Visible Thinking in Math 3A - DWS

2nd Edition
Ammiel Wan
Tham Xingli
..___Foreword
The focus of the series Visible Thinking in Mathematics is consist~nt
with the 'Thinking Schools, Learning Nation' philosophy adopted by the
Ministry of Education, Singapore. The role of mathematics in developing a Id
improving the child's ability to think cannot be over-emphasised. I am gl , d
parents and teachers have a valuable resource to complement programmes in
schools to help the child consolidate his learning.
Mathematics is an excellent platform for the child to think; and also to thi I k
about his thinking. One of the ways to acquire these competencies is to modlel
the process and, subsequently, to coach the child to engage in the process.
Providing such an environment is critical in the development of good thinki rlg
in the child.
At Marshall Cavendish Institute, we focus on teacher professional developmen ,

and Visible Thinking in Mathematics provides teachers with good startins
points to provide learning experiences that put thinking at the forefront. We
believe that COI)Stant engagement with learning materials with cutting-edge
pedagogies contributes to one's professional learning.
Yeap Ban Har, Ph .D.

Principal
Marshall Cavendish Institute
The Visible Thinking in Mathematics series promotes critical and
creative thinking in mathematics. It is designed to help make thinking
visible by providing the child with opportunities to think, explore
and reflect.
While practice leads to better performance, practice without contextual and

conceptual understanding prevents the child from thinking critically and
creatively. In this series, instead of learning procedures and formulas by rote,
the child masters concepts through:
Thinking routines: functional questions to direct the child's thinking on key
concepts and cultivate the child's thinking skills.
Parallel questions: consecutive mathematical problems with the same
context but different key words to highlight differences between problems;
ensuring that the child understands and retains concepts and skills better.
This approach not only instills in the child mathematical skills but also
inspires discipline in thinking and greater motivation for learning.
Additional support is provided to the child through Notes. Notes present

opportunities for parents and teachers to clarify misconceptions, simplify
difficult concepts and address areas of difficulty for the child.
At the end of each chapter, there is a Summative Test for the child to recap and
practise what he has learnt throughout the chapter. The 'Think Out Of The Box' ·
section, following the Summative Test, includes questions that stretch the child's
thinking beyond the routine.
_
..___ Contents
_,__ ___;::
I
l
Thinking Attaining
Platform Mastery
Chapter 1 I
Numbers To 10 000 ( I
Number Notation And Place Value 1I 3

Reading And Writing Numbers In Words 10 11
Comparing And Ordering Numbers 14 15
Number Patterns 18 19
Chapter 2
Addition And Subtraction Within 10 000
Addition Without Regrouping 23 25
Addition With Regrouping 26 28
Subtraction Without Regrouping 31 33
Subtraction With Regrouping 34 I 37
Chapter 3
Word Problems Involving
Addition And Subtraction
Word Problems 45 46
More Word Problems (1) 52 56
More Word Problems (2) 64 65
Chapter 4
Multiplication And Division By 6, 7, 8 And 9
Multiplication And Division By 6 75 76
More Multiplication And Division By 6, 7, 8 And 9 95 96
Thinking Attaining
Platform Mastery
Cha pter 5
Multiplication And Division I j
Multiplication Without Regrouping 101 103
Multiplication With Regrouping 105 108
Division Without Regrouping 116 118
Division With Regrouping 120 122
Word Problems Involving Four
Operations Using Models 129 130
Number Patterns Involving Gaps And Intervals 134 136
Cha pter 6
Mental Calculations '~
~
Addition Of 2-Digit Numbers 143 146
Subtraction Of 2-Digit Numbers 147 148
Mental Multiplication 149 150
Mental Division 151 152
Answers 157
-1
'-
Q)
c.
co
_c.
u
Numbers To 10 000 I
Adding 9 to 999
gives us 9999.
So, 9999 is 9
more than 999.
Think/
_. Is this correct? Why?
In 999,
)1'
[
this stands for this stands for
1
this stand for
9 hundreds 9 tens 9 ones
or 900. or 90. or 9.
In 9999,
[
this stands for
~~
this stands for this stands for
1
this stands for
9 thousands 9 hundreds 9 tens 4ones
or 9000. or 900. or 90. or 9.
Teaching Tips
This is the first time the child is learning numbers greater than a thousand, so he may not realise just how big
o these numbers actually are. So, the child should make use of a place value chart to help him understand the
actual value of each digit in a number.
© 2014 Marshall cavendish International (Singapore) Private Limited Visible Thinking in Mathematic 3A (2nd Edition) 1
We can also show these numbers using a place value chart.
/ \
Ten
Thousands Hundreds Tens Ones
Thousands
I 999 ~ 9 9 9
I 9999 ~ 9 9 9 9
'-
If we add 1 to both numbers, 999 will become 1000 and 9999 will become 10 000.
/
Ten
Thousands
I 1000 J- 1 0 0 0
I 10 000 r- \..
1 0 0 0 0
Look at the scenario below.
In the place value chart below, Jamie made a mistake when she filled in the
numbers 824 and 1248.
/
Ten
Thousands
l 824 r- 8 2 4
I 1248 J- \..
1 2 4 8
-
Think! Can you identify her mistake? Why do you think she made the mistake?
Can you write 1248 in other ways?
1248 can be written as 1248 ones

or 124 tens 8 ones
or 12 hundreds 4 tens 8 ones
or 12 hundreds 48 ones.
Teaching Tips
When filling in a place value chart, the child should align the digits to the right of the chart, so that the digits fall
under the correct place value column. This makes it possible to compare the numbers.
2 Visible Thinking in Mathematics 3A l2nd Edition) © 2014 Marshall Cavendish International (Singapore) Private Limited
1. Write the missing numbers.
Example-------.. . . .
(b)
(d) (e)
How do I obtain the number

in the middle of the puzzle?
© 2014 Marsha ll cavendish International (Singapore) Private Limited Visible Thinking in Mathematic 3A (2nd Edition) 3
2. Fill in the blanks.
Example - - - - - - - - - - - - - - - - - - - - - - - - . . . . .
6 _ _ is in the tens place and

In 2964, the digit ___
the digit 9 has the value of 900
(a) In 3567, the digit _ _ _ _ _ is in the ones place and
the digit 3 has the value of _ _ _ __
(b) In 5082, the digit _ _ _ _ _ is in the hundreds place and
the digit 8 has the value of _ _ _ __
(c) In 9600, the digit _ _ _ _ _ is in the thousands place and
the digit 6 has the value of
(a) 8 thousands = tens
(b) 6 thousands = hundreds
(c) 47 hundreds= tens
(d) 390 tens= hundreds
(e) There are tens in 1200.
(f) There are hundreds in 7300.
(g) There are thousands in 6000.
(h) There are thousands in 10 000.
4 Visible Thinking in Mathematics 3A (2nd Edition) © 2014 Marshall Cavend ish International (Singapore) Private Lim ited
,--Example
2000 ca_n be represented as 2 thousands

or 20 hundreds
or 200 tens
or 2000 ones.
(a) 3500 can be represented as _ _ _ _ _ thousands
_ _ _ _ _ hundreds
or _ _ _ _ _ hundreds
or tens
or ones.
(b) 8904 can be represented as _ _ _ _ _ thousands
______ ones
or _ _ _ _ _ hundreds
______ ones
or ______ tens
______ ones
or ______ ones.
© 2014 Marshall cavend 1sh International (Singapore) Private Lim ited Visible Thinking in Mathematics 3A (2nd Edition) sl
Example-------------------------
58 hundreds + 8 tens + 6 ones
=----=-5-=-8-=-00..=..____ + _ _.80
::.. .= --- + _ _---=...
6__
= __5::...8.;:. . .8.;: . 6.::._ _
(a) 58 tens + 6 ones = _ _ _ _ _ + _ _ _ __
=-----
(b) 58 hundreds + 4 tens = _ _ _ _ _ + _ _ _ __
=-----
(c) 6 thousands + 5 hundreds + 83 ones
=-----+-----+-----
=-----
(d) 5 thousands + 86 tens + 2 ones
= - - - - - + _ _ _ _ _ + _ _ _ __
=-----
(e) 8 thousands+ 12 hundreds+ 3 tens+ 5 ones
=-----+-----+-----+-----
=-----
6 Visible Thinking in Mathematics 3A (2nd Edition) © 2014 Ma rshall Cavendish Internationa l (Singapore) Pri vate Limited
6. Cross out (X) the wrong answers.
Example---------------+-------.....
2561 can be expressed as:
[ 2561 ones : ] )
[ 25 hundreds 61 ones : : )
(a) 5203 can be expressed as:
f 5 thousands 203 tens ~ 5203 nes
~ 5 thousands 2 hundreds 3 ones ~
~ 5203 tens ~ 52 hundreds 3 ones
(b) 9170 can be expressed as:
k c
~
~ 91 hundreds 70 ones 91 hundreds 7 tens
'-
c
9 thousands 1 hu ndred 7 ones
,::;:
~
~ 917 ones 9 thousands 1 hun ~red 7 tens
'-
I
~
© 2014 Marshall Cavendish International (Singapore) Private Limited Visible Thin kin g in Mathembtics 3A 2nd Edition
7. Read the clues.
Then, circle the correct number.
---Example----------------- ------._
=
I have a digit 3 in the tens place.

My digit 9 has a value of 900.
I am smaller than 2500.
-· -·
2931 923 2329
(a) I have a digit 5 in the ones place.

I am greater than 80 tens.
The digit in the tens place is twice the digit in the hundreds place.
635 8365 865 8583
(b) I have a digit 4 in the ones place.

I am greater than 30 hundreds.
The digit in the tens place is 3 times the digit in the
hundreds place.
5628 3624 5264 864
(c) I have a digit 4 in the tens place.

I am greater than 12 hundreds.
The digit in the tens place is 3 more than the digit in the
thousands place.
1345 643 1463 7445
8 Visible Thinking in Mathematics 3A (2nd Edition) © 2014 Marshall Cavendish International (Singapore) Private Limited
8. Use the digits below to form:
---- Example -------------------:----------<
(a) the smallest possible number.
2468
'
(b) the greatest possible number. I

!
0000 9753
(a) the smallest possible number.
8800
(b) the greatest possible number.
0008
(c) the smallest possible number between 2500 and 4000.
(d) the greatest possible number between 500 and 7500.
8000
(e) the greatest possible number between 6600 and 8600.
8000
© 2014 Marsha ll Cavendish Internationa l (Singapore) Private Lim ited Visible Thinking in Mather atics 3A !2nd Edition) 9
Reading And Writing Numbers In Words
Joseph is buying a computer.
1$1499 D
This is the cheque he writes for his purchase.
~ BANK \
n XYZ Computer Pte Ltd

·~~~ ----------------------
:1:~r~ One thousand, four hundred, $
[ 1499
forty-nine dollars only .___ _ _ ___,
~-------------
Think/ Did he fill out the cheque correctly? Why?
Teaching Tips
Many children do not know the importance of writing numbers in words correctly. Using the example of a cheque
will help the child see the practical value of writing number words correctly. If the words do not match the
numerals, the cheque will not be accepted.
Many children also have difficulty placing the word 'and' in number words. Point out that this word is used in
joining the hundreds with the tens and the ones. For example, 1234 is written in words as 'one thousand, two
hundred and thirty-four'. Note also that when writing in words, a comma is used to separate the thousands from
the hundreds, tens and ones.
10 Visible Thinking in Mathematics 3A !2nd Editianl © 2014 Marshall Cavend ish Intern ational (Singapore) Private Limited
I
r At ~aining Mastery
l. Write in numbers. I
I
,.-Example
(a) Two thousand and thirteen 2013

J
(b) Two thousand and thirty li 2030
J
(a) Four thousand, three hundred and twenty-one -----1( J
I ~------
(b) Four thousand, two hundred and thirteen
l J
(c) Three thousand, five hundred and fourte en
(d) Three thousand, five hundred and forty ( J

(e) Four thousand, seven hundred and one ( J
(f) Four thousand, seven hundred and ten
(g) Seven thousand and nine ----------t--l( J

(h) Seven thousand and ninety ----------i---i( J
(i) Nine thousand and fifty-nine ----------:-------~( J
Ul Nine thousand, five hundred and nine ------+----1( J
I
© 201 4 Marshall Cavendish International (Singapore) Private Limited Visible Thinking in Mathe atics 3A (2nd Edition} 11
I
2. Circle the mistakes.
Example - - - - - - - - - - - - - - - - - - - - - - . . . .
3561 ~nd sixty-one
(a) 6392 six thousand, three hundred and nine-two
(b) 8403 eight thousand and four hundred and three
(c) 7026 seven thousand, two hundred and six
(d) 8116 eight hundred and eleven and six
(e) 5304 five and three hundred and four
3. Write in number words.
Example - - - - - - - - - - - - - - - - - - - - - - - - . .
1009 one thousand and nine
1090 one thousand and ninety
1900 one thousand and nine hundred
(a) 2022
2202
2220
(b) 3011
3110
3101
(c) 5703
5730
5370
(d) 6590
6509
6950
© 2014 Marshal l Cavendish Intern ational (Singapore) Private Limited Visible Thinking in Mathematics 3A (2nd Edition) 13
Wayne was asked to compare two numbers and circle the greater number.
He was also required to explain his choices.
Look at the questions and his answers.
Question 1
8
Both numbers are the same because the digits 7, 8 and 9
are in the same place values.
Question 2
® 6451
3415 is greater than 6451 because the last digit 5 in 3415
is greater than the last digit 1 in 6451.
Think! Did Wayne use the same method to compare the numbers
-- in both questions?
Do you think the method(s) used by Wayne are correct?
Why or why not?
Common Errors
Encourage the child to use the place value chart to compare digits in the same place value, starting from the left.
0 Comparing the left-most digits without checking whether they are in the same place value will result in mistakes
as these digits may represent different values.
14 Visible Thinking in Mathematics 3A (2nd Edition) © 2014 Marshall Cavendish International (Singapore) Pri vate Limited
1. Compare and order these numbers.
(a) James, Peter, Steven and Lionel each have some money.
Order the amount of money they have, beginning with the greatest
amount of money.
/
James Peter Steven Uonel
$2159 $2519 $2591 $2195
greatest
(b) Darryl, Michael, Lee and Victor each sold some books.
Order the number of books they have sold, beginning wifh the
greatest number of books.
Darryl Michael Lee Victor

\. 3420 3204 3042 3402
greatest
(c) Mary, Jane, Amanda and Jenny used different amounts rl f syrup
to prepare drinks for their party.
Order the amount of syrup used, beginning with the smallest
amount of syrup.
/
Mary Jane Amanda Jenny "
4038 ml 3408 ml 4308 ml 3048 ml
smallest
© 2014 Marshall Cavendish International (Singapore) Private Limited Visible Thinking in Mathematics 3A (2nd Edition) 15
(d) Sandra, Lydia, Belle and Carla were knitting sweaters.
Order the number of stitches they have done, beginning with the
smallest number of stitches.
/
Sandra Lydia Belle Carla
'-...
5832 5283 5328 5382
smallest
2. Arrange the following numbers. Begin with the greatest.
(a) ~~~~~
greatest
(b)
greatest
3. Arrange the following numbers. Begin with the smallest.
(a) ~~~~~
smallest
(b)
smallest
16 Visible Thinking in Mathematics 3A (2nd Edition) © 2014 Marshall Cavendish Intern ationa l (Si ngapore) Private Limited
I
..--Example
8 0 8 0
Use these digits to form
(a) the greatest 4-digit number. 8431

I
(b) the smallest 4-digit number. I 1348

I
4. I
8 0 0 0 I
Use these digits to form l
(a) the greatest 4-digit number.
(b) the smallest 4-digit number.
0 0 8 0
5. I
Use these digits to form I

I
I
(a) the greatest 4-digit number.
(b) the smallest 4-digit number.
6.
Use these digits to form
(a) the greatest 4-digit number

between 6600 and 8600.
(b) the smallest 4-digit number

between 6600 and 8600.
© 2014 Marshall Cavendish International (Singapore) Private Limited Visible Thinking in Mat ematics 3A (2nd Edition) 17
There are many types of number patterns.
These number patterns involve adding or subtracting the same number each time.
+ 200 + 200 + 200

(a) ~~~
2300, 2500, 2700, 2900
-50 -50 -50

(b) ~~~
1950, 1900, 1850, 1800
The patterns below involve a pattern in the numbers added or subtracted.
+ 20 + 40 + 60
(c) ~~~
2015, 2035, 2075, 2135
-10 -30 -50

(d) ~~~
3095, 3085, 3055, 3005
Is there only one possible

Can you complete these number patterns?
answer for each blank?
(a) 100, 200, 300, - - - - ,
(b) 100, 200,
(c) _ _ _ _ _, 200, _ _ _ _ _, 400,
(d) 100, - - - - _ _ _ _ _,500
-
Think! How many numbers do you need to identify a number pattern? Why?
Areas Of Difficulty
Apart from simple number patterns that involve adding or subtracting the same number each time, the child may
also come across patterns where the number added or subtracted changes. For these types of patterns, the child
needs to find the pattern in the numbers subtracted or added first to complete the pattern.
18 Visible Thinking in Mathematics 3A (2nd Edition) © 2014 Marsha ll Cavend ish Internationa l (Singapore) Pri vate Li mited
( Attbining Mastery )
Complete each number pattern.

I
,--Example I'
(a) 70681 70691 7070 I

7071 170721 7073
(b) 7059 170691 7079 1 7089 170991 7109
(c) 70691 7169 172691 73691 7469 I

7J69
I
1. (a) 119831 19851 119891
(b) 19431 119831 20031 I
(c) 17831 19831 I 125831
2. (a) 146801 46901 I 14720

I
(b) I 144301 44501 14490
I
(c) 146801 56801 I 18680
.I
' 3. (a) 90171 90151 190091
I
I
(b) 190281 9025 190221 19016
(c) 190251 9015 1 I 18985
I
I
4. (a) 53051 52051 I I I 14805
'
(b) 53051 1 52651 152251 I
~
(c) I I 15305152$515205
' © 2014 Marsh all Cavendish Intern ation al (Singapore) Private Limited Visible Thinking in Mathematics 3A (2nd Edition)
./
19
I
5. Raul followed the stone path below to get to the library.
Fill in the blanks.
100 110 130 160
250
380
~· ..
460
550
650
."
1010
1460
20 Visible Thinking in Mathematics 3A (2nd Edition) © 2014 Ma rshall cavend ish Intern ational (Singapore) Private Limi te d
Summative Test
Multiple-Choice Questions
Write the number of the correct answer in the brackets.
l. In the number 4732, the digit _ _ is in the hundreds place.

Ill 7 (2) 2
(3) 3 (4) 4
2. Three thousand, two hundred and fourteen is written as--+---

(1) 2314 (2) 2340
(3) 3240 (4) 3214
3. Complete the pattern: 234, 249, 269, , 324.

Ill 284 (2) 289
(3) 294 (4) 299
4. In the number 3416, the digit __ is in the tens place and th digit 4 has a
value of - -
Ill 1; 40 (2) 1; 400
(3) 6; 40 (4) 6; 400
5. 17 tens less than 3000 is _ __

Ill 2830 (2) 2983
(3) 3017 (4) 3170
Fill in the blanks.
6. The sum of 32 tens and 38 hundreds is _ _ __
7. The greatest 4-digit odd number that can be formed using thb digits
0, 3,1 and 5 is _ __
8. Arrange the following numbers from the smallest to the grea est.
5329, 3529, 5239, 3925
Smallest
© 2014 Marshall Cavendish International (Singapore) Private Limited Visible Thinking in Mathematics 3A l2nd Edition) 21
9. Express the following number in words.
3803:
10. Complete the pattern below
2305, 2455, 2655, ---1 3205, - - - I 3955
~ Think Out Of The Box! I

1. I am thinking of a 4-digit number. The digit in the thousands place is twice the
digit in the tens place. The digit in the tens place is 1 more than the digit in the
ones place. The digit in the ones place is 1. If the sum of the digits is 13, find the
number.
2. How many different 4-digit numbers can you form using the digits 1, 3, 4
and 5?
3. I am thinking of a 4-digit number. When I swop the digit in the tens place and
the hundreds place, the difference between the 2 numbers is 720. Given that
the digits 3 and 2 are in the thousands place and ones place respectively, find
the number.
Unk
For more reading and practice, you may also refer to chapter 1 of My Pals Are Here! Moths 3A (2nd Edition).
22 Visible Thinking in Mathematics 3A (2nd Edition) © 20 14 Ma rsha ll Cavend ish Intern ational (Singapore) Pri vate Limited
Addition And Subtraction
12 Within 10 000 I ------~-r-------~
Addition Without Regrouping Platform
Steven added some numbers. Here are his solutions.
(a) (b)
T 0 H T a
2 3 4 2 3 4
+ l 2 + 2 3
2 4 3 4 2 4 6 4
Think!
_. Can you spot his mistakes?
Circle the mistakes

he made.
Write the correct solutions in the box below.
© 2014 Marshall Cavendish Intern ational (Singapore) Private limited

Steven did not align the digits based on their place values for (a) and (b).
Let us look at how the numbers are added below.
(a) 1234 + 12
In the number 12, the digit 1 is in the tens place and the digit 2 is in
the ones place.
First, add the ones. r a

4 ones + 2 ones =6 ones 2 3 4
Next, add the tens. + 1 2
3 tens + 1 ten = 4 tens 2 4 6
Then, add the hundreds.
2 hundreds + 0 hundreds = 2 hundreds
Lastly, add the thousands.
1 thousand + 0 thousands =1 thousand
So, 1234 + 12 =1246.
(b) 1234 + 123

In the number 123, the digit 1 is in the hundreds place, the digit 2 is in the
tens place and the digit 3 is in the ones place.
First, add the ones. r a

4 ones + 3 ones =7 ones 2 3 4
Next, add the tens. + 2 3
3 tens + 2 tens =5 tens 3 5 7
2 hundreds + 1 hundred =3 hundreds
1 thousand + 0 thousands =1 thousand
So, 1234 + 123 = 1357.
Areas of Difficulty
The child may have difficulty adding numbers with different place values. Remind him that the rule is to
align digits of the same place value before adding or subtracting the numbers.
24 Visible Thinking in Mathematics 3A {2nd Edition) © 2014 Marshal l Cavendish Intern ational (Singapore) Pri vate Limited
[ Att~ining Master )
Add.
1. 103.3 + 42 =- - - - -
1 0 3 3
+ 4 2
3. 3120 + 442 = - - - - - 4. 4567 + 321 =---<~---
5. 5816 + 173 =- - - - - 6. 2410 + 3201 = __.!.,__ _ __
7. 5806 + 4152 =- - - - - 8. 8167 + 1832 =----..-----
© 2014 Marshall Cavendish International (Singapore) Private Limited Visible Thinking in Mathematics 3A !2nd Edition} 25
Steven added some numbers. Here are his solutions.
(a) (b)
H T 0 T 0
2 3 4 2 3 4
+ 5 6 7 + 5 6 7 8
1 7 9 1 6 8 0 2
'
Think/ Can you spot his mistakes?

--
Circle the mistakes
he made.
26 Visible Thinking in Mathematics 3A (2nd Edition) © 2014 Marshall cavendish International (Singapore) Private Lim ited
Steven did not regroup for (a) and (b).
Let us look at how the numbers are added below.
(a) 1234 + 567
First, add the ones.

T 0
4 ones+ 7 ones= 11 ones 1 1
= 1 ten 1 one 2 3 4
Next, add the tens. +
-----+----
5 6 7
3 tens+ 6 tens+ 1 ten= 10 tens 8 o
= 1 hundred 0 tens
2 hundreds + 5 hundreds + 1 hundred = 8 hundreds
1 thousand + 0 thousands = 1 thousand
So, 1234 + 567 =1801.
(b) 1234 + 5678
First, add the ones. T 0

4 ones+ 8 ones= 12 ones 1 1
= 1 ten 2 ones 1 3 4
Next, add the tens. + 5 J 7 8

3 tens + 7 tens + 1 ten = 11 tens 6 9 1 2
= 1 hundred 1 ten
2 hundreds + 6 hundreds + 1 hundred = 9 hundreds
1 thousand + 5 thousands = 6 thousands
So, 1234 + 5678 =6912.
"*
_f.
Teaching Tips
Addition becomes more complex when it involves regrouping, so it is good to help the child practice regrouping.
o For example, 13 tens =1 hundred 3 tens.
"2
© 2014 Mars hall Cavendish Intern ation al (Singapore) Private Limited Visible Thinking in Math matics 3A (2nd Edition) 27
Add .
l. 3425 + 68 =- - - - - 2. 3654 + 98 = - - - - -
3 4 2 5
+ 6 8
3. 1826 + 535 =- - - - - 4. 2453 + 768 =- - - -
5. 3564 + 896 = - - - - - 6. 3524 + 3687 =- - - - -
7. 4346 + 2869 =- - - - - 8. 6789 + 2953 =- - - -
28 Visible Thinking in Mathematics 3A !2nd Edition) © 2014 Marshall Cavendish International (Singapore) Private Limited
9. Find the missing numbers.
Example
2 2 (a} 7 9
0 3 91 1
+ 5 70 3 + D 3 d 1
7 02 5 9 oJ 2
(b) 1 9 0 1 (c)
+ 1
2 2
5 2
l
(d) 1 D 5 2 (e)
7 0 l7
+ 2 3D 9 + 1DW9
3 8 3 1 8 9 6> 6
(f) 2 D 3 6 (g) 5 9
+ 2 o D 1
4 3D 5 8 0 r 3
© 2014 Marshall Cavendish International (Singapore) Private Limited Visible Thinking in Mat ematics 3A )2nd Edition) 29
I
(h) D 4 9 6
+ 3D o ,
D 4 8 7 6 5 1 9
Ul 3 4 5 2 (k) 2 D 4 ,
+ 4 3D 9
D, , o
(I) 3 7 8 5 (m) 2 8 7 3
(n) 6 4 3 2
30 Visible Thinking in Mathematics 3A (2nd Edition) © 2014 Marsha ll Cavendish International (Singapore) Private Limited
Find the difference
between 67
Subtract 67 and 1234.
from 1234.
Think! Do these sentences mean the same thing? Would you Ltain the same
-- answer for both questions? Explain.
Steven subtracted some numbers. Here are his solutions.
(a) (b)
T 0 T 0
2 3 4 2 3 4
2 2 3
3 4 4
-
Think! Can you spot his mistakes? Circle them.
© 2014 Marshall Cavendish Internationa l (Singapore) Private Limited Visible Thinking in Math matics 3A l2nd Edition! 31
Steven did not align the digits based on their place values for both (a} and (b).
Let us look at how the numbers are subtracted below.
(a} 1234- 12
In the number 12, the digit 1 is in the tens place and the digit 2 is in
the ones place.
First, subtract the ones.

T 0.
4 ones - 2 ones =2 ones
2 3 4
Next, subtract the tens. 2
3 tens - 1 ten =2 tens
2 2 2
Then, subtract the hundreds.
2 hundreds - 0 hundreds =2 hundreds
Lastly, subtract the thousands.
1 thousand - 0 thousands =1 thousand
So, 1234- 12 =1222.
(b) 1234- 123

In the number 123, the digit 1 is in the hundreds place, the digit 2 is in
the tens place and the digit 3 is in the ones place.
First, subtract the ones. T D

4 ones - 3 ones =1 one 2 3 4
Next, subtract the tens. 2 3
3 tens - 2 tens =1 ten
2 hundreds - 1 hundred =1 hundred
1 thousand - 0 thousands =1 thousand
So, 1234- 123 =1111.
Areas of Difficulty
The child may have difficulty subtracting numbers with different place values. Remind the child that the rule is to
align numbers to the right when adding or subtracting them. Always subtract the bottom digit from the top digit.
Subtract.
1. 1569-427 = - - - - 2. 3645 - 123 =______:___

1 5 6 9
4 2 7
3. 4653 - 3213 = - - - -
5. 5462- 2321 =- - - -
7. 8934- 1510 =- - - - -
© 2014 Marshall cavendish International (Singapore) Private Limited Visible Thinking in Mathe atics 3A 12nd Edition! 33
Subtraction With Regrouping
Steven subtracted some numbers. Here are his solutions.
(a) (b)
T D. H T 0
1 2 3 4 2 3 4
6 7 3 6 7
1 2 3 3 1 1 3 3
Think!
_. Can you spot his mistakes?
Circle the mistakes

he made.
34 Visible Thinking in Mathematics 3A !2nd Edition) © 2014 Marshal l Cavendish Internati onal (Singapore) Private Lim ited
Steven did not regroup for both (a) and (b).
Let us look at how the numbers are subtracted below.
(a) 1234- 67
First, subtract the ones. T 0

7 ones cannot be subtracted from 4 ones.
Regroup the tens and ones.
3 tens 4 ones= 2 tens 14 ones
7
Subtract.
14 ones - 7 ones = 7 ones
Next, subtract the tens. T 0

6 tens cannot be subtracted from 2 tens.
Regroup the hundreds and tens.
2 hundreds 2 tens= 1 hundred 12 tens
Subtract.
12 tens- 6 tens= 6 tens

1 hundred - 0 hundreds = 1 hundred

1 thousand - 0 thousands = 1 thousand
So, 1234- 67 = 1167.
© 201 4 Marshall Cavendish Intern ation al (Singapore) Private Limited Visible Thinking in Math matics 3A 12nd Edition) 35
(b) 1234- 367
First, subtract the ones. T 0

7 ones cannot be subtracted from 4 ones. 0\ 112. 1z3. 14
3 6 7
3 tens 4 ones = 2 tens 14 ones
8 6 7
Subtract.
14 ones - 7 ones = 7 ones
Next, subtract the tens.

6 tens cannot be subtracted from 2 tens.
Regroup the hundreds and tens.
2 hundreds 2 tens= 1 hundred 12 tens
Subtract.
12 tens- 6 tens= 6 tens

3 hundreds cannot be subtracted from 1 hundred.
Regroup the thousands and hundreds.
1 thousand 1 hundred = 0 thousands 11 hundreds
Lastly, subtract the hundreds.

11 hundreds- 3 hundreds= 8 hundreds
So, 1234- 367 =867.
Teaching Tips
Subtraction becomes more complex when it involves regrouping, so it is good to help the child practice
regrouping. This is especially so when it involves numbers with zeros, for example, 1000- 246.
36 Visible Thinking in Mathematics 3A (2nd Edition) © 2014 Marshal l Cavendish International (Singapore) Private Limited
I
Mastery]
Subtract.
l. 1213- 564 =- - - - 2. 2113 - 465 = - - - - -
1 2 1 3
5 6 4
3. 2332 - 1645 =- - - -
5. 4102- 638 =- - - -
7. 2400- 836 =- - - - - 8. 9009- 4774 = - - - - -
© 2014 Marshall cavendish International (Singapore) Private Limited Visible Thinking in Mathe atics 3A (2nd Edition) 37
I
Solve. Show your work.
9. What is 8871ess than 3160?
10. What is 1385 less than 5050?
11. The sum of two numbers is 4853. One of the numbers is 699.
What is the other number?
12. The sum of two numbers is 3280. One of the numbers is 1705.
What is the other number?
13. The difference between two numbers is 1831. The greater number is 4055.
What is the smaller number?
14. The difference between two numbers is 2682.

The greater number is 7000. What is the smaller number?
15. Add or subtract to find the missing numbers.
Example---------------+---------...
8• I
: 200 less
I
e ~o~e_:~ -<2>- ~0-~o~e.e

I
: 200 more
I
8
(a)
0 I
: 100 less
I
t
o!~l=s~v}~~~r=o
I
I
1 100 more
I
e Note the direction

of the arrows.
© 2014 Marshall Cavendish International (Singapore) Private Limited Visible Thinking in Mathe atics 3A 12nd Edition) 39
0
(b)
I
:50 less
•
I
0 ~o.? ~e:sy~o-~o~eQ
I
I
1 50 more
I
G
8•
(c)
I
:50 less
0 ~o~e_:~ 0 I
I
~o-~a~e<)
:50 more
I
40 Visible Thinking in Mathematics 3A (2nd Edition} © 2014 Marshall Cavendish Intern ational (Singapore) Private Limi ted
Id)
0 I
:50 less
0
I
~O~e_::_ o~O-~o~eu
I
: 200 more
I
8
Ie)
0 I
:50 less
I
80more~
~----~
I
I
1 50 more
I
© 2014 Ma rshall Cavend ish International (S ingapore) Pri va te Lim ited Visible Thinking in Mathe,matics 3A (2nd Edition) 41
Summative Test
Mufflple-Choice Questions
1. The difference between two numbers is 1128. If the smaller number is 3101,
what is the sum of the two numbers?
(1) 1973 (2) 4229
(3) 5074 (4) 7330
2. Add 32 tens and 14 ones to the number 2819. The result is - -

(1) 2865 (2) 3153
(3) 6033 (4) 6159
3. The sum of 32 hundreds 5 ones and 42 tens 28 ones is

(1) 773 (2) 3653
(3) 4533 (4) 7433
4. The sum of the missing digits on

2 7 3 5
the right is
+ 3
D 1 8
6 1 D 3
(1) 5 (2) 8
(3) 9 (4) 10
5. The sum of the missing digits on

4 0 3 2
the right is
2 3 1
D
1 7
D 6
(1) 5 (2) 6
(3) 7 (4) 4
42 Visible Thinking in Mathematics 3A (2nd Edition) © 2014 Marshall Cavendish Internationa l (Si ngapore) Private Limited
Fill in the blanks.
6. What is the sum of 35 tens and 78 hundreds?
7. What is 34 tens less than 42 hundreds?
8. The sum of two numbers is 2305. Their difference is 237. 1 hat are the two
numbers?
9. Henry had 120 stickers more than Mabel. After Henry gave 3281stickers to Mabel,
he was left with 425 stickers. How many stickers did Mabel have at first?
10. Complete the pattern below.
4203, 4123, 4283, - - 4363, 4283. 1
© 201 4 Marsh all Cavendish Intern ational (Singapore) Private Limited Visible Thinking in Mathematics 3A (2nd Edition) 43
~ Think Out Of The Box! ~
1. James and Bernard each had some sweets. If James gave Bernard 128 sweets,
James would have 224 sweets more than Bernard. How many sweets must
James give to Bernard so that Bernard would have 50 sweets more than James?
2. The digits 2, 5, 0, and 7 can be arranged to form different 4-digit numbers. Form
two different 4-digit numbers such that they have the greatest difference. (For
example, 2075- 2057 = 18)
3. Johnny was asked to use the digits 0, 3, 4 and 5 to form a certain 4-digit number.
He mixed up the digits to form another number instead. In the end, his number
was 945 less than the actual number. What was the actual number that he
should have formed?
Unk
For more reading and practice, you may also refer to chapters 2 and 3 of My Pals Are Here! Moths 3A (2nd Edition).
44 Visible Thinking in Mathematics 3A (2nd Edition! © 2014 Marshall Cavendish International (Singapore) Private Limited
I
Word Problems lnvo~ving
13 Addition And Subtraction
Look at these problems.

Problem 1
Mrs Divan made 250 tarts in the morning. She made another 145 tarts in the
afternoon. How many.tarts did she make altogether?
Problem 2
Mrs Divan made 250 tarts in the morning. She made 145 more t rts in the
afternoon . How many tarts did she make altogether?
Problem 3
Mrs Divan made 250 tarts in the morning . She made 145 fewer tarts in the
afternoon . How many tarts did she make altogether?
Think! How are the problems similar? How are they different?
Can you use the same model to solve these problems?
Match. --------------------------------------+---------~
Morning . _ I_ __ __ _ _ 2_50__________.
Afternoon
T • • Problem 1
' - - 1_ _ _ _ ___J
145
Morning I 250
Afternoon
:======:::::;--------'
14_5__
' - - 1_ _ _ _ --...J
• • Problem 2
Morning I 250
Afternoon
:============~--~
. _ _ I_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 14_5______,
...1,...__ _ _
• • Problem 3
Common Misconceptions
Children often assume the phrase 'more than' means addition and 'less than' or 'fewer than' means subtraction.
That is not always the case. If the child has difficulties understanding the problem, get him to draw a model.
© 2014 Marshall cavendish Intern ation al (Singapore) Private Limited

Draw models and solve these problems.
Example--------------------------------------------~
Daniel has 524 marbles. Henry has 298 marbles. How many marbles do
they have altogether?
Daniel
Henry
524 + 298 822 =

They have 822 marbles altogelher.
l. Daniel has 524 marbles. He has 298 more marbles than Henry. How many
marbles does Henry have?
2. Daniel has 524 marbles. He has 298 fewer marbles than Henry. How many
marbles does Henry have?
46 Visible Thinking in Mathematics 3A 12nd Edition} © 2014 Marshall Cavendish International (Singapore) Private Limited
3. Kimberly sold 597 tickets for a concert. Steve sold 216 tickets. How many
tickets did both of them sell altogether?
4. Kimberly sold 597 tickets for a concert. Steve sold 216 more t1ckets than
Kimberly. How many tickets did Steve sell?
5. Kimberly sold 597 tickets for a concert. Steve sold 216 fewer ickets than
Kimberly. How many tickets did Steve sell?
© 2014 Marshall cavendish Internationa l (Singapore) Private Limited

6. A postman delivered 6021etters on Monday. He delivered 245 letters on
Tuesday. How many letters did he deliver on both days?
7. A postman delivered 6021etters on Monday. He delivered 245 fewer letters on

Tuesday than on Monday. How many letters did he deliver on Tuesday?
8. A postman delivered 602 letters on Monday. He delivered 245 more letters on

Tuesday than on Monday. How many letters did he deliver on Tuesday?
48 Visible Thinking in Mathematics 3A (2nd Edition) © 2014 Marsha ll cavendish International (Singapore) Pri vate Lim ited
9. Jacob jogs 1725 m. Tom jogs 340m. How many metres do b th of them
jog together?
10. Jacob jogs 1725 m. Tom jogs 340m less than Jacob. How mamy metres does
Tom jog?
11. Jacob jogs 1725 m. Tom jogs 340m more than Jacob. How any metres
does Tom jog?
I
I
12. There are 2100 women and 741 men in a hall. How many people are
there in the hall altogether?
13. There are 2100 women in a hall. There are 741 fewer women than men
in the hall. How many men are there?
14. There are 2100 women in a hall. There are 741 more women than men
in the hall. How many men are there?
50 Visible Thinking in Mathematics 3A (2nd Edition) © 2014 Ma rshall cavendish Intern ational (Singapore) Pri vate Limited
15. Balloons were given out at a funfair. 863 balloons were give out on Saturday.
1
560 balloons were given out on Sunday. How many balloons were given out
on Saturday and Sunday altogether?
16. Balloons were given out at a funfair. 863 balloons were give~ out on Saturday.
560 more balloons were given out on Sunday. How many balloons were given
out on Saturday and Sunday altogether?
17. Balloons were given out at a funfair. 863 balloons were give out on Saturday.
560 fewer balloons were given out on Sunday. How many balloons were
given out on Saturday and Sunday altogether?
© 20 14 Marshal l Cavendish Intern ati onal (Singapore) Private Li mited Visible Thinking in Mathelmalics 3A !2nd Edition) 51
More Word Problems (1)
Look at these situations.
Situation 1
David has $55 more than John. Calvin has $30 less than David.
Situation 2
Calvin has $80 less than John. John has $55 more than David.
Situation 3
David has $80 more than John. Calvin has $80 less than David.
Match. ------------------------------------------------~
John
:::==========~--'
David _________,
......__ • • Situation 1
Calvin I.______________,
• • Situation 2
John
~==========--
David! ~ • • Situation 3
~==========.-----'
Calvin
Teaching Tips
Earlier in the chapter, there were only two bars in each model. With one extra bar in the model, each bar can be
compared with the two other bars at the same time. To draw the model involving three values, use the name
that is repeated as a point of reference for comparing the other two. For example, in Situation 1, we compare the
amount of money that John and Calvin have by using David as a reference point.
52 Visible Thinking in Mathematics 3A (2nd Edition) © 2014 Marsha ll Cavendish International (Singapore) Private Li mited
Let us add in one more value in each situation.
Situation 1
John has $120. David has $55 more than John. Calvin has $30 less than David.
Think!
_. Can you draw the model for this situation?
How is it similar or different compared to the model in t e
previous situation?
John I $120
David I $120 $55
Calvin I $120 1 $25~
The shaded portions stand for the same value and are of the same length.
They stand for $120.
David has $55 more than John.

So, the unshaded portion of David's model stands for $55.
Calvin has $30 less than David.

This means Calvin has $25 more than John.
So, the unshaded portion of Calvin's model stands for $25.
The difference between the unshaded portions of David and Calvi is $30.
Situation 2
Calvin has $100. Calvin has $80 less than John. John has $55 mor than David.
Think! Can you draw the model for this situation?

---- How is it similar or different compared to the model in tHe
previous situation?
$80
John I $100 I $25 1 $55
David I $100 I $25 1
Calvin I $100
I
© 20 14 Marshal l Cavend ish Intern ational (Singapore) Private Limited Visible Thinking in Mathe atics 3A (2nd Edition) 53
Situation 3
Think! Can you draw the model for this situation?

-- How is it similar or different compared to the model in the
previous situation?
John $100
David . _ l_ _ _ $1_o_o_ ___._ _ _$_a_o_ ___.
Calvin I $100
Now, let us add in one question to each situation.
Situation 1
How much money does Calvin have?
John $120
I
David I $120 $55
Calvin I $120
~========~========~~
? $30
First, find how much money David has.

$120 +$55 =$175
David has $175.
Then, find how much money Calvin has.

$175- $30 =$145
Calvin has $145.
54 Visible Thinking in Mathematics 3A )2nd Edition) © 20 14 Ma rshal l Cavendish Intern ational (Singapore) Private Limited
Situation 2
Calvin has $100. Calvin has $80 less than John. John has $55 more than David.
How much money does David have?
Calvin I $100
John $100 $80

I
David I $100
? $55
$100 + $80 =$180

John has $180.
$180- $55 = $125

David has $125.
Situation 3
John has $100. David has $80 more than John. Calvin has $80 lesl than David.
How much money does Calvin have? f
John $100
David I $100 $80
Calvin I $100
From the model, Calvin has $100.
© 201 4 Marshal l Cavendish International (Singapore) Private Limited Visible Thinking in Mathematics 3A l2nd Edition) 55
I Example
I Betty made 289 bracelets. Denise made 135 more bracelets than Betty.
Denise made 128 fewer bracelets than Jane. How many bracelets did
Jane make?
Setty 289
Denise 289 135

~==========~====~----~
Jane~l________2_8_9________~__1_35__~----~-8--~
?
289 + 135 = 424

Denise made 424 bracelets.
424 + 128 552 =

Jane made 552 bracelets.
1. Betty made 289 bracelets. Denise made 135 more bracelets than Betty. Denise
made 128 more bracelets than Jane. How many bracelets did Jane make?
2. Thomas sold 316 eggs on Monday. He sold 408 more eggs o Tuesday.
He sold 89 fewer eggs on Wednesday than on Tuesday. Ho many eggs
did Thomas sell on Wednesday?
3. Thomas sold 316 eggs on Monday. He sold 408 more eggs o Tuesday.
He sold 89 more eggs on Wednesday than on Tuesday. How many eggs
did Thomas sell on Wednesday?
© 2014 Marsha ll Cavendish Internationa l (Singapore) Private Limited Visible Thinking in Mathe atics 3A 12nd Edition! 57
4. Bernard has 542 stamps. Bernard has 235 stamps more than Alan.
Charles has 174 stamps more than Alan. How many stamps does
Charles have?
5. Bernard has 542 stamps. Bernard has 235 fewer stamps than Alan.
Charles has 174 fewer stamps than Alan. How many stamps does
I
Charles have?
58 Visible Thinking in Mathematics 3A !2nd Edition) © 2014 Marsha ll Cavendish International (Singapore) Private Limited
6. There are 1623 English books in a library. There are 887 more English books
than Chinese books. There are 684 fewer Chinese books tha Malay books.
How many Malay books are there in the library?
7. There are 1623 English books in a library. There are 887 fewe English books
than Chinese books. There are 684 more Chinese books tha~ Malay books.
How many Malay books are there in the library? I I
© 2014 Marshal l Cavendish International (Singapore) Private Limited Visible Thinking in Mathe atics 3A 12nd Edition) 59
8. Kerry, Teresa and Caroline shared some money. Teresa received $1558.
She received $3471ess than Kerry. Caroline received $889 less than Kerry.
How much money did Caroline get?
9. Kerry, Teresa and Caroline shared some money. Teresa received $1558.
She received $347 more than Kerry. Caroline received $889 less than Kerry.
How much money did Caroline get?
10. Mr Brown ordered 2664 strawberry pies. He ordered 369 fe er apple pies
than strawberry pies. He ordered 245 more apple pies than heese pies. How
many pies did he order altogether?
11 . Mr Brown ordered 2664 strawberry pies. He ordered 369 moe apple pies
than strawberry pies. He ordered 245 more cheese pies than strawberry pies.
How many pies did he order altogether?
© 2014 Marshal l Cavendish International (Singapore) Private Limited Visible Thinking in Mathematics 3A I2nd Edition) 61
12. In an old books sale, 1461 books were sold on Saturday. 194 fewer books
were sold on Friday than on Saturday. 365 more books were sold on Sunday
than on Saturday. How many books were sold altogether on the three days?
13. In an old books sale, 1461 books were sold on Saturday. 194 more books
were sold on Friday than on Saturday. 365 fewer books were sold on Sunday
than on Friday. How many books were sold altogether on the three days?
62 Visible Thinking in Mathematics 3A (2nd Edition) © 2014 Marshall cavendish International (Singapore) Private Limi ted
14. Post Office A delivered 378 more letters than Post Office B. Post Office B
delivered 789 more letters than Post Office C. Post Office C delivered
2465 letters. How many letters were delivered by the three post offices?
15. Post Office A delivered 378 fewer letters than Post Office B. P st Office B
delivered 789 fewer letters than Post Office C. Post Office C d .livered
2465 letters. How many letters were delivered by the three p st offices?
© 2014 Marsha ll Cavendish International (Singapore) Private Lim ited Visible Thinking in Mathe atics 3A (2nd Edition( 63
Look at the situations below. Andy has more
money than Billy.
(a) Andy has $60 more than Billy. The difference is $60.
Andy~~__ _ L_ _ _ _ _ _ _ _ _ $6_0________~
Billy D
(b) Andy gives Billy $10.
(c) Andy gives Billy another $20.
Who has more

(d) Andy gives Billy another $30. money now?
:i~~y R:::::~~~:::±=:t\
Think! What do you notice when Andy gives Billy less than $30?
----- What do you notice when Andy gives Billy $30?
What do you notice when Andy gives Billy more than $30?
Areas Of Difficulty
Children often have difficulty solving problems involving the transfer of quantities. In such problems, one bar
will increase and another bar will decrease at the same time, depending on the direction of the transfer. If we
keep transferring the quantities from the greater bar to the smaller bar, the value of the greater bar will
eventually be less than the value of the smaller bar. If the quantities are transferred from the smaller
bar to the greater bar, the value of the smaller bar will always remain less than that of the greater bar.
64 Visible Thinking in Mathematics 3A 12nd Edition) © 2014 Marshall cavendish International (Singapore) Private Limited
[ Attaining Mastery
----- Example -----------------+-----------
Maria had 40 more stamps than Sarah. Sarah gave 15 stamP,s to Maria.
How many more stamps did Maria have than Sarah in the e~d?
?
40 + 15 + 15 70 =
Maria had 70 more stamps than Sarah in the end.
l. Maria had 40 more stamps than Sarah. She gave 15 stamps 110 Sarah.
How many more stamps did Maria have than Sarah in the emd?
© 2014 Marshall Cavendish Intern ational (Singapore) Private Limited Visible Thinking in Mathematics 3A I2nd Edition) 65
2. There were 15 more pupils in Class 3A than in Class 3B. 20 pupils from
Class 3A moved to Class 3B. How many more pupils were there in
Class 3B than Class 3A in the end?
3. There were 15 more pupils in Class 3A than in Class 3B. 20 pupils from
Class 3B moved to Class 3A. How many more pupils were there in
Class 3A than Class 3B in the end?
66 Visible Thinking in Mathematics 3A {2nd Edition) © 2014 Marshall Cavendish Intern ational (Singapore) Private Limited
4. There were 35 fewer passengers on BusY than Bus X. 45 paslsengers moved
from Bus X to Bus Y. How many more passengers were there in Bus Y than
Bus X in the end?
5. There were 35 fewer passengers on BusY than Bus X. 45 passengers moved

from Bus Y to Bus X..How many more passengers were ther in Bus X than
Bus Y in the end?
© 2014 Marshall Cavendish International (Singapore) Private Limited Visible Thinking in Math matics 3A (2nd Edition) 67
6. There were 395 fewer people in HallY than in Hall X. 150 people from
HallY moved to Hall X. How many more people were there in Hall X than
Hall Y in the end?
7. There were 395 fewer people in HallY than in Hall X. 150 people from
Hall X moved to Hall Y. How many more people were there in Hall X than
Hall Y in the end?
68 Visible Thinking in Mathematics 3A (2nd Edition) © 20 14 Marsha ll Cavendish Inte rn ational (Singapore) Private Limi ted
8. Janet had $50 less than Fiona. Fiona gave some money to Ja~et. In the end,
Janet and Fiona had the same amount of money. How much oney did
Fiona give to Janet?
9. Janet and Fiona had the same amount of money. Fiona gav some money
to Janet. In the end, Janet had $100 more than Fiona. How uch money
did Fiona give to Janet?
© 2014 Marshal l Cavendish International (Singapore) Private Limited Visible Thinking in Math matics 3A {2nd Edition) 69
10. There were 30 more members in the Art Club than the Science Club.
Some members from the Art Club moved to join the Science Club. In the end,
both clubs had the same number of members. How many members moved
from the Art Club to the Science Club?
ll. The number of members in the Art Club and the Science Club were the same.
Some members from the Art Club moved to join the Science Club. In the end,
there were 60 more members in the Science Club than the Art Club.
How many members moved from the Art Club to the Science Club?
Summative Test
1. Gopal had 82 more stickers than Henrick. After Gopal gave Hlnrick 125 stickers,
Henrick had 242 stickers. How many stickers did Go pal have at first?
(l) 35 (2) 199
(3) 367 (4) 449
2. A total of 375 bookmarks were given out to a group of child [n at a book fair.
Each boy received 5 bookmarks and each girl received 3 bookmarks. Given that
the boys received 240 bookmarks in total, how many children were there at the
book fair?
(l) 30 (2) 48
(3) 93 (4) 107
3. James had 82 fewer stamps than Gabriel. After Gabriel gave Jrames 28 stamps,
Gabriel had 129 stamps. How many stamps did James have t first?
(l) 75 (2) 110
(3) 183 (4) 239
4. Janet baked 128 muffins. Celine baked 82 fewer muffins t~an Janet. Serene
baked 26 more muffins than Celine. How many muffins did the three girls bake?
(1) 84 (2) 236
(3) 246 (4) 7433
5. Three numbers, X, Y and Z, have a sum of 331. X is 80 more t anY and 45 less
than Z. What is the value of Z?
(l) 42 (2) 122
(3) 167 (4) 205
© 2014 Ma rsha ll Cavend ish Internationa l (Singapore) Pri vate Lim ited Visible Thinking in Mathe atics 3A I2nd Edition) 71
Solve.
6. Bola had some stickers. He gave away 200 stickers and threw away 63 torn
stickers. He was left with 245 stickers. How many stickers did he have at first?
7. A postman delivered 125 letters on Monday. He delivered 25 more letters on

Tuesday than on Monday. He delivered 25 more letters on Wednesday than on
Tuesday, and so on. How many letters did he deliver from Monday to Friday?
8. Wilson had 128 marbles. David had thrice as many marbles as Wilson but 40
marbles fewer than Rakesh. How many marbles did Rakesh have?
9. Henry has 238 stamps more than Kevin. How many stamps J ust Henry give to
Kevin so that Kevin would have 26 more stamps than Henry?
10. The difference between two numbers is 128. The sum of thesr two numbers is
536 . What would be the result if I divide the bigger number 4? br
© 2014 Marshal l Cavendish International (Singapore) Private Limited Visible Thinking in Mathe! atics 3A 12nd Edition) 73
Think Out Of The Box! ~
1. At first, James had $84 more than Celine and $45 more than Daryl. After James
gave some money to Daryl and Celine, they each had $80. How much money
did Daryl have at first?
2. At a carnival, there were twice as many boys as girls and twice as many adults
as boys. Given that there were 243 more adults than girls, how many boys were
at the carnival?
3. At a library, 346 more books were borrowed on Friday than on Saturday. On

Sunday, 128 more books were borrowed than on Saturday. Given that a total
of 849 books were borrowed from Friday to Sunday, how many books were
borrowed on Friday?
Unk
For more reading and practice, you may also refer to chapter 4 of My Pals Are Here! Moths 3A (2nd Edition).
74 Visible Thinking in Mathematics 3A (2nd Edition) © 2014 Marshall Cavendish International (Singapore) Private limited
l
Multiplication And Division

14 By 6, 7, 8 And 9
Look at the multiplication tables of 3 and 6.
4 X =12
3 2 X 6 = 12
6 X 3 =18 3 X 6 =18
10
X
X
3:24
3 = 30
•• 4
5
X
X
6:24
6 =30
---
Think! What do you notice about the two highlighted boxes?
We can represent 8 x 3 = 24 using these pictures.
~~~~~~~~~ 1 1~~~ 1 ~~~

~~~~~~~~~ ~~ ~~~ ~ v~~
We can also represent 4 x 6 =24 using the pictures below.
Think!
_.. Can you identify any relationship between the multiplic 'tion tables
of 3 and 6?
~ Teaching Tips
_f. It is important to understand the multiplication table of 6 as an extension of the multiplic ' tion table of 3. This will
0 help the child when he learns about factors and multiples in Primary 4. In this chapter, t~e child will also see how
"'2 multiplication and division are interrelated. Instead of learning multiplication and divisioll separately, the child
should learn these two operations at the same time.
© 2014 Marshall Cavendish Internation al (Singapore) Private Lim ited Visible Thinking in Mathe atics 3A (2nd Editianl 75
Attainin
Look at the pictures. Write the multiplication and division sentences.
Example---------------------~
(a) How many apples are there altogether? 8x6=48
(b) How many apples are there in each bag? 48 + 8 = 6
(c) How many bags are there? 48+6=8
1.
(a) How many apples are there altogether?
(b) How many apples are there in each bag?
(c) How many bags are there?
76 Visible Thinking in Mathematics 3A (2nd Edition) © 20 14 Marshall Cavendish Intern ationa l (Singapore) Private Li mited
2.
3.
© 2014 Marshall cavendish International (Singapore) Private Limited Visible Thinking in Mathe atics 3A (2nd Edition) 77
Solve.
Example --------------------------------------------~
(a) Anna bought 4 bags of apples. There were 6 apples in each bag.
How many apples did she buy altogether?
4 X 6:24
She bought 24 apples altogether.
(b) Anna bought 6 bags of apples. There were 24 apples altogether. Each
bag had the same number of apples. How many apples were there in
each bag?
24 + 6=4
There were 4 apples in each bag.
4. John has 6 bags of marbles. There are 6 marbles in each bag. How many
marbles does he have altogether?
5. John has 36 marbles. He packs an equal number of marbles into 6 bags.

How many marbles are there in each bag?
78 Visible Thinking in Mathematics 3A !2nd Edition) © 2014 Marsha ll Cavend ish Intern ationa l (Singapore) Private Limited
6. There are 7 children. Each child has 6 stickers. How many stic ers are
there altogether?
7. There are 42 stickers. 6 friends share them equally. How manjy stickers does
each friend get? ~~ ~
~[/0
~~ '
© 201 4 Marshall Cavendish Intern ation al (Singapore) Private Limited Visible Thinking in Mathe atics 3A (2nd Edition) 79
Look at the calendar below.
,..
r----
~ ~ ~ " ~ ~ ~
January
son Mon 1oe Wed 1ho Fri Sqt
2 0 q 5 6 7
' \0 12 13 14-
8
15
'f
16 17
"18 1'f 20 21
!II
22 23 24- 25 26 27 28
2'1 -oo -o1
-
Think! If today is Sunday, 1January, what will be the date 2 weeks from now?
How would you use the multiplication table of 7 to help you?
Teaching Tips
Teach your child how he can apply the multiplication table of 7 in a calendar. For example, Janice goes to the library
on the 9th of January and her next visit is in 3 weeks. There are 7 days in a week.
3 X 7 = 21
9 + 21 =30
So, her next visit to the library will be on the 30th of January.
Example --------------------------------~----------~
(a) How many oranges are there altogether?
(b) How many oranges are there in each bag?
1.
© 2014 Marshall Cavendish International (Singapore) Private Limited Visible Thinking in Moth molics 3A 12nd Edition} 81
2.
3.
Solve.
~Example -----------------------------------+----------4
Ia) Michelle bought 6 bags of oranges. There were 7 orange~ in each bag.
How many oranges did she buy altogether?
6 X 7:42
She bought 42 oranges altogether.
(b) Michelle bought 7 bags of oranges. There were 42 orang ~s altogether.

Each bag had the same number of oranges. How many c ranges were
there in each bag?
42 + 7= 6
There were 6 oranges in each bag.
4. There are 8 children. Each child has 7 picture cards. How mary picture cards
are there altogether?
5. There are 56 picture cards. 7 friends share them equally. HoY' many picture
cards does each friend get?
I
© 2014 Marshall Cavendish International (Singapore) Private Limited Visible Thinking in Mather atics 3A !2nd Edition! 83
6. Mrs Smith has 9 bags of candies. Each bag has 7 candies. How many
candies does she have altogether?
7. Mrs Smith has 63 candies. She packs an equal number of candies into 7 bags.
How many candies are there in each bag?
84 Visible Thinking in Mathematics 3A (2nd Edition} © 2014 Marsha ll Cavendish Internationa l (Singapore) Private Limited
I
Multiplication And Division By 8 ___(~T__h l-nk_in__,•gL,_P_Ia_tf_o_rm--:-'1
Look at the multiplication tables of 4 and 8.
2x4=8 1x8=8
4 X 4 =16 2 X 8 = 16
6 X 4= 24 3 X 8 =24 .
4 X 8 = 32
10 X 4 = 40 5 X 8 = 40
-
Think! What do you notice about the two highlighted boxes?
We can represent 6 x 4 = 24 using these pictures.
IUUUUIIUUUUIIUC:VUUII
IUUUUIIUUUUI U . UU I
We can also represent 3 x 8 = 24 using the pictures below.
-
Think! Can you identify any relationship between the multiplic tion tables
of 4 and 8?
1/1 Teaching Tips

.t,o It is useful for the child to understand that the multiplication table of 8 is an extension of1the multiplication table
of 4. This will help him when he learns about factors and multiples in Primary 4.
-:z
© 20 14 Marshall Cavendish Intern ational (Singa pore) Private Limited Visible Thinking in Math matics 3A (2nd Edition) 85
Look at the pictures. Write the multiplication and division sentences.
Example------------------------...
(a) How many pears are there altogether? 5 X 8:40
(b) How many pears are there in each bag? 40+5=8
(c) How many bags are there? 40+ 8 =5
l.
(a) How many pears are there altogether?
(b) How many pears are there in each bag?
86 Visible Thinking in Mathematics 3A {2nd Edition) © 20 14 Ma rshall cavendish Intern ational (Singa pore) Pri vate Limited
2.
3.
© 2014 Marshall Cavendish International (Singapore) Private Limited Visible Thinking in MathEjmatics 3A 12nd Edition! 87
Solve.
Example - - - - - - - - - - - - - - - - - - - - - - - - - - . .
(a) Jasmine bought 3 bags of pears. Each bag had 8 pears. How many
pears did she buy altogether?
3 X 8:24
She bought 24 pears altogether.
(b) Jasmine bought 8 bags of pears. There were 24 pears altogether.

Each bag had the same number of pears. How many pears were
there in each bag?
24 + 8 =3
There were 3 pears in each bag.
4. Edwin has 8 bags of straws. Each bag has 5 straws. How many straws does
he have altogether?
5. Edwin has 40 straws. He packs them equally into 8 bags. How many straws
are there in each bag?
88 Visible Thinking in Mathematics 3A l2nd Edition) © 2014 Marsha ll Cavendish Intern ationa l (Singa pore) Pri vate Limited
6. There were 8 children. Each child had 9 magnets. How many ~agnets were
there altogether?
7. There were 72 magnets. 8 friends shared them equally. How any magnets
did each friend get?
© 2014 Marshall Cavendish International (Singapore) Private Limited Visible Thinking in Mathe atics 3A (2nd Edition) 89
Look at the multiplication table of 9.
Multiplication Sum of digits

table of 9 of product
1X 9 = 9 0+9=9
2 X 9 = 18 1+ 8 = 9
3 X 9 = 27 2+7= 9
4 X 9 = 36 3+6=9
5 X 9 = 45 4+5=9
6 X 9 =54 5 +4 = 9 Look at the products.

The digits in the
7 X 9 = 63 6+3= 9 ones place are in
descending order.
8 X 9 = 72 7+2=9
9 X 9 = 81 8 + 1= 9 The digits in the

tens place are in
10 X 9 = 90 9+0=9 ascending order.
The sum of the

digits of the product
is equal to 9.
Think! Try finding 11 x 9, 12 x 9, 13 x 9, ... 20 x 9.

--- Do you observe similar patterns as above? Explain.
Teaching Tips
By recognising patterns, children may find it easier to memorise the multiplication table of 9.
Look at the pictures. Write the multiplication and division sentenc ·
Example - - - - - - - - - - - - - - - - - + - - - - - - - - . - . .
(a) How many strawberries are there altogether?
(b) How many strawberries are there in each bag? ---+------
1.
(b) How many strawberries are there in each bag?
© 2014 Marshal l Cavendish International (Singapore) Private Limited Visible Thinking in Mathe atics 3A !2nd Edition) 91
2.
3.
92 Visible Thinking in Mathematics 3A (2nd Edition) © 2014 Marshall cavendish International (Singapore) Private Limited
Solve.
~Example----------------------------------~----------~
I
I
(a) Joanne bought 3 bags of strawberries. There were 9 strawperries in
each bag. How many strawberries did she buy altogether?
3 X 9:27 I
She bought 27 strawberries altogether.

I
(b) Joanne has 27 strawberries. She packs them equally into 9. bags. How
many strawberries are there in each bag?
27+ 9=3
There are 3 strawberries in each bag.
4. Grace has 4 bags of buttons. Each bag has 9 buttons. How rrany buttons
does she have altogether?
5. Grace has 36 buttons. She packs them equally into 9 bags. How many buttons
are there in each bag?
© 2014 Marsha ll Cavendish Internationa l (Singapore) Private Limited Visible Thinking in Mathe atics 3A !2nd Edition! 93
6. There are 6 children. Each child has 9 cookies. How many cookies are
there altogether?
7. There are 54 cookies. 9 children share them equally. How many cookies does
each child get?
More Multiplication And Division 1
By 6, 7, 8 And 9 ____________._--+_......___PI_at_fo_rm__,.
Look at these problems and their solutions.
Problem 1
6 friends shared a bag of marbles equally. Each friend got 6 mar les.
How many marbles were there in the bag?
6 X 6 =36
There were 36 marbles in the bag.
Problem 2
4 friends shared a bag of marbles equally. Each friend got 9 mar ~ les.
How many marbles were there in the bag?
4 X 9 =36
There were 36 marbles in the bag.
Think! What do you notice about the solutions?

--- Can you use the solutions to solve Problem 3?
Problem 3
John had a bag of marbles. At first, he wanted to give 9 marbles each to 4 of
his friends. But later, he decided to give each friend 3 fewer marb es so that he
could give marbles to more friends. How many more of his friends could he give
marbles to?
4 X 9 = 36 } p bl
There were 36 marbles at first. ro em 2
9-3=6
Each friend gets 6 marbles now.
36 + 6 = 6 } Problem l
He could give marbles to 6 of his friends now.
6-4=2
He could give marbles to 2 more of his friends.
Teaching Tips
The above problems help the child see how the same products can appear in different multiplication tables.
For example, you can get 36 by multiplying 6 by 6 or 4 by 9.
© 2014 Marshal l Cavendish International (Singapore) Private Limited Visible Thinking in Mathel atics 3A !2nd Edition! 95
Solve.
Example - - - - - - - - - - - - - - - - - - - - - - - - - - . .
(a) Gerald had 56 marbles. He gave his friends 7 marbles each. How many
friends did he have?
56+ 7=8
He had 8 friends.
(b) 7 friends shared a bag of marbles. Each friend got 8 marbles. How
many marbles were there in the bag at first?
8 X 7:56
There were 56 marbles in the bag at first.
(c) 8 children were playing a game with 56 marbles. Each child got the
same number of marbles. Later, 1 child left and the marbles were
redistributed equally among the children. How many more marbles did
each child get now?
56+ 8 7 =
Each child got 7 marbles.
8-1= 7
There are now 7 children.
56+ 7=8
8-7= 1
Each child got 1more marble.
96 Visible Thinking in Mathematics 3A (2nd Edition) © 2014 Ma rshall Cavend ish International (Singapore) Private Lim ited
1. 54 children were divided into 9 teams for a game of badmin~on. How many
children were there in each team?
2. A group of children formed 8 teams for a game of badminton. There were

7 children in each team. How many children were there altor ther?
3. A group of children took part in two badminton games. For t~e first game,
there were 9 teams with 6 children each. 2 more children joiTed in after the
first game. The children were then rearranged to form 8 tea~s for the second
game. How many more children were there in each team in the second game
than the first game?
© 201 4 Marshall Cavendish Internation al (Singapore) Private Limited Visible Thinking in Math matics 3A 12nd Edition) 97
I
4. There were 36 coins. 4 children shared them equally. How many coins did
each child get?
5. There were 36 coins. 6 children shared them equally. How many coins did
each child get?
6. 4 children were playing a game with 36 coins. Each child got the same
number of coins. Later, 2 more children joined in. How many fewer coins
would each child get now?
Summative Test
1. James had 64 stamps. How many packets did he have if he packed 8 stamps
in each packet? I
(1) 6 (2) 8 (3) 16 (4) 4 ( l
2. The total of 8 groups of 9 is the same as adding the total of
and_ groups of 8.
L
J
groups of 6
(1) 8; 6 (2) 6; 4 (3) 3; 9 (4) 4; 6 ( l

3. I have a bag of sweets. If I give 6 sweets each to 9 of my friernds, I would have
16 sweets left. How many sweets do I have?
(1) 9 (2) 48 (3) 70 (4) 74
4. A number divided by 6 gives a quotient of 9 and a remainder of 2. What is the

result when the same number is divided by 8?
(1) 6 (2) 7 (3) 8 (4) 9
5. The result of 9 x 6 is the same as that of X 6 + 8 + 8 + 8.

(1) 5 (2) 6 (3) 8 (4) 4
Solve.
6. Daniel was given some money to buy 8 files. Each file cost the same amount. However,
he only bought 5 files and had $18 left. How much money was h given?
7. Miss Tan had a bag of sweets. She wanted to give 5 sweets ~ach to 8 pupils at
first. However, she changed her mind and decided to give 4 swrets to each pupil.
How many more pupils can she give sweets to under the new arrangement?
8. James was told to pack some stamps into small packets. When James packed
6 stamps into each packet, he was left with 4 stamps. If there were 12 packets
altogether, how many stamps were there?
9. John shared 30 sweets equally with his 5 friends. How many sweets did each
one get?
10. The result of 6 x 4 is the same as that of 8 groups of _ _
1Think Out Of The Box! ~

1. Mrs Tan had 142 sweets to distribute to her 40 pupils. If each boy received 5
sweets and each girl received 3 sweets, how many girls were there in the class?
2. At a carnival, there were thrice as many boys as girls. Every boy received 3
lollipops and every girl received 2 lollipops. Given that the boys received 840
more lollipops than the girls, how many children were at the carnival?
Link
For more reading and practice, you may refer to chapter 4 of My Pals Are Here! Maths 3A (2nd Edition).
100 Visible Thinking in Mathematics 3A (2nd Edition) © 2014 Marshal l Cavend ish International (Singapore) Pri vate Limited
15 Multiplication and DiVision
Adeline multiplied some numbers. Here are her solutions.
(a) (b)
4 3 4
X 2 X 2
1 8 3 1 8
-
Think! Can you spot her mistakes?
Circle the mistakes

she made.
© 201 4 Marshall Cavendish International (Singapore) Private Limited Visible Thinking in Mal emalics 3A (2nd Edilionl 101
Adeline did not multiply the tens for (a) and hundreds for (b).
Let us look at how the numbers are multiplied below.
(a) 14 x 2
First, multiply the ones. Then, multiply the tens.

4 1 4
X 2 X 2
8 2 8
4 ones x 2 =8 ones 1 ten x 2 =2 tens
So, 14 x 2 = 28.
(b) 314 X 2
First, multiply Then, multiply Then, multiply

the ones. the tens. the hundreds.
3 4 3 1 4 3 4
X 2 X 2 X 2
8 2 8 6 2 8
4 ones x 2 =8 ones 1 ten x 2 =2 tens 3 hundreds x 2

=6 hundreds
So, 314 x 2 = 628.
Areas of Difficulty
Many children have difficulty multiplying numbers with different place values. Remind the child to multiply each
digit in the multiplicand by the multiplier.
102 Visible Thinking in Mathematics 3A !2nd Edition} © 2014 Marsha ll Cavendish Internationa l (Singa pore) Pri vate Limited
1. Multiply.
(a) 12 x 3 = _ _ _ __ (b) 21 X 3 =__ _!.___
1 2
X 3
(c) 23 x 3 =_____ (d) 32x3=-~~-
(e) 34 x 2 =_____ (f) 43 X 2 = -----
© 2014 Marshall Cavendish Internationa l (Singapore) Private Limited Visible Thinking in Math matics 3A (2nd Edition) 103
2. Multiply.
(a) 132 x 3 =_____ (b) 321 X 3 =- - - -
1 3 2
X 3
(c) 230 x 3 =____ (d) 302 X 2 =- - - -
(e) 134 x 2 =_____ (fl 413 X 2 =- - - -
Adeline multiplied some numbers. Here are her solutions.
(a) (b)
6 7 6 7
X 2 X 2
1 2 4 2 2 4
Think! Can you spot her mistakes?

--
Circle the mistakes
she made.
© 2014 Marshall Cavendish Intern ational (Singapore) Private Limited Visible Thinking in Mathe atics 3A (2nd Edition} 105
Adeline did not add the regrouped tens in (a) and hundreds in (b) to the results.
Let us look at how the numbers are multiplied below.
(a) 67 x 2
First, multiply the ones. Then, multiply the tens.

1 1
6 7 6 7
X 2 X 2
4 1 3 4
7 ones x 2 = 14 ones 6 tens x 2 = 12 tens

Regroup the ones. Add the tens.
14 ones = 1 ten 4 ones 12 tens+ 1 ten = 13 tens
13 tens= 1 hundred 3 tens
So, 67 x 2 =134.
(b) 167 X 2
First, multiply Then, multiply Then, multiply

the ones. the tens. the hundreds.
1 1 1 1
6 7 6 7 1 6 7
X 2 X 2 X 2
4 3 4 3 3 4
7 ones x 2 = 14 ones 6 tens x 2 = 12 tens 1 hundred x 2

= 2 hundreds
Regroup the ones. Add the tens. 2 hundreds + 1 hundred
14 ones = 1 ten 4 ones 12 tens+ 1 ten = 3 hundreds
= 13 tens
Regroup the tens
and ones.
13 tens= 1 hundred
3 tens
So, 167 x 2 = 334.
106 Visible Thinking in Mathematics 3A )2nd Edition) © 2014 Ma rsha ll Cavendish Intern ationa l (Singapore) Private Limited
We can also use number bonds to find the product of two numbers.
(a) 67 x 2
67 = 60 + 7
First, multiply the ones by 2.
7 X 2 = 14
Then, multiply the tens by 2.

60 X 2 = 120
Add.
14 + 120 = 134
So, 67 x 2 = 134.
(b) 167 X 2
167 = 100 + 60 + 7
First, multiply the ones by 2.

7 X 2 = 14
Then, multiply the tens by 2.

60 X 2 = 120
Lastly, multiply the hundreds by 2.

100 X 2 = 200
Add.
14 + 120 +200 = 334
So, 167 x 2 = 334.
Teaching Tips
1
0
Number bonds can be used as an alternative method for multiplication. If the child has difficulty multiplying
greater numbers, he should break the number into smaller numbers before multiplying. As in the example
"Z above, when multiplying 167 by 2, 167 is broken up into 100, 60 and 7.
© 2014 Marsha ll Cavendish Internationa l (Singapore) Priva te Lim ited Visible Thinking in Mathe atics 3A 12nd Edition! 107
l. Multiply.
(0) 28 X 4 = (b) 42 X 8 =- - - - -
2 8
X 4
(C) 35 X 7= (d) 73 X 5 =- - - - -
(e) 68 X 9 = (f) 89 X 6 =- - - - -
108 Visible Thinking in Mathematics 3A (2nd Edition) © 20 14 Marshall Cavendish International (Singapore) Private Limited
2. Multiply.
(a) 289 x 6 =_____ (b) 682 X 9 =-----!.---
2 8 9
X 6
(c) 425 x 8 = _ _ _ __ (d) 528 X 4 =- - - - -
(e) 695 x 7 =_____ (f) 796 X 5 =- - - - -
© 2014 Marshal l Cavendish Internationa l (Singapore) Private Limited Visible Thinking in Mathe atics 3A (2nd Edition} 109
3. Complete the number bonds. Multiply.
(a) 23 x 6 = _ _ _ __
(b) 57x4= _ _ __
(c) 152 x 8 = - - - - -
(d) 874 X 3 =____
110 Visible Thinking in Mathematics 3A (2nd Edition) © 2014 Marshall Cavend ish Intern ational (S ingapore) Private Lim ited
Solve.
4. Box A has 24 pencils. Box B has 8 times as many pencils as Blox A.

How many pencils are there in Box A and Box B altogether?
5. Box A has 124 pencils. Box B has 8 times as many pencils as box A.
How many pencils are there in Box A and Box B altogether? ~
© 2014 Marshall Cavendish Internationa l (Singapore) Private Limited Visible Thinking in Mathe atics 3A (2nd Edition! 111
6. There were 15 boys and 27 girls in a class. Each pupil was given
9 erasers. How many erasers were given out altogether?
7. There were lOS boys and 207 girls in a school. Each pupil was given
9 erasers. How many erasers were given out altogether?
8. Mr Koh does 29 sit-ups and 28 push-ups every day. How ma y
sit-ups and push-ups does he do in 4 days altogether?
9. Mr Koh does 79 sit-ups and 78 push-ups every day. How m ny

sit-ups and push-ups does he do in 4 days altogether?
© 2014 Marshall Cavendish International (Singapore) Private Limited Visible Thinking in Mathematics 3A !2nd Edition) 113
10. Melissa bought 4 bags of key chains. Julie bought 3 bags of key
chains. Each bag had 35 key chains. How many key chains did they
buy altogether?
11. Melissa bought 4 bags of key chains. Julie bought 3 bags of key
chains. Each bag had 135 key chains. How many key chains did they
buy altogether?
114 Visible Thinking in Mathematics 3A 12nd Edition) © 2014 Marshall Cavendish International (Singapore) Private Limited
12. Find the missing numbers.
Example
1 2 (a)
D 6
X
0 X 3
2 4 4 Ia
(b) (c) 3 9
X X
l 2 8 2 7 3
(d) (e)
X X
2 2 5 5 6 8
(f)
3 5 D (g)
X 6 X 9
2 D 2 4
© 2014 Marshal l Cavendish International (Singapore) Private Limited Visible Thinking in Mathe atics 3A !2nd Edition) 115
Look at this problem and its solution.
Problem 1
4 children shared 47 marbles equally. How many marbles did each child get?
How many marbles were left?
1 1 R3
47 + 4 =11 remainder 3 4)47
= 11 R3 4
7
Each child got 11 marbles. There were 3 marbles left.
4
3
Think! Can you use the same method to solve the next two problems?
--
Problem 2
4 children shared 86 marbles equally. How many marbles did each child get?
First, divide the tens. Then, divide the ones.

2 2 1 R2
4)86 4)86
8 8
6
4
2
8 tens + 4 = 2 tens 6 ones + 4 = 1 one with remainder 2 ones
So, 86 + 4 = 21 R2.
Each child got 21 marbles. There were 2 marbles left.
Teaching Tips
The child should be familiar with the terms 'quotient' and 'remainder'. The quotient is the number we get as a
result after division. The remainder is the number that is left after dividing and cannot be further divided.
Problem 3
4 children shared 486 marbles equally. How many marbles did e ch child get?
First, divide the hundreds. Then, divide the tens. Then, divide the ones.
1 1 2 1 2 1 R2
4) 4 8 6
4
4) 4 8 6
4
4): 81
8 8
8 8
1
4 hundreds + 4 8 tens + 4 =2 tens 6 ones+ 4
=1 hundred =1 one with remainder 2 ones
So, 486 + 4 = 121 R2.

There were 2 marbles left.
10
r:z
Areas of Difficulty
When dividing any number by a 1-digit whole number, the child may have difficulty deciding which digit he
should begin the division with. For division without regrouping, guide the child to begin division with the digit in
the greatest place value.
l. Divide.
(a) 28 + 2 =_____ (b) 3 8 + 3 = - - - -
2) 2 8
(c) 67 + 3 =_____ (d) 4 8 + 4 = - - - -
(e) 86+4=---- (f) 5 8 + 5 = - - - -
2. Divide.
(a) 288 + 2 =____
2) 2 8 8
(c) 638 + 3 = _ _ _ __ (d) 485 + 4 = - - - -
(e) 807 + 4 = _ _ _ __
© 2014 Marsha ll Cavendish International (S ingapore) Private Lim ited Visible Thinking in Mathe atics 3A (2nd Edition) 119
1 I
Look at these problems and their solutions.
Problem 1
7 children shared 95 stickers equally. How many stickers did each child get?
How many stickers were left?
Solution
First, divide the tens. Then, divide the ones.
1 1 3 R4
7)95 7)95
7 7
2 25
2 1
4
9 tens+ 7 25 ones+ 7
=1 ten with remainder 2 tens =3 ones with remainder 4 ones
Regroup the remainder tens.
2 tens = 20 ones
Add the ones.

20 ones + 5 ones =25 ones
So, 95 + 7 =13 R4.
Each child got 13 stickers.

There were 4 stickers left.
!!'ink/ Can you use the same method to solve the problem be!' w?
Problem 2
7 children shared 895 stickers equally. How many stickers did eo h child get?
How many stickers were left?
Solution
First, divide the hundreds. Then, divide the tens. Then, divide he ones.
1 1 2 1 2 7 R6
7) 8 9 5
7
7) 8 9 5
7
7) ~ tI
5
1 1 9 1 ~
1 4 11
I
5 5 5
49
6
8 hundreds + 7 19 tens+ 7 55 ones+ 7
= 1 hundred with = 2 tens with = 7 ones witlh remainder
remainder 1 hundred remainder 5 tens 6 ones
Regroup the remainder Regroup the remainder

hundreds. tens.
1 hundred = 10 tens 5 tens = 50 ones
Add the tens. Add the ones.

10 tens+ 9 tens= 19 tens 50 ones + 5 ones
= 55 ones
So, 895 + 7 = 127 R6.
Each child got 127 stickers.

There were 6 stickers left.
-t
tA Teaching Tips
While carrying out division with regrouping, the child should remember the different ways numbers can be
o represented. This will help the child when he regroups numbers. For example, in Problem 2, the remainder tens
'2 needs to be regrouped before we can divide the ones. 5 tens is represented as 50 ones. I
© 2014 M'"h'll '"'"'''h '""'""''"'' (Siog,pme) "'""Limited v;,lble Thloklog lo Mothe """ 3A 12od Edffiool 121
1. Divide.
Ia) 56+ 4 =_____ !b) 6 5 + 4 = - - - -
4) 5 6
!c) 78 + 6 = _ _ _ __ !d) 8 7 + 6 = - - - -
!e) 8 9 + 7 = - - - - lfl 9 8 + 7 = - - - -
122 Visible Thinking in Mathematics 3A 12nd Edition) © 2014 Marshall cavendish International (Singapore) Private Li mited
2. Divide.
(a) 825 7 5 =____ (b) 714 7 6 =------'--
5) 8 2 5
T
t
(c) 568 7 5 =____ (d) 650 7 5 = - - - + - -
(e) 262 7 4 = _ _ __
Since the digit in the
greatest place value,
2, is not divisible by
4, we start division
with 26 tens.
© 2014 Marshal l Cavendish International (Singapore) Private Limited

Solve.
Example-----------------------...
Christine packed 205 apples equally into 5 baskets.
How many apples were in each basket?
4 1
205+5=41 5) 2 0 5
41 apples were in each basket. 20
5
5
0
3. Christine packed 205 apples into 6 containers. Each container had the same
number of apples. How many apples were left?
4. Christine had 205 apples. She wanted to pack them into 7 baskets equally.
What was the smallest number of additional apples she would need if each
basket was to have the same number of apples?
124 Visible Thinking in Mathematics 3A (2nd Edition) © 2014 Marshall Cavend ish Intern ati onal (Si ngapore) Private Limited
5. Steven packed 156 marbles equally into 6 bags. How many l arbles were
in each bag?
6. Steven packed 156 marbles into 7 bags. Each bag contained fhe same
number of marbles. How many marbles were left?
7. Steven had 156 marbles. He wanted to pack them into 8 bag! equally.
What was the smallest number of additional marbles he would need if each
bag was to contain the same number of marbles?
© 201 4 Marshall Cavendish Intern ational (Singapore) Private Limited Visible Thinking in Mathematics 3A l2nd Edition) 125
8. Eugene pasted 174 stickers equally into 3 albums. How many stickers were
there in each album?
9. Eugene tried to paste 174 stickers equally into 4 albums. He had some extra
stickers left. How many extra stickers were there?
10. Eugene pasted 174 stickers equally into 5 albums. What was the smallest
number of additional stickers he would need so that all the albums had the
same number of stickers?
11. Mrs Jonas baked 312 mini muffins and gave them to her 6 friends equally.
How many mini muffins did each of her friends receive?
12. Mrs Jonas baked 312 mini muffins and gave them to her 7 fri~nds equally.
How many mini muffins were left? I
13. Mrs Jonas baked 312 mini muffins and gave them to her 9 friends equally.
What was the smallest number of additional mini muffins shel would need so
that all her friends would get the same number of mini muffirls?
© 2014 Marshal l Cavendish International (Singapore) Private Limited Visible Thinking in Mathematics 3A (2nd Edition) 127
I
14. Mr Lim packed 940 books equally into 5 boxes. How many books were there
in each box? ·
15. Mr Lim tried to pack 940 books equally into 6 boxes. He had some extra
books left after packing. How many extra books were there?
16. Mr Lim packed 940 books equally into 8 boxes. What was the smallest
number of additional books he would need so that all the boxes contained
the same number of books?
Word Problems Involving
Four Operations Using Models Platform
Look at these problems.
Problem 1
Daniel has 124 more stickers than Gavin. They have 240 stickers altogether.
How many stickers does Daniel have?
Problem 2
Daniel has 124 fewer stickers than Gavin. They have 240 stickers altogether.
How many stickers does Daniel have?
Problem 3
Daniel has twice as many stickers as Gavin. Gavin has 12 more stickers than Eric.
The three of them have 124 stickers altogether. How many sticke s does Daniel have?
Think! How are the problems similar? How are they different?
-- Can you use the same model to solve these problems?
Match. --------------------------------------~----------,
?
12 12
12 124 • • Problem 1
~==~--------.,}
124 I
240
• • Problem 2
Daniel I~===~-------'
124 I} 240 • • Problem 3
Gavin I
-t-Ito Teaching Tips

In this section, word problems involving the four operations will be covered. Remind the child to look out for key
phrases in word problems to guide him on which operation to use. Examples of key phrases found above are
"'2 'more than', 'fewer than' and 'twice as many as'. These will indicate the relationship between the values.
© 2014 Ma rshall Cavendish International (S ingapore) Private Limited Visible Thinking in MathJmatics 3A (2nd Edition! 129
Draw models to solve these problems.
Example-------------------------..
Benedict has 5 times as many stickers as Raymond. They have 120 stickers
altogether. How many more stickers does Benedict have than Raymond?
Benedid ~::::;::;~_ ___.__ _....___ _..__ ___. }

720
Raymond
?
120+ 6 =20
Raymond has 20 stickers.
20x4=80
Benedid has 80 more stickers than Raymond.
l. Benedict has 5 times as many stickers as Raymond. Benedict has 72 more

stickers than Raymond. How many stickers do they have altogether?
2. Benedict has twice as many stickers as Raymond. Raymond has 12 more

stickers than Joshua. They have 136 stickers altogether. How many more
stickers does Benedict have than Joshua?
130 Visible Thinking in Mathematics 3A (2nd Edition! © 2014 Marshall Cavendish International (Singapore) Private Limited
I
3. Celine made 3 times as many bracelets as Lisa. Celine made ~ 36 more
bracelets than Lisa. How many bracelets did they make altogether?
4. Celine made 3 times as many bracelets as Lisa. They made 244 bracelets
altogether. How many more bracelets did Celine make than Usa?
5. Celine made 3 times as many bracelets as Lisa. Lisa made 4 more bracelets
than Julie. They made 91 bracelets altogether. How many mo~e bracelets did
Celine make than Julie?
6. Keith collected 4 times as many picture cards as Daniel. Keith collected
120 more picture cards than Daniel. How many picture cards did they
collect altogether?
7. Keith collected 4 times as many picture cards as Daniel. Keith collected

120 picture cards. How many more picture cards did Keith collect than Daniel?
8. Keith collected 4 times as many picture cards as Daniel. Daniel collected

10 more picture cards than Henry. They collected 140 picture cards altogether.
How many more picture cards did Keith collect than Henry?
132 Visible Thinking in Mathematics 3A l2nd Edition) © 2014 Ma rshall Cavend ish Intern ational (S ingapore) Pri va te Limited
9. Daniel scored 3 times as many points as Simon in a game. Daniel scored
84 more points than Simon. How many points did Daniel scor ?
10. Daniel scored 3 times as many points as Simon in a game. Th y scored

1
124 points altogether. How many more points did Daniel score than Simon?
I
11. Daniel scored 3 times as many points as Simon in a game. W'lson scored
12 more points than Simon. They scored 137 points altogether How many
more points did Daniel score than Wilson?
© 2014 Marshall cavendish International (Singapore) Private Limited Visible Thinking in Mathelatics 3A 12nd Edition) 133
Number Patterns Involving Gaps
And Intervals _ _ _ _ _ _ _ _______._._~~'---------'
Samantha places 3 chairs an equal distance from one another. The distance
between the lst chair and the 3rd chair is 100 em.
50 em 50 em
-
Think! How many gaps are there between the lst chair and the 3rd chair?
How wide is each gap?
If Samantha adds 7 more chairs that are equal distance apart,

how many gaps will there be between the lst chair and the lOth chair?
What is the distance between the lst chair and the lOth chair?
If Samantha adds another 10 chairs that are equal distance apart,

how many gaps will there be between the 15th chair and the 20th chair?
What is the distance between the 15th chair and the 20th chair?
How many chairs do you think there will be if the total distance between
the lst and the last chair is 200 em?
134 Visible Thinking in Mathematics 3A )2nd Edition) © 20 14 Ma rsha ll Ca vendish Intern ationa l (Singapore) Pri vate Li mited
50 em 50 em
3-1 = 2
There are 2 gaps between the lst chair and the 3rd chair.
Each gap is 50 em wide.
10- 1 = 9
There are 9 gaps between the lst chair and the lOth chair.

9 x 50= 450 em.
So, the distance between the lst chair and the lOth chair is 450 em.
20- 15 = 5
There are 5 gaps between the 15th chair and the 20th chair.

5 x 50= 250 em.
So, the distance between the 15th chair and the 20th chair is 250 em.

200 +50= 4 1
There are 4 gaps between the lst and the last chair if the total distance is 200 em.
4 + 1= 5
So, there are a total of 5 chairs.
Teaching Tips
Guide the child to count the chairs and gaps for the different scenarios. Help him to see the relationship be1ween
the number of gaps and the number of chairs.
© 201 4 Marshal l Cavendish International (Singapore) Private Limited Visible Thinking in Mathe atics 3A (2nd Edition! 135
Solve these word problems.
1. Some pupils are standing in a row an equal distance from one another.
The distance between the 1st and the 8th pupil is 21 m. How far apart are
the 5th and the 16th pupil?
2. Some pupils are standing in a row an equal distance from one another.
The distance between the 4th and the 9th pupil is 20 m. How far apart are
the 5th and the 16th pupil?
136 Visible Thinking in Mathematics 3A !2nd Edition) © 2014 Marshall Ca vendish Intern ational (Singapore) Private Lim ited
3. Some lamp posts are placed an equal distance from one another along
a street. The distance between the lst and the 7th lamp post IS 36 m. What is
the distance between the lOth and the 22nd lamp post?
4. Some lamp posts are placed an equal distance from one an ther along
a street. The distance between the 3rd and the 8th lamp pos is 25m. What is
the distance between the lOth and the 22nd lamp post?
1 l
l ----------
© 2014 Marshal l Cavend ish International (Singapore) Private Limited Visible Thinking in Mathe otics 3A (2nd Edition) 137
5. Some pens are placed an equal distance from one another on a table.
The distance between the 1st and the 5th pen is 12 em. What is the distance
between the 12th and the 25th pen?
fffff
6. Some pens are placed an equal distance from one another on a table.
The distance between the 5th and the lOth pen is 20 em. What is the distance
between the 12th and the 25th pen?
7. Some ice cream sticks are placed an equal distance from another on on~
a table. The distance between the lst and the lOth ice cream -~tick is 18 em.
The distance between the 5th and the last ice cream stick is 0 em. How many
ice cream sticks are there altogether?
8. Some ice cream sticks are placed an equal distance from one another on
a table. The distance between the 3rd and the 9th ice cream tick is 24 em.
The distance between the 5th and the last ice cream stick is 48 em. How many
ice cream sticks are there altogether?
© 2014 Marshall Cavendish International (Singapore) Private Lim ited Visible Thinking in Mathern tics 3A !2nd Edition! 139
Summative Test
1. James had four times as many pencils as erasers. If he had 126 more pencils
than erasers, how many pencils did he have?
m 126 (2J 168
(3) 210 (4) 504
2. There were four times as many cars as motorbikes in a car park. If there were
a total of 234 wheels, how many cars were in the car park?
m 13 !2J 52
(3) 39 (4) 65
3. There were 16 rows of chairs in the school hall. Each row had 8 chairs. After
some chairs were added, the chairs were rearranged to form rows of 6. If there
were 9 additional rows of chairs, how many chairs were added?
m 22 !2J 54
(3) 128 (4) 150
4. Class 3A and class 38 each had the same number of pupils at first. After 16
pupils transferred from class 3A to class 38, there were 50 pupils in class 38.
How many pupils were there in class 3A at first?
m 16 (2J 34
(3) 50 (4) 66
5. James had three times as many stickers as Imran at first. After James gave 16
stickers to Imran, Imran had 44 stickers. How many stickers did James have at
first?
m 28 (2) 60
(3) 84 (4) 132
140 Visible Thinking in Mathematics 3A l2nd Edition) © 2014 Marshall Cavend ish Intern ational (Singapore) Private Limited
Solve.
6. Seth wanted to buy some notebooks and pens. 1 notebook cost as much as 2
pens. He bought 4 pens for a total of $8. How much money lwould he need to
buy 5 notebooks?
7. At a store, 3 cups cost as much as 1 plate. If 12 cups cost $36, how much is the
cost of a dozen plates?
8. Along a road, trees have been planted at equal distance fro'"1 one another. The
distance between the 1st tree and the 8th tree is 56 m. How ar is the distance
between the 5th tree and the 20th tree?
9. The school attendant wanted to arrange the 283 chairs in th school hall. How
many more chairs would he need to arrange the chairs in cor plete rows of 6?
© 2014 Marshall Cavendish International (Singapore) Private Limited Visible Thinking in Mathe atics 3A (2nd Edition( 141
~ Think Out Of The Box! ~
1. Lamp posts are placed at increasing intervals of 1 m away from each other.
What is the distance between the 1st lamp post and the lOth lamp post?
lm 2m 3m
2. A bag of chocolates was shared equally among a group of 20 children. Eight

of them gave up their chocolates to the rest of the children. As a result, the rest
of the children received 16 more chocolates each. How many chocolates were
there at the beginning?
3. Serene has 128 stamps more than Mabel. How many stamps must Serene give
to Mabel so that she would have 18 stamps more than Mabel?
Unk
For more reading and practice. you may also refer to chapters 6, 7 and 8 of My Pals Are Here! Maths 3A (2nd Edition).
142 Visible Thinking in Mathematics 3A l2nd Edition) © 2014 Marsha ll Cavendish Internationa l (Si ngapore) Private Limited
__
.__ 16 Mental Calculations
Add mentally.
(a) 25 + 73 (b) 25 + 37
Think! How do you add these numbers mentally?

---- Which is easier to add mentally- (a) or (b)?
Why?
What is the place value of each digit

in 25, 73 and 37?
Add mentally.
(c) 98 + 25 (d) 98 + 95
-
Think! How do you add these numbers mentally?
Can you use the method in (a) or (b) for adding the nu
Why?
Which of the above numbers, 98, 25

and 95, are close to 100?
10
i2
Teaching Tips
Mental calculations will help the child to check and verify his calculations. Knowing how fo calculate mentally
is very useful for estimation skills, where numbers are rounded off to check if the answer is reasonable.
© 2014 Marshall Cavendish Intern ational (Singapore) Private Li mited Vi•ibl• Thickicg ic Mothj moli" 3A !2cd Editiocl 143
Let us look at how to add the numbers mentally using number bonds.
The numbers in (a) are easier to add mentally as they do not involve regrouping in
tens and ones. The numbers in (b), on the other hand, involve regrouping so they
require a different method to add mentally.
(a) 25 + 73
First, add the ones. 73 + 5 = 78
Then, add the result to the tens and ones. 20 + 78 = 98

So, 25 + 73 = 98.
(b) 25 + 37
Adding 37 is the same as

adding 40 and subtracting 3.
First, add 40 to 25. 40 + 25 = 65

Then, subtract 3 from the result. 65-3 = 62
So, 25 + 37 = 62.
144 Visible Thinking in Mathematics 3A (2nd Edition) © 2014 Marsha ll Cavendish Intern ationa l (Singapore) Private limited
The numbers in lcl include a number that is close to 100 and the numbers in bot~
(d) are close to 100. Since all these numbers involve regrouping, we can use the
method in (b) to add these numbers mentally.
(c) 98 + 25
adding 100 and subtracting 2. 0
First, add 100 to 25. 100 + 25 =125

Then, subtract 2 from the result. 125-2 =123
So, 98 + 25 =123.
(d) 98 + 95
adding 100 and subtracting 5.
First, add 100 to 100. 100 + 100 = 200
Then, subtract 2 and 5 from the result. 200- 2- 5 - 193
So, 98 + 95 = 193.
© 2014 Marshall Cavendish International (Singapore) Private Limited Visible Thinking in Malh[:lmatics 3A (2nd Edition) 145
Add mentally.
1. (a) 13 + 84 =_____ (b) 13 + 48 = - - - -
(c) 93 + 48 = _ _ _ __ (d) 93 + 98 = - - - -
2. (a) 27 + 42 =_____ (b) 27 + 24 =- - - -
(c) 97 + 24 =_____ (d) 97 + 94 =- - - -
3. (a) 23 + 73 =_____ (b) 23 + 37 =- - - -
(c) 93 + 37 =_____ (d) 93 + 97 =- - - -
4. (a) 37 + 52 =_____ (b) 37 + 25 =- - - -
(c) 97 + 25 = _ _ _ __ (d) 97 + 95 =- - - -
Subtract mentally.
(a) 37-25 (b) 73-25
Think! How do you subtract these numbers mentally? Explain.

----
Look at how to subtract the numbers mentally using number bon s.
(a) 37-25
First, subtract the tens.

37-20 = 17
Then, subtract the ones from the result.

17-5 =12
So, 37- 25 =12.

(b) 73-25
Subtracting 25 is the same as

subtracting 30 and adding 5.
First, subtract 30 from 73. 73-30 =43

Then, add 5 to the result. 43 + 5 =48
So, 73 - 25 =48.
Teaching Tips
Mental calculation is a very useful tool for children to check and verify their calculations when solving problems
on subtraction involving regrouping. The child can use number bonds to subtract different numbers so that the
subtraction is carried out more effectively.
© 2014 Marshall Cavendish International (Singapore) Private Limited Vi,iblo Thiokiog io MothomL , 3A 12od Ediliool 147
Subtract mentally.
1. (a) 35- 24 =_____ (b) 37- 23 =- - - -
(c) 34- 25 =____ (d) 33- 27 =- -- -
2. (a) 46- 25 =____ (b) 48-13 =- - - -
(c) 45- 26 =____ (d) 43-18=----
3. (a) 54- 21 =_____ (b) 58- 13 =- - - -
(c) 51- 24 = _ _ __ (d) 53- 18 =- - - -
4. (a) 65-32 =____ (b) 69- 26 =- - - -
35 =____
~
(c) _____62 - (d) 66- 29 =- - - -
148 Visible Thinking in Mathematics 3A {2nd Edition) © 2014 Marsha ll Cavendish International (Singapore) Private Limited
Look at these word problems.
Problem 1
There are 5 bags of coins. Each bag contains 7 coins. How many oins are
there altogether?
Problem 2
There are 7 bags of coins. Each bag contains 5 coins. How many oins are
there altogether?
Match.
• • Problem 1
• Problem 2
-
Think! What do you notice about the total number of coins in Pri blem 1 and
Problem 2? What do you notice about 5 x 7 and 7 x 5? I
Now, look at these number sentences.
( 5 X 7 =35 J ( 5 X 70 = 350 J ( 5 X 700 = 3500 J
-
Think! Do you notice a pattern?
Teaching Tips
As long as the non-zero digits remain unchanged, when multiplying 5 by 7 tens, we append one zero to the
product of 5 x 7. Similarly, when multiplying 5 by 7 hundreds, we append two zeroes to the product of 5 x 7.
1
© 2014 Marshal l Cavendish International (Singapore) Private Limited Visible Thinking in Mathematics 3A (2nd Edition) 149
Multiply mentally.
1. (a) 3x7=----- (b) 7 x 3 = - - - -
(c) 3 x 70 =_____ (d) 7 0 x 3 = - - - -
(e) 3 x 700 = _____ (f) 700 X 3 = -----'---
2. (a) 4 x 8 = - - - - - (b) 8 x 4 = - - - -
(c) 4 x 80 =_____ (d) 80x4= _ _ __
(e) 4 x 800 =_____ (f) 8QQ X 4 =----
3. (a) 7 x 6 = - - - - - (b) 6 x 7 = - - - - -
(c) 7 x 60 =_____ (d) 6 0 x 7 = - - - -
(e) 7 x 600 =_____ (f) 6QQ X 7=----
4. (a) 9 x 5 = - - - - - (b) 5x9= _ _ __
(c) 9 x 50= _ _ _ __ (d) 50x9= _ _ __
(e) 9 x 500 =_____ (f) 5QQ X 9 =- - - -
150 Visible Thinking in Mathematics 3A (2nd Edition) © 2014 Marshal l cavendish International (Singapore) Private Limited
Look at these number sentences.
( 3S + 7 = s ) ( 3SO + 7 =so ) ( 3SOO + 7 = soo)
-
Think! Do you notice a pattern?
Now, look at these number sentences.
@ 2S +S =S J
® 2SO + s =so J 0 2SOO + s = soo J
@) S2S + s = 10S J @S25S + s =10S1 J
Think! Can mental division be carried out easily for the above
number sentences?
Why?
Now, look at these number sentences. Circle those that can be solr ed mentally.
300 + 3 1600 + 4 118S + s
168 + 6 2100 + 7 2320 +
Teaching Tips
1
0
"Z
For mental division to be carried out easily, the non-zero digits must be numbers that can be found within the
multiplication table of the divisor. It is often difficult for most children to do division sums mentally for numbers
that have more than two non-zero digits.
© 2014 Marsha ll Cavendish International (Singapore) Private Limited Vi,iblo Thio"og io MothoJ "" 3A 12od Editiool 151
Divide mentally.
1. (a) 1 8 + 3 = - - - - 2. (a) 28-:- 4 - _ _ __
(b) 180 + 3 =- - - - (b) 280 + 4 = - - - -
(c) 1800 + 3 =____ (c) 2800 + 4 = _ _ __
3. (a) 40-:-5=---- 4. (a) 54-:- 6 =_____
(b) 400 + 5 =- - - - (b) 540 + 6 =- - - -
(c) 4000 + 5 =____ (c) 5400 + 6 =____
5. (a) 4 9 + 7 = - - - - 6. (a) 64-:-8=----
(b) 490 + 7 =- - - - (b) 640 + 8 =- - - -
(c) 4900-:- 7 =____ (c) 6400 + 8 = _ _ __
7. (a) 45-:-9=---- 8. (a) 50+ 10 =____
(b) 450 + 9 =- - - - (b) 500 + 10 =- - - -
(c) 4500 + 9 =____ (c) 5000 + 10 =____
152 Visible Thinking in Mathematics 3A (2nd Edition) © 20 14 Marshall Cavend ish Intern ational (Singapore) Pri vate Limited
Summative Test
l. What is the result when 128 is subtracted from 400?

(1) 128 (2) 212
(3) 272 (4) 282
2. A plate costs $5. A cup costs $2 less than the plate. How muc do 24 cups and
18 plates cost?
(1) $138 (2) $156
(3) $162 (4) $174
3. 64 X =
8 64 X 6+ X 4.
(1) 49 (2) 32
(3) 56 (4) 64
4. There is a row of poles along a street. The distance between any two poles is
16m. What is the distance between the 3rd pole and the lOth pole?
(1) 8 m (2) 16 m
(3) 96 m (4) 112 m
5. Hanson had 64 chocolates. Margaret had twice as many chocplates as Hanson

but had 16 fewer chocolates than Desmond. How many chocol<jltes did Desmond
have? I
(1) 80 (2) 114
(3) 128 (4) 144
© 2014 Marsha ll cavendish International (Singapore) Private Limited Visible Thinking in Mathe atics 3A (2nd Edition) 153
Solve.
6. 500 X 9 =A
50 X 9 =B
A-B=C
Find the values of A, B and C.
A= _______ B= _ _ _ _ _ _ __
C= _ _ _ _ _ __
7. 4 x 26 isthesameas x 8.
8. 168 + 8 =A
1680 + 8 = B
B+A=C
Find the values of A, B and C.
A= _______ , B = _ _ _ _ _ _ __
C= _ _ _ _ _ _ __
9. 6 bags contain 500 marbles each. The marbles are re-packed into 60 bags.
How many marbles are there in each bag after they are re-packed?
10. 2QQ X 40 + 20 X 4QQ + 2 X 4QQQ =_____
154 Visible Thinking in Mathematics 3A !2nd Edition) © 2014 Marshall Cavendish International (Singapore) Private limited
~ Think Out Of The Box!
1. At a bus interchange, some commuters boarded a bus. At the 1st bus stop, 5
commuters alighted and 16 commuters boarded the bus. At~he 2nd bus stop,
10 commuters boarded the bus and 8 commuters alighted fr m the bus. There
are now 21 commuters in the bus. How many commuters b arded the bus at 1
the interchange?
2. 31 600 + 40 = 790
3160 + 4 =A
31 600 + 400 = B
31 600 + 4 = c
Find the sum of A + B + C.
© 2014 Marshall Cavendish International (Singapore) Private Limited Visible Thinking in Mathertics 3A {2nd Edition) 155
I
3. 24 X 60 = 1440
14 400 + 6 =A
240 X 60 = B
14 400 + 240 =c
Find the value of A x C + B.
Unk
For more reading and practice, you may also refer to chapter 9 of My Pals Are Here! Maths 3A (2nd Edition).
156 Visible Thinking in Mathematics 3A (2nd Edition) © 2014 Marshall cavendish International (Singapore) Private Limited
Answers
CHAPTER 1: NUMBERS TO 10 000 (e)
Number Notation And Place Value lpp. 1- 9)
Thinking Platform
• No, this is incorrect.

• Adding 9 to 999 does not give 9999 . Addition is not done by
appending a number to the left or right of another number.
• Jamie has placed 824 and 1248 under the wrong columns in the • The number in the middle ca be obtained by adding the
place value chart. In 824, 8 should be in the hundreds place, numbers around it.
2 should be in the tens place and 4 should be in the ones place. 2. Ia) 7;3000 (b) 0;80 (c) 9; 600
In 1248, 1 should be in the thousands place, 2 should be in the 3. Ia I 800 (b) 60 (c) 470
hundreds place, 4 should be in the tens place and 8 should be in (d) 39 (e) 120 10 73
the ones place. (g) 6 Ih) 10
• When Jamie was filling in the place value chart, she aligned the 4. Ia) 3, 5;35; 350;3500
digits to the left of the chart, which is incorrect. (b) 8, 904;89, 4;890,4; 8904
5. (a) 580 + 6 =586
(b) 5800 + 40 =5840
(c) 6000 + 500 + 83 =6583
(d) 5000 + 860 + 2 =5862
(e) 8000 + 1200 + 30 + 5 =9235
6. (a)
t~i ~ 5203 ones

I
i
52 hundreds 3 ones
(b)
(b)
lcl
90
7. (a) 8365 (b) 5264 (c) 1345
8. Ia) 1246 (b) 9864 (c) 2744
(d) 6987 (e) 8560
Reading And Writing Numbers In Words lpp. 10-13)
(d) • Joseph did not fill out the cheque correctly.

• Though he wrote the numbers correctly, he wrote 'forty' instead
of 'ninety' dollars. He also did not i elude the 'and' in the number
words to join the hundreds with th tens and the ones. The
correct way of writing $1499 in wor s is 'one thousand, four
hundred and ninety-nine dollars'.
© 2014 Marshal l Cavendish Intern ational (Singapore) Private Limited Visible Thinking in Mathe atics 3A (2nd Edition) 157
3. Ia) 2374, 2743, 3472, 4723, 7243
Attaining Mastery
ibl 2671, 2761, 6127, 6712, 7126
1. Ia) 4321 lbl 4213 lei 3514 4. Ia I 9521 lbl 1259
ldl 3540 lei 4701 10 4710 5. Ia) 7530 Ib) 3057
lgl 7009 lhl 7090 Iii 9059 6. Ia) 8560 lbl 6805
Ul
9509
2. Ia) six thousand, three hundred and8two
Number Patterns lpp. 18-201
lbl eight thousan and our hundred and three
lei ix
Id) Ia) 400, 500
lei ibL lei. idl There are many possible answers.
• A minimum of three numbers is needed to identify a
3. Ia)
two thousand, two hundred and two; number pattern .
two thousand, two hundred and twenty.
• If there are only one or two numbers, there could be many other
possible answers to the number pattern.
lbl three thousand and eleven;
three thousand, one hundred and ten;
three thousand, one hundred and one.
lei five thousand, seven hundred and three;
l. Ia) 1981, 1983, 1985, 1987 1989, 1991
five thousand, seven hundred and thirty;
Ib) 1943, 1963, 1983, 2003, 2023, 2043
five thousand, three hundred and seventy.
lei 1783, 1983, 2183, 2383, 2583, 2783
ldl six thousand, five hundred and ninety;
2. Ia) 4670, 4680, 4690, 4700 4710 4720
six thousand, five hundred and nine;
lbl ~ 4410, 4430, 4450, 4470 4490
six thousand, nine hundred and fifty.
lei 3680, 4680, 5680, 6680 7680 8680
lei seven thousand and fifteen;
3. Ia) 9017, 9015, 9013, 2.Qll, 9009, 9007
seven thousand, one hundred and fifty;
lbl 9031, 9028, 9025, 9022, 9019, 9016
seven thousand, one hundred and five.
lei 9035, 9025, 9015, 9005 8995, 8985
I~ eight thousand, three hundred and thirteen;
4. Ia) 5305, 5205, 5105, 5005, 4905, 4805
eight thousand, three hundred and thirty-one;
Ib) 5305, 5285 5265, 5245 5225, 5205
eight thousand, one hundred and thirty-three.
lei 5455, 5405, 5355, 5305, 5255, 5205
5.
Comparing And Ordering Numbers lpp. 14-171
Thinking Platfarm
• No, Wayne did not use the same method to compare the
numbers in both questions.
• The methods used by Wayne in Question 1 and Question 2
were incorrect.
• He should not assume that both numbers are the same because
the digits 7, 8 and 9 in both numbers are in the same place
value. We also cannot determine which is the greater number by
comparing only the last digit in both numbers. There is a need
to compare the value of the digits in both numbers before
deciding which is the greater number.
1. (a) $2591, $2519, $2195, $2159

lbl 3420, 3402, 3204, 3042
lei 3048 mi. 3408 ml, 4038 ml, 4308 ml
Id) 5283, 5328, 5382, 5832
2. Ia) 3120, 3021, 2301, 1320, 1203
lbl 5240, 5204, 4502, 4250, 2045
158 Visible Thinking in Mathematics 3A (2nd Edition) © 201 4 Ma rshall Cavend ish Intern ational (Singapore) Private Limi ted
CHAPTER 2: ADDmON AND SUBTRACTION
WITHIN 10 000
l. (1)
2. (4) Addition Without Regrouping ( p. 23-25)
3. (3) + 15 +20 +25 +30
~
234, 249, 269, 294, 324
4. (2) • See answers on p. 24.
5. (l) 3000- 170 = 2830
6. 320 + 3800 = 4120
7. 5301
8. 3529, 3925, 5239, 5329 1. 0 3 3 2. 5 2 5
9. Three thousand. eight hundred and three + 4 2 + 3
0 7 5 5 5 6
10. + 150 +200 +250 +300 +350 +400
3. 3 2 0 4 5 6 7
2305, 2455, 2655, 2905, 3205, 3555, 3955
+ 4 4 2 + 3 2 1
3 5 6 2 4 8 8 8
I Think Out Of The Box! I
1. Thousands ~. .l _ _j__..J......._.J...___J
5. 5 8
1 7 3
6 2 4 1 0
+ 3 2 0
+
Hundreds ? 5 9 8 9 5 6
13
Tens I I 7. 5 8 0 6
I
8. 8 6 7
+ 4 5 2 + 1 8 3 2
Ones
OJ 9 9 5 8 9 9 9 9
Digit in the tens place = 1 + 1

=2 Addition With Regrouping (pp. 26-30)
Digit in the thousands place = 2 x 2
=4 Thinking Platform
To find the digit in the hundreds place:
• See answers on p. 27.
4+2+1=7
13-7 = Q_
The number is 4621 . Attaining Master
2. By listing:
1. 1 2. 1 1
1345, 1354, 1435, 1453, 1534, 1543, 3145, 3154, 3415, 3451, 3 4 2 5 I 3 6 5 4
3514, 3541, 4135, 4153, 4315, 4351, 4513, 4531, 5134, 5143, + 6 8 + 9 8
5314, 5341, 5413, 5431 3 4 9 3 3 7 5 2
There are 24 numbers that can be formed . 3. 1 1 1 1

8 2 6 2 4 5 3
A short-cut to get the answer is: 4 x 3 x 2 x 1 = ZA
+ 5 3 5 + 7 6 8
3. I3 I? I? I2 I 2 3 6 3 2 2
Let a represent the digit in the hundreds place and b represent 5. 1 1 1

6. 1 1 1
the digit in the tens place. We have: 3 5 6 4 3 5 2 4

+ 8 9 6 + 3 6 8 7
3 a b 2 4 4 6 0 7 2
- 3 b a 2
7. 1 1 1 8. 1 1 1
7 2 0 4 3 4 6 6 7 8 9
By guess and check: + 2 8 6 9 + 2 9 5 3
7 2 5 9 7 4 2
3 7 5 2 3 9 2 2
- 3 5 7 2 - 3 2 9 2 9. (a) 7 9 9 (b) 9 0
8 0 X 6 3 0 X
+[2]3 0 + 7 [2] 4
-
3
3
9
3
3
9
2
2 -
3
3
9
9
2
2
Go 4 2
5 4 0 X 7 2 0 v"
The number is 3912.
© 2014 Marshall Cavendish International (Singapore) Private Limited Visible Thinking in Mathe j atics 3A (2nd Edition) 159
I
(c) (d) 3. 4 6 5 3 4. 4 3 9 8
- 3 2 3 - 1 1 4 3
+ 4 4 0 3 2 5 5
5 2 2 3 8 3 5. 5 4 6 2 6. 6 9 4 8
- 2 3 2 - 4 2 5
(e) 3 4 2 7 3 3
+ + 2 0 ~ 7.
-
8 9 3 4
1 5 1 0
8. 7
- 6 0 2 0
5 0
8 9 6 6 4 3 0 5 7 4 2 4 1 3 0
(g) (h) Subtraction With Regrouping (pp. 34-41)
• See answers on pp. 35-36.
(i) Ul 3 4 5 2
+ 5 [!]0 9 1. 2. 1 1o 1Q. 1
~ 1.3 'I.
~2 4 6 5
6 4 9 1 6 4 8
(k) (I)
3 7 8 5 3. 1 12 12 1 4. 3 12 1o 1
'2.'S.'S.2 14. 'S. "' 2
+ +03 z[!] - 1 6 4 5 - 2 5 6 7
[!] 0 8GJGJz 5. 3
6 8 7
1o 9 1 6. 4
1 7 4 5
11 1o 1
14.'1..~2 '5.'2.'\0
(m) (n) 6 3 8 - 1 6 8 3
2 8 7 3 6 4 3 2
3 4 6 4 3 5 2 7
+[2]4 5[2] + z[2]8GJ 7. 1 13
'2.14.~0
9 1 8.
0 9
1
6(2][2Jo 8 3 6
\\
- 4 7 7 4
1 5 6 4 4 2 3 5
(o) 9. 3160-887 = 2273 10. 5050- 1385 =3665
~ \.1~ 10 'L 9
!>. ~
'S. 0
14 1
8 8 7 - 1 3 8 5
2 2 7 3 3 6 6 5
11. 4853 - 699 =4154 12. 3280- 1705 =1575
The other number is 4154. The other number is 1575.
Subtraction Without Regrouping (pp. 31-33) 14
7 1 2 1 7 1
4 '8. 'S. 3 'S. 2 '8. 0
6 9 9 - 1 7 0 5
4 1 5 4 1 5 7 5
• Yes. Subtracting 67 from 1234 is the same as finding the
difference between 67 and 1234.
13. 4055 - 1831 =2224 14. 7000 - 2682 =4318
The smaller number is 2224. The smaller number is 4318.
• Yes. The same answer is obtained for both questions.
1234- 67 =1167. \
1
0 5 5 \ 9~ \10
• See answers on p. 32. - 1 8 3 1 - 2 6 8 2
2 2 2 4 4 3 1 8
1. 5 6 9 2. 3 6 4 5
4 2 7 2 3
1 4 2 3 5 2 2
160 Visible Thinking in Mathematics 3A (2nd Edition) © 2014 Marshall Cavendish Interna ti onal (Singapore) Private Limi ted
1S. Ia)
e 1100 less 1. 141 1128 + 3101 = 4229
@)--''-!'~ ~"--s
The bigger number is 4 29 .
3101 + 4229 = 7330
2. 121 320 + 14 = 334
334 + 2819 = 31S3
s
1100 more
3. 121 3200 + s = 320S
420 + 28 = 448
320S + 448 = 36S3
1 1
e
4. 131 2 7 3 s
lbl +3 @] 1 8
6 1 IT] 3
1so less 4+S=2.
3.« 10 ~
E>-''~·+~0~
S. 131 12
- 2 3 1 [I]
7 [jJ 6
6+1=Z
ISO more
6. 3SO + 7800 = 81SO
8 7. 4200- 340 = 3860

8. Using bar models:
1237
~
lei
} 2305
I
SO less 230S - 237 = 2068
1
2068 + 2 = 1034
~OI_::ss~o~o~ The smaller number is 1034.
1034 + 237 = 1271
I 1034 and 1271
~mo" 9. 42S + 328 = 7S3

Henry had 7S3 stickers at first.
0
753- 120 = 633
10. -80 +160 - 80 +160 -80
~
ldl
42~83
SO less
1
~O ~s~O_m~ 1. Using bar models:
I
James ' I- - - - - - - - . -----.-
, -22-4---,-1 ~ ~ ~~~ ~~J
0}£m'" 0
Bernard I
224 + 128 + 128 = 480
128
James had 480 sweets more tho Bernard at first.

1
480
~
A
lei
James 1 f . so l
I SO less Bernard I I ?
(§-"_!·+~·~ 480 - so= 430

430 + 2 = 21S
480 - 21S =ill
s
I SO more
James must give 26S sweets to Bernard so that Bernard would
have SO sweets more than Jame .
2. The greatest number that can be armed is 7S20 and the
smallest number that can be formed is 2057.
These two numbers will form the greatest difference.
7S20 - 2057 = S463
© 2014 Marshall Cavendish International {Singapore) Private limited Visible Thinking in Mathematics 3A !2nd Edition) 161
3. 4350 3.
3405
Kimberly I 597
1},
945 Steve I 216
597 + 216 = 813
Johnny should have formed the number 4350. Both of them sold 813 tickets altogether.
4.
Kimberly I 597
CHAPTER 3: WORD PROBLEMS INVOLVING
ADDMON AND SUBTRACTION Steve
?
Word Problems (pp. 45-51) 597 + 216 =813
Steve sold 813 tickets.
Thinking Platform
5. 597
• In all the word problems, only one person, Mrs Divan, was
Kimberly
involved. She also made the same number of tarts- 250
tarts, every morning. All the problems also ask the same Steve
question- "how many tarts did she make altogether?".
• In the three word problems, she made different numbers of tarts ?
in the afternoon. In Problem 1, Mrs Divan made exactly 145 tarts 597- 216 =381
in the afternoon . In Problem 2, she made 145 more tarts in Steve sold 381 tickets.
the afternoon. In Problem 3, she made 145 fewer tarts in the
6.
afternoon. Monday I 602
1},
• No, the same model cannot be used to solve these problems.
Tuesday I 245
•
602 + 245 = 847
Morning I 250 Problem 1
~:::::;=:::::::::=:::. He delivered 847 letters on both days.
Afternoon D 145
7. 602
Morning I 250
Problem 2
Monday
Afternoon I 145 Tuesday

245
?
602 - 245 = 357
Morning I 250
~===~--, Problem 3 He delivered 357 letters on Tuesday.
Afternoon Ll_ _ _ _ _ _...~..-_14_5_....~
1 8.
Monday I 602
Attaining Mastery Tuesday
1. ?
Daniell 524 602 + 245 =847
~======;----____J
He delivered 847 letters on Tuesday.
Henry I
~::::;::::::~---v------' 9
? 298 · Jacob LI_ _ _ _ _17_2_5_ _ _ _____JI }?
524 - 298 =226
Henry has 226 marbles.
Tom~
1725 + 340 =2065
2 524 Both of them j og 2065 m altogether.
· Daniell
Henry 10. 1725

~====::::::~==::::!
7 Jacob I
524 + 298 = 822 ~======!:==-=
Henry has 822 marbles. Tom l - 1_ _ _ _ _ ....J~
?
1725 - 340 =1385
Tom jogs 1385 m.
162 Visible Thinking in Mathematics 3A (2nd Edition) © 2014 Ma rshall Caven dish Intern ation al (Singapore) Private Limi ted
11 .
JacobI 1725 1340
More Word Problems (1) !pp. 52 63)
~
Tom I I I Thinking Platform
?
1725 + 340 =2065 Johnj
Tom jogs 2065 m. Davidj Situation 1
12.
I
Women 2100
1}, Calvinj
Men j 741
Johnj
2100 + 741 =2841
There are 2841 people in the hall altogether. Davidj Situation 2
13.
Women I 2100 Calvinj
Men
Johnj
Situation 3
?
Davidj
2100 + 741 =2841
Calvin j
There are 2841 men.
14. 2100
• See answers on p. 53 .
Women • The model is the same as the one
previous situation.
Men • See answers on p. 53 .
• The model is the same as the one
?
previous situation.
2100- 741 =1359
There are 1359 men.
• The model is the same as the one
15.
Saturday j 863
1}, previous situation.
Sunday j 560
Attaining Mastery
863 + 560 =1423
1423 balloons were given out on Saturday and 1.
Sunday altogether.
Betty j 289
II
16.
Saturday j 863
Denise j 289
I 135
Sunday
}? Jane [
[
?
863 + 560 =1423
560
289 + 135 =424
I 128
1423 balloons were given out on Sunday. Denise made 424 bracelets.
863 + 1423 =2286 424- 128 =296
2286 balloons were given out on Saturday and Jane made 296 bracelets.
Sunday altogether. 2.
Monday j 316
17. 863
Saturday
Tuesday j 316 408
I
Sunday j
}? Wednesday !
?
L 89
560 316 + 408 =724
863 - 560 =303
303 balloons were given out on Sunday. He sold 724 eggs on Tuesday.
863 + 303 =11 66 724-89 =635
1166 balloons were given out on Saturday and He sold 635 eggs on Wednesday.
Sunday altogether.
© 20 14 Marshall cavendish Internationa l (Singapore) Private Limi ted Visible Thinking in Mathe atics 3A (2nd Edition) 163
3.
Monday I 316
8.
~
?
TuesdayI 316 408 CarolineI

Wednesday I 316 408 1891 Kerry I $889
? Teresa I $1558
'-----r-'
316 + 408 =724 $347
He sold 724 eggs on Tuesday. $1558 + $347 =$1905
724 + 89 = 813 Kerry received $1905.
He sold 813 eggs on Wednesday. $1905- $889 =$1016
4. 542 Caroline received $1016.
9. ?
Bernard I 235 ~
CarolineD
Alan
Charles I 174
KerryI $889
Teresa I $889 $347

?
542 - 235 =307
$1558
Alan has 307 stamps. $1558- $347 =$1211
307 + 174 =481 Kerry received $1211.
Charles has 481 stamps. $1211 - $889 =$322
5.
Bernard I 542
10.
Caroline received $322.
Alan I
Cheese ;
542 235 245 }
Charles
Apple I, 1369 ?
?
"---.r--'
174
Strawberry ! itlf!
542 + 235 =777 2664 245
Alan has 777 stamps. 2664 - 245 - 369 = 2050
777- 174 = 603 He ordered 2050 cheese pies.
Charles has 603 stamps. 2664 + 2050 + 2050 + 245 =7009
6. 1623 He ordered 7009 pies altogether.
EnglishI 887
11.
Strawberry I 2664 369
Chinese I
Apple 2664 ?
Malay I 684 Cheese I 2664

I ~ 245
? 2664 + 2664 + 369 + 2664 + 245 =8606
1623- 887 =736 He ordered 8606 pies altogether.
There are 736 Chinese books in the library. 12.
I
~I }
Friday
736 + 684 =1420
There are 1420 Malay books in the library. Saturday I 1461 ?
7.
English I 1623
Sunday I 1461 1365 1
Chinese I 1623 887 1461 -194 =1267
1267 books were sold on Friday.
Malay
1267 + 1461 + 1461 + 365 =4554
4554 books were sold altogether on the three days.
? 684
1623 + 887 = 2510
There are 2510 Chinese books in the library.
2510- 684 = 1826
There are 1826 Malay books in the library.
164 Visible Thinking in Mathematics 3A l2nd Edition) © 2014 Marsha ll Cavendish International (Singapore) Private Limited
II~}
13. 2. 20
Sunday I
Friday I I I? class 3A ~~====-1-~~~~~r:_: ~:_: ~:_: ~:_: ~_:_~_:_~.: . ~: _ ~---,
Saturday I 1461
rT. Class 3B .__I- - - - - - "11_ _ _2_0_ __J
1461 + 194 - 365= 1290 ?

1290 books were sold on Sunday. 20 - 15 =5
1290 + 1290 + 365 + 1461 = 4406 20 + 5 = 25
4406 books were sold altogether on the three days. There were 25 more pupils in Cia s 3B than Class 3A in the end.
14
· Post Office C I 2465 I } 3
· Class 3B I~~::...:_:_:_:~-----,---,
I~ ~ ~~ ~ :
Post Office B I 2465 i 789 I ? Class 3A I 15 20
'--------;:===;:::::::~=====
Post Office A . 24_6_5 -
I _ __ _ _ ---'1_7_8_9--'1'--37_,81 ?
2465 + 2465 + 789 + 2465 + 789 + 378 = 9351 20 + 15 + 20 = 55
9351 letters were delivered by the three post offices. There were 55 more pupils in Cia s 3A than Class 3B
in the end .
~========:::::::..---,
15
· Post Office A I} 4. 45
Post Office B I 378 7
~====~~------,
Post Office C L~-------~-3_7_8_.___7_8_9_ __,
2465
?
2465 - 378- 789 = 1298 45-35 = 10
1298 letters were delivered by Post office A. 45 + 10 =55
1298 + 1298 + 378 + 2465 = 5439 There were 55 more passengers n BusY than Bus X in the end
I ::: ~~ : : : ~ I
5439 letters were delivered by the three post offices.
5 '"' y I
More Word Problems (2) lpp. 64-70) Bus X . II 35 45
45 + 35 + 45 = 125 1 ?
There were 125 more passengers in Bus X than Bus Y in
ldl Billy has more money now.
o When Andy gives Billy less than $30, Andy still has the end. I
Hall Y~~======1=1~?:....::.~~~L---.---~
6
more money than Billy.
·
o When Andy gives Billy $30, both of them wi ll have
Hall X 3_9_5_ __,__1_5_0--'
the same amount of money.
.
I _ __ _ _ _ _ _. . . _ , I_ _
When Andy gives Billy more than $30, Billy will

I
o
?
have more money than Andy.
150 + 395 + 150 = 695
There were 695 more people in Hlall X than HallY in the end.
7. 395
1. 40 Hall X 150
- - - --, ~==~===+::::;------1. -- -- --'
Maria 15 Hall Y 1.___ _ _ __,__ _
15_0-+--'
--- - -J
Sarah I 15 I' - v - '
? 395- 150- 150 = 95
There were 95 more people in Hall X than Hall Y in the end .
40 - 15 - 15 = 10
8. $50
Maria had 10 more stamps than Sarah in the end .
Janet
"----<--'
?
$50 + $2 = $25
Fiona gave Janet $25.
© 2014 Marshall Cavendish International (Singapore) Private Limited Visible Thinking in Mathe atics 3A 12nd Edition) 165
9. $100 128-82 =46
Celine baked 46 muffins.
Janet I =72
~======~~___J 46 + 26
Fiona L....__ _ _ _ _ _...L Serene baked 72 muffins.
128 + 46 +72 = 246
They baked 246 muffins altogether.
$100 7 $2 =$50 5. (3)
Fiona gave Janet $50.
X
I I 80
10. 30 y
D }331
Art Club
zI I 80 45
I
Science Club IL_______ _L_ ___j
?
331- 80- 80- 45 =126

126 7 3 =42
30 7 2 =15
15 members moved from the Art Club to the Science Club. Yis 42.
11. 60 42 + 80 + 45 =167
Z is 167.
Science Club I 6. 245 + 200 + 63 =508
~======~~___J He had 508 stickers at first.
Art Club
L--------.....1. 7.
Monday
~
60 7 2 =30
30 members moved from the Art Club to the Science Club.
Tuesday
I 150
?
Wednesday
I 175
Thursday
I 200
l. (2) 242- 125 = ll7

Friday
I 225
Henrick had 117 stickers at first.

125 + 150 + 175 + 200 + 225 =875
117 + 82 =199
The postman delivered 875 letters from Monday to Friday.
Gopal had 199 stickers at first.
2. (3) 240 7 5 =48 8. Wilson 128
48 boys received bookmarks.
375- 240 = 135 David 128 128 128
The girls received 135 bookmarks in total.
Rakesh 128 128 128 40
135 7 3 =45
There were 45 girls. ?
48 + 45 = 93
128 + 128 + 128 = 384
93 children were at the book fair.
David had 384 marbles.
3. Ill 82
384 + 40 =424
Gabriel ~-----1_29______.....~.1~~~ Rakesh had 424 marbles.
9. 238
James
Henry
?
129 + 28 =157 Kevin

Gabriel had 157 stamps at first. ?
157-82 =75 238-26 = 212
James had 75 stamps at first. 212 7 2 =106
4. (3) 238 - 106 =132
Janet 1 128
Henry must give 132 stamps to Kevin .
Celine
D 82
Serene
Od 26
166 Visible Thinking in Mathematics 3A (2nd Edition) © 20 14 Marshall Cavend ish Intern ational (Singapore) Pri vate Limited
10. CHAPTER 4: MULTIPLICATION AND DIVISION
128
I}
536 BY 6, 7, 8 AND 9
Multiplication And Division By lpp. 75-79)

536- 128 = 408
408 + 2 = 204
The smaller number is 204.
204 + 128 = 332 • From the two highlighted boxes, w know that
The bigger number is 332. 8 x 3 is 24 and 4 x 6 is also 24.
332 + 4 = 83 • See notes on p. 75.
The resu lt wou ld be 83.
1Think Out Of The Box! I

1. Ia) 5 X 6 = 30 (b) 30 + 5 6 (c) 30 + 6 = 5
1. $80 X 3 = $240 2. Ia) 7 X 6 = 42 (b) 42 + 7 6 (c) 42 + 6 = 7
They had $240 altogether. 3. Ia) 9 X 6 =54 Ib) 54+ 9-6 (c) 54+ 6 = 9
4. 6 X 6 = 36
James $84 He has 36 marbles altogether.
5. 36 + 6 = 6
Celine
There are 6 marbles in each bag.
Daryl ~_ _ __,______JI~$39 $45 ~ 6. 7 X 6 = 42
There are 42 stickers altogether.
$240- $84- $39 = $117 7. 42 + 6 = 7
$11 7 + 3 = $39 Each friend gets 7 stickers.
Celine had $39 at first.
$39 + $39 = $78
Daryl had $78 at first.
Multiplication And Division By lpp. 80-84)
2. ?
Thinking Platform
Boys
• 2 X 7 =14
Girls 243 1 + 14 = 15
The date 2 weeks from now will be 15th of January.
Adults
Attaining Mastery
243 + 3 = 81
There were 81 girls. 1. (a) 4 x 7 = 28 lbl 28 + 4 l 7 (c) 28 + 7 = 4
81 X 2 = 162 2. (a) 6 x 7 = 42 (b) 42 + 6 = 7 lcl 42 + 7 = 6
There were 162 boys. 3. (a) 9 x 7 =63 (b) 63 + 9 -~ 7 (c) 63 + 7 =9
3. ? 4. 8 X 7 =56
There are 56 picture cards altoge her
Friday 346
Saturday D I}
849
5.
6.
56+ 7 = 8
Each friend gets 8 picture cards.
9 X 7 = 63
Sunday I 128 She has 63 candies altogether.
7. 63 + 7 = 9
849- 346- 128 = 375 There are 9 candies in each bag.
375 + 3 = 125
There were 125 books that were borrowed on Saturday.
125 + 346 = 471
Multiplication And Division By 8 (pp. 85-89)
There were 471 books that were borrowed on Friday.
• From the two highlighted boxes, we know that

6 x 4 is 24 and 3 x 8 is also 24.
• See notes on p. 85 .
© 20 14 Ma rshall Cavendish Intern ational (Singapore) Pri va te Limited Visible Thinking in Mathe atics 3A (2nd Edition) 167
3. 9 X 6 =54
54 children took part in the first game.
1. (a) 4 X 8 = 32 (b) 32 + 4 = 8 (c) 32 + 8 = 4 54+ 2 =56
2. (a) 6 X 8 = 48 (b) 48 + 6 = 8 (c) 48 + 8 = 6 A total of 56 children took part in the second game.
3. (a) 9 x 8=72 (b) 72+9=8 (c) 72+8=9 56+ 8 = 7
4. 8 X 5 = 40 There were 7 children in each team for the second game.
He has 40 straws altogether. 7- 6 = 1
5. 40 + 8 = 5 There was 1 more child in each team in the second game than
There are 5 straws in each bag. the first game.
6. 8x9=72 4. 36 + 4 =9
There were 72 magnets altogether. Each child got 9 coins.
7. 72+8=9 5. 36 + 6 = 6
Each friend got 9 magnets. Each child got 6 coins.
6. 36 + 4 = 9
Multiplication And Division By 9 (pp. 90-94) Each child got 9 coins.
4+2=6
Thinking Platform After 2 more children joined in. there were 6 children
altogether.
• 11 X 9 = 99 16 X 9 = 144 36 + 6 = 6
12 X 9 = 108 17 X 9 = 153 Each child wi ll now get 6 coins.
13 X 9 = 117 18 X 9 = 162 9-6=3
14 X 9 = 126 19 X 9 = 171 Each child would get 3 fewer coins.
15 X 9 = 135 20 X 9 = 180
Yes, similar patterns are observed. The digits in the ones place
are in descending order. The tens are in ascending order. The
sum of the digits of the product is equal to either 9 or 18.
1. (2) 64 + 8 =§.
2. (4) 8 x 9=72
Attaining Mastery
6 X~= 24
1. (a) 5 X 9 = 45 (b) 45 + 5 = 9 (c) 45 + 9 = 5 8 X§_: 48
2. (a) 7 X 9 = 63 (b) 63 + 7 = 9 (c) 63 + 9 = 7 24 + 48 =72
3. (a) 8 x 9=72 (b) 72+8=9 (c) 72+9=8 3. (3) 9 X 6 =54
4. 4 X 9 = 36 54+ 16 = 70
She has 36 buttons altogether. 4. (2) 6 X 9 =54
5. 36 + 9 = 4 54+ 2 = 56
There are 4 buttons in each bag. The number is 56.
6. 6 X 9 =54 56+ 8 = z
There are 54 cookies altogether. 5. (1) 9 X 6 =54
7. 54+ 9 = 6 54 - 8 - 8 - 8 = 30
Each child gets 6 cookies. 30 + 6 =.2
6. 8-5 = 3
18 + 3 =6
More Multiplication And Division By 6, 7, 8 And 9
Each file cost $6.
(pp. 95-98)
8 X 6 = 48
He was given $48.
7. 8 X 5:40
• The total number of marbles in the bag is the same for both Mrs Tan had 40 sweets.
Problem 1 and Problem 2. 40 + 4 =10
• See answers on p. 95. She can give 4 sweets each to 10 pupils.
10 - 8 = 2
She can give sweets to 2 more pupils.
8. 12 X 6 =72
1. 54+ 9 = 6 72 + 4 =76
There were 6 children in each team. There were 76 stamps.
2. 8 X 7 =56 9. 30 + 6 =5
!'here were 56 children altogether. Each friend received 5 sweets.
168 Visible Thinking in Mathematics 3A (2nd Edition) © 20 14 Marshall Cavend ish Intern ationa l (Singapore) Private Limited
10. 6 X 4::24 Multiplication With Regroupin lpp. 105-1151
24 .;- 8 =.3.

1. Using supposition:
Assume all pupils are girls.
1. (a) 3 (b) 1
40x 3 = 120 2 8 4 2
142-120 = 22 X 4 X 8
The boys received in total 22 more sweets than all the girls. 2 3 3 6
5-3=2
(c) 3 (d) 1
Each boy received 2 more sweets than each girl. 3 5 7 3
22 .;- 2 = 11 X 7 X 5
There were ll boys. 2 4 5 3 6 5
40- 11 = 29
There were 29 girls.
(e) 7
6 8
m 5
8 9
2. Using supposition: X 9 X 6
Assume 3 boys and 1 girl make up one group. 6 2 5 3 4
3x3=9
2. (a) 5 5 (b) 7 1
3 boys get 9 lollipops. 2 8 9 6 8 2
1 x2 = 2 X 6 X 9
1 girl gets 2 lollipops. 7 3 4 6 3 8
9 -2= 7
(c) 2 4 (d) 1 3
840 .;- 7 = 120 groups 4 2 5 5 2 8
120x 4 =480 X 8 X 4
There were 480 children at the carn ival. 3 4 0 0 2 2
CHAPTER 5: MULTIPLICATION AND DIVISION

(e) 6 3
6 9 5
m 4 3
7 9 6
X 7 X 5
Multiplication Without Regrouping lpp. 101-1041 4 8 6 5 3 9 8 0
3. (a) 138
~
Thinki~ Platform
20 X 6::120
3 X 6::18 3
120 + 18 = 138 3
(b) 228
~
1. (a) 1 2 (b) 2 1 50 X 4::200
7 X 4::28 7
X 3 X 3
---
3 6 6 3 200 + 28 = 228 7
(c) 1216
(c) 2 3 (d) 3 2
X 3 X 3 100 X 8::800
- --
6 9 9 6 50 X 8::400
2 X 8::16
(e) 3 4 m 4 3 800 + 400 + 16 = 1216
X 2 X 2
--- ---
6 8 8 6 (d) 2622
800 X 3 =2400
2. (a) 3 2 (b) 3 2 1 70 X 3 =210
X 3 X 3
4 X 3 =12
3 9 6 9 6 3
2400 + 210 + 12 = 2622
(c) 2 3 0 (d) 3 0 2
4. 8 X 24 =192
X 3 X 2
6 9 0 6 0 4 There are 192 pencils in Box B.
24 + 192 = 216
(e) 3 4 (fl 4 1 3 There are 216 pencils in Box A a d Box B altogether.
X 2 X 2
2 6 8 8 2 6
© 2014 Ma rsha ll cavendish Internationa l (Singapore) Private Li mited Visible Thinking in Mathe atics 3A (2nd Edition) 169
5. 8 X 124 = 992 Division Without Regrouping lpp. 11 6- 11 91
There are 992 pencils in Box B.
124 + 992 = 1116
There are lll6 pencils in Box A and Box B altogether.
6. 15 + 27 = 42 • See answers on pp. 116- 117.
There were 42 pupils altogether.
42 X 9 = 378
378 erasers were given out altogether.
7. 105 + 207 = 312 1. Ia) 28 + 2 = 14 lbl 38 + 3 = 12 R2
14 1 2 R2
There were 312 pupils altogether.
312 X 9 = 2808
zm 3)38
2 3
2808 erasers were given out altogether. 8 8
8. 29 + 28 =57 8 6
He does a total of 57 sit-ups and push-ups in a day. 0 2
57 x 4 = 228
lei 67 + 3 = 22 R1 idl 48 + 4 = 12
He does 228 sit-ups and push-ups in 4 days altogether.
2 2 R1 12
9. 79 + 78 = 157 3!67 4Y48
He does a total of 157 sit-ups and push-ups in a day. 6 4
157 x 4 = 628 7 8
He does 628 sit-ups and push-ups in 4 days altogether. 6 8
1 0
10. 4+3=7
They bought a total of 7 bags of key chains. lei 86 + 4 = 21 R2 lfl 58 + 5 = 11 R3
7 X 35 = 245 2 1 R2 1 1 R3
They bought 245 key chains altogether. 4Y86 5)"58
8 5
11. 4+3=7
6 8
They bought a total of 7 bags of key chains. 5
4
7 X 135 = 945 2 3
They bought 945 key chains altogether.
2. Ia I 288 + 2 = 144 lbl 822 + 2 = 411
12. Ia) 6
X 3 144 411
4 8 2!288 2J8'2'2
2 8
8 2
Ib) 3 2 8 2
X 4 8 2
2 8 8 2
0 0
6
lei 638 + 3 = 212 R2 idl 485 + 4 = 121 R1
lei 3 9
2 1 2 R2 1 2 1 R1
X 7
3!638 4J4'85
2 7 3
6 4
2
3 8
ldl 4 5 3 8
X 5 8 5
2 2 5 6 4
2 1
lei 807 + 4 = 201 R3 lfl 559 + 5 = 11l R4
lei 4 2
201 R3 1 11 R4
X 4
4J8(i"7 5 )""559
5 6 8
8 5
3 2
0 5
lfl 3 5 4 0 5
X 6 7 9
2 2 4 4 5
3 4
3
lgl 6 4 0
X 9
5 7 6 0
170 Visible Thinking in Mathematics 3A !2nd Edition) © 2014 Marshall Ca vendish International (Singapore) Private Lim ited
Division With Regrouping (pp. 120-1281 4. 205 + 7 = 29 RZ
2 9 R2
Thinking Platform 7 )2"6'5
14
• See answers on p. 121. 65
63
2
Attaining Mastery 7-2 =5
The smallest number of addition I apples
1. (a) 56+ 4 = 14 (b) 65 + 4 = 16 R1
she would need was 5.
14 1 6 R1
4!56 4J6'5 5. 156 + 6 = 26
4 4 26
16 25 6 )"i"56
16 24 12
0 1 36
(c) 78 + 6 = 13 (d) 87 + 6 = 14 R3 36
0
13 1 4 R3 There were 26 marbles in each bag .
6!78 6l87
6 6 6. 156 + 7 = 22 R2 I
18 27 2 2 R2
18 24 7 )"i"56
0 3 14
(e) 89 + 7 = 12 R5 m 98 + 7 = 14 16
14
1 2 R5 14
2
7Ja9 7J'9"'8
2 marbles were left.
7 7
19 28 7. 156 + 8 = 19 R4
14 28 1 9 R4
5 0 8 )"i"56
2. (a) 825 + 5 = 165 (b) 714 + 6 = 11 9 8
76
165 119
72
5~ 6 )"'7i"4
4
5 6
8 - 4=4
32 11
30 The smallest number of addition I marbles
6
25 54 he would need was 4.
25 54 8. 174 + 3 =58
0 0
58
(c) 568 + 5 = 113 R3 (d) 650 + 5 = 130
3Yl74
1 1 3 R3 130 15
5J568 5~ 24
5 5 24
6 15 0
5 15 There were 58 stickers in each alli> um.
18 0
15 9. 174 + 4 = 43 R2
3 43 R2
(e) 262 + 4 = 65 R2 4Yl74
16
6 5 R2
14
4~
12
24
2
22
There were 2 extra stickers.
20
2 10. 174 + 5 = 34 R4
34 R4
3. 205 + 6 = 34 R1 5Yl74
3 4 R1 15
6 )2"6'5 24
18 20
25 4
24 5-4= 1
1 The smallest number of addition I stickers
1 apple was left. he would need was 1.
© 2014 Marshall Cavend ish International (Singapore) Private Limited Visible Thinking in Mathe atics 3A (2nd Edition) 171
11. 312 + 6 =52 Word Problems Involving Four Operations
52 Using Models (pp. 129-133)
6)312
30
12
12 • In all the word problems, the names Daniel and Gavin are
0
mentioned. All problems also ask the same question of "how
Each of her friends received 52 mini muffins.
many stickers does Daniel have?".
12. 312 + 7 = 44 R4 • In Problem 1, Daniel has 124 more stickers than Gavin.
44 R4 In Problem 2, Daniel has 124 fewer stickers than Gavin.
7l312 In Problem 3, an additional person, Eric. is involved and the three
28
children have 124 stickers altogether.
32
28 • No, the same model cannot be used to solve these problems.
4
4 mini muffins were left.
·~====~==~----~
?
13. 312 + 9 = 34 R6 Daniel l 1121 1121
9)312
3 4 R6
Gavin I 1121
Problem 1
27
EricD
42
36
9-6=3
6
DanieiD
- ?
Problem 2
The smallest number of additional mini muffins
she would need was 3.
Gavin I I 124 I)'"
14. 940 + 5 = 188
?
1 88
Problem 3
I)"'
5 ) 9 40 Daniell 124
5
44 GavinD
40
40
40
0
There were 188 books in each box.
1.
15. 940 + 6 = 156 R4 Benedict I 1},
1 56 R4
6 ) 940 Raymond D
6
34 72
30
40 72 + 4 = 18
36 Raymond has 18 stickers.
4 18 X 6 = 108
There were 4 extra books. They have 108 stickers altogether.
2. ?
16. 940 + 8 = 117 R4
1 1 7 R4
8 ) 940
8
14
8
60
56
136 - 12 - 12 - 12 = 100
4
100 + 4 = 25
8-4=4
Joshua has 25 stickers.
The smallest number of additional books
12 + 25 + 12 = 49
he would need was 4.
Benedict has 49 more stickers than Joshua.
3.
Celine I 1}, 140 - 10- 10 - 10- 10- 10 = 90
90 + 6 =15
Lisa I Henry collected 15 picture cards.
10 + 15 + 10 + 15 + 10 + 15 + 10 = 85
136 + 2 = 68
136
9
K•Uh c~ll•ct•d 85 morn ''t" '1''' thoo "'."~
Lisa made 68 bracelets.
68 x 4 = 272 Daniell II
They made 272 bracelets altogether.
Simon I.________.
4.
Celine I
Lisa I
I} 244
84 + 2 = 42
8
Simon scored 42 points.

? 42 X 3 = 126
244 + 4 = 61 Daniel scored 126 points.
~::: .....____~'+-------'
1 }
Lisa made 61 bracelets.
61x 2= 122
Celine made 122 more bracelets than Lisa .
to. ,
:1 _ _ "
5. ?
?
124 + 4 = 31
Julie I Simon scored 31 points.
Lisa I
Celine I
1
1
4
4
1
1 1
4 1 1
4
1
}" 11
31 X 2 =62
Daniel scored 62 more points than Simon.
Daniel 1
91-4 - 4-4-4 = 75 ·
Simon 1i'------'--1i ---;1------'-------'I} 137
75 + 5 = 15
Julie made 15 bracelets.
Wilson I i 12 I
~--~~--~
4 + 15 + 4 + 15 + 4 = 42 ?
Celine made 42 more bracelets than Julie. 137-12 = 125
6. 125 + 5 = 25
Keith
Daniell
I
1}, Simon scored 25 points.
25 X 3 = 75
Daniel scored 75 points.
120 25 + 12 =37
Wilson scored 37 points.
120 + 3 = 40
75 - 37 =38
Daniel collected 40 picture cards.
Daniel scored 38 more points tho Wilson .
40 X 5 = 200
They collected 200 pictures cards altogether.
7. 120 Number Patterns Involving Gaps And Intervals
lpp. 134-139)
Keith I
Daniel l
Thlnkl!!9 Platform

?
120 + 4 = 30
Daniel collected 30 picture cards.
30 X 3 = 90
1. 8-1 = 7
Keith collected 90 more pictures cards than Daniel.
There are 7 gaps between the 1st and the 8th pupil.
8. ?
21 + 7 = 3
The distance between any two pu ils is 3 m.
HenryD
16 - 5 = 11
Daniel l 10 } 140 There are 11 gaps between the 5th and the
1 I
16th pupil.
Keith I 10 10 10 10
1 I 1 I 1 I 1 I 11 X 3 = 33
The 5th and the 16th pupil are 33 apart.
© 2014 Marshall Cavendish Intern ationa l (Si ngapore) Private Limited Visible Thinking in Mathe atics 3A !2nd Edition) 173
1
I
2. 9-4 =5 The distance between any two ice cream sticks
There are 5 gaps between the 4th and the is 2 em.
9th pupil. 20 + 2 = 10
20 + 5 =4 There are 10 gaps between the 5th and the last
The distance between any twa pupils is 4 m. ice cream stick.
16-5 = 11 5 + 10 = 15
There are 11 gaps between the 5th and the There are 15 ice cream sticks altogether.
16th pupil. 8. 9 -3 = 6
llx4=44 There are 6 gaps between the 3rd and the
The 5th and the 16th pupil are 44 m apart. 9th ice cream stick.
3. 7-1 =6 24 + 6 = 4
There are 6 gaps between the lst and the The distance between any two ice cream sticks is 4 em.
7th lamp past. 48 + 4 = 12
36 + 6 = 6 There. are 12 gaps between the 5th and the last
The distance between any two lamp posts is 6 m. ice cream stick.
22-10 = 12 5 + 12 = 17
There are 12 gaps between the lOth and the There are 17 ice cream sticks altogether.
22nd lamp post.
12 X 6 =72
The distance between the lOth and the 22nd lamp
post is 72 m.
4. 8-3 =5
There are 5 gaps between the 3rd and the 1· (2) Pencils
8th lamp post.
25 + 5 = 5 126
Erasers
The distance between any two lamp posts is 5 m.
22-10 = 12 126 + 3 = 42
There are 12 gaps between the lOth and the 22nd lamp post. 42 X 4 = 168
12 X 5 = 60 2. (2)
I I
The distance between the lOth and the 22nd lamp
post is 60 m.
Cars
Motorbikes D
I} 234
Wheels
5. 5-1= 4
There are 4 gaps between the lst and the 4 X 4 =16
5th pen. 4 cars have 16 wheels.
12 + 4 =3 l x 2 =2
The distance between any two pens is 3 em. 1 motobike has 2 wheels.
25-12 = 13 16 + 2 = 18
There are 13 gaps between the 12th and the 4 cars and 1 motobike have 18 wheels.
25th pen. 234 + 18 = 13
13 X 3 = 39 There were 13 motorbikes.
The distance between the 12th and the 25th pen 13 X 4 =52
is 39 em. There were 52 cars.
6. 10-5 = 5 3. (l) 16 X 8 = 128
There are 5 gaps between the 5th and the There were 128 chairs at first.
lOth pen. 16 + 9 = 25
20 + 5 = 4 There were 25 rows after some chairs were added .
The distance between any two pens is 4 em. 25 X 6 = 150
25-12 = 13 There were 150 chairs after some chairs were added .
There are 13 gaps between the 12th and the 150 - 128 = 22
25th pen. 22 chairs were added.
13 x4 =52 4 121
· Class 3A
The distance between the 12th and the 25th pen
is 52 em.
Class 3B 16
7. 10-1 = 9
There are 9 gaps between the lst and the so
lOth ice cream stick. so -16 = 34
18 + 9 =2 There were 34 pupils in class 3A at first.
174 Visible Thinking in Mathematics 3A (2nd Edition) © 20 14 Ma rshall Cavendish Intern ational (Singapore) Private Li mited
5. (3) ? CHAPTER 6: MENTAL CALCULAhONS
James I I I~!~~~] Addition Of 2-Digit Numbers (p . 143-146)

I
Imran I 16
~
44
44-16 = 28 • See answers on p. 144.
Imran had 28 stickers at first. • See answers on p. 145.
28 X 3 = 84
James had 84 stickers at first . Attaining Mastery
6. $8.;. 4 = $2
Each pen cost $2. 1. (a) 97 (b) 61
$2 X 2 = $4 (c) 141 (d) 191
Each notebook cost $4. 2. (a) 69 (b) 51
$4 X 5 = $20 (c) 121 (d) 191
He needed $20. 3. (a) 96 (b) 60
7. $36 .;. 12 = $3 (c) 130 (d) 190
Each cup costs $3. 4. (a) 89 (b) 62
$3 X3 = $9 (c) 122 (d) 192
Each plate costs $9.
$9 X 12 = $108
A dozen plate costs $108.
8. 8-1 = 7
There are 7 gaps between the lsi and the 8th trees.
56 m.;. 7 = 8 m • See answers on p. 147.
Each gap has a distance of 8 m.
20-5 = 15
There are 15 gaps between the 20th tree and 5th tree.
15 x 8 m =120m 1. (a) 11 (bl 14
The distance between the 5th tree and the 20th tree is 120m. (c) 9 (d) 6
9. 283.;. 6 = 47 Remainder 1 2. (a) 21 (b) 35
6-1 =5 (c) 19 (d) 25
He would need 5 more chairs. 3. (a) 33 (b) 45
(c) 27 (d) 35
4. (a) 33 (b) 43
I Think Out Of The Box! I (c) 27 (d) 37
1. 10-1=9gaps
1 + 2 + 3 + 4 + 5 + 6 + 7 + 8 + 9 = 45 m
Mental Multiplication (pp. 149- 15 l
The distance between the lOth lamp post and the lsi lamp post
is45 m.
2. 20-8 = 12
12 children received 16 more chocolates.
12 X 16 = 192 ·~======~~----~
192.;. 8 = 24
Each child received 24 chocolates at first.
Problem 1
24 X 20 = 480
There were 480 chocolates at the beginning .
3. 128
Serene
Mabel Problem 2
128-18 = 110
110.;. 2 =55
She must give 55 stamps to Mabel.
© 2014 Marshall Cavendish International (Singapore) Private Limited Visible Thinking in Mathematics 3A (2nd Edition)
I
175
• 5 X 7 = 35
The total number of coins in Problem 1 is 35 .
7 X 5 = 35 1. (3) 9
3 / 1
The total number of coins in Problem 2 is 35. JfJJ O
Therefore, the total number of coins in Problem 1 - 1 2 8
and Problem 2 is the same. 2 7 2
• 5 x 7 and 7 x 5 will give the same answer.
2. 13) 1 plate -7 $5
• See notes on p. 149.
1 cup -7 $3
24 X $3 = $72
24 cups cost $72.
18 X $5 = $90
1. (a) 21 (b) 21
18 plates cost $90.
(c) 210 (d) 210
$72 + $90 = $162
(e) 2100 1ft 2100 3. (2) 64 X 8 = 512
2. (a) 32 (b) 32
64 X 6 = 384
(c) 320 (d) 320
512 - 384 = 128
(e) 3200 (f) 3200
128 + 4 = 32
3. (a) 42 (b) 42
4. (4) There are 7 gaps between the 3rd pole and lOth pole.
(c) 420 (d) 420
16 x 7 = 112m
(e) 4200 m 4200
5. 141
4. (a) 45 (b) 45 Hanson 64
(c) 450 (d) 450
(e) 4500 Margaret
1n 4500
Desmond
Mental Division (pp. 151-1521
?
64 + 64 + 16 = 144
• As long as the non-zero digits remain unchanged, when
Desmond had 144 chocolates.
dividing 35 tens by 7. we append one zero to the quotient of
6. 500 X 9 = 4500
35 + 7. Similarly, when dividing 35 hundreds by 7. we append
A = 4500
two zeroes to the quotient of 35 + 7.
50 X 9 = 450
• Mental division can be carried out easily for number sentences
(a). (b) and (c). B = 450
4500 - 450 = 4050
• The non-zero digits in these three number sentences are 2-digit
numbers that can be found within the multiplication table of 5,
c = 4050
7. 4 X 26 = 104
therefore, mental division can be carried out easily.
e
104 + 8 = 1.3.
·8 1185 + 5
8. 168 + 8 = 21
A=21
168 + 6
8 2320 + 8
1680 + 8 = 210
B = 210
210 + 21 = 10
c = lQ
1. (a) 6 (b) 60 (c) 600 9. 500 X 6 = 3000
There are 3000 marbles altogether.
2. (a) 7 (b) 70 (c) 700
(c) 800 3000 + 60 = 50
3. (a) 8 (b) 80
(c) 900 There are 50 marbles in each bag .
4. Ia) 9 lbl 90
5. (a) 7 (b) 10. 200 X 40 = 8000
70 lei 700
(c) 800 20 X 400 : 8000
6. (a) 8 (b) 80
(b) (c) 500 2 X 4000 = 8000
7. Ia) 5 50
8000 + 8000 + 8000 = 24 000
8. (a) 5 (b) 50 (c) 500
176 Visible Thinking in Mathematics 3A 12nd Edition) © 2014 Marsha ll cavendish International (Singapore) Private Limited
1. 2nd bus stop: 21 - 10 + 8 = 19 commuters

l si bust stop: 19 + 5- 16 = 8 commuters
There were 8 commuters who boarded the bus at the bus
interchange.
2. 3160 + 4 = 790
A= 790
31 600 + 400 = 79
B =79
31 600 + 4 = 7900
c = 7900
790 + 79 + 7900 = 8769
3. 14 400 + 6 = 2400
A= 2400
240 X 60 = 14 400
B = 14 400
14 400 + 240 = 60
c = 60
2400 X 60 = 144 000
144 000 + 14 400 = 10
The value is 10.
© 20 14 Marshall Cavend ish Intern ationa l (Singapore) Pri vate Li mited

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2nd Edition

At Marshall Cavendish Institute, we focus on teacher professional developmen ,

Yeap Ban Har, Ph .D.

While practice leads to better performance, practice without contextual and

Additional support is provided to the child through Notes. Notes present

Number Notation And Place Value 1I 3

Look at the scenario below.

1248 can be written as 1248 ones

How do I obtain the number

6 _ _ is in the tens place and

(a) In 3567, the digit _ _ _ _ _ is in the ones place and

the digit 3 has the value of _ _ _ __

(b) In 5082, the digit _ _ _ _ _ is in the hundreds place and

the digit 8 has the value of _ _ _ __

(c) In 9600, the digit _ _ _ _ _ is in the thousands place and

the digit 6 has the value of

3. Fill in the blanks.

(a) 8 thousands = tens

(b) 6 thousands = hundreds

(c) 47 hundreds= tens

(d) 390 tens= hundreds

(e) There are tens in 1200.

(f) There are hundreds in 7300.

(g) There are thousands in 6000.

(h) There are thousands in 10 000.

2000 ca_n be represented as 2 thousands

(a) 3500 can be represented as _ _ _ _ _ thousands

(b) 8904 can be represented as _ _ _ _ _ thousands

= __5::...8.;:. . .8.;: . 6.::._ _

(a) 58 tens + 6 ones = _ _ _ _ _ + _ _ _ __

(b) 58 hundreds + 4 tens = _ _ _ _ _ + _ _ _ __

(c) 6 thousands + 5 hundreds + 83 ones

(d) 5 thousands + 86 tens + 2 ones

(e) 8 thousands+ 12 hundreds+ 3 tens+ 5 ones

2561 can be expressed as:

(a) 5203 can be expressed as:

f 5 thousands 203 tens ~ 5203 nes

~ 5 thousands 2 hundreds 3 ones ~

~ 5203 tens ~ 52 hundreds 3 ones

(b) 9170 can be expressed as:

I have a digit 3 in the tens place.

2931 923 2329

(a) I have a digit 5 in the ones place.

635 8365 865 8583

(b) I have a digit 4 in the ones place.

5628 3624 5264 864

(c) I have a digit 4 in the tens place.

1345 643 1463 7445

---- Example -------------------:----------<

(a) the smallest possible number.

(b) the greatest possible number. I

(a) the smallest possible number.

(d) the greatest possible number between 500 and 7500.

n XYZ Computer Pte Ltd

Think/ Did he fill out the cheque correctly? Why?

(a) Two thousand and thirteen 2013

(d) Three thousand, five hundred and forty ( J

(g) Seven thousand and nine ----------t--l( J

3561 ~nd sixty-one

(a) 6392 six thousand, three hundred and nine-two

(b) 8403 eight thousand and four hundred and three

(c) 7026 seven thousand, two hundred and six

(d) 8116 eight hundred and eleven and six

5. 5816 + 173 =- - - - - 6. 2410 + 3201 = .!., _ __