CAMBRIDGE PRIMARY MATHEMATICS 3: TEACHER’S RESOURCE

3 Xiang has forgotten to regroup 73 into 60 and 2 estimate 250 − 80 = 170, 246 − 84 = 162
13 so that he can subtract 5 ones. Instead, he
has subtracted 3 ones from 5 ones, which is 100s 10s 1s
incorrect.
473 − 245
= 400 + 70 + 3 − 200 − 40 − 5
= 400 + 60 + 13 − 200 − 40 − 5
= 400 − 200 + 60 − 40 + 13 − 5
= 200 + 20 + 8 = 228 3 a estimate 150 − 60 = 90, 148 − 60 = 88
b estimate 250 − 80 = 170, 245 − 82 = 163
Exercise 9.1
c estimate 330 − 70 = 260, 326 − 71 = 255
1 a estimate 40 + 60 = 100, 43 + 56 = 99 d estimate 530 − 90 = 440, 534 − 93 = 441
b estimate 70 + 30 = 100, 67 + 29 = 96
4 a estimate 340 − 160 = 180, 339 − 163 = 176
2 estimate 60 + 50 = 110, 64 + 53 = 117 b estimate 360 − 170 = 190, 355 − 172 = 183
100s 10s 1s c estimate 650 − 390 = 260, 647 − 386 = 261
d estimate 520 − 250 = 270, 518 − 248 = 270

5 a = 92

3 a estimate 80 + 60 = 140, 84 + 62 = 146 b = 17

b estimate 70 + 90 = 160, 71 + 87 = 158
c estimate 60 + 70 = 130, 64 + 72 = 136
d estimate 80 + 30 = 110, 75 + 34 = 109 Think like a mathematician
307 – 147 = 160
Think like a mathematician 317 – 157 = 160
The numbers could be 96 + 41, 46 + 91, 86 + 51,
327 – 167 = 160
56 + 81, 76 + 61, 66 + 71.
337 – 177 = 160
4 a estimate 230 + 50 = 280, 233 + 50 = 283
347 – 187 = 160
b estimate 180 + 60 = 240, 178 + 60 = 238
357 – 197 = 160
c estimate 150 + 70 = 220, 154 + 65 = 219
Triangle and square must both be odd or both
d estimate 190 + 60 = 250, 191 + 56 = 247 even to give the even result of 6 tens required.
e estimate 290 + 350 = 640, 286 + 352 = 638
f estimate 470 + 170 = 640, 473 + 166 = 639 Exercise 9.3
5 Learners’ own answers. 1 a 35 + 65 = 100 b 53 + 47 = 100
c 77 + 23 = 100 d 81 + 19 = 100
6 Learners’ own answers.
e 8 + 92 = 100
7 Learners’ own answers.
2 520 + 480, 530 + 470, 540 + 460, 550 + 450,
Exercise 9.2 560 + 440, 570 + 430, 580 + 420, 590 + 410

1 b 300 + 150 + 2 c 600 + 160 + 3

d 200 + 100 + 9

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3 a 35 + 65 = 100, 350 + 650 = 1000 3 a 370 + 290 = 660 b 550 + 180 = 730
b 53 + 47 = 100, 530 + 470 = 1000 c 670 − 290 = 380 d 740 − 460 = 280
c 77 + 23 = 100, 770 + 230 = 1000 e 370 + 360 = 730 f 820 − 350 = 470
d 81 + 19 = 100, 810 + 190 = 1000
e 8 + 92 = 100, 80 + 920 = 1000
10 Graphs
4 a 880 + 120 = 1000 b 470 + 530 = 1000
c 240 + 760 = 1000 d 510 + 490 = 1000 Getting started
e 340 + 230 = 570 f 750 + 150 = 900 1 a six ducks
g 560 + 290 = 850 h 370 + 350 = 720 b three elephants
i 670 + 140 = 810 j 390 + 180 = 570 c two more turtles
5 a 980 − 260 = 720 b 740 − 340 = 400 d 18 animals all together
c 670 − 380 = 290 d 810 − 520 = 290 e two fewer lions
e 760 − 490 = 270 f 520 − 370 = 150
Exercise 10.1
g 850 − 480 = 370 i 630 − 470 = 160
1 a 5 and a half hours
Think like a mathematician b 1 and a half hours more
There are 18 different pairs of 3-digit multiples of c Sunday has 5 and a half hours of
10, with a total of 540: (100, 440), (110, 430), sunshine,
(120, 420), (130, 410), (140, 400), (150, 390), Friday has 13 hours of sunshine.
(160, 380), (170, 370), (180, 360), (190, 350),
(200, 340), (210, 330), (220, 320), (230, 310), Title: Number of hours of sunshine
(240, 300), (250, 290), (260, 280) and (270, 270). Key
Friday
= 1 hour
Check your progress Saturday of sunshine
1 Learners’ own method. Sunday
a estimate 260 + 170 = 430, 263 + 174 = 437
b estimate 480 + 350 = 830, 475 + 353 = 828 2 a
c estimate 360 − 190 = 170, 358 − 187 = 171 Animals in the pet shop
d estimate 740 − 470 = 270, 736 − 472 = 264 y
9
2 Number Complement 8
to 100
7
54 46
6
19 91 81 5
Number of animals

4
77 33 23
3

Complement 2
Number
to 1000 1

440 660 560 0

turtle rabbit fish cat guinea x
pig
753 247
Animals
288 722 712
b Learners’ own answers.

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3 a–e Learners’ own answers. 2 Does not have

Has vertices
4 a–d Learners’ own answers. vertices

5 Learners’ own answers. 2D

Think like a mathematician

Not 2D
Learners’ own answers.

Exercise 10.2 3 Numbers

1 a odd multiples of 5
Numbers 1 to 20 31 25
1 17
5 40
19 19
multiples of 2 multiples of 3
29 35
2 4 multiples 10
of 2 and 3 3
8 10 8 16
6 12 9
14 16
18 15
20
5 17 4 a three times
7 11 13 b Learners’ own answers.

b Learners’ own answers.

2 a 11 More multiplication
Even Not even

Multiple of 3 18 12 24 15 21
and division
Not a multiple of 3 10 16 20 22 11 17 23 Getting started
1 8 × 4 = 32, 32 = 8 × 4, 4 × 8 = 32, 32 = 4 × 8,
b Learners’ own answers. 32 ÷ 8 = 4, 4 = 32 ÷ 8, 32 ÷ 4 = 8, 8 = 32 ÷ 4
3 a–e Learners’ own answers. 2 Add the multiplication tables for 5 and 3
4 Learners’ own answers but labels can be two or for 6 and 2; double and double again
arms/not two arms, four arms/not four arms, the multiplication table for 2; double the
odd number of legs/not odd number of legs multiplication table for 4.
and even number of legs/not even number 3 a 24 b 4 c 42
of legs.
d 50 e 10 f 130
Think like a mathematician g 72 h 2 i 0
Learners’ own answers.
Exercise 11.1
Check your progress 1 24, 8, 18, 63, 48, 36
1 a Three monsters have two legs, two 2 Each product is the result of a number
monsters have three legs, two monsters multiplied by itself.
have four legs.
3 24 ÷ 8 = 3 or 24 ÷ 3 = 8; 8 ÷ 4 = 2 or 8 ÷ 2 = 4;
b Learners’ own answers. 18 ÷ 6 = 3 or 18 ÷ 3 = 6; 63 ÷ 9 = 7 or 63 ÷ 7 = 9;
c For example, sort them by the number 48 ÷ 6 = 8 or 48 ÷ 8 = 6; 36 ÷ 4 = 9 or 36 ÷ 9 = 4
of arms.

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Think like a mathematician 2 Learners may have other estimates or use

other methods.
The numbers on the diagonal line are shown only
once because the diagonal line is a mirror line. For a estimate: 40 × 4 = 160, 35 × 4 = 140;
numbers that are not on the diagonal lines, we can b estimate: 60 × 3 = 180, 58 × 3 = 174;
find their reflection in the other half. c estimate: 90 × 2 = 180, 94 × 2 = 188;
4 28, 4 and 7: 4 × 7 = 28, 28 = 4 × 7, 7 × 4 = 28, d estimate: 80 × 5 = 400, 76 × 5 = 380.
28 = 7 × 4, 28 ÷ 4 = 7, 7 = 28 ÷ 4, 28 ÷ 7 = 4,
4 = 28 ÷ 7. 3 Learners’ own answers.
72, 8 and 9: 8 × 9 = 72, 72 = 8 × 9, 9 × 8 = 72, Think like a mathematician
72 = 9 × 8, 72 ÷ 8 = 9, 9 = 72 ÷ 8, 72 ÷ 9 = 8,
8 = 72 ÷ 9. The number is 60.

5 a 54, 63, 72; rule is + 9 4 46 ÷ 4 = 11 r2, so 12 tubes are needed for 46

b 38, 43, 48; rule is + 5 balls.
c 115, 123, 131; rule is + 8 5 36 ÷ 5 = 7 r1, so each child gets seven marbles
d 99, 90, 81; rule is – 9. with one marble left over.

6 100, 92, 84, 76, 68 6 37 ÷ 10 = 3 r7, so four benches are needed for
37 children.
Exercise 11.2 7 Learners’ own answers.
1 Learners’ own order of multiplication. Check your progress
a 5 × 4 × 3 = 60 b 6 × 5 × 3 = 90
c 6 × 4 × 2 = 48 d 8 × 3 × 2 = 48 1 Learners’ own answers.

2 Learners’ own order of multiplication. 2 Learners’ own answers.

3 a 13 × 4 = 10 × 4 + 3 × 4 = 40 + 12 = 52 3 Learners’ own answers.

b 18 × 5 = 10 × 5 + 8 × 5 = 50 + 40 = 90 4 72 ÷ 3 because there will be more groups of 3
c 12 × 2 = 10 × 2 + 2 × 2 = 20 + 4 = 24 in 72 than there will be groups of 4.
d 15 × 3 = 10 × 3 + 5 × 3 = 30 + 15 = 45
Learners may use other methods; for
example, for 18 × 5 use 18 × 10 = 180, halve
12 More fractions
it, 18 × 5 = 90. Getting started
4 a 28 ÷ 4 = 7 b 25 ÷ 2 = 12 r1 1 1 1
1 a b c
c 53 ÷ 5 = 10 r3 d 32 ÷ 4 = 8 5 3 4
e 10 ÷ 4 = 2 r2 f 46 ÷ 3 = 15 r1 1 1
2 No, of the same whole is greater than of
5 10
5 Each child gets seven sweets, with two left
the same whole. If the whole is split into five
over: 30 ÷ 4 = 7 r2.
equal pieces, each piece will be larger than if it
was split into ten equal pieces.
Think like a mathematician
3 Dad eats four slices, Mum eats four slices,
The number can be 11, 13, 17 or 19.
1 2
Hinata eats two slices; that is, or .
5 10
Exercise 11.3
1 Exercise 12.1
× 20 3
1 a 5 cm b 10 cm
4 80 12
2 50 cm
estimate: 20 × 4 = 80
80 + 12 = 92, 23 × 4 = 92

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3 a Ring drawn around any two marbles. 4

1 1 1 1 1
is less than , < ; is greater than , > .
1 1 1
9 5 4 5 4 4 5 4 5
b
10
2 1 2 1 1 2
4 12 cars 5 a = b > c <
4 2 5 5 3 3

5 7 9 1 1 1 1
1 1 1 1 3 d < e > f > .
20 10 10 5 10 2 3
2 3 4 10 4
1 1
6 of something is more than of the same
10 X 5 2 15 3 4
1 1
something, so of $100 is more than
3 4
6 27
of $100.

Think like a mathematician

Think like a mathematician
The number is 60, or any multiple of 60. 1 1 1 1
Let of A = of B = of C = of D. We can say
1 2 3 4 10
7 a of 8 = 2, 8 ÷ 4 = 2 that D > C > B > A.
4
1 We can also say that D is five times bigger than A.
b of 24 = 12, 24 ÷ 2 = 12
2 C is twice as big as A.
1 Example: A = 4, B = 6, C = 8 and D = 20.
c of 40 = 10, 40 ÷ 4 = 10.
4
3 4 5 6
1 1 7 a = = =
8 a of 12 = 3, 12 ÷ 4 = 3; of 16 = 4, 6 8 10 12
4 4
3 4 5 6
1 b , , ,
16 ÷ 4 = 4; of 20 = 5, 20 ÷ 4 = 5; 30 40 50 60
4
2 3 4 5
1 1 c , , ,
of 24 = 6, 24 ÷ 4 = 6; of 28 = 7, 8 12 16 20
4 4
1
1 8 For example, is shown.
28 ÷ 4 = 7; of 32 = 8, 32 ÷ 4 = 8; 2
4
1 1
1 1 2 2
of 36 = 9, 36 ÷ 4 = 9; of 40 = 10,
4 4 1 1
40 ÷ 4 = 10. 4 4
1 1 1
b The fraction list uses multiples of 4, the 6 6 6
divisions are the division table for 4. 1 1 1 1
8 8 8 8
1 1 1 1 1
9 Each person gets two quarters of a sandwich, 10 10 10 10 10
2 1
which is or each.
4 2 1
9
3
1
10 1 out of 4, .
4
Exercise 12.3
Exercise 12.2 4 3 7
1 + =
10 10 10
1 2
1 For a 12 cm line, marked at 3 cm, at 6 cm,
4 4 2 Learners’ own diagrams.
3
at 9 cm. 1 2
4 a estimate: > ,
2 3
1 2
2 For a 15 cm line, at 5 cm, at 10 cm, 1 4
3 3 b estimate: > ,
2 2 5
at 3 cm.
10 1 5 1
c estimate: = , =
4 8 9 2 10 2
3 , and .
5 10 10 1 3
d estimate: > ,
2 4

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3
0 4 1 3 2 2
+ = 1, + = 1, + = 1 2 a The chocolate bar must have the same
4 4 4 4 4 4 mass as two muffins, so one muffin must
4 3 1 have a mass of 50 g.
4 − =
5 5 5 b Each side of the scales has a mass of 150 g.
5 Learners’ own diagrams. 3 a 500 g < 5 kg b 10 g < 1 kg
1 1 1
a estimate: < , 0 b estimate: < , c 1000 g = 1 kg
2 2 5
1 7 1 1 4 a 80 g b 70 g
c estimate: > , d estimate: < ,
2 10 2 4
c 500 g d 4g
5 Learners’ own answers.

0 5 1 4 2 3 3 2
6 Learners’ own answers.
6 1− = , 1− = , 1− = , 1− = ,
5 5 5 5 5 5 5 5
4 1 5 0 Think like a mathematician
1− = , 1− = =0
5 5 5 5 For example rows could be:

Think like a mathematician 200 g 500 g 300 g

Learners’ own answers. 700 g 250 g 50 g
7 a $6 b $3 400 g 450 g 150 g

c $24 d $15 Columns can use the same amounts as above but
set vertically.
Check your progress Challenge answer, for example:
1 1 1 1 1
1 , , , , 500 g 50 g 450 g
10 5 4 3 2
250 g 350 g 400 g
1 1 4 2 1 1
2 a < b > c < 250 g 600 g 150 g
4 3 5 5 10 5
5 1 4 10 2 3
d = e = f < Within the Challenge square, there are eight ways
10 2 4 10 3 3
to make a total of 1 kg: three rows, three columns
3 Learners’ own diagrams. and two diagonals.
1 2
a estimate: < ,
2 10 Exercise 13.2
1 5
b estimate: > , = 1 1 a A: 250 ml; B: 750 ml; C: 500 ml
2 5
1 2 b container B, container C, container A
c estimate: > ,
2 3
c The same because 1000 ml is the same as
1 3 1 litre.
d estimate: > ,
2 4
d Learners should have drawn a line at the
500 ml mark.
13 Measure 2 a
1
250 ml = litre b
3
750 ml = litre
4 4
Getting started c 1000 ml = 1 litre d 8 cans = 2 litres
1 Learners’ own answers. e 12 cans = 3 litres f 16 cans = 4 litres
3 Marcus is incorrect. His method will only
Exercise 13.1 work if he has two jugs that are the same size
1 One pear has a mass of 40 grams, so 4 pears and with the same capacity. Otherwise, a tall
have a mass of 160 grams. narrow jug could have a higher level of water
than a wider jug but still contain less water.

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4 a 625 ml, rounded to 600 ml Think like a mathematician

b 490 ml, rounded to 500 ml Learners’ own posters.
c 250 ml, rounded to 300 ml
5 Learners’ own answers. Check your progress
6 Learners’ own answers. 1 a 200 grams b 7 kilograms
c 900 grams d 3 kilograms
Think like a mathematician 2 a 400 ml b 200 ml
a 1000 millilitres = 500 millilitres + 500 millilitres c Learners’ own drawings. The container
(cup A + cup A) holding 350 ml has more water.
b 700 millilitres = fill cup A, pour into cup B, 3 a 400 grams b 11 days
200 ml left in cup A, pour this into a container,
c 24 cm
fill cup A and pour into the container with
the 200 ml. 4 16 °C
c 100 millilitre = fill cup B and pour into cup A,
fill cup B again and fill cup A, 100 ml is left
in cup B. 14 Time (2)
d Yes. They can be made as follows. Different Getting started
answers are possible.
• 100 ml: see c 1 a 8:05 b 11:17
• 200 ml: fill cup A, pour into cup B, 200 ml c 2:35 d 1:34
left in cup A 2 a
• 300 ml: cup B
• 400 ml: twice 200 ml (see above)
• 500 ml: cup A b
• 600 ml: twice cup B
• 700 ml: see b
• 800 ml: cup A + cup B c
• 900 ml: cup A + 400 ml (see above)
• 1000 ml: see a
d
Exercise 13.3
1 a 30 °C b 30 °C c 10 °C
2 a No, Marianna is not right. The reading is 3 a
nearer to 15 °C than to 20 °C. 11 12 1
b The reading is nearest to 35 °C. 10 2
c marked a little over half way between 25 9 3
and 30
8 4
3 a thermometers B, C, D and E 7 6 5
b 18 °C c 15 °C
d thermometer C e 20 °C
f Learners’ own answers.
4 Learners’ own answers.
5 Learners’ own answers.

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 CAMBRIDGE PRIMARY MATHEMATICS 3: TEACHER’S RESOURCE

b Exercise 14.2
11 12 1
1 a 8:50
10 2
b 8:45
9 3
c Bus 1 and Bus 2
8 4
7 5 d Razaan is correct. This timetable shows
6 the bus travelling in one direction only. It
does not give information about the buses
c travelling in the opposite direction, from
school to Razaan’s home.
11 12 1
10 2 2 a 11:23
9 3 b 2:58
c Train 2 and train 6
8 4
7 6 5 d 11:25
e 8:01
d
Think like a mathematician
11 12 1
10 2 Learners’ own answers.
9 3
Check your progress
8 4
7 5 1 a two months
6
b 31 days
c two weeks
Exercise 14.1 2 a Wednesday
1 a–g Learners’ own answers. b Thursday
c 1:00
2 a 26 days b 22nd March
d Tuesday
c 3rd February d 9th February
3 a 7:30
3 a 6th June
b 8:42
b 11th July
c the second train
c seven days
d Stefania was born in 2010, so she will be
20 years old in 2030.
15 Angles and
4 a 174 days
b 15 years old movement
c Song’s holiday is longer by 1 day. Getting started
5 a Saturday 19th April
1 a
b Monday 28th April
6 two years
7 Learners’ own answers.

Think like a mathematician

Learners’ own answers.

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b Think like a mathematician

a 3 steps b 3 steps
c 3 steps d 20 routes
e no f no
g,h Learners’ own answers.
5 Learners’ own answers.
c
6 Learners’ own answers. The last drawing
should be the same as the first drawing.

Check your progress

1

  

Other shapes have no right angles.

2 For example: The two half turns end in the
2 north
same place.

Exercise 15.1 west east

1 a, b Learners’ own answers. south

2 Learners’ own answers. start

3 a school b pond c north N

d east e east f south

g south
finish
h Learners’ own answers.
4 a Move south one square. Turn one right
angle clockwise. Move west four squares.
Turn one right angle anticlockwise. Move
south three squares. Turn one right angle
16 Chance
anticlockwise. Move east one square. Turn Getting started
one right angle clockwise. Move four
squares south. 1 Learners’ own answers.
b Learners’ own answers. 2 Learners’ own answers.

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3 Possible Impossible Exercise 17.1

A horse will grow 1
✓
wings and fly.
A carrot will walk. ✓
A baby will cry. ✓
It will rain
somewhere in the ✓ 2 a
world today.

Exercise 16.1
1 It might happen. One domino has more than
eight spots.
b
2 Learners’ own answers.
3 a Spinner A could land on 1, 2 or 3.
b Spinner B could land on 1, 2, 3, 4, 5, 6, 7
or 8.
c Spinner A is more likely to land on 3,
because there are fewer options. Spinner B
has more options.
d Learners’ own results. c
e Learners’ own answers.

Think like a mathematician

Learners’ own answers.

Check your progress

1 Learners’ own answers. d

2 Might happen. A total of 10 can be made

by 7 + 3 or 6 + 4.
3 Will not happen. You cannot make a total of
20 from any pair of these cards.
4 Learners’ own answers.

17 Pattern and 3 a

symmetry
Getting started
1 Learners’ own answers.

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b 7 These shapes have symmetry:

A circle has an infinite number of lines

of symmetry; only four are marked in the
diagram above.
8 Learners’ own answers. Marcus is correct: a
circle has infinite lines of symmetry.
c Learners’ own answers.
9 Learners’ own answers. Only the second and
4 Diagram c shows symmetry. third logos are symmetrical.
Symmetry means that when an object is split
along a line of symmetry, it will produce two Think like a mathematician
mirror images. Learners’ own answers.
5 Learners’ own answers.
Exercise 17.2
6
1 a 9 + 3 = 12, 12 + 3 = 15, 15 + 3 = 18
b 21

For example: c The constant is that three circles are

added each time.
2 a 4, 6, 8 b 10
c The constant is that two squares are
For example: added each time.
3 a,b,c 16 to 12 to 8 to 4.
d The constant is that four squares are
subtracted each time.
The pentagon can be regular or irregular, as 4 a 2, 3, 4
long as it is symmetrical. b 5
c The constant is that one cloud is added
each time.
5 a

b,c,d Learners’ own answers.

6 For example: Add a square to the centre of
the top block, but there are other ways.
7 Learners’ own answers.

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Think like a mathematician Check your progress

For example: 1 a

2 a, b Learners’ own answers.

3 a 2 to 4 to 6 to 8.
b There will be eight circles in the
final pattern.
4 Learners’ own answers.
5 Learners’ own answers.

There can also be other solutions where the

squares are not joined.

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