Maths Content Term Ii

MATHS CONTENT TERM II
TOPIC 1: FRACTIONS
By the end of this topic, you should be able to;
 Identify place values of digits up to hundredths.
 Find values of digits in decimals.
 Compare decimals on a number line.
 Convert decimals to fractions and vice versa.
 Add and subtract decimals up to hundredths.
 Solve real life problems related to decimals.
LESSON 1:
SUB TOPIC: DECIMALS
CONTENT: PLACE VALUES IN FIGURES AND WORDS
• A decimal number is made up of two parts, the whole number
part and the fraction part.
• The whole number part comes before the decimal point.
• The fraction part comes after the decimal point.
• The decimal point separates the whole numbers from the fraction.
Examples:
1. What is the place value of each digit in 0.75?
0.75 = 0 . 7 5 6
Thousands (1/1000)
Hundredths (1/100)
Tenths (1/10)
Ones (1)
2. Write the place value and value of each digit in the number below.
0.3464
Ten thousandths (1/10,000)
Ones Thousandths (1/1000)
Hundredths (1/100)
Tenths (1/10)
EVALUATION ACTIVITY:
1. Write the place value of each digit in each of the following:-
(a) 0.8 (b) 80.579 (c) 0.71 (d) 34.065
2. Given the number 0.84
(a) What is the place value of 4?
(b) Find the place value of 8
3. Use the digits in the number 5.934 to complete the table below:
Digit Place Value
………… Tenths
5 …………………………
………… Thousandths
3 …………………………
LESSON 2:
SUB TOPIC: VALUES OF DIGITS IN DECIMALS
CONTENT:
Find the value of each digit in
(a) 67.253
6 7 . 2 5 3
Thousands (1/1000) = 3 x 1
/1000 = 3/1000 = 0.03
Hundredths (1/100) = 5 x 1
/100 = 5/100 = 0.005
Tenths (1/10) = 2 x 1
/10 = 2/10 = 0.2
Ones (1) = 7 x 1=7=7
Tens(10) = 6 x 10 = 50 = 60
(b) 0.3 4 6 4
1 4
4x = = 0.0004
10,000 10,000
1 6
6x = = 0.006
1000 1000
1 4
4x = = 0.04
100 100
1 3
3x = = 0.3
10 10
(c) What is the value of 8 in 0.238

0.238
1 8
8x = = 0.008
1000 1000
1. Find the value of 7 in each of the following
(a) 0.735 (b) 23.67 (c) 4.906
2. Find the value of 5 in:-
(a) 30.58 (b) 0.954
3. Find the value of 6 in:
(a) 0.365 (b) 6.07 (c) 63.04
4. What is the value of 8 in :-
(a) 0.83 (b) 0.438
LESSON 3:
SUB TOPIC: WRITING DECIMAL FRACTIONS IN WORDS
CONTENT:
With a partner Study the table below.
Number Reading the digits Meaning in words
0.3 Zero point three Three tenths
0.85 Zero point eight five Eighty five hundredths
2.16 Two point one six Two and sixteen hundredths
Example:
1. Write 0.75 in words
75
0.75 =
100
Seventy five hundredths

137
23 and
1000
Twenty three and one hundred thirty seven thousandths

26
14 and
100
fourteen and twenty six hundredths
Write the following in words:-
(a) 0.06 (b) 0.13 (c) 12.75 (d) 25. 03 (e) 2.017 (f) 0.98
LESSON 4:
SUB TOPIC: WRITING DECIMAL FRACTIONS IN FIGURES
CONTENT:
Examples
1) Thirty six and four tenths
4
36 and
10
36 and 0.4
36.0
+0.4
36.4
2) Six tenth
6
= 0.6
10
3) Fourteen hundredths
14
= 0.14
100
4) One hundred twenty and fourteen hundredths.
14
120 and
100
120 and 0.14
Or
120.00
+ 0.14
120.14
1. Write the following in figures;
(a) six tenths
(b) seventeen hundredths
(c) forty three and fifty eight hundredths.
(d) ninety six thousandths.
(e) five and thirteen thousandths.
(f) three hundred twenty four and sixteen hundredths.
LESSON 5
SUBTOPIC: COMPARING DECIMALS USING SYMBOLS
Content: Using symbols >, < and =
Example: 0.3 _____ 0.5
0.0 0.1 0.2 0.3 0.4 0.5 0.6 0.7
 0.3 < 0.5

1. Which is larger?
(a) 0.4 or 0.9 (b) 0.6 or 0. 07 (c) 0.05 or 0.4
2. Which is smaller?
(a) 0.2 or 0.04 (b) 0.03 or 0 (c) 1 or 0.9
3. Replace the box which either > or < .
(a) 0.3 0.2 (b) 0.09 0.2 (c) 2.3 0.54
LESSON 6
SUBTOPIC: ORDERING DECIMALS
Content: Examples:
1. Arrange 0.1, 1.1, 0.11 from the smallest to greatest & Vice Versa
1 11 11
 0.1 = , 1.1 = , 0.11 =
10 10 100
 LCM = 100
1
 x 100 = 10 ( 1st )
10
11
 x 100 = 110 ( 3rd )
10
11
 x 100 = 11 (2nd )
100
= 10, 11, 110

Ascending order = 0.1, 0.11, 1.1
Descending order = 1.1, 0.11, 0.1
2. Arrange 0.3, 0.2, 0.5, 0.7 in ascending order.

Draw a number line and divide it into tenths.
0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1

1 st
2 nd
3 rd
4 th
Ascending order: 0.2, 0.3, 0.5, 0.7

Descending order: 0.7, 0.5, 0.3, 0.2
1. Using a number line, arrange the following, starting with the smallest
(a) 0.5, 0.3, 0.1, 0.6 (b) 0.03, 0.02, 0.04, 0.05
2. With the help of a number line, arrange the following starting with the biggest
(descending order)
(a) 0.2, 0.6, 0.7, 0.3 (b) 0.01, 0.06, 0.04, 0
3. Arrange 1, 0, 0.2, 0.05, in ascending order.

4. Arrange 0.06, 0.6, 0.4, 0.04 in descending order.
LESSON 7:
SUB TOPIC: EXPANDING DECIMALS
CONTENT: - Using values and powers
Example:
1) Using values
i) Expand 2 8 . 3 6 9
= 2 8.3 6 9
T O TTHS HTHS THS
1 1 9
= (2 X 10) + (8 X 1) + (3 X ) + (6 X )+( )
10 100 1000
20 + 8 + 0.3 + 0.06 + 0.009
ii) Expand 1 3 5 . 6 5
1 1
(1 X 100) + (3 X 10) + ( 5 x 1) + (6 X ) + (7 X )
10 100
100 + 30 + 5 + 0.6 + 0.07
2. Using powers
Expand 28.369 using powers.
2 8 . 3 6 9
101 100 10-1 10-2 10-3
(2 X101) + (8 X100) + (3 X10-1 ) + (6 X10-2) + (9 x 10-3)
1. Expand using values:
(a) 5.042 (b) 12.156 (c) 0.45 (d) 0.19 (e) 65. 204 (f) 241.751
2. Expand using powers of ten / exponents;

(a) 4.245 (b) 0.13 (c) 867.95 (d) 42.361 (e) 36.5 (f) 44.745
LESSON 8
SUBTOPIC: CONVERTING DECIMALS TO COMMON FRACTIONS
Content: Example
1. Convert 0.5 to a common fraction
51
0.5 =
102
1
=
2
2. Write 0.6 as a common fraction.
6 3 3
=
10 5 5
Express the following decimals to common fractions;
(a) 0.3 (b) 0.2 (c) 0.05 (d) 0.45 (e) 0.15
(f) 0.8 (g) 0.5 (h) 0.35
LESSON 9
SUBTOPIC: CONVERTING COMMON FRACTIONS TO DECIMALS
Content: Example
1
1. Convert to a decimal.
1
2
0.5
2 1
0
10
10
Express the following fractions as decimals.
1 4 1 3 3 3 1
(a) (b) (c) (d) (e) (f) (g)
5 5 8 10 5 4 4
LESSON 10
SUBTOPIC: ADDITION OF DECIMALS
Content:
When adding decimals;
1. Arrange the numbers vertically according to place value.
2. Let the number of decimal places be the same by letting zero hold the place
value in the number with less number of decimal places.
3. The decimal points should be in line.
Examples:
1. Work out 0.4 + 0.56
0.4 0 place holder
+ 0.5 6
0.9 6
2. Add: 0.45 + 13.2 + 52.0
= 0.45
13.20
+5 2 . 0 0
6 5 . 65
3. A patient took 0.75ml of medicine in the morning and 0.57ml in the afternoon. How many ml
of medicine did the patient take altogether?
0.75ml
+ 0.57ml
1.32ml
1. Work out the following;
(a) 0.6 + 7.3 (b) 7.4 + 0.89 (c) 14.9 + 8.02 + 36.4 (d) 4.96 + 1.7 + 0.36
(e) 2.8.42 + 0.08 (f) 42.68 + 57.4 (g) 10.01 + 6.9
2. Odot is 1.27 metres tall and Suruma is 1.8 metres tall. Find their total height.
3. Lolo bought 1.75kg of salt. Her daughter bought for her 4.3kg more. How much salt does Lolo
have now?
4. A builder mixed 48.7kg of sand with 4.52kg of cement. Find the total weight of the mixture.
5. Find the sum of 2.4 and 18.69.
LESSON 11
SUBTOPIC: SUBTRACTION OF DECIMALS
Content:
Examples:
1. Subtract 13 . 69 from 97 . 4
97 . 4 – 13 . 69
9 7 . 4 0 place holder
- 13.69
83.71
2. Subtract: 12.3 - 11.09
2
1 2 . 310
-11.09
1.21
3. Subtract 0.63 from 7
6 9
7 .1010
-0.63
6.37
4. Atima is 1.64 metres tall and Rukumba is 1.29 metres tall. By how many metres is Atima
taller than Rukumba?
5
1 . 6 14 metres
- 1 . 2 9 metres
0 . 3 5 metres
1. Work out the following:-
(a) 4.08 – 3.61 (b) 0.96 – 0.34 (c) 14.9 – 3.51 (d) 602.56 – 40.7 (e) 7.2 – 5.36
2. Subtract 3.6 from 6.3 3. Subtract 0.7 from 2. 4. Subtract 0.85 from 1.
5. A string is 63.7cm long. If Nabudere cut 16.4cm off, what length of the string is left?
6. If a bag contains 17.2kg of flour and 3.75kg are removed, how many kg are left?
7. A metallic bucket full of beans weighs 10.25kg. If the empty bucket weighs 2.15kg, find the
weight of the beans.
8. The total weight of Odomel and Otai is 97.79kg. If Otai weighs 42.67kg, find the weight
of Odomel.
LESSON 12
SUBTOPIC: ADDITION AND SUBTRACTION OF DECIMALS
Content:
Examples:
1. Work Out: 13 . 75 – 27 + 91 . 25
(13. 75 + 91 . 25) – 27
First Add Then Subtract
13.75 105.00
+ 91.25 - 27.00
10 5 . 0 0 78.00
2. Simplify: 44 – 2.62 - 23
Subtract Then Subtract again
3 9 3
4 4 .1010 4 11 . 3 8
- 2.62 -23.00
41.38 18.38
1. Work out the following:-
(a) 35.1 + 44.3 + 17.6 (b) 8.24 + 22.9 – 7.8 (c) 20.8 – 4.75 – 1.05
(d) 16.25 – 6.5 – 3.95 (e) 7.98 – 9.08 + 4.07 (f) 19 – 5.8 – 4.2
END OF TOPIC 1 ASSESSMENT

1. Write the place value of each digit in the numbers below:-
(a) 215.12 (b) 42.6
2. Work out:
(a) 43.62 + 6.48 (b) 7.14 + 0.9
2. Work out the value of 6 in;
(a) 0.96 (b) 28.67
3. Workout.
(a) 7.21 - 6.2 (b) 5.49 - 3.94
4. Write in words;
(a) 0.45 (b) 2.37
5. Arrange the numbers 0.3, 0.1, 0.7, 0.4 in descending order.
6. Write in figures:
(a) ninety two hundredths. (b) six and seven tenths.
7. Subtract 4.32 from 5.29
8. Which is greater 0.07 or 0.77?
TOPIC 2: LINES, ANGLES AND GEOMETRIC FIGURES

 Identify parallel and perpendicular lines.
 Draw parallel and perpendicular lines.
 Draw and measure angles using a protractor.
 Use geometric instruments to construct angles, circles and regular polygons.
 Practically fold various models to recognize and identify lines of symmetry.
 Find values of missing angles in triangles, right angles and straight lines.
 Draw diagrams to show rotations and revolutions.
 Solve real life problems related to lines, angles and geometric figures.
LESSON 1:
SUB TOPIC: PARALLEL LINES
CONTENT: Identifying parallel lines

Learner’s Activity
1. Get a centimetre ruler and draw lines on both edges of the ruler.
0 1 2 3 4 5 6 7
2. Remove the ruler and use it to measure the distance apart (between the two lines) from one
position to another.
3. What do you notice? The distance apart remains the same.
Therefore, parallel lines are a set of two or more lines which are at the same
distance apart and do not meet when extended in any direction.
 They are shown with arrow head.
B D
A C
AB is parallel to CD.
Using symbols AB CD
1. Identify the pairs of parallel lines in the figure below;
A B
E K
F H
G M
D C
2. Write True or False
A (a) Line AF is parallel to line EH
E
G (b) Line BG is parallel to line AF
(c) Line HE is parallel to line GB
(d) FA HB
F H B
LESSON 2:
SUB TOPIC: PARALLEL LINES
CONTENT: drawing parallel lines
A) Using a ruler and a pencil.
i) Suspend the ruler on the flat surface (book)
ii) Without the ruler moving – Use a pencil to draw lines on the two straight edges of
the ruler.
iii) Remove the ruler – the two lines are parallel.
Ruler
B) Using a ruler and a set square.

Step I: Given the line AB
A B
Step II: Place a set square along line AB.
A B
Step III: Place a ruler along the hypotenuse side of the set square.
A B
Step IV: Drag the set square downwards along the ruler.
A B
C
D
Step V: Draw a line CD on top of the set square

AB is parallel to CD.
LESSON 3:
SUB TOPIC: PERPENDICULAR LINES
CONTENT: Drawing Perpendicular lines

Perpendicular lines are lines that meet at a right angle (900)
Using a pencil and a set square.
1) Draw a line segment
A B
2) Place the set square at any point on the line and draw the vertical side of the set square.
C
Pencil
A B
D
In the figure above the two lines AB and CD are perpendicular.
Using symbols : AB CD
1. Use a set square and a pencil to draw perpendicular lines to the given line segments below.
F M
5.2cm H
A B
3cm
K
6cm
D E G
LESSON 4:
SUB TOPIC: PERPENDICULAR LINES
CONTENT: Constructing Perpendicular lines
Constructing perpendicular lines is the same as constructing an angle of 900.
Given the line AB,
A B
Step I: Open your pair of compasses to a radius which is more than half the length of line AB.
Step II: Using A as the centre and radius greater than half AB, draw arcs above and below line
AB. Mark the arcs as 1.
A B
Step III: Using B as the centre with the same radius, draw arcs above and below line AB to cut
the 1st arcs at X and Y. X
A B
Y
Step IV: Join Point X to Y. Check your angle using a protractor.
X
A B
LESSON 5:
SUB TOPIC: Measuring and Drawing angles
CONTENT: Naming Angles
Get two sticks and tie them as below. The two sticks intersect to form angles.
What do you notice? angle
angle angle
angle
An angle is made or formed when two rays or lines begin at a point or meet at a point.
This point is the Vertex of the angle, the rays or lines are the sides of the angle.
The symbol “ “ represents an angle.
Sides or rays
angle
Vertex
Example:
B To name the angle whose sides are AB and AC;
You write BAC or CAB or simply angle A.

A C We notice that the letter at the vertex is the middle letter in each name.
EVALUATION ACTIVITY: A
1. K 2.
1
D B
2
P
R C
(a) Name the angle shown. Name the lines that form angle.
(b) State the rays that form the angle. (a) Angle ADB (b) Angle CDB
(c) Which letter is at the vertex of the angle? (c) Angle ADC
LESSON 6:
CONTENT: Types of Angles
1. Get a plain rectangular piece of paper and label it as shown.
1 2
3 4
2. Tear off the corner labeled 1 and cut into halves.
a Each angle at the vertex is acute
a
0
b b Its measure is less than 90 .
b Acute Angle
3. Now tear off the second corner.
0
2 Its measure is 90 . This is called a right angle.
4. Tear out (3) bring one of the first piece and arrange it as shown.
a
3
0 0
a and 3 form an obtuse angle. Its measure is more than 90 but less than 180
5. Lastly, put (a) next to 3 and 4 as below;
4 3 The measure is more than 1800 but less than 3600.

a This is called a Reflex angle
1. Complete the table below by naming the type of angle.
Measure of the angle Type of angle

0
100
420
1800
900
880
1740
3000
2. Name the type of angle shown by the hands of the clock faces below.
LESSON 7:
CONTENT: Measuring angles
A protractor:
A protractor is an instrument used to measure angles in degrees. It is divided into 180 small
units. Each unit is called a degree. A protractor has an inner scale and an outer scale.
The inner scale reads from right to left (anti clockwise) and the outer scale reads from
left to right (clockwise).
NB. There is a base line which passes through the midpoint of the protractor and joins the
zeros of the two scales.
Example I:
Use a protractor to measure the size of the angle below.
1. Place the midpoint of the protractor on the vertex of the angle.
2. Adjust the base line to fall on top of one of the arms of the angle.
3. The measure of the angle is given by the mark where the other arm crosses the scale.
Use a protractor to measure the following angles;
(a) (d)
(b) (e)
(c) (f)
2. The angles below are accurately drawn. Use them to find the value of y.
y – 400
y + 150
LESSON 8:
CONTENT: Drawing angles
Draw an angle whose measure is 650
Procedure
1. Draw a line and on it mark a point A.
2. Place the base line of the protractor on the line so that the midpoint comes on A.
3. Mark a point using a pencil to indicate the measure of 650.
4. Remove the protractor and draw a line from point A to the marked point.
A 650
A
Use a protractor and a pencil to draw the following angles;
(a) 480 (b) 900 (c) 1750 (d) 550 (e) 1500 (f) 800 (g) 750
LESSON 9:
SUB TOPIC: POLYGONS
CONTENT: Naming polygons and lines of folding symmetry
A polygon is a many sided shape.
A polygon is a closed geometric figure that has straight sides.
Copy and complete the table below:-
Name of polygon Number of sides
Triangle ____
Quadrilateral ____
Pentagon ____
Hexagon ____
Septagon / Heptagon ____
Octagon ____
Nonagon ______
Decagon 10
Nuodecagon / Hendecagon 11
Duodecagon 12
Polygons are classified as regular or irregular.
Regular polygons
These are polygons whose angles and sides are equal.
Examples
Regular Regular pentagon Regular Hexagon

Regular Triangle
quadrilateral
Irregular polygons
These are polygons whose angles and sides are not equal.
Scalene triangle Irregular quadrilateral Irregular pentagon

1. Find the area of a regular quadrilateral of sides 10cm.
2. The perimeter of a regular pentagon is 30cm. Calculate the length of its one side.
3. A regular hexagon has one of its sides measuring 7cm. What is its perimeter?
4. Work out the perimeter of a regular triangle whose one side measures 6.4dm.
5. An athlete ran around a square field twice. If the length of one side of the field is 100m,
what distance did the athlete cover?
LESSON 10:
SUB TOPIC: POLYGONS
CONTENT: Lines of folding symmetry
NB.
1. A line of symmetry divides a figure or an object into 2 equal parts such that when folded,
the parts do not overlap but cover each other completely.
2. All regular polygons have the same number of lines of symmetry as the sides of the polygon.
TRIANGLES
Equilateral triangle Isosceles triangle Scalene triangle
3 lines of symmetry 1 line of symmetry No line of symmetry

QUADRILATERALS
Square Rectangle Kite
4 lines of symmetry 2 lines of symmetry 1 line of symmetry
Rhombus Parallelogram Isosceles trapezium
2 lines of symmetry No line of symmetry 1 line of symmetry

OTHER (REGULAR) POLYGONS
Example : A regular pentagon and regular hexagon
Pentagon Hexagon
5 lines of symmetry 6 lines of symmetry
THE CIRCLE
Has very many lines of symmetry

OR Has an infinite number of lines of symmetry.
OTHER SHAPES AND LETTERS

Semi-circle
LESSON 11:
SUB TOPIC: Constructing Circles and Regular Hexagons
CONTENT: THE CIRCLE

Recall:
A circle is a closed curve which is every where the same distance from a single fixed point
called the centre.
The Parts of a circle
R
a) Name the lines:
i) RO = __________
P ● Q ii) PQ = __________
O
O
S T iii) ST = ___________
(iv) OQR = ___________
(v) PQR = ____________
NB: i) Half of a circle is called a _______________________________
ii) A quarter if a circle is called a ___________________________
iii) The total distance around a circle is ______________________
b) If line PQ = 8cm, what is the length of line OQ?
LESSON 12:
SUB TOPIC: Constructing Circles and Regular Hexagons
CONTENT: Constructing a circle
Example I: Construct a Circle of radius 3cm.
Learner’s Activity I
i) Using the Zero mark on the ruler, adjust your compass from 0 to 3cm.
ii) Construct the circle of radius 3cm
●
3cm
Example II: Construct a Circle of diameter 8cm.

Learner’s Activity II
i) Recall that the radius is a half of the diameter i.e. 8 ÷ 2 = 4cm
ii) Using the Zero mark on the ruler, adjust your compass from 0 to 4cm.
ii) Construct the circle of radius 4cm
● 4cm
1. Use a pair of compasses and a ruler only to construct a circle of radius;
(a) 3.5cm (b) 5cm (c) 4cm (d) 2.5cm (e) 3cm
2. Use a pair of compasses and a ruler only to construct a circle of diameter;
(a) 4cm (b) 7cm (c) 6cm (d) 10cm (e) 9cm
LESSON 13:
SUB TOPIC: Constructing Circles and Regular polygons
CONTENT: Constructing an Equilateral triangle in a circle

Example: Construct an equilateral triangle in a circle of radius 3.5cm.
1. Open your pair of compasses to a radius of 3.5cm.
2. Draw a circle using that radius.
3. With the same radius, mark off arcs 1, 2, 3, 4, 5, using 0 as your starting point.
4. Join 0 to 2, 2 to 4 and 4 to 0
2 1
3 ● 0
3.5cm
5
4
LESSON 14:
CONTENT: Constructing a regular Hexagon in a circle

Example: Construct an equilateral triangle in a circle of radius 3.5cm.
1. Open your pair of compasses to a radius of 3.5cm.
3. With the same radius, mark off arcs 1, 2, 3, 4, 5, using 0 as your starting point.
4. Join 0 to 1, 1 to 2, 2 to 3, 3 to 4, 4 to 5 and 5 to 0
2 1
3 ● 0
3.5cm
5
4
LESSON 15:
CONTENT: Constructing a Square in a circle

Example: Construct a square in a circle of radius 3cm.
1. Open your pair of compasses to a radius of 3cm.
3. Draw diameter AC of the circle.
4. Use a pair of compasses and a pencil to construct a perpendicular line to line AC to
cut the circle at B and D.
5. Join the adjacent points ABCD.
A
●
D B
C
1. Construct a triangle in a circle of radius 4cm.
2. Use a pair of compasses and a ruler only to construct a regular hexagon in a circle of radius
5cm.
3. Construct a square in a circle of radius 3.7cm
LESSON 16:
SUB TOPIC: Constructing angles
CONTENT: Constructing special angles

 900 and 600 are special angles in construction.
 To construct other angles, you need the knowledge of constructing 900 and 600.
Learner’s Activity I
Constructing an angle of 600
1. Draw a line and mark two end points A and B.
A B
2. Using a pair of compasses with radius less than AB and A as centre, draw 2 arcs;
Arc 1 to cut AB at P and Arc 2 above AB as shown below.
2
A P B
3. Without adjusting the compass radius and using P as centre, draw arc 3 to cut arc 2 at R.
2 R 3
A P B
4. Join R to A. Angle RAB is 600. Check your angle using a protractor.
600
A P B
Learner’s Activity II
Constructing an angle of 900
Given line AB, construct an angle of 900 at B
A B
1. Prolong line AB at B using a dotted line.
A B
2. With B as the centre and radius less than AB, draw arcs to cut AB at P and the dotted line at
S.
A P B S
3. Using Pas the centre and radius slightly bigger than PB, draw arc 1; with the same radius
and S as centre, draw arc 2 to meet arc 1 at C.
1 2
A P B S
0
4. Join C to B. Angle CBA is 90 . Check your angle using a protractor.
A P B S
1. Draw line AC, 6cm long. Mark point B between AC and construct an angle of 600 at B.
2. Draw line PQ, of length 6cm and construct an angle of 600 at P.
3. Draw line PR, 7cm long. Mark point Q along it and construct an angle of 900 at Q.
4. Draw line MN, 5.5cm and construct an angle of 900 at M.
LESSON 17:
SUB TOPIC: Bisecting angles
CONTENT:
Bisecting an angle means dividing an angle into two equal angles.
Bisector
m
m
To bisect an angle AOB

 Centre the compass at O and with any convenient radius, mark arcs to cut line AO and OB
at C and D respectively.
 Keeping the same radius and will centre C and D, make two arcs to intersect at E.
 Join E to O. OE is the bisector of angle AOB. A
C E Bisector
O
D B
1. Draw angles similar to the ones below in your exercise books and bisect each of them
using a ruler and a pair of compasses.
2. Draw the following angles using a protractor and bisect them using a ruler and a pair
of compasses.
(a) ABC = 600 (b) CBA = 800 (c) RST = 1200
LESSON 18:
SUB TOPIC: Angles constructed by bisecting
CONTENT:
Construct the following angle;
(a) 300 (b) 1500 (c) 450 (d) 1350
Construct an angle of 600 Construct an angle of 900.
Bisect the angle of 600 to get 300 or 1500. Bisect the angle of 900 to get 450 or 1350.
LESSON 19:
SUB TOPIC: Calculations about Right angles and straight angles

CONTENT:
Learner’s Activity I:
Given the right angle below, measure angle a and angle b accurately.
Find the sum of a and b respectively.

a
a = 300 a + b = 300 + 600
b
b = 600 = 900
What do you notice?
We notice that the sum of a and b is 900
Example 1: Find the marked angle y.

y + 670 = 900
y + 670 – 670 = 900 - 670
y y = 230
670
Learner’s Activity II:
Now measure angle X and Y on a straight line below.
Use the outer scale for angle x and the inner scale for angle y.
Find the sum of x and y
x = 1300 y = 500
x y Sum = 1300 + 500

= 1800
What do you notice?
We notice that “Angles on a straight line add up to 1800
Example 2: Find the value of angle marked k.

k + 1100 = 1800
k + 1100 – 1100 = 1800 – 1100
k = 700
1100 k
1. Work out the value of the missing angles below.
100 e 400
m
600 y
800 y
y
x 30 1200 3x
83
2. If one of0 the angles on a straight line is 500, what is the size of the other angle?
3. Two angles y0 and 430 form a right angle. Find the value of angle y in degrees.
4. On a straight line, one angle is twice the other angle. Find the value of the angles.
5. Two angles m0 and 2m0 add up to 900. What is the size of each angle?
6. What angle is added to 250 to get 900 ?
LESSON 19:
SUB TOPIC: Complementary and supplementary angles
CONTENT:
Hint: An angle with 900 is a right angle.
Any two angles that add up to 900 are complementary angles.
Any two angles that add up to 1800 are supplementary angles.
1. What are complementary angles?
2. What are supplementary angles?
3. What is the complement of a) 860 b) 400
4. What is the supplement of 1200?
5. Two complementary angles are x and 430. What is the value of x?
6. 3y and 600 are supplementary angles. Find the value of y.
LESSON 20:
SUB TOPIC: Calculations about interior angles of a triangle
CONTENT:
Learner’s Activity II:
 Copy the triangle below in your exercise books and use a protractor to measure each angle.
Use your results to complete the table below:-
 Use your results to complete the table below:-
A B p C
y
a
b c q r
x z
Triangle Measure of angles Sum of angles
A a = a + b + c =
b =
c =
B x = x + y + z =
y =
z =
C p = p + q + r =
q =
r =
You should have found that the sum of the angles in the triangle is 1800.
1. Work out the value of the missing angles below.
y 2x 800
400 800 300 2t
3. Two interior angles of a triangle are 360 and 540. What is the size of the third angle?
LESSON 21 & 22:
SUB TOPIC: Rotations and Compass directions
CONTENT: Angles formed on a compass

On a compass, we find two types of points i.e. Cardinal and Secondary Points.
Examples of cardinal points; North (N), South(S), East(E) and West(W).
N
W E
S
Examples of Secondary Points; North East, South West, North West and South East.
N
NW NE
W E
SW SE
S
Since one complete rotation is equal 3600 , the above sectors can be divided to get the angle
360
between each point i.e. = 450 N
8 NE
NW
450 450
W 450 450 E
45 0 450
450 0
SW 45 SE
S
Smaller and Larger Angles between given points
The smaller angle is the smallest sector between the given points.
The larger angle is the biggest sector between the two given points.
Finding the smaller and larger angles

1. Find the smaller angle between North and North East.
N
NE
45
0
W E
S 450
2. What is the smaller angle between East and South West?
N
W E
450 90
0
900 + 450 = 1350
SW
S
3. Find the larger angle between North and North East.
N
NE
900 450
W 0 E
45 0 900
45
S 900 + 450 + 450 + 900 + 450 = 3150
4. Calculate the larger angle between South East and West.
N
045 900
0
W 45
E
450
S SE 450 + 900 + 450 + 450 = 2250
1. Find the smaller angle between the following compass points.
(a) North and South East (b) E and South (c) NW and NE (d) South and NW
2. Find the larger angle between the following compass points.
(a) N and NE (b) NE and SW (c) E and S (d) NE and E
LESSON 22:
SUB TOPIC: Rotations and Compass directions
CONTENT: Finding Revolutions and turns / rotations on a compass

A turn / rotation is a change carried out on a fixed point and is described by giving the angle
and directions of the turn.
Turns / Rotations can be anticlockwise or clockwise.
N Anti N
Clockwise Clockwise
W E W E
S S
NB: 1 complete turn = 3600

1
A quarter turn = x 3600 = 900
4
1
A half turn = x 3600 = 1800
2
3
Three quarter turn = × 3600 = 2700
4
Example 1:
John was facing South and turned clockwise to face East. Through what angle did he turn?
N S W = 900 OR 90
NW NE
W N = 900 X3
45 45 0 0
450 450 N E =+ 900 2700

W E
450 450 2700
0 450
45
SW SE
S
Example 2:
Okot was facing North and turned through an angle of 1350 clockwise. What will be his new
direction? N
NW NE
450 450
450
450
W E
450 450
0 450
45
SW SE
S South East
1. A girl is facing South, what will be her new direction if she turns 900 anti-clockwise?
2. A spider was facing West, it turned 450 clockwise. What was its new direction?
3. What will be my new direction if I turn 2250 from North East anticlockwise?
4. A boy flew a kite in the North direction and after 2 hours, he turned 1350 clock wise. What was
his new direction?
5. Nakato is facing South West, she makes a complete turn clockwise, what is her new direction?
6. A boy was facing East and was told by the teacher to turn clockwise and face North West.
Through what angle did he turn?
7. Anna was facing South East. She decided to turn anticlockwise and face North. Through
what angle did she turn?
8. Alex was facing North and was told by his father to turn clockwise and face South West.
Through what angle did Alex turn?
9. How many degrees are there in half a turn?
10. How many revolutions are there in 3600?
11. How many quarter turns are there in 2700?
1) Draw the following angles using a protractor.
a) 500 b) 680 c) 1200
2) How many lines of symmetry do the following figures have?
a) a square b) A rectangle c) a kite
3) Copy the line below and draw a line parallel to it using a set square, ruler and a sharp
pencil.
4) Find the size of angle X in the figures below.
X
400 X
550
5) Using a ruler and a pair of compasses only, construct a regular hexagon using a circle of
radius 4cm.
6) How many degrees are there in three quarter turns?
7) What is the smaller angle between South and East?
8) In the figure (triangle) below.
B Measure the size of
a)  ABC
b)  BCA
c)  BAC
A C
9) Using a pair of compasses and a ruler only, construct a circle of;

a) radius 3.5cm b) diameter 5cm
10) Through what angle do I turn clockwise from West to South East?
11) How many quarter turns are in a revolution?
12) Find the size of angle marked P in the triangle below.
450 300
13) Use a pair of compasses and a ruler only to construct the following angles;
(a) 600 (b) 1500 (c) 900 (d) 450 (e) 1200 (f) 1350
14) Classify the following angles as either acute, right angle, obtuse or
reflex angle.
a) b) c) d)
15) In the diagram below, name

a) two pairs of perpendicular lines
b) a pair of parallel lines.
B
E D
F
A
C
16) How many lines of folding symmetry does the figure below have?
16) Construct a square using a radius of 3cm.

17) Find the complements of the angles below;
(a) 400 b) 250 c) 600
18) Calculate the supplements of the angles below.
(a) 1200 b) 600 c) 1080
19) Construct an equilateral triangle using radius of 4cm
20) How many degrees are there in;
(a) ¾ of a turn b) ¼ of a turn
TOPIC 3: DATA HANDLING

 Draw and recognize scales on the horizontal and vertical axes.
 Represent and interpret data on bar and line graphs
 Determine and use the average of the bar and line graphs.
 Interpret and solve problems involving graphs.
LESSON 1 & 2
SUB TOPIC: PICTOGRAPH INTERPRETATION (REVISION)
CONTENT: PICTOGRAPHS
These are graphs that use pictures or symbols to represent collected information.
The picture graph must have a scale in order to interpret the information accurately
Examples:
1. Given that  represents 100 books. How many books are in     ?
1 picture 100 books

5 pictures 5 × 100 = 500 books
2. If represent 10 apples, draw similar pictures to represent 35 apples.
35 7
10 apples 1 picture Or: =
10 2
1 1
1 apple picture = 3 pictures
10 2
1 7
35 apples × 35 = pictures
10 2
1
= 3 pictures
2
3. The pictograph below shows the number of pencils distributed to 7 classes. Study it and
answer the questions that follow:
P.1  
P.2 
P.3 
P.4 
P.5  
P.6 
P.7 
Scale:  represents 16 pencils.
Questions:
(a) Which classes received the same number of pencils?
P.4 and P.6
(b) How many pencils did P.5 get?
1 1 7 8
3 pictures 3 × 16 = × 16
2 2 2
1
= 56 pencils
(c) How many more pencils did P.7 get than P.2?
P.7 8 0
5 × 16 = 80 pencils - 4 0
P.2 4 0 more pencils
1 5 8
2 × 16 = × 16
2 2
1
= 40 pencils
1. The graph below shows the number of trees planted by a farmer in Sironko district each day.
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
SATURDAY
One represents 50 trees

Questions
a) When were most trees planted?
b) How many trees were planted on Tuesday?
c) How many trees were planted on Saturday than Thursday?
d) On which day did he plant the least number of trees?
2. Given that represents 250 balls, how many balls are by ?
3. If represent 20 huts, draw similar pictures to represent 90 huts.

4. The picot graph below shows different fruits collected by 3 pupils for Mathematics lessons.
Kato
Obbo
Agaba
(a) How many apples did Kato bring?

(b) Who brought more fruits?
(c) Find the total number of fruits brought
LESSON 3
SUB TOPIC: GRAPHS
CONTENT: GRAPHS (FEATURES OF GRAPHS)
Graphs are used to represent collected information. We have different types of graphs. A good
graph should have the following features.
Vertical axis (Y -Axis
Vertical axis (X – axis)

(i) TITLE: which tells us what the graph is all about.
(ii) THE VERTICAL AXIS: is a line that runs from top to bottom on the extreme left it is also
called the Y – axis.
(iii) The HORIZONTAL AXIS: is a line which runs from left to right on the extreme bottom. It
is also called the X – axis
(iv) THE SCALE: Both the Y – Axis and X – Axis of intervals suitable to scale.
Study the bar graph below.
2
2 mangoes
0
1 pupil
From the graph;
1. The horizontal axis represents names of pupils.
2. The vertical axis represents number of mangoes.
3. The shaded square represents the scale on both the horizontal and vertical axes.
i.e. Vertical scale is 1 square represents 2 mangoes
Horizontal scale is 1 square represents 1 pupil
The graph below shows the number of pupils per class in a certain school. Study it and answer
questions that follow.
25
Number of pupils
20
15
10
5
0
P.1 P.2 P.3 P.4 P.5 P.6 P.7
Class
(a) What is the graph shown above about?

(b) What is shown on the; (i) Vertical axis? (ii) Horizontal axis?
(c) Write the scale on the
(i) horizontal axis (ii) vertical axis
LESSON 4
SUB TOPIC: GRAPHS
CONTENT: INTERPRETING INFORMATION ON BAR GRAPHS
Collected information can be organized and represented on block or column structures forming
a graph. This type of graph is called a Bar graph. The blocks or columns may lie horizontally
forming a horizontal bar graph or upright forming upright bar graph.
Example:
The bar graph below shows the number of days attended by P.5 pupils. Study it and
answer the questions that follow.
5
Number of school
4
days
2
1
0
Ann Cissy Adam Dean Etunu
Pupil
(a) For how many days was Cissy absent?
1 day
(b) Who was present throughout that week?
Dean
(c) Find the average number of school days attended by the five pupils.
2+3+ 4+5+4
Average =
5
18
= 3𝟓 days
𝟑
5
1. The bar graph below shows the number of absentees each day of the week from a
P.2 class of 40 pupils.
8
6
NO.OF
ABSENTEES
4
0
MON TUE WED THUR FRI
DAYS OF THE WEEK
(a) How many pupils were present on Monday?
(b) Which day had the least attendance in the week?
(c) How many more pupils were present on Tuesday than Wednesday?
(d) Find the average number of absentees per class in the week?
2. Study the graph below and answer questions that follow.
(a) What is the graph about? (b) What is represented on the Vertical axis?
(c) How old is the youngest pupil? (d) By how many years is Agoe older than Draru?
(e) How old is Namagga? (f) Find the total age of Namagga and Draru.
3. Study the bar graph below and answer the questions that follow
7
6
Number of 5
pupils 4
3
2
1
0
40 50 60 70 80 90
Scores 0
(a) What is the difference in the number of pupils who scored 80 and 40?
(b) Find the range of the scores.
(c) How many pupils took the mathematics test altogether?
(d) How many pupils scored 80 and above?
(e) Find the average score of all the pupils who scored 70 marks and below.
LESSON 5
SUB TOPIC: GRAPHS
CONTENT: REPRESENTING INFORMATION ON BAR GRAPHS
Remember: We use bar graphs to show data that compares similar things.
Example I:
The table below shows the number of pupils in different colours. Use the information to draw a
bar graph.
Colours Red Green Yellow Blue Purple
Number of pupils. 5 4 6 8 7
To draw a bar graph to display this data, use the following steps.
1. Give the graph a title.
2. Draw and label the horizontal axis. Space the colours
3. Draw and label the vertical axis. Choose an appropriate scale so that every number in the
table can be graphed.
NOTE: The scale on the vertical axis is: 1 square represents one pupil.
4. Draw bars to show number of pupils in each colour as shown below
Numbers of pupils in different colours
Example II:
The P.5 pupils counted vehicles which passed along the road near their school. The pupils
recorded the results in a table as shown below. Use the information to construct a bar graph.
Type Cars Buses Lorries Motorcycle Mini buses
Total 12 8 6 10 16
Scale
Let; one small square represent 2 vehicles on the y – axis (vertical scale)
one small square represents one type of vehicle on the x – axis (Horizontal scale)
Scale reading on the Y – axis
Since one square represents 2 vehicles
12 16
12 cars represent = 6 squares. 16 minibuses = = 8 squares.
2 2
P 10
8 buses represent = 4 squares. 10 motorcycles = 5 squares.
2 2
6
6 lorries represent = 3 squares.
2
Types of Vehicles counted by P.5 pupils along the road near their school
16
14
Number of vehicles
12
10
8
6
Cars Buses Lorries
Type of vehicle
1. The table below shows names of pupils and their ages.
Pupil’s Name Awinjo Kawooya Kalinaki Atim Rukundo
Age (years) 8 7 10 9 6
Draw a bar graph to represent the above information.
2. The table below shows the number of wrappers distributed to 5 streams of P.5.
Stream P.5P P.5R P.5G P.5B P.5Y
No. of books 70 90 80 70 60
(a) Find the total number of wrappers distributed to the 5 streams of primary five?
(b) Represent the information on the bar graph below.
100
80
No. of books
60
40
20
0
P.5P
MON TUE
P.5R P.5G
WED. THU
P.5B P.5Y
FRI
Classes
LESSON 6
SUB TOPIC: GRAPHS
CONTENT: INTERPRETING INFORMATION ON LINE GRAPHS
Instead of using bars to show data on a graph, the same data can be represented using lines.
The type of graph where lines are used instead of bars is called a line graph.
A line graph is where the information plotted on a graph is marked and the required point is
indicated with a star, thereafter joined by a thick line.
Example
The graph below represents the number of people who attended a church service on a Sunday.
Number of people
(a) How many female adults attended the service?

32 female adults
(b) How many adults attended altogether?
32
+ 24
5 6 adults
(c) How many girls attended the service?

48 girls
(d) Find the total number of girls and boys who attended the service.
48
+ 32
80
(e) Which category attended most?

The Girls
(f) How many males altogether attended the service?
32
+ 24
5 6 males
The graph below shows bus transport charges along Bombo – Gulu Road. Study it and answer
the questions that follow:
4000
Charges in shillings
3000
2000
1000
10 20 30 40
Distance in km
(a) What is the scale of the graph on the; (i) vertical axis? (ii) horizontal axis?
(b) How much will one pay for a distance of 10km?
(c) What is the difference of the cost for a journey of 15km and 30km?
(d) How much will four people pay for a journey of 25km?
(e) Mr. Kasule travelled for a distance of 35km and his wife a distance of 20km. How much did
they pay altogether?
LESSON 7
SUB TOPIC: GRAPHS
CONTENT: REPRESENTING INFORMATION ON LINE GRAPHS

Example I:
The table below shows the number of animals on Kasule’s farm.
Animal Number
Cows 5
Goats 10
Rabbits 15
Sheep 5
Draw a line graph to show the above information.

HINT: Select a suitable scale for the vertical axis. Scale on the vertical axis = 0, 5, 10, 15, 20.
25
Number of Animals
20
15
10
Cows Goats Rabbits Sheep

Animals
The table below shows the average rainfall received at the slopes of Mt. Elgon between March
and August. Study it carefully.
Month March April May June July August
Rainfall 30 cc 65 cc 50 cc 70 cc 80 cc 70 cc
(a) Draw a line graph to represent the above information.
(b) What is the scale on your vertical axis?
(c) What is shown on your horizontal axis?
(d) What is shown on your vertical axis?
(e) Write cc in full form as used in the table.
1. The picture graph below shows oranges harvested in five days. Study it and
answer questions that follow.
Day Oranges harvested
Monday
Tuesday
Wednesday
Thursday
Friday
Scale:
Represents 50 oranges Represents 25 oranges
(a) How many oranges were harvested on Monday?

(b) Which two days had the same number of oranges harvested?
(c) How many oranges were harvested on Thursday and Friday?
(d) If each orange harvested on Wednesday was sold at 200/=, How much money was
collected on Wednesday?
2. The table below shows a day’s temperature recorded every 2 hours. Study it and
answer questions that follow.
Time 8:00am 10:00am 12:00noon 2:00pm 4:00pm 6:00pm 8:00pm

Temp 60 70 50 80 75 90 60
0
( C)
(a) Draw a line graph to show the above information.
(b) What was the lowest temperature of the day?
(c) At what time was the temperature the same?
(d) Find the difference of the highest and lowest temperature of the day.
(e) What was the modal temperature?
(f) What was the temperature at 2:00pm?
(g) Work out the average temperature for the day.
3. The graph below shows the number of civil servants at the district.
60
50
40
30
20
10
0
(a) What was the modal attendance? (b) What was the highest attendance?
(c) Find the range in attendance. (d) Calculate the average attendance.
4. The table below shows Malaria patients who reported at a certain hospital in the
first half of the year.
Month of the year Jan. Feb. March April May June

Number of patients 50 30 25 30 40 65
(a) Draw a bar graph to represent the information above.
(b) How many cases were reported in January?
(c) Which two months recorded the same number of Malaria patients?
(d) If each patient was paying shs. 2,000 for consultation, how much money did the hospital
collect in June?
(e) Find the average number of patients reported at the hospital.
5. The graph below shows the temperature recorded from Monday to Friday at
Mulago hospital for a patient.
48
42
Temperature in 0C
36
30
24
18
12
6
0
Mon Tue Wed Thu Fri
Days of the Week
a) (a) What temperature was recorded on Friday?
b) (b) Find the difference of the temperature recorded on Monday and Wednesday.
(c) Work out the average temperature recorded from Monday to Friday.
6. The graph below shows the distance covered against the fuel consumed by a car
and a bus.
140km
120km
100km
CAR
80km
60km BUS
40km
20km
0km
0 1 2 3 4 5 6 7
Fuel consumed in litres
(a) From the graph above, state the scale on the; (i) vertical axis? (ii) horizontal axis?
(b) How many kilometres does the bus cover on 5 litres of fuel?
(c) How many litres does the car driver use to cover a distance of 70km?
(d) If the cost of fuel is shs.3750 per litre, how much money does the car drive spend on fuel
3
that lasts him 1 hours driving at an average speed of 80km/hour?
4
7. If represents 5 stars. Draw pictures to represent 30 stars.
8. Given that represents 20 pens. Find the number of pens represented by;
9. Given that represents 26 girls in a class
and represents 20 boys in a class, find the total number of pupils represented by
TOPIC 4: TIME
 Tell time on the 12 hour clock
 Recognise hours, minutes and seconds.
 Convert hours to minutes and vice versa.
 Convert minutes to seconds and vice versa.
 Find duration, given two points of time.
 Calculate speed, distance and time using simple word problems.
 Solve real life problems related to time, distance and speed.
LESSON 1
SUB TOPIC: TELLING TIME USING A.M AND P.M
CONTENT: THE 12 HOUR CLOCK SYSTEM

 A day has 24 hours.
 The first 12 hours start from midnight up to midday.
 The second 12 hours start from midday up to midnight.
 Time between midnight and midday is written as a.m. to represent morning.
 Times between midday and midnight (afternoon / evening) is written as p.m.
Note:
 Midnight is written as 12:00 midnight, however if a minute
passes after midnight then we write 12:01 a.m.
 Midday is written as 12:00 noon or midday, but one minute
after midday is written as 12:01 pm.
Example:
What is the time in:
(a) the morning: 3:00am
(b) the afternoon 3:00pm
1. The time by my watch is half past ten in the morning. Write the time in figures.
2. The meeting ended at five minutes past four o’clock in the evening. Express
this time in figures.
3. At Bukoona Primary school, break time ends at five minutes to eleven in the
morning. Express this time in figures.
4. Write “Eleven minutes to eleven in the night in figures.
5. Nachomo took her medicine at nine minutes to nine in the morning. What t i m e was this in
figures?
6. Write the following time in words.
a) 8:10am (b) 6:00 am (c) 3:52 pm (d) 9:35 pm
7. Tell the morning or afternoon time shown on the clock faces below.
LESSON 2
SUB TOPIC: CONVERTS HOURS TO MINUTES AND VICE VERSA
CONTENT:
Recall:
- 1 hour = 60 minutes
- 1 minute = 60 seconds
- 1 hour = 3600 seconds
Examples:
1
1. Change 4 hours to minutes. 2. How many minutes are there in 8 hours?
2
1 hour = 60 minutes 1 hour = 60 minutes
1 1
4 hours = (60 × 4) minutes 8 hours = (8 × 60) minutes
2 2 30
17
4 hours = 240 minutes = × 60
2
1
= 17 × 30
1
8 hours = 510 minutes
2
3. Convert 360 minutes to hours. 4. How many hours are there in 150 minutes?
60 min = 1 hour 60 min = 1 hour
6 2 r 30
360 150
360 min = 150 min =
60 60 1
1
𝟏
360 min = 6 hours 150 min = 2 hours
𝟐
1. Change the following hours to minutes.
1 1
(a) 2 hours (b) 7 hours (c) 11 hours (d) 6 hours (e) 5 hours
3 4
2. Express the following minutes to hours.
(a) 180 min (b) 390 min (c) 540 min (d) 435 min (e) 300 min
1
3. A baby slept for 2 hours during the day. For how many minutes did the baby sleep?
2
4. A football match was played for 135 minutes. How long did the match last in hours?
5. Kabambwe took 9 hours to reach his home from a journey. How many minutes did he take?
6. Atuhaire spends 8 hours in school every day. How many minutes does she spend in school
in two days?
7. How many hours and minutes are in 100 minutes?
8. An examination took 130 minutes. How long in hours did the examination last?
LESSON 3
SUB TOPIC: CONVERTS MINUTES TO SECONDS AND VICE VERSA
CONTENT:
Recall:
- 1 hour = 60 minutes
- 1 minute = 60 seconds
- 1 hour = 3600 seconds
Examples:
1
1. Change 5 minutes to seconds. 2. How many seconds are there in 4 minutes?
2
1 min = 60 sec 1 hour = 60 minutes
1 1
5 min = (60 × 5) sec 4 hours = (4 × 60) minutes
2 2 30
9
5 min = 300 seconds = × 60
2
1
= 9 × 30
1
4 min = 270 seconds
2
3. Convert 420 seconds to minutes. 4. How many minutes are there in 90 seconds?
60 min = 1 minute 60 seconds = 1 minute
7 1 r 30
420 150
420 sec = 90 sec =
60 60 1
1
𝟏
420 sec = 7 minutes 90 sec = 1 minutes
𝟐
1. Change the following minutes to seconds.
1 1
(a) 3 minutes (b) 6 minutes (c) 9 minutes (d) 5 minutes (e) 4 minutes
3 4
2. Express the following minutes to hours.

(a) 240 sec (b) 375 sec (c) 7200 sec (d) 360 sec (e) 320 sec
LESSON 4
SUB TOPIC: DURATION
CONTENT: FINDING DURATION OF TIME

Duration means amount of time taken between different intervals.
When a lesson begins at 9:00a.m and ends at 10:00am then:
 The time the lesson begins (9:00am) is the starting time.
 The time it stops (10:00am) is the ending time.
 The time taken (from 9:00am to 10:00) is duration.
Duration is the length of time something or an activity lasts.
It is given as hours, minutes, seconds or hours and minutes for example;
1. A football match lasting 1 hour.
2. An examination taking 2 hours 30 minutes.
3. Magunda spending 30 minutes saying his prayers.
4. Inzikuru taking 9 seconds to run 100 metres.
Examples:
1. Luyiga started walking from her house at 7:15am and reached the town at 9:15am.
How long did it take her?
Ending time = 9:15am
Starting time = - 7:15am
2:00
It took her 2 hours.
2. A forty minute lesson started at 3:30pm, at what time did it end.
Starting time = 3:30pm 30 + 40 = 70
𝟕𝟎
Duration + 40 = 1 rem 10
𝟔𝟎
4 :10pm
3. Nawumi went to the well to fetch water. She reached the well at 3:35pm after half an hour.
At what time did she leave home?
Ending Time 3:35 pm
Duration - 30
3:05 pm
4. Mugole started walking at 7:15a.m. and reached at 2:20p.m. How long did it take her?
12:00noon Hrs Min
- 7:15a.m. 4 45
4: 45 +2 20
7 05 = 7 hours 05 minutes
1. How many hours are there between 2:30am and 9:30am?
2. An Examination started at 8:30am and ended at 11:00am. For how many hours did the
exam last?
3. Amooti started travelling at 7:30am and reached his destination at 3:45pm. How long did
his journey take?
4. Kambugu started digging at 6:30am and finished at 11:30am. How many minutes did he
spend in the garden?
5. A football match started at 11:15am and ended at 1:30pm. For how many hours was the
match played?
6. Esther started her journey at 7:15am. If she spent 45 minutes on the way, at what time did
she reach her destination?
1
7. A bus from Mbale arrived in Mukono town at 11:30am. If the bus took 3 hours on the way,
2
at what time did it leave Mbale?
8. A ninety minute football game started at 3:15pm. At what time did it end?
LESSON 5
SUB TOPIC: TIME TABLES
CONTENT: INTERPRETING TIME TABLES

When interpreting time tables, it is important to identify the arrival / start time and departure /
end time at a given place / for an activity.
Examples:
1. The table below shows a distance – time table for a bus travelling from Masindi to Kitgum.
TOWN DISTANCE FROM MASINDI ARRIVAL DEPARTURE
MASINDI 0 9:00am
KIGUMBA 39KM 9:40am 10:00am
KAMUDINI 115KM 11:10am 11:25am
LIRA 191KM 12:30pm 1:00pm
KITGUM 125KM 3:15pm 4:55pm
(a) At what time did the bus arrive at Kamudini?

11:10am
(b) What was the departure time of the bus from Lira?
1:00pm
(c) What is the distance between Kigumba and Lira?
1 9 1 km
- 3 9 km
1 5 2 km
(d) How long does the bus take to travel from Masindi to Kitgum?
Arrival Time at Kitgum – Departure Time from Masindi
12:00noon Hrs Min
- 9:00a.m. 3 00
3: 00 +4 55
7 55 = 7 hours 55 minutes
(e) For how long does the bus stop at Kamudini?
Departure Time from Kamudini – Arrival Time at Kamudini
11 : 25 am
- 11 : 10 am
00 15 = 15 minutes
1. The timetable below is of a train. Use it to answer the questions.
Station Distance from station AArrival Departure
A 0 km 7:10 a.m
B 40km 9:30 a.m 10:55 a.m
C 100km 1:25 p.m 3:45 p.m
D 250km 5:10 p.m.
(a) For How long does the train stay at station B?
(b) How long does the train take to travel from station B to station C?
(c) Find the distance from station B to C
(d) Write the departure time from station A in words.
(e) How long does the train take to travel from station B to station D?
LESSON 6
SUB TOPIC: SPEED, TIME AND DISTANCE
CONTENT: Finding distance

Activity: With a partner, answer the questions below
Masaba walked a distance of 2km every hour.
(a) How many kilometers did he walk in 2 hours?
(b) How many kilometers did he walk in 3 hours?
(c) How many kilometers did he walk in 4 hours?
(d) What distance did he walk in 5 hours?
Distance in 1 hour Time taken walking Total distance
2km 1hr 2km
2km 2hrs 4km
2km 3hrs 6km
2km 4hrs 2 x 4 = 8km
2km 5hrs 2km x 5 =
From the above table, to find distance (D), we multiply Speed (S) by Time (T)
Distance (D) = Speed(s) x Time (T)
Examples:
1. Find the distance covered in 2hours at a speed of 40km/hr
D=Sx T
= 40 x 2
= 80 km
2. Namusoke drove her car for 3 hours at a speed of 60km/hr. What distance did he cover?
D=Sx T
= 60 x 3
= 180 km
1. A man rode his bicycle at a speed of 5km / hr for 3hours. What distance did he cover?
2. Calculate the distance covered by a man walking at a speed of 3km/hr for 9hrs.
3. A lorry moving at a speed of 50km /hr takes 4hours to move from Senda to Pajwenda. Find
the distance from Senda to Pajwenda.
4. Higenyi drives at 90km/hr. What distance does he cover in 1 hours?
1
5. A school truck travelled for 2 hours at a speed of 60 k.p.h. What distance did it cover?
2
6. A cyclist travelled for 5 hours at an average speed of 32 km per hour. Find the distance he
covered.
1
7. A motorist travelled at an average speed of 80km/hr for 3 hours. Calculate the distance she
4
covered.
1
8. A car covered a certain distance at a speed of 84 km in every hour for 4 hours. How long
2
was the journey?
LESSON 7
SUB TOPIC: DISTANCE, SPEED AND TIME
CONTENT: Finding Average Speed (speed)
Activity: Consider the following
1. A snail 2. A car 3. A pedestrian 4. An aeroplane
Discuss with a friend;
(a) Which of them would cover the greatest distance in one hour?
(b) Which one would cover the shortest distance in one hour?
(c) If all of them have to cover the same distance and they start
moving at the same time,
(i) Which one would be the first?
(ii) Which one would take the second position?
(iii) Which one would be the third?
(iv) What would come last?
Note: Average speed (S) = Total distance covered (D)
Total time taken (T)
If the total distance covered is in kilometres and the time taken is in hours, average
speed in km /hr.
Examples:
1. A car covered a distance of 80km in 2hours. Calculate the speed of the car.
S = D
T
40
= 80km
2 hr
= 40km/hr
2. A man worked a distance of 18km in 6hours. Find his speed.
S = D
T
6
= 18km
3 hr
= 40km/hr
1. A cyclist covered a distance of 12km in 4hours. At what speed was he travelling?
2. A pilot covered a distance of 720km in 2hours. Calculate his speed.
3. Muhereza spent 5 hours on his way from town A to town B a distance of 240km. Find his
average speed.
4. In 1½hours, a taxi driver covered a distance of 90km. At what speed was he driving?
5. Zimba walked for 3 hours from x to z passing via Y as shown on the diagram below:-
Y 7km Z
X
Find his average speed for the whole journey from x to z.
6. The distance from Town A to town B is 100km. A bus took 2 hours to travel from town B to
town A. At what speed was the bus travelling?
7. Kampala is 256km away from Mbarara. At what speed must the bus move to cover this
distance in only 4 hours?
8. An athlete covered a distance of 5km in a half an hour. At what speed was he running?
LESSON 8
SUB TOPIC: DISTANCE, SPEED AND TIME
CONTENT: Finding Time Taken
Activity: Consider the following

A distance from town A to town B is 30km. A boy who travelled from town B to town A using
different means as shown in the table;
Means Distance Speed Time

Foot 30km 3km/hr 10 hours
Bicycle 30km 6km/hr 5 hours
Car 30km 30km/hr 1 hour
From the table;
By Foot
(a) 3km is covered in 1 hour
30km is covered in ( 30 ÷ 3) = 10 hours
By Bicycle
(b) 6km is covered in 1 hour
30km is covered in (30 ÷ 6) = 5 hours
By car
(c) 30km is covered in 1 hour
30km is covered in (30 ÷ 30) = 1 hour
Therefore, Time taken = Distance covered or Distance ÷ Speed

Speed
Examples:
1. Nafula drove at a speed of 60km/hr. If she covered 120km, what time did she take?
Time = D
S
2
= 120
60
Time = 2 hours
2. Find the time taken for a tractor to cover 150km at a speed of 30km/hr
Time = D
S
5
= 150
30
Time = 5 hours
1. Calculate the time taken to cover 30km at 15km /hr.
2. What time is needed to cover a journey of 90km at a speed of 45km/hr?
3. Lomonya moved from Gulu to Tororo at a speed of 30km/hr. If the distance covered was
320km, how long was the journey?
4. A taxi travelled at a speed of 70km every hour to cover a distance of 245km. How long did it
take?
5. Calculate the time required for a cyclist to ride a distance of 12km at a speed of 4km/hr.
6. Omio drove at a speed of 100km/hr to cover 100km. Calculate the total time taken.
7. Calculate the time required for a pedestrian to walk a distance of 6km at a speed of 2km per
hour.
8. A cyclist covered a distance of 100km at a speed of 40km/hr. Find the time he took on the
way.
1. What time is shown on the clock face below?
2. How many minutes are in a day?

3. A staff meeting started at 10:15am and ended at 12:50pm. How long was the meeting?
4. Convert the following hours to minutes.
1
(a) 2 hours (b) 3 hours
2
5. Find the speed of a car which covers a distance of 100km in only 2 hours.
6. Draw a clock face to show ten minutes to seven o’clock.
7. How many hours are in 300 minutes?
8. Write the time 9:45pm in words.
9. The speed of a car is 60km. What distance does it cover in 3 hours?
10. A lesson started at 9:30am. If it took 40 minutes, at what time did it end?
11. Namuddu started sleeping at 11:50am and woke up at 2:50pm.
(a) Draw a clock face to show the time she started sleeping.
(b) On a clock face, show the time she woke up.
(c) For how long was Namuddu in bed?
12. How many seconds are in 2 minutes?
13. A journey lasting 4 hours ended at 12:00 noon. At what time did it begin?
14. A birthday party started at 3:00pm and ended at 5:00pm on the same day. How long in
minutes did the party take?
15. Write in figure “five minutes past two o’clock in the afternoon”
16. Complete the table below:-
DISTANCE SPEED TIME
__________ 40km/hr 3hrs
200km 50km/hr __________
240km 120km/hr ___________
17. Joomi drove his car from Kampala to Mbarara at an average speed of 80km/hr for 3 hours.
(a) Calculate the distance from Kampala to Mbarara.
(b) Mr. Jolly left his home at 7:15am and reached school at 7:35a.m. How long did he take to
reach school?
18. The distance from Kampala to Masaka is 180km. A motorist left Kampala at 9:30am and
arrived at Masaka at 11:30am.
(a) How many hours did the motorist take to cover the whole journey?
(b) Find the average speed the motorist used to travel from Kampala to Masaka.
(c) If the motorist went to Masaka and returned to Kampala using the same route, calculate the
total distance he covered.
19. Jack left home for town as shown below. Calculate the time taken.
Departure 7:30am
Arrival 10:20am
20. The table below shows how Baby Coach Bus travelled from Kampala to Pakwach.
Town Arrival Departure
Kampala 10:30am
Luweero 11:30am 11:35am
Nakasongola 12:35pm 12:45pm
Migyera 1:25pm 1:30pm
Pakwach 3:30pm
(a) Find the time taken from Nakasongola to Migyera.
(b) What id the total time taken from Kampala to Pakwach?
(c) If the journey from Kampala to Pakwach is 300km, calculate the average speed of the bus.
21. A mathematics lesson started at the time shown on clock A and ended at the time shown
on clock B.
A B
How long did the lesson take?

%%%%%%%%END OF TERM II%%%%%%%%
TERM III CONTENT MATHS
TOPIC 1 : MONEY
LESSON 1:
SUB TOPIC: THE UGANDA CURRENCY
CONTENT: Denominations
Types of money
- Coins eg 50, 100, 200, 500
- Notes eg 1000, 5000, 10,000, 20,000, 50,000
Coins Bank Notes
50 shillings
1,000 shillings
2,000 shillings
100 shillings
5,000 shillings
200 shillings
10,000 shillings
500 shillings
20,000 shillings
1000 shillings
50,000 shillings
Examples:
1. Peter had 3 notes of 1000/= each. How much money did he have?
1 note = 1000/=
3 notes = 3 x 1000/=
= 3000/=
2. Kezia had a 2000 shilling note and wanted to get a balance 500 shilling coins. How many
coins would she get?
2000 20 4
=
500 5
1
= 4 coins
1. Nabukenya has 3 five hundred shilling coins and 4 two hundred shilling coins. How much
money does he have altogether?
2. Cherop has a 20,000 shilling note. How many 5000 shilling notes can she get from it?
3. A money counting machine detects and records paper money. If shs. 98000 of 1000 shillings
denominations are inserted in the machine, what number will be recorded on the machine?
4. Asiya had a bundle of five thousand shilling notes worthy shs. 80,000. How many notes did
he have?
LESSON 2:
SUB TOPIC: BUYING AND SELLING
CONTENT: Using the Price list
Study Mulooki’s price list below:-
Item Unit Cost
Geometry set shs. 2500
Exercise books shs. 400
Ball point pens shs. 500
Pencils shs. 100
Soap shs. 2000
Milk shs. 1200
Sweets shs. 200
Rulers shs. 1000
Packet of juice shs. 800
Examples:
1. Ochola bought 2 exercise books from Mulooki’s shop. How much did he pay?
1 book cost 400/=
2 book cost 2 x 400/=
= 800/=
2. Mulooki sold 3 tablets o f soap on a certain day. How much money did he get
from the sale of soap?
1 tablet of soap costs 2000/=
3 tablets of soap cost 3 x 2000/=
= 6000/=
3. Ingabire bought a geometry set, 2 ball point pens and 3 rulers. How much did
she pay altogether?
Cost of 1 mathematical set is 1200=
Cost of 2 ball point pens is 500 x 2 = 1000/=
Cost of 3 rulers is 1000 x 3 = 3000/=
Total cost = 1200/=

1000/=
+ 3000/=
5200/=
Item Unit Cost
Exercise books shs. 400
Pencils shs. 100
Milk shs. 1200
Sweets shs. 200
Rulers shs. 1000
Packet of juice shs. 800
Use the price list above to answer the following questions.
1. Naiga bought two rulers and a packet of juice. How much did she pay
altogether?
2. Chandiru has shs. 700. She wants to buy a packet of milk. By how much is
she less?
3. Ahumuza bought 3 sweets, a ruler and 2 pencils. How much in total did she
pay to Mulooki?
4. Kagoda had shs. 5000. She bought 2 packets of milk and an exercise book.
How much was his change?
LESSON 3:
SUB TOPIC: BUYING AND SELLING
CONTENT: Simple Rates
Examples:
1. A pen costs 500/=. What is the cost of 4 such pens?
1 pen costs sh. 500
4 pens cost sh. 500 x 4
= 2000/=
2. The cost of 2 pencils is sh. 600. What is the cost of one pencil?
2 pencils cost sh. 600
300
1 pencil costs 600 = sh. 300
21
3. The 10 mangoes cost sh. 5000. What is the cost of 7 mangoes?
10 mangoes cost sh. 5000
1 mango costs 5000 = sh. 500
10
7 mangoes cost sh. 500 × 7
= sh. 3500
1. A school bag costs sh. 3500. How much will Mary’s mother pay if she wants 4 school bags
for her children?
2. A heap of 20 oranges costs sh. 4000. Find the cost of 1 orange.
3. Three books cost sh. 1800. What is the cost of 10 similar books?
4. Find the cost of 12 coloured pencils if each pencil costs sh. 300.
LESSON 4 & 5:
SUB TOPIC: SHOPPING BILLS
CONTENT: Shopping bills
Examples:
1. Mugaaju had 10,000/= and bought the following items;
2kg of sugar at 1,600/= per kg
3 bars of soap at 1000/= each bar
500g of salt at 1200/= @kg.
(a) How much did he spend altogether?
Rice Soap Salt Total cost
1 2 0 0/= 1 0 0 0/= 2 4 0 0/=
× 2 × 3 500 × 1200/= 3 0 0 0/=
2 4 0 0/= 3 0 0 0/= 1000 = 600/= + 6 0 0/=
6 0 0 0/=
(b) What was his balance?
1 0 0 0 0/=
- 6 0 0 0/=
4 0 0 0/=
2. Amooti went shopping and bought:
2 books at sh. 9,000
2½ bars of soap at sh. 3,400 per bar.
3 kg of sugar at sh. 4,000 each kg
750g of salt at sh. 1,000.
(a) Calculate Amooti’s total expenditure.
Sugar Soap Total cost
4 0 0 0/= 2½ × 3400/= 1 2 0 0 0/=
× 3 5
× 3400/= 8 5 0 0/=
1 2 0 0 0/= 2 + 9 0 0 0/=
= 8500/= 1 0 0 0/=
3 0 5 0 0/=
(b) If Amooti had gone with a fifty thousand shilling note, how much was his change?
5 0 0 0 0/= – 3 0 5 0 0/= = 1 9 5 0 0/=
1. Abaasi went to Tusky’s Supermarket and bought the following items.
3kg
1
of posho at shs. 2000 per kg.
1 kg of rice at shs. 3200 each.
2
2 litres of milk at shs. 800 per litre.
4 exercise books at shs. 2000.
(a) Find his total expenditure.
(b) If he went with shs. 20,000, calculate his change.
2. Charlene went to the shop and bought the following items

4 tins of Kimbo at sh. 1800 each.
A loaf of bread for sh. 2400.
3kg of posho each at sh. 1200.
(a) How much did she spend?
(b) If she had a 20,000 shilling note, what was his change?
3. Ann went with shs.21,000 and bought the following items;

3kg of sugar at shs.2400 per kg
4 packets of salt for shs. 1000
2kg of rice at shs.2400 per kg
1
12kg of meat at shs.5000 per kg.
How much change did she get after paying for all the items?
LESSON 6 & 7:
SUB TOPIC: SHOPPING BILL TABLES
CONTENT: Shopping bills
Examples:
1. A father gave the shopping list below to his children.
Item Quantity Unit cost Total

Blue band ½ kg Sh 4600 a kg Sh 2,300
Bread 3 loaves Sh 800 @ loaf Sh 2,400
Tea leaves ¼ kg Sh 6 0 0 0 a kg Sh 1,500
Sugar 4kg Sh 1,800= @ kg Sh 7 2 0 0
Total Sh.1 2 2 0 0
Complete the shopping bill.
Bread Soap Salt Total cost
2 4 0 0/= 1500÷¼ 1 8 0 0/= 2 3 0 0/=
8 0 0/= 1500×
4 × 4 2 4 0 0/=
= 3 loaves 1 7 2 0 0/= 1 5 0 0/=
6 0 0 0/= + 6 0 0 0/=
1 2 2 0 0/=
NB: To get unit cost and quantity we divide total amount by unit cost and quantity respectively
To get total cost, multiply unit cost by quantity.
1. Complete the table below.
Item Quantity Unit cost Amount

Sugar 3 kg Shs.4000 _________
Soap 4 bars _________ Sh.12000
Blue band 2 tins Sh.2500 Sh.________
Bread 4 loaves __________ Sh.3000
Total expenditure Sh.__________
2. A house wife who wanted to buy house hold utensils prepared the shopping list below;
Item Quantity Unit Cost Total Amount

Mugs 1
dozen Sh. 10,000 a dozen Sh. ……………
2
Tea spoons ……. dozens Sh. 6,000 a dozen Sh. 3,000
Plates 2 dozens Sh. .......... a dozen Sh. 14,000
Serving spoons 3 spoons Sh. 1,500 each Sh. ………….
Glasses 8 glasses Sh. ………. a glass Sh. 6,800

(a) Calculate her total expenditure.
(b) If she went shopping with sh.50,000, how much did she remain with?
3. (a) The table below shows Brenda’s shopping bill. Complete the table correctly.
Item Quantity Unit Cost Amount

Onions 3kg 1500/= 4500/=
Beans 2kg 2000/= _____.
Peas 3kg _____ 9000/=
Rice ____ kg 4000/= 8000/=
TOTAL _______
(b) If Brenda had two notes of 20,000 shillings, find her change.
LESSON 8:
SUB TOPIC: PROFIT AND LOSS
CONTENT: FINDING PROFIT
Discussion
If a trader buys a goat for shs. 29000 and then sells it for sh. 32000; Then his buying price
(B.P) is shs. 29000 and his selling price (SP) is sh. 32000.
When the selling price (SP) is greater than the buying price (BP), then a profit is realized.
Therefore, Profit is realized when the selling price is more than the buying.
i.e. Profit = Selling price – Buying price
P = SP – BP
Examples:
1. A car dealer bought a motorcycle at sh. 700,000 and later sold it at sh. 950,000. Calculate
his profit.
sh. 9 5 0 0 0 0
- sh. 7 0 0 0 0 0
sh. 2 5 0 0 0 0
2. A trader bought 50kg of sugar at sh. 1500 per kg and sold them at sh. 2000 per kg.
(a) Calculate his profit per kilogram.
sh. 2 0 0 0
- sh. 1 5 0 0
sh. 5 0 0
(b) Work out the amount the trader paid for the sugar.
1500
× 50
0000
+7 5 0 0
sh. 7 5 0 0 0
(c) What was his total profit after selling all the sugar?
500
× 50
000
+2500
25000
1. Kafero bought a radio for shs. 77000. He then sold it for shs. 90000. What was his profit?
2. The cost of a pair of shoes is shs. 7800. A shopkeeper sold it at shs. 8400. Calculate the
profit made.
3. A woman bought matooke for shs. 4500. She later sold it for shs. 6000. What profit did
she make?
4. The cost of a pair of shoes is sh. 12,500. A shopkeeper sold it at sh. 15,000. Calculate the
profit made.
LESSON 9:
CONTENT: FINDING LOSS
Discussion
If a farmer buys a bicycle for shs. 180,000 and then sells it for sh. 130,000 after a week; Then
his buying price (B.P) is shs. 180,000 and his selling price (SP) is sh. 130,000.
When the selling price (SP) is less than the buying price (BP), then a loss is realized.
Therefore, A Loss is realized when the selling price is less than the buying.
i.e. Loss = Buying price – Selling price
L = BP – SP
Examples:
1. Kato bought a pair of trousers at sh.19,000. He later sold it to Nathan for sh. 15,000. What
was Kato’s loss?
sh. 1 9 0 0 0
- sh. 1 5 0 0 0
sh. 4 0 0 0
2. Babirye bought 20 litres of milk at sh. 500 each litre. If she sold each litre for sh. 400.
(a) Calculate he loss per litre.
sh. 5 0 0
- sh. 4 0 0
sh. 1 0 0
(b) Calculate the total amount Babirye got if she sold all the milk.
sh. 4 0 0
× 20
000
+ 8000
sh. 8 0 0 0
(c) What was her total loss?

sh. 1 0 0 × 2 0 = sh. 2,0 0 0
1. A tailor made a dress at a cost of sh. 35,000 and sold it for sh. 22,000. What loss did he
make?
2. Bbale bought a bull for slaughtering at 225,000, when he sold all the meat, he earned
sh.218,000. Calculate his loss.
3. Andama bought a bicycle from the factory at sh.90,000 and later sold it to Mundora for
sh.87,000. What loss did Andama make?
LESSON 10:
CONTENT: FINDING COST/BUYING PRICE GIVEN PROFIT AND SELLING PRICE
NB: Buying / Cost price is the price at which an item is bought.
When a profit is realized, then the buying price can be got from the selling price as follows.
Buying Price = Selling Price – Profit
Examples:
1. After selling her radio for sh. 50,000, Hellen made a profit of sh. 10,000. How much did
Hellen pay for the radio?
sh. 5 0 0 0 0
- sh. 1 0 0 0 0
sh. 4 0 0 0 0
2. Bujingo sold a tin of oranges at sh. 14,000. If he made a profit of sh. 4,000, how much did
he buy the tin of oranges?
sh. 1 4 0 0 0
- sh. 4 0 0 0
sh. 1 0 0 0 0
1. Kitandwe sold a cow for sh. 224,000 and made a profit of sh. 35,000. What was his cost
price?
2. Kassim sold a plate for sh. 1,400 making a profit of sh. 300. At how much did Kassim buy
the plate?
3. After selling a radio for sh.32,000, a Trinella made a profit of sh. 4,000. How much did
Trinella pay for the radio?
4. Batamwita sold 3 cows making a profit of sh. 135,000. Find the total cost of the three cows if
each cow was sold at for sh. 230,000.
LESSON 11:
CONTENT: FINDING COST/BUYING PRICE GIVEN LOSS AND SELLING PRICE
NB: Buying / Cost price is the price at which an item is bought.
When a profit is realized, then the buying price can be got from the selling price as follows.
Buying Price = Selling Price + Loss
Examples:
1. Okecho sold a goat at sh. 25,000 and made a loss of sh. 3,000. How much did he buy the
goat? sh. 2 5 0 0 0
+ sh. 3 0 0 0
sh. 2 8 0 0 0
2. After selling a dress for sh. 15,500; Maya made a loss of sh. 2,500. What was the cost price
of the dress? sh. 1 5 5 0 0
+ sh. 2 5 0 0
sh. 1 8 0 0 0
1. Bulega sold a stool for sh. 5,400 and made a loss of sh. 500. At how much did he buy it?
2. A jerrycan of paraffin is sold at sh. 21,000 making a loss of sh. 6,000. What is the cost price
of the jerrycan of paraffin?
3. Vanessa sold a dress for shs. 15000. She made a loss of shs. 3500. What was the buying
price of the dress?
4. A carpenter sold a table for shs. 6400. He made a loss of 800/= What was the cost of making
the table?
LESSON 12:
CONTENT: FINDING SELLING PRICE GIVEN PROFIT AND BUYING PRICE
NB: Selling price is the price at which an item is sold.
When a profit is realized, then the selling price can be got from the buying price as follows.
Selling Price = Buying Price + Profit
Examples:
1. A hawker bought a dress at sh. 8,000. She later sold it making a profit of sh. 2,000. At what
price did she sell the dress? sh. 8 0 0 0
+ sh. 2 0 0 0
sh. 1 0 0 0 0
2. A trader bought a shirt at sh. 7,500. At what price must he sell it to realize a profit of sh.
3,500? sh. 7 5 0 0
+ sh. 3 5 0 0
sh. 1 1 0 0 0
1. Joan bought a dress at 12,000/=. How much must she sell it in order to realize a profit of
4,000/=?
2. Lugolole made a profit of sh. 16,000 after selling a cow which she bought at shs. 480,000. At
what price did she sell the cow?
3. A motorcycle which was bought at sh. 758,000 was sold at a profit of sh. 94,500. Calculate
its selling price.
4. Okia bought a television set at sh.475,000. He sold it to Okello making a profit of sh. 35,800.
How much did Okello pay for the television set?
LESSON 13:
CONTENT: FINDING SELLING PRICE GIVEN LOSS AND BUYING PRICE
NB: Selling price is the price at which an item is sold.
When a profit is realized, then the selling price can be got from the buying price as follows.
Selling Price = Buying Price – Loss
Examples:
1. A bunch of matooke was bought at sh. 20,000. It was sold at a loss of sh. 2,500. What was
the selling price?
1 9
sh. 21010 0 0
- sh. 2 5 0 0
sh. 1 7 5 0 0
2. After buying a blanket at sh. 35,000, Akello sold it to Ampurire making a loss of sh. 5,500.
How much did Ampurire pay for the blanket?
2 14
sh. 3 510 0 0
- sh. 5 5 0 0
sh. 2 9 5 0 0
1. A phone was bought at shs. 75000. It was later sold making a loss of 2500/=. Find the
selling price
2. A radio was bought at shs. 84000. It was later sold at a loss of shs. 4500. What was the
selling price?
3. Tibalira bought a bicycle for shs. 82000. He later sold it making a loss of 9100. What was
the selling price?
4. Mukyapa bought 2 sacks of beans for shs. 120,000. He sold them making a loss of shs.
8500. What was the selling price?
1. 4 books cost shs 1200. What is the cost of 10 similar books?
2. Kabugo went to the market and bought the following items;
2kg of sugar at shs 1600 each kg
3 bars of soap at shs 1000 each bar
¼ kg of salt at shs 400 per kg
A tin of cooking oil at shs 2000
(a) How much did he spend altogether?
(b) If he went with shs 10,000, calculate his balance.
3. The table below shows how Hillary did her shopping.
Item Unit cost Amount
3 bars of soap Sh.3500 Sh. ………
……… tins of B/Band Sh.3000 Sh.9000
750g 0f sugar Sh. .......... Sh.2400

Total Expenditure
……………
(a) Complete the table above.
(b) If Hillary paid sh.23,000, find her percentage discount.
4. A milk dealer bought 20 jerrycans of milk in Mbarara at sh. 6,600 per Jerrycan. On reaching
Kampala, the price of milk had fallen to sh. 6,000 per jerrycan.
(a) Find the loss per jerrycan.
(b) Calculate his total loss.
(c) How much did he earn from all the jerrycans?
TOPIC 2 : LENGTH, MASS AND CAPACITY

LESSON 1 & 2:
SUB TOPIC: LENGTH
CONTENT: Length in Metres(m), Centimetres(cm) and millimetres(mm)
Length refers to the distance between any two points. The basic unit for measuring length is
the metre (m).
Estimate the lengths of the following objects in centimeters (cm) and then measure accurately
using a ruler.
ITEM Estimate (cm) Actual (cm) Actual (mm)
Length of exercise book ________ ________ ________
Length of a pencil ________ ________ ________
Length of your table top ________ ________ ________
Height of the table ________ ________ ________
Length of your finger ________ ________ ________
Length of the chalkboard ________ ________ ________
Metric units
The units used;
Kilometres (km), Hectometres (Hm), Decametres (Dm), Metres (M), Decimetres (dm),
Centimetres (Cm), Millimetres (mm)
The Metric Table

Km Hm Dm m dm Cm Mm
1 0 0 0 0 0 0
1 0 0 0 0 0
1 0 0 0 0
1 0 0 0
1 0 0
1 0
Aid to Memory:
To recall the metric scale in order, we use:-
King Henry’s Daughter Mary Does Calculations Mentally
Expressing centimetres as millimetres

Examples:
1. Change 6cm to mm. 2. How many millimeters are in 13cm?
1cm = 10mm 1cm = 10mm
6cm = 6 × 10 13cm = 13 ×10
= 60mm = 130mm
1. Express 8cm to millimetres.
2. Convert 3.5cm to millimetres.
3. How many millimetres are in 17cm?
4. The length of a pencil is 12cm. Express this length in millimetres.
5. Kato’s stride covers 63cm. How many millimetres does his stride cover?
Expressing millimetres as centimetres.

Examples:
1. Change 120mm to cm. 2. How many cm are in 90mm
10mm = 1cm 10mm = 1cm
1 1
1mm = cm 1mm = cm
10 10
1 1
120mm = ( × 120)cm 90mm = ( × 90)cm
10 10
= 12cm = 9cm
1. Convert 40mm to centimetres.
2. Express 25mm as centimetres.
3. How many centimetres are in; (a) 45mm (b) 150mm
4. Patrick measured a line and it was 25mm long. What was the length of the line in centimetres?
5. Okiring’s pair of trousers is 320mm long. Express this length in centimetres.
LESSON 3 & 4
SUB TOPIC: LENGTH
CONTENT: Length in Metres(m), Centimetres(cm) and millimetres(mm)
Estimate the length of the following in metres and then measure accurately using a metre ruler,
work in groups.
Object Estimate (m) Actual (m)
Length of classroom
Length of chalkboard
Length of teacher’s table
Width of the classroom
Length of your desk
Expressing metres in centimetres
Examples:
1. Change 4m to centimetres. 2. How many centimetres are in 3.5m?
1m = 100cm 1m = 100cm
35
4m = 4 × 100cm 3.5m = ( × 100)cm
10
= 400cm = 350cm
1. Change 5m to centimetres.
2. Express 12.5m as centimetres.
3. Convert 1.5m to cm.
4. The length of a rectangular field is 120m. What is this length in centimetres?
5. Convert the following to centimetres; (a) 9m (b) 13.2m (c) 21m
Expressing centimetres in metres

Examples:
1. Change 200cm to metres. 2. Convert 450cm to metres.
100cm = 1m 100cm = 1m
1 1
1cm = m 1cm = m
100 100
1 1
200cm = ( × 200)m 450cm = ( × 450)m
100 100
= 2m = 4.5m
1. Change 1200cm to metres.
2. Express 1000cm as metres.
3. Convert 1550cm to m.
4. The length of a rectangular flower garden is 8500cm. What is this length in metres?
5. Convert the following to metres; (a) 950cm (b) 132cm (c) 210cm
LESSON 5 & 6
SUB TOPIC: LENGTH
CONTENT: Length in kilometres (km) and metres(m)
Expressing kilometres in metres
Examples:
1. What is 3km in metres? 2. Change 9.3km to metres.
1km = 1000m 1km = 1000m
93
3km = 3 × 1000m 9.3km = ( × 1000)m
10
= 3000km = 9300m
3. Convert 0.75km to metres.
1km = 1000m
75
0.75km = ( × 1000)m
100
= 750m
1. Change 12km to metres.
2. Express 0.5km as metres.
3. Convert 15.5km to m.
4. The length of a rectangular air field is 7km. What is this length in metres?
1
5. Convert the following to metres; (a) 0.95km (b) 1.62km (c) 21km (d) 3
5
Expressing metres in kilometres
1. Change 5000m to kilometres 2. Convert 16500m to km
1000m = 1km 1000m = 1km
1 1
1m = km 1m = m
1000 1000
1 1
5000m = ( × 5000)km 16500m = ( × 16500)km
1000 1000
= 5km = 16.5km
1. Change the following metres to kilometres;
(a) 2000m (b) 17500m (c) 850m (d) 15000m (e) 7500m
2. The distance round a cattle farm is 965m. What is this distance in kilometres?
LESSON 7
SUB TOPIC: PERIMETER
CONTENT: Finding Perimeter of polygons
Perimeter refers to total distance round a given figure.
Examples:
Find the perimeter of the following polygons;
1. P =S+S+S
5cm = 5mm + 5mm + 5mm
= 15mm
Regular hexagon (all sides equal)

P = 6s
2. =6XS
= 6 X 10.5mm
= 6 x 105 mm
10
10.5mm 630
= mm
10
= 63mm
3. P = S + S+ S + S
P = (8dm + 8dm + 8dm + 8dm)
P = 16dm + 16dm
P= 32dm
8cm
4.
7.5m P= L + W +L +W
= (15m + 7.5m) + (15m + 7.5m)
15m = 22.5m + 22.5m
= 45.0m
1. Find the perimeter of the following polygons;
7cm
8dm 3.6dm
12cm
2. One side of a regular heptagon is 3cm. Find its perimeter.
3. What is the perimeter of a regular pentagon with one side measuring 5.5cm?
LESSON 8 & 9
SUB TOPIC: AREA
CONTENT: Finding Area of a RECTANGLE and SQUARE
Examples:
1. Find the area of a rectangle whose length is 6cm and width 4cm.
A=L×W
4cm =6×4
m = 24cm2
6cm
2. The side of a square board is 4m. Find its area.
A = side × side
4m =4×4
= 16m2
1. Find the area of the following figures;
5m 6cm 20m
10m
2. Find the area of a rectangular floor whose length is 6 metres and width 4.5 metres.
3. A square garden has a length of 5.5 metres. Calculate its area.
LESSON 10
SUB TOPIC: AREA
CONTENT: FINDING AREA OF A TRIANGLE
1. Get a rectangular piece of paper.
Area of rectangle is L × W
W
L
2. Cut the rectangular piece of paper through the diagonal as shown.
You get 2 equal triangles.
L
𝟏
3. Area of the shaded triangle is the area of the rectangle.
𝟐
𝟏
4. Area of triangle is ×L×W
𝟐
5. The length and width of the triangle are called the base (b) and height (h) respectively.
𝟏
Hence the formula; Area = × b × h
𝟐
NOTE:
The base and height meet at right angles. The sign is used for right angle to
identify the base and height.
Examples:
1. Find the area of the triangle below. 2. Find the area of the shaded part
A
10m 6m
7m 8cm 6cm
8m 5cm B 10cm C
𝟏 𝟏
A = ×b×h A= ×b×h
𝟐 𝟐
𝟏 𝟏
A= ×8×7 A= × 10 × 8
𝟐 𝟐
= 4×7 =5×8
2
= 28m = 40cm2
3. A triangular garden has a base of 18m and Height 10m. Calculate its area .
𝟏
A = ×b×h
𝟐
𝟏
A= × 18 × 10
10m 𝟐
= 9 × 10
= 90m2
18m
1. Find the area of the following triangles. 12cm
10m
7.5m 7.5m 9cm
6m 5m
8m
12m
2. Calculate the area of triangle ABC (shaded part).

A C B
15cm 5cm
5m 5cm
10cm
3m B 6m C A
3. A triangle has a base of 5cm and height 6cm. Find its area.
LESSON 11
SUB TOPIC: AREA
CONTENT: FINDING AREA OF COMBINED FIGURES
Examples:
1. Find the area of the given figure.
k
STEP 1 STEP 2
A 3cm
Find the measure of all sides Divide it to form 2 rectangle
5cm k=9–5 4cm
y
= 4cm
B A 3cm
3cm
9cm y=3+3
= 6cm
B 3cm
9cm
STEP 3
Area = Area of A + Area of B
=(4 × 3)cm2 + (9 × 3)cm2
= 12cm2 + 27cm2
= 39cm2
2. Find the area of the figure below;

8cm STEP 1 STEP 2
Find the measure of all sides Divide it to form 2 figures.
6cm y = 12 – 8
y = 4cm
A 6cm 6cm B
12cm
8cm 4cm
STEP 3
Area = Area of A + Area of B
𝟏 2
= (8 × 6)cm2 + ( × 4 × 6)cm2
𝟐
= 48cm2 + 12cm2
= 60cm2
EVALUATION ACTIVITY: 12cm
Find the area of the figures below; 4cm
4cm
3cm
(a) 8cm (b) (c)
4cm 4cm
5cm
6cm 6cm
15cm
6cm 4cm
LESSON 12
SUB TOPIC: AREA
CONTENT: FINDING AREA OF THE SHADED AND UNSHADED PART
Examples:
1. Find the area of the shaded part.
Area of big rectangle Area of inner rectangle
8d4cm
= LxW = LxW
m6cm 6dm = 10dm x 6dm = 8dm x 5dm
B = 60 dm2 = 40dm2
6cm Difference: 6 0 dm2
10dm
- 4 0 dm2
2 0 dm2
2. Find the area of the unshaded part.
4mm 7mm
6mm
12mm
Area of outer figure = L x W Area of inner figure = 1xbxh

2
1
= 12mm x 7mm = x 6mm x 4mm
2
= 84mm2 = 12mm2
Area of un shaded part = 8 4 mm2
- 1 2 mm2
7 2 mm2
1. Find the area of the shaded part in the figures below;
7cm
6cm 9cm 8m 10m
12m
10cm 14m
2. Work out the area of the unshaded part in the following figure.
10cm
9cm 11cm 8dm

7dm
10dm
15cm
12dm
3. A table cloth measuring 90cm by 70cm was laid on a table top measuring 120cm by 90cm.
Calculate the area which was not covered by the table cloth.
LESSON 1 & 2:
SUB TOPIC: MASS
CONTENT: CONVERSION OF KILOGRAMS (kg) TO GRAMMES (g) AND VICE VERSA
Mass refers to the quantity of matter in an object.
The basic unit for measuring mass is the gram (g).
Given below are the other units used when measuring weight in their order; kilogram (Kg),
Hectogram (Hg), Decagram (Dg), gram (g), decigram (dg), centigram (Cg), milligram (Mg)
Using a measuring scale; Estimate, Measure then record.
OBJECT Estimate (kg) Actual (kg) Actual (g)
A tinful of sand ________ ________ ________
Your Maths textbook ________ ________ ________
A tinful of stones ________ ________ ________
Class monitor/Monitress ________ ________ ________
A box of chalk ________ ________ ________
Exercise I:
What do you think is the weight of each of the following?
(a) Your friend (c) 10 exercise books (e) The teacher’s table
(b) A newly born baby (d) Your Maths teacher
The Metric Table

Kg Hg Dg g dg Cg Mg
1 0 0 0 0 0 0
1 0 0 0 0 0
1 0 0 0 0
1 0 0 0
1 0 0
1 0
From the table, 1kg = 1000g
Aid to Memory:
King Henry’s Daughter Grace Does Calculations Mentally
Exercise II:
Write the equivalency of each of the following;
(a) 1kg = ____g (d) 1dg = ____g
(b) 1Hg = ____g (e) 1cg = ____g
(c) 1Dg = ____g
Expressing kilograms as grams

Examples:
1
1. Express 2kg as g. 2. Convert 3 kg to g. 3. Change 0.55kg to g.
4
1 kg = 1000g 1kg = 1000g 1kg = 1000g
1 1 55
2kg = 2 × 1000g 3 kg = 3 × 1000g 0.55kg = × 1000g
4 4 250 100
13
= 2000g = × 1000g = 550g
4
= 3250g
1. Convert the following to grams;
(a) 5kg (d) 1½kg (g) 7.25kg
2. How many grams are in 11kg?
3. Elvis bought 5.5kg of rice. How many grams were they?
Expressing grams as kilograms

Examples:
1. Change 4000g to kg. 2. Express 3700g as kg 3. Convert 7250g to kg
1000g = 1kg 1000g = 1kg 1000g = 1kg
4000g = 4000 3700g = 3700 7250g = 7250
1000 1000 1000
= 4kg = 3.7kg = 7.25
1. Convert the following to kilograms;
(a) 2000g (d) 1500g (g) 5250g
2. Maria bought 5500g of maize flour. How many kg did she buy?
3. Kasirye donated 500,000g of sugar to the government in the fight against COVID 19. How
many 50kg bags did he give to the government?
LESSON 1 & 2:
SUB TOPIC: CAPACITY (VOLUME IN LIQUIDS)
CONTENT: CONVERSION OF LITRES (l) TO MILLILITRES (ml) AND VICE VERSA

Capacity is the amount of liquid a container can hold.
This is used mostly when measuring liquids e.g. milk, juice, soda etc.
The units used in capacity are kl, Hl, Dl, l, dl, cl ml
The basic unit for capacity is the litre.
Use transparent marked measuring jugs or cylinders. Estimate, and Measure accurately.
OBJECT Estimate (l) Actual (l)
Kettle ________ ________
A glass ________ ________
Bucket ________ ________
Jerrycan ________ ________
Basin ________ ________
The Metric Table

kl Hl Dl l dl cl ml
1 0 0 0 0 0 0
1 0 0 0 0 0
1 0 0 0 0
1 0 0 0
1 0 0
1 0
From the table, 1 litre = 1000ml
Aid to Memory:
King Henry’s Daughter Liz Does Calculations Mentally
Exercise :
Write the equivalency of each of the following;
(a) 1kl = ____ml (d) 1dl = ____ml
(b) 1Hl = ____ml (e) 1cl = ____ml
(c) 1Dl = ____ml (f) 1litre = ____ml
Expressing litres as millilitres

Examples:
1. Change 7 litres to millilitres. 2. Convert 0.82 litres to millilitres.
1 litre = 1000ml 1 litre = 1000ml
82
7 litres = 7 × 1000ml 0.82 litres = × 1000ml
100
= 7000ml = 820ml
3. Express 8½ litres as millilitres.

1 litre = 1000ml
17
8½ litres = × 1000ml
2
= 8500ml
1. Change the following to millilitres;
(a) 3 litres (b) 5 litres (c) 4½ litres (d) 6¼ litres (e) 0.8 litres
2. A cow gives 14 litres of milk daily. Express its daily milk production in millilitres.
3. A truck driver bought 12½ litres of diesel. How many millilitres were they?
Expressing millilitres as litres
Examples:
1. Change 4200ml to litres. 2. Convert 950ml to litres.
1000ml = 1 litre 1000ml = 1 litre
4200ml = 4200 950ml = 950
1000 1000
= 4.2 litres = 0.95 litres
1. Change the following to litres;
(a) 3000ml (c) 6750ml (e) 13700ml (g) 12000ml
2. Bagaya boils 5000ml of drinking water every day.
(i) How many litres does she boil every day?
(ii) How many litres does she boil a week?
3. Nabukenya prepares 18000ml of juice for sale daily.
(i) How many litres of juice does she sell in one day?
(ii) If she sells each litre of juice at sh.700, how much money does she earn daily?
1. Express 5km in m
2. Convert 900cl to litres
3. a) Find the perimeter of the figure.
9cm 8cm
7cm
b) Calculate its area
4. One side of a re N gular hexagon measures 7dm, calculate its perimeter.
5. a) Find the value of x and y.
x
y
10cm 8cm
7cm
4cm
6. The area of a rectangle is 36cm2. If its width is 4cm,
a) Calculate its length
b) Find its perimeter
7. The perimeter of a square is shs 24mm. calculate its area.
8. Find the area of the shaded region.
9m
11m
10m
12m
9. The area of a triangle is 30sq dm. its base is 6dm. Find its height.
10. Express 750g as kg.
11. Convert 1.5km to m.
12. 5. A manilla paper of length 120cm and width 80cm was laid on a table top measuring
150cm by 130cm. Find the area of the uncovered part.
TOPIC 3 : INTEGERS
LESSON 1:
SUB TOPIC: Positive and Negative Integers
CONTENT: Identifying positive and negative Integers on a Number line
An integer is a whole number which is either negative or positive.
Note: 1. All negative integers are less than zero and all positive integers are greater than zero.
2. Zero is the starting point and it is neither negative nor positive.
Draw a number line like the one below;
Left (backward) Right (forward)

This is a number line. It is a line with numbers.
• The right has positive integers.
• The left has negative integers.
 0 is neither positive nor negative. It is the starting point.
• Using the number line that you have drawn, move 5 steps to the right of 0. Name the integer
where you have stopped.
Then now stand at 0 and move 5 to the left. Name the integer where you have stopped.
Study these examples:

1. Which integer is 3 steps to the left of zero?
You will start at zero and then count 3 backwards. You will now be at -3.
So the integer is – 3
2. On the number line below, which integer is 3 steps to the right of – 2?

You will start at – 2 and then count 3 forwards. You will now be at +1.
+
So the integer is 1
Use a number line to answer the questions below.
1. What name is given to integers which are to the left of zero?
2. Name the integers to the right of zero.
3. Which integer is five steps to the left of +5?
4. 5. Write the first 4 positive integers?
5. Which integer is three steps to the right of -3?
LESSON 2:
SUB TOPIC: Positive and Negative Integers
CONTENT: Ordering and comparing negative and positive integers on a number line
Remember:
1. All negative integers are less than zero and all positive integers are greater than zero. In
order to compare integers, you will use a number line.
2. Integers to the left are always less than integers to their right. In this lesson, you are going
to compare integers in order of size.
3. You are going to use the word descending order to mean from greatest to the lowest and
ascending order to mean from lowest to greatest.
4. Remember the symbols:
< is less than
> is greater than
= is equal to.
Example 1
Arrange +2, – 5 , 5, –
3 , 4, 0 in ascending order.
–
List from left to right, 5 , – 3 , 0 , +2 , +4 , +5
Example 1
Arrange +4, -2, 0, - 5, +3 in descending order.
+
-7 -6 -5 -4 -3 -2 -1 0 +
1
+
2 +
3 +
4 +
5 +
6 +
7 8
List from the right to the left is +4, + 3, 0, -2, -5
Example 3
Compare +8 and -10
+
8 is on the right of -10
So +8 > -10
Example 4
Use <, > or = to compare
-15 < +10
-15 is on the left of +10
Therefore -15 is less than +10.
1. Arrange these from the lowest to the greatest
a) -4, +3, -10, 2 b) +7, -5, -3, 0,+5
2. Arrange these integers in descending order.
a) +7, +6, -8, -3 b) -1, 0, -4, +4, +7
3. Which is greater -3 or + 1?
4. Which is less than the other -9 or -5?
5. Arrange these integers in ascending order; 0,+4, +7, -3, -2
6. Use symbols <, > or = to compare integers correctly.
a) + 4 _ _ _ -10 b) - 17 _ _ _ -17 c) 0 _ _ _ -15 d) -15 _ _ _ +3
LESSON 3:
SUB TOPIC: Operations on Integers
CONTENT: Addition of positive and negative integers using a number line
N.B: Arrows moving to the left show negative integers while arrows moving to the right show
positive integers.
Example 1:
Work out +4 + +2 using a number line.
Solution:
Draw a number line like the one below.
+
-7 -6 -5 -4 -3 -2 -1 0 +
1
+
2 +
3 +
4 +
5 +
6 +
7 8
Move four steps (+4 ) to the right of zero, then draw the arrow
Continue from +4 and move 2 steps forward.
Count all the steps from 0 to where you stopped in the second movement.
+
2
+
4
+
-7 -6 -5 -4 -3 -2 -1 0 +
1
+
2 +
3 +
4 +
5 +
6 +
7 8
+
6
+ + +
Therefore; 4+ 2= 6
Example 2:
Add: – 7 + + 5
Solution:
(a) Draw a number line like the one below
–9 –8 –7 –6 –5 –4 -3 -2 -1 0 1 2 3 4 5 6
(b) From zero, move 7 steps backward.
(c) From -7, move 5 steps forward.
(d) Your final position from zero (0) will be your answer.
+
5
-
7
–9 –8 –7 –6 –5 –4 -3 -2 -1 0 1 2 3 4 5 6
–
So, 7++5= –
2
Example 3:
Work out: -3 + –2
Solution:
–9 –8 –7 –6 –5 –4 -3 -2 -1 0 1 2 3 4 5 6
(b) From the starting point (zero), move three steps backward to -3.
(c) From -3, continue two steps backward.
–2
–3
–6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6 7 8 9
–5
–
So, 3+–2=–5
Work out using number lines.
1. +4 + +3 2. -7+ +4 3. +9 + – 3
4. – 3 + – 5 5. – 2 + – 3 6. – 4 + +6
LESSON 4:
CONTENT: Addition of integers without using a number line
In this lesson, you will add integers without a number line. Words like debt and borrow can
represent a negative idea. Words like profit, gain, more can represent a positive idea.
Example 1:
Work out: –7 + +4
Solution:
(a) Draw the negatives and positives as shown.
– – – – – – – + + + +
(b) Pair off each negative with one positive.
– – – – – – – + + + +
Three negatives remained. All positives are paired.
You will notice that after pairing, three negatives remained (– 3),
Therefore -7 + +4 = –3
Example 2:
Work out: +6 + +5
Solution:
(a) Draw the positives as shown.
+ + + + + + + + + + +
(b) Since we have only positives, no need to pair.

We instead just count all the positives which gives us ( +11)
Therefore, +6 + +5 = +11
Example 3:
Work out:: -4 + -3
Solution:
(a) Draw the negatives as shown.
– – – – – – –
(b) Since we have only negatives, no need to pair.

We instead just count all the negatives which gives us (– 7)
So, -4 + -3 = – 7
NB: When adding integers with the same sign, we add the digits normally and maintain the
sign.
Work out.
1. +7 + +3 2. +5 + +4 3. – 10 + +3
+
4. – 9 + 7 5. – 3 + – 5 6. – 2 + – 3
LESSON 5:
CONTENT: Subtracting integers using a number line
You were introduced to adding integers using a number line. The idea of forward and backward
movement will still help you to work out subtracting integers.
Note:
• When subtracting integers, both arrows start from zero
• The steps between the arrow heads represents the answer
• The steps should begin from the second to the first arrow head.
Example 1:
Work out +4 – +6 using a number line.
Solution:
+
-7 -6 -5 -4 -3 -2 -1 0 +
1
+
2 +
3 +
4 +
5 +
6 +
7 8
(b) Consider two friends Paul and Peter. If Paul moves first 4 steps forward from 0 and Peter
moves second 6 steps forward from 0. +
6 Peter
+
4 Paul
+
-7 -6 -5 -4 -3 -2 -1 0 +
1
+
2 +
3 +
4 +
5 +
6 +
7 8
The last to move i.e. Peter has to meet the first one i.e. Paul. So, consider the number of steps
Peter has to make to meet Paul.
(c) On the number line above, Peter needs to move 2 steps backwards to meet Paul (– 2)
+
6 Peter
+
4 Paul
+
-7 -6 -5 -4 -3 -2 -1 0 +
1
+
2 +
3 +
4 +
5 +
6 +
7 8
Peter -2
+
So, 4 – +6 = –2
Example 2:
Work out: –2 – +7 using a number line. +
7
-2
+
-7 -6 -5 -4 -3 -2 -1 0 +
1
+
2 +
3 +
4 +
5 +
6 +
7 8
Therefore; –2 – +7 = – 9 -9
Work out the following using number lines.
1. +2 – +4 2. +5 – +3 3. +4 – – 2
+
4. – 6 – 2 5. – 3 – +3 6. – 4 – – 2
LESSON 6:
CONTENT: Subtracting integers without using a number line
We have subtracted integers using a number line. In this lesson, you are going to subtract
integers without a number line and solve word problems involving subtraction.
Example 1
Work out: – 4 – 7
This means you have a debt of 4 and another debt of 7
Therefore – 4 – 7 = – 11
Example 2
If a friend is demanding you 5 books and you have 7 books. How many books do you remain
with?
Solution:
7 books represent +7
5 books represent -5
Therefore (+7) – (+5)
(+7) – (+5) = +2
Work out the following without using number lines.
1. – 3 – +7 2. – 4 – –4 3. – 5 – 6 4. – 4 – 7
5. A man has a debt of sh.1,000. If he has sh.5000, how much money will he remain with?

1. Express a loss of 5 goals as an integer.
2. What integers are neither positive nor negative?
3. What is the inverse of -15?
4. Express a profit of 10 mangoes as an integer.
5. Work out -10 + 10.
6. What is 13 – – 3
7. Arrange beginning with the biggest: +4, -2, 0, +1, -3
8. Name the integers shown on the number line?
a b
+
-7 -6 -5 -4 -3 -2 -1 0 +
1
+
2 +
3 +
4 +
5 +
6 +
7 8
a = ________ b = ________
9. Simplify;
a) +4 + +7 b) -2 – +3
10. Use a number line to work out;

a) -3 + +7 b) -2 – +3
TOPIC 4 : ALGEBRA
LESSON 1 & 2:
SUB TOPIC: Forming Algebraic expressions
CONTENT: Definition of key Terms used
ALGEBRA
Algebra is a branch of Mathematics that deals with using letters or symbols to represent
numbers.
UNKNOWN (VARIABLE):
Is a letter such as x , z , or y which represents a number and may take any value from the
given range of values.
COEFICIENT:
Is a constant (value that is unchanged) attached to the unknown. Example: 2m where 2 is the
coefficient attached to m which is the unknown.
EXPRESSION:
In algebra an expression is a collection of quantities made of coefficients and unknowns linked
by signs of operations and usually not including an equal sign, e.g. x + y , 3 + x2 e.t.c
TERMS:
In an algebraic expression terms are the quantities that are linked to each other by means of a
+ or – signs. Example; 5x + 3y + 7 has three terms.
LESSON 1 & 2:
SUB TOPIC: Forming Algebraic expressions
CONTENT: Algebraic Expressions
When we use letters to represent numbers we get algebraic expressions.
Examples:
1. The sum of x and y → x + y
2. Double m → 2m
3. From 4 times X take away 5 times Y → (4 x X) - (5 x Y)
→ 4x – 5y
4. Average of a and b → a + b
2
5. Five years younger than x → x – 5
6. The product of a and b → a × b
→ ab
7. Subtract 10 from k → k – 10
8. Rasalia has 12 books and 3 pencils. Write down an expression for the books and pencils that
Babirye has.
12 books + 3 pencils
12b + 3p
1. Write algebraic expressions for each of the following phrases.
(b) the product of k and 3 (b) the sum of x and y (c) Divide K by 5
(d) subtract k from w (e) 3 less than n (f) the total of 15 and h
2. Write phrases for each of the following algebraic expressions.

𝑝
(a) x + y (b) 4m (c) (d) m – 7 (e) 8 – p
ℎ
LESSON 3:
SUB TOPIC: SUBSTITUTION
CONTENT: Definition of terms
Substitution means putting numbers where the letters are.
NOTE: a + b means (a ) + (b)
n2 means nxn
ab means (a) x (b)
ab + ac means (a x b) + (a x c)
3abc means 3 x (a) x (b) x (c)
ak – bm means (a x k) - (b x m)
Examples:
1. If c = 6, find the value of c + 8
c+8
6 + 8 = 14
2. If k = 5, what is the value of the square of k?

k2 → k × k
5 × 5 = 25
3. Given that x = 3 and y = 4, find the value of:

𝑥𝑦
(a) x + y (b) 2y – x (c)
𝑥
𝟑 ×𝟒 𝟏𝟐
3+4=7 (2 × 4) – 3 =
𝟑 𝟑
8–3=5 = 4
4. Given that m = 2 and n = 3, Find the value of;

𝑚+𝑛
(a) m + n2 (b) mn + m (c)
2
2 𝟐+𝟑
2+3 (m × n) + m
𝟐
𝟓
2 + (3 × 3) (2 × 3) + 2
𝟐
𝟏
2 + 9 = 11 6+2=8 2
𝟐
1. Given that z =3 and y = 4, find the value of 3z + 2y
2. If m = 7, what is the value of m2?
3. Given that b = 3, c = 5 and a = 2; Find the value of;
(a) ab (b) bac (c) 2a + 3c + b
4. Given that r = 4 and p = 5, find the value of:
𝑝𝑟
(a) p + r (b) r2 – 2p (c) pr + p2 (d)
𝑟
LESSON 4:
SUB TOPIC: SIMPLIFYING ALGEBRAIC EXPRESSIONS
CONTENT: Simplifying like terms
NOTE:
 Like terms contain the same algebraic letter and have the same power, for example 4y
and 2y are like terms, 3p2 and p2 are like terms.
 Like terms are completely identical in respect to their unknowns. They have exactly the
same letters.
 We can add like terms and get one single term.
Example 1:
Find how many eggs altogether.
4 eggs + 3 eggs = 7 eggs
Example 2:
Teacher Dinna had 12 pens. If she gave 4 pens to Nakate, how many pens did she remain
with?
12 pens – 4 pens = 8 pens
Example 3:
(a) Simplify: p + 7p + 4p (b) Write in the shortest form: 5k + 9k – 4k
p + 7p + 4p = 12p 14k – 4k = 10k
(c) Simplify: 10m – 3m + m
7m + m = 8
Simplify the following algebraic expressions.
(a) p + p + p + p (e) a + 2a + 3a (i) 10h – 12h + 7h
(b) 4c + 10c – 9c (f) 5e + 3e – 3e (j) 12p – 15p + 8p
Find the distance round the figures below:
m
5k
6c 5c
m m 3k 3k
5k 7c
m
LESSON 5:
SUB TOPIC: SIMPLIFYING ALGEBRAIC EXPRESSIONS
CONTENT: Collecting like terms
NOTE: This involves grouping the same terms together before adding or subtracting them.
When colleting like terms;
o Identify the like terms.
o Have the like terms put on the same side.
o A term must move with the sign before it.
Example 1:
Study the following;
5 balls + 3 cups + 2 balls + 4 cups
Collecting like terms gives;
5 balls + 3 balls + 3 cups + 4 cups
Simplifying the like terms will give;
7 balls + 7 cups
Example 2 :
Simplify: (a) 3m + 4n – m – 3n (b) 4x + 3y + x – y
3m – m + 4n – 3n 4x + x + 3y – y
2m + n 5x + 2y
Collect the like terms and simplify;
(a) 5a + 6b – a – b (c) 3n + 7 + n – 4
(b) 3k – 2c + K + 5c (d) p – 8 + 4p + 10
LESSON 6:
SUB TOPIC: SOLVING SIMPLE EQUATIONS
CONTENT: Solving equations by subtraction
 An equation is an algebraic expression with an equal sign in between.
 An equation has got two sides; The left hand side (L.H.S) and the right hand side
(R.H.S)
 Any operation carried out on one side of the equation should also be carried out on the
other side so as to balance the equation.
 In an equation like x + 3 = 5 the letter x is called the unknown value.
Example 1:
In the diagram below, the block on the left balances with that on the right. This means that
the weights is equal.
a+6 11
If the weight of 6 is removed from each side, we shall still have the blocks balancing. The
balance is not upset by removing the same weight from both sides.
From the diagram above, the equation is:- a + 6 = 11
a + 6 - 6 = 11 - 6 subtract 7 from both sides
a=5
Example 2:
Solve the following equations:
(a) 4 + p = 12 (b) n + 7 = 13 (c) 21 = 16 + h
4 – 4 + p = 12 – 4 n + 7 – 7 = 13 – 7 21 – 16 = 16 – 16 + h
p =8 n=6 5=h
Find the value of the unknown in each of the following equations:
(a) y + 3 = 7 (c) 9 + m = 17 (e) 13 = 6 + x
(b) k + 5 = 11 (d) 13 + n = 13 (f) 11 = 5 + h
LESSON 7:
CONTENT: Forming and solving equations by subtraction
Examples:
1. What number when added to 5 gives 11?
Let the numbers be n
n + 5 = 11
n + 5 – 5 = 11 – 5
n=6
2. There are 50 pupils in a class, if 30 are boys, How many girls are in that class?
Let the number of girls be g
30 + g = 50
30 – 30 + g = 50 – 30
g = 20
3. Kimbugwe had some eggs. He bought 7 more eggs. He now has a total of 15 eggs; how
many eggs did he have at the first?
Let the number of eggs at first be e
e + 7 = 15
e + 7 – 7 = 15 – 7
e=8
1. What number when added to 16 gives 30?
2. I think of a number, add 5 to it and the answer is 12. Find the number.
3. The sum of two numbers is 32. If one of the numbers is 19, find the second number.
4. Think of a number, add thirty to it and the answer is 48. What is the number?
5. Out of the 50 heads of cattle on Mr. Kasule’s farm, 13 are bulls. How many are cows?
LESSON 8:
CONTENT: Solving equations by addition
Example 1:
If n – 5 = 3, what is y?
In n – 5 = 3, write n - 5 in one block and 3 in the other block of the balance.
Note; the equal sign (=) means that both the blocks are balanced.
n– 5 3
Adding the weight of 5 on both sides, still the blocks will be balanced.
So, n – 5 = 3
n–5 +5=3+5 Add 5 to both sides
n = 8
Example 2:
Solve the following equations:
(i) 2 – k = 7 (ii) 11 – m = 4
2–k+k=7+k 11 – m + m = 4 + m
2 =7+k 11 = 4 + m
2–7=7–7+k 11 – 4 = 4 – 4 + m
–5=k 7=m
Find the value of the unknown in each of the following equations:
(a) p – 2 = 7 (c) y – 28 = 36 (e) n – 35 = 65
(b) x – 10 = 16 (d) k – 17 = 32 (f) m – 5 = 4
LESSON 9:
CONTENT: Forming and solving equations by addition
Examples:
1. In a class, 12 pupils were absent and 48 pupils were present. How many pupils are in the
class?
Let the pupils in the class be p
p – 12 = 48
p – 12 + 12 = 48 + 12
p = 60
2. When 7 is subtracted from m, the answer is 2. What is the value of m?
m–7=2
m–7+7=2+7
m = 9
1. A boy used 3 of his exercise books and remained with 4 books. How many books did he have
at first?
2. The result of subtracting 30 from a number is 52. Find the number.
3. Katumba reared some goats. He sold 5 goats and was left with 16. How many goats had he
before?
4. Achora brewed y litres of local beer. She sold 17 litres and was left with 4 litres. How many
litres did she brew?
5. Nsangi had n mathematics numbers to work out. He worked out 23 and was left with 2.
How many numbers was he given altogether?
LESSON 10:
CONTENT: Solving equations by dividing
Example 1:
(a) Solve for n; 2 × n = 8
We think of what number to be multiplied by 2 to get 8.
The number is 4. Since 2 x 4 = 8
So to get 4, divide both sides of the statement by 2
1 4
2n = 8 2÷2×n=8÷2
21 21 1×n=4
n = 4 n = 4
(b) Find the Value of y; 7y = 42 (c) Solve; 2p + 5p = 14
1 6 1 2
7y = 42 7p = 14
71 71 7 71
1
y = 6 p=2
Example 2:
(a) The length of a rectangle is 9cm and the width w cm. If its area is 72cm 2, find its width.
L × w = Area
9 × w = 72
9w = 72
1 4
9w = 72
91 91
w = 8cm
(b) A pen costs sh. 2k and a book costs sh. K. If the total cost of a book and a pen is sh.
900, find the cost of a book.
2k + k = 900
3k = 900
1 300
3k = 900
31 31
k = sh. 300
1. Solve the following equations
(a) 4y = 16 (f) y + y = 10 (k) p + 5p + 2p = 40
(b) 6m = 54 (g) n + n + n = 18 (l) 2c + c + 2c = 25
2. I thought of a number, multiplied it by 2. The answer was 30. What was the number?
3. The product of 2 numbers is 27. Find the second number, given that the first number is 3.
4. The width of a rectangular flower garden is 4 metres. If its length is f metres and area 36m 2
What is its length?
5. One of the sides of a square is k cm. if its perimeter is 48cm, find the value of k.
LESSON 11:
CONTENT: Solving equations involving mixed operations
Example 1:
(a) Solve for y: 2y + 5 = 17 (b) Find the value of m; 4m + 2m + 5 = 23
2y + 5 – 5 = 17 – 5 6m + 5 – 5 = 23 – 5
2y = 12 6m = 18
1 6 1 6
2y = 12 6m = 18
21 21 61 61
y = 6 m=3
Example 2:
Three children received 2p, 3p and sh.500 respectively. If they all got sh. 1500, find how much
the first child got.
2p + 3p + 500 = 1500 First Child
5p + 500 – 500 = 1500 – 500 2p = 2 × 200
5p = 1000 = sh. 400
1 200
5p = 1000
51 51
p = 200
1. Solve the following equations.
(a) 3n + 1 = 10 (c) 6y + 3 + 2y = 43 (e) 5n + 8 + 2n = 29
(b) 6y + 5 = 17 (d) a + 2a + 1 = 7 (f) 4x + 2x + 2 = 26
2. When a number is multiplied by 5 and 8 is added to it, the result is 23. What is the number?
LESSON 12:
CONTENT: Finding the Unknown side of a figure given its Perimeter
Example 1:
The perimeter of a square is 36cm.
a) Find its side in cm.
Sketch
P=36cm
Let each side be s.
From s +s + s + s = p
Then 4s = p
Thus 4s = 36cm
4 4
s = 9cm
b) Area of the square
= side x side
= 9cm x 9cm
= 81cm2
Example 2:
The perimeter of a rectangle is 40cm. Its length is 15cm.
a) Find its width.
Sketch
15cm
w w
15cm
The way round = perimeter
W + 15cm + w + 15cm = 40cm
W + w + 15cm + 15cm = 40cm
2w + 30cm = 40cm
2w + 30cm – 30cm = 40cm – 30cm
2w = 10 cm
2 2
w = 5cm
b) the area = L x W
= 15cm x 5cm
= 75cm
NB: You may also introduce the alternative relationship: 2(L + W) = P
Example 3:
The perimeter of a regular triangle is 48m. Find the measure of one side.
Sketch
Let each side be x.
x x
x
Then: x + x + x = 48
3x = 48
3x = 48
3 3
x = 16m
1. The perimeter of a square is 20cm. Find the length of each side of the square.
2. The perimeter of an equilateral triangle is 60dm. Calculate the length of one side.
3. The perimeter of a square is 40cm. Find its area.
4. The distance round the rectangle is 46cm. If the length is 14cm. find its area.
LESSON 13
CONTENT: Finding the Unknown side of a rectangle given its Area
Example:
The area of a rectangle is 24cm2. Its length is 8cm. What is its width?
What is its width?
Sketch
8cm
W
Area = 24cm2
LxW=A
8cm x w = 24cm2 OR L=A÷W
8cmxw
= 24cmxcm L = 24cm 2
8cm 8cm 8cm
24cm 24cmxcm
w= L=
8 8cm
w = 3cm L = 3cm
b) Find its perimeter.

P = 2 L + 2W
= (2 x 8cm) + ( 2 x 3cm)
= 16 cm + 6cm
= 24cm.
1. Find the length of a rectangle whose area is 80cn2 and width 5cm.
2. The area of a rectangle flower garden is 51m2. If its length is 17cm, what is its width?
3. The area occupied by a football field is 9000m2. The width of the field is 100m. What is
the length of the same field?
LESSON 14
CONTENT: Solving real life problems related to algebra
Examples 1:
Peter is 4 years older than Mary who is x years. Their total age is 12 years. How old is each.
Solution:
Mary x years
Peter (x + 4) years
Total 12years
The equation:
X + x + 4 = 12 Mary = 4 years.
2x + 4 = 12 Peter = (x + 4) years
-4 = - 4 = (4 + 4) years
2x =8 = 8 years.
2 2
x=4
Example 2:
Juma has twice as many books as Joshua. If both have 54 books. How many books does each
have?
Solution
Let Joshua be / have y books
Then Juma will have 2 x y = 2y
Thus 2y + y = 54
3y = 54
3y =54
3 3
y = 18
Joshua ha 18 books.
Juma has 2 x 18 36 books
Example 3:
A father is three times as old as the daughter. The difference between their age is 20 years.
Find the daughters age.
Solution
Let the daughter be m
Then the father will be 3 x m = 3m
Then: 3m – m = 10
2m
= 20
2 2
m = 10
 the daughter is 10 years
the father’s age = 3 x 10
= 30 years
1. The sum of two numbers is 32. One of them is 19. Find the second number.
2. When 3 is subtracted from a number the answer is 10. What is the number?
3. A pen costs p/= and a book costs twice as much as a pen. If the total cost of a book and
a pen is shs 300. Find the cost of a book.
4. Chelbert is x years old. His father is 3 times as old as Chelbert. Their total age is 40
years. How old is each of them?
5. A man is 5 years older than his wife. Their total age is 65. How old is the wife?

1. Simplify: m + m + m
2. Solve: (a) x + 7 = 10 (b) x - 7 = 10
3. Simplify: 2p - 3q + 3p + 7q
4. Solve: 3y = 15
5. Solve: x + x + x = 18.
6. Solve: 4y = 16.
7. Alowo has 6m goats and Achola has 4m goats. Find the total number of goats the two girls
have.
8. Solve: 1 r = 8
9. Mutumba is 11 years old and Tendo is ‘g’ years old. If their total age is 20 years, find the
age of Tendo.

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MATHS CONTENT TERM II

(c) What is the value of 8 in 0.238

2. Write 23.137 in words

3. Write 14.26 in words

0.0 0.1 0.2 0.3 0.4 0.5 0.6 0.7

 0.3 < 0.5

SUBTOPIC: ORDERING DECIMALS

= 10, 11, 110

2. Arrange 0.3, 0.2, 0.5, 0.7 in ascending order.

0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1

Ascending order: 0.2, 0.3, 0.5, 0.7

3. Arrange 1, 0, 0.2, 0.05, in ascending order.

2. Expand using powers of ten / exponents;

SUBTOPIC: CONVERTING COMMON FRACTIONS TO DECIMALS

SUBTOPIC: SUBTRACTION OF DECIMALS

END OF TOPIC 1 ASSESSMENT

TOPIC 2: LINES, ANGLES AND GEOMETRIC FIGURES

CONTENT: Identifying parallel lines

B) Using a ruler and a set square.

Step V: Draw a line CD on top of the set square

SUB TOPIC: PERPENDICULAR LINES

CONTENT: Drawing Perpendicular lines

SUB TOPIC: PERPENDICULAR LINES

CONTENT: Constructing Perpendicular lines

Constructing perpendicular lines is the same as constructing an angle of 900.

SUB TOPIC: Measuring and Drawing angles

CONTENT: Naming Angles

You write BAC or CAB or simply angle A.

3. Now tear off the second corner.

4 3 The measure is more than 1800 but less than 3600.

Measure of the angle Type of angle

Regular Regular pentagon Regular Hexagon

Scalene triangle Irregular quadrilateral Irregular pentagon

3 lines of symmetry 1 line of symmetry No line of symmetry

4 lines of symmetry 2 lines of symmetry 1 line of symmetry

Rhombus Parallelogram Isosceles trapezium

2 lines of symmetry No line of symmetry 1 line of symmetry

5 lines of symmetry 6 lines of symmetry

Has very many lines of symmetry

OTHER SHAPES AND LETTERS

CONTENT: THE CIRCLE

Example II: Construct a Circle of diameter 8cm.

CONTENT: Constructing an Equilateral triangle in a circle

CONTENT: Constructing a regular Hexagon in a circle

CONTENT: Constructing a Square in a circle

CONTENT: Constructing special angles

4. Join R to A. Angle RAB is 600. Check your angle using a protractor.

1. Prolong line AB at B using a dotted line.

To bisect an angle AOB

SUB TOPIC: Calculations about Right angles and straight angles

Find the sum of a and b respectively.

Example 1: Find the marked angle y.

x y Sum = 1300 + 500

Example 2: Find the value of angle marked k.

SUB TOPIC: Complementary and supplementary angles

400 800 300 2t

CONTENT: Angles formed on a compass

Finding the smaller and larger angles

S SE 450 + 900 + 450 + 450 = 2250

SUB TOPIC: Rotations and Compass directions

CONTENT: Finding Revolutions and turns / rotations on a compass

NB: 1 complete turn = 3600