Primary 3 Mathematics Whole Numbers Quiz

Primary 3 Mathematics Quiz - Whole Numbers

Answer Key

Section A: Multiple Choice (Questions 1–10) [2 marks each]

1. B) 8
Working: In 4,826: 4 is in the thousands place, 8 is in the hundreds place, 2 is in the tens place, 6 is in the ones place.
Common mistake: Students may confuse the hundreds place with the thousands place.

2. D) 5,000
Working: The digit 5 is in the thousands place in 5,371, so its value is 5 × 1,000 = 5,000.
Common mistake: Students may answer 5 (the digit itself) instead of 5,000 (its value). This tests the "value of digit" vs "digit itself" distinction.

3. C) 3,142
Working: All numbers start with 3 (thousands). Compare hundreds: 1 < 2 < 4. So 3,142 is the smallest.
Common mistake: Students may stop comparing after the thousands digit without checking the hundreds.

4. A) 7,329
Working: 7,000 + 300 + 20 + 9 = 7,329. Add the place values together.

5. C) 6,244
Working: An even number ends in 0, 2, 4, 6, or 8. Only 6,244 ends in an even digit (4).
Common mistake: Students may think odd-looking numbers are odd without checking the ones digit.

6. B) 4,700
Working: To round 4,678 to the nearest hundred, look at the tens digit (7). Since 7 ≥ 5, round up: 4,600 → 4,700.
Common mistake: Students may look at the ones digit (8) instead of the tens digit.

7. A) 2,035 ; 2,305 ; 2,503 ; 2,530
Working: All start with 2 (thousands). Compare hundreds: 0 < 3 < 5. For 2,503 and 2,530 (both have 5 hundreds), compare tens: 0 < 3. So 2,503 < 2,530.

8. A) 3,405
Working: 3,000 + 400 + 0 + 5 = 3,405. Note there are no tens, so we write 0 in the tens place.

9. B) 90
Working: In 8,190, the digit 9 is in the tens place, so its value is 9 × 10 = 90.
Common mistake: Students may confuse the tens place with the hundreds or ones place.

10. D) 9,069
Working: Compare thousands digits: 9 > 6. So 9,069 is the greatest number.
Common mistake: Students may compare digit-by-digit from the right instead of from the left.

Section B: Short Answer (Questions 11–17)

11. Six thousand, four hundred and eight [2 marks]
Working: 6,000 = six thousand; 400 = four hundred; 8 = eight. Note: there are no tens, so we do not say "and zero tens" — we go straight from hundreds to ones.
Marking: Award 2 marks for the correct answer. Award 1 mark if the student writes "six thousand four hundred eight" (missing "and") — accept as partially correct.
Common mistake: Writing "six thousand four hundred and eighty" (confusing 408 with 480).

12. 3,512 [2 marks]
Working: Three thousand = 3,000; five hundred = 500; twelve = 12. So 3,000 + 500 + 12 = 3,512.
Marking: Award 2 marks for correct answer. Award 1 mark if the student writes 3,5012 or 3512 without comma.

13. (a) 200 [1 mark]
Working: 8,245 = 8,000 + ___ + 40 + 5. The missing value is the hundreds: 200.

(b) 2,603 [1 mark]
Working: 2,000 + 600 + 0 + 3 = 2,603. Note there are no tens.

14. (a) < [1 mark]
Working: 5,670 vs 5,760. Both have 5 thousands. Compare hundreds: 6 < 7. So 5,670 < 5,760.

(b) < [1 mark]
Working: 9,001 vs 9,010. Both have 9 thousands and 0 hundreds. Compare tens: 0 < 1. So 9,001 < 9,010.

15. (a) 3,460 [1 mark]
Working: Round 3,456 to nearest ten. Look at ones digit: 6 ≥ 5, so round up: 3,450 → 3,460.

(b) 3,500 [1 mark]
Working: Round 3,456 to nearest hundred. Look at tens digit: 5 ≥ 5, so round up: 3,400 → 3,500.

(c) 3,000 [1 mark]
Working: Round 3,456 to nearest thousand. Look at hundreds digit: 4 < 5, so round down: stays 3,000.

16. 2,650 [3 marks]
Working: Find the difference between consecutive terms: 2,450 − 2,350 = 100. The pattern increases by 100 each time. So 2,550 + 100 = 2,650.
Marking: Award 3 marks for correct answer with working. Award 2 marks for correct answer without working. Award 1 mark if the student identifies the pattern (+100) but makes an arithmetic error.

17. (a) 9,730 [1 mark]
Working: To form the largest number, arrange digits in descending order: 9, 7, 3, 0 → 9,730.

(b) 3,079 [1 mark]
Working: To form the smallest 4-digit number, put the smallest non-zero digit first (3), then 0, then 7, then 9 → 3,079.
Common mistake: Students may write 0,379 (which is a 3-digit number, not 4-digit).

(c) 3,790 (or any valid even number such as 7,390; 9,370; 3,970; etc.) [1 mark]
Working: An even number must end in 0. Accept any arrangement where 0 is in the ones place and the first digit is not 0.
Marking: Award 1 mark for any valid 4-digit even number using each digit exactly once.

Section C: Structured Questions (Questions 18–20)

18. (a) Yellow [1 mark]
Working: Compare the numbers: 4,532 is the largest.

(b) Green [1 mark]
Working: 4,235 is the smallest.

(c) Green < Red < Blue < Yellow [2 marks]
Working: 4,235 < 4,325 < 4,523 < 4,532.
Marking: Award 2 marks for all four in correct order. Award 1 mark if 2–3 are in correct position.

19. (a) 5,472 [1 mark]
Working: Between 5,000 and 6,000 → thousands digit is 5. Hundreds digit is 4, tens digit is 7, ones digit is 2. So the number is 5,472.

(b) 400 [1 mark]
Working: The digit 4 is in the hundreds place in 5,472, so its value is 4 × 100 = 400.

(c) 5,500 [1 mark]
Working: Round 5,472 to nearest hundred. Look at tens digit: 7 ≥ 5, so round up: 5,400 → 5,500.

(d) 18 [2 marks]
Working: 5 + 4 + 7 + 2 = 18.
Marking: Award 2 marks for correct answer. Award 1 mark for correct addition with a minor arithmetic error.

20. (a) 6,000 ; 7,200 [2 marks — 1 mark each]
Working: The pattern increases by 1,200 each time. 4,800 + 1,200 = 6,000. 6,000 + 1,200 = 7,200.

(b) The pattern increases by 1,200 each time. (Accept equivalent descriptions such as "add 1,200 to get the next number" or "each number is 1,200 more than the previous number.") [2 marks]
Marking: Award 2 marks for a clear and correct description of the rule. Award 1 mark if the student identifies the pattern but the explanation is unclear or incomplete.
Common mistake: Students may say "the numbers are going up" without specifying by how much.

Total: 40 marks