m = 536 m.

160
 7) Peter un: 500 m × 6 = 3000 m = 3km.
8) The length for every rope: 36 m ÷ 9 = 4m = 400cm.
Remedial activities
1) Convert these units:
a) 2 m 8cm =... cm b) 8 km =... hm c) 7 dam 6dm = ... dm
2) Arrange from the smallest to the biggest
4 hm, 67m, 8km, 37dam.
3) Arrange from the biggest to smallest
9m, 456mm, 18dm , 789cm
4) Use >, < or = to compare
a) 45 m... 4 dam 5dm b) 72 dam... 720m c) 36 hm... 3km 98dam
5) Work out
a) 245 m + 550 dm = ...hm c) 125 cm × 4 = ... m
b) 8km – 567dcm = dam ... d) 800 dam: 5 = ...hm
6) Read and find the answer:

The length of the second lorry is _____

7) Solve
a) Keza walks 5 km from home to the market. If she goes and then comes
back, how many kilometres does she cover?
b) Musoni went from home to the head quarter of the province distant to
150km. After waking 900 hm, she gets tired and passes the night there.
How long is the remaining distance.
c) Every day Akimana goes to school and this makes 4 km. Determine the
total length of her journey in 5 days.
d) Share a4m sugarcane between 2 children. What is the length of one
share?

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Extension activities
1) Convert these units:
a) 45 dam 8dm = … dm
b) 24 hm 45m = … m
c) 38 dm 97mm = … mm
2) Arrange from the smallest to the biggest
975 dam, 8 km, 79 hm, 9 875 m.
3) Arrange from the the biggest to smallest
8765 mm, 97 dm, 9m, 786 cm.
4) Use >, < or = to compare:
a) 4 hm 9dm ... 49dam
b) 897 m 6 dm... 85dam 7m
c) 75dm 9mm .... 750cm 9mm
5) Work out:
a) 4 560 mm + 544cm = ...dm c) 789dam × 9 = ...dam
b) 9 780 dm– 898m = ...dam d) 9 882 km: 9 =... km
6) Read and organize the sentences. Start by the first to the last.
When solving a word problem,
1)… a) Mention the given data,
2)… b) Find the solution by adding the converted units
3)… c) Draw conversion table of length measurements
4)… d) Convert the given units into the smallest unit or required unit
5) … e) Mention the item that is asked.
7) Solve these problems
a) On Monday a traveler made a journey of 75km, on Tuesday 870hm and
9600dam on Wednesday. How many kilometres did the traveler cover in
those 3 days?
b) Kagisha participated in a race competition of 42km distance. However, he
got tired and stopped the competition before running 2 900mto the end.
How many kilometres did he run?
c) Abatoni had 75 equal ropes with 80cm each. Find the total length they can
make altogether.
d) Share a rope of 441m equally among 9 girls. What is the length of each girl’s
rope in cm?

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 UNIT 6 MASS MEASUREMENTS FROM
KILOGRAM TO GRAM

6.1. Key unit competence

Measure and compare the weight of different objects within 10kg. Addition,
subtraction, multiplication and division of mass measurements from kg up to g.

6.2. Prerequisite
Pupils will easily learn this unit, if they have a good background on the mass
measurements related to kg learnt in P2.

6.3. Cross-cutting issues to be addressed

• Standardization Culture: While measuring masses, pupils will discover how to
verify the exact mass of objects and will sensitize the population about the
culture of measuring the weight of goods when buying and selling.
• Financial Education: when the pupil knows that the quantity of objects was
weighted, he/she will never waste them but will maintain and protect that
quantity.
• Gender balance: provide equal opportunity to boys and girls in the lesson
• Inclusive education: promote education for all learners in the teaching and
learning activities.
• Environment and sustainability: This will be addressed when pupils will be
maintaining hygiene for their classroom and for materials they used.
• Peace and values education: addressed when pupils are encouraged to work
collaboratively and peacefully in their group.

163
6.4. Sub-headings/List of lessons
UNIT 6: MASS MEASUREMENTS FROM KILOGRAM TO Reinforcement and
GRAM (16 periods) Extension
Lesson title Learning objectives Number of periods
1 Introductory activity Arouse the curiosity of 1
learners on the importance of
measuring, reading and writing
mass measurements.
2 Measuring, reading and Measure, read and write the 1
writing the mass of mass of objects.
objects
3 Relationship between Show relationship between 1 1
mass measurements mass measurements and their
and their conversion conversion.
4 Comparing mass Compare mass measurements. 1 1
measurements
5 Arranging objects Arrange objects according to 1
according to their mass their mass.
6 Remediation Provide learning support to 1
learners who are falling behind
their peers
7 Addition of mass Add mass measurements. 1 1
measurements
8 Subtraction of mass Subtract mass measurements. 1 1
measurements
9 Multiplying mass Multiply mass measurements 1
measurements by a by a number.
number
10 Dividing mass Divide mass measurement by a 1
measurement by a number.
number
11 End unit assessment Measure and compare the 1
weight of different objects not
exceeding 10kg, add, subtract,
multiply and divide mass
measurements from kg to g.
12 Remediation Provide learning support to 1
learners who are falling behind
their peers
Total 12 4

164
6.5. Teaching and learning activities
Lesson 1: Guidance on introductory activity 6
• Invite pupils to read the story of Sano who does not know how to use
balances to measure the mass of his harvest;
• Guide pupils to discuss the reason one can fail to determine the mass of his
goods;
• Ask them to suggest what is required for every one of them to be able to
determine the mass of objects;
• Move around in the classroom to get aware of different suggestions and ask
some probing questions where necessary.
• Invite all pupils to a whole class discussion and basing on their experience, prior
knowledge and abilities shown in answering questions for this activity, open a
discussion with probing questions to guide them to give their predictions and
ensure that you arouse their curiosity on what is going to be learnt in this unit
so that they may be able to manage different quantities of their properties.

Lesson 2: Reading, writing and measuring the mass of objects

a) Objectives
Measure, read and write the mass of objects
b) Teaching resources and learning resources
• Different types of balances of measuring the mass: spring, digital balance, top
beam balance, double beam balance, etc.
c) Teaching and learning activities:
• Invite pupils to observe learning materials and give instructions of activities
to be done (use activity 6.5.1);
• Guide them to discover how to measure the mass of an object and materials
to be used:

• Form groups of pupils and give them balances and ask them to measure the
mass of different objects and record them on sheets of paper;

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 • Assign groups to do activity 6.1.2, activity 6.1.3 and activity 6.1.4 for
discussion;
• Ask some groups to present their findings and guide the whole class to
harmonize how to measure the mass and how to read and write them
correctly.
d) Synthesis/summarization
Guide pupils to summarize how to measure the mass and how to read and write
them correctly.
e) Assessment
Provide activities to pupils from the pupil’s book.
f) Answers of activities

Lesson 3: Relationship between mass measurements and their conversion

a) Objectives
Show relationship between mass measurements and their conversion
b) Teaching resources and learning resources
• Different types of balances of measuring the mass: spring, digital balance, top
beam balance, double beam balance, etc.
• Conversion table of mass measurements.
c) Teaching and learning activities:
• Present a conversion table of mass measurements to pupils, guide them to
read mass measurements in kg, hg, dag and g; and ask pupils to write the
given measurements in the table, and to convert from a unit to another. For
example,

kg hg dag g
5 0 0
1 2
4 3
4 0 0

5kg = 50 hg = 500 dag. 12hg = 120 dag,. 400g = 40 dag = 4 hg. Etc.
• Organize groups of pupils and give them activities to do (for example Activity
6.2.1, activity 6.2.2, activity 6.2.3 and activity 6.2.4.

166
 • Move around in the classroom and provide probing questions for assistance
where necessary;
• Invite some groups to present and guide the whole class to harmonize on
how to convert the units of mass measurements.
d) Synthesis/summarization
Guide pupils to summarize the relation sheep between mass measurements, and
how to convert from a unit to another using a conversion table.
e) Assessment
• Provide activities to be done by pupils (see application activity 6.2) and check
their answers.
• Assign all pupils homework to be done.
f) Answer for activities
Activity 6.2.3
1) Read and match the abbreviations of mass measurements with their full written

2) Answer true or false

a) It is good to buy non-weighted items/objects : False
b) Kilogram (kg) is the standard unit of mass measurements: True.

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Lesson 4: Comparing mass measurements
a) Objectives
Comparing mass measurements.
b) Teaching resources and learning resources
• Different types of balances of measuring the mass: spring, digital balance, top
beam balance, double beam balance, etc.
• Conversion table of mass measurements.
c) Teaching and learning activities:
• Show pupils objects of different weights and ask them to compare their
masses before measuring where they say the lightest and the heaviest (refer
to activity 6.3.1 and activity 6.3.2);
For example: between 2kg and 7kg what is heavy? Do you agree that 7kg >
2kg? how is it on the balance?

• Invite one pupil in front of others and guide him/her on how to measure
and record mass of objects using a balance and then compare the obtained
measurements using <, > or = ;
• Organize groups of pupils and give them activities to do (for example Activity
6.3.3 and activity 6.3.4);
• Move around in the classroom and give probing questions for assistance
where necessary;
• Invite some groups to present and guide the whole class to harmonize on
how to compare weights of objects.
d) Synthesis/summarization
• Guide pupils to summarize how to compare weights of objects: use a conversion
table to convert all masses in the given smallest unit and then to compare
obtained values.

168
e) Assessment
• Provide activities to be done by pupils (use the application activity 6.3) and
check their answers;
• Assign all pupils homework to do.
f) Answer for activities
Answers for activity 6.3.4
a) 2kg < 203dag b) 67hg = 670dag c) 89dag > 8kg
Application activity 6.3
a) 908g > 9hg b) 5kg < 75hg c) 135dag > 12hg
Note: After this lesson, organize another lesson for arranging mass measurements
in a given order. You can start by arranging the mass for concrete objects
before assigning pupils in groups. Refer to activity 6.4.1, activity 6.4.2 and
activity 6.4.3.
Answers for activity 6.4.2
a) 530 g, 45 dag, 79 hg d) 4kg, 576dag, 76hg
b) 52hg, 549dag, 52hg, 9kg e) 345dag, 56hg, 8kg
c) 310g, 79dag, 48hg. f) 271g, 54dag, 9kg.
Answers for activity 6.4.3
a) 7kg, 65hg, 791g b) 4kg, 869g, 24dag
c) 9kg, 68hg, 153dag d) 245hg, 5kg, 64dag.
Answers for application activity 6.4
1. a) 184g, 54dag, 6hg c) 58g, 7hg, 87dag
b) 45dag, 27hg, 9kg d) 97g, 96dag, 6kg.
2. a) 57hg, 5kg, 897 g c) 7kg, 48dag, 38g
b) 18hg, 29dag, 47g d) 68hg, 164dag, 91g.

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Lesson 7: Addition of mass measurements
a) Objectives
Add mass measurements
b) Teaching resources and learning resources
• Balances of measuring the mass;
• Gridded paper, diagrams or pictures of exact measurements.
• Conversion table of length measurements.
c) Teaching and learning activities:
• Invite one pupil in front of others and guide him/her on how to demonstrate
the addition of mass measurements starting by using a balance followed by
conversion table to convert in the smallest unit or in the requested unit, and
then add them using standard written method;
Example: 4 kg + 25 hg = ___ dag.
kg hg dag g

4 0 0
+ 2 5 0
6 5 0
Then, 4 kg+25 hg= 400 dag + 250 dag = 650 dag
• Organize groups of pupils and give them activities to do activity 6.5.1;
• Move around in the classroom and provide probing questions for assistance
where necessary;
• Invite some groups to present and guide the whole class to harmonize on
how to add mass measurements;
• Assign the same groups to do activity 6.5.2
• Help pupils to solve a one –step or a two-step of a problem:
• Guide them to understand the problem,
• Identify facts (given and requested),
• Draw visual representations and solve the problem using the addition.
• Invite some groups to present and guide the whole class to harmonize their
work.

170
d) Synthesis/summarization
• Guide pupils to summarize how to add mass measurements: use a conversion
table to convert in the smallest unit or in the requested unit and then add
them using standard written method.
e) Assessment
• Provide activities to be done by pupils (application activity 6.5) and check
their answers.
• Assign homework to be done by all pupils.
f) Answer for activities
Activity 6.5.1
a) 100 dag + 70 hg =8 kg
b) 50 hg + 400 dag =9 kg
c) 80 dag + 7 00g =15hg
d) 7 kg + 3 hg =730 dag
Activity 6.5.2
1) Number of kg of mixture for flours he got: 56 kg + 195 kg = 251 kg
2) Number of kg he harvested in those two seasons: 987 kg + 9100 dag
= 1 078kg
Application activity 6.5
1) a) 52 g + 75 dag = 802g
b) 78 dag + 220 g = 1 000 g
c) 6 kg + 24 dag = 624 dag
2) The weight in kg of all products the trader buys:
1000 hg + 50 kg = 150 kg.
3) The weight in kg of all products bought:
5 000 g + 10 hg = 6 kg.

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Lesson 8: Subtraction of mass measurements
a) Objectives
Subtract mass measurements.
b) Teaching resources and learning resources
• Different instruments of measuring the mass;
• Conversion table of mass measurements.
c) Teaching and learning activities:
• Invite one pupil in front of others and guide him/her on how to demonstrate
subtraction of mass measurements starting by using a balance to measure
objects and remove some of them from the balance and see the mass of
remaining objects, using a conversion table to convert in the smallest unit
or in the requested unit, and then subtract using standard written method;
Example: 425 dag – 3 kg = ___ dag

kg hg dag g
4 2 5
- 3 0 0
1 2 5
Then, 425 dag-3kg== 425 dag -300dag = 125 dag.
• Organize groups of pupils and motivate them to do Activity 6.6.1);
• Move around in the classroom and provide probing questions for assistance
where necessary;
• Invite some groups to present and guide the whole class to harmonize on
how to carry out the subtraction involving mass measurements.
• Assign the same groups to do activity 6.6.2
• Help pupils to solve a one –step or a two-step of a problem:
• Guide them to understand the problem,
• Identify facts (given and requested),
• Draw visual representations and solve the problem using the subtraction.
• Invite some groups to present and guide the whole class to harmonize their
work.

172
d) Synthesis/summarization
• Guide pupils to summarize how to subtract mass measurements: use a
conversion table to convert in the smallest unit or in the requested unit, and
then subtract using standard written method;
e) Assessment
• Provide activities to be done by pupils (application activity 6.6) and check
their answers.
• Assign homework to be done by all pupils.
f) Answer for activities
Activity 6.6.1
a) 51g b) 186dag c) 8 850g
Activity 6.6.2
1) Number of kg he remained with: 65 kg –390 hg = 26kg.
2) Number of kg of rice my family remained with: 50kg – 1200dag = 380hg.
Application activity 6.6
1) a) 42 hg b) 1 080g c) 17dag
2) The number of kg of sugar he remained with: 8 000 hg – 5 000 dag = 30kg.
3) Number of kg she remained with: 100 kg– 4 500 dag = 55kg.
Lesson 9: Multiplication of mass measurements by a number
a) Objectives
Multiply mass measurements by a number
b) Teaching resources and learning resources
• Different balances of measuring the mass;
• Objects of different mass or weights to be measured and compared;
• Conversion table of mass measurements.
c) Teaching and learning activities:
• Invite one pupil in front of others and guide him/her on how to demonstrate
the multiplication of mass measurement by a number using concrete materials:
two bottles where each one measures 1kg;

173
 For example, When there are 8 boxes of soap; where each box weighs 25kg,

The mass of all boxes is 25kg x 8 = 200kg.

• Ask other pupils to say the total mass for them when they are put together
on the same balance, then they will see that it is equal two 1kg x 2= 2kg.
• Organize groups of pupils and invite them to do Activity 6.7.1;
• Move around in the classroom and give probing questions for assistance
where necessary;
• Invite some groups to present and guide the whole class to harmonize their
work.
• Assign the same groups to do activity 6.7.2
• Help pupils to solve a one –step or a two-step of a problem:
• Guide them to understand the problem,
• Identify facts (given and requested),
• Draw visual representations and solve the problem using multiplication.
• Invite some groups to present and guide the whole class to harmonize their
presentation.
d) Synthesis/summarization
Guide pupils to summarize how to find a product of mass measurement by a
number: convert the measurement in the smallest unit given, multiply the
obtained value by the given number and copy that small unit then convert the
result in the requested unit.
e) Assessment
• Provide activities to be done by pupils (application activity 6.7) and check
their answers.
• Assign homework to all pupils.

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f) Answer for activities
Activity 6.7.1
a) 55hg c) 9hg e) 870dag
b) 1kg d) 92dag
Activity 6.7.2
1) The weight of 9 similar packets: 500g × 9 = 45 hg.
2) Number of kg of rice we consume in 8 days: 500g × 8 = 4 kg.
Application activity 6.7
1.a) 87 hg b) 2380g c) 27hg d) 69dag
2) Number of kg of flour he bought if each packet weighs 5kg: 5 kg × 8
= 40kg.
3) The quantity of sugar processed in two days: 2 750 kg × 2 = 5 500 kg.
4) Number of kg of rice he harvested altogether: 100kg × 9 = 900kg.

Lesson 10: Dividing a length measurement by a number

a) Objectives
Divide mass measurement by a number
b) Teaching resources and learning resources
• Different balances of measuring the mass;
• Conversion table of mass measurements.
c) Teaching and learning activities:
• Organize groups of pupils and assign them to do activity 6.8.1;
There are 90g of apples. Share All apples weigh 90g.
them equally to 3 children.
What is the mass of apples for
each child?
First child second child third child.
The mass for apples of each child =
90g ÷ 3 = 30g

175
 • Move around in the classroom and provide probing questions for assistance
where necessary;
• Invite some groups to present and guide the whole class to harmonize on
how to divide a weight by a whole number;
• Assign the same groups to do activity 6.8.2
• Help pupils to solve a one –step or a two-step of a problem;
• Guide them to understand the problem,
• Draw visual representations and solve the problem related to multiplication,
• Invite some groups to present their findings and guide the whole class to
harmonize their presentation.
d) Synthesis/summarization
Guide pupils to summarize how to divide a mass by a number: convert the
measurement in the smallest unit given, divide the obtained value by the given
number and copy that small unit then convert the result in the requested unit.
e) Assessment
• Provide activities to be done by pupils and check their answers.
• Assign homework to all pupils.
f) Answer for activities
Answer for activity 6.8.1
a) hg 210 = kg 21 b) hg 11 c) dag 31 d) g 1 100
Activity 6.8.2
1) The share of each person: 200kg ÷ 8 = 25kg
2) The share of each farmer: 9 600 dag ÷ 8 = 12kg
3) The weight of each packet in dag: 9 750g ÷ 5 = 195dag
Application activity 6.8
1) a) 2000 dag ÷ 5 = 400 dag b) 1477 g ÷ 7 =211 g c) 2080 g÷ 8 =260 g
2) Number of g for each mango tree s: 840g ÷ 7 = 120g
3) The share of each sector: 4 000 hg ÷ 5 = 80kg
4) The share of each person: 1 200 dag ÷ 6 = 2kg

176
6.6. Ending points of the unit
a) Summary of the unit
Try to summarize the content for this unit.
b) Additional information for the teacher
• The teacher plays an important role in the learning activity, guide all learning
situations and engage every pupil;
• Introduce the concept of mass using concrete objects and manipulative
materials;
• Teach pupils different ways of measuring the mass using nonstandard units
and standard units;
• Invite pupils to create stories from given number sentences involving mass
measurements, estimating weight before measuring them.
• Pose to pupils, daily problems in the form of words, tables and pictorials.
c) Answers for the end unit assessment 6
1) a) 800dag b)560 dag c) 78hg d)600g.
2) a) 74hg < 745dag b) 798g < 798dag
3) 487g, 48hg, 487dag.
4) a) 65hg, 6kg, 56dag b) 75hg, 657dag, 5kg
5) a) 10kg b) 90 hg c) 10dag
6) a) Number of kg he bought altogether: 750 hg + 6 500 dag = 140kg
b) Number of hg he bought altogether: 5kg × 7 = 350 hg
c) Number of kg each got: 1 000hg: 4 = 25kg.
d) Number of kg he returned back home if he had sold 6570 g only:
857dag – 6 570g = 2kg.
d) Remedial activities
1) Convert the following units:
a) 5kg 8g = ___g b) 8hg 7dag = ___g c) 4dag 9g = ___ g
2) Arrange the following measurements in ascending order:
8hg, 97g, 5kg, 78dag
3) Arrange the following measurements in descending order:
99g, 56dag, 78hg, 9kg.
4) Use >, < or = to compare these measurements:
a) 95hg ___ 9kg b) 79dag ___ 790g c) 69hg ___ 908dag

177
 5) Work out
a) 950g + 5dag = ___kg c) 15hg × 8= ___kg
b) 5kg – 67dag = ___dag d) 560dag ÷ 7 = ___hg
6) Solve the following problems:
a) On Monday Butera bought 75 kg of beans, on Tuesday 980 hg and 7 600
dag on Wednesday. How many kg did Butera buy altogether?
b) Umuhuza had 150kg of beans, after a while she sold 900hg. Determine
in kg the quantity that remained.
c) Every day we consume 500g of sugar at home. How many kg do we use
in 10 days?
d) Share 500kg of cassava flour equally among 5 families. What will be the
quantity of flower for each family?
e) Extension activities
1) Convert the following units:
a) 58 hg = ___ g b) 87dag = ___g c) 9kg = ___g
2) Arrange the following measurements in ascending order
72dag, 79hg, 9kg, 8 976 g.
3) Arrange the following measurements in descending order
7kg, 65hg, 875dag, 9 876 g.
4) Use >, < or = to compare these measurements:
a) 895kg___ 6597hg b) 6 570g ___657dag c) 96kg ____98kg.
5) Work out
a) 950hg + 8 500 dag = ___kg
b) 85dag – 767g = ___g
c) 225hg × 6= ___kg
d) 960dag ÷ 8= ___hg
6) Solve the following problems:
a) Last year Gwiza harvested 785kg of rice. This year he harvested 998kg of
rice. Determine the total number of kg he harvested.
b) Muhorakeye had 50kg of beans. In the morning Muhorakeye sold 950dag
of beans, and sold 9 000 g in the evening. How many kg did Muhorakeye
sell?
c) Uwamahoro buys 98kg of rice every week. How many kg of rice does she
buy in 52 weeks?
d) Share 9 459kg of rice equally among 9 shopping houses. What is the
quantity of rice for one shopping house?

178
 UNIT 7 CAPACITY MEASUREMENT FROM
LITRE (l )TO MILLILITRE (ml )

7.1. Key unit competence

Measure and compare the capacity of different objects in litre. Addition, subtraction,
multiplication and division of capacity measurements from litre (l) to millilitre (ml ).

7.2. Prerequisite
Pupils will easily learn this unit, if they have a good background on the capacity
measurements related to litre (l) learnt in P2.

7.3. Cross-cutting issues to be addressed

• Standardization Culture: While measuring the capacity, pupils will discover
how to verify the exact capacity of containers and will sensitize the population
about the culture of measuring the capacity when buying and selling.
• Financial Education: when a child knows that the quantity of objects was
measured, he/she will never misuse them but will maintain and protect that
quantity.
• Gender balance: provide equal opportunity to boys and girls in the lesson
• Inclusive education: promote education for all learners in the teaching and
learning activities.
• Environment and sustainability: This will be addressed when pupils will be
maintaining hygiene for their classroom and for materials they used.
• Peace and values education: addressed when pupils are encouraged to work
collaboratively and peacefully in their group.

179
7.4. Sub-headings /list of lessons
UNIT 7: CAPACITY MEASUREMENT FROM LITRE (l )TO Reinforcement
MILLILITRE (ml ) and Extension
(16 periods)
Lesson title Learning objectives Number of periods
1 Introductory activity Arouse the curiosity of learners 1
on the importance of measuring,
reading and writing capacity
measurements.
2 Measuring, reading Measure, read and write the capacity 1 1
and writing the of objects.
capacity of objects
3 Relationship Show relationship between capacity 2 1
between capacity measurements and their conversion.
measurements and
their conversion
4 Comparing capacity Compare capacity measurements. 1
measurements
5 Remediation Provide learning support to learners 1
who are falling behind their peers
6 Ordering capacity Arrange capacity measurements. 1
measurements
7 Addition of capacity Add capacity measurements. 1 1
measurements
8 Subtraction Subtract capacity measurements. 1 1
of capacity
measurements
9 Multiplying capacity Multiply capacity measurements by 1
measurements by a a number.
number
10 Dividing capacity Divide capacity measurements by a 1
measurements by a number.
number
11 End unit assessment Measure and compare the capacity 1
of different objects in litre; add,
subtract, multiply and divide
capacity measurements from litre
(l) to millilitre (ml).
Total 12 4

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7.5. Teaching and learning activities
Lesson 1: Guidance on introductory activity 7
• Invite pupils to read the story of Mutuzo who does not know to measure the
quantity of milk he distributes to the milk collection centre;
• Guide pupils to discuss the reason one can fail to determine the quantity of
a liquid such as milk, fuel or cooking oil;
• Ask them to suggest what is required for every one of them to be able to
determine the capacity of liquid container;
• Move around in the classroom to get aware of different suggestions and ask
some probing questions where necessary.
• Invite all pupils to a whole class discussion and basing on their experience, prior
knowledge and abilities shown in answering questions for this activity, open
a discussion with probing questions to guide them to give their predictions
and ensure that you arouse their curiosity on what is going to be learnt in
this unit so that they may be able to manage different quantities of liquids.

Lesson 2: Reading, writing and measuring the capacity of liquid containers.

a) Objectives
Measure, read and write the capacity of objects.
b) Teaching resources and learning resources
• Different bottles to be used when measuring the capacity of liquids in
containers;
• Conversion table of capacity measurements.
c) Teaching and learning activities:
• Invite pupils to observe learning materials and give instructions of activities
to be done (use activity 7.1.1). They can observe and read the capacity of
different containers:

• Guide them to discover how to measure the capacity of a liquid container;

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 • Form groups of pupils and give them bottles and ask them to: measure the
capacity of different liquids and record them on sheets of paper;
• Assign groups the activity 7.1.2 and activity 7.1.3 for discussion;
• Ask some groups to present the findings and guide the whole class to
harmonize how to measure the capacity and how to read and write them
correctly.
d) Synthesis/summarization
Guide pupils to summarize how to measure the capacity and how to read and
write them correctly.
e) Assessment
Provide activities to pupils from the pupil’s book (refer to application activity 7.1).

Lesson 3: Relationship between capacity measurements and their conversion

a) Objectives
Show relationship between capacity measurements and their conversion.
b) Teaching resources and learning resources
• Different bottles to be used when measuring the capacity of liquids in
containers;
• Conversion table of capacity measurements.
c) Teaching and learning activities:
• Present a conversion table of capacity measurements to pupils, guide them
to read capacity measurements: , d , c and m ; and ask pupils to write
the given measurements in the table, and to convert from a unit to another;
Standard unit Capacity measurements
of capacity which are less than a litre.
measurements
Litre (ℓ) Decilitre Centilitre Millilitre
(dℓ) (cℓ) (mℓ)
1 0
1 0 0
1 0 0 0
1 0
1 0 0
1 0

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 • Organize groups of pupils and give them activities to do (for example Activity
7.2.1, activity 7.2.2 and activity 7.2.3).
• Move around in the classroom and give assistance where necessary;
• Invite some groups to present and guide the whole class to harmonize on
how to convert the units of capacity measurements.
d) Synthesis/summarization
Guide pupils to summarize the relation sheep between capacity measurements,
and how to convert from a unit to another using a conversion table.
Guide pupils to highlight how to convert compound units to a single unit.
e) Assessment
• Provide activities to be done by pupils (refer to application activity 7.2) and
check their answers.
• Assign all pupils homework to be done.
f) Answer for activities
Activity 7.2.3
a) 9 cl b) 80 l c) 7 l d) 6 l d) 5 dl f) 40 l
Application activity 7.2
1) a) 80dl c) 50ml e) 940cl.
b) 70cl d) 920dl f) 390ml.
2) a) 4 l c) 5680 ml e) 409 ml
b) 13 l d) 350 cl f) 2009 ml

Lesson 4: Comparing capacity measurements

a) Objectives
Compare capacity measurements
b) Teaching resources and learning resources
• Different bottles to be used when measuring the capacity of liquids in
containers;
• Conversion table of capacity measurements.
c) Teaching and learning activities:
• Show pupils objects of different volume and ask them to compare their
capacity before measuring (refer to activity 7.3.1). Which is bigger? Which
is smaller?

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 • Invite one pupil in front of others and guide him/her on how to measure and
record capacity of objects and then compare the obtained measurements
using <, > or = (use activity 7.3.2);
• Organize groups of pupils and assign them to do activity 7.3.3
• Move around in the classroom and provide probing questions for assistance
where necessary;
• Invite some groups to present and guide the whole class to harmonize on
how to compare capacity of liquid containers.
d) Synthesis/summarization
• Guide pupils to summarize how to compare capacity of liquid containers: use
a conversion table to convert all capacities in the given smallest unit and then
compare obtained values.
e) Assessment
• Provide activities to be done by pupils (use the application activity 7.3) and
check their answers;
• Assign all pupils homework to do.
f) Answer for activities
Activity 7.3.3
a) 807 cl > 25dl c) 98dl > 9 l e) 457ml < 45dl
b) 67dl = 670 cl d) 900 ml = 9 dl f) 593 cl < 94 dl
Application activity 7.3
a) 8 549 m l > 85dl c) 307ml < 9 l 890ml=89cl
b) 96 dl = 960 cl d) 987cl > 9 l 7cl f) 12 l 8d l > 129 cl

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Lesson 6: Ordering capacity measurements
a) Objectives
Arrange capacity measurements
b) Teaching resources and learning resources
• Different bottles to be used when measuring the capacity of liquids in
containers;
• Conversion table of capacity measurements.
c) Teaching and learning activities:
• Show pupils objects of different volume and ask them to arrange their capacity
in a given order.
• Organize groups of pupils and assign them to do activity 7.4.1

 d c m
6 9 0
8 9 0
4 6 5
• Move around in the classroom and provide probing questions for assistance
where necessary;
• Invite some groups to present and guide the whole class to arrange capacity
measurements in ascending order.
• Assign the same groups to do activity 7.4.2
• Move around in the classroom and motivate pupils to share ideas;
• Invite some groups to present and guide the whole class to harmonize on
how arrange capacity measurements in descending order.
d) Synthesis/summarization
• Guide pupils to summarize how to arrange capacity of liquid containers: use
a conversion table to convert all capacities in the given smallest unit and then
arrange obtained values in the given order (ascending or descending).

185
e) Assessment
• Provide activities to be done by pupils (use the application activity 7. 4) and
check their answers;
• Assign all pupils homework to do.
f) Answer for activities
Activity 7.4.1
a) 597ml, 9dl, 9 l c) 3cl, 57cl, 89dl
b) 9ml, 67dl, 792 cl d) 8cl, 9dl, 5 l

Activity 7.4.2
a) 9 l, 21 dl, 935 ml c) 64 dl, 2 l, 74 cl
b) 95 cl, 5 dl, 354 ml d) 78 dl, 4 l, 987 ml
Application activity 7.4
1) a) 697ml, 849cl, 95dl c) 879ml, 549cl, 87dl
b) 279ml, 897cl, 96dl d) 647ml, 67dl, 748cl
2) a) 95dl, 975ml, 48cl c) 86dl, 7l, 958 ml
b) 875cl, 8 l, 49dl d) 98dl, 971 cl, 624 ml

Lesson 7: Addition of capacity measurements

a) Objectives
Add capacity measurements.
b) Teaching resources and learning resources
• Different bottles to be used when measuring the capacity of liquids in
containers;
• Conversion table of capacity measurements.
c) Teaching and learning activities:
• Organize groups of pupils and assign them to do activity 7.5.1;
• Invite some groups to present and guide the whole class on how to add the
capacity measurements;

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 The 2 small containers of milk: 500mℓ and
300 mℓ.
The milk is put together in a big empty
container.
Complete:
The total quantity of milk is
500 mℓ +300 mℓ = ___

• Remind pupils how to convert the capacity measurements

• Assign the same groups to do activity 7.5.2;
• Move around in the classroom and give assistance where necessary;
• Invite some groups to present and harmonize their presentation
• Motivate pupils to do activity 7.5.3
• Help pupils to solve a one –step or a two-step of a problem:
• Guide them to understand the problem by identifying given and requested,
and to draw visual representations and then solve the problem using the
addition.
• Invite some groups to present and guide the whole class to harmonize their
work.
d) Synthesis/summarization
• Guide pupils to summarize how to add capacity measurements: use a
conversion table to convert in the requested unit and then add them using
standard written method and identify facts before solving the problem.
e) Assessment
• Give activities to be done by pupils (refer to application activity 7.5) and
check their answers.
• Assign homework to be done by all pupils.
f) Answers for activities
Activity 7.5.3
1. Number of litres of milk we get per day: 42 ℓ + 4800 cℓ = 90 ℓ
2. Number of litres of cooking oil he sold altogether:
450dℓ + 5500cℓ = 10 ℓ

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 3. Quantity of water she uses every day:
75 ℓ + 550 dℓ = 130ℓ
Application activity 7.5
1) a) 6 ℓ + 7 dℓ= 67dℓ b) 77 cℓ + 30 mℓ= 8dℓ
c) 80 cℓ+ 32 dℓ = 4 ℓ d) 36 dℓ + 40 cℓ = 4ℓ
2) Quantity of water they used altogether: 200 dℓ + 400dℓ = 60 ℓ
3) Number of litres of fuel sold in those two days: 658 ℓ + 2 320 dℓ = 890 ℓ.

Lesson 8: Subtraction of capacity measurements

a) Objectives
Subtract capacity measurements.
b) Teaching resources and learning resources
• Different bottles to be used when measuring the capacity of liquids in
containers;
• Conversion table of capacity measurements.
c) Teaching and learning activities:
• Invite one pupil in front of others and guide him/her on how to demonstrate
subtraction of capacity measurements starting by measuring liquids and take
away some of them and see the capacity of remaining liquids (refer to activity
7.6.1);
From full milk container of 75 cℓ, I take away 25
cℓ. How many cl remaining in this big container?

• Organize groups of pupils and assign them to do activity 7.6.2;

• Move around in the classroom and give assistance where necessary;
• Invite some groups to present and guide the whole class to harmonize on
how to carry out the subtraction involving capacity measurements.
• Assign the same groups to do activity 7.6.3
• Help pupils to solve a one –step or a two-step of a problem:
• Guide them to understand the problem by identifying given and requested,
and to draw visual representations and then solve the problem involving
subtraction.

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 • Invite some groups to present their findings and guide the whole class to
moderate their work.
d) Synthesis/summarization
• Guide pupils to summarize how to subtract capacity measurements: use a
conversion table to convert in the smallest unit or in the requested unit, and
then subtract using standard written method.
e) Assessment
• Provide activities to be done by pupils (application activity 7.6) and check
their answers.
• Assign homework to be done by all pupils.
f) Answer for activities
Activity 7.6.3
1) Number of cl of water that were remained: 20 ℓ – 169dℓ = 310cℓ
2) Number of litres that were consumed by our visitors: 3 000 dℓ – 40
ℓ = 260 ℓ
3Number of litres of water I remained with: 60 ℓ – 375 dℓ = 225dℓ
Application activity 7.6
1. a) 4l-98cl=302cl b) 6dl-6cl=54cl
c) 56cl-5dl=6cl d) 98ml-6cl=38ml
2) Number of litres of water he needed to complete his task:
225 ℓ – 1750dℓ = 50 ℓ
3) Number of litres of water we need: 145 ℓ – 950 dℓ = 50 ℓ
4) Number of litres he remained with: 750 dℓ – 38 ℓ = 37 ℓ .
Lesson 9: Multiplication of capacity measurements by a number
a) Objectives
Multiply capacity measurements by a number.
b) Teaching resources and learning resources
• 6 bottles full of water each containing 500mℓ ;
• Empty jerrycan or any other empty container that can hold at least 3ℓ ( at
minimum 3ℓ)
• Conversion table of capacity measurements.

189
c) Teaching and learning activities:
• Invite one pupil in front of others and ask him/her to pour 6 bottles of water
one by one in jerrycan;
• Guide pupils when pouring water in jerrycan by indicating order of poured
bottle ( 1st bottle, 2nd bottle, …, 6th bottle)
• Ask other pupils to say the total capacity for them when they are put together
in the jerry can.
The other example is the following:
Milk to be poured in the big right Big milking
milking cane. cane
You buy 6 small milking
can of 50 cl for each. If
you pour it in your big
milk container, what
is the total quantity of
milk?
The total is 50ℓ x 6 = ____
• Assign pupils to do in pair activity 7.7.1
• Invite one pupil to present their findings and guide the whole class to
harmonize on how to find a product of capacity measurement by a number.
• Organize groups of pupils and assign them to do activity 7.7.2;
• Move around in the classroom and provide probing questions for assistance
where necessary;
• Invite some groups to present their findings and moderate their presentation
for whole class.
• Assign the same groups to do activity 7.7.3
• Help pupils to solve a one –step or a two-step of a problem:
• Guide them to understand the problem by identifying given and requested,
and drawing visual representations and then solve the problem involving
multiplication.
• Invite some groups to present their findings and guide the whole class to
moderate their work.

190
d) Synthesis/summarization
Guide pupils to summarize how to find a product of capacity measurement by
a number: convert the measurement in the smallest unit given, multiply the
obtained value by the given number and copy that small unit then convert the
result in the requested unit.
e) Assessment
• Provide activities to be done by pupils (application activity 7.7) and check
their answers.
• Assign homework to all pupils.
f) Answer for activities
Activity 7.7.3
1) Number of dl she fetched: 15 ℓ× 4 = 600dl
2) Number of litres of milk he has got in 5 day: 32 ℓ × 5 = 160 ℓ
3) Number of litres of milk do they consume altogether: 500 cℓ × 8 = 40 ℓ
4) Number of litres of fuel does it consume in 6 days: 750 cℓ × 6 = 45 ℓ
Application activity 7.7
1. a) 654dl x 9= 5886dl b) 565cl x 8 = 452dl
c) 185l x 4= 740l d) 125dlx 8= 100l
2) Number of litres of water used by Uwingabire: 250 dℓ × 65 = 1625l
3) Number of litres of water 9 pupils drink in 2 days: (50 cℓ × 9) × 2x3 = 27l

Lesson 10: Dividing a capacity measurement by a number

a) Objectives
Divide capacity measurements by a number.
b) Teaching resources and learning resources
• Different bottles to be used when measuring the capacity of liquids in
containers;
• Conversion table of capacity measurements.

191
c) Teaching and learning activities:
• Invite one pupil in front of others and guide him/her on how to demonstrate
the division a capacity measurement in a given number of quantities: jerrycan
containing 4 litters of water to be shared equally among 8 small bottles and
measure the quantity for one bottle in ml;
Another example is the following:

Share equally one

by one 4 000 mℓ
of milk among
your 8 friends.
How many mℓ
every one will get? The capacity of each one is: 4000mℓ÷8 =
___mℓ

• Ask other pupils to say the capacity for water in one bottle (note that it is
equal to 4 ℓ ÷ 8 =4 000mℓ ÷8= 500 mℓ) (refer to activity 7.8.1);
• Organize groups of pupils and assign them to do activity 7.8.2;
• Move around in the classroom and provide probing questions for assistance
where necessary;
• Invite some groups to present and guide the whole class to harmonize on
how to divide a capacity measurement by a number.
• Assign the same groups to do activity 7.8.3
• Help pupils to solve a one –step or a two-step of a problem:
• Guide them to understand the problem by identifying given and requested and
drawing visual representations and then solve the problem involving division.
• Invite some groups to present their findings and guide the whole class to
moderate their work.
d) Synthesis/summarization
Guide pupils to summarize how to divide a capacity measurement by a whole
number: convert the measurement in the requested unit, divide the obtained
value by the given number and copy that unit.
e) Assessment
• Provide activities to be done by pupils (application activity 7.8) and check
their answers.
• Assign homework to all pupils.

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f) Answer for activities
Activity 7.8.3
1) Number of small jerry can of 5 l you can get: 500 dl ÷50 dl = 10.
2) Number of litres you will give to each child: 800 cl ÷8 = l 1.
3) Number of cl will you give to each family: 450dl ÷ 9 = 50dl
4) Number of cl of cooking oil she uses per day: 400 cl÷ 8 = 50 cl.
Application activity 7.8)
1. a) 6960 mℓ ÷ 6 =116 cl c) 488 ml÷ 8 =61ml
b) 980 mℓ ÷ 7 =14cl d) 6390 mℓ÷9 =71cl
2) Number of litres you will give to each child: 900 cl ÷ 9 = 100cl
3) The share of each child: 56dl÷7=8dl

7.6. Ending points of the unit

a) Summary of the unit
Try to summarize the content for this unit.
b) Additional information for the teacher
• The teacher plays an important role in the learning activity, guide all learning
situations and engage every pupil;
• Introduce the concept of capacity measurements by using concrete liquids
measured using different bottles;
• Teach pupils different ways of measuring the capacity; use of non standard
units and the use of standard units;
• Invite pupils to create stories from given number sentences involving capacity
measurements, estimating capacity before measuring them.
• Pose to pupils, daily problems in the form of words, tables and pictorials.
c) Answers for the end unit assessment 7
1) a) 40 dl b) 6 500 ml c) 75 dl d) 779 cl
2) a) 79 dl < 7 908 ml c) 9 l > 79 dl
b) 27 dl > 16 cl d) 546 cl < 7 l
3) 3006ml, 707cl, 75dl
4) 75 dl, 7 l, 3 dl, 3cl 6 ml 915cl, 46dl, 234ml
5) a) 8 177 ml b) 3l c) 4817ml d) 9 900 ml

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 6) Number of litres of cooking oil used in 8 days: 225 cl × 8 = 18 l
7) Number of litres of water did we poured altogether: 67 l + 1 330 dl = 200 l
9) The share of each car in litres: 7 500 cl÷ 5 = 15 l
10) Number of cl of milk do they drink per day: 850 ml × 5 = 425 cl
d) Remedial activities
1) Convert following measurements
a) 9 l 9 cl = ….ml b) 28 dl = ….cl c) 8 dl 6 ml = …ml
2) Arrange the following in ascending order
4 l, 76 dl, 98 cl, 673 ml
3) Arrange the following in descending order
978 cl, 7456 ml, 98 dl, 9 l
4) Use >, < or = to compare these measurements:
a) 987ml … 9dl 8 ml b) 79 dl …… 856 cl
c) 615ml …. 6dl 15ml
5) work out
a) 700ml + 3dl = ... l c) 25 cl × 4 = ..... l
b) 48 l – 376 dl = .....cl d) 450dl : 9 = ...... l
6) Solve these problems:
a) In the morning, Gatoni fetched 15 litres of water, afternoon she fetched 100
dl of water and in evening she fetched 1200 cl of water.How much water
did Gatoni fetch on that day?
b) Bahati has 225 litres of water. If he uses 1 987 dl when making bricks,
how much water will remain?
c) Imena used a 10 lires jerrycan to fetch water. If he bought it 10 times, how
much water did he fetch?
d) Share equally 225 litres of cooking oil among 5 families. How much oil will
each family get?
e) Extension activities
1) Convert following measurements
a) 97dl 78ml = … ml b) 4 l 9 cl = …ml c) 9 l 49cl = … cl

194
2) Arrange the following in ascending order
79 dl, 8 l, 978cl, 7589 ml
3) Arrange the following in descending order
ml 758, dl 79, l 9 , cl 687
4) Use >, < or = to compare these measurements:
a) 4 l 456 ml …… 456 ml
b) 978 cl ….758dl c) 57dl 9 ml….. 5709 ml
5) Work out:
a) 6540 ml + 46 cl = ... l c) 897 dl × 8 = ... dl
b) 56 dl – 2600 ml = ... cl d) 6 384 cl : 8 = ... cl
6) Solve these problems:
a) In the preparation of marriage ceremonies of my sister we used water
in the following ways: the first day we used 676 litres , the second day
we used 256 litres. Find the amount of water we used in the two days.
b) Uwamahoro poured 4678 dl of water from a water tank that 500 litres.
Determine the quantity of water that remained in the tank.
c) Mugisha was fetching water with the use of a jerry can of 20 litres. If he
fetched 19 times, how much water did Mugisha fetch?
d) Pour 975 litres of juice into 5 litres bottles each. How many bottles will
you use?

195
 UNIT 8 RWANDAN CURRENCY FROM 1 Frw
UP TO 5000 Frw

8.1. Key unit competence

Use appropriately Rwandan currency from 1 Frw up to 5000 Frw

8.2. Prerequisite
Pupils will easily learn this unit, if they have a good background on counting and
exchanging money up to 1000Frw learnt in P2. Represent the value of money in
coins and notes.

8.3. Cross-cutting issues to be addressed

• Standardization Culture: While using correctly Rwandan currency respecting
the value of money and well maintaining the status of Rwandan francs.
• Financial Education: when a child knows the value of money, he/she will
never misuse it but will save and protect it .
• Gender balance: provide equal opportunity to boys and girls in the lesson
• Inclusive education: promote education for all learners in the teaching and
learning activities.
• Peace and values education: addressed when pupils are encouraged to work
collaboratively and peacefully in their group.

8.4. Sub-headings / List of lesson

UNIT 8: RWANDAN FRANCS FROM 1 Frw UP TO 5000 Frw (16 Reinforcement
periods) and Extension
Lesson title Learning objectives Number of periods
1 Introductory Arouse the curiosity of learners on 1
activity the importance, characteristics and
the management of money.
2 Characteristics and Observe the given Rwandan currency 1
values of Rwandan and answer related questions:
francs from 1 Frw Sequence of coins of 1Frw, 5Frw,
up to 5000Frw 10Frw, 20Frw, 50Frw, 100Frw and
notes of 500 Frw and 1000 Frw,
2000Frw and 5000Frw.

196
3 Changing Rwandan Change the Rwandan francs from 1 1
francs from 1 Frw 1Frw up to 5000Frw.
up to 5000 Frw
4 Word problems Solve word problems involving 1 1
involving addition addition of Rwandan francs from 1
of Rwandan francs Frw up to 5000 Frw.
from 1 Frw up to
5000 Frw
5 Word problems Solve word problems involving 1
involving subtraction of Rwandan francs from 1
subtraction of Frw up to 5000 Frw.
Rwandan francs
from 1 Frw up to
5000 Frw
6 Remediation Provide learning support to learners 1
who are falling behind their peers
7 Word problems Solve word problems involving 1 1
involving multiplication of Rwandan francs
multiplication of from 1 Frw up to 5000Frw.
Rwandan francs
from 1 Frw up to
5000Frw
8 Word problems Solve word problems involving 1
involving division division of Rwandan francs from
of Rwandan francs 1 Frw up to 5000 Frw by a whole
from 1 Frw up number.
to 5000 Frw by a
whole number
9 Buying and selling Buy and sell goods. 1 1
10 Saving and small Save and list small income generating 1
income generating projects.
projects
11 End unit Be able to use appropriately Rwandan 1
assessment francs from 1 Frw up to 5000 Frw.
12 Remediation Provide learning support to learners 1
who are falling behind their peers
Total 12 4

197
8.5. Guidance on different lessons for unit 8
Lesson 1: Guidance on introductory activity 8
• Invite pupils to read the story of Kanani who does not know to differentiate
the types of Rwandan francs and their values;
• Guide pupils to discuss the reason one can fail to determine the money
exchange;
• Ask them to suggest what is required for every one of them to be able to
determine the money exchange in any situation;
• Move around in the classroom to get aware of different suggestions and ask
some probing questions where necessary.
• Invite all pupils to a whole class discussion and basing on their experience, prior
knowledge and abilities shown in answering questions for this activity, open
a discussion with probing questions to guide them to give their predictions
and ensure that you arouse their curiosity on what is going to be learnt in
this unit so that they may be able to well manage money.

Lesson 2: Characteristics and values of Rwandan francs from 1 Frw up to

5000 Frw
a) Objectives
Observe the given Rwandan francs and say its characteristic.
b) Teaching resources and learning resources
Different coins and notes used in Rwandan francs up to 5000Frw;
c) Teaching and learning activities:
• Invite pupils to observe coins and notes used in Rwandan francs and explain
instructions on activities to be done (use activity 8.1);

198
 • Guide them how to discover the characteristics of coins as it was done in P2;
• Form groups of pupils and give them coins and notes used in Rwandan francs
not greater than 5000Frw.

• Ask them to describe each of them: the value, the color, matter in which it
is made;
• Ask some groups to present the findings and guide the whole class to
harmonize the core characteristics of each coin and each note used in Rwanda.
d) Synthesis/summarization
Guide pupils to summarize the core characteristics of each coin and note.
e) Assessment
Provide activities to pupils from the pupil’s book (application activity 8.1).

199
Lesson 3: Changing Rwandan currency from 1 Frw up to 5000 Frw
a) Objectives
Change the Rwandan currency from 1Frw up to 5000Frw.
b) Teaching resources and learning resources
Different coins and notes used in Rwandan francs up to 5000Frw;
c) Teaching and learning activities
Activities to do (for example Activity 8.2.1 and activity 8.2.2).
Munezero receives 3 notes of 1000 Frw each and 2 notes of 500 Frw each as
salary. How much money does Munezero receive?

• Move around in the classroom and provide probing questions for assistance
where necessary;
• Invite some groups to present and guide the whole class to harmonize on how
to combine notes and coins to represent a given amount of money
• You can put coins and notes in a basket and give a child an amount of money
and ask him to go to change it using a combination of other coins and notes.
d) Synthesis/summarization
Guide pupils to summarize how to combine notes and coins to represent a given
amount of money.
e) Assessment
• Provide activities to be done by pupils (application activity 8.2) and check
their answers.
• Assign all pupils a homework to be done.
f) Answer for activities
Answer for activity 8.2.1
1) a) 1 000 Frw = 500 Frw + 500 Frw
b) 2 000 Frw = 1 000 Frw + 1000 Frw
c) 5 000 Frw = 2000frw + 2000frw + 1000frw
e) 5000frw= 2000frw +1000frw + 1000frw + 1000frw

200
 2) a) 2 000 Frw = 1 000 Frw + 1 000 Frw
b) 2000frw= 1000frw+ 500frw + 500frw
c) 1 000 Frw = 500 Frw + 500 Frw
d) 5 000 Frw = 500 Frw + 500 Frw + 500 Frw + 500 Frw + 500 Frw + 500 Frw
+ 500 Frw + 500 Frw + 500 Frw + 500 Frw.
e) 500 Frw = 100 Frw + 100 Frw + 100 Frw + 100 Frw + 100 Frw.
3) a) 3 000 Frw = 1 000 Frw + 1 000 Frw + 1 000 Frw.
b) 4 000 Frw = 2 000 Frw + 1 000 Frw + 500 Frw + 500 Frw.
c) 2 000 Frw = 1 000 Frw + 500 Frw + 500 Frw.

Lesson 4: Word problems involving addition of Rwandan currency from 1

Frw up to 5000 Frw
a) Objectives
Solve problems involving addition of Rwandan currency.
b) Teaching resources and learning resources
• Different coins and notes used in Rwandan francs up to 5000Frw;
• Different scenarios involving the need for adding money.
c) Teaching and learning activities:
• Explain a scenario involving the need for adding money and ask some pupils
to come in front of others to explain how to solve it and guide them to
demonstrate the addition of money using the standard written method;
• Organize groups of pupils and give them activities to do: use solved example
of Activity 8.3.
• Assign pupils to work in groups and solve word problem of Activity 8.3.
• Move around in the classroom and provide probing questions for assistance
where necessary;
• Invite some groups to present and guide the whole class to harmonize on
how to add money.
d) Synthesis/summarization
• Guide pupils to summarize when and how to add money: using the standard
written method.

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e) Assessment
• Provide activities to be done by pupils (application activity 8.3) and check
their answers.
• Assign homework to be done by all pupils.
Note:
When the question is given as a word problem, try to guide them to respect the
main steps for problem solving seen above.
f) Answers for activities
Answers for activity 8.3
1) He paid: 1500Frw + 500 Frw = 2 000 Frw.
2) He paid altogether: 3 500 Frw + 900 Frw = F4 400 Frw
3) The money he gave them altogether:
750 Frw + 1 450 Frw +1 150 Frw + 950 Frw = 4 300 Frw
4) The money he bought the whole gift:
1 500 Frw + 500 Frw + 2 000 Frw + 1000 Frw = 5000 Frw.
Answers for application activity 8.3
1) Their total cost is 3 470Frw;
2) The money she paid: 1 200 Frw + 500 Frw + 800 Frw = 2 500 Frw;
3) The money they promises us: 3400 F +1300Frw = 4 700 Frw.

Lesson 5: Word problems involving subtraction of Rwandan currency from

1 Frw up to 5000 Frw
a) Objectives
Solve word problems involving subtraction of Rwandan currency.
b) Teaching resources and learning resources
• Different coins and notes used in Rwandan francs up to 5000Frw;
• Different scenarios involving the need for subtraction of money.
c) Teaching and learning activities:
• Explain a scenario involving the need for making a difference of money and ask
some pupils to come in front of others to explain how to solve it and guide
them to demonstrate the subtraction of money using the standard written
method; Use the solved example of Activity 8.4

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 • Organize groups of pupils and give them activities to do (Activity 8.4);
• Move around in the classroom and provide probing questions for assistance
where necessary;
• Invite some groups to present and guide the whole class to harmonize on
how to subtract (make a difference of) money.
d) Synthesis/summarization
Guide pupils to summarize when and how to make a difference of money: using
the standard written method.
e) Assessment
• Provide activities to be done by pupils (application activity 8.4) and check
their answers.
• Assign homework to be done by all pupils.
Note: When the question is given as a word problem, try to guide them to respect
the main steps for problem solving as it was seen in previous units.
a) Answers for activities
Answers for the activity 8.4
1) The balance became: 1000Frw - 850Frw = 150Frw
2) To buy the trouser, she needs: 5000Frw- 4500Frw = 500Frw
3) The money Kaneza bought that bucket: 4 100Frw
4) The money I remained with: 4 500Frw – 3 900Frw = 600Frw
Answers for application activity 8.4
1) The balance is: 5 000 Frw – 3750 Frw = 1 250 Frw
2) The money I remained with: 5 000 Frw – 3900 Frw = 1 100 Frw.

Lesson 6: Word problems involving multiplication of Rwandan currency

from 1 Frw up to 5000 Frw by a whole number
a) Objectives
Solve word problems involving multiplication of Rwandan currency.
b) Teaching resources and learning resources
• Different coins and notes used in Rwandan francs up to 5000Frw;
• Different scenarios involving the need for finding the total amount of money
for people who have equal amount of money.

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c) Teaching and learning activities:
• Explain a scenario involving the need for finding the total amount of money
for people for example 4 pupils who have equal amount of 100; use the solved
example of Activity 8.5
• Ask them to find that total money and invite one pupil in front of others and
guide him/her to demonstrate the solution involving multiplication of such
money a number; they will see that it is equal two 100Frw +100Frw +100Frw
+100Frw = 100 Frw x 4 = 400Frw.
• Organize groups of pupils and give them activities to do (for example Activity
8.5 );
• Move around in the classroom and provide probing questions for assistance
where necessary;
• Invite some groups to present and guide the whole class to harmonize on
how to find a product of money by a number.
d) Synthesis/summarization
Guide pupils to summarize how to find a product of money by a number: use the
standard written method and copy the unity of money which is Frw.
e) Assessment
• Provide activities to be done by pupils ( application activity 8.5) and check
their answers.
• Assign homework to all pupils.
Note: When the question is given as a word problem, try to guide them to respect
the main steps for problem solving as it was seen in previous units.
f) Answers for activities
Answer for activity 8.5
1) a) 4 800 Frw b) 3 600 Frw c) 4 000 Frw d) 5 000 Frw e) 5 000frw
2) 85 Frw × 27 = 2 295Frw
3) 80 Frw × 119 = 9 520Frw
4) 250 Frw × 8 = 2 000 Frw
5) (1 400 Frw × 3) - 800 Frw = 3 400 Frw

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Answer for application activity 8.5
1) 9 600 Frw 2) 4 800 Frw 3) 9000 Frw

Lesson 6: Word problems involving division of Rwandan currency from 1

Frw up to 5000 Frw by a whole number
a) Objectives
Solve word problems involving division of Rwandan currency by a whole number.
b) Teaching resources and learning resources
• Different coins and notes used in Rwandan francs up to 5000Frw;
• Different scenarios involving the need for finding the money taken by one
person when a given number of people share equally an amount of money.
c) Teaching and learning activities:
• Explain a scenario involving the need for finding the money for one pupil for
example when 4 pupils share equally 1000Frw;
• Ask them to find the part for one pupil and invite one pupil in front of others
and guide him/her to demonstrate how to find the answer by dividing such
money by 4; they will see that it is equal two 1000Frw ÷ 4 = 250 Frw.
• Organize groups of pupils and give them activities to do (for example Activity
8.6);
• Move around in the classroom and provide probing questions for assistance
where necessary;
• Invite some groups to present and guide the whole class to harmonize on
how to find a quotient of money by a number.
d) Synthesis/summarization
Guide pupils to summarize how to divide an amount of money by a number: use
the standard written method for division and copy the unity of money which
is Frw.
e) Assessment
• Provide activities to be done by pupils (application activity 8.6) and check
their answers.
• Assign homework to all pupils.
Note: When the question is given as a word problem, try to guide them to respect
the main steps for problem solving as it was seen in previous units.

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Lesson 7: Buying and selling
a) Objectives
Role play the buying and selling of goods.
b) Teaching resources and learning resources
• Different coins and notes used in Rwandan francs up to 5000Frw;
• Pictorials of coins and notes and toy money;
• Different scenarios involving the need for buying and selling.
c) Teaching and learning activities:
• Organize a scenario for buying and selling:
• There is a table having different commodities whose prices are labeled on,
• Role-play the seller, who will receive money and give the balance where
possible,
• Pupils will come with a given amount of money and a list of commodities to
be bought and the seller will give back the balance when necessary.
• Organize groups of pupils and give them activities to do (for example Activity
8.7.1 );
• Move around in the classroom and provide probing questions for assistance
where necessary;
• Invite some groups to present and guide the whole class to harmonize on
how to buy merchandises.
d) Synthesis/summarization
Guide pupils to summarize how to plan what one can buy depending on the
money he/she has.
e) Assessment
• Provide activities to be done by pupils (application activity 8.7) and check
their answers.
• Assign homework to all pupils.
f) Answers for application activity 8.7.1
1) 800 Frw × 5 = 4 000 Frw
2) (488 Frw × 3) + 1 200 Frw = 2 664Frw
3) (1 200 Frw × 2) + (4 × 500 Frw ) = 4 400 Frw
4) 2000 Frw + (4 × 500 Frw ) + 1 000 Frw = 5 5000 Frw
5) (800 Frw × 3) + 1 200 Frw + 1 200 Frw = 4 800 Frw

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Lesson 8: Saving and Small income generating projects
a) Objectives
Explain how one can Save and list small income generating projects:
b) Teaching resources and learning resources:
• Different stories or scenarios related to income generating projects.
• A small income generating project around the school to be visited.
c) Teaching and learning activities:
• Prepare a scenario in which pupils discuss the importance of saving and small
income generating project and different ways of creating some of them.
• Guide pupils to read stories on saving and small income generating projects.
Use Activity 8.81, activity 8.8.2 and activity 8.8.3.
• Guide them to discuss lessons learnt from the stories and different ways of
saving and making small income generating projects.
• Organize groups of pupils and give them activities to do;
• Move around in the classroom and provide probing questions for assistance
where necessary;
• Invite some groups to present and guide the whole class to harmonize
different ways of making small income generating projects.
d) Synthesis/summarization
Guide pupils to summarize different ways of making small income generating
projects and what they will do to create their own projects.
e) Assessment
• Provide activities to be done by pupils and check their answers. Use application
activity 8.8.
• Assign homework to all pupils.
f) Answers for the end unit assessment 8
1) a) 5 000 Frw = 2 000 Frw + 2 000 Frw + 2 notes of 500 Frw
b) 2 000 Frw = (100 Frw ×10) + 1 000 Frw
2) a) 2500 Frw b) She needs 2 400 Frw
c) 5 000 Frw d) 2 500 Frw
3) Each worker will get 1 200 Frw
4) She needs 1500 Frw.

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g) Remedial activities
1) Complete with the amount of money
a) 5 000 Frw = ... Frw + .... Frw, b) 2 000 Frw = .... Frw + ..... Frw
c) 1 000 Frw = ... Frw + ... Frw d) 5 000 Frw = .... Frw + .... Frw.
2) Makuza went to the shop with 2 000 Frw. He bought tomatoes at 500 Frw, a
packet of tea leaves at 200Frw and the rice of 1000 Frw. How much money
did he pay? What is the change he brought home.
3) Share 500Frw equally among 5 children. How much will every child get?
4) Munezero bought 2kg of sugar on 1200 Frw per 1kg. He bought also 2 kg of
rice on 1000Frw per one kg. How much money did Munezero pay? If he had
one note of 5000Frw, How much did he bring as a balance?
5) Masabo bought 4 pens on 100Frw per one pen. He bought also 5 notebooks
where each one costs 200Frw. If he had one note of 2000Frw, How much
did he bring as a balance?
h) Extension activities
1) Complete with the amount of money
a) 5 000 Frw = ... Frw + ... Frw + …Frw
b) 2 000 Frw = ... Frw + ... Frw + ... Frw.
c) 1 000 Frw = ... Frw + .... Frw
d) 5 000 Frw = ... Frw +... Frw +... Frw + ... Frw
2) Muhoza wet to the shop with 5 000 Frw. He bought meat of 3500Frw, sweet
pepper of 500Frw and the rice of 800Frw. How much did Muhoza pay? What
was the balance?
3) Share 8000Frw equally among 4 workers. How much will each work get?
4) Kaneza bought 5kg of sugar on 1200 Frw per 1kg. He bought also 3 kg of
rice on 1000Frw per one kg. How much money did Munezero pay? How
much did he pay? If he had 10 000Frw, how much did he bring as a balance?
5) I had 10 000Frw and I went to buy the following:
a) 2 litres of milk on 400Frw per one litre
b) One litre of cooking oil on 18000Frw
c) 2kg of beans on 7000frw per 1 kg;
d) 2kg of rice on 1200Frw per 1kg.
e) 2kg of sugar on 1200Frw per 1kg.
f) 2kg of irish potatoes on 300Frw per 1 kg.
How much did I pay? How much did I remain with?

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 UNIT 9 TIME MEASUREMENTS

9.1. Key unit competence:

Reading and writing the time: the hour o’clock, a half past, a quarter past and a
quarter to an hour and using a calendar to read days of each months or months
of a year.

9.2. Prerequisite
Pupils will easily learn this unit, if they have a good background on how to read
the hour, and days of a month learnt in P2.

9.3. Cross-cutting issues to be addressed

• Standardization Culture: Pupils can discover a watch that is not well set on
time and start to set it correctly..
• Financial Education: when children know to use time appropriately, they can
also sensitize the population about the time management.
• Gender balance: provide equal opportunity to boys and girls in the lesson
• Inclusive education: promote education for all learners in the teaching and
learning activities.
• Peace and values education: addressed when pupils are encouraged to work
collaboratively and peacefully in their group.

9.4. Sub-headings /list of lessons

Reinforcement and
UNIT 9: TIME MEASUREMENTS (24 periods)
Extension
Lesson title Learning objectives Number of periods
1 Introductory activity Arouse the curiosity of 1
learners on the importance
of reading, telling and writing
time measurements.
2 Reading, telling and Read, tell and write an hour 2 1
writing an hour O’clock / Exact time.
O’clock / Exact time

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3 Reading, telling and Read, tell and write half past 2
writing half past or or thirty minutes past an hour.
thirty minutes past
an hour
4 Remediation Provide learning support to 1
learners who are falling behind
their peers
5 Reading, telling and Read, tell and write quarter 1 1
writing quarter past past or fifteen minutes past an
or fifteen minutes hour.
past an hour
6 Reading, telling and Read, tell and write a quarter 2 1
writing a quarter to to an hour.
an hour
7 Use of a calendar Be able to appropriately use 2
calendar.
Remediation Provide learning support to 1
learners who are falling behind
their peers
8 Converting days Convert days into hours. 1 1
into hours
9 Converting weeks Convert weeks into days. 1
into days
10 Converting years Convert years into months. 1
into months
11 Ordinary year and Be able to distinguish an 1 1
leap year ordinary year from a leap year.
12 Planning daily, Prepare a daily, weekly and 1
weekly and monthly monthly activities plan.
activities
End unit assessment Reading and writing the time: 1
the hour o’clock, a half past, a
quarter past and a quarter to
an hour and using a calendar
to read days of each months
or months of a year.
Total 18 6

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9.5. Guidance on different lessons for unit 9
Lesson 1: Guidance on introductory activity
• Invite pupils to read the story of Gapasi who does not know to consider the
time in everything he does.
• Guide pupils to discuss the reason one can fail to read and calculate the time;
• Ask them to suggest what is required for every one of them to be able to
consider the time when doing different activities;
• Move around in the classroom to get aware of different suggestions and ask
some probing questions where necessary.
• Invite all pupils to a whole class discussion and basing on their experience, prior
knowledge and abilities shown in answering questions for this activity, open
a discussion with probing questions to guide them to give their predictions
and ensure that you arouse their curiosity on what is going to be learnt in
this unit so that they may be able to manage the time effectively.

Lesson 2: Reading, telling and writing an hour O’clock

a) Objectives
Read, tell and write an hour O’clock / Exact time
b) Teaching resources and learning resources
• Different real clock faces and digital watches;
• Toys for clock faces with minute hand and hour hand.
• Manila paper with drawings showing clock faces which indicate different times
(hour o’ clock).
c) Teaching and learning activities:
• Invite pupils to observe clock faces indicating hours o’clock and explain
instructions on activities to be done (use activity 9.1.1);
• Use different probing questions to guide them to discover how to read, to tell
and how to write the time indicated by a watch showing hour o’clock: use
a digital watch (with numbers only) and an analogue watch (with numerals,
hour hand and minute hand).

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Example:
It is two o’clock.

• Form groups of pupils and give them watch showing hours o’clock and ask
them to read, tell to each other and write the time indicated: use other
activities for discussion; they can be given the clock face on which they form
and read the time;
• Ask some groups to present the findings and guide the whole class to
harmonize how to read, tell and write the time related to an hour o’clock.
• You can write a time on the chalk board and ask pupils to draw a clock face
which shows that time. Pupils can also move the minutes and hour hands of
a toy for clock face to indicate that time.
d) Synthesis/summarization
Guide pupils to summarize how to read, tell and write the time related to an hour
o’clock. For example:
Three o’clock: the minute hand reaches 12 while the hour hand points the
number 3.
e) Assessment
Provide activities to pupils from the pupil’s book
(Use for example the application activity 9.1.1).
f) Answers for activities
Answers for activity 9.1.1
1) a) Seven o’clock c) ) Seven o’clock b) Eight o’clock d) Eight o’clock
3)

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Answers for application activity 9.1.1
a) Two o’clock c) Two o’clock
b) Three o’clock d) Three o’clock

Lesson 3: Reading, telling and writing a half past or thirty minutes past
an hour
• This lesson is taught like the previous lesson but for this you will use:
• Toys for clock faces with minute hand and hour hand.
• Manila paper with drawings showing clock faces which indicate different
times related to half past an hour or thirty minutes past an hour. It will be
guided by activity 9.1.2.
Example:

It is a half past five

Or It is thirty minutes past five.

• Synthesis/summarization
Guide pupils to summarize how to read, tell and write the time related to half past
an hour or thirty minutes past an hour. In this case, the minute hand reaches the
number 6 and the short hand (hour hand) will then point between two numbers.
The hour to be said is the running hour.
• Answers for activities: Find the answers for the above mentioned activities
and mark pupils’ findings accordingly.

Lesson 4: Reading, telling and writing a quarter past an hour or fifteen

minutes past an hour
• This lesson is taught like the previous lesson but for this you will use:
• Toys for clock faces with minute hand and hour hand.
• Manila paper with drawings showing clock faces which indicate different times
related to a quarter past an hour or fifteen minutes past an hour. It will be
guided by activity 9.1.4 and application activity 9.1.4.

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Example:

It is fifteen minutes past seven

Or it is a quarter past seven.

• Synthesis/summarization
Guide pupils to summarize how to read, tell and write the time related to a
quarter past an hour or fifteen minutes past an hour. In this case, the minute hand
reaches the number 3 and the short hand (hour hand) will then point between
two numbers. The hour to be said is the running hour.
• Answers for activities: Find the answers for the above mentioned activities
and mark pupils’ findings accordingly.

Lesson 5: Reading, telling and writing a quarter to an hour or fifteen

minutes to an hour
• This lesson is taught like the previous lesson but for this you will use:
• Toys for clock faces with minute hand and hour hand.
• Manila paper with drawings showing clock faces which indicate different
times related to a quarter to an hour or fifteen minutes to an hour. It will
be guided by activity 9.1.5 and application activity 9.1.5.
Example:

It is fifteen minutes to eight.

Or It is a quarter to eight.

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• Synthesis/summarization
Guide pupils to summarize how to read, tell and write the time related to a
quarter to an hour or fifteen minutes to an hour. In this case, the minute hand
reaches the number 9 and the short hand (hour hand) will then point between
two numbers. The hour to be said is the next hour.
• Answers for activities: Find the answers for the above mentioned activities and
mark pupils’ findings accordingly.

Lesson 6: Reading, telling and writing the time

• This lesson is taught like the previous lesson but for this lesson you will use:
• Toys for different clock faces with minute hand and hour hand.
• Manila paper with drawings showing clock faces which indicate different times
related to a quarter to an hour or fifteen minutes to an hour. It will be guided
by activity 9.1.6 and application activity 9.1.6.
• Synthesis/summarization
Guide pupils to summarize how to read, tell and write any the time.
• Answers for activities:
Find the answers for the above mentioned activities and mark pupils’ findings
accordingly.

Lesson 7: Use of a calendar

a) Objective
Use appropriately the calendar
b) Teaching resources and learning resources
• Calendars of different years;
• Manila paper with drawings showing days in tables where pupils can complete
dates for a given year when a reference day with its date is given.
c) Teaching and learning activities:
• Invite pupils to observe a calendar, describe it by telling: months of the year,
weeks of months and days of weeks (use activity 9.3.1);
• Use different probing questions to guide them to discover how to read, to
tell and how to make a calendar for the week, month and the year.
• Form groups of pupils and give them activities to be done, refer to activity
9.3.2 for discussion;

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 • Ask some groups to present the findings and guide the whole class to
harmonize how to read, to tell and how to make a calendar for the year.
• Guide pupils to recognize that there exist years with 365 days and years with
366 days.
d) Synthesis/summarization
• Guide pupils to summarize how to make a calendar for the year: given the
reference day and its date in the given month, put it on the calendar for its
month and complete others accordingly.
Example: you can tell them that on 11/02/2023 it was Saturday. Make the full
calendar for the year 2023.
• Guide learners to determine the number of days for all months by using their
hands: One form of the mnemonic is done by counting on the knuckles of
one’s hand to remember the number of days in each month.

e) Assessment
Provide activities to be done by pupils.

Lesson 8: Converting units of time

a) Objectives
• Convert years into months.
• Convert weeks into days.
• Convert days to hours.
• Determine how old person is given the year of his birth.
b) Teaching resources and learning resources
• Manila paper on which there is a relationship between different units of time;
• Hand outs with different activities to be done by pupils.

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c) Teaching and learning activities:
Note: This lesson can be taught in 3 different lessons: Converting days into hours,
converting weeks into days, converting years into days and the lesson on
the determination of how old a person is given the year of his birth.
In general, You can do it as follows:
• Invite all pupils in a whole class discussion to discuss relationship between
different units of time and establish how to convert from a unit of time to
another;
• Organize groups of pupils and give them activities to do (for example Activity
9.3).
• Move around in the classroom and provide probing questions for assistance
where necessary;
• Invite some groups to present and guide the whole class to harmonize on
how to convert the units of time measurements.
d) Synthesis/summarization
Guide pupils to summarize the relation sheep between time measurements, and
how to convert from a unit to another.
For example, 1day = 24 hours, 1 week = 7 days, 1 year= 52 weeks and 1 year =
12 months, 1 year = 365 days.
e) Assessment
• Provide activities to be done by pupils and check their answers. Use for
example the application activity 9.3
• Assign all pupils a home work to be done.
f) Answer for activities
Find the answers for the above mentioned activities and mark pupils’ findings
accordingly.

Lesson 9: Converting days into hours

From the previous lesson learners found that a day has 24 hours. Provide activities
that help them to convert days into hours and vice versa.
Example: Use activity 9.3 and application activity 9.3

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Lesson 10: Converting weeks into days
From the previous lessons learners found that A week has 7 days. Provide activities
that help them to convert weeks into days and vice versa.
Example: Use activity 9.4 and application activity 9.4

Lesson 11: Converting years into months

From the previous lessons learners found that a year has 12 months. Provide
activities that help them to convert years into months and vice versa.
Example: Use activity 9.5 and application activity 9.5

Lesson 12: Ordinary year and leap year

After the previous lesson, pupils will be aware of existence of years with 365 days
and years with 366 days.
You have to organize a lesson with the objective of determining whether a given
year is an ordinary year (with 365 days) or a leap year 366 days).
Guide them to discover how to verify whether a given year is ordinary or leap,
use the activity 9.6.1, activity 9.6.2 and application activity 9.6.

Lesson 13: Planning daily, weekly and monthly activities

a) a) Objectives: Prepare a daily, weekly and monthly activities plan
b) Teaching resources and learning resources
• Manila paper on which there is daily activity plans (see the one for Muhoza),
weekly activity plan (see the one for Mugisha) and monthly activity plan (see
the one for Kamariza).
• Hand outs with different activities to be done by pupils.
c) Teaching and learning activities:
• Ask pupils to tell their friends activities they do from morning to the evening
and guide them to harmonize them;
• Invite one pupil in front of others and guide him/her to present activities he
can do in the week and guide him/her to organize these activities according
to activities for Monday, Tuesday until Sunday’s activities;
• Organize groups of pupils and give them activities to do be done where they
have to refer to planned activities (for example activity 9.7.1. activity 9.7.2
and activity 9.7.3) and do a plan for an ordinary P3 pupil;

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 • Move around in the classroom and provide probing questions for assistance
where necessary;
• Invite some groups to present and guide the whole class to harmonize on
how to plan activities for a day, for a week and for a month.
d) Synthesis/summarization
• Guide pupils to summarize how to plan activities for a day, for a week and
for a month.
e) Assessment
• Provide individual activities to be done by every pupil (use the application
activity 9.7) and check their answers;
• Assign all pupils a home work to do.

9.6. Ending points of the unit

a) Summary of the unit
Try to summarize the content for this unit.
b) Additional information for the teacher
• The teacher plays an important role in the learning activity, guide all learning
situations and engage every pupil;
• Introduce the concept of time measurement by using concrete watches of
different types: watch with numbers and watch with hands and numerals;
• Teach pupils different ways of measuring the capacity; use of non standard
units and the use of standard units;
• Be informed about different types of calendars and be able to explain activities
to be done on every day depending on one’s religion.
c) Answers for the end unit assessment 9
1) a) It is a quarter to two. b) It is ten o’clock
c) It is a half past seven. d) It is ten o’ clock.
2) a) 40 years = 480 months.
b) 50 weeks = 350 days.
c) 33 days =792 hours.
d) 19 years = 228 months.
e) 29 days = 696 hours.

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 3) a) 365/ 366 c) 7/ 24 b) 4 / 52 d) February.
4) Ordinary years are: 2002, 2007, 2005.
5) Leap years are: 2000, 2016, 2008, 2012.
6) Leap years between 2010 1nd 2010 are: 2012 ; 2016 ; 2020 ; 2024 ; 2028.
d) Remedial activities
1) Read and tell the time:

Answer: a) It is a quarter past seven b) It is a quarter to three. c)It is a half

past seven.
2) Draw a clock face showing: A half past nine.
Answer:

3) Read the calendar of the year 2018 and say the number of days for the following
months:
a) April: 30days, October: 31 days, December: 31 days.
b) Give 3 months which have 31 days.
Answer: January, March, May, etc.

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e) Extension activities
1) Read and tell the time:

Answer: a) It is a half past two. B) It is a quarter to ten. c) It is a quarter past

two.
2) Draw a clock face showing: A quarter to two.
Answer:

3) Observe the calendar for the year 2018 and make a calendar for January 2019.
Answer:

Sunday Monday Tuesday Wednesday Thursday Friday Saturday

1 2 3 4 5
6 7 8 9 10 11 12
13 14 15 16 17 18 19
20 21 22 23 24 25 26
27 28 29 30 31

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 UNIT 10 TYPES OF LINES AND ANGLES

10.1. Key unit competence

Draw and identify parallel, perpendicular and intersecting lines.
Draw and compare right, acute and obtuse angles

10.2. Prerequisite
Pupils will learn effectively if they refer to types of lines learnt in P2.

10.3. Crosscutting issues to be addressed in the lessons

• Inclusive education: Catering for learners with special education needs. Giving
to fast-learners extra activities contained in this book. Giving slow learners
suitable activities for their level. Giving special treatment to learners with
physical impairment, making those with hearing and visual impairment sit
in front where possible the teacher uses the special teaching/learning aids.
• Gender: Addressed when both boys and girls work together in groups and
other activities peacefully without discrimination.
• Environment and Sustainability: When the learner uses different materials
and equipment well without damaging or wasting them.
• Peace and values education: When a learner works with others peacefully
without inconveniencing others or disrupting them.
• Encourage learners to live and work in harmony and share ideas in a peaceful
way with respect

10.4. Sub-headings / List of lessons nit 10

UNIT 10: TYPES OF LINES AND ANGLES (16 Periods) Reinforcement
and Extension
Lesson title Learning objectives Number of periods
1 Introductory Arouse the curiosity of learners on the 1
activity importance of lines and angles.
1 Straight lines Observe, differentiate and draw 1
straight lines.
2 Parallel lines Observe, differentiate and draw 1 1
straight parallel lines.

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3 Straight Observe, differentiate and draw 1 1
perpendicular straight perpendicular lines.
lines
4 Straight Observe, differentiate and draw 1
intersecting lines straight intersecting lines.
5 Remediation Provide learning support to learners 1
who are falling behind their peers
6 Right angle Identify and draw right angle. 1
7 Obtuse angle and Identify and draw an obtuse and an 1
Acute angle acute angle.
8 Measuring Measure angles using a protractor. 1 1
angles.
9 Drawing angles. Draw angles using a ruler and 1 1
protractor.
10 Comparing angles Compare the values of angles. 1
11 End unit Draw and identify parallel, 1
assessment perpendicular and intersecting lines.
Draw and compare right, acute and
obtuse angles.
Total 12 4

10.5. Guidance on different lessons

Lesson 1: Guidance on introductory activity 10
• Invite pupils to read the story of SEBISUSA who does not know to plant crops
on straight lines as they are in disorder;
• Guide pupils to discuss the reason one can fail to plant crops on straight lines;
• Ask them to suggest what is required for every one of them to be able to
draw geometric figures;
• Move around in the classroom to get aware of different suggestions and ask
some probing questions where necessary.
• Invite all pupils to a whole class discussion and basing on their experience, prior
knowledge and abilities shown in answering questions for this activity, open
a discussion with probing questions to guide them to give their predictions
and ensure that you arouse their curiosity on what is going to be learnt in
this unit so that they may be able to analyse geometric figures.

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Lesson 2: Straight Lines
a) Objective: Observe, give characteristics and draw straight lines
b) Teaching and Learning resources
Manila Paper, Rulers, metre ruler, T-square, different colored pencils.
c) Teaching and Learning Activities
• Invite pupils, show them lines and ask them to give their characteristics
(activity 10.1.1);
What are their characteristics?

• Form groups of pupils and then ask them to describe and draw straight lines,
• Move around in the class for facilitating pupils where necessary and ask
probing questions to guide them to draw straight lines;
• Invite some groups to present their findings and then help them to harmonize
by explaining the how they draw straight lines: vertical, horizontal and oblique
straight lines;
• Give every pupil time to draw at least one of each of the types of lines learnt.
Synthesis/summarization
Guide pupils to explain briefly the different types of straight lines and how to
draw them.
Assessment
Give pupils application activities on types of lines found in the pupils’ book.

Lesson 3: Parallel Lines

a) Objective: Observe, give characteristics and draw parallel lines
b) Teaching and Learning resources
Manila Paper, sheets of gridded paper, Rulers, metre ruler, T-square, different
colored pencils.

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c) Teaching and Learning Activities
• Invite pupils, show them objects with parallel lines and ask them to give their
characteristics (activity 10.1.2);

• Form groups of pupils and then ask them to describe and draw parallel lines,
• Move around in the class for facilitating pupils where necessary and ask
probing questions to guide them to draw parallel lines;
• Invite some groups to present their findings and then help them to harmonize
by explaining the how they draw parallel lines;
• Give every pupil time to draw parallel lines and explore objects with parallel
lines: doors, windows, lines of sheets of paper, etc.
Synthesis/summarization
Guide pupils to explain briefly how parallel lines look like.
Assessment
Give pupils application activities on parallel lines. Use the application activity 10.1.2
found in the pupils’ book.

Lesson 4: perpendicular lines

a) Objective
Observe, give characteristics and draw intersecting lines that form right angles.
b) Teaching and Learning resources
Manila Paper, sheets of gridded paper, Rulers, metre ruler, set-square, different
colored pencils.
c) Teaching and Learning Activities
• Invite pupils, show them objects with right angles and ask them to give their
characteristics (activity 10.1.3);

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 • Form groups of pupils and then ask them to describe and draw right angles
observed on two intersecting lines,

• Move around in the class for facilitating pupils where necessary and ask probing
questions to guide them to draw right angles formed by 2 perpendicular lines;
• Invite some groups to present their findings and then help them to harmonize
by explaining the how they draw perpendicular lines;
• Give every pupil time to draw perpendicular lines and explore objects with
perpendicular lines: doors, windows, lines of gridded sheets of paper, etc.
Synthesis/summarization
Guide pupils to explain briefly how perpendicular lines look like.
Assessment
Give pupils application activities on parallel lines. Use the application activity
10.1.3 found in the pupils’ book.

Lesson 5: Intersecting lines with acute and obtuse angles

a) Objective
Observe, give characteristics and draw intersecting lines that form acute and
obtuse angles.
b) Teaching and Learning resources
Manila Paper, sheets of gridded paper, scissors, Rulers, metre ruler, set-square,
different colored pencils, picture for a roof of a house.
c) Teaching and Learning Activities
• Invite pupils, show them objects such as scissors with intersecting lines and
acute angles and ask them to give their characteristics (activity 10.1.4);

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 • Form groups of pupils and then ask them to describe and draw intersecting
lines with acute and obtuse angles,
• Move around in the class for facilitating pupils where necessary and ask
probing questions to guide them to draw intersecting lines with acute and
obtuse angles;
• Invite some groups to present their findings and then help them to harmonize
by explaining the how they draw intersecting lines with acute and obtuse
angles;
• Give every pupil time to draw intersecting lines with acute and obtuse angles
and explore objects with acute and obtuse angles: scissors, roof of a house,
etc.
Synthesis/summarization
Guide pupils to explain briefly how intersecting lines with acute and obtuse angles
look like.
Assessment
Give pupils application activities on intersecting lines with acute and obtuse angles.
Use the application activity 10.1.4 found in the pupils’ book.
Answers for application activity 10.1.4
a) A and B are parallel lines
b) A and C are crossed lines that form both acute and an obtuse angles
c) A and D are lines that form a right angle
d) A and F are lines that form and acute and obtuse angles
e) A and E are lines that forma right angle
f) B and D are lines that form a right angle.
g) B and C are intersecting lines that form both acute and obtuse angles.
h) B and E are intersecting lines that form right angles.

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Lesson 6: Right angle
a) Objective: Draw a right angle
b) Teaching and Learning resources
Manila Paper, Rulers, Metre ruler, T-square, different colored pencils, protractor.
c) Teaching and Learning Activities
• Invite pupils to observe objects with different types of angles. Ask them to
give types of angles they see.

• Invite them to work in groups and discuss activity 10.2.1, to draw a right angle
using a ruler and a protractor;
• Move around in the class for facilitating pupils where necessary and ask
probing questions to guide them;
• Invite some groups to present their findings and then help them to harmonize
by explaining the characteristics of a right angle and how to draw it;
• Ask the pupils to observe carefully and give the names of the lines that form
a right angle.
• Give every pupil time to draw a right angle.
Summary of topic taught
Guide pupils to explain and draw briefly the right angle.
Assessment
Give pupils application activities to be done from in the pupils’ book . Use the
application activity 10.2.1.
d) Answers to activities

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Lesson 7: Acute and obtuse angles
a) Objective: Observe and Draw obtuse and acute angles
b) Teaching and Learning resources
Manila Paper, Rulers, Metre ruler, T-square, different colored pencils, protractor.
c) Teaching and Learning Activities
• Invite pupils to observe objects with different types of angles. Ask them to
give types of angles they see.

• Invite them to work in groups and discuss activity 10.2.2 and activity 10.2.3
to draw acute angle and obtuse angle using a ruler and a protractor;
• Move around in the class for facilitating pupils where necessary and ask
probing questions to guide them;
• Invite some groups to present their findings and then help them to harmonize
by explaining the characteristics of obtuse angle and the acute angle and how
to draw them;
• Ask the pupils to observe carefully and give the names of the lines that form
obtuse angle and the acute angles.
• Give every pupil time to draw obtuse angle and the acute angle.
Summary of topic taught
Guide pupils to explain and draw briefly the obtuse angle and the acute angle.
Assessment
Give pupils application activities to be done from in the pupils’ book. Use the
application activity 10.2.2.
d) Answers to activities
Answers for application activity 10.2.2
3) a) Right angle b) Acute angle c) Obtuse angle

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Lesson 8: Using a protractor to measure and draw angles
a) Objective: Measure angles using a protractor.
b) Teaching and Learning resources
Manila Paper, Rulers, Metre ruler, T-square, different colored pencils, protractor.

c) Teaching and Learning Activities

• Invite some pupils and guide them to demonstrate how to use a protractor
and a ruler to draw angles with different values.(activity 10.3);

• Invite each pupil to use his/her materials and draw angles of different values
you assign to them;
• Move around in the classroom to guide slow learners and show them how to
draw angles in their notebooks;
• Help all pupils to harmonize step by step how to draw angles:
• Place the protractor so that its centre 0 is at the point of intersection
of the two lines of that angle;
• Adjust the protractor so that the horizontal line on it (joining 0
degree and 180 degrees) runs along one of the lines of an angle;
• Measure the angle by counting the number of degrees from one
line of the angle to the next line of that angle.
Summary of topic taught
Guide pupils to explain how they draw different angles.
Assessment
Give pupils application activities to be done. Use the application activity 10.3.

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c) Answers for activities
Answers to application activity 10.3
1. a) 120 degrees c) 30 degrees e) 50 degrees g) 30 degrees
b) 90 degrees d) 135 degrees f) 90 degrees h) 130 degrees

Lesson 9: Comparing angles

a) Objective: Compare the values of angles
b) Teaching and Learning resources
Manila Paper, Rulers, Metre ruler, T-square, different colored pencils, protractor.
c) Teaching and Learning Activities
• Invite some pupils and guide them to demonstrate how to use a protractor
and a ruler to draw right angle, obtuse angle and acute angle;
• Invite two pupils on the blackboard and guide them to measure the value of a
right angle (90 degrees) and the value of acute angle (for example 30 degrees),
and then ask other people to compare the two angles before measuring where
they will say that the right angle is greater than the acute angle or the acute
angle is less than right angle (activity 10.4.1);

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Ask pupils to use the values obtained to compare angles: 90degrees>30degrees;
• Assign groups of pupils to do the activity 10.4.2 and activity 10.4.3
• Move around in the classroom to guide learners and show them how to draw
compare angles by drawing and by using their values in degrees;
• Invite some groups to present their findings and guide all pupils to harmonize
the how to compare angles:

For example: 90 > 45

 

And 135° > 55°

Assessment
Provide activities to be done and mark them to verify whether your objectives were
achieved (use self assessment and pair assessment and application activity 10.4.3.

10.6. Ending points of the unit 10

a) Summary of the main topics in the unit
Prepare a summary on types of lines, types of angles and the comparison of angles
using their measurements (values) in degrees.

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b) Answers for the end unit assessment 10
2) a) Parallel Lines
b) Intersecting lines forming acute and obtuse angles
c) Intersecting lines that form a right angle
d) Intersecting lines that forma right angle
e) Intersecting lines that form obtuse and acute angles
f) Crossed lines that form an obtuse and acute angles
3) a) Right Angle b) Acute angle c) Obtuse angle
6) a) No b) Yes c) Yes d) Yes
c) Remedial activities
1. Draw different types of straight lines and name them
2. Show two objects that have two intersecting lines forming an angle and describe
that angle.
3. Using a ruler and gridded paper, draw a right angle and an obtuse angle.
d) Extension activities
1. Use a ruler to draw lines that form a right angle.
2. Use your hands to draw lines that form acute angle and obtuse angle
3. Draw an object that shows different corners with different angles.

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 UNIT 11 SQUARE, RECTANGLE, TRIANGLE
AND CIRCLE

11.1. key unit competence

Drawing and describing a square, rectangle, triangle and circle, finding the
perimetre of a square, rectangle, triangle.

11.2. Prerequisites
Pupils will refer to characteristics of a square and rectangle learnt in P2.

11.3. Cross cutting issues to be addressed

• Environment and Sustainability: This occurs when pupils maintain a clean
environment where they work, using the Teaching and Learning resources
properly or even look for Teaching and Learning resources without damaging
anything.
• Financial education: This appears in exercises requiring pupils to use Teaching
and Learning resources carefully that they use for drawing or measuring.
• Peace and value: This appears when a pupil works with others in a group
without disrupting or disturbing others.

11.4. List of subtopics/ lessons

UNIT 11: SQUARE, RECTANGLE, TRIANGLE AND CIRCLE Reinforcement and
(16 periods) Extension
Lesson title Learning objectives Number of periods
1 Introductory Arouse the curiosity of learners on 1
activity the importance and description of
square, rectangle and triangle.
2 Characteristics Describe characteristics of a square. 1 1
of a square and
Perimeter of a
square
3 Characteristics of Describe characteristics of a 1 1
a rectangle and rectangle.
Perimeter of a
rectangle

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4 General Describe characteristics of a triangle. 1
ccharacteristics of
a triangle
5 Characteristics Describe properties of an equilateral 1
of an equilateral triangle.
triangle
6 Remediation Provide learning support to learners 1
who are falling behind their peers
7 Characteristics Describe characteristics of an 1
of an isosceles isosceles triangle.
triangle
8 Characteristics Describe characteristics of a right 1
of a right angled angled or right triangle.
triangle
9 Characteristics of a Describe characteristics of a scalene 1
scalene triangle triangle.
10 Perimeter of a Calculate the perimeter of a triangle 1 1
triangle
11 Characteristics of a Describe characteristics of a circle 1 1
circle
12 Unit assessment Draw and describe a square, 1
rectangle, triangle and circle, find
the perimeter of a square, rectangle
and triangle.
Total 12 4

11.5. Guidance on different lessons

Lesson 1: Guidance on the introductory activity
• Guides pupils to read a short story about Karisa; a farmer who does not know
the shape of his garden and the size (perimeter) of the garden yet he/she
wants to fence it.
• Invite pupils to discuss the story and come up with views on what the farmer
needs to know in mathematics in order to plant his/her crops in a proper way.
• Explain them that the correct answers and explanations will be provided in
this unit.

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Lesson 2: Characteristics and perimeter of a square
a) Learning objective: Explore characteristics of a square.
b) Teaching and Learning resources
Manila paper, rulers, mete ruler, T-square, different pencils, paper and boxes.
c) Teaching and Learning Activities
• Show pupils a squared surface such as a manila paper and ask the pupils to
look at it carefully and tell if sides are of the equal length.

• Use a protractor and a ruler to draw a square and then ask the pupils to look
at it carefully and tell its characteristics (activity 11.1.1).
• Ask pupils to go to the blackboard and measure the sides of the square you
drew. Ask another pupil to use a protractor to measure the angles of the
square you drew and guide others to notify that it is a square;
• Guide every pupil to draw a square, measure the sides of the square and all
the angles making sure that all the sides are equal and ensuring that all the
angles are right angles.
• Form groups of pupils and assign them to do activity 11.1.2, activity 11.1.3
and activity 11.1.4
• Invite some groups to present their findings and guide the whole class to
harmonize the characteristics of a square and how to find the perimeter of
a squared surface.
Summary of topic taught
• Guide pupils to summarize the characteristics of a square about sides, angles,
diagonals and medians.
• Guide pupils to briefly summarize how they find the perimeter of a square:
Perimeter = Side + side + side + side;

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 The of a square equals four times of its side.
Or Perimeter = Side × 4
Assessment
Give pupils activities about the characteristics and the perimeter of a square. Use
the application activity 11.1.1.
d) Answers to activities
Answers for activity 11.1.4
1) a) 640cm ÷ 4 = 160cm c) 312cm÷ 4 = 78cm
b) 196cm ÷ 4 = 49cm d) 676cm ÷ 4 = 169 cm
2) Perimeter = 80m × 4 = 320m
3) Side 1700m ÷ 4 = 425m
Answer for application activity 11.1.1
1) The answers differ depending on how the pupil explains objects he/she
knows have the shape of a square.
2) a) RV is a diagonal b) ZU is a median c) SW is a median d) TY is a diagonal.
3) Perimeter in cm is 145 × 4 = cm 580
4) Length of one side in m is 160 ÷ 4 = 40 m
5) a) Perimeter in cm is 25 × 4 = 100 cm
b) Perimeter in cm is 35 × 4 = 140 cm.

Lesson 3: Characteristics and perimeter of a rectangle

a) Learning objective: Explore characteristics and the perimeter of a rectangle
b) Teaching and Learning resources
Manila paper, rulers, mete ruler, set-square, different pencils, paper and boxes.
c) Teaching and Learning Activities
• Use a manila paper with a form of a rectangle, show it to pupils then ask
them to look at it carefully and tell if all sides have the same length.

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 • Use a protractor and a ruler to draw a rectangle and then ask the pupils to
look at it carefully and tell its characteristics (activity 11.2.1).
• Ask pupils to go to the blackboard and measure the sides of the rectangle
you drew insisting on parallel sides. Ask another pupil to use a protractor to
measure the angles and compare parallel sides of the rectangle you drew
and guide others to notify that it is a rectangle;
• Guide every pupil to draw a rectangle, measure the sides of the rectangle and
all the angles making sure that parallel sides are equal and ensuring that all
the angles are right angles.
• Form groups of pupils and assign them to do activity 11.2.2, activity 11.2.3
and activity 12.2.4;
• Invite some groups to present their findings and guide the whole class to
harmonize the characteristics of a rectangle and how to find its perimeter.
Summary of topic taught
• Guide pupils to summarize the characteristics of a rectangle about sides,
angles, diagonals and medians.
• Guide pupils to briefly summarize how they find the perimeter of a rectangle:
Perimeter = Side + side + side + side; Perimeter = (Length + Width) x 2.
Or Perimeter = (L+W) x 2
Assessment
Give pupils activities to do about the characteristics and the perimeter of a
rectangle: use application activity 11.2.1 and mark their works.
d) Answers for activities
Answers for activity 11.2.2
Question1
a) width c) length e) diagonal g) width
b) diagonal d) median f) median h) half width
Question 2

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Question 3
Figure a) is a rectangle because two opposite sides are equal in length
Answers for application activity 11.2.1
1) Answers are different depending on what objects or things the pupil finds
to have the shape of a rectangle in the classroom.
2) Answers are different and depend on how the pupil will make a rectangle
and hang it in the classroom.
3) Answers are different depending on what the pupils knows about figures
or objects that have a rectangular shape.
3) Length=124 cm
Width = 98 cm.
Sum of L and W = 124 cm +98cm = 222cm
Perimeter = 222cm x 2= 444cm
4) The perimeter of a rectangular plot = (63 m +39m) x 2= 204m.
5) The perimeter for a rectangular table = (250cm +150cm) x2 =800m.

Lesson 4: Characteristics of a triangle

a) Objectives: Explore characteristics of a triangle
b) Teaching and Learning resources
Manila paper, rulers, mete ruler, set-square, different pencils, paper and boxes.
c) Teaching and Learning Activities
• Show pupils an object that has the form of a rectangle. Ask them to explore
and say the characteristics: number of sides and angles.

Use a protractor and a ruler to draw a triangle and then ask the pupils to look at
it carefully and tell its characteristics (activity 11.3.1).
• Ask pupils to go to the blackboard and count the number of sides and measure
their lengths. Ask another pupil to use a protractor to measure the angles and
add them to find their sum and guide others to notify that it is a triangle;

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 • Guide every pupil to draw a triangle, measure the sides of the triangle and
all the angles making sure that the figure has 3 sides and 3 angles.
• Form groups of pupils and assign them to do the second question of activity
11.3.1;
• Invite some groups to present their findings and guide the whole class to
harmonize the characteristics of a triangle.
Summary of topic taught
Guide pupils to summarize the characteristics of a triangle: it has 3 sides and 3
angles.
Assessment
Give pupils activities to do about the characteristics of a triangle and mark their
works. Use the application activity 13.3.1.

Lesson 5: Characteristics of equilateral triangle

a) Objectives: Describe characteristics of an equilateral triangle.
b) Teaching and Learning resources
• Manila paper, rulers, metre, T-square, different pencils, paper and boxes
• Audio and physical teaching and earning resources for pupils with visual
impairment
• Sign language for those with speech impairment.
c) Teaching and Learning Activities
• Ask pupils to say whether or not all triangles have the same characteristics
considering the length of their sides;

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 • With different probing questions guide pupils to realize that, a triangle may
have 3 equal sides, 2 equal sides or that 3 sides may have different lengths;
• Form groups of pupils and assign them to do Activity 11.3.2.
• Invite some groups to present their findings and guide the whole class to
harmonize them;
Summary of topic taught
Guide pupils to summarize the characteristics of an equilateral triangle: It has 3
equal sides and 3 angles of the same value of 60 degrees. .
Assessment
Give pupils activities to be done in pairs, monitor and then support slow learners:
Use application activity 11.3.2.
You can put pieces of paper having different types of triangle in a box then ask
each pupil to pick a piece of paper from the box, unfold the paper and say loudly
the type of triangle on it.

Lesson 6: Characteristics of isosceles triangle.

Objective: Explore characteristics of an isosceles triangle.

Note: This lesson is taught like the previous lesson. Use activity 13.3.3 and
application activity 13.3.3

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Lesson 7: Characteristics of a right-angled triangle
Objective: Explore characteristics of aright angled triangle.

Note: This lesson is taught like the previous lesson. Use activity 13.3.4 and
application activity 13.3.4. Highlight that A right angled triangle has a right
angle that measures 90 degrees.

Lesson 8: Characteristics of a scalene triangle

Objective: Explore characteristics of a scalene triangle.

Note: This lesson is taught like the previous lesson. Use activity 13.3.45and
application activity 13.3.5. Highlight that all sides of a scalene triangle are
not equal, they are different in length. All angles are not equal.

Lesson 9: Perimeter of a triangle

a) Objectives: Calculate the perimeter of a triangle
b) Teaching and Learning resources
Manila paper, rulers, metre ruler, T-square, different pencils, paper and boxes
c) Teaching and Learning activities
• - Draw a triangle and ask pupils to measure the total length of all its sides,

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 • Ask them to discover other way of finding how they should get that total
length called also a perimeter of that triangle: Guide pupils to consider
different types of triangles;
• Form groups of pupils and guide them to do activity 11.3.6 and activity 11.3.7;
• Invite some groups to present and guide the whole class to harmonize their
findings.
Summarization
Guide pupils to briefly summarize how they find the perimeter of a triangle:
The perimeter of a triangle = First side + second side + third side
The perimeter of an equilateral triangle equals three times of the side, this means
Perimeter = side × 3
Assessment:
Give pupils activities on how to find the perimeter of a square found in the pupils
book: application activity 11.3.7.
d) Answers for activities in this lesson
Answers activity 11.3.7
a) Perimeter: 230 cm + 250 cm + 350 cm = 830 cm
b) Perimeter: 150 cm + 150 cm + 150 cm = 450 cm
c) Perimeter: 270 dm + 270 dm + 110 dm = 650 dm
d) Perimeter: 75 cm + 59 cm + 68 cm = 202 cm
Answers for application activity 11.3.3.7
a) Perimeter: 30 cm + 30 cm + 30 cm = 90 cm
b) Perimeter: 43 cm + 43 cm + 70 cm = 156 cm
c) Perimeter: 30 cm + 50 cm + 58 cm = 138 cm

Lesson 8: Characteristics of a circle

a) Objectives: Explore characteristics of a circle
b) Teaching and Learning resources
Manila paper, rulers, metre ruler, s-square, different pencils, paper and boxes, a
rope.

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c) Teaching and Learning activities
• Use a pair of compasses, a protractor and a ruler to draw a circle and then
ask pupils to lookat the circle and state its characteristics; guide them to
understand concept of diameter and radius of a circle.

• Ask pupils to go to the blackboard and use a ruler to measure diameter and
radius of the circle drawn on the blackboard (activity 11.4.1);
• Invite them to describe a circle basing on the diameter and radii they
measured (activity 11.4.2 and activity 11.4.3);
• Invite some groups to present findings and guide them to harmonize.
Summary
Guide pupils to summarize the characteristics of a circle and highlight the following
concepts:

Assessment
• Guide each pupil to draw a circle and measure both the diameter and the
radius of the circle.
• Give pupils the application activity 11.4 and mark them to verify whether
the objectives were achieved.

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Answers for application activity 11.4
a) OC is a radius c) AC is a diameter
b) OB is a radius d) OA is _a radius

11.6. Ending points of the Unit

a) Summary of the content of this unit
As a teacher, you should have a summary on the characteristics of a square,
rectangle, triangle, circle, how to find the perimeter of a square, rectangle, and
triangle.
b) Answers for the end unit assessment 11
1) a) Circle c) Rectangle
b) Right triangle d) Obtuse triangle
f) Square e) Isosceles triangle g) Equilateral triangle
2) Answers differ since each pupil draws the figures he/she was asked to
by the teacher
3) a) Perimeter 135 cm × 4 = 540 cm
b) Perimeter (364 cm + 132 cm) × 2 = 992 cm
c) Perimeter 605 cm + 235 cm + 385 cm = 1225 cm
4) a) No b) Yes c) No d) Yes e) No
5) a) Perimeter: 30 cm + 50cm + 40cm = 120cm
b) Perimeter: (50 cm + 30 cm) x 2 = 160 cm
c) Perimeter: 15 cm x 4 = 60 cm
d) Perimeter: 50 cm + 110 cm + 50 cm = 210 cm
6) a) 1) Length 4) Median 7) Rectangle
2) Diagonal 5) Right angled Triangle 8) Right angled triangle
3) Width 6) Median
b) 1) Diameter 4) Radius 7) Radius
2) Radius 5) Radius 8) Radius
3) cord 6) Radius 9) Diameter 10) Radius

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c) Remedial activities
1) Fill the blank with a correct word
a) A square has…..equal sides and ……….right angles
b) The longer side of a rectangle is called……….
c) The shorter side of a rectangle is called…………
d) Equilateral triangle has …….sides equal and ….angle equal.
e) A point which is located in the middle of a circle is called….. …
f) A straight line that passes through the centre of a circle and touches the
perimeter of the circle is called ….
2) Find the perimeter of the figures below

3) Find the perimeter of a square whose side is 25 cm.

4) Find the perimeter of a rectangle whose length is 19 cm and the width is 11 cm.
d) Extension activities
1) Draw:
a) A square of 9 cm a side
b) A rectangle of 12 cm length and 8 cm width
c) An equilateral triangle of side 10 cm
d) Isosceles triangle
e) Right angled triangle
f) Any triangle
g) A circle with diameter of 12 cm
2) Find the perimeter of a rectangle with a length of 75 cm and a width of
55 cm.
3) Find the perimeter of a farm which has the shape of a square whose side
equals to 256 m.
4) Find the perimeter of a triangle with sides of 18 cm, 25 cm and 37 cm.
5) Explain key characteristics of a circle.

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UNIT 12 GRIDS

12.1. Key unit competence

Draw grids, locate and put points or geometric figures on the grid according to
its posts and crossing bars (coordinates).

12.2. Prerequisite
To do some activities of locating a point on a grid as it was learnt in P2.
12.3. Cross cutting issues to be addressed
• Gender balance: addressed when both girls and boys are equally treated
during task distribution;
• Environment and Sustainability: This occurs when pupils maintain a clean
environment where they work, using the Teaching and Learning resources
properly or even look for Teaching and Learning resources without damaging
anything.
• Peace and value: This appears when a pupil works with others in a group
without disrupting or disturbing others.

12.4. List of sub-topics/lessons

Reinforcement
UNIT 12: GRIDS (8 periods)
and Extension
Lesson title Learning objectives Number of periods

1 Introductory activity Arouse the curiosity 1

of learners on the
importance of grid.
2 Characteristics of a Explore characteristics of 1
grid: Posts and crossing a grid: Posts and crossing
bars. bars.
3 Locating a point on a Locate a point in a grid. 1 1
grid
4 Drawing shapes in a Draw a shape in a grid. 2 1
grid: square, rectangle
and a triangle.

247
 Unit assessment Draw grids, locate and put 1
points or geometric figures
in the grid according to
its posts and crossing bars
(coordinates).
Total 6 2

12.5. Guidance on different lessons

Lesson 1: Guidance on the introductory activity 12
• Guides the class to read a short story of a pupil who is selected to represent
others in a drawing competition.
• Invite the class to discuss the story and give views on what the pupil need
to lean on grid.
• Explains that the correct answers and explanations will be provided in this unit.

Lesson 2: Characteristics of a grid

a) Objective: Explore characteristics of a grid: Posts and crossing bars
b) Teaching and Learning resources
Manila paper, rulers, metre, set-square, different pencils, paper and boxes.
c) Teaching and Learning Activities
• Draw a grid and ask the pupils to look at it carefully. Ask them to tell you the
number of horizontal lines and vertical lines it is made of, how to number
them from the first to the last;

248
 • Form groups and ask pupils to draw a grid of their own and then they explain
its characteristics (activity 12.1.1);
• Ask each pupils to draw a grid and explain the number of horizontal and
vertical lines it is made of.
• Invite pupils in a whole class discussion to discuss how to number posts and
crossing bars of a grid.
Summary of topic taught
Guide pupils to summarize the properties of a grid:
• A grid is made with vertical lines (posts) and horizontal lines (crossing lines).
• The numbering of vertical lines is done from the left to the right side,
• The numbering of horizontal lines is done from bottom to top.
Assessment
Give pupils activity on how to make a grid
d) Answers for activities
Answers for Activity 12.1
It is made of 10 vertical lines and 10 horizontal lines.

Lesson 2: Locating a point on a grid

a) Objective: Locate a point on a grid
b) Teaching and Learning resources
Manila paper, rulers, metre, set-square, different pencils, paper and boxes.
c) Teaching and Learning Activities
• Form groups of pupils and assign them the activity 12.2.1 where they identify
the position of a point by indicating post and the crossing bar that form the
point;

249
 • Invite pupils to a whole class discussion where some groups present their
answers by explaining why such a location of the point;
Summary
Guide pupils to summarize the way a point is located on a grid:
When locating a point on a grid, we start by the number of the post and then
the number of the crossing bar which form that point. Example: The point A is
located at the intersection of post number 3 and the crossing bar number 3 and
we write A (3,3).
• Guide each pupil to draw a grid and then ask them to locate different points
on the grid they have drawn.
Assessment
Give pupils the activity 12.2.2 and mark their works.
d) Answers to activities
Answer for Activity 12.2
1) A(6,7 ) B (3,6) C(5,5) D(8,3) E (2,2)
Note: Guide pupils to be able to explain the meaning of D (8,3): the point D is
located at the intersection of post number 8 and the crossing bar number 3.
2)

Answer for Application activity 12.2

A (3,7) B (6,6) C. (3,5) D (4,3) E (6,2).

250
Lesson 3: Drawing shapes on a grid and location of vertices
a) Objectives: Draw shapes on a grid
b) Teaching and Learning resources
Manila paper, rulers, metre, s-square, different pencils, gridded paper and boxes.

c) Teaching and Learning Activities

• Draw three grids and draw a square in the first grid, a rectangle in the second
and a triangle in the third.

• Ask pupils to look carefully at the grids and explain how each figure was drawn
in the grid (Activity 12.3.1, Activity 12.3.2 and Activity 12.3.3);
• Ask pupils in pairs to draw a grid and then draw any figure of their choice in
the grid whether a square, rectangle or triangle and explain how they made it;
Summary of topic taught
Guide pupils to summarize how to draw shapes on a grid:
a) First locate the vertices of the figure (points),
b) Match those points using a ruler in order to get the figure.

251
Assessment
• Give pupils activities to be done: Application activity 12.3.
• Guide each pupil to draw a grid and then ask them to draw any figure on the
grid they have drawn.
d) Answers to activities
Answer for activity 12.3.1
Question 2:

The shape ABDC is a square.

Answer for activity 12.3.2
Question 2:

The shape ABDC is a rectangle.

Answer for activity 12.3.3
Question 2:

We see a right angled triangle

252
Question 3:

We see a right angled triangle CBA

Answer for application activity 12.3.3
The answers differ depending on what each pupil chooses to draw and the vertices
of the figure they have drawn. As a teacher verify answers for all pupils.

12.6. Ending points of the unit 12

a) Summary of the content of the unit
As a teacher, you should have the summary on characteristics of a grid, locating
a point on a grid, and how to draw different figures on a grid by indicating their
vertices.
b) Answers to the end unit assessment 12
1. A (2,8) B (5,8 ) C (3,4 ) D (8,3) E (5,2)
2. a) Square b) Rectangle c) Triangle
Remedial activity
Draw any square and a rectangle of your choice in a grid.
Extension activities
Draw a square, rectangle and a triangle in a grid and explain how you can do it
as quick as possible.

253
 UNIT 13 MISSING NUMBER IN ADDITION,
SUBTRACTION, MULTIPLICATION
AND DIVISION

13.1. Key unit competence

To find the missing number using rules of counting and to show the rule that
was used

13.2. Prerequisites
To find the missing number in addition, subtraction, multiplication and division
as it was done in P2.

13.3. Cross cutting issues to be addressed

• Gender: Doing exercises and activities in groups of both girls and boys where
everyone has equal right to express his//her ideas.
• Peace and value education: when a pupil works with others in agreed manner
without disrupting or disturbing others.
• Financial education: This appears in exercises requiring pupils to use Teaching
and Learning resources carefully and when they find the unknown number of
money to be achieved in the given conditions (when a given operation was
applied).

13.4. List of sub-topics/ lessons

UNIT 13: MISSING NUMBER IN ADDITION, SUBTRACTION, Reinforcement
MULTIPLICATION AND DIVISION (16 periods) and Extension
Lesson title Learning objectives Number of periods
1 Introductory activity Arouse the curiosity of learners 1
on the importance and
description of square, rectangle
and triangle
2 Finding missing number Find missing number in an 1 1
in the expression with expression involving addition or
addition or subtraction subtraction
4 Finding missing number Find missing number in 1 1
in the expression with an expression involving
multiplication or division multiplication or division

254
6 Equality involving Find the missing number in an 1
addition or subtraction equality involving addition or
subtraction
8 Equality involving Find the missing number in an 1
multiplication or equality involving multiplication
division or division
Remediation Provide learning support to 1
learners who are falling behind
their peers
10 Finding the common Find the common difference in 1 1
difference in ascending ascending (increasing) number
(increasing) number pattern.
pattern
11 Finding the common Find the common difference in a 2
difference in a descending (decreasing) number
descending (decreasing) pattern.
number pattern
12 Finding the missing Find the missing number in a 2 1
number in a number number pattern.
pattern
Unit assessment Find the missing number using 1
rules of counting and to show
rule that was used.
Total 12 4

13.5. Guidance on different lessons

Lesson1: Guidance on the introductory activity
• Invite pupils to read a short story of Mugenzi and Mugeni who won a
competition. Each one did not know the value of the award received.
• Ask the class to discuss the story and give views on the following:
15 x 400 = ____ and 50 x 100= ____
• Invite pupils to choose the best award. Let them discuss what Mugenzi and
Mugeni need to know in Mathematics;
• Arouse the curiosity of pupils on the content they will learn in unit 13. Tell
them that the correct answers and explanations will be provided in this unit.

255
Lesson 2: Finding the missing number in the expression involving addition
or subtraction
a) Objectives
Determine the missing number in the expression involving the addition or
subtraction.
b) Teaching and Learning resources
Table of place value, abacus, multiplication tables and number cards in different
colors.
c) Teaching and Learning Activities
• Guide pupils to find the missing number in a number sentence with addition
or subtraction (see Activity13.1.1 and Activity13.1.2);

To find missing digit of term, I

substract a given of another term
from a digit of the sum

1) 2•5 5+•=8 8–5=3 235

+ 16 • •+6=9 9–6=3 + 163
398 398

2) • 3 •5 5+• = 9 9 – 5 = 4 5 325
+ 1 •6• •+6 = 7 7 – 6 = 1 + 1 264
6 579 3+• = 5 5 – 3 = 2 6 589
•+1 = 6 6 – 1 = 5

• Invite learners to discover the rule applied when finding the missing number
in the expression with addition or subtraction;
• Form groups and ask pupils to do more activities;
• Invite some group to present answers by explaining how they worked to find
the missing numbers and guide pupils to conclude;
Summary
Guide pupils to summarize the steps they follow in finding the missing number:
• To find the missing number in addition, you subtract the given number from
the sum and the difference is the missing number in addition.
Example: 4+6 =11 The sum is 11. Therefore, 6 =11- 4 or 4 =11- 6.

256
 • To find the missing number in subtraction:
Example: 25-10 =15 :
The smaller number is 10, the bigger number is 25, the difference is 15.
- You subtract the difference from the bigger number in case the missing
number is in the smaller number. or 10 = 25-15.
- You add the difference and the bigger number in case the missing number
is in the greater number. 25 =15+10
Assessment
• Give pupils the application activity on how to find the missing number in
addition and subtraction. Use application activity 13.1.
• Make small pieces of paper with exercises on finding the missing number, put
them in a box and ask each pupil to pick one paper, do the exercise on the
piece of paper and explain how to do it.
d) Answers for activity
Activity 13.1.1
Question 1

Question 2

Activity 13.1.2
Question 1

Question 2

257
Application activity 13.1
Question 1
a) 6 •4• b) 4 • 67 c) • 456
+ • 4•2 + • 4 •• + 4 5 ••
9 745 6 798 7 • 79
Question 2

Lesson 3: Finding the missing number in a number sentence involving

multiplication or division
a) Objective: Find the missing number in a number sentence involving multiplication
or division
b) Teaching and Learning resources
Table of place value, abacus, multiplication tables and number cards in different
colors.
c) Teaching and Learning Activities
• Guide pupils to find the missing number in a number sentence with
multiplication or division (see Activity13.21 and Activity13.2.2);

7 × • = 1638 1638 ÷ 7= 234 7 × 234 = 1638

234
7 1638
–14
023
–21
028
–28
00

• Invite some group to present answers by explaining how they worked to find
the missing numbers and guide pupils to conclude;

258
 • Guide learners to discover the rule applied when finding the missing number
in the expression with multiplication or division;
Summary
Guide pupils to summarize the steps they follow when finding the missing number:
• To find the missing number in multiplication,
When the number is a factor, divide the product by another factor.
Example, 8 x 3 = 24, 8 = 24÷3
When the number is a product, multiply the 2 factors. 8x 3 = 24, 24 = 8x3
• To find the missing number in division:
- You multiply the quotient by the divisor in case the missing number is the
dividend.
- You divide the dividend by the quotient in case the missing number is the
divisor.
Assessment
• Give pupils the application activity on how to find the missing number in
multiplication or division. Use application activity 13.2.
• Make small pieces of paper with exercises on finding the missing number, put
them in a box and ask each pupil to pick one paper , do the exercise on the
piece of paper and explain how they do it.
d) Answers for activities the missing number in multiplication
Activity 13.2.1
Question1
a) 4 × 250 =1 000 c) 945 × 7 = 6 615 c) 8 × 789 = 6 312
b) 1 610 × 5 = 8 050 d) 564 × 9 = 5 076 d) 6 × 987 = 5 922

Question 2
a) 154 b) 324 c) 451
× 9 × 8 × 9
1 386 2 592 4059

259
Activity 13.2.2
Question 1

a) 1750 ÷ 5 = 350 d) 147 ÷ 21= 7 g) 9 672 ÷ 3 224 = 3

b) 360 ÷ 90 = 4 e) 15 ÷ 6 = 90 h) 9 819 ÷ 1 091 = 9
c) 15÷ 8 = 120 f) 225÷ 75 = 3 i) 5 274 ÷ 586 = 9
Question 2

a) 270 ÷ 6 = 45 b) 445 ÷ 5 = 89 c) 500 ÷ 4 = 125

Application activity 13.2
Question 1
a) 2 396 b) 3 289 c) 4 897
× 4 × 3 × 2
9 584 9 867 9 794
Question 2
a) 8 795 ÷1759 = 5 b) 7 362 ÷ 9 = 818 c) 9 534 ÷1 598 = 6
Lesson 3: Concept of equality of two expressions with addition and
subtraction
a) Objectives
Find the missing number in an equality involving addition or subtraction
b) Teaching and Learning resources
Table of place values, abacus, number cards, Manila paper.
c) Teaching and Learning Activities
Step 1: Equality of two sums (with addition)
• Guide pupils to do activities on equality whose members are made of
the sum of two terms;
• Delete one term and ask pupils to establish how they can calculate that
missing term (use activity 13.3.1);

260
 a) 100 + 25 = 90 + • (100 + 25) – 90 = 35
100 + 25 = 90 + 35
b) 45 + • = 40 + 60 (40 + 60) – 45 = 55
45 + 55 = 40 + 60
c) 75 + 30 = • + 25 (75 + 30) – 25 = 80
75 + 30 = 80 + 25
d) • + 90 = 270 + 80 (270 + 80) – 90 = 260
260 + 90 = 270 + 80
• form groups and ask pupils to do activities on equality involving addition
(activity 13.3.2);
• Invite the whole class discussion and harmonize groups’ findings
Summary
Guide pupils to summarize the steps they follow when finding a missing number:
add two numbers of the other member and you subtract the remaining number
from the sum you got.
100 + 25 = 90 + • (100 + 25) – 90 = 35
Assessment
Give pupils more activities for application. Use question 1 of the application activity
13.3 on how to find a missing number in an equality.
Answer for Activity 13.3.1
Question 1
a) 80 + 30 = 50 + 60 c) 265 + 35 = 250+ 50
b) 150 + 95 = 200+ 45 d) 479 + 51 = 350+180
Question 2
a) 913 + 97 = 803 +207 c) 909 +597 = 987 + 519
b) 495 + 575 = 195 + 875 d) 825 + 795 =962 + 658
Step 2: Equality in subtraction (of two differences)
• Guide pupils to do activities on equality whose members are made of the
difference of two terms;
• Delete one term and ask pupils to establish how they can calculate that
missing term (use Activity13.3.2 );
• Invite the whole class discussion and harmonize groups’ findings.

261
Summary
• Guide pupils to summarize the steps they follow when finding a missing
number:
When the missing number is a minuend, find the difference of the other
member and you add their difference to the remaining number of the second
member.
• – 95 = 180 – 25 (180 – 25) + 95 = 250
• When the missing number is a subtrahend, find the other difference and you
subtract their difference from the remaining number of second member.
145 –• = 175 – 65 175 – 65 = 110
145 – 110 = 35
Assessment
Give pupils the question 2 for application activity 13.3 and mark pupils’ works.
Answers for activities
Answer for activity 13.3.2
a) 235 – 45 = 540 – 350 c) 430 – 180 = 320 – 70
b) 725 – 135 = 600 – 10 d) 978 – 435 = 763 – 220
Answer for activity 13.3.3
Question 1
a) 685 – 175 = 1 380 – 870 c) 1 037 – 459 = 897 – 319
b) 185 – 75 = 485 – 375 d) 1 765 – 975 = 1 785 – 995
Question 2
a) 456 – 190 = 564 – 298 c) 667 – 345 = 856 – 534
b) 975 – 686 = 721 – 432 d) 768 – 548 = 729 – 509
Answer for Application activity 13.3
Question 1
a) 1 758 + 722 = 1 526 + 954 c) 1 546 + 647 = 1 208 + 985
b) 398 + 575= 215 + 758 d) 2 801 + 1 267 = 2 567 + 1 501
Question 2
a) 765 – 348 = 622 – 205 c) 1 567 – 1 198 = 2 018 – 1 649
b) 1 234 – 978 = 981 – 725 d) 1 453 – 832 = 1 519 – 898

262
Lesson 4: Concept of equality of two expressions with multiplication or
division
a) Objectives
Find a missing number in an equality of expressions involving multiplication or
division.
b) Teaching and Learning resources
Table of place values, abacus, number cards, Manila paper.
c) Teaching and Learning Activities
Step 1: Equality of two products (with multiplication)
• Guide pupils to do activities on equality whose members are made of the
product of two factors;
• Delete one factor and ask pupils to establish how they can calculate that
missing factor (use the example of activity 13.3.5);

a) 6 × 5=•×3 6 × 5 = 30 30 ÷ 3 = 10
b) 4 × 12 = 8 × • 4 × 12 = 48 48 ÷ 8 = 6
c) 3 × • = 20 × 6 20 × 6 = 120 120 ÷ 3 = 40
d) • × 9 = 45 × 4 45 × 4 = 180 180 ÷ 9 = 20
• Form groups and ask pupils to do activities on equality involving multiplication
(Activity 13.3.5);
• Invite pupils to a whole class discussion on findings.
Summary
Guide pupils to summarize the steps they follow when finding a missing factor:
multiply two factors of the first member and you divide their product by the
remaining factor for the other member of the equality.
6 x 5 = __ x 3. Given that 6 x 5 =30, the missing number is 30 ÷ 3 = 10
6 x 5 = 10 x 3
Assessment
Assign pupils to work on the first question of the application activity 13.3.3; Then
mark their work.

263
Answers for activities
Activity 13.3.5
Question 1
a) 9 × 18 = 6 × 27 c) 21 × 7= 49 × 3
b) 36 × 4 = 9 × 16 d) 120 × 5= 75 × 8
Question 2
a) 25 × 8 = 100 × 2 c) 125 × 4 = 100 × 5
b) 45 × 8 =6 × 60 d) 135 × 9 = 27 × 45
Step 2: Equality of two quotients (with division)
• Guide pupils to do activities on equality whose members are made of the
quotient of dividends by divisors;
• Delete one term and ask pupils to establish how they can calculate that
missing term (use the example of activity 13.3.6);
• Form groups and ask pupils to do activities on equality involving division
(Activity 13.3.6);
• Invite pupils to a whole class discussion to present findings.
Summary
• Guide pupils to summarize the steps they follow when finding a missing factor:
When the missing number is a dividend, you divide two numbers of the
other member of the equality and you multiply its quotient by the remaining
number of the second member.

a) • ÷ 5 = 225 ÷ 3 225 ÷ 3 = 75 75 × 5 = 375

Therefore, 375 ÷ 5 = 225 ÷ 3
When the missing number is a divisor, you divide two numbers of the other
member of the equality and you divide the dividend of the other member by the
obtained quotient.

b) 120 ÷ • = 45 ÷ 9 45 ÷ 9 = 5 120 ÷ 5 = 24
Therefore, 120 ÷ 24 = 45 ÷ 9
Assessment
Assign pupils to work on the second question of the application activity 15.3.3
and mark their work.

264
Answers for activities
Activity 13.3.6
Question 1
a) 824 ÷ 8 = 412 ÷ 4 c) 945 ÷ 9 = 315÷3
b) 4536 ÷ 9 =2 016 ÷ 4 d) 2 828 ÷ 7 = 2 020 ÷ 5
Question 2
a) 808 ÷ 8 = 404 ÷ 4 c) 918 ÷ 9= 306 ÷ 3
b) 581 ÷ 7 = 498÷6 d) 620 ÷ 5 = 992 ÷ 8
Application activity 15.5.3
Question 1
a) 420 × 7 = 35 × 84 c) 3 × 228 = 76 × 9
b) 105 × 89 =5 × 1 869 d) 5 × 1 794 = 138 × 65
Question 2
a) 2 925÷ 9 =1 950 ÷ 6 c) 2464 ÷ 8 = 2772 ÷ 9
b) 872 ÷ 8 = 436 ÷ 4 d) 12 ÷ 4 = 9 ÷ 3

Lesson 5: Finding the missing number in an increasing number pattern

a) Objectives: Find the missing number in an increasing number pattern
b) Teaching and Learning resources
Multiplication table, abacus, number cards, manila paper, counters or small bricks.
c) Teaching and Learning Activities
• Guide pupils to make piles of small bricks or small counters in an increasing
order. Form the first pile and guide them to form the second pile by adding
4 counters on the number of the first pile. Use activity 13.6.1

265
 • Tell them that the number 4 is called the common difference
• Ask them to make other pile and then form the number pattern of the
number of bricks for piles. Help them to discover that the number of bricks
is increasing by adding 4.
• Guide pupils to follow the example of activity13.6.2 on how to find the
common difference of a given number pattern.
• Assign pupils to answer to questions of activity13.6.2 and find the common
difference and complete other terms of each number pattern;
• Invite pupils for the whole class discussion to present groups’ findings.
Summary
• Guide pupils to summarize the steps they follow when finding a missing
number of an increasing number pattern:
₋₋ First calculate the common difference: subtract the first number
from the second number
₋₋ Second, add the common difference to the number to find the next
number.
Assessment
Assign learners to do the application activity 13.6.1. Mark their work and act
accordingly.
d) Answers for activities
Common difference in ascending (increasing) number pattern
Activity 13.6.1
Question 1
a) 855, 1 355, 1 855, Common difference is 1 355 – 855 = 500
b) 205, 505, 805,1105 Common difference is 505 – 205 = 300
Question 2
a) 295, 333, 371, 409 Common difference is 333 – 295 = 38
b) 178, 299, 420,441 Common difference isi 299 – 178 = 121
Application activity 13.6.1
a) 397, 630, 863, 1096 Common difference is 630 – 397 = 233
b) 524, 700,876, 1052 Common difference is 700 – 524 = 176

266
Lesson 6: Finding the missing number in a decreasing number pattern
a) Objectives: Find the missing number in a decreasing number pattern
b) bTeaching and Learning resources
Multiplication table, abacus, number cards, Manila paper, counters or small bricks.
c) Teaching and Learning Activities
• Guide pupils to make piles of small bricks or small counters in a decreasing
order. Form the first pile and guide them to form the second pile by removing
2 counters on the number of the first pile. Use activity 13.6.3
• Tell them that the number 2 of bricks taken away to get the number of bricks
for the next pile is called the common difference.
• Ask them to make other piles and then form the number pattern of the
number of bricks for piles. Help them to discover that the number of bricks
is decreasing by removing 2.
• Guide pupils to follow the example of activity13.6.4 on how to find the
common difference of a given number pattern.
• Assign pupils to answer to questions of activity13.6.4 and find the common
difference and complete other terms of each number pattern;
• Invite pupils for the whole class discussion to present groups’ findings.
Summary
• Guide pupils to summarize the steps they follow when finding a missing
number of a decreasing number pattern:
₋₋ First calculate the common difference: subtract the second number
from the first number
₋₋ Second, subtract the common difference from the number to find
the next number.
Assessment
Assign learners to do the application activity 13.6.2. Mark their work and act
accordingly.
d) Answers for activities
Common difference in a descending (decreasing) number pattern

267
Activity 13.6.3
Question 1
a) 2 456, 2 306, 2 156, Common difference is 2 456 – 2 306 = 150
c) 4 032, 3 957, 3 882, Common difference is 4 032 – 3 957 = 75
b) 1 890, 1 751, 1 612, Common difference is 1 890 – 1 751 = 214
d) 2 476, 3 000, 3 524, Common difference is 3 000 – 2 476 = 524
Question 2
a) 2 018, 1 653, 1 288, 923 Common difference is 2 018 – 1 653 =365
b) 956, 878, 800, 722 Common difference is 956 – 878 = 78
Application activity 13.6.2
a) 1 519, 1 470, 1 421, Common difference is 1 519 – 1 470 = 49
b) 976, 937, 898, 859 Common difference is 976 – 937 = 39
c) 789, 691, 593, 495 Common difference is 789 – 691 = 98

Lesson 6: Finding the missing number in number pattern

a) Objectives: Find the missing number in a number pattern
b) Teaching and Learning resources
Multiplication table, abacus, number cards, Manila paper, counters or small bricks.
c) Teaching and Learning Activities
• Guide pupils to observe a number pattern and verify if it is increasing or
decreasing. Then, they find the common difference. Use example of activity
13.6.5
• Ask them to recall how to find the common difference and the next number
of a number pattern
a) When it is an increasing number pattern,
b) When it is a decreasing number pattern..
• Guide pupils to follow the example of activity13.6.5 on how to find the missing
number of a given number pattern.
• Assign pupils to answer to questions of activity13.6.5 and find the common
difference and complete other terms of each number pattern;
• Invite pupils for the whole class discussion to present groups’ findings.

268
Summary
Guide pupils to summarize the steps they follow when finding a missing number
of a number pattern.
Assessment
Assign learners to do the application activity 13.6.3. Mark their work and act
accordingly.
d) Answers for activities
Activity 13.6.5
a) 4 256, 4 365, 4 474, 4 583, 4 692, 4 801 Common difference is 4 365 – 4 256 = 109
b) 1 994, 2 018, 2 042, 2 066, 2 090, 2 114 Common difference is 2 018 – 1 994 = 24
c) 1 897, 1 950, 2 003, 2 056, 2 109, 2 162 Common difference is 1 950 – 1 897 = 53
d) 7 564, 6 614, 5 664, 4 714, 3 764, 2 814 Common difference is 7 564 – 6 614 = 950
e) 4 000, 4 500, 5 000, 5 500, 6 000, 6 500 Common difference is 4 500 – 4 000 = 500
f) 3 480, 3 505, 3 530, 3 555, 3 580, 3 605 Common difference is 3 505 – 3 480 = 25

Application activity 13.6.3

a) 5 469, 4 679, 3 889, 3 099, 2 309, 1 519 Common difference is 5 469 – 4 679 = 790
b) 4 325, 3 875, 3 425, 2 975, 2 525, 2 075 Common difference is 4 325 – 3 875 = 450

13.6. Ending points of the Unit

a) Summary of unit content
As a teacher, you should prepare the summary on how to find the missing number
in number sentences with addition, subtraction, multiplication and division.
This may include also the missing number in equalities and number patterns.
b) Answers for the end unit assessment 13
1) Find the missing number
a) 1787 d) 1 5 8 g) 2987
+ 6112 x 8 – 1376
7899 1264 1611

b) 243 c) 7956 h) 3612 ÷ 4 = 903

x 9 – 1534 i) 1575 ÷ 5 = 315
2187 6422 j) 1678 ÷ 2 = 839

269
 k) 1326 ÷ 6 = 221

2) Fill these equalities with the missing number

a) 100 + 50 = 80 + 70 d) 9 × 8 = 18 × 4
b) 525 – 200 = 400 – 75 e) 25 × 2 = 10 × 5
c) 978 – 435 = 763 – 220 f) 728 ÷ 8 = 364 ÷ 4
3) Find the common difference in these sequences:
a) 19 b) 255 c) 79 d) 36 e) 63 f) 24
4) Fill the missing numbers in the sequence:
a) 1250, 1750, 2250, 2750, 3250 b) 3400, 3100, 2800, 2500, 2200
c) 2525, 3025, 3525, 4025, 4525,
c) Remedial activities
Find the missing number

a) 2 •• 0 b) 3 5 6 8 c) 3 5 6 8 d) 842 ÷ • = 421
+ 142 – • • • • × 3
2 842 1 457 ••••
Answers:
a) 2 700 b) 3 5 6 8 c) 3568 d) 842 ÷ 2 = 421
+ 142 –2111 × 3
2 842 1 457 6 633

d) Extended activities
1) find the missing number

d) 864 ÷ 8= •÷ 6

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2) Fill in the missing numbers in the number pattern
a) 7 535, 7 405, 7 365, ..., ...
b) 9 876, 9 444, ... , …
Answers

d) 864 ÷ 8 = 648 ÷ 6

2) Fill in the missing numbers in the number pattern

a) 7 535, 7 405, 7 365, 7 236, 7 105.
b) 9 876, 9 444, 9 012, 8 580.

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 UNIT 14 PICTOGRAPHS

14.1. Key unit competence

Analyze and describe the information read on a pictograph

14.2. Prerequisites
Describing and interpreting various pictographs showing the number of objects
as it was learnt in P2.

14.3. Cross cutting issues to be addressed

Peace and value education: when a pupil works with others in agreed manner
without disrupting or disturbing others;

14.4. List of sub-topics/lessons of this unit

UNIT 14 :ANALYZE AND DESCRIBE THE INFORMATION READ Reinforcement
ON A PICTOGRAPH (8 Periods) and Extension
Lesson title Learning objectives Number of periods
1 Introductory activity Arouse the curiosity of 1
learners on the importance
to analyze and describe
the information read on a
pictograph.
2 Numbers of objects Count and tell number 1
on a pictograph of object found on
pictograph.
3 Finding and Represent and count 1 1
representing the objects in a pictograph.
number of objects on
a pictograph
4 Drawing a pictograph Draw a pictograph with 2 1
with the given the given information or
information or objects objects.
5 Unit assessment Analyze and describe the 1
information read on a
pictograph
Total 6 2

272
14.5. Guidance on the teaching of different lessons for unit 14
Lesson 1: Guidance on the introductory activity 14
• Invite pupils to read a short story of 2 children who visited the car shop for
their father. The 2 children do not understand the role of pictures used by
their father to record daily data.
• Let the class discuss the story and give views on the role of that pictographs
• Ask pupils to discuss how pictographs are made, how to put objects on
pictographs.
• Basing on their answers, arouse the curiosity of pupils by telling that the
correct answers and explanations will be provided in this unit.

Lesson 2: Recording the number of objects from a pictograph

a) Objectives: Recording the number of objects from a pictograph.
b) Teaching and Learning resources
Different types of counters with different colors, Manila paper, etc.
c) Teaching and Learning Activities
• Guide pupils to recall how objects are arranged on a pictograph (vertically
and horizontally).

10
pawpaw
9

8 pumkin

7
carrot
6
banana
5
cabbage
4

3 tomato

2
mango
1

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 • Guide pupils to do activities on how to name different groups of objects and
tell the number of each group of objects on a pictograph (activity 14.1.1);
• Invite pupils to a whole class discussion to present groups’ findings.
Summary
Guide pupils to summarize how objects are arranged on a pictograph and how to
get information from it:
• Each column has the same type of objects,
• different columns have different types of objects;
• the number of each type is counted vertically in each column,
• the number of types of objects are counted horizontally and their number
equals to the number of columns.
Assessment
Give pupils Application activity 14.1. Mark their work.

Lesson 2: Representation of objects on a pictograph

a) Objectives: Represent objects on a pictograph
b) Teaching and Learning resources
Manila paper, different counters with different colors.
c) Teaching and Learning Activities
• Guide pupils to recall how objects are arranged on a pictograph and how to
get information from it;
• Form groups of pupils and refer to activity14.2.1 where you give each group
different counters (objects) where the number of each type is known and
ask pupils to:
1) Organize each group of objects apart and count their number,
2) Draw a pictograph on a squared manila paper put on the table
or the floor,
3) Portray those groups of objects on a pictograph
• Move around to each group to provide support with probing questions where
necessary to bring them on the track;
• Guide the whole class to move from the work for each group to another to
see how they worked and help them to harmonize it.

274
Summary
Guide pupils to summarize the steps they follow when completing objects on a
pictograph (see the previous lesson)
Assessment
Make small pieces of paper with pictographs, put them in a box and ask each pupil
to pick one paper, observe it and explain the number of each type of objects that
appear on the pictograph.

Lesson 3: Making a pictograph with the given information or objects

a) Objectives: Draw a pictograph with the given information
b) Teaching and Learning resources
Manila paper, different counters with different colors.
c) Teaching and Learning Activities
• Guide pupils to recall how objects are arranged on a pictograph;
• Form groups of pupils and assign them Activity 14.2.3 where you give each
group different counters (objects) where the number of each type is known
and ask pupils to: organize each group of object apart and then portray those
groups of objects using a pictograph that they are going to draw on a manila
paper;
• Move around to each group to provide support with probing questions where
necessary to bring them on the track;
• Invite each group to show and explain their work and guide the whole class
to harmonize it.
Summary
Guide pupils to summarize the steps they follow when putting objects on a
pictograph (see the previous lessons):
• Each column has the same type of objects,
• different columns have different types of objects;
• the number of each type is counted vertically in each column,
Assessment
Assign pupils the application activity 14.2 to be done in pairs and mark their work.

275
Note:
If you do not have counters of the types found in the book, you can use other
objects found in the school environment. You can also guide pupils how to use
counters’ names for example dog 1, dog 2, dog 3, dog 4 in activity 14.2.3 and
shirt 1, shirt 2 in the application activity 14.2.
Answers to activities
Activity 14.1.1
– 8 Pawpaw – 9 Bananas – Carrots –10 Apples
– 7 Pumpkins – 6 Cabbages – 5 Tomatoes
Application activity 14.1.1
– 6 small combs – 8 small jugs
– 9 small brushes – 7 small pumpkins
– 12 pineapples – 10 avocados
– 11 eggs

Activity 14.2.2
A) – 4 yellow shirts – 7 dresses
– 6 green shirts – 5 pairs of trousers
– 4 skirts – 3 paint brushes
– 8 raincoats
B) 5 goats, 3 caterpillars, 6 bees, 2 crocodiles 7 cockroaches, 4 butterflies,
9 dogs.

14.6. Ending points of unit 14

a) Summary of the unit content
The teacher should have the summary on how to analyze and explain the
information provided by a pictograph.
b) Answers to the end unit assessment 14
Answers are different depending on how each pupil answers the questions 1, 2
and the 3rd

276
 This pictograph contains:
– 3 coins of 100 Frw – 7 measuring tapes
– 6 bicycles – 2 wall clocks
– 5 weighing scales – 1 roll – 4 coke drinks
c) Remedial activities
Use a grid to draw 4 circles, 7 squares and 2 rectangles

d) Extension activities
Use a pictograph to draw
a) 4 cows, 5 rats, 7 chickens, 8 dogs
b) 3 bananas, 6 oranges, 9 pineapples

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END OF YEAR ASSESSMENT
A. Numbers
1) Write in figures or in words the following:
a) Nine thousand three hundred and eighteen: ___
b) 7 546: ____
c) Five thousand seven hundred and forty-three: ____
d) 6 978:_____
2) Write the following number in the table of place value
a) 5 478 b) 7 231 c) 9 768
3) Which number has been expanded below?
a) 7 thousands 6 hundreds 5 tens 8 ones =____
b) 9 thousands 6 tens 7 ones =____
c) 6 thousands 9 hundreds 3 tens 4 ones = ____
4) Compare numbers using <, > and =

5) Arrange numbers in ascending order

6) Arrange numbers in descending order

7) Add:

8) Subtract:

278
9) Multiply:

10) Divide:
a) 7 896÷4 = b) 8469÷9 = c) 9 891 ÷ 7 =
11) Fill in the missing numbers
a) __ + 5 678 = 9 876
b) 8 × __= 6 312
c) 8 567 – __ = 2 789
d) 4 567 + 3 578 = __ + 5 986
e) 6 754 – __ = 7 523 – 5 398
f) __÷ 5 = 7 000 ÷ 8
12) Find the common difference of the following number pattern.

13) Fill in the blanks with the correct numbers

14) Fill in the missing numbers in the following table

15) Read and find the answer

a) Equally divide 9 875 mosquito nets to 5 sectors and find the number of
mosquito nets to be received by each sector.
b) Bibare cell has the following data of citizens: 1 368 men, 1 579 women
and 6 487 children . Find the total number of citizens in Bibare cell.
c) Our sector planted 8 764 eucalyptus seedlings and only 7 985 seedlings
grew up. Find the number of seedling which did not grow.
d) In the small stadium there are 1 009 rows of chairs and on each row
there are 9 people who are well seated . Find the total number of people
in the stadium.

279
B) Measurements and Rwandan currency
1) What is the standard unit of the following measurements?
a) Length measurements c) capacity measurements
b) Mass measurements
2) Work out the following:
5kg 80 g = ….dag
8 l 30 cl = …dl
5 m 9 cm =…mm
3) Use the conversion table to work out the following
a) 225 cℓ × 8 = ….ℓ
b) 8km × 6 = ….hm
c) 578 dag × 5 =…. hg
d) 7 200 cℓ÷ 9 = ….ℓ
e) 8 km : 6 =…. m
f) 7 kg ÷ 7 = ….g
g) 80 dℓ + 120mℓ =….ℓ
h) 75 hm + 2 250 dam = …dam
i) 59 hg + 286 dag =…. g
j) 9 hm – 49 dam =….. m
k) 68 dℓ – 3 800 mℓ= ….ℓ
l) 6 kg –5 678 g = …..g
4) Work out the following
a) 9 notes of 1 000 Frw = 2 000 Frw + …Frw
b) Take the biggest note of Rwandan currency, the smallest note of Rwandan
currency and two big coins of Rwandan currency. What will be their sum?
c) Suppose you are given 2 notes of 5000 Frw and you are requested to buy
1kg of sugar at 1 200 Frw, bread at 900 Frw, salt at 400 Frw, soap at
950 Frw, 1 kg of rice at 800 Frw and wheat flour at 1 500 Frw. What
will be your balance?

280
 5) Tell the time. ?

6) Convert the following:

a) 4years = ……months.
b) 8 weeks = ……days
c) 30 days =….hours
d) 35 days = ….weeks
7) Explain the difference between the year with 365days and the year with
366days.
8) Kagabo used a wheelbarrow to transport 2 700 kg of Irish potatoes to the
market and he did it 9 times. Find the number of kg of Irish potatoes
he carried at once.
9) Mahoro has 8 small jellycans which contains 5 liter each. Find the total
number of litres she has.
10) How many days will each of the following years have?

C. Geometric figures
1) Study the picture and give names of different lines:

a) A and B are………… e) B and E are………..

b) C and B are………… f) A and D are……….
c) D and E are………… g) B and D are………
d) Aand E are……….. h) C and D are……………

281
2) Complete the the tables below:
A) Square
Length of the side Perimeter
45 cm
240 cm
105 cm
840cm
78 cm
960cm
M

B) Rectangle
Length Width Perimeter
75 cm 54 cm
23 cm 17 cm
56 cm 43 cm
87 cm 67 cm
93cm 79 cm
36cm 25 cm
69 cm 47 cm

3) Name the following triangles

4) Study the image and name all segments on the circle

a) AE is……. e) OD is…….
b) OB is……. f) OA is…….
c) FD is……. g) OF is…….
d) OC is……. h) OE is…….

282
5) Find the perimeter of a square with 45cm of side.
6) Find the perimeter of a rectangular piece land of 89 cm of width and 121
cm of length.
7) Find the perimeter of an equilateral triangle with 18 cm of side.
8) Find the perimeter of the following shapes

9) Observe the following rectangle and name the given segments

10) Draw a grid of 8 horizontal lines and 8 vertical lines:

a) Plot the following dot points A (3, 6) B (6, 7) C (3, 3) D (7, 3)
b) What is the name of the shape formed?
c) Use a protractor to measure its angles.
11) Draw the following angles: 600 and 1350
12) Place the following objects on a pictograph
a) 6 balls d) 9 shoes
b) 7cars e) 10 T-shirts
c) 2 oranges

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ANSWERS FOR THE END YEAR ASSESSMENT
A. Numbers
1) a) 9 318
b) Seven thousand, five hundred forty six
c) 5 743
d) Six thousand, nine hundred seventy eight
2. TH H T O
5 4 7 8
7 2 3 1
9 7 6 8

10. a) 7896 ÷ 4 = 1974 b) 8769 ÷ 9 = 941 c) 9891 ÷ 7 = 1413

284
 12) a) common difference is + 105 b) common difference is 95
13) a) 1543 , 1474, 1405, 1336,1267, 1198

15) a) Those who will receive mosquito nets u 9 875: 5 = 1 975

b) The total population of Bibare Cell: 1 368 + 1 579 + 6 487= 9 434.
c) Those that did not grow 8 764 – 7 985= 779
d) Number of people who fit it : 1 009 × 9 = 9 081
B. Measurements
1) a) Meter (m) b) Kilogram (kg) c) Liter
2) a) 5kg 80g = 508dag b) 8 l 30cl = 83dl c) 5m 9cm = 5 090 mm
3) a) 225cl × 8 = 18 l h) 75hm + 2250dam = 3km
b) 8km 50dam x 6 = 510hm i) 59hg 8g + 286dag = 8 760 g
c) 578dag × 5 = 289hg j) 9hm 8 m– 49dam 9m = 409m
d) 7200cl : 9 = l 80 k) 68 dl– 3800ml = 3 l
e) km 8 m 4 : 6 = m 1334 l) 6kg 8dag – 5678g = 402g
f) 7 kg 7dag : 7 = 1010g
g) 80dl + 120ml = 2 l
4) a) 9 000 Frw = 2 000 Frw + 5 000 Frw + 2 000 Frw
b) 5 000 Frw + 500 Frw + 200 Frw = 5 700 Frw
c) I would pay 1 200 Frw + 900 + 400 Frw + 950 Frw + 800 Frw + F 1 500
Frw = F 5 750 Frw
The balance would be= 10 000 Frw – 5750 Frw = 4250 Frw

285
 5) a) 6 pm c) 11:30 am
b) 08:45 am
6) a) 4 years have 208 months c) 30 days equal 720 hours
b) 8 weeks equal to 56 days d) 35 days are equal to 5 weeks
7) A year that has 365 days has a month of February with 28 days; A year with
366 days has a month of February with 29 days.
8) He would carry 2700 kg: 9 = 300 kg
9) The amount of water is 5 l × 8 = 40 l
10) How many days will the following years have?
a) 2018 : 365 days d) 2024: 366 days
b) 2019 : 365 days e) 2030: 365 days
c) 2020 : 366 days f) 2028: 366 days

C. Geometric shapes
1) Observe and tell the names of the different lines :

a) A and B are parallel lines

b) C and B are intersecting lines making right angles
c) D and E are intersecting lines making both an obtuse and acute angles
d) A and E are intersecting lines making both an obtuse and acute angles
e) B and E are intersecting lines that make both an obtuse and acute angles
f) A and D are intersecting lines that form right angles
g) B and D are intersecting lines that from right angles
h) C and D are parallel lines

286
2) Fill in the table
A. Square B. Rectangle
Side Perimeter Length Width Perimeter
45 cm 180 cm 75 cm 54 cm 258 cm
80 cm 240 cm 23 cm 17 cm 80 cm
105 cm 420 cm 56 cm 43 cm 198 cm
210 cm 840 cm 87 cm 67 cm 308 cm
78 cm 312 cm 93 cm 79 cm 344 cm
240 cm 960 cm 36 cm 25 cm 122 cm
154 cm 616 cm 69 cm 47 cm

3) a) Right Angled triangle b) scalene triangle

c) Equilateral Triangle d) Isosceles Triangle
4)

a) A E is a diameter f) OA is a radius
b) OB is a radius g) OF a radius
c) F B is a diameter h) OE is a radius
d) OC is a radius
e) OD is a radius
5) Perimeter is 45 cm x 4 = 180 cm
6) Perimeter is (89 cm + 121 cm) x 2 = 420 cm
7) Perimeter is 18 cm x 3 = 54 cm
8) a) Perimeter is 39 cm x 4 = 156 cm
b) Perimeter is(48 cm + 18 cm) x 2 = 132 cm
c) Perimeter is 86 cm + 86 cm + 110 cm = 282 cm

287
9) On the figure below

a) AC is width e) A E is diagonal
b) CG is diagonal f) HD is a median
c) AG is length g) GE is width
d) BF is a median h) CE is a length
10)

b) The obtained shape is a rectangle

c) Its angles measure 90 degrees.
11) The answers are different depending on the angles each one drew

12) The answers will be different depending on the picture each pupil will draw

288
GLOSSARY
1. Addition : Mathematical operation of finding a sum of numbers
2. Angle: is a figure which is formed by intersection of two straight lines
3. Ascending order: Order in which objects or numbers are arranged from the
smallest to the biggest
4. Coin: is a small, usually round and flat piece of metal used primarily as a medium
of exchange.
5. Compare: find similarity or difference between two numbers or objects
6. Currency: Money in the form of paper or coins issued by a government and
accepted at face value,
7. Curved line: A line that is not straight and is bent.
8. Descending order: order in which objects or numbers are arranged from the
biggest to the smallest
9. Difference: the result of subtracting one number from another
10. Equal: Having the same value
11. Exceed: to be greater than a value or a quantity. For example, if a number “x”
exceeds another number “y,” it means that x is greater than y.
12. Exchange: to convert from one unit of money to another
13. Horizontal: a line perpendicular to a surface or to another line considered as a
base
14. Length: measurement of how long something / object is
15. Meter: A meter is the standard unit of measuring length in the International
System of Units (SI)
16. Money: coins and notes used to pay for goods and services
17. Multiple: is the number you get when you multiply a certain number by an
integer. For example, multiples of 5 are: 10, 15, 20, 25, and 30…etc. Multiples of
7 are: 14, 21, 28, 35, 42, and 49…etc.
18. Multiplication: is a method of finding the product of two or more numbers;
19. Number pattern: A number pattern is a series of numbers that follow a certain
rule or order in mathematics;

289
20. Order: to arrange things according to a certain rule;
21. Place value: is the position of a digit in a number that determines its value;
22. Remaining: Continuing to exist or be left after other parts or things have been
used or taken away;
23. Sequence: is an ordered list of numbers or objects
24. Subtraction : Mathematical operation taking one number away from another;
25. Take away / to subtract: To take some objects from a set of many objects;
26. To shade: is to hide partly by or as if by a shadow;
27. Vertical line: a straight line which goes from top to bottom and bottom to top;
28. Word problem: Mathematical problems written in words rather than symbols;
29. Unit 1 key vocabulary or concepts
₋₋ Ones (O): In set of numbers, Ones is a place value of a digit showing the
number of unities.
₋₋ Tens (T): it is the place value of a digit for a number that shows the number
of tens it stands for.
₋₋ Hundreds (H): it is the place value of a digit for a number that shows the
number of hundreds it stands for.
₋₋ Thousands (T): it is the place value of a digit for a number that shows the
number of hundreds it stands for.
₋₋ Decompose a number: to show the place value for each digit of this number
₋₋ Arrange or order numbers: To order numbers starting by the smallest to the
biggestst or starting by the biggest to the smallest.
₋₋ Sum: the answer obtained when you
add numbers.

₋₋ Difference: The answer obtained

when you subtract a number from
another.

290
 ₋₋ Product: The answer you obtain when
you multiply numbers;
₋₋ Multiplicand: It is the number to be
multiplied to find a product of two
numbers.
₋₋ Multiplier: it is a number that multiplies
the multiplicand to find a product of two
numbers

₋₋ Quotient: it is the answer obtained when dividing

a number by another number
₋₋ Dividend: it is a number to be divided by another
to find the quotient.
₋₋ Divisor: It is a number used to divide the dividend
to find the quotient

30. Unit 2 key vocabulary or concepts

₋₋ Digit: one of the 10 representations of units: 0, 1, 2, 3, 4, 5, 6, 7, 8 and 9.
₋₋ Terms of a subtraction: The Minuend, subtrahend and the difference.
₋₋ Borrow: to take one unit from the digit of next place value which is equivalent
to 10 units such that when added to the current digit of a minuend can make
it possible to subtract.
₋₋ To carry: To reserve one unit to be added to a next place value when adding
digits and you find the number greater than 10.
₋₋ Equal sharing: To share objects to a certain number of people such that they
get the same amount of objects.
₋₋ Odd number: is an integer when divided by two, either leaves a remainder
or the result is a fraction.
₋₋ Even number: Any integer (never a fraction) that can be divided exactly by 2.
31. Unit 3 key vocabulary or concepts
₋₋ Equal sharing: To share objects to a certain number of people such that they
get the same amount of objects.
₋₋ Adding vertically: use the standard written method to add numbers where
numbers are written such that digits of the same value are placed in the
same column.

291
32. Unit 4 key vocabulary or concepts
₋₋ Numerator: The top number of a fraction
₋₋ Denominator: The bottom number of a
fraction
₋₋ Fractional bar: a small line separating a
numerator and a denominator.
₋₋ A whole : it is one unit equivalent to a
fraction whose numerator equals to a
denominator.
₋₋ Proper fraction: a fraction for which the
numerator is less than the denominator.
₋₋ Improper fraction: a fraction for which
numerator is greater than or equal to
denominator.
₋₋ Mixed fraction: a number made by a
whole number and a proper fraction.

33. Unit 5 key vocabulary or concepts

Some of the standard instruments used
to measure length are a ruler, metre scale,
measuring tape, vernier caliper, and screw
gauge.

₋₋ Folding metre: metre scale for a carpenter

that can be folded.
₋₋ Measuring tape: a tape frequently used
by taylors.
₋₋ Decametre: a unit of lenth measurement
equaling to 10 metres.
₋₋ Standard unit: It is a unit of measurement
used internationally where other units are
conerted to. The standard unit of length
measurement is the metre(m).

292
34. Unit 6 key vocabulary or concepts
₋₋ Spring Balance This type of balance consists of a
highly elastic helical spring of hard steel suspended
from a fixed point. The weighing pan is attached at
the lowest point of the spring. An indicator shows
the weight measurement and no manual adjustment
of weights is necessary.

₋₋ Top pan balance: objects are put on top and the

mass is read on the screen.

₋₋ Beam balance

₋₋ Electronic balance

₋₋ Exact mass: The correct mass measured with a

weighing scale that meets standards.
₋₋ Non standard mass : the mass that is not correct
because the weighing scale used does not meet
standards or the one who measured the quantity
did it wrongly.
₋₋ Weighing scale with standard measurements:
weighing scale that satisfies the guidelines for the
production of uniform, interchangeable components,
especially for use in mass production.

35. Unit 7 key vocabulary or concepts

Liquid: A mater that can be poured.
A half litre: When a litre is divided in 2 equal quantities, a half litre is equal
to one quantity of them.
A quarter litre: When a litre is divided in 4 equal quantities, a quarter litre is
equal to one quantity of them.

293
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6. Schoenfeld, Alan H. (1985). Mathematical Problem Solving. New York: Academic
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10. Ministry of Education 2007, Curriculum Planning and Development Division,
“Primary Mathematics syllabus” Singapore
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13. Reddy K. (2019). Teaching How to Teach: Microteaching (A Way to Build up
Teaching Skills), Gandaki Medical College & Teaching Hospital, Pokhara, Nepal.
14. DEANIELSON Charlotte, and HANSEN Pia ,(1999) A collection of performance
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