Series Editor: Tony Staneff

S
Series Editor: Tony Staneff
Lead Author: Josh Lury
Consultants: Professor Liu Jian and
Professor Zhang Dan

Written by Tony Staneff and Josh Lury

 Textbook
Tony Staneff
iA

Ash is curious.
He loves to
work out
how to solve
puzzles.

asa RU

flexible
determined
helpful

Flo Astrid Dexter

Pearson
 sii Detter ‘2
BR a acer ROG

~S
= Your teacher will _
~ tell you which
_ page you need.
Unit | - Place value within 1,000 Wig nr ee ee a P

Counting in 100s
Representing numbers to |,000
100s, 10s and Is (I)
lO00s, 10s and Is (2)
The number line to 1,000 (I)
The number line to 1,000 (2)
Finding |, 10 and 100 more or less
Comparing numbers to 1,000 (1)
Comparing numbers to 1,000 (2)
Ordering numbers to 1,000
Counting in 50s
End of unit check

Unit 2 — Addition and subtraction (I)

Adding and subtracting 100s
/ Adding and subtracting a 3-digit number and Is
Adding a 3-digit number and Is
Subtracting Is from a 3-digit number
Adding and subtracting a 3-digit number and |0s
Adding a 3-digit number and 10s
Subtracting IOs from a 3-digit number
Adding and subtracting a 3-digit and a 2-digit number
Adding a 3-digit and a 2-digit number
Subtracting a 2-digit number from a 3-digit number
End of unit check
Unit 3 - Addition and subtraction (2) 438
Addition and subtraction patterns 100
Adding two 3-digit numbers (I) 104
Adding two 3-digit numbers (2) 108
Subtracting a 3-digit number from a 3-digit number (I) [2
Subtracting a 3-digit number from a 3-digit number (2) 16
Estimating answers to additions and subtractions 20
Checking strategies [24
Problem solving — addition and subtraction (|) 128
Problem solving — addition and subtraction (2) I32
End of unit check 136

Unit 4 - Multiplication and division (I) 138

Multiplication — equal grouping I40
Multiplying by 3 44
Dividing by 3 I48
3 times-table 52
mie
la
7

Multiplying by 4 I56 Let’s get 4)

Dividing by 4 l60 . started! #
4 times-table lo4
=,

Multiplying by 8 168
Dividing by 8 [72
8 times-table I76
Problem solving = multiplication and division (1) 180
Problem solving — multiplication and division (2) 184
Understanding divisibility (I) I88
Understanding divisibility (2) i942
Related facts — multiplication and division I96
End of unit check 200
What have we learnt? 202
 Unit4
These pages make sure | Multiplication and
we’re ready for the unit
ahead. Find out what
we'll be learning and it mn 7 n divide

brush up on your skills! , Se, /

You need to know that an
array can tell you two different
multiplication facts.

geese cose fl
5 groups of2
5x2=10
2 groups of 5
2x5=10

| Discover ,
Lessons start with Discover.
Here, we explore new maths problems.
Can you work out how to find the answer?
cc) a) There are 3 balls under each cup.
How many balls are there in total?
Write down a multiplication statement to work out the answer.
LTT = ————
== =
“ b) Work out 8 x 3.

_ Don’t be afraid to make mistakes.

_ Learn from them and try again!
TEES
a
Next, we share our ideas with the class.
34+43434+3+3+3+3=2!

Did we all solve the problems the same way? Ee There are 2|ballsintotal = «nnn a

What ideas can you try? gosgege [:tin

Ree

This is 0 7 x 3 array. 7 x 3 = 2!
b) 8x3=24
+3 +3 +3 +3 +3 + + +
(aN NaN Na VaeaNON --

Think together }
t tate 3 + 41
0 3 6 q 12 15

Then we have a go at some => ee

Think together
more problems together. oe.
©} what is the some? what is different?
gee
&

Use what you have just 0oe 08aaa EEE geete

hel you.
learnttoo help pees
os ERE EEE
ZEe geste
cases

We'll try a challenge too! @-:.

Sz Discuss with yourfriend.

=z © . thin
rkthey ae
@ e the
objects.
ze J.
= i
neaus
an
Tile
gous
oie
es s
mate i
O-@-G ual groLc
"attaer Woy. J
Th @- — "Reicdi ias-steses ase ia en

This EN
t you which
page to go to in your
e
2 Pra ctice Book avid shores 24grapes 3 people. t<) wi
Be e S000 C00t 220000 2e000000 Bsxs Bus ;
i ie Bese RR = How many grapes does each person get? A] 8 H
ie ne eee G2 QO: @: On © 1p0%4 contcns 4 breodrls ’
poe How many bread rolls are there in 7 packs? :
e Which calculation will not work out the number of counters " O> Gs Bx ;

ee ee ce Lexi shares 16 cubes equally between 3 people

socescoecece 999599959 59—995%

At the end of each unit there’s an |se8ecessecee gia. moan are left over? &

End of unit check. This is our chance © Wich catcsiotion gives the greatest answer? Bs mien
aa:

to show how much we have learnt. 7

a a ee: le
Unit | —
Place value w i t h i n 1 , 0 0 0 _
rar a a

In this unit we will... |

4 Count in 100s |
$ Partition a number in 100s, 10s and Is |
™" # Find 100, 10 and | more or less |
| $ Compare and order numbers up to 1,000
— $ Count in 50s
a pelt AS sl ic i sin nesta on eats
WOE SINY TOE da aaiiaadl = 7 Scale Stine

__ In Year 2 we used place value

| grids to organise our work.
| What number does this show?

bd tate ls Me eieall
 We will need some maths words.
How many of these can you remember?

hundreds (100s) tens (10s)

ones (Is) place value more

less greater than (>) less than (<)

equal to order compare

estimate exchange

pean

We will also use part-whole

models and number lines.

eaves

65

Zo) 30 40 50 .60 /0
Counti
inng
100s
Discover }

o a) Count the dice on the ground.

Is this the correct amount?

b) How many dice are there in total?

 | a) We can count the dice. .

|| _ Imade
| _ groups

. i SSC GECEEES 10
Zi th : cm SGSEGECGESES20
AE tees LOWS OU ae SSSEGEEEEES30
_ l0andthen counted ~ 666666666 6 40
==... in 10s. This looks like ~ eogeere wie icte 2
oe: :
* al00 square. : eee eeu R888 70
amen 5 SSE CEGBGESESE 80
SSGEEGBGUCSES 10
CGE UGG BG G G G 100

There are 100 dice on the ground. This is the correct amount.

b) There are 100 dice in each Jar.

There are 300 dice in total.

 'oO)
~
SRO nt ir ANAEMIA
ADH ESSERE AOI
se

4
Ooee
&
LL.@) U He
:D:
_. U O ‘Ss ~ oe) VY = io) UO =) (‘= Y1) SueWn

How many are there in each row?

Se

= _ pe

Se,
Os
100
Counters fo)
| Ozte

zero

one hundred

two hundred

three hundred
| acre ie
petepele
i = l

10
(2) What are the missing numbers?

SESE

NES
SS)

ee $$ I think there is
(i esafter = another name
nine hundred. I think it f for this. I wonder
must be ten hundred. , \\ what it is.
 Representing numbers to 1,000

There are 235

children in our school.

C1) a) Use base 10 equipment to represent 235.

Show this on a part-whole model. >—

: oa
b) What numbers are represented here? } |

I2
a) There are 235 children in the school.

= _ Ican represent Y
al ~ each child with |
base 10 equipment.

This is 124 (one hundred and This is 476 (four hundred

twenty-four). and seventy-six).
|Think together|
a) Represent these numbers using base 10 equipment.

There are 365 I have 130 swap

days this year. cards at home.

| Nioad 0

b) Show each number on a part-whole model. ay

(2) What numbers are represented?

c) Hk
(3) What mistakes have Andy and Aki made?

I have 360.

600000 (Andy)

I have made 652.

2) Ga’)(3)
What numbers have Andy and Aki made? i

I think they have mixed their

— numbers up. But which ones?
eee
ee

eh‘Use someaccel 10eetninenit )

to make your own numbers.
Teneo TS ween

Practice book 3A p9
 1010s
0s and,
Is @
Re Ss tia re

|Discover

|
ql
a) What numbers have Luis and Lexi made? . | c
A ha
Write the numbers in words and numerals. —+

b) Make the numbers 358 and 430 using base 10 equipment.

Organise your work using a place value grid.
\ ~
<3 ¥ \
t ) \ \ ]
} \\ \ \
\ |
\ :
\ \ \
f \ } \ tt
|
WH
\
\ | :
1 ) | / 1 | 4
, \
!
iN =:
} U--~ } | awe a
\ \ \ 4 > ay
i y ‘ne
{ } ) \ \ |

6
|

LA\\ yy
}

VY) |
7

C/
}
 For Luis’s number I will
count the 100s first, then
— — the 10s and then the Is.
— 5 aa
i mea

ee sa =

Icanshowthenumber
: a
__ using place value cards. _

Luis has made the number 241 (two hundred and forty-one).

; Lexi has made the number 262

(two hundred and sixty-two).

262 is 2 hundreds, 6 tens and

2 ones.
a) How many 100s, 10s and Is did Luis use?
What number did Luis make?

Luis used hundreds, tens and ones.

Luis made the number 2M).

a

b) What number did Lexi make?

Lexi used fes hundreds, B tens and [4}ones.

Lexi made the number} °° i

 (2) Represent each of these numbers using base 10 equipment.
a) 3 hundreds, | ten and 7 ones |

5 0 9 9 , (l
b) 6
|
| c) Four hundred and seventy-two r

os CD

Luis writes his Lexi writes her

number like this: number like this:

532 is 5 hundreds,
262 = 200 + 60 + 2
3 tens and 2 ones

Amn “Th
What numbers have the :
ee ope i “I think two of them have
rest of the class made? ~ made the same number.
al
mac
asseus mt z ———— ,

4 hundreds, :
/600+30+5] 4 300+ 70 - 5 tens and 7 +50
+ 400
7 ones
EES
1010s
0s and,
Is @
Discover

ae

I need to plant
215 bulbs.

SOOO OCCU OT
) a) Toshi needs to plant 215 flower bulbs.
How many boxes of 100 bulbs will he need? 2_
How many boxes of 10 bulbs? \
How many single bulbs? ‘5
b) Use place value counters to represent 215 on a place value grid.
a

o wl
=> . | oo ]

20
3 1 .
{fro \ >\ \o, \ae |
 Iwillststart Dycc
countingtheboxesac
of 00.)

666 4 4

Pio

Iwilluseapart-whole (215)
MOdel to help me.
y
weg.

Toshi needs 2 boxes of 100 bulbs, | box of 10 bulbs and 5 single bulbs.

Rie allows us
to organise
our work into
columns. We can
quickly see what “Nye
_the numbers are. |

2\
| Think together |}

IGdIOIOIOIOIOIIA

How many of each pack does Faisal need?

Faisal needs packs of 100, a2)

packs of 10 and 609 G0

[2}single seeds. c

(2) What numbers are represented on these place value grids?

22 L
 a) Use counters to represent each number on
a place value grid.

600 +20+/7

\b) Meg made one of the above numbers.

\ Which number did she make?

eee

I don’t think this is a number. There

are no numbers on the counters.

PERE ESSE
oS SSS SS.

think the column i

\ é €
a
vs
a

is in tells us its value. e. 7

Sy SRE
Naiineocsecossmansenegaanoe

Practice book 3A pl5 |

 Unit 1: Place value within 1,000, Lesson 5

The number line

l00m 200m 300m

oe a) This is a boat race. |

co Ey
() | y\
How far has boat A travelled? AL 3 let
How far has boat B travelled? 6 F O

Estimate how far boat C has travelled. 7). ()

b) Another boat, boat D, has travelled 00 metres.
Where will this boat be? )|

24
 m “Unit 1: Place value within 1,000, Lesson 5

are

+ Iused a number line to help

me. The number line goes
up in 100s, from 0 to 1,000 _«

sea RNRNVRETCC TE),

0 l00 =200 300 400 500 600 700 800 400 1,000
ees a ee ee SLES ma,

if
Boat A has travelled 300 metres. 50 lies half-way
Boat B has travelled 600 metres. bet
xs &

Boat C has travelled about 750 metres. RR

b) Boat D will be at 900 metres.

l0O0 200 300 400 500 600 700 800 400 |,000
 0 [ful
a) What are the missing numbers?
nin
Y1\
b) How far has boat A travelled? / Qari
c) How far has boat C travelled? ]—) 0 Vv )
d) Estimate how far boat B has travelled.

(2) a) What numbers are shown by the arrows?

’ L l
0 foe 500° 309 1,000
b) Point to the numbers 300, 500 and 990.

26
(3) a) Work out all the missing numbers.

ee & 2x0 |

1000~
o0qg0
00 |
4

b) Point to 275 on each number line.

paar IIE
» Last year we saw number |
_ Idon’t think these number \
_ lines that went up in 10s | SURANGA
ERE
lines goupin|00sthistime. | and Is. I wonder if any of
__ Iwill guess and see if it works. ~
Nanaia ‘
|. these do that.
\
J
aye

Practice book 3A pls

 The number line to 1,000 wh
Sea

| Discover

an
isa

a) Which number lines can you peg this number card to?

b) Work out three numbers you can peg to line D.

47

28
 eee a ~

~ Iknow that 500 is half--way \=

between 0 and 1,000. It is also
half-way between 400 and 600.
—— io

(2) 500 1,000

600 700
| 500 comes
' before 600
and 550 so
_ it does not
00 500 600 \fit on Bor D.

You can peg 500 on lines A and C.

b)
550 650

The three numbers could be 560, 600 and 645.

¢| Ray A
\\ ee Renvecat 550mand—-
gaulienbepegged on
o this AUNT
pen linc a —
ea: i

24
-

|Think‘together }

b)
ee ee 0 ——

750 |
@

[60|[775] [76a][755]{ro6
cle
PY All these aumbas appear on the number nen
a
|
/

What could the end number be? /

The end number of the number line could be ni.

30
 SIE ARDS TI eS saps as

(3) Is there a number that can go on every line?

A <e

ieee
0 1,000
& 600
— :

350

phrened e

~ I don’t think there is.

— Each number line has a
different start and finish.

a eet
>

I think there might

_ be one number that
-_ appears on every line.
A
eee ae

DOT ATR SRS ae

— 3|
Practice book 3A p21 |
Na cae 0 eon
Finding |, 10 and 100 more or less

Ci} a) How many points does Amal have? “)~ >

Amal receives 100 more. |
How many points does he have now?
b) Holly has 204 points. , «
She loses 10 points.

How many points does she have now?

32
S hare | ™
2 ATTRAC

_ Ican represent the notes )

_ using base 10 equipment. |
a) Ns p att ANNEWi
THANTN
AS
a
mi
eh

Amal has 253 points.

He receives |00 more.

more
100 more than 253 is 353.

Amal now has 353 points.

b) Holly has 204 points and loses 10.

: sae asiats
ae ope :
ae

: :
5

_ Idon’t have any 10s. |

_ Ineed to exchange
_ I hundred for !0 tens. —
ee

10 less than 204 is 194.

Holly now has 194 points.

33
 Loses 100
points

Wins | point

(2) Work out these amounts. VAC

a) 10 more than

b) 100 less than

Wage
c) | more than 248

(3) Work out 10 less than 407.

_ eeceamammmmmmmaa
((Remember, you es,
SIE!
\ need to OMS IN | ——
amen Zen
\ ee
34
SEs

| 6 Kate is working out 10 more than |95.

f)

I think the
answer is 1105.

457 is 100
more than

What mistake has each of them made?

1) items) 3\\-°

I can check Ebo’s answer and

i see if the sentence is true.
Comparing numbers to 1,000 ad

i} 100
LOLLIES

a) Are there more round lollies or square lollies?

Explain to your friend how you know.
b) Here are some triangular lollies.
Use <, > or = to compare the number
of square and triangular lollies.
Write two different statements.

36
 aaeaaga

There are 183 round lollies.

aN) ype “ :

There are 215 square lollies. 5 compared the number ea

183 has | hundred, of jars first. There are
more jars of square i
215 has 2 hundreds. lollies -sothere must
So 215 > 183 be more square lollies.
There are more square lollies.
>

b There are 215 square lollies.

——_

There are 214 triangular lollies.

There are the same number of !00s.

There are the same number of IOs.

5 is greater than 4.
So 215 > 214
This can also be written as:

214 < 215

| Think together }
‘ ) Which teacher has more books?

Miss Hall has books. Mr Jones has books.

is greater than| ~~|,

“2-8
has more books.

(2) Complete the sentences using <, > or =

coilil-- © (0
a) & |

© Anil -
b)

38
C3} Complete the sentences using <, > or =
eo} —

2 : =

Ambika has these sweets.

ane

[shia sala 4
2 elo)

Who has more sweets? Tam not sure. Danny \

looks like he has more

Btthink Ambika has more sweets. Look how many
“sweet as she has more jars. = \ acks he has.
_ —
-
map tice

Practice book 3A p27 |

tse
ns
Comparing numbers to 1,000 wh
Discover

b) What could the number 3%%* be?

40
 p= put each number into a place value
_ grid. I then compared the 100s. They
were the same, so I compared the 10s.

542 has 4 tens. 589 has 8 tens.

4 tens is less than 8 tens.

So 542 Is less than 589, or 542 < 5849.

542 is the smaller number.

f Iusedanumber |
240 has fewer 100s than 395 line to compare _
so 240 is the smaller number. ‘ L
the numbers.
\
240 395 meee
1 1
0 100 200 300 400 500 600 700 800 400 1,000
b) 395 < 3%&®.
—w

The 100s are the same.

We now compare the |0s. There must

be 4 tens, or 395 would be greater than 3%%*.
We now compare the Is. There must be more than 5 ones.
The number could be 356, 397, 398 or 399.

4l
 a) Which numbers are smaller than 490?

b) Which numbers are greater than 580?

(2) Complete the sentences using <, > or =

0 |,000

42
|6 Work out the missing digits.

a)

b)

c)

=
f“I wonder what the \
(| I have found greatest digit is
if
more than that can replace *
Ooneanswer _
for each one.

43
Practice book 3A p30 |
 Empire State
Building a
381m

o a) Which is taller, the Empire State Building or Big en?

’ - / —7 3

b) Put the buildings in order of height. ae

. - )\

Start with the shortest. a

4b
 The digit in the hundreds column for the Empire State Building
is greater than the digit in the hundreds column for Big Ben.
So 381 > 96
The Empire State Building is taller than Big Ben.

46 38!
-Iput the L
numbers onto l00 =200 300 400 500

b) _ oo
eme e

' Icomparedthe | ee

— then the Is. i}

Se é Eiffel Tower 5
/ Empire State 3
Building
Shanghai
Tower

Burj Khalifa
_Thinktogether)
Put these ships in order of length. Start with the shortest.

Zi
a
a BS Pa”
cee
1
ft
aay Nee \ \
jf ee i Ly

shortest longest

(2) Four boxes contain some counters.

Put the numbers of counters in order.

560 counters 57 counters 650 counters 506 counters

y
{L
rN
4~\
|
i on ; : / \ / Z

9
2.) aa
least \ “most -
46
:
C3] Are these numbers in an order?
: 740, 704, 470, 407, 74
| If they are, what order are they in?
If not, can you put them in order?
Use the number line to help you.

ree REAEION ISIE

4) These numbers arein order from smallest to greatest .

Find the missing digits.

3) : (Js. az 32(

a i oa ied

: I think there is more than one answer. _

k\
olin aennammmememanaiee nie
 Count Ing in 50s
os

OQ UY O
Bind > cd) ..
i

a) How many stars on each flag?

How many stars on 4 flags 2 4y
y

b) Sylvie counts 350 stars.

How many flags has she counted?

48
 spaihontanndin

angi i SARA
j
Icounted the starsin
5s. I saw that they were
in columns and rows.

There are 50 stars on each flag. “

} fi] ee
4 up in 50s. |

There are 200 stars on 4 flags.

_ Think together ;

Re

How many stars on I5 flags? der if Ihave to »)

There are stars on 5 flags. \ eee
b) How many stars on |6 flags?
There are stars on |6 flags.
c) How many stars on |7 flags?
There are stars on |7 flags.

(3) Ben counts !,000 stars. How many flags are there?
There are 1,000 stars on flags.

50
eee NOREEES rece ~~

:C4) Here is a 0 to 1,000 number line.

:
QO 100 200 300 400 500 600 700 800 400 1,000

I can use the number line to count in

50s from 0 to 1,000 and back again.

Which of these numbers will Kate say?

(29) |850]|p0}|#0.]"{s05] [355][ago]

What did you notice about ailthe numbers Kate says?
Think of a rule about the numbers Kate will say.

- The number line goes up in ~ yiPeRe rotceGlfeomieinag

~ 100s. Iam not sure how Kate (: interesting about the last two
_can use it to count in 50s. :

=)
Practice book 3A p36 |
 End of unit check

Oo What number is shown?

(A) 325 (8) 352 @ 523 ® 532

| (2) Which number line shows the arrow pointing to 350?

a v
| ae ea le eS ea a
0 1,000
cd Vv
0 1,000
(ss v
0 1,000
D NY
0 1,000
(3) lO more than Kesis}oy

® 435 ®) 285 © 395 ) 375

52
 7 Which statement is correct?

W 429 < 38! fH 429 > 381

®) 429 = 381 1B) None of them

[5] The number track goes up in 50s.

What number should be in the shaded box?

350 ®) 303 (@) 450 B) 499

(6 } Which set of numbers is in order from smallest to greatest?

(A) 54, 540, 504, 450 (©) 540, 504, 450, 54
(B) 450, 504, 54, 540 ‘ (B) 54, 450, 504, 540
|

| [7] There are three boxes of counters.

Box X contains 160 counters. Box Y contains 84 counters.

Box Z contains 100 more counters than Box Y.

Put the boxes in order. Start with the one with the fewest counters.
| | yA |
| le |

we
Dw ~

- 53
Practice book 3A p39 |
 In this unit we will ...
# Add Is and |0s to 3-digit numbers
# Subtract Is and 10s from 3-digitnumbers
# Add and subtract 3-digit and 2-digit |
numbers
# Learn when to exchange Is, 10s and 100s
¥ Add and subtract using mental and
written methods j

Do you remember how to use place \\

value? What numbers do these represent? (=~

ere T tenia ae i a ts le al a
 We will need some maths words.
Are any of these new?

ddition mental metho

lumn me oc “ exchange
——~
AA

2RTA TERRA TI

We need this too! Use it to write the number

two hundred and thirty-four using digits.

i[is
 Ni panre
UNIt iearnd s

| Adc is
ng and
_ Discover

nays

1007 al 100.
_ bricks—bricks _

e a) The lorry delivers 2 more packs of bricks. Each pack holds

P 100 bricks.
How many bricks does Amal now have in total? Lp o
b) How many bricks are left on the lorry? JS

56
 Unit 2: Addition and subtraction (1), Lesson 1

a) There are 100 bricks in each pack © Iwillcount ~— —

and 2 more packs were delivered. in 100s. ie

SS
ene
— —— —— J —

(f I will use number bonds to add the 100s.

I know that 3 + 2 = 5. So, there are 5
\" hundreds in a
ac. eee paciseghoeesrenser age:
0 l00
.

is
neem
200 300

SD
|
400 500

There are 3 hundreds and

2 hundreds.

300 + 200 = 500

Amal has 500 bricks now.

b) There were 4 hundreds on the lorry.

Then 2 hundreds were removed.

{¥\
0 100 200 300 400

400 - 200 = 200

200 bricks are left on the lorry.
pearance cee cece pnciaa amtnnncertrteneasaonnnsy

57
 Unit 2: Addition and subtraction (1), Lesson 1

erat Prone

oe There are 7 boxes. There are 100 hinges in each box.

3 boxes have been used up. How many hinges are left?

ms
—iooy :
a 100 200 300 400 500 600 700

There are =hundreds left.

There are | hinges left.

(2) a) A builder uses 400 nails. b) How many screws does the
How many does she have left? builder have in total?

Each box
contains
100 nails.

600 Ou = \Ce
| hundreds ©) |Dy) hundred:

She has|/“°| nails left. = [% }hundreds '

58 He has screws In total.
 Unit 2: Addition and subtraction (1), Lesson 1

C3] Explain the mistake.

There are 100 bolts in each box.

The builders need 600 bolts in total.

| How many more boxes do they need?

| ot
:at crib
be
e right

AERTSATS ERNE IRE EE

/ What other additions and subtractions can you find

using this fact?

,
eel ——— ~
, onsen .

Twill think of fact \ ( I will try adding 100s.

families. I will try to ~~ -
\\ find 8 facts using 100s. iy

- 54
=> Practice book 3A p42
 ind subt

TIME: 11:00

NUMBER OF
VISITORS IN THE
MUSEUM: 245

a) Once the people outside enter, how many visitors will be in

the
museum in total? ae 4 1

b) One person then leaves. : 4

How many people are left in th

60
 Unit 2: Addition and subtraction (1), Lesson 2

a) There are 245 people in the museum. 4 more arrive.

We need to work out 245 + 4 =

fF Counting oninis 4
~ works, but it is easy
__ to make a mistake. j
247 248 249 250 en ) ;

5p As we
PP cme

number }
I Use

245 +4=249

There will be 249 visitors in the museum in total.

b) One less than 249 is 248. {i

Jp
245 246 247 248 249

248 people are left in the museum.

6l
 Unit 2: Addition and subtraction (1), Lesson 2

Think together |
1) At 2 o’clock there were 319 people in the museum. Then 7 left.
How many people are now in the museum?

nil

Twill work out

~ the number =
~ bonds within <a
10 to solve this. _

i -
Now there are| 1}ones.
319 — (aia - 24)
P,\ people are now in the museum.

At | pm there were 241 people in the museum. 6 more people

arrived. How many are there now?

Now there are people.

62
 Unit 2: Addition and subtraction (1), Lesson 2

(3) Work out the missing information.

museum

RAVE [I52people |
58S
rig [Ateave’ | 5 peopl
4) How many solutions can you find for each calculation?

MASE:
” SLLGEYEL:
” EVEREST
if I think I found all the solutions.
 lLInit 3» ped edSS entien cece eB eee Pol Cal egrneca es a cg 5
UNIT . Adaition and subt action (aby Lesson 3

I will add the One of these

ones digits. is trickier.

a) Solve the additions.

b) Use the cards to complete this addition.

Is there more
than one way?

64 ; g
 Unit 2: Addition and subtraction (1), Lesson 3

DV Sh Pe fiss.7=7
See * Icanaddthels. | } Iwill
! add the Is.
| 14324 p5+7= I2
\ Is the answer I,312? )

#3547- |
' Weneed5moreto —
~ make the next lO. 7
\ aa celeon the 2. i

a. 5 ones sae 5 ~
* more make a ten. aire
Sepa

~_ Exchange |0 ones
"Y\ for I ten.

135 + 7 =! hundred + 4 tens +

2 ones = 142

b) 153 + 7 = 160 and 157 + 3 = 160

These both total 160, because 7 + 3 =

Unit 2: Addition and subtraction (1), Lesson 3

g
: » Solve this addition.

|
[3][1|[e|[+]|5, 316 «6317. ~Ss318s B19) 320° 321s

6 ones + 5 ones = (iF)ones

aa
ones=Itenand| _ jones
—- | , |
316+5= hundreds + tens + ones =

(2) Which addition changes the I0s digit? Can you tell before finding the
answers?

“Piste? EAs
Now solve the additions.

a) 8 ones + 6 ones = ones b) 2 ones + 6 ones = ones

ones =| ten + ones

248+6=| | 842+6=[ |
66
 Unit 2: Addition and subtraction (1), Lesson 3

6-U-L-«
Find more than 4 different solutions. Add a number less than 10.

want to )
| -_— v¥ — findallthe —
| 4al | 450 451 pg

LSA ARETE SRD

| 4) Find an example to support Astrid’s idea.

Sere seuieniyines aoe,

ae
a %

~.. When I add a 3-digit

“number and Is, the 10s
~~ digit increases by I. j

Is it always true?
Can the 10s digit ever increase by 2? '

| Discuss with a partner and share your reasons with the class.
|, ae idl
: 67
Practice book 3A p4s |
 But we have y
already an
delivered 6.

We had 15
parcelsto
deliver.

a) How many parcels do they still have to deliver?

b) Show the subtraction on a number line.

68
 Unit 2: Addition and subtraction (1), Lesson 4

The answer can’t

— J ea tenbiract
I the Is?
2)
be 155, because
= y) Icould do 6 -1=5.
i that would mean
iy,5° is the answer |55? J _ they have more i
™ “parcels than they
_ started with. |
p oeneseneermmensnarmn ea re

ff Exchangelten
_ for 10 ones. |

They still have 145 parcels

to deliver.

b) First jump back | to 150 and then another 5 to 145.

I40 I50
 Unit 2: Addition and subtraction (1), Lesson 4

:z — Kto pune

o They have 145 parcels, then deliver 8.

How many are left?

I5 ones — 8 ones = ones

I45-8= hundred + tens + ones

ws-s-()
There are 244 parcels in a green van. 9 are delivered.
There are 239 parcels in a blue van. 3 are delivered.
Which van has more parcels left?

Ff iwonderifboth «
| subtractions need
\\. an exchange?

van has more parcels left.

70
 Unit 2: Addition and subtraction (1), Lesson 4

(3) There are some parcels in a van. 6 are delivered. Now there
are 205 parcels.
How many parcels did they start with?
205 = -6

I
[ 4) Dexter has these two subtractions:

250-7=[ Jand205-7=(_ }.

How can he solve them?

ae cS area

~ Tam not sure what to do

_. when there is a 0 in the tens
~~ or the ones column.
aA ARTERTEMAAT AE ae

Practice book 3A p51 |

 Unit 2: Addition and subtraction (1), Lesson 5

Adding and subtracting a 3-digit

number and 10s

| Discover

Oo a) Aki has made 351. He adds 3 beads to the I0s pole.

Write this as an addition and find the total shown.

b) Reena then takes | bead from the I0s pole.

What number does the abacus show now?

72
 Unit 2: Addition and subtraction (1), Lesson 5

Share
a) Aki adds 3 beads to the 10s pole. So he is adding 30.
351+ 30=?

ease =o andiican
use this to work out the 10s.
__ Now there are 8 tens.
= 38) ~ Sh keiantaanaT SMR
55] =f 30

b) Reena removes | bead from the

[Os pole. She has subtracted 10.
8-l=7

80 -—10
= 70

381 -— 10 = 371

The 10s digit has decreased by I.

The abacus now shows 371.

73
 Unit 2: Addition and subtraction (1), Lesson 5

1) Ana takes 5 beads from the 10s pole. Show this as a subtraction.

8 tens — tens = tens

582 - =

(2) Shawn makes the same number on each abacus.

He takes 4 beads from the I0s pole of abacus A.

Then he places them on the 10s pole of abacus B.
What number does each abacus show now?

Abacus A shows (TR

Abacus B shows (ae).

714
| Unit 2: Addition and subtraction (1), Lesson 5
|

_———— ORILLIA ES - nadine een

(3) Match each calculation to the part-whole model

| that helps solve it.
Some part-whole models may be used to solve
: more than one calculation.
| :

o
| :

| 414 +70 I24 + 60 280 - 10

575 — 60 382 +10 q40 - 80

;
ye oe nin ;
: Sora a cues numbers nate \ ;
a0 inthe ones column. Does _
\ that affect the method? J

We are foie and YZ

(:
| subtracting I0s. I don’t .
\ think the Is will be affected. j)
LT” ,

zi E 75 |

| Practice book 3A p54 | |

4 }
 C Horse
chestnut

ee
a
es

wif Hy
mL HM
Mh

a) The birch tree is 10 years older than the beech tree. \| }

The horse chestnut is 20 years older than the beech tree.
Use addition to work out their ages. “=
b) Represent the addition for the horse chestnut on a number
i |
} \ \
line.
\ i

76
 Unit 2: Addition and subtraction (1), Lesson 6

acs

a) 184 + 10 can be solved like last

lesson but 184 + 20 is different. inainimaniaciaibeiis

8 tens + | ten = 4 tens 184410 =? Ww

\ I can add the 10s.
I84 +10 = 194
ee

The birch tree is 194 years old.

184420=?
Iwill
add the 10s.
8tens+2tens=lO0tens —
i There are 10 tens. I don’t —
think 1,104 is correct.
MS Mi ee
|

Va a,
_ Exchange lO tens —
\ for | hundred. |

I84 + 20 = 204

The horse chestnut tree is 204 years old.

ee YG
a LS LSAT
s
Ps
Sie
SSS

if I wonder if I could add I6 and then add 4? \\

But that wouldn’t be as clear as adding 2 tens.
 Unit 2: Addition and subtraction (1), Lesson 6

. Kansans — SERRA AN EASON Se NNN ODOT ANNO —

| Think together }
o The oak tree is 50 years older than the beech tree.

How old is the oak tree?

The oak tree is years old.

[2] A giant redwood tree is 260 years old.

How old will it be in 90 years?

The giant redwood will be years old.

78
 Unit 2: Addition and subtraction (1), Lesson 6

C3} A cypress tree is 385 years old.

Complete the information in the table.
{ It looks like one ©
Age of tes of these is a
_ missing number
problem.
ss
Sa

id : ,7

30 years from now 385 + 30 &

E
xa

60 years from now | 385 + years

fe ©} years from now | 385 +.

eT SEIS

For which of these calculations do you need to

exchange I0 tens for | hundred?

+30

OOOC+ OOOO
7 P week oe
% =a TER

Fiwilladdina 2
See? I know what He)do ce )
Ee but aaa QA OV different order.
\ abqut60 + 3654) — ))

7A
Practice book 3A p57 |
 Unit 2: Addition and subtraction (1), Lesson 7

Subtracting l0s from a 3-digit number

Discover

Can I have 20 m
of the dinosaur
fabric, please?

ge a) Jen has 210 m of dinosaur fabric to sell.

How much is left after she sells 20m? \‘\

\

b) Jen sells some more dinosaur fabric. Now she has 140 m left.
How much did she sell? 6

80
 Unit 2: Addition and subtraction (1), Lesson 7

~ Sois the answer 210 m left? | | exchange | hundred _

i
_ That can’t be correct; that’s for 10 tens. ,
\\ what I started with. } a
eS
es

Jen has 190 m of dinosaur

fabric left. ©

Jen has sold 50 m more dinosaur fabric.

$l
 =

Unit 2: Addition and subtraction (1), Lesson 7

) Jen has 335 m of space fabric and sells 50 m.

How much is left?

tens — a tens = [>] tens

8359.50 =

There is m of space fabric left. |

(2) Toshi has 80 m of bee fabric to sell. Jen has 213 m of

bee fabric to sell.

How much more bee fabric does Jen have than Toshi?

/ Ithinkthisisafind ~~
the difference. I can #7
_ use subtraction.

Jen has m of bee fabric more than Toshi.

82
 Unit 2: Addition and subtraction (1), Lesson 7

(3) What calculation does the number line show?

| Vi
:
© Flo is trying to solve 235-60.\ J
| Flo has represented her exchange using a
: part-whole model.

Explain the calculation and the method used here.

fMy part-whole model \

(100) (130) G) _ isa different way of 4
7 showing 235. ==

\
— satel, \ &

@aeaaaga
eee

soe)
: ae . . \

|| 1D
| ——
os

> Practice book 3A p60 | |

 Unit 2: Addition and subtraction (1), Lesson 8

Adding and subtracting a 3-digit and

a 2-digit number
Discover

Leicester
(e)

141 miles

Weston-super-Mare

o a) Holly drives from Leicester to Bath. She then drives to

Weston-super-Mare. —

How many miles is Holly’s total journey?

b) She has driven II miles from Leicester.

SS
How far left to Bath?

84
ee
ps S_
 Unit 2: Addition and subtraction (1), Lesson 8

a) Now we are adding 10s and Is.

wif First we add ‘

cam, the ls.

’ , Then we add \

I41+ 47 = 188

Holly’s journey is 188 miles in total.

b) It is |4I miles from Leicester to Bath.

Holly has travelled II miles.
First subtract | from the ones.

Then subtract | ten.

I41 — I] = 130

It is still 130 miles to Bath.

 Unit 2: Addition and subtraction (1), Lesson 8

P
Jack has already driven 74 miles on
the way to Cardiff from Norwich.
How much of the journey is left? Norwich
i .
-

274 miles

There are miles left of

the journey.

C2) Kay has driven 21 miles already.

el
How much of the journey is left?
7

BS Siteset[220%6.
133 miles

PY Sheffield

(V miles are left. i

86 3)
SIO
 Unit 2: Addition and subtraction (1), Lesson 8

[ 3) How far is the total journey? Blackpool

52 miles

209 miles

Discuss the different methods you would use to solve

these a le
30 + 51 ~ fj 609 ii 48 + 43| 234 + 52
84 - 60 938 -— 26 205 + 50

I would
I would write I would solve
check using |
columns mentally
equipment

if meee e

fi canaes some of |
j

if I would check using equipment. _

or write the calculation down.

I — Practice book 3A p63 §

 it number

Large fish tank £275

Fish tank pump £16
Clownfish £61 each
Zebrafish £45 each

a) Zoe buys a large fish tank and a pump.

How much does Zoe spend altogether?

b) Aaron buys a zebrafish and a clownfish

How much does this cost in total?

88
 Unit 2: Addition and subtraction (1), Lesson 9

Sees

Pe

| Firstaddhanthe
ge I0 /
4 Is. Exc
|
we, Ones fori ten.

| Thenaddthe
} 10s. Don’t
J forget the
=, exchanged 10.
wasstld

\ J An dthena \
| the 100s. i

275 + 16 = 24
Zoe spends £241 altogether.
b) 45 + 6! = 106
 Unit 2: Addition and subtraction (1), Lesson 9

@ Tia buysa large fish tank and a clownfish.

How much does she spend?

275+61=||
Tia spends | in total.

(2) Solve these additions: 126 + 57 and 156 + 27.

What do you notice? Can you explain?

40
 Unit 2: Addition and subtraction (1), Lesson 9
|
|
[3] Mark and Poppy wanted to write their additions in columns.
What mistakes did they make?

H TO H TO
: 15 4 1 6 4
| Tien. 2 te 2a
: geo 6 i 3 il

How many different additions can you make

BPE
using these cards?

CELI Do any of your calculations add to the same total? Explain why.

i“Now I can solve any addition \

i with 3 digits hate 2 “Ee
; Yo
mens Jf

fel mae up some additions where

ve
venee for both 10s and !00s. _

S
 Unit 2: Addition and subtraction (1), Lesson 10

Subtracting a 2-digit number from a

3-digit number

We planted
I75 new trees
last year.
38 did not
survive the
winter.

Bt] a) How many new trees survived?

Luis worked it out this way. What mistake did he make?
SS
RR aCS ar

my AE SAG, | 7 tens — 3 tens = 4 tens

Se
| 8 ones — 5 ones = 3 ones.
- 5 6 | So 175 - 38 = 143.
\

| 4 3 Ee ———— ee

aa,

b) What is the correct answer?

q2
 Unit 2: Addition and subtraction (1), Lesson 10

Luis has subtracted the (f Luis should subtract 8 ones. \\

__ Is in the wrong order. NuHe needs toNEES a ten. A
wt

Proustpeng cra \\
subtract 8 ones.
Then subtract
\ 3 tens.
scons
ss jsao SRE

I will write it as
columns. I wonder
how to show the
exchange of | ten.

V0 = 137
 Unit 2: Addition and subtraction (1), Lesson 10

@D Next autumn, they plant 246 new trees. 63 of them are blown down.
How many are left?

(2) They planted 55 oak trees and 141 birch trees.

How many more birch did they plant?

They planted more birch trees.

q4
 Unit 2: Addition and subtraction (1), Lesson 10

e How many more plum than apricot trees did they

plant in the orchard?
. Scio OMEN Si
ONG

Trees Number * Lam not sure whether _

planted

apricot
|8
to exchange a 10 ora
\_!00 uli j
ois
pee
iy,

es I a ee

Flo is trying to work out 302 — 65 to find how many

more apple than walnut trees have been planted.

rec to
exchange a
ten, but 302
has 0 tens.
 Unit 2: Addition and subtraction (1)

End of unit check

© Amy scored 500 points. Ciara scored 200

points. How many more did Amy score?
700 500
& 300 &} 200

(2) Which calculation needs you to exchange 10 ones for | ten?

G9 324+7 327-1 (3 |+327 G} 321-7

(3) What is 30 less than the number shown?

GQ 255 © 230 195 G75

46
 Unit 2: Addition and subtraction (1)

4) Which calculation has an answer with a 4 in the tens column?

GQ 234 - 33 GB 234-61 2344+64 (@) 234+55

Cs} Which calculation does this represent?

i
a

SSS

| G9 312-41 GB 312 + 371 412-41 @ 412+41

6) Work out the missing digits in this calculation.

2] [slelsts- JL

Practice book 3A p72 |

AQQIUON Qa a
= y = re ,oanitavY’ oe | sate

SUDTFACTION
SRREORE ; ia ‘7
FF .
Sr beea

In this unit we will ...

# Add and subtract 3-digit numbers |
# Decide if we need to exchange
4 Exchange across more than one column
a Learn how to check our answers in if
|
different ways
# Use bar models to solve I- and 2-step '
problems

Do you remember how to find the missing \"

information on these bar models?

310

es SS Se
 We will need some maths words. Which
word means to find a rough answer?

exchange column method

mental method
estimate approximate
digits multiple

We need to remember about parts

and wholes. Use this model to find
a family of 8 facts.
 Unit 3: Addition and subtraction (2), Lesson 1

Addition and subtraction patterns

| Discover ]

o a) Lee inputs 154 into each function machine.

What will the outputs be?

b) Jamie inputs a number into the + 200 machine. The output
is 797.
What number did she put in?

100
 Unit 3: Addition and subtraction (2), Lesson 1

=f The first machine adds Is. The second adds 10s.

The third adds 100s.

slo
plo

b) + 200 = 797 (*
This is a missing te problem.
Ga | Twill use a part-whole model to Ait j
ee “

600 @, 797 — 200 = 597

Jamie put in “thnletet 3S,
SSS SESS
Unit 3: Addition and subtraction (2), Lesson 1

-
4
sag x.
=
o ?
e

(2) 546 is input into each machine. Find the missing outputs.

546 546 Tap ©

\In/ 5 6

102
Yan =
 Unit 3: Addition and subtraction (2), Lesson 1

(3) a) The functions are missing from these machines.

Write the calculations to work out the missing functions.

: b) Now work out the missing parts of these calculations.

i3=+( ] 555
=755
W ai=mi+( | 555
=557(_)
_—— |
311 = Il + 555 = 575 Win} :

Re eee ;

: I will guess the function and test ©

~_ my ideas by doing additions.

| a ses (he
| lLet’s |
try to work it out by
: |
| \\ looking at which OEMS Sole j }
oo tipesen| eee

- — 103
Practice book 3A p74 |
 eee eee

oe a) Richard uses digit cards to make the numbers [3[2][¢]and Bog ;

He adds the numbers together.

What is his total?

b) Richard takes a digit card from one number and swaps it with
a digit card from the other number.
His total is the same.

Which digits did he swap?

104
 Unit 3: Addition and subtraction (2), Lesson 2

esis

: I can usea
place value grid
_ to organise my
thinking.

f I will add a :
_ columnatatime,
starting with the
Is, then the 10s,
_ and then the 100s. ~

Richard’s total is 867.

105
 Unit 3: Addition and subtraction (2), Lesson 2

((fi nonterBi arene are any }

\G otherassethe couldekey),

P Think together }
oe Richard makes two different numbers.

His numbers are [1 [4][2|and [3[5][¢] :

What ts his total?

106
 Unit 3: Addition and subtraction (2), Lesson 2

(2) Jamitla uses the digit cards to make two numbers.

Her numbers are 4 ]l [3] and [5|[6|[2 |

What is her total?

aa GP gc ll
“ oe a - ae oan

| (3) Lexi gets a total of 993.

: What numbers did she start with to get this total?

H T ©
A —eN
I think there is more
_ than one answer. jj

'

'

SEN TEPUIES C2 BO }

Practice book 3A p77

 Unit 3: Addition and subtraction (2), Lesson 3

Adding two 3-digit numbers @

Discover

Number of
birds of prey

Male: 126

Female oe

@ a) How many birds of prey have Amal and Jen seen in total?
b) They see a further 20 male and 30 female birds of prey.
How many have they seen in total now?

108
 Unit 3: Addition and subtraction (2), Lesson 3

a) There are 126 males and 217 females. ofa

awe <A eg é SRM cS fom
, ee

~ Twill use base 10 | You need to

equipment but there are = ~—exchange. That is why
__ more than 10 ones in total. _ \ you sta

z. ee eee ‘
il Now add the 10s. \
Remember to add the _

ie Biss
a)

i» ( Then add the 100s. re p

126 + 217 = 343

Amal and Jen saw 343

birds of prey in total.

109
Unit 3: Addition and subtraction (2), Lesson 3

b) 20 + 30 = 50. Now there are 50 more.

+20 +30
Idid two additions. — ———
_ Tadded 20 to 343. eee
— ThenlIadded30to @ 343 353 363 373 383 393
"
‘
i

the new total. j

343 + 50 = 393
They have now seen 393 birds of prey in total.
CERES

oe Amal and Jen also spot blackbirds.

They see 262 males and 251 females.
How many blackbirds are there altogether?

ye eS;
2 6.2
SS aes
eee |

aes ing

(1wonder if I need to exchange -

| any Is or 10s? I will use base 10
\equipment to check.
no Nitsa iiRestiassi . sss oe SS
 Unit 3: Addition and subtraction (2), Lesson 3

The next month, Amal and Jen spot 157 blackbirds and 166 birds
of prey.
How many birds are there altogether?

i 19

I think I will only

need to exchange
the Is because
the 10s only add
Lipstor

Is Max correct?

Test his idea by doing the calculation.

b) Invent three different calculations that have the same effect.

What do you notice?

Practice book 3A p80 :

Unit 3: Addition and subtraction (2), Lesson 4

Subtracting a 3-digit number

from a 3-digit number @

*
rs

(|

ti) a) Luis spins 3, 5 and 2.

He makes the subtraction 999 — 352.

What is his score?

b) Isla spins I, 6 and 6.
Use |, 6 and 6 in different combinations.
What could Isla’s score be?
2
 Unit 3: Addition and subtraction (2), Lesson 4

647649 699

b) Isla could score 833, 383 or 338.

H TO H TO H TO
: Bgueceed, q qq q qq
| mimowo 6 | 6 -6 6 |
| 8 3 3 3 8 3 3 8

I3
 Unit 3: Addition and subtraction (2), Lesson 4

Phin toqetha
r

MD samilla spins 4, 3 and 5 and makes the number 435.

What is her score?

ao -PRe

qaq-435=[_ |
Jamilla’s score is ‘

(2) Ebo has the subtraction 678 —

He spins 4, 4 and 6.
Find 3 different scores Ebo can make.

nb oP Ae: Flees lee) Fieie@

Ebo could score , or :

14
 Unit 3: Addition and subtraction (2), Lesson 4

For each child, work out the subtractions using

| the digits shown on the spinners.
it If suitable, use a mental method to get the answer.
a) ene)
hs

My score is an My score is a I made an odd

even number. multiple of 10. number greater
than 500.
My score is
less than |00.

S no
siesta : pee ‘
eA are

Is there more than one answer for each child?

RNA
AA RNRENETNSS Ea

I could just try some \F ee Panes aro

different examples. | the digits logically.
——E——EE |Some of the subtractions
y/2 : — _ Ican do mentally.
 Init 2. AA aaa WE SS ease! biSee
Beenie \ oy ai
Unit 3: Addition and subtractio
i eS : n (2), Le sson 5
=e aay iS
ie x8 2s f % r. i?

Sint ited cee 3D ee

Su btrac tina a 3-digi J , &

froma 3-digit numb

There are 36l

steps to the top
of the tower.

Olivia

a) How many steps does Aki have left to climb?

b) Olivia has climbed I0 more than Aki.

How many does she have left to climb?

Il6
 Unit 3: Addition and subtraction (2), Lesson 5

a) 361 - 147

Exchange | ten
for 10 ones.

There are now

5 tens and II ones.

Subtract the Is.

Then subtract
the 10s.

Then subtract
the 100s.

361 - 147 = 214

Aki has 214 steps left to climb.

Unit 3: Addition and subtraction (2), Lesson 5

b) ALANIS . Broom

~ Olivia has 10 fewer steps than Aki left to |

climb. I will work out 214 - 10 mentally.
hi

NJ

o}/—&|O
—/H So

oe There are 525 steps to the top of a skyscraper. Lexi has climbed 36l.
How many steps does she still have to climb?

Lexi has more steps left to climb. :

8
 Unit 3: Addition and subtraction (2), Lesson 5

(2} Emma is also climbing the skyscraper.

She has 387 steps left to the top. How many has she already climbed?

| mb 1)

Emma has already climbed Fa steps.

| (3) These are very common mistakes.

Explain what has happened.
a) 314-253=|| b) | |= 553 - 255

‘tae — a ;

| 4) Discuss how to solve this subtraction.

I know I need to
exchange for |0 ones,
but there aren’t any tens.
_ Ineed to work out how
_ this is possible.
 Unit 3: Addition and subtraction (2), Lesson 6

Estimating answers to additions

and subtractions
Discover
si He RNSher

This model uses

I need 595 for
290 matchsticks.

a) Which bag should Amelia pick to make her model? SO a

b) Ebo counts all of the matchsticks from one bag.
There are exactly 211. Which bag did he count from?
Oe

120
 Unit 3: Addition and subtraction (2), Lesson 6

a) Amelia needs 290 matchsticks.

- Approx. is short for
i| approximately.
: One bag has _ ‘Approximately 300’ means
approximately 200. __ anumber close to 300.
I think she should Ween, ce
= _ pick that one. ;

290

0 |00 200 300 400 500

290 is approximately 300.

Amelia should pick the bag that is approximately 300.

b) 2Il is approximately 200. © Tcan use a number

a
Ebo counted the bag that _ line to see that 2Il is
SR
nee
is approximately 200. much closer to 200
than to 300. j

P|
 Unit 3: Addition and subtraction (2), Lesson 6

Perini together Y

Estimate the numbers that are being shown by the letters on the
number line.

Write each one as a sentence, such as:

‘I estimate that A is about ()7}.

Show where these numbers approximately appear on the

number line.

0\ 100, 290 \300 400 500 600 700\ 800 400 1,000
‘ \ j
- (

_ Twill see which 100 \

\. each one is nearest to. ==
122
 Unit 3: Addition and subtraction (2), Lesson 6

(3) a) Find an approximate answer to 381 + 398.

=. en POGUEAI ncn pp-rreroymnemnsomes

f I think the answer will-\ f y think the answer

— be approximately :600, should be closer
—= 7 i:
because Iam adding if o to 800, because
3 hundreds and both numbers are
\ 3 hundreds. approximately 400. y |

Who do you agree with?

What approximation could you use to estimate the answer? |

4
a 7
Liit q|

&

; I worked out 512 - 280 = 332

Can I use approximation
to check?

1
|
|
i Is Alex’s answer close to your estimate?
Should she try the calculation again?
if

—_ oe 123
Practice book 3A p89 |
 Unit 3: Addition and subtraction (2), Lesso
n 7

Checking strategies
Di scove

=A] GD | RSC YT oo 72

Ci} a) Complete the part-whole models for Max and

Ambika.
Use an addition to check their subtractions.
b) Correct any mistakes.

124
 Unit 3: Addition and subtraction (2), Lesson 7

a) 525 - 270 = 255 332 = 755 — 427

(525) (755) - Twill add the parts to

__ check each calculation. _

HTO
y
: a IN

5
oe 4+
NI
Ww
ul|©
11
OPN
Geer

The addition for Max’s calculation gives the same

whole and parts. This shows it is correct.
Ambika’s subtraction is incorrect because when
you add the parts you get a different whole.

b) We need to correct Ambika’s calculation.

a)
1 e@,
1 TNS ffFiswonder ift-canNChecE om
-4 2 7 ‘\ answer with an addition.
32-8

755 — 427 = 328

so 328 = 755 - 427

125
 Unit 3: Addition and subtraction (2), Lesson 7

| Think together )
Oo One of these subtractions is incorrect.

Complete the part-whole models and choose additions to check

the subtractions.
a) 61/2 - 371 = 34l b) 141 = 7l2 - 57/|

Subtraction AK is incorrect.

(2) Use subtractions to check these additions.

a) 334 + 477 = 8l2 b) 812 = 521 + 349

2 o
eae Ore.
126
 Unit 3: Addition and subtraction (2), Lesson 7

oe — eeuAHEL RTT

entiaieo. | ~ That : doesn’t look

: right.
| ‘Be 0 Y | 494 is approximately 500,
to 6 | _ _ so the answer should be
| : close to 0.

b) Think about the fact family for 501 - 499 = ‘-

| Which of these methods helps you to find the answer mentally?

q ?
‘) 8
ii
iy 449 + = 50!
‘ 499 50!
}

Eee
a

Iwillusea \]
~_ part-whole model. y)
=

2 ST I27

Practice book 3A p92 |

 Unit 3: Addition and subtraction (2), Lesson 8

Problem solving- addition

and subtraction @

Discover |

Service
your bike
for £99

Ci} a) Holly bought a racing bike and paid to have a service.

How much did she spend in total?

b) Write an approximation to check the calculation.

128
 Unit 3: Addition and subtraction (2), Lesson 8

a) A bar model shows the parts and the whole clearly.

— Twillstart by drawing
_ a bar model to help see
what I need to work out. 2S ae

ZS
. H TO
We know the parts but need 2 aes
~ to work out the whole. | i q q
Iwill add the parts together. 37 7 4
= 5 SRN ;

- 374
———————

Holly spent £374 in total. |

b) £99 is approximately £100. ies —— ~.

if
| IthinkI can approximate —:
£275 + £100 = £375 just one of the numbers. _
£375 is very close to £374. SS
The answer looks correct.

SRR
 Unit 3: Addition and subtraction (2), Lesson 8

& At the same shop, Dad bought a mountain bike and a helmet
for his daughter.
How much did he spend?

|
|— 4 f@
fo
ul}

Dad spent (a).

(2) A family bought a tandem and a child’s bike. They spent £468.
How much did the child’s bike cost?

The cost of the child’s bike was cf.

I30
 Unit 3: Addition and subtraction (2), Lesson 8

How much did he spend altogether?

Draw models to show the steps in this problem.
" . SSaeenaaaaeaamren
ig
iy,

4 I think there are two \) i There are three numbers to

steps sol willtry drawing = — add, so I will draw one bar
:
two bar models. j | model with three parts.
é Et

b) Sofia bought a bike and two helmets. The total was £399.
Which bike did she buy?
What models can you use to show the steps of this problem?

Look at the picture of

the bike shop to findthe _
\\ information you need. =

a —— 131
Practice book 3A p95
 Unit 3: Addition and subtraction (2), Lesson 9

Problem solving — addition

and subtraction @
Discover

Team A 454runs All out

TeamB 128runs_ Inbat

Batting now for Team B:

Bella
Andy

a) How many more runs has Team A scored than Team B?

b) Bella and Andy start batting for Team B.
Bella scores 105 and Andy scores 83.
How many runs has Team B scored now?

132
 Unit 3: Addition and subtraction (2), Lesson 9

a) Team A has 454 runs. Team B has 128 runs.

— __ RRP

——i Helin tet astiling

: \\
;
Team A 454
— two numbers,sol ~
i draw two bars.
WY TeqamB | aD a
a

eedteiindine
need to fin e ) —_*
ae
difference, so I will ree
=. subtract. Seuss

454 - 128 = 326

Team A has scored 326 more runs than Team B.

b) mi 28 + 105 = 233
7 | wil see in twoBrice |
First, I will add Bella’s |
score. Then I will add !
\\ Andy’s score to the total.

I33
 Unit 3: Addition and subtraction (2), Lesson 9

SNA
SS SSS SSS SESE SSS SASSER SER NSERC SANSONE =<

. $
q ES
N 3
:QA AEEE eee e oe M
re

@ ) Aki’s team scored 317 runs and Isla’s team scored 45l.

How many more runs did Isla’s team score?

?
Aki 317 any see:

Isla 45l

Isla’s team scored (3) more runs.

é > Mo and Lexi score 320 runs. Jamilla scores 165 and Emma scores 56.
How many more runs do they need in order to score the same
as Mo and Lexi?

Mo and Lexi 320

Jamilla and Emma 65 | 56 k——

re olk (0) me =.)

Ome
+ eyes:

Jamilla and Emma need more runs to get the same score
as Mo and Lexi.

134
: ar 3: Addition and subtraction (2), Lesson 9

Richard scores I88 runs and Olivia scores 56 more

than Richard. How many runs do they score altogether?
go espeser:
TOE aaa = LTTE
aes _ same
aa TR TTD

f, \
Ss:

Imade a bar with three parts. _

\ ——7 i a

?
ee Ee ee
| 188 : 188 eS
|
1

Z gg OO NOOO Ee ore .
| _ Imade two bars to show that }
: Olivia scored more than Richard. _ |

[
f
Richard 188
| :
| Olivia I88 |} 56
i|

ti
1

| Which bar model shows the problem better?

|
| Copy the bar model and then solve the problem.

135
Practice book 3A p98 |
 Unit 3: Addition and subtraction (2)

End of unit check

oO What is missing from this calculation?

| |

333 = 353
ee
| i

ae NJ G+ 200 (3 +20

2) Which addition exchanges I0 ones and |0 tens?

D
O H
2 4 a)

7 + 3

|
D
Fleas © al iF 49) O H
Poo. O ph ls Wh 5 3 ©

- |! 8 0 - 1! 8 5 4 —2
e/a) | 7 | OT"|
00
pm}
— | @
U1!
Ow

136
 Unit 3: Addition and subtraction (2)

GY scoi-399) | 401 + 198 350+248 (999-598

15] Richard has done an addition to check his calculation.

5 + 4 1 6 = 4 —
29
Which problem was he trying to solve?
EN 476 - 325
GR 325 - 476
801 - 325
© 801 - 376

Tim and Alanna each have a length of wool. Tim’s is 500 cm long.
Alanna cuts 175 cm off her wool. Now it is the same length as Tim’s.
How long was Alanna’s wool to start with?

<n —

Practice book 3A p10! |

 In this unit we will...
Ar
iHiNe ey) A Recognise when groups are equal
— and when they are not
Learn the 3, 4 and 8 times-tables |
Find a simple remainder when a
number is divided |
wm
KMUse a bar model to solve
. multiplication and division problems

In Year 2, we recognised when

groups were equal and unequal.
A rae

if ee
{/
eine
 We will need some maths
words. How many of these
have you used before?

equal multiply divide

times-tables sharing grouping
array bar model remainder

repeated addition multiplication sentence

division statement division facts

You need to know that an

array can tell you two different =
multiplication facts.
NTS

sis8sis Sscss.
5 groups of 2 2 groups of 5
x2 — 0 Zexeo1—10
 Unit 4: Multiplication and division (1), Lesson
1

Multiplication - equal grouping

Discov
Oe
er |

a) Which images show equal groups?

How do you know?
b) For each equal group, complete a multiplicati
on sentence.

140
 Unit 4: Multiplication and division (1), Lesson 1

There are 4 equal groups of There are 3 equal groups of

2 people. 5 muffins.
D
‘

There are 3 equal groups of These are not equal groups. |

4 tarts.
There are 2 groups of
( — 5 cubes, | group of 4 cubes
~~ Iworked out 3 x 4 as and | group of 2 cubes.
44+4+4+4= 12.1 remembered
that multiplication is the
_ same as repeated addition.

=~ b) The total number of people is 4 x 2 = 8.

The total number of muffins is 3 x 5 = 15.
The total number of tarts is 3 x 4 = 12.

I4I
 Unit 4: Multiplication and division (1), Lesson 1

: ‘Th
ThiTaaktogether A

ccgousareusaieternasenesiensnnncennaniccinienenanccunnanninensrannees=

o How many counters are there in total?

o-G-e-8
UL
«LJ-U)
@} How many counters are there in total?

& igfa * ) | Iwonder if there is more than one

\. multiplication to find the total.
142
 Unit 4: Multiplication and division (1), Lesson 1

C3] Ebo, Alex and Aki are

working out how many
stars there are in total.

For each person, circle the groups with your finger.

Can you see any other equal groups?
EAE GRR,

I remember that 3 x 10 _ Iwonder if they all

means 3 groups of |0. ‘|. get nines
the same answer.
ai ~
I can see 3 groups of 10. St

- 143
Practice book 3A p103 |
Discover
ee as

a) There are 3 balls under each cup.

How many balls are there in total? —
Write down a multiplication statement to work out the answer.

f
4s’
 Unit 4: Multiplication and division (1), Lesson 2

a) Under each cup there are 3 balls.

gece ee - sens S . . —

_ Icounted up in 3s, © /,
2. F ~ Icould count \\
—_— using a number J
|
\ them one by one. yee
|
line to help me.

Ke 3 % GoM I
0 3 6 q |2 I5 I8 2|

3+34+34+34+34+3+3=2=2I

exoD
=2
Ba paiieaRie aes

There are 21! balls in total. Ses se Nia nctnacncaneemenrceenmeeaT

f Now I know 7 |
80280900 ) groups of 3,Ican
easily work out
©

@0E880900 RI

oe Io I: i ie
ligicis 7 x3 array. 7x3 = 2
b) 8x3=24

145
 Unit 4: Multiplication and division (1), Lesson 2

How many balls are there?

+3 +3

0) 3 6 q pew i 2.) az
-+-)-
(6)-@}+()-(@)+(h)+-(2)-(6)+(6)
(9 }«3=(21)

There are() \]batts.

How many hats areetheloy a ia \

|
= ? % F 7

i,
f y =

See } . | \ |

There are hats. | :

146 / P:
 Unit 4: Multiplication and division (1), Lesson 2

Discuss with your friend.

WA,

I think they all have the

same number of objects.

ifThere are 3 groups of 5 marbles. |

| Iwonder if they could make

: 147
Practice book 3A pl06 |
 Unit 4: Multiplication and division (1), Lesson 3

Dividing by 3
Discover |]

o a) Each box holds 3 cupcakes.

How many boxes are needed for all the cupcakes?
Work this out by writing a division statement.
b) David buys 27 cakes. He shares them at ‘ 3 people.
How many cakes do they get each? ey)
- me

148 i
 Unit 4: Multiplication and division (1), Lesson 3

LTCTT LT

Ihe iar 3 peers into a

each box then I have 3 |
a) There are 18 cupcakes. fewer each time. I will use a
number line to jump back.
Each box holds 3 cupcakes.

0 3 6 g |2 I5 Ks)

I8+3=6 | i
_ Ishared them out | at
6 boxes are needed. atime. I could have
:' shared them 3 at a time.

EET,
SLE

There are 27 cakes.

There are 3 people.
Each person gets 4 cakes.
i sa

149
 Unit 4: Multiplication and division (1), Lesson 3

“Thin Posener

C1) Bread rolls are packed in 3s.

How many packs can be made?

There are bread rolls.

There are 3 bread rolls in each pack.

+3
So packs can be made.

(2) 2! doughnuts are shared equally between 3 plates.

How many doughnuts will go on each plate?

So doughnuts will go on each plate.

I50
 Unit 4: Multiplication and division (1), Lesson 3

Here are three methods.

Bee
I drew an array
to help me.

Iam going to use a

I took 33 counters multiplication fact that
and put them into ee I know off by heart to
SoS
a
te
Se groups of 3. get the answer.

Explain how each child got the answer.

Which method do you prefer? What other method could you use?

I prefer Zac’s method

because you have to make
groups of 3 for division.

RE
oe
SS

I wonder if you could also use sharing.

SBS SEES RE SREE

ISI
Practice book 3A pl09 |
 Unit 4: Multiplication and division (1), Lesson 4

3 times-table

| Discover \
\
\

sg53e12°° We 7236 |
33+3=1 Wx 3=
30+3=10 10 x 3 = 30
9749-4 qx3=27

@@ a) What are the missing answers?

How did you work them out?

b) Which multiplication fact can help you work out the total?

52
 Unit 4: Multiplication and division (1), Lesson 4

“Twill draw each as an \

array to ae mework
a) First look at the _ them out ..
multiplications. | ——

4x3= 2 e<s—55 cis

Now look at the divisions. ‘ find the answers _

_ to the division | |
@00 000 000 q 23-3 : Aaa | } BY

ee este 8+ 3=6
ss Pe SSS Basar reaeetcemersreratomannetone

fYou can useWe nieaione

ya {acts to help you. If 6 x 3 = 18,
a | then I8+ 3 = 6. Can you see
the link? It is important
\to know times-table facts.

153
 Unit 4: Multiplication and division (1), Lesson 4

Prank toanet

> Use multiplication facts to work out how many items there are in
each picture.
Which fact did you use to find each total?
a)

ae
SRNR
i ay
Ky
v

Ilx 3 qx3

8 multiplied
[oxs_ae
'
x 3

number of
divide 30 by 3 questions in
this grid

| Itis not always important to be —

“= quick, but knowing your times-
' table facts can help save time.

154
 Unit 4: Multiplication and division (1), Lesson 4

I know 6 x 3 = 18,
but I don’t know
j \ [2 x 3 in my head.

7x3=21
6x3=18
5x3=15

ee

3x3=9
I know how
2x3=6
you can
Ix3=3 work it out.
———CEN
RE eee
. s\
a) Find two different methods for Luis If Emma already knows )
to use to work out I|2 x 3. — 6x 3=18, then I think 1
— she can work it out. }}
Which method do you prefer? “== a
Which method is quicker?
b) How can you work these out using
the 3 times-table?
Bysee Bynes) I3 x3 3 x 20

j 1 onder uth many 3 times- Mable facet)

I know off by heart. I will cover them
uP and see WSI can remember gut

I55
Practice book 3A pli2 |
 Unit 4: Multiplication and division (1), Lesson 5

Multiplying by 4

a) There are 6 donkeys.

How many donkey legs are there in total?
Write a multiplication statement to work out the answer.
b) A family of 5 people are going donkey trekking.
Mr Peters pays 20 £1 coins in total for him and his family.
Is this the correct amount?

oY

I56
 Unit 4: Multiplication and division (1), Lesson 5

mittaie

a) There are 6 donkeys. (fInstead of counting the \ “

| legsinlIs,Iam going to ==
Each donkey has 4 legs. — count up in 4s.

+4 +4 +4 +4 +4 +4

6x4=24
~ Remember, we can ~
There are 24 donkey think of 6 x 4 as |
legs in total. meaning 6 groups
of 4, which is what
we have.

b) There are 5 people in the family.

The cost for each person is 4 £1 coins.
The total cost is 5 x 4 = 20 £1 coins.
Mr Peters pays the correct amount.

157
 Unit 4: Multiplication and division (1), Lesson 5

SAAN AENS

| Think together |
e a) There are 7 donkeys.

How many donkey legs are there in total?

0 & 8 [2 l6 20 24 28 32

S-:-B
There are donkey legs.
b) How much does it costintotalfor sf \
4. people to go donkey trekking? |: wonder if can use my ))
| \ answers from earlier.
\

It costs £1 coins in total to go donkey trekking.

I58
 Unit 4: Multiplication and division (1),-Lesson 5

ECONA

(3] A box contains 4 apples.

How many apples are there in 4 boxes?

To work this out you Ihave a different way of

have to do 9 x 4. multiplying by 4. You can
multiply by 2 and then
multiply by 2 again.

| Jamie
| Ebo did the following working: ee |
a | IB x 2 = 36 |
| Does this work for IO x 4? | So,9 x 4 = 36 |
d What about 6 x 4? i:eee awe
a

Check it with your own numbers.

|| multiply by 4,I can double |

\\ and then double again!
hy. ss SARE Gea SRS:

Use equipment to show why this works.

AERTS SS
1%

™ Icanshow this using _

1 be ff , ° ° . .%

~ a picture or cubes.

159
Practice book3Apuis |
 a) 20 cards are dealt equally between 4 players.
How many cards does each player get?
Write this as a division statement.
b) The left-over cards are put into piles of 4.
How many piles are formed?

160
 Unit 4: Multiplication and division (1), Lesson 6

Share |x Twill give the cards

— : out | at a time.
a) 20 cards are dealt out. See
There are 4 players.

20+4=5

Each player gets 5 cards. Vi

sued f Ye
b) There are 48 cards in the box in total. — =~
-Igroupedthem —
20 cards have been dealt already. iow an itncre
— = | ¥| .
There are 28 cards left in the pack. 4

Tome BUTHOTAGODOG COG GHORG000)

Ommmecenee o> 0.78 o° TNO We 120 (3° 14-15 16 17 38) 1920.21 22 23°24
25 26:27 28

There are 28 cards.

There are 4 cards in each group.
28+4=/7

7 piles are formed.

l6l
 Unit 4: Multiplication and division (1), Lesson 6

There are COINS.

S:-8
There are 4 money boxes.

There are coins in each money box.

(2) There are 32 flowers.

The flowers are put into bunches of 4.

EC CSLELESS ESE ELE

ESC CSL ELST SLE Sy
How many bunches are there?

There are (i bunches.

162
 Unit 4: Multiplication and division (1), Lesson 6

Saat aes TBI Tia

(3) a) 44 marbles are shared equally between the boxes.

|
: A B C D

I have 44 marbles. I know I need

to divide by 4. I can divide by 2 and
by 2 again. This will tell me how
many I should put in each box.

How many marbles are there in each box?

: b) What is 22 marbles shared equally between 4 boxes?

I think Jamie’s method |

works every time.

~ I wonder which numbers \

_ divide by 4 and which i
_ donot. Is there any way «=
\ of telling? y

163
Practice book 3A pis fi
 Unit 4: Multiplication and division (1), Lesson 7

4 times-table

Ha iut

What numbers are the children covering?

How did you work them out?
b Which multiplication facts will help you work out these calculations?
Work out the answers.

164
 Unit 4: Multiplication and division (1), Lesson 7

a) Create arrays using counters to find the answers.

6x4=24 8x4
= 32

The children are ales 24 and 32.

b)
f I Pea that 4 x 7 is
\\ IE sameas7x4. j

4x/=28 7x4=28

If know I2 x 4 = 48,
A!I also know 48 + 4 =
 Unit 4: Multiplication and division (1), Lesson 7

| Think together |}
1) Use multiplication facts to work out how many there are of each
item in total.

; | :
2
| ool

There are cubes.

rp cory cry There are a) bread rolls.

om me rT iT

Ap Cory cory corp

rT ‘Tee ibe ie GL

There are boxed pens.

Which fact did you use each time?

Mary has been asked some questions.

How many has Mary got right? I can tell
straightaway an
aA

that one of the

multiplication
answers Is wrong!

SS eee

Mary has got i | answers right.

166
 Unit 4: Multiplication and division (1), Lesson 7

on
r.rts~stsS = ae |

{ You could go
| on finding
| numberseven —
| bigger than 100 |
_ thatareinthe —
ww

SS
~S
NJ
fo>)
8)
U1
—_

00

What patterns do you notice? = —

I wonder how the 4
What do the numbers have in common?
_ times-table relates to
SMG
_ the 2 times-table. I will
5 All the numbers so far \
a
use a different colour
' are even. I wonder if that | for the 2 times-table.
| is true for any number in —
i\t

re.
 Unit 4: Multiplication and division (1), Lesson 8

Multiplying by 8

a) Each pie has been cut into 8 slices.

How many slices are there in total?
Write down a multiplication statement to work out the answer.

b) 5x2=( | 5x4=[ | 5x8=[ |

What do you notice?

168
 Unit 4: Multiplication and division (1), Lesson 8

a) Each pie is cut into 8 slices.

There are 4 pies.

4x 8 = 32 REPAEBED we can think ea ‘\}

&
4 x 8 as meaning 4 groups |
There are 32 slices in total. \aoi 8, cnet is what we nee. ,)

| ne.

@@e@0@ dD0000 980000 |

= &@
@@600 C0990 OO000 |
5x2=10

ff The answer doubles each time. )

| Iwonder if this works if Ichange |
\\ the 5 to any other number. | eee

sesttpnnnccncontncnnsnanencontccncisrsunenton ireueccnonorrisnerernan
ane

164
 Unit 4: Multiplication and division (1), Lesson 8

« A spider has 8 legs.

Conon enon enon)

How many legs are there altogether?
+8 +8

(VY
0 8 16

8-:-B
There are legs altogether.

[2] A ticket to see a play is £8.

Il people are waiting to buy tickets.

How much will it cost them in total?

The total cost is |.

170
 Unit 4: Multiplication and division (1), Lesson 8

Here is my method Here is my method

for multiplying by 4. for multiplying by 8.

AORTA IRIE

To multiply by 4 To multiply by 8
First, double your First, double yournumber
number (multiply by 2). (multiply by 2).
| _ Then double your answer Then double your answer
(multiply by 2 again). | (multiply by 2 again).
_ Then double your answer
again (multiply by 2 again).
SS (ST

a) Use Luis’s method to work out 9 x 4.

J
b) Use Isla’s method to work out 9 x 8.

c) Work out |5 x 4, and I|5 x 8.

ate SRR acncueaag
Bari
SAREE
SHES,

ii ~ Did you have to b)

f I wonder if this works \\ ,
@ee, start again to
i for any number. Gf
— j i If so, I wonder why
oe \, it works.

_— 171
Practice book 3A p24 |
Unit 4: Multiplication and division (1), Lesson 9

Dividing by 8

Mr Jones

o a) Each ice lolly mould uses 8 lollipop sticks.

Mr Jones has 24 sticks.
How many moulds can he fill?
b) Miss Hall has 38 sticks.

How many moulds can she fill?

ay

172
 Unit 4: Multiplication and division (1), Lesson 9

a) Mr Jones has 24 lollipop sticks.

piensa
Each mould uses 8 sticks.
TREAT l\

~ Iwill put the sticks into

_ groups of 8. I can use
~ anumber line to record
~ what Iam doing.

24+8=3 _8 _8 ae

Mr Jones can fill 3 moulds.

b) Miss Hall has 38 sticks.

+8 +8 +8 +8

Ge Ge Gall!LI
0 8 32 33 34 35 36 37 38

Miss Hall can fill 4 moulds. ‘ Za

aie CREE
__.. mould. )
There aren’t enough sticks left to fill a nee
‘ gos: : ee

173
 Unit 4: Multiplication and division (1), Lesson 9

_Think together
t
cect tenntnneene RN

o Alex has baked 8 cupcakes.

She has 40 chocolate chips to share equally between the cupcakes.

O-O
How many chocolate chips can she use on each cupcake?

She can use chocolate chips on each cupcake.

€ } Use the diagrams to work out the divisions.

a) 72+8=[_ | b) 48:8=( |

O0CCOOOO0O 1848
ecccceeccee (Vy VY \
OOCOOCOGO
@eecocccecececee °~= *=§ * %
OOCCOGOOO
O000OG0OO
000000000
14 @00000000
 Unit 4: Multiplication and division (1), Lesson 9

First she cuts it in half.

She cuts each piece in half.

}
|
|
f Then she cuts each new piece in half. i
i
: ;
}
:
a) How can Lexi use what she has done to work out:

| 16 = 2,16 + 4.and 16 +8?

b) Write a rule to divide by 8.
Use your rule to work out 88 + 8.

What is Lexi doing

— A I used the candles
_ to each piece of cake
“to help me work out
each time? I think this
each calculation.
will help me come up
\ with a ruleI can use. J

~ i - a oS TS

175
Practice book 3A p127 |
 Unit 4: Multiplication and division (1), Lesson 10

8 times-table

m= Discover |
Smet Nee conccienittScns

I2x 2524 2% 4=48 2x 8=96

Ilx4=44
‘
eT ae i0x8e80 |
9x4=36

Le ee
EEE
REASO
Ee
DESERTS
PCLSIED
SALIENT
LEE
LE
AIRED
2L
AEDES
NOLAN

a) What answers are missing?

b) What is the connection between the 2, 4 and 8 times-table?

176
 Unit 4: Multiplication and division (1), Lesson 10

MAMAN

I used arrays to work out

= the answers. Now I need to
try to remember these facts.

i Geaniseetaprocter .
|. The answers double } |
\\each time. a

B54 S16

177
 Unit 4; Multiplication and division (1), Lesson 10

Thi .age pers - »

How many of each object are there in total?

What multiplication fact can you use to work out each total?

L }xLJ-LJ tL
}xLJ-L)
There are bottles of water. There are cubes.

( JxLJ-
There are eggs.

(2) How many of these do you es off by heart?

a) Pee 4 d) J=12xs8
[
b) ioxs=(| e) 40-8=(|
o [ |xs=8 f) 5x8=(_|
178
 Unit 4: Multiplication and division (1), Lesson 10

(3) Find all the matching answers.

What is the pattern?

; _ Ihave found some matches )

4 _ without working out any of
. _ the calculations. }, :
. tag oer eet H

i _
}

aa
if
4
_ ITremember that 4 x 22 —
isthe sameas2x 44.

'

179
Practice book 3A piso |
 Unit 4: Multiplication and division (1), Lesson 11

Problem solving - multiplication

and division @
rosea

| Discover
eames Ja
J

o a) The plants are planted in rows of 4.

There are 24 to plant.
How many rows of plants will there be?
b) Amal has some bunches of flowers.

There are 10 flowers in each bunch.

How many flowers does he have in total?
180
 Unit 4: Multiplication and division (1), Lesson 11

a) There are 24 plants.

~ Iwill put them
into groups of 4. =
'

Bees Tees BeeE Tee TEE FeEE

= 4 -4 4 -4 ss

0 4 8 |2 l6 20 24

2Z
SS

24+4=-6 ae a
ft— v

There will be 6 rows of 4 plants. _ Iput them into groups of 4 ©

using a bar model. ITadded —
_ bars until I got to 24.
b) Amal has 3 bunches of flowers. "Sites
3x 10 = 30

There are 10 flowers in each bunch.

3 <1 10i=730
_ Wecan use bar models to |
Amal has 30 flowers in total. | help us see when to divide
, and when to multiply.
 Unit 4: Multiplication and division (1), Lesson 11

Think together )

OP How many plants are there in total?

f I think there are two °|

multiplications you
! could do. I wonder
what the bar model
_ would look like for
\:each one.

There are >,plants.

(2) 30 flowers are shared equally between the 5 vases.

There are flowers in each vase.

182
 Unit 4: Multiplication and division (1), Lesson 11

PRL ERIE SSGea oo -

| (3) Clare buys 8 small plant pots and 4 large plant pots.

PLANT POT
SALE

‘
;
7 The 4 large plant pots cost the same as 8 small plant pots.
:
How much does a large plant pot cost? :
Write down all your steps.

RVR ree a
— Ste aan *

I think this question involves a Sel

ie ant ee beabletodo
multiplication and a division. _ this without doing two
\\= will need to orate two at models. i calculations. A bar
. pon mie = model may ay me.
Sieteresanea
oa

183
Practice book 3A pi3s |
 Unit 4: Multiplication and division (1), Lesson 12

Problem solving - multiplication

and division @

a) Andy has put 3 blocks end to end to make a new shape.

What is the length of Andy’s shape?
b) Isla makes a shape that is 32 cm long.
How many blocks does she use?
Z

184
 Unit 4: Multiplication and division (1), Lesson 12

Bacsncmanibecnc tects

a) AndyBs down 3 blocks.

, ~ Iwill use bar model to help©

“me see what I should do. i
a}
Total length
Ineed to multiply to work =
ahthe total length. }

‘a 3x8=24
n The length of Andy’s shape is 24 cm.

| b) Isla’s shape is 32 cm long. 4x 8=32

SS See

I laid the blocks down used racer

and kept adding on © Ithink this isa “~see
until I got to 32 cm. \ quicker way. j

32+8=4
Isla uses 4 blocks.

There is another possible answer:

32+4=8

Isla uses 8 blocks.

185
 Unit 4: Multiplication and division (1), Lesson 12

Think together ,
o How long is the new shape that has been made?

U)>LJ-
The shape is cm long.

(2) Which tower is taller?

How much taller is it?

Tower A: x = cm tall.

Tower B: x = ( cm tall.

Tower is the tallest tower.

It is () cm taller.
A B

186
 Unit 4: Multiplication and division (1), Lesson 12

(3) Isla makes this pattern using 7 wooden blocks.

How long is the new pattern?

stn N ae WU lipeescpemecernanmeinn

if I think I need to work

out two multiplications
and then add. y | gr
ELE E SSAA EE Sia
_ncoettnatnantenttemnecnneeneennsnaconienrcerppenicc
ER.
taste nonSoneOnRt aDR OR ORCI RI SIRS A ORC
f

nll

if These are the same blocks

that the children used in the
\, Discover activity.

RH ED ee

oe 187
Practice book 3A p136 |
 Unit 4: Multiplication and division (1), Lesson 13

Understanding divisibility @
Discover

Qo a) Lexi and Zac are using lollipop sticks to make squares.

How many squares can they make?
How many lollipop sticks are left over?
b) How would the answer change if they had 14 lollipop sticks?
What about I5, 16 or I7 lollipop sticks?

188
 Unit 4: Multiplication and division (1), Lesson 13

SS car ans nee ce

7 We call the amount left \
\ over the remainder. j
a) Four lollipop sticks make one square. “=i. ann

WM Co
They can make 3 squares with | lollipop stick left over.
ee
Sau I will try organising my }
f ° oe AA

\e
= _ work in a table. }

189
 Unit 4: Multiplication and division (1), Lesson 13

_ mictogetrer |

@D Lexi and Zac use more lollipop sticks.

How would you complete the table?

| Number of Number of Number of sticks

Working
sticks squares left over

(2) a) Describe the pattern that Lexi can see.

I can see a pattern in the number

of lollipop sticks left over.

Lexi

b) Is Zac correct?

I don’t think you can have more

than 3 lollipop sticks left over.

Zac
190
 Unit 4: Multiplication and division (1), Lesson 13

Lexi and Zac are now making triangles using

lollipop sticks.
Complete the table.

Number of Number of Number of

sticks triangles sticks left over

29225
eT
2S
Sc
“220
7 aaa

etoile

~ There is a similar \\
| \ pattern to last time. |
;,
Sse
a ws’ = lollipop sticks you
, can have left over is.
ae
LES SES
ROSANA EERE
 Unit 4: Multiplication and division (1), Lesson 14

Understanding divisibility @
ee sate

| is
Sieh=ae Santinws

4 one
Bese sana bn

Oo a) There are 22 apples

They are packed in bags of 5.
How many full bags are made?
How many apples are left over?
b) Write the calculation as a division.

(ie) + (Ma) = i) remainder

192
 Unit 4: Multiplication and division (1), Lesson 14

GECGHSCGCGCGHCGHGHSS
(2

SSSSSSS
a

Soc
Sa

OO0000 1
represent the apples
ieosireainaie
ES
é
— o J
OO00O0 7 eta into C:

O0O000 a = J
4 full bags are made and 2 apples are left over.

b) This is grouping.
There are 22 apples. There are 5 apples in each bag.
There are 4 full bags and 2 apples left over.
22 +5 =4 remainder 2
LN
 Unit 4: Multiplication and division (1), Lesson 14

ee
: —

oe Here are some oranges.

The oranges are shared between 2 bowls.

Can they be shared equally?
There are oranges in each bowl.

There are oranges left over.

2) 4 = remainder (Fz)

(2) |4 cubes are put into towers of 3.

How many complete towers can be made?

How many cubes are left over?

+ (i) = remainder (FA)

194
 Unit 4: Multiplication and division (1), Lesson 14

C3] Explore the division calculations.

a) For each one, how many wholes are there and what
is the remainder?

I2+5= (e) remainder (+) I7+4= [| remainder

f Iknow2x5=1l0andI
know 3 x 5 =15. This will (é wonder if I can use times-
help me work outI2+5.
etinaezast

. b) Alex divides a number by 3. There is no remainder.

What could the number be? Where have you seen these
numbers before?

” 195
Practice book 3A p142
j
 Unit 4: Multiplication and division (1), Lesson 15

Related facts — multiplication

and division
4 ” "

D ;
———— a er
jaa 2 an OE MMR Cc cet

a) What multiplication and division facts

0-0-0 @O-O
can you see?

b) Use counters to show8 x 3 = 24

What else does this show?

196
 Unit 4: Multiplication and division (1), Lesson 15

~ It looks like
the flamingos
are standing
~ inn array.

There are 4 rows.

There are 5 columns. }

There are 20 flamingos in total. | and two division facts.

4x5=20 : cee Gl aaa

2 '/ I think there are four

2094 =5 | more facts. What if you
_ wrote the answer first?
20+5=4 —_— —

b) This array shows

2 al ©OOG60060
te ©0©@0@8060800
24+3=8

24+8=3

197
 Unit 4: Multiplication and division (1), Lesson 15

green vo eee ,

O isis SP MOLM ESE S

MO POEBPSSS
re10tees ie Ai tei Le Pity heA Be
There
205 88-8
a -2-8 a-0-8
(2) 32 cakes are arranged in 4 rows.
There are 8 cakes in each row.
Match each calculation to the correct statement.

This calculation works out the

number of rows.

This calculation works out

how many cakes are in a row.

This calculation works out the

total number of cakes.

198
 Unit 4: Multiplication and division (1), Lesson 15

C3} Here is a trio — a group of 3 numbers.

a) Explain the connection between the numbers.

>. -soeee
b) Can you work out the missing numbers in these trios?

a. RR owe %

_ Iwill use counters to help _

— me make an array. ji

| it i}
“| one answer for the last one. j]

199
Practice book 3A p145
 Unit 4: Multiplication and division (1)

End of unit check

o David shares 24 grapes between 3 people.

BS BOS GOS V GES GOGESDIOSOODGO

How many grapes does each person get?

G8 2 @ « cS G72

(2) Which calculation will not work out the number of counters
in the array?

GQ 2412412412 8 4x12
@ 2x4 OP 4444444

(3] Which calculation gives the greatest answer?

G7 x3 @ 3x2 6x4 @ 0x10

200
 Unit 4: Multiplication and division (1)

| 6 Which calculation gives the same answer as 6 x 8?

3x8 x35
G@ i2x.4 GB 2x16

: C5} A pack contains 4 bread rolls.

How many bread rolls are there in 7 packs?
8 G35 G3 28 OG} 24

oe Lexi shares I6 cubes equally between 3 people.

How many cubes do they each get? How many cubes are left over?
| cube, 5 left over 6 cubes, 0 left over
G4 cubes, 3 left over G) 5 cubes, | left over

(7) What is the missing value?

[
]x4=24+3

— 20!
Practice book 3A p148 |
 Practice helps us get better!
zwe : aman

202
 I enjoyed finding
_ new methods!

203
 eS —_

if Wow, we have solved

~ some difficult problems!
j
we
‘onl

204
 “i
paisa ata as

rd Yes, we have! Can we _

_ find even better ways —
\\__ to solve problems? ? jy

205
 We have learnt lots
to help us next term.

206
 aor i i! 2 ie — 7s

ge
_ EY lacie

; Iam looking forward to the ©

\\ challenge of the next book. _
outs
ST a ea hy, z WARE imprest

207
 sn
siaabi

ai
Polos
OT TTI,|
oo
pee
-
;

Can you do all these things?

ee emmmcmmmmamte si ai

# Count in 100s
# Use the number line up to 1,000
$ Find |, 10 or 100 more or less
5 Compare numbers to 1,000
4 Count in 50s

eee
EE

_ Some of it was difficult,

lie! mae gp SRNs,
Bune2 SN j

y
are read
Now you !
for the next books

208
>ublished by Pearson Education Limited, 80 Strand, London, WC2R ORL.

vww.pearsonschools.co.uk

Text © Pearson Education Limited 2018

3dited by Pearson, Little Grey Cells Publishing Services and Haremi Ltd
Jesigned and typeset by Kamae Design
Jriginal illustrations © Pearson Education Limited 2018
Illustrated byNigel Dobbyn, Virginia Fontanabona, Paul Moran, Nadene Naude at
3echive Illustration, Emily Skinner at Graham-Cameron Illustration and Kamae.
Cover design by Pearson Education Ltd
‘ront and back cover illustrations by Diego Diaz and Nadene Naude at Beehive
llustration.
“oins © Crown copyright pages 156, 157, 172

series Editor: Tony Staneff

Consultants: Professor Liu Jian and Professor Zhang Dan

‘irst published 2018

2 21
0987 Pe

sritish Library Cataloguing in Publication Data

\ catalogue record for this book is available from the British Library

SBN 978 0 435 19027 9

Copyright notice
earson Education Ltd 2018

rinted in Great Britain by Bell and Bain Ltd, Glasgow

‘or Power Maths online resources, go to:

vww.activelearnprimary.co.uk

lotefrom the publisher

earson has robust editorial processes, including answer and fact checks, to ensure the
ey of the content in this publication, and every effort is made to ensure this publication
s free of errors. We are, however, only human, and occasionally errors do occur. Pearson is
ot liable for any misunderstandings that arise as a result of errors in this publication, but it
} our priority to ensure that the content is accurate. If you spot an error, please do contact us
t [email protected] so we can make sure it is corrected.
 _
Practice
Book &

Use this Textbook with

Practice Book 3A.

In this book, Ash and his friends

will help you learn to:
° Count in 50s and 100s |
¢ Compare and order numbers up to |,000
¢ Add and subtract numbers with up to 3 digits »
Multiply and divide by3,4and8
Use number facts and estimation as checking
strategies |

www.pearsonschools.co.uk
[email protected]

N 978-0 19027-9

AlWIMLe
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