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Primary 2 Mathematics Practice Paper 5
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Questions
TuitionGoWhere Practice Paper - Mathematics Primary 2
TuitionGoWhere Practice Paper (AI)
| Subject: | Mathematics |
| Level: | Primary 2 |
| Paper: | Practice Paper – Numbers (Version 5 of 5) |
| Duration: | 1 hour 15 minutes |
| Total Marks: | 40 |
| Name: | _________________________________ |
| Class: | _________________________________ |
| Date: | _________________________________ |
Instructions
- This paper has two sections.
- Answer all questions.
- Show your working clearly where required.
- Write your answers in the spaces provided.
Section A: Short Answer Questions (Questions 1–20)
20 questions | 20 marks | Estimated time: 35 minutes
Answer each question. Each question carries 1 mark.
1. Write 6 hundreds, 2 tens, and 9 ones as a number.
Answer: _________________________________
2. What is the value of the digit 4 in the number 743?
Answer: _________________________________
3. Arrange these numbers in order from smallest to biggest: 408, 380, 418, 803
Answer: _________________________________
4. What number is 50 more than 276?
Answer: _________________________________
5. Is 438 an odd number or an even number?
Answer: _________________________________
6. Fill in the blank: 625 = 600 + ______ + 5
Answer: _________________________________
7. Write the number nine hundred and seven in numerals.
Answer: _________________________________
8. What is the missing number in this pattern? 245, 255, 265, ______, 285
Answer: _________________________________
9. Which is smaller: 567 or 576? Use the symbol < or > to compare them.
Answer: _________________________________
10. Count backward in tens. What comes before 180?
Answer: _________________________________
11. What is the greatest 3-digit number you can make using the digits 3, 7, and 1? Use each digit only once.
Answer: _________________________________
12. 400 + 30 + 6 = ______
Answer: _________________________________
13. Round 486 to the nearest ten.
Answer: _________________________________
14. What is the sum of the digits in 529?
Answer: _________________________________
15. Write the number that is 100 less than 900.
Answer: _________________________________
16. How many tens are there in 740?
Answer: _________________________________
17. Complete the number bond: ______ + 450 = 1000
Answer: _________________________________
18. Write 608 in words.
Answer: _________________________________
19. Which number is the odd one out? Explain why. 312, 132, 321, 123
Answer: _________________________________
Explanation: _________________________________
20. Fill in the missing numbers in this pattern: 850, ______, 650, 550, ______
Answer: _________________________________
Section A Total: 20 marks
Section B: Problem Solving (Questions 21–25)
5 questions | 20 marks | Estimated time: 40 minutes
Show your working clearly. Each part question shows the marks available.
21. (a) Write the number 835 in expanded form. [1 mark]
Answer: _________________________________
(b) What is the difference between the value of the digit 8 and the value of the digit 5 in 835? [2 marks]
Working:
Answer: _________________________________
22. (a) Arrange these numbers in descending order: 294, 429, 249, 492, 924 [1 mark]
Answer: _________________________________
(b) What is the sum of the smallest and the largest numbers from the list in part (a)? [2 marks]
Working:
Answer: _________________________________
23. Study the number pattern below.
<image_placeholder> id: Q23-fig1 type: diagram linked_question: Q23 description: A number line showing jumps from 150 to 450 with two missing values in between labels: Start at 150, first jump, second jump, third jump ends at 450 values: 150, ____, ____, 450 must_show: Equal spacing between ticks, four labeled positions with two blanks, arrows showing direction of increase </image_placeholder>
(a) What is the rule for this pattern? [1 mark]
Answer: _________________________________
(b) Fill in the two missing numbers. [2 marks]
Answer: _________________________________
24. Alice has three number cards: 4, 7, and 2.
(a) What is the greatest 3-digit number she can make? [1 mark]
Answer: _________________________________
(b) What is the smallest 3-digit number she can make? [1 mark]
Answer: _________________________________
(c) What is the difference between the greatest and smallest numbers she can make? [2 marks]
Working:
Answer: _________________________________
25. Tom is thinking of a number.
<image_placeholder> id: Q25-fig1 type: chart linked_question: Q25 description: A place value chart with three columns: Hundreds, Tens, Ones labels: Hundreds, Tens, Ones values: Hundreds column shows 5 counters, Tens column shows ? counters, Ones column shows 8 counters must_show: Three labeled columns, 5 counters in Hundreds, unknown number of counters in Tens (represented by a question mark or blank), 8 counters in Ones, total value given as 568 </image_placeholder>
The place value chart shows Tom's number. The total value is 568.
(a) How many counters should be in the Tens place? [2 marks]
Working:
Answer: _________________________________
(b) Tom swaps the digits in the hundreds place and the ones place. What is his new number? [1 mark]
Answer: _________________________________
(c) What is the difference between Tom's original number and his new number? [2 marks]
Working:
Answer: _________________________________
Section B Total: 20 marks
End of Paper
Grand Total: 40 marks
Answers
TuitionGoWhere Practice Paper Answers - Mathematics Primary 2
Version 5 of 5
Section A: Short Answer Questions
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.
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.
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
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
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
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
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.
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 ✓
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
10. [1 mark]
Answer: 170
Working/Explanation:
- Counting backward in tens: subtract 10 each time
- 180 – 10 = 170
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
12. [1 mark]
Answer: 436
Working/Explanation:
- 400 + 30 + 6 = 436
- 4 hundreds, 3 tens, 6 ones
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)
14. [1 mark]
Answer: 16
Working/Explanation:
- Digits in 529: 5, 2, and 9
- Sum = 5 + 2 + 9 = 16
15. [1 mark]
Answer: 800
Working/Explanation:
- 100 less than 900 means 900 – 100
- 900 – 100 = 800
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.
17. [1 mark]
Answer: 550
Working/Explanation:
- 1000 – 450 = 550
- Check: 550 + 450 = 1000 ✓
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.
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.
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
Section A Total: 20 marks
Section B: Problem Solving
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.
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.
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.
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.
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.
Section B Total: 20 marks
Grand Total: 40 marks
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