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These workbooks have been developed for the children of South
Africa under the leadership of the Minister of Basic Education,
Mrs Angie Motshekga,and the Deputy Minister of Basic Education,
Mr Enver Surty.
The Rainbow Workbooks formpart of the Department of
Basic Educations range of interventions aimed at improving the
performance of South Af rican learners in the f irst sixgrades.
As one of the priorities of the Governments Plan of Act ion,this
project has been made possible by the generous funding of the
National Treasury.This has enabled the Department to make these
workbooks,in all the off icial languages,available at no cost.
We hope that t eachers will f ind these workbooks useful in their
everyday teaching and in ensuring that their learners cover the
curriculum.We have taken care to guide the teacher through each
of the activities by the inclusion of icons that indicate what it is
that the learner should do.
We sincerely hope that children will enjoy working through the
book as they grow and learn,and that you,the teacher,will share
their pleasure.
We wish you and your learners every success in using these
workbooks.
Mrs Angie Motshekga,
Minister of Basic
Education
Mr Enver Surty,
Deputy Minister
of Basic Education
Name:ISBN978-1-4315-0169-4
Class:
MATHEMATICS
IN
EN
GLISHGrade5
Book2
MATHEMATICS IN ENGLISH
GRADE 5 BOOK 2
TERMS 3 & 4
BN 978-1-4315-0169-4
HIS BOOK MAY
NOT BE SOLD.
12 43Published by the Department of Basic Education
222 Struben StreetPretoriaSouth Africa
Department of Basic EducationFourth edition 2014
The Department of Basic Education has made every effort to trace copyright
holders but if any have been inadvertently overlooked,the Department will be
pleased to make the necessary arrangements at the first opportunity.
SBN 978-1-4315-0169-4
Revised
and
CAPSal
igned
MATHEMATICS
IN
EN
GLISH
Grade
5
Book2Terms3 & 4
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x Multiplication table1 2 3 4 5 6 7 8 9 10
2 4 6 8 10 12 14 16 18 20
3 6 9 12 15 18 21 24 27 30
4 8 12 16 20 24 28 32 36 40
5 10 15 20 25 30 35 40 45 50
6 12 18 24 30 36 42 48 54 60
7 14 21 28 35 42 49 56 63 70
8 16 24 32 40 48 56 64 72 80
9 18 27 36 45 54 63 72 81 90
10 20 30 40 50 60 70 80 90 100
2x2=4
ContentsNo. Topic Page
65 Describingandorderingfractions 2
66 Equivalent fractions 4
67 Moreequivalent fractions 6
68 Evenmoreequivalent fractions 8
69 Additionandsubtractionof fractions 10
70 Additionof mixednumbers 12
71 Addit ionandsubt ract ionof mixednumbers 14
72 Fractionsof wholenumbers 16
73 Fractionproblems 18
74a Measuringandrecordingmass 20
74b Measur ingandrecordingmass (cont inued) 22
75 Mass- convertingmeasurement units 24
76 Mass 26
77 Fractionsinuse 28
78 Problemsdoingmeasuring 30
79 Numbers0 - 50 000 32
80 Roundingoff 34
81a All about wholenumbers 36
81b All about wholenumbers(continued) 38
82a Additionandsubtraction 40
8 2b A dditionandsubtraction(continued) 42
83 Solving moneyproblemswithabudget 44
84 Usingthevertical columnmethodtoadd 46
85 Using the ver tical columnmet hodtosubt ract 48
86 Views 50
87 Moreviews 52
88 Polygons 54
89a Right angles 56
89b Moreright angles 58
90 Tesselation 60
91 Reflection 62
92 Rotation 64
93 Translation 66
94 Temperatureandtheweather 68
95 Measuringtemperature 70
96 Dataandpictographs 72
97a Pictographsandbar graphs 74
97b Pictogr aphsand bar graphs (continued) 76
97c Pictogr aphsand bar graphs (continued) 78
98 Datacollection 80
99 Piecharts 82
100 Findingthemodeof ungroupednumerical datasets 84
101 Number patterns 86
102 Morenumber patterns 88
103a Multiplication: 3-digit by2-digit and4-digit by1-digit 90
103bMultiplication: 3-digit by2- digit and4- digit by1-digit(continued)
92
104 Moremultiplication: 3-digit by2-digit and4-digit by1-digit 94
105 Numbers0 - 100 000 96
106a Addition: 5-digit numbers 98
106b Addit ion: 5- digit numbers(cont inued) 100
107 Subtraction: 5-digit numbers 102
108 Subtractionusingthethevertical columnmethod 104
109 Additionandsubtraction 106
110 Solvingbuyingandsellingproblems 10 8
111a I dentif yingandnaming3- D objects 110
111b Identifyingandnaming3-D objects(continued) 112
111c Identifyingandnaming3-D objects(continued) 114
112 Orderingandcomparingcommonfract ions 116
113a Addingandsubtract ingcommonfract ions 118
113b Addingandsubtractingcommonfractions(continued) 120
114a Fractionsof wholenumbers 122
114b Fract ionsof whole numbers(cont inued) 124
115 Fractionproblems 126
116 Morefractionproblems 128
117 Evenmorefractionproblems 130
118 Additionandsubtract ionof mixednumbers 132
119a Groupingandsharing 134
119b Groupingandsharing(continued) 136
120 Divisionwords 138
121 Divisionandremainders 140
122 Division 142
123 Division: 3-digit by2-digits 144
124 Factors 146
125 Morefactors 148
126a Divisionproblemsolving 150
126b Division pr oblemsolving (continued) 152
127 Perimeter,lengthandwidth 154
128 Squareunits 156
129 Areaandperimeter 158
130 Volume 160
131 Morevolume 162
132 Moreabout volume 164
133 Mapwork 166
134 Posit ionanddirect ion: followingdirect ion 168
135 Tessellations 170
136 Translationsandtessellations 172
137 Reflectionsandtessellations 174
138 Glidereflection 176
139 Rotationsandtessellations 178
140 Geometricpatterns 180
141a Moregeometricpatterns 182
141b Evenmoregeometricpatterns 184
142 Propertiesof numbers 186
143a Basicoperations 188
143b Basicoperations(continued) 190
144 Probability 192
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Grade5
M a t
h
e
m a t i c
s
E
NGLIS
H
Book
2
WORKSHEETS
65 to 144
PART
3
Name:
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2
65 Describing and ordering fractions
Term
3
a.
b.
c.
i. What do the intervals between 0 and 1 tell us? __________________________
ii. How did you work it out? ___________________________________________________
_______________________
iii. What will the interval be between 0 and the next mark after 1?
_________________________________
i. What do the intervals between 1 and 2 tell us? __________________________
ii. How did you work it out? __________________________________________________________________________
iii. What will the interval be between 1 and the next mark after 2?
__________________________________________________________________________
i. What do the intervals between 3 and 4 tell us? __________________________
ii. How did you work it out? __________________________________________________________________________
iii. What will the interval be between 3 and the second mark after 4? _________________________________
0
0 1
1 2
3 4
10 1
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3
Sign:
Date:
a. b. c. d.
If 5 children share 35 sweets, how many sweets will each child get? What fraction of the sweets willeac h child get?
a.
a. One and a half
b. Two and one quarter
c. Three and one eighth
b.
c.
d.
0
1
1
3
2
1
2
32
4
23
1 2
4 5
5 6
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4
66 Equivalent fractions
1 2 =1
21 4 =
1
41 8 =
1
8
Term
3
a.
a.
d.
g.
j.
m.
b.
e.
h.
k.
n.
c.
f.
i.
l.
o.
d.
b.
e.
c.
f.
1
2
1
2
12
24
1
2
12
1
2
24
14
1
2
44
1
4
58
48
5
8
12
1
4
24
68
3
4
88
2
8
18
48
1
8
78
3
8
24
12
1
2
78
24
3
4
22
4
8
68
=
=
=
=
=
=
2
4
>
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5
Sign:
Date:
a. One whole = d. One whole =
b. One whole = e. One whole =
c. One whole = f. One whole =
1
2
3
4
24
38
48
28
+ +
+ +
+ +
J abu had 2 quarters of a chocolate, and Williamhad 5 eighths. Who had the most chocolate?
Ben had of a cool drink, and then another .Sam had of the same type of cool drink. Whatdo you notice?
1414
14
Divide anyobject intoeighths.
Show onequarter of theobject.
Show one halfof the object.
1
2
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6
67 More equivalent fractions
Term
3
a.
a.
d.
g.
j.
m.
b.
e.
h.
k.
n.
c.
f.
i.
l.
o.
d.
g.
b.
e.
h.
c.
f.
i.
1
2
612
12
11
12
1
2
12
12
26
1
12
11
12
1012
912
712
2
3
10
12
13
23
46
6
6
5
6
13
26
312
4
6
2
3
16
12
23
1
2
2
3
512
23
46
1
3
36
1212
1
6
1012
612
=
=
=
=
=
=
=
=
=
3
6
