8 9 5

56 7
These workbooks have been developed for the children of South
Africa under the leadership of the Minister of Basic Education,
Mrs Angie Motshekga, and the Deputy Minister of Basic Education,
Mr Enver Surty. ise d and
Rev aligned
4
S
The Rainbow Workbooks form part of the Department of Basic CAP
Education’s range of interventions aimed at improving the
performance of South African learners. As one of the priorities
4 3

MATHEMATICS IN ENGLISH – Grade 3 Book 1

Mrs Angie Motshekga, of the Government’s Plan of Action, this project has been made

3
Minister of Basic possible by the generous funding of the National Treasury.
Education This has enabled the Department to make these workbooks
available at no cost. 1
6
1
We hope that teachers will find these workbooks useful in their

MATHEMATICS IN ENGLISH
everyday teaching and in ensuring that their learners cover the
curriculum. We have taken care to guide the teacher through each
of the activities by the inclusion of icons that indicate what it is 2
that the learner should do.
We sincerely hope that children will enjoy working through the
3
Mr Enver Surty,
book as they grow and learn, and that you, the teacher, will
share their pleasure. 6
Deputy Minister
of Basic Education
We wish you and your learners every success in using these
workbooks. 4
2
ISBN 978-1-4315-0004-8

9 781431 500048

1 2 3 4
Published by the Department of Basic Education
222 Struben Street
Grade
3
Pretoria Name: Class:
ISBN 978-1-4315-0004-8

South Africa
MATHEMATICS IN ENGLISH © Department of Basic Education
Fifth edition 2015
GRADE 3 – BOOK 1 Author team: Smith, P., Blom, L. Aitchison, J.J.W.
TERMS 1 & 2
ISBN 978-1-4315-0004-8 The Department of Basic Education has made every effort to trace copyright
holders but if any have been inadvertently overlooked, the Department will be
THIS BOOK MAY pleased to make the necessary arrangements at the first opportunity.

NOT BE SOLD.
Book 1
Terms 1 & 2
No. Title
Contents Pg. No. Title Pg.
1 Count, sort and show! 2 33 Target 200 76
2 Clever counting 4 34 Working with groups of numbers 78
3a Numbers on a hundred board 6 35a Putting tens together and taking them 80
apart
3b Numbers on a hundred board (continued) 8
35b Putting tens together and taking them 82
4 Place value 10 apart (continued)
5
6
Addition and subtraction
Doubles and halves
12
14
36
37a
A visit to the dentist
Add and combine
84
86
1 2 3 4 5 6 7 8 9 10
7 Fractions 16 37b Add and combine (continued) 88
8 Sorting money 18 38 Solve it! 90
9 Patterns 20 39 Count and calculate 92 2 4 6 8 10 12 14 16 18 20
40 Measuring in centimetres 94
10 Balls, boxes and cylinders 22
41 Target 300 96
11 Draw, name and compare 2D shapes 24
12 Time passes 26
42
43
Adding and subtracting with 100s
Target 400
98
100
3 6 9 12 15 18 21 24 27 30
13 Measuring length 28
44 Weighing in 102
14 Capacity 30 45 Target 500 104
15 Working with mass 32 46 More adding and subtracting 106 4 8 12 16 20 24 28 32 36 40
16 Data handling 34 47 Sharpen your skills 108
17 Compare and order numbers 36 48 Symmetry 110
18
19
Place value to 99
Putting tens together when we add to 99
38
40
49
50
Building up to 500
Multiplication and division (10)
112
114
5 10 15 20 25 30 35 40 45 50
51 Count in 2s 116
20a Add on a number line 42
52 Pave with tiles 118
20b Add on a number line (continued) 44
21a Subtract on a number line 46
53 Using fives 120 6 12 18 24 30 36 42 48 54 60
54 Working with time 122
21b Subtract on a number line (continued) 48
55 Count in 3s and 4s 124
22 It’s party time 50
23 Counting up to 200 52
56
57
Count in 50s
Fractions: halves and quarters
126
128 7 14 21 28 35 42 49 56 63 70
24 Practice with 5s 54 58 Fractions: halves, thirds and sixths 130
25a Count in 2s 56 59 Fractions: fifths 132
25b Count in 2s (continued) 58 60
61
3D objects
Double and half
134
136
8 16 24 32 40 48 56 64 72 80
26 Money then and now 60
27 Count in 3s 62 62 More double and halving 138
63 Group and combine 140
28
29
What comes in 4s?
Patterns in numbers
64
66
64 Maths fun 142 9 18 27 36 45 54 63 72 81 90
Cut-out 1
30a Division 68
Cut-out 2
30b Division (continued)
31 Fractions
70
72
10 20 30 40 50 60 70 80 90 100
32 It’s about time 74
 Grade
3
a t h e m a t i c s
M
IN ENGLISH
This book belongs to:

ENGLISH
Book TTeacher
eacher:

1Sign:
Sig

Da
gn:

ate:
Date:

11 12 13 14 15 16 17 18 19 20 1
 Date:

1
Count, sort and show!
Term 1

How many stars? Compare answers.

Estimate how many stars. ______

Now count them. ______
Find the winner!
Who made the best estimate?
Fill in your names and answers in this table.

Name
Estimate
Number counted
Difference between
your estimate and
your count

2 1 2 3 4 5 6 7 8 9 10
 Ways to count. Help us to write it down.
I counted
in twos.

I counted
in ones. 1, 2, 3, ________________ 2, ___________________
_____________________ _____________________

I counted
in fives.

I counted
in tens.
5 ___________________
5, _____________________
_____________________ _____________________

Write number sentences

W When you add any two
numbers it does not matter
Count the total number of big and small stars in what their order is.
the picture on page 2.
Write them in two ways.
Bigg Small like this or like this

+ = _____ + = _____
Teacher:
and as a number sentence. Sign:

_________ + _________ =_________ or _________ + _________ = _________ Date:

11 12 13 14 15 16 17 18 19 20 3
 Date:

2
Clever counting
Term 1

Counting the pumpkins

Find an easy way to count them.

Answer: _____________

Packing the pumpkins

Ten pumpkins go in one bag.

How many bags can you fill with the pumpkins?_______________

How many pumpkins are left over? _______________

How many more pumpkins are needed to fill one more bag? _______________

4 1 2 3 4 5 6 7 8 9 10
 From + to × (addition to multiplication)
Complete the number sentences.

Example:
10 + 10 + 10 + 10 = 40 4 groups of 10 = 40 4 × 10 = 40

a. 10 + 10 + 10 = _________
_________ groups of 10 = _________ _________ × _________ = _________

b. 10 + 10 + 10 + 10 + 10 + 10 + 10 + 10 = _________
_________ groups of 10 = _________ _________ × _________ = _________

Hands and fingers

How many hands? ______ How many fingers?______

Teacher:

Write your answer in 2 ways. Sign:

____ groups of 10 = ____ ____ × 10 = ____

Date:
and

11 12 13 14 15 16 17 18 19 20 5
 Date:

3a
Numbers on a hundred board
Term 1

Talking numbers
Count and say all the numbers from 1 to 100. Point as you go.

1 2 3 4 5 6 8 9 10
11
27
34 40
41
55
63
71
86
94 100
a. Write the missing number in each blue block.
b. Write in the other numbers.
c. What kind of numbers are the yellow numbers?

Write the numbers in words.

90 ninety 41

77 56

14 65

6 1 2 3 4 5 6 7 8 9 10
 Counting and colouring
Get ready to count a colour!

1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20 11 12 13 14 15 16 17 18 19 20 11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30 21 22 23 24 25 26 27 28 29 30 21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40 31 32 33 34 35 36 37 38 39 40 31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50 41 42 43 44 45 46 47 48 49 50 41 42 43 44 45 46 47 48 49 50
51 52 53 54 55 56 57 58 59 60 51 52 53 54 55 56 57 58 59 60 51 52 53 54 55 56 57 58 59 60
61 62 63 64 65 66 67 68 69 70 61 62 63 64 65 66 67 68 69 70 61 62 63 64 65 66 67 68 69 70
71 72 73 74 75 76 77 78 79 80 71 72 73 74 75 76 77 78 79 80 71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90 81 82 83 84 85 86 87 88 89 90 81 82 83 84 85 86 87 88 89 90
91 92 93 94 95 96 97 98 99 100 91 92 93 94 95 96 97 98 99 100 91 92 93 94 95 96 97 98 99 100

Count and colour the 5s

Count and colour the 10s. Count and colour the 2s.
from 0 to 100.
Count in 10s from Count in 5s from Count in 2s from
10 to 100. 5 to 100. 2 to 100.
Write the 10s from Write the 5s from Write the 2s from
10 to 100. 5 to 80. 2 to 100.

Teacher:
Sign:

Date:

11 12 13 14 15 16 17 18 19 20 7
 Date:

3b
Numbers on a hundred board (continued)
Term 1

Looking for patterns

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 55 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

Tick () all the 10s Cross () the 5s Circle (|) the 2s

Write the numbers that are in both the 2s and the 5s pattern.

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

8 1 2 3 4 5 6 7 8 9 10
 Counting patterns
Fill in the missing numbers.

0; 10; 20; _____; _____; 50; _____; _____; 80; _____; 100; _____;

_____; 130; _____; _____; 160; _____; _____; _____; 200

0; 5; 10; _____; _____; 25;_____; _____; 40; _____; 50; 55; _____;

_____; 70; _____; _____; 85; _____; _____; 100

0; 2; 4; 6; _____; _____; 12; _____; _____; 18; _____; 22; 24; _____;

_____; 30; _____; _____; 36; 38; _____; _____; _____; 46; _____;

0; _____; 8; _____; 16; 20; _____; 28; _____; 36; _____; _____;

_____; 52; _____; _____; 64; _____; 72; _____; 80

0; _____; 10; _____; 20; _____;30; _____; 40; _____; _____; 55;

60; _____; 70; 75; _____; 85; _____; _____; 100

0; 3; _____; 9; _____; 15; 18; _____; 24; _____; _____; 33; _____; 39; Teacher:
Sign:

_____; 45; _____; _____; 54; 57; _____; 63; _____; _____; 72; 75 Date:

11 12 13 14 15 16 17 18 19 20 9
 Date:

4
Place value
Term 1

Showing your numbers

Cut out the number cards from Cut-out sheet 1.
Use the cards to build these numbers.
19 43 69 54 35 1 0
9

19 1 0
9 10 + 9 = 19

43 1 0
40 + 3 = 43
1 0
1 0
1 0 3
Now do it yourself for these numbers using Cut-out 1.
54

35
________ =___

69
________ =___

10 1 2 3 4 5 6 7 8 9 10
 Writing these numbers
We can also
We have done the first one for you. say 9 ones.

19 10 + 9 1 ten + 9 units nineteen

43
69
54
35
21
73
44
32
89
17
95
56
68
67

Write the first five numbers, in the table above,

Teacher:
in order from smallest to biggest. Sign:

Date:
________; ________; ________; ________; ________

11 12 13 14 15 16 17 18 19 20 11
 Date:

5
Addition and subtraction
Term 1

Lebo’s stall
In the morning Lebo has 19 packets of apples.
By lunchtime she has 13 packets left.

a. How many packets does Lebo sell? ______

b. Write your answer as a number sentence.
______ – ______ = ______

Write five other numbers sentences to show the same answer.

15 – 9 = 6 ________ ________ ________ ________ ________

Number drill Use …

+ – =
Write the answers.

10 + 5 = 11 + 6 = 14 – 9 = 14 – 8 =

11 + 5 = 17 + 2 = 19 – 7 = 14 – 5 =

12 + 6 = 3 + 13 = 16 – 5 = 16 – 13 =

17 + 2 = 4 + 15 = 15 – 10 = 19 – 7 =

5 9 14
Number families
Here are examples of this number family.

9 + 5 = 14 5 + 9 = 14

14 – 9 = 5 14 – 5 = 9

12 1 2 3 4 5 6 7 8 9 10
Can you find all the number families of 14?

1 + 13 = 14 13 + 1 = 14 14 – 1 = 13 14 – 13 = 1

2 + 12 =

3 + 11 =

4 + 10 =

5+9=

6+8=

7+7=

I am going to do
the same with 12.
12

1 + 11 = 12

2 + 10 = 12

3 + 9 = 12

4 + 8 = 12

Teacher:
5 + 7 = 12 Sign:

Date:
6 + 6 = 12

11 12 13 14 15 16 17 18 19 20 13
 Date:

6
Doubles and halves
Term 1

Do you remember?
Double 2 is 4 Double 20 is 40 4 is double 2 40 is double 20
We can show this in a drawing …

4
40

2 2
20 20

Finding doubles or halves

a. b. c.
8 60 50

4 30
d. e. f.

24 24 17 17 33 33

Challenge
Find one half of 3.
Show as a number or number name. A drawing might help you.

14 1 2 3 4 5 6 7 8 9 10
 Double the number using a number line.
The first example is given to you.

4 + 4 = 8
a. Double 4

0 1 2 3 4 5 6 7 8 9 10

b. Double 5 + =

0 1 2 3 4 5 6 7 8 9 10

c. Double 20 + =

0 10 20 30 40 50 60 70 80 90 100

d. Double 40 + =

0 10 20 30 40 50 60 70 80 90 100

Complete the following Complete the following

a. Double 1 2 a. Half 6 3
b. Double 6 b. Half 8
c. Double 10 c. Half 14 Teacher:

d. Double 30 d. Half 60 Sign:

e. Double 50 e. Half 70 Date:

11 12 13 14 15 16 17 18 19 20 15
 Date:

7
Fractions
Term 1

Colour one quarter of the balloons red and

the rest blue.
Colour one half of each box red.

Look at the shapes. Tick the

shapes that show halves.
Colour one half of each shape that
is divided into halves.

y 
Look at the shapes. Tick the shapes that show quarters.
Colour one quarter of each shape that is exactly divided into equal quarters.

16
y
1 2

3 4 5 6 7 8 9 10
 Colour in a half of the shapes. What is a half of the number of the shapes?

C
Colour in a quarter of the shapes. What is a quarter of the number of the shapes?

Write as a fraction symbol. one half one quarter

D more shapes to make each half equal.

Draw

Draw more shapes to make each quarter equal.

D

Teacher:
Sign:

Date:

11 12 13 14 15 16 17 18 19 20 17
 Date:

8
Sorting money
Term 1

At the stokvel
Ma Lubisi counts and sorts the money from the group.

Estimate the total amount. R____________________________ Compare estimates

and totals.
Count the money. R____________________________

Saving money

Gugu saves for a pair of shoes that costs R89.

So far she has half the amount.
How much more does she need?
________ ________ ________
Write a number sentence to show your answer.

18 1 2 3 4 5 6 7 8 9 10
 At the bank

Maria sorts the notes into piles of 5.

She also has some notes left over.
Write the totals for each row of pictures.

Amount

R_____________

R_____________

R_____________

Challenge
A visit to the zoo
Some adults and children go to the zoo.
They buy tickets for R90.
How many are children? ___________
How many are adults? ____________
Teacher:
Is there another answer? Children R10 Sign:

Adults ___________ Children ___________ Adults R20 Date:

11 12 13 14 15 16 17 18 19 20 19
 Date:

9
Patterns
Term 1

Use this 200 number board to answer the questions.

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
121 122 123 124 125 126 127 128 129 130
131 132 133 134 135 136 137 138 139 140
141 142 143 144 145 146 147 148 149 150
151 152 153 154 155 156 157 158 159 160
161 162 163 164 165 166 167 168 169 170
171 172 173 174 175 176 177 178 179 180
181 182 183 184 185 186 187 188 189 190
191 192 193 194 195 196 197 198 199 200

Use the 200 number board to complete the next four numbers in these number
patterns. Then colour the pattern on the number board.

105, 110, 115, ____, ____ ,____, ____ 87, 90, 93, ____, ____, ____, ____

36, 40, 44, ____, ____, ____, ____ 184, 186, 188, ____, ____, ____, ____

70, 65, 60, ____, ____ ,____,____ 138, 135, 132, ____, ____, ____, ____

180, 176, 172, ____, ____, ____, ____ 14, 12, 10 ____, ____, ____, ____

20 1 2 3 4 5 6 7 8 9 10
 Write the numbers that come next in each pattern. Then colour in the pattern.
What do you notice about the numbers shaded with the same colour?
Counting in fives. Counting in twos.
5 10 2 4

Counting in threes. Counting in tens.

3 6 10

Extend the pattern.

Teacher:
Sign:

Date:

11 12 13 14 15 16 17 18 19 20 21
 Date:

10
Balls, boxes and cylinders
Term 1

Circle the boxes in blue, the balls in red and the cylinders in green.

Colour the correct answer.

The box The cylinder The ball

slides rolls slides rolls slides rolls

22 1 2 3 4 5 6 7 8 9 10
 Colour in the correct answer.

curved edge curved edge curved edge curved edge

straight edge straight edge straight edge straight edge

curved edge curved edge curved edge curved edge

straight edge straight edge straight edge straight edge

Say if the can is behind, in front of, next to or on top of the box.

behind in front of behind in front of

next to on top of next to on top of

behind in front of behind in front of Teacher:

Sign:

next to on top of next to on top of Date:

11 12 13 14 15 16 17 18 19 20 23
 Date:

11
Draw, name and compare 2D shapes
Term 1

Draw the shapes.

Triangle Circle

Square Rectangle

Counting the shapes.

Count how many shapes like this you can find in the picture.

24 1 2 3 4 5 6 7 8 9 10
 Colour all the
big circles red, small circles green;
big triangles blue, small triangles orange;
big squares yellow, small squares purple;
big rectangles brown, small rectangles pink.

How many sides?

How many sides does each shape have? Write the number in the block.
We have done one for you. Are the sides straight or curved? Colour in the correct answer.

3
straight curved straight curved straight curved straight curved

Teacher:
Sign:

straight curved straight curved straight curved straight curved Date:

11 12 13 14 15 16 17 18 19 20 25
 Date:

12
Time passes
Term 1

Reading the time

What times do these watches show?

______ o’clock ______ o’clock ______ o’clock ______ o’clock

Jump around the clock

J
Help Minnie Mouse count the minutes in 5s.
Start at the 12. Go all the way around.

How many minutes do you count? __________________

How many minutes in 1 hour? _____________________

Writing the time

Draw the hands to show the times.

quarter past 6 half past 8 quarter to 11 half past 5

26 1 2 3 4 5 6 7 8 9 10
Zander walks to school.

He leaves home. He gets to school.

How long does Zander take? _________________

Baking day
Maria bakes bread.

The bread goes The bread

into the oven. comes out.

The bread bakes for _________________ minutes.

Challenge
I can see a pattern.

In double time
a. Change the hours to minutes.

Hours 1 2 4 8
Minutes 60
Teacher:
b. Mandla takes 45 minutes to get to school. Zander takes twice as long. Sign:

How many hours does Zander take to get to school?

Date:
_____________________

11 12 13 14 15 16 17 18 19 20 27
 Date:

13
Measuring length
Term 1

Together, all
the sides of this Together, all
triangle are the sides of this
3 pencils long. square are I wonder how
4 pencils long. long and wide the
rectangle is.

How many pencils long is the rectangle?

How many pencils wide is the rectangle?

length

width

How did you use the pencils to count?

28 1 2 3 4 5 6 7 8 9 10
 Mystery lengths

a. How many of the red lines do you need to cover the black line?

b. How many of the red lines do you need to go all the way
around the rectangle?

c. Which is longer, the top path or the lower one, or are they the same?

Answer _______________________________________________________ Teacher:

Sign:

Why? ________________________________________________________ Date:

11 12 13 14 15 16 17 18 19 20 29
 Date:

14
Capacity
Cap
Term 1

The measuring jug holds 10 cups

of water. I have already put two
cups into the measuring jug.

How many more cups of water will fill the container?

_______________________________________

How many cups of water are in the container?

How manyy cups
p more do we need to fill the container?

a. b.

In the container: 1 Need more: 9 In the container: Need more:

c. d.

In the container: Need more: In the container: Need more:

e.

f.

IIn the
h container: Need more: In the container: Need more:

30 1 2 3 4 5 6 7 8 9 10
 Write the intervals on this measuring jug. We have shown interval 5.

If one
o cup fills the jug to the second
inte
interval, how many cups do you need
to ffill the jug to:
a. 4 _______
b. 6 _______
c. 8 _______
d. 10 _______

Tick which containers you think hold 1 litre of liquid.

Teacher:
Sign:

Date:

11 12 13 14 15 16 17 18 19 20 31
 Date:

15
Working with mass
ss
Term 1

Let’s measure how heavy we are!

To find out how heavy or light we are, we use a scale.

We use kilograms to measure how heavy we are.
We use this abbreviation: kg. Who weighs the most?

41 kg 38 kg 41 kg 42 kg 39 kg

We use a balance scale to measure mass.

aa. b.
b

Answer the question.

qu Write
te a or b.
On this scale both apples On which scale is the green apple heavier than the red apple
weigh the same. On which scale is the green apple lighter than the red apple

32 1 2 3 4 5 6 7 8 9 10
 Balance the scales.
We did the first one for you.
Draw how manyy bricks or balls yyou need
to make thesee scales
s balance.
a. b.

Two bricks weigh the

same as four balls.

If one parcel weighs 3 kg, how much will 2 and 3 parcels weigh?
a. 2 parcels ________ kg
b. 3 parcels ________ kg
c. Can I measure 4 parcels at the same time on this kitchen scale? ______
Why or why not? __________________________________________

___________________________________________________________

___________________________________________________________
TTick in the answer blocks which objects weigh about 1 kg.

Teacher:
Sign:

Date:

11 12 13 14 15 16 17 18 19 20 33
 Date:

16
Data handling
Term 1

Shoes in the class

Read the story.

Thabo: Wow, Miss! Jack is a giant! He wears size 6 shoes!
Mrs Khoza: Well! Yes, Thabo, that is big for a nine year old!
What size shoe do you wear Thabo? What sizes do the rest of the class wear?
Let’s do a survey!

The learners call out their sizes, one by one.

Mrs Khoza writes the sizes on the board.
Mrs Khoza: Count, then write how many of each size.

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

Fill in the table below.

Shoe sizes in the class

Size 1 Size 2 Size 3 Size 4 Size 5 Size 6

34 1 2 3 4 5 6 7 8 9 10
 Now draw a pictograph = one learner

Size 1 Size 2 Size 3 Size 4 Size 5 Size 6

Now answer these questions.

a. Most learners wear shoe size _______________.

b. The fewest number wear size _______________.
c. _____________ children took part in this survey.

What about you?

Find out what shoe sizes you and your friends wear!
ƒ Work in a group of 6 to 8.
ƒ Collect your data.
Teacher:
ƒ Write the number of shoe sizes in a table. Sign:
ƒ Compare answers with other groups.
Date:

11 12 13 14 15 16 17 18 19 20 35
 Date:

17
Compare and order numbers
Term 1

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

What number is What number is

before 84? between 88 and
What number is 90?
after 84?

Fill in the missing numbers.

51
67
71

100

Use the number board to answer the questions.

ƒ Which number is before 68? ________

ƒ Which number is after 68? ________
ƒ Write down five numbers smaller than 71. ________, ________, ________, ______, _______
ƒ Write down five numbers bigger than 71. _______, _______, _______, _______, _______
ƒ What numbers are between 79 and 84? ________________________________________
ƒ Write the numbers from the smallest to largest. 73, 52, 50, 59, 61
______________________________________________________________________
ƒ Write the numbers from the largest to smallest. 74, 96, 99, 91, 38
______________________________________________________________________

36 1 2 3 4 5 6 7 8 9 10
 Complete the table. Start with the given number.

one more one less ten more ten less

25
39
74
56
40

Circle the biggest number.

78 87 17 36 63 33

Circle the smallest number.

99 19 9 14 41 40

If < means smaller than, and > means bigger than, complete:

32 < 64 23 > 18

57 98 89 57

Find 5 numbers in a newspaper between 50 and 99 and paste them in order from
the smallest to the biggest.

Teacher:
Sign:

Date:

11 12 13 14 15 16 17 18 19 20 37
 Date:

18
Place value to 99
Term 1

Showing numbers using objects

Tens Units
We can show numbers with place value blocks.
A small block stands for a 1. It is a unit.
A rod of 10 small blocks stands for a 10. It is a ten.

Tens Units
You can show a number using 4 7
tens and units.
forty-seven
Here is how to show 47. 47

Writing numbers in digits and words

a. Under the picture, write how many tens and how many units.
Then write the number in symbols and words.

Tens Units Tens Units Tens Units

3 1
31 __________________________ __________________________
thirty-one __________________________ __________________________

38 1 2 3 4 5 6 7 8 9 10
 2 0
6 2 6
b. We can also use our number cards to show it.
How many How many
Number Write the number in words
tens? units?

26 2 6 twenty-six

46

99

What is the number?

3 0 Tens Units
5
3 5
thirty-five
3 5 35

Tens Units

_________________
_________________

Tens Units

Teacher:
Sign:
_________________
Date:
_________________

11 12 13 14 15 16 17 18 19 20 39
 Date:

19
Putting tens together when
Term 1

we add to 99
Reading
Here is one way to We have one ten Now we have another way to show
show 22. We have twelve 22.
Tens Units units. Tens Units

1 ten 12 units We will put 10 2 tens 2 units

of the units in
1 0 1 0 2 a group. 2 22
Let’s add 27 + 4. The blue blocks are the units we start with and the red units are the
units we are adding to them.
27 is 2 tens and 7 units. We have 2 tens and 11 units. Now we have
Then we add 4 more units. 3 tens + 1 unit = 31
Tens Units Tens Units Tens Units

2 tens 7 units We can show 10 units as 1 ten.

+ 4 units ___+ ___= _____
2 0 7 4 2 0 1 0 1 3 11

40 1 2 3 4 5 6 7 8 9 10
 Write the number sentence shown by the picture.
Tens Units Tens Units Tens Units

10 + 5 + 6 ___ + ___+ ___ ___+ ___= _____

Complete the pictures. Write the number sentences shown by the picture.
Tens Units Tens Units Tens Units

Tens Units Tens Units Tens Units

Teacher:
Sign:

Date:

11 12 13 14 15 16 17 18 19 20 41
 Date:

20a
Add on a number line
Term 1

Sit at your desk!

In our school each learner has their own desk.

There are 46 learners in Grade 3A and 24 in Grade 3B.
How many desks do we need for both classes?
Working with a partner
Look at how these three learners used a number line to solve the problem. Complete the sums using
the example.
p

+ 10 + 10 +4

46 56 66 70
Th is what
This h I do: I first add 10. This brings me to 56.
Then I jump another 10 to get to 66. I must add
And lastly, l jump 4 more to land at 70. 24 to 46.

= 46 + 10 + 10 + 4
= 56 + 10 + 4
= 66 + 4
= 70

a. 32 + 25 =

42 1 2 3 4 5 6 7 8 9 10
b. 52 + 26 =

c. 46 + 25 =

+4 + 20
I must add 24
to 46.
46 50 70

This is what I do: First I will jump 4. That will bring me to 50.
I can jump 20 more, which brings me to 70.

= 40 + 10 + 20
= 50 + 20
= 70

a. 36 + 41 =

Teacher:
Sign:

Date:

11 12 13 14 15 16 17 18 19 20 43
 Date:

20b
Add on a number line (continued)
Term 1

b. 57 + 19 =

+ 20 +4
I must add
24 to 46.
46 66 70
This is what I do: From 46, I can jump 20. That brings me to 66.
Now I have to jump 4 more and then I reach 70.

= 46 + 20 + 4
= 66 + 4
= 70

a. 63 + 24 =

b. 65 + 29 =

44 1 2 3 4 5 6 7 8 9 10
 How many loaves?

The baker delivers 54 brown and 68 white loaves.

a. How many loaves altogether?

b. Find the total on a number line. Show the numbers and the size of the jumps.

0 150

Add the following without using a number line. Use any other method you like.

38 + 24 = 58 + 17 =

75 + 16 = 83 + 29 =
Teacher:
Sign:

Date:

11 12 13 14 15 16 17 18 19 20 45
 Date:

21a
Subtract on a number line
Term 1

One learner! One ruler!

The class needs 53 rulers. We have only 35.

How many more do we need? 53 – 35 =

Working with a partner

Read how the same three learners use a number line here. Complete the sums using the example.

I have to subtract
–2 –3 – 10 – 10 – 10
35 from 53. Subtraction
means to take away.
18 20 23 33 43 53

So, I will start at 53 and take away. I’ll take away 10, 10, 10 – that brings me to
23. Now to take away five. First I take away 3, and I come to 20. I take away 2
more and I get to 18. So we need 18 rulers.

= 53 – 10 – 10 – 10 – 3 – 2
= 43 – 10 – 10 – 3 – 2
= 33 – 10 – 3 – 2
= 23 – 3 – 2
= 20 – 2
= 18

46 1 2 3 4 5 6 7 8 9 10
a. 68 – 24 =

b. 74 – 38 =

c. 92 – 87 =

–5 –3 – 10
Subtraction means to find
the difference between
53 and 35.
35 40 43 53
I’ll start at 53 and count down to 35 to find the difference. If I count back
by 10, I get to 43. I can count back 3 more to get to 40. Then I count down 5
more to get to 35.
10 plus 3 plus five is 18. So we need 18 more rulers.

a. 38 – 14 =

Teacher:
Sign:

Date:

11 12 13 14 15 16 17 18 19 20 47
 Date:

21b
Subtract on a number line (continued)
Term 1

b. 65 – 43 =

c. 72 – 39 =

d. 85 – 48 =

+ 10 +5 +3
I can start at 35 and see
how many jumps it takes
35 45 50 53 me to count up to 53.

I can start at 35 and see how many jumps it takes me to count up to

53. Ten plus five plus three is 18. We need 18 more rulers.

a. 84 – 32 =

48 1 2 3 4 5 6 7 8 9 10
b. 96 – 53 =

c. 78 – 19 =

d. 63 – 47 =

Going by taxi

The journey by taxi to town is 65 km.

So far the taxi has travelled 38 km.
How much further to go?
Use the number line to solve this problem.

Teacher:
Sign:

km
Date:

11 12 13 14 15 16 17 18 19 20 49
 Date:

22
It’s party time
Term 1

First plan!
Busi asks all of her friends to give her a picture of their favourite party food. This is
what she has collected. Help to sort it.

Count, and write how many friends choose each Kind of food.

Number

50 1 2 3 4 5 6 7 8 9 10
 Complete the pictograph. Use your table to help you. Draw one face ( ) for each
child that chooses that kind of food or drink.

Teacher:
Sign:

Date:

11 12 13 14 15 16 17 18 19 20 51
 Date:

23
Counting up to 200
Term 1

Count the apples.

Fill in the numbers.

1 Box has apples 1 Row has apples
1 Row has boxes 4 Rows has apples

How many apples can we pack in these boxes?

a.
b.
c.

Count on the number line.

a. How many apples will there be in five boxes?

0 10 20 30 40 50 60 70 80 90 100
b. How many apples will there be in seven boxes?

0 10 20 30 40 50 60 70 80 90 100

52 1 2 3 4 5 6 7 8 9 10
 3 lots of 10 make 3 0 3 × 10 = 3 0 or 10 × 3 = 3 0

5 lots of 10 make × = or × =

2 lots of 10 make × = or × =

5 Pairs of feet.
How many toes altogether?

10 + 10 + 10 + 10 + 10= 5 0 5× 10=

or 10×5=
Do these in the same way.

4 Pairs of feet. How many toes?

= × = or × =

9 Pairs of feet. How many toes?

= × = or × =

Count in 10s. Teacher:

Sign:

10, 20, 30, 40, 50, ______, ______, ______, ______, ______, Date:

______, ______, ______, ______, ______, ______, ______, ______, ______, 200

11 12 13 14 15 16 17 18 19 20 53
 Date:

24
Practice with 5s
Term 1

How many fish? Make an estimate

Now count the fish. Find the total.

Counting in 5s
Find the total number of fish eggs. Write a + and × number sentence.
We have done the first one for you.
Fish and eggs How many eggs altogether?
5 fish, each lay 2 eggs 2 + 2 + 2 + 2 + 2 = 10 5 × 2 = 10
5 fish, each lay 10 eggs
5 fish, each lay 4 eggs
5 fish, each lay 3 eggs
5 fish, each lay 6 eggs
5 fish, each lay 8 eggs
5 fish, each lay 5 eggs

54 1 2 3 4 5 6 7 8 9 10
 Complete the number sentences and number lines.

0 5 10 15 20 25 30 35 40 45 50

5+ 5+ 5+ 5+ 5+ 5+ 5= 35 or 7 × 5 = 35

a.
0 5 10 15 20 25 30 35 40 45 50

5+ 5+ 5+ 5= or × =

b.
0 5 10 15 20 25 30 35 40 45 50

5+ 5+ 5+ 5+ 5+ 5+ 5+ 5+ 5= or × =

c.
0 5 10 15 20 25 30 35 40 45 50

__ + __ + __ + __ + __ + __ + __ + __ + __ + __ = or 10 × 5 = 50

Catching fish
Teacher:
Sipho catches between 40 and 50 fish. He counts them in 2s and has 1 left over. Sign:

He counts them in 5s and has 2 left over. How many fish does Sipho catch? Date:

11 12 13 14 15 16 17 18 19 20 55
 Date:

25a
Count in 2s
Term 1

Counting the socks

a. How many pairs of socks? _________________

b. How many socks are there? _________________

c. Are there any socks left over? _________________

56 1 2 3 4 5 6 7 8 9 10
 Counting pairs of socks
Write how many pairs of socks there are and say if there are any left over.

Number Number Single socks

Socks
of pairs of socks left over

Teacher:
Sign:

Date:

11 12 13 14 15 16 17 18 19 20 57
 Date:

25b
Count in 2s (continued)
Term 1

Building pairs
Write down the even and odd numbers from 1 – 60.

a. Write down the even numbers from 1 – 60.

2, 4, 6,
____________________________________________________________

____________________________________________________________

b. Write down the odd numbers from 1 – 60.

3, 5, 7,
____________________________________________________________

____________________________________________________________

Odds and evens

64
Draw a circle around the even numbers.
Draw a square around the odd numbers. 46 81

32 121 38
207
40

58 1 2 3 4 5 6 7 8 9 10
 From pairs to socks

Example:

2 socks = 1 pair 20 socks = 10 pairs

2×1=2 2 × 10 = 20

a. Write how many socks.

Think in 2s Number sentence

1 pair = 2 socks 1 × 2 = 2

2 pairs = ________ socks 2 × 2 =

4 pairs = ________ socks

8 pairs = ________ socks

9 pairs = ________ socks

b. Show the sum on the number line and complete.

Example:
2 + 2 + 2 = 6 or 3 × 2 = 6

0 2 4 6 8 10 12 14 16 18 20

2+ 2+ 2+ 2+ 2+ 2+ 2= or × =
Teacher:
Sign:

Date:

0 2 4 6 8 10 12 14 16 18 20

11 12 13 14 15 16 17 18 19 20 59
 Date:

26
Money then and now
Term 1

The story of our money

In South Africa we use rands and cents as our money.

We started to use rands and cents in 1961.

In those days the 1 cent coin had the lowest value, then the 2 cent coin and then the 5 cent coin.

Yes, you’re
I used these small coins right, they are
to pay for a lot of things. no longer being
Things were so cheap made!
then!

But, Gogo, I
have not seen
1 and 2 cent
coins.

About 50 years ago we Yes, I remember! 1 pound was

still used pounds, shillings 20 shillings, and 1 shilling was 12
and pence. pence.

60 1 2 3 4 5 6 7 8 9 10
 Count the cents

Count the 1 cents.

How many cents are there?

How many more cents do you need to

make R1,00?

Draw them in the block.

How many cents?

R1,00 = c R2,00 = c

R3,00 = c R1,50 = c

How much fruit can I buy?

2 cost R4,00. 2 cost R2,00.

How many bananas for R20,00? How many apples for R9,00? Teacher:
Sign:

Date:

11 12 13 14 15 16 17 18 19 20 61
 Date:

27
Count in 3s
Term 1

Wheels in 3s

1 tricycle has ________ wheels.

5 tricycles have ______ wheels. 3 + 3 + 3 + 3 + 3 = 5 × 3 = ______

2 tricycles have ______ wheels. 3 + 3 = 2 × 3 = ______
4 tricycles have ______ wheels.
6 tricycles have ______ wheels.
9 tricycles have ______ wheels.
8 tricycles have ______ wheels.

Number lines
Follow the example.

0 3 6 9 12 15 18 21 24 27 30

a. 3 + 3 + 3 + 3 = =4×3=

62 1 2 3 4 5 6 7 8 9 10
 b.

0 3 6 9 12 15 18 21 24 27 30
3+ 3+ 3+ 3+ 3= = × =

c.

0 3 6 9 12 15 18 21 24 27 30

= =6×3=

d.
0 3 6 9 12 15 18 21 24 27 30

= = 10 × 3 =

Bicycles and tricycles

At the cycle shop Busi counts bicycle and tricycle wheels.

There are 14 wheels altogether.
Teacher:
How many bicycles are there? _________ Sign:

How many tricycles are there? _________ Date:

11 12 13 14 15 16 17 18 19 20 63
 Date:

28
What comes in 4s?
Term 1

Some 4 number facts …

Four legs 4 + 4 = 8; 2 × 4 = 8

Cows have four legs.

What else comes in fours? ___________________________________________

Share answers.
Counting the legs Explain what you did.

Use the facts you know about 4s to answer these questions.

4 8
1 cow legs 2 cows legs

3 cows legs 4 cows legs

5 cows legs 6 cows legs

7 cows legs 8 cows legs

9 cows legs 10 cows legs

64 1 2 3 4 5 6 7 8 9 10
 Complete the table below. Use the example to guide you.

3 cows have __________ legs. 4 + 4 + 4 = 3 × 4 = __________

12
5 cows have __________ legs.
4 cows have __________ legs.
7 cows have __________ legs.
8 cows have __________ legs.

Number lines
Show the multiplication sum on the number line and complete using jumps (hops).

a.
0 4 8 12 16 20 24 28 32 36 40

= = 5×4=

b.
0 4 8 12 16 20 24 28 32 36 40

= = 9×4= T
Teacher:
Sign:
ign:

Date:

11 12 13 14 15 16 17 18 19 20 65
 Date:

29
Patterns in numbers
Term 1

Grid patterns

Which number pattern do the circles in each 100 grid show?

Draw more circles to complete each pattern.
Write a name for each pattern.

a. Pattern: ___________________ b. Pattern: ___________________

c. Pattern: ___________________ d. Pattern: ___________________

66 1 2 3 4 5 6 7 8 9 10
 Making your own patterns
a. In this number pattern all the numbers are even. What can the other numbers be?
Write them in.

74

b. In this number pattern the numbers are all odd. What can the other numbers be? Write them in.

65

Where do they belong?

48 32 12 36 40 84 45

90 80 15 24 72 150 75

The 3s and 4s pattern The 3s and 5s pattern The 4s and 5s pattern

e. g. 48

At the sea
Thembi collects between 60 and 70 sea shells.
When she counts them in 3s, she has 1 left over. Teacher:
Sign:
The possible numbers are: 61, _____, _____, 70,
When she counts them in 5s, she has 4 left over. Date:

The possible numbers are: _____, _____.

How many shells does Thembi have? _____.

11 12 13 14 15 16 17 18 19 20 67
 Date:

30a
Division
Term 1

Share the sweets:

a. Share 30 sweets between 2 children.

We can write it as 30 ÷ 2 = 15

b. Share the sweets among 3 children.

÷ =

c. Divide the sweets between 5 children.

÷ =

68 1 2 3 4 5 6 7 8 9 10
 We can use number blocks to do division.

2 8 ÷ 2 = 1 4

Now do these.
a.

÷ 3 =

b.

Teacher:

÷ =
Sign:
4
Date:

11 12 13 14 15 16 17 18 19 20 69
 Date:

30b
Division (continued)
Term 1

Use the number lines to write a subtraction and division number sentence.
Example:

0 2 4 6 8 10 12 14 16 18 20
16 – 2 – 2 – 2 – 2 – 2 – 2 – 2 – 2 = 0
16 ÷ 2 = 8
a.

0 3 6 9 12 15 18 21 24 27 30
21 – =
÷ =
b.

0 4 8 12 16 20 24 28 32 36 40
28 – =
÷ =

c.
0 5 10 15 20 25 30 35 40 45 50
___ – =
÷ =

70 1 2 3 4 5 6 7 8 9 10
 Draw a number line and solve the number sentences.

a. 30 ÷ 5 =

b. 22 ÷ 2 =

c. 27 ÷ 3 =

d. 32 ÷ 4 =

e. 25 ÷ 5 =

Challenge
Show all the ways you can
divide 24 sweets equally
between different groups
of children.
Write a number sentence Teacher:
Sign:
to show your answer.
Date:

11 12 13 14 15 16 17 18 19 20 71
 Date:

31
Fractions
Term 1

Draw lines to match the shape with the fraction

1 1 1 1
One third One fifth One quarter One half
3 5 4 2

Three quarters
3 Four fifths
4 One whole Two thirds
2
1
4 5 3

Divide and then colour the shape to show the fraction:

1 1 1 1
One half 2 One third 3 One quarter 4 One fifth 5
Show the fraction by drawing a line around the correct number of sweets:

1 1 1 1
One half 2 One third 3 One quarter 4 One fifth 5

72 1 2 3 4 5 6 7 8 9 10
 Share the counters between the two children.

ƒ We got 2 counters ƒ We got ____ ƒ We got ____ ƒ We got ____

each. counters each. counters each. counters each.
ƒ Half of 4 counters ƒ _______ of ____ ƒ _______ of ____ ƒ _______ of ____
is 2. counters is ____. counters is ____. counters is ____.

4÷2=2 ___ ÷ ___ = ___ ___ ÷ ___ = ___ ___ ÷ ___ = ___

Share the sweets between the children.

ƒ one quarter of the sweets = 3 ƒ one third of the sweets = ___

ƒ two quarters of the sweets = ___ ƒ two thirds of the sweets = ___
ƒ three quarters of the sweets = ___ ƒ three thirds of the sweets = ___ Teacher:

ƒ four quarters of the sweets = ___ Sign:

Date:

11 12 13 14 15 16 17 18 19 20 73
 Date:

32
It’s about time
Term 1

Clockwise
We can write the same time in different ways.

2:15 5:30 9:45

quarter past two half past five quarter to ten

Write these times in 2 different ways.

________________________ ________________________ ________________________

________________________ ________________________ ________________________

74 1 2 3 4 5 6 7 8 9 10
 Going home
How long does Ben take to get home?

minutes

hours
Ben leaves school. Ben gets home.

Time flies

Time in 2s … How many …

minutes in 2 hours? ________________
hours in 2 days? ________________
days in 2 weeks? ________________
months in 2 years? ________________
April May June
M T W T F S S M T W T F S S M T W T F S S
1 2 3 4 5 6 7 1 2 3 4 5 1 2
How many days? 8 9 10 11 12 13 14 6 7 8 9 10 11 12 3 4 5 6 7 8 9
15 16 17 18 19 20 21 13 14 15 16 17 18 19 10 11 12 13 14 15 16

April 27 is Freedom Day. 22 23 24 25 26 27 28

29 30
20 21 22 23 24 25 26
27 28 29 30 31
17 18 19 20 21 22 23
24 25 26 27 28 29 30

June 16 is Youth Day.

a. From Freedom Day to Youth Day there is ____________ months,
____________ whole weeks and ____________ days.
b. How many whole weeks in all? ____________
How many days left over? ____________. How many days in all? ____________.
c. Lebo’s birthday is 7 days before Freedom Day. Check. Compare. Teacher:

Musa’s birthday is two days after Youth Day. Correct. Sign:

Date:
Who is older? ______________ By how many days? ____________

11 12 13 14 15 16 17 18 19 20 75
 Date:

33
Target 200
Term 2

Counting the numbers 200

Count and say all the numbers from 101 to 200.

Point as you go.
101 102

111

121

131

149

154

165

173 180

181 186

198 200
Writing the numbers
a. Write the missing number in each blue square.
b. Write in the rest of the numbers.
c. Write the next 10 numbers after 200.

200; _____; _____; _____; _____; _____; _____; _____; _____; _____; _____

76 1 2 3 4 5 6 7 8 9 10
 Write the missing numbers

a. 200 180 b. 87 107

167

110 207
50
0 237

Complete
Write the numbers in order
200 + 30 + 5 = 235 from smallest to biggest.
_______
200 + 40 + 7 = ______
_______
200 + 60 + 8 = ______ _______

+ + = 293 _______
_______
+ + = 256

Counting on from 100

Work out what you need to get to the next number.

Start 100 +25 125 129 138

Teacher:
Sign:

End 168 157 151 145 Date:

11 12 13 14 15 16 17 18 19 20 77
 Date:

34
Working with groups of numbers
Term 2

Packing candles

Ma Nkosi works at a candle factory.

When the candles are ready, she packs them out like this in boxes on racks.

How many candles in each box? ______________________

How many boxes on each rack? ______________________

How many candles on each rack? _____________________

78 1 2 3 4 5 6 7 8 9 10
 Boxes of candles
Ma Nkosi closes the boxes.

a. Count all the boxes.

How many boxes? __________

How many candles altogether? __________

How many more boxes does she need to fill to have 200 candles? __________

b. How many candles in:

2 boxes? _________ 4 boxes? _________

5 boxes? _________ 3 boxes? _________

6 boxes? _________ 7 boxes? _________

c. How many boxes does she need for:

40 _________ boxes 70 _________ boxes

Teacher:
Sign:
50 _________ boxes 30 _________ boxes
Date:

11 12 13 14 15 16 17 18 19 20 79
 Date:

35a
Putting tens together and
Term 2

taking them apart

Putting tens together when we add.

Let's add
56 + 73 = +

5 tens and 6 units 7 tens and 3 units

100s 10s 1s

Together we have 12 tens.

We can put 10 tens toegether to make 1 hundred.

80 1 2 3 4 5 6 7 8 9 10
 Let us try.

Example: 82 + 34 = and =

100 + 20 + 6 = 126

a. 65 + 52

b. 76 + 63

c. 86 + 65

Teacher:
Sign:

Date:

11 12 13 14 15 16 17 18 19 20 81
 Date:

35b
Putting tens together and
Term 2

taking them apart (continued)

Use your place value blocks.
Use base ten blocks to All together Did you group tens or units? Write the
make these two numbers. how many tens? Check the place value where number.
how many units? you regrouped.
_____ tens 11 tens + 12 units
23 + 99 = _____ units = 110 + 12
122
_____ tens
38 + 25 = _____ units
_____ tens
77 + 31 = _____ units
_____ tens
68 + 45 = _____ units
_____ tens
83 + 47 = _____ units
Taking tens apart when we subtract
When we subtract, we sometimes need to show
one ten as ten units, or one hundred as 10 tens.
Let’s subtract: 60 – 55 =
We start with six tens and no units. We want to subtract five tens and five units.
(The units we are taking away we coloured grey.)

We can show six tens like this. Or as five tens and Take away five tens and five units.
ten units. Five units are left.
60 – 55 = 5

82 1 2 3 4 5 6 7 8 9 10
Let us try.
a. 70 – 28

7 tens 6 tens and 10 units 70 – 28 =

b. 90 – 46

c. 80 – 53

Finding the number pair

a. b.
200 200
30 70

c. d.
200 200
Teacher:

105 85 Sign:

Date:

11 12 13 14 15 16 17 18 19 20 83
 Date:

36
A visit to the dentist
Term 2

A group of children visit the dentist. How many times a day

do you brush your
teeth?

This is what the children tell him. = 1 time

a. Count the ticks ( ) showing how often children brush their teeth. Write the numbers.

Once a day

Twice a day

Three times a day

b. What can you see from the table?

Most of the children brush ____________________ a day.

There are ____________________ children in the group.

84 1 2 3 4 5 6 7 8 9 10
 Draw a pictograph of how many times a day the children brush their teeth.

= 1 time

Do a survey in your class. Ask 15 –20 learners.

Teacher:
a. How many times a day they brush their teeth? _____________________ Sign:

Date:
b. Draw a pictograph like the one above to show your findings.

11 12 13 14 15 16 17 18 19 20 85
 Date:

37a
Add and combine
Term 2

Writing out your sum

Busi can add units and tens and regroup them. She can add and
subtract on paper, without blocks. Sometimes she likes to
start with her number cards to show the numbers.
So for the sum 56 + 73, she finds these cards: She writes it out like this:
50 + 70 + 6 + 3
5 0 6 + 7 0 3 = 50 + 70 + 9
= 120 + 9
= 100 + 20 + 9
She adds the units and puts down the 9 card. 9 = 129
She knows: 50 + 70 = 120.
She takes the hundreds, the 20 and the 9 card
1 0 0
2 0
to make a 3-digit number. 9

Dumi knows how the blocks work.

rk.
She does 56 + 73 like this: Aakar likes to round off.
50 + 6 + 70 + 3 ne:
Here’s how he does this one:
56 + 73
120 + 9
= 50 + 70 + 10 – 1
= 129 = 130 – 1 = 129

86 1 2 3 4 5 6 7 8 9 10
 Now try for yourself.
y Do each one in two ways.

a. 86 + 62
Busi's method Dumi's method
80 + 60 + 6 + 2 80 + 6 + 60 + 2

b. 72 + 63

c. 81 + 57

d. 69 + 71 Use Aakar's method to do this one.

Teacher:
Sign:

Date:

11 12 13 14 15 16 17 18 19 20 87
 Date:

37b
Add and combine (continued)
Term 2

Now let's subtract.

acct.

a. 87 – 53
Busi's method Dumi's method
80 – 50 + 7 – 3 80 + 7 – 50 + 3
= 30 + 4 = 30 + 4
= 34 = 34

b. 95 – 73

c. 86 – 62

d. 85 – 69

88 1 2 3 4 5 6 7 8 9 10
 Solve it!
There are many ways to add units and tens together. Choose the way you know and like best
to solve these problems. Show your work.
a. Peter first picks 34 peaches and then 67 peaches.
How many peaches altogether?

b. The Malusi kids save R47 together.

Their mother gives them another R58. How much do they have now?

c. The school bus travels 88 km in the morning and 73 km in the afternoon.

How many km altogether?

Teacher:
Sign:

Date:

11 12 13 14 15 16 17 18 19 20 89
 Date:

38
Solve it!
Term 2

Bottle tops Use any method you like. Show your work.

Sipho Andile

Sipho counts out 87 bottle tops. Andile counts out 38.

How many more bottle tops does Sipho count than Andile?

The school concert

Musa
Musa sells tickets. He had 92 tickets to begin with. He has 67 left.
How many tickets has Musa sold so far?

90 1 2 3 4 5 6 7 8 9 10
 More practice

There are 69 chickens in one pen and 95 in another.

How many chickens are there altogether?
Read how Gugu and Aakar solve the problem.
Gugu’s way Aakar’s way I subtracted 1.
60 + 90 + 9 + 5 69 + 95
Do you know why?

= 100 + 50 + 14 = 70 + 95 – 1
= 150 + 10 + 4 = 70 + 90 + 5 – 1
= 164 = 160 + 4
= 164
a. The boys collect R96 for a class trip. The girls collect R79.
How much do they collect altogether?
Use Gugu’s way Use Aakar’s way

b. One school collects 76 kg of cans. Another school collects 68 kg cans.

How many kg of cans do the two schools collect altogether?
Use Gugu’s way Use Aakar's way

Teacher:
Sign:

Date:

11 12 13 14 15 16 17 18 19 20 91
 Date:

39
Count and calculate
Term 2

Finding the part

Write in the missing numbers.
a. b. c. d.
100 100 100 100
27 39 43 56

e. f. g. h.
200 200 200 200
140 110 135 120

Subtracting back from 220 to 100

Subtract the numbers in the pink box each time.
We have done the first one for you.

220 – 15 205 –5 – 10

Here is a way
– 20 to check your
answers.
Start at 100.
–5 –5 – 20 Work back
to 220.
– 10 But this time,
add the numbers.

– 15 – 10 –5 100

92 1 2 3 4 5 6 7 8 9 10
 Families of three
Find 3 numbers that add up to the target number.
Rule: Only one number can end in 0.
Example:
25

60 100 15 100 100

150 150 150

200 200 200

50 more and 50 less

Write the answers in the 2nd row.

70 125 150 81 96 122 134 111 70

+50
120
Teacher:
186 200 158 179 139 79 126 138 99 Sign:

–50 Date:
136

11 12 13 14 15 16 17 18 19 20 93
 Date:

40
Measuring in centimetres
Term 2

How big is a centimetre?

| | | | | | | | | | |
1 2 3 4 5 6 7 8 9
The numbers on the ruler stand for centimetres.
We use the abbreviation or symbol cm.
When you use a ruler, you must start to measure from 0.
Some rulers do not show the 0 like the one on this page.
Find zero cm on the ruler. Write 0 on the ruler.
Where is 10 cm on this ruler? Write 10 there.

Estimate, then measure accurately with your ruler, the length in cm of

the line making each shape.

a. b. c.

a. Estimate cm b. Estimate cm c. Estimate cm

Measure cm Measure cm Measure cm

94 1 2 3 4 5 6 7 8 9 10
 How long is each line?

How many cm long is each line?

a. cm d. cm

b. cm e. cm

c. cm f. cm

Are you sure?

Which is longer, the red line or the green line?

How can you check?

This is what is called an optical illusion.

This happens when your eyes are tricked into seeing
something that is not really there.
The two lines are the same length.
The black lines extending outward make the red line look
longer and the black lines going inwards make the green
line look shorter.
Teacher:
Sign:

Date:

11 12 13 14 15 16 17 18 19 20 95
 Date:

41
Target 300
Term 2

Counting and writing the 200s

300
Count from 201 to 300.
Point as you go.
Then fill in the blue numbers first.
Write in the rest of the numbers.

201 207 210

211
221
231
249
254
265
273 280
281 286
298 300

Write the next 10 numbers after 300.

300; _____; _____; _____; _____; _____; _____; _____; _____; _____; _____

96 1 2 3 4 5 6 7 8 9 10
 What’s the jump?

301 281

171 211

101

Showing and comparing

a. Write the numbers that go in each card.
298; 208; 301; 276; 227; 269; 311

2 0 0
9 0
8
b. Write the numbers in order from smallest to biggest.
________; ________; ________; ________; ________; ________; ________

Write the missing numbers.

Start 200 +25 225 237 249

Teacher:
Sign:

Date:
End 300 286 278 261

11 12 13 14 15 16 17 18 19 20 97
 Date:

42
Adding and subtracting with 100s
Term 2

Using blocks to add

1 0 0 +
1 0 0
3 0 4 4 0 3

= 2 0 0 7 0 7
= 2 7 7

Follow the two methods. Show each answer in two ways.

a. 132 + 123
Busi's method Dumi's method

= 100 + 100 + 30 + 20 + 2 + 3 132 + 123

= 200 + 50 + 5 = 200 + 50 + 5
= 255 = 255
b. 114 + 162

98 1 2 3 4 5 6 7 8 9 10
c. 276 + 148

Study each method. Work out each sum in two ways.

a. 158 – 146
Busi's method Dumi's method
= 100 – 100 + 50 – 40 + 8 – 6 158 – 146
= 0 + 10 + 2
= 0 + 10 + 2
= 12
= 12
b. 194 – 122

c. 288 – 199

Teacher:
Sign:

Date:

11 12 13 14 15 16 17 18 19 20 99
 Date:

43
Target 400
Term 2

Counting and writing the 400s

400
Count on from 300 to 400.
Say the numbers as you go.
Write the missing numbers on the grid.

301 310
315
330
331 335
249

365 368
273
390
400

Write the next 9 numbers after 400.

400; _____; _____; _____; _____; _____; _____; _____; _____; _____;

100 1 2 3 4 5 6 7 8 9 10
 Count forwards and backwards

a. Counting forward from 300 in tens.

Start 300 +10 +10 +10

+10

End +10 +10 +10

b. Count back from 400 in tens.

Start 400 – 10 – 10 – 10

– 10

– 10 – 10 – 10

– 10

– 10 – 10 – 10 End

Write as one number

300 + 20 + 4 = ________ 300 + 10 + 5 = ________
300 + 50 + 3 = ________ 300 + 70 + 7 = ________
300 + 60 + 2 = ________ 300 + 90 + 9 = ________
300 + 80 + 1 = ________ 300 + 40 + 8 = ________ Teacher:
Sign:
Write the answers in order from smallest to biggest.
Date:
_______, _______, _______, _______, _______, _______, _______, _______

11 12 13 14 15 16 17 18 19 20 101
 Date:

44
Weighing in
Term 2

Add some kilograms.

Add and write the answers.

78 kg 97 kg
96 kg
84 kg + 14 kg + 5 kg
66 kg
94 kg

Rounding off and adding!

Think smart!

Jackal 25 kg Tortoise 98 kg Baboon 59 kg Baby zebra 88 kg Pelican 9 kg

Round off the mass of each animal to the nearest 10 kg.

_______________________________________________________________________

Write the mass of each animal in order from light to heavy.

_______________________________________________________________________

Estimate the total mass of the 5 animals.

_______________________________________________________________________

102 1 2 3 4 5 6 7 8 9 10
 Combine their mass

Steps
ƒ Use your rounded off amounts to estimate.
ƒ Estimate the mass of the animals in each row.
ƒ Calculate the totals using the actual mass.
ƒ Compare the two totals and write the difference.

I estimate I calculate The difference

+

+ +

+ +

Vusi’s mass Check. Compare. Correct.

Vusi adds his own mass to the mass of and .

Their total mass is 239 kg. How much does Vusi weigh? Show you answer.

What’s my weight?
Play in a group. Take turns …
Teacher:
Add your mass to the mass of some of the animals. Work out the Sign:
total. Tell the answer to the group. Don’t show them your work!
Date:
They must then try and work out your mass.

11 12 13 14 15 16 17 18 19 20 103
 Date:

45
Target 500
Term 2

Counting and writing 400

500
401 405 410
411 420
422 427
434
446
458
462 470
473 477
481 490
499 500
a. Count on from 400. Say the numbers as you go.
b. Write the missing numbers in the grid.
c. Write the next 9 numbers after 500.

500; _____; _____; _____; _____; _____; _____; _____; _____; _____

d. Count in 2s. Write the next 8 numbers in the 2s pattern.

400; 402; _____; _____; _____; _____; _____; _____; _____; _____

e. Count in 5s. Write the next 8 numbers in the 5s pattern.

400; 405; _____; _____; _____; _____; _____; _____; _____; _____

104 1 2 3 4 5 6 7 8 9 10
 FFill in the missing numbers.

a. Add forward from 400.

Start 400 +20 +30 +10

+10

End +50 +10 +20

b. Count back from 500.

Start 500 –2 498 496 494

434 454 474 484

414 404 402 400 End

Showing the numbers. Follow the example.

Find the totals. Use your number cards to show each total.

405 + 10 415 400 + 10 + 5 398 + 10

446 + 10 424 + 10
Teacher:
Sign:

455 + 10 460 + 20
Date:

11 12 13 14 15 16 17 18 19 20 105
 Date:

46
More adding and subtracting
Term 2

2 0 0
5 0
4 4 0 0
8 0 4 8 9
2 0 0 9
3 0
5

You are going to use Busi's and Dumi’s methods again to add.

a. 245 + 231
Busi's method Dumi's method

= 200 + 200 + 40 + 30 + 5+ 1 245 + 231

= 400 + 70 + 6 = 400 + 70 + 6
= 476 = 476
b. 278 + 136

c. 265 + 148

106 1 2 3 4 5 6 7 8 9 10
 We are going to use Busi's and Dumi’s methods to subtract.
a. 476 – 324
Busi's method Dumi's method
D
= 400 – 300 + 70 – 20 + 6 – 4 476 + 324
= 100 + 50 + 2
= 100 + 50 + 2
= 152
= 152
b. 489 – 456

c. 482 – 161

Reaching the target

Teacher:
Sign:
Study the picture.
Date:
How much more to reach the target? R

11 12 13 14 15 16 17 18 19 20 107
 Date:

47
Sharpen your skills
Term 2

Secret mountain
What’s the name of the highest mountain in Gauteng? Use the code to find out.
Match each answer in the table to a letter in the code.

A B C D E F G H I J K L M
1 2 3 4 5 6 7 8 9 10 11 12 13
N O P Q R S T U V W X Y Z
14 15 16 17 18 19 20 21 22 23 24 25 26
Number clues Answer Letter
Example: 2 × 3 × 3 × 1 = 18 R
50 + 50 + 50 + 100 – 200 – 45 =
1 + 2 + 7 + 10 + 7 + 1 – 14 =
60 – 30 + 50 + 20 – 50 – 15 – 20 =
3+2+7+1+2+1+3=
5 + 3 + 30 = 4 + 2 + 12 +
100 – 5 – 70 = 20 +
36 + 44 – 60 – 2 =
10 + 15 = 14 +
2 + 1 + 14 + 9 + 14 = 25 +
1×2×2×2×2=
The mountain’s name is

108 1 2 3 4 5 6 7 8 9 10
 Look, think and answer!

~ Ñ e Ñ ~ ~ Ñ e Ñ ~ ~ Ñ e Ñ ~
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

a.
What shape will number 16 be? Tick ( ) the right one. Ñ ~ e

What shape will number 18 be? Tick ( ) the right one. Ñ ~ e

What shape will number 23 be? Tick( ) the right one. Ñ ~ e

b.
Number 50 will be a Ñ. True or False?

Number 100 will be a ~. True or False?

Number 28 will be a e. True or False?

Check. Compare.
pare. Correct.

Which is more?
To get R2,50 a day pocket money
for June and July.
Teacher:
Or to get R150 total pocket money for Sign:

the two months? Date:

Show how you worked it out.

11 12 13 14 15 16 17 18 19 20 109
 Date:

48
Symmetry
Term 2

What do you notice about these shapes?

A line of symmetry divides a shape into two
halves so that each half is a mirror-image
of the other.
A shape has symmetry if you can fold
it along the line of symmetry so that the
two halves match exactly.

Draw a line of symmetry for each shape.

y
Is the dotted line a line of symmetry or not. Circle the (Y) Yes or (N) No.

Y/N Y/N Y/N Y/N

Is this a line of symmetry? Why?

110 1 2 3 4 5 6 7 8 9 10
 a.

Draw shapes to make the picture symmetrical.

We have done the first one for you.

b. c.

Create your
own symmetrical
carpet using
shapes. Teacher:
Sign:

Date:

11 12 13 14 15 16 17 18 19 20 111
 Date:

49
Building up to 500
Term 2

500
Counting the apples.

Complete and multiply

1 basket holds _____________ apples. 1 × 10 = 10

3 baskets hold _____________ apples. 3 × 10 =

5 baskets hold _____________ apples.

4 baskets hold _____________ apples.

2 baskets hold _____________ apples.

1 crate holds 100 apples. 2 crates hold _____________ apples.

3 crates hold _____________ apples. 4 crates hold _____________ apples.

5 crates hold _____________ apples. 2 half crates hold ___________ apples.

112 1 2 3 4 5 6 7 8 9 10
 There are 10 apples in 1 basket.

There are ______________ baskets in one crate.

There are ______________ apples in one crate.

How many apples are there altogether? ______________

Calculating, showing and writing 300

40
First use number cards to show each total. Then write in the number. 5

3 crates + 4 baskets + 5 apples = 345 apples

4 crates + 5 baskets + 7 apples = ______________ apples

5 crates + 2 baskets + 3 apples = ______________ apples Teacher:

Sign:

4 crates + 7 baskets + 2 apples = ______________ apples Date:

11 12 13 14 15 16 17 18 19 20 113
 Date:

50
Multiplication and division (10)
Term 2

Counting the apples.

Fill in the table.
How many baskets hold the apples?

Apples 10 20 30 40 50

Baskets 1 2

÷ sum 50 ÷ 10 = 5

× sum 5 × 10 = 50

Divide the apples between the children. Make a drawing.

Write a division and multiplication sum to check your answer.
a.

Check you answers

÷ =

× =

114 1 2 3 4 5 6 7 8 9 10
b.

Write a ÷ sum

Write a × sum to
check your answers

Use the numbers to make your own number sentences.

0 10 20 30 40 50

Example ÷ 40 ÷ 10 = 4 × 4 × 10 = 40

a.
0 10 20 30 40 50
÷ ×

b.
0 10 20 30 40 50
÷ ×

c.
0 10 20 30 40 50
÷ ×

Write a number 10 smaller and 10 bigger than the given number. Teacher:
Sign:

Date:
_____, 460, _____ _____, 390, _____ _____, 500, _____

11 12 13 14 15 16 17 18 19 20 115
 Date:

51
Count in 2s
Term 2

Counting forwards and backwards in 2s

a. 232; 234; _________; _________; _________; 242; _________; _________; 248

b. 500; ________; 496; ________; ________; 490; ________; ________; ________
c. 460; ________; ________; 400; ________; 360; ________; ________; ________
d. 341; ________; 361; ________; ________; 391; ________; 411; ________; ________

Pairs of gloves

a. How many pairs of gloves in one row? ______________

b. How many single gloves in one row? ______________

c. How many rows? ______________

d. How many gloves altogether? ______________

e. Show how you work it out.

f. Write your answer as a number sentence.

______________ × ______________ = ______________

116 1 2 3 4 5 6 7 8 9 10
 How many gloves?
Write in the tables.
a.
Pair of
gloves 1 10 5 50 4 40 3 30 100
Number of
2
gloves

b.
Single gloves 20 21 70 73

Pairs that
can be made
Single gloves
left over

Count in twos

a. Which number comes in between?

264, _____, 268 391, _____, 395 414, _____, 410

b. Write the next two numbers.

373, 375, 377 , 379 480, 482, _____, _____ 262, 264, _____, _____

c. Write the next two numbers. Teacher:

Sign:

346, 348, _____, _____ 415, 417, _____, _____ 297, 299, _____, _____ Date:

11 12 13 14 15 16 17 18 19 20 117
 Date:

52
Pave with tiles
Term 2

Planning a garden
How shall I place
them?
Mrs Mabena has some pretty tiles.
She uses them to pave an area in her garden.
There are 6 square tiles of the same size.

I can make I can make 2 rows with I can make 3 rows with
1 row with 6 tiles. 3 tiles in a row. 2 tiles in each row.

6×1=6 3×2=6 2×3=6

Now it’s your turn!
Shade blocks to show how you can arrange 8 and 9 square tiles.
8 squares 9 squares

Write number sentences for each drawing.

118 1 2 3 4 5 6 7 8 9 10
 Arrange 12 tiles
Thabo has 12 square tiles to pave next to the house. Help him find all the ways he can do this.
Write a number sentence for each way.

Example:
1 × 12 = 12
12 × 1 = 12

Arrange 24 tiles
ƒ Use the grid in Cut-out sheet 2.
ƒ Shade 24 blocks in different ways.
ƒ Write number sentences to match each drawing.

I can multiply!

12 = 2 × 3× = 12 9= ×3 Teacher:
Sign:

6=3× × 3 = 12 24 = 3 × Date:

11 12 13 14 15 16 17 18 19 20 119
 Date:

53
Using fives
Term 2

Knowing your 5s
Fill in the answers.

1 2 3 4 5 6 7 8 9 10

×5 5

Counting the candles

a. How many candles in each box? _____________

b. How many boxes in each row? _____________

c. How many candles in each row? _____________

d. How many candles altogether? _____________

Showing the answer

Tick ( ) the number sentences that show the total number of candles.

a. 5 × 3 × 3 = b. 15 × 3 = c. 3 × 5 × 5 = d. 15 × 5 =

120 1 2 3 4 5 6 7 8 9 10
 Counting forwards and backwards in 5s

a. 85; _______; _______; 70; _______; _______; 55; _______; _______

b. 240; _______; _______; 255; _______; _______; _______; _______; 280
c. 405; _______; 395; _______; _______; 380; _______; _______; 365; _______

Collecting R5 coins
The children collect R5 coins. How many R5 coins do they need to collect to have R___??
We have done the first two for you.
R5 ÷ R5 R10 ÷ R5
= 1 coin = 2 coins R15? ____ R20? ____ R25? ____

R30? ____ R35? ____ R40? ____ R45? ____ R50? ____
Do you see the
2 × R5 = R 4 × R5 = R pattern?

3 × R5 = R 6 × R5 = R

Multiplying by 5s Example: 1 × 5 = 5; 11 × 5 = 55; 21 × 5 = 105

Think smart! Build on facts you know!

1 2 3 4 5 6 7 8 9 10
5 10
Teacher:

11 12 13 14 15 16 17 18 19 20 Sign:

Date:
55

11 12 13 14 15 16 17 18 19 20 121
 Date:

54
Time problems Check. Compare. Correct.
Working with time
Solve each problem. Use the time lines to help you.

Drawing the times a. Queenie visits her Dad at the clinic at 15:45.

Term 2
She leaves at 17:15.
How long does she visit for?
___________________________

Half Quarter Quarter

12:45 6:15 4:30
past 5 to eleven past 12

b. Musa goes to the park at 10:45.

Time problem
We can use a time line to work it out. He comes home at 12:30.
Nomsa’s mom leaves home at 2:30. Put your finger on 2:30,
the time it is now. How long is he away for?
She comes back at 5:15.
___________________________
How long is she out for?

1
Then you just have
Then when you jump Jumping forward
If you jump forward 2
forward one whole hour another whole hour will to jump
hour it will be 3:00. 1
more, it will be 4:00. bring you to 5:00. 4 hour more to get
to 5:15.

c. Tumi starts to study at 13:15.

She finishes at 14:45.
2:15 2:30 2:45 3:00 3:15 3:30 3:45 4:00 4:15 4:30 4:45 5:00 5:15 5:30 5:45 6:00 How long does Tumi study for?
1 1 ___________________________
2 hour 1 hour 1 hour 4 hour

Teacher:
1 1
Sign:
2 hour plus two whole hours make 2 2 hours.
1 3 Date:
Plus 4 hour more makes 24 hours in all.

122 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 123
 Date:

55
Table legs
Count in 3s and 4s
Pots with 3 legs

Term 2
Add and write the answers.

a. How many tables in a row? ____________

a. How many pots in a row? _________ b. How many legs in a row? _____________
b. How many legs in a row? _________ c. How many rows of tables? ____________
c. How many rows of pots? _________ d. How many legs altogether? Show how you work it out.
d. How many legs altogether? Show how you work it out.

At the factory
Tick ( ) which number sentences below show the total.
21 × 7 = 3×7×3= 3×4×2= 21 × 3 = A carpenter makes tables. He first makes the legs.
He has made 48 so far. How many tables can he make?

How many legs? Think fast.

How many more legs does he need for one more table?
Think smart.

1 pot 3 legs 10 pots legs 5 pots legs Complete the grid by filling in the answers
2 3 4 5 8 10 11 12
2 pots legs 15 pots legs 12 pots legs Teacher:
×3 6 Sign:

Date:
5 pots legs 13 pots legs 14 pots legs ×4 8

124 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 125
 Date:

Term 2
56
55
Count in 50s What do they pay?
One child, one blanket! Gwazi buys 2 . Donate now!

Term 2
How many children? Estimate, then count. R50 for
She pays R
1 blanket
Mrs Chaane buys 5 .

R
She pays

Thembi Stores buy 20 .

They pay R

5 for R50 = R250 10 for R50 = R500

4 for R50 = R_____ 15 for R50 = R_____

3 for R50 = R_____ 6 for R50 = R_____

7 for R50 = R_____ 12 for R50 = R_____

8 for R50 = R_____ 9 for R50 = R_____

All the children in the picture get a blanket.
How many children are there? _____ How long will it take? Use a calendar.
Estimate Count Compare The grade 3 class collects money to buy 4 blankets.
Teacher:
They collect R5 a day for 5 days a week. Sign:

How many weeks do they need to collect money for the blankets? Date:
How many are boys? _____ How many are girls? _____

126 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 127
 Date:

57
Colour in 21 of each shape.
Fractions: halves and quarters
Divide the balls equally between the boxes. Colour in 41 of each shape.

Term 2
Colour in 42 of each shape.

Colour in 43 of each shape.

ƒ How many balls are in each box? ƒ How many balls are in each box? Look at the fraction strips.
ƒ How many balls in the purple box? ƒ How many balls in the purple box? 1 whole
1 1
ƒ What fraction is in the purple box? ƒ What fraction is in the purple box? 2 2

1 1 1 1
4 4 4 4

Look at the pictures and answer the questions.

a. How many halves (21 ) make one whole?
How many quarters (41 ) make one whole?
How many quarters (41 ) make one half?

b. Look at the diagrams and write a fraction for the shaded part.
How many circles do you count? How many circles do you count?
What is 21 of the circles? What is 41 of the circles? 1
4 1
1 1 4
What is 42 of the circles?
4 4
Teacher:
What is 43 of the circles? Sign:

Date:
What is 44 of the circles? c. Which fraction is bigger 21 or 41 .

128 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 129
 Date:

58
Fractions: halves, thirds and sixths
Divide the cans (cylinders) equally between the boxes. |||||||||||||||||||||||||||||||||

Term 2
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 21 22 23 24 25 26 27 28 29 30

ƒ Show one half of the length the ruler. This equals to ____ cm
ƒ Show one third of the length on the ruler. This equals to ____ cm
ƒ Show one sixth of the length on the ruler. This equals to ____ cm

Look at the fraction strips. Complete the sentences.

1 whole
½ ½
1 1 1
3 3 3

1 1 1 1 1 1
Total cans: 6 6 6 6 6 6
12
ƒ How many cans in
ƒ There are ____ halves in a whole.
the purple box? 6 ƒ There are ____ thirds in a whole.
ƒ What fraction is
ƒ There are ____ sixths in a whole.
in the purple box? ½ ƒ There are ____ sixths in a half.
Look at the pictures and answer the questions. ƒ There are ____ sixths in a third.

Write a fraction for the shaded part.

How many circles do Circle the bigger fraction.

you count? 1 1
What is 31 of the circles? What is 61 of the circles? a. 2 3

What is 21 of the circles? What is 23 of the circles? What is 26 of the circles? 1 1

b. 2 6
Teacher:
What is 33 of the circles? What is 63 of the circles? 1 2
c. 2 6 Sign:

What is 46 of the circles?

Date:

What is 56 of the circles?

130 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 131
 Date:

59
Fractions: fifths Colour 51 of the measurement of the ruler.

Divide the cans into the 5 boxes.

|||||||||||||||||||||||||||||||||

Term 2
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 21 22 23 24 25 26 27 28 29 30

Look at the fraction strips and answer the questions.

1 whole
1 1
2 2
1 1 1
3 3 3
ƒ In one fifth of the boxes are 6 cans.
1 1 1 1
4 4 4 4
ƒ In two fifths of the boxes are cans.
1 1 1 1 1
ƒ In three fifths of the boxes are cans. 5 5 5 5 5
1 1 1 1 1 1
ƒ In four fifths of the boxes are cans. 6 6 6 6 6 6

ƒ In five fifths of the boxes are cans.

Look at the picture and answer the questions. Circle bigger or smaller
How many chocolates are in the box? 1
a. 2 is bigger /smaller than 41 .
ƒ one fifth (51 ) of the chocolates equal to
1 1
ƒ two fifths (52) of the chocolates equal to b. 3 is bigger/smaller than 2 .

ƒ three fifths (53) of the chocolates equal to 1 1

c. 5 is bigger/smaller than 6 .
ƒ four fifths (45) of the chocolates equal to
1 1
ƒ five fifths (55) of the chocolates equal to d. 6 is bigger/smaller than 3 .
Teacher:
Sign:
ƒ On day 1 I ate 51 of the chocolates. How many chocolates are left? 3 2
e. 6 is bigger/smaller than 6 . Date:

ƒ On day two I ate another 51 . How many chocolates are left?

132 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 133
 Date:

60
3D objects Use your objects to build the following.

Count the boxes (prisms). Describe the position of the cylinder using the words.

Term 2
Count the balls (spheres). On the side In front On top

Count the cylinders.

These are all boxes.

Use Cut-out sheets 3 and 4 to make them.
Use the words below to complete the sentences.

Each flat surface is called a face. Stick or draw one smiley on each face of the boxes.
The girl looks at the ____________ of the building.
How many faces did you stick on:
The man looks at the ____________ of the building.
The bird looks at the ____________ of the building.
side front top

cube prism prism

Are the faces of the prisms flat or curved?

Teacher:
Sign:
Now make the cylinder from Cut-out sheet 4.
Date:
Are the faces of the cylinder flat or curved?

134 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 135
 Date:

61
Double the number using a number line. The first example is given to you.
D
Double and half
Example
40 40 80
Do you remember? 2 is half of 4 4 is double 2 Double 40 + =

Term 2
20 is half of 40 40 is double 20
200 is half of 400 400 is double 200 0 10 20 30 40 50 60 70 80 90 100
a. Double 60
Remember! We can show this in a drawing …
+ =
4 40 400

0 20 40 60 80 100 120 140 160 180 200

2 2 20 20 200 200 b. Double 150

+ =

Finding halves 0 50 100 150 200 250 300 350 400 450 500
c. Double 200
a. b. c.
100 8
200 180 + =

0 50 100 150 200 250 300 350 400 450 500

Complete the following Complete the following

d. e. f.
300 150 370 a. Double 100 200 a. Half 220 110
b. Double 150 b. Half 180
c. Double 120 c. Half 260 Teacher:
Sign:
d. Double 200 d. Half 60
Date:
e. Double 170 e. Half 320

136 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 137
 Date:

62
More double and halving How many rands?

Finding the doubles or halves Musa wants the shirt. He only has half the amount.

Term 2
a. b. c. R135
How much does he still need? R______________
148
Aakar’s shoes cost twice as much as these.

R78,50
How much do Aakar’s shoes cost? R______________
73 73 96 96
Phindi’s dress is double the price of this one.
d. e. f.
134 166 How much does Phindi’s dress cost? R______________
R97

89 89 What goes in? What comes out?

Follow the example. Fill in the missing numbers.
Saving for a bicycle a.
Sale R450 50 110
Aakar saves R25 a week to buy this bicycle. Half
H alf price:
price: was
was R900
00
For how many weeks must he save?
90

Answer: weeks 75 double + 10

On sale 88
All the items are on sale for half the price. 62
Write the sale price next to each item.
b.
124 53
a. Blankets R190 b. Sheets R154
Sale price ____________ Sale price ____________ 110
Teacher:
72 halve Sign:
c. Cushions R54 d. Chairs R220 –9
Date:
Sale price ____________ Sale price ____________ 98 40

138 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 139
 Date:

63
How many outfits?
Group and combine
Grouping the children

Term 2
Mrs Ndaba wants to divide the class into equal-sized groups for outdoor games.
First she puts them into groups of 4.

Phindi has 5 coloured shirts and 5 coloured shorts.

How many different outfits can she make using different combinations of the colours?

For example: Blue shirt/blue shorts. Blue shirt/orange shorts.

Write the first letter of each colour. Show all the other possible outfits.

_____________________________________________________________

a. Count the children? _____________________________________________________________

Check. Compare.
b. How many teams does she make? Correct. _____________________________________________________________
c. Show all the other ways they can be grouped into equal sized groups.
_____________________________________________________________
________________________________ _____________________________________________________________
________________________________ _____________________________________________________________
Teacher:
________________________________ Predict: What if Phindi has 6 different colours of shirts and shorts? Sign:

Check. Compare.
Date:
________________________________ How many outfits can she make? Correct.

140 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 141
 Date:

64
Maths fun Finding the numbers
14
Look for a rule

Term 2
Use the rule to find the missing numbers. 8 6 a. Rule: The numbers in each row must add up to 16.

5 3 3
2 5 3 6
Now do these:
2
17
2
8 9
5 4 b. Rule: The 3 numbers, across the rows and down the columns, add up to the same total.
4 2 2 2 4 4 2
2 7 6 23 28 21
Build to 20 in 3 different ways.
9 1 12 26
20 20 20
3 8 10

c. Rule: Write in any 5 numbers that add up to the middle number

inside the star.

Challenge

Just think!
50 120 150
Use the numbers 1, 2, 3, 4 and 5.
Teacher:
The 3 numbers in each row must add up to 10. Sign:

Rule: Use each number only once. Date:

142 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 143
 Cut-out 1

1 1 0 1 0 0
2 2 0 2 0 0
3 3 0 3 0 0
4 4 0 4 0 0
5 5 0 5 0 0
6 6 0 6 0 0
7 7 0 7 0 0
8 8 0 8 0 0
9 9 0 9 0 0
1 0 0 1 0 1
2 0 0 2 0 2
3 0 0 3 0 3
4 0 0 4 0 4
5 0 0 5 0 5
6 0 0 6 0 6
7 0 0 7 0 7
8 0 0 8 0 8
9 0 0 9 0 9
Cut-out 2
Cut-out 3
Cut-out 4