Workbook 3

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 Contents
Number
1 Whole numbers 1 2
2 Whole numbers 2 18
3 Whole numbers 3 34
4 Fractions 42
5 Addition and subtraction 1 58
6 Addition and subtraction 2 74
7 Addition and subtraction 3 90
8 Multiplication and division 1 106
9 Multiplication and division 2 122
10 Multiplication and division 3 138

Geometry
11 2D shape 154
12 3D shape 162
13 Position and movement 170

Measure
14 Money 186
15 Length 194
16 Mass 202
17 Capacity 210
18 Time 218

Handling Data
19 Organising, categorising and representing data 226

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 Unit 1 Whole numbers

Lesson 1: Reading and writing numbers

Number

• Count to 200 and beyond

• Read and write numbers to 1000
Challenge
1 1 Write these numbers in numerals.
a twenty-nine b forty-seven

c ninety-one d sixty-four

e fifty f thirty-eight

2 Count on from each of these numbers.

a 134, 135, 136, , , ,

b 177, 178, 179, , , ,

Challenge
2 1 Draw a line to match each number written using numerals with
the number written in words.
589 • nine hundred and fifty-eight
598 • eight hundred and fifty-nine
958 • five hundred and eighty-nine
580 • nine hundred and five
859 • five hundred and ninety-eight
905 • five hundred and eighty
2 Write each number in words and then in numerals.

c
2

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 Student’s Book page 1

Number
e

3 Use these word cards to make four different 3-digit numbers.

Write your numbers in numerals.

fifty a

seven b
two c
thirty
d
hundred and

Challenge
3 Use the numbers on the digit cards to make five different 4-digit
numbers. Then write your numbers in words.

6 0 5 2 9

e
3

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 Unit 1 Whole numbers

Lesson 2: Counting on and back in steps (1)

Number

• Count on and back in 1s, 10s and 100s

Challenge
1 1 Write the number in each box as you count in 1s.

a 53, 54, , , 57, ,

b 87, , 89, , , , 93

2 Write the number in each box as you count in 10s.

a 14, 24, , 44, , , , 84

b 28, , , , 68, , 88

c , , 53, 63, ,

Challenge
2 1 Count in 1s.

a 425 , , , ,

b , , , 361 ,

2 Count in 10s.

a , , , , 729

b , 581 , , ,

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 Student’s Book page 2

3 Count in 100s.

Number
a 206 , , , ,

b , , 693 , ,

4 Jaden thinks of a number and counts in 100s for four steps.

He ends on the number 792.
What number did he start with?

5 Max counts in 10s from the number 85. Circle the numbers that
he will not say.
105 147 125 231 485

6 Amira counts back in 10s for five steps. She ends on the
number 380. What number did she start on?

Challenge
3 1 Count in 100s from 179 to 879. Not counting 179, how many
numbers do you say?

2 Count in 10s from 242 back to 52. Not counting 242, how many
numbers do you say?

3 You counted back to 370 in tens. You have said 8 numbers.

What was your starting number?

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 Unit 1 Whole numbers

Lesson 3: Counting on and back in steps (2)

Number

• Count forwards and backwards You will need

in 2s, 3s, 4s and 5s • red, blue, yellow
Challenge and green pencils
1 1 Join the numbers in order, counting in
2s, to form a sequence.

2 12 8
4 10
6 14
2 Join the numbers in order, counting in 5s, to form a sequence.

5 15 10
30 35
20 25
Challenge
2 1 Complete each sequence.
a

2, 4, , , , , , , ,

3, 6, , , , , , , ,

4, 8, , , , , , , ,

5, 10, , , , , , , ,
6

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 Student’s Book page 3

2 a Meera counts in 3s from 27. Colour the numbers she says.

Number
39 31 43 45 37
b She counts back in 5s from 50. Colour the numbers she says.
26 35 50 48 40
c She then counts in 4s from 24. Colour the numbers she says.
48 27 30 36 31

d Meera counts back in 4s from 40. Colour the numbers she says.
35 28 23 20 16
Challenge
3 Start at 24 and count on in 2s. Draw a red stripe through each
number you say.

1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20

21 22 23 24 25 26 27 28 29 30

31 32 33 34 35 36 37 38 39 40

41 42 43 44 45 46 47 48 49 50

Start at 12 and count on in 3s. Draw a blue stripe through each

number you say.
Start at 20 and count on in 4s. Draw a yellow stripe through each
number you say.
Start at 15 and count on in 5s. Draw a green stripe through each
number you say.
a Do any numbers have four stripes?
b Which numbers have
three stripes?

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 Unit 1 Whole numbers

Lesson 4: Place value (1)

Number

• Recognise the value of each digit in a 3-digit number

Challenge
1 Write the 3-digit number made by the Base 10 equipment.
a b

Challenge
2 1 Look at each target board. What number is being shown?
a b

hundreds hundreds

tens tens

units units

c d

hundreds hundreds

tens tens

units units

e Which of the numbers has a digit 2 that

is worth 2 tens (or 20)?
f Which of the numbers contains a digit 1 that
is worth 1 hundred (or 100)?
8

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 Student’s Book page 4

2 Joseph makes different totals using the target. How does he

make them?

Number
Example: 248 = 2 hundreds + 4 tens + 8 units

a 647 = hundreds + tens + units

b 357 = hundreds + tens + units

c nine hundred
and forty-nine = hundreds + tens + units

d seven hundred and thirty-three

= hundreds + tens + units

e Which of Jacob’s scores has the same

number of hundreds and units?
Challenge
3 You have four number cards. You can only use each one once in
the same number.

6 2 4 1

a What is the smallest 3-digit number you

can make from the cards?
b What is the largest 3-digit number you
can make?
c Make a 3-digit number with an odd
number of 10s.
d Make a 3-digit number in which the 100s
digit is worth twice as much as the 10s digit.

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 Unit 1 Whole numbers

Lesson 5: Place value (2)

Number

• Recognise the value of each digit in a 3-digit number

• Partition 3-digit numbers into hundreds, tens and units
Challenge
1 What is the value of each digit in these numbers?
a b

348 273
Challenge
2 1 Each fork shows a 3-digit number. Write the number under the
fork, then draw a line from each number to the description that
matches.

a b c d e

A number in which the digit

The largest
2 is worth 2 hundreds.
number shown.

The smallest
number shown.
An odd number.
A number with 4 tens.
10

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