GRADE 5 MATHS

Numbers, Operations and Relationships

Section 1: Whole numbers

Natural numbers are counting numbers. These numbers occur naturally in nature
and start at 1 and continue to infinity. These numbers are also
used to determine an objects position in relation to something
else.
Example: 1; 2; 3; 4; 5 ...........
Whole numbers are all the counting numbers, but it also include 0. One way of
remembering that whole numbers include 0 is to connect it to
the o in the word whole.
Example: 0; 1; 2; 3; 4; 5 ..........
Even numbers are multiples of two (2), or in other words any number that is
divisible by two without having a remainder. This will be ALL
the numbers ending on:
Example: 0; 2; 4; 6 or 8
Odd numbers are numbers which are not multiples of two (2). These numbers
will end on:
Example: 1; 3; 5; 7 or 9
Place value each number stands in a specific place in relation to the number
next to it. This place determines how big or small a number is.
Tth Th H T U, t h th tth
7 5 8 1 3, 0 2 4 6
Example: The place value of the underlined digit is:
5 Thousands or 5 Th
Value of any digit is the actual value of the number. This is
determined by changing all the numbers to the right of the
given digit to zeros.
Example: The value of the underlined digit in the example
above is: 5 000
Face value is the number you see that is underlined.
Example: The face value of the underlined number in the
example above is: 5





1. Place value

Learners need to be able to identify and do calculations with place values on the left
and right of the comma.

Place value video clips
http://www.youtube.com/watch?v=5W47G-h7myY&feature=related
http://www.youtube.com/watch?v=GHIAxF90bBU&feature=related

2. Rounding numbers

Learners must be able to round numbers to the closest 10, 100, 1 000 etc.
When learners are asked to round a number but are not instructed to which number
they must round, they must ALWAYS round to the closest 10.

Round the following number to the closest 10 and 100.

43 956

First we need to identify the number that might change. In this case it is the number in
the tens place which is the 5.
Secondly we need to look at the number immediately to the right of the number that
might change. In this case the number 6.
If the number to the right is smaller than 5 the number in the tens place stays the same
and the number to the right is changed to a zero.
If the number to the right is five or bigger, then the number in the tens place must be
rounded to one number bigger. In this case the 5 will be rounded to a 6. Every number
on the right side of the tens place will then change to zero.

If we do this on a number line we could do it as follows:

43 95 6

The five in the tens place tells us that our first ten will be 50. That means that our very
next ten will be 60

50 55 56 60


55 is half way between 50 and 60.
56 is bigger than 55 thus closer to 60 which means that the five will change to a 6 and
all the remaining digits behind the six will change to 0.

43 956 43 960




43 956

To round the original number to 100 the above mentioned steps must be followed.
The difference however comes in where the number that might change is a 9.
If the above mentioned steps are followed you will be able to determine that the 9
must round to one number bigger. This means that the 9 will round to a 10.
In such a case the 9 will change to a 0 and the number to the immediate left of the 9
will be changed to one number bigger.
All the numbers to the right will now become 0s

If we do this on a number line we could do it as follow:

43 9 56

The 9 in the hundreds place tells us that our first hundred will be 900 and our very
next hundred will be 1 000.
956
900 950 1 000


956 is bigger than 950 thus closer to 1 000 which means that our 900 will round to
1 000. Because we now have 1 000 the digit 3 in the thousands place will now change
to 4 and all the digits to the right will change to 0.

43 956 44 000

Rounding video clips

http://www.youtube.com/watch?v=UP7YmXJc7Ik
http://www.youtube.com/watch?v=3afU6JQG15I&feature=related
http://www.youtube.com/watch?v=o2M6hnltbIU&feature=related
http://www.youtube.com/watch?v=CMdck80SHnw&feature=related

Numbers, Operations and Relationships
Section 2: Number sentences
1. Number patterns

Learners need to know that when doing number operations, the operation changes to
the opposite if calculations are done in reverse.

12 + 49 = 61 61 49 = 12






2. Number sentences

Learners find writing number sentences from normal sentences a daunting task. The
important thing here is to break the sentence down into smaller parts and identify each
part.
16 4 + 9 3 = 36 - 5
Sixteen divided by four plus nine multiplied by three equals thirty six minus five.

Step one: Identify the middle of the sentence (=, <, >, , , )
Step two: Identify the numbers and operations on both sides of the equal sign.
Step three: Write down the number sentence.

16 4 + 9 3 = 36 - 5

Please note that when required to write number sentences the learners must not
calculate the answer. Only the sum must be written down. Some learners only write
down the answers and therefore are losing all their marks here.

Numbers, Operations and Relationships
Section 3: Addition and subtraction
Addition happens when whe combine or put things together. We
normally say that we add things or we calculate the sum.
It is indicated with a ( + ) symbol.
Example: Calculate the sum of 3 and 12 is written as:
3 + 12 = 15
Subtraction happens when we are taking things away. We normally say that
we subtract things or we calculate the difference. It is
indicated with a ( - ) symbol.
Example: Calculate the difference between 18 and 7 is
written as: 18 7 = 11














1. Addition and subtraction using the breaking down and vertical column method.

Please note that with any calculations the digits with the same place value must all
align. (units under units, tens under tens etc.)

446 + 337

Breaking down method Vertical column method

6 + 7 = 13 4 4 6
40 + 30 = 70 + 3 3 7
400 + 300 = 700 7 8 3
446 + 337 = 783

562 374
12 - 4 = 8 5 6 2
150 - 70 = 80 - 3 7 4
400 - 300 = 100 1 8 8
562 - 374 = 188

Numbers, Operations and Relationships
Section 4: Numeric patterns
1. Flow diagrams
Learners must be able to calculate input values, output values as well as the rules
for flow diagrams.
Input Rule Output
12 120
10
15 150














Numbers, Operations and Relationships
Section 5: Multiplication and division
Prime number is a number that has only two factors one and itself.
Note: 1 is not a prime number as it only has one factor
Example: 2; 3; 5; 7; 11 .........
Composite number is a number that has more than two factors.
Example: 4; 6; 9 .........
Factors pairs Any given numbers factors will always be the number itself and
all the numbers smaller than the given number which can divide
into the number without a remainder. These factors will always
form pairs which are called factor groups. These factor groups
when multiplied will always result in the given number as an
answer.

Example: ( 1 12 =12; 2 6 =12; 3 4 =12 )


Factors of 12: 1; 2; 3; 4; 6; 12

Prime Factors are factors that are prime numbers. When a numbers is broken up
into prime factors, all the factors must be prime numbers.

Example: 24

12 2

2 6

3 2

Prime factors of 24: 2 3 2 2 = 24

Common factors are factors which are shared by two or more numbers.
Example: 9 {1; 3 ;9}
12 {1; 2; 3; 4; 6; 12}
I n this example 3 will be the common factor as it is shared by 9
and 12.
Multiples Any given numbers multiples will always be the number itself
as well as all the products of the given number multiplied by all
the whole numbers ( 1 12; 2 12; 3 12 etc ). Multiples will
always be equal to and bigger than the given number.

Example: Multiples of 12 - {12; 24; 36; 48; 60 .........}





Multiplication is repetitive addition. If we need to find the total amount of
objects in a certain number of groups, we make use of
multiplication. We normally say that we multiply numbers,
or we find the product of the numbers. The product is the
answer of a multiplication sum. It is indicated with a ( )
symbol.
Example: Calculate the product of 9 and 3 is written as:
9 3 = 27
Product is the answer to a multiplication sum.
Example: 5 3 = 15

Multiplier is the first number in a multiplication sum.
Example: 5 3 = 15
Multiplicand is the second number in a multiplication sum.
Example: 5 3 = 15

Please note that we are only doing short multiplication and normal vertical column
multiplication. We do not do all the different methods explained in the text books as
we find that this really confuses the learners.

3 4 0 8
6 7
2 3 8 5 6
+ 2 0 4 4 8 0 Remember the magic zero in the second line
2 2 8 3 3 6

Multiplication video clip.

http://www.youtube.com/watch?v=0jhf1ldvP-o
http://www.youtube.com/watch?v=t_bnlB2KRL4
http://www.youtube.com/watch?v=yC5iLmWtOaY&feature=related


Division is repetitive subtraction. If we need to break groups of objects
down into equal parts, we make use of division. We usually say
that we divide numbers or we find the qoutient of the
numbers. The qoutient is the answer of a division sum. It is
indicated with a ( ) symbol.
Example: Calculate the qoutient of 30 and 6, is written as:
30 6 = 5


Qoutient is the answer to a division sum.
Example: 45 5 = 9
Dividend is the first number in a division sum.
Example: 45 5 = 9
Divisor is the second number in a division sum.
Example: 45 5 = 9
Divisible Numbers are divisible by other numbers if, after division, it
produces an answer without a remainder.
Example: 250 5 =50
Five divides exactly into 250 without a remainder. This
means that 250 is divisible by 5.
Division with zero 0 by any number = 0
Any number 0 = undefined

Remainders A remainder is obtained if the dividend is not a multiple of the
divisor.

Division

The only two methods used in division will be short division and long division.

3 2 9 r 5
8 2 6 3 7

For long division we use the Daddy, Mommy, Sister and Brother method.

Daddy divide
Mommy multiply
Sister subtract
Brother bring down
















And then we need to repeat all the steps


2 4 9 r 19 2 0 7 r 24
31 7 7 3 8 44 9 1 3 2
- 6 2 - 8 8
1 5 3 3 3 2
- 1 2 4 - 3 0 8
2 9 8 2 4
- 2 7 9
1 9

You also need to do a multiplication sum in order to check if your answer is correct.

249 207
31 44
249 828
7 470 8 280
7 719 9 108
+ 19 + 24
7 738 9 132

Division video clips:

http://www.youtube.com/watch?v=CI-JuBgWww0
http://www.youtube.com/watch?v=eIUoIhfupuA&feature=related
http://www.youtube.com/watch?v=0uZiqk_ZdcA&feature=related
http://www.youtube.com/watch?v=MFO5qaSRKOI&feature=related

Test for divisibility
Number TEST FOR DIVISIBILITY
2 A number is divisible by two if its last digit is divisible by two.
Example: 16; 182; 90; 74; 792
3 If the sum of the digits of the number is divisible by three.
Example: 27 432 2 +7 +4 +3 +2 =18
Since 18 is divisible by 3, 27 432 is divisible by 3.
5 All numbers that finish with 5 or 0.
Example: 865; 450; 15; 705
6 If a number is divisible by 2 and 3, then it will be divisible by 6.
Example: 8 244 8 +2 +4 +4 =18
This number is divisible by 3. It is also an even number, so it is
divisible by two. Since it is divisible by 2 and 3 it will be divisible by 6.

9 If the sum of the digits of the number is divisible by 9.
Example: 422 793 4 +2 +2 +7 +9 +3 =27
Since 27 is divisible by 9, 422 793 will be divisible by 9.
10 All numbers that finish with a 0.
Example: 50; 450; 897 260


Measurement
Section 6: Time

It is expected of the learners to be able to read time as well as to know the difference
between 12 hour and 24 hour time (am. and pm.)

The part the learners are struggling with is calculating time (addition as well as
subtraction of time).

Calculating the number of hours and minutes from:

04:45 to 11:20

In order to do this calculation we need to break the time down into parts of an hour as
well as full hours.

1. 04:45 to 05:00 = 15 min
2. 05:00 to 11:00 = 6 hours
3. 11:00 to 11:20 = 20 min

After this we need to add the minutes and the hours.

15 min + 20 min = 35 min
6 hours + 35 min = 6 h 35 min

Adding time

Hours (h) minutes (min)

16 37
+ 9 58
25 95
+ 1 hour - 60 minutes
26 hours 35 minutes

We calculate this sum as two different sums. We add the hours and minutes
separately.

Once we added everything up we look at the minutes answer ( 95 minutes ) to
determine if it is more than 60 minutes. In this case the answer of 95 minutes is more
than 60 minutes.
We now need to subtract 60 minutes from the minutes side.

We also know that 60 minutes is equal to 1 hour.

Because we subtracted 60 minutes from the minutes side we need to add 1 hour to
the hours side in order not to change the value of our answer.



This principal works the same whether we work with years, months, weeks, days,
hours or minutes.

Remember: When we work with:
Years and months we subtract 12 months
Months and weeks we subtract 4 weeks
Weeks and days we subtract 7 days
Days and hours we subtract 24 hours
Hours and minutes we subtract 60 minutes

Subtracting time

+ 12 months
- 1 year
8 years 6 months = 7 years 18 months
- 5 years 9 months = - 5 years 9 months
2 years 9 months

If the number we are subtracting from is smaller than the number we are subtracting,
we borrow one unit from the unit on the left. In this case from 8 years, we convert the
1 year to 12 months and we add it to the months on the right. After this we do a
normal subtraction sum.


Space and shape
Section 7: Properties of 2-D shapes

Learners need to study the contents of this chapter in their text books

Angle A

B C

Line AB and BC forms an angle at point B. The more line AB
moves away from line BC, the bigger angle B will become.

Revolution B A C

If line AB starts on line BC and does a full rotation until line AB
falls on line BC again, line AB completed a revolution.






Straight angle C B A

If line AB and line BC lies in a straight line the angle formed is
called a straight angle.

Right angle A



B C

If line AB made a quarter of a revolution from line BC the
angle formed is a 90 angle. The angle is called a right angle
and it is said that line AB is perpendicular to line BC.

Vertex, edges and
Faces Vertex (corner)

Face


Edge

Another name for a corner is a vertex.

Diagonal
Diagonal



The line segment joining the opposite vertices of a quadrilateral
is called a diagonal of the quadrilateral.

Polygon a closed shape with straight sides






Regular polygon a straight-sided figure in which the sides are all equal in length
and all its angles are equal in size.








Irregular polygon a straight-sided figure in which the sides and angles are not
equal.






Page 33 39

Section 8: Data Handling

Data When we find out information or facts about something we
collect data.

Tally Each time an item of information occurs, it is counted by making
a tally.

Frequency The number of times an item occurs.

Graphs Visual illustrations of information.

Pictograph Use pictures to illustrate data.

Bar graph use vertical or horizontal columns of equal width to illustrate
data.

Pie chart / graph give a visual image of data by means of areas of sectors of a
circle.

Mode The item or score that occurs the most in a set of data is called
the mode.

Mean The average of a number of different amounts.

Median The middle value of an ordered set of scores, values or numbers.

Learners need to study the contents of this chapter in their text books
Page 40 43


Measurement
Section 9: Capacity

Capacity Indicates how much space there is inside an object.

Volume Indicates how much space the object takes up.


Measurement




If we look at the measurement steps it is important to take note of the following:

Each time we take one step UP the stairs (we go from a small unit to a larger unit), we have
to divide by 10.
Each time we take one step DOWN the stairs (we go from a larger unit to a smaller), we have
to multiply by 10.

If we want to convert from metre to centimetre we have to take the following steps:

1 3,7 8 9 m


We know that we have to take two steps down to get from metre to centimetre.
This means that we have to multiply with 100 (10 10).
There are two zeros in 100 which indicate that our comma in our number must move two
places (one move for each zero).
Because we multiply the comma will move to the right.

Our answer will thus be:

1378,9 cm

If we want to convert from metre to kilometre we have to take the following steps:

2 1 5, 2 8 m
Kilo-
Hecta-
Deca-
Base
Metre Deci-
Gram Centi-
Litre Milli-
10
10
10
10
10
10
10
10
10
10
10
10



We know we have to take three steps up to get from metre to kilometre.
This means that we have to divide by 1000 (10 10 10).
There are three zeros in 1 000 which indicate that our comma in our number must move
three places (one move for each zero).
Because we divide the comma will move to the left.

Our answer will thus be:

0,21528 km
Because there are no numbers in front of the two we write down the comma and insert a
zero.

Measurement video clips:

http://www.youtube.com/watch?v=hCxDEB2t5Hc
http://www.youtube.com/watch?v=_GJGYrqIHgo

Learners need to study the contents of this chapter in their text books
Page 44 49


Fractions

5 Numerator
Divide 8 Denominator


Fractions are smaller parts of a whole.
Fractions are made up of two numbers written on top of each other and they are divided by a
line.

The number on top is called the NUMERATOR. This number tells us how many equal parts
of a whole we are working with.

In this case we are working with 5 out of the 8 pieces of the whole.

The number on the bottom is called the DENOMINATOR. This number tells us into how
many EQUAL pieces the whole is divided.

In this case the whole is divided into 8 equal pieces.

The line between the numerator and the denominator is in fact a division symbol.

In this case it indicates 5 8.





Calculating the smallest common denominator

In order to add, subtract and compare fractions, we need to make sure the denominators are
the same. If the denominators are not the same we cannot add, subtract or compare fractions.
This will be like comparing apples with pears.

3 3
16 4

3 3 4
= 16 4 4

3 12
= 16 16

15
= 16


In the above example 16 is a multiple of 4. Because of this we need to determine with which
number we must multiply the 4 to change it into 16. In this case the 4 must be multiplied by 4
to give an answer of 16.

1 2
3 5

1 5 2 3
= 3 5 5 3

5 6
= 15 15

11 Smallest common denominator
= 15

If none of the denominators are factors or multiples of each other we need to determine the
smallest number into which both denominators, in this case the 3 and the 5, can divide
without a remainder. This could normally be determined by multiplying the two
denominators with each other. In the example above we need to multiply the 3 with the 5 in
order to give us our smallest common denominator which is 15. This will be the first number
into which both 3 and 5 can divide without a remainder.



+
+
+
+
+
+

Comparing fractions

There are two methods used to compare fractions. Pupils will have to be able to do both
methods.

The first method is to multiply cross over. In this method you multiply the numerator with the
denominator of the next fraction. Repeat this procedure for the remaining denominator and
numerator.
15 16
5 2 5 3 = 15 and 8 2 = 16
8 3

5 2
8 3

In the above example the 8 and the 2 is multiplied to give an answer of 16, and the 5 is
multiplied with the 3 to give an answer of 15. The answer of each multiplication sum is
written above the numerator.

The answers above the numerators determine if the fraction on the left is bigger than, smaller
than or equal to the fraction on the right.

In the example the fraction on the left with an answer above the numerator of 15 is smaller
than the fraction on the right with an answer above the numerator of 16.

The second method requires us to determine the smallest common denominator.

5 2
8 3

5 3 2 8
= 8 3 3 8

15 16
= 24 24

Smallest common denominator

In the above example we calculated the smallest common denominator and by doing this
were able to determine that the fraction on the left is smaller than the fraction on the right.








<
<


Mixed numbers

Mixed numbers is when a number consists both out of a whole number as well as a fraction.

5

Improper fractions

Improper fractions are fractions of which the numerator is bigger than the denominator.

Changing mixed numbers into improper fractions

5

5 7 = 35 + 3 = 38
+


=

To change a mixed number into an improper fraction we first need to multiply the whole
number with the denominator. In this example the 5 is multiplied by the 7 to give an answer
of 35. After this the answer of 35 is added to the numerator which is 3 to give an answer of
38.

Changing improper fractions into mixed numbers

15 7 = 2 remainder 1

= 2

To change an improper fraction into a mixed number you need to divide the denominator (in
this example the 7) into the numerator (in this example the 15). The remainder will be written
as a fraction on the same denominator (in this example the remainder of 1 will be written on
top of the 7).

Adding fractions

If we want to add fractions we need to determine if the denominators are the same. If the
denominators are the same we add the numerators together. It is very important to note that
we do not add the denominators together.

5 2 7
9 9 9



+ =


If the denominators are not the same we need to find the smallest common denominator.

1 2
3 5

1 5 2 3
= 3 5 5 3

5 6
= 15 15

11 Smallest common denominator
= 15

When we are adding mixed numbers, we need to change the mixed number to an improper
fraction first before we can add the fractions. After the fractions have been added the
improper fraction needs to be changed back to a mixed number. Although the calculations
done at this stage is easy enough not to change mixed numbers into improper fractions, the
calculations become more difficult as learners progress with maths. It is thus important that
they learn to change mixed numbers into improper fractions from the beginning.

2

+ 3

= (

) + (

= 6

In the above example we first converted the mixed numbers to improper fractions. (2 3 + 1
= 7 and 3 4 + 3 = 15). After this we calculated the smallest common denominator which is
12. Now we need to add the fractions together to form an improper fraction. Lastly we
convert the improper fraction back to a mixed number by dividing the denominator into the
numerator.



+
+
+


Subtracting fractions

As with adding fractions we need to determine if the denominators are the same when we are
subtracting. If the denominators are the same we can subtract the numerators from each other.
Again it is important to note that we do not subtract the denominators from each other.

5 2 3
9 9 9

If the denominators are not the same we need to find the smallest common denominator.

4 2
5 3

4 3 2 5
= 5 3 3 5

12 10
= 15 15

2 Smallest common denominator
= 15

When we are subtracting mixed numbers, we need to change the mixed number to an
improper fraction first before we can subtract the fractions. After the fractions have been
subtracted the improper fraction needs to be changed back to a mixed number. Although the
calculations done at this stage is easy enough not to change mixed numbers into improper
fractions, the calculations become more difficult as learners progress with maths. It is thus
important that they learn to change mixed numbers into improper fractions from the
beginning.

2

- 1

= (

) - (

= 1

- =
-
-
-

In the above example we first converted the mixed numbers to improper fractions. (2 4 + 3
= 11 and 1 3 + 1 = 4). After this we calculated the smallest common denominator which is
12. Now we need to subtract the fractions to form an improper fraction. Lastly we convert the
improper fraction back to a mixed number by dividing the denominator into the numerator.

A fraction OF a number

=

OF 120 grams

=

= 48

Whenever we need to determine what a fraction of a given number is, we need to put the
given number, in this case 120 on 1 to make it an improper fraction. The OF changes to a
multiplication sign. After this you need to first multiply the numerators with each other and
then you need to multiply the denominators with each other. Lastly you need to change the
improper fraction to a mixed number or whole number.

= (

OF 120 grams) + (

OF 90 grams)

= (

) + (

)

= (

) + (

)

= 48 + 30

= 78

When we need to add or subtract two different OF sums at the same time, we start of by
applying brackets around both sums in order to be able differentiate between the two sums.
These two sums must be done next to each other consecutively and only once the improper
fraction is changed into a mixed number or a whole number do we add or subtract the
answers to get a final answer.

Video clips about fractions:
http://www.youtube.com/watch?v=7e_JGthEE-Q
http://www.youtube.com/watch?v=mOXHExiDKXQ
http://www.youtube.com/watch?v=pQeaBNcX3EY
http://www.youtube.com/watch?v=GvyMUkxDbcE
http://www.youtube.com/watch?v=uxaoVTSZ8D8
http://www.youtube.com/watch?v=-j2NIfA_NLw&feature=related
http://www.youtube.com/watch?v=6uSwvwJ2hgw&feature=fvwrel
http://www.youtube.com/watch?v=VxpbMg_WASs
http://www.youtube.com/watch?v=8JyPzTeA_8w



1. Order of operations

Learners need to realise that if they dont follow the rules of order of operations they
will get to very different and wrong answers. They need to stick to the rules of order
of operations.

They need to follow the BODMAS rule.

B brackets ( )
O Of
D division
M multiplication
A addition +
S subtraction

Division and multiplication are actually on the same level and could be done together
from left to right.
Addition and subtraction are on the same level and could be done together from left to
right.

From left to right (Wrong) BODMAS(Correct)
25 - 5 3 + 18 25 - 5 3 + 18
= 20 3 + 18 = 25 15 + 18
= 60 + 18 = 10 + 18
= 78 = 28

Order of operation video clip

http://www.youtube.com/watch?v=ZOs_NjLtIHc
http://www.youtube.com/watch?v=ClYdw4d4OmA&feature=related


Word sums

It is very important for the learners to read the questions carefully. In every word sum all the
information is given to the learners.
First they need to be able to identify and highlight the relevant and important
information.
They then need to start the answer by writing a number sentence.
After the number sentence they need to do all the required calculations separately.
Once they calculated the correct answer they need to formulate the answer into a
sentence.









In a vegetable garden there are 15 rows each with 14 potato plants. Nine potatoes are lifted from
each plant. How many pockets can be filled with 31 potatoes each and how many are left.

a = (15 14 9) 31

15 210
14 9
60 1 890
+ 150
210

6 0 r 30
31 1 8 9 0
1 8 6
3 0

Number of pockets = 60
Number of potatoes left = 30


Space and Shape
Properties of 3-D shapes

Learners need to study the content of this section and must be able to:

Identify 3-D objects according to their surfaces.
Distinguish between 3-D objects which are prisms and which are not.
Investigate the nets of cubes and rectangular prisms.
Compare cubes and rectangular prisms.



Patterns, Functions and Algebra
Geometric patterns

Learners need to study the content of this section and must be able to:

Investigate diagram patterns in which shapes increase or decrease in some way.
Extend given diagram patterns.
Describe given diagram patterns in their own words or record as a number pattern in a
table.