Grade 5

CONTENT BOOKLET:
TARGETED SUPPORT
MATHEMATICS

Term 2
ii Grade 5 Mathematics
A MESSAGE FROM THE NECT
NATIONAL EDUCATION COLLABORATION TRUST (NECT)
Dear Teachers
This learning programme and training is provided by the National Education Collaboration Trust
(NECT) on behalf of the Department of Basic Education (DBE)! We hope that this programme
provides you with additional skills, methodologies and content knowledge that you can use to teach
your learners more effectively.

What is NECT?
In 2012 our government launched the National Development Plan (NDP) as a way to eliminate
poverty and reduce inequality by the year 2030. Improving education is an important goal in the
NDP which states that 90% of learners will pass Maths, Science and languages with at least 50% by
2030. This is a very ambitious goal for the DBE to achieve on its own, so the NECT was established
in 2015 to assist in improving education.

The NECT has successfully brought together groups of people interested in education so that
we can work collaboratively to improve education. These groups include the teacher unions,
businesses, religious groups, trusts, foundations and NGOs.

What are the Learning programmes?

One of the programmes that the NECT implements on behalf of the DBE is the ‘District
Development Programme’. This programme works directly with district officials, principals, teachers,
parents and learners; you are all part of this programme!

The programme began in 2015 with a small group of schools called the Fresh Start Schools (FSS).
The FSS helped the DBE trial the NECT Maths, Science and language learning programmes so that
they could be improved and used by many more teachers. NECT has already begun this scale-up
process in its Provincialisation Programme. The FSS teachers remain part of the programme, and
we encourage them to mentor and share their experience with other teachers.

Teachers with more experience using the learning programmes will deepen their knowledge and
understanding, while some teachers will be experiencing the learning programmes for the first time.

Let’s work together constructively in the spirit of collaboration so that we can help South Africa
eliminate poverty and improve education!

www.nect.org.za

Content Booklet: Targeted Support – Term 2 iii

 CONTENTS

TOPIC 1: ADDITION AND SUBTRACTION 6

TOPIC 2: COMMON FRACTIONS 19
TOPIC 3: LENGTH 26
TOPIC 4: MULTIPLICATION 32
TOPIC 5: PROPERTIES OF 3D OBJECTS 41
TOPIC 6: SYMMETRY 48
TOPIC 7: GEOMETRIC PATTERNS 52
TOPIC 8: DIVISION 60
Topic 1: Addition And Subtraction

TOPIC 1: ADDITION AND SUBTRACTION

INTRODUCTION
• This unit runs for 6 hours.
• It is part of the Content Area ‘Numbers, Operations and Relationships,’
which is allocated half of the total weight shared by the five content areas
at Grade 5.
• This unit covers number concepts, addition and subtraction strategies
within specified ranges.
• The purpose of this unit is to strengthen and expand learners’ existing
number concepts and operations as a basis to master more complex
ideas and calculations in the future.

6 Grade 5 Mathematics
 Topic 1: Addition And Subtraction

SEQUENTIAL TEACHING TABLE

GRADE 4 GRADE 5 GRADE 6
INTERMEDIATE PHASE INTERMEDIATE PHASE INTERMEDIATE PHASE
LOOKING BACK CURRENT LOOKING FORWARD
•• Count forwards and •• Count forwards and •• Order, compare and
backwards in 2s, 3s, 5s, backwards in whole number represent numbers to at
10s, 25s, 50s, 100s to at intervals up to at least 10 least 9 digits
least 000 •• Round off to the nearest
10 000 •• Order, compare, represent multiple of 5, 10, 100,
•• Order, compare and numbers to at least 6 digits 1 000, 10 000, 100 000
represent numbers to at •• Round off to the nearest and 1 000 000
least 4 digits multiple of 5, 10, 100 or 1 •• Represent prime numbers
•• Round off to the nearest 000 to 1 000
multiple of 10, 100 or 1 •• Represent odd and even •• Recognize place value of
000 numbers to 1 000 digits in 9 digit numbers
•• Represent odd and even •• Recognize place value of •• Add and subtract whole
numbers to 1 000 digits in 6 digit numbers numbers of at least 6 digits
•• Recognize place value of •• Add and subtract whole •• Use the following
digits in 4 digit numbers numbers of at least 5 digits strategies:
•• Add and subtract whole •• Use the following strategies: •• estimating
numbers of at least 4
digits •• estimating •• building up/breaking down
•• Use the following •• building up/breaking down •• rounding/compensating
strategies: •• using number lines •• addition/subtraction as
•• estimating •• rounding/compensating inverse operations
•• building up/breaking down •• doubling and halving •• calculating in columns
•• using number lines •• addition/subtraction as •• using a calculator
•• rounding/compensating inverse operations
•• doubling and halving •• calculating in columns
•• addition/subtraction as
inverse operations

Content Booklet: Targeted Support – Term 2 7

Topic 1: Addition And Subtraction

GLOSSARY OF TERMS
Term Explanation / Diagram
Whole numbers Whole numbers are the numbers you use to count with, including zero: 0, 1, 2,
3, 4….
(A fraction is not a whole number – it is a part of a whole number)
Ordering Putting numbers in their order of size or quantity, in ascending order from
smaller to bigger (fewer to more), in descending order from bigger to smaller.
Comparing numbers When comparing the size or quantity in numbers, you may find one is bigger,
smaller or the same as another; or you may find out by how much they differ.
Digit A digit is a symbol that represents a quantity. The ten digits are: 0, 1, 2, 3,
4, 5, 6, 7, 8 and 9. We use them in different positions to build up numbers.
36 is a two-digit number, of which the 3 and the 6 are both digits, 3 in the
tens position which makes it worth 30 in the number 36 and 6 in the ones
position which makes its value six in the number 36.
Place value and number Place value is the value a digit has because of its position in a number. In
value 3 234, the position of the first 3 gives it a place value of thousands and a
number value of 3 000; the position of the second 3 gives it a place value of
tens and a number value of thirty; the position of the 4 gives it a place value
of ones and a number value of four.
Rounding off Rounding is writing a number as an approximate, understood to be “about”,
“almost” or “closest to” a given number. We can round numbers to the nearest
multiple of five or ten for example, or to the nearest multiple of hundred
or thousand. We can round up to the next multiple or round down to the
previous multiple. We indicate that we have rounded a number by using the
symbol ≈, eg 38 ≈ 40
Building up and breaking We can write whole numbers larger than one (>1) in the parts that were
down added to form them (the terms of a number), or we can break down/
decompose/expand numbers into their terms. The terms of 153 are 100,
50 and 3. From the smaller numbers we can build up the bigger number by
composing/contracting the terms into a whole, therefore we can write 100,
50 and 3 as the single number, 153.
Expanded Notation Expanded notation is the form of writing a number to show its breakdown:
153 written in expanded notation is 100 + 50 + 3
Inverse operations An operation’s inverse reverses the operation, or two inverse operations undo
each other. If you add 8 to 15, the sum is 23; if you subtract 8 from 23, the
difference is 15. Addition and subtraction are each other’s inverse operations.
Commutative property The commutative property of numbers means that we can change the order
of numbers when we add (or multiply) and the answer will not change,
therefore 2 + 3 + 4 = 4 + 2 + 3.
Associative property The associative property of numbers means that you can change the grouping
of the numbers when adding (or multiplying) them and the answer will not
change: 6 + (4 + 5) = (6 + 4) + 5
Multiples Multiples of a certain number (e.g. 5) are the products when we multiply that
number by any whole number: 15 is a multiple of 5, because 5 x 3 = 15

8 Grade 5 Mathematics
 Topic 1: Addition And Subtraction

Term Explanation / Diagram

Even and odd numbers Even numbers can be divided into two equal groups (halved), like 18 which can
be exactly divided (halved) into two groups of 9. All even numbers end with
the digits 0, 2, 4, 6 or 8.

Odd numbers cannot be divided into two equal groups, like 17 which cannot be
exactly halved into two equal groups of whole numbers – one remains when
trying to halve it. Odd numbers end with the digits 1, 3, 5, 7 or 9.
Halving and doubling Halving is to divide a number into two equal parts, which is the same as
dividing the number by two: when we halve 14, we have two equal parts of 7
each. An even number can be halved, but an odd number cannot.

Doubling is to multiply a number by 2, or to add the same number to it, so

that the answer is twice as many as the number: When we double 7, we
have 14. A doubled number is always even.

Content Booklet: Targeted Support – Term 2 9

Topic 1: Addition And Subtraction

SUMMARY OF KEY CONCEPTS

Counting
1. In Grade 5, learners should count forwards and
backwards in intervals from any number:

Example:
Count on in 40s from 5 432 (5 432; 5 472; 5 512; 5 552;...)

Example:
Count down in 15s from 973 (973; 958; 943; 928;...).

Writing numbers in their place value and expanding numbers

1. Learners should write down and understand 6 digit numbers.
It helps to use a place value table:

Example:
Write down four-hundred-and-seven thousand and twenty-nine

Hundred Ten Thousands Hundreds Tens Units

thousands thousands
4 0 7 0 2 9
This table also helps to expand numbers.

Example:
Write 407 029 in expanded notation.
407 029 = 400 000 + 7 000 + 20 + 9

2. Learners’ place value concepts can be strengthened further,

using Flard cards (number builders) to build up and break down
numbers. Ideally, each learner should have a set. (Resource 1)

10 Grade 5 Mathematics
 Topic 1: Addition And Subtraction

Comparing and Ordering Whole Numbers

1. For learners to compare whole numbers, they must know the following
facts:
a. Place value and number value of digits in a number.
b. The symbols < (less than), > (greater than), ≈ (approximately) and =
(equal to or the same as).
c. The meaning of the words ‘ascending’ and ‘descending’.

2. For learners to order whole numbers, they must understand that:

• The larger the number of digits, the larger the number.
Example:
98 765 < 123 456

• The higher the value of the leftmost digit in the same position as
another digit in that position, the higher the value of the number.
Example:
123 456 > 123 378 (400, the first instance of difference from the left,
is larger than 300).

• When we have two expressions to compare, we do the calculation

before we compare the answers.
Example:
a. ‘Which one is bigger, 88 – 33 or 77 – 33?’
88 – 33 = 55 and 77 – 33 = 44,
therefore 88 – 33 > 77 – 33

b. ‘Which one is smaller: 432 – 234 or 765 – 567?’

432 – 234 = 198 and 765 – 567 = 198,
therefore 432 – 234 = 765 – 567.

Content Booklet: Targeted Support – Term 2 11

Topic 1: Addition And Subtraction

Rounding off Numbers

1. Rounding is writing a number as an approximate, a number “about”,
“almost” or “closest to” a given number. We show that we have rounded a
number by using the symbol ≈, eg 38 ≈ 40 and 345 ≈ 300.

Teaching Tip: For comparing, ordering, and rounding, it is helpful for

learners to know where a number is positioned on a number line in
relation to another number or in relation to a specific multiple of ten.

Example:
Round 23 to the nearest multiple of 5.
‘Is 23 closer to 20 or closer to 25?’

Example:
Round 22 to the nearest multiple of 5.
‘Is 22 closer to 20 or closer to 25?’
In these examples we are focusing on the spaces between 20 and 25
and between 35 and 40.

| | | | | | | | | | | | | | | | | | | | | |
20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41

Example:
Round 36 to the nearest multiple of 5.
‘Is 36 closer to 40 or closer to 35?’

Example:
Round 39 to the nearest multiple of 5.
‘Is 39 closer to 40 or closer to 35?’
In these examples we are focusing on the space between 35 and 40.

12 Grade 5 Mathematics
 Topic 1: Addition And Subtraction

2. A number line with intervals of 100 is marked in multiples of hundred.

Example:
In this example we focus on the space between 2000 and 3000.

a. ‘Is 2735 closer to 2000 or closer to 3000?’

b. ‘Which one of 2479 and 2500 is closer to 3000?’

c. ‘Which number is in the middle between 2000 and 3000?’

| | | | | | | | | | | | | |
1800 1900 2000 2100 2200 2300 2400 2500 2600 2700 2800 2900 3000 3100

Numbers ending in 001-499 are closer to a previous multiple of thousand and

are rounded down. Numbers ending in 500-999 are closer to a next multiple
of thousand and are rounded up. The rule is to group 500 with the bigger
numbers, so we round up a number ending in 500: 2500 ≈ 3000;
2499 ≈ 2000 which is rounding down.

Teaching Tip: A common activity at this stage is to leave out some markers on
number lines with various intervals, which learners have to fill in. They need to
understand the variations in intervals.

Examples:
Number lines with various intervals for completing open spaces.

a. | | | | | | | | | | | | | |
0 50 200

b. | | | | | | | | | | | | | |
210 270 360 510

Content Booklet: Targeted Support – Term 2 13

Topic 1: Addition And Subtraction

Even and Odd Numbers

1. In Grade 5 learners investigate odd and even numbers.

Teaching Tip: Adding any three consecutive numbers is a fun way of dealing
with odd and even numbers.

Example:

a. Add 5 + 6 + 7 = 18
Say odd + even + odd equals even
Show ** ** * + ** ** ** + ** ** ** *
The underlined odds combine to make an even sum.

Example:

b. Add 2 + 3 + 4 = 9
Say even + odd + even = odd
Show @@ + @@ @ + @@ @@
The underlined odd stays alone.

Addition
1. Estimating by rounding off

Example:
Calculate 35 621 + 41 198 + 22 743

35 621 rounds up to 36 000

41 198 rounds down to 41 000

22 743 rounds up to 23 000

36 000 + 41 000 + 23 000

= (30 000 + 40 000 + 20 000) + (6 000 + 1 000 + 3 000)

= 90 000 + 10 000

= 100 000
Therefore 35 621+41 198+22 743 ≈ 100 000

14 Grade 5 Mathematics
 Topic 1: Addition And Subtraction

2. Breaking down all numbers and adding horizontally

Break down all numbers, all parts separated by + signs, group together
the numbers that belong to the same place value and add horizontally.

Example:

Calculate 35 621 + 41 198 + 22 743

30 000 + 5 000 + 600 + 20 + 1 + 40 000 + 1 000 + 100 + 90 + 8

+ 20 000 + 2 000 + 700 + 40 + 3

= (30 000 + 40 000 + 20 000) + (5 000 + 1 000 + 2 000)

+ (600 + 100 + 700) + (20 + 90 + 40) + (1 + 8 + 3)

= 90 000 + 8 000 + 1 400 + 150 + 12

= 90 000 + 9 000 + 500 + 60 + 2

= 99 562

3. Breaking down all numbers and adding vertically

Break down all numbers, all parts separated by + signs, write the
expanded numbers underneath each other in the place value groups that
the numbers belong to.

Teaching tip: It is good to get learners in the habit of working from right
to left, as this prepares them for the vertical column method.

Example:

Calculate 35 621 + 41 198 + 22 743

35 621 = 30 000 + 5 000 + 600 + 20 + 1

41 198 = 40 000 + 1 000 + 100 + 90 + 8

22 743 = 20 000 + 2 000 + 700 + 40 + 3

90 000 + 8 000 +1 400+150 +12

= 90 000 + 9 000 + 500 + 60 + 2

= 99 562

Content Booklet: Targeted Support – Term 2 15

Topic 1: Addition And Subtraction

4. Adding on: Breaking down the second number only

Example:

Calculate 58 291 + 32 409

58 291 + 30 000 → 88 291 + 2 000 → 90 291 + 400 → 90 691 + 9 → 90 700

Subtraction
1. Subtraction: Method 1: Breaking down both numbers
Break down both numbers. Separate the parts of the first number by + signs. All
the parts of the number which you are subtracting, have – signs. Group together
thousands, hundreds, tens and units to subtract.

Example:

84 537 – 42 213

= 80 000 + 4000 + 500 + 30 + 7 – 40 000 – 2 000 – 200 – 10 – 3

= (80 000 – 40 000) + (4 000 – 2 000) + (500 – 200) + (30 – 10) + ( 7 – 3)

= 40 000 + 2 000 + 300 + 20 + 4

= 42 324

2. Subtraction: Method 2: Breaking down both numbers and compensating

(“borrowing”)
This method may not always be as easy to do as it is for addition.

Example:

47 414 – 22 751

= 40 000 + 7 000 + 400 + 10 + 4 – 20 000 – 2 000 + 700 + 50 + 1

= (40 000 – 20 000) + (7 000 – 2 000) + (400 – 700) + (10 – 50) + (4 – 1)

= (40 000 - 20 000) + (7 000 – 2 000)+ (300 – 700) + (110 – 50) + 3

= (40 000 - 20 000) + (6 000 – 2 000)+ (1 300 – 700) + 60 + 3

= 20 000 + 4 000 + 600 + 60 + 3

= 24 663

Teaching tip: Start working from the back to make “borrowing” easier.

Note: Borrow from the first number in the brackets.

16 Grade 5 Mathematics
 Topic 1: Addition And Subtraction

3. Subtraction: Method 3: Breaking down the second number and

compensating (“borrowing”)

Example:

47 414 – 22 751

= 47 414 – 20 000 – 2 000 - 700 - 50 - 1

= 47 414 – 20 000 → 27 414 – 2 000 →25 414 – 700 → 24 714 – 50 → 24 664

– 1 → 24 663

Solving Money Problems using Addition and Subtraction

In Grade 5 learners solve money problems using addition and subtraction skills.
They are solving context free problems as well as problems in a real context, and
they are working with whole numbers only.

Examples:

d. R35 432 – R13 456

e. R56 543 + R32 345 + R435

f. Manny buys chairs for R18 345 and he pays with R20 000.
How much change must he receive?

g. The school’s electricity bill is R14 867, their cleaning bill is R8 576
and their food bill is R13 569. How much are these three bills together?

Content Booklet: Targeted Support – Term 2 17

Topic 1: Addition And Subtraction

Resource 1 Place Value: Flard Cards

1 2 3 4 5 6 7 8 9

1 0 2 0 3 0 4 0

5 0 6 0 7 0 8 0

9 0 1 0 0 2 0 0

3 0 0 4 0 0 5 0 0

6 0 0 7 0 0 8 0 0

9 0 0 1 0 0 0

2 0 0 0 3 0 0 0

4 0 0 0 5 0 0 0

6 0 0 0 7 0 0 0

8 0 0 0 9 0 0 0

1 0 0 0 0
18 Grade 5 Mathematics
 Topic 2: Common Fractions

TOPIC 2: COMMON FRACTIONS

INTRODUCTION
• The unit runs for 5 hours.
• It is part of the ‘Numbers, Operations and Relationships’ content area,
which is allocated half of the weight shared by the five content areas.
• The unit covers fraction concepts, and serves to make learners
comfortable working with fractions, counting and calculating various
forms of fractions.
• There is a focus on equivalent forms of fractions and solving real life
problems involving fractions.

SEQUENTIAL TEACHING TABLE

GRADE 4 GRADE 5 GRADE 6
INTERMEDIATE PHASE INTERMEDIATE PHASE INTERMEDIATE PHASE
LOOKING BACK CURRENT LOOKING FORWARD
•• Compare and order •• Describe, compare and •• Describe, compare and order
fractions with different order common fractions to common fractions including
denominators (halves, at least twelfths tenths and hundredths
thirds, quarter, fifths, •• Count forwards and •• Recognise, describe and use
sixths, sevenths, eighths) backwards in fractions the equivalence between
•• Describe and compare •• Recognise, describe and common fractions, decimal
fractions in diagram form use the equivalence of fractions and percentages
•• Recognise, describe and division and fractions •• Add common fractions with
use the equivalence of •• Add common fractions the same denominator
division and fractions with the same •• Add and subtract mixed
•• Add fractions with the denominator numbers
same denominator •• Recognize and use •• Recognize and use equivalent
•• Recognize and use equivalent forms of forms of common fractions
equivalent forms of common fractions where where denominators are
common fractions where denominators are multiples multiples of each other
denominators are multiples of each other •• Solve problems in contexts
of each other •• Solve problems in contexts involving fractions, including
•• Solve problems in contexts involving fractions, grouping and equal sharing
involving fractions, including grouping and
including grouping and equal sharing
equal sharing

Content Booklet: Targeted Support – Term 2 19

Topic 2: Common Fractions

GLOSSARY OF TERMS
Term Explanation / Diagram
Common A fraction is a part or parts of something or of a number of objects divided into groups.
Fraction We write common fractions with one digit above and one below a fraction line, like 2 .
5
‘Common fraction’ is one type of fraction.
Denominator The digit telling the number of equal parts into which a whole is divided, or the number
of equal small groups into which a big group is divided. We write this digit under the
fraction line,
like in 2 .
5
Numerator The digit telling how many parts or groups we are dealing with from those into which
the whole is divided. That number appears above the fraction line, like 2 . The ‘2’ shows
5
how many parts were selected.
Mixed A mixed number is a way of writing that shows all the parts, like in 12 . This is two
Number 5
wholes and two fifths. We see it in 2 2 , which has a whole number and a fraction.
5

Equivalent Fractions that have the same value: It is clear that two quarters ( 2 ) in the first
fractions 4
diagram has the same value as a half ( 1 ) in the second and as four eighths ( 4 ) in
2 8
the third diagram.

Fraction wall A diagram showing one whole in each row, divided into 2, 3, 4, 5 parts and so on. Using
a ruler downwards, one can for example see on a fraction wall that two thirds has the
same value as (or is equivalent to) four sixths, that two quarters is equivalent to a half
and so on.

20 Grade 5 Mathematics
 Topic 2: Common Fractions

SUMMARY OF KEY CONCEPTS

Learners in Grade 5 have to work with fractions even when they do not see
them in pictures or diagrams. Most importantly, they must realize how large
or small fractions are.

Linking Familiar Concepts with new Fraction Concepts

1. Learners understand the parts of fractions (numerator, denominator and
fraction line) and what they stand for.
2. Now they also know that when the numerator and the denominator are
5
the same, we actually have a whole number like in = 1.
5
3. They learn that if the numerator is bigger than the denominator, that can
be written as a whole number and a fraction, or as a mixed number,
12 2
like in which is actually 2 .
5 5

Equivalent Fractions Using the Fraction Wall

Learners discover equivalence while engaging with activities using the
fraction wall. It is worthwhile spending time on talking about the fraction wall:
1. Each row of bricks in the fraction wall stands for one whole. The size of
that whole is shown in the top row, which is one whole that is not divided
up.
2. The second row is divided up in two, and the two halves together form
one whole again. It is exactly the size of the one whole in the top row.
3. We can go on and on, for example the sixth row is divided up in six, and
the six sixths together form one whole again.

Content Booklet: Targeted Support – Term 2 21

Topic 2: Common Fractions

4. Slide a ruler vertically across the fraction wall along the half line, as illustrated
below:

Two quarters is the same size as a half, and so are three sixths, four eighths, five tenths
and six twelfths.
On the second diagram, two thirds take up the same space as four sixths and as eight
twelfths.

Comparing Fractions
Learners must understand that the more parts something is divided up into, the smaller
the parts become. They see on the fraction wall that fractions with a larger denominator,
indicates a smaller fraction.
Example:

a. Cut this 24 cm piece of wood in three equal pieces (thirds) and colour in one third.

b. Cut this 24 cm piece of wood in four equal pieces (quarters) and colour in one quarter.

c. Cut this 24 cm piece of wood in six equal pieces (sixths) and colour in one sixth.

d. Cut this 24 cm piece of wood in two equal pieces (halves) and colour in one half.

22 Grade 5 Mathematics
 Topic 2: Common Fractions

e. Which fraction of the wood is the largest? And the smallest?

f. How many centimetres is two thirds of the piece of wood?

g. Is there an equivalent piece of wood (the same length) in a. and d.?

Counting in Fractions
Learners can fill in a number chain, starting at any number, to count in fractions:

→+ →+ →+ →+ →+ →+

Example:

h. Start at 3 in the first block, count on in thirds, each time writing the new number in
the next block.

i.
3
Start at 2 , count on in quarters, each time writing the new number in the next
4
block.

j. Start at 0 in the first block, count on in fifths, each time writing the new number in
the next block.

Improper Fractions and Mixed Numbers

An improper fraction is a term used to describe a fraction where the parts have
formed more than a whole. The term ‘improper fraction’ is not used in the CAPS
document. It should rather be shown and described using a diagram or in writing
where the numerator is bigger than the denominator, like in this example:

As an improper fraction we write it as 12, and as a mixed number

5
2
(whole and fraction) we write it as 2 .
5

Content Booklet: Targeted Support – Term 2 23

Topic 2: Common Fractions

Finding a fraction of a group

We do not only get a fraction of a whole, but also a fraction of a group.

Example:

Find 1 of twenty marbles.

5

Problem solving involving fractions

1. Problem solving that involves fractions, is given in the context of learners’ life
experience.
Example:
a. We have eighteen boys in this class. Two thirds of them are playing soccer.
How many are playing soccer?
b. If half of the boys were playing soccer, how many would that be?
c. Mom uses two thirds of a loaf of bread to make us lunch for school. How
much of the bread is left? How many loaves is Mom using in two days? and in
three days?

24 Grade 5 Mathematics
 Topic 2: Common Fractions

Adding Common Fractions With the Same Denominator

Learners can get practice with this kind of calculation before they proceed to
more complex examples.

Subtracting Common Fractions With the Same Denominator

Content Booklet: Targeted Support – Term 2 25

Topic 3: Length

TOPIC 3: LENGTH
INTRODUCTION
• This unit runs for 6 hours.
• It is part of the content area ‘Measurement’, which counts 15% of the
final exam.
• The emphasis is on formal measuring of 2D shapes and 3D objects.
• The required knowledge includes measurement facts (various
measurement units) and the required skills include the use of
measurement instruments.
• Problem solving centres around situations in everyday contexts.

SEQUENTIAL TEACHING TABLE

GRADE 4 GRADE 5 GRADE 6
INTERMEDIATE PHASE INTERMEDIATE PHASE INTERMEDIATE PHASE
LOOKING BACK CURRENT LOOKING FORWARD
•• Measure 2D shapes and 3D •• Measure 2D shapes and •• Measure 2D shapes and 3D
objects formally in standard 3D objects formally in objects formally in standard
units of length standard units of length units of length
•• Estimate, compare, •• Estimate, compare, •• Estimate, compare,
order and record formal order and record formal order and record formal
measurements measurements measurements
•• Use and discern standard •• Use and discern standard •• Use and discern standard
units of length: millimetre units of length: millimetre units of length: millimetre
(mm), centimetre (cm), (mm), centimetre (cm), (mm), centimetre (cm),
metre (m) and kilometre metre (m) and kilometre metre (m) and kilometre
(km) (km) (km)
•• Use measuring instruments •• Use measuring instruments •• Use measuring instruments
rulers, metre sticks, tape rulers, metre sticks, tape rulers, metre sticks, tape
measures, trundle wheels measures, trundle wheels measures, trundle wheels
•• Solve problems in context •• Solve problems in context •• Solve problems in context
involving length involving length involving length
•• Convert between any units •• Convert between mm and •• Convert between any units
of length including mm, cm, cm; between cm and m; of length including mm,
m and km and m and km, including cm, m and km, including
fractions of units fractions and decimal
fractions of units

26 Grade 5 Mathematics
 Topic 3: Length

GLOSSARY OF TERMS
Term Explanation / Diagram
Length A one-dimensional measurement along a line which indicates the distance
between two points.
Measuring A device or a system that is used to measure a physical property, in this case,
Instruments length. The instrument is usually calibrated or marked in intervals of standard
units, in this case units of length.
Trundle Wheel The trundle wheel is a measuring device for length. If the circumference of a
trundle wheel is one metre, it measures one metre in one turn or rotation. If it
only makes half a rotation, it has measured 50 cm. It is an easy way to find a
rough distance and is often used to measure out sports fields or tracks.

Odometer An instrument in a car that measures the distance that the car travels.
Conversion Changing a unit of measurement to a different but equal unit of measurement.
Example: 1 cm = 10 mm
100 cm = 1 m
Estimate Judging something (length in this case) without measuring or calculating it.
Estimation is based on knowledge and experience about that which is estimated.
Standard unit of A single standard distance from one point to another that is used the same
length across the world and bears a specific name. The metric length unit is metre and
this standard length is multiplied by powers of ten or divided by powers of ten to
get longer and shorter standard units of length:
1000 metres = 1 kilometre
1
100 metre = 1 centimetre
1
1000 metre = 1 millimetre

Content Booklet: Targeted Support – Term 2 27

Topic 3: Length

SUMMARY OF KEY CONCEPTS

Measuring in the olden days
1. In the olden days, people measured the height of a horse with hands and that made
a difference in the price of the horse. One farmer’s hand was 12 cm wide and another
farmer’s hand was 9 cm wide. The first farmer would measure and find the horse
is 12 hands high. The second farmer would find the same horse is 16 hands high.
(Why is that so?) This type of problem caused people to make a rule that a hand is
almost exactly 10 cm wide and they put those units on a measure stick. The standard
measurement tells both farmers that the same horse is 14½ hands high.

2. People used their feet, their hands, their elbow-to-fingertip, their steps, their thumbs’
width and more, to measure the length of things. This could cause great confusion and
called for standard measurement units which are the same across the globe.

Measurement Facts to Know

1. Metre is our standard unit for measuring length. We use the letter ‘m’, meaning metre.
The prefixes k (kilo-), c (centi-) and m (milli-) are used to show multiples or fractions of
the standard unit.
a. When a metre is divided up in a hundred parts, the small parts are called
centimetres. We use the letters ‘cm’ for short when we mean centimetre. One metre
is the same length as hundred centimetres
(1 m = 100 cm).
b. When a metre is divided up in a thousand parts, the small parts are called
millimetres. We use the letters ‘mm’ for short when we mean millimetre. One metre
is the same length as thousand millimetres
(1 m = 1 000 mm).
c. When a metre is multiplied by a thousand, the large length is called a kilometre. We
use the letters ‘km’ for short when we mean kilometre. One kilometre is the same
length as thousand metres
(1 km = 1 000 m).

28 Grade 5 Mathematics
 Topic 3: Length

d. When a centimetre is divided up in ten parts, the small parts are called millimetres.
We use the letters ‘mm’ for short when we mean millimetre. One centimetre is the
same length as ten millimetres
(1cm = 10 mm).
2. We use a metric measuring system for length, just as we use for numbers:

Multiples of the unit The unit Fractions of the unit

Thousands Hundreds Tens Units Tenths Hundredths Thousandths

1 000 100 10 1
kilometre hectometre decametre metre decimetre centimetre millimetre
m x 1000 m m ÷ 100 m ÷ 1000

Comparing lengths
1. In Grade 5 learners measure in standard units of length and convert these lengths to
the same unit to be able to compare them.

Example:
Measure the circumference of the wheels of four cars parked in the school yard with a
measuring tape in centimetres. Round off the circumferences to the nearest 50 cm. Record
the exact circumferences and the rounded numbers. Convert these lengths in centimetres
to metres.

Car number Wheel circumference in cm Rounded to nearest 50 cm Converted to metres

Estimate length
We can use some handy approximates in everyday life to make better judgements of
length:

a. The width of one’s pinky finger is approximately one centimetre

b. A pencil line is approximately one millimetre wide

c. An exercise book is approximately 20 cm wide and 30 cm long

d. The width of five exercise books next to each other is approximately one metre (about 5
cm more than a metre)

Content Booklet: Targeted Support – Term 2 29

Topic 3: Length

e. Learners can innovate their own approximates, compare the length of a Bic pen (14 cm)
with a new pencil (18 cm)

f. A soccer field is approximately 110 meters long. Nine soccer fields next to each other
make approximately a kilometre.

g. They can put seven Bic pens tip to end to make approximately one metre, etc.

Measurement Instruments
1. Learners must know how to choose the correct instruments for the measuring of given
lengths, from a ruler, a tape measure, a metre stick, a trundle wheel and the odometer
of a car. Their most available instrument is the ruler and we have to do as much as
possible with a ruler.

Example:
Combined Assignment: Measuring Length in real life

Object Estimate Instrument Record Conversion

Example: Width of a chair 50 cm Ruler 50 cm 50cm is the same as
half a metre

Height of your classroom door in cm cm to m

Perimeter of (length around) a table in m m to cm

30 Grade 5 Mathematics
 Topic 3: Length

Calculating and solving problems with units of length

1. Add 750 cm, 1,2 m and 2 231 cm
Step 1: Convert all lengths to the same unit
Step 2: Use any addition strategy to add the length
Step 3: If the numbers are large, convert back to metre and centimetre

2. Subtract 12 500 m from 21 kilometre

Step 1: Convert all lengths to the same unit
Step 2: Use any addition strategy to add the length
Step 3: If the numbers are large, convert back to kilometre and metre

3. Beauty has four pieces of red material from which she has to make bandanas for
a sports day. She has 12,5 m; 3 m; 1 850 cm and 925 cm. She needs 25 metres of
material to make all the bandanas. How much more material does she need?

12, 5 m 3m 1 850 cm 925 cm

Content Booklet: Targeted Support – Term 2 31

Topic 4: Multiplication

TOPIC 4: MULTIPLICATION
INTRODUCTION
• This unit runs for 7 hours.
• It forms part of the content area ‘Numbers, Operations and Relationships’ and counts
along with the other topics in this content area, and counts (along with the other topics in
this content area) 50% of the marks in the final examination.
• This unit extends skills to multiplication of 3-digit whole numbers by 2-digit whole
numbers.
• Learners understand and use the concepts factors, multiples and ratio.

32 Grade 5 Mathematics
 Topic 4: Multiplication

SEQUENTIAL TEACHING TABLE

GRADE 4 GRADE 5 GRADE 6
INTERMEDIATE PHASE INTERMEDIATE PHASE INTERMEDIATE PHASE
LOOKING BACK CURRENT LOOKING FORWARD
•• Multiply 2-digit- by •• Multiply 3- by 2-digit •• Multiply 4- by 3-digit numbers
2-digit numbers numbers •• Estimate the answer to a
•• Estimate the answer •• Estimate the answer to a multiplication calculation
to a multiplication multiplication calculation •• Use strategies to multiply, with
calculation •• Use strategies to multiply or without brackets
•• Use strategies to •• building up and breaking •• building up and breaking down
multiply down numbers numbers
•• building up and breaking •• using a number line •• rounding off, compensating
down numbers
•• rounding off, compensating •• doubling and halving
•• using a number line
•• doubling and halving •• column method
•• rounding off,
compensating •• Know multiples and factors •• Know multiples and factors of
of two digit numbers to 100 2-digit and 3-digit numbers
•• doubling and halving and prime factors of numbers
•• Know the multiplicative
•• Know multiples and property of 1 to 100
factors of one digit
numbers to 100 •• Recognise, use commutative, •• Know the multiplicative
associative and distributive property of 1
•• Recognise, use property of number •• Recognise, use commutative,
commutative, associative and distributive
associative and •• Solve problems with whole
numbers in financial and property of number
distributive property of
number measurement contexts •• Solve problems with whole
numbers involving multiplication
•• Money: Solve problems •• Compare quantities of the
in various contexts
with whole numbers of same kind (ratio)
rands •• Compare quantities of the
same kind (ratio)
•• Compare quantities of
the same kind (ratio)
and quantities of
different kinds (rate)

Content Booklet: Targeted Support – Term 2 33

Topic 4: Multiplication

GLOSSARY OF TERMS
Term Explanation / Diagram
Multiples A number formed by multiplying two other numbers.
Example:
28 is the seventh multiple of 4, since 7 x 4 = 28.
28 is also the fourth multiple of 7, since 4 x 7 = 28.
The number itself is its own first multiple: 7 is the first multiple of 7 (1 x 7 = 7)

Factors Whole numbers that divide exactly into another number, or numbers that were
multiplied to make that number, like 7, 2, 14 and 4 are factors of 28.

Multiplicative Property One multiplied by, or divided into a number does not change that number: one is
of One the identity element for multiplication and division: 14 x 1 = 14; 14 ÷ 1 = 14.

Distributive Property If we multiply a number by numbers that are added together, it is the same as
of Multiplication over multiplying the number by each of the other numbers.
Addition Example:
Five learners each have three brothers and two sisters.
To save time and space, we can write it: 5 times (+ )
or in numbers = 5 x (3 + 2)
= 15 + 10
= 25 siblings altogether.

Terminology Used in 9 x 4 = 36
Multiplication Equations ↓ ↓ ↓
or Calculations Multiplicand x Multiplier = Product
The product is the answer to a multiplication sum.
Inverse Property Multiplication is the inverse of division. Division is the inverse of multiplication.
Example: 4 x 7 = 28 28 ÷ 7 = 4
∴ 28 ÷ 7 = 4 and also ∴ 4 x 7 = 28 and also
28 ÷ 4 = 7 7 x 4 = 28
Commutative Law The order of numbers in addition and multiplication may change and the answer
will remain the same.

Example:
Rectangle a. has three blocks to the side and four down (3 x 4).
Rectangle b. has four blocks to the side and three down (4 x 3).
Both have 12 blocks altogether because 3 x 4 = 12 and 4 x 3 = 12

34 Grade 5 Mathematics
 Topic 4: Multiplication

Term Explanation / Diagram

Halving To divide a number into two equal parts, which is the same as dividing the
number by two: when we halve 14, we have two equal parts of seven each.
Doubling To multiply a number by two, or add the same number to it, so that the answer
is twice as many as the number: when we double seven, we have fourteen. A
double number is always even.
Rounding off Symbol When one number is not exactly equal to, or the same as another number, we
use the symbol ≈ to indicate that it is approximately, or almost the same as the
other when we round off or estimate.
Financial Context Calculating money is a calculation in a financial context. We calculate it in the
currency we use, like rands and cents in South Africa.
Rate Rate is also a ratio. It is used to compare two quantities of things that depend
on each other – if one quantity changes, the other is also changing. Price and
speed are instances of rate that are familiar in learners’ everyday life.

Content Booklet: Targeted Support – Term 2 35

Topic 4: Multiplication

SUMMARY OF KEY CONCEPTS

Multiples, factors and factorising
1. A multiple is formed when we multiply two numbers.
Example:
28 is the first multiple of 28, since 1 x 28 = 28
28 is the second multiple of 14, since 2 x 14 = 28
28 is the fourth multiple of 7, since 4 x 7 = 28.
28 is the seventh multiple of 4, since 7 x 4 = 28.
28 is also the fourteenth multiple of 2, since 14 x 2 = 28.

2. This means that a multiple of a number is divisible by that number.

Example:
28 is divisible by 1, 2, 4, 7, 14 and 28.
This fact makes 1, 2, 4, 7, 14 and 28 factors of 28.

3. A factor is a whole number that divides into another number. Factor pairs of a number
are two numbers that were multiplied to make that number. All the factors of a number
are all the numbers that can be divided into that number without a remainder.
Example:
7 x 4 = 28, so a factor pair of 28 is 7 and 4.
It is also true that 28 = 2 x 2 x 7 or 2 x 14,
therefore 2 and 14 are also factors of 28.
All numbers have 1 and themselves as factors too. All factors of 28 are:
1; 2; 4; 7; 14; 28 1 and 28 are a factor pair of 28 because 1 x 28 = 28

2 and 14 are a factor pair of 28 because 2 x 14 = 28

4 and 7 are a factor pair of 28 because 4 x 7 = 28

36 Grade 5 Mathematics
 Topic 4: Multiplication

Multiples go in beautiful patterns, for example:

6: 6, 12, 18, 24, 30, 36, 42, 48, 54, 60
(see the repeating pattern of even numbers)

8: 8, 16, 24, 32, 40, 48, 56, 64, 72, 80

(see the repeating pattern of even numbers)

7: 7, 14, 21, 28, 35, 42, 49, 56, 63, 70, 77, 84, 91, 98, 105, 112, 119, 126, 133, 140
(see that all end digits are used and repeated every tenth time)

9: 9, 18, 27, 36, 45, 54, 63, 72, 81, 90, 99, 108, 117,...
(see that all end digits are used and repeated every tenth time)

11: 11, 22, 33, 44, 55, 66, 77, 88, 99, 110, 121, 132, 143, 154...
(see that all end digits are used and repeated every tenth time)

4. Factorising a number is easier when we know and apply the rules of divisibility to the
number:

Rules of divisibility
A number can be divided without a remainder:
• by 2, if the last digit is an even number: 324 is divisible by 2,
because 4 is an even number.
• by 3, if the sum of the digits is a multiple of 3: 324 is divisible by 3, because 3 + 2 + 4
= 9.
• by 4, if the number can be divided by 2 twice, because 4 = 2 x 2.
• by 5, if the last digit is either 5 or 0: 324 is not divisible by 5,
because the last digit is 4.
• by 6, if the number is divisible by 2 and by 3: 354 is divisible by 6,
because it is divisible by 2 and by 3.
• by 8, if the number can be divided by 2 three times,
because 8 = 2 x 2 x 2.
• by 9, if the sum of the digits is a multiple of 9: 324 is divisible by 9,
because 3 + 2 + 4 = 9.
• by 10, if the last digit is 0: 324 is not divisible by 10,
because the last digit is 4.

Content Booklet: Targeted Support – Term 2 37

Topic 4: Multiplication

Multiplication of a 3-digit number by a 2-digit number.

1. In Grade 5, learners used various ‘break-down’ strategies to multiply, which we now
apply to 3-digit numbers multiplied by 2-digit numbers. We break up the multiplier,
or the second number. There are three options for breaking down the numbers in a
multiplication sum: regarding the multiplier as the sum, the difference or the product of
two numbers.

Teaching tip: Spend some time to talk to learners about the multiplier and how the
multiplier was built up or formed, as follows:

Example:
In our two examples we use 12 and 35 as our 2-digit multipliers. These numbers are
made up in various ways. We either add numbers to make up the number, or we
multiply numbers to make up the same number:

12 = 10 + 2 (broken down into its terms) 12 = 3 x 4 (broken down into its factors)
35 = 30 + 5 (broken down into its terms) 35 = 7 x 5 (broken down into its factors)

Using the terms of the multiplier to multiply Using the factors of the multiplier
a. Sum of the terms b. Product of factors
316 x 12 316 x 12
= 316 x (10 + 2) = 316 x 3 x 4 We don’t need brackets
= (316 x 10) + (316 x 2) Distributive property = 316 x 3 x 4
= 3160 + 632 = 948 x4
= 3 792 = 3 792
164 x 35 164 x 35
= 164 x (30 + 5) = 164 x 7 x 5
= (164 x 30) + (164 x 5) Distributive property = 164 x 7 x 5
= (100 x 30 + 60 x 30 + 4 x 30) + (100 x 5 + 60 x 5 + 4 x 5) = 1148 x5
= 3000 + 1800 + 120 + 500 + 300 +20 = 5 740
= 4 000 + 1700 + 40
= 5 740

2. In the third strategy of breaking down the multiplier, we regard the multiplier as the
difference between two numbers. This means we are still working with terms, but in a
way where a number came about as a result of subtraction. This method is also called
rounding up and compensating.

38 Grade 5 Mathematics
 Topic 4: Multiplication

Using the terms of the multiplier to multiply: Teaching tip: Be extremely careful that learners
c. Difference of the terms understand completely what they are doing:
416 x 18 18 is closer to 20, so see 18 as 20 – 2.
= 416 x (20 – 2) Use the distributive property We put it in brackets to see this is our 18.
= (416 x 20) – (416 x 2) We multiply 416 by 20 but it is too much. We
= 8320 – 832 have to subtract two times 416 from that to
= 7 488 make sure we actually multiplied by 18.
288 x 35 35 is closer to 40 so we see 35 as 40 – 5.
=288 x (40 – 5) We put it in brackets to see this is our 35.
=(288 x 40) – (288 x 5) We multiply 288 by 40 but we know it is too
=(200 x 40 + 80 x 40 + 8 x 40) – (200 x 5 + 80 x 5 + 8 x 5) much. We have to subtract five times 288
=(8 000 + 3 200 + 320) – (1 000 + 400 + 40) from that to make sure we actually multiplied
= 11 520 – 1 440 by 35.
= 10 080

3. We can use doubling and halving in some cases to multiply, but that works well only in
cases where one of the numbers is a multiple of 2, 4, 8 or 16.

Example:
288 x 35

Halving Doubling
288 35
144 70
72 140
36 280
18 560
9 1120
9 x 1120 = 10 080

Estimating by Rounding
Learners estimate answers to multiplication sums by rounding to check if the
answers are reasonable:
Round the number that is closest to a multiple of 100:

Example:
438 x 15 ≈ 400 x 15 ≈ 6 000
465 x 86 ≈ 465 x 100 ≈ 4 650

Content Booklet: Targeted Support – Term 2 39

Topic 4: Multiplication

Ratio
Ratio is used to compare the sizes of two or more quantities, not always of the same
kind. The key to understanding ratio is to understand that we are comparing the size or
magnitude of sets of objects.

Example:
Where we stay, there are 24 dogs and 18 cats.
 
 
 
 
 
 
24 dogs : 18 cats

The ratio of dogs to cats is 24:18 (say twenty-four to eighteen). If we group them in as many
equal groups as we can, we see that we can make six equal groups where each group has
four dogs and three cats. That means that our ratio is now more simple and we can say that
24:18 is the same as 4:3.
(We actually divided both numbers by a factor that they have in common, that is 6).
24 = 6 x 4 and 18 = 6 x 3, therefore the ratio 24:18 = 4:3
We can now say that for every 4 dogs there are three cats.

40 Grade 5 Mathematics
 Topic 5: Properties of 3D Objects

TOPIC 5: PROPERTIES OF 3D OBJECTS

INTRODUCTION
• This unit runs for 6 hours.
• It is part of the content area ‘Space and Shape’ and together with the other topics
in this content area, it counts for 15% in the final exam.
• The unit covers knowledge and skills pertaining to 3D objects, concepts and
terminology.
• The purpose of this unit is to extend learners’ knowledge and experience to
include objects of the third spatial dimension and their properties.

SEQUENTIAL TEACHING TABLE

GRADE 4 GRADE 5 GRADE 6
INTERMEDIATE PHASE INTERMEDIATE PHASE INTERMEDIATE PHASE
LOOKING BACK CURRENT LOOKING FORWARD
•• Know and name •• Know and name •• Know and name
•• spheres •• cubes •• cubes
•• rectangular prisms •• rectangular prisms •• rectangular prisms
•• cylinders •• other prisms •• tetrahedrons
•• cones •• cylinders •• pyramids
•• square-based pyramids •• cones •• similarities between
•• Distinguish, describe, •• pyramids tetrahedrons and
sort, compare 3D other pyramids
•• similarities between cubes and
objects ito rectangular prisms •• Distinguish, describe,
•• 2D shapes that make sort, compare 3D
•• Distinguish, describe, sort, compare objects in terms of:
up their faces 3D objectsin terms of:
•• flat or curved surfaces •• 2D shapes of faces
•• 2D shapes of faces
•• Create 3D models •• number of faces
•• number of faces
from cut-out 2D •• number of vertices
polygons •• flat or curved surfaces
•• number of edges
•• Create 3D models
•• Create 3D models
•• make models from cut-out 2D
polygons •• make models from cut-
out 2D polygons
•• cut open boxes to describe their nets
•• use and make nets
Content Booklet: Targeted Support – Term 2 41
Topic 5: Properties of 3D Objects

GLOSSARY OF TERMS
Term Explanation / Diagram
Three-dimensional Objects that occupy space and have form. We can measure such objects
geometrical object in three directions like a box, of which the length, breadth and height can
(3D object) be measured. We call it a 3D object.
Characteristics or Properties The qualities of something, by which we recognise it, like its height, its
form, etc. This is how we would describe the shape and what it looks like.
Curved surface An object or diagram can have surfaces which are rounded and not
straight, like an egg:

Flat surface An object or diagram with a flat suface is not curved but straight,
meaning it has edges, like a box. A flat surface has a 2D shape called a
face.
This box has 6 rectangular faces and 12 edges.

Prism A solid object with a base and a top (lid) that are the same shape and all
pairs of opposite sides that are rectangles of the same size
lid or top
side

base

Pyramid A solid object with a base of any shape, like a

square, and sides that slope up to meet in one point
on top. If the base has straight edges, the sides of
a pyramid are triangle shaped.

Face A face is a flat side of a solid shape.

Edge The edge of an object is where two faces meet or where it is folded.
Vertex A vertex is a point where three or more faces meet (corner)

Edge
Vertex

Face

42 Grade 5 Mathematics
 Topic 5: Properties of 3D Objects

SUMMARY OF KEY CONCEPTS

Recognition of 3D Shapes
1. 3D objects with straight surfaces

a. Prisms
A prism has two identical opposite faces of exactly the same size and
shape. All other sides are rectangles.

Cube: all faces are equal Triangular prism: two identical Rectangular prism: two identical
squares triangular faces parallel to each other parallel faces are rectangles

b. Pyramids
A pyramid has one polygon as its base and the sides are all triangles, meeting in a
single point at the top.

A square based pyramid has its base in the shape of a square and has four
triangle faces.

2. 3D objects with curved surfaces

Some 3D objects do not have polygons as bases, and they have curved
surfaces:

Cone has a circular base Cylinder has a circular base and top Sphere does not have a base

Which 3D object above reminds learners of a prism, and which object reminds learners of a
pyramid?

Content Booklet: Targeted Support – Term 2 43

Topic 5: Properties of 3D Objects

Constructing 3D objects
We are going to use the familiar 2D shapes to build our own 3D objects. Firstly, learners cut
out the shapes on these pages, then follow the pictures to build nets and to build their own
3D objects from the basis of their familiar 2D shapes.

44 Grade 5 Mathematics
Topic 5: Properties of 3D Objects

Content Booklet: Targeted Support – Term 2 45

Topic 5: Properties of 3D Objects

46 Grade 5 Mathematics
 Topic 5: Properties of 3D Objects

Hold the objects that you have built in your hand, inspect them and then complete the
following table:

Name of the object Number of rectangular faces Number of square faces Number of triangular faces

Content Booklet: Targeted Support – Term 2 47

Topic 6: Symmetry

TOPIC 6: SYMMETRY
INTRODUCTION
• This unit runs for 2 hours.
• It is part of the Content Area ‘Space and Shape’ an area which is allocated
15% of the total weight shared by the five content areas at Grade 5.
• This unit covers the symmetry between and within shapes including lines
of symmetry.

SEQUENTIAL TEACHING TABLE

GRADE 4 GRADE 5 GRADE 6
INTERMEDIATE PHASE INTERMEDIATE PHASE INTERMEDIATE PHASE
LOOKING BACK CURRENT LOOKING FORWARD
•• Recognise, draw and •• Recognise, draw and •• Recognise, draw and
describe lines of symmetry describe lines of symmetry describe lines of symmetry
in 2D shapes in 2D shapes in 2D shapes

48 Grade 5 Mathematics
 Topic 6: Symmetry

GLOSSARY OF TERMS
Term Explanation / Diagram
Symmetry Symmetry in a 2D shape means that it is made up of exactly similar parts facing
each other around an axis or a line of symmetry.

Example:

Line of symmetry The line that separates two parts of a 2D shape into exactly similar parts or that
separates two shapes that are an exact reflection of each other.
Reflection When an original image is repeated, as if in a mirror. We reflect the image along a
horizontal axis or a vertical axis, or a diagonal axis. Reflections are symmetrical.

Example: arrows reflecting along a vertical axis

Content Booklet: Targeted Support – Term 2 49

Topic 6: Symmetry

SUMMARY OF KEY CONCEPTS

Recognise lines of symmetry
1. Many shapes have two halves that match exactly similar parts, which we call symmetry,
if one half looks exactly like the other half, but they are facing each other.

Example:
The second shape has no symmetry,
although the parts appear to be similar.

Example:

All of these shapes have symmetry.

This shape has no

Example: symmetry, although the
parts appear similar.

Some shapes have more than one line of symmetry.

Example:
See if you can fold each of these squares in a different way to form two exactly similar
halves. The fold lines are the lines of symmetry.

50 Grade 5 Mathematics
 Topic 6: Symmetry

Example:
Say which of the lines in these rectangles are lines of symmetry and which are not. Explain
why you say so.

Reflection
1. Reflection happens when the original image is repeated, as if in a mirror. We can
reflect the image along a horizontal axis, along a vertical axis, or along a diagonal axis.
Reflections are symmetrical. The images are facing each other and the axes are the
same as the lines of symmetry.

Examples:

Along a horizontal axis Along a vertical axis Along a diagonal axis

Drawing reflections and finding lines of symmetry

1. Into the group of 2D shapes on the left, draw as many lines of symmetry as you can.
2. Onto the group of 2D shapes on the right, add a reflection to the part that is shown in
the picture.

Content Booklet: Targeted Support – Term 2 51

Topic 7: Geometric Patterns

TOPIC 7: GEOMETRIC PATTERNS

INTRODUCTION
• This unit runs for 4 hours.
• It forms part of the content area ‘Patterns, functions and algebra’ and together with
other similar topics, counts for 10% in the final exam.
• This unit deals with geometric (visual) patterns. Learners advance to represent these
visual patterns in number form and in a diagrammatic form. They also have to find or
understand the rule according to which the pattern is built.
• The purpose of this unit is to develop a sense of function, or rule-bound patterns.

52 Grade 5 Mathematics
 Topic 7: Geometric Patterns

SEQUENTIAL TEACHING TABLE

GRADE 4 GRADE 5 GRADE 6
INTERMEDIATE PHASE INTERMEDIATE PHASE INTERMEDIATE PHASE
LOOKING BACK CURRENT LOOKING FORWARD
•• Investigate and extend •• Investigate and extend •• Investigate and extend
patterns looking for patterns looking for patterns looking for
relationships and rules in relationships and rules in relationships and rules in
•• physical or diagram form •• physical or diagram form •• physical or diagram form
•• sequences with a •• sequences with a •• sequences with a constant
constant difference constant difference difference or ratio
•• learners’ own created or ratio •• learners’ own created patterns
patterns •• learners’ own created •• represented in tables
•• Describe rules and patterns
•• Describe rules and relationships
relationships in own words •• Describe rules and mathematically
•• Determine input- and relationships in own
words •• Determine input- and output
output values and values and rules for patterns
rules for patterns and •• Determine input- and and relationships using flow
relationships using flow output values and diagrams and tables
diagrams rules for patterns and
relationships using flow •• Determine equivalence of
•• Determine equivalence of different descriptions of the
different descriptions of diagrams
same relationship or pattern
the same relationship or •• Determine equivalence of
pattern different descriptions of •• verbally
•• verbally the same relationship or •• in a flow diagram
pattern
•• in a flow diagram •• by a number sentence
•• verbally
•• by a number sentence •• in a table
•• in a flow diagram
•• by a number sentence

Content Booklet: Targeted Support – Term 2 53

Topic 7: Geometric Patterns

GLOSSARY OF TERMS
Term Explanation / Diagram
Pattern A pattern is a repeated sequence of shapes, pictures or numbers that are
arranged according to a rule.

Numerical Pattern 4; 7; 10; 13 …is a numerical pattern. Each term of the pattern has its own
position and the pattern is a pattern, because all terms adhere to a general
rule. The first term is important, because that is where the pattern starts.
Each term’s position is important and also the rule of the pattern.

Geometric Pattern An ordered repetition of geometric shapes. Some shapes form a pattern
because of their arrangement, and other form a pattern because there is a
number value that we can attach to each term of the pattern.

Input Value The input value for geometric- or number patterns is the number of the
position in which the term appears in the pattern.

Output Value The output value for geometric- or number patterns is the number value that
a term of the pattern has, after we have applied the rule to the input number.

Flow Diagram A diagram is a display of an operation or a series of operations that are

performed on a number or a set of numbers. We find linear flow diagrams and
the so-called ‘spider diagrams’.

Relationships In a number pattern each term has a specific relationship with the previous-
and also with the next term in the pattern. This relationship is determined by
the rule for the pattern.

Flow Chart An alternative for a flow diagram, is a flow chart. This is a table that
organises the number pattern and requires that any of the input values, output
values or the rule has to be found.

54 Grade 5 Mathematics
 Topic 7: Geometric Patterns

SUMMARY OF KEY CONCEPTS

Number Patterns
In a number pattern, each term of the pattern has its own position. The basic idea behind a
pattern is that all terms adhere to a general rule. The first number, the position of a term of
the pattern, and the rule are the three most important elements of the number pattern.

Geometrical Patterns
1. Look at the pattern below:
Example 1:
▲◊ ▲▲◊ ▲▲▲◊ ▲▲▲▲◊

We can describe this geometric pattern in words:

• the first term has one black triangle and one white diamond;
• the second term has two black triangles and one white diamond;
and so on.

We can also write it in numbers:

T1: 1 (1) T2: 2 (1) T3: 3 (1) T4: 4 (1)
In this way it becomes easy to predict any term, for example T17: 17 (1)

2. A more complex example is shown below:

Example 2:

We count a property of a geometrical shape. In this case we count how many lines or
sides we have.

T1: 4 T2: 7; T3: 10; T4: 13

When we attach number values to each pattern, we are working with a numeric pattern
in the end.
The number of sides on the outside increases with three constantly:
4; 7; 10; 13...
The pattern starts at 4, and increases by a constant difference of 3.

Content Booklet: Targeted Support – Term 2 55

Topic 7: Geometric Patterns

Example 3:
▲◊ ▲▲◊ ▲▲▲◊ ▲▲▲▲◊

Counting the sides of all the shapes in each term, we find the following:

T1: 7; T2: 10; T3: 13; T4: 16

The number pattern or sequence is: 7; 10; 13; 16...

The pattern starts with 7, and increases with a constant difference of 3.

3. In Example 2 and Example 3, we see the same (constant) difference between the terms
of the pattern. There is even similarity between the number values of the two patterns.
However, they start at two different points. The first term in both patterns are different,
therefore the value 7 is the number value of term 2 of the pattern in Example 2, where
it is the number value of term 1 of the pattern in Example 3. This is an important
difference!

4. Although the constant difference between the terms of both patterns is the same, they
are two different patterns because they start at different points and the reason why they
both go up in threes, also differs.

In Example 2, the pattern starts with four, because of the four sides of the first diamond.
A new diamond is clicked onto the previous group each time, but it shares one of its four
sides with the block it clicks on to, causing an increase of three only to the number.

In Example 3, the pattern starts with seven, because the triangle has three sides and
the diamond has four sides. A new triangle is added each time, adding three sides to
the next term.

▲◊ ▲▲◊ ▲▲▲◊ ▲▲▲▲◊

Teaching Tip: When we learn how to make a rule for a geometric pattern, let us get
learners into a habit of saying: ‘The rule for this pattern is that we are adding ... each
time, starting at ...’ For Example 2 we say: ‘The rule for this pattern is that we are
adding three each time, starting at four.’ For Example 3 we say: ‘The rule for this
pattern is that we are adding three each time, starting at seven.’

56 Grade 5 Mathematics
 Topic 7: Geometric Patterns

Input Value
The input value for geometric- or number patterns like those in our examples, is the number
of the position in which the term of the pattern appears.

Output Value
The output value for geometric- or number patterns like those in our examples, is the
number value that a term of the pattern has, after we have applied the rule to the input
number.

Flow Diagrams
1. A diagram is a display of an operation or a series of operations that are performed on
numbers.
2. In a flow diagram, learners either find the rule that regulates the pattern, or they
calculate the change that happens as the number pattern progresses, based on a given
rule. We have various forms of flow-diagrams: a linear one such as in Examples 1 and
2; and the so-called ‘spider diagram’.

a. In the linear flow-diagram (diagram flowing in a line) the rule is repeated every time
and the terms follow each other in consecutive sequence.

Example 1:
The start number and the rule are provided. The following terms of the pattern must be
found.

4+5 +5 +5 +5

Note that the rule is not only ‘5’, but ‘+5’.

Content Booklet: Targeted Support – Term 2 57

Topic 7: Geometric Patterns

Example 2:
The start number and the next terms of the pattern are provided.
The rule must be found.

5 ____ 9 ____ 17 ____

b. In the spider-diagram, the rule appears once only, in a central position, the input
values are to the left, the output values to the right. The input-values are following in
a sequence like the term numbers.

c. EITHER the input value and the rule are provided and the output values must be
found; OR the input value must be found while the rule and the output values are
provided. All of this happens in the same diagram. (Spider diagrams prepare the
way for functions).

Example 3:
Find the output values for a pattern following the rule x 3; – 1.

1
2
×3 -1
3
4

More challenging at this stage is this form of spider diagrams:

The input values and the output values are provided and the rule must be found.

Example 4:
Find the rule for the pattern: 2; 5; 8; 11...
1 2
2 5
×3
3 8
3 11

Teaching Tip: Before the above example can be given, start this type of spider diagram
with either a single rule, or one of the two blocks for the rule containing a part of the rule.

3. An alternative for a flow diagram, is a flow chart. This is a table that organises the
number pattern and requires that any of input values, output values or the rule has to be
found.

58 Grade 5 Mathematics
 Topic 7: Geometric Patterns

Example:
Complete the flow chart for the pattern below and write down the rule. How many
matchsticks will the eighth term of this pattern have? Which term will have 37 matchsticks?

Input 1 2 3 8 Rule:
Output 37

Various pattern structures

1. Patterns may develop in ascending order (with a positive difference) or in
descending order (with a negative difference). Some classical geometric
pattern structures are:

a. Constant difference: Ascending order

Example:
Difference: + one arrow in the different direction

T1 T2 T3

b. Constant difference: Descending order

Example:
Constant difference – two triangles

T1 T2 T3

Content Booklet: Targeted Support – Term 2 59

Topic 8: Division

TOPIC 8: DIVISION
INTRODUCTION
• This unit runs for 8 hours.
• It forms part of the content area: ‘Numbers, Operations and Relationships’ and counts a
part of 50% allocated to this content area in the final exam.
• It covers division of whole 4-digit- by 2-digit numbers through various calculation
strategies.
• The purpose of this unit is to deepen the understanding of division and refine
calculation skills.

60 Grade 5 Mathematics
 Topic 8: Division

SEQUENTIAL TEACHING TABLE

GRADE 4 GRADE 5 GRADE 5
INTERMEDIATE PHASE INTERMEDIATE PHASE INTERMEDIATE PHASE
LOOKING BACK CURRENT LOOKING FORWARD
•• Compare two or more •• Compare two or more •• Compare two or more
quantities of the same quantities of the same kind quantities of the same kind
kind (ratio) (ratio) (ratio)
•• Compare two quantities •• Compare two quantities of •• Compare two quantities
of different kinds (rate) different kinds (rate) different of kinds (rate)
•• Divide at least whole •• Divide at least whole •• Divide at least whole 4-digit
3-digit by 1-digit numbers 3-digit by 2-digit numbers by 3-digit numbers
•• Use the following •• Use the following •• Use the following strategies:
strategies: strategies: •• estimation
•• estimation •• estimation •• building up, breaking down
•• clue board •• building up, breaking down •• rounding off and compensating
•• building up, breaking down •• rounding off and •• doubling and halving
•• rounding off and compensating
•• multiplication and division as
compensating •• doubling and halving inverse operations
•• doubling and halving •• multiplication and division •• long division
•• multiplication and division as inverse operations
•• Understand multiples and
as inverse operations •• Know multiples and factors factors of numbers
•• Know multiples of 1-digit of 2-digit numbers to at
least 100 •• Use properties of whole
numbers to at least 100 numbers
•• Use properties of whole •• Use properties of whole
numbers •• Know multiplicative property
numbers of 1
•• Solve problems •• Know multiplicative
property of 1 •• Know multiplication facts of
in financial and multiples of 10 and 100
measurement contexts •• Know multiplication facts
of multiples of 10 and 100

Content Booklet: Targeted Support – Term 2 61

Topic 8: Division

GLOSSARY OF TERMS
Term Explanation / Diagram
Division Sharing out of a quantity into a number of equal portions or groups.
Equal sharing, equal groups, rate and ratio all extensions of the same
idea.
Examples:
a. Equal sharing: Share 35 sweets among 7 children (35 ÷ 7 = 5)
b. Equal groups: Pack 35 sweets in packets of 5 (35 ÷ 5 = 7)
c. Rate: Five packets of sweets cost R35, therefore the price
per packet is R35 ÷ 5 = R7 (R7/packet)
d. Ratio: There are 45 girls and 54 boys in Grade 5. This is a
ratio of 45:54 or 5:6 if we divide each part by their
highest common factor, which is 9. The girls form 5
11
of the grade and the boys form 6 of the grade.
11
Terms Used in a Division 72 ÷ 6 = 12
Equation ↓ ↓ ↓
dividend divisor quotient
Multiples Multiples of a certain number (eg. 5) are the products when we multiply
that number by any whole number: 15 is a multiple of 5, because 5 x 3
= 15
Factors A whole number that divides exactly into another number. Factor pairs
are those numbers that were multiplied to make a number. Factor the
numbers 2, 14, 7 and 4 are factors of 28; 2 and 14 are a pair, 4 and 7
are a pair.
One – Multiplicative Property One multiplied by, or divided into a number does not change that
number: one is the identity element for multiplication and division.

62 Grade 5 Mathematics
 Topic 8: Division

SUMMARY OF KEY CONCEPTS

Dividing by 1, 10 and 100
Teaching Tip: We used the multiplication grid to discover what happens to a number when
it is multiplied by 10: Observe the pattern in the multiples of one, ten and twenty. Now we
use the multiplication grid to discover what happens to a number when it is divided by 10:

Example:
Because 7 x 10 = 70, therefore 70 ÷ 10 = 7

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
2 4 6 8 10 12 14 16 18 20 22 24 26 28 30 32 34 36 38 40
3 6 9 12 15 18 21 24 27 30 33 36 39 42 45 48 57 54 57 60
4 8 12 16 20 24 28 32 36 40 44 48 52 56 60 64 68 72 76 80
5 10 15 20 25 30 35 40 45 50 55 60 65 70 75 80 85 90 95 100
6 12 18 24 30 36 42 48 54 60 66 72 78 84 90 96 102 108 114 120
7 14 21 28 35 42 49 56 63 70 77 84 91 98 105 112 119 126 133 140
8 16 24 32 40 48 56 64 72 80 88 96 104 112 120 128 136 144 152 160
9 18 27 36 45 54 63 72 81 90 99 108 117 126 135 144 153 162 171 180
10 20 30 40 50 60 70 80 90 100 110 120 130 140 150 160 170 180 190 200
11 22 33 44 55 66 77 88 99 110 121 132 143 154 165 176 187 198 209 220
12 24 36 48 60 72 84 96 108 120 132 144 156 168 180 192 204 216 228 240
13 26 39 52 65 78 91 104 117 130 143 156 169 182 195 208 227 239 247 260
14 28 42 65 70 84 98 112 126 140 154 168 182 196 210 224 238 252 266 280
15 30 45 60 75 90 105 120 135 150 165 180 195 210 225 240 255 270 285 300
16 32 48 64 80 96 112 128 144 160 176 192 208 224 240 256 272 288 304 320
17 34 57 68 85 102 119 136 153 170 187 204 227 238 255 272 289 306 323 340
18 36 54 72 90 108 126 144 162 180 198 216 239 252 270 288 306 324 342 360
19 38 57 76 95 114 133 152 171 190 209 228 247 266 285 304 323 342 367 380
20 40 60 80 100 120 140 160 180 200 220 240 260 280 300 320 340 360 380 400

1. Dividing by 0: We cannot do that, the number will be too large to define. The answer is
undefined.
Example:
I have 7 marbles. I give it to no children.
How many marbles does each child get?
7 ÷ 0 is undefined, because I could not give it, there were no children.

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Topic 8: Division

2. Dividing by 1: When we divide any number by 1, the number stays the same.
Example:
I have 7 marbles. I give it to one child. How many marbles does the child get?
7 ÷ 1 = 7 The child gets all 7 marbles, because he was the only one.

3. Dividing by 10: When we divide a number that ends in a zero by 10, the answer looks
like we have removed one zero.
Example:
I have 70 marbles. I share the marbles with 10 children. How many marbles does each
child get?
70 ÷ 10 = 7 Each of the ten children gets 7 marbles, because 7 x 10 = 70

4. Dividing by 100: When we divide a number ending in zeros by 100, the answer looks
like we have removed two zeros.
Example:
I have 700 marbles. I share the marbles with one hundred children. How many marbles
does each get?
700 ÷ 100 = 7 Each of the hundred children gets 7 marbles, because 7 x 100 = 700

5. Dividing 0:There is nothing to divide, so the answer is 0.

Example:
I have no marbles. I want to give the marbles to seven children. How many marbles
does each child get?
0 ÷ 7 = 0 Each child gets no marbles, because there were no marbles.

64 Grade 5 Mathematics
 Topic 8: Division

Division Strategies
1. Repeated subtraction
Below we are illustrating that repeated subtraction becomes a lengthy process when
we are dealing with larger numbers, and it is likely that one would make mistakes.
Example:
874 ÷ 27
874 – 27 → 847 – 27 → 820 – 27 → 793 – 27 → 766 – 27 → 739 – 27 → 712 – 27
→ 685 – 27 →658 – 27 →631 – 27 →604 – 27 → 577 – 27 → 550 – 27 → 523 – 27
→ 496 – 27 → 469 – 27 → 442 – 27 → 415 – 27 → 388 – 27 → 361 – 27 →334 – 27
→307 – 27 →280 – 27 → 253 – 27 → 226 – 27 → 199 – 27
→ 172 – 27 → 145 – 27 → 118 – 27 → 91 – 27 → 64 – 27
→ 37 – 27 →10
We subtracted 65 thirty-two times and was left with a remainder of 10

2. Clue board
For a clue board, use the divisor to write down a few multiples of that number. It is
usually enough to write the multiples of the number for 2, 3, 5, 10, 20, 30 and 50,
depending on the dividend. Use the multiplication facts that multiplying by multiples of
10, to complete the board.
Example 1:
874 ÷ 27:
2 x 27 = 54
20 x 27 = 540 874 – 540 = 334
3 x 27 = 81
+ 10 x 27 = 270 334 – 270 = 64
5 x 27 = 135
+ 2 x 27 = 54 64 – 54 = 10
10 x 27 = 270
32
20 x 27 = 540
10
874 ÷ 27 = 32 remainder 10 or 32 27

Teaching tip: Note that if the clue board is set up like this,
it becomes easy to see that
2 x 27 = 54 and 20 x 27 = 540

3. Estimate by rounding
Learners estimate a division answer by rounding. Working with large numbers, we
round both numbers. The estimate is not always very close,
but it helps to check the reasonableness of our calculated answer.

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Topic 8: Division

Example:
874 ÷ 27
Round 874 to 900 and 27 to 30:
900 ÷ 30 = 30
10
The calculated answer was 32 .
27

4. Checking the answer by multiplying

Because multiplication is the inverse of division, learners can check their answers by
multiplying and adding the remainder.
Example:
Check the answer above: 874 ÷ 27 = 32 remainder 10
32 x 27
= (30 x 27) + (2 x 27)
= 810 + 54
= 864
864 + 10 = 874

5. Solving problems in financial and measurement contexts

Example 1:
Mom wants to buy a special of beef mince which is now marked down to R42 per
kilogram. She has R765 in her purse. How many kilograms can she buy from that, and
how much will she have left in her purse?

Example 2:
Thami has to cut 9.5 metres of string in strips of 33 cm each. How many strips will she
be able to cut from the string that she has?

Example 3:
Challenge: If Thami has to cut a piece of string from the same length of 9.5 metres for
each of 33 learners in the class, how long would that piece of string have to be?

66 Grade 5 Mathematics
 Notes

Content Booklet: Targeted Support – Term 2 67

Notes

68 Grade 5 Mathematics