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Page 1
GrADe 6: MATheMATiCS [TerM 1] 25
Unit Whole n Umbers :
3
Addition And s Ubtr Action 3.1 Basic addition and subtraction facts and skills
Type A Type B Type C
There are 486 m of Type A fencing, 723 m of Type B fencing and 363 m
of Type C fencing alongside a certain stretch of road.
Altogether, this is 1 572 m of fencing.
1 572 = 486 + 723 + 363
We say: 1 572 is the sum of 486, 723 and 363.
If 580 m of this fence is removed, there will be 992 m left.
We say: the difference between 1 572 and 580 is 992.
The difference between two numbers is found by subtraction:
1 572 - 580 = 992
1. Calculate.
(a) 900 + 600 (b) 700 + 600
(c) 90 + 60 (d) 70 + 60
(e) 9 000 + 6 000 (f) 7 000 + 6 000
(g) 500 + 800 (h) 4 000 + 9 000
(i) 1 300 - 400 (j) 700 - 300
(k) 57 000 + 8 000 (l) 27 000 + 18 000
(m) 21 000 + 4 000 (n) 40 000 + 30 000
(o) 4 000 + 39 000 (p) 37 000 + 4 000
(q) 34 000 + 10 000 (r) 34 000 - 20 000
(s) 31 000 + 9 000 (t) 79 000 + 8 000
(u) 29 000 + 8 000 (v) 9 000 + 25 000
(w) 27 000 + 18 000 (x) 6 000 + 64 000
Maths_English_LB_Grade6_Book.indb 25 2016/12/15 4:20:43 PM
Page 2
GrADe 6: MATheMATiCS [TerM 1] 25
Unit Whole n Umbers :
3
Addition And s Ubtr Action 3.1 Basic addition and subtraction facts and skills
Type A Type B Type C
There are 486 m of Type A fencing, 723 m of Type B fencing and 363 m
of Type C fencing alongside a certain stretch of road.
Altogether, this is 1 572 m of fencing.
1 572 = 486 + 723 + 363
We say: 1 572 is the sum of 486, 723 and 363.
If 580 m of this fence is removed, there will be 992 m left.
We say: the difference between 1 572 and 580 is 992.
The difference between two numbers is found by subtraction:
1 572 - 580 = 992
1. Calculate.
(a) 900 + 600 (b) 700 + 600
(c) 90 + 60 (d) 70 + 60
(e) 9 000 + 6 000 (f) 7 000 + 6 000
(g) 500 + 800 (h) 4 000 + 9 000
(i) 1 300 - 400 (j) 700 - 300
(k) 57 000 + 8 000 (l) 27 000 + 18 000
(m) 21 000 + 4 000 (n) 40 000 + 30 000
(o) 4 000 + 39 000 (p) 37 000 + 4 000
(q) 34 000 + 10 000 (r) 34 000 - 20 000
(s) 31 000 + 9 000 (t) 79 000 + 8 000
(u) 29 000 + 8 000 (v) 9 000 + 25 000
(w) 27 000 + 18 000 (x) 6 000 + 64 000
Maths_English_LB_Grade6_Book.indb 25 2016/12/15 4:20:43 PM
26 UNiT 3: WhOLe NUMBerS: ADDiTiON AND SUBTrACTiON
The number name for 1 600 is one thousand six hundred. The name
sixteen hundred can also be used.
To calculate 1 600 - 700 you may think of it as sixteen hundred
minus seven hundred, instead of one thousand six hundred minus
seven hundred.
2. Write the number that is missing from each of these number
sentences.
(a) 700 + . . . = 1 000 (b) 1 000 - 700 = . . .
(c) 1 000 - . . . = 700 (d) 400 + . . . = 1 000
(e) 10 000 - . . . = 7 000 (f) 100 000 - . . . = 70 000
(g) 800 + . . . = 1 000 (h) 80 + . . . = 100
(i) . . . + 800 = 2 000 (j) . . . + 1 700 = 5 000
(k) 10 000 = 7 500 + . . . (l) 20 000 = . . . + 16 000
(m) 80 000 = 100 000 - . . . (n) 168 - 160 = . . .
(o) 856 - 50 = . . . (p) 263 + 637 = . . .
3. (a) How long is this line?
(b) How many millimetres long is each of the red parts of the line?
4. Do not use your ruler now.
(a) How many millimetres long is this line?
(b) How long are these two lines together?
5. In each case, state how long the two lines together are. Use number
sentences such as 30 + 40 = 70 to write your answers.
(a)
(b)
(c)
Maths_English_LB_Grade6_Book.indb 26 2016/12/15 4:20:43 PM
Page 3
GrADe 6: MATheMATiCS [TerM 1] 25
Unit Whole n Umbers :
3
Addition And s Ubtr Action 3.1 Basic addition and subtraction facts and skills
Type A Type B Type C
There are 486 m of Type A fencing, 723 m of Type B fencing and 363 m
of Type C fencing alongside a certain stretch of road.
Altogether, this is 1 572 m of fencing.
1 572 = 486 + 723 + 363
We say: 1 572 is the sum of 486, 723 and 363.
If 580 m of this fence is removed, there will be 992 m left.
We say: the difference between 1 572 and 580 is 992.
The difference between two numbers is found by subtraction:
1 572 - 580 = 992
1. Calculate.
(a) 900 + 600 (b) 700 + 600
(c) 90 + 60 (d) 70 + 60
(e) 9 000 + 6 000 (f) 7 000 + 6 000
(g) 500 + 800 (h) 4 000 + 9 000
(i) 1 300 - 400 (j) 700 - 300
(k) 57 000 + 8 000 (l) 27 000 + 18 000
(m) 21 000 + 4 000 (n) 40 000 + 30 000
(o) 4 000 + 39 000 (p) 37 000 + 4 000
(q) 34 000 + 10 000 (r) 34 000 - 20 000
(s) 31 000 + 9 000 (t) 79 000 + 8 000
(u) 29 000 + 8 000 (v) 9 000 + 25 000
(w) 27 000 + 18 000 (x) 6 000 + 64 000
Maths_English_LB_Grade6_Book.indb 25 2016/12/15 4:20:43 PM
26 UNiT 3: WhOLe NUMBerS: ADDiTiON AND SUBTrACTiON
The number name for 1 600 is one thousand six hundred. The name
sixteen hundred can also be used.
To calculate 1 600 - 700 you may think of it as sixteen hundred
minus seven hundred, instead of one thousand six hundred minus
seven hundred.
2. Write the number that is missing from each of these number
sentences.
(a) 700 + . . . = 1 000 (b) 1 000 - 700 = . . .
(c) 1 000 - . . . = 700 (d) 400 + . . . = 1 000
(e) 10 000 - . . . = 7 000 (f) 100 000 - . . . = 70 000
(g) 800 + . . . = 1 000 (h) 80 + . . . = 100
(i) . . . + 800 = 2 000 (j) . . . + 1 700 = 5 000
(k) 10 000 = 7 500 + . . . (l) 20 000 = . . . + 16 000
(m) 80 000 = 100 000 - . . . (n) 168 - 160 = . . .
(o) 856 - 50 = . . . (p) 263 + 637 = . . .
3. (a) How long is this line?
(b) How many millimetres long is each of the red parts of the line?
4. Do not use your ruler now.
(a) How many millimetres long is this line?
(b) How long are these two lines together?
5. In each case, state how long the two lines together are. Use number
sentences such as 30 + 40 = 70 to write your answers.
(a)
(b)
(c)
Maths_English_LB_Grade6_Book.indb 26 2016/12/15 4:20:43 PM
GrADe 6: MATheMATiCS [TerM 1] 27
9 000 can be expressed as a sum of thousands in four different ways:
9 000 = 1 000 + 8 000 = 2 000 + 7 000 = 3 000 + 6 000 = 4 000 + 5 000
6. Express each of the following numbers in four different ways as a
sum of hundreds, thousands, ten thousands or hundred thousands.
(a) 90 000 (b) 900 000
(c) 80 000 (d) 7 000
(e) 600 000 (f) 50 000
(g) 40 000 (h) 1 000 000
It is easy to know how much 8 + 7 is, if you think of a number line:
0 10 20
You can describe your thinking like this:
8 + 2
?
10 + 5 = 15
You need not draw a number line, just think of it.
You can work in the same way with bigger numbers. For example:
To know how much 80 + 70 is, you can think like this:
0 100 200
80 + 20 ?
100 + 50 = 150
To know how much 8 000 + 7 000 is, you can think like this:
0 10 thousand 20 thousand
To know how much 80 000 + 70 000 is, you can think like this:
0 100 thousand 200 thousand
Maths_English_LB_Grade6_Book.indb 27 2016/12/15 4:20:43 PM
Page 4
GrADe 6: MATheMATiCS [TerM 1] 25
Unit Whole n Umbers :
3
Addition And s Ubtr Action 3.1 Basic addition and subtraction facts and skills
Type A Type B Type C
There are 486 m of Type A fencing, 723 m of Type B fencing and 363 m
of Type C fencing alongside a certain stretch of road.
Altogether, this is 1 572 m of fencing.
1 572 = 486 + 723 + 363
We say: 1 572 is the sum of 486, 723 and 363.
If 580 m of this fence is removed, there will be 992 m left.
We say: the difference between 1 572 and 580 is 992.
The difference between two numbers is found by subtraction:
1 572 - 580 = 992
1. Calculate.
(a) 900 + 600 (b) 700 + 600
(c) 90 + 60 (d) 70 + 60
(e) 9 000 + 6 000 (f) 7 000 + 6 000
(g) 500 + 800 (h) 4 000 + 9 000
(i) 1 300 - 400 (j) 700 - 300
(k) 57 000 + 8 000 (l) 27 000 + 18 000
(m) 21 000 + 4 000 (n) 40 000 + 30 000
(o) 4 000 + 39 000 (p) 37 000 + 4 000
(q) 34 000 + 10 000 (r) 34 000 - 20 000
(s) 31 000 + 9 000 (t) 79 000 + 8 000
(u) 29 000 + 8 000 (v) 9 000 + 25 000
(w) 27 000 + 18 000 (x) 6 000 + 64 000
Maths_English_LB_Grade6_Book.indb 25 2016/12/15 4:20:43 PM
26 UNiT 3: WhOLe NUMBerS: ADDiTiON AND SUBTrACTiON
The number name for 1 600 is one thousand six hundred. The name
sixteen hundred can also be used.
To calculate 1 600 - 700 you may think of it as sixteen hundred
minus seven hundred, instead of one thousand six hundred minus
seven hundred.
2. Write the number that is missing from each of these number
sentences.
(a) 700 + . . . = 1 000 (b) 1 000 - 700 = . . .
(c) 1 000 - . . . = 700 (d) 400 + . . . = 1 000
(e) 10 000 - . . . = 7 000 (f) 100 000 - . . . = 70 000
(g) 800 + . . . = 1 000 (h) 80 + . . . = 100
(i) . . . + 800 = 2 000 (j) . . . + 1 700 = 5 000
(k) 10 000 = 7 500 + . . . (l) 20 000 = . . . + 16 000
(m) 80 000 = 100 000 - . . . (n) 168 - 160 = . . .
(o) 856 - 50 = . . . (p) 263 + 637 = . . .
3. (a) How long is this line?
(b) How many millimetres long is each of the red parts of the line?
4. Do not use your ruler now.
(a) How many millimetres long is this line?
(b) How long are these two lines together?
5. In each case, state how long the two lines together are. Use number
sentences such as 30 + 40 = 70 to write your answers.
(a)
(b)
(c)
Maths_English_LB_Grade6_Book.indb 26 2016/12/15 4:20:43 PM
GrADe 6: MATheMATiCS [TerM 1] 27
9 000 can be expressed as a sum of thousands in four different ways:
9 000 = 1 000 + 8 000 = 2 000 + 7 000 = 3 000 + 6 000 = 4 000 + 5 000
6. Express each of the following numbers in four different ways as a
sum of hundreds, thousands, ten thousands or hundred thousands.
(a) 90 000 (b) 900 000
(c) 80 000 (d) 7 000
(e) 600 000 (f) 50 000
(g) 40 000 (h) 1 000 000
It is easy to know how much 8 + 7 is, if you think of a number line:
0 10 20
You can describe your thinking like this:
8 + 2
?
10 + 5 = 15
You need not draw a number line, just think of it.
You can work in the same way with bigger numbers. For example:
To know how much 80 + 70 is, you can think like this:
0 100 200
80 + 20 ?
100 + 50 = 150
To know how much 8 000 + 7 000 is, you can think like this:
0 10 thousand 20 thousand
To know how much 80 000 + 70 000 is, you can think like this:
0 100 thousand 200 thousand
Maths_English_LB_Grade6_Book.indb 27 2016/12/15 4:20:43 PM
28 UNiT 3: WhOLe NUMBerS: ADDiTiON AND SUBTrACTiON
7. Copy the calculations for which you cannot give the answers
quickly. You will work on them later.
(a) 500 - 200 (b) 500 + 200
(c) 800 + 700 (d) 8 000 + 7 000
(e) 80 + 70 (f) 80 000 + 70 000
(g) 5 000 + 7 000 (h) 15 000 + 9 000
(i) 7 000 + 9 000 (j) 70 000 + 90 000
(k) 60 000 + 80 000 (l) 140 000 - 80 000
8. Do the calculations that you wrote down without answers when
you did question 7.
9. Copy the calculations for which you cannot give the answers
quickly. Then do the calculations.
(a) 400 + 700 (b) 30 000 + 80 000
(c) 800 000 + 500 000 (d) 8 000 + 9 000
(e) 47 000 + 7 000 (f) 800 000 - 200 000
(g) 40 000 + 80 000 (h) 30 000 + 90 000
(i) 130 000 + 90 000 (j) 6 000 + 8 000
10. Jonas pays R20 000 for a trailer and R60 000 for a second-hand
bakkie. He also buys a new engine for the bakkie for R70 000. How
much money does he spend in total?
1 1. Geraldine bought a plot for R300 000. She then built a house on the
plot for R600 000. How much did Geraldine pay altogether for the
plot and the house?
12. A farmer already owns 700 hectares of farmland. He buys three
more farms: one of 300 hectares, one of 700 hectares and one of
400 hectares. How many hectares of farmland does he now own?
13. Farmer Mphuthi owns 6 000 hectares of land and farmer MacBride
owns 9 000 hectares of land. How much more land does farmer
MacBride own than farmer Mphuthi?
Maths_English_LB_Grade6_Book.indb 28 2016/12/15 4:20:43 PM
Page 5
GrADe 6: MATheMATiCS [TerM 1] 25
Unit Whole n Umbers :
3
Addition And s Ubtr Action 3.1 Basic addition and subtraction facts and skills
Type A Type B Type C
There are 486 m of Type A fencing, 723 m of Type B fencing and 363 m
of Type C fencing alongside a certain stretch of road.
Altogether, this is 1 572 m of fencing.
1 572 = 486 + 723 + 363
We say: 1 572 is the sum of 486, 723 and 363.
If 580 m of this fence is removed, there will be 992 m left.
We say: the difference between 1 572 and 580 is 992.
The difference between two numbers is found by subtraction:
1 572 - 580 = 992
1. Calculate.
(a) 900 + 600 (b) 700 + 600
(c) 90 + 60 (d) 70 + 60
(e) 9 000 + 6 000 (f) 7 000 + 6 000
(g) 500 + 800 (h) 4 000 + 9 000
(i) 1 300 - 400 (j) 700 - 300
(k) 57 000 + 8 000 (l) 27 000 + 18 000
(m) 21 000 + 4 000 (n) 40 000 + 30 000
(o) 4 000 + 39 000 (p) 37 000 + 4 000
(q) 34 000 + 10 000 (r) 34 000 - 20 000
(s) 31 000 + 9 000 (t) 79 000 + 8 000
(u) 29 000 + 8 000 (v) 9 000 + 25 000
(w) 27 000 + 18 000 (x) 6 000 + 64 000
Maths_English_LB_Grade6_Book.indb 25 2016/12/15 4:20:43 PM
26 UNiT 3: WhOLe NUMBerS: ADDiTiON AND SUBTrACTiON
The number name for 1 600 is one thousand six hundred. The name
sixteen hundred can also be used.
To calculate 1 600 - 700 you may think of it as sixteen hundred
minus seven hundred, instead of one thousand six hundred minus
seven hundred.
2. Write the number that is missing from each of these number
sentences.
(a) 700 + . . . = 1 000 (b) 1 000 - 700 = . . .
(c) 1 000 - . . . = 700 (d) 400 + . . . = 1 000
(e) 10 000 - . . . = 7 000 (f) 100 000 - . . . = 70 000
(g) 800 + . . . = 1 000 (h) 80 + . . . = 100
(i) . . . + 800 = 2 000 (j) . . . + 1 700 = 5 000
(k) 10 000 = 7 500 + . . . (l) 20 000 = . . . + 16 000
(m) 80 000 = 100 000 - . . . (n) 168 - 160 = . . .
(o) 856 - 50 = . . . (p) 263 + 637 = . . .
3. (a) How long is this line?
(b) How many millimetres long is each of the red parts of the line?
4. Do not use your ruler now.
(a) How many millimetres long is this line?
(b) How long are these two lines together?
5. In each case, state how long the two lines together are. Use number
sentences such as 30 + 40 = 70 to write your answers.
(a)
(b)
(c)
Maths_English_LB_Grade6_Book.indb 26 2016/12/15 4:20:43 PM
GrADe 6: MATheMATiCS [TerM 1] 27
9 000 can be expressed as a sum of thousands in four different ways:
9 000 = 1 000 + 8 000 = 2 000 + 7 000 = 3 000 + 6 000 = 4 000 + 5 000
6. Express each of the following numbers in four different ways as a
sum of hundreds, thousands, ten thousands or hundred thousands.
(a) 90 000 (b) 900 000
(c) 80 000 (d) 7 000
(e) 600 000 (f) 50 000
(g) 40 000 (h) 1 000 000
It is easy to know how much 8 + 7 is, if you think of a number line:
0 10 20
You can describe your thinking like this:
8 + 2
?
10 + 5 = 15
You need not draw a number line, just think of it.
You can work in the same way with bigger numbers. For example:
To know how much 80 + 70 is, you can think like this:
0 100 200
80 + 20 ?
100 + 50 = 150
To know how much 8 000 + 7 000 is, you can think like this:
0 10 thousand 20 thousand
To know how much 80 000 + 70 000 is, you can think like this:
0 100 thousand 200 thousand
Maths_English_LB_Grade6_Book.indb 27 2016/12/15 4:20:43 PM
28 UNiT 3: WhOLe NUMBerS: ADDiTiON AND SUBTrACTiON
7. Copy the calculations for which you cannot give the answers
quickly. You will work on them later.
(a) 500 - 200 (b) 500 + 200
(c) 800 + 700 (d) 8 000 + 7 000
(e) 80 + 70 (f) 80 000 + 70 000
(g) 5 000 + 7 000 (h) 15 000 + 9 000
(i) 7 000 + 9 000 (j) 70 000 + 90 000
(k) 60 000 + 80 000 (l) 140 000 - 80 000
8. Do the calculations that you wrote down without answers when
you did question 7.
9. Copy the calculations for which you cannot give the answers
quickly. Then do the calculations.
(a) 400 + 700 (b) 30 000 + 80 000
(c) 800 000 + 500 000 (d) 8 000 + 9 000
(e) 47 000 + 7 000 (f) 800 000 - 200 000
(g) 40 000 + 80 000 (h) 30 000 + 90 000
(i) 130 000 + 90 000 (j) 6 000 + 8 000
10. Jonas pays R20 000 for a trailer and R60 000 for a second-hand
bakkie. He also buys a new engine for the bakkie for R70 000. How
much money does he spend in total?
1 1. Geraldine bought a plot for R300 000. She then built a house on the
plot for R600 000. How much did Geraldine pay altogether for the
plot and the house?
12. A farmer already owns 700 hectares of farmland. He buys three
more farms: one of 300 hectares, one of 700 hectares and one of
400 hectares. How many hectares of farmland does he now own?
13. Farmer Mphuthi owns 6 000 hectares of land and farmer MacBride
owns 9 000 hectares of land. How much more land does farmer
MacBride own than farmer Mphuthi?
Maths_English_LB_Grade6_Book.indb 28 2016/12/15 4:20:43 PM
GrADe 6: MATheMATiCS [TerM 1] 29
3.2 Mental calculation techniques
If you know that 8 + 5 = 13, you also know that
8 tens + 5 tens = 13 tens, in other words 80 + 50 = 130.
In fact, you also know that 8 thousands + 5 thousands = 13 thousands,
in other words 8 000 + 5 000 = 13 000,
and that 80 000 + 50 000 = 130 000 (130 thousands).
If you know an addition fact, you can always make two
subtraction facts from it. For example, if you know that 8 + 5 = 13,
you also know that 13 - 5 = 8 and 13 - 8 = 5.
You then also know the following subtraction facts, and more:
130 - 80 1 300 - 500 130 - 50 13 000 - 5 000
1. Use the fact that 7 + 8 = 15 to give the answers for the following:
(a) 8 000 + 7 000 (b) 15 000 - 8 000
2. Use the fact 9 + 6 = 15 to write five other addition facts and five
subtraction facts.
If you know one fact, you can easily make other facts.
An easy way to make a new fact from a known addition fact is to
transfer part of one number to the other number. For example,
if you know that 30 + 90 = 120, you can make new facts as shown below.
100 100
300 + 900 = 1 200 400 + 800 = 1 200 500 + 700 = 1 200
3. Start with 700 + 700 = 1 400 and use the above transfer method to
form five different addition facts.
Here is another way to form new facts from a fact that you know, for
example 600 + 600 = 1 200.
600 + 600 = 1 200
+ 100 + 100
600 + 700 = 1 300
If you add another 100 on both sides, you get 600 + 800 = 1 400.
This may be called the “add on both sides” method.
Maths_English_LB_Grade6_Book.indb 29 2016/12/15 4:20:43 PM
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FAQs on Textbook: Whole Numbers: Addition and Subtraction (Term 1) - Mathematics for Grade 6
| 1. What are whole numbers, and how are they different from other types of numbers? |  |
Ans. Whole numbers are the set of non-negative numbers that include zero and all positive integers (0, 1, 2, 3, ...). They do not include negative numbers or fractions. This distinguishes them from integers, which include negative numbers as well, and from rational numbers, which can be fractions or decimals.
| 2. How do you add whole numbers? | |
Ans. To add whole numbers, you simply line up the numbers according to their place values (units, tens, hundreds, etc.) and start adding from the rightmost column. If the sum in any column exceeds 9, you carry over the extra value to the next column on the left.
| 3. What are some strategies for subtracting whole numbers? | |
Ans. Some strategies for subtracting whole numbers include borrowing, using number lines, or breaking the numbers into smaller, more manageable parts. When borrowing, if the top number in a column is smaller than the bottom number, you take 1 from the next left column to make it larger.
| 4. Can you explain the concept of 'regrouping' in addition and subtraction? | |
Ans. Regrouping in addition and subtraction refers to the process of reorganizing numbers to make calculations easier. In addition, it often involves carrying over when a column exceeds 9. In subtraction, it involves borrowing from the next column to handle a situation where the top digit is smaller than the bottom digit.
| 5. How can I practice addition and subtraction of whole numbers effectively? | |
Ans. You can practice addition and subtraction of whole numbers effectively by using worksheets, online games, and apps that focus on these skills. Regularly solving problems and engaging in practical activities, like using real-life scenarios (like shopping) can also enhance your understanding and speed in these operations.
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Textbook: Whole Numbers: Addition and Subtraction (Term 1) Grade 6 Questions
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