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Prim Maths 3 2ed TR

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CAMBRIDGE PRIMARY MATHEMATICS 3: TEACHER’S RESOURCE

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1 Numbers to 1000
Share this document 9 seven hundred and fifty-three
Exercise 1.1

 
Focus Challenge
1 91 92 93 94 95 96 97 98 99 100 10
497 500 878 880
101 102 103 104 105 106 107 108 109 110

2
Facebook
a
102
b
201 Twitter 507 510 888 890

517 518 519 520 898 899 900

111 112 113 211


908 910
122 221 222

918 920

c
Email 122
11 187, 197, 207, 227, 237, 247.

131 132 133

372, 382, 392, 402, 412, 432, 442.
733, 743, 753, 793, 803, 813, 823.
142

Did you find this document useful? (e.g. 1 and 2), you can make two 2-digit 12 Arun is not correct. With two digit cards

3 Learners’ own representations of 316, clearly numbers: 12 and 21. With three digit cards
showing 3 hundreds, 1 ten and 6 ones. (e.g. 1, 2 and 3), you can make six 3-digit
Three hundred and sixteen. numbers: 123, 132, 213, 231, 312, 321.

4 a 242 b 513 13 Across: 546 five hundred and forty-six, 318

three hundred and eighteen, 972 nine hundred
5 1 hundred, 100; 7 ones, 7; 5 ones, 5; 2 tens, 20; and seventy-two; down: 539 five hundred and
4 hundreds 400; 8 tens, 80. thirty-nine, 417 four hundred and seventeen,
500, 600, 700, 800, 900. 682 six hundred and eighty-two.

Is this content inappropriate?

Practice Exercise 1.2
6 351 352 353 354 355 356 357 358 359 360 Focus
361 362 363 364 365 366 367 368 369 370
1
90 130
7
3 0 0

Report 7 0 5
180 190 200 220 230 240

100s10s 1s 290 330

7 0 0
250
9 0
7 340 350 360
100s10s 1s

8 a one hundred and fifty-two 450

b four hundred and sixty-three

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2 173 is less than 249 and 249 is greater than 173.

3 173 < 249 and 249 > 173.

4 smallest 64, 79, 142, 236, greatest 327

5 Accept estimates in the range 240 to 260, 505 to 520, 870 to 890.

Practice
6 456 < 465 and 465 > 456.

7 greatest 968, 896, 689, 98, smallest 69

8 69 marked around three-quarters of the way between 0 and 100; 98 marked just before 100; 689 marked
more than three-quarters of the way between 600 and 700; 896 marked just before 900; 968 marked just
over halfway between 900 and 1000.

Challenge
9 Any or all of the following: 753 > 574, 574 < 753, 574 > 547, 547 < 574, 753 > 547, 547 < 753.

10 574 > 547 < 753, 547 < 574 < 753, 574 < 753 > 547, 753 > 574 > 547
11 4, 5, 6, 7, 8 or 9; 1, 2, 3, 4, 5 or 6; 0, 1, 2, 3, 4, 5 or 6; 4, 5, 6, 7, 8 or 9
372 < 472, 572, 672, 772, 872 or 972.

12 442 metres (Willis Tower), 452 metres (Petronas Tower 1), 462 metres (Lakhta Centre), 555 metres
(Lotte World Tower), 632 metres (Shanghai Tower), 828 metres (Burj Khalifa)

13 Learners’ own numbers marked on the number line in approximately correct positions.

Exercise 1.3
Focus
1 100 to 200 dots. There are 163 dots.

2 200 to 400 or 300 to 400.

3 270, 140, 400, 400

4 200, 300, 400, 300

Practice
5 a Yes, the mass of 18 grams is between 15 grams and 20 grams for Samira’s 300 to 400 grains.
b 500 to 700 grains or 600 to 700 grains.

6 $540, $770, $700, $810

7 200 kilograms, 600 kilograms, 400 kilograms, 500 kilograms

Challenge
8 Name of tower Location Height in metres Nearest 10 metres Nearest 100 metres
Lakhta Centre St Petersburg 462 460 500
Willis Tower Chicago 442 440 400
Burj Khalifa Dubai 828 830 800
Petronas Tower 1 Kuala Lumpur 452 450 500
Shanghai Tower Shanghai 632 630 600
Lotte World Tower Seoul 555 560 600

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9 Shanghai Tower and Lotte World Tower; 2 Shape Frequency

Lakhta Centre and Petronas Tower 1.
24
10 495, 496, 497, 498, 499, 500, 501, 502, 503, 504
11 Rounding to the nearest 10 and then to the 25

nearest 100 can give different results compared

17
to rounding to the nearest 100.
9
323 645 809 320 650 810

Round to 3 a Ways of travelling Tally Frequency

952 216 448 950 220 450
nearest 10
walk 12
747 558 178 750 560 180
bike 9

bus 6
Round to nearest 100 Round to nearest 100
car 3

300 600 800 300 700 800 b walk

c 30
1000 200 400 1000 200 500
4 Learners’ own answers.
700 600 200 800 600 200
Practice
12 Customers who pay less than before the 5
Number of vertices Tally
rounding will be happy. Customers who
pay more than before the rounding will not 0
be happy.
1

2 Statistics: tally charts 3

and frequency tables 4

Exercise 2.1 5

Focus
For example: The tally chart shows you that
1 a 75 there are no shapes that have one or two
b squares vertices; shapes with four vertices are the most
common; shapes with no vertices and five
c pentagons vertices have the same frequency.
d triangles and squares
6 Learners’ own answers.

Shape Tally 7 Colour white blue black red yellow green purple

Tally

Frequency 4 5 4 1 3 4 3

8 Learners’ own answers. Ideas for improving

their investigation could include asking a
larger number of people, asking a greater
range of people (for example, ensuring they
have asked people from different age groups),
asking additional questions, and so on.

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Challenge 4 a 500 + 40 + 7 = 547

b estimate: 250 + 220 = 470, 200 + 40 + 7 +
9 cat: 21
200 + 10 + 8 = 400 + 50 + 15 = 465
horse: 4
Practice
Total should be 47.
5 Learners’ own methods. 43 + 6 = 49,
10 a 150 cars b 340 people 78 + 6 = 84, 47 + 6 = 53, 38 + 6 = 44
11 a 6 Learners’ own methods. 246 + 3 = 249,
Ride Tally Frequency 171 + 7 = 178, 345 + 8 = 353, 269 + 9 = 278

carousel 18 7 estimate: 250 + 30 = 280, 246 + 26 = 272

bumper cars 15
8 estimate: 40 + 150 = 190, 148 + 38 = 186

Ferris wheel 23
9 estimate: 360 + 220 = 580, 359 + 218 = 577

helter skelter 14 10 estimate: 410 + 270 = 680, 414 + 268 = 682

roller coaster 28 Challenge

teacups 12 11 estimate total
waltzers 21
180 290 470 178 281 469
drop tower 31

pirate ship 27 490 390 180 486 384 173

190 290 580 190 285 572

b For example:
1. Which ride is the most popular? How
do you know? 12 326 + 149, 327 + 148, 328 + 147, 329 + 146
2. Which ride do the least number of
people like?
Exercise 3.2
3. How many rides are there altogether? Focus
12 Learners’ own answers. Ideas for improving 1 Learners’ own methods. 38 − 5 = 33,
their investigation could include asking a 49 − 7 = 42, 64 − 7 = 57, 25 − 8 = 17
larger number of people, asking a greater 2 Learners’ own methods; 169 − 6 = 163,
range of people (for example, ensuring they 238 − 4 = 234, 134 − 8 = 126, 243 − 7 = 236
have asked people from different age groups),
3 estimate: 180 − 40 = 140, 184 − 42 = 142;
asking additional questions, and so on.
estimate: 360 − 30 = 330, 361 − 33 = 328
4 estimate: 460 − 250 = 210, 200 + 10 + 2 = 212;
3 Addition, subtraction estimate: 370 − 220 = 150. 100 + 50 + 6 = 156

and money Practice

5 Change a ten for 10 No regrouping
Exercise 3.1
ones to find the answer needed to find
Focus the answer
1 Learners’ own methods. 24 + 5 = 29, 72 − 17 87 − 29 93 − 8 47 − 3 76 − 23
42 + 5 = 47, 48 + 9 = 57, 37 + 8 = 45
54 − 5 61 − 15 57 − 7
2 Learners’ own methods. 123 + 6 = 129,
153 + 5 = 158, 254 + 7 = 261, 235 + 8 = 243 6 268 − 5 = 263 metres, 263 − 8 = 255 metres
3 estimate: 110 + 30 = 140, 112 + 26 = 138;
7 estimate: 760 − 40 = 720, 763 − 38 = 725
estimate: 160 + 30 = 190, 164 + 28 = 192

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8 estimate: 360 − 50 = 310, 362 − 47 = 315 6 $7 and 25c + 70c = $7 and 95c. change $10 − $7
and 95c = $2 and 5c.
9 estimate: 760 − 430 = 330, 763 − 427 = 336
7 + = $9, 8 ÷ 2 = 4 and 4 + 4 = 8
10 estimate: 480 − 430 = 50, 483 − 426 = 57
Half of $1 = 50c, = $4 + 50c = $4 and 50c.
Challenge
11 estimate total One plant in a pot costs $4 and 50c.

140 190 650 142 191 654 Challenge

8 $7 and 9 cents = $7.09. Sibo has written
110 510 430 117 508 435 the cents in the dollars place and the
dollars in the cents place. He has also
950 820 330 952 826 329 forgotten to include 0 as a place holder
when writing the cents.
12 550 − 318 = 232, 551 − 319 = 232 9 $30 − = $1 and 1c.
Inverse: $30 − $1 and 1c = $28 and 99c,
Exercise 3.3
= $28 and 99c.
Focus The skirt costs $28 and 99c.
1 Using dollars and Using a decimal 10 − $63 and 25c = $2 and 75c.
cents point Inverse: $2 and 75c + $63 and 25c = $66,
$3 and 25c $3.25 = $66. Ahmed had $66 before he bought
$6 and 74c $6.74 the clothes.
$12 and 18c $12.18
$9 and 50c $9.50
$14 and 95c $14.95 4 3D shapes
$1 and 62c $1.62
Exercise 4.1
2 $10.55, $6.32, $2.25, $0.78
Focus
3 18 + 30 = 48c, Adi spends 48c, 50 − 48 = 2c,
Adi will have 2c change. 1 b, c, d, g, h and i are prisms.
a triangle-based pyramid
4 Answer: + = $10, 10 ÷ 2 = 5 or
b hexagonal prism
5 + 5 = 10, so = $5. One bunch of flowers
costs $5.
c square prism or rectangular prism
d rectangular prism
Practice
e sphere
5
Using dollars and Using a decimal f cylinder
cents point
g triangular prism
$11 and 9c $11.09
h pentagonal prism
$65 and 0c $65
i square prism
$0 and 4c $0.04
2 Top row: square-based pyramid, five vertices;
$4 and 1c $4.01
triangle-based pyramid, four vertices.
$0 and 75c $0.75
Middle row: triangular prism, six vertices;
$0 and 99c $0.99
cube, eight vertices.

Bottom row: rectangular prism, eight vertices;

cylinder, zero vertices.

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3 a cylinder, cube, triangle-based pyramid, 2

octagonal prism
numbers from 20 to 40 29
b Learners’ own answers. 33
c The cube and the octagonal prism are multiple multiple
prisms. of 2 of 5
37
22 20
4 Learners’ own drawings. For example, a box 24
of tissues, a suitcase, a marble, a book, an 21 25
ornament, a tin of soup. Cube, cuboid, prism. 26 28 30
35
32 34 40
Practice 36 38
5 a, b, d, f are prisms. 23 31
27 39
c and e are pyramids.
6 a cube 3 2 × 4 = 8, 4 × 2 = 8, 8 = 2 × 4, 8 = 4 × 2,
b cuboid or rectangular prism
8 ÷ 2 = 4, 8 ÷ 4 = 2, 4 = 8 ÷ 2, 2 = 8 ÷ 4
c cylinder
4 7 × 10 = 70, 19 × 10 = 190
d sphere
7 Learners’ sketches of a cube and a cuboid. Practice
5 Multiples of 2 are always even. Multiples of 5
Challenge have 5 ones or 0 ones, so they have the pattern
8 odd, even, odd, even. Multiples of 10 are
3D shape Number Number Number
always even. Multiples of 2 and multiples of
of faces of edges of vertices
10 are the same in that they are both always
hexagonal 8 18 12 even. Multiples of 5 are different because
prism every other multiple is odd. All multiples of 10
triangular 5 9 6 are also multiples of 2 and 5.
prism
6 75
octagonal 10 24 16
prism 7 1 × 1 = 1, 1 = 1 × 1, 1 ÷ 1 = 1, 1 = 1 ÷ 1
triangular- 4 6 4 2 × 2 = 4, 4 = 2 × 2, 4 ÷ 2 = 2, 2 = 4 ÷ 2
based
5 × 5 = 25, 25 = 5 × 5, 25 ÷ 5 = 5, 5 = 25 ÷ 5
pyramid
10 × 10 = 100, 100 = 10 × 10, 100 ÷ 10 = 10,
9 For example, cylinder: a pencil pot, 10 = 100 ÷ 10
a cardboard tube; prism: a dice, a box,
a wooden block; neither: a ball, a globe. 8 740 90 560
10 Learners’ own sketches of a block of four 60 820 290
interlocking cubes. 170 380 50
30 940 610

5 Multiplication and Challenge

division 9 380

10 Learners’ own answers.

Exercise 5.1
11 65 × 10 = 650. Binh has 650 cm or 6 metres and
Focus 50 centimetres of timber.
1 rings around 15, 125, 230, 390, 95 12 0 × 10 = 0. Zero is another word for nothing.
Ten nothings is still nothing.

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Exercise 5.2 13 8 × 7 = 56, 56c

Focus 14 4 × 8 = 32, $32

1 4 × 3 = 12
15 4 × 6 = 24, 24 metres
16 Learners’ own sequence, matching their
2 4 × 1 = 4, 4 × 2 = 8, 4 × 3 = 12, 4 × 4 = 16,
stated rule.
4 × 5 = 20, 4 × 6 = 24, 4 × 7 = 28, 4 × 8 = 32,
4 × 9 = 36, 4 × 10 = 40
Exercise 5.3
3 coloured 8, 16, 24, 32, 40, 48
Focus
4 6 × 8 = 48, 48 spiders’ legs on the plant.
1 3, 6, 9, 12, 15, 18, 21, 24, 27, 30. The numbers
5 7, 11, 15, 19, 23. All numbers are odd because are multiples of 3. The pattern of the numbers
adding an even number to an odd number is odd, even, odd, even...
gives an odd number. They all have an odd
2 6, 12, 18, 24, 30, 36, 42, 48, 54, 60. The
number of ones in the ones place.
numbers are multiples of 6. They are all even
numbers because they have 0, 2, 4, 6, or 8
Practice in the ones place.
6 12, 28
3 3×2=6 6 × 2 = 12
double →
7 44, 48, 52, 56, 60
3 × 6 = 18 double → 6 × 6 = 36
8 For example: Every other even number (or
multiple of 2), starting from 4. The number 3 × 4 = 12 ← halve 6 × 4 = 24
pattern repeats after each 20. If there is an
even number of tens, the ones digit is 0, 4 or 3×1=3 ← halve 6×1=6
8. If there is an odd number of tens, the ones
digit is 2 or 6. 4 a bottom row 1, 3, 1; middle row 3, 3; top 9
9 40, 72 b bottom row 9, 1, 2; middle row 9, 2; top 18

10 2×4=8 double → 4 × 4 = 16 double → 8 × 4 = 32 5 17, 26, 35, 44, 53. The pattern of the numbers
2×2=4 double → 4×2=8 double → 8 × 2 = 16
is odd, even, odd, even, odd. Adding an odd
number to an even number gives an odd
2 × 8 = 16 ← halve 4 × 8 = 32 ← halve 8 × 8 = 64
number, adding an odd number to an odd
2 × 7 = 14 halve 4 × 7 = 28 halve 8 × 7 = 56
← ←
number gives an even number.

11 23, 31, 39, 47; add 8. All numbers are odd Practice
because adding an even number to an odd 6 a bottom row 1, 6, 1; middle row 6, 6; top 36
number gives an odd number. They all have an
a bottom row 3, 1, 9; middle row 3, 9; top 27
odd number of ones in the ones place.
7 9 × 7 = 63, 63 metres
Challenge
8 Dominos (or ten frames or something
12 else to show that 5 + 4 = 9) with five
× 2 4 8
spots and four spots, drawn six times.
3 6 12 24 9 × 6 = 5 × 6 + 4 × 6 = 30 + 24 = 54

5 10 20 40
9 3×3=9 double → 6 × 3 = 18 9 × 3 = 27
+ 3× and
6 12 24 48 3 × 10 = 30 double → 6 × 10 = 60 6× 9 × 10 = 90
3 × 9 = 27 ← halve 6 × 9 = 54 together 9 × 9 = 81
9 18 36 72 →

3×0=0 ← halve 6×0=0 9×0=0

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Challenge b Learners’ own estimates. Estimate could

be in metres or kilometres depending on
10 102 = 34th multiple of 3 and 17th multiple of 6. where the shop is.
108 = 36th multiple of 3 and 18th multiple of 6. 6 9 cm
114 = 38th multiple of 3 and 19th multiple of 6.
7 a boy 6 cm tall, girl 5 cm tall
120 = 40th multiple of 3 and 20th multiple of 6. b Learners’ own answers; drawn figure
should be less than 6 cm tall.
11 91, 82, 73, 64, 55. Yes, 1 is part of this
sequence: 46, 37, 28, 19, 10, 1. 8 a 350 cm b 525 cm
12 Zara is correct. 9 = 10 − 1, so subtracting 1 1
c 5m d 2 m
from each 10 makes each 10 into a 9. 2

3
10 × 1 = 10, 9 × 1 = 10 − 1 = 9 e m
4
10 × 2 = 20, 9 × 2 = 20 − 2 = 18
Challenge
10 × 3 = 30, 9 × 3 = 30 − 3 = 27 and so on. 9 a key 5 cm, paper clip 3 cm
b Learners’ own answers.

6 Measurement, area 10 a, b Learners’ own answers.

and perimeter 11 a Learners’ own answers. For example: the

length of a table, the height of a door,
the height of a family member, the length
Exercise 6.1 of a bed.
Focus b Learners’ own answers. For example: use
the internet, maps, car distance readings.
1 a Answers could include examples such as:
3
• kilometres: distance from home 12 a m = 75 cm b 10 m = 1000 cm
4
to school 1 3
• metres: the length of my bedroom c 250 m = km d 750 m = km
4 4
• centimetres: the width of a reading
e Learners’ own answers.
book.
b Answers could include examples such as: Exercise 6.2
• 1 kilometre: the distance from home
to the shopping centre
Focus
• 1 metre: the length of a table 1 a–d Learners’ own answers.
• 1 centimetre: the width of a finger nail. 2 a 20 cm
2 a 8 cm b 3 cm c 9 cm b Learners’ own drawings. Side: 4 cm
d Learners’ own accurate drawings. c 12 cm
1 1 3 a 3 cm
3 a 2
km = 500 m b 4
km = 250 m
b Learners’ own answers.
3
c 1 m = 100 cm d km = 750 m c 18 cm
4

4 a 4 cm b 7 cm c 6 cm

Practice
5 a Learners’ own estimates. Estimate should be
in metres. Learners could measure distance
using a metre stick or a tape measure.

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Shape Your drawing Properties Challenge

4
Square 4 vertices 8 a Learners’ own drawings of three squares
at different orientations.
4 straight
sides b Learners’ drawings of an equilateral
triangle at different orientations or in
All the sides
different positions.
are the same
length 9 a 80 m
Rectangle 4 vertices b Learners’ own answers.
4 straight
sides 10 a 3 cm b 24 cm c 40 cm
Opposite
sides are the Exercise 6.3
same length Focus
Triangle 3 vertices 1 a 4 squares b 7 squares
3 straight
sides 2 8

3 a area 3 squares, perimeter 8 units

Pentagon 5 vertices
b area 4 squares, perimeter 10 units
5 straight
c area 5 squares, perimeter 12 units
sides
d area 6 squares, perimeter 14 units
Hexagon 6 vertices e Next shape will have area 7 squares,
perimeter 16 units
6 straight
f Learners’ own answers. For example, each
sides
time the area increases by 1 square, the
perimeter increases by 2 units.
Learners’ accurate calculations of the
perimeter of one of their drawings. Practice
4 a 3 square units b 4 square units
Practice
c 5 square units d 4 square units
5 a–f Learners’ own answers.
e 4 square units f 6 square units
g A regular shape has all sides and angles
the same. An irregular shape has sides and 5 a and e, b and f, c and d
angles of different sizes. 6 a One square: area 1 square unit, perimeter
6 a 12 cm 4 units.
b Learners’ own drawings of a square with Four squares: area 4 square units;
sides 1.5 cm long. Perimeter = 6 cm perimeter 8 units.

c Learners’ own drawings of a square with Nine squares: area 9 square units,
sides 6 cm long. Perimeter = 24 cm perimeter 12 units.
Sixteen squares: area 16 square units,
7 a 6 cm perimeter 16 units.
b Learners’ own answers. b area 25 square units, perimeter 20 units
c 6 × 4 = 24 cm c The area and perimeter of 16 squares is
the same number.

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Challenge 5 For example:

7 a 4 cm
b 6 cm
c Longer sides: 3 cm
Shorter sides: 2 cm
d Longer sides: 5 cm
Shorter sides: 3 cm
e Shape b has the largest area.

8 a, b Learners’ own answers.

9 a 5 units
b 5 × 4 = 20 units

7 Fractions of shapes
Exercise 7.1
Focus
1 a Learners should have coloured three
parts, leaving six parts uncoloured.
b Learners should have coloured six parts,
leaving two parts uncoloured.
c Learners should have coloured three
parts, leaving seven parts uncoloured.
3 4 4 2
2 a 4
b 5
c 10
d 3

3 There are four equal parts. Each part is called

a quarter. There are four quarters that make a
whole.

Practice
4 For example:

In the first shape, there are 11 small squares

in each half. In the second shape, there are 6
small squares in each half. In the third shape,
there are 3 small squares in each half.
Learners’ own shapes that meet criteria.

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