Maths Gr7 Teachers Book

Written by: Ali Naseer, Wood Land, Male’
Edited by: Ali Naseer

Typesetting: Ali Naseer
Layout by: Ali Naseer
Graphics by: Ali Naseer
Proofread by: Hassan Nizam
Ahmed Riyaz Jauhary
Cover design by: Mohamed Tholal

Abdullah Zaki
Cover photos by: Ali Adam
Second Edition: 2003
ISBN 99915-0-491-5
A-145/2002/DPE
© 2003 EDUCATIONAL DEVELOPMENT CENTRE

Ministry of Education, Republic of Maldives
Printed by: Book Production Unit (2003)

c
This is the Teacher’s Resource Book for Mathematics for Maldivian

Schools 7 which is the prescribed teacher’s book for Grade 7.
The right to modify the contents of this book lies exclusively with the
Educational Development Centre of the Ministry of Education.
Ministry of Education
iii
Introduction
Mathematics for Maldivian Schools Seven is written specifically
to meet the requirements of the Grade 7 Mathematics syllabus
revised in 2000.
The grade 7 course consists of a textbook, a workbook and a

teacher’s resource book.
This teacher’s resource book contains Suggested Time Frame,

Syllabus, Unit Notes, Activities, Unit Tests, Answers of
Exercises, Answers of Revision Exercises, Answers of
Assignments, Answers of Self Tests, Answers of Brain Teasers,
Answers of Activities and Answers of Unit Tests.
Acknowledgements
The publisher wish to acknowledge the contributions of many
friends, colleagues and advisors who have helped in the production
of Mathematics for Maldivian Schools Seven.
In particular, we wish to thank Mr. Ali Adam, Mr. Ahmed Riyaz

Jauhary (EDC), and Ms. Nahid Shakir (EDC),
We would also like to thank Madhrasathul Ahmadhiyya for their

contribution to the production of this book.
v
Contents
About the Textbook 1
About the Workbook 3
About the Teacher’s Guide 5
Suggested Time Frame 6
Assessment 7
Syllabus 8
1 Numbers
Syllabus Content 20
Unit Notes 21
Activities 22
Unit Test 1 24
Answers of Exercises 25
2 Fractions
Syllabus Content 27
Unit Notes 28
Activities 29
Unit Test 2 31
3 Decimals
Syllabus Content 34
Unit Notes 35
Activities 36
Unit Test 3 38
vi
4 Directed Numbers
Syllabus Content 41
Unit Notes 42
Activities 43
Unit Test 4 45
5 Indices and Algebra

Syllabus Content 47
Unit Notes 48
Activities 49
Unit Test 5 52
6 Equations
Syllabus Content 55
Unit Notes 56
Activities 57
Unit Test 6 59
7 Geometry
Syllabus Content 61
Unit Notes 62
Activities 63
Unit Test 7 65
vii
8 Measures
Syllabus Content 68
Unit Notes 69
Activities 70
Unit Test 8 72
9 Perimeter and Area

Syllabus Content 74
Unit Notes 75
Activities 76
Unit Test 9 78
10 Volume
Syllabus Content 83
Unit Notes 84
Activities 85
Unit Test 10 87
11 Rate, Ratio & Proportion

Syllabus Content 89
Unit Notes 90
Activities 91
Unit Test 11 93
viii
12 Percentage
Syllabus Content 95
Unit Notes 96
Activities 97
Unit Test 12 99
13 Statistics
Syllabus Content 102
Unit Notes 103
Activities 104
Unit Test 13 106
14 Straight line graphs

Syllabus Content 109
Unit Notes 110
Activities 111
Unit Test 14 113
Answers of Revision Exercises 115
Answers of Assignments 122

Answers of Self Tests 126
Answers of Brain Teasers 129
Answers of Activities 131

Answers of Unit Tests 135
ix
About the Textbook Grade 7
Examples
The examples in the textbook are carefully worked out to

facilitate self-learning and mastery through review. In the
examples all the steps are shown and on the right of the steps
the explanation on how the steps are being carried out is
given. Teachers should not demand the students to copy the
examples to their note books, as this is absolutely useless.
Teachers should also encourage the students to refer the

examples when they forget or do not know how to proceed
with a certain problem.
Message of the Week
Message of the week is given to develop students morally and

to teach religious and moral values. When you come across
these messages, talk to students about them. Students should
not be tested on this.
Brain Teaser
Brain Teasers are given to develop students’ thinking ability

and to stimulate interest in the further study of Mathematics.
When students come across a Brain Teaser ask them to solve it
in the class after completing the class work. If not solve it in
their free time. Students should not be tested on this.
1
Key words used in units
At the end of each unit, the dhivehi words for the key words
used in the unit are given. This is because we do not want to
obsolete old dhivehi used by our ancestors. Students should
not be tested on this.
Dhivehi words used for measuring
Words used for measuring in the past are given in alphabetical

order. This is because people rarely refer the conversion
factor for these units in purposes like building boats, making
food for old recipes etc. Students should not be tested on this.
Useful Information
This is included to give more information on Mathematics and

its history. Students should not be tested on this.
Encourage the students to make full use of the textbook in all the
mathematics periods.
2
About the Workbook Grade 7
Exercises
There are two types of exercises. Some of the exercises are

given for students to do in their exercise books, these
exercises would indicate so. The other exercises (which are
not stated to do in the exercise book) need to be done in the
workbook itself.
Revision Exercises
A revision exercise is given at the end of each unit. This

would help the students to revisit the unit once again. At the
end of the unit give the students a deadline to complete the
Revision Exercise. Ask them to use a separate exercise book
for this. The Revision Exercises should not be marked in the
classroom. When marking, identify the common mistakes and
discuss these mistakes with students as soon as possible and
give the unit test in the following mathematics period.
Assignments
Assignments cover almost all the work done up to the given

assignment. The same Revision Exercise book can be used to
do these assignments. In marking and discussing the mistakes
of the assignments, follow the same procedure as the Revision
Exercises.
3
Self Tests
There are three Self Tests in the workbook. Self tests would
help students to evaluate themselves before their exams. If
possible try to hold these tests in exam condition. If not, tests
can also be done at home in the given duration.
The format of these tests are similar to the IGCSE

mathematics papers which they have to sit at the end of Grade
10. Teachers should follow this format in their term test
papers as well.
It is very important to work-out each and every question in all the

Exercises, Revision Exercises, Assignments and Self Tests. These
exercises are carefully designed to drill students in particular skills.
4
About the Teacher’s Resource Book Grade 7
Activities
There are at least two activities included in each unit of this

Teacher’s Guide. These activities are designed to reduce the
monotony in doing the numbers repeatedly. These activities
are made so that students can enjoy and have a positive
attitude towards mathematics. Each activity will give students
confidence as they solve problems, since they will know
whether they are right or wrong.
Most of the activities can be carried out as revision while

others can be done at the end of a particular exercise. Pre-
activities are also included. These activities will recall what
they have learned in the previous grades on the unit.
Unit Tests
Unit Tests which are included in the Teacher’s Guide gives

you an idea of the format and the types of questions that you
could give in the unit test. If you are sure that this Teacher’s
Guide does not reach the students you are allowed to give the
same tests for the Unit Tests.
5
Suggested Time Frame Grade 7
In Grade 7 the students should study mathematics for at least 7 periods of

35 minutes per week.
Suggested Time
TOPICS (approximate)
Unit 1 Numbers 18 periods of 35 minutes
Unit 2 Fractions 20 periods of 35 minutes
Unit 3 Decimals 18 periods of 35 minutes
Unit 4 Directed Numbers 7 periods of 35 minutes
Unit 5 Indices and Algebra 17 periods of 35 minutes
Unit 6 Equations 9 periods of 35 minutes
Unit 7 Geometry 9 periods of 35 minutes
Unit 8 Measures 7 periods of 35 minutes
Unit 9 Perimeter and Area 23 periods of 35 minutes
Unit 10 Volume 9 periods of 35 minutes
Unit 11 Rate, Ratio & Proportion 14 periods of 35 minutes
Unit 12 Percentage 15 periods of 35 minutes
Unit 13 Statistics 13 periods of 35 minutes
Unit 14 Straight line graphs 10 periods of 35 minutes
6
Assessment Grade 7
In Grade 7 a term test should be given at the end of each term. These
term tests should include about 35% of the previous term/terms work,
about 50% on current term work and the remaining 15% should be marks
obtained from the unit tests given at the end of each unit completed in
that term.
7
Syllabus Grade 7
NUMBERS
1 Arithmetical operations.
1.1 Add, subtract, multiply and divide whole numbers.

1.2 Solve operations involving combined addition,
subtraction, multiplication and division of whole numbers.
1.3 Solve word problems involving addition, subtraction,
multiplication and division of whole numbers.
2 Divisibility, prime factorization, L.C.M. and H.C.F.
2.1 Use the divisibility rules of 2, 3, 4, 5, 6, 9 and 10.

2.2 Find the prime factorization of whole numbers.
2.3 Find the lowest common multiples of two to three 1-2
digit numbers.
2.4 Find the highest common factors of two to three 1-2 digit
numbers.
3 Binary numerals
3.1 Convert decimal numerals to binary numerals.

3.2 Convert binary numerals to decimal numerals.
8
FRACTIONS
1 Comprehension of fractions.
1.1 Form fractions from given information.

1.2 Form equivalent fractions to a given fraction.
1.3 Reduce fractions to their lowest term.
1.4 Compare fractions with different denominators.
1.5 Convert improper fractions to mixed numbers and vice versa.
2 Operations of fractions.
2.1 Carry out addition of 2-3 fractions (where the denominator

is a 1-2 digit number) with different denominators.
2.2 Carry out subtraction of 2-3 fractions (where the
denominator is a 1-2 digit number) with different
denominators.
2.3 Carry out multiplication of 2-3 fractions.
2.4 Carry out division of 2-3 fractions.
2.5 Carry out combined operations involving the four
operations and the use of brackets.
3 Application of fractions.
3.1 Solve word problems involving fractions.
9
DECIMALS
1 Comprehension of decimal numbers.
1.1 Read and interpret decimal numbers.

1.2 Compare decimal numbers using > or <.
1.3 Round off whole numbers to the nearest tens, hundreds,
thousands etc.
1.4 Round off decimals to the nearest whole number and to the
specified number of decimal places.
1.5 Convert fractions to decimals and vice-versa.
2 Operation of decimal numbers.
2.1 Addition of decimal numbers.

2.2 Subtraction of decimal numbers.
2.3 Solve operations involving addition and subtraction of
decimal numbers.
2.4 Multiplication of decimal number by a decimal number.
2.5 Multiplication and division of decimals by 10, 100, 1000 etc.
2.6 Division of decimal numbers by a decimal number.
3 Application of decimal numbers.
3.1 Solve word problems involving decimal numbers.
10
DIRECTED NUMBERS
1 Comprehension of directed numbers.
1.1 Compare positive and negative numbers using > or <.

1.2 Use addition rule to solve addition and subtraction of
directed numbers.
1.3 Use multiplication rule to solve multiplication and
division of directed numbers.
INDICES
1 Comprehension of indices.
1.1 Introduce the index form.

1.2 Find the values of numbers written in the index form.
1.3 Use the multiplication law of indices in simplifying.
1.4 Use the division law of indices in simplifying.
11
ALGEBRA AND EQUATIONS
1 Comprehension of algebra.
1.1 Use letters to represent unknowns and write simple

algebraic expressions (e.g. 6c + d).
1.2 Add and subtract algebraic terms (e.g. 4m2n + 8mn2 – 7m2n).
1.3 Multiply algebraic terms (e.g. – x3 (2xy3)(–5y5z)).
– 15a 3b
1.4 Divide algebraic terms (e.g. ).
5a 2
1.5 Evaluate algebraic expressions by substitution.
1.6 Simplify expressions with parenthesis (e.g. (3x + 2)(4x – 1)).
1.7 Factorize algebraic expressions (exclude group factorization).
2 Comprehension of equations.
2.1 Solve linear equations (include cases involving fractional

x − 3 2x −1
coefficients, exclude: + = 1 ).
2 5
12
GEOMETRY
1 Comprehension of angles.
1.1 Find unknown angles involving angles on a straight line

and angles at a point.
2 Angle properties of quadrilaterals.
2.1 Use the angle sum of the quadrilateral in finding the

unknown angles of the quadrilaterals.
3 Angle properties of triangles.
3.1 Use the angle sum of the triangle in finding the unknown
angles of the triangles.
3.2 Identify the base angles of an isosceles triangle.
3.3 Find the size of angles of an equilateral triangle.
3.4 Use the relationship between exterior angle of a triangle
and the sum of the far interior angles of the triangle to find
the unknown angles.
13
RATE, RATIO AND PROPORTION
1 Comprehension of rate.
1.1 Introduce rate.

1.2 Solve problems involving rate.
2 Comprehension of ratio.
2.1 Find the ratio of two or more quantities.

2.2 Simplify ratios with whole numbers.
2.3 Simplify ratios with units. (e.g. 20 hr : 1 day)
2.4 Simplify fractional ratios.
3 Comprehension of proportion.
3.1 Solve word problems involving direct proportions.

3.2 Solve word problems involving proportional parts (sharing).
3.3 Solve word problems involving alms (zakaaiy).
14
PERCENTAGE
1 Comprehension of percentage.
1.1 Recognize the equivalent between percentage and fraction.

1.2 Change fraction to percentage, and vice versa.
1.3 Change decimal to percentage, and vice versa.
1.4 Calculate the percentage of a quantity.
2 Application of percentage.
2.1 Solve word problems involving percentages.

2.2 Solve word problems involving percentage of a quantity.
2.3 Solve word problems involving percentage increase and
decrease.
2.4 Solve word problems involving discount.
2.5 Solve word problems involving profit and loss percentage.
STATISTICS
1 Measure of central tendency.
1.1 Find mean, median and mode from a given data.
2 Comprehension of graph.
2.1 Read and interpret data presented in pie charts.

2.2 Construct pie charts.
15
PERIMETER
1 Comprehension of perimeter.
1.1 Find the perimeter of different shapes when the sides are
given.
1.2 Find the circumference of circles, where the radius or
diameter is given.
1.3 Find the perimeter of semi circles and quarter circles.
1.4 Find the perimeter of compound figures.
1.5 Find the dimensions of rectangles, squares and circles
given its perimeter and other dimensions.
2 Application of perimeter.
2.1 Solve word problems involving perimeter.
16
AREA
1 Comprehension of area.
1.1 Use formula to calculate the area of rectangles, squares,

triangles, parallelograms, trapeziums and circles.
1.2 Find the area of semi circles and quarter circles.
1.3 Find the dimensions of rectangles, parallelograms, triangles
and trapeziums given its area and other dimensions.
1.4 Find the area of compound figures.
1.5 Find the area of shaded regions.
2 Application of area.
2.2 Solve word problems involving area.
17
VOLUME
1 Comprehension of volume.
1.1 Find the volume of cubes and cuboids.

1.2 Find the dimension of a cuboid given its volume and
other dimensions.
1.3 Find the volume of prisms.
1.4 Find the length of a prism given its volume and area of the
cross-section.
2 Application of volume.
2.1 Solve word problems involving volume of cuboids, cubes

and prisms.
18
MEASURES
1 Metric units.
1.1 Express the units of length (km, m, cm, mm) in terms of

larger or smaller quantities.
1.2 Express the units of mass (t, kg, g) in terms of larger or
smaller quantities.
1.3 Express the units of capacity (l, ml or cm3) in terms of
2 Imperial units.
2.1 Express other units of length (miles, feet, inches) in terms

of larger or smaller quantities.
2.2 Express the units of time (s, min, hr) in terms of larger or
smaller quantities.
STRAIGHT LINE GRAPH
1 Comprehension of straight line graphs.
1.1 Use Cartesian coordinates in two dimensions.

1.2 Draw straight line graphs for the equations in the form
y = mx + c.
19
Unit 1 Numbers
Syllabus Content
1 Arithmetical operations.
1.1 Add, subtract, multiply and divide whole numbers.

1.2 Solve operations involving combined addition,
subtraction, multiplication and division of whole numbers.
1.3 Solve word problems involving addition, subtraction,
multiplication and division of whole numbers.
2 Divisibility, prime factorization, L.C.M. and H.C.F.
2.1 Use the divisibility rules of 2, 3, 4, 5, 6, 9 and 10.

2.2 Find the prime factorization of whole numbers.
2.3 Find the lowest common multiples of two to three 1-2
digit numbers.
2.4 Find the highest common factors of two to three 1-2 digit
numbers.
3 Binary numerals
3.1 Convert decimal numerals to binary numerals.

3.2 Convert binary numerals to decimal numerals.
20
Unit Notes Numbers
z The Exercises from 1.1 to 1.4 are concepts of four basic operations.
These exercises are intended to help you find out which of your
students do not have concepts of basic operations needed to succeed
in Grade 7, and to provide some help in developing those skills.
z Teachers could use the discovery method when introducing

BODMAS rule. Write an expression, for e.g. 8 – 3 × 4 ÷ 2, of this
type and ask the students to simplify. Get the answers from the
students. Tell them the fact that students getting different answers is
a proof of the need for a rule. Then introduce the above rule.
When doing the numbers in Exercise 1.5 they do not have to use the
Directed Number’s addition and multiplication rule. In doing
numbers like 5 – 6 + 9, they first have to add and then subtract.
These type of numbers have been introduced since Grade 5.
z In doing prime factorization we recommend to use the division

method rather than the factor tree method. Recall the first few prime
numbers, short division and divisibility rules before explaining the
examples of prime factorization.
z Highest Common Factor, conversion of decimal numerals to

binary numerals and vice versa are introduced in this grade.
Teachers need to spend more time on these topics than others.
21
Activities Numbers
Activity 1
Fill in each with the correct number.
– 2970 1190 + 14
× 26 ×3
÷ 18 – 97
+ 2177 ÷5
22
Activities Numbers
Activity 2
Do the following sums. Then join the dot for Answer 1 to the dot for
Answer 2 and so on. What picture do you get?
1. 15 – 8 + 12 9. LCM of 18 and 8
2. 197 – 93 – 20 10. LCM of 9, 12 and 16
3. 8 – 2 × 3 11. HCF of 27 and 9
4. 12 × 6 ÷ 3 12. HCF of 30 and 42
5. 24 ÷ 6 + 6 ÷ 6 13. HCF of 48, 36 and 60
6. 48 – 7 × 3 + 16 ÷ 4 14. 1101002 as a decimal numeral.
7. (16 × 3) ÷ 2 + 9 – 3 15. The sum of 29 and 128.
8. LCM of 10 and 4 16. The product of 11 and 24.
5 24
31 2 8
18
30 3 84
99
20 34
4 48
40
19
72 264
144 120
65 157
159 9 52
256 6 12 104
23
Unit Test 1 Numbers
Answer all the questions on a separate paper. TIME 30 minutes

Show all the working.
Do not write on this paper.
1. Find the sum of 210 and 3089. [1]
2. Calculate the value of 17 – 500 + 498. [1]
3. Calculate the value of 2041 × 72. [1]
4. Use short division to divide 720 by 4. [2]
5. Use long division to find the value of 10253 ÷ 51. [2]
6. Find the prime factorization of 252. [2]
7. Find the lowest common multiple of 20, 18 and 32. [2]
8. Find the highest common factor of 12, 42 and 36. [2]
9. Express 37 in base two. [2]
10. Express 1001102 as a decimal numeral. [2]
11. Find the value of 15 × (34 – 22) ÷ 3. [3]
12. Inadh bought a mobile phone. He paid the cashier Rf. 3000
and received Rf. 285 change. How much did the mobile
phone cost? [3]
13. A motorist used 168 litres of petrol in 4 weeks. If he used the

same amount of petrol every week, how much petrol did he
use each week?. [3]
14. Husna bought 2 bags of mangoes and 3 boxes of oranges.

There were 6 mangoes in each bag and 12 oranges in each box.
How many fruits did she buy altogether? [4]
Total marks [30]
24
Answers of Exercises Numbers
Exercise 1.1 Page 1 Exercise 1.5 Page 2
1. 1381 6. 166 1. 41 7. 16
2. 372 7. 4673 2. 26 8. 9
3. 14 642 8. 1090 3. 8 9. 42
4. 158 9. 6819 4. 9 10. 61
5. 27 369 10. 3072 5. 67 11. 17
6. 13 12. 31
Exercise 1.2 Page 1

Exercise 1.6 Pages 2-5
1. 852 6. 257 838
2. 51 160 7. 13 992 1. 408 6. Rf. 108
3. 27 420 8. 3 323 735 2. 21 164 7. 6434
4. 40 380 9. 4 963 050 3. 32 8. 11 packs, Rf. 5
5. 223 184 4. Rf. 20 9. 4533
5. Rf. 4045 10. Rf. 5600
Exercise 1.3 Page 1

Exercise 1.7 Page 6
1. 235 R 1 7. 269
2. 72 8. 64 R 30 by 2 by 3 by 4 by 5 by 6 by 9 by 10
450 9 9 8 9 9 9 9
3. 26 R 5 9. 20 R 37
516 9 9 9 8 9 8 8
4. 10 R 7 10. 996 R 3 3150 9 9 8 9 9 9 9
5. 206 R 17 11. 908 R 51 6 943 8 8 8 8 8 8 8
6. 350 R 12 12. 610 88 524 9 9 9 8 9 9 8
47 145 8 9 8 9 8 8 8
50 000 9 8 9 9 8 8 9
187 920 9 9 9 9 9 9 9
Exercise 1.4 Page 2 410 968 9 8 9 8 8 8 8
9 000 367 8 8 8 8 8 8 8
1. 116 9. 367 R 8
2. 168 R 1 10. 185 R 8
3. 170 R 3 11. 281 R 1 Exercise 1.8 Page 6
4. 180 R 1 12. 587 R 8
5. 1 054 R 3 13. 430 1. 3×7 5. 2×5×5×3×7
6. 714 R 5 14. 428 R3 2. 3×3×3×3 6. 2×2×3×7×11
7. 1 066 R 3 15. 490 3. 2×2×3×3×5 7. 2×5×41
8. 236 R 6 4. 2×5×7×7 8. 7×11×13
25
Answers of Exercises Numbers
1. 18 7. 72 1. 1001 2 7. 1111000 2
2. 60 8. 90 2. 10000 2 8. 10000100 2
3. 36 9. 60 3. 11000 2 9. 10001111
4. 154 10. 96 4. 1000001 2 10. 10010110 2
5. 36 11. 270 5. 1100000 2 11. 10100100 2
6. 60 12. 182 6. 1100100 2 12. 11000110 2
Exercise 1.10 Page 7 Exercise 1.12 Pages 8-9
1. 3 7. 5 1. 6 7. 61
2. 8 8. 15 2. 7 8. 38
3. 6 9. 14 3. 11 9. 54
4. 8 10. 9 4. 10 10. 46
5. 2 11. 3 5. 25 11. 63
6. 9 12. 72 6. 30 12. 65
26
Unit 2 Fractions
Syllabus Content
1 Comprehension of fractions.
1.1 Form fractions from given information.

1.2 Form equivalent fractions to a given fraction.
1.3 Reduce fractions to their lowest term.
1.4 Compare fractions with different denominators.
1.5 Convert improper fractions to mixed numbers and vice versa.
2 Operations of fractions.
2.1 Carry out addition of 2-3 fractions (where the denominator

is a 1-2 digit number) with different denominators.
2.2 Carry out subtraction of 2-3 fractions (where the
denominator is a 1-2 digit number) with different
denominators.
2.3 Carry out multiplication of 2-3 fractions.
2.4 Carry out division of 2-3 fractions.
2.5 Carry out combined operations involving the four
operations and the use of brackets.
3 Application of fractions.
3.1 Solve word problems involving fractions.
27
Unit Notes Fractions
z Fractions have been introduced from Grade 1 onwards.

However, many students are still weak in fraction concepts
and make a lot of mistakes in doing fractions. So it is
necessary to revise the basic concepts of fractions in this
stage as well.
z Part-whole method
It is obvious that the part-whole method is very useful. The
students should be encouraged to draw the (part-whole)
diagrams to help them to analyse and solve word problems.
Especially word problems involving fractions. For example:
3
Muhammad spent of his money and had Rf. 36 left. How much
5
money did he have at first?
Money spent Money left (Rf. 36)
Rf. 18 Rf. 18
Money Muhammad had at first
Money Muhammad had at first = 18 × 5 = Rf. 90
Try this. This will improve their problem solving skills.
z Does not understand word problems.

Read through the problems with poorer readers. Have them
pick out the key words that tell what operation to use to solve
the problem.
28
Activities Fractions
Activity 1
What is the name given to the Battles in which Prophet Muhammad ‘

himself led the Muslims?
To find the answer:

1. Circle the greater fraction.
2. Write the letter that goes with the greater fraction in the box.
H G
5 6
1. ,
7 7
H A
5 1
2. ,
6 4
A N
1 2
3. ,
2 5
D Z
3 5
4. ,
8 9
W A
7 8
5. ,
12 15
A G
11 6
6. ,
20 11
29
Activities Fractions
Activity 2
Fill in the ’s to get the answer.
6
1. + = 2 4 7 7
7
8
2. + = 1 3 5 9
9
2
3. – = 2 3 4 5
15
2
4. × = 4 9 12 18
3
1
5. ÷ = 4 7 8 21
6
30
Unit Test 2 Fractions

67
1. Change into a mixed number.. [1]
7
2
2. Change 3 into an improper fraction. [1]
13
30
3. Reduce to its lowest term. [2]
120
2 8
4. Complete = = . [2]
5 35
3 1
5. Compare , . [2]
8 2
5
6. Find the value of of 49. [2]
7
7. Simplify the following fractions.
3 1 2 ⎛4 1⎞
(a) + [1] (c) ÷ ⎜ × ⎟ [3]
8 8 3 ⎝7 2⎠
1 3 1 3
(b) 4 ÷ [2] (d) 3 + –2 [3]
2 4 7 14
8. A fruit basket contains 18 bananas and 6 papayas. What fraction of

the fruits in the basket are bananas? [3]
1
9. Thirty students did a test, and of them failed. How many students
3
passed? [3]
Total marks [25]
31
Answers of Exercises Fractions
Exercise 2.1 Pages 11-12 Exercise 2.5 Pages 13-14
1 2 1 1. (a) 4 (b) 68 (c) 13

1. (a) (b) (c)
2 3 5 (d) 7 (e) 40 (f) 80
7 4 13
2. (a) 6, 21 (b) 8, 33, 12
(d) (e) (f) (c) 15, 48, 10, 96 (d) 6, 72, 24
10 9 16
12 31 18
2. 4. 6. Exercise 2.6 Page 14
37 126 226
8 218
3. 5. 1. < 4. < 7. <
13 355
2. > 5. > 8. <
3. < 6. > 9. <
Exercise 2.2 Page 13

23 223
1. 3.
9 18 3 1 1
1. 3. 1 5.
93 3169 4 3 3
2. 4. 1 2 4
10 105 2. 4. 6.
2 11 7

1 24
1. 3 3. 11 13 8 1
5 31
1. 3. 1 5.
24 9 8
19 22
2. 3 4. 23 11 7 3
20 39 2. 4. 2 6. 5
50 18 20

2 4 2
1. 3. 5. 2 5 3 3
7 5 3 1. 10 3. 10 5. 7
6 4 4
2 101 1 5 5 247
2. 4. 6. 5 2. 4. 11 6. 1
3 152 5 12 18 490
32
Answers of Exercises Fractions
5 3 3 7 17 8
1. 10 3. 10 5. 7 1. 1 3. 1 5. 1
6 4 4 9 175 27
5 5 247
2. 4. 11 6. 1 3 3 3
12 18 490 2. 4. 6 6.
16 4 4
Exercise 2.10 Pages 15 -16
5 3 3 Exercise 2.15 Pages 18 -19

1. 42 l 2. 60 in 3. 3
6 4 4
3
1. m 2. 24 pieces 3. 14 packets
16
1. 12 bananas 4. 25 cm
2. 105 muslims 5. 77 muh
1 3 7
5 1. 1 4. 7. 2
3. 972 seconds 6. 37 in 18 10 8
9
3 65
2. 1 5. 3 8.
8 108
7 1 1
3. 6. 1 9. 6
3 36 2 16
1. 4. 2 7. 5
10
6 4
2. 1 5. 8. 12
11 5
1 Exercise 2.17 Pages 20-21
3. 6 6. 9. 20
40 1
1. 1 kg 4. 6
2
Exercise 2.13 Pages 17-18 2. 150 eggs 5. Rf. 4100
4 1 7
1. 20 girls 2. 817 pupils 3. l 3. 6 litres 6.
5 4 18
33
Unit 3 Decimals
Syllabus Content
1 Comprehension of decimal numbers.
1.1 Read and interpret decimal numbers.

1.2 Compare decimal numbers using > or <.
1.3 Round off whole numbers to the nearest tens, hundreds,
thousands etc.
1.4 Round off decimals to the nearest whole number and to the
specified number of decimal places.
1.5 Convert fractions to decimals and vice-versa.
2 Operation of decimal numbers.
2.1 Addition of decimal numbers.

2.2 Subtraction of decimal numbers.
2.3 Solve operations involving addition and subtraction of
decimal numbers.
2.4 Multiplication of decimal number by a decimal number.
2.5 Multiplication and division of decimals by 10, 100, 1000 etc.
2.6 Division of decimal numbers by a decimal number.
3 Application of decimal numbers.
3.1 Solve word problems involving decimal numbers.
34
Unit Notes Decimals
z To locate decimal numbers on the number line

Draw a number line on the board and ask the following questions.
“What number is midway between 3 and 4?” (3.5, write it on the
number line). “Give another number between 3 and 4?” (Label the
new points on the number line). Repeat the above question and your
number line may look something like this:
3.1 3.5 3.8
0 1 2 3 4
Draw this number line on the board and ask the following questions.
0.21 0.24 0.28
0 0.1 0.2 0.3 0.4
“What number is between 0.2 and 0.3?” Ask questions and label as
many points on the number line as shown above.
z Rounding off numbers is a skill needed when we do estimation. The

number line approach is used to help the students understand
“rounding off” concept. To round off a number to the nearest
hundred means to find the multiple of hundred which is nearest to
the number.
z If a student knows how to add and subtract whole numbers, no new

problems arise in addition and subtraction of decimals. In
multiplication of decimals always remind the students that after
finding the product, place the decimal point in the correct place.
z Also remind the students that any zero which does not change the
place value of the digits are useless zeroes.
35
Activities Decimals
Activity 1
Complete the grids by writing a number or a mathematical symbol

(+, –, ×, ÷) in the empty squares.
1. 2.
8 55 63 7.6 – 5.6
× ÷ ×
5 35 2.8 7 0.4

56 45 – 9
3. 4.
0.03 × 3 0.4 – 0.02
÷ ÷ ×
× ÷ 0.56

0.003 + 4 6 ÷ 0.2
36
Activities Decimals
Activity 2
Fractions and Decimals Game.
0.4 0.375 0.8 0.6667 0.8333
0.625 0.75 0.3333 0.25 0.6 1 2 3
4 5 6
0.125 0.875 0.2 0.5 0.1667
8
Table 1 Table 2
1. Two players take it in turn to select two numbers from table 2.
2. Divide the larger number by the smaller number.
3. If the answer is in the table 1 and if the number is not yet crossed out,
the player crosses out that square and write his/her initials.
4. The winner is the first player to cross out three squares in a line, either
in a column or a row or a diagonal.
Note that some answers are corrected to 4 decimal places.
37
Unit Test 3 Decimals

1. Give the place value of 3 in each of the following.

(a) 34078.12 (b) 152.739 [2]
2. Write > or < in the blanks.

(a) 8.6 __ 8.5819 (b) 127.09 __ 128.0009 [2]
3. Express 0.016 as a fraction in its lowest term [2]
3
4. Express 1 as a decimal [2]
4
5. Round off each number to the nearest place given in the bracket.
(a) 584.605 (2 d.p.) (c) 40750.1769 (thousands)
(b) 706.149 (tenths) (d) 4539.817 (whole number) [4]
6. Calculate the values of:

(a) 34 + 9.1 – 0.471 (c) 0.68 × 10 000
(b) 204.52 × 0.012 (d) 7 ÷ 1000 [8]
7. Evaluate and give your answer correct to 2 decimal places.

54.29 ÷ 25 [3]
8. A tank of a motor cycle holds 5 litres of petrol. On a journey

1.527 litres were burned. How much petrol is left. [3]
9. At a sale, bulbs were sold at 6 for Rf. 15. Umar bought 30 bulbs.
How much did he pay for the bulbs? [4]
Total marks [30]
38
Answers of Exercises Decimals
1. hundredths 1. 0.64 5. 0.514

2. tens 2. 18.8 6. 1.5
3. hundreds 3. 5.342 7. 57.30
4. tenths 4. 47 8. 110
5. ten-thousandths
6. ones
7. thousandths Exercise 3.7 Page 28
8. hundred-thousandths
1. 846.4 4. 6 000
2. 990 5. 15.000
Exercise 3.2 Page 26 3. 3.14 6. 100
1. 105.5, 107.1, 108.8
2. 10.09, 10.26, 10.4 Exercise 3.8 Page 29
3. 4.773, 4.787, 4.80
4. 0.010, 0.011, 0.0122 1. (a) 1.413 (b) 956.3582
(c) 13.53 (d) 2.9
(e) 64.2668 (f) 0.9212
Exercise 3.3 Page 27 (g) 974.9826 (h) 6.4223
1. > 4. > 7. < 2. 539.684
2. < 5. > 8. < 3. 60.928
3. < 6. > 9. >
Exercise 3.9 Page 29 -30

1. 38.3°
1. (a) 920 (b) 7 040 2. 59.13 litres
2. (a) 2 600 (b) 6 100 3. Rf. 168.75
3. (a) 40 000 (b) 54 000

1. 6 6. 1.6416
1. 550 5. 34 000 2. 4.014 7. 0.65569
2. 2 730 6. 16 000 3. 426.76 8. 28.76553
3. 3 100 7. 8 000 4. 63 9. 0.175123
4. 9 900 8. 200 000 5. 25.812
39
Answers of Exercises Decimals
1. 50.9 7. 60000 1. Rf 8.75 3. 63 km

2. 0.3 8. 28400 2. Rf 115.83
3. 4.54 9. 0.00059
4. 0.00428 10. 0.002
5. 1.9 11. 849000 Exercise 3.16 Page 33
6. 701 12. 0.17
1. (a) 0.5 (b) 0.75
(c) 1.8 (d) 2.95
Exercise 3.12 Page 31 2. (a) 0.3 (b) 0.2
(c) 1.9 (d) 2.3
1. 3.25 4. 6.4
2. 2.37 5. 2.55
3. 1.05 6. 1.204 Exercise 3.17 Page 33
3 21 8
1. 4. 7. 30
Exercise 3.13 Page 31 5 200 125
9 1 5
1. 2.14 4. 6.13 2. 5. 3 8. 94
25 25 8
2. 1.71 5. 0.22
3. 0.02 6. 0.49 9 7
3. 6. 11
200 20

1. 1.6 6. 0.61
2. 4.7 7. 0.43 1. 78 m 5. Rf. 108.25
3. 372 8. 6 2. 2.2° C 6. 8 kg
4. 0.2 9. 0.120 3. Rf. 1118.85 7. 2.18 kg
5. 1.05 4. Rf. 27.05
40
Unit 4 Directed Numbers
Syllabus Content
1 Comprehension of directed numbers.
1.1 Compare positive and negative numbers using > or <.

1.2 Use addition rule to solve addition and subtraction of
directed numbers.
1.3 Use multiplication rule to solve multiplication and
division of directed numbers.
41
Unit Notes Directed Numbers
z Introduction of directed numbers

The following method can be used to
introduce directed numbers. +
6
“What is the answer of: 5 – 3 = ? +

5
This is easy. The answer is 2.
+
4
What is the answer to the sum 3 – 5 = ?.
You may think that there is no answer +
3
because 3 is less than 5. However, there is

+
2
an answer.” Now explain the diagram on
the right. The diagram shows a yacht +
1
anchored in a harbour. Note that the top of

0
the mast is 6 m above the sea level. To
–
reach the top of the mast you have to climb 1
6 m up from the sea level. The anchor is –

2
4 m below the sea level. To touch the
–
3
anchor you have to dive down 4 m. In the
diagram to show that the anchor is 4 m –
4
below the sea level we have written –4 .
z It is desirable that both directions of measurement should be

labelled, rather than only the “below zero” direction, for they are of
equal importance. If 4ºC below zero is described as (–4)ºC, then 4ºC
above zero should be written as (+4)ºC. Thus the signs “+” and “–”
are used to show two directions of measurement. Although these
signs are the same as the signs for the arithmetical operations of
addition and subtraction, students should realize that the signs are
used in different sense.
42
Activities Directed Numbers
Activity 1
What is the world’s smallest ocean?

Use a ruler to join each question with its answer. The letters without
lines through them spell out the answer.
(+11) + (–13) A – 11
R
P
(–26) + (–24) + 20
B
– 7 + 13 C N – 49
T F
+ –
( 2) × ( 9) – 50
(+12) ÷ (+6) D I –2
C
+ –
( 13) – ( 7) L + 250
O G
(–25) × (–10) + 50
C K
+ (–250) – 18
E
(+64) – (+75) +2
W
M
(–300) ÷ (–6) A – 250
N
– 19 – 23 – 7 +6
43
Activities
Activity 2
Complete the following puzzle.

1
2 3
ACROSS
2. base ten number system
4. total result
5. the result of multiplying numbers
6. thousand million
7. symbol that stands for a number
DOWN
1. has only two factors
3. the number on the top of the fraction
44
Unit Test 4 Directed Numbers

1. Compare the following pairs of directed numbers.

(a) (–7) __ (+11) [1]
(b) (–2) __ (–99) [1]

–
(c) (0) __ ( 105) [1]
2. Simplify the following.

(a) (+3) + (+5) [1]
(b) (+2) × (+1) [1]

+ +
(c) ( 6) ÷ ( 3) [1]
(d) – (+41) [1]
(e) (+12) + (–6) [2]

– –
(f) ( 8) × ( 12) [2]
(g) (–78) ÷ (+13) [2]
(h) 7 – 8 [2]
(i) – 7 – 10 [2]
(j) – 3 × 5 [2]
–
(k) – 3 ÷ ( 3) [2]
(l) – 5 – 6 + 14 [3]
(m) (–10) – (–3) [3]

– +
(n) ( 21) – ( 9) [3]
Total marks [30]
45
Answers of Exercises Directed Numbers
1. > 4. > 7. < 1. +11 4. + 200 7. + 250

2. < 5. < 8. > 2. + 5 5. + 424 8. + 11423
3. < 6. > 9. > 3. + 81 6. –1 037 9. 0

+
1. 3 3. –15 5. + 110
1. +17 +
2. 8 4. –42 6. + 900
2. – 6
3. – 4
Exercise 4.3 Page 38 1. –6 3. –7 5. + 12

+ +
1
1. +14 4. + 21 7. –356 2. 5 4. 10 6. –5
16
2. –17 5. –120 8. –1484
3. –2 6. + 130 9. 0
+
Exercise 4.4 Page 38 1. 9 6. + 30 11. –
32
–
2. 18 7. –54 12. –
1
+
1. + 9 4. + 11 7. –212 3. 49 8. –7 13. –
84
–
2. –12 5. –70 8. 0 4. 11 9. + 9 14. –
13
– –
3. + 4 6. –31 9. –525 5. 13 10. 0 15. 26
46
Unit 5 Indices and Algebra
Syllabus Content
1 Comprehension of indices.
1.1 Introduce the index form.

1.2 Find the values of numbers written in the index form.
1.3 Use the multiplication law of indices in simplifying.
1.4 Use the division law of indices in simplifying.
2 Comprehension of algebra.
2.1 Use letters to represent unknowns and write simple

algebraic expressions (e.g. 6c + d).
2.2 Add and subtract algebraic terms (e.g. 4m2n + 8mn2 – 7m2n).
2.3 Multiply algebraic terms (e.g. – x3 (2xy3)(–5y5z)).
– 15a 3b
2.4 Divide algebraic terms (e.g. ).
5a 2
2.5 Evaluate algebraic expressions by substitution.
2.6 Simplify expressions with parenthesis (e.g. (3x + 2)(4x – 1)).
2.7 Factorize algebraic expressions (exclude group factorization).
47
Unit Notes Indices and Algebra
z Indices are introduced at this stage. Teacher’s should explain to the

students that indices is a shorter way to write long expressions that
involve the multiplication of the same factor repeatedly. Also
emphasize them on how to read numbers in index form. For example:
52 is read as “5 to the power 2” or “5 squared”,
53 is read as “5 to the power 3” or “5 cubed”,
54 is read as “5 to the power 4” and so on.
z Multiplication law and division law of indices are also introduced in

this grade. Students have to apply these laws not only in
Exercises 5.2 and 5.3, but they also have to apply these laws when
they do Exercises from 5.7 to 5.11.
z Writing algebraic expressions is a difficult concept for the students.

Activity 2 of this unit should be done prior to Exercise 5.4 so that
students will be familiar with writing algebraic expressions for word
phrases.
z Group work
Make four groups and name them +, –, × and ÷. Have students make
a list of different words or expressions to the particular operation
assigned for the group. Each group should try to get about 10
expressions. Then display the charts on the wall. As new
expressions are found or thought of, add them to the list.
z While doing the “simplifying topics” of algebra it is important to

revise the directed numbers addition rule and the multiplication rule
if the need arises.
48
Activities Indices and Algebra
Activity 1
Complete the cross-number puzzle.
A B J K
L M
C D
F I H
ACROSS DOWN
A. 42 B. 54
C. 83 D. –104
E. 42 × 43 F. 1211 ÷ 129
G. 84 H. 63
I. –112 J. 7 × 73
J. 325 ÷ 320 K. 25
L. 44 M. –94
49
Activity 2
PRE-ACTIVITY
Match
Five times x. 2+x
Divide x by y. x+ y
Two greater than a number x. x– 2
The sum of any number x and

5+ x
any number y.
The product of two numbers x

x– 5
and y.
Subtract 2 from x. 5x
A number x decreased by 5. xy
Five times a number x plus a x

second number y. y
Your age after x years if you

5x + y
are 5 years old now.
50
Activity 3
What is the slowest moving fish?
To find the answer:

1. Substitute and simplify.
2. Write the letter under its matching number in the DECODER.
v=1 w=2 x=–3 y=–1 z=5
5w –2xy yz2
A E H
2x–5y 2 x 2 – 4 v 20 2y2 – x3
O R S
D
E
C
O 29 –6 10 – 25 –1 14 29 –6
D
E
R
51
Unit Test 5 Indices and Algebra

1. Find the values of the following.

(a) (52) (b) (–73) [2]
2. Work out the following in index form.

183
(a) 63 × 6 × 64 (b) [2]
18
a 21
(a) x15 × x2 (b) [2]
a6
4. Write an algebraic expression for each of the following.
(a) Six less than a number m. [1]
(b) Three times a number w plus a second number s. [2]

(a) 20x + 13x [2] (c) (– 3p2) (– 4p2q) [3]
42v3
(b) [3] (d) – 4u2 + 2u – 3u2 – 5u [3]
–6v 2
6. Remove the brackets and simplify.
(a) 3c – 2(7a + 5c) [2] (b) (7z + 1) (z – 3) [3]
7. Factorize.
(a) bc – 2c [2] (b) 6x – 12xy + 3x2 [3]
8. Evaluate.
(a) 4a3 when a = 1 [2] (b) xy – 2x when x =1, y = –2 [3]
Total marks [35]
52
Answers of Exercises Indices and Algebra
1. 9 4. 32 7. 2401 1. 2a 7. 0
2. 8 5. –125 8. –243 2. 3d 8. 3p 2
3. 16 6. 3125 9. 1000000
3. – 4xy 9. 14a
4. 6x 5 10. 11g 3
Exercise 5.2 Page 49 5. – 3y 2 11. – 15x 3y
6. – 17ac 3 12. 13t 7
1. 2 6 4. 8 12 7. 12 24
2. 5 3 5. 9 8 8. 14 19
3. 6 17 6. 7 6

1. 7x – 5 6. – 3m
2. 10x 2 + 6xy 2 7. 12u + 14y 2
1. a 8 4. m 11 7. u 49 3. – 4a 2 8. 3y – 2xy
2. b 17 5. n 14 8. y 15
4. 13x 3 + 3x 2 9. p 7q 8
3. c 3 6. s 6
5. 12x 2 – 18

1. 10u 7. 8p – q
1. 5cd 7. 6d 3
2. w – 13 8. g +15
4 2. – 14pq 8. 12a 10
3. 9. r + s kg
n 3. u 15 9. 20x 6
4. x + y 10. 13 + y years 4. s7 10. – 15m 11n 10
5. z – 5 11. 30z students 5. 12p 5 11. 20w6 x 8
6. ab 12. 800 – x + y people 6. – 30a 2 b 12. – 30x 6 y 7 z 3
53
Answers of Exercises Indices and Algebra
1. p2 5. 4c 9. 6y 1. x (y + z)
2. 6 6. 9k 2 10. – 9ab 2. m (p – n)
3. 3e 7. 11t 11. 4m 3. q (p + 3)
4. 5a 2 8. – 6u 12. 5x 3 y 3 z
4. 2 (a – b)
5. 4 (m – 2n)
Exercise 5.9 Page 52 6. 5 (u + 2)
7. u (u – v)
1. 2a + 14 4. 6m 2 8. x (x + 1)
2. – 20 + 4b 5. – 16n 3 + 2n 5 9. b 2 (1 – b)
3. – 12c + 15d 6. x 6 y + 9x 3
10. 3a (1 – 3a)
11. 9c (2c 2 – d 2)
Exercise 5.10 Page 52 12. x 2y 2 (3x 4y + 5)
13. x (a + b + c)
1. – 2a – 3 6. – 2x – 2y 14. p (q – r – 1)
2. 4x – y 7. 5x + 11
15. z (z 2 – z + 1)
3. 6a + 6 8. 2x 2 + 5x + 6
4. x – 10 9. x2 – 4 16. 3a (b – 3c – 2d)
5. 4a 17. 3x (4y 2 + 3xy – x 2)
18. 2c 2d 2 (3cd 3 + 1 + 4c 3d)

1. x 2 + 3x + 2
–
2. a 2 + 5a + 6 1. (a) 6 (b) 28
–
3. 2a 2 + 13a + 20 (c) 12 (d) 36
4. s 2 + 3s – 18 (e) 0 (f) 18
5. n2 – 9 (g) –
20 (h) 40
6. 6u 2 – 7u + 2 (i) –
600 (j) 14
7. 2w2 + 3w – 20 –
(k) 1 (l) 18
8. 6x 2 – 11xy + 4y 2
9. y 2 – 25 (m) 7 (n) 8
10. a 2 + 2ab + b 2 (o) 17
11. 4z 2 – 12z + 9 2. –3 4. –88
12. x 2 – 2xy + y 2 3. 11 5. 43
54
Unit 6 Equations
Syllabus Content
1 Comprehension of equations.
1.1 Solve linear equations (include cases involving fractional

x − 3 2x − 1
coefficients, exclude: + = 1 ).
2 5
55
Unit Notes Equations
z Students have already done simple linear equations (e.g: x + 5 = 9,

e
8
= 10, 6x – 4 = 13) in grade 6. But at this stage also, when
explaining examples, show them the two methods of solving
the equations. The students can choose any of the methods.
z The “balancing equation” method (add, subtract, multiply or divide

the same value by both sides of the equation) must be used to build
the concept.
z In the explanation of the type, –2x = 14 show them why the minus
sign of 2 does not change when you move the 2 to the other side.
This can be done by using the “balancing method”.
z When the equations get more difficult you should break them down
into stages and deal with each operation (+, –, ÷, ×) in turn. Any
thing added or subtracted from the unknown (letter term) quantity is
dealt with first. Next you deal with any values which divide or
multiply the unknown.
z Sometimes the unknown appears on both sides of an equation. To

solve this type of equation you first need to get all the unknowns on
one side and the numbers to the other side. Preferably the
unknowns to the left of the equal sign.
z Note that the students can always check their answers by

substituting their answer back into the equation.
56
Activities Equations
Activity 1
MYSTERY WORD
1. Start from the top left box.

2. Solve the equation in the box.
3. Look for the solution in the corner of another box.
4. Write down the letter in the box and then solve the equation in the box.
5. Look for the solution as before and continue until you arrive back at
top left box.
6. Read the word and draw it.
x = 10 x=–2 x=7
3x
x – 5 = 10 –6= 4 –11 = 2x – 3
O B
x=–8 x=–4 x=4
2x 16 2x x
= 10 3(x + 4) = 6(x + 3) = 9– 2
5 5
N L G
x = 15
x – 3 = 11 – x
57
Activities Equations
Activity 2
Join each equation to its solution with a straight line. If you do it

correctly you will get 3 triangles.
7x + 5 = 26
12 = x + 7
– 30 –5
1
–1 9
7x 5x
10
= 2 + 9
5
2x
– 12 = 5
–2(3x – 1) = 3(x + 4)
58
Unit Test 6 Equations

Solve the following equations.
1. a + 4 = 9 [1]
2. – 17 = – 3 + b [2]
3. – 10c = 50 [2]
e
4. 8 = 6 [2]
7 –5
5. 2u = 11 [3]
6. 5h + 9 = 39 [3]
7. 12 – 2m = 14 [3]
8. 2n + 12 = – 21 – 5n [4]
9. 4 (1 + 3s) = 5(4s – 2) [5]
5x 1 x
10. 6
–
3
= 2 [5]
Total marks [30]
59
Answers of Exercises Equations
1. 8 4. –2 7. –13 1. 5 4. 8 7. –2
2. 1 5. –7 8. –40
3. 0 6. 19 1
2. 1 5. 2 8. 2
3
1 1 1
Exercise 6.2 Page 56 3. 2 6. 1 9. – 2
8 2 2
1
1. 5 4. –7 7. 8
2
2. 12 5. –56 8. –30 Exercise 6.6 Page 57
3. –40 6. 108 2 1
1. 2 4. 1 7. –1
3 5
Exercise 6.3 Page 56 1 5
2. 9 5. 8. –
4 28
1
1. 2 4. – 7. 0 1 3 3
6 3. 4 6. 9.
5 10 22
2 2
2. 4 5. –1 8. 1
3 3
1 6
3. 6. –7 9. 2 Exercise 6.7 Page 58
2 7
1 1
1. 4. –10 7. 2
3 5
2
1. 9 3. 5 5. 6 2. 6 5. 0 8. –70
3
3 1 1 1
2. 6 4. 3 6. 3 3. 12 6. 10 9.
4 2 2 14
60
Unit 7 Geometry
Syllabus Content
1 Comprehension of angles.
1.1 Find unknown angles involving angles on a straight line

and angles at a point.
2 Angle properties of quadrilaterals.
2.1 Use the angle sum of the quadrilateral in finding the

unknown angles of the quadrilaterals.
3 Angle properties of triangles.
3.1 Use the angle sum of the triangle in finding the unknown
angles of the triangles.
3.2 Identify the base angles of an isosceles triangle.
3.3 Find the size of angles of an equilateral triangle.
3.4 Use the relationship between exterior angle of a triangle
and the sum of the far interior angles of the triangle to find
the unknown angles.
61
Unit Notes Geometry
z It is essential to do the first question of Activity 1 before doing the

exercises in the workbook. Spend about 5 to 10 minutes measuring
the angles. Second question of Activity 1 should be done prior to
Exercise 7.5.
z Naming angles using three letters have been introduced in Grade 5.

However, students confuse this concept very often. To name using
three letters we write, “one from a point on one side of the angle, one
from the vertex, and one from a point on the other side”.
z Students should explore that:

Sum of the angles on a straight line is 180º, angles at a point add up
to 360º, angles in a quadrilateral add up to 360º, angles in a triangle
add up to 180º and exterior angle of a triangle is equal to the sum of
the opposite interior angles.
Type 1 Type 2 Type 3 Type 4
Teachers should introduce the above angle properties one at a time.

For example if you are introducing sum of the angles on a straight
line is 180º, ask the students to draw 3 different diagrams of Type 1.
Ask them to measure the angles in each diagram and add them.
Students may come with answers of range +3º. Explain to them that
the errors are due to the mistakes that they have made in measuring
the angles.
62
Activities Geometry
Activity 1
PRE-ACTIVITY
1. Measure the following angles with a protractor.

(a) (b)
(c) (d)
2. Name the following angles in three different ways.

S
(a) C (b)
n R
D b
T c
e
a Q
d
A B
P
63
Activities Geometry
Activity 2
Each of these figures can be cut into two parts by one straight line and
then arrange to form a square.
64
Unit Test 7 Geometry

1. Find the equal angles in the following isosceles triangles.

(a) C (b) X
A
Y Z
B [1] [1]
2. Calculate the size of each of the unknown angles marked with letters
in the diagrams.
(a) (b)
e
108º
a
72º 48º [2] 26º 87º [2]
(c) (d)
2c
2m m
51º c [4] 62º 46º [4]
4m
65
(e) (f)
n 135º
76º [3] [4]

s 68º
(g) (h)
107º
x z [4]
[4]
Total marks [29]
66
Answers of Exercises Geometry
Exercise 7.1 Pages 60-62 Exercise 7.4 Page 66
1. 60º 5. 67º 9. 45º 1. ∠ CAB = ∠ CBA

2. 16º 6. 56º 10. 34º 2. ∠ FEG = ∠ EGF
3. 44º 7. 70º 11. 60º 3. ∠ IJH = ∠ IHJ
4. 177º 8. m = 107º 12. 60º 4. ∠ LKM = ∠ LMK
n = 61º 5. ∠ ONP = ∠ OPN
6. ∠ QRS = ∠ RSQ
Exercise 7.2 Pages 63-64 Exercise 7.5 Pages 66-68
1. 95º 3. 55º 5. 90º 1. 50º 3. 32º 5. 78º

2. 91º 4. 45º 6. 198º 2. 62.5º 4. 36º 6. 45º

1. 115º 4. 65º 7. 135º
1. 70º 3. 59º 2. 96º 5. 30º 8. 120º
2. 75º 4. 50º 3. 63º 6. 145º
67
Unit 8 Measures
Syllabus Content
1 Metric units.
1.1 Express the units of length (km, m, cm, mm) in terms of

1.2 Express the units of mass (t, kg, g) in terms of larger or
smaller quantities.
1.3 Express the units of capacity (l, ml or cm3) in terms of
2 Imperial units.
2.1 Express other units of length (miles, feet, inches) in terms

of larger or smaller quantities.
2.2 Express the units of time (s, min, hr) in terms of larger or
smaller quantities.
68
Unit Notes Measures
z Students have already measured in centimetres, metres, kilometres

(from a scaled drawing), inches, feet, grams, kilograms, millilitres,
litres, seconds, minutes and hours in grades 2, 3 and 4.
z In grade 4 they have done conversions without the knowledge of

decimal numbers. Questions of the type 1050 g = ? kg ? g are done
at that level.
z In grade 5 and 6 conversions have not been carried out (refer to the
scope and sequence chart of measures in the syllabus) since
multiplication and division of decimals by 10,100, 1000 ... are
introduced in grade 6.
z Tonnes, miles, cm3, conversion of metric units and imperial units are
introduced in this grade. Teachers should recall all the metric and
imperial units that they have learned before. Also explain to them
the differences of metric and imperial systems. If possible, try to
measure some of the lengths of objects and distances. Measuring the
students height and weight also can be done during these lessons.
z Explain that, since the metric system is based on the number 10, you
can change from one unit to another by multiplying or dividing by
10, 100 or 1000. Students usually remember which number to use,
but they forget whether to multiply or divide. Half the time they
choose the wrong operation. This could be solved by using the
diagrams repeatedly. These diagrams could be displayed on the
walls of the classroom.
69
Activities Measures
Activity 1
Complete the cross-number puzzle.
1 2 4 11
5 6
3 8
7 12
10
ACROSS DOWN
1. 2.85 m =__ cm 2. 0.5 m = __ mm
3. 50 min = __ s 4. 0.23 l = __ ml
5. 3 508 000 g = __ kg 6. 81.05 km = __ m
7. 790 000 kg = __ t 11. 3 hours = __ s
8. 1620 in = __ ft 12. 0.19 l = __ cm3
9. 3 miles = __ ft
10. 5.129 km = __ cm
70
Activities
Activity 2
MATHEMATICAL WORDSEARCH
Find as many mathematical words as possible and make a list.
R C A P E Q U A L S E A T
A A G B S U M S E L I M U
T P A I D A B O V X R I N
N A L S E D E G R E E S S
E C L E N R L O V T W O D
I I O C O I A W A R O S N
C T N T M L S N R E P C O
I Y C E I A Z C I V I E C
F A N N N T R I A N G L E
F E R S A E O R B L S E S
E A E I T R S C L U E S G
O T A T O A E L E K T N B
C O D E R L A E F B A S E
Your rating: 7-9 Average 15-19 Very good

10-14 Good 20-22 Excellent
71
Unit Test 8 Measures

Convert the following.

1. 8 cm into mm [1]
2. 12 l into ml [1]
3. 5000 m into km [1]
4. 0.8 kg into g [1]
5. 21.8 mm into cm [1]
6. 208 kg into t [1]
7. 75 cm3 into l [1]
8. 11 feet into inches [2]
9. 13200 feet into miles [2]
10. 30 minutes into seconds [2]
11. 225 minutes into hours [2]
12. 3 km into cm [3]
13. 91 mm into m [3]
14. 2 hours into seconds [3]
15. 16200 seconds into hours [3]
Total marks [27]
72
Answers of Exercises Measures
1. 60 mm 5. 7 180 m 7
1. 84 in 4. 23 ft
2. 3 km 6. 10.2 cm 12
3. 957 mm 7. 9.39 m 1
4. 1 406 cm 8. 0.013 km 2. 6 miles 5. 15 ft
3
1
3. 15 840 ft 6. 2 miles
Exercise 8.2 Page 76 4
1. 5 000g 4. 3 250 kg Exercise 8.6 Page 77

2. 8 t 5. 0.0135 kg
3. 0.6 kg 6. 0.5169 t 1. 120 seconds
2. 3 minutes
3. 300 minutes
1. 7 000 ml 3. 1 l
2. 3 800 cm 3 4. 4.8 l 4. 5 hours
1
5. 6 hours
2
Exercise 8.4 Page 77 1
6. 8 hours
4
1. 400 000 cm
2. 1 800 mm 7. 10 800 seconds
3. 0.43221 km
4. 0.063 m 8. 18 000 seconds
5. 0.006 km
6. 75 mm 9. 6 hours
7. 5 000 000 mm 1
8. 0.017 km 10. 8 hours
2
73
Unit 9 Perimeter and Area
Syllabus Content
1 Comprehension of perimeter.
1.1 Find the perimeter of different shapes when the sides are
given.
1.2 Find the circumference of circles, where the radius or
diameter is given.
1.3 Find the perimeter of semi circles and quarter circles.
1.4 Find the perimeter of compound figures.
1.5 Find the dimensions of rectangles, squares and circles
given its perimeter and other dimensions.
2 Comprehension of area.
1.1 Use formula to calculate the area of rectangles, squares,

triangles, parallelograms, trapeziums and circles.
1.2 Find the area of semi circles and quarter circles.
1.3 Find the dimensions of rectangles, parallelograms, triangles
and trapeziums given its area and other dimensions.
1.4 Find the area of compound figures.
1.5 Find the area of shaded regions.
3 Application of area and perimeter.
2.1 Solve word problems involving perimeter and area.
74
Unit Notes Perimeter and Area
z At the beginning of this unit, the concepts of perimeter and area are
revised. The perimeter of a figure is the distance around it. The area
of the figure is the amount of space in it. Perimeter and area are two
independent attributes of a figure. A figure which has a greater
perimeter than another may not have a greater area.
z After introducing the perimeter ask the students to do the first

activity of this unit.
z In the previous grades, the students have learnt to find perimeter and
area of compound figures (excluding semi circles and quarter
circles). At this level, they will learn to find the perimeter and area
of semi circles, quarter circles and compound figures (including semi
circles and quarter circles).
z Lead the students to see that we need to indicate only one side of a
square and two sides of a rectangle. Similarly, not all the sides of a
compound figure need to be indicated. So the students have to find
the missing dimensions before the perimeter of the figure.
z They have already used the formulae to calculate the areas of

rectangles, squares, triangles and circles . At this stage you have to
introduce the formulae for finding the areas of parallelograms and
trapeziums.
z It is important that the students have an idea of how big 1 cm2, 1 m2

and 1 km2 are.
75
Activities Perimeter and Area
Activity 1
Match the shapes which has the same perimeter.
Activity 2
Dhunya has a piece of squared paper of sides

4 cm. Help her to divide it into four equal
parts. Each part must have a perimeter of
10 cm and must not be a rectangle.
76
Activities Perimeter and Area
Activity 3
H G F
M E
I
K L
A B C D
Measure to the nearest centimetre. Calculate the area of these figures.
1. Figure CDEM = _____ cm2 5. Figure KLGH = _____ cm2

2. Figure ABJ = _____ cm2 6. Figure BCLKJ = _____ cm2
3. Figure AJKI = _____ cm2 7. Figure EFGLM = _____ cm2
4. Figure IKH = _____ cm2
8. Check yourself. Add up the area of all seven figures. _______ cm2
9. Is your total same as the area of rectangle ADFH? _______ cm2
77
Unit Test 9 Perimeter and Area

1. Find the perimeters of the following figures.

(a) 7m (b)
20 mm
6m 9m
7m
2m 2m [2] [3]
(c) (d) 10 km
21 cm [4] [4]
7 km 8 km
2. Find the unknown measurement of the following figures.

(a) (b) ?
9m P = 44 m 1 2
A = 52 ft
2 7 ft
?
[3] [3]
3. Find the area of the following figures.

(a) 10 km (b)
13 cm
7 km
14 km
[2] [3]
78
4. Find the area of each shape. If an area is shaded, find the shaded area.
(a) 2 mm (b)
7 mm 12 m
m
7
11 mm
12 m
10 mm
[4] [4]
5. The perimeter of a football field is 250 m. Hussain ran round 12

times. How far did he run? [2]
6. The area of a rectangle is 42 cm2. If its breadth is 6 cm, find its

perimeter? [4]
7. A carpet, 9 m long and 7 m wide, is laid in a square room of side

10 m. Find the area of the floor left uncovered? [4]
Total marks [42]
79
Answers of Exercises Perimeter and Area
Exercise 9.1 Page 79 Exercise 9.5 Pages 83 - 84
1. 130 mm 4. 48 cm 1. 128 mm
2. 24 m 5. 32 ft 5
3. 37 km 6. 108 m 2. 16 km or 16.71 km
7
5
3. 67 cm or 67.71 cm
7
4. 195 m
1. 20 km 4. 82.4 mm
2. 28 m 5. 33.8 ft
3. 19 cm 6. 70 in Exercise 9.6 Pages 85 - 86
1. 19 km 4. 3 cm
2. 15 cm 5. 21 mm
1. 264 mm 1
3. 63 m 6. 5 m
4 2
2. 34.54 km or 34 km
7
3. 176 cm or 175.84 cm
2
Exercise 9.7 Pages 87 - 88
4. 100.48 m or 100 m
7
1. 40 cm 4. 10 m
2. 1 560 m 5. Rf. 5 760
3. 28 cm 6. 220 m
1. 162 cm
2. 75 mm
3. 180 m 1. 5 cm 2
5 2. 8 cm 2
4. 10.71 km or 10 km 3. 11 cm 2
7
80
Exercise 9.9 Pages 89 - 90 Exercise 9.12 Page 94
1. 64 cm 2 4. 255.15 m 2 1 1
1. 38 cm 2 3. 346 m2
2. 25.46 m 2 5. 120 cm 2 2 2
3. 98 km 2 6. 360 mm 2 1
2. 77 km 2 4. 481 mm 2
4
Exercise 9.10 Pages 90 - 91 Exercise 9.13 Pages 95 - 97
1. 108cm 2 4. 57775 mm 2 1. 25 m 2
2. 96 m 2 5. 22 km 2
3. 88 m 2 6. 39.6 km 2 2. 1 000 mm 2
3. 1 736 cm 2
4
Exercise 9.11 Pages 92 - 93 4. 100 cm 2 or 100.34 cm 2 or
7
100.48 cm 2
1. (a) 616 mm 2 or 615.44 mm 2
5. 21.5 m 2
(b) 1386 cm 2 or 1384.74 cm 2 6. 55 km 2
9 7. 21 cm 2
(c) 63 cm 2 or 63.585 cm 2
14
8. 2 187.5 m 2
1 3
(d) 113 m 2 or 113.04 m 2 9. 1576.9075 mm 2 or 1576 mm 2
7 4
1
2. (a) 531 km 2 or 530.66 km 2
7
1
(b) 707 m 2 or 706.5 m 2 1
7
1. 9 cm 4. 3 m
4
11
(c) 572 cm 2 or 572.265 cm 2 9
14 2. 12 m 5. 27 km
11
(d) 7546 mm 2 or 7539.14 mm 2 3. 8 mm 6. 13 cm
81
1. P = 9 cm 3
1. 77.6 or 77 m
5
A = 78 cm 2
2. 1 200 m
2. P = 51.9 cm 2
3. 50.24 or 50 m2
7
A = 55 cm 2
4. 26 cm
3. P = 47.4 cm
5. 81 cm 2
A = 72 cm 2
6. 24 m 2
4. triangle
7. 15 m 2, Rf. 6000
5. rectangle 1
8. 133 tiles
3
2
9. 72.22 or 72 tiles
9
82
Unit 10 Volume
Syllabus Content
1 Comprehension of volume.
1.1 Find the volume of cubes and cuboids.

1.2 Find the dimension of a cuboid given its volume and
other dimensions.
1.3 Find the volume of prisms.
1.4 Find the length of a prism given its volume and area of the
cross-section.
2 Application of volume.
2.1 Solve word problems involving volume of cuboids, cubes

and prisms.
83
Unit Notes Volume
z In the previous grades, the students have learnt to find the volume of
cubes and cuboids. At this level, they will learn to find the volume
of prisms.
z The concept of the cubic centimetre (cm3) should be revised and

related to centimetre (cm) as a unit of the length and square centime-
tre (cm2) as a unit of area.
z It is important that the students have an idea of how big 1 cm3 and 1 m3
are. Students should become aware that it is more appropriate to
measure the volume of large objects and containers in cubic metres.
z Use suitable one centimetre cubes to construct models shown in

Exercise 10.1. Determine the volume of each model by counting the
number of cubes.
z Before introducing the formula to find the volume of prisms, show

them 3 dimensional objects similar to the solids shown below.
Show them one at a time. Ask the students which of them are
prisms. Each time when you show a prism also ask them which face
is the cross-sectional face.
z A prism is a 3 dimensional shape which has a uniform cross-section.

A uniform cross-section means that if you slice the shape with
parallel slices you get slices of the same shape and size.
84
Activities Volume
Activity 1
Draw the cross-section of each of the following prisms.
1. 2.
3.
4. 5.
6.
85
Activities Volume
Activity 2
Fill in the missing letters.
D
E
F
B
B
F
A
A
F
C
B
B
B
B
F
D
C
C
C
F
A
D
D
D
E
E
E
B
A
F
F
F
86
Unit Test 10 Volume

1. Find the volumes of the following.

(b)
(a)
10 m
2
46 mm
18 m [2]
13 mm [2] 7m
(c) 6 km (d)
7 km
35 cm
5 km 12 km 20 cm
[4] [4]
8 km
2. Find the volume of a cube with an edge of 2.1 cm. [2]
3. The volume of a rectangular room is 75 m3. The area of its floor is

15 m2. Find its height. [2]
4. The length of a prism is 12 mm and the volume is 294 mm3. Find the
area of cross-section of the prism. [3]
5. The box of a packet of juice is a cuboid of length 5 cm, breadth 3 cm

and height 6 cm.
(a) Calculate the volume of the box. [2]
(b) Calculate the number juice packets which can be placed in a

rectangular tray of length 50 cm, breadth 9 cm and height 12 cm. [4]
Total marks [25]
87
Answers of Exercises Volume
1. (a) 24 cm 3 (b) 32 cm 3 1. 112 m 3 6. 217 m 3

2. (a) 5670 mm 3 (b) 636.056 m 3 2. 2772 cm 3 7. 6859 m 3
3. 1120 cm 3 3. 4480 mm 3 8. 2 600.1 cm3
4. 0.729 m 3 4. 162 cm 3 9. 1413 mm 3 or
2
5. 1 365 000 mm 3 5. 7168 mm 3 1414 mm 3
7
6. 240 m 3
Exercise 10.2 Pages 119 - 120 1. 3080 cm 3 6. 36 m 3
1. 32 m 3 5. 1 564 cm 3 2. 20 mm 2 7. 900 m 3
2. 243 cm 3 6. 5 250 mm 3 3. 4 m 8. 650 kg

2
3. 1050 mm 3 7. 1 302 m 3 4. 16 cm 9. 666 bricks
3
4. 702 m 3 8. 1 404 cm 3 5. 50 cm 2
88
Unit 11 Rate, Ratio & Proportion
Syllabus Content
1 Comprehension of rate.
1.1 Introduce rate.

1.2 Solve problems involving rate.
2 Comprehension of ratio.
2.1 Find the ratio of two or more quantities.

2.2 Simplify ratios with whole numbers.
2.3 Simplify ratios with units. (e.g. 20 hr : 1 day)
2.4 Simplify fractional ratios.
3 Comprehension of proportion.
3.1 Solve word problems involving direct proportions.

3.2 Solve word problems involving proportional parts (sharing).
3.3 Solve word problems involving alms (zakaaiy).
89
Unit Notes Rate, Ratio & Proportion
z Ratio and proportions were introduced in grade 6. In this grade we

teach the students to write the ratio of two or more quantities,
simplify ratios with units, simplify fractional ratios and solve
problems involving proportional parts (sharing). Also in this grade
we teach rate and calculations on zakaath.
z Rate is another way of expressing the relationship between

quantities. For example: Rf. 5 per litre, 20 km per hour, etc. The
concept of rate is quite different from the concept of ratio. For
example: A dhoani travels 3 km every 10 min. “3 km every 10 min”
is a rate. It expresses the relationship between two quantities,
namely distance travelled and time taken. It is not a ratio
expression. To express the relationship as a ratio we must think in
terms of pure numbers.
z Additional information on zakaath

From the money that is saved, if the nisaab is due, and if one hijri
year has passed since the money was saved, each person has to give
zakaath.
Zakaath is an obligatory form of charity on savings. It is not an

income tax, but a savings tax. Its major recipients are the working
poor, who cannot meet all of their needs without some additional
help, and the destitute, who cannot 1300
even meet their basic needs.
1200
Rf. 1214
Amount in Rufiyaa
The amount due is 2.5% of savings

Rf. 1184
1100
Rf. 1119
Rf. 1065.05
Rf. 1047
when it reaches the equivalent

value of 595 grams of silver. This 1000
minimum amount on which

Rf. 976
900
zakaath is due is called the nisaab.
The graph shows how nisaab has
2000 Jul-Dec
2001 Jul-Dec
2002 Jul-Dec
2000 Jan-Jun
2001 Jan-Jun
2002 Jan-Jun
changed from 2000 to 2002 in the

Maldives.
90
Activities Rate, Ratio & Proportion
Activity 1
Study the three price charts carefully and find the cheaper drink from each.
1
apple orange
300 ml 250 ml
Rf. 6 only Rf. 6 only
2
milo milk
300 ml 300 ml
Rf. 6 only Rf. 5.50 only
3
vanilla chocolate
300 ml 330 ml
Rf. 6.75 only Rf. 7.26 only
91
Activities Rate, Ratio & Proportion
Activity 2
When do we mark the day Maldives embraced Islam?

Use a ruler to join each question with its answer. The letters without
lines through them spell out the answer.
10 : 4 S 4:5
E
C F
A
O D
16 : 128 7 : 16
R S N W
1 1
: A 5:2
5 4 P D
1 B
4 : 12 E B 1:8
2
E
C U
1 2
1 : 2 M L 25 : 3
6 3 A T
A U
8 cm : 16 mm 25 : 1
J
K Y
L
6 t : 720 kg 9 : 24
I H
X
N R
Rf. 5 : 20 L 5:1
92
Unit Test 11 Rate, Ratio & Proportion

1. Express the following ratios in their simplest forms.

(a) 6 : 10 (b) 3000 : 560 [2]
1 2 1 1
(c) : (d) 1 : 3 [4]
4 3 7 2
(e) 2 kg : 700 g (f) 3 hr : 45 min [4]
2. A bowl of fruit contains 5 apples, 3 bananas and 7 oranges. What is

the ratio of
(a) oranges to apples [1]
(b) apples to the total number of fruits. [2]
3. A machine fills 900 bottles of drinks in 20 minutes. How many

bottles of drinks can it fill per minute? [2]
4. A car travels 60 miles on 2 gallons of petrol. How far will it travel

on 5 gallons of petrol ? [3]
5. Rashidha saved Rf. 34 000 over a Hijri year. If the Nisaab is Rf.1270,
find the amount due on Zakaath on her savings? [3]
6. A piece of wood 88 feet long is divided into two parts in the ratio
5 : 3. How long is each part? [3]
7. Mortar is made by mixing sand and cement in the ratio 5 : 2. How

much sand would be needed to mix with 25 kg cement? [3]
Total marks [27]
93
Answers of Exercises Rate, Ratio & Proportion
Exercise 11.1 Pages 128 - 129 Exercise 11.5 Page 132
1. 20 pages per hour 1. 1 : 4 6. 32 : 1

2. Rf. 3 per student 2. 1 : 5 7. 63 : 1600
3. Rf. 250 per students 3. 2 : 5 8. 1:7
4. 2 people per day 4. 4 : 1 9. 9 : 56
5. 20 cans per minute 5. 2 : 1 10. 1:6
6. 400 calls per telephone
7. Rf. 2150 per month
8. 30 km per hour
1. Rf. 275 4. 39 m
2. 296 guavas 5. 16 cm
Exercise 11.2 Pages 130 - 131 3. 7 l 6. 312 students
1. (a) 2 : 3 (b) 4 : 1
2. (a) 3 : 8 (b) 8 : 11 Exercise 11.7 Pages 135 - 136
3. (a) 3 : 2 (b) 6 : 2 : 3
(c) 6 : 11 1. Rf. 50 4. Rf. 236.25
4. (a) 5 : 3 (b) 1 : 5 2. Rf. 29.75 5. Rf. 1125
(c) 5 : 3 : 1 3. Rf. 30.63 6. Nil
5. (a) 13 (b) 13 : 22
(c) 13 : 35 Exercise 11.8 Pages 137 - 138
6. (a) 7 : 13 (b) 13 : 40
(c) 7 : 40 1. Rf. 60, Rf. 30
2. 135 mm, 45 mm, 90 mm
3. Rf. 432, Rf. 648
Exercise 11.3 Page 132 4. 20 girls, 15 boys
5. 180 men, 135 women, 225 children
1. 1 : 4 4. 1 : 4 6. 9 g zinc, 36 g tin, 855 g copper
2. 3 : 2 5. 1 : 4
3. 5 : 3 6. 6 : 5
Exercise 11.4 Page 132 1. Rf 105, Rf 150

2. 7 cm
1. 2:3 6. 7 : 10 3. 30 m
2. 2:7 7. 26 : 33 4. 206 kg cement, 412 kg sand,
3. 2:3 8. 8 : 103 618 kg gravel
4. 11 : 2 9. 3:4 5. 9 cm, 12 cm, 15 cm
5. 8:1 10. 48 : 19 6. Rf 1450
94
Unit 12 Percentage
Syllabus Content
1 Comprehension of percentage.
1.1 Recognize the equivalent between percentage and fraction.

1.2 Change fraction to percentage, and vice versa.
1.3 Change decimal to percentage, and vice versa.
1.4 Calculate the percentage of a quantity.
2 Application of percentage.
2.1 Solve word problems involving percentages.

2.2 Solve word problems involving percentage of a quantity.
2.3 Solve word problems involving percentage increase and
decrease.
2.4 Solve word problems involving discount.
2.5 Solve word problems involving profit and loss percentage.
95
Unit Notes Percentage
z Percentage was introduced in grade 6. This unit consolidates the

students’ understanding of percentage calculations first introduced in
grade 6. That is changing proper fraction to percentage and vice
versa, calculating the percentage of a quantity and solving word
problems. For more information refer to the scope and sequence
chart of percentages in the syllabus.
z Before doing the exercises, remind them the

meaning of percent. Draw the diagram on the
board. Ask the students what part of the square is
shaded. Write the answer on the board in two
35
ways, 100 and 0.35. The third way is to use percents and write
35
35%. Summarise the above as 100 = 0.35 = 35%.
z When giving examples of the percentages which are greater than

100%, teachers should explain them lots of everyday situations in
which we use percentages greater than 100%. For example: the
import duty of some vehicles is 200%, profit of 300% etc. Elaborate
on these types of examples.
z After explaining the examples and assigning the exercises, observe

the students work as they begin the exercise to be sure that they get
off to a good start.
z We recommend the teachers to use the proportion method as

explained in the text book in calculating percentage profit/loss and
percentage increase/decrease.
96
Activities Percentage
Activity 1
Each of the diagrams shown has 100 squares. Count the number of
shaded squares. Express this number as a fraction of the total number of
squares. Then convert it into a decimal and a percentage.
1.
Fraction Decimal Percentage
2.
3.
97
Activities Percentage
Activity 2
Circle the correct answer. Write the letter for each circled answer above
the related question number at the bottom of the page. Now you can see
the secret message.
1
1. 2 = S 10% P 50% 11. 49% = K 0.49 D 4.9
12
2. 50 = T 6% R 24% 12. 8.7% = E 0.087 A 0.87
8 5 1
3. 25 = A 32% U 16% 13. 5% = Y 10 S 20
8 30 3
4. 5 = C 160% D 80% 14. 30% = U 10 P 10
1 10 1
5. 7 4 = T 725% Y 25% 15. 220% = N 22 E25
7 7
6. 0.425 = E 4.25% I 42.5% 16. 2 % = R 200 T 3.5
1 21
7. 0.06 = S 6% V 60% 17. 4 5 % = I 4.2 F 500
8. 2.25 = A 22.5% E 225% 18. 10 % of 230 = E 23 L 2.3
9. 0.015 = R 15% M 1.5% 19. 15% of 1000 = C 150 O 15
10. 84.9% = Y 8.49 A 0.849 20. 3 % of 150 = T 4.5 N 45
1 2 3 4 5 6 7 8
9 10 11 12 13 14 15 16 17 18 19 20
98
Unit Test 12 Percentage

1. Convert the following into percentages.

11 1
(a) (b) 3 (c) 0.65 (d) 3.2 [4]
20 8
2. Convert the following percentages into decimals.
(a) 8.2% (b) 785% [2]
3. Express these percentages as fractions in their simplest form.

3 5
(a) 76% (b) % (c) 2 % [1+2+2]
5 6
4. Find the values of each of the following.
(a) 35% of Rf. 50 (b) 120% of 65 kg [4]
5. Naufal scores 56 marks out of 80 in an examination. Calculate

Naufal’s percentage score. [3]
6. Eeman collected Rf. 720 for a party. She spent 90% of the money on
food and the rest on gifts. How much money did she spend on gifts? [4]
7. In 2000, the population of an island was 1600. In 2003, the population
has risen to 1680. Find the percentage increase of the population. [4]
8. A house cost Rf. 400 000 and was sold for Rf. 680 000. Calculate the
percentage profit. [4]
9. If I paid Rf. 120 for a book after a discount of 20%, what was the
marked price of the book? [4]
Total marks [34]
99
Answers of Exercises Percentage
Exercise 12.1 Pages 142 Exercise 12.4 Page 143
1 1. 0.674 5. 0.207
1. 20% 7. 5 % 2. 0.98 6. 0.082
3
9 3. 0.029 7. 0.0005
2. 95% 8. 32 % 4. 0.11 8. 2.67
13
3. 40% 9. 130%
4. 80% 10. 440%
1
5 6 1. 25% 3. 45% 5. 62 %
5. 35 % 11. 242 % 2
7 7 1
5 2 2. 20% 4. 60% 6. 93 %
6. 15 % 12. 241 % 3
8 3

Exercise 12.2 Pages 142
1. 3 6. 441 eggs
1. 12% 5. 84%
2. 66% 6. 439.9% 1
2. 26 g 7. 42 ml
3. 20% 7. 80% 2
4. 272% 8. 605.5% 3
3. 810 8. 14
10
3
Exercise 12.3 Pages 142
4. 1560 girls 9. 147 s
5
3 1 7 5. 1430
1. 5. 2 9.
5 4 400
11 1 1 Exercise 12.7 Pages 145 -146
2. 6. 10.
20 200 12
1. Rf. 480 4. 1008 pupils
23 1 73
3. 7. 11. 1
25 125 600
2. 192 books 5. 19 marks
2
2 3
4. 1 8. 12.
225 8 3. 1275 females
100
Answers of Exercises Percentage
1. Rf. 275 4. 76 members 1. 50% 4. Rf. 1380

2. 360 km 5. 25 % 2. 25% 5. Rf. 40
3. 780 6. Rf. 400 3. Rf. 117 6. Rf. 8256.25
1. Rf. 4500 4. Rf. 700 1. Rf. 735 4. 16%

2. Rf. 150 5. Rf. 198
3. Rf. 17 6. Rf. 135 2. Rf. 828 5. Rf. 68
1
3. Rf. 599.50 6. 83 %
3
101
Unit 13 Statistics
Syllabus Content
1 Measure of central tendency.
1.1 Find mean, median and mode from a given data.
2 Comprehension of graph.
2.1 Read and interpret data presented in pie charts.

2.2 Construct pie charts.
102
Unit Notes Statistics
z The table below gives a brief summary on statistics in the primary.
Grade 3 pictograph, where each symbol represents one unit.

Grade 4 bar graph, where the scale represents 1 unit for one.
Grade 5 line graph
Grade 6 pictograph, bar graph and line graph (revised and elaborated)
Grade 7 pie charts, averages (mean, median and mode)
z When introducing mean, median and mode explain the meaning of

the terms and the calculations used to find the values. Be sure the
students start by arranging the data in the sequence before they find
the median and mode. Check over the work for the errors to see
whether the mistakes are in the concepts or in the calculations.
z Students have already seen different ways to display statistical data.

These include pictographs, bar charts and line graphs. In this unit we
have introduced pie charts.
z Most of the pie charts given in the exercise are fairly easy to draw
but students may have problems in reading and interpreting the pie
charts given in the exercises because the questions in the exercises
differ from each other. After giving ample time to answer the
questions and if they have problems in answering, discuss the
methods to solve the questions.
z Students need a proper instrument box to draw the pie charts. The
teacher should check whether they have the proper instruments at the
beginning of the unit.
103
Activities Statistics
Activity 1
z Divide the class into 4 groups and select a group leader for each group.
z Ask them to find their mass and height.
z Mass in kilograms to the nearest kilogram and the height in
centimetres to the nearest centimetre.
z Before measuring their mass and height discuss how they can record
their data.
z A sample of how they can record their data is shown below.
Name Mass (kg) Height (cm)
z Ask them to find their mean, mode and median mass of the group.
z Also ask them to find their mean, mode and median height of the
group.
z Tell the group leaders to find the mean , mode and median (mass and
height) of the whole class and display their findings in the class.
104
Activities Statistics
Activity 2
z Make copies of the questionnaire below.
Questionnaire
Name
Class Age
1. Favourite colour
2. Favourite drink
3. Favourite food
4. Favourite sport
5. Favourite radio programme
6. Favourite TV programme
z Get the data from at least 20 students.

z You may collect the data from other class students during the break
time.
z Use your questionnaires to form a database and draw a pie chart for
one of the above category.
105
Unit Test 13 Statistics

1. Find the mode of each set of numbers.

(a) 4, 3, 5, 3, 4, 3, 3, 5, 6 [1]
(b) 90, 70, 90, 50, 60, 80, 90, 60, 40, 60 [2]
2. Find the median of each set of numbers.
(a) 3, 8, 4, 6, 5 [1]
(b) 25, 18, 19, 21, 16, 17, 28 , 23 [2]
3. Find the mean of 32, 30, 37, 33 and 38 [2]
4. The mean of eggs sold in 3 days is 81. Calculate the total
number of eggs sold. [2]
5. The pie chart shows the way in which the
Japanese
nationalities represented in a resort.
135º
(a) Which country has the greatest number of
92º
people in the resort? [1] Others
German 70º
(b) What is the angle of the sector allotted Italian
for others? [2]
(c) What fraction of the tourists are Italian? [2]
(d) What percentage of the tourists are German? [2]
6. Draw a pie chart for the following information.
Favourite sport of a group of children.
Sport Football Volleyball Swimming Tennis

No. of children 70 60 40 30 [7]
Total marks [24]
106
Answers of Exercises Statistics
4 1. mean = 4, mode = 4, median = 4

1. 21 4. 25.8 or 25 kg
5 3
1 2. mean = 2 , mode = 2, median = 2
10
2. 32 5. Rf. 27
2
3. mean = 8, mode = 10, median = 8
3. 16 6. 141 cm 1 1
4. mean = 12 , mode = 11, median = 11
1
4 2

1. Rf. 29 4. 532 marks 1
1. (a) 2 (b)
3
2. 33 students 5. 3036 fish
(c) 50% (d) 40º
1
3. 79.5 or 79 marks 6. 84 1
2 2. (a) (b) Rf. 600
3
(c) 24º (d) 20%
3
Exercise 13.3 Pages 163 - 164 3. (a) (b) 5% (c) 1000
20
1. 1, 4 6. 21, 25 (d) 36º (e) 200
2. 6 7. 24
3. 8 8. 60
4. 10 9. 20, 21, 22 Exercise 13.7 Pages 172 - 174
5. 10, 18 10. Nil
Degrees alloted for sectors
1. (a) Kavaabu = 60º

Bajiya = 30º
1. 6 6. 50 Gulha = 180º
Folhi = 90º
2. 12 7. 40
1 (b) Bangladesh = 90º
3. 5 8. 43
2 India = 108º
4. 27 9. 70 Philippines = 9º
Sri Lanka = 135º
5. 32 10. 30 Others = 18º
107
Answers of Exercises Statistics
Exercise 13.7 contd. Exercise 13.7 contd.
2. Apple = 54° 4. A = 72°

Grape = 36° B = 180°
Papaya = 72° C = 90°
Mango = 108° D = 18°
Orange = 90°
5. Current Affairs = 90°
3. Cat = 40° Entertainment = 54°
Fish = 180° Educational = 20°
Bird = 120° Sports = 36°
Rabbit = 20° Religious = 108°
108
Unit 14 Straight line graphs
Syllabus Content
1 Comprehension of straight line graphs.
1.1 Use Cartesian coordinates in two dimensions.

1.2 Draw straight line graphs for the equations in the form
y = mx + c.
109
Unit Notes Straight line graphs
z Coordinates and straight line graphs are introduced in this grade.

Even though this is the last unit in the book do not rush to finish the
syllabus. This unit needs lot of time and practise because it deals
with drawings as well as calculations.
z It is very difficult to use the black board to explain graphs. If

schools can arrange to use over head projectors to carry out these
lessons, it will reduce the monotony, it will help the students to
understand the concept well and will need less time for the teachers
to explain.
z If the schools cannot afford an over head projector they should find
an alternative method to carry out these lessons.
z When teachers introduce the coordinates, discuss the map given on

page 162 of the textbook . Students should be familiar with the
words: x-axis, y-axis, ordered pair, x-coordinate, y-coordinate and
origin before doing the exercises in the workbook.
z Teachers should carefully explain the students how to place the

x-axis and y-axis when drawing straight line graphs.
z Tell the students that it is always better to sketch a diagram of the

two axis before they start drawing the axis on the graph paper. At
the beginning, students may find placing the axis difficult but this
concept will develop gradually when they draw more graphs.
110
Activities Straight line graphs
Activity 1
Mark the points with the given coordinates. To form the picture, join the
points in order as you plot them.
A (5, –1) H (–2.2, –1.4) O (–3.8, 1.6) V (2.6, 3.6)
B (4, –2) I (–1.7, –1.2) P (–2, 1) W (1.6, 2.4)
C (2.6, –2.6) J (–1.2, –1.4) Q (–1.6, 1) X (1.8, –0.2)
D (0.8, –2.8) K (–1, –1) R (–0.6, –0.2) Y (3, –0.9)
E (–0.4, –2.6) L (–2.2, 0.2) S (0, 0) Z (5, –1)
F (–1.4, –2.2) M (–2.4, 0.6) T (–0.4, 1.2)
G (–2.6, –2.2) N (–4.2, 1.2) U (2.4, 4.4)
x
–4 –3 –2 –1 1 2 3 4 5
–1
–2
–3
111
Activities Straight line graphs
Activity 2
Complete the following cross-number puzzle by writing the values of y in

the squares.
ACROSS DOWN
y=x+2 y = 2x – 1
A. x = 8 A. x = 6
B. x = 10 B. x = 8
D. x = 9 C. x = 11
H. x = 25 F. x = 9
y = 3x + 4 y=x–5
C. x = 7 D. x = 21
E. x = 8 E. x = 27
F. x = 2 G. x = 35
123456789
123456789
123456789
A 123456789E
123456789
123456789
123456789
123456789
12345678
123456789 12345678
12345678 12345678
12345678 B 12345678
12345678 12345678
12345678 12345678
12345678 12345678
12345678
123456789
12345678 12345678
12345678
12345678
123456789 12345678
123456789
123456789C 12345678
12345678 G
123456789 12345678
123456789 12345678
123456789 12345678
123456789
123456789 12345678
123456789
12345678
123456789
D 123456789
123456789F
123456789
123456789
123456789
12345678
123456789
12345678 12345678
12345678
12345678
12345678 H 12345678
12345678
12345678 12345678
12345678 12345678
12345678 12345678
12345678 12345678
112
Unit Test 14 Straight line graphs

1. Write down the coordinates of the following points.
y
A
3
D 2
x
–4 –3 –2 –1 1 2 3 4 5
C
–1
B
–2
–3
[4]
2. Draw graphs for the following equations.

(a) y = 2x, take the values of x as 0, 1, 2. [7]
(b) y = –3x + 4, take the values of x from –2 to +2 [9]
(c) y = –1 [5]
Total marks [25]
113
Answers of Exercises Straight line graphs
Exercise 14.1 Page 176 Exercise 14.4 contd.
B (1 , 4) G (0 , –7) 2. (a) (–2 , 8), (–1 , 6), (0 , 4),

C (–7 , 2) H (6, 7.2) (1 , 2), (2 , 0), (3 , –2),
D (4 , –2) I (–4.3 , 5)
(4 , –4)
E (–3 , –9) J (–3.5 , –3.5)
F (1 , 0) K (0 , 8.7) (b) (–2 , 0), (–1 , 1), (0 , 2),
(1 , 3), (2 , 4), (3 , 5),
Exercise 14.3 Page 178 - 180 (4 , 6)
(c) (–2 , 0), (–1 , –1), (0 , –2),
Ordered pairs are:
(1 , –3), (2 , –4), (3 , –5),
1. (–2 , –6), (–1 , –3), (0 , 0)
(1 , 3), (2 , 6) (4 , –6)
2. (–2 , -8), (–1 , -4), (0 , 0) (d) (–2 , –1), (–1 , –2),
(1 , 4), (2 , 8) (0 , –3), (1 , –4), (2 , –5),
3. (–2 , 6), (–1 , 3), (0 , 0) (3 , –6), (4 , –7)
(1 , –3), (2 , –6)
3. (a) (–2 , 4), (–1 , 2), (0 , 0),
(1 , –2), (2 , –4)
Exercise 14.4 Page 181 - 195
(b) (–2 , 4), (–1 , 1), (0 , –2),
Ordered pairs are: (1 , –5), (2 , –8)
1. (a) (–3 , –7), (–2 , –5), (c) (–2 , –2), (–1 , –1), (0 , 0),
(–1 , –3), (0 , –1), (1 , 1),
(1 , 1), (2 , 2)
(2 , 3), (3 , 5)
(d) (–2 , 2), (–1 , 2), (0 , 2),
(b) (–3 , –4), (–2 , –2),
(–1 , 0), (0 , 2), (1 , 4), (1 , 2), (2 , 2)
(2 , 6), (3 , 8) (e) (–2 , –5), (–1 , –5),
(c) (–3 , –12), (–2 , –9), (0 , –5), (1 , –5), (2 , –5)
(–1 , –6), (0 , –3), (1 , 0),
(f) (6 , –2), (6 , –1), (6 , 0),
(2 , 3), (3 , 6)
(6 , 1), (6 , 2)
(d) (–3 , 7), (–2 , 5), (–1 , 3),
(0 , 1), (1 , –1), (2 , –3), (g) (–1 , –2), (–1 , –1),
(3 , –5) (–1 , 0), (–1 , 1), (–1 , 2)
114
Answers of Revision Exercises
1 Page 10 Numbers
1. (a) 1353 (b) 7521 6. (a) 24 (b) 42

(c) 3271 (d) 4384 (c) 504 (d) 1440
(e) 2502 (f) 2 985 192 7. (a) 6 (b) 11
2. (a) 102 (b) 898 R 12 (c) 15 (d) 21
3. (a) 106 R 1 (b) 543 R 1
8. (a) 1000 2 (b) 10111 2
4. (a) 35 (b) 62
(c) 10000010 2 (d) 11000011 2
(c) 15 (d) 29
9. (a) 5 (b) 13
(e) 27
5. (a) 2 × 3 × 3 (c) 16 (d) 58
(b) 2 × 2 × 3 × 5 10. 1904 13. 1
(c) 3 × 3 × 5 × 7 11. 30 451 14. Rf 74.75
(d) 2 × 3 × 3 × 5 × 7 12. Rf 7 15. 8 760
2 Pages 22 - 23 Fractions
31 274 1 1
1. (a) (b) (g) 5 (h)
8 19 3 8
1 1 7 1 1
2. (a) 3 (b) 9 9. (a) (b) (c)
7 29 12 5 22
2 2 13 7 1
3. (a) (b) 1 (c) 6 (d) 2 (e) 9
3 7 27 30 54
4. (a) 15 (b) 15, 45, 40
2
(c) 6, 11, 18 10.
5. (a) > (b) < (c) > 5
1 3 11 1 1 8
6. (a) 1 (b) (c) 1 11. (a) (b) (c)
2 13 18 5 3 15
7 41 17 11 1
(d) (e) 5 (f) 4 12. 16 16. 9 laahi
60 50 30 20 4
7 1 1
(g) 5 (h) 2 13. 472 m 17. Rf. 2750
40 2 2
7. (a) 100 (b) 81 lemons 4
3 1 9 14. 600 18. 4 kg
8. (a) (b) 16 (c) 6 5
4 2 16
1 1
(d) 5 (e) 14 (f) 2 15.
3 8
115
3 Page 36 Decimals
1. (a) tens 5. (a) 2.75 (b) 3.65

(b) thousandths (c) 63.7
(c) hundred thousandths 6. (a) 2.1 (b) 0.2
2. (a) > (b) < (c) > (c) 3.7 (d) 11.7
3. (a) 5500 (b) 740 000 (e) 0.2 (f) 3.3
(c) 8.63 (d) 20.6 7. (a) 0.25 (b) 2.375
(e) 79.850 (f) 41 12 1
4. (a) 110.77 (b) 445.61 8. (a) (b) 21
25 40
(c) 30.193 (d) 11.289
(e) 36.775 (f) 29.4
9. Rf. 160
(g) 1.4553 (h) 0.161 10. Rf. 1.25
(i) 9.59 (j) 0.00195 11. 143.5 cm
(k) 600 (l) 0.0076 12. Rf. 28.25
4 Page 40 Directed Numbers
1. (a) < (b) > (c) < 7. (a) + 19 (b) + 81 (c) + 16

–
2. (a) 1 (b) + 101 (c) –
444 (d) –19 –
(e) 14 (f) + 28
–
3. (a) 15 (b) + 60 (c) –
507
– (g) –6 (h) –77 (i) –2
4. (a) 19 (b) + 122 (c) –
40
5. (a) +
20 (b) –136 (c) +
252 (j) + 16 (k) –33 (l) –85
6. (a) –
4 (b) + 6 (c) +
17 (m) –10 –
(n) 1 (o) + 37
116
5 Page 55 Indices and Algebra
1. (a) 16 8. (a) 2a – 18b

(b) 64 (b) –12n 6 + 14n 3
(c) –27 (c) 4c + 2d
2. (a) 3 7 (b) 4 7 (d) 7x – 7
(c) 9 17 (d) 7 13 (e) x 2 + x – 6
3. (a) x 6 (b) y 14 (f) 8z 2 – 10z + 3
(c) w16 (d) c 10 (g) 9x 2 + 6x + 1
4. (a) 12y (b) x – 17 9. (a) a (b – c)
(c) 6t – u (d) p + q (b) 5 (x – 2y)
5. (a) 7ab (b) –3m 3 (c) p (p – q)
(c) 11z 4 – 19 (d) 3c – 12bc (d) 6m 2n 2 (2m 2 + 3)
(e) p 5 q 2 (e) x (y – z – 1)
6. (a) –18abc (b) 20e 9 (f) 5x 2y 2 (4y + 3x – 2x 2 y)
(c) 6n 8 (d) –24s 8 t 4 u 8 10. (a) 40 (b) 42 (c) –24
7. (a) 3c 4 (b) 9w (d) 21 (e) –28 (f) –5
(c) –9cd (d) 2s 3 t 4 u (g) 200
6 Page 59 Equations
1. (a) 3 (b) 6 4 3
6. (a) 2 (b) 4 (c) 1
(c) –114 (d) –18 5 7
2. (a) 3 (b) 33 5
(d) 1 (e)
1 16
(c) 45 (d) – 4 7
7
7. (a) 5 (b) 9
3. (a) 3 (b) –
8 17
1 2 (c) 6 (d) –60

(c) 4 (d) – 8
5 3
8. (a) –3 (b) 42
4. (a) 6 (b) 3
7 2
1 1 (c) 1 (d) –3
(c) 8 (d) 4 8 3
3 4
2 1 1
5. (a) 8 (b) 5 (e) – 6 (f) –1
3 3 14
2 16
(c) –4 (d) – (g) 2
3 25
117
7 Pages 71 - 72 Geometry
1. (a) 63º (b) 138º 2. (a) ∠ QPR = ∠ PQR

(c) 75º (d) 35º (b) ∠ ACB = ∠ ABC
(e) 105º (f) 55º 3. (a) 80º (b) 30º
(g) 105º (h) 52º (c) 45º (d) 111º
(i) 30º, 90º (j) 35º, 70º (e) 67º (f) 50º
(k) 30º, 60º, 90º (g) 135º
8 Page 78 Measures
1. 2000 m 15. 0.04558 km

2. 0.147 m 16. 60 inches
3. 800 mm
17. 108 inches
4. 1509 cm
5. 5 060 000 g 5
18. 19 ft
6. 9.430 kg 12
7. 0.825 kg 19. 26 400 ft
8. 5350 kg 1
9. 4000 ml 20. 5 miles
3
10. 9000 ml
21. 180 seconds
11. 6.5 l
12. 5200 cm 3 3
22. 6 minutes
13. 0.008 km 4
14. 2500 mm 23. 10 hours
118
9 Pages 104 - 105 Perimeter and Area
1. (a) 27.13 cm (b) 424 mm 11

8. 176 km 2 or 176.625 km 2
2. (a) 32.8 m (b) 320 mm 14
3. (a) 220 m (b) 81.64 cm 9. (a) 352 m 2
4. (a) 144 mm (b) 126 km 2
2 (c) 114 cm 2
(b) 39.27 km or 39 km
7 1
(d) 2819 mm2 or 2817.8325 mm2
(c) 43.2 m 4
(d) 117 m (e) 306.96 m 2
5. 70 m 10. (a) 17 cm
6. (a) 121 mm 2 (b) 12 mm
(b) 112.2 cm 2 11. 44 cm
(c) 40 m 2 12. 3300 m
(d) 80 km 2 13. 66 ft
(e) 45 m 2 14. 42 in
7. (a) 314 mm 2 15. 402 m 2
1 16. 53.29 m 2
(b) 38 cm 2 or 38.46 cm 2 17. Rf. 1350
2
10 Page 127 Volume
1. (a) 6859 mm 3 (e) 3234 cm 3

(b) 3465 cm 3 (f) 330 000 mm 3
2. 945 cm 3 (g) 96 cm 3
3. 0.512 m 3 5. 252 m 3
4. (a) 1000 mm 3 6. 616 m 2
(b) 504 cm 3 7. 64 cm 2
(c) 85 m 3 8. Rf. 225 000
(d) 2691 ft 3 9. 24 tapes
119
11 Page 141 Rate, Ratio and Proportion
1. (a) 1 : 6 (b) 3 : 11 7. 60 kilometre per hour

(c) 2 : 5 (d) 100 : 17 8. (a) 10 : 1 (b) 13 : 12
(e) 4 : 5 (f) 3 : 4 (c) 1 : 20
(g) 20 : 11 (h) 63 : 22 9. 120 cm, 300 cm
(i) 1 : 4 (j) 9 : 40
10. Rf. 60
(k) 1 : 10 (l) 3 : 10
11. 48 mm
2. 19 : 23
12. 3 : 5
3. Rf. 40 per hour
4. Rf. 507 13. Rf. 325.50
5. Rf. 16, Rf. 56 14. Rf. 100.75 per candidate
6. Rf. 87.50 15. 50º, 60º, 70º
12 Page 155 Percentage
1 5. (a) 60 m (b) Rf. 8

1. (a) 60% (b) 28 %
3 11
14 1 (c) 1.44 or 1 (d) 20 kg
(c) 19 % (d) 212 % 25
19 2
6. 20%
2. (a) 30% (b) 80% 7. 70%
8. 45 ml
(c) 150% (d) 315.9%
9. 38 oranges
9 9 10. Rf. 130
3. (a) (b)
25 20 11. 1275
7 7
(c) (d) 12. Rf. 530
40 150 13. Rf. 112.50
4. (a) 0.563 (b) 0.47 14. 20%
15. Rf. 7
(c) 0.0007 (d) 3.89 16. 20%
120
13 Page 175 Statistics
5 3
1. (a) 8 (b) 15 m 7. (a) Rf. 30 (b)
6 20
2. (a) 1 (b) 38 (c) 30% (d) 162°
1 9
3. (a) 4 (b) 49 8. (a) 10% (b)
2 50
2 (c) 480 books (d) 144º
4. (a) mean = 3
9 9. Utheemu Ganduvaru = 60º
mode = 3 National Museum = 75º
median = 3 Islamic Centre = 105º
4
Friday Mosque = 36º
(b) mean = 10 Sagaafy Marukazu = 84º
5
mode = 9, 10, 12 10. News = 144º
1 Entertainment = 36º
median = 10
2 Health = 72º
5. 16.5 marks Sports = 60º
6. 285 passengers Advertisements = 48º
14 Page 196 Straight line graphs
1. A (1 , 2)
B (3 , 4)
C (2 , –3)
D ( –3 , 2)
E ( –2 , –5)
F ( –2 , 0)
G (0 , –4)
H ( –1.8 , 4.5)
I (2.5, –4.5)
121
Answers of Assignments
1 Pages 24 - 25 Units 1 - 2
1. (a) 1763 (b) 1460 14. (a) < (b) >

(c) 2925 (d) 323 554 19 5 13
2. (a) 104 (b) 1240 15. (a) (b) (c) –
24 12 40
3. (a) 43 R 2 (b) 102
16. (a) 30 (b) 25 water melons
4. (a) 10 (b) 39 (c) –20
5. (a) 2 × 3 × 3 × 5 × 5 1 2
17. (a) (b)
(b) 2 × 3 × 5 × 7 × 11 12 5
6. (a) 120 (b) 1 050 9 1
7. (a) 20 (b) 25 (c) 1 (d) 71
16 9
8. (a) 11001 2 (b) 1111001 2
9. (a) 18 (b) 52 13
18. (a) 1 (b) 1 (c) 3
20
37 346
10. (a) (b) 19. 16 runs
7 17
20. 680 pages
1 3 21. Yes
11. (a) 6 (b) 8
9 4
1
3 7
22. 4
20
12. (a) (b) 8
8 12
3
13. (a) 64 (b) 3, 30, 21 23. 2 cm
4
122
2 Pages 73 - 75 Units 1 - 7
1. (a) 4 (b) 233 537 22. 6.875

(c) 2179 R 12 29
2. 1084 23.
500
3. (a) 49 (b) 4
24. (a) < (b) >
4. 2 × 3 × 5 × 7 × 7
25. (a) –106 (b) 28
5. 108
(c) –16 (d) –6
6. 2
(e) 2 (f) –21
7. 1011111 2 –
(g) 15 (h) –6
8. 30
26. (a) 25 (b) –64
61 27. (a) 4 5
(b) 6 2
9.
8 28. (a) m 73
(b) n 79
2 29. (a) x + y + z (b) 24ab
10. 9 (c) (l + m) – k
9
30. (a) 2 z
3 (b) 3a 3b – 5a 3b 2
11.
8 (c) 42q 6
12. 5, 108 (d) 10u 16 v 6 w
13. < (e) 3x
2 7 (f) –10p 5qr
14. (a) (b) 2 31. (a) 18a – 6b
3 20
(b) –16u 3 + 24uv
15. 20
(c) 3m + 11n
1 (d) 2y + 13x
16. (a) 40 (b) 2
4 (e) 2x 2 – 3x – 20
5 1 (f) x 2 – 16x + 64
17. (a) (b) 7 32. (a) u 2(12u 4 – 1)
16 2
(b) 7x 2y (4 – x 2z 4)
(c) 4a 2b 3 (a 3 + 2 – 3ab)
18. (a) hundred thoudandths
(b) hundred thousands
33. (a) 12 (b) –12
(c) –216 (d) 26
19. (a) < (b) <
20. (a) 7860 (b) 86 000
34. (a) –9 (b) – 4
(c) 43.486 (d) 54.31 2
(c) – 60 (d) –5
(e) 99.7 (f) 60 5
21. (a) 36.737 (b) 375.512 (e) 1 (f) – 6
(c) 12.25 (d) 3.9 4
(e) 0.0456 (f) 300 (g) (h) –24
5
123
35. (a) 25º (b) 51º 37. Rf. 9

1 38. 3.8 m
(c) 75º (d) 18 º 39. 12
2
40. Rf. 5500
1 41. Rf. 135
(e) 53 º
2
5
36. 8750 42.
6
3 Pages 156 - 160 Units 1 - 12
1. (a) 7794 (b) 233 537 18. (a) > (b) <
(c) 2179 R 12 19. (a) 2400 (b) 700 000
2. 1006 R 1 (c) 175.09 (d) 0.2
3. (a) 48 (b) 104 (e) 812.0 (f) 304
20. (a) 634.239 (b) 62.557
4. 3 × 3 × 5 × 5 × 7 (c) 8.125 (d) 120
5. LCM = 2100, HCF = 2 (e) 0.0042 (f) 36
6. 1011001 21. 0.45
7. 43 41
53
22. 12
200
8.
4 23. (a) > (b) <
1 24. (a) + 34 (b) + 35
9. 12 (c) –5 (d) –126
2
(e) –6 (f) –17
3
10. 3 (g) –2 (h) + 31
7
25. (a) 343 (b) 16
11. 4, 35, 36
26. (a) 20 19 (b) 3 9
12. <
31 1 27. (a) c 19 (b) a 14
13. (a) (b) 1
1 3x
48 24
28. (a) a – 12 (b) b (c)
14. 21 km 4 z
3 1 29. (a) 0
15. (a) 26 (b) (b) 3x 2 y – 6x 5 y 2
5 5
(c) –24n 9
2 7 (d) –10s 6 r 10 u
16. (a) 8 (b) 1
19 45 (e) 11a
17. (a) hundredths (b) millions (f) 4x 8 y 5 z 2
124
30. (a) 12a – 3b 40. (a) P = 200 mm, A = 2464 mm2
(b) –10s 2 t + 10t 2 (b) P = 55.5 m, A = 372 km 2
(c) –7p + 18q
1 2
(d) 7a + 9b 41. 36 m
2
(e) 3x 2 – 11x – 20
(f) 4x 2 – 12x + 9
42. (a) 74 088 mm 3
(b) 120 m 3
31. (a) m 3(m 2 – 1)
(c) 9551.88 mm 3
(b) 5a 2 b(c 3 – 5a 2)
(d) 1 404 m 3
(c) 3xy 3 (9x + x 4 y 2 – 3y 5)
32. (a) –36 (b) –12
43. (a) 2 : 9 (b) 5 : 1
– (c) 1 : 2 (d) 29 : 45
(c) 72 (d) –60
(e) 1 : 50 (f) 250 : 1
1 (g) 1 : 20
33. (a) 6 (b) 4
7
1
1 44. (a) 15% (b) 383 %
3
(c) –3 (d) – 63
2 45. (a) 61.8% (b) 205%
7 11 19
(e) –20 (f) 1 46. (a) (b)
19 20 200
5 1 47. (a) 0.313 (b) 0.08
(g) – (h) –7 48. (a) 27 (b) 24.6 s
8 17
34. (a) a = 142°, b = 29° 49. 6750 passengers
(b) 33° (c) 54° 3
50.
1 11
(d) 76 º (e) 135° 51. 0.365 kg
2
35. (a) 70 mm (b) 8200 mm
52. 169 cm 2
(c) 509 cm (d) 9.125 kg 7
53. m
(e) 3100 kg (f) 8.5 l 32
(g) 55 ft (h) 42 240 ft 54. 4 photos
(i) 360 minutes (j) 18 minutes 55. 0.015625 m 3
(k) 2 500 mm (l) 7 hours 56. 1 200 bricks
36. (a) 28 m 2 (b) 63 km 2 2
(c) 56 m 2 57. 2 or 2.67 babies
3
37. (a) P = 44 m, A = 117 m 2
58. Rf. 18
(b) P = 8.4 km, A = 4.41 km 2
59. Rf. 80
38. (a) C = 484 m, A = 18 634 m 2
60. 4 pupils
(b) C = 94.2 mm, A = 706.5 mm2
61. Rf. 1140
1 62. (a) Rf. 540 (b) Rf. 3540
39. (a) 26.09 cm or 26 cm
11
(b) 21 m
125
1 Pages 41 - 48 Units 1 - 4
Answers of Self Tets
83 148 21. 650 hours

1. (a) (b)
10 11 22. 34.650
7 24
23. 2.03
2. (a) 2 (b) 3 24. 0.6
9 25
6
1 8 25. 15
3. (a) (b) 6 125
3 9
26. (a) + 2 (b) –39
4. 7 27. (a) –1 (b) + 15
5. (a) hundred thousands
(b) ten thousandths 20
28. 1
6. (a) > (b) < 77
7. (a) 695.4 (b) 800 1
8. (a) 0.01257 (b) 96 000 29.
6
9. 81 981
10. 231 440 1
30.
11. 1036 4
12. 406 R 5 17
13. 2 × 2 × 2 × 2 × 3 × 5 31. 17
90
14. 108
1
15. 15 32. 9
16. 1001011 2 6
17. 21 33. 4.7
18. 27 34. Rf. 25
35. 6132 m
2
19. 36. Rf. 190.63
5
37. 120 students
20. < 38. 24 m
126
2 Pages 106 - 116 Units 1 - 9

3 22. –2uw2
1.
10 23. 2m(m 2 – 3)
2. 36 3
3. 11 11 24.
28
4. 25x
25. 9
1 26. 122º
5.
3 27. 20º
6. 5 l 28. 10800 seconds
29. 80 000 cm
1
7. 30. 34 m
12
8. (a) –5 (b) + 6 1
31. 3 mm
9. (a) –2 (b) –7 2
10. (a) 96.2 (b) 873.41 32. 15 km 2
(c) 50 33. 12
11. by 2 by 3 by 4 by 5 by 6 by 9 by 10 34. x2 – x – 2
9 520 452 9 9 9 8 9 9 8 35. 15 cm
12. 409 R 1 2
13. 10 36. 7
3
14. 40 37. –20
15. 6 38. z = 111º
1 39. 1092 cm 2
16. 3
3 40. Rf. 435
17. 7.112 41. 8 kg
18. 51.75 1
42.
21 4
19.
250 43. 18.4 kg
20. 3a – 2ab 44. 484 cm
21. –20m 6 n 2 45. 124 cm 2
127
3 Pages 197 - 210 Units 1 - 14
1. (a) –10 (b) –3 (c) –2 1

25.
4 120
2. 2 26. 87.5
7
3. 2 24
27. (a) (b) 45º
4. 31 700 5
5. 25.49 5
6. 7 – a 28. 7
9
7. 110º
29. 5
8. (a) 0.009 km (b) 7 feet
30. 42.5 m 2
9. 50 km 2
31. 455 cm 3
10. 6000 mm 3
33. 5 balloons
11. 13%
34. 26 cm
12. mode = 5, 7
35. 21 m
median = 6
36. 59.5 cm
13. A (3, 1), B (0, –2)
37. 500 m per min
15. 2 × 2 × 3 × 5 × 7
38. Rf. 58.50
16. 73
39. 10%
17. 10
18. 0.63 3
40. 1
19. 2x 2 – 5x – 3 4
20. 2m(4m + 1 – 3n) 41. Rf. 64.50
21. 13 42. 60, 150, 120
22. 71º 43. 2160
23. 67.5 mm 2 44. Rf. 23.40
14 1 45. Ordered pairs are: ( –2, 7),
24. (a) (b) ( –1, 5), (0, 3), (1, 1), (2, –1)
3 4
128
1 Page 19 8 Page 84
46953 (lots of possibilities)
Answers of Brain Teasers

2 Page 39
(
2
+ 3) × 7 9 Page 101
3
3 people
3 Page 44
10 Page 111
777 7
–
7 7 148 35
+ =1
296 70
4 Page 48
11 Page 125
23
4 days
5 Page 55
12 Page 131
2, 1, 3
6 Page 74
8 years
13 Page 137
7 Page 81 2
12 4
44 triangles
1 8 3
129
14 Page 145 17 Page 158
7 books Rf. 13
Answers of Brain Teasers
15 Page 149 18 Page 163
“19 kg” barrel 131
16 Page 152
9 bananas
130
Numbers Activity 1 Decimals Activity 1
1204, 3612, 3515, 703, 2880, 160, 1. 8 + 55 63

4160
× ÷
7 × 5 35
Answers of Activities
Numbers Activity 2

1. 19 9. 72 56 – 11 45
2. 84 10. 144
3. 2 11. 9 2. 7.6 – 2 5.6
4. 24 12. 6
× +
5. 5 13. 12
6. 31 14. 52 2.8 ÷ 7 0.4
7. 30 15. 157

8. 20 16. 264
A cap. 21.28 – 9 12.28
3. 0.03 × 100 3
Fractions Activity 1 ÷ ÷
10 × 25 250
GHAZWA

0.003 + 4 4.003
Fractions Activity 2
4. 0.4 – 0.02 0.38
2 4 6 + ×
1. + =
7 7 7
5.6 ÷ 10 0.56
5 1 8
2. + =
9 3 9
4 2 2 6 ÷ 0.2 30
3. – =
5 3 15
4 18 2
4. × = Directed Numbers Activity 1
9 12 3
7 21 1
5. ÷ = Arctic Ocean
8 4 6
131
Directed Numbers Activity 2 Indices and Algebra Activity 3
P SEA HORSE
D E N A R Y N
I U
S U M M
E E
Equations Activity 1
N R
P R O D U C T A OBLONG
M T
B I L L I O N
E R
Equations Activity 2
N U M E R A L
Indices and Algebra Activity 1
6 2 4 3
2 4 2 5 6
5 1 2 0 5
0 1 1 2 1 6
1 0 2 4 1 1
0 4 0 9 6
0
Indices and Algebra Activity 2
Five times x. 2+x
Divide x by y. x+ y Geometry Activity 1

Two greater than a number x. x– 2
The sum of any number x and

1. (a) 53º- 55º (b) 129º - 131º
5+ x
any number y.
(c) 90º (d) 265º - 267º
2. ∠ a, ∠ ABC, ∠ CBA
The product of two numbers
x– 5
x and y.
Subtract 2 from x. 5x
∠ b, ∠ BCD, ∠ DCB
A number x decreased by 5. xy
∠ c, ∠ STP,, ∠ PTS
Five times a number x plus a second
number y.
x
y ∠ d, ∠ SPQ, ∠ QPS
Your age after x years if you
are 5 years old no w.
5x + y ∠ e, ∠ PQS, ∠ SQP
∠ n, ∠ PSR, ∠ RSP
132
Geometry Activity 2 Perimeter and Area Activity 1
1 2 2 1
1
1 2 2
1 2 2
Perimeter and Area Activity 2

2
1 2 1
Measures Activity 1
2 8 5 2 1
0 3 5 0 8 0
Perimeter and Area Activity 3
3 0 0 0 1 3 5 8
7 9 0 1 0
5 1 2 9 0 0 1. 15 cm 2 6. 18 cm 2
1 5 8 4 0 0 2. 5 cm 2 7. 15 cm 2
3. 9 cm 2 8. 88 cm 2
4. 6 cm 2 9. 88 cm 2,
5. 20 cm 2 Yes
Measures Activity 2
seconds, miles, feet, capacity, gallon,

isosceles, scalene, triangle, vertex, Volume Activity 1
degrees, quadrilateral, equal, factor,
coefficient, variable, power, base, 1. 2. 3.
tens, denominator, bisect, circle, angle
133
4. 5. 6. Percentage Activity 2
PRACTISE MAKES PERFECT
Volume Activity 2
Straight line graphs Activity 1

A B C
Rate, Ratio & Proportion Activity 1
1. apple 2. milk 3. chocolate
Straight line graphs Activity 2

Rate, Ratio & Proportion Activity 2
1 0 2 8
SECOND RABEEUL AAKHIR 0 1 2
2 5 3
1 1 1 0
Percentage Activity 1 6 2 7
75
1. , 0.75, 75%
100
34
2. , 0.34, 34%
100
46
3. , 0.46, 46%
100
134
Unit Test 1 Numbers Unit Test 3 Decimals
1. 3299 [1 ] 1. (a) ten thousands [1 ]

2. 15 [1 ] (b) hundredths [1 ]
3. 1 46 952 [1 ] 2. (a) > [1 ]
4. 180 [2 ] (b) < [1 ]
5. 201 R 2 [2 ] 2
6. 2×2×3×3×7 [2 ] 3. [2 ]
125
7. 1440 [2 ]
4. 1.75 [2 ]
Answers of Unit Tests

8. 6 [2 ]
5. (a) 584.61 [1 ]
9. 100101 2 [2 ]
(b) 706.1 [1 ]
10. 38 [2 ]
(c) 41 000 [1 ]
11. 60 [3 ]
(d) 4540 [1 ]
12. Rf. 2715 [3 ]
6. (a) 42.629 [2 ]
13. 42 litres [3 ]
(b) 2.45424 [2 ]
14. 48 fruits [4 ]
(c) 6800 [2 ]
(d) 0.007 [2 ]
7. 2.17 [3 ]
Unit Test 2 Fractions 8. 3.473 litres [3 ]
9. Rf. 75 [4 ]
4
1. 9 [1 ]
7
41
2. [1 ] Unit Test 4 Directed Numbers
13
1 1. (a) < [1 ]
3. [2 ]
4 (b) > [1 ]
4. 20, 14 [2 ] (c) > [1 ]
5. < [2 ] 2. (a) + 8 [1 ]
6. 35 [2 ] (b) + 2 [1 ]
1 (c) + 2 [1 ]
7. (a) [1 ]
(d) –41 [1 ]
2
(e) + 6 [2 ]
(b) 6 [2 ] (f) + 96 [2 ]
(g) –6 [2 ]
1
(c) 2 [3 ] (h) –1 [2 ]
3
(i) –17 [2 ]
5 (j) –15 [2 ]
(d) 1 [3 ]
14 (k) + 1 [2 ]
3 (l) + 3 [3 ]
8. [3 ]
4 (m)–7 [3 ]
9. 20 students [3 ] (n) –30 [3 ]
135
Unit Test 5 Indices and Algebra Unit Test 7 Geometry
1. (a) 25 [1 ] 1. (a) ∠ ABC = ∠ BCA or the other

(b) –343 [1 ] correct alternatives. [1 ]
2. (a) 6 8 [1 ] (b) ∠ XYZ = ∠ XZY or the other
(b) 18 2 [1 ]
correct alternatives. [1 ]
3. (a) x 17 [1 ]
2. (a) 60º [2 ]
(b) a 15 [1 ]
(b) 139º [2 ]
4. (a) m – 6 [1 ]
(c) 43º, 86º [4 ]
(b) 3w + s [2 ]
(d) 36º, 72º, 144º [4 ]
5. (a) 33x [2 ]
(e) 28º [3 ]
(b) –7v [3 ]
(f) 67º [4 ]
(c) 12p 4 q [3 ]
(d) –7u 2 – 3u [3 ] 1
(g) 36 º [4 ]
6. (a) –7c – 14a [2 ] 2
(b) 7z 2 – 20z – 3 [3 ] (h) 135º [4 ]
7. (a) c(b – 2) [2 ]
(b) 3x(2 – 4y + x) [3 ]
8. (a) 4 [2 ] Unit Test 8 Measures
(b) –4 [3 ]
1. 80 mm [1 ]
2. 12 000 ml [1 ]
Unit Test 6 Equations 3. 5 km [1 ]
4. 800 g [1 ]
1. a=5 [1 ] 5. 2.18 cm [1 ]
2. b = –14 [2 ] 6. 0.208 t [1 ]
3. c = –5 [2 ] 7. 0.075 l [1 ]
4. e = 48 [2 ] 8. 132 in [2 ]
7 1
5. u = –7 [3 ] 9. 2 miles [2 ]
10 2
6. h = 6 [3 ] 10. 1800 s [2 ]
7. m = –1 [3 ] 3
11. 3 hr [2 ]
5 4
8. n = –4 [4 ] 12. 300 000 cm [3 ]
7
13. 0.091 m [3 ]
3
9. s = 1 [5 ] 14. 7200 s [3 ]
4
1
10. x = 1 [5 ] 15. 4 hr [3 ]
2
136
Unit Test 9 Perimeter and Area Unit Test 11 Rate, Ratio & Proportion
1. (a) 94 m [2 ] 1. (a) 3 : 5 [1 ]
6 (b) 75 : 14 [1 ]
(b) 62.8 or 62 mm [3 ] (c) 3 : 8 [2 ]
7
(d) 16 : 49 [2 ]
(c) 108 cm [4 ]
(e) 20 : 7 [2 ]
(d) 36 km [4 ]
(f) 4 : 1 [2 ]
2. (a) 13 m [3 ]
2. (a) 7 : 5 [1 ]
(b) 15 ft [3 ]

(b) 1 : 3 [2 ]
3. (a) 84 km 2 [2 ]
3. 45 bottles per min [2 ]
11 4. 150 miles [3 ]
(b) 132 or 132.665 cm 2 [3 ]
14 5. Rf. 850 [3 ]
4. (a) 54 mm 2 [4 ] 6. 55 ft, 33 ft [3 ]
1 1
(b) 105 m2 [4 ] 7. 62 kg [3 ]
2 2
5. 3000 m [2 ]
6. 26 cm [4 ]
7. 37 m 2 [4 ]
Unit Test 12 Percentage
1. (a) 55% [1 ]
Unit Test 10 Volume 1
(b) 312 % [1 ]
2
3
1. (a) 598 mm [2 ] (c) 65% [1 ]
(b) 1260 m 3 [2 ] (d) 320% [1 ]
(c) 420 km 3 [4 ] 2. (a) 0.082 [1 ]
(d) 19250 cm 3 [4 ] (b) 7.85 [1 ]
2. 9.261 cm 3 [2 ] 19
3. 5 m [2 ] 3. (a) [1 ]
25
1 3
4. 24 m2 [3 ] (b) [2 ]
2 500
5. (a) 90 cm 3 [2 ] 17
(c) [2 ]
(b) 60 packets [4 ] 600
4. (a) Rf. 17.50 [2 ]
(b) 78 kg [2 ]
5. 70% [3 ]
6. Rf. 72 [4 ]
7. 5% [4 ]
8. 70% [4 ]
9. Rf. 150 [4 ]
137
Unit Test 13 Statistics Unit Test 14 Straight line graphs
1. (a) 3 [1 ] 1. A ( 2 , 3) [1 ]
(b) 60, 90 [2 ] B ( 5 , –2) [1 ]
2. (a) 5 [1 ] C ( –1.6 , –1.2) [1 ]
(b) 20 [2 ] D ( –3.1 , 1.5) [1 ]
3. 34 [2 ] 2. Ordered pairs are:
4. 243 eggs [2 ] (a) ( 0 , 0), ( 1 , 2), ( 2 , 4) [7 ]
5. (a) Japan [1 ] (b) ( –2 , 10), ( –1 , 7), ( 0 , 4),
(b) 63º [2 ] (1 , 1), (2 , –2) [9 ]

7
(c) [2 ]
36
5
(d) 25 % [2 ]
9
6. Degrees alloted for sectors
Football = 126º
Volleyball = 108º
Swimming = 72º
Tennis = 54º [7 ]
138

Maths Gr7 Teachers Book

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Maths Gr7 Teachers Book

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Written by: Ali Naseer, Wood Land, Male’

Edited by: Ali Naseer

Cover design by: Mohamed Tholal

Second Edition: 2003

© 2003 EDUCATIONAL DEVELOPMENT CENTRE

Printed by: Book Production Unit (2003)

This is the Teacher’s Resource Book for Mathematics for Maldivian

The grade 7 course consists of a textbook, a workbook and a

This teacher’s resource book contains Suggested Time Frame,

In particular, we wish to thank Mr. Ali Adam, Mr. Ahmed Riyaz

We would also like to thank Madhrasathul Ahmadhiyya for their

5 Indices and Algebra

9 Perimeter and Area

11 Rate, Ratio & Proportion

14 Straight line graphs

Answers of Revision Exercises 115

Answers of Assignments 122

Answers of Brain Teasers 129

Answers of Activities 131

The examples in the textbook are carefully worked out to

Teachers should also encourage the students to refer the

Message of the Week

Message of the week is given to develop students morally and

Brain Teasers are given to develop students’ thinking ability

Dhivehi words used for measuring

Words used for measuring in the past are given in alphabetical

This is included to give more information on Mathematics and

There are two types of exercises. Some of the exercises are

A revision exercise is given at the end of each unit. This

Assignments cover almost all the work done up to the given

The format of these tests are similar to the IGCSE

It is very important to work-out each and every question in all the

There are at least two activities included in each unit of this

Most of the activities can be carried out as revision while

Unit Tests which are included in the Teacher’s Guide gives

In Grade 7 the students should study mathematics for at least 7 periods of

Unit 1 Numbers 18 periods of 35 minutes

Unit 2 Fractions 20 periods of 35 minutes

Unit 3 Decimals 18 periods of 35 minutes

Unit 4 Directed Numbers 7 periods of 35 minutes

Unit 5 Indices and Algebra 17 periods of 35 minutes

Unit 6 Equations 9 periods of 35 minutes

Unit 7 Geometry 9 periods of 35 minutes

Unit 8 Measures 7 periods of 35 minutes

Unit 9 Perimeter and Area 23 periods of 35 minutes

Unit 10 Volume 9 periods of 35 minutes

Unit 11 Rate, Ratio & Proportion 14 periods of 35 minutes

Unit 12 Percentage 15 periods of 35 minutes

Unit 13 Statistics 13 periods of 35 minutes

Unit 14 Straight line graphs 10 periods of 35 minutes

 1.1 Add, subtract, multiply and divide whole numbers.

2 Divisibility, prime factorization, L.C.M. and H.C.F.

 2.1 Use the divisibility rules of 2, 3, 4, 5, 6, 9 and 10.

3.1 Convert decimal numerals to binary numerals.

 1.1 Form fractions from given information.

2.1 Carry out addition of 2-3 fractions (where the denominator

3.1 Solve word problems involving fractions.

1 Comprehension of decimal numbers.

 1.1 Read and interpret decimal numbers.

2 Operation of decimal numbers.

 2.1 Addition of decimal numbers.

3 Application of decimal numbers.

3.1 Solve word problems involving decimal numbers.

1 Comprehension of directed numbers.

1.1 Add, subtract, multiply and divide whole numbers.

2.1 Use the divisibility rules of 2, 3, 4, 5, 6, 9 and 10.

1.1 Form fractions from given information.

1.1 Read and interpret decimal numbers.

2.1 Addition of decimal numbers.

2.1 Find the ratio of two or more quantities.

1.1 Find the volume of cubes and cuboids.

1.1 Add, subtract, multiply and divide whole numbers.

2.1 Use the divisibility rules of 2, 3, 4, 5, 6, 9 and 10.

1.1 Form fractions from given information.