Primary 2 Mathematics Practice Paper 5

TuitionGoWhere Practice Paper Answers - Mathematics Primary 2

Version 5 of 5

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Section A: Short Answer Questions

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1. [1 mark]

Answer: 629

Working/Explanation:

• 6 hundreds = 600
• 2 tens = 20
• 9 ones = 9
• 600 + 20 + 9 = 629

Teaching note: In place value, each position has a different value. Hundreds are worth 100 times more than ones.

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2. [1 mark]

Answer: 40

Working/Explanation:

• The digit 4 is in the tens place
• Value = 4 × 10 = 40

Common mistake: Writing "4" instead of "40" — this gives the digit, not its value.

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3. [1 mark]

Answer: 380, 408, 418, 803

Working/Explanation:

• Compare hundreds first: 380 and 408, 418 have smaller hundreds digits
• 380 has 3 hundreds; 408 and 418 have 4 hundreds; 803 has 8 hundreds
• Between 408 and 418: both have 4 hundreds, but 08 < 18 in tens place

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4. [1 mark]

Answer: 326

Working/Explanation:

• 50 more than 276 means 276 + 50
• 276 + 50 = 326
• Or: 2 hundreds + 7 tens + 6 ones + 5 tens = 2 hundreds + 12 tens + 6 ones = 326

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5. [1 mark]

Answer: Even number

Working/Explanation:

• Even numbers end in 0, 2, 4, 6, or 8
• 438 ends in 8, so it is even
• Also: 438 = 2 × 219, so it can be divided equally into 2 groups

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6. [1 mark]

Answer: 20

Working/Explanation:

• 625 = 600 + 20 + 5
• 625 – 600 – 5 = 20
• The digit 2 is in the tens place, so its value is 20

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7. [1 mark]

Answer: 907

Working/Explanation:

• Nine hundred = 900
• Zero tens = 00 (we write 0 as a placeholder)
• Seven ones = 7
• 900 + 0 + 7 = 907

Common mistake: Writing 97 or 9007. The zero tens place must be filled.

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8. [1 mark]

Answer: 275

Working/Explanation:

• Pattern: increasing by 10 each time (skip counting in tens)
• 245 + 10 = 255
• 255 + 10 = 265
• 265 + 10 = 275
• 275 + 10 = 285 ✓

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9. [1 mark]

Answer: 567 < 576

Working/Explanation:

• Both have 5 hundreds — equal
• Compare tens: 6 tens vs 7 tens
• 6 < 7, so 567 < 576

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10. [1 mark]

Answer: 170

Working/Explanation:

• Counting backward in tens: subtract 10 each time
• 180 – 10 = 170

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11. [1 mark]

Answer: 731

Working/Explanation:

• To make the greatest number, put the largest digit in the highest place value
• Largest digit is 7 → hundreds place
• Next largest is 3 → tens place
• Smallest is 1 → ones place
• 731

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12. [1 mark]

Answer: 436

Working/Explanation:

• 400 + 30 + 6 = 436
• 4 hundreds, 3 tens, 6 ones

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13. [1 mark]

Answer: 490

Working/Explanation:

• 486 is between 480 and 490
• Look at the ones digit: 6
• 6 ≥ 5, so round up to 490
• (If ones digit were 0–4, we would round down)

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14. [1 mark]

Answer: 16

Working/Explanation:

• Digits in 529: 5, 2, and 9
• Sum = 5 + 2 + 9 = 16

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15. [1 mark]

Answer: 800

Working/Explanation:

• 100 less than 900 means 900 – 100
• 900 – 100 = 800

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16. [1 mark]

Answer: 74

Working/Explanation:

• 740 = 74 tens + 0 ones (since 74 × 10 = 740)
• Or: 740 ÷ 10 = 74

Common mistake: Writing 4 (confusing tens digit with number of tens). The digit 4 is in tens place, but there are 74 tens in 740.

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17. [1 mark]

Answer: 550

Working/Explanation:

• 1000 – 450 = 550
• Check: 550 + 450 = 1000 ✓

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18. [1 mark]

Answer: six hundred and eight

Working/Explanation:

• 600 = six hundred
• 08 = eight (we say "and eight" not "zero eight")
• Zero tens place is silent in words

Common mistake: "Six hundred zero eight" — we don't say the zero.

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19. [2 marks - 1 mark for correct identification, 1 mark for correct explanation]

Answer: 321

Explanation: 321 is the only number with 3 in the hundreds place. The other three numbers (312, 132, 123) all have different arrangements of digits but none have 3 in the hundreds place. Wait — let me re-check: 312 has 3 in hundreds, 132 has 1 in hundreds, 321 has 3 in hundreds, 123 has 1 in hundreds.

Corrected Answer: 321 (odd one out because it's the only number greater than 300, OR 312 because even number)

Better answer: 312 — it is the only even number (ends in 2). All others (321, 132, 123) are odd numbers.

Mark scheme: Any valid mathematical reason with correct identification: 2 marks. Valid reason but wrong identification: 1 mark.

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20. [1 mark]

Answer: 750, 450

Working/Explanation:

• Pattern decreases by 100 each time (counting backward in hundreds)
• 850 – 100 = 750
• 750 – 100 = 650 ✓
• 650 – 100 = 550 ✓
• 550 – 100 = 450

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Section A Total: 20 marks

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Section B: Problem Solving

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21. [Total: 3 marks]

(a) [1 mark]

Answer: 800 + 30 + 5

Explanation: 835 = 8 hundreds + 3 tens + 5 ones = 800 + 30 + 5

(b) [2 marks]

Working:

• Value of 8 in 835: 8 × 100 = 800
• Value of 5 in 835: 5 × 1 = 5
• Difference: 800 – 5 = 795

Answer: 795

Mark breakdown: 1 mark for correct values of 8 and 5; 1 mark for correct difference.

Teaching note: Always check which place the digit is in. The 8 is hundreds place (value 800), not 8. The 5 is ones place (value 5), not 50.

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22. [Total: 3 marks]

(a) [1 mark]

Answer: 924, 492, 429, 294, 249

Working/Explanation:

• All have digits 2, 4, 9 in different arrangements
• Compare hundreds: 9 > 4 > 2
• For 4 hundreds: 492 > 429 (92 > 29 in tens)
• For 2 hundreds: 294 > 249 (94 > 49 in tens)

(b) [2 marks]

Working:

• Smallest number: 249

• Largest number: 924

• Sum: 249 + 924

  249 + 924 ----- 1173

Answer: 1173

Mark breakdown: 1 mark for identifying correct smallest and largest; 1 mark for correct addition with working.

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23. [Total: 3 marks]

(a) [1 mark]

Answer: Counting forward in hundreds / Add 100 each time / Rule: +100

Expected visual from image placeholder: Number line from 150 to 450 with equal jumps: 150 → 250 → 350 → 450

(b) [2 marks]

Answer: 250, 350

Working/Explanation:

• 450 – 150 = 300 total distance
• 3 jumps cover 300, so each jump = 300 ÷ 3 = 100
• 150 + 100 = 250
• 250 + 100 = 350
• 350 + 100 = 450 ✓

Mark breakdown: 1 mark for each correct missing number.

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24. [Total: 4 marks]

(a) [1 mark]

Answer: 742

Explanation: Put largest digit (7) in hundreds, next (4) in tens, smallest (2) in ones.

(b) [1 mark]

Answer: 247

Explanation: Put smallest digit (2) in hundreds, next (4) in tens, largest (7) in ones.

(c) [2 marks]

Working:

• Greatest: 742

• Smallest: 247

• Difference: 742 – 247

  742 - 247 ----- 495

• 2 < 7, so regroup: 12 – 7 = 5

• 3 (after regroup) < 4, so regroup again: 13 – 4 = 9

• 6 (after regroup) – 2 = 4

Answer: 495

Mark breakdown: 1 mark for correct subtraction setup; 1 mark for correct answer with working shown.

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25. [Total: 5 marks]

(a) [2 marks]

Working:

• Total value = 568
• 5 hundreds = 500
• 8 ones = 8
• Tens value = 568 – 500 – 8 = 60
• Number of tens counters = 60 ÷ 10 = 6

Or: 568 = 500 + 60 + 8, so tens digit is 6.

Answer: 6 counters

Mark breakdown: 1 mark for showing 60 is the tens value; 1 mark for identifying 6 counters.

Expected visual from image placeholder: Place value chart with 5 in hundreds, blank/? in tens, 8 in ones; total shown as 568.

(b) [1 mark]

Answer: 865

Explanation: Original number is 568. Swap hundreds (5) and ones (8): 865.

(c) [2 marks]

Working:

• Original: 568

• New number: 865

• Difference: 865 – 568

  865 - 568 ----- 297

• 5 < 8, regroup: 15 – 8 = 7

• 5 (after regroup) < 6, regroup again: 15 – 6 = 9

• 7 (after regroup) – 5 = 2

Answer: 297

Mark breakdown: 1 mark for correct subtraction setup with swapped number; 1 mark for correct answer with working.

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Section B Total: 20 marks

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Grand Total: 40 marks

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Marking Summary

Section	Marks Available	Focus Areas
A: Short Answer	20	Place value, number patterns, comparison, rounding, number properties
B: Problem Solving	20	Multi-step reasoning, place value understanding, number manipulation, working shown

Expected performance indicators:

• 34–40 marks: Strong grasp of numbers to 1000
• 26–33 marks: Good understanding with some gaps in multi-step problems
• 18–25 marks: Developing; review place value and number patterns
• Below 18 marks: Significant gaps; revisit basic place value and number bonds to 1000