PRIMARY FOUR

MATHEMATICS

WORKBOOK

TERM II 2019

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 THEME TWO: NUMERACY
TOPIC: FRACTIONS
SUBTOPIC:
 Type of fractions
 Drawing fractions and shading fractions
 Changing a mixed number to an improper fraction
 Changing an improper fraction to a mixed number.
 Forming equivalent fractions
 Shading equivalent fractions
 Ordering fractions of the same denominator
 Solving word problems involving addition of fractions
 Subtraction of fractions
 Comparing fractions with same denominator
 Solving word problems involving same denominator
 Solving more word problems involving fractions.
 Multiplying a fraction by a whole number.
 Multiply a fraction by a fractions
 Division of fractions THEME
THREE: GEOMETRY TOPIC:
Dimensional geometry.
 Plane shapes
 Drawing line segments
 Drawing an angle of 900
 Right angles
 Drawing a rectangle using a ruler, a pencil and a protractor.
 Drawing a square using a ruler, a pencil and a protractor.
 Finding perimeter by counting unit steps
 Perimeter of a rectangle
 Perimeter of a square
 Area of planes by counting units.
 Area of a rectangle by multiplying
 Area of square
 Naming and drawing solid shapes.
THEME: INTERPRETATION OF GRAPHS AND DATA
 Data handling
 Bar graphs
 Pictographs
 Line graphs

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 Date:
LESSON I: FRACTIONS
A fraction is a part of a whole.
The total parts of a whole form a denominator.
The shaded or unshaded parts form the numerator.

TYPES OF FRACTIONS
i) Proper fractions
ii) Improper fractions
iii) Mixed numbers
iv) Equivalent fractions
Definition of each type of fractions
Proper fractions
This is a type of fraction where the numerator is smaller or
2 3 5
less than the denominator. For example , ,
5 7 9

Mixed number
This is a fraction having both a whole and a proper fraction.
For example 2
1
3
, 4¾ , 3½ etc

Equivalent fraction
It is a fraction which is equal to another when simplified
(reduced) in its lowest term.

Note:
 Top number is known as Numerator
 Bottom number is known as Denominator.

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 Writing and reading of fractions
We begin with numerator to read or write fractions in words
3
using “out of”. For example is written as three out of four
4
or three quarters.

LEARNER’S ACTIVITY
1. is a type of fractions where the top
number is smaller than the bottom number.
2. A Mixed number is a type of fraction with both
and
3. What is an improper fraction?

4. What do we call the top number of a fraction?

5. A type of fraction where the largest term may be expressed in

its lowest term is called
6. Write down three examples of proper fractions.
i)
ii)
iii)
7. Write four examples of improper fraction.
i)
ii)

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 Date:
LESSON 2: Naming the shaded fractions:

Example I:
Name the shaded fraction
2
=
4

Example II:
What fraction is shaded?

5
=
8

Example III:
What fraction is un shaded?

1
=
4

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 LEARNER’S ACTIVITY
1. What fraction is un shaded?
a) b)
= =

c) = d) =

2. What fraction is shaded?

a) b)
= =

c) d)
= =

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 Date :
LESSON 3: Drawing and shading fractions
Steps taken
 Draw a diagram
 Develop the total parts
 Shade accurately the labeled parts.
Example I:
4
Draw and shade
5

1 2 3 4 5

Example II:
5
Shade in the diagram below.
9

1 2 3 4 5 6 7 8 9

LEARNER’S ACTIVITY
1. Draw and shade properly.

a) b)

c) d)

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e)

2. Shade these fractions neatly.

4 2
a) b)
7 3

1 5
c) d)
4 9

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LESSON 4: Changing a mixed number to an improper

fraction
FRACTION
steps taken
 Multiply the denominator by the whole.
 Add the product t the numerator
 Write the sum out of the denominator.
3

Example II: Change 5½ to an improper fraction.

Method I: Method II

= 5½ = (5 x 2) + 1 = DxW+N
2 2 D
= (2 x 5) + 2
= 10 + 1 2
2 2 = (10 + 1)
2
11 11
=
2
= 2

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 LEARNER’S ACTIVITY
1. 2.
.

3. 4.

5. 6.

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 Date:
LESSON 5: Converting an improper fraction to a mixed
number.
Steps taken
 Divide the denominator by the numerator.
 The quotient forms the whole.
 Express the remainder out of the denominator.

Example I:
9

Change into a mixed number. Method II:

4

2 = +

Example II:
1 2
+
3
17
Write as a mixed fraction
3
05 Quotient =
3
3 17

�
�
- 15

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 LEARNER’S ACTIVITY
1. Change the following to a mixed number.

a) 2 b)

c) d)

e) f)

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2. Study the diagrams and write correct statements for the
shaded parts as a mixed number.

a) + + =

b) + + =

c) + + + =

d)
+ + =

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 Date:
LESSON 6: Forming equivalent fractions
Example I:

3
Example II: What is the next two equivalent fractions to 4
� � � � �
� �
,
�
x
�

�
=

LEANER’S ACTIVITY
1. Find the next equivalent fraction to:

a) b)

c) d)

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e)
f)

2. Find the missing equivalent fraction in the given sequence.

a)
�� ��

b)

3. What are the next two equivalent fractions?

a)

4.

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LESSON 7: Shading fractions
�
of the diagram
�
2 1

Example II:
2
S
3
2 4
=
31
x 12
= 2x4
=

LEARNER’S ACTIVITY
1. Shade correctly the given diagrams
2
a)
5

b)

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 3
c)
4

5
d)
6

3
e)
5

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 LESSON 8: Ordering fractions with the same denominator
steps taken
 Ascending order is the arrangement of fractions from the
2 3 4 5
smallest to the biggest e.g.
7
, 7
, 7
and
7

 Descending order is the arrangement of fractions from the

5 4 3 2
biggest to the smallest e.g.
7
, 7
, 7
and
7

Example I:
Arrange the following in ascending order (from the smallest to
the biggest)
6 2 4 1
11
, 11
, 11
,
11

1 2 4 6
, , ,
11 11 11 11

Note: The fractions must be separated by commas.

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 LEARNER’S ACTIVITY
1. Arrange the following fractions from the smallest to the
biggest. (ascending order)
4 1 3 4 5 1 7
a)
5
, 5
, 5
d)
12
, 12
, 12
, 12

7 3 8 4 4 5 1 7
b)
10
, 10
, 10
and
10
d)
12
, 12
, 12
, 12

5 7 3
c)
11
, 11
, 11

2. Arrange the following fractions from the biggest to the smallest

(descending order)
5 2 8
a)
9
, 9
, 9 13 13 13 13

c) d)
15 15 15

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 LESSON 9: Comparing fractions of the same denominator
using >, < or =
Steps taken
 Compare the fractions
 Fill n the correct symbol
Examples
Use the symbol to complete <, > or =

6
a) > 10
b) >

5
c) > 6

LEARNER’S ACTIVITY
1. Fill in the correct symbol <, > or =

7 5 8 3
a) c)
11 11 10 10

4 6 7 7
b) d)
9 9 15 15

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2. Fill in the correct symbol <, > or =

a)
7 7 7 7

b) - +
8 8 8 8

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 LESSON 10: Adding fractions of the same denominator
Steps taken
 Find the LCM
 The LCM is the denominator
 Add both numerator out of one denominator
Example I:

1 1

�
�

Example I:

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 LEARNER’S ACTIVITY
1. Add the following
1
a) +

8 4 11 8
c) + d) +
15 15 17 17

10 4 9 11
e)
19
+ 19
f) 23
+ 23

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g) +

2. Add: +

5 3 8
3. Workout:
21
+ 21
+ 21

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 Date:
LESSON 11: Solving word problems involving addition of
fractions.
Steps taken
 Interpreting the question correctly
 Finding the LCM
 Adding both numerator and denominator
Example I :
3
.

Example II:

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 LEARNER’S ACTIVITY
1.

2.

3.

4.

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5.

6.

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 Date:
LESSON: Addition of mixed fractions with same
denomination
Example I:

Example II:

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 LEARNER’S ACTIVITY
Add the following fractions

1. .

3. 4.

5.
� �

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7.

8.

9. Add: 10. Add:

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 Date :
LESSON: Addition of fractions with different denominators
Examples

1.

Or

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 LEARNER’S ACTIVITY
Add these fractions

1 1
1.
3
+
4
2.

1 1 5 1
3.
7
+
2
4. 8
+
3

3 2
5.
8
+
3
6.

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 2 1
7. 5
+
4

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 Date:
LESSON: Adding a whole to a fraction
Examples
1 1 1 1
a) 1 + = 1 b) 2 + = 3
2 2 3 3

5 5
b) 3 + = 3
7 7

LEARNER’S ACTIVITY
Add the following;
2 1
1. 2 + = 2. 3 + =
5 6

2
3. 4 + = 4.
3

5. Musa ate 2 cakes on Monday and on Tuesday. Find the total

he ate altogether?

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 Date:

LESSON 12: Subtraction of fractions with the same

denomination.

Steps taken
 Find the LCM
 Subtract the numerator out of one denominator.

Example I:

Example II:
15 8
Workout:
23
- 23

15 8
- = 15 - 8
23 23
23

7
=
23

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 LEARNER’S ACTIVITY
1. Workout the following

a) b)

c) d)

e) f)

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 8 4
g) - - -
11 11

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 Date:
LESSON 13: Solving word problems involving subtraction
of fractions with the same denominator.
Steps taken
 Interpret the question correctly
 Find the LCM
 Subtract the numerator out of the denominator.
Example I:
5
Monica had a cake. She ate of it and kept the remaining
7
part. What fraction remained?
5
Total fraction eaten =
7
5
Remaining fraction = 1 - = 7–5
7
7

7 5 2
=
7
- 7
= 7

Example II:
8 5
Okello had of the bread. He gave of it to Alice. What
10 10

fraction did he remain with?

8
Fraction =
10
5
Fraction give to Alice =
10

Remaining fraction

8 5
- = 8 - 5
10 10
10
3
=
10

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 LEANER’S ACTIVITY
9 3
1. Oliva had of the sugarcane. She gave to Tom. What
11 11
fraction of the sugarcane remained?

2.

3.

4.

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5.

6.

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 Date:
LESSON 14: Solving word problems involving fractions
Steps Taken
 Read the question
 Form correct mathematical statement
 subtract accurately
Example I:
1 4
What fraction do you add to to get
4 4
Solution
1
3 4 4
= 3 2 - = 4–1
4 4 4
4
1 3
=
4 4

Example II:

Example III:

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 LEARNER’S ACTIVITY

1.

2.

3.

4.

5.

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 5 6
6. What fraction do you add to to get
6 6

13 20
7. What fraction do you add to to get ?
20 20

9 12
8. What fraction do you add to to get ?
12 12

4 11
9. What fraction do you add to to get ?
11 11

8 10
10. What fraction do you add to to get ?
10 10

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r .
 '
) 'b'
 Date:
LESSON: Subtraction of mixed fraction
Examples
Subtract: 5

1.

2. Subtract:

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 LEARNER’S ACTIVITY
Subtract the following;

1.

3.

5.

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 6.

7.

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 Date:
LESSON: Subtraction of fractions with different
denominations
Examples
1.

OR

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 LEARNER’S ACTIVITY
Subtract these fractions

2 1
1.
3
- 2

3.

5.

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7.

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 Date:
LESSON: Subtracting a fraction from a whole
Examples
1
1. 1 -
2

2 1
2
- 2
= 2–1
2
1
= 2

3
2. 1 -
12

12 13
- = 12 – 3
12 12
2
9
=
12

1
3. John ate of a cake. What fraction of the cake was left?
4

4 1
1 - -
4 4

3
= 4

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 LEARNER’S ACTIVITY
Subtract the following;
3 2
1. 1 - 2. 1 -
4 3

7 8
3. 1 - 4. 1 -
12 15

4 3
5. 1 - 6. 2 -
7 4

9 5
7. 1 - 8. 1 -
12 12

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 LESSON 15: Multiplying a fraction by a whole number.
Steps to take;
 Draw a whole
 Interpret the question correctly
 Fill each part with equal number of distribution
 Shade correctly
 Count then state the answer.
Example I:
2
What is of 12?
3
Solution I Solution II
2
Or = x 12 = (2 + 2) + (2 + 2)
3

= 4 + 4
= 8
= 4 + 4
= 8

Example II:
3
What is of 20?
4

= 5 + 5 + 5
= 15 = 1

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 Example III:
4
Workout x 10
5

= (2 + 2) + (2 + 2)
= 8

LEARNER’S ACTIVITY
1. Workout the fol1owing

a)

4 2
c) of 20 d) of 18
5 9

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 Date :
LESSON Division of fractions
Divide a whole by a fraction
Example I: Example II

1. 2.

OR OR
Use the diagrams Use diagrams

= 9 thirds = 8 halves
1 1
= 3 ÷
3
=9 = 4 ÷ 2
=8

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 LEARNER’S ACTIVITY
Divide the following;
1
a) b) 12 ÷
4

1
c) 9 ÷
3

e)

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 Date:
LESSON Multiplying a fraction by a fraction

Example I:
1 2
1. Multiply:
3
x 4
nx n
d x d
= 1 x 2
3 x 4

2
=
12

Example II:
1 1
2. Multiply:
2
x 3

nx n
d x d
= 1x1
2x2

1
=
6

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 LEARNER’S ACTIVITY
Multiply these fractions

1.

3. 4.

5. 6.

7. 8.

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 6 2 2 1
9. X 10. X
7 3 3 4

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 LESSON Application of fractions.
Examples
2
1. There are 24 boys in a class. of them play football; how
3
many boys play football?
2
a) x 24
3

= 2 x 24
3
16
= 48
31

= 16

2
2. There are 40 pupils in P.4. 5
of them are boys and the rest are
girls.
a) Find the fraction for girls
2
1 - 5

5 2
= -
5 5

3
=
5

b) How many boys are in the class?

2 2
of 40 = x 40
5 5

= 2 x 40
5
16
80
= 5 1
= 16 boys

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c) How many girls are in the class?

4 0
- 1 0

LEARNER’S ACTIVITY
1.

2.

a)

Gombe Junior School P4 Mathematics Term II Page 78

b) How many boys are in the class?

c) How many girls are in the class?

3
3. There are 20 mangoes in a basket, of them are ripe and the
4
rest are green.
a) Find the fraction for green mangoes.

b) How many mangoes are ripe?

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c) How many green mangoes are there?

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 THEME THREE: GEOMETRY
LESSON 12: Dimensional Geometry (Plane shapes)
 All plane shapes are called two – dimensional shapes
because they have both length and breadth (width)
 Plane shapes are flat shapes
 Flat means leveled surface.
Example of 2 – Dimensional figures (Plane shapes)
 Rectangle (has 4 sides)
 Square has (4 sides)
 Triangle has (3 sides)
 Semi-circle has (No side)
 Parallelogram has (4 sides)
 Kite has (4 sides)
 Oval has (No side)
 Trapezium has (4 sides)
 Circle has (No side)

DRAWING SHAPES
1. Rectangle 2. Kite

3. Square 4. Trapezium

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5. Triangle 6. Rhombus

LEARNER’S ACTIVITY
1. Name the shapes drawn below.

a) b)

c) d)

2. Draw the following plane shapes

a) Rectangle b) square

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3. How many sides has a triangle

4. How many sides has a square?

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 LESSON 17: Drawing of line segments
 Draw a line
 Measure the length from the ruler using a pair of
compasses.
 Place the pair of compasses on the line and mark off arcs.
 Label both arcs.
Example I: Draw a line segment PQ = 6cm

Example II: Draw a line segment MN = 4cm

Example III: Draw a line segment 7cm.

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 LEARNER’S ACTIVITY
1. Draw the following line segments.
a) AB = 8cm

b) MN = 9cm

c) PQ = 3cm

d) TN = 5cm

2. Write the number of sides for each figure below;

a) A rectangle

b) A triangle

c) A kite?

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3. How many vertices has a;
a) Rhombus?

b) Trapezium

c) Square?

4. How many faces has;

a) a circle?

b) an oval

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 LESSON 18: Drawing an angle of 900
Steps taken
 Draw a straight line
 Mark off the centre on the straight line drawn.
 Place a protractor at the centre
 Measure angle 900 using the outer scale to 900
 Draw a line from the point to centre.

Example I:
Draw an angle of 900 using a pencil, a ruler and a protractor.

Example II:
Using a pencil, a ruler and a protractor only, draw an angle of
900

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 LEARNER’S ACTIVITY
1. Using a pencil, a ruler and a protractor only, draw the
following angles.
a) 900 at point K b) 900 at point B

c) 900

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 LESSON 19: Right Angles
 Right angles are angles which measure 900
 Symbol represents right angle
Example of right angle with human parts.
a) Human arm

LEARNER’S ACTIVITY
a) Form a right angle using a b) Form a right angle using your
human arm leg.

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 LESSON 20: Drawing a rectangle using a ruler a pencil and
a protractor
Steps taken
 Draw a well labeled sketch
 Draw a straight line
 Use a ruler and measure the given length (line segment)
 Label the two points respectively
 Draw an angle of 900 at each point (using a protractor)
 Using a ruler, measure the width and mark it off.
 Join the points using a ruler to form a rectangle and label it
correctly.
Example I:
With the help of a ruler, a protractor and a pencil, draw a
rectangle ABCD in which AB = 8cm and line BC = 6cm

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 LEANER’S ACTIVITY
1. Draw a rectangle PQRS in which PQ = 6cm and QR = 4cm
using a ruler, a pencil and a protractor.

2. Draw a rectangle ABCD in which AB = 7cm and BC = 4cm

using a ruler, a pencil and a protractor.

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3. Use a protractor, ruler and a pencil to draw a rectangle MNOP
in which MN = 5cm and NO = 3cm.

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 Date:
LESSON 21: Drawing a square using a protractor and a
ruler
Steps taken
 Draw a well labeled sketch
 Measure the length accurately
 Label the two points correctly
 Draw an angle of 900 at each point using a protractor.
 Mark off the same length from each point
 Join the four points and label them to form a square and
label correctly.

Example I:
Draw a square PQRS with length 4cm using a ruler, a pencil
and a protractor.

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 LEARNER’S ACTIVITY
1. Draw a square ABCD with length 5cm using a ruler, a pencil
and a protractor.

2. Draw a square PQRS with side length of 6cm using a ruler, a

pencil and a protractor.

3. Use a ruler, a pencil and a protractor to draw a square of side

length 3cm.

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 Date :
LESSON 22: Finding perimeter by counting unit steps’
Perimeter is the total distance around the plane shape.
Steps taken
 Identify a point of start
 Count all the unit steps round the figure
 The total obtained is the perimeter.

Example I: Count all the unit steps round the square.

12 steps 8 steps

Perimeter = 16 unit steps

Total
16 steps 4 steps

Example II: Count all the unit steps round the rectangle.
13 steps 8 steps

Perimeter = 16 unit steps

16 steps 5 steps
0

Example III: Count all the unit steps round the rectangle.
12 steps 7 steps
Perimeter = 14 unit steps

Total 5 steps
14 steps

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 LEARNER’S ACTIVITY
1. Draw and count unit steps round the plane shapes.
a) b)

c) d)

e) f)

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 Date:
LESSON 23: Perimeter of a rectangle
Note:
 Perimeter is the total distance round a shape
 Perimeter of a shape is obtained by adding all the side
length and side width.
 Or perimeter is equal to twice the sum of the length and
width.

Example I:
Find the perimeter of the rectangle below.

9cm

9cm

Method I: Method II:

P = (L + L) + (W + W) P = 2(L + W)

P = 2L + 2W P = 2(9cm + 4cm)

P = (2 x 9cm) + (2 x 4cm) P = 2 x 13cm

P = 18cm + 8cm P = 26cm

P = 26cm

Gombe Junior School P4 Mathematics Term II Page 101

 LEARNER’S ACTIVITY
1. Find the perimeter of the rectangle.

a) 4cm b) 2cm

8cm 4cm

c) 6cm d) 4cm

10cm 3cm

2. Find the perimeter of the rectangle whose length is 13m and

width is 5m.

Gombe Junior School P4 Mathematics Term II Page 102

3. Calculate the perimeter of a rectangle whose length is 18dm
and width is 4dm.

4. Workout the perimeter of a rectangle whose length is 10cm

and width 7cm.

5. Calculate the perimeter of a rectangle with length 10m and

width 6m.

Gombe Junior School P4 Mathematics Term II Page 103

6. Find the perimeter of a rectangle 12cm long and 9cm wide.

7. Calculate the perimeter of a rectangle 21cm long and 11cm

wide.

8. Find the perimeter of a rectangle 15cm long and 3cm wide.

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Gombe Junior School P4 Mathematics Term II Page 105
Gombe Junior School P4 Mathematics Term II Page 106
 LESSON 24: Perimeter a of a square
Calculate the perimeter of a square

4cm
4cm

Method I: Method II:

P = SI + S2 + S3 + S4 P = 4S
P = (4cm + 4cm) + (4cm + 4cm) = 4 x 4cm
8cm + 8cm = 16cm
P = 16cm

Example II: Workout the perimeter of a square.

12cm

Method I: Method II:

P = P = SI + S2 + S3 + S4 P = 4S

P = 12m + 12m + 12m + 12m = 4 x 12m

P = 48m = 18m

Gombe Junior School P4 Mathematics Term II Page 107

 LEARNER’S ACTIVITY

1. Calculate the perimeter of the following squares.

a) b)
6cm
10m

c) 5cm d)
8cm

2. Calculate the perimeter of a square whose length is;

a) 7cm b) 9cm

Gombe Junior School P4 Mathematics Term II Page 108

c) 14m d) 10m

e) 13dm e) 20cm

3. Calculate the perimeter of the following squares.

a) 12m b) 15dm
12m
15m

Gombe Junior School P4 Mathematics Term II Page 109

Gombe Junior School P4 Mathematics Term II Page 110
 LESSON 25: Area of planes by counting units.
Area is the total number of square units which fill the plane
surface.
Example I:
Count the square units covering the plane surface of the
surface.

1 2 3 4 5
6 7 8 9 10 Total square units = 15 square units

10 11 12 13 14

Example II:
Count the square units covering the plane surface of the
square.

Total square units = 15 square units

LEARNER’S ACTIVITY
1. Count the square units covering the plane surface on the
plane shapes below.
a) b)

Gombe Junior School P4 Mathematics Term II Page 111

c) d)

e)

Gombe Junior School P4 Mathematics Term II Page 112

Gombe Junior School P4 Mathematics Term II Page 113
 Date:
LESSON 26: Area of a rectangle by multiplying.
Example I:
Calculate the area of a rectangle below.
a) b)
4cm

7cm 8cm

2m

c) d) 15cm
4cm 6cm
14cm

Gombe Junior School P4 Mathematics Term II Page 114

2. Find the area of a rectangle whose length is 12m and width is
4m.

3. Calculate the area of the rectangle whose length is 15cm and

width is 5cm.

4. Workout the area of a rectangle whose length is 10dm and

width is 7dm.

5. Find the area of a rectangle 14dm long and 6dm wide.

Gombe Junior School P4 Mathematics Term II Page 115

Gombe Junior School P4 Mathematics Term II Page 116
 LESSON 27: Area of a square
Example I: calculate the area of a square whose length is
6cm.
1. Area = side x side
A = 6cm x 6cm
A = 36 sq cm.

Example II:
Find the area of the drawn shape
Area = side x side
A = 12m x 12m
A = 1 2
12m x 1 2
2 4
+ 1 2
1 4 4 sqm

LEARNER’S ACTIVITY
1. Calculate the area of the squares.
a) b)

11m 9m

Gombe Junior School P4 Mathematics Term II Page 117

c) d)

11m 9m

e) f)

4cm 10cm

e)

13cm

Gombe Junior School P4 Mathematics Term II Page 118

2. Workout the area of a square whose side is 7cm.

3. Calculate the area of a square whose side is 15dm.

Gombe Junior School P4 Mathematics Term II Page 119

Gombe Junior School P4 Mathematics Term II Page 120
 Date:
LESSON 28: 3 – Dimensional Geometry (Solid shapes)
These are shapes having three position measures such as
length, width and height.
Examples of solid shapes
 cube
 cuboid
 triangular prism
 cone
 cylinder
They are made up of more than one plane shape.
Prism No. of faces No. of edges No. of
vertices
Cuboid 6 12 8
Cube 6 12 8
Triangular prism 5 9 6
Cylinder 3 - -

Drawing of solid shapes

i) Cone ii) Triangular prism

iii) cube iv) cuboid v) cylinder

Gombe Junior School P4 Mathematics Term II Page 121

 LEARNER’S ACTIVITY
1. Draw a cuboid 2. How many faces has a cuboid?

3. How many vertices has a cuboid?

Gombe Junior School P4 Mathematics Term II Page 122

 THEME: INTERPRETATION OF GRAPHS AND DATA
LESSON 29: DATA HANDLING
 Data is a complete set of individual piece on information
which is being used in any of the process connected to
Statistics.

 Statistics involves;
i) Collecting data
ii) Presenting data (displaying)
iii) Analyzing data

 Forms of data
There are two forms of data.
i) Raw data
ii) Grouped data
iii)
 Presentation of date
i) Picto graph
ii) Bar graph
iii) Line graph
 Tally is a symbol drawn purposely to keep the record of the
number or amount of something.

Note: for 1 for 2 for 3 for 4 for 5

Examples
Below were ages recorded in primary four class.
8, 9, 10, 8, 9, 10, 8, 9, 8 and 10. Draw tallies for each
group.
Age (years) Tallies No. of pupils
8 4
9 3
10 3

Note: Each stroke represents one item.

Gombe Junior School P4 Mathematics Term II Page 123

 Example II:
Below is the weight of learners for both primary three and
primary four recorded in a week. 12kg, 10kg, 9kg, 12kg, 10kg,
12kg, 10kg and 10kg
a) Draw tallies for the weight b) Draw tallies to represent
group of 10kg the weight of
10kg, 10kg, 10kg, 10kg 12kg, 12kg, 12 kg =
=

Finding the number represented by tallies.

Example III:
What number is represented by the tally.
=
5 + 3
= 8

Example IV:
Find the number represented by the tally

= 5 + 5 + 5 + 4
= 15 + 4
= 19

Gombe Junior School P4 Mathematics Term II Page 124

 LEARNER’S ACTIVITY
1. The following were marks scored by a learner in specific tests.
90%, 95%, 85%, 70%, 95%, 70%, 70%, 90%, 70%, 95%, 70%,
95%, 85%, 95%, 70%, 95%.
Marks Tallies
70%
85%
90%
95%

Write the number represented by the tallies below.

a) = b) =

c) d)
= =

e) f)

Gombe Junior School P4 Mathematics Term II Page 125

 LESSON 30: PICTO GRAPH

Example II
Given that 0 0 0 0 0 represents 20 eggs.
Find the value for one pictograph
Solution
Scale = Total
Number

= 4 eggs

Gombe Junior School P4 Mathematics Term II Page 126

 LEARNER’S ACTIVITY
Study the picto graph and answer questions

Class Number of pupils

Scale represents 10 pupils

1 Find the number of pupils in;

i) Primary seven ii) Primary four

iii) Primary five iv) in all the four classes

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Gombe Junior School P4 Mathematics Term II Page 128
b) Which class has the;
i) Highest number of pupils? iv) Lowest number of pupils?

2. Study the picto graph and answer the questions that follow.

Days of the week Trees planted

Monday

Tuesday

Wednesday

a) How many trees were planted on;

i) Wednesday ii) Tuesday

Gombe Junior School P4 Mathematics Term II Page 129

iii) Monday? iv) Tuesday and Wednesday?

b) Find the number of trees c) How many more trees were

planted in the three days? planted on Monday than
Wednesday?

Gombe Junior School P4 Mathematics Term II Page 130

 LESSON 31: BAR GRAPHS
Collected data can be represented on the graph with a specific
scale.

Qualities of a good bar graph.

A good bar graph should have;
i) Title
ii) Key
iii) Scale
iv) Label

DRAWING BAR GRAPHS

Example I:
The table below shows the number of marks scored by four
children in a test.
NAMES MICHAEL JAMES JIMMY ROBERT
MARKS 60 70 50 80

a) Show the above information on the graph below.

80

60
Marks Scored

40

20

0
Michael James Jimmy Robert
NAMES OF PUPILS

Gombe Junior School P4 Mathematics Term II Page 131

 Scale
Vertical scale = 2 squares represent 20 marks
= 1 square represents 10 marks
= 10 per square.
No. of square units = 10 marks per square

Michael = 60
10
= 6 squares

James = 70
10
= 7 squares

Jimmy = 50
10
= 5 squares

Robert = 80
10
= 8 squares

a) What was the total marks for the four pupils.

Michael 60
James 70
Jimmy 50
Robert + 80
260

Gombe Junior School P4 Mathematics Term II Page 132

 Example II:
The table below shows the number of eggs collected by Edward
in five days.
Days of the week Mon. Tue. Wed. Thur. Fri.
No. of eggs 30 24 18 12 6

a) Show the above information on the graph.

30

24
No. of eggs

18

12

Mon. Tue. Wed Thur. Fri.

DAYS IN A WEEK

Vertical scale = 2 squares represents 6 eggs

= 1 square represents 3 eggs

Mon. = Total
3
10
= 30
31
= 10 squares

Gombe Junior School P4 Mathematics Term II Page 133

 Tue. = Total
3
8
= 24
31
= 8 squares

Wed.= Total
3
6
= 18
31
= 6 squares

Thur.= Total
3
4
= 12
31
= 4 squares

Fri.= Total
3
2
= 6
31
= 2 squares

Gombe Junior School P4 Mathematics Term II Page 134

 LEARNER’S ACTIVITY
The table below shows marks scored by five pupils
Names Jane Joseph Ruth Doreen Smith
Marks 30 50 70 60 80

a) Show the above information on the graph.

80

60
Marks scored

40

20

0
Jane Joseph Ruth Doreen Smith
Pupil’s Name

b) Calculate the total marks for the five children.

Gombe Junior School P4 Mathematics Term II Page 135

c) Who scored the;
i) Lowest mark? ii) Highest mark?

d) What is the difference between Doreen’s and Smith’s score?

Gombe Junior School P4 Mathematics Term II Page 136

2. The table shows the number of pupils per class in a specific
school.
class P.1 P.2 P.3 P.4 P.5
No. of pupils 12 20 28 32 8

a) Show the above information on the bar graph.

40

32
No. of Pupils

24

16

0
P.1. P.2 P.3 P.4. P.5
CLASSES
b) Workout the total number b) How many more pupils are in
of pupils in all classes. P4 than P.2?

Gombe Junior School P4 Mathematics Term II Page 137

d) Which class has the;
i) Lowest number of pupils? ii) Highest number of pupils

Gombe Junior School P4 Mathematics Term II Page 138

 LESSON 32: Interpreting bar graphs
The bar graph below represents the number of people who
received their National identity cards at a certain station in a
week.
Use it to answer the questions that follow.
300
No. of people who received IDS

250

200

100

50

Mon. Tue. Wed. Thur. Fri. Sat.

Days of the week

a) On which day was the highest number recorded?

Friday had the highest number recorded.

b) How many people picked their IDS on Tuesday and Thursday?

Tuesday 150
Thursday + 200
Total 350
There are 350 people.

Gombe Junior School P4 Mathematics Term II Page 139

4. The bar graph shows the attendance of pupils in four
classes on Monday.
120

90
No. of pupils

60

30

0
P.3 P.4 P.5 P.6
Classes
a) Which class had the;
i) Highest attendance? ii) Lowest attendance

b) Workout the total number c) How many more pupils are in

of pupils in all classes. P.6 than P.4?

Gombe Junior School P4 Mathematics Term II Page 140

 LESSON 33: LINE GRAPH
 Is a graph of a straight line with two items which are
proportional.
 A good line graph should have;
i) Title
ii) Scale
iii) Label

 Line graphs are commonly used in recording:

i) Rainfall
ii) Temperature
iii) Travel graphs

INTERPRETING LINE GRAPHS

Example I:
The line graph below shows the rainfall recorded n five
months.

16

12
Rainfall (MM)

J F M A M

MONTH OF THE YEAR

Gombe Junior School P4 Mathematics Term II Page 141

i) What amount of rain was obtained in April?

16mm is shown on graph

ii) Calculate the amount of rain obtained in five months

Jan = 4mm
Feb = 8mm
Mar = 12mm
April = 16mm
May = 8mm
4 8mm

iii) Which month received the highest amount of rainfall?

The month of April

iv) Which month received the lowest amount of rainfall?

The month of January

Gombe Junior School P4 Mathematics Term II Page 142

 LEARNER’S ACTIVITY
1. The graph below shows the temperature recorded at
Namulonge Research Station in a week.
80
70
60
Temperature OC

50
40
30
20
10
0
Mon. Tue. Wed. Thur. Fri. Sat. Sun.
Days of the week

i) Which day was the;

a) Hottest day? b) coolest day?

c) Which day was 300C recorded?

Gombe Junior School P4 Mathematics Term II Page 143

ii) What temperature was recorded on?
a) Monday? b) Sunday?

c) Wednesday? d) Friday?

iii) What was the total temperature of the week?

Gombe Junior School P4 Mathematics Term II Page 144

2. The graph below shows number of litres of petrol consumed by
a car through a certain distance.
60

50

40

30

20

10

0
1 2 3 4 5 6

a) How many kilometres does the car travel on 2 litres of petrol?

c) What distance can the car cover on 6 litres of petrol?

Gombe Junior School P4 Mathematics Term II Page 145

d) How many litres of petrol does the car need to cover a distance
of 40km?

e) How many litres of petrol does the car need to cover a distance
of 30km?

3. The graph below shows the number of different types of

books bought by Kamuge Primary School.

RE
Kinds of books

SST

SCI

ENG

MTC

0 120 140 160 180 200 220

Number of books

Gombe Junior School P4 Mathematics Term II Page 146

a) How many English books did the school buy?

b) How many more math books than English books did the
school buy?

c) If each R.E book cost 10,000 shillings, how much did the
school spend on the R.E books?

d) Find the total number of books bought by Kamuge Primary

School.

Gombe Junior School P4 Mathematics Term II Page 147

Gombe Junior School P4 Mathematics Term II Page 148