Primary 2 Mathematics Practice Paper 2

TuitionGoWhere Practice Paper - Mathematics Primary 2 — Answer Key (Version 2 of 5)

Topic Focus: Numbers (Whole Numbers up to 1000) | Total Marks: 40

Generated from syllabus-aligned templates; not past-year derived. Marking notes: accept sensible equivalent wordings; award method marks even if the final answer is wrong, unless stated otherwise.

Section A (1 mark each)

1. Six hundred and eight [1] Teaching note: Say the hundreds part first (six hundred), add "and", then the last part (eight). In 608 there are 0 tens, so we jump straight from "hundred" to "eight". Common mistake: writing "sixty-eight" (ignoring the hundreds) or "six hundred eight" without "and" (Singapore convention keeps "and").

2. 90 [1] Method: The digit 9 sits in the tens place of 395. Value of tens digit = 9 × 10 = 90. Common mistake: answering 9 (the digit itself) instead of its value. Digit = 9; value = 90.

3. 208, 356, 730 [1] Method: Even numbers end in 0, 2, 4, 6 or 8. 208 ends in 8, 356 ends in 6, 730 ends in 0 → even. 471 ends in 1 and 589 ends in 9 → odd.

4. 550 [1] Method: Adding 100 increases the hundreds digit by 1: 4 hundreds becomes 5 hundreds, so 450 → 550. Tens and ones stay the same.

5. Tick 798 [1] Method: Both numbers have 7 hundreds. Compare the tens: 798 has 9 tens, 789 has 8 tens. 9 tens > 8 tens, so 798 is greater.

Section B (2 marks each)

6. 724 [2] (M1: identifies 7 hundreds from "seven hundred"; M2: correct numeral 724) Method: "Seven hundred" → 7 in the hundreds place. "Twenty-four" → 2 tens and 4 ones. Build: 700 + 20 + 4 = 724. Common mistake: writing 7024 or 7204 (adding extra digits).

7. (a) 426 (b) 400 + 20 + 6 = 426 [2] (M1: correct numeral; M1: correct expanded form) Visual support needed: the figure must show exactly 4 hundreds flats (each worth 100), 2 tens rods (each worth 10) and 6 ones cubes (each worth 1). Method: Count each row: 4 flats = 400; 2 rods = 20; 6 cubes = 6. Add: 400 + 20 + 6 = 426. Common mistake: counting rods or cubes as hundreds, e.g. writing 426 as 4260-style errors or miscounting the rods as 2 ones.

8. 468, 486, 684, 846 [2] (M1: correct order of 468 and 486; M2: fully correct order) Method: Compare hundreds first: 4 hundreds < 6 hundreds < 8 hundreds, so the two "4-hundred" numbers come first and 846 comes last. Then compare 468 and 486: same hundreds (4), compare tens: 6 tens < 8 tens, so 468 < 486.

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# TuitionGoWhere Practice Paper - Mathematics Primary 2 — Answer Key (Version 2 of 5)

**Topic Focus:** Numbers (Whole Numbers up to 1000) | **Total Marks:** 40

*Generated from syllabus-aligned templates; not past-year derived. Marking notes: accept sensible equivalent wordings; award method marks even if the final answer is wrong, unless stated otherwise.*

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## Section A (1 mark each)

**1.** **Six hundred and eight** **[1]**
Teaching note: Say the hundreds part first (six hundred), add "and", then the last part (eight). In 608 there are 0 tens, so we jump straight from "hundred" to "eight".
Common mistake: writing "sixty-eight" or omitting "and".

**2.** **90** **[1]**
Method: The digit 9 sits in the tens place of 395. Value = 9 × 10 = 90.
Common mistake: answering 9 (the digit itself) instead of its value.

**3.** **208, 356, 730** **[1]**
Method: Even numbers end in 0, 2, 4, 6 or 8. 208 ends in 8, 356 ends in 6, 730 ends in 0 → even. 471 ends in 1 and 589 ends in 9 → odd.

**4.** **550** **[1]**
Method: Adding 100 increases the hundreds digit by 1: 450 → 550. Tens and ones stay the same.

**5.** Tick **798** **[1]**
Method: Both have 7 hundreds. Compare tens: 9 tens > 8 tens, so 798 > 789.

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## Section B (2 marks each)

**6.** **724** **[2]** (M1: identifies 7 hundreds from "seven hundred"; M2: correct numeral 724)
Method: 700 + 20 + 4 = 724.
Common mistake: writing 7024 or 7204.

**7.** (a) **426** (b) **400 + 20 + 6 = 426** **[2]** (M1: correct numeral; M1: correct expanded form)
Visual support needed: figure shows exactly 4 hundreds flats, 2 tens rods, 6 ones cubes.
Method: 4 flats = 400; 2 rods = 20; 6 cubes = 6. Add: 400 + 20 + 6 = 426.
Common mistake: miscounting rods or cubes as hundreds/ones incorrectly.

**8.** **468, 486, 684, 846** **[2]** (M1: 468 before 486; M2: fully correct order)
Method: Compare hundreds first: 4 < 6 < 8. Then compare 468 and 486 by tens: 6 tens < 8 tens.

**9.** **420** and **520** **[2]** (M1 for each correct blank)
Method: The pattern counts on in fifties (+50): 320, 370, 420, 470, 520, 570. Check: 420 + 50 = 470 ✓; 470 + 50 = 520 ✓; 520 + 50 = 570 ✓.

**10.** **700**, **600** **[2]** (M1 for each correct blank)
Method: Counting backwards in hundreds subtracts 100 each time: 900, 800, 700, 600, 500. Check: 600 − 100 = 500 ✓.

**11.** **Odd: 213, 505, 997 | Even: 444, 680** **[2]** (M1: three correct odds; M1: both evens correct, or all five placed correctly)
Method: Look at the ones digit only. Ends in 1, 5, 7 → odd (213, 505, 997). Ends in 4, 0 → even (444, 680).
Common mistake: thinking 505 is even because it contains a 0 — only the ones digit matters.

**12.** (a) **205** (b) **620** **[2]** (M1 each)
(a) Method: Subtracting 100 decreases the hundreds digit by 1: 305 → 205.
(b) Method: 619 and 621 are consecutive odd numbers around 620; the whole number between them is 620.

**13.** (a) **753** (b) **357** **[2]** (M1 each)
Method: For the greatest number, place the largest digit in the hundreds place: 7, then 5, then 3 → 753. For the smallest, reverse: 3, then 5, then 7 → 357.

**14.** (a) **<** (b) **=** **[2]** (M1 each)
(a) Method: Same hundreds (5); compare tens: 6 tens < 7 tens, so 567 < 576.
(b) Method: 300 + 40 + 1 = 341, so the two expressions are equal.

**15.** **602, 612, 622, 632, 642** **[2]** (M1: first two correct; M2: all five correct)
Method: Counting on in tens adds 10 each time: 592 → 602 → 612 → 622 → 632 → 642. Note the bridge past 600: 592 + 10 = 602, not 59(10).

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## Section C (3 marks each)

**16.** **Ravi: 832; Mei: 283. Ravi's number is greater.** **[3]** (M1: 832; M1: 283; M1: correct comparison with reason)
Working: Ravi: 800 + 30 + 2 = 832. Mei: 200 + 80 + 3 = 283.
Compare hundreds first: 8 hundreds > 2 hundreds, so 832 > 283. Ravi's number is greater.
Common mistake: reading Mei's card left-to-right as 283 vs mixing up tens/ones places.

**17.** (a) **521, 512, 251, 215** (b) **Class 2B** **[3]** (M1: correct order; M1: 2B identified; M1: justification using comparison)
(a) Method: Compare hundreds: 5-hundreds numbers (521, 512) come first, then 2-hundreds numbers (251, 215). Compare within groups by tens: 52 tens > 51 tens; 25 tens > 21 tens.
(b) Class 2B collected the most points (521), since 521 is the greatest number in the list.

**18.** (a) **135, 145, 155** (b) **No, Sam is not correct.** **[3]** (M1: next three terms; M1: correct decision; M1: valid explanation)
(a) Method: The pattern adds 10 each time: 125 + 10 = 135, 135 + 10 = 145, 145 + 10 = 155.
(b) Every sticker number in this pattern ends in 5 (105, 115, 125, 135, 145, 155, 165, ...). Since 160 ends in 0, it does not appear in the pattern. Sam is incorrect.

**19.** **Yes, Ben is correct.** **[3]** (M1: correct decision; M1–M2: two valid examples with reasoning)
Examples: 10 ÷ 2 = 5 exactly, so 10 is an even number ending in 0. 20 ÷ 2 = 10 exactly, so 20 is also an even number ending in 0.
Explanation: Any number ending in 0 can be split into 2 equal groups (it is a multiple of 10, and every multiple of 10 is even). So Ben's statement is true.
Note: Accept any two multiples of ten (e.g., 30, 40, 100, 500) with correct reasoning.

**20.** **478** **[3]** (M1: hundreds digit 4 identified; M1: tens digit 7 applied; M1: ones digit 8 chosen with reasoning)
Working:
- Greater than 400 but smaller than 500 → the hundreds digit is **4**.
- Tens digit is **7** → the number looks like 47_ .
- Ones digit is even and greater than 7 → the only even digit greater than 7 is **8**.
So the mystery number is 400 + 70 + 8 = **478**.
Check: 400 < 478 < 500 ✓; tens digit 7 ✓; ones digit 8 is even and greater than 7 ✓.

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**END OF ANSWER KEY**