Primary 2 Mathematics Practice Paper 5

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

TuitionGoWhere Practice Paper (AI) — Marking Scheme

Subject: Mathematics | Level: Primary 2 | Topic: Numbers (Whole Numbers to 1000) | Total Marks: 40

Section A (Questions 1–5, 1 mark each)

Q1 (1 mark): 246 Teaching note: A flat = 100, a rod = 10, a cube = 1. Count each column: 2 flats = 200, 4 rods = 40, 6 cubes = 6. Put the digits in place-value order: 200 + 40 + 6 = 246. Expected visual support: the image must show exactly 2 flats under "Hundreds", 4 rods under "Tens", 6 cubes under "Ones". Common mistake: writing 264 (swapping tens and ones) — always match each group to its labelled column.

Q2 (1 mark): 739 Teaching note: "Seven hundred" gives the hundreds digit 7; "and thirty-nine" gives 3 tens and 9 ones. So the number is 7 hundreds, 3 tens, 9 ones = 739. Common mistake: writing 70039 or 7309 — each place holds exactly one digit.

Q3 (1 mark): 80 Teaching note: In 581, the digit 8 sits in the tens place. Its value is 8 tens = 8 × 10 = 80. Common mistake: answering 8 — that is the digit itself, not its value. The value depends on the place.

Q4 (1 mark): Odd Teaching note: Look at the ones digit. 347 ends in 7. Numbers ending in 1, 3, 5, 7, 9 are odd because they cannot be shared equally into 2 groups. Even numbers end in 0, 2, 4, 6, 8.

Q5 (1 mark): 500, 600 Teaching note: The rule is "add 100 each time": 400 + 100 = 500, then 500 + 100 = 600. Only the hundreds digit changes when counting in hundreds.

Section B (Questions 6–15, 2 marks each)

Q6 (2 marks): (a) 600 + 20 + 4 (b) 793 Marking: 1 mark per part. Teaching note: Expanded form splits a number by place value: 6 hundreds, 2 tens, 4 ones becomes 600 + 20 + 4. To rebuild, add the parts: 700 + 90 + 3 = 793.

Q7 (2 marks): 389, 398, 839, 893 Marking: 1 mark for grouping the "3-hundred" numbers before the "8-hundred" numbers; 1 mark for the exact order above. Teaching note: Compare hundreds first (3 < 8). Within the same hundreds, compare tens (389 has 8 tens, 398 has 9 tens, so 389 < 398; similarly 839 < 893).

Q8 (2 marks): 630, 600 Teaching note: The rule is "subtract 10 each time": 660 − 10 = 630, then 630 − 10 = 600. When counting back in tens past a multiple of 100, the tens digit goes 6 → 0 and the hundreds digit drops by 1.

Q9 (2 marks): 340, 668, 884 Marking: 2 marks if exactly 340, 668 and 884 are circled; 1 mark if one number is wrong. Teaching note: Even numbers end in 0, 2, 4, 6, 8. Check only the ones digit: 205 ends in 5 (odd), 517 ends in 7 (odd), 709 ends in 9 (odd). 340, 668 and 884 end in 0, 8 and 4, so they are even.

Q10 (2 marks): (a) 507 (b) 295 Marking: 1 mark per part. Teaching note: Adding 10 changes the tens digit; if the tens are full (9 tens), regroup into a new hundred: 497 + 10 = 507. Subtracting 10 from 305 borrows a ten: 305 − 10 = 295. Watch the crossing of the hundred boundary.

Q11 (2 marks):

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

TuitionGoWhere Practice Paper (AI) — Marking Scheme

Subject: Mathematics | Level: Primary 2 | Topic: Numbers (Whole Numbers to 1000) | Total Marks: 40

Section A (Questions 1–5, 1 mark each)

Q1 (1 mark): 246 Teaching note: A flat = 100, a rod = 10, a cube = 1. Count each column: 2 flats = 200, 4 rods = 40, 6 cubes = 6. Put the digits in place-value order: 200 + 40 + 6 = 246. Expected visual support: the image must show exactly 2 flats under "Hundreds", 4 rods under "Tens", 6 cubes under "Ones". Common mistake: writing 264 (swapping tens and ones) — always match each group to its labelled column.

Q2 (1 mark): 739 Teaching note: "Seven hundred" gives the hundreds digit 7; "and thirty-nine" gives 3 tens and 9 ones. So the number is 7 hundreds, 3 tens, 9 ones = 739. Common mistake: writing 70039 or 7309 — each place holds exactly one digit.

Q3 (1 mark): 80 Teaching note: In 581, the digit 8 sits in the tens place. Its value is 8 tens = 8 × 10 = 80. Common mistake: answering 8 — that is the digit itself, not its value. The value depends on the place.

Q4 (1 mark): Odd Teaching note: Look at the ones digit. 347 ends in 7. Numbers ending in 1, 3, 5, 7, 9 are odd because they cannot be shared equally into 2 groups. Even numbers end in 0, 2, 4, 6, 8.

Q5 (1 mark): 500, 600 Teaching note: The rule is "add 100 each time": 400 + 100 = 500, then 500 + 100 = 600. Only the hundreds digit changes when counting in hundreds.

Section B (Questions 6–15, 2 marks each)

Q6 (2 marks): (a) 600 + 20 + 4 (b) 793 Marking: 1 mark per part. Teaching note: Expanded form splits a number by place value: 6 hundreds, 2 tens, 4 ones becomes 600 + 20 + 4. To rebuild, add the parts: 700 + 90 + 3 = 793.

Q7 (2 marks): 389, 398, 839, 893 Marking: 1 mark for grouping the "3-hundred" numbers before the "8-hundred" numbers; 1 mark for the exact order above. Teaching note: Compare hundreds first (3 < 8). Within the same hundreds, compare tens (389 has 8 tens, 398 has 9 tens, so 389 < 398; similarly 839 < 893).

Q8 (2 marks): 630, 600 Teaching note: The rule is "subtract 10 each time": 660 − 10 = 630, then 630 − 10 = 600. When counting back in tens past a multiple of 100, the tens digit goes 6 → 0 and the hundreds digit drops by 1.

Q9 (2 marks): 340, 668, 884 Marking: 2 marks if exactly 340, 668 and 884 are circled; 1 mark if one number is wrong. Teaching note: Even numbers end in 0, 2, 4, 6, 8. Check only the ones digit: 205 ends in 5 (odd), 517 ends in 7 (odd), 709 ends in 9 (odd). 340, 668 and 884 end in 0, 8 and 4, so they are even.

Q10 (2 marks): (a) 507 (b) 295 Marking: 1 mark per part. Teaching note: Adding 10 changes the tens digit; if the tens are full (9 tens), regroup into a new hundred: 497 + 10 = 507. Subtracting 10 from 305 borrows a ten: 305 − 10 = 295. Watch the crossing of the hundred boundary.

Q11 (2 marks): (a) 512 (b) 389 Marking: 1 mark per part. Teaching note: Adding or subtracting 100 changes only the hundreds digit: 612 − 100 = 512 (hundreds 6 → 5); 289 + 100 = 389 (hundreds 2 → 3). Tens and ones stay the same.

Q12 (2 marks): (a) 952 (b) 259 Marking: 1 mark per part. Teaching note: For the greatest number, put the largest digit in the highest place: 9 hundreds, 5 tens, 2 ones = 952. For the smallest, put the smallest digit first: 2 hundreds, 5 tens, 9 ones = 259.

Q13 (2 marks): (a) > (b) < (c) = Marking: 1 mark for any two correct; 2 marks for all three. Teaching note: Compare hundreds first, then tens, then ones. 310 has 1 ten vs 301's 0 tens, so 310 > 301. 789 has 8 tens vs 798's 9 tens, so 789 < 798. 5 hundreds = 500, so they are equal.

Q14 (2 marks): (a) 904 (b) 660 Marking: 1 mark per part. Teaching note: "Nine hundred and four" means 9 hundreds, 0 tens, 4 ones — the zero must be written to hold the tens place: 904. "Six hundred and sixty" is 6 hundreds, 6 tens, 0 ones = 660.

Q15 (2 marks): 480 Teaching note: Hundreds digit = 4. Tens digit is double 4, so tens = 8. Ones digit = 0. The number is 480. Check: 4 hundreds, 8 tens, 0 ones fits every clue.

Section C (Questions 16–20, 3 marks each)

Q16 (3 marks): 50 more cans Working: 300 − 250 = 50. Marking: 1 mark for correct method/working shown, 1 mark for correct subtraction, 1 mark for answer with units ("50 cans" or "50 more cans"). Teaching note: The question asks "how many more", so subtract the smaller amount from the larger. Class 2B collected 50 more cans than Class 2A.

Q17 (3 marks): 745 Working: Hundreds digit = 7. Tens digit = 7 − 3 = 4. Ones digit = 5. Number = 745. Marking: 1 mark for finding each digit correctly (or equivalent working), up to 2 marks; 1 mark for the final number 745. Teaching note: Build the number one place at a time from the clues, then read it off in order: 7 hundreds, 4 tens, 5 ones.

Q18 (3 marks): 370 stickers Working: Day 1: 340; Day 2: 340 + 10 = 350; Day 3: 350 + 10 = 360; Day 4: 360 + 10 = 370. Alternative: 340 + (3 × 10) = 370, because she adds stickers on Days 2, 3 and 4 only. Marking: 1 mark for a correct method, 1 mark for accurate counting/addition, 1 mark for the answer 370 with units. Common mistake: adding 10 four times (380) — she starts with 340 on Day 1, so there are only 3 additions before Day 4.

Q19 (3 marks): (a) 572, 527, 275, 257 (b) Chen Marking: (a) 2 marks for the fully correct order (1 mark if only the two 500s or the two 200s are ordered correctly); (b) 1 mark for Chen. Teaching note: Compare hundreds first: 5-hundreds beat 2-hundreds. Then compare tens within each pair: 572 has 7 tens vs 527's 2 tens; 275 has 7 tens vs 257's 5 tens. The greatest count, 572, belongs to Chen.

Q20 (3 marks): 132 and 312 Working: A 3-digit even number must end in an even digit. Of 1, 2 and 3, only 2 is even, so 2 must be in the ones place. Arrange 1 and 3 in the hundreds and tens places: 132 and 312. Check: 123 and 213 are odd (end in 3); 231 ends in 1 (odd). Only 132 and 312 work. Marking: 1 mark for recognising the ones digit must be 2, 1 mark for each correct number listed (both needed for full marks). Teaching note: "Even" depends only on the ones digit — fix that digit first, then permute the rest.

Mark Summary

End of answer key.