i Ores) aero tiaras ia CAMBRIDGE PRIMARY Mathematics fo | S 9 3 8 4 Skills Builder SS os Cherri Moseley and Janet ReesCAMBRIDGE PRIMARY Mathematics Skills Builder Cambridge Primary Mathematics Skills Builder Activity Books are the latest addition to the Cambridge Primary Mathematics course. Ths so flexible and engaging course written specifically for the Cambridge Primary Mathematics curriculum framework Stages Ito 6. The course offers o discussion-led approach with problem-solving integrated throughout to encourage learners to think tnd talk about mathematics in place of rote learning and dril practice. The language throughout the course is pitched to EAL /ESL learners with illustrations supporting visual understanding fond learning, The Skills Builder Activity Books are carefully designed to provide consolidation activities for children who need extra teaching and leorning opportunities in order to achieve success in the Cambridge Primary Mathematics curriculum framework Skills Builder Activity Book 3 consists of: * Afullrange of activities which support the breadth (of the Cambridge Primary Mathematics curriculum framework at Grade 3. * Corefully levelled activities which help gently raise a ore [cers nea et ota iad child's mathematical understanding and performance eouses adie reece | to match that of ther peers. |__curcuium fameworktrom 2071 | + Helpful quidance and tps to help teachers orporents | 7 Has passed Cambridge's rigorous explain key mathematical methods ond concepts aqualty-assurance process before each exercise | + Forthe fist time, this flexible resource offers | v Developed by subject experts ‘motivational parents the Cambridge way for Maths = Sear | wort home. ean Contin stack ets REE ae Completely Cambridge ert Cambridge resources for Cambridge qualifications Yee Combridge University Press works wth Cambridge International Examinations and. m experienced authors to produce high-quality endorsed textbooks and software that Was Support Cambridge teachers and encourage Cambridge learners Vist education.cambridge.org/cambridgeprimary for information on our full onge Sete 9 W7a1316'509159)CAMBRIDGE PRIMARY Mathematics Name: Contents Three-digit numbers (1) 45 Addition and subtraction (1) en. 67 Doubling aa ae BD Addition and subtraction (2). 10-11 Multiplication (1)... 12-13 (Order of operations. 14-21 Hundreds and tens 22-23 2D shapes and symmetry. 24-27 Poditionssish. isk ~ 28-29 Money, 30-31 Time (Vere 132-33 Estimating length Three digit numbers (2) .. Multiplying by 10 (1) : Ordering, estimating and eee 38-41 Doubling and halving (1). 42 ‘Addition and subtraction (3) 43 Muttiplication (2). oe AAS Cherri Moseley and Janet Rees Skills Builder Length, capacity, weight and Hime... 6-48 Estimating 7 Sorting and representing data Ordering... Multiplying by 10, Addlion ond subacton (4. Fractions . Doubling and halving (2)... ‘Complements fo 100 Multiplication and division. Time (2) Capacity. Time ©). Money. Weight = 10-73 Photocoplable 1eS0U0€8 nen 7491 Answers. 92-95 CAMBRIDGE UNIVERSITY PRESSCAMBRIDGE UNIVERSITY PRESS ‘Univesity Printing House, Cambridge ca2 8, Und Kingdom ‘One Liberty Plaza 20th Flor, New York. 8 10008 USA 477 Willamstown Road, Port Melbourne, ic 3207, Avstala 4843/24 2nd Foo, Ansiri Road, Daryagan, Del ~ 12000, Inda 79 Anson Rod, 6-040, Singupoe o73906 ‘Cambridge Univesity Presi part ofthe University of Cambridge, farther the Univesity sion by disseminating knowledge in the pursuit of ‘cation larhing and research at the highest international level of excellence woncambridge.org Information on thistle: education cambridge ong9781316509159 ‘Cambridge University Press 2016 “This publcation iin copyright, Subject to statutory exception and othe provisions of relevant collective licensing agretments, ‘no reproduction of any part may take pce without the writen permission of Cambridge Univers Pres. 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Werkshets and copes of them remain in the copyright ‘of Cambridge Univesity Pres, and sch copies may not beditrbuted or wed in ‘ny way outside the purchasing institution, ‘his books part of the Cambridge Primary Maths project. ‘This isan innovative combination of eurriculm and resources share Vocabulary under, middle, edge, above, between, up, below, next to, down, top, beside, left, right, bottom, side Ut 18 Geometry and problem svg Framework 3Gp1, Psd; CPM Teacher’ Resource 8.2This is a game for one or two players Cut out the bricks and position cards. Place the position cards in the box above the wall, face down. Take turns to take the top position card. Place a brick in the matching position in the wall. ‘Beside’ could be used to put one brick beside another, beside the edge of the wall or beside the pile of cement. Return the position card to the bottom of the pile. Continue until the wall is complete. Tn a two-player game, the winner is the player who places the last brick in the wall. Hint: Use the position card to say where you are putting your brick — for example, ‘I am putting my brick on the bottom row.’ Unit 18 Geometry and problem solving (CPM Framework 36p1, 3P53; CPM Teachers Resource 8:2Collecting money Remember You will need: a collection of There are 100 cents in every dollar. 10-cent, 50-cent and dollar coins or notes, a 1-6 dice, a tray or dish to use as a bank This is a. game for two players. ee Place all the money in the bank. cent, dollar, money, coins, value Each put your counter at the beginning of the track. Take turns to roll the dice and move that number of spaces. Tf you land on an amount of money, take that amount from the bank. If you land on a star, take a dollar from the bank. When you have collected 100 cents, exchange them for a dollar from the bank. The winner is the player with more money at the end of the track. START Unit 18 Geometry and problem sohing (CPM Framework SNS, SNCS, 3NETB, SMm1, 3P1, PSG; CPM Teacher's Resouce 8.1 alae b iHow much money did you collect? Player 1. I collected $ Player 2 I collected $ un (CPM Framework 3Nn3, SNCS, SNeT®, Mint, U1, Hint: Put 10 cent coins in piles of 10 to make a dollar. Two 50-cent coins make a dollar. 18 Goometry and probiom solving PB; OPM Teachers Resource 9.1Match the time Remember e At o'clock times, the minute hand points to 12 on an 4 analogue clock and a digital \ clock shows 00 minutes. counters in 2 different colours At quarter past, the minute Vocabulary hand points to 3 on an time, clock, analogue clock and a digital analogue. digital, clock shows 15 minutes. o'clock, half past At half past, the minute hand points to 6 on an “al analogue clock and the digital clock shows 30 minutes. At quarter to, the minute hand points to the 9 on an analogue clock and the digital clock shows 45 minutes. “ = This is a game for two players. Take turns to spin the spinner. Place one of your counters on the matching analogue time and another on | Hint: Move the hands the matching digital time. ‘on a geared clock or paper plate clock to If there are no clocks left showing that time, miss a race dvettivetantthe turn, spinner. Find a clock with the minute hand in When all the clocks have a counter on them, the winner : the same position, is the player with more counters on the clocks. {Unit 16 Measures and problem solving (CPi Framework Sh, 3Pt2; CPM Teachers Resource 10.1Unit 1¢ Measures and probiom solving (CPM Framework 3MI2, P12; CPM Teacher's Resource 10.1Miniature garden | Remember fe C Whartactimieting « length, ise what you already Neu wll pedi Tiler know about measures. Tem is about the width of ss your finger; 10 cm =a tens stick from place-value Vocabulary ‘apparatus. height, length, tall, ong, short, centimetre, cm Line up the | beginning of the plant 0 on the ruler. Unit 16 Measures and problom coving (CPM Framewerk SM, SME, 32; CPM Teachers Resource 11.1, 11.2,Estimate the height of each plant. Now use a ruler to measure the height of each plant. Compare your estimates and measurements. My estimate was the same as the measurement for My estimate was longer than the measurement for My estimate was shorter than the measurement for el=l=)o Sle [ale [ele This stick insect is 4 cm long. Draw three stick insects, 6 cm, 9 cm and 12 cm long Unit 16 Measures and probiom solving (CPM Framework SMI, SM, SP12; CPM Teachers Resource 11.1, 11.2,Abacus numbers Remember An abacus uses beads to Vocabulary represent numbers. place value, hundreds, Each stick has a different fens, ones value, On these abacuses, they are hundreds, tens and ones. ‘ Hint: Count the beads on the abacus. Make =x P000: (000 sure you have used all 6 | Draw six beads on each abacus to make a three-digit | beads every time. number. Write the number. The first one is done for you What is the smallest three-digit number you can make? What is the largest? Leite Pe |= oo boo Bozo on 0 He 0 II Ul [ ood Unit 2A Number and problem solving ‘CPM Framewerk Shino, hn, P13, 3°88, P36; CPM Teacher's Resource 12.1Remember : oe & When you multply by 10the dats moveone © au wil used two 1 6 place to the left. The value of every digit becomes ae : 10 times bigger. Vocabulary ‘ddd, subtract, multiply, 112 Don't forget your digits 2] OF zero place holder. Choose whether you want to travel vertically $, or horizontally © across the board. Throw both dice. Choose whether to add the numbers or subtract the smaller number from the higher number. Multiply your answer by 10. Put a counter on that number in the grid. Aim to make a line of counters from side to side or from top to bottom. Hint: Play the game with a fri coloured count The first player to make a path from top to bottom or side to siWashing line Choose a shirt to put at the beginning of the washing line. Pick an instruction card at random. Follow the instructions to find the next shirt to put on the washing line. When the washing line is full, put the shirts in order from smallest to largest. Repeat with the second washing line. Choose a different shirt for the beginning of the washing line. When your line is full, take the shirts off and play again. Draw your washing line when you finish. ligit numbers look at the number in the hundreds igit numbers, look at the tens Unit 24 Number and problem solving (CPW Framewerk srs, SNrT1, SNnT2, SNeS, 3NeS, 3Psd, 3Pe0; CPM Teacher's Resource 12.1, 122Spots, squares and stars You will need: rubber stamps, stickers or something else to make a shape picture for a friend Vocabulary guess, estimate, count, group How many shapes are there? Estimate then count in different ways. Use stamps, stickers or a computer drawing programme to make a shape picture. Ask a friend to estimate then count how many shapes there are in the picture. Hint: Draw a ring around groups of 2, 5 or 10. Use a different coloured pencil for each group Unt 24 Nunber and problem soe 39 CPM Framework SNe, sn Pus CPM Tests Banos 188At the skate park You will need: a 1-6 Remember dice, a counter for each When rounding to the nearest 10, if the ones digit is 1, 2, 3, or 4, then it is closer to the Player previous multiple of 10 and so round down. If the ‘ones digit is 5, 6, 7, 8 or 9, then it is closer to the Vocabulary next multiple of 10 and so round up. rounding, round up. round down, nearest 10 This is a game for two players. Each place your counter on START. Take turns to roll the dice. Move that many spaces along the track. When you land on a shaded square, round that number to the nearest 10 and move your counter to that number. The winner is the first player to reach 80. UUnit2A Number and problem solving (CPM Framework 3NnS, NB, SP, 3Ps9, 3 Pst; CPM Teacher's Resource 13.1Hint: Look at the ones digit to (ticks Ss out whether to round (ticks or down. it 24 Number and problem saving CPM Framework ns Ns, 31, 96,8 Pd: CPM Tonsors Ree T8Roundabout Remember . 3 When you double a number you multiply it by 2 Le a aa or add the number to itself. When you halve a coh number you divide it by 2 a Vocabulary a half, halve, double This is a game for two players. Place the third-colour counter on 80 at the top of the circle. Take turns to move this counter to the next number. Decide whether to halve or double that number. Place one of your counters on the answer in the grid. 40 10 6 16 2 60 15 8 160 | 28 24 7 q 40 4 36 The first player to get three counters in a line is the winner. Play five games to find the overall winner. Hint: Use a calculator to check your answers, if you need to. Unit 2A Number and problem soving (CPM Framework 3Not4, 3Nr20, 2Ne6, SNC7. SP, SPS, 3Ps3, 3Pe6; CPM Teachers Resource 14.1Build the bridge Remember ; Numbers can be added in any order. For subtraction, you need to think about the order in which to put the numbers. You will need: resource 8, page 84, a set of cubes Vocabulary add, subtract, addition, subtraction, _ difference between, estimate Shuffle the number cards. Place them in a pile, face down on the table. Turn over the top two cards. Spin the spinner to find out what to do with the numbers. Find the answer on the bridge and cover it with a cube. Continue until you have built the bridge. Hint: Use a number line or a 100 square to help you with addition and subtraction. Unit 2A Number and problem solving (CPM Framework 2Net4, 2NC16, 36, 3P13,3Pt4, 345, 3Ps8; CPM Teacher's Resource 15.1, 15.2You will need: resource Remember 9, page 85, black A multiple is the number you get when you multiply a number by another number. 8 is a multiple of 2 because it is 2 multiplied by 4. Vocabulary multiple, odd, times table colouring pencils This is a game for two players Jack and Jill are laying black and white tiles on the floor. In this new floor, white tiles are laid on numbers that are not in the 2, 5 or 10 times tables. Black tiles are laid on numbers that are in the 2, 5 or 10 times table. Take turns to roll the 2, 5, 10 dice. Look in the grid for a multiple of the number you roil. Shade it black. When you have shaded all the multiples of 2, 5 and 10, look at the tile pattern. What can you say about the numbers that have not been shaded? Unit 2A Number and problem solving (CPM Framework aN, NCS, SNCS, SNC2t, SP, 3Pa3,9P85, PSO; CPM Teacher's Resource 161, 162[3}4lslel7{8laio} 6 | 8 | 10/12) 14) 16 | 18} 20 9 | 121] 15 | 18] 21 | 24/ 27| 30 12 | 16 | 20 | 24 | 28 | 32 | 36| 40 15 | 20 | 25 | 30 | 35 | 40 | 45| 50 12 | 18 | 24 | 30 | 36 | 42 | 48 | 54] 60 14 | 21 | 28 | 35 | 42 | 49 | 56 | 63| 70 16 | 24 | 32 | 40 | 48 | 56 | 64 | 72| 80 18 | 27 a6 He 54 | 63 ae a 90. 20/30 6070 100) YLZwx4¥ F W1f 12/ 13/ 14f 15f 16/ 17/ 18/ 194/ 20 21/ 22/ 23/ 24/ 25/ 26/ 27/ 28/ 24/ 30, chart to find multiples of 2,5 and 10. [ceo] ro B20 ]o0|NJorfen] seo }ro| Unit 2A Number and problem solving (CPM Framework SNnd, 8Nc8, (is greater than), for example, 647 > 132. —S ee —— SS ee ee Hint: When you mark numbers on a number line, you are also ordering them from smallest to largest. Unit 24 Number and problem solving (CPM Framework SNr2, Nn, SN, BN, Not2, SPX, 3Pe9, P36, 2PS8: CPM Teacher's Resource 21.1Multiplying by 10 Vocabulary ultiply, order, smallest, yeatest : forget your zero place hold Hint: When you multiply by 10, each 1 becomes a 10 and each 10 becomes a hundred, Use a set of place-value cards to make a two-digit number. Multiply your number by 10. Use place-value cards to help you. Record both numbers in one grid. Order your multiplied numbers from smallest to greatest. Unit 2¢ Hancting data and problem going (CPM Framework @Nr2, nS, Nn7,SNn12, SPS6; CPM Teacher's Resource 21.2Fallen leaves You will need: a counter for each player (different colours), Remember enough extra counters Use what you know about adding and subtracting to cover all the 10 and a hundred from a number. calculations on the leaves, paper to record calculations and answers, a calculator {for checking answers (optional) Vocabulary ‘add, adding, subtracting, subtraction, place value, tens, hundreds Hint: You may want to use a calculator to check the answers. Unit 2A Number and problem solving, Unit 3A Number and problem solving (CPM Framework 3Nn3, Sn, 3NCTS, SPU, 9Ps2, 33; CPM Teachers Resource 16°, 24.2, 24.9This is a game for two players. Cover all the leaves with counters, to hide the calculations Each player decides whether to to collect leaves from the left side or the right side of the track. Both players place one counter on Start. Walk through the wood, by taking turns to throw the dice. Move that number of spaces around the track. where you land. Work out the calculation. Your partner checks your answer. Pick up a counter from a leaf at the space If you are correct you keep the counter. Keep playing until you reach the café at the end of the track Each count your counters. The winner is the player with the greater score. This is the number of counters you have collected. Tf you both have the same score, put the counters back on the leaves and play again! Unit 24 Number and problem sohing, Unit 3A Number and problem solving (CPM Framework 3Nn3, ns, 3NC1S, SPU, 3Ps2, $Ps8; CPM Teacher's Resource 15.3, 24.2, 24.3we O » ° Remember A fraction is part of 1 Me aoe A i dice, a counter for each player aya Yoeabulary i wile Fel aaa : three-quarters 7, one-third } onconty one-tenth <5. fraction ol ol col a ze This is a game for two players. Mix up all the biscuit cards and biscuit monster cards and share them between players Each place your counter on IN. Take turns to roll the dice and move that many spaces through the biscuit factory. If you land on a biscuit, take a biscuit card from the other player. If you take a biscuit monster, give the other player one of your biscuit cards. At the end of the game, sort your biscuits into piles with the same fraction. Add your fractions together. The winner is the player who has collected the most biscuits. 6 Unit 3A Number and problem solving ‘CPM Framework 3ni5, SNnt6, BNA, SP, 3Ps3, P56; CPM Teacher's Resource 2.1, 22.3Hint: Use a fraction wall to add fractions.Ready, steady go! Remember Doubles and halves are part of the same number pattern. If you know one of them you can work out the other one. They are inverses of each other, double @@- —~@O@@ @@-__ + @@@@ halve Bis double 4. 4 is half of 8 Unit 9A Number and problem solving (OPM Framework SN, NT, 3N1, SPH, 3Ps2, 9°39, 3Ps6; CPM Teacher's Resource 20:1 You will need: a 1-6 dice, a counter for each player Vocabulary double, half, inverseThis is a game for two players. Hint: Use a 100 square Put your counters on START. Take turns to throw to help you calculate. the dice and move that number of spaces. Tf you land on a shaded number [ff], double the number you land on and move on to the square with that number on it. If you land on an oil spill, halve the number and move back to the square with that number on it. Who will win the race? Unit 3A Number and problem solving (CPM Framework 3NcB, 3Ne7, N19, Prt, SPs2,SPs8, 3PS6: CPM Teacho's Resource 23.1Complements to 100 Hint: Count the squares which are not shaded to find the complement to 100 of the shaded amount. 43. +57 = 100. 57 is the complement 43 and 43 is the complement to 100 for Find the complement to 100 for each number. Draw and label the correct jumps on the number line. The first one is done for you. | +4 +60 a , ce ; 36 40 100 100 | 36 + 64 = 100 424 = 100 | | ——a <—_________> 100 100 85+ = 100 27+ ___ = 100 Unit 3A Number and probim ong (CPM Framework 3NeS, NTS, SPU, SP, 3Ps8; CPM Teacher's Resource 24.1—_— rm < — £ 100 100 At = 100 Sa = 100 Now use your own numbers to complete these grids. - > = Te "+= 100 +___= 100 4 Now use your own numbers without grids to find complements to 100. < = < os 100 100 +__ = 100 ——+__ = 100 Use your own numbers again to find complements to 100 but now include a number between 1 and 9. « > < — 100 100, + = 100 + = 100 Unit 3A Number snd problem solving (CPM Framework SNn8, Net8, SPU, 9Pt, SPS; CPM Teachor's Resource 24.1Feed the seals sod walneeds resource 13, 5 page 90, Remember oo two 1-6 dice Multiplication i repeated BeeeoQ wage For example: ° @ @ @ @ @ multiply, divide. 3-85-55 (| QQQO@ mnt Division is splitting into 15 apples group, more than, equal parts or groups. ae It is the result of fair sharing. Example: 3 friends want to share 12 strawberries. How do they divide the strawberries? Avisware Theg sROMeGee each. @QB/e Therenboj oneine gy Lge the / symbol, means divide. @ 12+3=4,12/3=4 a26é 8 -” Player 1 a j ® Unit 2A Number and problem solving (CPM Framewark SNnt8, 3Ne8, Nes, 3Ne21, SPH, SPU, 3P2, Pes; CPM Teachers Resource 25.1, 25.2This is a game for two players. & Take turns to roll both dice. Add the numbers together. If your total is 7 or 11, miss a turn, For all other numbers, take that many fish. Decide which seal has the correct number of tubs for you to equally share the fish into. The game ends when every seal has fish in all their tubs. The winner is the player who feeds the last seal. Count the fish in each tub. Record the total number of fish each seal has as a multiplication calculation. Hint: Sometimes you For example if a seal with 3 tubs has 4 fish in each tub, —_| can share the same they have 4 x 3 = 12 fish. number of fish in different ways, The winner is the player with more fish at the end. Player 2 Pe w 4 Unit 3A Number and problem solving (CPM Framework 3Nnt8, 3Ne3, Nos, 3Ne2t, SPH, 3P7, 32, Pes; CPM Teachers Resource 25.1,252Remember Cooking times There are 60 minutes in an hour. Solve the cooking time questions. Cake into the oven at 10:00. Bread rolls take Small cakes take | Casserole takes Put in at 5:45. Take out at 7:15 Put in at 11:55. Take out at 40 minutes. i Takes 40 minutes ee 30 minutes. Take cake out at Put in at Put in at 3:30. 040 : Take out at 8:40 Take out at Biscuits take is Pope 10 minutes. Chicken takes 15 ours. Put in at Take out at 1:30. Scones take 20 minutes. Put in at 2:40. Take out at Apple pie takes Put in at 4:20. Take out at 5:00 Vegetable pie takes 55 minutes. Put it in at Take out at 7:00 Meringues take Put in at 4:50. Take out 7:20 Oven chips take 25 minutes. Put in at Take out at 5:30 Cheese straws take 10 minutes. Put in at 6:10. Take out at or digital clock to find the Unit 26 Measure and problem sol Hint: Count forward or back an analogue ti ng (OPM Framework BM, SMi3, P12, 3Ps3; CPM Teachers Resource 20.1, 29.2Cans of lemonade Remember 1000 millilitres = 1 litre Vocabulary Lite, millitre, quarter i halt } three-quarters 2 Label each set with the total amount of lemonade 3 290 ml ml mi 1 a L [ Unit 3¢ Measure and problem song (CPM Framework SNnt5, SNnt7, SMI, 3MI2, SMS, MIS, 3Pt2, P59; CPM Teachors Resource 31.1Go for a walk - how long does it take? Remember : 60 seconds = 1 minute, 60 minutes = 1 hour, 24 hours = 1 day You will need: resource 14, page 41, a a counter for each player Vocabulary time, add, total, second, minute, hour This is a game for two players. Play with an adult helper Shuffle the time cards and place face down on the table. Each place your counter on START. Take turns to roll the dice and move that many places. Each time you meet a creature, take a time card. Keep a note of every time amount you land on. When you reach Finish, total all your times The player with the shortest amount of time is the winner. Unit 3¢ Measure and problem solving (CPM Framework St, 8Mt2, 3M, 312, 3Ps2: CPM Teacher's Resource 20.1, 20:2Hint: Keep a running total of your time as you play the game. Use a 3 column chart or table (seconds, minutes, hours) to keep a record of your times Unit 2¢ Measure an problem soking ry) CPM Framework SMI, 2, Mt, SPL, $Pe2; CPM Teachers Resource 251,282Pocket money Remember i ‘dollar & wORh 100 conte You will need: a tray of money, ’ including coins and banknotes, nal edolies i yore OU cans: 1-6 dice, counter for each player, 10-minute timer This is a game for two players, Play with an adult helper Start with $2 each. Vocabulary cent, dollar Each put your counter on START, Monday. Start the timer. Take turns to roll the dice and move your counter that number of spaces. Follow the instructions on the track. When you are given money, take it from the bank. When you spend money, put it into the bank. When the timer runs out, the winner is the player with more money. Monday Tuesday Wednesday Thursday wina prize, | buy a spend $1.50 $2.00 spend'$260 on a game Thursday Wednesday Tuesday Unit 3¢ Measure and problem solving (OPM Framework 3M, 3Mm2, SP, SPX, 9Ps3; CPM Teacher's Resource 20.1Tuesday Wednesday Thursday By | 5 your birthday, spend 40c get $10.00 tent Se friend clean the Qn car, earn Q $1.00 ¢ a 8 2 spend 80c on an ie | gn cream | S a Q 2 Grandma | & ey |S 50 cents J 9 2 get pocket spend $1.20 money, $1.00 | ona puzzle Saturday Friday Thursday Wednesday Hint: Use the ways of making $1 that are shown in the centre of the board. This will help when you have to change what you have, so that you can spend or give money. Unit a¢ Messure and problem solving (CPM Framework Ment, aM, Pt, 3X5, $Ps3; CPM Teachar’s Resource 30.1Read the scales and answer the questions. Mum cooked 350 g of rice. How much rice was left? ps If the apple weighs Le) 70.4, what does the pear weigh? If the skin weighs 850 g, how much melon can be eaten? Unit 9¢ Measure and probiem solving (CPM Framework 3M, SMI, 32, 3Ps3; CPM Teacher's Resource 82:1, 32.2If one parcel weighs 00 g, what does the other parcel weigh? If the peel and top weigh 350 g, how much pineapple can be eaten? If the bowl weighs 220 g, what is the weight of the grapes? Unit 3¢ Measure and problem solving ‘CPM Framework aM, MIS, Pt, 3°53; CPM Teacher's Resource 32-1, 322Look carefully at the scale It is very important to r Nadia is making some muffins, some cookies and a large sponge cake. She has a very large oven and can bake them all at the same time. First she measures the liquids that she needs for each. Write how much is in each container. sponge cake ml muffins ml cookies ml Next, Nadia has to weigh the flour. How much does she need for each? sponge cake g muffins 9 cookies 9 {Unit 3¢ Number and problem sotving ‘CPM Framework 2M, 8s; CPM Teachor's Resource 20-1, 91.1, 32.2Now Nadia needs to get the cake tins ready. The sponge cake needs the biggest tin. The muffins need the next biggest tin. The cookies need the smallest tin. Draw a line from the name of the cake to the correct length of tin as shown on the ruler. The sponge cake The muffins ao eet The cookies hl CU tl The sponge cake tin is long. The muffin tin is long. The cookie tins is long. At last they are all cooked. Time for a delicious feast! You can make your own cakes, muffins and cookies. Ask a grown-up to help you. Hint: Baking provides practical experience that is essential in developing real understanding of measures. Unit 3¢ Number and problem soins (CPM Framework 3M, SMI5; CPM Teacher's Resource 28:1, 31.1, a22Resource 1 Place-value cards(© Cambridge University Press 2018Photocoplabe resources (© Cambidge Unversity Press 2016Resource 2 Number cards double 1 double 2 double 3 double 4 double 8 double 9 double 10 twice 6 twice 9 twice 10 (© Cambridge University Press 2016double 11 double 12 double 13 double 14 double 15 twice 11 twice 12 twice 13 twice 14 twice 15 W411 12412 13 +13 14414 15415 is 2x11 2x12 2x 13 2x14 2x15 double 16 double 17 double 18 double 19 double 20 twice 16 twice 17 twice 18 twice 19 twice 20 16+ 16 17417 18 +18 19+ 19 20 + 20 2x16 2x17 2x18 2x19 2x20 Protocopible resources (© Gambridige UnivarstyPross 2018Resource 3 Number strips 1-12 NS 1[2[3[4[s[e[7 [38] 9 fioffi2 1[2]3[4[s[e]7[8[9frofufi2 1[2[3[4[s[e[7[8[¢ [iofufi2 1[2]3[4[s]e[7[8[9fiofufi2 © canine Uist resco Ptr reoues aWISI SSIS SWSS SDS WWISSSSS IS WSIS SS ISN ISS SIS ISIS SS INISS SSS SII ISSISS SS NWISISSSSSSASISASASAS KN KN URN Bel AY RSENS ROU KOS AS AN INIS ISS SSIS ISIS AS WIS SSIS WSIS ASS WWIISSSSISISASSASS {© Cambridge University Press 201 Photocopiabio resourcesResource 5 Animal cards Elephant Parrot Snake Giraffe Monkey Tiger af (© Cambie University Press 2018, — aiResource 6 Brick and position cards left next to middle edge between next to down beside bottom. side belowResource 7 Football shirts and number cards A number > your A number that is more than your last A number that is greater than your A number < your last number last number number, last number Arnumber that is | Anumber that is | q.. cates a less than your last | fewer than your number number number last number The largest number AN even 2digt | Aneven 3digit | An odd 2-digt number number number An odd B-digit | 9 multiple of 5 | Armultiple of 2. | A multiple of 3 A multiple of 10 An even number less than 50 An even number more than 50 An odd number more than 40 © Cambridge University Press 2016 abe Resource & | Number cards 0-20 Choose a number Choose a number PPhotocopiabe resources (© Cambritge University Press 2016Resource 9 Dice templateResource 10 Race cards and Time cards )5 minutes © 5 minutes © 5 minutes ® 5 minutes ® 5 minutes © 5 minutes ® 5 minutes © 5 minutes ® 5 minutes ® 5 minutes © 5 minutes © 5 minutes )5 minutes ® 5 minutes ® 5 minutes © 5 minutes ® 5 minutes © 5 minutes © 5 minutes ® 5 minutes © 5 minutes ® 5 minutes ® 5 minutes © 5 minutes © 5 minutes @ 5 minutes ® 5 minutes 5 minutes © 5 minutes ® 5 minutes ® 5 minutes ® 5 minutes © 5 minutes ® 5 minutes )5 minutes ® 5 minutes 10 minutes 10 minutes 10 minutes 10 minutes 10 minutes 10 minutes 10 minutes ) 10 minutes ) 10 minutes 10 minutes 10 minutes 10 minutes Photocopiable resources (© Cambridge University Press 201610 minutes 10 minutes 10 minutes 10 minutes ) 10 minutes 10 minutes ) 10 minutes 10 minutes B15 minutes (B15 minutes @e 15 minutes Qe 15 minutes e 15 minutes (B15 minutes (B15 minutes B15 minutes B15 minutes (B15 minutes B15 minutes (B15 minutes B15 minutes (B15 minutes (B15 minutes (B15 minutes B15 minutes B15 minutes B15 minutes (B15 minutes (® 20 minutes (® 20 minutes (® 20 minutes (® 20 minutes (& 20 minutes (® 20 minutes (®& 20 minutes @ 20 minutes (® 20 minutes (® 20 minutes (® 20 minutes (® 20 minutes (® 20 minutes (® 20 minutes @ 20 minutes (& 20 minutes (® 20 minutes (& 20 minutes (® 20 minutes (® 20 minutes {© Cambridge Universty Pross 2016 Potocopiable resourcesResource 11 Collection tally charts | OD || Hee) gD Ga, HeResource 12 Fraction wall, Cookie cards, Biscuit monster cardsPOOOCOCOLL nn me} = ie] (S) = x ie q & WA SS & & q % LOLOL CS o = ® (8) hee =] fe] ” cD CsResource 14 Time cards 5 seconds 10 seconds 15 seconds 20 seconds 25 seconds 30 seconds 35 seconds 40 seconds 45 seconds 50 seconds 55 seconds 1 minute 5 minutes 10 minutes 15 minutes 20 minutes 25 minutes 30 minutes 35 minutes 40 minutes 45 minutes 50 minutes 55 minutes 60 minutes 1 hour 2 hours 3 hours 4 hours 5 hours 6 hours 7 hours 8 hours 9 hours: 10 hours: 11 hours:A) Answers Answers are not supplied for open-ended activities. ‘and games. Page 6 Making chains I started on 18 and ended on 48, 23-+33-+43-+53-+63-+73-+83 +98 -+83 +93 10393 {56 leamers’ choice. Page 10 Tricky triangles Page 11 Fact families House 1 House 2 AS 71AL2 7 +L ]-[0 3] +7 ]-L0 7o)-[3]-L7 70}-[7]-[ Houses 13} 38|o[5] 6jo[s sh(el-(3] (el+(s]-f1 e}isl-fa] Clefel-fn al-fel-(s] fo-fel-[s Bl-Cel-fe] flts)-LePages 14-15 Number triangles Pages 22-23 Hundreds and tens ‘Answers depend on where the learner puts the numbers, e Po Pages 16-17 Building towers ee ¢. “ 40 = 12| x [a 10 x] 4 a fe[-[e]efa s[x|2[x|2 2 4 ole [s e[+[2] [el=[2 [=a | =[il+]s ‘The remaining answers depend on the numbers the leorers stort wih m1 Pages 18-19 Bigger or smaller? 6 10=600r10%6 3546-6 5x5=25 30+3=100r30+10 3x10=300r10x3-30 90 6=50r30-5=6 a $x5= 80 0r5x6= 30 252525 3x4zT2ordx3 18+6=30r18+3-6 44216 60+ 10=60r60 = ry Pages 20-21 The four rules of number Tore are over 60 ways of finding 24. Here are some examples. Page 24 Straw models 446464 Squares: 3 cm by 3 om, 5 cm by5.om, 8cm by Bom 646484 Rectangles: 3 om by 5 cm, 3 em by 8 cm, om by Bem B44eee Cubes: 3 om by 3 om by 3 cm, 5m by Som by 5.cm, ae8ee+ 8 cm by Bom by Bom paver ore ‘Cuboids: 3 cm by 3 em by 5 om, 3 om by 3.cm by Bom, Bs sa 5.cm by 8 cm by 3.6m, 5.cm by 5 cm by 8m, Bom by (6+6)+@ray=24 Bom by 3.cm, 8 cm by 8 cm by 5 cm, 3 cm, by Som by 6x42 24 coy 4x6=24 (6x8) - (4x6) =24 8x6-6x4=24 8x6-4x6=24 6x8 48 6-422 43 +2=24 6x8=48 4x6=24 48-24 = 24 6x6=36 844-12 36-12-24 i)Page 25 Squares, squares and more squares 123 BB £& ‘& AR Ye Pages 44-45 Tiles, These numbers willbe left uncovered: 1, 3,7, 9, 11.18.17, 19,21, 23, 27,29, 31,, 38, 37,39, 41, 43,47, 49,81, 83, 87, 59,61, 63,67. 69.71.73, 77.79.81. 83.87.89, 91.98.97. ” Encourage the children fo lack at the pattem when thinking of a reason Page 49 Estimating length Perot fa [> |e i@ je fF ‘The children may need to discuss why these ‘wo are the some and the answer number 5. ANS Patter [lines of symmetry 1 7 4 7 a 7 7 Page 34 Miniature garden Heights: 4m vom shem Sem y20m 2em om Som 110m J 70m Page 36 Abacus numbers ‘These numbers can be made: (600, 501, 510, 420, 402, 411, 330, 303, 321, 312, 222. 231 213, 204, 240, 105, 160, 114, 141, 123, 182, 083, 042, 024, 051. 015, 006 ze 7eacca Page 39 Spots, squares and stars 4 Esiimate [Leamers’ own estimates Measure |12om [100m [18em]9em[5om | om Pages 54-56 Fallen leaves See the answers on the opposite poge. Pages 60-61 Complements to 100 36 + 64 = 100; 42 + 58 = 100; 85 + 15 = 100; 27 + 73 = 100; 71 429 = 100; 59 + 41 = 100 Leamers’ own answers Page 64 Cooking times ‘Cote into the oven ot 10.00, Takes 40 minutes, Take cake out ct 10.40. Bread rolls take 40 minutes. Put in ot 8.00, Take out at 840. ‘Small cakes fake 30 minutos. Put in at 3.30. Take out at 4.00. ‘Cosserole tokes 1 hour 30 minutes or 1% hours, Putin at 5.45, Take out at 7.15. Biscuits take 10 minutes. Put in at 11.65. Take out at 12.08, Chicken takes 1% hours. Put in at 12.00. Take out at 1.30. Scones take 20 minutes. Putin at 2.40, Toke out ot 3.00. ‘Apple pie takes 40 minutes, Putin at 4.20. Toke aut at 5.00. Vegetable pio takes 65 minutes. Puttin ot 6.08, Take out at 7.00, Meringues take 2 hours 30 minutes or 2 Ys hours. Put in dt 4.50. Toke out 7.20, (Oven chips toke 26 minutes, Put in at 6.08, Take out at 5.30. Cheese straws toke 10 minutes. Put them in at 6.10. Take them out at 6.20. Page 65 Cans of lemonade 780 ml 1800 mal 2500 ml 3000 ml 4500 ml 3 1 1 1 Tie) ati aie eat Pages 70-71 Weight 650 ro pear weighs 90 g 2k 180 g of meton can be eaten, parcel weighs 2 « 100.g 600 g of pineapple can be eaten grapes weigh 430 9