Math Grade 3
Math Grade 3
MATHEMATICS
TERM 1
2020-2021
FOREWORD
T
his is a pivotal time in the history of the Ministry of Education and Technical Education
(MOETE) in Egypt. We are embarking on the transformation of Egypt’s K-12 education system
starting in September 2018 with KG1, KG2 and Primary 1 continuing to be rolled out year
after year until 2030. We are transforming the way in which students learn to prepare Egypt’s youth to
succeed in a future world that we cannot entirely imagine.
MOETE is very proud to present this new series of textbooks, Discover, with the accompanying digital
learning materials that captures its vision of the transformation journey. This is the result of much con-
sultation, much thought and a lot of work. We have drawn on the best expertise and experience from
national and international organizations and education professionals to support us in translating our
vision into an innovative national curriculum framework and exciting and inspiring print and digital
learning materials.
The MOETE extends its deep appreciation to its own “Center for Curriculum and Instructional Materi-
als Development” (CCIMD) and specifically, the CCIMD Director and her amazing team. MOETE is
also very grateful to the minister’s senior advisors and to our partners including “Discovery Education,”
“Nahdet Masr,” “Longman Egypt,” UNICEF, UNESCO, and WB, who, collectively, supported the
development of Egypt’s national curriculum framework. I also thank the Egyptian Faculty of Education
professors who participated in reviewing the national curriculum framework. Finally, I thank each and
every MOETE administrator in all MOETE sectors as well as the MOETE subject counselors who
participated in the process.
This transformation of Egypt’s education system would not have been possible without the significant
support of Egypt’s current president, His Excellency President Abdel Fattah el-Sisi. Overhauling the
education system is part of the president’s vision of ‘rebuilding the Egyptian citizen’ and it is closely
coordinated with the ministries of higher education & scientific research, Culture, and Youth & Sports.
Education 2.0 is only a part in a bigger national effort to propel Egypt to the ranks of developed countries
and to ensure a great future to all of its citizens.
WORDS FROM THE MINISTER OF EDUCATION
& TECHNICAL EDUCATION
I
t is my great pleasure to celebrate this extraordinary moment in the history of Egypt where we
launch a new education system designed to prepare a new Egyptian citizen proud of his Egyptian,
Arab and African roots - a new citizen who is innovative, a critical thinker, able to understand and
accept differences, competent in knowledge and life skills, able to learn for life and able to compete
globally.
Egypt chose to invest in its new generations through building a transformative and modern education
system consistent with international quality benchmarks. The new education system is designed to
help our children and grandchildren enjoy a better future and to propel Egypt to the ranks of advanced
countries in the near future.
The fulfillment of the Egyptian dream of transformation is indeed a joint responsibility among all of
us; governmental institutions, parents, civil society, private sector and media. Here, I would like to
acknowledge the critical role of our beloved teachers who are the role models for our children and who
are the cornerstone of the intended transformation.
I ask everyone of us to join hands towards this noble goal of transforming Egypt through education
in order to restore Egyptian excellence, leadership and great civilization.
My warmest regards to our children who will begin this journey and my deepest respect and gratitude
to our great teachers.
CONTENTS
Lessons 1-10 1
Lessons 11-20 23
Lessons 21-30 50
Lessons 31-40 74
PRIMARY 3 VII
LESSON 1: CONNECT
Pattern Problem 1
Pattern Problem 2
PRIMARY 3 1
LESSON 1: APPLY
Directions: Look at each dot image. Build each image using counters. What is the
pattern? Figure out the next two images in the pattern. Build them and then draw them
in the boxes.
Image FOUR
Image FIVE
2 PRIMARY 3
CHALLENGE: Record the number of counters in each image. How could you predict
how many counters would be in the 10th image?
PRIMARY 3 3
LESSON 2: APPLY
Directions: Make a bar graph using the sibling data. Be sure to include a title, labels
for each axis, and colored bars.
CHALLENGE: If we invited all of the siblings to visit, how many people would come?
4 PRIMARY 3
LESSON 2: MATH JOURNAL
Directions: Reflect on your learning. Write two questions that could be answered by
looking at the data in your Sibling Bar Graph.
1.
2.
PRIMARY 3 5
LESSON 3: APPLY
FAVORITE DESSERTS
Basbousa
Kunafa
Sweet Potatoes
Sweet Feteer
Rice Pudding
Om Ali
6 PRIMARY 3
LESSON 4: APPLY
Directions: Create a line plot using the beans in bag data. Be sure to give your line
plot a title and a key.
KEY
CHALLENGE: If we dumped all the bags that had the most beans onto the floor, how
many beans would we have on the floor?
PRIMARY 3 7
LESSON 4: MATH JOURNAL
Directions: Reflect on your learning. In the box below, write about bar graphs,
pictographs, and line plots.
8 PRIMARY 3
LESSON 5: CONNECT
10 11 12 13 14 15
PRIMARY 3 9
LESSON 5: APPLY
Directions: Measure the pieces of string and record their lengths in centimeters.
10 PRIMARY 3
LESSON 5: MATH JOURNAL
Directions: Reflect on your learning. In the box below, answer the following question.
PRIMARY 3 11
LESSON 6: APPLY
Directions: Look at the images below. Decide if the objects they depict should be
measured in centimeters or meters and then write the word in the table.
12 PRIMARY 3
CHALLENGE: Name at least three other objects that could be measured in
centimeters and at least three other objects that could be measured in meters.
PRIMARY 3 13
LESSON 6: MATH JOURNAL
Directions. Reflect on your learning. Then write or draw your answers to the following
questions in the box below:
14 PRIMARY 3
LESSON 7: APPLY
Directions: Use the table below to record your data. Remember to record the unit of
measurement.
16 PRIMARY 3
PRIMARY 3 17
LESSON 7: MATH JOURNAL
Directions: Reflect on your learning. Write a response to the prompt in the box below.
Look at the line plot and think about the data shown on it.
18 PRIMARY 3
LESSON 8: APPLY
Directions: Measure the pieces of string and record their lengths in millimeters.
PRIMARY 3 19
LESSON 9: APPLY
Directions: Use the table below to record your data. Remember to record the unit of
measurement.
CHALLENGE: Pick three of your objects. If you laid them down one after the other,
what would be the total length? Would it be more than or less than a meter?
20 PRIMARY 3
LESSON 10: APPLY
Directions: Below is a checklist for you to use while you make your line plot.
Make sure your line plot has all of the elements listed.
PRIMARY 3 21
LESSON 11: APPLY
Directions: Flip over a card and write the digit in a place value box. You may use the
Discard box once. Once you write a digit in place, you may not move it. After you
have filled all five boxes, compare your numbers with your friends.
Practice Round:
Round 1:
Round 2:
Round 3:
Round 4:
PRIMARY 3 23
LESSON 11: MATH JOURNAL
Directions: Reflect on your learning. Think about a strategy you used to create the
greatest number in the Place Value Game. Explain your strategy in the box below.
24 PRIMARY 3
LESSON 12: APPLY
Directions: Follow the directions in each step below.
Step 2: Draw a model of the number in the place value mat below.
Step 3: Write your number in expanded form. Remember to use the addition and equal signs:
PRIMARY 3 25
Step 4: Compare your number to three other students’ numbers using the greater than
(>) or less than (<) sign.
; ; ; ; ; ;
; ; ;
26 PRIMARY 3
LESSON 13: APPLY
Directions: Flip over a card and write the digit in a place value box. You may use the
Discard box once. Once you write a digit in place, you may not move it. After you
have filled all six boxes, compare your numbers with your friends.
Round 1:
Hundred Ten
Thousands Thousands Thousands Hundreds Tens Ones Discard
Round 2:
Hundred Ten
Thousands Thousands Thousands Hundreds Tens Ones Discard
Round 3:
Hundred Ten
Thousands Thousands Thousands Hundreds Tens Ones Discard
Round 4:
Hundred Ten
Thousands Thousands Thousands Hundreds Tens Ones Discard
PRIMARY 3 27
LESSON 13: MATH JOURNAL
Directions: Reflect on your learning. What strategies do you use to compare really big
numbers? Write about them below.
28 PRIMARY 3
LESSON 14: APPLY
Directions: Write each number in expanded form. Then practice reading each
number in standard and expanded form (whisper).
62,319 =
762,319 =
15,780 =
812,004 =
Write your own really big numbers in standard form and then write them in expanded
form.
Now order all the numbers you have above. Decide whether you want to order them
from least to greatest or greatest to least.
; ; ; ; ;
PRIMARY 3 29
LESSON 15: APPLY
Directions: Circle all the GROUPS of items you see below in the grocery store picture.
30 PRIMARY 3
Directions: With a partner, determine the total number of items in each group. Record
the name of the group and then show how you found the total. See example.
Example: 3 + 3 + 3 + 3 = 12 apples
APPLES 3, 6, 9, 12 12 apples
CHALLENGE:
1. Choose three of the groups and find the total number of objects all together.
2. Pick five of the groups and order the totals from the groups from smallest to largest.
; ; ; ;
PRIMARY 3 31
LESSON 16: APPLY
Directions: Look at each star array and record the number of ROWS and the number of
stars in each ROW. Then find the total number of stars. Use the work space on the next
page to show how you found the total.
1. 2.
3. 4.
32 PRIMARY 3
WORK SPACE
1. 2.
3. 4.
PRIMARY 3 33
LESSON 16: APPLY, continued
Directions: Look at each star array and record the number of COLUMNS and the
number of stars in each COLUMN. Then find the total number of stars. Use the work
space on the next page to show how you found the total.
5. 6.
Number of column:
7. 8.
Number of column:
34 PRIMARY 3
WORK SPACE
5. 6.
7. 8.
PRIMARY 3 35
CHALLENGE: Choose an array from the Apply activity. If each star costs 2 LE, how
much would it cost to buy the whole array? Draw the array that you chose below and
then determine the cost. Do as many as time allows.
36 PRIMARY 3
LESSON 16: MATH JOURNAL
Directions: Look at the star array below. Some of the stars have been ripped off.
How many stars were in the original array? Explain your thinking using pictures,
numbers, or words in the box below the star array.
PRIMARY 3 37
LESSON 17: MATH JOURNAL
Directions: Reflect on your learning. Look at the two images below. Then, in the box
answer the following questions.
38 PRIMARY 3
LESSON 18: APPLY
Directions: In each box, play a round of Circles and Dots. Roll the die one time to
identify the number of circles you will draw. Roll it again to identify how many dots
you will draw in each circle. Once you have drawn your models, record a repeated
addition equation and a multiplication equation. Then compare your product with your
partner’s using < , >, or =. See the example below.
Example:
9 15
Comparison <
(My product) (Partner’s product)
Round One:
Multiplication (×)
Comparison
(My product) (Partner’s product)
Round Two:
Multiplication (×)
Comparison
(My product) (Partner’s product)
PRIMARY 3 39
Round Three:
Multiplication (×)
Comparison
(My product) (Partner’s product)
Round Four:
Multiplication (×)
Comparison
(My product) (Partner’s product)
Round Five:
Multiplication (×)
Comparison
(My product) (Partner’s product)
40 PRIMARY 3
CHALLENGE: Draw a Circles and Dots board for the following equations and then
find the product:
5×7=
6×9=
PRIMARY 3 41
LESSON 19: APPLY, Part 1
Directions: Solve the problems below to determine whether or not there is a
Commutative Property of Multiplication.
× = × =
rows columns product rows columns product
× = × =
rows columns product rows columns product
42 PRIMARY 3
LESSON 19: APPLY, Part 1 continued
× = × =
circles dots product circles dots product
× = × =
circles dots product circles dots product
PRIMARY 3 43
LESSON 19: APPLY, Part 2
Directions: On the grids below, draw arrays that prove the Commutative Property
of Multiplication. Label your grids with the factors (the two numbers you are
multiplying) and products (the answers).
1.
2.
3.
44 PRIMARY 3
LESSON 19: MATH JOURNAL
Directions: Reflect on your learning. In the box below, explain multiplication and the
Commutative Property of Multiplication. You can use words, pictures, or numbers
to help you.
PRIMARY 3 45
LESSON 20: APPLY
Directions for Array Block Game:
• Roll the die one time. That is the number of rows in your array.
• Roll the die a second time. That is number of columns in your array.
• Decide where you would like to create the array in the game board grid.
• Draw the array on your grid and color it in.
• Label the array with a multiplication equation and the product. Play until you
cannot fit any more arrays on the grid.
Player 1:
3 × 6 = 18
Player 2:
5×1=5
46 PRIMARY 3
ARRAY BLOCKS GAME BOARD—GAME ONE
PRIMARY 3 47
ARRAY BLOCKS GAME BOARD—GAME TWO
48 PRIMARY 3
CHALLENGE:
1. How many squares did you color in on your first game board? Show how you solved
this problem.
PRIMARY 3 49
LESSON 21: APPLY
Example problem: Farha went to the store to buy rolls for a big family dinner. At the store,
she bought 4 bags of rolls. Each bag contained 5 rolls. How many rolls did Farha buy?
Work Space:
Multiplication equation:
PRACTICE:
• Read each problem carefully.
• Show your thinking with pictures, numbers, and/or words.
• Record a multiplication equation that represents this problem.
1. On Samira’s walk home she saw 6 cars. If each car has 4 wheels, how many wheels
did she see in all?
Work Space:
Multiplication equation:
2. Manal brought 6 bags of cookies to school. Each bag had 3 cookies in it. How many
cookies were there all together?
Work Space:
Multiplication equation:
50 PRIMARY 3
3. Malek runs 3 miles each day. How many miles does he run in 7 days?
Work Space:
Multiplication equation:
Work Space:
Multiplication equation:
5. It takes a rocket 7 seconds to travel one kilometer. How many seconds will it take
to travel 4 kilometers?
Work Space:
Multiplication equation:
6. Each pack of pencils contains 8 pencils. How many pencils are in 3 packs?
Work Space:
Multiplication equation:
PRIMARY 3 51
CHALLENGE:
1. Put the products from problems 1 to 6 above in order from least to greatest.
, , , , ,
2. Maisa was trying to figure out how to solve the multiplication problem 12 × 13 but
was stuck. Can you show her how to work through this problem and what the product
might be?
52 PRIMARY 3
LESSON 22: APPLY
Directions: Read each story problem on your own. With a partner, match each story
problem to its multiplication equation.
Part 1
Amir hiked for 3 days over the summer. Each day he hiked
4 × 3 = 12
7 miles. How many miles did he hike in all?
Part 2
When you finish, find a partner with the same card. Work together to find the product.
Product:
How did you solve this problem? Show your work below:
PRIMARY 3 53
LESSON 22: MATH JOURNAL
Directions: Reflect on your learning. Write a response to the questions in the box
below.
• Think about multiplication story problems. Is it easier to solve them or write one?
• What do you think is easy about solving multiplication story problems?
• What do you still find challenging about solving multiplication story problems?
54 PRIMARY 3
LESSON 23: APPLY
Directions: Use the 120 Chart below to complete the following:
1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
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
101 102 103 104 105 106 107 108 109 110
111 112 113 114 115 116 117 118 119 120
, , , , , , , , ,
, , , , , , , , ,
PRIMARY 3 55
LESSON 23: MATH JOURNAL
Directions: Reflect on your learning. Predict a number greater than 120 that would be
a multiple of both 2 and 3. Explain why you think your prediction is correct.
56 PRIMARY 3
LESSON 24: APPLY
Directions: Use the 120 Chart to complete the following:
1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
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
101 102 103 104 105 106 107 108 109 110
111 112 113 114 115 116 117 118 119 120
Write the equations for the multiples of ten. The first two have been done for you.
10 × 1 = 10 10 × =
10 × 2 = 20 10 × =
10 × 3 = 10 × =
10 × 4 = 10 × =
10 × = 10 × =
10 × = 10 × =
58 PRIMARY 3
LESSON 24: APPLY, continued
Directions: Use the 120 Chart on the previous page to complete the following:
5 × 1 = 5 5 × =
5 × 2 = 10 5 × =
5 × 3 = 5 × =
5 × 4 = 5 × =
5 × = 5 × =
5 × = 5 × =
PRIMARY 3 59
LESSON 26: APPLY
Picture #1:
Picture #2:
60
12
5
55
11 1 10
10 2
50
45 9 3 15
8
40
4 20
7 6 5
25
35
30
Group Practice:
: :
60 PRIMARY 3
PARTNER PRACTICE:
Directions: Look at each of the clocks below. Determine the time on the analog
clock and write the digital time below. Remember that each hour number
represents a group of 5 minutes.
60 60
12 12
5
5
55
55
11 1 10 11 1 10
10 2 10 2
50 50
45 9 3 15
45 9 3 15
8
40
4 20 8
40
4 20
7 6 5 7 6 5
25
25
35
35
30 30
: :
60 60
12 12
5
5
55
55
11 1 10 11 1 10
10 2 10 2
50 50
45 9 3 15
45 9 3 15
8
40
4 20 8
40
4 20
7 6 5 7 6 5
25
25
35
35
30 30
: :
PRIMARY 3 61
LESSON 27: APPLY
Directions: Play “Who Has the Later Time?” with your Shoulder Partner.
• Pick a card to tell you how many groups of 5 minutes have passed.
• Record the minutes on the digital clock. The hour is already decided for you.
• Draw the minute hand on the analog clock.
1 : 2 : 7 :
4 : 10 :
62 PRIMARY 3
CHALLENGE: Time Story Problems
1. Your mom puts muffins in the oven at 7:00. When you take them out, the clock
looks like this:
2. You leave school at 3:00 and when you get home the clock looks like this:
3. If it takes you 45 minutes to walk home from school and you leave at 3:00, what time
will it be when you get home? Draw the time on the clock.
PRIMARY 3 63
LESSON 27: MATH JOURNAL
Directions: Reflect on what you have learned about telling time. Look at the analog
clock below and the time that is recorded on the digital clock. Decide if the digital time
is correct for the clock shown. If it is, explain why. If it is not, explain why and provide
the correct time. Write your response in the box below.
8 03
64 PRIMARY 3
LESSON 28: APPLY
Directions: Solve the sharing problems below.
1. There are 16 fish that need to be placed in 4 bowls. Each bowl must hold the same
number of fish. How many fish should be put into each bowl? Draw a picture in the
bowls below to solve the problem.
PRIMARY 3 65
2. Sameh is preparing gift baskets. He has 20 oranges that need to be divided equally
between 5 baskets. Draw a picture in the baskets below to solve the problem.
66 PRIMARY 3
3. The teacher has 36 crayons to share equally between 6 students. She must place the
crayons in the cups below. Draw a picture in the cups below to solve the problem.
PRIMARY 3 67
LESSON 28: MATH JOURNAL
Directions: Reflect on your learning. In the box below, write a sharing story
problem using the numbers 15 and 3. Then solve the problem and show your work
with both a picture and a part-part-whole model.
68 PRIMARY 3
LESSON 29: APPLY
Example #1:
Directions: Draw a mathematical picture to solve.
Each cat needs 2 fish for lunch. How many cats can we feed with 12 fish?
Directions: Solve the following grouping problems to figure out how many animals
can eat. You can use counters to help you. Please draw and show all of your work.
1. Each ibis will eat 3 worms. You have 18 worms. How many ibis can be fed?
PRIMARY 3 69
2. Each jackal must eat 6 insects. There are 24 insects. How many jackals can be fed?
3. Each crocodile wants to eat 5 fish. There are 25 fish. How many crocodiles can be fed?
4. Each bull eats 2 bales of hay each day. There are 100 bales. How many bulls can
be fed each day?
70 PRIMARY 3
LESSON 30: APPLY
Directions: Find the missing factor in the triangles below. Then write the four
equations that go with the fact family. Use the counters to help you.
24 18
6 3
× = × =
× = × =
÷ = ÷ =
÷ = ÷ =
28 21
4 7
× = × =
× = × =
÷ = ÷ =
÷ = ÷ =
PRIMARY 3 71
CHALLENGE: Describe each of these arrays using one multiplication equation and one
division equation.
× =
÷ =
× =
÷ =
Draw and write your own array with two connected multiplication and division problems.
72 PRIMARY 3
LESSON 31: APPLY
Directions: Do the following.
First, name each shape with your partner.
• Then sort the shapes below into categories.
• Label each category.
• Write the number of the shape that belongs in the category or draw it.
2 3
1
4 5 6
8 9
7
10
74 PRIMARY 3
Category Title: Four Vertices Category Title:
Square
Rectangle
CHALLENGE:
Write a list of attributes for one of the shapes below. Not all of these are polygons.
Could any of these shapes fit into one of your categories from above? Explain.
PRIMARY 3 75
LESSON 31: MATH JOURNAL
Directions: Reflect on your learning. In your own words, explain what a polygon
is. Draw two examples. Then, in your own words, explain what a parallelogram is.
Draw two examples.
76 PRIMARY 3
LESSON 32: CONNECT
Directions: Find the missing factor by rolling the die or choosing a number card.
Record the missing factor in one of the problems below and then solve. When
finished, circle the facts that were the easiest for you to solve.
Mystery Multiplication
1 × = 2 × = 3 × =
4 × = 5 × = 6 × =
7 × = 8 × = 9 × =
10 × = 11 × = 12 × =
Work space:
PRIMARY 3 77
LESSON 32: APPLY
Directions: Using the quadrilateral sheet, cut out the shapes and place them where
they belong on the Venn diagram below. Label each circle and the intersection.
78 PRIMARY 3
QUADRILATERALS
Directions: Tear out this page and cut out the quadrilaterals. Sort them and
glue them onto the Venn diagram.
PRIMARY 3 79
LESSON 33: CONNECT
PRIMARY 3 81
82 PRIMARY 3
LESSON 33: APPLY
Directions: Tear out this page and cut out quadrilaterals to use for your quadrilateral
image.
PRIMARY 3 83
84 PRIMARY 3
PRIMARY 3 85
LESSON 33: APPLY, continued
Directions: Once your picture is complete, fill out the bar graph below.
QUADRILATERAL GRAPH
10
7
NUMBER OF SHAPES
0
RHOMBUS
TRAPEZIUM
RECTANGLE
PARALLELOGRAM
SQUARE
TYPES OF SHAPES
PRIMARY 3 87
LESSON 33: MATH JOURNAL
Directions: Reflect on your learning. Write two statements about the data in your
bar graph. Then write one question that could be answered using your graph.
88 PRIMARY 3
LESSON 34: CONNECT
Directions: Find the missing factor by rolling the die or choosing a number card.
Record the missing factor in one of the problems below and then solve. When
finished, draw a rhombus around the fact that was the most challenging and a
trapezium around the easiest fact.
Mystery Multiplication
1 × = 2 × = 3 × =
4 × = 5 × = 6 × =
7 × = 8 × = 9 × =
10 × = 11 × = 12 × =
Work space:
PRIMARY 3 89
LESSON 34: APPLY
Directions: Follow the steps below.
1. Read the problem and then build the garden plot using the small squares.
2. Draw the garden plot on the grid paper. (Hint: You can place your squares on the
grid to help you draw the outlines of the garden plot.)
3. Find the total area of the garden plot (array).
4. Repeat for all garden plots.
Garden Plot #2: Omar wants to plant corn. Corn needs 1 square
unit of space. He would like the garden to have 3 rows with 7 square
units in each row. How much corn can Omar fit in his garden? What
is the area of his garden in square units?
Garden Plot #5: Aya wants to plant lettuce. Lettuce needs 1 square
unit of space. She would like the garden to have 5 rows with 8
square units in each row. How much lettuce can Aya fit in her
garden? What is the area of her garden in square units?
90 PRIMARY 3
92 PRIMARY 3
PRIMARY 3 93
CHALLENGE:
1. If Jana, Omar, Youssef, Nadia, and Aya all put their gardens together, what would
be the total area? How many total square units would they need?
2. Heba has two rectangular gardens, one for lettuce and one for squash. The squash
takes up 12 square units and the lettuce takes up 10 square units. What could her
gardens look like? (Remember, the gardens are rectangles with the same number of
square units in each row.) Draw the gardens below. They must fit on the grid paper.
PRIMARY 3 95
LESSON 34: MATH JOURNAL
Directions: Reflect on your learning. How is finding the area of garden plots
similar to solving multiplication problems? Explain your thinking in the box below.
You may also use pictures.
96 PRIMARY 3
LESSON 35: CONNECT
Directions: Look at the puzzle below. How many rectangles can you find? You may
color or number them (or use another method) to help you keep track.
PRIMARY 3 97
LESSON 35: APPLY
Directions: Determine the area of each rectangle. Explain the strategy you used in
the work space provided next to each shape and record the answer.
Work Space
98 PRIMARY 3
Work Space
PRIMARY 3 99
CHALLENGE:
These gardens are not rectangular. Can you find the area anyway?
Show your thinking.
Work Space
Problem 1: Problem 1:
100 PRIMARY 3
LESSON 36: CONNECT
Directions: Solve the following problem: Mohammad makes a drawing with 5
squares. Mona makes the same drawing but uses triangles. It takes 2 triangles to
make a square. How many triangles does Mona draw?
PRIMARY 3 101
LESSON 36: APPLY
Directions: On the grid below, draw and label as many rectangles as you can with
an area of 18 square units. Then write equations that match your rectangles.
102 PRIMARY 3
List your arrays as equations below:
3 × 7 = 21
6 × 2 = 12
4 × 10 = 40
PRIMARY 3 103
LESSON 36: MATH JOURNAL
Directions: Reflect on what you have learned about area, arrays, and multiplication.
Omar planted two flower plots. One was 3 × 4 and one was 2 × 6. Do they have the same
area? How do you know? Show your thinking in numbers and pictures in the box below.
104 PRIMARY 3
LESSON 37: CONNECT
Directions: Play Mystery Multiplication. Select two number cards, create an array
using the two numbers as your factors, write the equation, and then find the product.
PRIMARY 3 105
LESSON 37: APPLY
Directions: Determine the total area of each shape.
Rectangle #1:
Rectangle #2:
Rectangle #3:
106 PRIMARY 3
Rectangle #4:
Rectangle #5:
Rectangle #6:
PRIMARY 3 107
CHALLENGE: Determine the total area of the following shapes.
108 PRIMARY 3
LESSON 37: MATH JOURNAL
Directions: Reflect on what you have learned about area. Then answer the following
questions using words and pictures.
How would you explain area to a younger friend? Write your answer below.
How do you determine the area of a rectangle? Write your answer below.
When might you need to find the area of a rectangle in real life? Write your answer below.
PRIMARY 3 109
LESSON 38: APPLY
Directions: Split the arrays below into at least 2 smaller arrays. Label the factors for
each part. An example is shown below.
5 5
Example 3 3
Problem #1
Problem #2
Problem #3
110 PRIMARY 3
LESSON 39: CONNECT
Directions: Play Mystery Multiplication. Select two number cards, create an array using
the two numbers as your factors, write the equation, and then find the product.
PRIMARY 3 111
LESSON 39: APPLY
Directions: Break apart the arrays and, using the distributive property, write an
equation to show your work.
1. × =
× =
+ =
8 × 9 =
2. × =
× =
+ =
7 × 8 =
3. × =
× =
+ =
9 × 6 =
112 PRIMARY 3
4. × =
× =
+ =
5 × 10 =
5. × =
× =
+ =
8 × 2 =
PRIMARY 3 113
LESSON 39: MATH JOURNAL
Directions: Reflect on your learning in this lesson. Answer the questions in the
boxes below.
114 PRIMARY 3
LESSON 40: APPLY
Directions: Break up the following arrays in as many different ways as possible. Use
different colors to keep track of your different arrays. Then select the one that is most
helpful to you as a mathematician and write the equations that match it in the box.
Equations:
Equations:
PRIMARY 3 115
Equations:
Equations:
116 PRIMARY 3
Equations:
PRIMARY 3 117
LESSON 40: MATH JOURNAL
Directions: Reflect on your learning about the Distributive Property. Answer the
questions below using words and/or pictures to show your thinking.
What was your strategy for identifying which new arrays you would solve?
Which multiplication facts do you feel most confident about? Which multiplication facts
do you feel least confident about? What will you do to improve your work with the more
challenging multiplication facts?
118 PRIMARY 3
LESSON 41: APPLY
Directions: For each shape below, do the following:
• Measure and record each of the side lengths of the quadrilaterals with your ruler.
• Label the units.
Perimeter:
Perimeter:
PRIMARY 3 119
Perimeter:
Perimeter:
120 PRIMARY 3
LESSON 41: MATH JOURNAL
Directions: Reflect on your learning about perimeter. Think about how you found
the perimeter of the shapes today. Why is perimeter a linear measurement? Write
your thoughts in the box below.
PRIMARY 3 121
LESSON 42: CONNECT
Directions: Look at the shapes below. Circle the shapes that are polygons and
cross out the shapes that are NOT polygons.
My definition of POLYGON:
Perimeter:
PRIMARY 3 123
LESSON 42: APPLY
Directions:
1. Choose two polygons from the Connect page and carefully cut them out.
2. Glue the two shapes below.
3. Write the name of each polygon on the lines below.
4. Measure and record the length of each side of Polygon 1. Be sure to label your
measurements.
5. Find the total perimeter of Polygon 1 and record it on the chart on the next page.
6. Repeat steps 4 and 5 for Polygon 2.
7. Find the difference between the perimeters of the two polygons. Show your work.
Polygon 1:
Polygon 2:
PRIMARY 3 125
POLYGON PERIMETER
Polygon 1
Polygon 2
What is the difference between the two polygons’ perimeters? Show your work.
126 PRIMARY 3
LESSON 43: APPLY
Directions: Follow the directions below.
PRIMARY 3 127
Step 1: Look at the pentagon, trapezium, square, and triangle. ESTIMATE the perimeter of
each shape. Write your ESTIMATES below.
Pentagon:
Trapezium:
Square:
Triangle:
Step 2: Write the names of the shapes in order from smallest ESTIMATED perimeter to
greatest ESTIMATED perimeter.
, , ,
Step 3: Measure the side lengths of each shape and record your measurements in the
tables below. Add the sides together to calculate the perimeter of each shape. Record your
answers in the tables.
PENTAGON TRAPEZIUM
LENGTH OF SIDE IN LENGTH OF SIDE IN
SIDES SIDES
CENTIMETERS (CM) CENTIMETERS (CM)
1 1
2 2
3 3
4 4
5 Perimeter
Perimeter
128 PRIMARY 3
SQUARE TRIANGLE
LENGTH OF SIDE IN LENGTH OF SIDE IN
SIDES SIDES
CENTIMETERS (CM) CENTIMETERS (CM)
1 1
2 2
3 3
4 Perimeter
Perimeter
Step 4: Write the names of the shapes in order from smallest ACTUAL perimeter to
greatest ACTUAL perimeter.
, , ,
PRIMARY 3 129
LESSON 44: APPLY
Directions: Work with your Shoulder Partner to solve the perimeter and area problems
below. Your teacher will give you additional directions.
Goat Pen
Work Space
4 meters
3 meters
3 meters
4 meters
Chicken Pen
Work Space
5 meters
3 meters
3 meters
5 meters
130 PRIMARY 3
LESSON 44: APPLY, continued
More Practice:
A New
Goat Pen
4 meters
7 meters
Cattle Pen
Work Space
9 meters
3 meters
3 meters
9 meters
PRIMARY 3 131
Duck Pen
5 meters
Sheep Pen
Work Space
10 meters
3 meters
3 meters
10 meters
CHALLENGE:
1. How much fencing would you need to make ALL of these pens?
2. How many square meters of space would the animals have if you combined ALL
of the pens?
132 PRIMARY 3
LESSON 44: MATH JOURNAL
Directions: How would you explain the difference between perimeter and area to a
Primary 2 student? Write your explanation in the box below. Use numbers, pictures,
and words to explain the difference.
PRIMARY 3 133
LESSON 45: APPLY
Directions: Look at the space requirements for the animals below. Then determine
which pen each animal could use. Write the area of the pen and the name of the
animal for each pen. Some pens might work for multiple animals.
Animal Pens
Pen #1
6 meters
134 PRIMARY 3
Pen #2
6 meters
Area =
3 meters
square meters
Pen #3
5 meters
Pen #4
8 meters
5 meters
Pen #5
7 meters
5 meters
PRIMARY 3 135
CHALLENGE:
Sketch a different pen for each animal. Be sure to label your pens’ dimensions.
136 PRIMARY 3
LESSON 46: CONNECT
Directions: A friend said that the area of the square shown below is 8 square units.
Do you agree or disagree? Explain your thinking in the box below using words,
pictures, and/or numbers.
PRIMARY 3 137
LESSON 46: APPLY
Directions: Choose two of the problems below to demonstrate strategies for finding
the area of rectangles. For each problem, show TWO ways to find the area. Explain your
thinking using words, pictures, and/or numbers. Remember to label all of your answers.
1.
3 units
2.
6 units
138 PRIMARY 3
3. Measure this shape with a ruler and label the dimensions in centimeters.
PRIMARY 3 139
LESSON 46: APPLY, continued
In the boxes below, answer the following questions:
1. Which strategy for finding area works best for you? Why?
2. Which strategy for finding area is the most challenging for you right now? Why?
140 PRIMARY 3
LESSON 47: CONNECT
Directions: Use counters to solve the division problems below. For each problem,
draw a picture to show your solution.
1. 36 ÷ 6 =
2. 21 ÷ 3 =
3. 48 ÷ 12 =
PRIMARY 3 141
LESSON 47: APPLY
Walid invited his friends over to play board games. He has 24 small square tables that
he wants to arrange to make a larger rectangular table.
Part 1 Directions: In the grid below, draw as many rectangular tables as you can. Label
the width and length and then write an equation to find the area and another equation to
find the perimeter. One rectangular table is done for you.
142 PRIMARY 3
Part 2 Directions: In the table below, record the dimensions, perimeter, and area of
each of the rectangular tables you built.
Width
1
(linear units)
Length
24
(linear units)
Perimeter
50
(linear units)
Area
24
(square units)
CHALLENGE:
Directions: Which seating arrangement would be the best for playing games with friends?
Why do you think so? Write your response in the box below. Use pictures, numbers, and/or
words.
PRIMARY 3 143
LESSON 48: CONNECT
Do two rectangles with the same area always have the same perimeter?
Directions: Complete the following steps.
1. Use your ruler to draw two different rectangles with an area of 6 square cm.
2. Label the side lengths of each rectangle.
3. Calculate the perimeter of each rectangle.
4. Compare the two perimeters and explain your observations using words and/or
numbers.
144 PRIMARY 3
LESSON 48: APPLY
Directions: Complete the following steps.
1. In the space below, use your ruler to draw two different rectangles with a perimeter
of 20 cm.
2. Label the side lengths of each rectangle.
3. Calculate the area of each rectangle.
4. Compare the two areas and explain your observations using words and/or numbers.
CHALLENGE:
Can you draw a different type of polygon with a perimeter of 20 cm? (You do not have
to find the area.) Use your ruler to draw as many as you can below.
PRIMARY 3 145
LESSON 48: MATH JOURNAL
Directions: Reflect on your learning about area and perimeter. In the box below,
explain the strategy you used to solve today’s Apply problem. You may use words,
numbers, and/or pictures.
146 PRIMARY 3
LESSON 49: CONNECT
Directions: Use counters to solve the division problems below. For each problem draw a
picture to show your solution.
1. 27 ÷ 3 =
2. 44 ÷ 11 =
3. 36 ÷ 9 =
PRIMARY 3 147
LESSON 49: APPLY
Part 1 Directions: Solve the story problems below. Include a drawing and an equation
for each problem. Be sure to label your answers.
1. Shaimaa is sewing a border on a square baby blanket. The length of the blanket is 45
centimeters and the width is 45 centimeters. How long will the border be?
2. Farouk is building a patio out of tiles. He wants the length of the patio to be 7 tiles
across and its width to be 6 tiles. How many tiles will he use in all to build the patio?
148 PRIMARY 3
3. Omnia wants to put a wooden trim around her window. The window is 4 meters tall
and 1 meter wide. How much wood does she need for the trim?
4. A farmer is building a fence around his garden. If the garden is 8 meters long and 3
meters wide, how much fencing does he need to buy?
5. A rug is 3 meters long and 2 meters wide. What is the area of the rug?
PRIMARY 3 149
Part 2 Directions: Write your own story problems. Write one perimeter story problem
and one area story problem.
150 PRIMARY 3
LESSON 50: APPLY
Directions: Draw lines to represent the groups of 10 to help you solve the following
problems.
3 × 70 =
8 × 40 =
6 × 90 =
PRIMARY 3 151
10 × 10 =
8 × 20 =
7 × 40 =
152 PRIMARY 3
3 × 50 =
4 × 40 =
CHALLENGE:
Think about the patterns you observed when solving the Apply problems. How can
you use what you know to help you multiply 18 × 10? Explain your thinking in words,
pictures, or numbers.
PRIMARY 3 153
LESSON 50: MATH JOURNAL
Directions: Answer the question below. Show your work in the box.
Based on what you know about multiples of 10, what would you predict would happen
when you multiply a number by a multiple of 100, such as 2 × 300, or 4 × 500?
154 PRIMARY 3
LESSON 51: CONNECT
Directions: There is a large auditorium with 8 rows of seating. Each row has 50 chairs.
Omar thinks there are 450 chairs total. Is he correct? Use words, pictures, and/or
numbers to explain your thinking.
PRIMARY 3 155
LESSON 51: APPLY
Directions: Solve the problems below. Split the multiples of 10 into 10 and the other
factor. For example, 40 has the factors 10 and 4.
Example:
8 × 40
(8 × 4) × 10 = 320
3 × 90 4 × 80
( × ) × 10 = ( × ) × 10 =
9 × 20 6 × 30
( × ) × 10 = ( × ) × 10 =
8 × 50 7 × 30
( × ) × 10 = ( × ) × 10 =
6 × 70 5 × 40
( × ) × 10 = ( × ) × 10 =
CHALLENGE: Malek bought a box of cards. In the box there were 6 smaller boxes, and in
each of those boxes there were 6 packs of 10 cards. To find the total number of cards he
bought, Malek wrote this equation: 6 × 60 = 360. Is he correct? Explain how you know.
156 PRIMARY 3
LESSON 51: MATH JOURNAL
Directions: Reflect on your learning about multiplying by multiples of 10. In the
space provided, explain the patterns you observed when multiplying a single digit by
multiples of 10. Use words, pictures, and/or numbers to explain your thinking.
PRIMARY 3 157
LESSON 52: APPLY
Group 1: Finger Trick Strategy
After you practice the strategy, draw an example below and use words to explain
how to do it.
158 PRIMARY 3
LESSON 52: APPLY
Group 2: List of Equations Strategy
Directions: List the equations for multiplying by 9 in order. The first two have been
done for you. Then record below the table what you notice about any patterns.
9×1= 9
9×2= 18
9×3=
Describe the patterns you observe. Be sure to look at the factors and the products.
CHALLENGE: What additional pattern do you observe when you add the Tens digit and
Ones digit of each product (for example, 0 + 9 and 1 + 8)?
PRIMARY 3 159
LESSON 52: APPLY
Group 3: 120 Chart Strategy
Directions: Shade in all the multiples of 9. Next to the chart, record what patterns
you notice.
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
101 102 103 104 105 106 107 108 109 110
111 112 113 114 115 116 117 118 119 120
CHALLENGE: Record all the multiplication equations below. See if you can find products
beyond those you colored in the 120 Chart.
160 PRIMARY 3
LESSON 52: APPLY
Group 4: Tens Facts Strategy
Directions: You can use what you know about multiplying by 10 to quickly multiply by 9.
Look at the example below. Solve and discuss each problem with your group.
9×6
First draw a model of 10 × 6 and then cross out one group of 6. Now there are 9
groups of 6.
6 6 6 6 6 6 6 6 6 6
10 × 6 = 60
60 – 6 = so 9 × 6 =
9×5
10 × 5 = so 9 × 5 =
9×7
10 × 7 = so 9 × 7 =
9×3
10 × 3 = So 9 × 3 =
PRIMARY 3 161
9×2
10 × 2 = so 9 × 2 =
9×8
10 × 8 = so 9 × 8 =
9×9
10 × 9 = So 9 × 9 =
CHALLENGE: A student told me that 9 × 8 = 70. They said they know that 10 × 8 = 80, so
9 × 8 = 70 because they subtracted a 10 from 80. Are they correct? Show your thinking in
the box below.
162 PRIMARY 3
LESSON 53: CONNECT
Directions: When your teacher gives the signal, solve as many problems as you can in
2 minutes. Use any strategy you learned in Lesson 52.
9 × 2 = 4 × 9 = 9 × 1 =
9 × 0 = 9 × 10 = 9 × 2 =
3 × 9 = 9 × 5 = 9 × 0 =
9 × 7 = 9 × 9 = 8 × 9 =
1 × 9 = 9 × 0 = 6 × 9 =
9 × 4 = 9 × 2 = 9 × 10 =
9 × 5 = 9 × 8 = 2 × 9 =
9 × 6 = 1 × 9 = 9 × 3 =
9 × 8 = 9 × 6 = 4 × 9 =
10 × 9 = 9 × 7 = 9 × 0 =
Put a check mark next to the strategy you used most today.
Do you think that strategy worked well for you? Why or why not?
PRIMARY 3 163
LESSON 53: APPLY
7 × 2 = 3 × 9 = 10 + 1 =
6 × 0 = 4 × 3 = 2 × 3 =
3 + 9 = 6 + 5 = 0 + 10 =
1 × 7 = 9 + 9 = 8 × 0 =
1 + 9 = 9 × 9 = 6 + 5 =
2 × 4 = 4 × 2 = 3 + 10 =
9 × 6 = 6 + 6 = 2 × 6 =
3 + 9 = 3 + 3 = 7 + 3 =
10 × 8 = 2 × 10 = 0 + 4 =
3 + 9 = 9 + 10 = 6 × 0 =
4 × 8 = 2 × 10 = 0 + 4 =
1 × 1 = 6 + 1 = 8 × 8 =
3 × 3 = 5 × 10 = 5 + 5 =
6 × 1 = 9 × 6 = 9 × 0 =
10 × 0 = 5 × 10 = 6 + 2 =
2 + 9 = 0 + 10 = 1 × 2 =
5 × 8 = 2 × 3 = 4 + 4 =
8 + 9 = 9 + 6 = 6 × 7 =
0 × 8 = 9 × 10 = 10 + 4 =
2 × 5 = 1 + 10 = 4 × 2 =
164 PRIMARY 3
Problems completed:
Directions: Record the strategies you used today. If you did not have a strategy for
one of the boxes, leave it blank.
+0 ×0
+1 ×1
+2 ×2
+3 ×3
+4 ×4
+5 ×5
+6 ×6
+7 ×7
+8 ×8
+9 ×9
+ 10 × 10
PRIMARY 3 165
LESSON 54: APPLY
Directions: Solve the problem below with your partner.
Gamila said that since 9 is the digit with the largest value, the number 999 is larger than
1000. Do you agree or disagree? Why?
Puzzle 1:
This number has 5 Thousands, 7 Hundreds, 6 Tens, and 4 Ones. What number is it?
Puzzle 2:
This number has 12 Hundreds, 15 Tens, and 6 ones. What number is it?
Puzzle 3:
Write the following number in standard form. Pay attention to the place value.
Puzzle 4:
3,509 =
166 PRIMARY 3
Puzzle 5:
Radwa ordered the following numbers from smallest to largest. What did she do incorrectly?
5,021 5,201 5,102 5,210
Puzzle 6:
13,470 < 13,407
Puzzle 7:
Order the following numbers from least to greatest: 50; 5; 500; 5,000; 1; 10,000; 500,000.
, , , , , ,
CHALLENGE:
Write at least one place value puzzle of your own for a number that has at least 4 Ten
Thousands.
PRIMARY 3 167
LESSON 55: APPLY
Directions: Solve the addition problems below using a strategy that is efficient for you.
When finished, choose two problems and double-check your answer using a different
addition strategy. Rewrite the two problems in the rows at the bottom and show your
work for the new strategy.
97 + 184
483 + 201
823 + 262
677 + 233
865 + 337
168 PRIMARY 3
DOUBLE-CHECKING USING A NEW STRATEGY
CHALLENGE:
1. Choose one of the problems from above and write a story problem using those numbers.
2. Choose four of the sums and find the sum of those four numbers.
PRIMARY 3 169
LESSON 55: MATH JOURNAL
Directions: Reflect on your learning about addition strategies. Why is it important to
learn different strategies to solve addition problems? Write your thinking below and
use examples to support your answer.
170 PRIMARY 3
LESSON 56: CONNECT
Agree or Disagree?
The librarian kept track of how many books were borrowed from the library during
the month of September. The chart below shows the data she collected. She told the
principal that two grade levels combined borrowed about 600 books.
Amir estimated it was Grades P3 and P5. You disagreed and said it was two other
grade levels. What grade levels do you estimate read about 600 books? Explain in the
space below the chart.
P1 435
P2 308
P3 288
P4 201
P5 247
PRIMARY 3 171
LESSON 56: APPLY
Directions: Solve the following problems using a strategy that works well for you and your
partner. Show all your work and thinking in the boxes below the questions. Remember to
label your answers. When finished, place a star next to the most challenging problem.
Data Table 1: The table below shows the number of students in each grade level in a
large school in Cairo. Use this information to answer the questions below.
Fareed says there are more students in P1 and P3 then there are in P2 and P4. Do you
agree or disagree? Prove your answer.
172 PRIMARY 3
Data Table 2: The following table shows the length of some of the world’s longest rivers.
Use the information to answer the questions below.
If you were to paddle the entire length of the Euphrates and the Nile, about how many
kilometers would you paddle?
If you were to build a path along the entire length of the Mississippi and the Euphrates,
about how long would the path be?
CHALLENGE: Use the world’s rivers chart to determine about how many kilometers you
would travel if you decided to raft the length of all four rivers.
PRIMARY 3 173
LESSON 57: APPLY
Directions: Solve each subtraction problem using any strategy you choose. Then write
an addition problem to check your answer. The first one is an example.
Example: Example:
Work:
Number Line 200 + 300 = 500
-50 -100 -100 -100 22 + 50 = 72
1. 780 – 450 =
Work:
2. 925 – 610 =
Work:
174 PRIMARY 3
SUBTRACTION PROBLEM ADDITION PROBLEM TO CHECK
3. 2,550 – 1,225 =
Work:
4. 3,000 – 1,500 =
Work:
5. 5,548 – 3,315 =
Work:
6. 1,759 – 1,255 =
Work:
PRIMARY 3 175
CHALLENGE:
1. Pick one of the problems from above and write a story problem using those numbers.
2. Pick the largest difference from above and subtract the smallest difference.
176 PRIMARY 3
LESSON 58: CONNECT
Mr. Mahmoud raises chickens. In the past two years, his chickens have laid 5,350 eggs.
Last year his chickens laid 2,120 eggs. How many eggs did his chickens lay two years ago?
Circle the equation that represents how you might solve. Would you use addition or
subtraction?
PRIMARY 3 177
LESSON 58: APPLY
Directions: Read each story problem and decide on a strategy to solve it. Show your
work in the box below each problem. Some of the problems might have more than
one step. Read carefully.
Example:
Mr. Mahmoud also raises sheep. One day he took 235 sheep out to graze on a hill.
Later, his neighbor brought his sheep to the hillside to graze. Now there are 680
sheep on the hill. How many sheep did the neighbor bring to the hillside?
Practice:
1. The library can hold 2,475 books, but 525 books are out on loan and 137 books are
missing. How many books are there in the library right now?
2. Three boxes filled with books were just delivered to the library. If each box is filled
with 215 books, how many books were delivered?
3. The librarian takes some of the new books out of the boxes. Now there are only 510
books in the boxes. How many books did the librarian take out of the boxes?
178 PRIMARY 3
4. Amir’s family is saving to buy a new TV. The TV costs 4,590 LE on sale. They have
saved 2,410 LE so far. How much more money do they need before they can buy the TV?
5. Omar just moved to the city. He found an apartment to rent for 3,340 LE per month.
Electricity and gas will cost him 692 LE per month. How much money will it cost him
each month to live?
6. If Omar had 5,000 LE to spend each month, how much money does he have left after
he pays for rent, electricity and gas?
PRIMARY 3 179
LESSON 58: MATH JOURNAL
Directions: Reflect on your learning about addition and subtraction strategies and
adding and subtracting large numbers. Circle the number that best describes your
level of confidence solving addition and subtraction problems with large numbers at
this point in the year.
1 2 3 4 5
In the box below, describe why you circled the number you did. Explain how you are
feeling about these concepts. Identify what you are doing well and where you think you
might still need help.
180 PRIMARY 3
LESSON 59: APPLY
Directions: Cut out the pictures below and then sort them according to whether the
liquid volume is best measured in milliliters or liters. When you and your Shoulder
Partner are finished, compare your answers. Discuss any areas of disagreement.
182 PRIMARY 3
MILLILITERS LITERS
PRIMARY 3 183
LESSON 60: CONNECT
Directions: The picture below represents a graduated cylinder. Write your observations
in the table below. Share what you notice, what the graduated cylinder reminds you of,
and what you wonder.
184 PRIMARY 3
LESSON 60: APPLY
Directions: Read aloud the volume measurement (or measurements) on each
container. Then write the name of the container (for example, large shampoo
bottle), draw a picture of it, and write its volume in the table below. Be sure to
record the unit label for each measurement.
PRIMARY 3 185
CONTAINER PICTURE VOLUME
186 PRIMARY 3
LESSON 60: MATH JOURNAL
Directions: Reflect on your learning about volume. Imagine you were going to teach a
Primary 2 friend everything you know about volume.
In the box below, write what you know about volume: what it is, how to find it, the
units we use, how the units compare to each other, containers that use volume
measurements, and so on. Use words, pictures, and/or numbers to share your thinking.
PRIMARY 3 187
Student Resources
for Student Book
STUDENT RESOURCES
Centimeter Ruler
Centimeter and Millimeter Ruler
6 Spinner Template
5
5
6-Sided Die or Number Cube Net
Analog Clock Face – Large
HOUR MINUTE
Analog Clock Face – Small
HOUR
MINUTE
HOUR
MINUTE
Arranging Chairs Game Cards
8 12 13 14 15
18 19 21 24 25
26 27 28 29 30
32 33 35 36 48
8 12 13 14 15
18 19 21 24 25
26 27 28 29 30
32 33 35 36 48
ARRAY BLOCKS GAME BOARD
Array Cards
Dates on a tree
Note: There are approximately 23 medjool dates in a pound. At peak maturity, a date tree can
produce 200 pounds of dates a year. In this photo, there could be up to 4,000 dates, so this
could cause some interesting discussion!
Grains of rice in a kg bag
Note: In a 1 kg bag of rice, there are approximately 50,000 grains of rice.
Runners in a race
Note: This one can also cause a lot of discussion! Some marathons have ten thousand runners
while others have less than 100.
Multiplication Cards – 1
1x5= 1x5=
2x9= 2x9=
5x6= 5x6=
4x6= 4x6=
6x3= 6x3=
10 x 7 = 10 x 7 =
9x8= 9x8=
6x7= 6x7=
7x6= 7x6=
8x5= 8x5=
5x5= 5x5=
4x8= 4x8=
6x2= 6x2=
10 x 3 = 10 x 3 =
1x8= 1x8=
2x3= 2x3=
Number Cards 1-10
1 2 3
4 5 6
7 8 9
10
Number Cards 0-12
0 1 2
3 4 5
6 7 8
9 10 11
12
2-Centimeter Grid
(Four 40-square sets)
Perimeter and Area Squares
MULTIPLICATION PRACTICE: 4s
1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
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
101 102 103 104 105 106 107 108 109 110
111 112 113 114 115 116 117 118 119 120
4x 1 = 4 4 x ____ = ____
4x 2 = 8 4 x ____ = ____
4x 3 = ____ 4 x ____ = ____
4x 4 = ____ 4 x ____ = ____
4 x ____ = ____ 4 x ____ = ____
4 x ____ = ____ 4 x ____ = ____
MULTIPLICATION PRACTICE: 6s
1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
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
101 102 103 104 105 106 107 108 109 110
111 112 113 114 115 116 117 118 119 120
6x 1 = 6 6 x ____ = ____
6x 2 = 12 6 x ____ = ____
6x 3 = ____ 6 x ____ = ____
6x 4 = ____ 6 x ____ = ____
6 x ____ = ____ 6 x ____ = ____
6 x ____ = ____ 6 x ____ = ____
MULTIPLICATION PRACTICE: 7s
1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
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
101 102 103 104 105 106 107 108 109 110
111 112 113 114 115 116 117 118 119 120
7x 1 = 7 7 x ____ = ____
7x 2 = 14 7 x ____ = ____
7x 3 = ____ 7 x ____ = ____
7x 4 = ____ 7 x ____ = ____
7 x ____ = ____ 7 x ____ = ____
7 x ____ = ____ 7 x ____ = ____
MULTIPLICATION PRACTICE: 8s
1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
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
101 102 103 104 105 106 107 108 109 110
111 112 113 114 115 116 117 118 119 120
8x 1 = 8 8 x ____ = ____
8x 2 = 16 8 x ____ = ____
8x 3 = ____ 8 x ____ = ____
8x 4 = ____ 8 x ____ = ____
8 x ____ = ____ 8 x ____ = ____
8 x ____ = ____ 8 x ____ = ____
ARTIST CREDIT
p. 1 VectorPixelStar / Shutterstock.com
p. 12 J Dennis / Shutterstock.com
p. 12 vitals / Shutterstock.com
p. 38 anmbph / Shutterstock.com
p. 65 MSSA / Shutterstock.com
p. 67 Andrii_M / Shutterstock.com
p. 69 bychovsky / Shutterstock.com
p. 70 SofiaV / Shutterstock.com
p. 70 creativebucket / Shutterstock.com
Copyright ©2020-2021
All Copyright is reserved to the Ministry of Education and Technical Education in the Arab Republic of Egypt.
Distribution of this book is not allowed outside the Ministry of Education and Technical Education.