Primary 2 Mathematics Practice Paper 3

TuitionGoWhere Practice Paper - Mathematics Primary 2 — Answer Key (Version 3 of 5)

TuitionGoWhere Practice Paper (AI)

Total Marks: 50 | Duration: 45 minutes

Marking notes: Accept correct answers in either numerals or words unless stated. Award method marks where shown even if the final answer is wrong, provided the working is logical.

Section A (Questions 1–5)

Question 1 — Answer: 70 [1] Teaching note: 473 is made of 4 hundreds, 7 tens and 3 ones. The digit 7 sits in the tens place, so its value is 7 tens = 70. Common mistake: writing 7 (just the digit) instead of its value. Always ask: "Which place is the digit standing in?"

Question 2 — Answer: six hundred and eight [1] Teaching note: 608 has 6 hundreds, 0 tens and 8 ones. We say the zero tens silently: "six hundred and eight". Common mistake: writing "six hundred eighty" (that would be 680) or forgetting the "and".

Question 3 — Answer: 380, 512, 804 [1] Teaching note: Even numbers end in 0, 2, 4, 6 or 8. Only 380, 512 and 804 end in these digits. 245, 697 end in 5 and 7, so they are odd.

Question 4 — Answer: 460 [1] Method: The pattern goes up by 10 each time (430 → 440 → 450). So 450 + 10 = 460, and 460 + 10 = 470 checks the answer.

Question 5 — Answer: 589 < 598 [1] Method: Both numbers have 5 hundreds, so compare the tens: 8 tens < 9 tens. Therefore 589 is smaller than 598.

Section B (Questions 6–10)

Question 6 [2] (a) 725 [1] — 7 hundreds, 2 tens, 5 ones. (b) nine hundred and four [1] — 9 hundreds, 0 tens, 4 ones; say the zero tens silently.

Question 7 — Answer: 700, 690 [2] (1 mark each) Method: Counting backwards in tens means subtracting 10 each time: 720 − 10 = 710, 710 − 10 = 700, 700 − 10 = 690, 690 − 10 = 680. The last number 680 confirms the rule. Common mistake: adding 10 instead of subtracting. Check the direction arrow in the question.

Question 8 — Answer: 346, 364, 436, 463 [2] Method: Compare hundreds first: 346 and 364 have 3 hundreds; 436 and 463 have 4 hundreds, so the 3-hundred numbers come first. Then compare tens: 4 tens < 6 tens, so 346 < 364 and 436 < 463. Marking: 2 marks for fully correct order; 1 mark if only one pair is swapped.

Question 9 [2] (a) 600 [1] — The 6 is in the hundreds place, so its value is 6 hundreds = 600. (b) 7 [1] — In 317, the digits are 3 hundreds, 1 ten, 7 ones. The ones digit is 7.

Question 10 — Answer: True [2] (1 mark for choice, 1 mark for reason) Reason: 555 ends in 5. Numbers ending in 1, 3, 5, 7 or 9 are odd because they cannot be split into two equal groups. So 555 is odd. Marking note: The explanation must mention the last digit (or equal-sharing idea), not just repeat "it is odd".

Section C (Questions 11–15)

Question 11 — Answer: 400, 450, 500 [3] (1 mark each) Method: 250 → 300 is +50, and 300 → 350 is +50. The rule is "add 50 each time" (counting in fifties). Continue: 350 + 50 = 400, 400 + 50 = 450, 450 + 50 = 500. Common mistake: assuming every pattern adds 10. Always test the jump between the first two numbers.

Question 12 [3] Order: 750, 705, 570, 507 [2] First place compared: the hundreds place [1] Method: Compare hundreds: 750 and 705 have 7 hundreds; 570 and 507 have 5 hundreds, so both 7-hundred numbers come first. Then compare tens: 5 tens > 0 tens, so 750 > 705; and 7 tens > 0 tens, so 570 > 507. Marking: 1 mark deducted per misplaced number (max 2).

Question 13 [3] (1 mark each) (a) 256 — 100 less means take away 1 hundred: 356 − 100 = 256. (b) 366 — 10 more means add 1 ten: 356 + 10 = 366. (c) 456 — 100 more means add 1 hundred: 356 + 100 = 456. Teaching note: Changing the hundreds digit only affects the front digit; changing the tens digit only affects the middle digit. The ones digit stays 6 throughout.

Question 14 — Answer: 479 [3] Steps:

• Hundreds digit: given as 4. [1]
• Tens digit: 3 more than the hundreds digit → 4 + 3 = 7. [1]
• Ones digit: given as 9. [1] Put together: 4 hundreds, 7 tens, 9 ones = 479. Common mistake: writing 4 + 3 = 7 in the wrong place, giving 747. Remind students to build the number place by place: hundreds first, then tens, then ones.

Question 15 [3] (a) Greatest: 852 [1] (b) Smallest: 258 [1] (c) Explanation: For the smallest number, put the smallest digit (2) in the hundreds place, because the hundreds place carries the biggest value (200 beats 50 or 8). Then 5 goes in the tens place and 8 in the ones place. [1] Teaching note: For the greatest number, reverse the idea — largest digit (8) in the hundreds place, then 5, then 2.

Section D (Questions 16–20)

Question 16 [4] (1 mark per cell)

Method: 100 less changes the

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TuitionGoWhere Practice Paper - Mathematics Primary 2 — Answer Key (Version 3 of 5)

TuitionGoWhere Practice Paper (AI)

Total Marks: 50 | Duration: 45 minutes

Marking notes: Accept correct answers in either numerals or words unless stated. Award method marks where shown even if the final answer is wrong, provided the working is logical.

Section A (Questions 1–5)

Question 1 — Answer: 70 [1] Teaching note: In 473, the digit 7 sits in the tens place, so its value is 7 tens = 70. Common mistake: writing 7 instead of its value. Always ask which place the digit stands in.

Question 2 — Answer: six hundred and eight [1] Teaching note: 608 has 6 hundreds, 0 tens, 8 ones; say the zero tens silently. Common mistake: writing "six hundred eighty" (that would be 680).

Question 3 — Answer: 380, 512, 804 [1] Teaching note: Even numbers end in 0, 2, 4, 6 or 8. Only these three do; 245 and 697 are odd.

Question 4 — Answer: 460 [1] Method: Pattern adds 10 each time: 450 + 10 = 460; check 460 + 10 = 470.

Question 5 — Answer: 589 < 598 [1] Method: Both have 5 hundreds, so compare tens: 8 tens < 9 tens.

Section B (Questions 6–10)

Question 6 [2] (a) 725 [1] — 7 hundreds, 2 tens, 5 ones. (b) nine hundred and four [1] — zero tens said silently.

Question 7 — Answer: 700, 690 [2] (1 mark each) Method: Subtract 10 each time: 720 → 710 → 700 → 690 → 680. The final 680 confirms the rule. Common mistake: adding instead of subtracting; check the direction of counting.

Question 8 — Answer: 346, 364, 436, 463 [2] Method: Compare hundreds first (3-hundred numbers before 4-hundred), then tens: 346 < 364 and 436 < 463. Marking: 2 marks fully correct; 1 mark if only one pair swapped.

Question 9 [2] (a) 600 [1] — 6 is in the hundreds place: 6 hundreds = 600. (b) 7 [1] — digits of 317 are 3 hundreds, 1 ten, 7 ones.

Question 10 — Answer: True [2] (1 mark choice, 1 mark reason) Reason: 555 ends in 5; numbers ending in 1, 3, 5, 7, 9 cannot be split into two equal groups, so they are odd. Marking note: explanation must mention the last digit or equal-sharing idea.

Section C (Questions 11–15)

Question 11 — Answer: 400, 450, 500 [3] (1 mark each) Method: Jumps are +50 each time (counting in fifties): 350 + 50 = 400, then 450, then 500. Common mistake: assuming every pattern adds 10; test the jump between the first two numbers.

Question 12 [3] Order: 750, 705, 570, 507 [2] First place compared: the hundreds place [1] Method: 750/705 have 7 hundreds, so they come first; then compare tens: 5 > 0 gives 750 > 705, and 7 > 0 gives 570 > 507. Marking: deduct 1 mark per misplaced number (max 2).

Question 13 [3] (1 mark each) (a) 256 — 356 − 100 = 256. (b) 366 — 356 + 10 = 366. (c) 456 — 356 + 100 = 456. Teaching note: changing hundreds affects only the front digit; changing tens affects only the middle digit; ones stays 6.

Question 14 — Answer: 479 [3] Steps:

• Hundreds digit: given as 4. [1]
• Tens digit: 4 + 3 = 7. [1]
• Ones digit: given as 9. [1] Put together: 4 hundreds, 7 tens, 9 ones = 479. Common mistake: writing 747 by placing the sum first; build the number place by place.

Question 15 [3] (a) Greatest: 852 [1] (b) Smallest: 258 [1] (c) Explanation: put the smallest digit (2) in the hundreds place because that place carries the biggest value; then 5 in tens, 8 in ones. [1] Teaching note: greatest number reverses this — largest digit (8) first.

Section D (Questions 16–20)

Question 16 [4] (1 mark per cell)

Method: 100 less changes the hundreds digit (4 → 3); 10 less changes the tens digit (6 → 5); 10 more changes the tens digit (6 → 7); 100 more changes the hundreds digit (4 → 5). The ones digit stays 3 throughout.

Question 17 [4] (a) Missing numbers: 350 and 550 [2] (1 mark each) (b) Rule: Add 100 each time (count on in hundreds from 150). [1] (c) Next number after 650: 750 [1] Method: 150 → 250 is +100, so continue: 250 + 100 = 350, and 450 + 100 = 550. Check: 550 + 100 = 650 matches the given number. Then 650 + 100 = 750.

Question 18 — Answer: 758 [4] Steps:

• Step 1 - Hundreds digit: given as 7. [1]
• Step 2 - Tens digit: 2 less than 7 → 7 − 2 = 5. [1]
• Step 3 - Ones digit: even number greater than 7 → 8 (the only even digit bigger than 7). [1] Maya's number: 7 hundreds, 5 tens, 8 ones = 758. [1] Common mistake: choosing 9 as the ones digit (odd) or writing 785 by mixing up places.

Question 19 — Answer: Eve, Dan, Cara, Ben [4] (1 mark per correct position) Working:

• Eve: 893 cards (most)
• Dan: 839 cards
• Cara: 398 cards
• Ben: 389 cards (fewest) Method: Compare hundreds first: 893 and 839 (8 hundreds) beat 398 and 389 (3 hundreds). Then compare tens: 893 vs 839 → 9 tens > 3 tens; 398 vs 389 → 9 tens > 8 tens. Marking note: award 2 marks if pairs are correct but reversed within a pair.

Question 20 [4] (a) Next four numbers: 129, 139, 149, 159 [2] (½ mark each, or 1 mark for two correct consecutive numbers) (b) All four numbers are odd: 129 odd, 139 odd, 149 odd, 159 odd. [2] Reason: Start at 99, which is odd. Adding 10 does not change whether a number is odd or even (only the tens digit changes; the ones digit stays 9). Since every number in the pattern ends in 9, all of them are odd. Marking note: 1 mark for labelling all four as odd, 1 mark for a valid reason (ones digit stays 9 / adding 10 keeps parity).

End of Answer Key

Total: Section A (5) + Section B (10) + Section C (15) + Section D (20) = 50 marks