Prim Maths 3 2ed TR Workbook Answers

CAMBRIDGE PRIMARY MATHEMATICS 3: TEACHER’S RESOURCE
Workbook answers
1 Numbers to 1000
Exercise 1.1 9 seven hundred and fifty-three
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 a b 507 510 888 890

102 201
517 518 519 520 898 899 900

111 112 113 211
908 910
122 221 222
918 920
c
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
12 Arun is not correct. With two digit cards
(e.g. 1 and 2), you can make two 2-digit
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.
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
180 190 200 220 230 240
7 0 5
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
1 Cambridge Primary Mathematics 3 – Moseley & Rees © Cambridge University Press 2021
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
9 Shanghai Tower and Lotte World Tower; 2 Shape Frequency

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

nearest 100 can give different results compared
to rounding to the nearest 100. 17
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
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
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.
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
9 estimate: 360 + 220 = 580, 359 + 218 = 577
Ferris wheel 23
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
Exercise 3.1 Change a ten for 10 No regrouping
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
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.
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
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.
Exercise 5.2 13 8 × 7 = 56, 56c

14 4 × 8 = 32, $32
Focus
15 4 × 6 = 24, 24 metres
1 4 × 3 = 12
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 double → 6 × 2 = 12
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
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 5 m 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 km = 500 m b km = 250 m
2 4 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.
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.
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 b c d
4 5 10 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.

6 Learners’ own diagrams. 8 For example:
a
1 5
= a Learners’ own shapes, for example:
2 10
5 10
b one whole = or
5 10
2 4
c =
5 10
8 4
d =
10 5
Challenge
1 1
7 a b
3 5
3 2
c d
4 5
5 1
e or
10 2
f b Learners’ own shapes, for example:
9 a not equivalent
i b not equivalent
c equivalent
d not equivalent
e equivalent
f not equivalent
g equivalent

8 Time 6 a
Exercise 8.1 11 12 1
10 2
Focus
9 3
1 a one minute past six
8 4
b half past three or thirty minutes past three 7 5
6
c fourteen minutes past twelve
d quarter to nine or forty-five minutes past
eight or fifteen minutes to nine b
11 12 1
2 a 8:30 b 2:34
10 2
c 4:00 d 6:42
9 3
3 a 1:20 b 12:04 c 2:41
8 4
7 6 5
Practice
4 a
11 12 1 c
10 2 11 12 1
9 3 10 2
9 3
8 4
7 6 5 8 4
7 6 5
b
d
11 12 1
10 2 11 12 1
10 2
9 3
9 3
8 4
7 5 8 4
6
7 6 5
c
11 12 1
10 2
Challenge
9 3 7 a four b 1:45
c 10:45 d quarter past ten
8 4
7 6 5 e two
8 For example: 1:23, twenty-three minutes past
d one; 2:34, thirty-four minutes past two; 3:45,
forty-five minutes past three or quarter to four;
11 12 1 4:56, fifty-six minutes past four or four minutes
10 2 to five; 12:34, thirty-four minutes past twelve.
9 3
8 4
7 5 10 Learners’ own answers.
6
10 Yes, you use the same words when writing 101

9 More addition and to 999 as you would when writing 0 to 100;
only thousand is a new word.
subtraction 11 Answers include: 5 + 6 + 7 = 18, 3 + 6 + 9 = 18,
Exercise 9.1 4 + 5 + 9 = 18, 9 + 7 + 2 =18,
3 + 7 + 8 = 18 (complement 3 + 7 = 10)
Focus 1 + 9 + 8 = 18 (complement 1 + 9 = 10),
6 + 4 + 8 = 18 (complement 6 + 4 = 10).
1 estimate: 40 + 90 = 130, 44 + 85 = 129
12 estimate: 380 + 320 + 280 = 980, total is 979.
100s 10s 1s Learners’ own methods. Learners might
recognise that 80 + 20 = 100, so they can use
this fact to add 283 and 321 together. They
might use the known fact that 70 + 80 = 150 to
add 375 and 283 or something else.
Challenge
2 a estimate: 50 + 80 = 130, 53 + 76 = 129 13 a, b 344 + 20, 334 + 30, 324 + 40, 314 + 50,
304 + 60, 294 + 70, 284 + 80, 274 + 90
b estimate: 70 + 50 = 120, 65 + 54 = 119 (354 + 10 is not a solution because one ten
c estimate: 50 + 80 = 130, 46 + 81 = 127 is not ‘some’ tens.)
d estimate: 70 + 40 = 110, 66 + 42 = 108 14 Learners’ own methods. 3 + 7 + 4 + 8 = 22,
2 + 7 + 8 + 6 = 23, 4 + 5 + 9 + 2 = 20,
3 a estimate: 130 + 60 = 190, 129 + 60 = 189
9 + 1 + 5 + 4 + 8 = 27
b estimate: 190 + 50 = 240, 187 + 50 = 237
15 Answers might include that Afua recognised
c estimate: 160 + 70 = 230, 164 + 71 = 235 that 50 + 50 = 100 and 7 + 3 = 10, ordering her
d estimate: 250 + 170 = 420, 245 + 172 = 417 numbers to make it easier to use these number
facts. Learners might have other ideas.
4 1000, 10 hundreds
5 Yes, 4 + 6 = 10 and/or 6 + 4 = 10. Possible Exercise 9.2
answers include: 4 + 6 + 5 = 10 + 5 = 15,
6 + 4 + 5 = 10 + 5 = 15, 4 + 5 + 6 = 9 + 6 = 15, Focus
6 + 5 + 4 = 11 + 4 = 15. 1 estimate: 160 − 70 = 90, 158 − 73 = 85
Practice
100s 10s 1s
6
No Regrouping Regrouping
regrouping ones tens
34 + 52 25 + 57 75 + 63
28 + 61 34 + 38 54 + 82
43 + 55 69 + 27 96 + 21
46 + 31 36 + 46 67 + 52
7 If there are more than 10 ones, you will need 2 a estimate: 180 − 50 = 130, 178 − 53 = 125
to regroup 10 ones into 1 ten. b estimate: 270 − 60 = 210, 267 − 64 = 203
8 tick a, b. c estimate: 150 − 70 = 80, 154 − 72 = 82
9 a estimate: 140 + 70 = 210, 135 + 73 = 208 d estimate: 240 − 80 = 160, 236 − 84 = 152
b estimate: 250 + 270 = 520, 245 + 272 = 517

c estimate: 570 + 240 = 810, 571 + 243 = 814 3 = 21
d estimate: 350 + 150 = 500, 352 + 153 = 505
Practice Exercise 9.3

4 No Regrouping Regrouping Focus
regrouping ones tens 1 a 65 + 35 = 100 b 23 + 77 = 100
188 − 54 143 − 28 247 − 163
276 − 163 296 − 158 736 − 283 2 0 + 1000 = 1000, 100 + 900 = 1000,
345 − 213 337 − 119 269 − 182 200 + 800 = 1000, 300 + 700 = 1000,
257 − 125 172 − 127 437 − 264 600 + 400 = 1000, 500 + 500 = 1000
5 If there are not enough tens to subtract from, Practice

you will need to regroup 1 hundred into 3
10 tens. 81 18 7
6 247 − 163, estimate: 250 − 160 = 90,

247 − 163 = 84 54 22 63
736 − 283, estimate: 740 − 280 = 460, 97 49 36

736 − 283 = 453
269 − 182, estimate: 270 − 180 = 90, 4 19 + 81 = 100, 82 + 18 = 100, 93 + 7 = 100,
269 − 182 = 87 46 + 54 = 100, 78 + 22 = 100, 37 + 63 = 100,
437 − 264, estimate: 440 − 260 = 180, 3 + 97 = 100, 51 + 49 = 100, 64 + 36 = 100
437 − 264 = 173 5 50 + 950 = 1000, 150 + 850 = 1000,
7 When estimating, Danh rounded 419 and 187 250 + 750 = 1000, 350 + 650 = 1000,
down instead of up; her estimate should be 450 + 550 = 1000
420 − 190 = 230. In her calculation, she did not 6 a 410 + 240 = 650 b 720 + 180 = 900
regroup 1 hundred into 10 tens to allow her to
subtract 8 tens. c 940 − 340 = 600 d 530 − 270 = 260
419 = 300 + 110 + 9 Challenge
− 187 = 100 + 80 + 7 7 a There are 77 books left on the shelf.
200 + 30 + 2 = 232 b Liling has 83 marbles left.
c Luiz has $62 left.
Danh’s checking calculation does not check
the correct calculation. It should be: Check d The remaining piece of string is
232 + 187 = 419. 57 cm long.
e There are 68 pencils left.
8 Learners’ own methods, = 281
8 A
2 7
B
7 5
Challenge C D
4 1 3 2
9 If the 3-digit number has 9 tens in the tens E F
place, then no regrouping will be needed. If 8 4 7 8
the 3-digit number has 0 to 8 tens in the tens G
7 4
H
1 9
place, then regrouping will be needed. So the I J
statement is sometimes true. 5 1 5 7
10 estimate: 760 − 390 = 370, 764 − 392 = 372

9 For example, 320 + 680 = 1000 and
490 + 510 = 1000, digit 7 not used; or 120 +
11 = $19 890 = 1000 and 470 + 530 = 1000, digit 6 not
used.
10 a 170 + 390 = 560 b 420 − 280 = 140
12 354 − 183 = 171, = 183
c 960 − 570 = 390 d 430 + 490 = 920
e 840 − 490 = 350 f 750 − 670 = 80
11 Digit totals of 16 = 790, 880 and 970, digit Practice

totals of 17 = 890 and 980. 790 + 100 = 890,
790 + 190 = 980, 880 + 100 = 980. So the first 5 a team D
number could be 790 or 880 and its 3-digit b 12
complement could be 100 or 190. c team B; 3 goals
d 14 goals
10 Graphs e Learners’ own answers.

Exercise 10.1
7 a Trees planted each week
Focus 14
1 a Learners’ own answers – ‘Phones sold at a 12
Number of trees
phone shop’ or similar. 10
b 4 c 8 8
d 28 e Thursday 6
f Friday g Learners’ own answers. 4

2
2 Favourite sport
7
week 1 week 2 week 3 week 4 week 5
6
weeks
5
Total amount

4
3 Challenge
2 8 The most popular ice cream flavours
1
18
0 16
cricket golf tennis football
Number of people
Type of sport 14
12
a 21
10
b football 8
c golf 6
d golf, tennis, cricket, football 4
2
3 a Saturday b Friday
vanilla chocolate strawberry lemon mint
c 6 families d 13 families ice-cream flavour
9 a
6 cars; 4 tractors; 9 trucks; 5 bikes; 5 trikes
4 a
b No, there are three more trucks than cars;
Monday the difference is 3.
Tuesday c The difference is 1.
Wednesday 10 Learners’ own answers. For example: Title
Thursday ‘Number of insects seen in a garden’;
horizontal axis label ‘Insect’; vertical axis label
Friday
‘Number of insects’; key ‘1 picture = 1 insect’.
Saturday
Sunday
11 Title: Learners’ own answers. 5 a less not less

than 50 than 50
10
Number of insects
odd 13 17 45 71 245 555

8
6 not odd 4 18 56 106 912

4
2
0 6 ÷3 does not ÷ 3
bee butterfly bug snail spider worm
Learners’ own answers. ÷5 60 45 55 20 50
does not ÷ 5 66 69 24 18 68 97
Exercise 10.2
Focus 7 Learners’ own answers.
1 Numbers
Challenge
more odd
than ten numbers 8 a, b Labels ‘multiples of 3’ and ‘multiples of 5’;
learners’ own responses
14 56 61 9 5
41 c 18 goes in the ‘Multiples of 3’ circle; 45
82 68 7 3 goes in the overlap. 13, 14, 16, 17 and 19
45
go in the box outside the circles.
72
d 13, 14, 16, 17 and 19 are outside the circles
because they are not multiples of 3 or 5.
9 a Between Not between
2 1-digit not 1-digit 10 and 20 10 and 20
numbers numbers Digits add to 22 24 26 28
11 13 15
10, 14, 62, an even 31 33 35 37
even numbers 2 17 19 20
76, 108 number 39 40
not even 15, 21, 27, 35, Digits do not 21 23 25 27

1, 5 10 12 14
numbers 47, 55, 83, 91 add to an 29 30 32 34
16 18
even number 36 38
3 Learners’ own answers. b Learners’ own answers.
Practice 10 a Not a multiple Multiple of 10
of 10
4 a Shapes
3-digit
107, 156, 235 140, 490
numbers
triangle has symmetry
not 3-digit
18, 24, 51, 6 30, 50, 20
numbers
b Numbers
6 3-digit multiple
numbers of 10
140 30
107
156
b Learners’ own answers. 490 20
50
235
18 51
24
11 a Any of: for example 6 is a product in the multiplication

tables for 1, 2, 3 and 6. Each product can be
A pictogram uses pictures to represent made using two different arrays, so there are
data, a bar chart uses bars to represent more multiplication facts with these products.
data. Learners may have other ideas.
In a pictogram, the number of pictures 7 Fact family of 8 calculations for an
shows the frequency. In a bar chart, the appropriate number.
height of the bars shows the frequency.
A pictogram must always have a key. A Challenge
bar chart does not have a key. 8 4, 9, 16 and 36. Each number can be shown
b A bar chart would be easier to draw and in two different arrays. One array for each
read for this data. A pictogram would number shows a number multiplied by itself.
need a lot of pictures to represent up to 4 arrays are 1 × 4 and 2 × 2, 9 arrays are 1 × 9
24 jumps. and 3 × 3, 16 arrays are 4 × 4 and 2 × 8, 36
arrays are 6 × 6 and 9 × 4.
c Learners’ own answers.
9 The product of any number multiplied by zero
is zero. It would not be helpful to include a
11 More multiplication zero row or column in the multiplication grid
because all the boxes would contain zero.
and division 10 The 9 row or 9 column is a good starting point.
Learners can add or subtract the same number
Exercise 11.1 to/from each number to create a sequence.
Focus 11 Learners’ own answers.
1 × 1 2 3 4 5 6 7 8 9 10
Exercise 11.2
2 2 4 6 8 10 12 14 16 18 20
4 4 8 12 16 20 24 28 32 36 40
Focus
8 8 16 24 32 40 48 56 64 72 80 1 Learners’ own order of multiplication.
a 2 × 3 × 5 = 30 b 4 × 5 × 6 = 120
2 32, 4 and 8: 4 × 8 = 32, 32 = 4 × 8, 8 × 4 = 32,
c 5 × 5 × 4 = 100 d 9 × 3 × 2 = 54
32 = 8 × 4, 32 ÷ 4 = 8, 8 = 32 ÷ 4, 32 ÷ 8 = 4,
4 = 32 ÷ 8. 2 10 × 5 = 50, 4 × 5 = 20, 50 + 20 = 70; 10 × 3 = 30,
8 × 3 = 24, 30 + 24 = 54 or 9 × 3 = 27 twice,
3 a 24, 28, 32; rule is + 4.
27 + 27 = 54
b 46, 51, 56; rule is + 5.
3 a 20 ÷ 2 = 10 b 20 ÷ 3 = 6 r2
c 15, 12, 9; rule is – 3.
c 20 ÷ 4 = 5 d 20 ÷ 5 = 4
Practice
Practice
4 × 1 2 3 4 5 6 7 8 9 10
3 3 6 9 12 15 18 21 24 27 30
5 a 11 × 5 = 10 × 5 + 1 × 5 = 50 + 5 = 55
6 6 12 18 24 30 36 42 48 54 60
b 19 × 2 = 10 × 2 + 9 × 2 = 20 + 18 = 38
9 9 18 27 36 45 54 63 72 81 90
c 13 × 3 = 10 × 3 + 3 × 3 = 30 + 9 = 39
5 24 ÷ 8 = 3, 24 ÷ 3 = 8; 24 ÷ 4 = 6; 24 ÷ 6 = 4. d 15 × 4 = 10 × 4 + 5 × 4 = 40 + 20 = 60.
Learners may use other methods; for example,
6 6, 8, 10, 12, 18, 20, 24, 30, 40. Learners’
multiplying by 10 and halving to multiply
answers may point out that each number is a
by 5, doubling and doubling again to multiply
product in four different multiplication tables,
by 8.
6 25 ÷ 2 = 12 r1, 25 ÷ 3 = 8 r1, 25 ÷ 4 = 6 r1, 6 a estimate: 50 ÷ 2 = 25, 53 ÷ 2 = 26 r1

25 ÷ 6 = 4 r1, 25 ÷ 8 = 3 r1. Learners may b estimate: 80 ÷ 4 = 20, 91 ÷ 4 = 22 r3
include 25 ÷ 12 = 2 r1.
c estimate: 90 ÷ 3 = 30, 97 ÷ 3 = 32 r1
7 Each child gets eight sweets, with two left over; d estimate: 70 ÷ 5 = 14, 74 ÷ 5 = 14 r4.
50 ÷ 6 = 8 r2
Learners may have other estimates or use
other methods.
Challenge
8 3 × 5 × 8, 2 × 6 × 10, 3 × 4 × 10, 4 × 5 × 6 7 35 ÷ 3 = 11 r2. They can make 11 stools and
have two legs left over.
9
× 13 16 19 8 10 ÷ 4 = 2 r2. They need three taxis to take
them all to the show.
3 39 48 57
Challenge
4 52 64 76
9 Learners’ own methods of recording. Smallest
5 65 80 95 product found by multiplying the smallest
number in the grid by the smallest number
10 63 ÷ 5 = 12 r3 in the list: 2. Smallest product = 37 × 2 = 74.
11 That the calculation is dividing by a number Greatest product found by multiplying the
greater than 8. greatest number in the grid by the greatest
number in the list: 5. Greatest product = 96 ×
12 a 15 ÷ 2 = 7 r1 b 14 ÷ 3 = 4 r2 5 = 480.
c 30 ÷ 4 = 7 r2 d 28 ÷ 3 = 9 r1 10 Learners’ own answers.
e 76 ÷ 10 = 7 r6 f 39 ÷ 9 = 4 r3
11 25 ÷ 4 = 6 r1. You can buy six computer games.
You will get $1 change.
Exercise 11.3
12 100 ÷ 3 = 33 r1. The piece left over is 1 cm long.
Focus
13 Use inverse operations: 83 – 2 = 81; 81 ÷ 3 = 27.
1 estimate: 30 × 5 = 150 The number is 27.
× 20 7
5 100 35 12 More fractions

100 + 35 = 135, 27 × 5 = 135
Exercise 12.1
2 46 − 40 (10 groups of 4) = 6, 6 − 4
(1 group of 4) = 2,
Focus
1 a 5 cm b 10 cm c 15 cm
86 ÷ 4 = 21 r2
2 a Ring drawn around any five cubes.
3 19 ÷ 2 = 9 r1. The bicycle maker can make nine
bicycles with one wheel left over. 2
b
3
4 37 ÷ 3 = 12 r1; 13 small tables are needed for
37 children. 3 1 1 1 1 3
12 2 3 4 10 4
Practice 6 4 3 X 9
5 Learners’ own methods. 1
4 a of 6 = 3, 6 ÷ 2 = 3
a estimate: 50 × 5 = 250, 46 × 5 = 230 2
b estimate: 90 × 2 = 180, 89 × 2 = 178 1

b of 16 = 4, 16 ÷ 4 = 4
4
c estimate: 70 × 3 = 210, 67 × 3 = 201
1 3 3
d estimate: 80 × 4 = 320, 78 × 4 = 312 5 Learners’ own drawings; of 3 = , 3 ÷ 4 = .
4 4 4
Each child gets 3 of a finger.
4
Practice 7 Sofia’s ribbon is shorter because > . Sofia’s

1 1
3 4
6 a 25 cm b 50 cm c 75 cm whole ribbon will be three times the length of
7 a
1
b
9 her 1 . Zara’s whole ribbon will be four times
10 10 3
1
the length of her . Zara’s 1 is the same size as
4 4
8 28 1
Sofia’s , so Zara’s whole ribbon is longer.
3
1 1 1 1 3
2 3 4 10 4 1
28 8 a
(as long as the cakes are the same size)
3
14 X 7 X 21
3
b
4
9 a 48, 48 ÷ 4 = 12 5
c (as long as the pizzas are the same size)
b 14, 14 ÷ 2 = 7 5
2 1 1 1 1 1 1
10 2 out of 4 tomatoes used, so or . 9 a is less than , < ; is greater than
4 2 10 5 10 5 5
1 1 1
Challenge , >
10 5 10
11 a 45 cm 1
b Answers might include: is equivalent
5
b 15 cm 2 1 1 1
to , is half the size of , is double
1 1 10 10 5 5
12 Zara’s is shorter than Sofia’s , so Zara’s 1
3 3 the size of . Learners may make other
10
whole strip must be shorter than Sofia’s. observations.
13 32 marbles. Learners’ own methods.
Challenge
14 27 grapes. Learners’ own methods. 1 1 1 1 1
10 a
, , , , (as long as the cakes are the
9 3 2 3 4 5 10
15 9 out of 12 nails used, so or . same size)
12 4
Exercise 12.2 b
10 9 7 6 3
, , , ,
10 10 10 10 10
Focus 1 1
1 2 11 a of 18 > of 32
2 4
1 For a 12 cm line, marked at 4 cm, marked
3 3
at 8 cm. 1 1
b of 60 > of 100
3 10
1 1 2
2 and . (Learners may also recognise that 1 1
10 5 10 c of 40 < of 40
10 4
can be marked.)
1 1
d of 60 = of 18
1 1 1 1 1 1 1 1 10 3
3 is less than , < , is greater than , > .
4 3 4 3 3 4 3 4
2 3
1 1 1
12 , (Learners may also provide other correct
3 3
4 a , , fractions.)
10 5 3
4 3 2
b , , . Exercise 12.3
5 5 5
Practice Focus
5 7 9 3 2 5
5 For a 10 cm line, at 5 cm, at 7 cm and at 1 + =
10 10 10 10 10 10
9 cm.
1 1 2 2 1 3 2 3 5
2 For example: + = , + 5 = , + =
1 3 4 5 5 5 5 5 5 5 5
6 . (Learners may also recognise that ,
3 10 10 8 5 3
2 3 − =
and can be marked.) 10 10 10
5
4 20 minutes Practice
Practice 4 3000 g – 850 g = 2150 g can be eaten.
5 Learners’ own diagrams. 5 a rounded down to 100 g

1 3 b rounded up to 300 g
a estimate: > , = 1
2 3 c rounded up to 200 g
1 0
b estimate: < , = 0 6 a rabbit 1 kg
2 5
c estimate and answers depend on b pumpkin 3 kg
calculation; for example, c cell phone 140 g
1 1 7 8
estimate: > , + =
2 10 10 10 Challenge
1 1 7 a The other parcel has a mass of 2100 g.
d estimate: < ,
2 4
b, c Learners’ own answers.
0 1 2 2 1 3 0
6 1 − = 1, 1 − = , 1 − = , 1 − = = 0 8 a 1 kg b 3 kg c 2 kg
3 3 3 3 3 3 3
1 9 Learners should have coloured the section of

7 of $30 is $10. Reduced price = $30 − $10 the scale from 6.5 kg to just before 7.5 kg.
3
= $20, Mariposa pays $20 for the T-shirt.
Exercise 13.2
Challenge Focus
6 3
8 600 millilitres = or of a litre 1 Yes, there is enough water because their three
10 5
glasses will need one and a half litres and
9 a correct there are 2 litres in the bottle.
5 1 4
b incorrect, − = 2 a 500 ml b 100 ml c 100 ml
5 5 5
d Learners should have drawn the water
c correct
at the unlabelled division between 2L
3 0 3 and 3L.
d incorrect, − =
3 3 3
3 There will be one and a half litres left. 500 ml =
10 3 7 1 1
e incorrect, – = 1
a litre, and 2 litres – litre = 1 litres.
10 10 10 2 2
2
10
10 9 1 1
− = . of 20 metres is 2 metres, so Practice
10 10 10 10
2 metres of fabric is left over. 4 a 200 ml b 300 ml c 100 ml
5 Marcus has container B, Zara has container C
and Sofia has container A.
13 Measures 6 Khoa is wrong. If he makes three more drinks,
he will use 375 ml of juice from jug 2. 1 litre
Exercise 13.1 (1000 ml) subtract 375 ml = 625 ml. So there
Focus will be 625 ml juice left in jug 2. In jug 1, there
will be 400 ml + 375 ml = 775 ml, which is not
1 a 200 g b 40 g equal to 625 ml.
2 Sofia is correct because 2 kg is the
same as 1000 g + 1000 g, which is more Challenge
than 700 g. 7 The statement is not correct. As well as height,
it is important to compare the widths of
3 a carrot 18 g b sheep 90 kg
containers. A taller but narrow container may
c feather 1 g d frog 30 g have a smaller capacity than a shorter but
wide container.
8 a 750 ml b 3 9 a 10 °C, 25 °C, 45 °C, 40 °C, 15 °C

4
b 45 °C, 40 °C, 25 °C, 15 °C, 10 °C
c 750 ml d 250 ml
Exercise 13.3
14 Time (2)
Focus
1 a The temperature is 0 °C
Exercise 14.1
b 100 °C Focus
2 a Thermometer A 1 a–c Learners’ own answers.
b Thermometer B 2 a 56 hours
c Thermometer C shows a temperature b Learners’ own answers.
of 15 °C.
3 a 29th May b 4th May
d Thermometers B and D
c 31st May d 10th June
3 a A: 26 °C, B: 13 °C.
Practice
b Learners’ accurate drawings on 4 a, b Learners’ own answers.
thermometers. 5 a 3 years and 31 days
c Thermometer A is rounded down to 26 °C. b 5th May
Thermometer B is rounded up to 13 °C. c 11 years
Thermometer C is rounded down to 27 °C.
6 a 10th June
Thermometer D is rounded up to 14 °C.
b 16th June
Practice Challenge
4 a 24 °C
7 a seconds, minutes, minutes, weeks
b June 15 °C, April 22 °C, July 15 °C, May
19 °C.
c The biggest difference is in April. 8 a Learners’ own answers as long as the
dates are 17 days apart.
5 a Thermometer C
b Marsile: 27 days or 3 weeks 6 days.
b 20 °C Mustafa: 24 days or 3 weeks 3 days.
c Learners’ own temperatures, below 15 °C. Majak: 9 days or 1 week 2 days
c Mustafa left on 18th January and came
6 a Marks labelled in 5s up to 40.
home on 29th January.
Challenge
7 a The temperature of the air/room is higher
Exercise 14.2
than the temperature of the ice. Focus
b 10 °C 1 a Iqra arrived at 10.15 and left at 3.15.
c Thermometer marked to show a b Eating lunch
temperature of 70 °C.
c 12 p.m.
8 a lower, higher, higher d Iqra is swimming.
b A 30 °C, B 32 °C, C 90 °C,
2 a Flight D b Flight C
D 84 °C, E 24 °C, F 20 °C
c Flight E
c 6 °C, 52 °C, 70 °C
3 a Music starts at 1:30 and ends at 2:00.

b Maths starts at 10:15 and ends at 11:00.
15 Angles and
c 9 o’clock movement
d Learners’ own answers.
Exercise 15.1
Practice
Focus
4 a Kalpana can catch the 12:18 bus.
1 a
b 10:05; it arrives at 10:40
5 a train; arrive at 8:28.
b 8:14 bus, which arrives at 8:25.
6 a 6:05
b 6:48
c The 6:15 or the 7:18.
d Five buses stop at the village hall.
Challenge
7 a Bus Bus Bus Bus Bus
380 150A 222 3C 90E
bus station 9:00 11:05 2:00 4:30 6:05
High Road 9:10 11:15 2:15 - 6:15
shopping centre 9:25 - 2:35 4:55 6:25
village hall 9:50 - 3:05 - 6:35
train station 9:55 - 3:15 5:15 6:45 b Learners’ own answers.

2 The missing compass points are: north, east,
8 a no south.
b The 7:10 from Oakham
c Yes, you can catch the 7:29 bus from Green
Beedwell.
9 Arts & crafts 4:15–5:00 Tuesday, cooking
3:00–4:00 Thursday, gardening 2:00–3:00
Wednesday, cycling 3:00–4:00 Monday.
Red
Yellow
Blue
3 a The tree is west of the castle and north of

the pond.
b The school is east of the castle and north
of the bridge.
c The park is south of the pond and west of
the fire station. greater than a right angle:
d The tent is south of the castle and north
of the fire station and east of the pond
and west of the bridge.
e The house is south of the bridge and east
of the fire station.
Practice
4 right angle:
5 As well as north, south, east and west, learners

can also use terms from earlier learning such
as clockwise, anticlockwise, up, down, above,
below, next to, between, under, right, left and
forward.
6 a From top, going clockwise, west, north,
east, south.

Challenge
less than a right angle:
7 a, b

c A straight line is made of two right angles

placed next to each other.

9 a The tree is west of the treasure box.
17 Pattern and
The hut is south of the treasure box.
b The mountains are north of the
symmetry
treasure box. Exercise 17.1
c The ship is east of the treasure box.
Focus
d You walk east from the tree towards
the ship. 1 a
16 Chance
b Flag 1 has zero lines of symmetry.
Exercise 16.1 Flag 2 has one line of vertical symmetry.
Flag 3 has one line of vertical symmetry.
Focus
1 a Likely. There are more parts labelled red
than the other colours. 2 a
b Will not land. There is no chance of
landing on green because there are no
green segments on the spinner.
Practice
4 It is more likely that the spinner will land on
yellow than on another colour, but it is not
certain.

6 a With the coin, you are equally likely
to land on heads or on tails. With the 3 a
spinner, you are much less likely to land
on heads than on tails, because 1 segment
is labelled ‘heads’ but 7 segments are
labelled ‘tails’. You are more likely to land
on ‘heads’ on the coin.
b,c Learners’ own answers. b
Challenge
8 a will not happen
9 a Marcus’s conjecture is likely to be correct
because Zara’s spinner has more possible
outcomes.
5 a Shape A has no line of symmetry.

Shape B has a vertical and a horizontal
line of symmetry. Shapes C, D and E have
vertical lines of symmetry.
b
6 Vertical and horizontal lines of symmetry

drawn through the shape.
Challenge
8 a
Practice
4 a 1 2 3
4 5 6
Flag 1: two lines; flag 2: zero lines;

flag 3, two lines; flag 4, one line;
flag 5: one line; flag 6: two lines.
b Possible answers include:

9 a Learners label the vertical line ‘vertical’
and the horizontal line ‘horizontal’.
Exercise 17.2 Practice

Focus 4 a
1 a
b The pattern goes up in one square.

2 a
b 3 + 1 = 4 4 + 1 = 5
4 3 2 1
b The pattern goes down in one triangle.
Challenge
9 a–c Learners’ own answers.

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CAMBRIDGE PRIMARY MATHEMATICS 3: TEACHER’S RESOURCE

2 a b 507 510 888 890

517 518 519 520 898 899 900

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

Practice Exercise 1.2

8 a one hundred and fifty-two 450

b four hundred and sixty-three

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

9 Shanghai Tower and Lotte World Tower; 2 Shape Frequency

11 Rounding to the nearest 10 and then to the 25

300 600 800 300 700 800 b walk

8 Learners’ own answers. Ideas for improving

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

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

roller coaster 28 Challenge

pirate ship 27 490 390 180 486 384 173

190 290 580 190 285 572

2. Which ride do the least number of

and money Practice

8 estimate: 360 − 50 = 310, 362 − 47 = 315 6 $7 and 25c + 70c = $7 and 95c. change $10 − $7

140 190 650 142 191 654 Challenge

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

5 Multiplication and Challenge

Exercise 5.2 13 8 × 7 = 56, 56c

Challenge b Learners’ own estimates. Estimate could

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

4 a 4 cm b 7 cm c 6 cm

Shape Your drawing Properties Challenge

Challenge 5 For example:

3 There are four equal parts. Each part is called

In the first shape, there are 11 small squares

6 Learners’ own diagrams. 8 For example:

f b Learners’ own shapes, for example:

5 Learners’ own answers.

10 Yes, you use the same words when writing 101

9 a estimate: 140 + 70 = 210, 135 + 73 = 208 d estimate: 240 − 80 = 160, 236 − 84 = 152

b estimate: 250 + 270 = 520, 245 + 272 = 517

Practice Exercise 9.3

5 If there are not enough tens to subtract from, Practice

6 247 − 163, estimate: 250 − 160 = 90,

736 − 283, estimate: 740 − 280 = 460, 97 49 36

10 estimate: 760 − 390 = 370, 764 − 392 = 372

11 Digit totals of 16 = 790, 880 and 970, digit Practice

10 Graphs e Learners’ own answers.

1 a Learners’ own answers – ‘Phones sold at a 12

f Friday g Learners’ own answers. 4

b Learners’ own answers.

b Learners’ own answers.

11 Title: Learners’ own answers. 5 a less not less

odd 13 17 45 71 245 555

6 not odd 4 18 56 106 912

Learners’ own answers. ÷5 60 45 55 20 50

not even 15, 21, 27, 35, Digits do not 21 23 25 27

11 a Any of: for example 6 is a product in the multiplication

6 25 ÷ 2 = 12 r1, 25 ÷ 3 = 8 r1, 25 ÷ 4 = 6 r1, 6 a estimate: 50 ÷ 2 = 25, 53 ÷ 2 = 26 r1

5 100 35 12 More fractions

b estimate: 90 × 2 = 180, 89 × 2 = 178 1

Practice 7 Sofia’s ribbon is shorter because > . Sofia’s

5 Learners’ own diagrams. 5 a rounded down to 100 g

1 9 Learners should have coloured the section of

8 a 750 ml b 3 9 a 10 °C, 25 °C, 45 °C, 40 °C, 15 °C

3 a Music starts at 1:30 and ends at 2:00.

train station 9:55 - 3:15 5:15 6:45 b Learners’ own answers.

2. Which ride do the least number of

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

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

1 a Learners’ own answers – ‘Phones sold at a 12

11 Title: Learners’ own answers. 5 a less not less

1 9 Learners should have coloured the section of

3 a Music starts at 1:30 and ends at 2:00.

3 a The tree is west of the castle and north of

5 a Shape A has no line of symmetry.

Flag 1: two lines; flag 2: zero lines;