Go Get Maths Textbook P3 samplebook

Textbook

Prathomsuksa 3 © Pelangi Publishing (Thailand) Co., Ltd. 2022 All rights reserved. No part of this publication may be reproduced, stored in any retrieval system or transmitted in any form or by any means without permission of Pelangi Publishing (Thailand) Co., Ltd. 2022

BDRC303031_GoGetMaths TB Prelimpage P3.indd 1

885-87220-0348-7 First Published 2022

5/11/2564 BE 12:00

Contents Chapter 1

Chapter 2

Chapter 3

Chapter 4

Numbers up to 100,000

1

Lesson 1 Lesson 2 Lesson 3

2 7 12

Addition and subtraction within 100,000

15

Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6 Lesson 7

16 19 22 24 27 31 33

37

Lesson 1 Lesson 2 Lesson 3

38 42 45

Multiplication by a 1-digit number Multiplication of 2-digit numbers Word problems

Division

47 Division without regrouping Division with regrouping Finding the unknowns in multiplication and division Word problems

Length Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6

Chapter 6

Adding two numbers without regrouping Adding two numbers with regrouping Adding three numbers Subtracting without regrouping Subtracting with regrouping Finding the unknowns in addition and subtraction Word problems

Multiplication

Lesson 1 Lesson 2 Lesson 3 Lesson 4

Chapter 5

Counting to 100,000 Comparing and ordering numbers Number patterns

64 Measuring length Units of length Addition and subtraction involving length Multiplication and division involving length Comparing and ordering lengths Word problems

Mass Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6

48 54 59 61

65 70 73 75 78 82

86 Measuring mass Units of mass Addition and subtraction involving mass Multiplication and division involving mass Comparing and ordering masses Word problems

87 91 93 95 98 101

Chapter 7

Chapter 8

Volume and capacity

105

Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6

106 111 114 116 118 122

Fractions Lesson 1 Lesson 2 Lesson 3 Lesson 4

Chapter 9

Chapter 11

Chapter 13

Understanding fractions Comparing and ordering fractions Addition and subtraction of fractions Word problems

127 131 135 138

140 Recognizing money Telling the amount of money Comparing amounts of money Addition and subtraction involving money Multiplication and division involving money Word problems Recording expenditure

141 144 149 152 154 156 158

Mixed operations

163

Lesson 1 Lesson 2

164 166

Order of operations Word problems

Time Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6 Lesson 7 Lesson 8

Chapter 12

126

Money Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6 Lesson 7

Chapter 10

Measuring volume and capacity Units of volume and capacity Addition and subtraction involving volume and capacity Multiplication and division involving volume and capacity Comparing and ordering volumes and capacities Word problems

171 Telling and writing time using 12-hour clock system Units of time Duration of events in hours and minutes Addition and subtraction involving time Multiplication and division involving time Comparing and ordering duration of events Word problems Activity records

172 178 180 183 185 187 190 193

Symmetry

198

Lesson 1 Lesson 2

199 201

Understanding symmetry Number of lines of symmetry

Data handling

203

Lesson 1 Lesson 2 Lesson 3

204 208 214

Collecting and categorizing data Reading and constructing picture graphs Reading and constructing one-way tables

Computational thinking

219

The big idea

Illustrates a scenario through which students can connect to the chapter.

Chapter 3

Multiplication

Computational thinking

Special Features

Introduces a new approach for solving complex problems with confidence.

There are 80 boxes. Each box contains 16 mobile phones. How many mobile phones are there altogether?

Lesson 1

Multiplication by a 1-digit number

Lesson 2

Multiplication of 2-digit numbers

Lesson 3

Word problems

Starting point

Provides questions to initiate thinking and jump-start learning.

Computational thinking is not about programming a computer or thinking like a computer. It is rather a set of systematic approaches to solving problems. Then, we can present the solutions in a way a computer or a human or both can understand.

There are four skills or elements in computational thinking.

Decomposition Breaking a complex problem into manageable, smaller problems

Number of lines of symmetry

Lesson 2 Starting point

2 lines of symmetry are drawn on the square. Are there any more lines of symmetry?

Learning to know

Introduces new concepts using the CPA approach with engaging illustrations.

Thinking corner

Challenges students with unconventional questions to develop higher-order thinking skills.

Learning to know

Developing a set of step-by-step solution

Abstraction

Number of lines of symmetry

Focusing on relevant information, and removing irrelevant information

Some shapes have many lines of symmetry.

A rectangle has 2 lines of symmetry.

This shape has 2 lines of symmetry.

Pattern recognition Identifying similarities and differences, and observing similar patterns

Algorithms

With this new approach, we will be able to tackle unfamiliar and complex problems with confidence. It trains us to analyze information and deal with problems across disciplines.

It will help us see a relationship between the school and the outside world.

This triangle has 3 lines of symmetry.

Computational thinking |

ABCDEFGHIJKLMN OPQRSTUVWXYZ

219

Fun with Maths!

Analyze the capital letters. Which letters have 1 line of symmetry? Which letters have 2 lines of symmetry?

Chapter 12 | 201

Allows students to explore mathematical concepts actively either as an individual or in groups.

1. Get in groups of 4.

2. The first student uses the clock to show the time.

3. The second student writes the time.

4. The third and fourth students read out the time in different ways.

5. The first student determines if they are correct.

6. Repeat by switching roles.

1. Draw the hands on the clock.

Try this

(b)

(a)

Twenty minutes past nine

Provides various exercises to immediately evaluate students’ understanding.

A quarter to two

2. Write the time in a.m. and p.m. (a) In the morning

(b) In the evening

Chapter 11 | 177

Chapter 1

Numbers up to 100,000

This stadium is so big.

It can accommodate up to 25,000 spectators.

Lesson 1

Counting to 100,000

Lesson 2

Comparing and ordering numbers

Lesson 3

Number patterns

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Lesson 1

Counting to 100,000

Starting point

Each box contains 1,000 marbles.

How do we count the number of marbles in all the boxes? Should we count in hundreds or thousands?

Counting on from 1,000

Learning to know

1

1

1

1

1

1

1

1

1

1

10

10 ones make 1 ten.

10

10

10

10

10

10

10

10

10

10

100

10 tens make 1 hundred.

100

100

100

100

100

100

100

100

100

100

10 hundreds make 1 thousand.

1,000

2 | Mathematics Prathomsuksa 3

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1,000

1,000

1,000

1,000

1,000

1,000

1,000

1,000

1,000

1,000

10 thousands make 1 ten thousand.

Count on: 1,000, 2,000, 3,000, 4,000, 5,000, 6,000, 7,000, 8,000, 9,000, 10,000

10,000

10,000

10,000

10,000

10,000

10,000

10,000

10,000

10,000

10,000

10,000

10 ten thousands make 1 hundred thousand.

Count on: 10,000, 20,000, 30,000, 40,000, 50,000, 60,000, 70,000, 80,000, 90,000, 100,000

10,000 10,000

20,000 10,000

1,000 1,000 1,000

100

23,100

100

23,200

23,000 22,000 100

23,300

100

23,400

21,000

100,000

10 23,430 1

23,431

1

23,432

10 23,420 10 23,410

๒๓,๔๓๒

23,432 ( ) Twenty-three thousand four hundred and thirty-two

Chapter 1 | 3

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10,000

1,000

1,000

100

100

10

10,000

1,000

1,000

100

100

10

10,000

1,000

100

100

10

10,000

1,000

100

100

10

10,000

1,000

100

1

10

๕๗,๙๕๑

57,951 ( ) Fifty-seven thousand nine hundred and fifty-one 10,000

10,000

1,000

1,000

100

100

10

1

10,000

10,000

1,000

1,000

100

100

10

1

10,000

10,000

1,000

1,000

100

100

10

1

10,000

10,000

1,000

100

100

10

1

1,000

100

10,000

1

๙๘,๙๔๕

98,945 ( ) Ninety-eight thousand nine hundred and forty-five

1. Work in pairs.

2. Write a number not more than 100,000.

3. Your partner will display the number discs representing the number and say it out.

4. Check his or her answer.

5. Switch roles and repeat for 4 times.

Twenty-one thousand and thirty-two Correct!

4 | Mathematics Prathomsuksa 3

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Learning to know

Place values 31,487 100

10

10

1

1

10,000

100

10

10

1

1

10,000

100

10

10

1

100

10

1

10

1

10,000

1,000

Ten thousands (TTh)

Thousands (Th)

Hundreds (H)

Tens (T)

Ones (O)

3

1

4

8

7

31,487 = 3 ten thousands 1 thousand 4 hundreds 8 tens 7 ones 31,487 = 30,000 + 1,000 + 400 + 80 + 7 The digit 3 in 31,487 is in the ten thousands place. Its value is 30,000.

The digit 1 in 31,487 is in the thousands place. Its value is 1,000.

The digit 4 in 31,487 is in the hundreds place. Its value is 400.

The digit 8 in 31,487 is in the tens place. Its value is 80.

The digit 7 in 31,487 is in the ones place. Its value is 7.

75,169 Ten thousands (TTh)

Thousands (Th)

Hundreds (H)

Tens (T)

Ones (O)

7

5

1

6

9

75,169 = 7 ten thousands 5 thousands 1 hundred 6 tens 9 ones 75,169 = 70,000 + 5,000 + 100 + 60 + 9 What is the value of each digit in 75,169?

Chapter 1 | 5

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1. Count. Write in numerals and words. (a)

10,000

1,000

100

10

1

10,000

1,000

100

10

1

10,000

1,000

100

10

1

10,000

1,000

100

10

1,000

(b)

Thai numerals: Hindu-Arabic numerals: Words:

10

10,000 10,000

1,000 1,000

10

1

10,000 10,000

1,000 1,000

10

1

10,000

1,000 1,000

10

1

10,000

1,000 1,000

10

1

10,000

1,000

10

1

1

Thai numerals: Hindu-Arabic numerals: Words:

2. Fill in the blanks. ten thousand

thousands

hundreds

tens

ones = 14,873

ten thousands

thousands

hundred

tens

ones = 57,084

3. Fill in the blanks.

18,546

(a) The digit 1 in 18,546 is in the

place. Its value is

.

(b) The digit 8 in 18,546 is in the

place. Its value is

.

(c) The digit 5 in 18,546 is in the

place. Its value is

.

(d) The digit 4 in 18,546 is in the

place. Its value is

.

(e) The digit 6 in 18,546 is in the

place. Its value is

.

6 | Mathematics Prathomsuksa 3

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Comparing and ordering numbers

Lesson 2 Starting point

Box A contains 4,152 marbles.

Box B contains 4,452 marbles.

How do we know which box contains more marbles?

Comparing numbers with different thousands and ten thousands

Learning to know

Compare 7,418 and 6,263.

Th

H

T

O

Th

H

T

O

7

4

1

8

6

2

6

3

Compare the thousands.

7 is greater than 6.

So, 7,418 is greater than 6,263.

7,418 > 6,263

or or or

6 is smaller than 7.

So, 6,263 is smaller than 7,418.

6,263 < 7,418

Compare 67,548 and 87,681.

TTh

Th

H

T

O

TTh

Th

H

T

O

6

7

5

4

8

8

7

6

8

1

Compare the ten thousands.

6 is smaller than 8.

So, 67,548 is smaller than 87,681.

67,548 < 87,681

or or or

8 is greater than 6.

So, 87,681 is greater than 67,548.

87,681 > 67,548 Chapter 1 | 7

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