SAMPLE: Mathematics and Statistics for Aotearoa New Zealand Year 3

mathematics and statistics

for Aotearoa New Zealand

contents

3

Measurement and geometry

Unit 1 Number structure 1. Place value 2 2. Regrouping and renaming numbers 6 3. Rounding numbers 10

Unit 6 Using units of measurement 1. Length and perimeter 2. Area 3. Volume and capacity 4. Mass

FI NA

Unit 2 Operations 1. Addition mental methods 2. Addition written methods 3. Subtraction mental methods 4. Subtraction written methods

L

Number and algebra

5. Multiplication 6. Division

Unit 3 Rational numbers 1. Fractions 2. Equivalent fractions 3. Addition and subtraction with fractions

14 19 24 32 37 42 47 52

93 96 100

Unit 7 Shapes and spatial reasoning 1. 2D shapes 104 2. Lines of symmetry 109 3. Angles 112 4. 3D shapes 116 Unit 8 Pathways 1. Interpreting maps and directions 2. Measures of turn

120 124

56

Statistics and probability

Unit 4 Financial mathematics 1. Notes and coins 2. Counting money

60 64

Unit 5 Algebra 1. Describing patterns 2. Problem solving

68 72

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5. Time 6. Calendars

77 84 88

Unit 9 Statistics 1. Collecting data 128 2. Collecting and classifying data 132 3. Representing and interpreting data 136 Unit 10 Probability 1. Chance

140

Glossary Answers

143 151

18-Nov-24 17:27:10

Unit 1: Topic 1

Place value

This is a one.

This is 12 ones OR 1 ten and 2 ones.

This is ngā tahi. This is 12 ngā tahi OR 1 ngā tekau and 2 ngā tahi.

2

How many? a

b

c

d

Write the numbers. a

2

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In a 3-digit number, the first digit is hundreds, the second is tens and the third is ones.

FI NA

1

This is 120 ngā tahi OR 1 ngā rau and 2 ngā tekau.

L

Guided practice

This is 120 ones OR 1 hundred and 2 tens.

b

Oxford University Press

18-Nov-24 17:27:12

Independent practice 1

This is 354. hundreds tens

2

3

FI NA

L

ones

This is 206.

hundreds tens ones

This is 423. hundreds tens ones

Oxford University Press

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3

18-Nov-24 17:27:13

4

a In 849, the 9 is in the ones place. How many: tens?

hundreds?

b In 347, the 4 is in the tens place. How many: ones?

hundreds?

c In 413, how many: tens?

5

FI NA

d In 508, how many: tens?

ones?

L

hundreds?

hundreds?

a Draw 216.

ones?

How many different ways can you rename 216?

b What is a number more than 216? c What is a number less than 216?

4

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Oxford University Press

18-Nov-24 17:27:14

Extended practice

Use the digits to make:

1

a the biggest number. b the smallest number.

8

3

6

c the biggest number with 8 in the ones place.

FI NA

L

d 2-digit numbers.

Write a digit on each balloon.

2

Use the digits to make: a the biggest number.

b the smallest number. a The smallest number is:

3 114 207

b The numbers bigger than 115 are:

104 297

141

97 279

Oxford University Press

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5

18-Nov-24 17:27:17

Unit 1: Topic 2

Regrouping and renaming numbers You can arrange 236 as:

2 hundreds, 2 tens and 16 ones

1 hundred, 13 tens and 6 ones

OR 2 ngā rau, 3 ngā tekau and 6 ngā tahi.

OR 2 ngā rau, 2 ngā OR 1 ngā rau, 13 ngā tekau and 16 ngā tahi. tekau and 6 ngā tahi.

L

2 hundreds, 3 tens and 6 ones

FI NA

Guided practice

Write how each number has been regrouped.

1

57

tens 2

ones

tens

ones

tens

ones

324

hundreds tens 6

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hundreds ones

tens

hundreds ones

tens

ones Oxford University Press

18-Nov-24 17:27:18

Independent practice 1

Regroup each number in a different way.

63

b

245

c

536

Oxford University Press

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FI NA

a

L

Draw and write how you regrouped them.

7

18-Nov-24 17:27:18

2

Circle the number that matches the words.

a

Three hundred and two:

302

320

3002

b

Five hundred and forty:

50 040

5040

540

c

Seven hundred and seven:

777

707

7007

3

Write the numbers on the place value chart.

Hundreds

Tens

a

6 hundreds and 15 ones

b

23 tens and 8 ones

c

32 tens

d

8 hundreds and 2 ones

4

Write the number that is:

a

3 tens and 17 ones

b

5 tens and 21 ones

c

2 hundreds and 9 tens

d

6 hundreds and 42 ones

e

45 tens

f

61 tens and 8 ones

FI NA

L

Ones

8

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How many tens are in three hundred?

Oxford University Press

18-Nov-24 17:27:20

Extended practice 1

Rename each number without using hundreds.

For example, 764

76 tens and 4 ones.

is

a

527 is

b

692 is

c

302 is

2

Rename each number without using tens.

ones

L

tens and

is

7 hundreds and 64 ones.

a

527 is

hundreds and

b

692 is

c

302 is

3

Use the example to help you make three regrouping addition equations.

FI NA

For example, 764

ones

729: 729 = 700 + 20 + 9 729 = 720 + 9 729 = 700 + 29 a

832

b

467

c

943

Oxford University Press

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9

18-Nov-24 17:27:20

Unit 1: Topic 3

Rounding numbers Rounding numbers to the nearest 10 When finding the nearest 10, check a number in units.

If the number in units is 0 to 4, round down.

The nearest 10 to 42 is 40.

40

41

42

43

44

45

46

47

48

49

50

If the number in units is 5 to 9, round up.

381

382

383

384

385

386

387

388

389

FI NA

380

L

The nearest 10 to 386 is 390.

390

Guided practice 1

Round the numbers using the number lines.

a

32

20

b

21

22

174

.

The nearest 10 is

23

24

25

26

27

28

29

The nearest 10 is

30

31

32

33

34

35

36

37

38

39

40

.

160 161 162 163 164 165 166 167 168 169 170 171 172 173 174 175 176 177 178 179 180

c

537

The nearest 10 is

.

520 521 522 523 524 525 526 527 528 529 530 531 532 533 534 535 536 537 538 539 540

d

97

The nearest 10 is

.

80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100

10

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Oxford University Press

18-Nov-24 17:27:20

Rounding numbers to the nearest 100 When finding the nearest 100, check a number in tens.

If the number in tens is 0 to 4, round down to the nearest 100.

The nearest 100 to 138 is 100.

138 100

110

120

130

140

150

160

170

180

190

200

L

If the number in tens is 5 to 9, round up to the nearest 100.

FI NA

The nearest 100 to 382 is 400.

382

300

310

320

330

340

350

360

370

380

390

When rounding to the nearest 100, don’t check a number in units.

400

Independent practice 1

Round each number to the nearest 100 using a number line.

a

331

The nearest 100 is

300

320

b

c

310

330

340

350

360

681

The nearest 100 is

600

620

610

630

640

650

660

407

The nearest 100 is

400

420

Oxford University Press

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410

430

440

450

460

.

370

380

390

400

680

690

700

480

490

500

.

670

.

470

11

18-Nov-24 17:27:22

d

249

200

e

220

978

900

2

210

The nearest 100 is

910

230

240

250

260

.

270

The nearest 100 is

920

930

940

950

960

280

290

300

990

1000

.

970

980

Round each number to the nearest 10 and the nearest 100.

75

b

821

c

205

d

555

e

992

FI NA

a

Nearest 100

L

Nearest 10

Extended practice

Rounding is useful to check if your answer to a calculation is reasonable.

Andy said “158 + 78 = 206”. Does that seem right?

Round each number to the nearest 10.

158 → 160

78 → 80

160 + 80 = 240 So, 158 + 78 is about 240.

Andy’s answer doesn’t look right.

12

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Oxford University Press

18-Nov-24 17:27:22

1

Round each number in the number sentence to check if each answer seems right.

a

52 + 79 = 131

Does it seem right?

Yes No

Write the number sentence with rounded numbers. + b

=

86 + 48 = 114

Does it seem right?

Yes No

Write the number sentence with rounded numbers. +

=

Round each number in the number sentence to estimate an answer.

a

143 + 32 is about

b

89 + 2 is about

c

178 + 205 is about

3

The south school has roughly 260 students after rounding to the nearest 10.

L

2

FI NA

. .

.

The north school has roughly 290 students after rounding to the nearest 10.

What would be the largest possible number of students altogether and the fewest possible number of students altogether?

South school North school Total:

Oxford University Press

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Largest possible number of students

Fewest possible number of students

13

18-Nov-24 17:27:22

Unit 2: Topic 1

Addition mental methods You can learn useful methods to help with adding numbers in your head.

Recall these addition facts to 20. +

19

2

18

+

5

+

15

10

10

+

13

+

ROBOSTAR

ROBOSTAR

ROBOSTAR

ROBOSTAR

ROBOSTAR

20

20

20

20

20

Guided practice 1

2

7

What are other number pairs that could go in the squares?

L

Knowing these pairs of numbers makes addition easier.

FI NA

1

Fill in the blanks on the Robostars so that the number pairs add up to 20. a b 12 + c 3 + + 15 ROBOSTAR

ROBOSTAR

ROBOSTAR

20

20

20

The numbers in the short boxes bond together to make the whole number in the long box.

+

14

2

16 Fill in the gaps so that the number bonds make 16. a

b

13 16

14

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6 16

c

d

8 16

7 16 Oxford University Press

18-Nov-24 17:27:23

Independent practice

a Find different number bonds that make the number on each whole bar. Try to find numbers that match the size of the smaller bars.

15 b

15

15

Find as many different number bonds as you can that also make 18. and

and

FI NA

and and

22

15

L

1

and

and

and

and

Write different number bonds in each pair of boxes so that they make the number on each large balloon.

Oxford University Press

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14

14

14

16

16

16

15

18-Nov-24 17:27:23

Adding with doubles 11 + 13 +

= 11 + 11 + 2 =

+

+

=

=

22 + 2 +

=

24

=

Add the doubles and then add the leftovers to make addition easier!

Knowing 8 + 8 can help me work out 8 + 9.

Guided practice

Use doubles to help you add.

a

8+9=8+8+

b

10 + 13 = 10 + 10 +

=

+

=

c

15 + 17 = 15 + 15 +

=

+

=

d

12 + 13 = 12 + 12 +

=

+

=

e

14 + 15 = 14 + 14 +

+

=

FI NA

L

1

16

MASNZ_SB3_51014_TXT_PPS_NG.indb 16

=

6 +

1

=

=

Oxford University Press

18-Nov-24 17:27:25

Independent practice

Add these doubles.

a

7+7

=

b

11 + 11 =

c

16 + 16 =

d

20 + 20 =

e

25 + 25 =

f

50 + 50 =

2

Add these near doubles.

a

7+9=

=

+

b

11 + 13 =

c

d

e

Oxford University Press

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=

+

+

+

=

+

+

+

=

+

+

+

=

+

=

25 + 27 =

+

=

20 + 23 =

+

=

=

16 + 17 =

+

FI NA

+

L

1

=

17

18-Nov-24 17:27:25

Extended practice

Find the missing numbers

a

12 + 7 = 15 +

b

0 + 16 = 8 +

c

20 +

d

6+

e

9+

f

1+3+

2

Use doubles to help you find the answers.

a

20 + 22 =

c

30 + 33 =

d

40 + 42 =

e

50 + 51 =

f

55 + 57 =

3

Use doubling methods to solve these in your head.

a

39 + 38 =

b

40 + 41 =

c

100 + 102 =

= 13 + 8

b

= 12 + 4 + 1

25 + 28 =

FI NA

= 18 + 2

= 17 + 2

L

1

18

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Oxford University Press

18-Nov-24 17:27:25

Unit 2: Topic 2

Addition written methods Jump method for addition Start with the larger number. Add the 10s and then the 1s.

22 + 23 + 10 33

+1 +1 43 44 45 Where would you start if you were adding 2 hundreds numbers?

Guided practice

Use the jump method to solve.

a

16 + 21 =

FI NA

1

+ 10

21 b

L

23

+ 10

+1 +1 +1 +1 +1 +1

31

35 + 24 =

35 c

46 + 33 =

46 Oxford University Press

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19

18-Nov-24 17:27:26

Independent practice

Use the jump method to solve.

a

72 + 19 =

b

38 + 57 =

c

27 + 63 =

d

39 + 26 =

e

25 + 58 =

FI NA

L

1

20

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Oxford University Press

18-Nov-24 17:27:26

Vertical addition When using vertical addition, you have to regroup if the total of a place value column is more than 10.

2 Now add the tens.

3 tens + 4 tens = 7 tens.

We also need to add the regrouped ten, so we end up with 8 tens.

+

T

O

41

7

3

5

8

2

T

1 Start with the ones.

7 + 5 = 12 Regroup the 12 for 1 ten and 2 ones.

T

2

2

5

6

7

T

O

3

7

4

6

T

O

6

2

1

9

Start with the ones to solve.

a T 4

+

5

d T 5

+

g

1

O 4

2

O

5

3

MASNZ_SB3_51014_TXT_PPS_NG.indb 21

e

+

6

O

Oxford University Press

+

6

T

+

b

O

FI NA

1

L

Guided practice

8

h

+

c

+

f

+

i

+

O 3

3

4

T

O

1

4

4

9

T

O

2

8

3

9

21

18-Nov-24 17:27:26

Remember to line the numbers up in their place value columns.

Independent practice 1

Rewrite as vertical addition and solve.

a

28 + 31

d

62 + 18

+

58 + 8

+

e 36 + 64

+

f

FI NA

+

c 46 + 27

2

Write a vertical addition and solve.

a

Serena counted 34 cars on the way to school and 59 cars on the way home.

How many did she count altogether?

b

Arjun drove 29 km on Saturday and 37 km on Sunday.

How far did he travel on the weekend?

22

MASNZ_SB3_51014_TXT_PPS_NG.indb 22

93 + 8

L

+

b

+

+

+

Oxford University Press

18-Nov-24 17:27:28

Extended practice

a

75 + 27 =

b

81 + 22 =

2

Use vertical addition to solve.

a +

3

L

Use the jump method to solve.

FI NA

1

How are the jump method and vertical addition similar?

75 44

b

+

57 64

c +

35 96

Choose a method to find the answer.

34 + 89 =

Oxford University Press

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23

18-Nov-24 17:27:29

Unit 2: Topic 3

Subtraction mental methods Subtracting on a number line –1 –1 –1 –1 –1 0

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

19 – 5 = 14 Guided practice

Which way do you go on the number line when you are subtracting?

L

Find the answers with the number lines.

0

FI NA

14 – 6 =

1

1

2

3

2

18 – 7 =

0

1

3

23 – 8 =

2

2

3

0

1

3

4

27 – 9 =

15

16

17

24

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4

4

4

5

5

6

18

5

6

6

7

7

8

19

20

8

7

9

10

8

9

10

11

12

13

11

14

15

12

13

16

17

14

18

15

19

20

9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

21

22

23

24

25

26

27

28

29

30

Oxford University Press

18-Nov-24 17:27:31

Independent practice

Use the number lines to find the answers.

1

28 – 7 =

0 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

25 – 8 =

L

2

3

FI NA

0 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

41 – 14 =

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

4

Solve on the number line and write a matching number sentence.

a

There were 34 people on the bus. Six people got off at the library.

How many are left?

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

– b

=

Of the 48 ducks flying over the school, 12 landed on the pond.

How many were still in the air?

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

– Oxford University Press

MASNZ_SB3_51014_TXT_PPS_NG.indb 25

= 25

18-Nov-24 17:27:31

Extended practice

Show on the number lines and solve.

a

19 – 4 =

b

28 – 8 =

c

33 – 21 =

d

36 – 14 =

2

Solve on the number lines.

a

37 – 4 – 5 =

FI NA

L

1

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

b

41 – 7 – 6 =

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 26

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Oxford University Press

18-Nov-24 17:27:31

Addition and subtraction are connected.

If I know 5 + 7 = 12, I also know 12 – 5 = 7 and 12 – 7 = 5.

Guided practice

6 + 10 = 16

L

a

Write two subtraction facts to match the addition fact.

16 –

FI NA

1

Why do both subtraction equations start with the same number?

16 –

b

15 + 4 = 19

0 = 6

6 =

=

19 –

19 –

c

1

=

– 9=

9 + 11 = 20

– 11 =

d

16 + 7 = 23

=

23 – –

Oxford University Press

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= 27

18-Nov-24 17:27:33

Independent practice 1

Fill in the gaps.

a 0

1

2

3

4

5

6

7

8

9

10

13 + 5 = 18

11

12

13

= 18

15

16

17

18

19

20

=

18 –

5+

14

18 –

=

b

L

0 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

= 24

– 8 = 16

FI NA

16 +

8 + 16 = 24 c 15

16

17

25 + 7+

18

19

=8

24 –

20

21

=

=

22

23

24

25

26

27

28

29

30

– 7 = 25

– 25 = 7

2

Write a matching subtraction fact.

a

8 + 6 = 14

–

b

16 + 10 = 26

–

=

c

13 + 12 = 25

–

=

d

11 + 27 = 38

–

=

28

MASNZ_SB3_51014_TXT_PPS_NG.indb 28

31

32

33

34

35

=

Oxford University Press

18-Nov-24 17:27:34

Halving method Doubling helps with additions and halving helps with subtractions.

We learnt doubling methods to add numbers.

8 + 8 = 16 We know 8 is half of 16.

So, 16 – 8 = 8.

Guided practice

Solve the equations using the halving method.

L

1

b

FI NA

a

10 – 5 = c

6–3=

d

12 – 6 = e

14 – 7 = f

8–4= Oxford University Press

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18 – 9 = 29

18-Nov-24 17:27:34

Independent practice

1

Solve the equations using the halving method.

a

7 + 7 = 14

So,

−7=

c

12 +

=

So,

−

=

=

So,

−

=

FI NA

10 +

L

b

2

Using the halving method, solve these equations.

a

16 – 8 = 8 and 17 is one more than 16.

So, 17 – 8 =

b

. more than 14.

14 – 7 = 7 and 15 is So, 15 – 7 =

30

MASNZ_SB3_51014_TXT_PPS_NG.indb 30

.

Oxford University Press

18-Nov-24 17:27:34

Extended practice 1

Write addition and subtraction facts to match the pictures.

a

+

=

+

=

–

=

+

=

–

=

+

=

–

=

FI NA

2

–

L

b

=

Solve on the number lines and use addition to check your answers.

a

0 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

24 – 5 =

= 24

+

b 20

21

22

23

24

35 – 12 =

Oxford University Press

MASNZ_SB3_51014_TXT_PPS_NG.indb 31

25

26

27

28

29

30

31

32

33

34

+

35

36

37

38

39

40

= 35

31

18-Nov-24 17:27:35

Unit 2: Topic 4

Subtraction written methods Jump method for subtraction Take away the 10s, and then the 1s.

48 – 24 –1

–1

–1

24 25 26 27 28

Guided practice

2

46 – 23 =

– 10

38

48

What would you take away first if you were using the jump method for hundreds numbers?

FI NA

1

– 10

L

–1

– 10

36

46

58 – 35 =

58

3

263 – 41 =

263

32

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Oxford University Press

18-Nov-24 17:27:36

Independent practice

Use the jump method to solve.

a

98 – 34 =

b

360 – 43 =

c

798 – 51 =

d

598 – 125 =

e

Use different numbers to write a subtraction that has the same answer as question d.

FI NA

L

1

–

Oxford University Press

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=

33

18-Nov-24 17:27:36

Vertical subtraction In vertical subtraction, you have to regroup when the number you are subtracting is bigger than the number you are taking away from.

1 2

T

Now subtract the tens.

We regrouped 1 ten from the first number to the ones.

That leaves: 6 tens – 2 tens = 4 tens

O

1

76 3 –

2

6

4

7

Start with the ones.

You can’t do 3 – 6.

Regroup 1 ten from the tens column for 10 ones.

13 ones – 6 ones = 7 ones

T

O

8

7

7

3

2

T

O

7

2

4

5

T

O

8

8

5

9

Start with the ones to solve the subtractions.

a

T 3

–

1

d T 9

–

g –

2

O 7

O

e

4

–

8

O

5

0

3

1

MASNZ_SB3_51014_TXT_PPS_NG.indb 34

–

4

T

34

b

T

O

6

2

1

T

O

4

6

2

9

T

O

9

2

3

6

FI NA

1

L

Guided practice

h –

c

–

f –

i –

Oxford University Press

18-Nov-24 17:27:36

Remember to line the numbers up in their place value columns.

Independent practice 1

Rewrite as vertical subtraction and solve.

a

34 – 17

d

51 – 33

–

72 – 63

86 – 36

–

e

f

73 – 49

–

FI NA

–

c

2

Write as vertical subtraction and solve.

a

Betty the baker made 98 cup cakes.

She sold 59 of them.

How many are left?

b

81 – 56

L

–

b

–

–

Suresh had $45. He spent $28.

How much does he have left?

Oxford University Press

MASNZ_SB3_51014_TXT_PPS_NG.indb 35

–

35

18-Nov-24 17:27:38

Extended practice

Solve using the jump method.

a

102 – 16 =

b

132 – 26 =

2

Solve using vertical subtraction.

a H

T

1 –

3

FI NA

L

1

O

b H

T

O

2

6

1

6

3

2

3

2

5

–

c

–

H

T

O

1

3

5

2

9

Choose a strategy to find the answer.

62 – 45 =

36

MASNZ_SB3_51014_TXT_PPS_NG.indb 36

Oxford University Press

18-Nov-24 17:27:38

Unit 2: Topic 5

Multiplication

2+2+2+2=4×2=8

0

1

2

3

4

5

6

7

8

9

2 4 6 8

10 11 12

Guided practice

Show on the number lines and fill in the blanks.

0

2

1

L

×

3+3+3=

=

FI NA

1

Where would I land if I added another 3?

2

3

4

5

6

×

5+5+5+5+5=

7

8

9

10

11

12

=

0 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

Fill in the blanks.

3

3 6 9 12 15

+

MASNZ_SB3_51014_TXT_PPS_NG.indb 37

+

+

= 15

threes are ×

Oxford University Press

+

= 37

18-Nov-24 17:27:40

Independent practice

Write the equation. ×

0

1

2

3

2

=

4

5

×

1

2

3

0

1

2

3

8

9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

7

8

9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

=

4

5

6

×

3

7

FI NA

0

6

L

1

=

4

5

6

7

8

9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

Show on the number line.

3×5=

4

0

1

2

3

4

5

6

7

8

9

10 11 12 13 14 15 16 17 18 19 20

3

4

5

6

7

8

9

10 11 12 13 14 15 16 17 18 19 20

6×2=

5

0

1

2

38

MASNZ_SB3_51014_TXT_PPS_NG.indb 38

Oxford University Press

18-Nov-24 17:27:40

Write an equation to match the array.

6

7

×

=

× I wonder if 4 × 5 is the same as 5 × 4.

Draw the array.

3×6=

9

4×5 =

FI NA

L

8

=

10 Fill in the gaps and complete the times tables chart.

0 ×2

2

0

×3

4

6

Oxford University Press

MASNZ_SB3_51014_TXT_PPS_NG.indb 39

10

1

3

8

5

7

9

10

6

×5 × 10

8

50

15

60

39

18-Nov-24 17:27:42

11 Find the cost for each person.

Cupcake $5

Juice $3

Sandwich $10

Anna bought 3 cupcakes. $

×3=

b

Ben bought 7 juices. $

×

=

c

Jack bought 3 sandwiches. $

×

=

d

Shaun bought 1 donut. $

×

=

e

Sarah bought 10 cupcakes. $

×

=

FI NA

a

L

Donut $2

Extended practice

2 digits × 1 digit multiplication

You can split larger numbers to make multiplying easier.

3 × 12

40

MASNZ_SB3_51014_TXT_PPS_NG.indb 40

is the same as

3 × 10

+

3×2

= 30 + 6 = 36

Oxford University Press

18-Nov-24 17:27:42

Use the ten frames to find the answer.

a

2 × 14 = is the same as 2 × 10 + 2 × 4 =

b

3 × 11 is the same as 3 × 10 + 3 ×

c

3 × 14 is the same as 10 × 3 + 4 ×

2

Solve with the split method.

a

3 × 13 = 3 × 10 + 3 × 3 =

b

2 × 24 = 2 × 20 + 2 ×

=

c

10 × 15 =

×

+

+

=

+

=

+

=

=

=

+

FI NA

Oxford University Press

MASNZ_SB3_51014_TXT_PPS_NG.indb 41

=

=

L

1

+

= +

=

×

41

18-Nov-24 17:27:43

Unit 2: Topic 6

Division

How many groups of 2 in 8?

8 divided into groups of 2 gives 4 groups OR 8 ÷ 2 = 4 What does “equal groups” mean?

Guided practice

Draw circles to make equal groups of:

a

4

FI NA

L

1

12 divided into groups of 4 gives

12 ÷ 4 =

12 divided by 4 is b

3

15 divided into groups of 3 gives 15 divided by 3 is 2

groups.

groups.

15 ÷ 3 =

Equal or unequal shares?

a

b Equal

42

MASNZ_SB3_51014_TXT_PPS_NG.indb 42

Unequal

Equal

Unequal

Oxford University Press

18-Nov-24 17:27:53

Independent practice 1

Add more counters to make the shares equal, then solve the equations.

a

12 ÷

=

25 ÷

=

24 ÷ 2

FI NA

c

L

b

=

Write the equation.

a

÷ Oxford University Press

MASNZ_SB3_51014_TXT_PPS_NG.indb 43

What is 4 × 5?

b

=

÷

= 43

18-Nov-24 17:27:55

Inverse operations Multiplication undoes division. Division undoes multiplication.

4 people have 3 marbles each. How many marbles altogether? (12) 12 marbles shared between 4 people. How many does each person have? (3)

12 3 × 4 = 12

3 people have 4 marbles each. How many marbles altogether? (12)

12 ÷ 4 = 3 4 × 3 = 12

12 marbles shared between 3 people. How many does each person have? (4)

12 ÷ 3 = 4

Use multiplication facts to complete the division facts.

a

5 × 4 = 20

FI NA

3

3

L

4

20 shared between 4 is 5×

= 20

20 ÷ 5 =

b

3 × 6 = 18

18 shared between 6 is 6×

= 18

18 ÷ 3 =

44

MASNZ_SB3_51014_TXT_PPS_NG.indb 44

Oxford University Press

18-Nov-24 17:27:55

4

Fill in the blanks to show the family of multiplication and division facts for these numbers.

10 2

5

×

= ÷

5

× =

= ÷

=

Write the multiplication and division families of fact for each triangle.

a

b

FI NA

2

L

14 7

24

3

Oxford University Press

MASNZ_SB3_51014_TXT_PPS_NG.indb 45

8

45

18-Nov-24 17:27:56

Extended practice

Draw 3 ways to equally share 16.

2

=

16 ÷

=

16 ÷

=

L

16 ÷

There are 4 students in each row.

FI NA

1

How many rows of students in a class of: 12?

3

20?

28?

Circle the groups that can be shared equally between 3.

46

MASNZ_SB3_51014_TXT_PPS_NG.indb 46

Oxford University Press

18-Nov-24 17:28:00

Unit 3: Topic 1

Fractions

The numerator tells us how many parts we are dealing with.

The denominator tells us how many parts a whole or group is divided into.

2 Two-fifths or 2 parts out of 5 are shaded.

5

The numerator is the top number of the fraction. The denominator is the bottom number of the fraction.

L

Guided practice

Shade the fractions.

a

3 b 5

1 3

c

1 d 2

3 4

e

4 f 5

2 3

FI NA

1

Oxford University Press

MASNZ_SB3_51014_TXT_PPS_NG.indb 47

47

18-Nov-24 17:28:01

Independent practice 1

What fraction is shaded?

a b

L

c d

FI NA

e f

g h

i

48

MASNZ_SB3_51014_TXT_PPS_NG.indb 48

j

Oxford University Press

18-Nov-24 17:28:02

2

Draw lines to match each fraction with its picture.

1 2

1 3

3 4

2 8

3 5

2 5

3

FI NA

L

Remember that the parts of a fraction need to be equal in size.

Divide each rectangle into the fraction shown.

a

b

c

d

quarters fifths thirds halves

4

Which fraction in question 3 has:

a

the most parts?

b

the least parts?

c

the smallest parts?

d

the biggest parts?

Oxford University Press

MASNZ_SB3_51014_TXT_PPS_NG.indb 49

49

18-Nov-24 17:28:03

Fraction of a quantity Fractions can show a part of the whole.

1 of 4 donuts is 2 donuts.

2

Find the fraction of each quantity.

a

b

1 of 2 dogs?

2

c

What is

FI NA

What is

L

5

1 of 8 strawberries?

4

d

What is

1 of 12 apples?

3

What is

1 of 8 stars?

8

What is

1 of 10 cats?

5

e

50

MASNZ_SB3_51014_TXT_PPS_NG.indb 50

Oxford University Press

18-Nov-24 17:28:04

Extended practice

1

There are two candy jars.

Ben took half of the candies from Jar A, so he now has 12 candies. a In total, how many candies were in Jar A? Kai took half of the candies from Jar B. He now has 6 candies. b In total, how many candies were in Jar B? Which is bigger: one quarter of Jar A or half of Jar B? 1 of Jar A or 8 one quarter of Jar B?

Jar A

Jar B

Same

Jar A

Jar B

Same

L

c

a Draw a line to divide the square into 2 equal parts.

b

What fraction is each part?

c

Draw another line to make 4 equal parts.

FI NA

2

What fraction is each part? d

Draw 2 more lines to make 8 equal parts.

What fraction is each part?

e

Colour in 5 parts.

f

What fraction is coloured in?

g

What fraction is not coloured in?

3

Order the fractions from smallest to largest.

1 1 1 5 2 8 4 8 Oxford University Press

MASNZ_SB3_51014_TXT_PPS_NG.indb 51

51

18-Nov-24 17:28:04

Unit 3: Topic 2

Equivalent fractions Number lines are useful for counting by and comparing fractions.

0

1

2

3

4

5

5

5

5

1

What is another way we could write 1 on this number line?

Fill in the missing fractions.

a 0

b

c

0

0

52

MASNZ_SB3_51014_TXT_PPS_NG.indb 52

FI NA

1

L

Guided practice

2 4

1 8

2 8

5 8

1

2 3

3 4

1

1

Oxford University Press

18-Nov-24 17:28:06

Independent practice 1

Match the fractions to the correct place on the number line.

a

4 4

2 4

1 4

3 4

0 c

4 8

0

4 5

5 5

FI NA

2 5

b

L

0

7 8

8 8

2 8

1 5

6 8

2

Which fraction is missing from question 1c?

3

How many:

a

eighths in 1?

b

halves in 1?

c

fifths in 1?

d

thirds in 1?

e

quarters in 1?

Oxford University Press

MASNZ_SB3_51014_TXT_PPS_NG.indb 53

3 5

1 8

5 8

53

18-Nov-24 17:28:06

Equivalent fractions are fractions that show the same value.

Kaia ate half the pizza.

Akona ate two-quarters of the pizza.

Shade and show an equivalent fraction for each fraction.

a

1 2

b

1 2

c

1 4

54

MASNZ_SB3_51014_TXT_PPS_NG.indb 54

FI NA

4

L

The amount of pizza they ate was the same!

4

8

8

Oxford University Press

18-Nov-24 17:28:07

Extended practice 1

Use the fraction wall to decide which fraction is bigger. one whole 1 2

2 2

1 3

2 3 2 4

1 5

2 5 2 8

3 8

3 5 4 8

a

1 1 or ?

2 4

c

4 4 4 5

5 8

FI NA

1 8

3 4

L

1 4

3 3

6 8

5 5 7 8

b

1 1 or ?

5 3

2 2 or ?

3 5

d

1 1 or ?

5 8

e

3 2 or ?

8 4

f

4 4 or ?

8 5

2

Use the fraction wall in question 1 to answer these questions.

a

How many quarters in one half?

b

How many eighths in one quarter?

c

How many eighths in one half?

Oxford University Press

MASNZ_SB3_51014_TXT_PPS_NG.indb 55

8 8

55

18-Nov-24 17:28:07

Unit 3: Topic 3

Addition and subtraction with fractions When you count items,

2 apples + 2 oranges cannot be 4 apples or 4 oranges.

1 apple + 2 apples = 3 apples BUT When adding fractions, make sure all the fractions have the same denominator. number name

3 4

How many?

What are they called?

3 Quarters

3 4

FI NA

L

numerator denominator

1 quarter 1 quarter 2 quarters 1 1 2 + = 4 4 4

The name (quarters) always stays the same!

Guided practice 1

Fill in the gaps.

a

one third + one third =

+

1 1 + = 3 3 56

MASNZ_SB3_51014_TXT_PPS_NG.indb 56

thirds

=

3 Oxford University Press

18-Nov-24 17:28:07

1 eighth

1 eighth +

c

2 eighths =

one fifth + one fifth = 1 fifth

8

8

=

8

fifths

1 fifth

fifths =

FI NA

+

+

L

b

+

=

Independent practice 1

Write number sentences.

a

+

=

+

=

+

=

+

=

c

+

=

+

=

d

+

=

+

=

b

Oxford University Press

MASNZ_SB3_51014_TXT_PPS_NG.indb 57

57

18-Nov-24 17:28:08

2

Check if Akira answered his homework questions correctly. If he didn’t get a question right, show the correct answer in the box.

Incorrect

1 1 2 b Correct + = 4 4 4

Incorrect

1 1 1 c Correct + = 5 5 10

Incorrect

1 1 2 d Correct + = 8 8 8

Incorrect

3

FI NA

L

1 1 2 a Correct + = 3 3 6

Fill in the gaps to complete each subtraction.

a

b

–

d

–

MASNZ_SB3_51014_TXT_PPS_NG.indb 58

=

=

c

58

–

=

–

=

Oxford University Press

18-Nov-24 17:28:08

Extended practice 1

a

Draw each story and write a number sentence.

1 1 full of milk. Derek pours another into the cup.

The cup is 3 3 How much milk altogether?

There is one quarter of a pizza left on a plate. Anna adds another quarter to the plate. What fraction of pizza is there now?

FI NA

b

+

c

=

L

+

=

There are 10 stars. One fifth of the stars are coloured in yellow.

Another fifth of the stars are coloured in red. How many stars are coloured altogether?

+

Oxford University Press

MASNZ_SB3_51014_TXT_PPS_NG.indb 59

=

59

18-Nov-24 17:28:08

Unit 4: Topic 1

Notes and coins

To make $1, you can use: OR

OR

Complete the table.

2

... do you need Draw the to make this? answer

FI NA

How many of these ...

L

How else can you make $1?

Guided practice 1

OR

Write the answer 10c + 10c = 20c

Complete the table.

How many of these ...

60

MASNZ_SB3_51014_TXT_PPS_NG.indb 60

... do you need to make this?

Draw the answer

Write the answer

Oxford University Press

18-Nov-24 17:28:41

1

Circle coins that equal:

a

$1

b

c

20c

L

Independent practice

2

Circle notes that equal:

a

$20

c

$100

Oxford University Press

MASNZ_SB3_51014_TXT_PPS_NG.indb 61

70c

FI NA

d

$2

b

$50

d

$45

61

18-Nov-24 17:30:56

3

How much is … ? b

c

d

FI NA

L

a

Is a $5 note or a 50c coin worth more? Why?

4

Order the totals from smallest to largest.

a

c

Smallest amount 62

MASNZ_SB3_51014_TXT_PPS_NG.indb 62

b

d

Largest amount Oxford University Press

18-Nov-24 17:31:47

Extended practice

Draw 3 different ways to make:

a

$2

b

$50

c

$25

FI NA

L

1

2

a

Find 4 ways to make 50c.

b

How many ways can you make $1?

Oxford University Press

MASNZ_SB3_51014_TXT_PPS_NG.indb 63

63

18-Nov-24 17:31:48

Unit 4: Topic 2

Counting money How much money?

= 20c + 40c = 60c

1

3

5

64

MASNZ_SB3_51014_TXT_PPS_NG.indb 64

FI NA

Count how much.

I can use skip counting to make it easier.

L

Guided practice

2

4

6

Oxford University Press

18-Nov-24 17:31:54

Independent practice

Make $1 with:

a

50c coins

b

10c coins

c

20c coins

2

Make $100 with:

a

$10 notes

b

$20 notes

c

$50 notes

FI NA

L

1

Oxford University Press

MASNZ_SB3_51014_TXT_PPS_NG.indb 65

65

18-Nov-24 17:31:55

3

Rearrange the coins to make them easier to count.

How much?

b

How much?

FI NA

c

L

a

How much?

Which coin is worth the most?

66

MASNZ_SB3_51014_TXT_PPS_NG.indb 66

Oxford University Press

18-Nov-24 17:32:00

Extended practice 1

Draw the least number of coins you could use to make:

a

$3.50 Number of coins:

b

$6.80

2

a

FI NA

L

Number of coins:

How much?

b

How much would you have left over from this amount if you spent: i

$20?

ii

$45?

iii $32?

3

a

How much?

b

How much would you have left over from this amount if you spent: i

$20?

ii

$45?

iii $32?

Oxford University Press

MASNZ_SB3_51014_TXT_PPS_NG.indb 67

67

18-Nov-24 17:32:25

Unit 5: Topic 1

Describing patterns

5 , 0

Last digit pattern counting by fives:

0 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

Guided practice

Find the last digit pattern, then continue the pattern on the number line.

a

Counting by twos:

b

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

,

Counting by threes: ,

,

FI NA

0

,

L

1

,

,

,

,

,

,

,

0 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

c

Counting by tens:

0

2

4

6

8

10

12

14

16

18

20

22

24

26

28

30

32

34

36

38

40

42

44

46

48

50

Which number pattern is the longest?

68

MASNZ_SB3_51014_TXT_PPS_NG.indb 68

Oxford University Press

18-Nov-24 17:32:27

Independent practice 1

a

Circle the final digits in the pattern.

4

8

12

16

The pattern is counting by:

c

Complete the pattern.

FI NA

2

a

24

L

b

20

Circle the final digits in the pattern.

80

75

70

65

b

The pattern is counting by:

c

Complete the pattern.

3

Find the missing numbers.

a

20

30

40

46

44

b

50

c

4

9

14

d

30

27

24

Oxford University Press

MASNZ_SB3_51014_TXT_PPS_NG.indb 69

60

55

60

90

42

36

24

39

15 69

18-Nov-24 17:32:27

4

Join the dots by following the pattern.

12

3

6

0

18 21

9

48

42

33

39

36

30 27

24

The double of 1 is 2. The double of 2 is 4. The double of 3 is 6.

0

1

2

3

4

5

6

L

5

45

15

7

8

9

10

FI NA

11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 a

Continue the doubles pattern on the chart by circling the next number in the pattern and then circling its double in the same colour.

b

Use the same process to finish the pattern.

6

Use the chart in question 5 to help you answer the questions.

a

What is double 4?

b

What is the answer if you double 4, then double it again?

c

What is half of 16?

d

What is the answer if you halve 16 and then halve it again?

70

MASNZ_SB3_51014_TXT_PPS_NG.indb 70

Oxford University Press

18-Nov-24 17:32:28

Extended practice 1

1

2

3

4

5

6

7

8

9 10

a

Circle the numbers counting by 5 from 3.

b

What is the last digit pattern?

c

Colour the numbers counting by 3 from 2.

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 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100

What is the last digit pattern?

2

What would you be counting by if the last digit pattern was:

a

2, 7, 2, 7, 2, 7?

b

0, 8, 6, 4, 2, 0, 8, 6, 4, 2?

c

7, 7, 7

FI NA

L

d

I wonder if the patterns are going forwards or backwards?

3

a

Use these numbers to make a pattern.

37 57 7 27 47 67 17

b

What are you counting by?

Oxford University Press

MASNZ_SB3_51014_TXT_PPS_NG.indb 71

71

18-Nov-24 17:32:30

Unit 5: Topic 2

Problem solving Word problem

Two monsters went shopping.

They met three more monsters.

How many altogether?

Number sentence 2+3=5

Diagram

Solve the word problems.

a

Rawiri had 3 cars. He was given 4 more for his birthday.

How many did he have altogether?

b

c

Number sentence

FI NA

1

L

Guided practice

Abbey had 8 balloons but 3 of them popped. How many did she have left?

+

=

Number sentence −

=

One scooter has 3 wheels. Draw a diagram and write how many wheels are on four scooters.

72

MASNZ_SB3_51014_TXT_PPS_NG.indb 72

Oxford University Press

18-Nov-24 17:32:32

Independent practice 1

Draw the problem, then write a number sentence to solve it.

a

Tessa has 38 cupcakes. She gives 6 to her friends. How many does she have left?

Picture

Hamish has 12 pencils and Primrose has 4 pencils.

How many more pencils does Hamish have?

Picture

FI NA

b

L

Number sentence:

Number sentence: c

There are 17 candles on the cake. Linus blows out 7 of them. How many are still lit?

Picture

Number sentence: d

Anahera read 10 books in April and 6 books in May. How many did she read altogether?

Picture

Number sentence: Oxford University Press

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2

Write a word problem to match the number sentence.

8 + 4 = 12

3

Decide if each word problem is addition or subtraction.

a

Remy scored 14 points on Monday and 17 points on Tuesday. What was his total point score?

Addition

Jay had 17 marbles. He bought another 12. How many does he have now?

Addition

Subtraction

Addition

Subtraction

c

L

FI NA

b

Subtraction

Nina had 16 pairs of shoes. She gave away 14 pairs. How many pairs does she have left?

4

Circle true or false for each equation. Write the correct answer if it is false.

a

42 + 132 = 184

True or False

Correct answer:

b

743 – 520 = 241

True or False

Correct answer:

c

2 × 8 = 14

True or False

Correct answer:

d

30 ÷ 5 = 6

True or False

Correct answer:

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Oxford University Press

18-Nov-24 17:32:32

Algorithm An algorithm is a list of steps (or rules) that are needed to solve a problem. When going out, you put on socks first → then shoes → then tie your shoelaces.

If you don’t follow these steps, then it won’t work. shoe then sock

L

shoelaces then shoes

+3

FI NA

Creating patterns is also part of an algorithm.

1 4 7 10 13 16 +3

These numbers increase by 3. Can you guess what comes after 16?

5

How do you brush your teeth? Put these steps into the correct order.

a

Brush your teeth for 2 minutes.

b

Rinse your mouth.

c

Put some toothpaste on the toothbrush.

d

Grab the toothbrush and toothpaste. →

Oxford University Press

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→

→

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6

Draw a diagram and write how many legs are on:

a

1 chair. b 2 chairs.

e

Write what you notice about the pattern in the answers.

c 3 chairs.

d 4 chairs.

L

7

.

FI NA

In this pattern the number of circles increases by

Extended practice 1

The teacher asks you to use the flowchart below to sort paper shapes for the class. Follow the flowchart and write which box each shape should go in.

Start Is the shape Yes Put in Box A red?

No Is this a triangle?

No

Yes Put in Box B

Is this a rectangle?

No

Yes Put in Box C

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Oxford University Press

18-Nov-24 17:32:34

Unit 6: Topic 1

Length and perimeter Metres

3m

We measure the length of long items in metres (m).

4m What are some things we might measure in metres?

Use a metre ruler to find:

a

the length of your classroom.

b

metres

c

the height of the door.

metres Oxford University Press

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the width of a bookcase.

FI NA

1

L

Guided practice

d

metres

the width of the whiteboard.

metres 77

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Independent practice 1

Find items you think fit the estimates, then check with a metre ruler.

Item

Estimate

Actual length

maths book

less than 1 metre

less than 1 metre

less than 1 metre about 1 metre

Draw lines to match the items with the estimates.

FI NA

2

L

more than 1 metre

less than 1 metre

about 1 metre

more than 1 metre

STOP

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Oxford University Press

18-Nov-24 17:32:42

Centimetres We measure the length of small things in centimetres (cm).

30 cm 13 cm

A child that is 3 or 4 years old is about one metre tall.

5 cm

1m

Guided practice

Use a 30 cm ruler to find:

a

the length of your pencil.

100 cm

FI NA

1

How many centimetres tall do you think I am?

L

There are 100 cm in 1 m.

b

centimetres

the width of this book.

centimetres

2

Draw something in your classroom that is about:

a

15 centimetres long.

centimetres Oxford University Press

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b

1 metre long.

centimetres 79

18-Nov-24 17:32:45

Independent practice 1

Find items you think fit the estimates, then check with a 30 cm ruler.

Item

Estimate

Actual length

my eraser

less than 30 cm

5 cm

less than 30 cm about 30 cm

2

L

more than 30 cm

Draw lines to match the items with the estimates. about 30 cm

FI NA

less than 30 cm

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more than 30 cm

Oxford University Press

18-Nov-24 17:32:47

3

Estimate the length in metres.

0

20

30

b

car

40

50

60

bookshelf

70

80

90

c

100

basketball court

FI NA

L

a

10

metres 4

metres

metres

Measure the lines with a ruler and record the length.

a

cm

b

cm

c

Centimetres are a unit that we use to measure the length or height of something smaller, like your finger.

cm

5

Use a ruler to draw a line that is:

a

4 cm.

b

7 cm.

Oxford University Press

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Perimeter To find the perimeter of a shape, measure all the sides and add them up.

This shape has 6 cm in length and 2 cm in height.

The perimeter is 6 + 6 + 2 + 2 = 16. The perimeter is 16 cm long.

Find the perimeter of each shape.

L

6

a

FI NA

b

cm

cm

d

c

cm 7

cm

Measure the perimeter of each shape and order them from longest to shortest. b

a

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c

, Oxford University Press

18-Nov-24 17:32:50

Extended practice

Would you measure these items in metres or centimetres?

a

c

b

m

cm

d

m e

cm

m

cm

m

cm

f

FI NA

m

cm

L

1

m

cm

2

Which of the items in question 1 do you estimate is the longest?

3

Which is the shortest?

4

How long might the couch be?

5

How long might the banana be?

Oxford University Press

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Unit 6: Topic 2

Area

This laptop screen has an area of 12 sticky notes.

This book has an area of 12 sticky notes.

Guided practice

FI NA

L

1

a

Circle the item with the smallest area in blue.

b

Circle the item with the biggest area in red.

2

How many sticky notes do you use to find the area of:

a

a book?

sticky notes

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b

your table?

sticky notes

c

another item?

sticky notes

Oxford University Press

18-Nov-24 17:32:55

Independent practice 1

Measure the area of each object using sticky notes. Complete the table.

Area to find

Estimate

my pencil case

32 erasers

Actual area

my writing book

my eraser

Find the area of each shape.

What else could you use to measure area with?

FI NA

2

L

my lunch box

a

b

squares c

squares

d

e

squares squares 3

squares

Circle the shape above with the largest area.

Oxford University Press

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85

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4

Draw 1 cm squares on the rectangles. Record the area of each rectangle.

squares

L

squares Using blocks, draw a shape with an area of:

a

7 squares.

b

12 squares.

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FI NA

5

Oxford University Press

18-Nov-24 17:32:57

Extended practice

Use the grid paper to draw:

a

a blue square with an area of 9 squares.

b

a red rectangle with an area of 10 squares.

c

2 different green rectangles, each with an area of 12 squares.

d

a yellow square with an area of 4 squares.

2

In words, what is the total area of the shapes in question 1?

3

a

b

Find the area of the blue square.

FI NA

L

1

Estimate the area of the shape below. squares

squares c

Find the area of the red rectangle. squares

d

What is the total area? squares

Oxford University Press

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87

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Unit 6: Topic 3

Volume and capacity The volume of this object is 6 blocks.

The volume of this object is 13 blocks.

Volume is how much space an object takes up.

Guided practice

What is the volume of each object?

a

FI NA

b

blocks

2

L

1

blocks

Is the volume of object A different to object B?

A

B

Object A is larger.

Both are the same.

Object B is larger.

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Oxford University Press

18-Nov-24 17:32:59

Independent practice 1

a

B

C

D

E

L

A

Write the letters to order these objects by volume.

FI NA

Smallest volume

Largest volume

b

Which objects have a bigger volume than E?

c

Which objects have a smaller volume than C?

2

Build a model using the same amount of blocks as object D in question 1. Draw your model and write down how many blocks you have used.

blocks

Oxford University Press

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Capacity (internal volume) is how much a container holds.

A litre (L) is a unit of capacity.

This milk cartoon holds 1 litre (1 L).

Guided practice 1

Estimate the capacity of these containers. Then measure the actual capacity using a 1 litre container like a milk bottle.

Estimate

Actual

FI NA

L

Container

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Oxford University Press

18-Nov-24 17:33:02

Independent practice 1

a

Number these containers 1 to 6 from smallest to largest capacity.

A B C 4L 2L

1 L 2

E

F

1 L 2

FI NA

D

L

1L

1

3L

b

Write the letters of the items that hold 1 L or less.

c

Write the letters of the items that hold more than 1 L.

d

Which item has the largest capacity?

e

What is the capacity of the detergent and spray bottle together?

Oxford University Press

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91

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Extended practice 1

What is the volume of each of these objects?

blocks

blocks

blocks

Decide whether each story is about volume or capacity. Then, solve the problem.

a

Kaia had a full bottle of soft drink. She shared the drink equally into four cups. If the bottle held 2 litres, how much did each person get?

FI NA

L

2

volume b

Answer:

Tariq’s water tank has 120 litres in it. If he uses 10 litres per day for one week, how much water will he have left? volume

c

capacity

capacity

Answer:

Nea wants to build a model building with four layers, and 8 blocks in each layer. How many blocks will she need? volume

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capacity

Answer:

Oxford University Press

18-Nov-24 17:33:03

Unit 6: Topic 4

Mass

The mass of the laptop is 1 kg.

Guided practice

FI NA

The mass of the dog is 15 kg.

L

The base unit for measuring mass is the kilogram (kg). Many everyday items are measured in kilograms.

1

a

Estimate whether each item has a mass of less than 1 kg, about 1 kg or more than 1 kg. Draw lines to show your answers.

Less than 1 kg b

About 1 kg

More than 1 kg

Which item do you estimate has the heaviest mass?

Oxford University Press

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93

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Independent practice

Many everyday items, such as groceries, are labelled in kilograms.

Find and draw three items that are packaged and labelled in kilograms.

2

a

FI NA

L

1

Estimate first, then find the mass of these items to the nearest kilogram. You may need to use scales.

Item Stapler

Estimate

Actual

5 textbooks

Your lunchbox 1 litre of water Rugby ball

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Oxford University Press

18-Nov-24 17:33:04

b

Which item is the heaviest?

c

Which item is the lightest?

d

Write the items in order from lightest to heaviest.

Extended practice

L

How many of each item could be packed in a box that holds 24 kg?

FI NA

1

4L

2 kg

3 kg

Oxford University Press

MASNZ_SB3_51014_TXT_PPS_NG.indb 95

12 kg

6 kg

95

18-Nov-24 17:33:05

Unit 6: Topic 5

Time

2 o’clock

quarter past 2

c

d

FI NA

b

L

What number is the minute hand pointing to at:

a

5 o’clock?

2

quarter to 3

Why do we say “quarter past” and “quarter to”?

Guided practice 1

half past 2

quarter to 6?

quarter past 11?

half past 8?

Draw a line to match the clocks to the times.

a

quarter to 11

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b

c

half past 4

d

9 o’clock

quarter past 6

Oxford University Press

18-Nov-24 17:33:08

Independent practice

Draw in the minute hands.

a

half past 3

b

quarter past 1

c

7 o’clock

d

quarter past 12

e

quarter to 7

f

half past 6

2

Draw in the hour hands.

a

quarter past 3

b

8 o’clock

c

quarter to 10

d

half past 5

e

quarter to 9

f

12 o’clock

FI NA

L

1

Why do you think it is called the “hour hand”?

Oxford University Press

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97

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Draw the times on the clocks.

a

quarter to 5

b

quarter past 8

c

half past 1

d

quarter past 10

e

6 o’clock

f

half past 11

4

FI NA

L

3

What’s another way of saying “half past”?

Write in the times.

a

d

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b

c

e

f

Oxford University Press

18-Nov-24 17:33:13

Extended practice

What time will it be in: a

1 hour?

b

half an hour?

c

quarter of an hour?

d

2 hours?

Fill in the missing times.

a

b

FI NA

2

L

1

c

:

2:15

3:45 quarter to

3 o’clock

d

e

12:00

f

:15

:

quarter past 7 Oxford University Press

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99

18-Nov-24 17:33:13

Unit 6: Topic 6

Calendars

January Sun Mon Tues Wed Thur

Fri

Sat

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

The first day of January was a Monday.

The first Sunday in January was the 7th.

The last day of January was a Wednesday.

1

a

L

Guided practice

What do people use calendars for?

FI NA

February?

February

Sun Mon Tues Wed Thur Fri

Sat

1

2

3

4

5

8

9

10

11

12

6

7

13

14

15

16

17

18

19

20

21

22

23

24

25

26

27

28

b

c

How many Sundays are in November?

Sun Mon Tues Wed Thur Fri

Sat

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

MASNZ_SB3_51014_TXT_PPS_NG.indb 100

What is the last day in February?

November

100

What date is the first Sunday in February?

a

2

What is the first day of

b

How many Saturdays?

c

What day is the 13th of November?

d

What date is the last day in November?

Oxford University Press

18-Nov-24 17:33:14

Independent practice

a

1 JANUARY

FEBRUARY

Sun Mon Tues Wed Thur Fri

2

3

5

8

9

10 11 12 13

Sun Mon Tues Wed Thur Fri

6 4

5

6

7

2

3

8

9

10

14 15 16 17 18 19 20

11 12 13 14 15 16 17

21 22 23 24 25 26 27

18 19 20 21 22 23 24

28 29 30 31

25 26 27 28

MARCH

5

6

7

Sat

Sun Mon Tues Wed Thur Fri

Sat

1

2

3

7

8

9

10 11 12 13 14

1

2

3

8

9

10

4

5

6

11 12 13 14 15 16 17

15 16 17 18 19 20 21

18 19 20 21 22 23 24

22 23 24 25 26 27 28

25 26 27 28 29 30 31

29 30

MAY

JUNE

7

Sat

Sun Mon Tues Wed Thur Fri

Sat

FI NA

Sun Mon Tues Wed Thur Fri

6

1

2

3

8

9

10 11 12

4

5

13 14 15 16 17 18 19

3

4

5

6

7

1

2

8

9

10 11 12 13 14 15 16

20 21 22 23 24 25 26

17 18 19 20 21 22 23

27 28 29 30 31

24 25 26 27 28 29 30

JULY

AUGUST

Sun Mon Tues Wed Thur Fri

Sat

1

2

3

7

8

9

10 11 12 13 14

4

5

6

Sun Mon Tues Wed Thur Fri

5

6

7

Sat

1

2

3

4

8

9

10 11

15 16 17 18 19 20 21

12 13 14 15 16 17 18

22 23 24 25 26 27 28

19 20 21 22 23 24 25

29 30 31

26 27 28 29 30 31

SEPTEMBER

Sat

Sun Mon Tues Wed Thur Fri

1 5

6

7

8

7

4

5

2

3

6

8

9

10 11 12 13

3

9

10 11 12 13 14 15

14 15 16 17 18 19 20

16 17 18 19 20 21 22

21 22 23 24 25 26 27

23 24 25 26 27 28 29

28 29 30 31 DECEMBER

NOVEMBER

Sun Mon Tues Wed Thur Fri

Sun Mon Tues Wed Thur Fri

5

6

7

Sat

1

Sat

1

2

3

2

3

8

9

10

9

10 11 12 13 14 15

4

5

6

7

8

11 12 13 14 15 16 17

16 17 18 19 20 21 22

18 19 20 21 22 23 24

23 24 25 26 27 28 29

25 26 27 28 29 30

30 31

Oxford University Press

MASNZ_SB3_51014_TXT_PPS_NG.indb 101

New Years Eve 31st December

Sat

1

30

On this calendar, circle the following important dates: Waitangi Day 6th February

2

4

b

OCTOBER

Sun Mon Tues Wed Thur Fri

4

Days

APRIL

Sun Mon Tues Wed Thur Fri

4

Month

Sat

1

L

7

4

Sat

1

How many days are in each month?

Your birthday c

Highlight the Term 1 and 2 school holidays you have this year. Check the duration of each holiday.

Term 1 holiday:

days

Term 2 holiday:

days 101

18-Nov-24 17:33:15

2 May Sun Mon Tues Wed Thur Fri

a

If today is the 4th, what will be the day and date in 2 weeks?

b

What day is 9 days after the 13th of May?

Sat

1

2

3

4

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

c

Which days are there 5 of in the month?

d

If you went on holidays on the 3rd of May for 11 days, on which day would you get back?

e

How many days is it from the 17th to the 23rd of May?

f

If today is the 23rd of May, how many days are left in the year?

Use the calendar on the previous page to help you.

Show how you worked out the answer.

Does May always start

FI NA

L

5

on a Wednesday?

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Oxford University Press

18-Nov-24 17:33:16

Extended practice 1 Month: Fri

Sat

Fill in the name of the current month.

b

Fill in the dates on the correct days.

c

What day does the month start on?

d

How many days are in the month?

2

FI NA

L

Sun Mon Tues Wed Thur

a

This calendar shows one month of the year.

Sun Mon Tues Wed Thur Fri

Sat

1

2

3

4

5

8

9

10

11

12

6

7

13

14

15

16

17

18

19

20

21

22

23

24

25

26

27

28

29

30

a

Could it be February?

b

Which months could it be?

c

How many full weeks are there?

d

What date is the third Thursday of the month?

Oxford University Press

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103

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Unit 7: Topic 1

2D shapes

corner

side

The shape has 4 corners and 4 sides.

The opposite sides are straight lines.

How else could you describe this shape?

2

3

A hexagon has:

a

corners

b

sides

a

corners

b

sides

a

corners

b

sides

FI NA

1

L

Guided practice

A pentagon has:

An octagon has:

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Oxford University Press

18-Nov-24 17:33:18

Independent practice 1

a Colour the shapes with 4 corners and 4 straight sides blue.

2

FI NA

L

b Colour the shapes with at least one curved side pink.

Match the shapes to their names and descriptions.

rectangle

hexagon

rhombus

triangle

6 sides and 6 corners

4 sides all the same length, 2 sets of parallel lines

4 corners, opposite sides are the same length

3 straight sides

Oxford University Press

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105

18-Nov-24 17:33:18

3

Draw the following shapes. Then circle the word “regular” or “irregular” to show what each shape is.

a

3 sides and 3 corners

at least 2 straight sides and 1 curved side

Regular e

Regular d

Irregular

4 straight sides with 2 sides the same length

Regular

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Irregular

Irregular

5 corners and 5 sides

FI NA

c

Irregular

no corners

L

Regular

b

Regular

f

Irregular

4 straight sides of different lengths

Regular

Irregular

Oxford University Press

18-Nov-24 17:33:18

Splitting shapes

If we draw two lines like this, it makes four triangles.

... and this trapezium ...

... to make a rectangle.

We can join these two triangles ...

L

This is a If we draw a line like this, square. it makes two triangles.

Combining shapes

FI NA

Extended practice 1

Draw the lines to split these shapes.

a

Draw 1 line to make 2 smaller triangles.

2

Draw lines to show how these 4 triangles can join together to make the white shape.

3

Draw and name the shape that would be made if you slid the triangle across to join the trapezium.

The shape is a

Oxford University Press

MASNZ_SB3_51014_TXT_PPS_NG.indb 107

b

Draw 2 lines to make 2 triangles and a rectangle.

c

Draw 2 lines to make 4 triangles.

.

107

18-Nov-24 17:33:19

4

Name each shape. b

c

d

e

f

5

FI NA

L

a

Which of the shapes from question 1: has 4 corners?

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has two pairs of parallel opposite lines?

is irregular?

has no corners?

Oxford University Press

18-Nov-24 17:33:20

Unit 7: Topic 2

Lines of symmetry A shape is called “symmetrical” if one side is a mirror image of the other.

The square is symmetrical. The left side of the black line is exactly the same as the right side.

Guided practice

Draw 1 line of symmetry on each shape.

FI NA

1

b

a

c

2

L

This line is called a line of symmetry.

d

Circle the shapes that have a line of symmetry.

Oxford University Press

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109

18-Nov-24 17:33:20

Independent practice

Reflect these shapes across a line of symmetry. Use the dot on each shape as a starting point.

c

e

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b

L

a

d

FI NA

1

f

Oxford University Press

18-Nov-24 17:33:21

Extended practice 1

Use the squares and lines of symmetry below to create symmetrical pictures.

b

Oxford University Press

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L

a

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Unit 7: Topic 3

Angles

An angle is the amount of turn between 2 arms.

This angle is larger than a right angle.

This angle is smaller than a right angle.

The lines that make up an angle are called arms.

The point where the 2 arms meet is the vertex.

If the arms are at right angles, they called called perpendicular.

FI NA

L

A square corner angle is known as a right angle.

A right angle is a quarter of a full turn.

Guided practice 1

Tick whether each angle is smaller or larger than a right angle.

a

smaller

b

larger

c

smaller

d

larger

e

smaller larger

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smaller larger

smaller larger

f

smaller larger

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Independent practice

Find and draw 3 things in your classroom that have a right angle.

2

Circle the shapes that have right angles.

FI NA

L

1

a

d

3

b

c

e

f

b

c

How many right angles? a

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4

Look at the angles marked between the clock hands.

A a

B

D

At what times do the hands make a right angle?

E

F

What would the angle look like if it were 6 o’clock?

Which clocks show angles smaller than a right angle?

L

b

C

c

FI NA

Which clocks show angles larger than a right angle?

5

a

Draw your own times on the clocks below.

b

Draw a clockwise arrow to show the angle.

c

Tick a box to classify each angle.

Smaller than a right angle

Smaller than a right angle

Smaller than a right angle

A right angle

A right angle

A right angle

Larger than a right angle

Larger than a right angle

Larger than a right angle

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Extended practice 1

a

Find and draw 4 angles in the classroom.

2

Angle 4

FI NA

Angle 3

L

b Write a description to classify your angle compared to a right angle.

Angle 1 Angle 2

Draw lines to match the angles that are the same size.

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Unit 7: Topic 4

3D shapes

A cube has: edge

face

• 6 faces • 12 edges

Faces of 3D shapes can be ­different shapes, such as ­circles, triangles or squares.

• 8 corners. corner/vertex

Guided practice

A rectangular prism has:

L

1

2

3

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FI NA

a

faces

b

edges

c

corners.

A cylinder has: a

faces

b

edges

c

corners.

A triangular pyramid has: a

faces

b

edges

c

corners.

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Independent practice 1

How many of each shape do you need to make the 3D shape?

a

b

rectangles

c

rectangles

FI NA

d

squares 2

circles

L

triangles

A

triangles

B

C

squares

circles

D

E

Write the letter of the 3D shape with: a

at least one curved face.

b

only one corner.

c

more than 5 edges.

d

faces that are all the same shape.

e

at least one triangular face.

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4

Draw lines to match the shapes with their names and descriptions.

square pyramid

cylinder

triangular prism

6 corners and 9 edges

1 curved face

3 faces and 2 edges

5 corners, 1 square face and 4 triangular faces

L

sphere

FI NA

3

A prism has two parallel bases that are the same shape, and the other ­faces are rectangles.

a

Colour the cubes blue.

b

Colour the other prisms green.

c

Colour the pyramids red.

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Extended practice 1

Join the dots to make 3D shapes.

a

b

1

3

c

1

d 4

3

5

3

4 2

5 6

1

3

2

1

L

2

4

2

Name each shape from question 1.

3

Who am I?

a

My faces are rectangles.

FI NA

2

Draw

I have 8 corners.

I am not a cube.

I am a

b

.

I have 2 edges but no corners.

Draw

I have 3 faces.

I am a

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.

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Unit 8: Topic 1

Interpreting maps and directions The dog is to the right of the clock.

The photo is on the middle shelf.

The train is below the piggy bank.

The clock is above the photo and between the dog and the dinosaur.

FI NA

1

L

Guided practice

What other words can you use to describe where something is?

a

What is above the picnic?

b

What is between the slide and the bin?

c

Where is the picnic basket?

d

What is to the right of the dog?

e

What is on the slide?

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Independent practice

Where is: a

the computer?

b

the whiteboard?

c

the teacher?

L

1

the water bottle?

FI NA

d

2

a

Draw a clock on the shelf.

c

Draw a chair next to the bed. d

e

Draw a bookcase in the bottom right corner.

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b f

Draw a mat in front of the door.

Draw a desk in the top left corner.

Draw a TV to the left of the bookcase.

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Department store

Hairdresser

Toilets

Play area

Book shop

Food court

Shoe shop

Surf shop

Jewellery shop Muffin shop

Toy shop

Clothes shop

L

Pet shop

Why do shopping centres have maps?

Fill in the gaps.

a

The shoe shop is

the hairdresser.

b

The book shop is and the toilets.

the toy shop

c

The food court is

the department store.

d

The play area is

the food court.

FI NA

3

4

a

What would you go past to get from the pet shop to the department store?

b

Which way would you turn to get from the surf shop to the muffin shop?

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Extended practice

pukeko

kakapo

seal

takahe

morepork pigeon

sheep kiwi

tı̄eke

Entrance

Where are you?

a

Start at the kiwi. Travel 3 squares to the right. Turn left and

b

FI NA

travel 3 squares.

L

1

Start at the entrance. Walk 1 square straight ahead. Turn right.

Walk 3 more squares.

2

Write directions to walk along the path from:

a

the entrance to the morepork.

b

the pigeon to the takahe.

c

the sheep to the tı̄eke.

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Unit 8: Topic 2

Measures of turn

quarter turn to the right

Identify each turn.

b

FI NA

a

full turn

When we turn something around to the right, this is also known as clockwise, as it’s the same direction that the hands go around a clock.

Guided practice 1

quarter turn three quarter to the left turn to the right

L

half turn

Half turn c

Quarter turn

Half turn

Quarter turn

Full turn

Quarter turn

Half turn

Quarter turn

d

Full Half turn turn

Three-quarter Three-quarter turn turn

e

f

Full turn turn Full

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Half turn turn Half

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Independent practice

Decide whether the pattern is showing half turns or quarter turns, then continue the pattern.

Half turn

Quarter turn

b

Half turn

Quarter turn

FI NA

a

L

1

a

Write the name of each turn – quarter turn, half turn, three-quarter turn or full turn. b

c

d

2

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Draw what happens if you do a:

a

half turn.

b

three-quarter turn to the left.

c

quarter turn to the right.

d

full turn.

4

Draw the shapes after a:

a

FI NA

L

3

b

half turn

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quarter turn

three-quarter turn to the right

full turn

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Extended practice

3

Describe the turn used to make the pattern.

b

Continue the pattern.

a

Describe the turns used to make the pattern.

b

Continue the pattern.

L

2

a

FI NA

1

Circle the shapes that show a quarter turn. a

b

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Unit 9: Topic 1

Collecting data

What did you have for dinner?

Students Caleb, Serena, Nikau

Pizza

Ava, Zac, Josh, Emily, Tayla, Hannah, Sophia, Joseph, Jessie, Aria, Casey Riley, Ethan, Toni, Kyle, Matt, Demi, Mason, Darlean

Number of students

3

Pizza

11

8

Pasta

Guided practice

Count and record Do you have a brother?

Yes No

1

Do you have a brother? no, no, yes, no, yes, yes, yes, no, no, yes, no, no, yes, yes, no, yes, yes, yes

2

What pet do you have?

a

Cat

What pet do you have?

Dog

Cat

Reptile

b

Count and record.

Other

Dog

None

Reptile

How many students were

Other

asked?

None

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Total

Chicken

FI NA

Pasta

Dinner

L

Dinner Chicken

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Independent practice 1

What are the favourite ice-cream flavours for your class? Complete the table below.

Ice-cream flavour Vanilla

Student names

2

FI NA

Boysenberry

L

Chocolate

Use the data from question 1 to fill in the table below.

Ice-cream flavour

Number of students (ticks)

Total (number)

Vanilla

Chocolate Boysenberry

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3

Collect data from 12 students in your class.

Do you have a sister?

Record the favourite sport of 12 people in your class.

Sport Soccer Rugby

Students

FI NA

4

What problems or ­errors do you have when ­collecting data? Why do you think that is?

No

L

Yes

Netball Cricket

Basketball Other 5

What question did you ask to get the data in question 4?

6

What do you notice about the data in question 4?

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Extended practice

Write a yes/no question to ask your classmates.

2

What do you think the data will show?

3

Ask 12 people your question and record their answers.

4

Results

FI NA

Name

Record the results another way.

Yes

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L

1

No

What do you notice?

What is the most ­common answer?

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Unit 9: Topic 2

Collecting and classifying data

12

7

Why do some of the tally marks have a diagonal line across them?

Count the tally marks.

FI NA

1

Vegetables

L

Guided practice

Fruit

Favourite drinks Milk

Total

2

Water

Orange juice

Soft drink

Use tally marks to record the colours.

Red

Blue

Green

Total

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1

a

FI NA

L

Independent practice

Choose a way to sort the shapes into 4 different groups.

Record your categories in the table.

Categories:

Total

b

Use tally marks to count the items in each of your categories and add the totals.

c

The most common category is

d

There are more

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. than

.

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2

a

Choose 4 sports that are popular in your class and record them in the table.

Sports:

FI NA

Totals

L

Tally

b

Survey at least 10 people in your class and keep a tally of their answers.

c

Total the tallies.

3

Answer these questions about your results.

a

Which sport was the most popular?

b

Which sport was the least popular?

c

What other sports could you have included?

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Did anyone change their ­answer to match the ­options in the table?

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Extended practice

L

1

List 3 different ways you could sort the animals.

b

Choose one way to sort the data, and then create a table and make a tally for each category.

c

What is one improvement you would do to the above?

FI NA

a

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Unit 9: Topic 3

Representing and interpreting data What did you do on Saturday afternoon?

Three people went to the 7 movies.

6

Seven people played sport.

5

Three more people went shopping than read.

4 3

Sport was the most popular activity.

2 Sport

Guided practice 1

Shopping Reading

FI NA

Movies

Seventeen people were surveyed.

L

1

How can you tell how many people were surveyed altogether?

Answer the questions about the graph.

Bugs in the school garden

10 9 8

a

b

7

Ants are the most common bug.

Agree

Slugs are the least common bug.

Agree

6 5

c

Disagree

Disagree

4

There were 4 more snails than slugs found.

3

Agree

2

d

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Slugs

Worms Ants

Disagree

There were 25 bugs found in total.

Agree

Disagree Oxford University Press

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Independent practice 1

a

Use the data in the table to complete the picture graph.

5 4 3 2 1 Tim

Devon Mai

Rex

Tina

Poh

Number of hours watching TV last night Mai

Rex

2

4

0

2

Tina

Poh

5

1

L

Devon

FI NA

Tim

b

Which 2 people watched the same amount of TV last night?

c

Who watched the most?

d

Who watched the least?

2

Hair colour in a Year 3 class

Hair colour Tally

Total

Brown Blond Black Red

8 7 6 5 4 3

a

Record the totals in the table. 2

b

Finish the picture graph.

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3

a

Ask 10 students in your class if they take swimming lessons.

Record the results in a list (yes/no).

b

Make a tally table using the results.

c

L

Which method of ­displaying the data do you find the easiest to understand?

Total

Use ticks to show the results.

1

Yes No

d

Tally

FI NA

Answer

2

3

4

5

6

7

8

9

10

Write one statement about the results.

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Extended practice 1

a

Make a table using the data in the graph.

How I get to school Transport

10

Tally

Total

9 8 7 6

L

5

3 2 1 Car

FI NA

4

Bike

Walk

Bus

b

What is the most common transport?

c

Why might the bus be least common?

d

How many more people walk than ride bikes?

e

When analysing this data, what information did you find missing?

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Unit 10: Topic 1

Chance Chance

Red has a four out of eight ( 4 ) chance of being spun.

8 It is the most likely colour to be spun.

Orange has a 2 chance of being spun, and green 8 has a 1 chance. The spinner is more likely to spin 8 orange than green.

Likely

L

Possible Unlikely Impossible

FI NA

Purple has a 0 chance of being spun.

8 It is impossible to spin purple.

Certain

Guided practice

1

2

Answer true or false for the spinner at the top of the page. a

Blue is the most likely colour to be spun.

b

The spinner is more likely to spin red than green.

c

It is possible to spin orange.

d

The spinner is unlikely to spin green.

e

It is impossible to spin red.

List or draw all the possible outcomes for the spinner at the top of the page.

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Independent practice

1

What are 2 possible outcomes if you toss a coin?

Outcome 1: Outcome 2:

2

When you toss a coin once, what is the chance of getting each outcome?

Outcome 1:

When you toss a coin 10 times, how many times do you think you get outcomes 1 and 2?

FI NA

3

L

Outcome 2:

Outcome 1:

Outcome 2: 4

Now toss your coin 10 times and record the result using a tally.

You could use an online coin tosser.

Outcome 1

5

Outcome 2

Show how many times you get each outcome in words and fractions.

Outcome 1:

out of

times

Fraction:

Outcome 2:

out of

times

Fraction:

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6

Compare your results with your classmates. Did they have similar or different results?

Extended practice

L

Wiremu wants to conduct his own chance investigation using lollies.

He will close his eyes and pick out a lolly.

a

How many lollies are there altogether?

b

Which colour do you think Wiremu will pick first? Why?

FI NA

1

c Complete the table by working out the numbers and fractions for the lolly colours.

Outcomes Number

Yellow

Fraction

2 10

Green

Red

Purple

Pink

2

d Which colours have the same chance as each other of being picked? e

Which colour is unlikely to be picked?

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Glossary addition The joining or adding of two numbers together to find the total. Also known as adding, plus and sum.

Example: +

base The bottom edge of a 2D shape or the bottom face of a 3D shape.

=

3 and 2 is

base

5

anticlockwise Moving in the opposite direction to the hands on a clock.

calendar A chart or table showing the days, dates, weeks and months in a year.

Month

Sat

1

2

3

7

8

9

10 11 12 13 14

L

Day

Year

January 2023 Sun Mon Tues Wed Thur Fri

Date

4

5

6

15 16 17 18 19 20 21

FI NA

22 23 24 25 26 27 28

area The size of an object’s surface.

Example: It takes 12 tiles to cover this placemat.

array An arrangement of items into even columns and rows that make them easier to count.

balance scale Equipment that balances items of equal mass – used to compare the mass of different items. Also called a pan balance or equal arm balance.

29 30 31

capacity The amount that a container can hold.

4 cups Example: 3 cups The jug has 2 cups a capacity of 1 cup 4 cups.

category A group of people or things sharing the same characteristics.

Pink

Green

centimetre A unit for measuring the length of smaller items.

Example: Length is 80 cm.

80cm

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circle A 2D shape with a continuous curved line that is always the same distance from the centre point.

data Information gathered through methods such as questioning, surveys or observation. day A period of time that lasts 24 hours.

clockwise Moving in the same direction as the hands on a clock.

FI NA

cone A 3D shape with a circular base that tapers to a point.

L

difference (between) A form of subtraction or take away.

Example: The difference between 11 and 8 is 3.

corner The point where two edges of a 2D shape or 3D shape meet. Also called a vertex. corner

digit The single numerals from 0 to 9.

They can be combined to make larger numbers.

Example: 24 is a 2-digit number.

378 is a 3-digit number. division/dividing Sharing into equal groups.

Example: 9 divided by 3 is 3

cube A rectangular prism where all six faces are squares of equal size.

cylinder A 3D shape with 2 parallel circular bases and one curved surface.

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double/doubles Adding two identical numbers or multiplying a number by 2.

Example: 4 + 4 = 8 2×4=8

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duration How long something lasts.

Example: The school week lasts for 5 days.

face The flat surface of a 3D shape. face

f lip To turn a shape over horizontally or vertically. Also known as reflect. horizontal flip

edge The side of a shape or the line where two faces of a 3D shape meet.

fraction An equal part of a whole or group.

Example: One out of two parts or 1 2 is shaded.

FI NA

eighth One part of a whole or group divided into eight equal parts.

L

edge

edge

1 8

vertical flip

Eighth of a whole

Eighth of a group

equal Having the same number or value.

Example: Equal size Equal numbers

equation A written mathematical problem where both sides are equal.

Example: 4 + 5 = 6 + 3

friendly numbers Numbers that are easier to add to or subtract from.

Example: 10, 20 or 100

half One part of a whole or group divided into two equal parts. Also used in time for 30 minutes.

Example:

=

estimate A thinking guess.

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Half of a whole

Half of a group

Half past 4

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hexagon A 2D shape with 6 sides.

method A way to solve a problem. In maths you can often use more than one method to get the correct answer.

Example: 32 + 27 = 59 Jump method

horizontal Parallel with the horizon or going straight across.

32

52 53 54 55 56 57 58 59

42

Split method 30 + 2 + 20 + 7 = 30 + 20 + 2 + 7 = 59

horizontal line

FI NA

irregular shape A shape in which the sides are not all the same length and the angles are not all the same size.

L

metre A unit for measuring the length or height of larger objects.

jump method A way to solve number problems that uses place value to “jump” along a number line by hundreds, tens and ones.

Example: 16 + 22 = 38 +10

+10

3m

month The time it takes the moon to orbit the Earth. There are 12 months in a year.

January

February

March

April

May

June

July

August

September

+1 +1

0 1 2 3 4 5 6 7 8 9 10111213141516171819 2021222324252627282930313233343536373839 40

length How long an object is from end to end.

Example: This poster is 3 pens long.

October

November December

near doubles A way to add two nearly identical numbers by using known doubles facts.

Example: 4 + 5 = 4 + 4 + 1 = 9

mass How heavy an object is.

light

number line A line on which numbers can be placed to show their order in our number system or to help with calculations.

heavy 0

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10

20

30

40

50

60

70

80

90

100

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number sentence A way to record calculations using numbers and mathematical symbols.

Example: 23 + 7 = 30 numeral A figure or symbol used to represent a number.

Example: 2 – two 3 – three 1 – one octagon A 2D shape with 8 sides.

partitioning Dividing or separating an amount into parts.

Example: Some of the ways 10 can be partitioned are: 5 and 5 4 and 6 9 and 1

pattern A repeating design or sequence of numbers.

Example: Shape pattern

1st 2nd 3rd 4th 5th 6th

pair Two items that go together.

Example: Pairs that make 4

2 and 2

2, 4, 6, 8, 10, 12

pentagon A 2D shape with 5 sides.

FI NA

ordinal numbers Numbers that show the order or position of something in relation to others.

L

Number pattern

picture graph A way of representing data using pictures to make it easy to understand.

Example: Favourite juices in our class

3 and 1

Pair of socks

parallel lines Straight lines that are the same distance apart and so will never cross. parallel

parallel

place value The value of a digit depending on its place in a number.

Hundreds Tens

not parallel

8

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8 6

Ones 8 6 3

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prism A 3D shape with parallel bases of the same shape and rectangular side faces.

rectangular prism

hexagonal prism

pyramid A 3D shape with a 2D shape as a base and triangular faces meeting at a point.

square pyramid

right angle

regular shape A shape in which all the sides are the same length and all the angles are the same size. rhombus A 2D shape with four sides, all of the same length and opposite sides parallel.

FI NA

triangular prism

rectangle A 2D shape with four sides and four right angles. The opposite sides are parallel and equal in length.

L

position Where something is in relation to other items.

Example: The boy is under the tree that is next to the house.

hexagonal pyramid

quadrilateral Any 2D shape with four sides.

quarter One part of a whole or group divided into four equal parts. Also used in time for 15 minutes.

Example:

skip counting Counting forwards or backwards by the same number each time.

Example: Skip counting by 5s: 5, 10, 15, 20, 25, 30 Skip counting by 2s: 1, 3, 5, 7, 9, 11, 13 slide To move a shape to a new position without f lipping or turning it. Also known as translate.

sphere A 3D shape that is perfectly round.

1 4

Quarter of a whole 148

MASNZ_SB3_51014_TXT_PPS_NG.indb 148

Quarter of a group

Quarter past 4 Oxford University Press

18-Nov-24 17:35:11

+

=

+

+

+

=

square A 2D shape with four sides of equal length and four right angles.

A square is a type of rectangle.

three-dimensional or 3D A shape that has three dimensions – length, width and depth. 3D shapes are not f lat.

width depth

length

trapezium A 2D shape with four sides and only one set of parallel lines.

FI NA

right angle

tally marks A way of keeping count that uses single lines with every fifth line crossed to make a group.

L

split method A way to solve number problems that involves splitting numbers up using place value to make them easier to work with.

Example: 21 + 14 = 35

subtraction The taking away of one number from another number. Also known as subtracting, take away, difference between and minus.

Example: 5 take away 2 is 3

survey A way of collecting data or information by asking questions.

triangle A 2D shape with three sides.

turn Rotate around a point.

Strongly agree Agree Disagree Strongly disagree

table A way to organise information that uses columns and rows.

Flavour

Number of people

Chocolate Vanilla Strawberry

12 7 8

Oxford University Press

MASNZ_SB3_51014_TXT_PPS_NG.indb 149

two-dimensional or 2D A f lat shape that has two dimensions – length and width. width length 149

18-Nov-24 17:35:13

unequal Not having the same size or value.

Example:

week A period of time that lasts 7 days.

Monday

Thursday Unequal size

Unequal numbers

This coin is worth $1.

A whole shape

vertical At a right angle to the horizon or straight up and down. vertical line

Wednesday

Sunday

Saturday

whole All of an item or group.

Example:

FI NA

This coin is worth 10c.

Friday

L

value How much something is worth.

Example:

Tuesday

A whole group

width How wide an object is from one side to the other.

Example: This poster is 2 pens wide.

horizon

volume How much space an object takes up.

Example: This 3D shape has a volume of 4 cubes.

150

MASNZ_SB3_51014_TXT_PPS_NG.indb 150

year The time it takes the Earth to orbit the Sun, which is approximately 365 days.

Oxford University Press

18-Nov-24 17:35:15

Answers Unit 1: Topic 1

a 6 tens and 3 ones b 2 hundreds, 4 tens and 5 ones c 4 hundreds, 13 tens and 6 ones

Guided practice 1 a 10

b 24

2 a 125

b 262

c 100

d 135

2 a 302 Hundreds

2 2 hundreds, 0 tens, 6 ones 3 4 hundreds, 2 tens, 3 ones b 7 ones

3 hundreds

707

4 a 47 d 642

Ones 1 3 2 0

5 8 0 2

b 71 e 450

c 290 f 618

1 a Yes 50 + 80= 130 b No 70 + 50 = 120 2 a 170

b 90

c 380

South school Largest: 264 Fewest: 255 3 North school Largest: 294 Fewest: 285 Total largest: 558 Total fewest: 540

Unit 2: Topic 1

3 ones

Extended practice

Guided practice

5 hundreds

8 ones

1 a 52 tens and 7 ones

1 a5

b8

c 17

b 69 tens and 2 ones or 692 ones

2 a3

b 10

c 8

c 30 tens and 2 ones or 302 ones

Independent practice

2 a 5 hundreds and 27 ones

b 6 hundreds and 92 ones or 692 ones

c 3 hundreds and 2 ones or 302 ones

FI NA

5 a Teacher to check. Look for answers that show students’ ability to correctly interpret and represent hundreds, tens and ones with base-10 materials, an abacus or any other simplified means that doesn’t involve drawing each separate one. b–c Teacher to check students have correctly written a number that is more than and less than 216.

3 a 8 32 = 800 + 30 + 2 832 = 830 + 2 832 = 800 + 32 b 467 = 400 + 60 + 7 467 = 460 + 7 467 = 400 + 67

Extended practice

1 a 863 b 368 c 638 d 38, 36, 86, 83, 68, 63

2 Teacher to check. Look for answers that show students’ ability to manipulate their chosen digits to make the biggest and smallest 3-digit numbers possible.

3 a 97

b 141, 207, 279, 297

Unit 1: Topic 2 Guided practice

1 5 tens and 7 ones; 4 tens and 17 ones; 3 tens and 27 ones 2 3 hundreds, 2 tens and 4 ones; 3 hundreds, 1 ten and 14 ones; 2 hundreds, 12 tens and 4 ones

Independent practice 1 Teacher to check. Look for students who can accurately regroup numbers using their knowledge of place value in their drawings and rewrite the numbers correctly.

Oxford University Press

MASNZ_SB3_51014_TXT_PPS_NG.indb 151

d9

L

1 ten

c 4 hundreds d 0 tens

Tens

6 2 3 8

1 3 hundreds, 5 tens, 4 ones

8 hundreds

c

3 a–d

Independent practice

4 a 4 tens

b 540

Extended practice

c 943 = 900 + 40 + 3

943 = 940 + 3

943 = 900 + 43

Unit 1: Topic 3

Guided practice

1 a–b Teacher to check that the number bonds total 15 and 18.

2 Teacher to check that the number bonds total 14 and 16.

Guided practice 1 a 8 + 9 = 8 + 8 + 1 = 16 + 1 = 17 b 10 + 13 = 10 + 10 + 3 = 20 + 3 = 23 c 15 + 17 = 15 + 15 + 2 = 30 + 2 = 32 d 12 + 13 = 12 + 12 + 1 = 24 + 1 = 25 e 14 + 15 = 14 + 14 + 1 = 28 + 1 = 29

Independent practice 1 a 7 + 7 = 14 c 16 + 16 = 32

b 11 + 11 = 22 d 20 + 20 = 40

1 a 30

b 170

e 25 + 25 = 50 f 50 + 50 = 100

c 540

d 100

2 a 7 + 9 = 7 + 7 + 2 = 14 + 2 = 16

Independent practice 1 a 300

b 700

c 400

d 200

e 1000

b 11 + 13 = 11 + 11 + 2 = 22 + 2 = 24 c 16 + 17 = 16 + 16 + 1 = 32 + 1 = 33 d 20 + 23 = 20 + 20 + 3 = 40 + 3 = 43

2 Nearest 10

Nearest 100

a

75

70

100

b

821

820

800

c

205

210

200

d

555

560

600

e

992

990

1000

e 25 + 27 = 25 + 25 + 2 = 50 + 2 = 52

Extended practice 1 a4

b8

e 11

f 13

2 a 42

b 53

e 101

f 112

3 a 77

b 81

c 1

d 13

c 63

d 82

c 202 151

18-Nov-24 17:35:15

Unit 2: Topic 2

c

Guided practice 1 a 37

+ 10

+ 10

+

4

6

2

7

7

3

26

36 37

+ 45

c

1

55 56 57 58 59

2 a

79

46

3 41 – 14 = 27

8

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

8

+ 6

4 a 34 – 6 = 28

4

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

56

3

6

6

4

0

0

3

4

5

9

9

3

f

9

b 48 – 12 = 36

3

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

b 59 35

5

+1

e 16

d

66

+

76 77 78 79

Independent practice

8

+ 1

0

b +

Extended practice

1

2

9

3

7

6

6

1 Teachers to check number lines. Look for answers that show students’ ability to accurately space their numbers and correctly represent the subtraction sum.

Students may also use skip counting or partitioning to show the steps taken to get the answer. a 19 – 4 = 15 b 28 – 8 = 20 c 33 – 21 = 12 d 36 – 14 = 22

Extended practice

1 a 91

2 a 37 – 4 – 5 = 28

1 a 102 82 83 84 85 86 87 88 89 90 91 75

L

72

85

b 41 – 7 – 6 = 28

b 95 67

c

90

63

77

81

73

83 84 85 86 87 88 89 90

d 65 39

49

e

59 60 61 62 63 64 65

83

58

b 103

87 88 89 90 91 92 93 94 95

68

78 79 80 81 82 83

Guided practice 1 a 96 d 72 g 61

+

3

1

5

9

b 121

c

1 a 16 – 10 = 6

c f i

87 63 67

19 – 15 = 4 20 – 9 = 11

b

+

2

3

4

5

6

7

8

9

11

12

10

11

12

13

14

23 – 16 = 7

2

3

4

5

6

7

8

9

10

13

14

15

16

17

18

19

15

20

3 23 – 8 = 15 6

2

1

8

8

0

0

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

4 27 – 9 = 18 15

16

17

18

19

20

21

22

23

24

25

26

27

28

29

30

18 – 5 = 13

5 + 13 = 18

18 – 13 = 5

b 16 + 8 = 24

24 – 8 = 16

8 + 16 = 24

24 – 16 = 8

c 25 + 7 = 32

32 – 7 = 25

7 + 25 = 32

32 – 25 = 7

2 a 14 – 8 = 6

OR

14 – 6 = 8

b 26 – 16 = 10 OR

26 – 10 = 16

c 25 – 12 = 13 OR

25 – 13 = 12

d 38 – 11 = 27 OR

38 – 27 = 11

Guided practice 1 a 5 d 7

b 3 e 4

c f

Independent practice

1 28 – 7 = 21

1 a 14 − 7 = 7

2 25 – 8 = 17 0 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

MASNZ_SB3_51014_TXT_PPS_NG.indb 152

1 a 13 + 5 = 18

Independent practice 0 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

152

23 – 7 = 16

Independent practice

2 18 – 7 = 11 1

20 – 11 = 9

d

Unit 2: Topic 3

1

19 – 4 = 15

c

3 123 Teacher to check methods.

Look for students who choose an appropriate method, and can follow the steps sequentially to find the correct answer.

0

16 – 6 = 10

b

121

1 14 – 6 = 8

Independent practice 8

Guided practice

101 102 103

Guided practice

b 89 e 83 h 81

2

91

2 a 119

0

1 a

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

FI NA

57

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

95 96 97 98 99 100 101 102

6 9

b 10 + 10 = 20 20 − 10 = 10 c 12 + 12 = 24 24 − 12 = 12 Oxford University Press

18-Nov-24 17:35:18

b 15 is one more than 14. So, 15 − 7 = 8.

1 a

Extended practice

–

1 a 7 + 11 = 18

18 – 7 = 11

11 + 7 = 18

18 – 11 = 7

b 15 + 19 = 34

34 – 15 = 19

19 + 15 = 34

34 – 19 = 15

c

4

1

7

1

7

8

6

b –

5

1

3

3

1

8

–

e

19 + 5 = 24

OR 5 + 19 = 24

3

6

5

0

7

Unit 2: Topic 4

– 6

f

3

2 23

46

38

3 222

48

253

58

263

Independent practice 1 a 64 64 65 66 67 68

78

b 317 317 318 319 320

c

330

– 5

6

2

4

2

5

4

5

9

8

758

768

88

98

350

360

778

788

798

d 473 473 474 475 476 477 478

e

488

498

598

598 − 125 = 473

Guided practice 1 a 23 d 66 g 19

b 47 e 17 h 56

Oxford University Press

MASNZ_SB3_51014_TXT_PPS_NG.indb 153

c f i

45 27 29

9

10

11

12

5

9

3

9

1 2 × 10 = 20 2 8 × 2 = 16 3 5 × 4 = 20 4 3 × 5 = 15

b

– 2

8

1

2

1

7

3

4

5

6

7

8

9

10 11 12 13 14 15 16 17 18 19 20

7

8

9

10 11 12 13 14 15 16 17 18 19 20

5 6 × 2 = 12 0

1

2

3

4

5

6

1 a 86

7 4 × 4 = 16 8 3 × 6 = 18

102

OR

b 106 107

108

109

2 a 103

110

111

112

122

132

9 4 × 5 = 20

b 138

106

OR

3 17 Teacher to check method. Look for students who choose an appropriate method and can follow the steps sequentially to find the correct answer.

10

747

747 748

8

6 4 × 3 = 12 or 3 × 4 = 12

c

340

7

Extended practice

106

243

6

Independent practice

86 87 88 89 90 91 92

23 24 25 26 27 28

5

1

FI NA – 10

36

4

8

9

Guided practice

23 24 25 26

3

3 3 + 3 + 3 + 3 + 3 = 15 5 threes are 15 5 × 3 = 15

– 4

–

– 10

2

9

0

–1 –1 –1

1

0

2

3

2 a

233

1 3 + 3 + 3 = 3 × 3 = 9

2 5 + 5 + 5 + 5 + 5 = 5 × 5 = 25

d

7

b 35 – 12 = 23 23 + 12 = 35 OR 12 + 23 = 35

222 223

Guided practice

L

a 24 – 5 = 19

3

0 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

2 Teacher to check. Look for answers that show students’ ability to correctly represent the equation on the number line using single steps, skip counting or partitioning.

1 23

Unit 2: Topic 5

Independent practice

2 a 17 − 8 = 9

0

2

4

6

8

10

1

3

5

7

9

×2

0

4

8

12

16

20

2

6

10

14

18

×3

0

6

12

18

24

30

3

9

15

21

27

×5

0

10

20 30

40

50

5

15

50

35

45

× 10 0

20

40 60

80

100

10

30

50

70

90

11 a 5 × 3 = 15

$15

b 3 × 7 = 21

$21

c 10 × 3 = 30

$30

d 2 × 1 = 2

$2

e 5 × 10 = 50

$50

153

18-Nov-24 17:35:20

Extended practice

b 3 × 8 = 24

1 a 2 × 10 + 2 × 4 = 20 + 8 = 28 b 3 × 10 + 3 × 1 = 30 + 1 = 31 c 10 × 3 + 4 × 3 = 30 + 12 = 42 2 a 3 × 13 = 3 × 10 + 3 × 3 = 30 + 9 = 39 b 2 × 24 = 2 × 20 + 2 × 4 = 40 + 8 = 48 c 10 × 15 = 10 × 10 + 10 × 5 = 100 + 50 = 150

Unit 2: Topic 6

8 × 3 = 24 24 ÷ 8 = 3 24 ÷ 3 = 8

Extended practice

a 12 divided into groups of 4 gives 3 groups.

12 divided by 4 is 3

Extended practice 1 a 24 candies

L

2 a, c & e Teacher to check. Look for students who can draw lines to divide the square into the correct number of parts and who show an understanding that fractions are made up of parts of equal size.

Guided practice

FI NA

1 a

c

e 2 cats

Same

Unit 3: Topic 1

25 ÷ 5 = 5

d 1 star

c Jar B

Independent practice

b

c 4 apples

12 ÷ 4 = 3

b equal

12 ÷ 4 = 3

b 2 strawberries

b 12 candies

15 divided by 3 is 5 15 ÷ 3 = 5 a unequal

b halves d halves

5 a 1 dog

3

b 15 divided into groups of 3 gives 5 groups.

2

4 a fifths c fifths

1 Teacher to check. Look for answers that show students’ ability to match their diagrams to the equations successfully.

The possibilities are 16 ÷ 1 = 16, 16 ÷ 2 = 8, 16 ÷ 4 = 4, 16 ÷ 8 = 2 or 16 ÷ 16 = 1.

2 How many rows of students in a class of: 12? 3 20? 5 28? 7

Guided practice 1

3 a–d Teacher to check. Look for students who can divide the shapes into the correct number of parts and who show an understanding of the need to make the parts equal in size.

b 1 or a half 2 c 1 or a quarter 4 d 1 8 f 5 8 g 3 8 1 , 1, 1, 5 3 8 4 2 8

1 a Three of the five parts should be shaded.

b One of the three parts should be shaded. c One of the two parts should be shaded.

d Three of the four parts should be shaded. e Four of the five parts should be shaded.

24 ÷ 6 = 4 2 a9÷3=3 b 20 ÷ 4 = 5

3 a 20 shared between 4 is 5.

5 × 4 = 20 20 ÷ 5 = 4 b 18 shared between 6 is 3.

6 × 3 = 18 18 ÷ 3 = 6 4 2 × 5 = 10 5 × 2 = 10 10 ÷ 2 = 5 10 ÷ 5 = 2

f Two of the three parts should be shaded.

Unit 3: Topic 2 Guided practice

Independent practice 1 a d g j

1 3 2 4 3 4 4 6

b e h

or 12

3 8 5 8 3 3

c f i

2 5 4 5 4 8

1 a 0

or

1 2

b 0

1 2

1 3

3 4

2 8

3 5

2 5

0

2 4

1 4

c

2

1

1 2

1 8

2 8

3 8

3 4

5 8

4 8

1

6 8

7 8

1

Independent practice 1 a 4 4

5 a 2 × 7 = 14

2 4

1 4

3 4

7 × 2 = 14 14 ÷ 7 = 2 14 ÷ 2 = 7 154

MASNZ_SB3_51014_TXT_PPS_NG.indb 154

0

Oxford University Press

18-Nov-24 17:35:22

Extended practice

b 2 5

c

4 5

5 5

1 5

3 5

1 Teacher to check drawings.

1 1 2 a 3 + 3 = 3

0 4 8

7 8

8 8

2 8

6 8

1 8

5 8

0

3 8 3 a 8 d 3

b

1 1 2 4 + 4 = 4

c

1 1 2 5 + 5 = 5 = 4 stars

Unit 4: Topic 1

2

b 2 e 4

c

5

4 a Students should shade 2 parts. 2 4 b Students should shade 4 parts. 4 8 c Students should shade 2 parts. 2 8

Unit 3: Topic 3 Guided practice

c f c

How many of these ...

... do Draw you the need to answer make this?

1 1 2 b 8 + 8 = 8

Independent practice 1 1 2 1 a 4 + 4 = 4 1 1 2 b 6 + 6 = 6 1 1 2 c 5 + 5 = 5 1 1 2 d 8 + 8 = 8 2 4 2 a Incorrect, 3 or 6

10c + 10c = 20c

2 4 c Incorrect, 5 or 10

b d

Oxford University Press

MASNZ_SB3_51014_TXT_PPS_NG.indb 155

50c + 50c + 50c + 50c = $2 OR 4 × 50c = $2

2 1 1 5 – 5 = 5 2 1 1 8 – 8 = 8

d $23.40

Order from smallest to largest: b, d, c, a

Extended practice 1 Teacher to check. Look for answers that show students’ ability to accurately make the given total each time and to use different combinations of numbers.

2 a Possible answers are: 20c, 20c and 10c; 10c, 10c, 10c and 20c; 10c, 10c, 10c, 10c and 10c; 50c b Possible answers are: $1; 50c and 50c; 20c, 20c, 20c, 20c and 20c; 10c, 10c, 10c, 10c, 10c, 10c, 10c, 10, 10c and 10c; 50c, 20c, 20c and 10c

2

How many of these ...

... do Draw you the need to answer make this?

Write the answer

$10 + $10 + $10 + $10 + $10 = $50 OR 5 × $10 = $50 $50 + $50 = $100 OR 2 × $50 = $100 $5 + $5 + $5 + $5 = $20 OR 4 × $5 = $20

Independent practice

b Correct

d Correct 2 1 1 3 a 3 – 3 = 3 2 1 1 c 6 – 6 = 6

Write the answer

20c + 20c + 20c + 20c + 20c = $1 OR 5 × 20c = $1

c one fifth + one fifth = two fifths 1 1 2 5 + 5 = 5

b $20

c $30.45

1

1 3 4 5 4

1 a one third + one third = two thirds 1 1 2 3 + 3 = 3

c $21.60 or twenty-one dollars and sixty cents

L

1 5 e 2 3 b 2 b

b $105 or one hundred and five dollars

4 a $55

FI NA

1 2 d 2 4 2 a 2

3 a $2.70 or two dollars and seventy cents

d $35 or thirty-five dollars

Guided practice

Extended practice 1 a

to circle notes that correctly make the designated total and demonstrate that they have a strong grasp of counting with money.

1 a–d Teacher to check. Look for answers that show students’ ability to circle coins that correctly make the designated total and demonstrate that they have a strong grasp of counting with money.

2 a–d Teacher to check. Look for answers that show students’ ability

Unit 4: Topic 2 Guided practice 1 50c

2 40c

3 20c

4 70c

5 $1.50

6 70c

Independent practice 1 Students may draw, write or use equations to show their answers. a 2 × 50c coins b 10 × 10c coins c 5 × 20c coins 2 Students may draw, write or use equations to show their answers. a 10 × $10 notes b 5 × $20 notes c 2 × $50 notes 3 Teacher to check. Look for answers that show students’ ability to group coins of the same denomination and use skip counting to find the total, or to group coins in easier-to-count groupings, such as $1. a $4.30

b $1.20

c $12 155

18-Nov-24 17:36:14

Extended practice

Extended practice

5 D, C, A, B

1 a $2, $1 and 50c Number of coins: 3

1 a and c

6 a–d Teacher to check diagrams.

Answers are:

1

b 3 × $2, 50c, 20c and 10c Number of coins: 6 ii $10 ii $30.80

iii $43.80

4

5

6

7

8

9

10

12

14

18

20

22

24

2 a 5s

b 2s

26

28

30

32

34

36

38

40

b 10s

42

1 a and c

44

46

48

50

2 a and c

1 a3+4=7

b 8–3=5

c Teacher to check diagram. Look for students who draw four scooters with three wheels on each. Students should write 12 as the answer.

Independent practice

80 75 70 65 60 55 50 45 40 35

b 5s 3 a

10 20 30 40 50 60 70 80 90 100

b

c

Independent practice 1 Teacher to check. Look for answers that show students’ ability to make a reasonable estimate of lengths in comparison to a metre, and to then accurately measure their chosen items to check their answers.

2

less than 1 metre

about 1 metre

more than 1 metre

1 a–d Teacher to check. Look for answers that show students’ ability to accurately depict the number sentence in a drawing, using the correct number of items and identifying the operation required. a 38 – 6 = 32

b 12 – 4 = 8 OR 4 + 8 = 12 c 17 – 7 = 10

9 14 19 24 29 34 39 44 49

d 10 + 6 = 16

4 Teacher to check. Look for students who have followed the numbers in the correct sequence.

2 Teacher to check. Look for answers that show students’ ability to correctly identify the operation required and to think of situations that logically demonstrate the operation. Also check for appropriate language to match addition and subtraction.

5 a and b

3 a Addition

d 30 27 24 21 18 15 12 9

0

1 a–d Teacher to check. Look for answers that show students’ ability to correctly use a ruler starting at 0 and to record reasonable measurements in metres for the given items.

Number sentences

50 48 46 44 42 40 38 36 34 32

4

10s

Guided practice

8 12 16 20 24 28 32 36 40

b 4s

Unit 6: Topic 1 Guided practice

c

3 a 7, 17, 27, 37, 47, 57, 67 OR 67, 57, 47, 37, 27, 17, 7

Independent practice 4

7 1

1 B, A, D, A, C, D

d 2, 5, 8, 1, 4, 7, 0 3, 6, 9

10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

16

d 16

e Teacher to check. Look for students who show an awareness of the pattern made by linking it to counting by 4.

71 72 73 74 75 76 77 78 79 80

Unit 5: Topic 2 8

c 12

Extended practice

FI NA

6

b8

b 3, 8, 3, 8

c 0 4

a4

61 62 63 64 65 66 67 68 69 70

0 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

2

9 10

81 82 83 84 85 86 87 88 89 90

b 0, 3, 6, 9, 2, 5, 8, 1, 4, 7 OR 3, 6, 9, 2, 5, 8, 1, 4, 7, 0

0

8

L

3

7

91 92 93 94 95 96 97 98 99 100

1 a 0, 2, 4, 6, 8 OR 2, 4, 6, 8, 0 2

6

41 42 43 44 45 46 47 48 49 50

Guided practice

1

5

51 52 53 54 55 56 57 58 59 60

Unit 5: Topic 1

0

4

31 32 33 34 35 36 37 38 39 40

iii $23

3 a $75.80 b i $55.80

3

21 22 23 24 25 26 27 28 29 30

2 a $55 b i $35

2

11 12 13 14 15 16 17 18 19 20

6

3

10

c Subtraction

11 12 13 14 15 16 17 18 19 20

4 a False, 174

21 22 23 24 25 26 27 28 29 30

b False, 223

1

6 a8

2

3

4

b 16

5

6

c

156

MASNZ_SB3_51014_TXT_PPS_NG.indb 156

7

8

8

9

d 4

c False, 16

b Addition

Guided practice 1 a and b Teacher to check. Look for answers that show students’ ability to correctly use a ruler starting at 0 and to record reasonable measurements in centimetres for the given items.

2 Teacher to check.

Independent practice 1 Teacher to check. Look for answers that show students’ ability to make a reasonable estimate of lengths in comparison to 30 centimetres, and then accurately measure their chosen items to check their answers.

d True Oxford University Press

18-Nov-24 17:36:16

2

less than 30 cm

about 30 cm

more than 30 cm

3 Figure with area of 10 squares is the largest and should be circled.

Unit 6: Topic 4

4 Teacher to check.

Guided practice

5 Teacher to check.

1 a

Extended practice

3 a3m

b 2m

c 28 m

4 a 3 cm

b 6 cm

c 2 cm

5 a and b Teacher to check. Look for answers that show students’ ability to correctly measure and draw the required lines.

6 a 14 cm

1 a–d Teacher to check. Look for students who can accurately make the shapes based on the specifications and who show an awareness of the basic concept of area – e.g. the squares that make up each shape must have at least one joining edge.

2 forty-seven centimetres square 3 a Teacher to check. b 36 cm2

Less than 1 kg

c 6 cm2

Independent practice

b 9 cm

2 a Teacher to check.

7 B, C, A

Guided practice

Extended practice

1 a 6 blocks

b cm

dm

e cm

2 swimming pool 3 glass 4 about 2 metres

Guided practice

Independent practice

Extended practice

1 a B, E, A, C, D

1 Rice: 12, A4 paper: 8, Watering can: 6, Paint can: 4, TV: 2

Independent practice

1 Teacher to check. Look for answers that show students’ ability to choose appropriate uniform units of area that will completely cover surfaces without gaps. Also check that students are not overlapping the units when they are measuring area. b 6 squares

d Teacher to check.

f cm

b The pillow should be circled.

2 a 9 squares

c stapler

2 Both are the same.

1 a The phone should be circled.

2 Teacher to check.

b 5 textbooks

c m

5 about 20 centimetres

Unit 6: Topic 2

b 8 blocks

FI NA

1 am

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1 Teacher to check.

Unit 6: Topic 3

d 14 cm

More than 1 kg

b chair or bike

d 42 cm2

c 16 cm

About 1 kg

b A, C and D c A, B and E

2 Teacher to check.

Unit 6: Topic 5

Guided practice

Guided practice

1 Teacher to check.

1 a 12

Independent practice

2 a 9 o’clock

b9

c 3

d6

b half past 4

1 a A-4, B-2, C-6, D-1, E-5, F-3 b B, D

c A, C, E, F dC

e 2L

c quarter past 6 d quarter to 11

Extended practice 1 12 blocks; 11 blocks; 5 blocks 2 a capacity, 1 L each 2 b capacity, 50 L c volume, 32 blocks

Independent practice 1 a

b

c 7 squares d 10 squares e 7 squares

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c

d

Extended practice 1 a half past 8 c quarter to 8 2 a

e

2 a Saturday 18 May b Wednesday 22 May

b 8 o’clock

c Wednesday, Thursday and Friday

d half past 9

d Tuesday 14 May

b

e 6

f

f Teacher to check working out.

Number of days left is 222.

Extended practice 2 a

b

2:15 3:00 quarter past 2 3 o’clock OR two fifteen c

c

d

d

e

3 a

f

b

7:15 10:00 quarter past 7 10 o’clock or seven fifteen

Unit 6: Topic 6

Guided practice

c

d

1 a Tuesday

b April, June, September or November c 3 d 17th May

FI NA

e

f

2 a no

L

3:45 12:00 quarter to 4 12 o’clock

1 a–d Teacher to check. Look for answers that show students’ ability to correctly identify and write the current month and to accurately label the dates. Also check that students can use the information they have provided to correctly identify the first day of the month and the number of days in the month.

Unit 7: Topic 1

Guided practice 1 a 6 corners

b 6 sides

2 a 5 corners

b 5 sides

3 a 8 corners

b 8 sides

Independent practice 1 a and b

b 6 February

c Monday

2 a4

b 5

c Wednesday

e

f

4 a half past 4 b quarter to 6 c 11 o’clock d quarter past 9 e half past 12 f quarter past 6

d 30 November

Independent practice 1 a

Month January February March April May June July August September October November December

Days 31 28 31 30 31 30 31 31 30 31 30 31

2

rectangle 6 sides and 6 corners

hexagon 4 sides all the same length, 2 sets of parallel lines

rhombus

triangle

4 corners, 3 straight opposite sides sides are the same length

b Teacher to check students have circled the correct dates. c Answers will vary.

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3 Teacher to check. Look for answers that show students’ ability to use the descriptions to accurately draw a shape that matches the criteria. a Teacher to check if shape is regular or irregular. Will depend on student drawing.

Unit 7: Topic 2

b

Guided practice 1 a

b irregular c irregular d Teacher to check if shape is regular or irregular. Will depend on student drawing.

b

Unit 7: Topic 3

e irregular

Guided practice

f irregular

Extended practice 1 a

d

3 The shape is a pentagon.

4 Note that many shapes have a number of possible classifications. a kite, quadrilateral

d smaller

e larger

f larger

L FI NA

b

2

b smaller

c larger

Independent practice

c

c

1 a smaller

b square, quadrilateral, rhombus, parallelogram c pentagon d parallelogram, quadrilateral, rhombus

2 Students should circle the kite, octagon and rectangle.

Independent practice 1 a–f Teacher to check.

Extended practice 1 a

1 Teacher to check. Look for students who show an understanding of right angles by finding and accurately representing items in the classroom that include them.

2 The following shapes should be circled: a, e, f 3 a4

b 1

c 0

4 a 3 o’clock, 9 o’clock b C, D c B, F 5 Teacher to check. Look for students who understand how to indicate an angle, and who can accurately classify the size of the angle in relation to a right angle.

Extended practice 1 Teacher to check. Look for students who can apply their knowledge of angle sizes to successfully select and classify angles within the classroom.

2

e circle f octagon 5 has 4 has two is has no corners? pairs of irregular? corners? parallel opposite lines? a, b, d b, d a, d, e, f e

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Unit 7: Topic 4

Unit 8: Topic 1

Guided practice

Guided practice

1 a 6 faces c 8 corners

b 12 edges

1 a the tree

2 a 3 faces c 0 corners

b 2 edges

3 a 4 faces c 4 corners

b 6 edges

4 triangles

d 6 squares

0 circles

2 Item placement is approximately as follows:

b E d C, D

e C

cylinder

1 curved face

3 faces and 2 edges

triangular prism 5 corners, 1 square face and 4 triangular faces

3 a–d Teacher to check. Look for answers that show students’ ability to accurately use terms such as “next to”, “to the left of”, “between” and “opposite”.

4

Extended practice 1 and 2 a 1

3

b 1

5

2

6

3

2

d

3

4 3 5

4

2 1

2

1

triangular triangular pyramid prism

b the pigeon

2 a–c Teacher to check. Look for answers that show students’ ability to use locational language to accurately describe the route and directions that can be followed.

Unit 8: Topic 2

b cylinder

Guided practice

Teacher to check drawings. Look for answers that show students’ ability to accurately represent the given 3D shapes with the correct shapes in the faces that are visible.

1 a half turn

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d quarter turn 3 a

b

c

d

quarter turn OR

b three-quarter turn to right

full turn

Extended practice 1 a quarter turn b

2 a half turn, then quarter turn to the right b

3 a The third and fifth shapes should be circled. b The first and second shapes should be circled.

3 a rectangular prism

160

c full turn

Extended practice 1 a the seal

cone cube c

4 a Either the toy shop, book shop, toilets and play area OR the food court, muffin shop, jewellery shop and hairdresser depending on route chosen. b left

4

b half turn

4 a half turn

FI NA

6 corners and 9 edges

square pyramid

2 a three-quarter turn

L

3

sphere

b half turn

e the cat

1 a–d Teacher to check. Look for answers that show students have a strong grasp of the vocabulary of location and are able to accurately identify where each item is in relation to other items in the room.

3 rectangles 1 rectangle

c 1 square

c B, C, D

b the dog

Independent practice

Independent practice

2 a A, E

1 a quarter turn

c below the tree OR on the picnic blanket, or similar d the bin

1 a 2 triangles b 2 circles

Independent practice

b quarter turn

c three-quarter

d quarter turn

e full turn

f quarter turn

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Unit 9: Topic 1

Unit 9: Topic 2

Guided practice

Guided practice

1

1

Do you have a brother?

Yes

No

10

8

Milk Water Orange Soft juice drink Total 3

2 What pet do you have?

Cat

6

Dog

10

Reptile

2

Other

5

None

3

b 26

Independent practice 1 Teacher to check.

2 Teacher to check. Look for answers that show students’ ability to accurately tally their data.

Total 12

15

17

Blue

Green

11

8

4 Teacher to check. Look for answers that show students’ ability to accurately record 12 answers using an appropriate method.

5 Teacher to check. Look for answers that show students’ ability to ask an open-ended question that will get the responses listed in the table – for example, “What is your favourite sport?”

6 Teacher to check. Answers will vary depending on student data. Look for answers that show students are able to interpret their data accurately.

Extended practice

1 Teacher to check. Look for answers that show students’ ability to choose a question that can only have “yes” or “no” as the answer.

2 Teacher to check. Look for students’ ability to make reasonable estimates.

3 Teacher to check. Look for accurate recording of both the question and the results in the table.

4 Teacher to check. Look for recording strategies such as ticks or tally marks.

Ensure the results match the results that students recorded in question 2.

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b Teacher to check. Look for answers that show students’ ability to construct a table with the correct number of columns and rows to record their variables and results.

Check students are able to make an accurate tally that matches the data based on their chosen categories.

Independent practice 1 a Teacher to check. Look for answers that show students’ ability to choose appropriate categories, such as shape or colour, and who can identify variables that match – for example, circles and rectangles for shape and blue and green for colour.

b Teacher to check. Look for answers that show students’ ability to make an accurate tally and to use tally mark groupings correctly.

FI NA

3 Teacher to check. Look for answers that show students’ ability to accurately record 12 answers using either the tick method or by writing down students’ names.

Red

8

1 a Teacher to check. Look for answers that show students’ ability to identify variables that match the pictures – for example, number of legs, animals that can/cannot fly, colours of animals or animals that live in the water/on land.

c Teacher to check. Look for answers that show students’ ability to critically think about data.

Unit 9: Topic 3

L

2 a

Extended practice

c Teacher to check. Look for answers that show students’ ability to accurately count their tally marks. d Teacher to check. Look for students who are able to draw simple conclusions from their data.

2 a Teacher to check. Look for answers that show students’ ability to choose appropriate variables that are likely to appeal to the classmates being surveyed – for example, basketball, netball, football, cricket – and to record the variables in the correct section of the table. b Teacher to check. Look for answers that show students can use tally marks correctly to track of responses. c Teacher to check. Look for answers showing totals that match the tally marks they recorded.

3 a and b Teacher to check for answers that show students’ ability to correctly identify the most and least popular options using the data they collected. c Teacher to check. Look for answers that show students’ ability to find plausible options that their classmates are likely to choose, such as rugby.

Guided practice 1 a agree b disagree c agree d disagree

Independent practice 1 a 5 4 3 2 1 Tim

Devon Mai

b Tim and Rex

Rex

Tina Poh

c Tina

d Mai 2 a Hair colour

Tally

Total

Brown

6

Blond

4

Black

8

Red

2

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Unit 10: Topic 1

b 8

Guided practice

7

1 a false

b true

c true

d true

e false

6

2 red: 4 out of 8, orange: 2 out of 8, green: 1 out of 8, blue: 1 out of 8

5 4

Independent practice

3

1 Outcome 1: heads Outcome 2: tails

2

2 Outcome 1: 1 out of 2

1

Outcome 2: 1 out of 2 Blond

Black

Red

3 Answers will vary.

3 a Teacher to check. Look for answers that show students’ ability to understand how to record data in a list and that have 10 pieces of data recorded.

5 Teacher to check.

6 Answers will vary.

Extended practice 1 a 10

b Answers will vary. For example, green because there are more green lollies than any other colour.

FI NA

b Teacher to check. Look for answers that show students’ ability to correctly label the table, whose tally marks match the data in their list and whose total matches the tally marks.

4 Answers will vary.

L

Brown

c Teacher to check. Look for answers that show students’ ability to match the representations in their picture graphs to those in their tally tables.

d Teacher to check. Look for answers that show students’ ability to make a statement that accurately matches the data, such as identifying the category with the greatest or least number of responses, or comparing the numbers in both categories.

c

Outcomes Yellow Green Red

Purple Pink

Number

2

3

2

2

1

Fraction

2 10

3 10

2 10

2 10

1 10

d blue, yellow and red

e Pink because there is only one pink lolly.

Extended practice 1a

Transport

Tally

Car

Total 9

Bike

5

Walk

7

Bus

1

b car c Answers will vary. At this age, maybe students are too young to catch the bus on their own, so are driven to school by their parent/ guardian or walk and ride their bike to school with their parent/guardian. d 2 people e Teacher to check. Answers will vary, but it could be the number of people who answered, the year level of the students that were interviewed, etc.

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Working space

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