Workbook 3

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Contents Number 1 Whole numbers 1

2

2 Whole numbers 2

18

3 Whole numbers 3

34

4 Fractions

42

5 Addition and subtraction 1

58

6 Addition and subtraction 2

74

7 Addition and subtraction 3

90

8 Multiplication and division 1

106

9 Multiplication and division 2

122

10 Multiplication and division 3

138

Geometry 11 2D shape

154

12 3D shape

162

13 Position and movement

170

Measure 14 Money

186

15 Length

194

16 Mass

202

17 Capacity

210

18 Time

218

Handling Data 19 Organising, categorising and representing data

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226

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Unit

1

Whole numbers

Lesson 1: Reading and writing numbers Number

• Count to 200 and beyond • Read and write numbers to 1000 Challenge

1

1 Write these numbers in numerals. a twenty-nine

b forty-seven

c ninety-one

d sixty-four

e fifty

f

thirty-eight

2 Count on from each of these numbers.

Challenge

2

a 134, 135, 136,

,

,

,

b 177, 178, 179,

,

,

,

1 Draw a line to match each number written using numerals with the number written in words. 589 •

nine hundred and fifty-eight

598 •

eight hundred and fifty-nine

958 •

five hundred and eighty-nine

580 •

nine hundred and five

859 •

five hundred and ninety-eight

905 •

five hundred and eighty

2 Write each number in words and then in numerals. a

b

c 2

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Studentâ€™s Book page 1

Number

d

e

f 3 Use these word cards to make four different 3-digit numbers. Write your numbers in numerals. a

fifty seven two

c thirty

hundred and Challenge

3

b

d

Use the numbers on the digit cards to make five different 4-digit numbers. Then write your numbers in words.

6

0

5

2

9

a b c d e 3

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Unit

1

Whole numbers

Lesson 2: Counting on and back in steps (1) Number

â€˘ Count on and back in 1s, 10s and 100s Challenge

1

1 Write the number in each box as you count in 1s. ,

a 53, 54,

, 57,

, 89,

b 87,

,

, ,

, 93

2 Write the number in each box as you count in 10s. a 14, 24, ,

b 28, c Challenge

2

,

, 44,

,

,

, 68,

, 53, 63,

,

, 84 , 88

,

1 Count in 1s. a

b

425 , ,

,

,

,

,

,

,

,

361 ,

2 Count in 10s. a

,

b

,

581 ,

729

,

,

,

4

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Studentâ€™s Book page 2

a

206 ,

,

,

b

,

,

,

693 ,

,

Number

3 Count in 100s.

4 Jaden thinks of a number and counts in 100s for four steps. He ends on the number 792. What number did he start with? 5 Max counts in 10s from the number 85. Circle the numbers that he will not say. 105

147

125

231

485

6 Amira counts back in 10s for five steps. She ends on the number 380. What number did she start on? Challenge

3

1 Count in 100s from 179 to 879. Not counting 179, how many numbers do you say?

2 Count in 10s from 242 back to 52. Not counting 242, how many numbers do you say?

3 You counted back to 370 in tens. You have said 8 numbers. What was your starting number?

5

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Unit

1

Whole numbers

Lesson 3: Counting on and back in steps (2) Number

â€˘ Count forwards and backwards in 2s, 3s, 4s and 5s Challenge

1

1 Join the numbers in order, counting in 2s, to form a sequence.

2

12

6

You will need â€˘ red, blue, yellow and green pencils

8

4

14

10

2 Join the numbers in order, counting in 5s, to form a sequence.

5

15

20 Challenge

2

10

30

25

35

1 Complete each sequence. a 2, 4,

,

,

,

,

,

,

,

3, 6,

,

,

,

,

,

,

,

4, 8,

,

,

,

,

,

,

,

b

c

d 5, 10,

,

,

,

,

,

,

,

6

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Studentâ€™s Book page 3

39

31

43

45

37

b She counts back in 5s from 50. Colour the numbers she says.

26

35

50

48

40

Number

2 a Meera counts in 3s from 27. Colour the numbers sheÂ says.

c She then counts in 4s from 24. Colour the numbers she says.

48

27

30

36

31

d Meera counts back in 4s from 40. Colour the numbers she says.

35 Challenge

3

28

23

20

16

Start at 24 and count on in 2s. Draw a red stripe through each number you say. 1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

26

27

28

29

30

31

32

33

34

35

36

37

38

39

40

41

42

43

44

45

46

47

48

49

50

Start at 12 and count on in 3s. Draw a blue stripe through each number you say. Start at 20 and count on in 4s. Draw a yellow stripe through each number you say. Start at 15 and count on in 5s. Draw a green stripe through each number you say. a Do any numbers have four stripes? b Which numbers have three stripes? 7

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Unit

1

Whole numbers

Lesson 4: Place value (1) Number

â€˘ Recognise the value of each digit in a 3-digit number Challenge

1

Write the 3-digit number made by the Base 10 equipment. a

Challenge

2

b

1 Look at each target board. What number is being shown? b

a

hundreds

hundreds

tens

tens

units

units

c

d

hundreds

hundreds

tens

tens

units

units

e Which of the numbers has a digit 2 that is worth 2 tens (or 20)? f 8

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Which of the numbers contains a digit 1 that is worth 1Â hundred (or 100)?

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2 Joseph makes different totals using the target. How does he make them? Example: 248 = 2 hundreds + 4 tens + 8 units a 647 =

hundreds +

tens +

units

b 357 =

hundreds +

tens +

units

Number

Studentâ€™s Book page 4

c nine hundred hundreds +

and forty-nine =

tens +

units

d seven hundred and thirty-three =

hundreds +

tens +

units

e Which of Jacobâ€™s scores has the same number of hundreds and units? Challenge

3

You have four number cards. You can only use each one once in the same number.

6

2

4

1

a What is the smallest 3-digit number you can make from the cards? b What is the largest 3-digit number you can make? c Make a 3-digit number with an odd number of 10s. d Make a 3-digit number in which the 100s digit is worth twice as much as the 10s digit. 9

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Unit

1

Whole numbers

Lesson 5: Place value (2) Number

â€˘ Recognise the value of each digit in a 3-digit number â€˘ Partition 3-digit numbers into hundreds, tens and units Challenge

1

What is the value of each digit in these numbers? a

Challenge

2

b

348

273

1 Each fork shows a 3-digit number. Write the number under the fork, then draw a line from each number to the description that matches.

a

b

The largest number shown.

c

d

e

A number in which the digit 2 is worth 2 hundreds.

The smallest number shown. An odd number. A number with 4 tens. 10

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