Grade 3 Math Text Book

UNIT ONE: - Whole numbers up to 10,000 1
Revision of whole numbers up to 1,000 1

Successor and Predecessor 3
Addition of two digit numbers 5
Subtraction of two digit numbers 7
Multiplying of whole numbers up 100 by one digit numbers 9
Division of whole numbers up to 100 by one digit numbers 10
Relation between the four basic mathematical operations 11
Addition and subtraction 11
Multiplication and division 12
Multiples of 100 and 1,000 up to 10,000 14
Expanding whole numbers up to 10,000 15
Comparing and ordering whole numbers up to 10,000 19
UNIT TWO: - Addition and subtraction of whole numbers up to 10,000 25

Addition of whole numbers up to 10,000 25
Subtraction of whole numbers up to 10,000 29
Word problems related to addition and subtraction 38
UNIT THREE: - Multiplying and dividing whole numbers up to 10,000 43

Multiplying multiples of 100 by one-digit whole number 43
Multiplying multiples of 10, 100, 1000 or 10000 by one-digit number 44
Dividing multiples of 10, 100, 1000, and 10000 by 10 48
Dividing whole numbers up to 10,000 by one-digit number 49
UNIT FOUR: - Fraction 56

Fraction as a Part of a Whole 56
Fraction as a Part of Collection 59
Unit fraction 60
Half and quarter of a whole numbers 62
Ascending and Descending order of a fraction 63
Types of Fractions 64
UNIT FIVE: - Measurement 65

Length 65
Volume 70
Mass 71
UNIT SIX: - Money 75
Relation between cents and Birr notes 77
UNIT SEVEN: - Time 81

Telling time 81
Hour and minute 82
Day, week, month and year 85
UNIT EIGHT: - Lines and simple figures 90

Drawing parallel and perpendicular lines 90
Parallel Lines 91
Perpendicular Lines 92
Quadrilateral 94
Types of Quadrilateral 94
Circle 98
UNIT NINE: - Data handling 105

Simple pictograph 105
Interpreting graphs 108
UNIT ONE
UNIT 1
WHOLE NUMBERS UP 10,000 AND THEIR ORDER
Unit outcomes: -After completing this unit you should be able to : -
Page | 1
- Write, read, compare & put in order whole numbers up to 1000
- Solve using the four basic operations up to 1000
- Read and write multiples of 100 and 1000 up to 10,000
- Read and write whole numbers up to 10,000
- Compare and put in order whole numbers up to 10,000
Revision of whole numbers up to 1000
Activity
There are three different portions on the board and there are: - one digit in the first portion, two digits
in the second portion and three digit whole numbers in the third portions are posted using flash card.
Answer the following based on this in formation
1) How many one - digit whole numbers are there?

2) What is the smallest two digits’ whole number?
3) What is the largest two digits’ whole number?
4) What is the smallest three digits’ whole number?
5) What is the largest three digits’ whole number?
Note: -
One digit numbers are numbers that are expressed by writing the digit only at once.
Example 0, 1, 2, 7, 9 …
Two digit numbers are numbers that are expressed by writing two digits (they may be similar digits) at
once.
Example: - 11, 25, 43, 99 …
Three digit numbers are numbers that are expressed by writing three numbers (they may be similar
digits) at once.
Example: -125, 111. 956 …
Exercise - A)
1. Write the following in numeral.

A. Four hundred and five
B. Five hundred and forty five nine
MATHEMATICS REFERENCE BOOK FOR GRADE THREE.

UNIT ONE
C. Seven hundred and seven

D. Nine hundred and ninety
2. Write the following numbers in word.

A. 333
Page | 2 B. 585
C.606
D.998
A) Comparing whole numbers up to 1,000
In grade 2 mathematics lesson you have already learned about the signs >, <, and =. In this grade you
will learn how to compare whole numbers up to 1000 using these signs.
If two numbers have the same number of digits, compare the corresponding digits left to right.
If two numbers with different number of digits are compared each other, the one with more number of
digit is greater.
Exercise - B )
1. Compare the numbers using the signs ">,< or ="
A. 321 321 B. 747 685 C. 809 890
2. From the following three digit whole numbers which one is larger?
A. 747 B.809 C.690
B) Putting in order whole numbers up to 1000
Example: -
The following 4 students are learning in the same school. Salim in Grade 3, Hanan in Grade 4, Moges in
Grade 5 and Aisha in Grade 6 look at them, they are standing in order of their class level left to right.

UNIT ONE
Activity
Asmarech and Aragaw are Grade 3 students.Asmarch's result out of hundred in four subjects in the first
semester was as follows:- Amharic 85, English 80, Mathematics 83 and science 84.
And Aragaw's result out of hundred in four subjects in the first semester was as follows:- Amharic 85,
Page | 3 English 80, Mathematics 82 and science 90.
Based on the above result, answer the following questions.
A. Put Asmarech's score in order from the least to the highest.
____________, ____________, ____________, and ____________
B. Put Aragaw's score in order from the highest to the least.
____________, ____________, ____________, and ____________
Successor and predecessor of whole numbers
Definition of Successor:
The number which comes immediately after a particular number is called its successor.
How to find the successor of a number?
The successor of a whole number is the number obtained by adding 1 to it.
Clearly, the successor of 0 is 1; successor of 1 is 2; successor of 2 is 3 and so on.
We observe that every whole number has its successor.
Number + 1 = Successor
Definition of Predecessor:
The number which comes just before a particular number is called its predecessor.
The predecessor of a whole number is one less than the given number.
How to find the predecessor of a number?
Clearly, the predecessor of 1 is 0; predecessor of 2 is 1; predecessor of 3 is 2 and so on.
The whole number 0 does not have any predecessor.
We observe that every whole number, other than zero, has its predecessor.

UNIT ONE
Also, if a is the successor of b, then b is the predecessor of a.
Number + 1 = Predecessor
Solved Examples on Successor and Predecessor of a Number:

Page | 4
Find the successor and predecessor of each of the following whole numbers:
(i) 999
(ii) 897
Solution:
(i) 999
The successor of 999 is (999 + 1) = 1001.
The predecessor of 999 is (999 - 1) = 998.
(ii) 11999
The successor of 897is (897+ 1) = 898.
The predecessor of 897is (897- 1) = 896.
Exercise --C )
1. Write the following numbers from the smallest to the largest.

347, 83, 452, 647, 896, 877
______________________________________________________
2. Write the following numbers from the largest to the smallest.

745 , 623, 88, 33, 856, 944
______________________________________________________
3. How many numbers are there in between 745 and 754? Write them in order.,
4. Write the predecessor and successor for each of the following numbers.
A. 30 B. 509 C. 777 D.911
Predecessor ____________ ____________ ____________ ____________

Successor ____________ ____________ ____________ ____________

UNIT ONE
Addition of two digit numbers
Steps to add numbers.
Example: - 1.7 [replacement]

98 + 21 =__________
Page | 5
Step 1: - Identify the place value of the given numbers (addends)
9 8 2 1
One’s place One’s place
Ten’s place Ten’s place
Step 2: - Arranging the numbers in downward form with the same place value and add the
addends.
98 at one’s place: - 8 + 1 = 9
+ 21 at ten’s place: - 9 + 2 = 11
119
Additional notes
Addition: - It is the process of adding two or more items together.
- It is one of the four basic mathematical operations.
- There are two parts in addition.
A. Addends
B. Sum
A) Addends are numbers being added together.
B) Sum is the result of addition.
Example: - 25 + 75 = 100
- In this expression: - 25 and 75 are addends
- 100 is the sum of 25 and 75.

UNIT ONE
Note: -
When we add two or more numbers, we add digits of one’s place, ten’s place etc. If the sum of digits of
one’s place is more than 9, it contains the number having tens and ones, as 8 + 5 = 13 = 10 + 3, i.e., one
ten and 3 ones. This one ten is carried over to the digit or digits in the ten’s place.
Page | 6
Solved examples 2-digit addition with carry-over are given in the following:
1. Add 59 and 37.
Solution:
Tens Ones (i) Digits at one’s place are added first i.e. 9 + 7 = 16 =
1 ten and 6 ones
15 9
(ii) 1 (one) ten is carried over to ten’s side.
+ 3 7
(iii) Now digits at tens place are added i.e., 5 + 3 = 8
9 6 tens.
To this sum i.e., 8, the carried over 1 ten is also added.
Thus, 8 tens + 1 ten = 9 tens.
Therefore, sum of 59 and 37 = 96 (iv) Therefore, sum is 9 tens and 6 ones, i.e., 96.
2. Add 65 and 47.
Solution:
Tens Ones (i) Digits at one’s place are added first i.e. 5 + 7 = 12 =
1 ten and 2 ones
16 5
(ii) 1 (one) ten is carried over to ten’s side.
+ 4 7
(iii) Now digits at tens place are added i.e., 6 + 4 = 10
11 2 tens.
To this sum i.e., 10, the carried over 1 ten is also

added.
Therefore, sum of 65 and 47 = 112
Thus, 10 tens + 1 ten = 11 tens.
(iv) Therefore, sum is 11 tens and 2 ones, i.e., 112.

UNIT ONE
Or
6 5 = 6 tens + 5 ones 5 ones + 7 ones = 12 ones
Page | 7 + 4 7 = 4 tens + 7 ones = 1 ten + 2 ones
= 10 tens + 12 ones 6 tens + 4 tens = 10 tens
= 10 tens + 1 ten + 2 ones 10 tens + 1 ten (carried over) = 11 tens
= 11 tens + 2 ones The sum = 11 tens + 2 ones
= 112 = 112
Exercise - D)
1. Add the following numbers.
A. 20 + 60
B. 35 + 50
C. 43 + 36
D. 71 + 25
E. 52 + 28
F. 24 + 49
2. In a school there are 27 girls and 25 boys in grade 3 how many grade 3 students are there totally?
3. Abegaz has 38 modern and 26 traditional hives. How many hives does Abegaz have together?
4. Asegedech bought oil for 50 birr and sugar for 40 birr. How many birr does Asegedech spend to buy
oil and sugar?
Subtraction of two-digit whole numbers each other
Follow the following steps to subtract two digit numbers
Example: - 1.10 [replacement]
86 - 25 =__________
Step 1: - Identify the place value of the given numbers (addends)
8 6 2 5
One’s place One’s place
Ten’s place Ten’s place

UNIT ONE
Step 2: - Arranging the numbers in downward form with the same place value and add the
addends.
86 at one’s place: - 6 - 5 = 1
- 25 at ten’s place: - 8 - 2 = 6
61
Page | 8 - The difference between 86 and 25 is 61.
Additional notes
Subtraction: - It is the process of taking the difference of two numbers.
- It is one of the four basic mathematical operations.
- There are three parts in subtraction.
A. Minuend
B. Subtrahend
C. Difference
A) Minuend is the first number in a subtraction.

B) Subtrahend is the number that is to be subtracted or the second number in a subtraction.
C) The result of subtraction is called difference.
minuend − subtrahend = difference.

Example: - 215 - 65 = 150
- In this expression: - 215 is the minuend
65 is the subtrahend
150 is the difference

UNIT ONE
Exercise - E)
1. Subtract the following.

A. 67 - 46 B. 48 -27 C. 81- 56 D. 87 - 59
Page | 9
2. By how many quintals does 78 quintal exceed 66 quintals?
3. Ahmed's Birr exceeds Adnan's By 15 Birr. If Adnan's Birr is 30 how many birr does Ahmed have?
Multiplying whole numbers up to 100 with one digit numbers
Multiplication is the process of adding numbers to itself in a certain number of times.
Example: - 4 x 2 = 4 + 4 = 8
There are two parts in multiplication.
A) Factor: - these are numbers being multiplied together.
B) Product: - the result of multiplication.
Factor x Factor = Product
Example: - 20 x 8 = 160
In this expression: - 20 and 8 are called factors
160 is called product
Exercise - F)
1. Multiply the following numbers
A. 45 x 2 C. 65 x 4 E. 77 x 6 G. 85 x 8
B. 53 x 3 D. 74 x 5 F. 83 x 7 H. 92 x 9
2. There are 6 baskets with 45 lemons inside each basket, what will be the total number of lemons in all
baskets?
3. If Abebe buys one exercise book for birr 5, with how many birr can he buy 12 exercise books?

UNIT ONE
Division of whole numbers up to 100 with one-digit whole number
Steps to follow to divide numbers:
Example 1.13 [replacement]

Solution: - 40 ÷ 4 = 10
Page | 10
60 ÷ 4 = 15
- Division is the process of distributing a group of things in to equal parts.
- There are three parts in division.
A) Dividend
B) Divisor
C) Quotient
A) Dividend: - The number that is being divided is called the dividend.
B) Divisor: - A number that divides another number.
C) Quotient: - The result of division is called quotient.
Dividend ÷ Divisor = Quotient
Example: - 75 ÷ 5 = 15
- In this expression 75 = dividend

5 = divisor
15 = quotient

UNIT ONE
Exercise G )
1. Solve the following
A. 24 ÷ 6=
B. 35 ÷ 7=
Page | 11
C.80 ÷ 8=
D.90 ÷ 9=
2. If 4 workers divide 88 birr equally what is the share of each?
3. Meseret starts reading a book with 96 pages, if she reads 8 pages in one day, how many days does she
need to finish the book?
Relation between the four basic mathematical operations
Addition and Subtraction
A number fact is made up of three numbers. These three numbers can be used to make up other
number facts. Knowing one fact can help children with other facts. Look at the number facts we can
make with the numbers 3, 4, and 7.
Addition Facts Subtraction Facts Addition and subtraction are inverse operations
3+4=7 7–3=4 because one operation can "undo" the other
operation. Adding 3 and 5 to get 8 is the opposite
of 8 minus 5, leaving 3.
3 + 5 = 8 and 8 – 5 = 3
4+3=7 7–4=3
addends sum difference
Note: -
- If the sum of two whole numbers A + B = c, then C – A = B or C – B = A is always true.

- If the difference of D-E = F then D = E + F is always true

UNIT ONE
Multiplication and Division
We know that multiplication is repeated addition and division is repeated subtraction. This means that
multiplication and division are inverse operation.
Page | 12 Let us understand this with the following example.
Multiplication Division
6 x3 = 18 18 ÷ 3 =6 18 ÷ 6 =3
Because, 6 + 6 + 6 =18 Because, 18 – 6 = 12
18 – 3 =15 15 – 3 = 12 12 – 6 = 6
12 – 3 = 9 9–3=6 6–6=0
6–3=3 3–3=0
We can say that for each multiplication fact, of two distinct numbers we have two division facts. 2 × 2
gives only one division fact 4 ÷2 = 2.
For example:
Write two division facts for each of the following multiplication facts.
0Save
Since, division and multiplication are related, we can check our answer by multiplying quotient and
divisor to get the dividend.

UNIT ONE
Questions and Answers on Relationship between Multiplication and Division:
I. Write multiplication fact for each division fact.
(i) 56 ÷ 8 = ……….. means ……….. × ……….. = ……….

Page | 13
(ii) 33 ÷ 11 = ……….. means ……….. × ……….. = ……….
(iii) 42 ÷ 6 = ……….. means ……….. × ……….. = ……….
(iv) 28 ÷ 7 = ……….. means ……….. × ……….. = ……….
II.Write two division facts for each multiplication fact.
(i) 7 × 9 = ……….. means ……….. ÷ ……….. = ………. and ……….. ÷ ……….. = ……….
(ii) 5 × 4 =……….. means ……….. ÷ ……….. = ………. and ……….. ÷ ……….. = ……….
III. Using following numbers, write multiplication facts and division facts.
(i) 5, 4, 20 ………. ………. ……….
(ii) 6, 9, 54 ………. ………. ……….
(iii) 7, 4, 28 ………. ………. ……….
(iv) 20, 2, 10 ………. ………. ……….
Note: -
If ‘a' and 'b' are any two whole numbers different from zero and a x b = c then,
c ÷ a = b or c ÷ b = a is always true.
If 'd' and 'e' are whole numbers (If e is different from zero) and d ÷ e = h is true then d = h x e is always
true.

UNIT ONE
Exercise - H)
1. Check whether the following operations are correct or not
A. 56 +34= 90 C. 24 x 5 = 100
B. 78 - 29 = 59 D. 96 + 8 = 14
Page | 14
2. If 90 Exercise books are divided for 5 children what will be the share of each child?
Multiples of 100 and 1000 up to 10, 000
All numbers ending with 0 are multiples of 10

Example: - 10, 20, 1500 …
All numbers with the last two digits '0' are multiples of 100
Example: - 500, 256000, 400 …
Numbers with the last three digits zero, are called multiples of 1000.
Example: - 12000, 25000, 3000 …
The product of any numbers and '0'is '0'.
Exercise - I )
1. Which of the following numbers are multiples of 100?
A. 850 B. 1000 C. 100 D. 1090
2. What is the smallest multiple of 100?
3. List down multiples of 100 which are in between 2500 and 3200.
4. 888 is not a multiple of 100. Why? Explain.
5. 900 is a multiple of 100. Why? Explain.
6. 8890 is not a multiple of 100. Why? Explain.
7. 9000 is a multiple of 100. Why? Explain

UNIT ONE
Exercise 2
1. Answer the following questions as 'True' or 'False'
A. 'O' is a multiple of 1000.

B. '1000' is a multiple of 1000.
Page | 15
C. 9000 is a multiple of 1000.
D. All multiples of 100 are multiples of 1000.
E. All multiples of 1000 are multiples of 100.
2. A farmer fattens 20 sheep and all of them have the same cost. If the cost of one sheep is 500 Birr,
what will be the cost of 20 sheep?
3. List down multiples of 1000 which are found between 1000 and 10,000
4. Write the successor of 3000 which is a multiple of 1000.
5. Write the predecessor of 7000 which is a multiple of 1000.
Expanding whole numbers
Expanded notation can be defined as a way of expressing numbers by showing the value of each digit.
Writing a number in expanded notation is not the same as writing in expanded form.
In expanded notation, a number is represented as the summation of each digit multiplied by its place
value, whereas in expanded form, addition is only used between place value numbers. For instance:
234 in expanded form:

= 200 + 30 + 4
while 234 in expanded notation:
= (2 x 100) + (3 x 10) + (4 x 1)
The original form of the number ‘234’ is called a standard form.

UNIT ONE
How to do Expanded Notation?
To expand a particular number (from its standard form), we need to expand it into the sum of each digit
multiplied by its matching place value (ones, tens, hundreds, and so on).
Page | 16
These methods of writing a number in expanded notation and forms are illustrated in the examples
below.
Example 1
Write 4,981 in expanded form?
Solution
The number 4,981 can be written in expanded form as:
4,981 = 4,000 + 900 + 80 + 1

In this method, every number that comes after a digit is replaced with zeros. For instance, 4 and 9 in the
number are represented as 4000 and 900 respectively.
Example 2
Write 5,807 in expanded form?
Solution
5,807 in expanded form is represented as:
5,807 = 5,000 + 800 + 7

In this example, the place value of 0 in the number is zero; therefore, the value in the tens digit is not
represented because there are no tens.

UNIT ONE
Example 3
Write the expanded notation of: 4,981
Page | 17
Solution
4,981 = (4 x 1,000) + (9 x 100) + (8 x 10) + (1 x 1)
Example 4
Write 5,807 in expanded notation?
Solution
5,807 = (5 x 1,000) + (8 x 100) + (7 x 1)
Example 5
Write the thousands, hundreds, tens and ones for each of the following numbers:
a. 945
945 = 9 hundreds + 4 tens + 7 ones
= 900 + 40 + 5
b. 458
458= 4 hundreds + 5 tens + 8 ones
= 400 + 50 + 8
c. 5973
5973 = 5 thousands + 9 hundreds + 7 tens + 3 ones
= 5000 + 900 + 70 + 3
d. 333
= 300 + 30 + 3
e. 789

UNIT ONE
= 700 + 80 + 9
Practice Questions
Page | 18 I. Write the expanded notation of the following numbers:
1. 273
2. 6587
3. 1234
4. 9012
5. 9500
6. 4007
II. Below are the expanded forms of different numbers. Write the numbers in standard form.
1. 50000 + 7000 + 900 + 60 + 1

2. 6000 + 500 + 30 + 7
3. 20000 + 1000 + 200 + 70 + 9
4. 50000 + 7000 +10 + 8
5. 400000 + 80 + 8
6. 70000 + 7000 + 10 + 1
III. Write the expanded forms of the numbers below:
(i) 1749, …………., ……………., ……………., …………….., ……………. .

(ii) 5605, …………., ……………., ……………., …………….., ……………. .
(iii) 43453, …………., ……………., ……………., …………….., ……………. .
(iv) 76125, …………., ……………., ……………., …………….., ……………. .
IV. Fill in the blanks:

(i) 6371 = …… thousand + …… hundred + …… tens + …… ones
(ii) 937032 =…… hundred + …… thousands + …… ones
(iii) 9278 = (9 x ……) + (…… x 100) + (2 x ……) + (…… x 8)
(iv) 33602 = 30000 + …… + …… + 2

UNIT ONE
Solve the following word problem.
1. Workinesh has 12 kg banana and she sold one-kilogram banana for 6 Birr. How much Birr will she
get if she sold all of her bananas? Express her total Birr in terms of the sum-of multiples of 10 and
Page | 19
one-digit number.
2. Ahmed bought mathematics book for Birr 125 and English and Environmental books for Birr 225.
Write Ahmed's total Expense as the sum of multiples of 100 multiples of 10 and one digit number.
Comparing and putting in order whole numbers up to 10,000
How to learn and understand comparison of numbers?
Rules for Comparison of Numbers:
Rule I: We know that a number with more digits is always greater than the number with less number of
digits.
Rule II: When the two numbers have the same number of digits, we start comparing the digits from left
most place until we come across unequal digits.
To learn and understand comparison of numbers the rules are generalized here:
Rule (1): The number/numeral having more digits is greater.
We know that a number with more digits is always greater than the number with less number of digits.
(i) The number of 2 digits is greater than the number of one digit.
(ii) The number of 3 digits is greater than the number having 2 or 1 digit.
(iii) The number of 4 digits is greater than 3 or 2 or 1 digit number.
Example: -
10 > 9;
100 > 99 > 9;
239 > 98;
1250 > 998;

UNIT ONE
Rule (2): (a) If two numbers have the same number of digits, we compare them on the basis of their
extreme left digits. The number with the greater extreme left digit is greater.
As:
Page | 20 (i) 514 > 298, because 5 > 2
(ii) 6138 > 5978, because 6 > 5
(b) If the extreme left digits of two numbers are the same, we compare them on the basis of the next
digits towards their right and so on.
As:
(i) 6428 > 6319, because 6 = 6, but 4 > 3
(ii) 2456 > 2238, because 2 = 2, but 4 > 2
In other words;
When the two numbers have the same number of digits, we start comparing the digits from the left
most place until we come across unequal digits.
For example:
Compare 2938 and 2036
Both numbers are 4-digit numbers.
Let us compare the digits in left most place, we find that both numbers have same digit. Next, we
compare the digits in the second most left place, we find that 9 > 0.
So, 2938 > 2036
These are the rules to teach comparison of numbers.
A number having the greater number of digits is the greater number.
Exercise
I. Put the right sign (<, > or =)
(i) 6,397 ………… 6,937
(ii) 7,839 ………… 5,899

UNIT ONE
(iii) 2,590 ………… 2,890
(iv) 296 ………… 866
(v) 2,700 ………… 2,200
Page | 21 (vi) 365 ………… 3,065
Order of whole numbers
When ordering numbers, we first start by comparing two numbers at a time. You can do this by either
arranging the numbers in ascending or descending order.
- Ascending order is arranging numbers from the smallest to the largest.
- Descending order is arranging numbers from the largest to the smallest.
Example
Arrange the following numbers in ascending order:

4679; 4542; 4797; 4545
Solution
Each number has 4 in thousands digit, then move to hundreds digit;

4797 is the biggest and 4679 the smallest number.
4542 and 4545 have the same value in the tens digit.
Comparing the ones place, 4545 > 4542
There the ascending order is 4542 < 4545 < 4679 < 4797
Example
Arrange the numbers in descending order:

4259; 7053; 3852; 6719
Solution
Compare digits according to place value.
And so, the descending order is: 7053 > 6719 > 4259 > 3852

UNIT ONE
Exercise - Q )
1. Compare the following numbers using '>' , '<' and '='
A. 6814 __________911
B. 9210 __________9091
Page | 22 C. 8341 __________ 7999
D. 6410 __________ 3205
2. Write the following whole numbers in order from the smallest to the largest
A. 3625, 3780, 3781, 2914

B. 6341, 8200, 5896, 4791
3. Write the following whole numbers in order from the largest to the smallest
A. 8614, 8461, 8625, 8421

B. 95, 9549, 8473, 9637

UNIT ONE
SUMMARY OF UNIT ONE
• Whole numbers from 10 to 99 are called two digit whole numbers.

• Whole numbers from 100 to 999 are called three digit whole numbers (100,101,102,.............. 199).
Page | 23
• If 'a' is any whole number greater than zero, than 'a- 1' is its predecessor.
• '0' is a whole number with no predecessor.
• For any whole number 'b', 'b + 1 'is its successor.
• We will use'>' ,'<'or'=' signs to compare two whole numbers.
• If the numbers of digits of two whole numbers are not equal, then the number with more digits is
greater.
• If two whole numbers have equal number of digits, then compare their corresponding digits starting
from left.
• We can check- the result of Addition by Subtraction
- the result of Subtraction by Addition
- the result of Multiplication by Division
- the result of Division by Multiplication
• All multiplies of 10 have at least one zero in their ones place.
• All multiples of 100 have at least two zeros in their ones and tens place.
• All multiples of 1000 have at least three zeros in their ones tens & hundreds place.

UNIT ONE
SUMMARY EXERCISE
1. Answer the following questions as 'True or 'False'.
A. The successor of 99 is a three digit whole number
B. 310 is the predecessor of 309
Page | 24 C. 507 < 509 < 511 < 495<494.
D. There are 10 numbers between 420 and 430
E. 6345 = 6000 + 300 + 40 + 5
2. What is the successor of the largest one-digit number?
3. What is the predecessor of the smallest two-digit whole number?
4. Which whole number doesn't have predecessor?
5. List down whole numbers between 507 and 514.
6. Fill the missing numbers
A. 8404 = _______ x 1000 + _______ x 100 + _______x 1
B. 1768 = _______x 1000 + _______ x 100 + _______ x 10 + _______ x 1
7. If the price of one Quintal teff is 720 Birr, what will be the price of 10 Quintal teff?
8. There are 828 students in a school. If each of them contributes 5 birr to construct additional
classes, how many birr will be contributed totally?
9. Write the following numbers in numeral form.
a) Five hundred ninety nine
b) Five thousand nine hundred ninety nine
c) Six thousand ninety five
10. Write the following numbers in words.
A. 870 B. 886 C. 707 D. 898
11. Compare the following numbers.
A. 876 _______ 288 B . 8800_______10,008
C. 897 _______10,000 D. 2380 _______ 2380
12. Write the following numbers
a) In increasing order
b) In decreasing order
1) 24,88 , 76, 99
2) 445, 226, 766, 888, 999
3) 4888, 5347, 8899, 9008, 9808

UNIT TWO
UNIT TWO
Addition and subtraction of whole numbers up to 10,000
Unit outcomes: - After completing this unit students be able to
Page | 25 - Add whole numbers up to 10,000.
- Subtract whole numbers up to 10,000
- Solve word problems involving addition and subtraction
2.1. Addition of whole numbers up to 10,000
To add two whole numbers which are less than 10,000 and multiples of 1000. Place and put there zeros
to the right of the sum obtained.
Example: -
Add 3,000 and 4,000 orally
Solution: -
In 3000 3 is under thousands place and

In 4000 4 is under thousands place. So the sum of the digits under thousands place is 7. Therefore, the
sum of 3000 and 4000 is 7000.
Exercise-A
1. Add the following whole numbers orally.
A. 1000 and 3000

B. 2000 and 4000
C. 3000 and 4000
D. 3000 and 6000
2. Your school got 6000 birr by selling a grass in its compound and 4000 birr by selling some tress in it.
How many total birr did your school got by selling its grass & trees?
Adding whole numbers having two digits and three digits.
General rule
We should add numbers according to their place value
Helpful steps to add any numbers
Step 1: - write numbers in down form according to their place value
Step 2: - if the sum of a number is more than one digit write the one’s place and take the ten’s place to
the next place value as carry.

UNIT TWO
Example for adding whole numbers having two digits and three digits
1) 134 + 43 2) 897 + 45
Page | 26 134
+ 43
_______
134
+ 43
177 in this case we don’t have carry so we just write their sum
Therefore, 134 + 43 = 177
2) 897 + 45
897
+ 45
______
1 1
8 9 7 7 + 5 = 12 write 2 and carry 1 to the next place value
+ 4 5 1 + 9 + 4 = 14 write 4 and carry 1 to the next place value
9 4 2 1+8=9
Therefore, 897 + 45 = 942
Example for Adding whole numbers having three and four digits
8992 + 455
8992
+ 455
_______

UNIT TWO
1 1
8 9 9 2 2+5=7
Page | 27
+ 4 5 5 9 + 5 = 14 write 4 and carry 1 to the next place value
9 4 4 7 1 + 9 + 4 = 14 write 4 and carry 1 to the next place value
1+8=9
Therefore, 8992 + 455 = 9447
Exercises
I. Add the following
A. 4 3 5 3 B. 5 2 0 3 C. 3 1 1 7 D. 7 6 2 3
+3432 +4230 + 3662 +2016
________ ________ ________ ________
II. Fill in the following table.
A B A+B
6029 1999
3629 4484
2566 3563
3645 3555
1235 256
III. Answer the following question
1) What is the sum of the smallest two digit and three digit numbers?
2) What is the sum of the largest two digits and three digits number?
Word problems
To solve word problems, follow the following steps.
1st: - read and understand the problem
2nd: - Identify the given and unknown quantities
3rd: - find the unknown quantity and check the answer.

UNIT TWO
Clue words to solve word problems for addition
Add Both And With
All Total Sum
Page | 28 Example: -
A farmer bought two oxen for birr 8376 and two sheep for birr 1000.how many total birr did he spend to
buy two oxen and two sheep?
Solution: - he spends 8776 birr to buy two oxen's and 1000 birr to buy two sheep. So to find the total
expenses. The farmers add 8376 & 1000.
Clue word is ‘total’ it indicates us to use the operation addition.
8376
+1000
9376
Therefore, the farmer spends a total of 9376 birr
Exercise
Solve the following word problems.
1. In a certain elementary school there are 1225 boys and 998 girls, what is the total number of students
in the school?
2. A soap factory produces 4809 Soaps in the first day and 4927 soaps in the second day. How much
soap did the factory produce within two days?
3. To construct a school's fence 7545 birr is collected from parents and 2125 birr from charity
organizations how much total birr is called?
4. A seedling station distributes 6474 domestic seedlings and 2546 different fruit seedlings for the
society. How many total seedlings did the station distributives?
5. A candle factory produces 4944 candles in the first day and 500 candles in the second day. How many
candles did the factory produce in the two successive days?

UNIT TWO
Subtraction of whale numbers up to 10,000
While performing subtraction, the smaller number is always subtracted from the larger number. The
smaller number is called minuend and the larger number is called subtrahend. The result is called the
difference.
Page | 29
The answer of a subtraction sum is called DIFFERENCE.
How to subtract 2-digit numbers?
Steps are shown to subtract 2-digit numbers.
Subtract 39 from 78.
Line up the numbers according to place value taking care to place the bigger number on top.
In the ONES column we have 8 - 9.
We cannot take away 9 from 8 so we REGROUP the next place to the left. REGROUP 78 as 6 TENS and 18
ONES.
DIFFERENCE = 39
Sometimes we need to REGROUP more than once.

UNIT TWO
Page | 30 Subtract 189 from 638.
REGROUP 38 as 2 TENS 18 ONES
REGROUP 62 as 5 TENS 12 ONES
Answer: 449
We follow the same rule for subtracting 4 digits numbers or larger numbers.
1. Solve: 74834 - 38915
Line up the number according to place value.

UNIT TWO
In the ONES column the number to be subtracted is greater so REGROUP as 2 TENS 14 ONES.
Page | 31
Subtract the TENS column.
REGROUP to subtract the numbers in the HUNDREDS column.
3 THOUSANDS 18 HUNDREDS
REGROUP to subtract the numbers in the THOUSANDS column.

UNIT TWO
6 TEN THOUSANDS 13 THOUSANDS
Page | 32
Answer: 35919
We can subtract from a place with a zero. Just remember to REGROUP the next place to the left.
2. Subtract: 39507 - 27386
Answer: 12121
REGROUP to subtract the TENS place
4 HUNDREDS 10 TENS

UNIT TWO
How to check the answer of a subtraction?
Subtract 2157 from 5438 and check your answer.
Page | 33
CHECK:
Add the DIFFERENCE to the smaller number.
The answer will be the smaller number.
Subtract the DIFFERENCE from the greater number.
The answer will be the greater number.
In subtraction we will learn the subtraction operation of numbers having more than 4 digits with
borrowing and without borrowing.

UNIT TWO
Examples:
1. Subtract 2684 from 6795.
Page | 34 Solution:
The numbers are arranged in column form
(i) Ones are subtracted, 5 – 4 = 1
(ii) Tens are subtracted, 9 – 8 = 1
(iii) Hundreds are subtracted, 7 – 6 = 1
(iv) Thousands are subtracted, 6 – 2 = 4
Hence, difference = 4,111
2. Subtract 6732 from 9340 (with borrowing).
Solution:
(i) Ones are subtracted, 0 < 2, so 1 ten is borrowed from tens.
Now 1 Ten or 10 + 0 = 10, 10 – 2 = 8
(ii) Tens are subtracted, 3Tens – 3Tens = 0
(iii)Hundreds are subtracted, 3 Hundreds < 7 Hundreds so, 1 Thousand is borrowed,

UNIT TWO
so 10 Hundreds + 3 Hundreds = 13 Hundreds,
13 Hundreds – 7 Hundreds = 6 Hundreds.
(iv) Thousands are subtracted, 8Thousands – 6Thousands = 2Thousands

Page | 35
Hence, difference = 2,608
3. What is the difference between 40712 and 7549? (with borrowing)
Solution:
(i) 2 < 9, 1T or 10 is borrowed 10 + 2 = 12, 12 – 9 = 3
(ii) 0 < 4, 1H or 10T is borrowed 10T + 0 = 10T, Now 10T – 4T = 6T
(iii) 6H – 5H = 1H
(iv) 1 Tth is borrowed, 10Th – 7Th = 3 Th
(v) 3Tth – 0 = 3Tth
So, difference = 33,163
4. Subtract 2 3 7 4 1 2 from 6 4 9 5 2 3 (without borrowing)

UNIT TWO
Solution:
Numbers are arranged in column form
Page | 36
(i) 3 – 2 = 1 Ones
(ii) 2 – 1 = 1 Tens
(iii) 5 – 4 = 1 Hundreds
(iv) 9 – 7 = 2 Thousands
(v) 4 – 3 = 1 Ten thousands
(vi) 6 – 2 = 4 Hundred thousands
Therefore, difference = 412111
5. Subtract (with borrowing) 6 5 6 2 9 from 3 2 3 4 7 8
Solution:
Numbers are arranged in column form
(i) Ones: 8 < 9, IT or 10 is borrowed 10 + 8 = 18, 18 - 9 = 9
(ii) Tens: 6T - 2T = 4T
(iii) Hundreds: 4H < 6H, 1 th or 10H is borrowed, 10H + 4H = 14H, 14H - 6H = 8H
(iv) 2Th < 5Th, 1Tth or 10Th is borrowed 10Th + 2Th = 12Th, 12Th - 5Th = 7Th

UNIT TWO
(v) 1Tth < 6Tth,1Hth or 10Tth is borrowed 10Tth + 1Tth = 11Tth, 11Tth - 6Tth = 5Tth
(vi) 2Hth remained as it was.
So, difference = 257849

Page | 37
6. Find the difference between two numbers, 1 4 2 7 1 3 and 3 7 4 3 9.
Solution:
The numbers are arranged in column form.
142713 is greater than 37439, so 37439 will be subtracted from 142713.
Difference = 105274
(i) Ones are subtracted
3 < 9, so 1 ten is borrowed.
Now 1T or 10 + 3 = 13, 13 - 9 = 4
(ii) Tens are subtracted, 1T < 3T, so 1H is borrowed.
Now 1H or 10T + 1 = 11,
11 - 3 = 8, answer is 11 - (3 + 1) = 7
(iii) Hundred: 6H – 4H = 2H
(iv) Thousands: 12Th – 7Th = 5Th
(v) Ten thousands: 3Th - 3Th: = 0
(vi) Hundred thousand: 1Hth – 0 = 1Hth
Therefore, 142713 - 37439 = 105274

UNIT TWO
WORD PROBLEMS INVOLVING ADDITION AND SUBTRACTION
To solve word problems, follow the following steps.
1st: - read and understand the problem

Page | 38 2nd: - Identify the given and unknown quantities
3rd: - find the unknown quantity and check the answer.
Clue words to solve word problems related to subtraction
Minus
Subtract
Difference
Left
Example: -
In spite of his highest result a school gave 500 Birr and teacher gave 250 Birr for a student as a reward. If
a he buys a book for Birr 200, How many Birr will be left with him?
Solution
First find the total amount of money he earned
Therefore, 500 birr + 250 birr = 750 birr
We have a clue word ‘left’ to use the operation subtraction
So 750 birr – 200 birr = 550 birr left
Exercise
1. In a certain school, A 6 grade students planted 2160 seedling last year and 876 seedlings this year.
Only 125 of the planted seedling could grow. How many are the seedling which could not grow?
2. A shop keeper bought eggs from two eggs sellers. 676 from the first and 548 eggs from the other
one how many eggs remaining?
3. A wood work factory got a 3475 profit last year and a 4765 profit this year if the factory distributed
5420 Birr for its workers from the profit made in the successive years. How much money would
remain?
4. In a certain woreda there are 4560 males and 4500 females who are government employees and
private business owners. If the private business owners are 3540, how many are the government
employees?
5. 3456 tourists, came to Ethiopian to visit Ethiopian heritages site in the month of September and
October and other 4635 tourist came in the month of November and December 5150 of the total
tourists came from other parts of our world

UNIT TWO
Check for Subtraction and Addition
We will learn to check for subtraction and addition answers after solving.
Difference of two numbers is correct when the sum of the subtrahend number and the difference is
Page | 39 equal to the minuend.
We can say that,
How can you use addition to check the answer of subtraction? How can you use subtraction to check the
answer of addition?
Addition (+) and subtraction (-) are opposite operations in math, so you can use one to check the answer
of the other one.
For example
1. 2 + 3 = 5
5-3=2
The first way says, if we start with 2 and add 3, we get 5. The second way says, if we start with 5 and
take away 3, we get 2. We are just playing with the same numbers forward and backward.
2.
Thus, 6476 - 2365 = 4111 is true as 2365 + 4111 = 6476. Similarly, the sum of two numbers is true if the
difference between the sum and the first number is equal to the second number, i.e., 2365 + 4111 =
6476 is true as 6476 - 4111 = 2365 or 6476 - 2365 is equal to 4111.

UNIT TWO
Exercise
1. Compute the following and check the result.
A. 347-57 B. 463-249 C. 2465-65 D. 5843-695
Page | 40 2. A farmer went to a market by having 7000 Birr and bought fertilizer for Birr and two Oxen's for Birr
5000.
A. How many total Birr did he spend?
B. How many Birr is left with him? Check your answer.
3. If the minuend is 5000 & the difference is 0. What will be the subtrahend?
Check your answer.

UNIT TWO
UNIT SUMMARY
 To add two numbers which are multiples of 1000 orally, add the digits under thousands place
and write three to the right of the sum.
 It is possible to add 2-digits and 3- digits whole numbers with and without carrying, Adding
Page | 41 numbers down wards by writing the digits under their place is the simplest way.
First add digits under ones, then tens, and write them under their place.
If it is addition without carrying write the digit under hundreds place as it is.
If it is addition with carrying, Add the corresponding digits starting from ones place of the digit that is to
be carried with the next digit place value.
To find a solution for word problems. Follow the following steps.
- First read the problem care fully

- Next identify the given and unknown questions
- Finally solve the question and check the result
To subtract 2- digits whole numbers from 3-digits whole numbers follow the same step as you did for
addition and write the digits down ward correspondingly ( It may be in borrowing or not).
The sum of two numbers is checked by subtraction and the difference of two number is checked by
addition.
If you subtract 3-digits numbers each other, always the result should a whole number this implies that a
minuend has not to be less than the subtrahend.
Whole numbers from O to 9(0, 1,2, 9) are called one digit

UNIT TWO
SUMMARY EXERCISE
1. Write true if the statement is correct and write false if the statement is incorrect
1) The result of addition is called difference
2) We can subtract a bigger number from the smaller number.
Page | 42 3) Subtrahend is first number in a subtraction.
2. Perform the following operation
A) 845 B) 5323 C) 54510 D) 2100
+ 851 + 488 - 512 - 999
_____ ______ ______ _____
3. Fill in the following table

A)
X Y X+Y
4561 3523
3213 322
2552 987
3565 2412
B)
MINUED SUBTRAHEND DIFFERENCE
4561 352
322 451
2552 999
3565 2412
4. Solve the following word problems

1) A farmer association collected 3470 Birr from selling teff and 2250 Birr from selling wheat.
How many Birr did the association collect all together?
2) 4. A sugar factory produced 4500 quintals and 3990 quintal of sugar in two successive days.
The factory sold 6300 quintal of sugar from its two successive days’ production. How many
quintals of sugar are unsold?
3) In a certain hospital 5843 patients were admitted to the hospital in a year. 1200 of the
patients caught pneumonia 450 of them were HIV infected and the rest were caught by
malaria. How many patients caught in malaria?
4) 9824 quintal wheat, 8992 quintal maize and 10,000 quintal teff were produced in a certain
woreda last year. How many quintals were the total production?

UNIT THREE
UNIT THREE
Multiplying and dividing whole numbers up to 10,000
Unit outcomes: -
Page | 43 After completing this unit students should be able to: -
 Multiply multiples of 100 by one digit numbers
 Multiply multiples of 1,000 by one-digit numbers.
 Divide multiples of 10 and 100 up to 10,000 by one-digit number and 10
 Divide whole numbers up to 10,000 by 1-digit numbers and 10 with and without
remainder.
 Solve word problems involving multiplication and division.
1.1. Multiplying multiples of 100 by one-digit whole number
Multiples of 10
Any number whose one’s place is 0 then that number is a multiple of 10.
Example: - 40, 50, 89000 …
Multiples of 100
Any number whose one’s place and ten’s place is 0 then that number is a multiple of 100.
Example: - 400, 500, 89000 …
Multiples of 1000
Any number whose one’s, ten’s, and hundred place is 0 then that number is a multiple of 1000.
Example: - 4000, 5000, 89000 …
Multiples of 1000
Any number whose one’s, ten’s, hundred’s, and thousand’s place is 0 then that number is a multiple of
10,000.
Example: - 40000, 50000, 890000 …

UNIT THREE
Note: -
- All multiples of hundred can be multiples of ten but not all multiples of ten can also be a
multiple of hundred.
- All multiples of thousand can be a multiple of hundred but not all multiples of hundred
Page | 44 can also be multiple of thousand.
- All multiples of thousand can be a multiples of ten.
Example: - 500 is a multiple of hundred and it can also be a multiple for ten.
Exercise: - put ‘✔’ if it is correct or ‘❌’mark if it is incorrect.
Numbers Multiple of 10 Multiple of 100 Multiple of 1000 Multiple of 10000

450
12001
2000
2100
10
5640
100
Multiplying multiples of 10, 100, 1000 or 10000 by one-digit number.
To multiply one digit whole numbers with multiples of 10, 100, 1000 or 10000 first multiply numbers
without considering the last zeros and then add those zeros to the result you obtained.
Example 1: - 600 x 4
First find the product of 6 and 4
6 x 4 = 24, then add two zeros to your product. Therefore 2400.
600 x 4 = 2,400
Example 2: - 5000 x 4
First find the product of 5 and 4
5 x 4 = 20, then add three zeros to your product. Therefore 20,000.
5000 x 4 = 20,000

UNIT THREE
Multiplying 2-Digit Number by 1-Digit Number
The result of multiplication is called product.
Use the following steps to multiply 2-Digit number by 1-digit number
Page | 45 Step I: Arrange the numbers vertically.
Step II: First multiply the digit at the ones place then tens place.
Example: -
1. Multiply 34 and 2
Solution:
Step I: Arrange the numbers vertically.
Step II: First multiply the digit at the ones place by 2.
2 × 4 = 8 ones
Step III: Now multiply the digit at the tens place by 2.
2 × 3 = 6 tens
Example 2: -
Multiply 50 by 1 by using short form
Solution:
50 → 50
× 1 → × 1
0 50
(i) First digit of one’s place is multiplied by 1, i.e., 0 × 1 = 0
(ii) Then digit at ten’s place is multiplied by 1, i.e., 5 tens × 1 = 5 tens
Hence, 50 × 1 = 50
Exercise
I. Find the product:
(i) 23 × 3 = (ii) 44 × 2 = (iii) 33 × 2 = (iv) 22 × 4 =
(v) 32 × 3 = (vi) 40 × 2 = (vii) 43 × 2 = (viii) 12 × 3 =
(ix) 23 × 2 = (x) 11 × 9 = (xi) 21 × 4 = (xii) 13 × 3 =

UNIT THREE
Multiplying 3-Digit Number by 1-Digit Number
Example 1: - Multiply 201 by 3
Page | 46 Step II: Multiply the digit at the ones place by 3.
1 × 3 = 3 ones
0 × 3 = 0 tens
Step IV: Now multiply the digit at the hundreds place by 3.
2 × 3 = 6 hundreds
Example 2: - Multiply 246 by 4
Step II: Multiply the digit at the ones place by 4.
6 × 4 = 24 = 2 tens + 4 ones
Write 4 in the ones column and carry over 2 to the tens column
4 × 4 = 16 tens
Now, 16 + 2 (carry over) = 18 tens = 1 hundred + 8 tens
Step IV: Now multiply the digit at the hundreds place by 4.
2 × 4 = 8 hundreds
Now, 8 + 1 (carry over) = 9 hundred
Exercise: -
Multiplying 3-Digit Number by 1-Digit Number withb gt Regrouping:
I. Multiply the following:
(i) 134 × 2 (ii) 320 × 3 (iii) 112 × 4 (iv) 301 × 2
(v) 202 × 2 (vi) 131 × 3 (vii) 220 × 4 (viii) 303 × 3

UNIT THREE
Word Problems on Multiplication by 2-Digit Number
We will learn how to solve the word problems on multiplication by 2-digit number. Here we will apply
the same process when we multiply a 2-digit number by a 2-digit number.
Solved examples:
Page | 47
1) There are 15 pencils in one packet. A shopkeeper has 60 such packets in his shop. How many
pencils does he have in his shop?
Number of pencils in one packet = 15
Number of packets in the shop = 60
Therefore, total number of pencils in the shop = 60 × 15
= 900 pencils
2) A garland has 32 flowers. How many flowers are there in 45 such garland?
Number of flowers in a garland = 32
Number of garlands = 45
Therefore, total number of flowers in 45 garlands = 45 × 32
= 1440 flowers
3) For a school trip 6 buses were hired. Each bus carried 42 children. How many children went on the
trip?
Solution:
Step I. Read and understand the word problem carefully.
Step II. Which operation is involved? Decide.
1 bus carries 42 children
Total number of buses × 6 children
6 buses carry (6 times 42 children) 252 children
So, 252 children went on the trip.

UNIT THREE
4) The product of two numbers is 96. If one number is 8, find the other.
Solution:
Step I. Make the sum
Page | 48 Step II. Recall the facts about multiplication that each multiplication fact has two division facts.
Multiplicand × Multiplier = Product
________ × 8 = 96
Division fact for the multiplication fact. 96 ÷ 8 = 12
So, the other number is 12.
Exercise –
Solve the following word problems
1) Abebe needs 3meter cloth to have a suit if the price of 1-meter cloth is 120 birr, then how many
birr does he need to buy 3meter cloth.
2) A school bought 6 mathematics books for its library. If the price of one book is 115 birr, what is
the total price of 6 books?
3) Ato Ahmed is a coffee merchant he sold 4 quintals of coffee on Monday. If the price of one quintal
is 850 birr, how many birr will he get after selling 4 quintals of coffee?
4) A football team needs to buy 5 balls, if the price of one ball is 240 birr, how many birr does it need
to buy 5 balls?
5) An investor wants to donate Exercise books for 8 schools to help students who are orphans If he
gives 320 exercise books for each school, how many total exercise books will he give?
Dividing multiples of 10, 100, 1000, and 10000 by 10
To divide multiples of 10, 100, 1000, or 10000 by 10, you have to just remove ones place zero.
Example 1: - 340 ÷ 10
Solution: -just remove the last zero
Therefore 340 ÷ 10 = 34
Example 2: - 5800 ÷ 10 = 580
Example 3: - 86000 ÷ 10 = 8600

UNIT THREE
For any whole numbers a, b and c, if a ÷ b = c is true then a = c x b is always true.
'a' is called dividend, 'b' is called divider and c is called quotient.
Dividend= (Quotient) x (divider)
Page | 49 Example
compute the following and check your answer by multiplication
a) 80 ÷ 4 b) 300 ÷ 5
Solution: -
a) 80 ÷ 4 = 20 because 80 = 20 x 4 therefore dividend = 80, divisor = 4 and quotient = 20
b) 300 ÷ 5 = 60 because 300 = 60 x 5 therefore dividend = 300, divisor =5and quotient = 60
Note: -
The result of division is checked by multiplication. Therefore, division is the inverse operation of
multiplication and also multiplication is the inverse operation of division.
Division of whole numbers is discussed here step by step.
1. Division is repeated subtraction.
(a) 25 ÷ 5 = 5 (b) 10 ÷ 2 = 5
(Repeated Subtraction) (Repeated Subtraction)
(i) 25 - 5 = 20 (i) 10 - 2 = 8
(ii) 20 - 5 = 15 (ii) 8 - 2 = 6
(iii) 15 - 5 =10 (iii) 6 - 2 = 4
(iv) 10 - 5 = 5 (iv) 4 - 2 = 2
(v) 5 - 5 = 0 (v) 2 - 2 = 0
2. Division is the inverse of multiplication.
(a) (i) 12 × 10 = 120
(ii) 120 ÷ 10= 12
(iii) 120 ÷ 12 = 10
(b) (i) 25 × 5 = 125
(ii) 125 ÷ 5 = 25

UNIT THREE
(iii) 125 ÷ 25 = 5
3. Relation between Dividend, Divisor, Quotient and Remainder is.
Dividend = Divisor × Quotient + Remainder
Page | 50 Long Division
As we know that the division is to distribute a given value or quantity into groups having equal values. In
long division, values at the individual place (Thousands, Hundreds, Tens, Ones) are dividend one at a
time starting with the highest place.
Division by One-Digit Divisor
1. Divide 27 by 9
Solution:
Let us divide.
Step I: Write 27 inside the bracket and 9 on the left side of the bracket.
Step II: Start division from left to right, that is, divide 2 by 9. Since, we cannot divide 2 by 9 so,
we will divide 27 by 9.
Step III: Recall the table of 9.
9 × 3 = 27
Now, write 3 in the quotient and subtract 27 from 27. The result is 0.
Thus, 27 ÷ 9 = 3
2. Divide 92 by 4
Solution:
Let us divide.
Step I: Write 92 inside the bracket and 4 on the left side of the bracket.
Step II: Start division from left to right, that is, divide 9 tens by 4.
4×2=8
4 × 3 = 12
12 tens is bigger than 9 tens, so we take 4 × 2 = 8 tens.
Step III: Write 2 in the quotient.

UNIT THREE
Step IV: Subtract 8 from 9 and get 1 as remainder.
Step V: Bring down 2 from ones place and write it to the right of 1.
12 is the new dividend.
Page | 51 Step VI: Write 3 in the quotient and subtract 12 from 12. The result is 0.
Thus, 92÷4 = 23
3. Find the quotient and remainder of 649 ÷ 9.
Solution:
Step I: We start dividing the hundreds first. Since 6 hundreds cannot be divided into 9 groups of
hundreds, the quotient at hundreds column is zero.
Step II: 6 Hundreds are now changed into 60 tens and added to 4 tens, making 64 tens.
Step III: 64 tens give 9 groups of 7 tens each and 1 ten is left over.
Step IV: 1 ten give 10 ones, 10 ones + 9 ones = 19 ones
Step V: 19 ones can be put into 2 groups of 9 and 1 one is left over.
Word Problems on Long Division:
To solve any word problem, we need to read each word carefully and select numbers carefully from the
question to solve it.
5. If 60 cookies to be put in 5 packets, how many cookies will be packed in one packet?
Solution:
Number of cookies = 60 cookies
Equally distributed in 5 packets
Number of cookies in one packet = 60 ÷ 5
Thus, 12 cookies will be packed in one packet.

UNIT THREE
Long Division Method without Remainder
We will discuss here how to solve step-by-step the long division method without regrouping and
without remainder.
Page | 52 Consider the following examples:
1. 848 ÷ 4
Let us follow the division along with the given steps.
Step I: Begin with hundreds digit
8 hundreds ÷ 4 = 2 hundreds
Step II: Bring down tens digit
4 tens ÷ 4 = 1 ten
Step III: Bring down ones digit
8 ones ÷ 4 = 2 ones
Therefore, 848 ÷ 4 = 212
2. 6482 ÷ 2
Let us follow the division along with the given steps.
Step I: Begin with thousands digit
6 thousands ÷ 2 = 3 thousands
Step II: Bring down hundreds digit then
Step III: Bring down tens digit
8 tens ÷ 2 = 4 tens
Step IV: Bring down ones digit
2 ones ÷ 2 = 1 ones
Therefore 6482 ÷ 2 = 3241

UNIT THREE
Long Division Method with Remainder
We will discuss here how to solve step-by-step the long division method without regrouping with
remainder.
Page | 53 Consider the following examples:
1. 698 ÷ 3
Step I: Begin with hundreds digit
Step II: Bring down 9 tens
Now 9 tens ÷ 3 = 3 tens
Step III: Bring down 8 ones
Now 8 ones ÷ 3 = 2 ones
with remainder 2 ones.
Therefore 698 ÷ 3 = 232 with remainder 2
2. 8469 ÷ 2
Step I: Begin with thousands digit
8 thousands ÷ 2 = 4 thousands
Step II: Bring down 4 digit then
Step III: Bring down 6 tens then
6 tens ÷ 2 = 3 tens
Step IV: Bring down 9 ones
Now 9 ones ÷ 2 = 4 ones
with remainder 1 one.
Therefore 8469 ÷ 2 = 4234 with remainder 1

UNIT THREE
Exercise -
1) Divide and find the quotient:
(i) 85 ÷ 5 = (v) 42 ÷6 = (ix) 48 ÷ 3 =
Page | 54 (ii) 54 ÷ 3 = (vi) 32 ÷ 8 = (x) 42 ÷ 6 =
(iii) 63 ÷ 7 = (vii) 88 ÷ 8 = (xi) 68 ÷ 4 =
(iv) 60 ÷ 3 = (viii) 69 ÷ 3 = (xii) 96 ÷ 6 =
2) Solve the following word problems.

1) Shelly has 75 pencils. She shares them between her 5 friends. How many pencils will each of her
friend get?
2) In class III, there are total 70 children. If there are 5 sections in class III, how many children are
there in each section?
3) There are 68 birds in a zoo in 4 cages. How many birds are there in each cage?
4) Jack, the clown has 99 balloons which he needs to share between 9 children at the fair. How
many balloons does each child get?
5) Nancy has 96 pieces of candy. She has 8 bags. She wants to put the same amount of candies in
each bag. How many will she put in each bag?
6) Mike organized 24 chairs in 4 rows for a party. How many chairs are there in each row?
7) You have 60 gum balls that you need to share equally in five containers. How many gum balls
will be in each container?
8) There are 96 books on the shelf. If the books are to be shared equally amongst 4 table groups in
the class, how many books will be there on each table?

UNIT THREE
SUMMARY EXERCISE
l. Answer the following questions as True' or 'False'
a) The result obtained by multiplying any multiple of 100 by O is a multiple of 100.

Page | 55
b) The result obtained by multiplying the smallest three-digit whole number which is a multiple of 100
by 9 is a four- digit number.
c) All multiples of 1000 are multiples of 100.
d) The product of the smallest three-digit whole number which is a multiple of 100 and 6 is 600.
e) The product of the largest three-digit whole number and 6 is 4500.
n) A number when divided by 5 which yields 35 as a quotient and 3 as a remainder is 175.
g) For any whole number 'a', a+ l= a
h) 35 is divisible by 10 without remainder.

UNIT FOUR
UNIT FOUR
Fraction
Unit outcomes: -
Page | 56 After completing this unit, the students should be able to;
• Use their knowledge of One-third

• Identify unit fractions between -2 and 10
• Form fractions by dividing one full object in to two or four parts.
• Compare simple fractions
Fraction as a Part of a Whole
How is fraction as a part of a whole?
We know, a fraction means a part. So, fraction is the part of a whole object. Thus, a fraction is the part
of a collection or collections of objects.
A fraction is a part of a whole number say 1, 2, 3, 4, ……. 150 ……. etc.
Thus, a number which is not a whole number is known as a fractional number.
For example; 1/2, 1/3, 2/3, 3/4, 5/6, …………… are fractional numbers.
Pictures of fraction as a part of a whole:
1. When an object as a whole is divided into two parts, there

are two possibilities. The parts may be equal or unequal.
Each equal part of a whole is called one-half. It is expressed as

1/2 and read as one over two or one upon two.

UNIT FOUR
If a colorful sheet of paper is taken and

one edge is brought on to the opposite
edge and a crease is made in the
middle, then this crease divides the
sheet of paper into two equal parts.
Page | 57 Each part will be one half of the whole
sheet.
The circle is also be divided into two

half circles. Each of the two equal parts
is called half of the whole. Similarly, each of the two equal parts of a square is known as the half fraction
as a part of a whole.
2. Again if we take a sheet which was earlier divided into two equal parts by folding, it can again be
divided by a second fold in the middle.
Thus, the sheet is divided into four equal parts. Each equal part is called one-fourth or a
quarter of the whole sheet. Thus, any whole can be divided into four equal parts and
each part is one-fourth or a quarter of the whole. It is expressed as 1/4 and read as one
over four or one upon four.
If we consider two parts of the four equal parts of a whole it will represent 2/4 or two
fourths, i.e. two one-fourth or half.
If we consider three parts of the four equal parts of a whole, it will represent 3/4 or three-fourths or
three quarters. It is also read as three upon four.
3. If a sheet is divided into three equal parts, then each part is called one-third of the whole sheet.
Thus, one of the three equal parts of a whole is called one-third of it and expressed as 1/3, which is
written as one-third or one upon three.
See the pictures shows three equal parts of a sheet. →
Similarly, if a circle is divided into three equal parts, each part is called one-third of the whole circle. One
third is represented by 1/3 or, one upon three or, one three.
See the pictures shows three equal parts of a circle. →

UNIT FOUR
4. How can we fairly share one apple between two children? How much will each child get? Let us cut
the apple in three different ways.
Page | 58
Now, let us compare the shaded parts which the unshaded parts in each picture. In picture (i) the
shaded part is smaller than the unshaded part. In picture (ii) the shaded part is larger than the unshaded
part. In p[icture (iii) shaded and unshaded parts are equal. We say that apple is divided into equal
halves. One part is called one-half.
There are two halves in a whole. Each half is written as 1212. It is read as one by two.
5. 1/2, 1/3, 2/4, 2/3, 3/4, ………, etc., are called fractions or fractional numbers.
1/5, 2/5, 3/5, 4/5, 5/5, 1/6, 2/6, 3/6, 4/6, 5/6, ………… etc., are also fractions. Any part or part of a whole
one is known as a fraction. A fraction is expressed by two numbers having a small horizontal line
between them.
The number above the small line is called the numerator or top number and the number below the
small line is called denominator or bottom number.
As, in 4/5, where 4 is the numerator and 5 is the denominator
4
5
We say one whole is divide into 5 equal parts from which if 4 parts are taken, it may be expressed as 4/5
which is a fractional number or fraction.
The above explanation will help us to understand how the fraction as a part of a whole number.

UNIT FOUR
Fraction as a Part of Collection
How to find fraction as a part of collection?
Let there be 14 rectangles forming a box or rectangle.
Page | 59
Thus, it can be said that there is a collection of 14 rectangles, 2 rectangles in each row.
If it is folded into two halves, each half will have 7 rectangles. So, we can say one-half of 14 is 7.
Similarly, one- half of 8 is 4 and one-half of 16 is 8.
One-half of 8 squares = 4
Thus, 1/2 = 4/8
That is, out of two equal parts, one part is 1.
Out of two equal parts of 8 one part is 4
One-half of a collection of 8 cups = 4 cups
Thus, 1/2 = 4/8
1 and 4 are numerators
2 and 8 are denominators
The denominator or bottom number of a fraction is the number of equal parts of a whole or a collection.
The numerator or top number of a fraction means how many equal parts of a whole or a collection is
considered.
3/5, 7/8, 2/3, 5/12, 7/16, 11/25, 6/15 are all fractions.

UNIT FOUR
The top numbers of these fractions are 3, 7, 2, 5, 7, 11 and 6. These numbers are called top numbers or
numerators of the related fractions.
The bottom numbers of these fractions are 5, 8, 3, 12, 16, 25 and 15. These numbers are called bottom
numbers or denominators of the related fractions.
Page | 60
Unit fraction
A fraction with numerator 1 are called unit fraction.
Example: -
1 1 1 1 1
, , , , , …
5 12 3 7 15
1 1
Unit fraction from 2 to 10 with their name
Here is some list of fraction with their name.
Number of the fraction = 2
Number of the shaded part = 1

1
The shaded part in fraction = 2
Name of the fraction = one half

1
The shaded part in fraction =
3
Name of the fraction = one third

UNIT FOUR

1
Page | 61 Name of the fraction = quarter or one-fourth

1
Name of the fraction = one-fifth
1 1
The following table shows the name of the fraction from 2 to 10
Fraction in Fraction in
numeral words
form
1 One-half
2
1 One-third
3
1 One-fourth
4 or quarter
1 One-fifth
5
1 One-sixth
6
1 One-seventh
7
1 One-eighth
8
1 One-ninth
9
1 One-tenth
10

UNIT FOUR
Half and quarter of a whole numbers
Definition: - half of a whole number is dividing a whole number by two.
Example: -half of 18 is 9 because,
Page | 62 18 ÷ 2 = 9
Definition: -quarter of a whole number is dividing a whole number by four.
Example: -quarter of 12 is 3 because,
12 ÷ 4 = 3
Exercise
1) Find quarters of the following numbers.
A. 28 B. 32 C.44
2) If a teacher divides 48 exercise books for 4 of his clever students equally. What is the share of
each student exercise books?
3) Leykun planted 16 seedlings in four rows. If there are equal number of seed lings in each row,
how many Seedlings are there in one of the (rows?)
Order of fraction
In math’s, ascending order means the process of arranging numbers from smallest to largest.
Descending order means the process of arranging numbers from largest to smallest.

UNIT FOUR
Ascending and Descending order of a fraction

𝟏
𝟏𝟎
Page | 63
𝟏
𝟗
𝟏
𝟖
𝟏
𝟕
𝟏
𝟔
𝟏
𝟓
𝟏
𝟒
𝟏
𝟑
𝟏
𝟐
From the picture and their fraction, we can clearly see that those fraction can be arranged in ascending
and descending order as follows.
Ascending order: - 1/10, 1/9, 1/8, 1/7, 1/6, 1/5, ¼, 1/3, 1/2
It means 1/10 < 1/9 < 1/8 < 1/7 < 1/6 < 1/5 < ¼ < 1/3 < 1/2
Descending order: - ½, 1/3, ¼, 1/5, 1/6, 1/7, 1/8, 1/9, 1/10
It means ½ > 1/3 > ¼ > 1/5 > 1/6 > 1/7 > 1/8 > 1/9 > 1/10

UNIT FOUR
Types of Fractions
The three types of fractions are:
- Proper Fraction
Page | 64 - Improper Fraction
- Mixed Fraction
Proper fraction:
Fractions whose numerators are less than the denominators are called proper fractions.
(Numerator < denominator)
Improper fraction:
Fractions with the numerator either equal to or greater than the denominator are called improper
fraction.
(Numerator = denominator or, Numerator > denominator)
Mixed fraction:
A combination of a proper fraction and a whole number is called a mixed fraction.
Exercise: - Classify the following as proper fractions, improper fractions or unit fractions.

UNIT FIVE
UNIT FIVE
MEASUREMENT
Unit outcomes: -
Page | 65 After completing this unit, able to
 Use mm, cm and m to measure length.
 Use ml, and l to measure volume
 Use g and kg to measure mass
 Change the unit of length, volume and mass
Measurement of length
What is Length?
- Length is the term used for identifying the size of an object or distance from one point to another.
- Length is a measure of how long an object is or the distance between two points. It is used for
identifying the size of an object or distance from one point to another.
Different units of length

- The standard unit of length based on the metric system is a meter (m).
- According to the length that needs to be measured, we can convert a meter into various units like
millimeters (mm), centimeter (cm), and kilometer (km).
- Centimeters and millimeters help measure smaller lengths and meters and kilometers help
measure larger lengths like distance.
- For example, the length of the pencils can be calculated in centimeters (cm), while kilometers can
measure the distance between two buildings or places.
- One hundred equal divisions of a meter give a centimeter. It is written as ‘cm’. That is,
1 m = 100 cm
- One thousand equal divisions of kilometer give a meter. That is,
1 km = 1,000 m
RELATION BETWEEN UNITS

1 centimeter (cm) = l0 millimeter (mm)
Conversion of Measuring Length l meter (m) =100 centimeter (cm)
1 kilometer (km) = 1000 meter (m)

UNIT FIVE
- In conversion of measuring length, we will learn how to convert meters into centimeters,
kilometers into meters, centimeters into meters and meters into kilometers.
- We know that standard unit of length is meter. Smaller lengths are measure in centimeters, which
is written as cm. Kilometer is the bigger unit of length.
Page | 66
1 meter = 100 centimeters
1 kilometers = 1000 meters
- So, to convert meter into centimeters we

multiply by 100 and centimeters into
meters we divide by 100.
- To convert kilometer into meters we

multiply by 1000 and meters into
kilometers we divide by 1000.
- To convert meters into centimeters,

multiply the number of meters by 100.
(i) 1 m = 100 cm
(ii) 2 m = 2 × 100 cm = 200 cm
(iii) 3 m = 3 × 100 cm = 300 cm
(iv) 5 m = 5 × 100 cm = 500 cm
- To convert kilometers into meters, multiply the number of kilometers by 1000.

(i) 1 km = 1000 m
(ii) 2 km = 2 × 1000 m = 2000 m
(iii) 3 km = 3 × 1000 m = 3000 m
- To convert centimeters into meters, divide the number of centimeters by 100.

(i) 100 cm = 1 m 100 cm = 100 ÷ 100 = 1 m
(ii) 200 cm = 2 m 200 cm = 200 ÷ 100 = 2 m
(iv) 800 cm = 8 m 800 cm = 800 ÷ 100 = 8 m
(v) 1100 cm = 11 m 1100 cm = 1100 ÷ 100 = 11 m

UNIT FIVE
- To convert meters into kilometers, divide the number of meters by 1000 or put a dot (.) after 3 digits
from right.
(i) 1000 m = 1000 ÷ 100 = 1 km or 1.000 km
(ii) 2000 m = 2000 ÷ 100 = 2 km or 2.000 km

Page | 67
(iii) 3000 m = 3000 ÷ 100 = 3 km or 3.000 km
(iv) 9000 m = 9000 ÷ 100 = 9 km or 9.000 km
Relation among the length measurement.

1 centimeter (cm) = l0 millimeter (mm) - Length is the distance between two points.
l meter (m) =100 centimeter (cm) - The followings are length units.
1 kilometer (km) = 1000 meter (m) - Millimeter (mm)
- Centimeter (cm)
- Kilometer (km)
- We can use ruler or meter as instrument to measure length.
Example 2.3: - [changed]
Convert 25cm to mm
Step 1: - Identify the relationship between cm and mm.
1cm = 10mm
Step 2: - Identify the operation to solve the question.
Note: - To change bigger units to smaller use multiplication.
To change smaller units to bigger use division.
Therefore, cm is bigger than mm. So, we use
multiplication.
Step 3: - 25 x 10 = 250
Therefore, 25cm = 250 mm
Example: - Convert 4,000 m = km

Step 1: - Identify the relationship between km and m.
1km = 1000m

UNIT FIVE

Therefore, m is smaller than km. So, we use division.
Step 3: - 4000 ÷ 1000 = 4
Page | 68
Therefore, 4,000 m = 4 km
1.1. Volume
1.2. Mass
Note: - To perform different operation over length measurement first we have to convert each different
unit to same unit.
- To compare different units of length measurement first all the measurement must be in the same
unit.
Example 1: - 500cm - 2m and 4m
In this case you can convert 500cm to ‘m’ to apply the operation. Or
You can convert 2m and 4m to ‘cm’ and then you can apply the operation
Tips: -the word ‘and’ give us a clue to use addition
Solution: -
500cm =__________m?
500 ÷ 100 = 5m,
Therefore, (5m – 2m) + 4m
3m + 4m = 7m
So, 500cm - 2m and 4m will give us 7m or 700cm!
Example 2: - Adding numbers with different units

Add the following length measurement

UNIT FIVE
35 m + 65 cm = cm
Step 1: - convert 35m to cm

35cm = cm
1m = 100cm
Page | 69 Since meter is bigger than centimeter we use multiplication.
Then, 35 x 100 = 3,500
Therefore, 35m = 3,500cm
Step 2: - Substitute 3,500cm instead of 35m.
So 3,500cm + 65cm = cm
3 5 0 0 cm
+ 6 5 cm
3 5 6 5 cm
Finally, 3,500cm + 65cm = 3565 cm
Example 3: - Finding the difference of different units.

Find the difference of the following length measurement
12m - 75cm = ____________cm
Solution
Step 1: - convert 12m to cm
12m = cm
1m = 100cm
Since meter is bigger than centimeter we use multiplication.
Then, 12 x 100 = 1,200
Therefore, 12m = 1,200cm
Step 2: - Substitute 1,200cm instead of 12m.
So 1,200cm - 75cm = cm
1 2 0 0 cm
+ 7 5 cm
1 1 2 5 cm
Finally, 1,200cm - 75cm = 1,125 cm

UNIT FIVE
Exercise
1. Subtract the following and put your answer in cm
A. 4m - 2m and 50cm C. 7m and 60cm - 4m and 40cm

B. 5m and 35cm - 3m and 10cm D. 12m and 15cm - 8m and 50cm.
Page | 70
2. Assefa is going to school. The school is 760m and 60cm far from his home. If Assefa covers 500m and
60cm, how many meters are left him to reach school?
3. Ato Mustefa has 6m and 25cm long wire, if he uses 2m and 50cm for different purposes, what is the
remaining length of wire in cm?
Volume
- Volume is the amount of space inside a solid figure. RELATION BETWEEN UNITS
- The followings are units of volume 1 liter (l) = l000 milliliter (ml)
- Milliliter (ml)
- Liter (l)
- M3
- We use can, jar, bottles etc. instrument to
measure volume of a liquid.
Relation between units of volume
1 liter = 1000 milliliter
 To change from liter to milliliter (from higher to lower) multiply the given quantity by 1000 and
write the result in ml.
 To change from milliliter to liter (from lower to higher) divide by 1000 the given quantity and
write the result in liter.

UNIT FIVE
Example: -
a) 5 liters = 5 x 1000 milliliters
= 5000 ml
b) 3 liters = 3 x 1000millilitres
= 3,000 ml
Page | 71 c) 7,000 milliliters = 7,000 ÷ 1000litres
= 300 l
d) 42000 milliliters = 42000 ÷ 1000 liters
= 42 l
Note: -
- To perform different operation over mass measurement first we have to convert each different
unit to same unit.
- To compare different units of mass measurement first all the measurement must be in the same
unit.
Exercise: -
1) Change the following to ml

A) 4l B) 45l C) 8l
2) Change the following to ml
A) 5000ml B) 2000ml C) 16000l
3) Compare the following volume measurement by using ‘<’, ‘>’ or ‘=’.
A) 8l 2000ml
B) 7000l 2l
C) 120l 120ml
D) 10l 10,000ml
Mass measurement
- Mass is used to measure the weight of an object or to measure how heaviness of something.
- The followings are units of mass
- Milligram (mg)
- gram (g)
- kilogram (kg)
- quintal (q)
- ton (t)
1 tone (t) = l0 quintal (q)
1quintal (q) = 100 kilogram (kg)
- Beam 1 kilogram (kg) = 1000 gram (g)
balance is an instrument used to measure the mass of an
object. 1 gram (g) = 1000 milligram (mg)

UNIT FIVE
Relation between units of mass measurement
1000gram = 1 kilogram,
100kilogram = 1 quintal,
Page | 72 10quintal = 1 ton
- Methods of changing from higher unit to lower unit

• To change from ton to quintal multiply by 10.
• To change from ton to kilogram multiply by 1000.
• To change from quintal to kilogram multiply by 100.
• To change from quintal to gram multiply 100,000.
• To change from kilogram to gram multiply 1000
Example: -
a) 3 tons= 3 x 10 quintal
= 30 quintals
b) 5 tons = 5 x 1000 kg
= 500 kg
c) 7 quintals = 7 x 100k.g
= 700kg
d) 4 quintals = 4 x 100,000 gram
=400,000gram
- Methods of changing from lower unit to higher unit
• To change from quintal to ton divide by 10.
• To change from kilogram to ton dividing by 1000.
• To change from kilogram to quintal divide by 100.
• To change from gram to kilogram divide by 1000.

UNIT FIVE
Example: -
a) 100 quintals = 100 ÷ 10 tons
= 10tens
Page | 73 b) 8000 kg = 6000 ÷ 1000tons
= 8 tons
c) 6000k.gram = 6000 ÷ 100 quintals
= 60 quintals
d) 9000 gram = 9000 ÷ 1000 kg.
= 9 kg
Example: - convert the following kg to g
A) 7kg and 500g

Solution: -
Step 1: - Identify the relationship
between kg and g.
1kg = 1000g
Therefore, kg is bigger than g. So, we use multiplication.
Step 3: - 7 x 1000 = 7000
7kg = 7,000g
Step 4: - 7,000g + 500g = 7,500g
Note: -
- To perform different operation over mass measurement first we have to convert each different
unit to same unit.
- To compare different units of mass measurement first all the measurement must be in the same
unit.
Exercise: -
1. Change the following in to g.
A. 3kg B. 8kg C. 9kg and 300g
2. Change the following in to killogram.
A. 4 quintal B. 12 quintal C. 10 quintal and 50 kg
3. Alemu weighs 35 kg and sara's weight exceeds Alemu's by 2 kg. what is Sara's weight?

UNIT FIVE
Summary
• We use millimeter to measure shorter lengths
• We use centimeter, meter and kilometer to measure different distance

Page | 74 • Relation between length measuring units.
10mm=1cm
100cm=1m
1000m=1km
• The maximum amount of liquid that a container can hold is called volume.
• Millimeter is a unit used to measure small amount of liquid
• Litter is another unit to measure volume.
• Relation between litter and milliliter
1000ml = 11
• Beam balance is an instrument used to measure the mass of an object.
• Gram, kilogram and Quintal are units used to measure the mass of an object.
• Relation between mass measuring units.
1000g = 1kg
100 kg= 1 Quintal

UNIT SIX
UNIT SIX
Money
Unit out comes
Page | 75 At the end of this unit students should be able to
- Change Ethiopian cents and birr notes

- Solve word problems involving Ethiopian currency
Money
- Money is the medium of exchange.

- Ethiopian currency
The following pictures are the Ethiopian birr notes
One birr note Five-birr note
Ten birr note Fifty-birr note

UNIT SIX
Hundred birr note Two-hundred-birr note
Page | 76
The following pictures are the Ethiopian cents
One cent Five cents
Ten cents Twenty-five cents

UNIT SIX
Fifty cents One birr cents
Page | 77
Relation between cents and Birr notes
1 hundred birr note = 2 fifty Birr notes
1 fifty Birr note = 5 ten Birr notes
1 ten Birr note = 2 five Birr notes
1 five Birr note = 5 one Birr
1 Birr note= 2 fifty cents
1 fifty cents = 2 twenty-five cents.
In addition to the above relation it is possible to change bigger birr

notes to smaller ones and also from bigger cent to smaller cent.
Example: -
A) 2 birr = _____________cent
Solution
Step 1: - Identify the relationship between birr and cent
1 birr = 100 cent
Step 2: - Identify the operation
Note: - Birr is bigger than cent so we use
multiplication.
Step 3: - 2 x 100 = 200
Therefore, 2 birr = 200 cents
B) 600 cents = ______________birr
Solution: -
1 birr = 100 cent
Note: - cent is smaller than birr so we use division.

UNIT SIX
Step 3: - 600 ÷ 100 = 6
Therefore, 600 cents = 6 birr
Exercise: -
Page | 78 1) Fill in the blank spaces with exact value
A. 8 hundred Birr = __________200 Birr notes
B. 3 hundred Birr = __________1 Birr notes
C. 2 fifty Birr = __________5 Birr notes
D. 2 ten Birr= __________1 Birr notes
E. 8 fifty cent= __________10 cents.
Note: - To change birr in to cent multiply the given Birr by 100 and to change cent in to birr divide the
given cent by 100.
Example: -
A. 2 birr = 2 x 100 = 200 cents
B. 600 cents = 600 + 100 = 6 birr
C. 3 birr and 50 cent= (3 x 100 + S0)cent = 350 cent.
Exercise: -
Answer the following questions
1) How many 50 Birr notes are there in 350 Birr?

4) How many 25 cents are there in 5 Birr?
5) How many birr are 8000 cents?
6) How many cents in 35 Birr?
7) 8 birr and 60 cents = _________cent.
8) 690 cents = _________Birr and _________90 cent
Word problems involving Ethiopian currency
Tips to solve word problems
Read and understand the problem carefully
Identify the given & required parameters then solve the required one
Check the result

UNIT SIX
Example: -
Asegedech went to market with 150 Birr and bought 2 kg sugar for birr 36, an oil for birr 60 and soap for
Birr 20.
A. How much total Birr did she spend?

Page | 79
B. How much birr does she has left over?
Solution: -
A) Her total expense
= 36 Birr + 60 Birr + 20 Birr = 116 Birr
B) The amount of birr left with her
= 150 Birr- 116 Birr= 34 birr
Example: -
A. Change 53 Birr in to cent
53 birr = 53 x 100 cent= 5300 cents
B. Change 7400 cents in to Birr
7400 cents = 7400 + 100 Birr= 74 birr
SUMMARY
- To change birr in to cent, multiply the given birr by 100.

- To change cent in to birr, divide the given cent by 100
- To solve word problems related with money, the following are the procedures.
- Read and understand the problem carefully
- Identify the given & required parameters then solve the required one
- Check the result

UNIT SIX
SUMMARY EXERCISE: -
1) Fill in the blank spaces.
Page | 80
A. There are ______________50 cents in 6 Birr
B. 6500 cents = ______________ 5 Birr
C. 34 Birr is ______________cents.
D. 7 Birr and 50 cents is ______________cents.
2) Wondimu's monthly salary is 900 Birr. If he gave 50 Birr for his mother, 450 Birr for his monthly
food expense and 350 Birr for rent from his salary.
a) How many Birr did he spend totally?
b) How many Birr is left with him?
3) What is the total sum of each kind of Birr notes?
4) What is the total sum of each kind of cents?
5) How many 50 birr notes are there in hundred Birr?
6) How many twenty-five cents are there in one 50 cents?
7) How many 10 Birr notes are there in 1 hundred birr?
8) What is the difference of 1 Birr, 5 Birr, 10 Birr, 50 Birr and 100 Birr notes? Explain.

UNIT SEVEN
UNIT SEVEN
Time
Unit outcomes: -
Page | 81 Learning out comes
At the end of this unit students should be able to
- Explain the relation bet hours and minutes.

- Read different watches,
- Calculate days, Weeks,
- Read simple calendars
Telling time
- Time is a continuous sequence of events.

- The followings are units of time.
- Second
- Minute
- Hour
- Days
- Weeks
- Month
- Year
- Watch is an instrument used to measure time.
Example: - observe the following figure and
One hour and One hour and One hour and fifty One hour and
zero minute thirty minutes minutes forty five minutes

UNIT SEVEN
Exercise: - Fill in the given boxes.
Page | 82
Hour and minute
Note: -
1 hour = 60 minute
A. To change hour in to minute multiply the given hour by

60.
B. To change minute to hour divide the given minute by

60
Example: -
A) 2hour = _________________minutes
Solution: -

UNIT SEVEN
1 hour = 60 minute
Note: - hour is bigger than minute so we use multiplication.
Step 3: - 2 x 60 = 120
Therefore, 2 hours = 120 minutes
Page | 83
B) 180 minute = ________________hour
Solution: -
Step 1: - Identify the relationship between hour and minutes
1 hr. = 60 minutes
Note: - Minute is smaller than hour so we use division.
Step 3: - 180 ÷ 60 = 3
Therefore, 180 minutes = 3 hour
Exercise: -
Do the following questions on your exercise book.
1. How many minutes are there in 4 hours?
2. How many hours are there in 180 minutes?
3. Complete the table

Hour Minutes
5
240
6
300
7
Addition and subtraction of time (units of time)
A. Addition of like units of time
If the sum of minutes’ equals to 60. It is possible to calculate the time in hour.
Example: -
1. If 35 minutes is added on 55 minute how many hours will it be?

2. If 45 minutes added on 1 hour and 30 minutes how many hours will it be?
Solution: -
1) 55 minutes + 35 minute = 90 minute

= 60 minute + 30 minute
=1 hour and 30 minute or half past 1
2) 1 hour and 30 minute + 45 minute

UNIT SEVEN
= 1 hour +30 minute + 30 minute + 15 minute

= 1 hour + 60 minute + 15 minute
= 2 hour and 15 minute
= quarter past 2 or 2:15
Page | 84 Exercise: -
1) Complete the following
A. 25 minute + 30 minute
B. 35 minute + 25 minute
C. 45 minute + 35 minute
D. 31 minute + 59 minute
E. 85 minute + 35 minute
F. 90 minute+ 30 minute
2) A miner took him 4 hrs to dig a tunnel. If he started to dig at 2 o'clock in the morning at what
time did he finish?
B. Subtraction of like units of time
Example: -
A. 1 hour and 25 minute - 55 minute

= 85 minute -- 55 minute
= 30 minute or
half an hour
B. 150 minute - 80 minute

= 70 minute or 1 hour and 10 minute
Exercise
1) Compute the following
A. 120 minute - 35 minute
B. 180 minute - 125 minute
C. 120 minute - 40 minute
D. 165 minute - 50 minute
2) Compute the following and answer in minute.

A. 1 hour and 10 minute - 25 minute

UNIT SEVEN
B. 1 hour and 45 minute - 55 minute

C. 1 hour and 30 minute - 55 minute
D. 1 hour and 35 minute - 45 minute
Page | 85
Day, Week, Month and Year
Units of time
60 seconds 1 minute
60 minutes 1 hour
24 hour 1 day
7 days 1 week
30 days 1 month
365 days 1 year
Example: -
A) How many days are there in 3 months?

Solution: -
Step 1: - Identify the relationship between hour and minutes
1 month = 30 days
Note: - Month is bigger than days so we use multiplication.
Step 3: - 3 x 30 = 90
Therefore, 3 months = 90 days
Example: -
1) How many days are there in 3 months?

2) How many months are there in one and half a year?
Solution: -
1) There are 30 days in one month. Therefore in 3 months there are 3x30 = 90
days.
2) One year has 12 months. Half a year has 6 months. Therefore one and half a
year has 18 months.

UNIT SEVEN
Exercise: -
1. Fill in the blank spaces.
Page | 86 a. 4 years = months
b. 4 months = weeks
C. 3 weeks = day
d. 9 years = months.
e. 8 months = Weeks.
f. 10 weeks = days
2. Complete the following tables
Year Month Week Day
36
336
3. A boy took two successive volleyball refer training and completed the first training in 3 weeks
and the second in two months how many weeks did he take to complete the two trainings?
4. Hana is now 9 years old. How old was she three years ago?

UNIT SEVEN
Simple calendar
A calendar contains years, months, weeks and days. In addition to this it shows different holidays.
Example: -
Page | 87 Based on the following calendar answer the following question.
1) When it will be the victory of Adwa?
2) What was the date of the last Saturday of Yekatit?
3) What was the date of the 4th Friday in March?
Solution: -
1) Wednesday, March 2, 2022 or Yekatit 23,2014

2) March 5, 2022 or Yekatit 26,2014
3) Yekatit 24,2014

UNIT SEVEN
Example: -
1) November 20, 2022 can be written in short form as 20/3/2022.In this express1on
20 shows the date
Page | 88 3 shows the month (third month of the year) and
2020 shows the year
2) February 15, 2022 can be written in short as 15/6/2022.
Exercise: -
Do the following questions on your exercise book.
1. Using the calendar in your classroom answer the questions.
a. When does November 12 will fall this year?
b. When does April 27 will fall this year?
c. When do may 20 will fall this year?
2. What is the eight month of the year?
3. Write the following dates in short form
a. April 27, 2022
b. June 30, 2022
SUMMARY
Watch is an instrument used to measure time.
The relation between hour and minute is 1 hour = 60 minute.
To change a given hour in to minute multiplies by 60.
To change a given minute in to hour, divide by 60.
It is possible to add and subtract like units of time.
1 day = 24 hours
1 week = 7 days
1 month= 4 weeks
1 year= 12 months
A calendar contains year, Month, weeks and days. In addition to this is it shows national and
international holydays.

UNIT SEVEN
SUMMARY EXERCISE
1) How many minutes are there in 7 hours?
2) How many hours are there 480 minute?
3) The time allowed to an exam is 3 hours. It is starts at 2:30 in the morning at what time it will
Page | 89 complete?
4) Habtamu was 9 years and 7 month years old on September 30, 2003. When did she celebrate
her 10-year birth day?
5) Express the following in hour.
A. 1 week C. 3.5 days
B. 2 weeks D. 5.5 days
6) If now the time is 6 hour and 45 minute, what will be the time after 80 minutes?
7) Change the following in to minute.
A. 4 days
B. 3:45 hour
8) Change the following in to hour
A. 8400 second
B. 590 minutes
c.2 days and 5600 seconds
C. 2 weeks
D. 20 hour
9) Complete the following sums in the lower unit
A. 37 minutes + 4 hours
B. 45 minutes + 60 hours
C. 45 minutes+ 60 minutes
D. 4 hour - 30 minutes

UNIT EIGHT
UNIT EIGHT
Lines and simple figures
Unit out comes: -
Page | 90 At the end of this unit students should be able to;
 Identify intersecting lines, parallel lines and

perpendicular lines
 Draw and identify rectangle, square parallelogram and Trapezium
 Draw circle
Definition
1) If two straight lines have point in common they are called intersecting lines
2) Parallel lines are the lines which will never intersect and the perpendicular distance between
them will be same at everywhere.
3) The two lines which have the angle of inclination 90° at the point of intersection are called as
perpendicular lines.
Drawing parallel and perpendicular lines
The Set Square
There are two types of set squares and they are named according to the angles present on each.
Set squares are useful for drawing parallel lines and perpendicular lines.

UNIT EIGHT
Parallel Lines
Lines that lie in the same plane and do not meet one another are said to be parallel lines.
In the accompanying diagram, the line AB is parallel to the line CD. This is indicated by the similar
arrows.
Page | 91
Drawing Parallel Lines
A ruler and set square can be used to draw parallel lines as described below.
Step 1: Position an edge of the set square against a ruler and draw a line along one of the other edges.
Step 2: Slide the set square into a new position while keeping the ruler fixed exactly at the same
position.
Step 3: Draw a line along the same edge that was used in Step 1.

UNIT EIGHT
Example
Use a ruler and set square to draw a line that is parallel to a given line, AB, and passes through a given
point, P.
Solution:
Page | 92
Step 1: Position an edge of the set square along the given line, AB.
Step 2: Place a ruler against one of the other edges.
Step 3: Slide the set square along the ruler until the edge used in Step 1 passes through the given
point P.
Step 4: Draw the line CD through P.
The line CD passes through the given point, P, and is parallel to the given line AB.
Perpendicular Lines
Lines that are at right angles to each other are said to be perpendicular lines.
Note that a vertical line is perpendicular to the horizontal, whereas perpendicular lines can be drawn
in any position. Bricklayers use a plumb-bob to set out vertical lines and a spirit level to set out
horizontal lines.

UNIT EIGHT
Drawing Perpendicular Lines
A set square can be used to draw a perpendicular at a point on a given line as described below.
Step 1: Set an edge of the set square on the given line so that the other edge is just in contact with the
Page | 93
point.
Step 2: Draw a line that passes through the given point with the help of the set square.
Example
Use a set square to draw a perpendicular to a given line, AB, through a point, P, not on the line.
Solution:
Step 1: Set an edge of the set square on the given line so that the other edge is just in contact with the
point.
Step 2: Draw a line that passes through the given point with the help of the set square.

UNIT EIGHT
What is quadrilateral?
A simple closed figure formed by joining four line segments is called a quadrilateral.
It has 4 sides, 4 angles, 4 vertices and two diagonals.
In a quadrilateral if A, B, C, D are four points in a plane such that no three of them are collinear and the
Page | 94
line segments AB, BC, CD and DA do not intersect except at their end points.
Then, the figure formed by these four line segments is called the quadrilateral ABCD.
In a quadrilateral ABCD ..
(i) the four points A, B, C, D are called its vertices,
(ii) the four line segments AB, BC, CD and DA are called its sides,
(iii) ∠DAB, ∠ABC, ∠BCD and ∠CDA are called its angles, to be denoted by ∠A, ∠B, ∠C and ∠D
respectively, and
(iv) the line segments AC and BD are called its diagonals.
Different Types of Quadrilaterals
Parallelogram
A quadrilateral is called a parallelogram, if both pairs of its opposite sides are parallel.
In the adjoining figure, ABCD is a quadrilateral in which
AB ∥ DC and AD ∥ BC.
So, ABCD is a parallelogram.
Rhombus
A parallelogram having all sides equal, is called a rhombus.
In the adjoining figure, ABCD is a rhombus in which
AB ∥ DC, AD ∥ BC and AB = BC = CD = DA.

UNIT EIGHT
Rectangle
A parallelogram in which each angle is a right angle is called a rectangle.

Page | 95
AB ∥ DC, AD ∥ BC and ∠A = ∠B = ∠C = ∠D = 90°.
So, ABCD is a rectangle.
Square
A parallelogram in which all the sides are equal and each angle measures 90° is called a square.
AB ∥ DC, AD ∥ BC, AB = BC = CD = DA
and ∠A = ∠B = ∠ C = ∠D = 90°.
So, ABCD is a square.
Trapezium
A quadrilateral having exactly one pair of parallel sides is called a trapezium.
AB ∥ DC.
So, ABCD is a trapezium.
Isosceles Trapezium
A trapezium whose non-parallel sides are equal is called an isosceles trapezium.
Thus, in the adjoining figure, ABCD will be an isosceles trapezium if
AD ∥ BC and AB = BC
Kite
A quadrilateral is called a kite if it has two pairs of equal adjacent sides but unequal opposite sides.
In the adjoining figure, ABCD is a quadrilateral

UNIT EIGHT
AB = AD, BC = DC, AD ≠ BC and AB ≠ DC.
So, ABCD is a kite
Properties of the quadrilaterals – An overview

Page | 96
Properties of
Rectangle Square Parallelogram Rhombus Trapezium
quadrilaterals
All Sides are equal No Yes No Yes No
Opposite Sides are

Yes Yes Yes Yes No
equal
Opposite Sides are

Yes Yes Yes Yes Yes
parallel
All angles are equal Yes Yes No No No
Opposite angles are

Yes Yes Yes Yes No
equal
Sum of two adjacent

Yes Yes Yes Yes No
angles is 180
Bisect each other Yes Yes Yes Yes No
Bisect
No Yes No Yes No
perpendicularly

UNIT EIGHT
Exercise: -
1. Fill in the blanks:
(i) A quadrilateral has …………… sides.

Page | 97
(ii) A quadrilateral has …………… angles.
(iii) A quadrilateral has …………… vertices, no three of which are……………… .
(iv) A quadrilateral has …………… diagonals.
(v) A diagonal of a quadrilateral is a line segment that joins two ……………… vertices of the quadrilateral.
(vi) The sum of the angles of a quadrilateral is ……………… .
2. In the adjoining figure, ABCD is a quadrilateral.
(i) How many pairs of adjacent sides are there? Name them.
(ii) How many pairs of opposite sides are there? Name them.
(iii) How many pairs of adjacent angles are there? Name them.
(iv) How many pairs of opposite angles are there? Name them.
(v) How many diagonals are there? Name them.

UNIT EIGHT
Circle
A circle is the set of all those point in a plane whose distance from a fixed point remains constant.
Page | 98
The fixed point is called the center of the circle and the constant distance is known as the radius of the
circle. Full moon is the example of a circle.
The distance of any point on the circle from the center O is the radius of the circle. In the given figure OX
is the radius.
A line segment which joins any two points on the circle is called a chord. MN is a chord in the given
figure.
The line passing through the center which joins two points on the circle is the diameter. Diameter of the
circle is twice its radius. YZ is the diameter of the circle in the given figure.
The length of the circle is called its circumference.
A circle is such a closed curve whose every point is equidistant from a fixed point called its center.

UNIT EIGHT
The symbol of circle is O
Page | 99
The terms related to the circle
(i) Center:
The center of a circle is a fixed point within the circle from which all the points of the closing curve are
equidistant.
O is the center.
(ii) Circumference:
The curve which closes a circle is called its circumference. The length of the circumference is called the
length of the circle.
(iii) Radius:
The distance from the center to any point on the circumference of a circle is called the radius of the
circle. The symbol of the radius is r.

UNIT EIGHT
(iv) Diameter:
The line-segment passing through the center and meeting the points on the circumference is called the
diameter of the circle. Diameter is denoted by 'D'.
AB is a diameter of the circle.

Page | 100
Diameter is twice the length of the radius concerned.
Thus, D = 2r [Diameter = 2radius]
or
r = D/2 [Radius = Diameter/2]
(v) Arc:
Any part of the circumference is called an arc of the circle.
(vi) Chord:
The line-segment joining the two ends of an arc is known as a chord. A diameter is the longest chord of a
circle.

UNIT EIGHT
Here,
O is the center.
Page | 101 OP is one radius.

AB is a diameter.
MN is a chord. (line-segment)
OA and OB are also radii.
Note: - the plural form of radius is radii.
MORE ON CIRCLE
- Radius is half of a diameter. R = D/2 OR R=D ÷ 2

- Diameter is twice of the radius. D=Rx2
Example : - What is the diameter of the given circle?
Solution: -
- Radius = 7cm
O c - Diameter = 2 x Radius
- D = 2 x 7cm = 14cm
- D = 14cm
Example: - What is the radius if the

diameter is 36cm?
Solution: -
- Diameter = 36cm
- Radius = Diameter ÷ 2
- R = 36cm ÷ 2
- R = 18cm

UNIT EIGHT
Exercise: -
1. The following figure shows a circle with center O and some line segments drawn in it. Classify
the line segments as radius, chord and diameter:
Page | 102
(i) OA = ………………..
(ii) OB = ………………..
(iii) OC = ………………..
(iv) EF = ………………..
(v) MN = ………………..
(vi) PQ = ………………..
2. Observe the circles given below and identify.
(a) Radius = …………………………
(b) Diameter = …………………………
(c) Chord = …………………………

UNIT EIGHT
3. Observe the circles given below and identify.
Label the center as O
Draw 2 radius OQ and OR
Page | 103 Draw the chord ZR
4. Draw a radius, diameter, chord in the given circle using the points. Also measure the length of
radius and diameter.
(i) Radius = ……………… = ……………… cm
(ii) Diameter = ……………… = ……………… cm
(iii) Highlight the circumference by using green color.
(iii) Highlight the chord by using blue color.
5. With the help of a compass, draw a circle of radius:
(i) 4.5 cm.
(ii) 5.2 cm
6. Draw a circle of radius 6 cm.
7. Draw a circle of diameter 5.5 cm.
8. Draw a circle with center C and radius 4.7 cm. Mark point P,Q,R such that P lies in the interior of the
circle, Q lies on the circle and R lies in the exterior of the circle.

UNIT EIGHT
9. Draw a circle using ruler and compass.
(i) Radius = 4 cm
(ii) Diameter = 6 cm
Page | 104 (iii) Diameter = 8 cm

(iv) Radius = 3.5 cm
10. Draw a circle whose diameter is 10 cm. Find its radius.
11. Find the radius if the diameter of the circle is:
(i) 12 cm
(ii) 32 cm
(iii) 28 m
(iv) 36 cm
12. Find the diameter if the radius of the circle is:
(i) 11 cm
(ii) 7 m
(iii) 10 cm
(iv) 17 cm
13. With a same circle, draw three circles first with radius 2 cm. second with radius 3 cm and third with
radius 4 cm.
14. A circle has a radius 7 cm. Find the length of the longest chord of this circle.
15. State whether each of the following statement is true or false.
(i) Each radius of a circle is also a chord of the circle ............ .
(ii) Each diameter of a circle is also a chord of the circle ............ .
(iii) The center of a circle bisects each chord of the circle ............ .
(iv) A circle is a polygon
(v) A circle is a closed figure without corners.
(vi) The chord of a circle is also its radius.
(vii) The chord of a circle can be equal to the diameter of a circle.
(viii) The diameter represents the length of a circle.

UNIT NINE
UNIT NINE
DATA HANDLING
Unit out comes: - After completing this unit student would be able to.
Page | 105 - Read simple graphs based on data
- Read data from the graphs.
What is data handling?
In various fields, we need information in the form of numerical figures.
Each figure of this kind is called an observation.
The collection of all the observations is called data.
Data: A collection of numerical facts regarding a particular type of information is called data.
Simple pictograph
Pictures or symbols are made in a pictograph to represent the collected data. So, we can say that a
pictograph represents the data and gives information quickly and clearly.
Pictorial representation of data:
Representation of numerical data through pictures or graphs is called pictorial representation of data.
Such representation is useful for the purpose of quick and clear understanding and also for making
comparisons.
The same type of pictures or symbols is used to represent or number of objects.
The symbols are clear and self-explanatory. The quantity that each symbol represents is indicated clearly
in the representation.
It is helpful to have a picture stand for more than one item as we are able to show large number.
A pictograph has a title and is labeled.
A key is necessary to understand the information given.
The symbol used is simple and self-explanatory.
It enables us to compare at a glance, the category which is most popular/least popular.
Here are some examples of forming pictograph with the help of collected data:

UNIT NINE
1. In a school the number of student’s class wise are as given below
Page | 106
Make a pictograph to represent the above data.
(Two columns, one for class and the other for number of students, are made. For the number of
students, the column is wide.)
There are five rows for the classes I to V. A scale is fixed: One face is taken to represent 10 students. So,
for 70 students of class I, 7 faces are made. For Class II also 7 faces are made for 70 students. For 60
students of class III there are 6 faces. For 50 students of class IV 5 faces and for 40 students of class V
there are 4 faces.
2. A bookseller sold 60 books on Monday, on Tuesday 50 books, on Wednesday 80 books, on Thursday

40 books, on Friday 40 books and on Saturday 70 books. Draw a pictograph for the books sold during the
week.
Solution:

UNIT NINE
In front of Monday there are 6 books, in front of Tuesday 5 books, in front of Wednesday 8 books, in
front of Thursday and Friday 4 books in each row and in front of Saturday there are 7 books.
Thus, the pictograph is formed.
Page | 107 3. In the following table there is given the number of women who use cosmetics in a city in different
years. Represent the above data by pictograph.
Solution:
Pictograph of numerical data of women using cosmetics
4. A fruit seller sold the following number of different fruits as given below. Form a pictograph with the
help of the given data.
Solution:
1 fruit represents 10 fruits

UNIT NINE
Exercise: -
1. Be in pair and toss 10 cents coin 50 times record your tossing and draw a pictograph using the
recorded dada.
2. A book shop sold 10 books on Monday 15 books on Tuesday 25 books on Thursday and 20 books
Page | 108 on Friday draw a pictograph using the above data (use a picture to represent 5 books)
3. In a super market there are 36 oranges 42 bananas 48 mangoes and 60 lemons. Draw a
pictograph using these data. (use a picture to represent 6 fruits)
Interpreting graphs
In interpreting a pictograph, we get a lot of information regarding the pictograph items. The following
examples may illustrate the interpretation of pictographs.
A. The following pictograph shows how many cars were washed at the washing center of a service
station during four days of a week.
Solution:
We can get information from the pictograph by asking the following questions:
1. How many cars were washed on different days?
(On Monday 4 x 5 = 20 cars,
On Tuesday 8 x 5 = 40 cars,
On Wednesday 6 x 5 = 30 cars,
On Thursday 5 x 5 = 25 cars)

UNIT NINE
2. On which day were the maximum numbers of cars washed?
(On Tuesday maximum numbers of cars (40) were washed)
3. On which day were the minimum numbers of cars washed?
Page | 109 (On Monday: 20 cars)

4. How many more cars were washed on Tuesday than Wednesday?
(40 - 30 = 10 more cars)
5. How many total cars were washed in four days?
(20 + 40 + 30 + 25 = 115 cars)
B. There is a pictograph showing rainfall of different cities named (A, B, C, D, E and F) during the current
year. On the basis of this pictograph answer the following questions.
Solution:
This symbol represents 25 cm. of rainfall.
Pictograph showing rainfall in cm.
1. Give the information regarding rainfall in cities A, B, C, D, E and F in cm.
2. In which city was there maximum rainfall?
3. In which city was there minimum rainfall?

UNIT NINE
4. The city A recorded how much more rainfall than the city F?
5. Compare the rainfall between the city B and E.
Solution:
Page | 110
1. (i) In city A 7 x 25 = 175 cm
(ii) In city B 10 x 25 = 250 cm
(iii) In city C 6 x 25 = 150 cm
(iv) In city D 2 x 25 = 50 cm
(v) In city E 3 x 25 = 75 cm
(vi) In city F 1 x 25 = 25 cm
2. Maximum rainfall occurred in city B, i.e., 250 cm.
3. Minimum rainfall was in city F that is 25 cm.
4. Difference between rainfalls of city A and F = 175 - 25 = 150 cm. City A has more rainfall.
5. The rainfall in city B was 250 cm, and in city E it was 75 cm. So, city B recorded more rainfall than city

Grade 3 Math Text Book

Uploaded by

Copyright:

Available Formats

Grade 3 Math Text Book

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Grade 3 Math Text Book

Uploaded by

Copyright:

Available Formats

What are the main topics covered in the book?

What are the main topics covered in the book?

What are some examples of activities provided to practice the concepts?

What are some examples of activities provided to practice the concepts?

UNIT ONE: - Whole numbers up to 10,000 1

Revision of whole numbers up to 1,000 1

UNIT TWO: - Addition and subtraction of whole numbers up to 10,000 25

UNIT THREE: - Multiplying and dividing whole numbers up to 10,000 43

UNIT FOUR: - Fraction 56

UNIT FIVE: - Measurement 65

UNIT SEVEN: - Time 81

UNIT EIGHT: - Lines and simple figures 90

UNIT NINE: - Data handling 105

Revision of whole numbers up to 1000

1) How many one - digit whole numbers are there?

Example: - 11, 25, 43, 99 …

Example: -125, 111. 956 …

1. Write the following in numeral.

MATHEMATICS REFERENCE BOOK FOR GRADE THREE.

C. Seven hundred and seven

2. Write the following numbers in word.

A) Comparing whole numbers up to 1,000

B) Putting in order whole numbers up to 1000

MATHEMATICS REFERENCE BOOK FOR GRADE THREE.

____________, ____________, ____________, and ____________

Successor and predecessor of whole numbers

How to find the successor of a number?

The successor of a whole number is the number obtained by adding 1 to it.

Clearly, the successor of 0 is 1; successor of 1 is 2; successor of 2 is 3 and so on.

We observe that every whole number has its successor.

How to find the predecessor of a number?

Clearly, the predecessor of 1 is 0; predecessor of 2 is 1; predecessor of 3 is 2 and so on.

The whole number 0 does not have any predecessor.

MATHEMATICS REFERENCE BOOK FOR GRADE THREE.

Also, if a is the successor of b, then b is the predecessor of a.

Solved Examples on Successor and Predecessor of a Number:

The successor of 999 is (999 + 1) = 1001.

The predecessor of 999 is (999 - 1) = 998.

The successor of 897is (897+ 1) = 898.

The predecessor of 897is (897- 1) = 896.

1. Write the following numbers from the smallest to the largest.

2. Write the following numbers from the largest to the smallest.

Predecessor ____________ ____________ ____________ ____________

MATHEMATICS REFERENCE BOOK FOR GRADE THREE.

Addition of two digit numbers

Steps to add numbers.

Example: - 1.7 [replacement]

MATHEMATICS REFERENCE BOOK FOR GRADE THREE.

1. Add 59 and 37.

To this sum i.e., 8, the carried over 1 ten is also added.

Thus, 8 tens + 1 ten = 9 tens.

2. Add 65 and 47.

To this sum i.e., 10, the carried over 1 ten is also

(iv) Therefore, sum is 11 tens and 2 ones, i.e., 112.

MATHEMATICS REFERENCE BOOK FOR GRADE THREE.

6 5 = 6 tens + 5 ones 5 ones + 7 ones = 12 ones

Page | 7 + 4 7 = 4 tens + 7 ones = 1 ten + 2 ones

= 10 tens + 12 ones 6 tens + 4 tens = 10 tens

= 10 tens + 1 ten + 2 ones 10 tens + 1 ten (carried over) = 11 tens

= 11 tens + 2 ones The sum = 11 tens + 2 ones

, , , and

Predecessor